nzqa minutes june 4 gg 5 v2

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  • 7/21/2019 NZQA Minutes June 4 GG 5 v2

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 1

    Mandatory Review of Foundation and Bridging Qualifications

    Governance Group Meeting Notes 4 June

    Minutes of the meeting held Wednesday 4 June 2014 at 10 am by teleconference

    Members attending:Helen Anderson; Anthony Campbell; Tony Cartner; Mino Cleverley (from10.20); Janet Hay; Nyk Huntington (chair); Mary Manderson; Lindsay Spedding (until 12.30);Graeme Marshall (except absence due to fire alarm 10.3010.50).

    Other attendees: Denise Holling; Michele Miller; Peter Sherwin

    Apologies: Paul Hursthouse; Andrew Kear; Kolose Lagavale; Jo Nicholson

    1. Meeting opened at 10.09 am. Welcome, no update to risk register.

    2. Minutes of previous meetings were accepted as a true and accurate record.

    (Marshall/Manderson) AGREED.

    3. Matters arising

    H Anderson has agreed to re-join GG. The GG asked her to continue, on the

    basis of her expertise in sector, continuity and familiarity with issues around the

    reviews (from an ITP stance). Note her current employer is Auckland University

    of Technology. She does not represent AUT on this group.

    J Nicholson agreed to continue to represent the Private Training Enterprise sector

    while she is on contract to her current employer.

    Action list

    1. Draft letter to Universities NZ circulated prior to the meeting. Members to forward

    suggestions to Team Mailbox, Nyk will finalise them.

    Need to clarify sentence about requirements for Immigration.

    Add advice for Certificate of University Preparation and Taylors Certificate

    Foundation Year to recognise these as programmes rather than qualifications.

    Current understanding of Immigration Services rules: a programme is notavailable for a Student Visa if it is not on NZQF.

    2. Draft letter to NZQA (regarding a review of the results from all qualification

    reviews) circulated prior to the meeting. Members to forward suggestions to

    Team Mailbox, Nyk will finalise them.

    3. Learner and industry consultationhow can we increase participation by these

    groups?

    Business NZ, Industry Training Federation, and Employers & Manufacturers

    Association have been on mailing list.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 2

    Suggestion to contact the lead persons in the industry development groups for

    Vocational Pathways.

    Suggestion to contact with student associations.

    Alert groups now that consultation is coming in second stage.

    It will be important to have consultation on programme level for learners as

    these qualifications are broad, learners will be affected by programmes. For

    example, 20 weeks not long enough for international students.

    Action point 4 has been completed. (GG participation)

    5. ITP Academic Managers forum met in May. Agreed that Denise Holling will be

    the contact point with updates or queries.

    6. Draft letter to NZQA (regarding the issues discussed with Study Group)

    circulated prior to the meeting. Members to forward suggestions to Team

    Mailbox, Nyk will finalise them.

    Action points 7-9 have been completed. (correspondence to Youth Pathways

    Manager, draft qualifications, consultation document).

    4. Replacement relationships

    The replacement map is part of the application (NZQF 1).

    Possible issues with mapping - so many existing quals have different credit values to

    those proposed, cant all simply map to a replacement qualification. Need for

    communication with providers and advice about writing programmes of study. 120

    credit currentqualifications may map to a programme leading to twonew

    qualifications. Is this statement written into the rules for writing programmes? (MM to

    investigate).

    Add in statement next to qualifications which are not foundational or with other

    purposes. By listing them separately, GG acknowledges that the owners of these

    qualifications do not consider them to be foundational or bridging. GG recommend

    further engagement with the qualification owners and communication with these

    providers about constructing programmes of study.

    Add in reference/explanation for qualifications run in conjunction with universities.

    Noted that a 120 credit programme (leading to twonewqualifications) may not suit

    international students who need a one-year course for Immigration purposes. There

    is could be attrition between the two programmes and one 60 credit course at L3

    would not give students long enough to prepare for university.

    Note that some level 1 programmes cover a broad range of people, some people

    need more time at level 1 before they are ready to progress to level 2. This issue

    needs addressing to ensure cohesiveness of the qualification framework, an issue

    larger than this review.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 3

    5. Discussion of consultation results

    a. Request from NZCDI to retain NZCDI Certificates in NZ Studies as separate

    qualifications, including brand name. Request included letters of support from individuals

    and organisations. The following points were discussed:

    The submission has been thoroughly prepared and well presented.

    Purpose of programmes is to prepare or develop further the abilities of individuals to

    understand society and culture. This could be viewed as different to foundational.

    Unfortunate that the timing of the Targeted Review has meant this qualification has

    not been able to be taught or implemented.

    Rules around qualifications mean that name cannot include 'NZCDI'. The intellectual

    property belongs to the programme, not the qualification.

    These qualifications could become programmes of study leading to NZ qualifications.

    AGREEDrequest to retain certificates and names is declined; letter communicating

    reasons to be drafted, Nyk to finalise.

    b. Summary of consultation (refer attached)

    Individual responses were read by GG. The following points were discussed.

    TitleMost respondents support the titles. One response indicated that they didnt like

    them but would be marketing through their programme name. AGREED to keep titles

    of qualifications as they are, but communicate the idea of using different programme

    names which would have a context. The programme name should be chosen to

    engage learners and increase local understanding.

    Total credit valueAGREED to retain. Noted need to confirm the ability to have one

    programme leading to two qualifications.

    Key theme in feedback is lack of available credits for 'content' (either industry-specific

    skills or subject-specific knowledge). There are in fact 60 credits of contentand

    developing the capabilities happens within the content.

    Noted need for professional development in writing integrated assessments. Thesecapabilities are always in context of a particular content area, often assessed together.

    An example of a programme of study, integrating capabilities with content, would be

    very useful. AGREED to add examples, explanation, and advice for writing

    programmes to the consultation document in Stage 2.

    Allocation of credits. Some GG members and respondents would prefer not to use

    credits for each 'cluster' of outcomes. Current qualification as it is written is

    prescriptive about weighting of self, community etc. Academic content has lower

    credit value than some would need. However we are required to have indicative

    credits. Noted that foundational learners have 'spiky' or 'lumpy' profiles, so there is

    sound educational argument for a range of credits rather than specific values.AGREED to submit credit values with a 10% range and prepare to discuss rationale.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 4

    Students who are doing university foundation programmes want to do a heavily

    academic programme. Concern that standardisation of qualification will mean a

    standardisation of programmes as well. Need to ensure flexibility in content is

    allowable.

    Query in one submission - What is the relationship between these qualifications and

    NCEA? There is still more work to be done on this, however, NZCFS credits can be

    used for NCEA if they are from assessment standards.

    Concern noted for benchmarking, fairness, validity, consistency. AGREED that this

    must be considered in Stage 2. Programmes must have consistency and

    transferability. (What is to stop the you need to do OUR programme to do our

    degree?) Evidence of progression could be one of consistency measures.

    Some learners will not need the whole qualification, may simply need to fill knowledge

    gaps. This may be offered through NCEA subjects.

    These qualifications are needed now, for those people who are underprepared.

    Bridging programmes have a long history of success, especially for high prioritypopulations.

    Noted many respondents' concerns about strands, names included in titles, possible

    proliferation. AGREED to remove strands at qualification level but suggest local need

    for different pathways can be met at programme level. Use the word 'pathway' instead

    of 'strand' in the qualification descriptions.

    Noted concerns of Cert in Anatomy and Physiology and some Certs in Health Science

    (preparation for nursing). AGREEDthese comments are similar to those who need

    more 'subject specific' content. Encourage providers to write programmes which

    integrate the learning of capabilities in the teaching of their subjects. Another solution

    to meet a specific need is to use a training scheme.

    AGREEDGG need to signal clearly that there is a separate process for University

    Entrance equivalence to occur. (It is a larger issue than this review). Suggest GG

    apply to CUAP for qualification recognition. Some respondents seem to be assuming

    that UE equivalence will happen. Current practice is at the learner level or specific

    programme/provider level at the discretion of the university. 'May lead to admission at

    a university' could be added to the strategic purpose statement.

    AGREED - Need overt academic literacies in profile for level 3 and 4 qualifications.

    Noted - International students are already successful in their own education systems,

    but they need the year to adapt to a new education system. Want to ensure that

    programmes of study that recognise academic pathways will be approved. Not

    majority rules some important minorities.

    Level 4 qualification includes Level 5 paperswant flexibility to be able to do this. Not

    often that it is credited into the degree. Should be allowable with the definition of

    'certificate' as it is written.

    AGREED - Revised qualifications will be circulated, with specific wording changes to

    be considered by email; GG will respond by Tuesday 10 June.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 5

    6. Application for Approval to Develop

    Michele presented the drafts for the application form NZQF1 and the report form NZQF5.

    Any suggestions for change to Michele by email. Will circulate final copies for endorsement

    by email. (Nyk to call a teleconference if warranted).

    7. Any other business

    a. Transitions Forumwho is available to present at the forum? Will develop a collective

    presentation by email.

    b. Universities NZ is reviewing the current qualifications with ad eundeum statum (AES) at

    Entrance level. The list is similar to that currently posted on the Universities NZ website,

    and comprises: Accelerated Christian Education (ACE) Certificates of Academic

    Excellence; Academic Colleges Group Foundation Studies Programme; ICCE Advanced

    Academic Certificate; University of Cambridge International Examinations, International

    Baccalaureate; Taylors College Taylors Auckland Foundation Year; MIT Certificate in Pre-

    Degree Studies (Engineering); NZIM Certificate in Management or Certificate in Small

    Business Management; Steiner School Certificate; Young Enterprise Certificate.

    8. Next meeting:

    Nyk explained Stage 2 has these GG meetings:

    1. Planning meeting and guidance for working groups. Propose first week August, face-

    to-face, Wellington.

    2. Discussion of consultation and sign-off for application to list (may be by email or

    teleconferences).

    Stage 2 also has working groups later in that month. Suggest consultation in September and

    aim to submit application in mid-November.

    Meeting closed at 12.50 pm.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 6

    Summary of Consultation May 2014

    35 responses 28 joint 7 independent (received by 9 am 4/6/14)

    Q1 Are the names of the qualifications easily understood? Do they adequately reflect the

    nature and intention of the qualification? Yes 20 No 6

    Comments

    Is there a potential for confusion using foundation given that there are alsouniversity foundation certificates?

    Foundation is an academic term, unappealing to learners. Why not NZ Cert in Workand Study Skills?

    Titles are okay but we will rely on the programme titles for marketing to learners andindustry. They need to be understandable and accessible which the qualification titlesare not.

    Q2 Do you agree with the draft descriptions for each certificate as given in the consultation

    document? Agree 8 Mostly agree 10 (See separate sheet)

    Q3 There are separate qualifications proposed for Bicycle Mechanics and Steiner Schools.

    Are there other groups which require separate qualifications? Yes 5 No 11

    Comments

    NZ Certificate in Business Administration and Computing

    NZ Building Carpentry and Allied Trades Skills (with additional content from NCES)

    Need an entry qualification to employment in the trades, not a non-equivalent genericqualification.

    CUAP approved and moderated foundation programmes that are not delivered by

    universities NZ Certificate in Health Science

    Potentially, a lot of sector groups.

    Q4 Are there other level 1 and 2 certificates in this review which would not be described as

    foundation? No 9 Yes 1 - NCBCATS L2, NC Basic Residential Property Maintenance.

    Comments

    Why has NCBCATS been singled out? Whats the difference? GG needs to explain.

    Any content can be contextualised to sit in these qualifications.

    All level 12 quals are foundation for further learning.

    BCATS should be moved to Allied Tradesbetter fit.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 7

    General comments/Questions

    Benchmarking is vital

    Concern about fairness, validity, consistency.

    What is the relationship between these qualifications and NCEA? What if NZ CFS L1was achievedwould they be able to do NCEA L2?

    Include sufficient credits for this qual to be equivalent to University Entrance.

    Ask CUAP to include this qual in their review of quals which are equivalent toUniversity Entrance.

    Are the Certificates in Anatomy and Physiology in the right review?

    Does the Level 4 provide sufficient academicpreparation? Need overt academicliteracies in profile.

    Comments on strands

    Remove strandssuggested by several respondents.

    Concern at possible proliferation of strands. May be better to strand at programmelevel.

    Some respondents agreed with strands, one recommended caution.

    Need to allow enough credits for learner to meet UE requirements (only 30 subjectspecific, not enough for UE = 42 minimum.)

    Where are Maths, Science, English?

    Add Business as a strand.

    Add an academic strand.

    Other specific comments were given for wording of outcomes and strategic purpose

    statements.

    Credit value Most responses supportive.

    One suggested: L12 Smaller (40 CR). 60 CR is an ITP delivery model.

    One suggested L2 120 credits.Strategic purpose statement

    Simplify at level 1 and 2. (several responses and suggestions).

    Literacy and numeracy should be specifically mentioned.Graduate profile statements

    Very generictoo much flexibility?

    Suggestions to shuffle GPO between clusters. (L1 - 2)

    Improve verbs.

    Suggestion to conflate GPO in L34.

    Need specific lit/num GPO for UE requirements. Add employment or work focus to level 1

    Allocation of credits proposed in the graduate profiles

    Use percentages, dont allocate credits several!

    Decrease SELF. Increase LEARNING or WORK.

    Need more credits for industry specific skills.

    Need more credits for subject specific or strands at L34.

    Concern that te Ao Maori is undervalued (only 4 CR?)Education Pathway Show pathway to NZ certificates at L3 and L4. Suggestion to clarify wording at L1.Employment Pathway Add work to level 1.

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    Meeting Notes GG 4 June Foundation and Bridging Review Page 8

    List of joint contributors

    1. ACG2. Adventure Education3. Aromaflex4. Bay of Plenty Polytechnic

    5. CDANZ6. Centre of Foundation Studies Wintec7. Corporate Academy Group8. CPIT9. Early Childhood Education Governance Group10. Eastern Institute of Technology11. FABENZ12. Future Skills13. G&H Training14. Naturopathic College15. Northtec

    16. NZ Teachers Council17. Otago Polytechnic18. Solomon Group19. South Pacific Academy20. Tai Poutini Polytechnic21.Te Wnanga o Aotearoa22. Trade and Commerce Ltd23. UCOL24. Unitec25. University of Waikato26. Waimea College27. Whitireia28. Wintec