Pursuant to section 253 (3) of the Education Act 1989, notice is given that the New Zealand Qualifications Authority, having undertaken the consultation required by section 252 (2) and having established policies and criteria in respect of the registration of Private Training Establishments, pursuant to section 253 (1) (ca), hereby publishes them.
The New Zealand Qualifications Authority in exercising the power of registration and/or accreditation of Private Training Establishments (PTEs), Government Training Establishments (GTEs) and Wananga (collectively referred to as providers), shall satisfy itself as to the standard and quality of each provider according to the detailed policies and criteria approved by the New Zealand Qualifications Authority.
These detailed policies and criteria are described in the Quality Assurance Standard for PTEs, GTEs and Wananga published on the New Zealand Qualifications Authority web site.
1.1 Goals and objectives
The provider has measurable goals and objectives for education and training. The provider demonstrates this by:
(i) stating its education activities within a written statement of its goals and objectives, approved by the governing body.
(ii) having performance indicators to measure the achievement of its goals and objectives.
1.2 Systems to achieve goals and objectives
The provider puts into practice quality management systems to achieve its goals and objectives. The quality management systems must cover the following:
1.2.1 Governance and management
The provider has adequate and appropriate governance and management to achieve its goals and objectives. The provider demonstrates this by:
Ownership and governance
(i) defining its ownership and governance structures.
(ii) managing in the best interests of the establishment and its kaupapa.
(iii) maintaining its corporate status.
Quality management systems
(iv) applying a coherent set of policies and procedures (quality management system).
(v) applying the management system across all sites.
(vi) defining organisational structures, roles, responsibilities, authorities, lines of reporting and accountability.
(vii) defining how it addresses the principles of the Treaty of Waitangi.
(viii) notifying the New Zealand Qualifications Authority of any significant changes.
Financial management
(ix) using acceptable financial management practices and achieving acceptable financial performance.
(x) operating trust accounts that comply with section 236A of the Education Act 1989.
(xi) having arrangements to indemnify student fees or evidence of exemption.
1.2.2 Personnel
The provider recruits, manages and develops its people to achieve its goals and objectives. The provider demonstrates this by:
(i) using appropriate recruitment and selection practices to make sure it has enough personnel with:
- teaching and subject knowledge
- assessment and moderation expertise
- educational management experience
- quality management expertise
- student support skills
- financial and administration expertise
(ii) providing fair conditions of employment.
(iii) appraising staff performance.
(iv) providing ongoing staff development.
1.2.3 Physical and learning resources
The provider has adequate and appropriate physical and learning resources to achieve its goals and objectives. The provider demonstrates this by:
(i) defining the quality and quantity of physical and learning resources.
(ii) making sure the resources needed for the course are available to students before delivery of training.
(iii) ensuring the premises meet the requirements of the Resource Management Act 1991 and the New Zealand Building Code as required by the Building Act 1991.
(iv) meeting appropriate levels of quality, health, safety and comfort for learners and staff at permanent and temporary teaching sites.
1.2.4 Learner information, entry and support
The provider supplies adequate and appropriate information, entry and support services to learners. The provider demonstrates this by:
Learner information
(i) providing information covering:
- recruitment and enrolment
- publicity material
- descriptions of courses and qualifications
- entry and selection criteria
- induction
- pastoral care, welfare and student support services
- rules and regulations
- withdrawal and refunds
- disciplinary procedures
- complaint procedures
- reassessment procedures
- procedures for appeals of academic results
- recognition of prior learning or current competency
- total costs for enrolment and pursuing a proposed course of study
- student fee indemnification arrangements
- health and safety requirements
At enrolment
(ii) making sure learners fully understand what is required from them in their proposed course of study.
(iii) identifying learners' specific learning needs and planning how to address those needs to ensure they have reasonable chance of success.
Ongoing support
(iv) dealing with learners fairly and equitably.
(v) providing access to guidance, support systems and welfare services. The provider makes sure it:
- protects learners and the public from any physical, cultural, psychological, moral or emotional harm that may result from the teaching programmes or related activities
- responds appropriately to identified skill gaps or lack of learner achievement
- provides support and guidance appropriate to the method of delivery for each course of study so learners can plan their learning programme to achieve their learning goals
- informs learners of guidance, support, welfare services, and health and safety procedures
International students
(vi) complying with the mandatory Code of Practice for the Pastoral Care of International Students.
1.2.5 Development, delivery and review of programmes
The provider adequately and appropriately designs, develops, delivers and reviews its education and training programmes consistent with its goals and objectives. The provider demonstrates this by:
Development
(i) designing, developing and approving programmes that:
- are based on the needs of learners and other stakeholders
- incorporate requirements of any funding or standard setting bodies
- specify the learning outcomes and expected standards of achievement
- ensure the learning outcomes are achievable within the timeframe of the programme
- have appropriate content, teaching and learning strategies, resources and assessment activities
- integrate any off-site practical or workplace components
Delivery
(ii) delivering courses in ways that meet the needs of the learner.
(iii) specifying the standard of delivery and support for any education and training delivered on its behalf.
(iv) ensuring that it meets the information requirements for New Zealand tertiary providers offering approved
New Zealand qualifications overseas (as outlined in Appendix 4 of the Quality Assurance Standard for PTEs, GTEs and Wananga).
Review
(v) systematically monitoring and evaluating all courses and using the results to improve learning outcomes and achievement.
(vi) monitoring learner and stakeholder satisfaction with the quality of education and training provided.
(vii) regularly monitoring and evaluating education delivered on its behalf by other providers.
(viii) keeping qualifications and programme content current with latest industry or unit standards.
1.2.6 Assessment and moderation
The provider has adequate and appropriate systems of assessment and moderation for assessing learners against the expected outcomes of programmes. The provider demonstrates this by:
(i) ensuring assessment:
- processes and decisions are open, systematic and consistent
- methods are appropriate, fair, manageable, and integrated with work or learning
- evidence is valid, authentic and sufficient
(ii) internally moderating its assessment materials and judgements.
(iii) complying with external moderation requirements of the New Zealand Qualifications Authority and national standard setting agencies.
(iv) making sure learner work is adequately stored to meet moderation requirements, reassessments and learner appeals.
(v) making sure learners are informed of the procedures for reassessments and appeals of assessment results.
(vi) applying fair and consistent processes for credit transfer, recognition of prior learning and recognition of current competency.
(vii) making sure learners are only assessed against those unit standards or qualifications registered on the National Qualifications Framework for which the provider has accreditation.
1.2.7 Notification and reporting on learner achievement
The provider adequately and appropriately reports on learner achievement. The provider demonstrates this by:
(i) systematically recording learner achievement.
(ii) reporting regularly to learners on their progress and achievement.
(iii) transferring learner achievement of credits for unit standards to the Qualifications Authority Record of Learning database:
- accurately
- on a regular basis
- as soon as practicable after credit has been awarded
- only in relation to the scope of accreditation granted
(iv) maintaining a reliable system for archiving information on final learner achievements.
1.2.8 Research
Where degree programmes are offered, the provider has adequate and appropriate means of research to achieve its goals and objectives. The provider demonstrates this by:
(i) ensuring teaching staff have significant and verifiable involvement in research within their area of experience.
(ii) conducting research activities in line with recognised ethical and cultural standards and that are open to peer and public scrutiny.
(iii) ensuring appropriate research facilities exist to enable staff and students to undertake relevant research.
1.3 Achievement of goals and objectives
The provider is achieving its goals and objectives, and can provide assurance that it will continue to do so. The provider demonstrates this by:
(i) applying suitable performance indicators to measure and monitor the achievement of goals and objectives.
(ii) using the results of its performance measurement to update its goals, objectives and performance indicators.
(iii) regularly collecting feedback from learners, clients, funders and other stakeholders to confirm its effectiveness as a training provider and to further improve its education and training.
(iv) using review and evaluation processes that either:
- confirm that policies and processes as set out in the quality management system are current, are being applied consistently and are effective in achieving desired outcomes; or
- identify areas for ongoing improvement, which are then actioned.
These criteria are the policies and criteria approved by the Board of the New Zealand Qualifications Authority. Providers should note that, effective immediately, under sections 236AA (1), 258A (1) and 259 (1) of the Education Act 1989, it is a condition of registration, course approval or accreditation respectively, that the institution will at all times comply with the relevant policies and criteria established by the New Zealand Qualifications Authority under section 253.
KAREN VAN ROOYEN, Acting Chief Executive, New Zealand Qualifications Authority.