PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
STRATEGIC PURPOSE STATEMENTS
This qualification is for individuals engaged in adult and tertiary teaching or
training. They may be delivering education or training in a workplace as part
of their role, or in the community as a volunteer.
Graduates will have the foundation knowledge, skills and attributes required
for an adult and tertiary educator, practising under broad guidance. They
will promote equitable outcomes for adult learners in a range of educational
and training contexts.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practise.
This qualification is for individuals aspiring to or in a career in adult and
tertiary teaching or training, including vocational education and training. It is
intended for those who already have a qualification or equivalent experience
in their primary discipline. It represents the base level qualification for a
professional adult and tertiary teaching practitioner and provides a pathway
to the level 6 Adult and Tertiary Teaching Diploma and level 6 specialist
certificates.
Graduates will have broad applied knowledge, skills and attributes required
for a proficient adult and tertiary educator. They will promote equitable
outcomes for adult learners in a range of educational and training contexts.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practise.
This qualification is for education practitioners aspiring to or in a leadership
role in adult and tertiary teaching or training. It represents an advanced
qualification for a professional adult and tertiary teaching educator, and
provides a pathway to graduate and post-graduate qualifications.
Graduates will have in-depth applied knowledge, skills and attributes
required to be effective in a leadership role within adult and tertiary
education. They will promote and lead equitable outcomes for adult
learners in a range of educational and training contexts.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practise.
Page 1 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Design (10 credits)
Design (10 credits)
Design (30 credits)
1. Design for learning to meet specified learning outcomes in a familiar
context.
1. Design for learning to meet specified learning outcomes in a variety of
contexts.
1. Design for learning to meet specified learning outcomes in dynamic
contexts.
Facilitate Learning (20 credits)
Facilitate Learning (30 credits)
Facilitate Learning (30 credits)
2. Foster an environment which gives primacy to learners and their
learning.
2. Foster an environment which gives primacy to learners and their
learning.
2. Foster an environment which gives primacy to learners and their
learning.
3. Select and apply teaching and learning strategies in familiar contexts,
using resources and technologies to meet specific outcomes.
3. Select and apply facilitation and teaching strategies for diverse learners.
3. Explore and implement facilitation and teaching strategies to meet the
needs of diverse learners and contexts.
Assess and Evaluate (20 credits)
Assess and Evaluate (10 credits)
4. Use assessment and moderation processes to enhance student learning.
5. Seek and respond to feedback to improve student learning in own
context.
Assess and Evaluate (30 credits)
4. Enhance learning through assessment and moderation, informed by
contemporary research.
4. Select and implement assessment and consistency policies and
processes.
5. Evaluate to improve student learning and programme outcomes.
Lead (30 credits)
5. Undertake kaitiakitanga in an Adult and Tertiary Teaching teaching
environment.
6. Provide leadership and professional support to other practitioners
working both within and across programmes.
7. Analyse the educational environment and apply knowledge as a basis for
influencing own and others’ decision-making, innovation and change.
Page 2 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
PATHWAYS
Education Pathway
Graduates of this qualification may undertake further study towards:
 New Zealand Certificate in Adult and Tertiary Teaching (Level 5)
 New Zealand Certificate in Workplace Assessment (Level 5)
 New Zealand Certificate in Teacher Aide/Education Support (Level 5)
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Level 5) (Vocational/Workplace).
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles
such as:
 Industry or workplace trainer
 Community educator.
Education Pathway
Graduates of this qualification may undertake further study towards:
 New Zealand Diploma in Adult and Tertiary Teaching (Level 6)
 New Zealand Certificate in Adult and Tertiary Teaching (Mātauranga
Māori)
 other level 6 specialist qualifications
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Level 5) (Vocational/Workplace)
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Level 5) (Educator).
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles
such as:
 Vocational or workplace educator and trainer
 Academic staff member/tutor.
Education Pathway
Graduates of this qualification may undertake further study towards a level 7
graduate diploma.
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles
such as:
 Programme leader
 Lead teacher
 Learning and development department manager
 A strategic leader in education.
QUALIFICATION SPECIFICATIONS
Entry Requirements
There are no mandatory prerequisites to meet regulatory body or legislative
requirements for this qualification.
Entry Requirements
There are no mandatory prerequisites to meet regulatory body or legislative
requirements for this qualification.
Qualification award
This qualification will be awarded to people who have met the requirements of the outcomes. Credit gained for an
outcome may be used only once to meet the requirements of this qualification. Awarding bodies for this
qualification will be any education organisation accredited under section 38 of the Education Amendment Act 2011
to deliver a programme leading to the qualification. The certificate will display the NZQF logo and the name and
logo of the awarding body.
Arrangements for managing consistency
All education organisations either arranging training or delivering programmes that lead to the award of the
qualification are required to participate with the qualification developer in a scheduled consistency process. This will
involve establishing a periodic cycle for the external consistency review, reviewing evidence associated with
graduates’ achievement of outcomes, and agreeing acceptable standards and/or benchmarks for qualification
outcome achievement, and areas for improvement.
New requirements for assuring consistency of graduate outcomes are being developed. Please refer to the
Guidelines for approval of New Zealand qualifications for listing on the New Zealand Qualifications Framework
available at http://www.nzqa.govt.nz/providers-partners/consistency-of-graduate-outcomes/
Minimum standard of achievement and standards for grade endorsements
The minimum standard of achievement required for the award of the qualification will be the achievement of all the
graduate outcomes in the graduate profile. There are no grade endorsements for this qualification.
Entry Requirements
It is highly recommended that the student has a qualification at Level 5 or
above, or equivalent knowledge and skills.
Credit transfer and recognition of prior learning arrangements
Education organisations must have policies and procedures in place for managing credit transfer, and assessing
recognition of prior learning and recognition of current competency. These policies and procedures, and associated
fees must be available to the candidates prior to enrolment.
Where recognition of existing skills and knowledge is requested by the candidate, this will be arranged by the
education organisation delivering the programme leading to the qualification.
To facilitate credit transfer, education organisation must clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment components of their programmes
For Level 5 only
Cross-crediting to New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) (Level 5)
Education organisations may be able to cross-credit up to 20 credits of New Zealand Certificate in Adult
and Tertiary Teaching (Level 5) in facilitation and/or design towards the New Zealand Certificate in Adult
Literacy and Numeracy Education (Vocational/Workplace)(Level 5), providing their programme content
meets outcomes in that qualification.
Any credit transfer or recognition of prior learning will need to demonstrate the candidate’s consistency
with the graduate profile outcomes and conditions of the New Zealand Certificate in Adult Literacy and
Numeracy Education (Vocational/Workplace) (Level 5).
Page 3 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
QUALIFICATION CONDITIONS
Conditions for programme structure
 Outcomes should be integrated across programme design.
 Programmes should demonstrate integrated assessment of all
outcomes.
Conditions for programme structure
 Outcomes should be integrated across programme design.
 Programmes should demonstrate integrated assessment of all
outcomes.
Conditions for programme structure
 Outcomes should be integrated across programme design.
 Programmes should demonstrate integrated assessment of all
outcomes.
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications.
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications.
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications.
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand’s
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means “people of the land”, from tangata,
‘people’ and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as “People of the Treaty”
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Candidates must meet organisational requirements of their own
workplace.
 Assessment evidence must be provided for at least 2 separate
learning sessions.
 Programmes must provide opportunities for candidates to engage in
reflective practice throughout the course of study.
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand’s
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means “people of the land”, from tangata,
‘people’ and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as “People of the Treaty”
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Programmes leading to this qualification must ensure that candidates
have access to a minimum of six adult learners.
 Candidates must meet organisational requirements of their own
workplace.
 Providers need to ensure candidates are aware of the legal and
ethical considerations of their sector.
 Assessment evidence must be provided for at least 4 separate
learning sessions covering the design, facilitation of learning and
assessment process.
 Programmes must provide opportunities for candidates to engage in
reflective practice throughout the course of study.
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand’s
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means “people of the land”, from tangata,
‘people’ and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as “People of the Treaty”
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Candidates must meet organisational requirements of their own
workplace.
 Assessment evidence must be provided for at least 4 separate
learning sessions covering the design, facilitation of learning and
assessment process.
 Programmes must provide opportunities for candidates to engage in
reflective practice throughout the course of study.
Page 4 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
OUTCOME SPECIFIC CONDITIONS
Design (10 credits)
1. Design for learning to meet specified learning outcomes in a familiar
context.
Conditions:
 Design for learning includes planning learning sessions. This does not
need to be a sequence. Planning can include creating new or
adapting existing plans and resources to meet learner needs.
 Meeting learner needs includes building literacy and numeracy, and
addressing the needs of individual learners.
Facilitate Learning (20 credits)
2. Foster an environment which gives primacy to learners and their
learning.
Conditions:
 Environment includes a values-based framework based on respect
for:
 the mana and diverse cultural backgrounds of learners
 Te Tiriti o Waitangi
 the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
 professional relationships with colleagues and learners.
 Mana refers to the unique characteristics of adult learners as
individuals.
3. Select and apply facilitation, teaching and learning strategies in familiar
contexts, using resources and technologies to meet specific outcomes.
Conditions:
 Facilitation, teaching and learning strategies include:
 language, literacy and numeracy development
 learner-centred strategies appropriate to adult learners
 assisting learners to develop their own learning strategies.
Assess and Evaluate (10 credits)
4. Use assessment and moderation processes to enhance student
learning.
Conditions:
 Processes include pre- and post-assessment feedback to students.
5. Seek and respond to feedback to improve student learning in own
context.
Conditions:
 Feedback includes evaluation from students.
Design (10 credits)
1. Design for learning to meet specified learning outcomes in a variety of
contexts.
Conditions:
 Design for learning includes planning and reviewing a sequence of
learning sessions that prepares learners to meet assessment
outcomes and literacy and numeracy demands. Planning must
include creating new session plans and resources to meet learner
needs.
 Meeting learner needs includes:
 developing literacy and numeracy skills, using a framework such as
NZ Adult Literacy and Numeracy Progressions
 addressing the needs of diverse learners, including Māori, Pasifika,
and youth
 drawing on Māori framework for learning.
 Contexts may refer to different physical settings, approaches to
facilitation, or student profile.
Facilitate Learning (30 credits)
2. Foster an environment which gives primacy to learners and their
learning.
Conditions:
 Environment includes a values-based framework based on respect
for:
 the mana and diverse cultural backgrounds of learners
 Te Tiriti o Waitangi
 the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
 professional relationships with colleagues and learners.
 Mana refers to the unique characteristics of adult learners as
individuals.
Design (30 credits)
1. Design for learning to meet specified learning outcomes in dynamic
contexts.
Conditions:
 Design for learning includes conceptualizing and designing a
programme of learning to respond to identified needs and
requirements.
 Programme of learning may refer to an autonomous training package
or a course within a qualification.
 Design shows innovation, creativity and leadership in its approach to
learning, assessment and evaluation, informed by contemporary
research about adult learning.
 Design must include Māori pedagogy as a key body of knowledge.
 Dynamic contexts include response to changes in learning
environments e.g. student profile, technology, pedagogical
approaches, client requests, legislation.
Facilitate Learning (30 credits)
2. Foster an environment which gives primacy to learners and their
learning.
Conditions:
 Environment includes a values-based framework based on respect
for:
 the mana and diverse cultural backgrounds of learners
 Te Tiriti o Waitangi
 the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
 professional relationships with colleagues and learners.
 Mana refers to the unique characteristics of adult learners as
individuals.
3. Explore and implement facilitation and teaching strategies to meet the
needs of diverse learners and contexts.
Conditions:
 Explore involves identifying and investigating a range of theoretical
facilitation models which lead candidates to develop their own
theory-in practice.
 Implement involves applying own theory-in-practice and influencing
others to broaden their range of practice.
 Facilitation and teaching strategies include:
 the embedding of language, literacy and numeracy,
 blended learning or use of technology
 alternative approaches to learning
 learner-centred strategies appropriate to adult learners.
Page 5 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT AND TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
For reference purposes - NOT FOR NOVEMBER CONSULTATION
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
OUTCOME SPECIFIC CONDITIONS - Continued
3. Select and apply facilitation and teaching strategies for diverse
learners.
Conditions:
 Facilitation and teaching strategies include:
 the embedding of language, literacy and numeracy, appropriate to
the demands of the course
 information communication technology to support learning, where
appropriate
 an exploration of a range of theoretical facilitation models, through
which candidates will develop their own theory-in practice
 learner-centred strategies appropriate to adult learners
 assisting learners to develop their own learning strategies.
4. Operate within policy and legislation relevant to the learning context.
Assess and Evaluate (20 credits)
5. Enhance learning through assessment and moderation, informed by
contemporary research.
Conditions:
 Assessment involves designing an assessment aligned to the learning
outcomes of the programme
 Moderation involves moderating a third party assessment and having
an assessment of the candidate’s own design moderated.
 Contemporary research includes assessment theory and good
practice.
6. Evaluate to improve student learning and programme outcomes.
Conditions:
 Evaluate includes evaluation of data about the effectiveness of
teaching that is gathered by both the educator and their
organisation.
 assisting learners to develop their own learning strategies
 using evaluation outcomes to improve teaching and student
learning.
 Diverse learners and contexts refers to:
 Māori, Pasifika, youth and other communities
 Cultural competence (knowledge of tikanga, te reo Māori)
 Subject or discipline
 Organisational context.
Assess and Evaluate (30 credits)
7. Select and implement assessment and consistency management and
processes.
Conditions:
 Select and implement involves managing quality assurance
processes
 Consistency includes application of continuous improvement
strategies to ensure that assessment tools meet stakeholder and
organisational requirements.
Lead (30 credits)
8. Undertake kaitiakitanga in an Adult and Tertiary Teaching teaching
environment.
Conditions:
 Kaitiakitanga refers to concepts of leadership, mentoring, coaching,
care, guidance, nurturing, sharing, responsibilities, external
stakeholder consultation.
9. Provide leadership and professional support to other practitioners
working both within and across programmes.
Conditions:
 Professional support refers to support provided for academic and
discipline related teaching.
10. Analyse the educational environment and apply knowledge as a basis
for influencing own and others’ decision-making, innovation and
change.
Conditions:
 Educational environment may include:
 Political, social, historical and futures contexts
 Educational theories
 Critical theory
 Professional organisations.
Page 6 of 6
TEd Qualifications – Adult and Tertiary Teaching – For Consultation November 2014