Qualification details
Title
New Zealand Diploma in Adult and Tertiary Teaching (Level 6)
Version
1
Qualification type
Diploma
Level
6
Credits
120
NZSCED
070106
Education > Teacher Education > Teacher Education: Tertiary
DAS classification
240
Education > Adult Education and Training
Qualification developer
To be confirmed
Next review
31 December 2019
Approval date
Dd Mmmm YYYY
Strategic purpose statement
This qualification is for education practitioners aspiring to be 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 benefit New Zealand by
promoting and leading 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 also understand the indigenous status of Tangata
Whenua and the role of Tangata Tiriti in relation to the given
contexts in which they practise.
Graduate profile
Graduates of this qualification will be able to:
Design (30 credits)
Design for learning to meet specified learning outcomes in
dynamic contexts.
Outcome Statement
Facilitate Learning (30 credits)
Foster a teaching environment that gives primacy to learners in
order to facilitate quality learning.
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Explore and implement facilitation and teaching strategies to
meet the needs of diverse learners and contexts.
Assess and Evaluate (30 credits)
Select and implement assessment and consistency policies and
processes.
Lead (30 credits)
Undertake kaitiakitanga in an Adult and Tertiary Teaching
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teaching environment.
Provide leadership and professional support to other practitioners
working both within and across programmes.
Analyse the educational environment and apply knowledge as a
basis for influencing own and others’ decision-making, innovation
and change.
Education pathway
Graduates of this qualification may undertake further study
towards a level 7 graduate diploma.
Employment pathway
Graduates of this qualification will have the skills and knowledge
for roles such as:


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programme leader
lead teacher
learning and development department manager
strategic leader in education.
Qualification specifications
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 250
of the Education Act 1989 to deliver a programme leading to
the qualification. The certificate will display the NZQF logo
and the name and logo of the awarding body.
Evidence requirements for assuring
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, in
accordance with published national guidelines.
This will involve reviewing evidence associated with
graduates’ achievement of outcomes, establishing a periodic
cycle for a review focus for external consistency review, and
agreeing acceptable standards and/or benchmarks for
qualification outcome achievement, and areas for
improvement.
Standard evidence for programme providers may include:
 assessment information leading to the achievement of
the graduate outcomes
 a portfolio of student work relating to the qualification
and the annual review focus requirements
 graduate and/or stakeholder/end-user feedback on
outcome achievement
 TEO moderation outcomes which may include
moderation/benchmarks across common programmes
 relevant External Evaluation and Review (EER) data.
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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 organisations must
clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment
components of their programmes
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 (including
prerequisites to meet regulatory body
or legislative requirements)
There are no mandatory prerequisites. However, it is highly
recommended that the candidate has a relevant qualification
at Level 5 or above, or equivalent knowledge and skills.
Qualification conditions
Overarching conditions relating to the qualification
Conditions for programme
 Outcomes should be integrated across programme design.
structure
 Programmes should demonstrate integrated assessment of all
outcomes.
Conditions for programme
context
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Other conditions
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Practical experience must be in an authentic teaching or training
context.
Authentic refers to a wide variety of cultural and educational
contexts, and instructional techniques connecting what
candidates learn to the world beyond the classroom and
applications.
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 all 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
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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.
Specific conditions relating to the Graduate profile
Qualification outcomes
Conditions
Mandatory
or
Optional

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.
Dynamic contexts include
response to changes in learning
environments e.g. student profile,
technology, pedagogical
approaches, client requests,
legislation.
Design shows innovation,
creativity and leadership in its
approach to learning,
assessment and evaluation,
informed by contemporary
research about adult learning.
Design includes Māori pedagogy
as a key body of knowledge.
Mandatory
Environment includes a valuesbased framework based on
respect for:
o the mana and diverse cultural
backgrounds of learners
Mandatory
Design (30 credits)
1
Design for learning to meet specified
learning outcomes in dynamic contexts.

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Facilitate Learning (30 credits)
2
Foster a teaching environment that gives
primacy to learners, in order to facilitate
quality learning.
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
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o
o

3
Explore and implement facilitation and
teaching strategies to meet the needs of
diverse learners and contexts.

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Te Tiriti o Waitangi
the unique characteristics of
adult learners as individuals
(including literacy and
numeracy skills) and what
they bring to their learning
o professional relationships
with colleagues and learners.
Mana refers to the unique
characteristics of adult learners
as individuals.
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:
o the embedding of language,
literacy and numeracy,
o blended learning or use of
technology
o alternative approaches to
learning
o learner-centred strategies
appropriate to adult learners.
o assisting learners to develop
their own learning strategies
o using evaluation outcomes to
improve teaching and student
learning.
Diverse learners and contexts
refers to:
o Māori, Pasifika, youth and
other communities
o Cultural competence
(knowledge of tikanga, te reo
Māori)
o Subject or discipline
o Organisational context.
Mandatory
Assess and Evaluate (30 credits)
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4
Select and implement assessment and
consistency management and processes.
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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.
Mandatory
Lead (30 credits)
5
Undertake kaitiakitanga in an Adult and
Tertiary Teaching teaching environment.

Kaitiakitanga refers to concepts
of leadership, mentoring,
coaching, care, guidance,
nurturing, sharing,
responsibilities, external
stakeholder consultation.
Mandatory
6
Provide leadership and professional
support to other practitioners working both
within and across programmes.

Professional support refers to
support provided for academic
and discipline related teaching.
Mandatory
7
Analyse the educational environment and
apply knowledge as a basis for influencing
own and others’ decision-making,
innovation and change.

Educational environment may
include:
o Political, social, historical and
futures contexts
o Educational theories
o Critical theory
o Professional organisations.
Programmes must address the
recognition and identification of
personal professional
development needs.
Mandatory

Transition information
Replacement information
This qualification replaced the New Zealand Diploma in Adult and Tertiary
Teaching (Level 6) [Ref: 1549].
No last date for entry has been specified but providers need to ensure any candidates enrolled in
programmes after the listing of these qualifications will have sufficient time to complete by the last date
for assessment.
Existing candidates may either complete programmes leading to the replaced qualifications or transfer
results to this qualification. The last date to meet the requirements of the replaced qualification
[Ref: 1549] is 31 December 2019. At that point the qualification will be designated discontinued and from
that date no results can be reported against the qualifications.
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© New Zealand Qualifications Authority 20XX
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