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A report by Peirce 2009 [indexed at TD/TNC 97.873] stated that there were 5937 qualifications listed on the New Zealand Register of Quality Assured Qualifications as at 18 December 2008, and that just over 76 per cent of these qualifications were certificates and diplomas. This analysis was carried out to determine the currency, and to provide some context, to the figures presented in Peirce’s report. The analysis used a targeted sample of eight qualification developers and asked them to indicate if they are currently offering a list of qualifications (’active’). More than a quarter of the qualifications that were listed on the Register for these eight developers are not permitting enrolments (either because they were not running at the time or if they were no longer offered). The results indicate that while the numbers report by Peirce represent the numbers of qualifications listed on the Register, the report does not represent the number of qualifications currently on offer in New Zealand, as the number of qualifications listed on the Register include both active and closed qualifications. Based on this finding, two recommendations are made: (1) the New Zealand Register of Quality Assured Qualifications as well as the publicly available website (KiwiQuals) requires modification in order to reflect the current state of the qualifications listed. At present, it is not possible to determine the number of active qualifications in New Zealand using the Register/KiwiQuals as neither distinguishes between active/closed enrolments. Minimally, qualifications need to be differentiated according to those that are currently accepting enrolments (’active’), those that are not currently accepting enrolments (’closed’) and those that will never be accepting enrolments but qualification holders remain within the public (’historic’). This information would provide the public with a current account of the qualifications available in New Zealand (past and present); and (2) a second analysis of the information held on Register is required. In order to determine the rate of active versus closed qualifications currently listed on the Register, it is also recommended that a representative analysis be carried out, which would enable [the New Zealand Qualifications Authority] NZQA to determine the number of active qualifications within New Zealand at present (to a specified degree of certainty).

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Related publications are indexed from TD/TNC 97.872 to TD/TNC 97.878. Show less

For some time now, employers, employees and unions have raised concerns about the clarity and relevance of qualifications, particularly vocational qualifications. To support a robust economy in these changeable times, our qualifications system must work well for all those who use it. Many of the concerns about the usefulness of the current qualifications system focus on the large number of qualifications in some areas, the difficulty of identifying the similarities and differences between qualifications, and the relevance of qualifications for employers. In September 2009, the New Zealand Qualifications Authority (NZQA) released this paper to the tertiary education sector for consultation. The consultation paper proposed a package of seven major changes to be made to New Zealand's qualifications system. The consultation on the proposed changes ran for six weeks, the deadline for submissions was 10 November 2009.

Excerpt from NZQA website reprinted by permission of the copyright owner.

Related publications are indexed from TD/TNC 97.873 to TD/TNC 97.878. Show less

As of 18 December 2008, there are 5937 quality-assured qualifications listed on the New Zealand Register of Quality Assured Qualifications. Just over 76 per cent of these qualifications are certificates and diplomas; 58.19 per cent are certificates and 17.84 per cent are diplomas. The purpose of this report is to provide descriptive analyses on the numbers of certificates and diplomas listed on the Register. A historical background on the National Qualifications Framework (NQF) and the Register is provided for context.

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Related publications are indexed from TD/TNC 97.872 to TD/TNC 97.878. Show less

In February 2009 a discussion paper, ‘Considering a Diploma Supplement or equivalent for New Zealand’ [indexed at TD/TNC 95.682], was released to the tertiary education sector for consultation. The discussion paper was jointly produced by the New Zealand Qualifications Authority (NZQA) and the Ministry of Education (Ministry), with input from the Diploma Supplement Reference Group. Through this consultation process, NZQA and the Ministry sought to ascertain whether the tertiary education sector thought a Diploma Supplement or equivalent was desirable for New Zealand and whether it was feasible to implement. The consultation period ran for three months and the deadline for submissions was 30 April 2009. Twenty-seven submissions were received from a broad range of tertiary education providers. The feedback from these submissions has helped form the basis of these implementation guidelines. One of the key outcomes of the submission process was that some providers are keen to implement a Diploma Supplement or equivalent in the near future, and these guidelines are provided to assist with this process. They balance the need for international recognition of New Zealand qualifications, while providing information in a way that reflects the unique nature of New Zealand’s tertiary education system. Other providers indicated that they preferred to wait until further adoption and acceptance of the Diploma Supplement or equivalent occurs internationally before deciding whether to issue it to their students. This paper outlines the fields that should be used by providers if or when they choose to implement a Diploma Supplement or equivalent (which the Reference Group recommend calling the ‘Tertiary Education Qualification Statement’, or TEQS, in New Zealand). This paper forms the guidelines for implementation. Uniformity of information is very important because the format of each provider’s TEQS will be different. [I]mplementation of a TEQS is not mandatory: providers remain free to decide whether to implement it or not.

Excerpt from publication.

The report on the outcomes of the consultation process is indexed at TD/TNC 99.306. Show less

This report describes how the approval, accreditation and registration processes and procedures of qualifications design in New Zealand are applied. It is one in a series of reports completed as part of the evidence gathering of the targeted review of the qualifications system focusing on certificates and diplomas (levels 1 to 6). This report includes descriptions of: the New Zealand Register of Quality Assured Qualifications and the National Qualifications Framework; the quality assurance processes used by quality assurance bodies to approve, accredit and register new qualifications on the New Zealand Register of Quality Assured Qualifications (and National Qualifications Framework, where relevant); and the application of credit transfer and pathways policies.

Excerpt from publication reprinted by permission of the copyright owner.

Related publications are indexed from TD/TNC 97.872 to TD/TNC 97.878. Show less

The New Zealand Qualifications Authority (NZQA) is proposing to recognise micro-credentials, alongside qualifications, within New Zealand's government regulated education and training system from July 2018. Micro-credentials are a coherent package of learning and assessment, typically smaller than a qualification, that certifies achievement of a specific set of skills and knowledge needed by industry and or community. A range of terms can be used to describe micro-credentials including badges and nano-credentials. NZQA proposes using the term micro-credential. This paper is seeking feedback and advice on proposals for the recognition and quality assurance of micro-credentials. We are also consulting on proposed changes to the current Training Schemes Rules 2012 to include micro-credentials. The Training Scheme Rules are an existing mechanism within the education and training system that can be used to recognise micro-credentials.

The proposals have been developed in conjunction with a sector working group and informed by the three micro-credential pilots underway since July 2017. These pilots have stimulated a large number of enquiries and interest in micro-credentials, confirming there is a demand for this type of education product to be recognised within the New Zealand education and training system. This paper proposes an approach to recognising micro-credentials appropriate for the New Zealand education and training system. It allows for micro-credentials from New Zealand tertiary education organisations which operate within the government regulated education and training system to be quality assured. It also makes provision for micro-credentials from other organisations.

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In 2006, the New Zealand Government agreed to the development of a new quality assurance system for the non-university tertiary education sector that would include: a requirement for (non-university) tertiary education organisations (TEOs) to undertake self-assessment (SA); and a system of regular external evaluation and review (EER). One of the core principles underpinning the new quality assurance system is that each TEO would take greater responsibility for quality in their organisation. They would do this through the development of TEO-specific self-assessment processes that focused on how major stakeholder and student needs were identified and met, how the organisation knew about how well identified needs were being met, and how the organisation acted on areas identified for improvement. The new quality assurance system is referred to in this review as the Evaluative Quality Assurance Framework (EQAF). This is the report of the panel commissioned to conduct an independent evaluation of the New Zealand Qualifications Authority’s (NZQA) EQAF. In overall summary, the panel found that: (1) the use of an evaluative quality assurance framework to underpin New Zealand’s system of non-university tertiary education quality assurance is visionary and ground-breaking; (2) the underlying logic that the institutions should assume responsibility for quality is well supported by the tertiary education sector; (3) the NZQA has shown professionalism and leadership in the design and implementation of the EQAF; (4) there is widespread support for the use of the EQAF from TEOs; (5) there is an inherent tension between the developmental intentions of the EQAF and the consequential impact of EER ratings on providers; (6) there is not yet full confidence in EER procedures, judgments and reporting amongst all stakeholders; (7) there is a continuing need for capability-building in self-assessment; and (8) opportunities exist to identify and share good practice and research findings to further improve outcomes from the EQAF.

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The Ministry of Education and the New Zealand Qualifications Authority (NZQA) have a responsibility under the Lisbon Convention to promote the use of a Diploma Supplement, or an equivalent, by tertiary education organisations. New Zealand tertiary education organisations routinely issue academic transcripts containing information on students’ studies. Diploma Supplements contain much of the information already found in academic transcripts, but also includes information about: qualification outcomes; the institution issuing the qualification; and the country’s tertiary education system. Providing this additional information is likely to enhance New Zealand graduates’ access to labour market and academic opportunities in Europe and other countries.

This discussion paper seeks feedback on whether it is desirable to provide graduates with the additional information the Diploma Supplement records to ensure ongoing international recognition of New Zealand qualifications. It provides the opportunity to discuss the benefits, costs and design, and to identify whether any common aspects can be agreed between tertiary education organisations to encourage national consistency. The feedback received on this paper will be collated in a report that will be provided to tertiary education organisations as guidance if they wish to implement a supplement. Any decisions about implementing a supplement will rest with individual tertiary education organisations. Feedback is due by Thursday 30 April 2009.

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This study examined 14 qualification developers' opinions on the qualification development process. Developers were represented across industry training organisations, private training establishments, polytechnics, wananga and standard setting bodies. Qualification developers were asked their opinions on a range of issues including how they determine demand for qualifications, their qualification development processes, and the responsiveness and relevance of the development process to learners, communities and industry.

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Using rich administrative data for a full cohort of English secondary school leavers (2002/03 academic year), we compare earnings of people with higher vocational/technical qualifications to the earnings of degree holders at the age of 30, while controlling for prior attainment and background characteristics. We find that by the age of 30 the early earnings differential associated with high-level vocational/technical education tends to disappear and degree holders earn more on average. However, there is strong heterogeneity by gender and subject area. There are especially high returns related to higher vocational/technical education in [science, technology, engineering and mathematics] STEM subjects, which remain significantly above those of many degree holders several years after graduation.

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