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Review of Teacher Education QualificationsSummary of November/December 2014 Consultation Feedback and Governance Group response

Introduction

This document summarises the feedback from consultation on the draft Teacher Education (TEd) qualifications, open between 18 November and 8 December 2014. Feedback was received both through an online survey and through email responses.

Stakeholder feedback generally supported the detailed specifications and conditions of the final drafts of TEd qualifications, as appropriate statements designed to help programme developers. This feedback and support has been used to inform an application for Approval to List the qualifications.

Below, along with the summary, is the Governance Group (GG) response to key issues and common themes in the feedback. Due to the amount of feedback provided it has not been possible to address all comments individually but all submissions were considered by the GG.

Number of submissions

A total of 66 responses were received by online survey (49) and email (17). If a submission was forwarded more than once then subsequent submissions were not counted for this total.

The following graph outlines the percentage of submissions by different stakeholder groups.

Polytechnic or Institute of Technology (ITP)

Private Training Establishment (PTE)

Wānanga

Kura Kaupapa

A secondary school or other educational organisation

Hapū, iwi or Community group

Student/individual

Education sector employer

Education sector peak body/umbrella group

Other

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

28.8

22.7

0.0

0.0

7.6

7.6

13.6

15.2

7.6

22.7

Stakeholder Profile of Respondents from Teacher Education Consultation November - December 2014

Response in percentage

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Review of Teacher Education QualificationsSummary of Nov-Dec 2014 consultation feedback and Governance Group response

Qualifications

Suggestions to do with re-wording for clarity of meaning have been considered and changes have been made across the qualifications accordingly.

The following sections lay out key issues raised, or comments made, by stakeholders as well as their responses to: whether the qualifications met the need identified in the original needs analysis whether there was sufficient detail and flexibility in the qualifications' conditions to

develop consistent programmes in a range of contexts.

Several qualifications from the review were not included in this consultation round as they are still under development. For the following qualifications, the development process is continuing and they will be submitted separately in 2015: Aotearoa Certificate in Mātauranga Māori (Level 5) Aotearoa Certificate in Mātauranga Māori (Level 6) New Zealand Certificate in Education Support and Care (Level 3) New Zealand Diploma in Career Practice (Level 6).

In addition, consultation on the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) was deferred in light of recent changes to qualification design rules, and as there was opportunity for further development in consultation with Tertiary Education Commission.

Adult and Tertiary Teaching

The consultation document considered the proposed qualifications: New Zealand Certificate in Adult and Tertiary Teaching (Level 4) New Zealand Diploma in Adult and Tertiary Teaching (Level 6)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

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Strongly Agree

Agree

Neither Disagree Nor Agree

Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

7.1

67.9

14.3

3.6

7.1

10.3

65.5

13.8

10.3

0.0

Figure 1. New Zealand Certificate in Adult and Tertiary Teach-ing (Level 4)

Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts?In your view, does this qualification meet the need identified in the original needs analysis?

Percentage of Stakekolder Support

Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0

14.3

46.4

28.6

3.6

7.1

14.8

48.1

29.6

0.0

7.4

Figure 2. New Zealand Diploma in Adult and Tertiary Teaching (Level 6)


Percentage of Stakeholder Support

Figures 1 and 2 represent the percentage of support by the survey respondents (56.8%) that answered the questions.

Main Feedback

Adult and Tertiary Teaching (Level 4)Of the respondents for this qualification, 75% agreed or strongly agreed that this qualification meets the need identified in the needs analysis, and 60% that it has sufficient detail and flexibility.

Key issues or comments

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The statement 'Graduates [...] will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific location and multicultural environment' is fine as it encapsulates the bicultural and multicultural reality of New Zealand; however, the statement that follows narrows the scope of graduate competency to a solely bicultural context (i.e. the indigenous status of Tangata Whenua and the role of Tangata Tiriti.)

Two sessions doesn’t equate to the 20 credits (200 hours) allocated for ‘Facilitation’.

Concern regarding the lack of reference to vocational context. Concern about the inclusion of a ‘design’ component.

Governance Group Response/Recommendations The second statement isn't intended to narrow the scope of the first statement, or

reduce it to a bicultural context, given that ‘Other Conditions’ states that Tangata Tiriti includes all peoples. To make it clearer the Strategic Purpose Statement and definition of Tangata Tiriti have been amended across the suite of qualifications.

The learning sessions have been increased from 2 sessions to 3. ‘Vocational context’ is addressed in the Strategic Purpose Statement. The word 'design' is now widely used in education to describe the process that

teachers use to reflect, plan, decide, implement, assess and evaluate any learning event. In some cases teachers won't 'construct' the materials or assessments themselves and some teachers may only do limited assessment, however we know that they need to understand all parts of the design process to be effective teachers. We expect teachers to be thinking like teachers and consider the best 'design' for their situation, to ensure their learners' success.

Submit this qualification for Application to List.

Adult and Tertiary Teaching (Level 6)Just over 60% of respondents agreed or strongly agreed that this qualification meets the need identified in the needs analysis, and has sufficient detail and flexibility.

Key issues or comments The step up in Graduate Profile Outcome (GPO) 2, Foster a teaching environment

that gives primacy to learners in order to facilitate quality learning, between levels 4, 5, and 6 is not clear.

Governance Group Response/Recommendations: There is no step up in GPO 2 as giving primacy to learners is a core expectation

and the same for all levels. Submit this qualification for Application to List.

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Adult Literacy and Numeracy Education

The consultation document considered the proposed qualifications: New Zealand Certificate in Adult Literacy and Numeracy Education

(Vocational/Workplace) (Level 5) New Zealand Certificate in Adult Literacy and Numeracy Education (Educator)

(Level 5) New Zealand Diploma in Adult Literacy and Numeracy Education (Level 6)

Further to the questions about needs, detail, and flexibility, stakeholders were also asked to indicate their support for cross-crediting from the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) to the level 5 Adult Literacy and Numeracy Education (ALNE) qualifications.


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

6.7

60.0

33.3

0.0

0.0

6.7

66.7

26.7

0.0

0.0

12.5

50.0

37.5

0.0

0.0

Figure 3. New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5)

Do you support the cross-crediting from the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) to the level 5 Adult Literacy and Numeracy Education (ALNE) qualifications?Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts?In your view, does this qualification meet the need identified in the original needs analysis?

Percentage of Stakekolder Support

Figure 3 represents the percentage of support by the survey respondents (22.7%) that answered the questions.

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Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

5.9

58.8

35.3

0.0

0.0

6.3

68.8

25.0

0.0

0.0

11.8

58.8

29.4

0.0

0.0

Figure 4. New Zealand Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5)

Do you support the cross-crediting from the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) to the level 5 Adult Literacy and Numeracy Education (ALNE) qualifications? Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts? In your view, does this qualification meet the need identified in the original needs analysis?


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0

6.3

50.0

37.5

6.3

0.0

6.3

43.8

50.0

0.0

0.0

Figure 5. New Zealand Diploma in Adult Literacy and Nu-meracy Education (Level 6)

Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts? In your view, does this qualification meet the need identified in the original needs analysis?


Main Feedback

Adult Literacy and Numeracy Education (ALNE)Overall, feedback on the ALNE qualifications was limited. However, of the average of 24% of total respondents who completed the ALNE section of the survey, between

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50% and 76% agreed or strongly agreed with the survey questions asked across the three qualifications.

Key issues or comments Are 2 sessions adequate given the 20 credits allocated to facilitation?

Governance Group Response/Recommendations: As with the Adult and Tertiary Teaching (Level 4), the learning sessions have

been increased from 2 sessions to 3. Submit these qualifications for Application to List.

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Adult and Tertiary Teaching – level 6 Specialist Qualifications

The consultation document considered the proposed qualifications: New Zealand Certificate in Adult and Tertiary Education and Training

(Quality Assurance) (Level 6) New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6) New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6) New Zealand Certificate in Education Technology (Advanced Practitioner)

(Level 6) New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Level 6)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0

12.5

37.5

50.0

0.0

0.0

Figure 6. New Zealand Certificate in Adult and Tertiary Edu-cation and Training (Quality Assurance) (Level 6)

Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts?

In your view, does this qualification meet the need identified in the original needs analysis?

Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0

0.0

50.0

40.0

10.0

0.0

0.0

50.0

50.0

0.0

0.0

Figure 7. New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)




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Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

9.1

45.5

36.4

0.0

9.1

9.1

45.5

36.4

0.0

9.1

Figure 8. New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)



Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

0.0

45.5

45.5

0.0

9.1

0.0

45.5

36.4

9.1

9.1

Figure 9. New Zealand Certificate in Education Technology (Advanced Practitioner) (Level 6)



Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

20.0

20.0

60.0

0.0

0.0

9.1

36.4

54.5

0.0

0.0

Figure 10. New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Level 6)



Figures 8, 9 and 10 represent the percentage of support by the survey respondents (16.4%) that answered the questions.

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Main Feedback

New Zealand Certificate in Adult and Tertiary Education and Training (Quality Assurance) (Level 6) Of the respondents, 50% agreed or strongly agreed that the certificate meets the original identified needs has sufficient detail and flexibility.

New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)Of the respondents, 50% agreed that the certificate meets the original identified needs and has sufficient detail and flexibility.

New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)Of the respondents, 54.6% agreed or strongly agreed that the certificate meets the original identified needs and has sufficient detail and flexibility.

New Zealand Certificate in Education Technology (Advanced Practitioner) (Level 6)Of the respondents, 45.5% agreed that the certificate meets the original identified needs and has sufficient detail and flexibility; one respondent strongly disagreed, however all other responses were neutral.

New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Level 6)Of the respondents, 40% agreed that the certificate meets the original identified needs and 45.5% agreed that it has sufficient detail and flexibility. All remaining responses were neutral.

Key issues or comments The Graduate Profile Outcome 4 in the Education Technology qualification must

include stakeholder feedback, peer review and self-reflection. There’s insufficient detail in the proposed New Zealand Certificate in Education

Technology. The use of the word ‘advanced’ was queried in relation to these qualifications.

Governance Group Response/Recommendations Stakeholder feedback, peer review and self-reflection have been added to specific

conditions for Education Technology. The scope of the proposed qualifications is deliberately wide to allow future-

proofing and flexibility to cater for different learning contexts and a range of learner needs.

These level 6 qualifications explicitly address a need for practical educational leadership in these specialist areas and in that context the use of ‘advanced’ is appropriate.

Submit these qualifications for Application to List.

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Level 4 Assessment

The consultation document considered the proposed qualification: New Zealand Certificate in Assessment (Level 4)

The following graph outlines the stakeholder responses to the consultation questions for the qualification.

Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

15.4

38.5

23.1

15.4

7.7

7.7

46.2

30.8

7.7

7.7

Figure 11. New Zealand Certificate in Assessment (Level 4)



Figure 11 represent the percentage of support by the survey respondents (19.7%) that answered the questions.

Main Feedback

Assessment (Level 4)There was good support for the qualification and 53.9% of respondents agreed that the level 4 certificate meets the original identified needs and has sufficient detail and flexibility.

Key issues or comments The entry requirement was questioned. The Strategic Purpose Statement was considered too narrow in scope. The ongoing professional development condition was queried. The weighting of ‘implementation’ in the graduate profile was queried. The ability to award the qualification outside NZ was queried. The Conditions for Programme Structure are restrictive and do not take into

account the differing needs of workplace trainees.

Governance Group Response/Recommendations Literacy and numeracy and technical expertise have been removed from the entry

requirements. The Strategic Purpose Statement has been reviewed, qualifying comments are

not intended to be or considered to be restrictive on the graduate competencies.

Page | 11


Ongoing professional development has been removed from the qualification conditions.

Graduate profile weightings have been reviewed and are considered appropriate for the qualification.

The GG is looking at the options for catering to the international market for TEd qualifications.

The programme structure conditions have been reviewed and guidance notes are considered relevant and appropriate.


Page | 12


Language Teaching

The consultation document considered the proposed qualifications: New Zealand Certificate in Language Teaching (Level 4) New Zealand Certificate in Language Teaching (Level 5)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

0.0

45.5

45.5

9.1

0.0

9.1

36.4

45.5

0.0

1.8

Figure 12. New Zealand Certificate in Language Teaching (Level 4)


Strongly Agree

Agree


Disagree

Strongly Disagree

No Response

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

9.1

36.4

45.5

9.1

0.0

0.0

45.5

45.5

9.1

0.0

Figure 13. New Zealand Certificate in Language Teaching (Level 5)

Is there sufficient detail and flexibility in the qualification's conditions to develop consistent programmes in a range of contexts? In your view, does this qualification meet the need identified in the original needs analysis?


Page | 13


Main Feedback

Language Teaching (Level 4)There was reasonable support for this qualification and 45.5% of respondents agreed that it meets the original identified need and has sufficient detail and flexibility.

Key issues or comments Concern was expressed about whether it can be used for languages other than

English. There was also concern that there may be a need to look at language levels

required for entry into the qualification, especially when training overseas teachers.

Governance Group Response/Recommendations The proposed English Language qualifications have been developed as a general

language teaching qualification, rather than specifically an ESOL qualification. This has been made explicit in the Strategic Purpose Statement.

The entry requirements for the level 4 and 5 qualifications are competence in the target language at Common European Framework of Reference (CEFR) B2 and C1 or above, respectively.


Language Teaching (Level 5)There was reasonable support for this qualification and 45.5% of respondents agreed that it meets the original identified need and that there is sufficient detail and flexibility.

Key issues or comments Suggestions to change credit value of outcome groupings (Design, Facilitate and

Assess, and Evaluate) from 20, 20, 20 to 20, 25, 15 to reflect a focus on teaching practice, and to accommodate embedding CELTA.

Governance Group Response/Recommendations The credit allocation for Design, Facilitate and Assess, and Evaluate remain the

same. The credit value is indicative and can be adjusted slightly in programme design as long as there is justification for the change. Further information on credit allocation to qualification outcomes can be accessed on page 16 of the Guidelines for approval of New Zealand qualifications at levels 1 – 6 for Listing on the New Zealand Qualifications Framework, available from the NZQA website.


Page | 14


Specific Learning Disabilities

The consultation document considered the proposed qualifications: New Zealand Certificate in Supporting Individuals with Specific Learning

Disabilities (Level 4) New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities

(Level 5)


Strongly Agree

Agree


Disagree

Strongly Disagree

0 10 20 30 40 50 60

10

50

40

0

0

10

50

40

0

0

Figure 14. New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities (Level 4)



Strongly Agree

Agree


Disagree

Strongly Disagree

0 10 20 30 40 50 60

10

40

50

0

0

10

40

50

0

0

Figure 15. New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities (Level 5)



Figures 14 and 15 represent the percentage of support by the survey respondents (15.2%) that completed the questions.

Page | 15


Main Feedback

New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities (Level 4)Support for both qualifications is strong and 60% agreed or strongly agreed that the level 4 certificate meets the original identified need and that there is sufficient detail and flexibility.

New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities (Level 5)Of the respondents, 50% agreed or strongly agreed that the level 5 certificate meets the original identified needs and that there is sufficient detail and flexibility. There were no responses in disagreement for either qualification.

No key issues or comments

Governance Group Response/Recommendations Submit these qualifications for Application to List.

Page | 16


Holistic Education

New Zealand Certificate in Holistic Education (Level 4) New Zealand Certificate in Holistic Education (Level 5)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

15.4

46.2

38.5

0.0

0.0

15.4

46.2

38.5

0.0

0.0

Figure 16. New Zealand Certificate in Holistic Education (Level 4)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

7.7

46.2

46.2

0.0

0.0

7.7

46.2

46.2

0.0

0.0

Figure 17. New Zealand Diploma in Holistic Education (Level 5)



Page | 17


Main Feedback

Holistic Education (Level 4)There was strong support for this qualification and 61.6% of respondents agreed or strongly agreed that the level 4 certificate meets the original identified needs and that there is sufficient detail and flexibility.

Key issues or comments Why just Rudolph Steiner? The qualification should be generic enough to cover

other forms of holistic education e.g. Montessori.

Governance Group Response/Recommendations These qualifications have been developed specifically to replace the existing

Rudolf Steiner qualifications. There are no other ‘special character’ qualifications on the NZQF, and therefore the GG has no mandate or expressed need to develop qualifications for the wider special character area.


Holistic Education (Level 5)There was strong support for this qualification and 53.9% of respondents agreed or strongly agreed that the level 4 certificate meets the original identified needs and that there is sufficient detail and flexibility.

Key issues or comments There is an appropriate balance of Aotearoa New Zealand education focus in

relation to Tangata Whenua and Pasifika and holistic education philosophy. Responses from Steiner organisations were very positive.

Governance Group Response/Recommendations Submit this qualification for Application to List.

Page | 18


Education Support and Care

The consultation document considered the proposed qualifications: New Zealand Certificate in Education Support (Level 4) New Zealand Certificate in Out of School Care (Level 4)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0

16.7

33.3

50.0

0.0

0.0

25.0

33.3

41.7

0.0

0.0

Figure 18. New Zealand Certificate in Education Support (Level 4)


Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

8.3

41.7

41.7

8.3

0.0

8.3

58.3

33.3

0.0

0.0

19. New Zealand Certificate in Out of School Care (Level 4)



Page | 19


Main feedback

Education Support (Level 4)Feedback was generally positive with strong support; 50% of respondents agreed or strongly agreed that the Education Support certificate meets the original identified needs and 58.3% that it has sufficient detail and flexibility.


Governance Group Response/Recommendations Submit this qualification for Application to List.

Out of School Care (Level 4)Feedback was generally positive with strong support and 50% of respondents agreed or strongly agreed that the Education Support certificate meets the original identified needs and 66.6% that there is sufficient detail and flexibility

Key issues or comments There was concern that this qualification overlaps with the proposed New Zealand

Certificate in Recreation and Sport currently being developed by Skills Active.

Governance Group Response/Recommendations Whilst there appears to be some overlap, the TEd Out of School Care qualification

differs in that it has an education focus. Both qualifications place emphasis on the care and well-being of children, with sport and recreation being one means to achieve this. To this end, the GG believes that there is a sufficient difference in the target audience and graduate profile outcomes for the OSCA qualification to continue with the TEd qualification development.


Page | 20


Childbirth Education

The consultation document considered the proposed qualifications: New Zealand Diploma in Childbirth Education (Level 5)

The following graph outlines the stakeholder responses to the consultation questions for the qualification.

Strongly Agree

Agree


Disagree

Strongly Disagree

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

10.5

57.9

26.3

5.3

0.0

5.6

61.1

33.3

0.0

0.0

Figure 20. New Zealand Diploma in Childbirth Education (Level 5)


Figure 20 represent the percentage of support by the survey respondents (28%) that completed the questions.

Main feedback

Level 5 Childbirth EducationThere was strong support for this qualification with 68.4% of respondents agreeing or strongly agreeing that the level 5 Diploma meets the original identified needs; while 66.7% agreed or strongly agreed that there is sufficient detail and flexibility.

Key issues or comments It was noted that the qualification is not in line with the current District Health

Board service delivery, terminology in use and focus for parents. A focus on pregnancy and parenting education, rather than on childbirth education, was recommended.

Qualification needs to be flexible for providers to adapt to their own context.

Governance Group Response/Recommendations Re-convene the working group to:

align the qualification to current government policy and specifications ensure that the qualification caters for diverse contexts.

Include representation from the District Health Board in the working group.

Page | 21


Qualification Conditions, Credit Allocations & Entry Requirements

Across the suite of qualifications, stakeholders were asked to indicate their support for: the generic qualification conditions (including the evidence requirements for

assuring consistency), the credit allocation against each outcome or cluster of outcomes, and the entry requirements.

The following graph outlines the stakeholder responses for each of these questions.

Do you support the generic qualification conditions, including the evidence requirements for assuring consistency?

Do you support the credit allocations against each outcome or cluster of outcomes?

Do you support the entry requirements?

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

75

68.1818181818182

73.9130434782609

22.2222222222222

13.3333333333333

17.6470588235294

16.6666666666667

9.09090909090909

13.0434782608696

Figure 21. Qualification Conditions, Credit Allocations and Entry Requirements

No Opinion No Yes

Figure 20 represents the percentage of support by the survey respondents (22.1%) that completed the question.


Governance Group Response/Recommendations No additional changes have been made to qualification conditions, credit

allocations and entry requirements beyond those already mentioned.

Page | 22

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