Digital Technology: Profession or Trade? A Wild, Wild West Perspective

The digital technology landscape is a rapidly evolving one, and with it comes the ongoing debate about whether it's a profession or a trade. In Aotearoa New Zealand, as in many other countries, the lines between these two categories often blur, especially given the accessibility of online learning resources and certifications.

With the government revisiting the vocational education model getting clarity of how we address our ongoing skills demands in a flexible, well funded, holistic manner is more important than ever. So I thought it worth a bit more exploration.

The Profession vs. Trade Debate

Traditionally, professions are associated with specialised knowledge, formal education, and a regulated code of ethics. Trades, on the other hand, are often linked to practical skills and hands-on experience. In the context of digital technology, the distinction can be less clear-cut.

While there are certainly vocational and tertiary education programs available in New Zealand that cater to digital technology roles, it's undeniable that many individuals have successfully entered the workforce with minimal formal education. Online platforms and self-paced learning resources have made it easier than ever to acquire specific skills and certifications.

The Wild, Wild West of Digital Technology

This accessibility, while beneficial in many ways, has also created a unique challenge. The digital technology industry can often feel like the Wild West, where anyone can claim to be an expert with a few certifications under their belt. This lack of a standardised framework can make it difficult to assess the true capabilities of individuals and can potentially lead to subpar work.

It might sound flippant when I refer to our industry as the Wild West so remember we are fast paced, ever changing, haven’t really been around that long (as compared with construction or engineering). Someone recently said to me “if bridges fell over as often as IT project failed, we’d be living in a world of islands”.

The Role of Funding Models and Governing Legislation

The issue of whether digital technology is a profession or a trade is further complicated by the funding models for vocational and tertiary education in New Zealand. The government's emphasis on outcomes-based funding can sometimes lead to a focus on short-term skills acquisition rather than long-term professional development.

Moreover, the lack of governing legislation for digital technology professionals, unlike professions such as accounting, engineering, and architecture, can also contribute to the confusion. These professions often have established regulatory bodies that set standards, enforce codes of ethics, and protect the public interest.

The Role of SFIA and IT Professionals

IT Professionals is committed to fostering a more professional and mature digital technology industry, our existing Code of Ethics provides a framework for ethical conduct, we also aspire to foster professional maturity within the industry. And by promoting the use of SFIA (the Skills Framework for the Information Age), we can help to ensure that individuals have the skills and knowledge they need to succeed and contribute to the ongoing growth and development of the sector.

But I digress. Are we a Trade or are we a Profession?

We are a hybrid

In my mind the digital technology industry is both a profession and a trade. While there are certainly opportunities for individuals to enter the field through vocational training or tertiary education, the accessibility of online resources and certifications has also created a more diverse and dynamic landscape.

To ensure the continued growth and development of the industry, it's essential to strike a balance between formal education, practical experience, and effective regulation.

Importantly for the re-reform of vocational education here in Aotearoa we can’t squeeze ourselves into a legacy training model, digital tech is vast, rapidly changing and needs to be flexible. We need a framework approach that will enable us to mature, educating our future workforce (whether they are new entrants or retraining from another career) and support the ability for learners to earn while they learn. We are not building houses so why try to shoehorn us into the same education boxes?