14691 (2025). Francisco Hernandez to the Minister for Vocational Education

14691 (2025). Francisco Hernandez to the Minister for Vocational Education: What advice, reports, briefings, aide memoires, or any other documents has the Minister or any member of their Office received, if any, during the week beginning 17 March 2025, by title and date?

Hon Penny Simmonds: The briefings I received during the week beginning 17 March 2025 are listed below. From the Tertiary Education Commission: 17 March 2025 - Tertiary Education Report: December 2024 Enrolment Update to the Minister. 20 March 2025 - Tertiary Education Report: Seeking nominations for ITP establishment advisory groups. 20 March 2025 - Report to the Ministers for Vocational Education, and Universities dated 20 March 2025. 21 March 2025 - Tertiary Education Report: Ministerial Consultation on Establishing a Third Medical School From New Zealand Qualifications Authority: 19 March 2025 - NZQA Fortnightly Report to the Minister for Vocational Education From the Ministry of Education: 19 March 2025 - Confirming amended draft VET Cabinet Paper: work-based learning arrangements 19 March 2025 - December 2024 Tertiary Education Enrolments 19 March 2025 - Draft Regulatory Impact Statement for the future of work-based learning 19 March 2025 - Redesign of vocational education and training system – Options for standards-setting 19 March 2025 - Context on the over-delivery (105%) settings 20 March 2025 - Tertiary Education Weekly Update (TEWU) 20 March 2025 20 March 2025 - Revised WBL Cabinet paper and Summary of Submissions 21 March 2025 - Draft Work-based Learning Cabinet Paper - material for Ministerial consultation Please note, some titles have been withheld due to sensitive nature or still under consideration. It is not in the public interest to release it at this time. This answer does not cover members of my office who receive a large amount of material every week. Asking them to collate that material would require substantial collation and research and prevent them from undertaking their substantive roles.