Mandatory Review of
Teacher Education Qualifications
Consultation Document
23 June 2014
Prepared by: Teacher Education Review Governance Group
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Table of Contents
Introduction .......................................................................................................................................... 3
Background and Key Documents ........................................................................................................ 3
Governance Group Discussion ............................................................................................................ 3
Dual Professionalism ....................................................................................................................... 4
The Future Face of 21st Century Education .................................................................................... 4
Qualifications Design ........................................................................................................................... 4
The Qualifications Landscape: A Rationale ........................................................................................ 5
Adult and Tertiary Teaching (ATT)................................................................................................... 6
Adult Literacy and Numeracy Education (ALNE) ............................................................................. 7
Assessment...................................................................................................................................... 7
Language Teaching (TESOL) .......................................................................................................... 7
Education Specialisation and Support ............................................................................................. 8
Specific Learning Difficulties ............................................................................................................ 8
Special Character Education ........................................................................................................... 8
Education Support and Care ............................................................................................................ 8
Childbirth Education ......................................................................................................................... 8
Appendix 1: Qualifications for Adult and Tertiary Teachers / Educators: Needs Analysis ................ 11
Appendix 2: Professional Standards ................................................................................................. 21
Appendix 3: Qualifications for Adult and Tertiary Teaching of Mātauranga Māori: Needs Analysis . 24
Appendix 4: Education Specialisation and Support: Needs Analysis ................................................ 31
Special Character Needs Analysis................................................................................................. 32
Specific Learning Disabilities (SLD) Needs Analysis ..................................................................... 38
Teacher Aides Needs Analysis ...................................................................................................... 44
TESOL Needs Analysis ................................................................................................................. 52
Childbirth Qualifications Needs Analysis ....................................................................................... 61
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Introduction
The New Zealand Qualifications Authority (NZQA) is currently overseeing the Mandatory
Review of Qualifications, a review of all level 1 to 6 qualifications on the New Zealand
Qualifications Framework (NZQF). The review aims to reduce the duplication and
proliferation of qualifications; to ensure the qualifications meet the overall needs of the
particular sector and are useful, relevant and fit for purpose; and meet the new
requirements for listing qualifications on the NZQF.
The review of Teacher Education qualifications has governance provided by a group
drawn from across stakeholders.
The Teacher Education mandatory review contains 88 qualifications which focus on a
number of different roles within the education sector. These have been categorised into
two sub groupings, Adult and Tertiary Teaching (ATT) qualifications and Education
Specialisation and Support (ESS) qualifications.
Following discussion on the draft landscape of qualifications, the Governance Group
considered the feedback and provided a brief to working groups to guide the development
of a suite of qualifications. Working groups were convened and met over April and May
2014 to undertake the first stage of the qualification development process, preparing the
strategic purpose statement and graduate profile for the proposed qualifications.
These draft qualifications are now available for consultation prior to being submitted for
approval to develop. The Teacher Education qualifications review invites feedback on the
proposed qualifications to replace current qualifications.
Background and Key Documents
Background information and reference documents on the mandatory review of
qualifications can be accessed at: http://www.nzqa.govt.nz/studying-in-newzealand/nzqf/quick-links-to-nzqf-documents/
Background information and documents related to this Teacher Education review can be
accessed at: http://www.nzqa.govt.nz/qualifications-standards/qualifications/teachereducation-qualifications/
We recommend you read the ATT and ESS needs analyses. These outline the strategic
need for the qualifications and support the development of the strategic purpose
statement. They are living documents, will be updated during the review, and can be
informed by informal feedback or formal consultation processes. The needs analyses are
included as appendix 1
Governance Group Discussion
The Governance Group for the review considers there are 3 tiers involved in the ATT
qualifications: the teacher educator; the candidate; and the learner.
The Governance Group defined the:
 Teacher Educator – as the person or people who provide education to the person
undertaking the ATT qualification(s) being developed in this review
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 Candidate – as the person being educated and will graduate with the qualification in
this review
 Learner – as the person who, in turn, is taught by the candidate.
Dual Professionalism
The Adult and Tertiary Teaching, and Mātauranga Māori qualifications in the landscape
are premised on the notion of many, but not all, the candidates being dual professionals.
That is, they have existing expertise in a discipline, trade, or vocation, and are now
undertaking study and are becoming qualified as a professional educator in order to teach
that expertise to others.
Note that this use of the term “professional” is much broader than simply referring to those
who are accredited or registered by an established professional body.
The Future Face of 21st Century Education
The working groups were asked to consider the future face of 21st century education, in
that the world around education organisations is undergoing a period of unprecedented
change and challenge. Teacher Education qualifications must reflect these changes, and
provide for the future educational environment. They must also take account of different
discourse communities in education.
The working group was also asked to note:



existing relevant practice standards/capability frameworks/guidelines which may
inform the development of graduate profile statements
assessment contexts - as conducted in a real or realistic context, but with real
learners
whether (and if so, how) a practicum is to be included in the qualification(s).
Qualifications Design
New Zealand Qualifications contain three distinct sections – the strategic purpose
statement, the graduate profile (outcomes, education pathways, and employment and
community pathways) and the specification. This consultation focuses only on the first two
- the strategic purpose statement and graduate profile. The table below summarises the
NZQA requirements for these. Please consider this when providing feedback.
Graduate profile outcomes are high-level statements of what a graduate should know, be
and do. Education organisations will develop programmes of learning leading to the
graduate profile. The programmes will contain the detail and topics needing to be covered.
Once the qualifications gain approval to develop, further work is undertaken to complete
the qualifications specifications. This includes aspects such as entry requirements, quality
assurance requirements, and any conditions attached to graduate profile outcomes. There
will be a further round of consultation on the final qualifications once they are developed.
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Qualification section
Strategic purpose
statement
Graduate Profile
What to consider and feedback on
A strategic purpose statement identifies why the qualification should be
on the NZQF. It must clearly identify the:
• target group of learners
• industry and/or community that will benefit from the qualification
• the standard at which the graduate will operate, within a defined scope
of practice.
The statement should also acknowledge the cultural and social
aspirations of Māori, Pasifika and other communities, where these are
reflected in the needs analysis.
The graduate profile outlines the capabilities of the graduate as a result
of achieving the specified programme of study or training leading to the
award of a qualification. It defines the minimum level of skills,
knowledge, understanding and attributes a graduate awarded the
qualification can demonstrate.
Outcomes within the graduate profile must:
• describe the performance of the graduate in relation to the designated
level of the qualification awarded (e.g. the outcomes of a level 4
certificate must align with the definition and
characteristics of a graduate of a level 4 certificate)
• specify the key capabilities the graduate will have as a result of the
programme of study or training (i.e. what the graduate will ‘do and know
and understand’)
• specify requirements for eligibility for licensing or professional
registration and any critical practice or employment elements
• use descriptors that reflect the level of the qualification − this assists in
demonstrating progression and the level of performance expected of the
graduate
• be allocated an indicative credit value, the total of which must equal the
qualification credit value
• appropriately reflect the range of skills, knowledge and attributes
applicable to the particular programme of study or training.
The education pathway outlines the further education pathways a
graduate of the qualification can undertake.
Specifications
The employment pathway identifies the areas in which a graduate may
be qualified to work, or the contribution they may make to their
community.
At this point in the review process the specifications are indicative only.
There will be further opportunity to consult on these once developed.
The Qualifications Landscape: A Rationale
The landscape (Figure 1) was developed on the basis of the first draft of a needs analysis,
the scope of existing qualifications, the knowledge and experience of the Governance
Group, consideration of education sector strategy, and analysis of learner and candidate
types, and feedback on a discussion document from the sector.
The landscape is intended to accommodate current practice while providing the best
possible versions of qualifications that employers already use and value. It should also
enable a desired future state, through allowing qualifications design that we believe the
system needs to best serve its learners.
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The following outlines the rationale for each qualification, any design features the
Governance Group or working groups have included and some prompt questions you may
wish to consider for feedback.
Adult and Tertiary Teaching (ATT)
The 40 Credit, level 4 ATT Certificate is a credential for people who teach, but are not
necessarily pursuing teaching as a career or profession. Graduates should be able to use
or adapt existing materials to teach or train, and assess learners in well-defined contexts.
This qualification will be relevant to the large number of community educators, volunteers,
and workplace trainers who wish to achieve, or require, a base level qualification.
The 60 Credit, level 5 ATT Certificate represents the base level qualification for a proficient
practitioner. It is expected that Literacy and Numeracy education would be a requirement
of this qualification and rather than being overt, would be woven throughout the graduate
profile outcomes.
The 120 Credit, level 6 ATT Diploma is aimed at people who aspire to be a programme
leader, lead teacher, learning and development department manager, organisational
development personnel, quality assurance manager, academic manager and/or a strategic
leader, within an organisation.
The 60 Credit, level 6 ATT Certificates are focussed on credentialing targeted professional
development for level 5 ATT graduates who wish to specialise in an area of future focus or
priority.
As tertiary education continues to evolve in an environment where the use of digital
technologies to support all modes of teaching and learning is fast becoming the norm,
there are, inevitably, questions about the future professional roles of adult and tertiary
teachers. There is an emerging consensus that we will see increased differentiation and
specialisation within the teaching profession as technology offers new opportunities to
share well designed resources and assessment tools.
In a complementary way and as the proportion of shared resources increases, it is
expected that the work of tertiary teachers in general will change. In varying degrees as
appropriate to discipline requirements and learner needs, tertiary teachers will continue to
shift away from direct content delivery and spend more time proactively supporting
learning on an individual basis. The specialised Level 6 certificates are designed to
provide opportunities to build these new capabilities.
As it is expected that graduates would require the Level 5 ATT qualification or equivalent
to gain entry, the qualifications have no outcomes related to underpinning knowledge of
teaching and learning, as this is assumed.
The 60 Credit, level 6 ATT Pasifika Certificate is focussed on credentialing targeted
professional development for level 5 graduates who wish to specialise in teaching Pasifika
learners and mentor/coach other practitioners. It is expected that graduates would require
the Level 5 ATT qualification or equivalent to gain entry.
The level 5 and level 6 Mātauranga Māori qualifications support the vision and priorities in
the Tertiary Education Strategy of: Māori achieving educational success as Māori; and
targeting priority groups. They are intended to build capability and capacity for education
organisations delivering education and training based on kaupapa Māori.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/PolicyAndStr
ategy/TertiaryEducationStrategy.aspx
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Q. What are the pros and cons of having the level 5 ATT qualification, or equivalent, as the
entry requirement for the Level 6 specialist certificates?
Q. Would you recommend any other L6 specialist qualifications be made available? If so,
what qualifications, and why are they needed?
Adult Literacy and Numeracy Education (ALNE)
These qualifications support the Professional development of the sector work stream of
the Adult Literacy and Numeracy Implementation Strategy which can be accessed at
http://www.tec.govt.nz/Tertiary-Sector/Tertiary-Education-Strategy/Literacy-andNumeracy-Implementation-Strategy/
The 40 credit, level 5 ALNE Certificate is focussed on credentialing adult literacy and
numeracy education professional development for the adult education and training sector.
This qualification is not intended to be a teaching qualification on its own.
The 80 credit, level 5 ALNE Certificate is for individuals wishing to develop specialist
expertise in adult literacy and numeracy education
The 120 Credit, level 6 ALNE Diploma is for individuals wishing to gain advanced expertise
in supporting adult learners with literacy and numeracy issues. The candidate would
graduate with specialised academic and technical competence in the areas of adult
literacy and numeracy.
Q. Should the level 6, 120 Credit ALNE Diploma be a stand-alone diploma or would it be
more applicable to:
(i) have no level 6 Diploma in ALNE and instead make ALNE a contextual endorsement of
the L6 Adult and Tertiary Teaching Diploma (the outcomes are achieved in the context
of ALNE);
(ii) make the Level 6 ALNE qualification a 60 credit certificate like other specialist level 6
qualifications?
Assessment
The 40 Credit, level 4 Assessment Certificate is primarily, but not exclusively aimed at
building capability and capacity in assessment for registered assessors/workplace
assessors.
The 40 Credit, level 6 Assessment Certificate is considered a specialist ATT qualification.
Q. What are your thoughts on the need for 40 credit specialist qualifications for assessors?
Language Teaching (TESOL)
The 48 credit, level 4 Certificate and 60 Credit, level 5 Certificate are designed to enable
the qualification to be endorsed as an English Language teaching qualification or endorsed
in another specified language e.g. Cantonese. These qualifications are intended for
graduates who will teach in a broad range of education organisations, including community
organisations.
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Q. What are your thoughts about Language teaching qualifications being able to be
endorsed in either English Language or another target language?
Education Specialisation and Support
The qualifications proposed within the education specialisation and support cluster are
aimed at people who are primarily, although not always exclusively, working to support
teachers in compulsory education settings (e.g. Education Support and Care); or for
Teachers wishing to undertake professional development to support their practice (e.g.
Specific Learning Difficulties) or teach in a school which is based on a special character.
Specific Learning Difficulties
These qualifications are for those who help people with a specific learning disability (SLD,
including dyslexia) to meet their potential and engage in life-long learning. The 40 credit,
level 4 certificate is for teacher aides, parents, and others who support individuals with
SLD, and the 60 credit, level 5 certificate is for educators and others who provide
professional teaching and guidance.
Q. In your view, do these qualifications meet the need they are designed for?
Special Character Education
These qualifications are for staff and the wider community of education institutions who
have a 'special character', such as a specific philosophy or cultural orientation. The 40
credit, level 4 Certificate provides employees, support workers, parents, and the wider
community with an understanding of how they can support learners within the special
character, and the 60 credit, level 5 Certificate is for educators and others who provide
professional teaching and guidance within the special character.
Q. In your view, do these qualifications meet the need they are designed for?
Education Support and Care
These qualifications are for those people seeking an education support position. Three 40
credit qualifications have been developed: a level 3 and 4 qualification for those seeking a
teacher aide position, and a further level 4 qualification for those wishing to supervise out
of school care and recreation programmes.
Q. In your view, do these qualifications meet the need they are designed for?
Childbirth Education
This qualification is designed for those people wanting to deliver pregnancy and early
parenting education to expectant parents in community and other education settings.
Q. In your view, does this qualification meet the need it is designed for?
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Appendix 1: Qualifications for Adult and Tertiary Teachers /
Educators: Needs Analysis
Preface
This draft is an attempt to develop a broad-brush needs analysis for qualifications
concerned with Adult and Tertiary Teaching (ATT). It does not cover the Education
Specialisation and Support qualifications that are also in the Teacher Education field: there
is little if any overlap between the two groups of qualifications and these will be subject of a
separate analysis that involves the stakeholders concerned.
The analysis explores, where information is available, the way in which qualifications
presently in the ATT sub-field are utilised in the tertiary education sector in Aotearoa, New
Zealand. It draws on Ako Aotearoa’s commissioned report on the status of qualifications
and support for tertiary practioners (Projects International, 2010)1 and on the recent review
by the MoE of changing conditions in the teaching workforce within tertiary education
providers2. We can probably infer that similar changes are occurring in other contexts where
tertiary education takes place.
The tertiary education work force is extraordinarily diverse. This diversity is its strength: it is
required to meet the continually changing needs and expectations of an even more diverse
cohort of well over half a million learners in both formal and informal tertiary education
across New Zealand. Ultimately these qualifications for adult and tertiary educators are
about supporting practitioners to meet the needs of these learners.
While the starting point for the needs analysis is, necessarily, the use that has been made
of qualifications at present, discussion about new qualifications must reflect the diversity of
the sector as a whole and be (as far as possible) future-proof.
Introduction and overview
A changing environment and current priorities
There is no doubt that the role of the tertiary teacher / educator is changing. Students are
more diverse and their needs and expectations will vary depending on their level of
academic preparation, the cultural capital they bring to their programme of study, their
familiarity with on-line technologies and, where they are familiar, their ability to translate that
familiarity into uses that support formal study. Increasingly, too, because of the costs of
study, many, if not most students view tertiary education as an investment rather than an
opportunity: this again shapes their attitudes and expectations.
They also study in a wide range of diverse settings. The Tertiary Education Commission
reports that 469,000 tertiary learners (280,000 EFTS/STMs) studied in formal TEC funded
1
Projects International (2010) Taking Stock: Tertiary Practitioner Education Training and Support.
Publ. Ako Aotearoa, Wellington.
2 Ministry of Education (2012) The changing structure of the public tertiary education workforce. Publ.
Tertiary Sector Performance Analysis, Ministry of Education, Wellington.
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programmes in 20123. Of these 42% (on an EFTS basis) studied at university, 24% at ITPs,
9% at Wānanga, 10% at PTEs and 15% in the workplace under the guidance of ITOs. The
majority of these learners will study with organisations where a teaching qualification is not
a formal requirement for the staff who will facilitate their learning.
In addition, many learners are engaged in adult and community education in non-formal
programmes of study. By definition, the nature of ACE programmes is diverse and wideranging and designed to support life-long learning and community empowerment. Many of
these programmes are concerned with adult literacy, numeracy and language or health and
social well-being. There are no formally recognised pre-degree qualifications for ACE
practitioners per se, except that several providers engaged in ACE provision offer
qualifications in adult literacy and numeracy education.
Despite there being no formal requirements for teaching qualifications, New Zealand policy
makers, in common with other western tertiary education systems, are placing an increasing
emphasis on ensuring public accountability for the quality of tertiary education provision.
Particular priorities for tertiary education are, firstly, about ensuring equity of opportunity,
especially for learners who have been under-served by the school system. Secondly, there
are the challenges and opportunities that on-line technologies present for educational
delivery, networking and collaboration. Any future tertiary teaching qualifications should
seek to enhance tertiary teachers’ capabilities in both these areas.
The work-force
Estimating the number of people employed with teaching responsibilities in formal tertiary
education in New Zealand is difficult because of the diversity of the sector, but over 27,000
seems to be a reasonable working estimate. Pre-degree teaching qualifications may be of
relevance to more than half this number (essentially those outside the university sector- see
following discussion). However a large proportion of these people work part-time4 which is
likely to be a barrier to uptake for some through either their own resource constraints or
anticipated return on investment, or through lack of support from employers.
Despite an increasing number of restructurings over recent years, turn-over rates are
estimated to be low in the public tertiary sector. However there is considerable concern
about a work-force with a significantly older age profile than the New Zealand work-force as
a whole that will need replacing in the near future5. In the meantime, high proportions of
staff are on temporary or casual contracts and casualisation of the university workforce in
particular is an increasing international concern.
There are no collated data for the PTE or ITO sectors, but turn-over is likely to be higher in
many PTE’s than in the public sector due to the changing nature of the market in which they
operate. The reorganisation of the ITOs (and different models of training and assessment
used within those ITOs) makes the situation particularly unclear in this sector at present.
3
Tertiary Education Commission (2013) 2012 Tertiary Education Performance Report. Publ. Tertiary
Education Commission Wellington.
4 Ministry of Education (2012) The changing structure of the public tertiary education workforce. Publ.
Tertiary Sector Performance Analysis, Ministry of Education, Wellington.
5 ibid.
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Pre-degree qualifications for tertiary teachers
Over the period 2009 - 2012 an average of 1,800 people a year gained a formal pre-degree
qualification in tertiary teaching6 (in 20087 almost 400 gained level 7 qualifications or
higher). On the face of it, this suggests that most of the staff outside the university sector
are likely to become qualified over time. However the numbers are considerably inflated by
the activity of the Skills Organisation / Learning State and Te Wānanga o Aotearoa who put
large numbers of people through qualifications in the four year period 2009-2012,
accounting for almost 55% of NCAET graduates.
Traditionally ITPs have placed a high value on full-time staff gaining a teaching qualification
(often provided as a local qualification in house). Universities, in contrast, have not had this
requirement (inevitably too, they look to offer those staff who are interested opportunities to
undertake qualifications at Level 7 and above). Policies of PTEs vary considerably, with a
significant proportion (around 40%) regarding it as an important pre-requisite for
employment.
Even if it wasn’t for the imperatives created by the Mandatory Review of Qualifications,
there is a clear need for the rationalisation of qualifications available in this discipline area.
Many local qualifications are producing very limited numbers of graduates and there is a
lack of discrimination of expected outcomes from qualifications at different levels.
There is also a strong sense across the sector that any qualifications review needs to reevaluate the priorities afforded to ensuring tertiary teachers are fully equipped to address
the following:





Achieving parity of success for Māori and Pacific learners
Engaging younger learners
Addressing literacy and numeracy needs for tertiary learners
Ensuring all learners have the appropriate digital literacies to support successful
study
Providing quality international education both within New Zealand and overseas.
Professionalisation of tertiary teachers
In parallel with this, there is a growing international debate about the professionalisation of
the tertiary teaching profession. Part of this discussion is the role that tertiary teaching
qualifications should play in any professional accreditation process8. While this debate is
only beginning in New Zealand, a strong profession, whether a formal body or not needs a
critical mass of members with the capability to continually evaluate the effectiveness of their
own individual and collective practice.
NZQA usage data – note: may be some double counting.
Latest data available: Projects International (2010) Taking Stock: Tertiary Practitioner Education
Training and Support. Publ. Ako Aotearoa, Wellington.
8 Suddaby, G. and Holmes, A. (2012) An accreditation scheme for tertiary teachers in New Zealand:
Key informant draft discussion document. Ako Aotearoa discussion paper.
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6
7
Another dimension is the need for tertiary educators individually and collectively to be
equipped to be active players in the continuing policy and practice debate about how best to
frame our tertiary education system in the future.9
The following sections expand on some of these aspects in more detail.
Exploring the available data
Teachers in tertiary education in New Zealand10: the workforce and emerging issues
Overall numbers
In 2012, over 35,000 full-time equivalent (FTE) staff were employed by recognised tertiary
education organisations (TEOs). Of these, nearly 15,600 FTEs were identified as teaching
staff (Table 1). This comprises about 44% of the total tertiary education workforce. It is
estimated that this represents over 21,000 individual tertiary teachers, of which 11,300 work
in the university sector who, as noted above, are unlikely to be interested or have the
opportunity to gain pre-degree qualifications.
Table 1: Full-time equivalent teaching staff employed in the New Zealand tertiary sector in 2012.
Part of sector
No. of FTEs
Universities
ITPs
Wānanga
PTEs
Total
7,060
4,440
751
3,370
15,570
Note, however, that this data does not include practitioners contributing to education and
training in the workplace or providing non-formal education (especially in the Adult and
Community Education sector), nor does it include ‘non-academic’ staff within TEOs who
may have important learning support roles, either as learning advisors or working as casual
tutors. ITOs, for instance, have several thousand staff (possibly up to 5,00011) involved in
assessment in the workplace. Many of these staff are involved in mentoring of trainees and
other education support activities.
9
See for instance, Tertiary Education Union (2013) Te Kaupapa Whaioranga; The blue print for
tertiary education. Wellington, Tertiary Education Union; OECD (2011) Building a high quality
teaching profession; lessons from around the world. Paris, OECD Publishing.
10 Data in this section from: Ministry of Education (2013) Profile & Trends: New Zealand’s Tertiary
Education Sector 2012. Publ. Tertiary Sector Performance Analysis, Ministry of Education, Wellington
and Ministry of Education (2012) The changing structure of the public tertiary education workforce.
Publ. Tertiary Sector Performance Analysis, Ministry of Education, Wellington.
11 Extrapolating from survey responses from ITOs in Projects International (2010) Taking Stock:
Tertiary Practitioner Education Training and Support. Publ. Ako Aotearoa, Wellington, plus recent
comment at pre-review regional fora.
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This means that the total number of staff involved in tertiary education as teachers, learning
facilitators or assessors is likely to be around 27,000 of which pre-degree qualifications may
be of relevance to up to 16,000.
Investment in staff
The cost of employing personnel constitutes a very significant investment. While no collated
data are available outside public tertiary providers, 60% of all expenditure in tertiary
education institutions is on staffing. In 2011 personnel costs were $2.57 billion in 2011 (for
both academic and non-academic staff). The MoE analysis suggests that these costs have
risen by 2.8% per year since 2001 when they were under $1.4 billion.
Full-time versus part-time
Over the period 2001 – 2011, the number of academic FTEs in the public tertiary education
institutions (TEIs) has increased by 18%. Detailed data are not available for private
providers, but the 12,000 FTEs in the public tertiary education institutions comprise around
17,000 individuals.
The increase in proportions of part-time staff 2001 - 2011 is entirely due to changing profiles
in the university sector, particularly in the first half of the last decade and is in common with
international trends. The proportion of part-time staff employed by Wānanga has decreased
over this period (now 29%), while the part-time / full-time ratio in the polytechnic sector
although varying considerably from year to year shows no overall trend (44% of ITP
academic staff were part-time in 2011).
An ageing workforce
There are significant concerns about the ageing tertiary teaching workforce. Statistics New
Zealand estimated that around 38% of academic staff in tertiary education were over 50 in
2006. By 2016 it is estimated that 25% of ITP staff will be over 60. In the university sector
the age profile appears to be even more biased to the over 60’s12.
Increasing workloads
Although a crude measure, changes in student: academic staff ratios (SASRs) suggest that
the ‘productivity’ of academic staff is increasing. In the period 2007 – 2012, SASRs
increased from 17.8 to 19.0 in the universities and in the polytechnic sector from 17.0 –
18.1. However in the Wānanga sector SASRs have decreased from 41.2 to 32.9. Of course
actual workloads are not solely dependent on SASRs: how on-line learning is deployed, the
availability of casual tutorial / demonstrator staff and marking support all have significant
impacts on the effects of these ratios.
12
Exactly comparable data not provided.
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Anecdotal evidence suggests that in many cases support for teaching staff is decreasing
while expectations of higher quality provision continue to rise. However this very much
depends on individual organisations priorities and expectations. There is no doubt that the
pressures on university academic staff have increased as a consequence of the PBRF.
Gender13
While the proportion of women employed as tertiary teachers is increasing. Women now
comprise 48% of the university academic workforce, 53% of the ITP workforce and also
constitute a majority in the Wānanga (no data provided). In the universities women are
disproportionately in junior roles or occupy part-time positions. In the ITP sector there are
also significantly more women than men working part time (54% versus 33%). However, the
number of women in senior roles is broadly similar to men, as is the case in the Wānanga.
Ethnicity of the tertiary teaching workforce
The MoE only started collecting data on the ethnicity of the New Zealand tertiary workforce
in TEIs in 2012 and any summary data has yet to be published. Māori and Pacific academic
staff are clearly under-represented in universities and ITPs in comparison to the levels of
participation of those key priority groups.
Turn-over rates
The turn-over of academic staff in tertiary education is difficult to quantify. The age profile
suggests that turn-over in public TEIs is low, except where organisations have chosen to
restructure different parts of their operation. Internationally, it is a commonly raised concern
that younger academics have increasing difficulty securing permanent employment. The
situation seems to be no different in New Zealand14.
Anecdotally the turn-over of staff in many PTEs may be higher, but there is no national
collation of data for the private tertiary sector.
Requirements for and value placed on tertiary teaching qualifications by employers
Present value placed on qualifications by employers
In 2010 Ako Aotearoa’s report ‘Taking Stock’15, reported that no Universities or ITPs
required a teaching qualification as a pre-requisite for appointment of full-time staff,
although 40% of PTE respondents did. Most polytechnics expected their new full-time
appointees to gain a teaching qualification within a set time after employment, as did 50% of
13
Data from Ministry of Education (2012) The changing structure of the public tertiary education
workforce. Publ. Tertiary Sector Performance Analysis, Ministry of Education, Wellington.
14 The MoE (2012) report (op.cit.) indicates this is the case by looking at the levels of part-time
employment for ‘other’ academic staff as a proxy for the pool available to recruit new academic staff
to permanent positions. This part of the workforce is becoming increasingly casualised.
15 Projects International (2010) Taking Stock: Tertiary Practitioner Education Training and Support.
Publ. Ako Aotearoa, Wellington.
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PTEs. This was not a requirement for any New Zealand University. Both ITPs and PTE’s
had significantly lower expectations for part-time staff. The ‘Taking Stock’ report also found
variations between organisations in approaches to general professional support and
development.
There is anecdotal evidence that some polytechnics have been less able to implement their
policy requirements for trained tertiary teachers over recent years.
Most ITOs require the completion of a unit standard in assessment by work-place
assessors16, but there is no clear picture of how ITO’s value the completion of full
qualifications in adult education and training. With the notable exception of Learning State /
The Skills Organisation, few ITOs have made much use of these qualifications (see page 9).
Wide range of qualifications with varying clarity of outcomes
The Taking Stock report noted a wide range of tertiary teaching qualifications available,
many of which had very few completions. It was also critical of the variable content of
graduate profiles and outcome statements, with the result that it was often very difficult to
distinguish between expected outcomes at different levels of study.
Present policy settings requiring increased accountability for the quality of teaching and
learning
In New Zealand, current government policy settings and funding expectations through
investment plans have placed an increasing focus on quality of teaching. This is particularly
relevant to the non-university sector at present, with particular emphasis on preparation for
the new round of NZQA external reviews of TEO self-assessment processes for quality
enhancement and TEC’s expectation for parity of achievement for Māori and Pasifika.
There is a growing expectation that this increased level of accountability for the quality of
teaching (and support for learning) will impact on the universities in the medium term.
The increased emphasis on export education also places a strong focus on the quality of
the educational experience New Zealand offers. Similarly, the growing use of on-line
learning and in particular MOOCs makes the quality of educational delivery more public and
transparent.
Changing student expectations
As with other western education systems, student expectations are changing for three
principle reasons:
 increased diversity of the student body
 increased awareness by individuals and families of the costs of education
 increased awareness of the potential of on-line access to learning materials and support.
16
16 of 22 respondents: Projects International (2010) Taking Stock: Tertiary Practitioner Education
Training and Support. Publ. Ako Aotearoa, Wellington.
Page | 17
International trends and an emerging debate about professionalisation
There is a growing international debate about the professionalisation of tertiary teachers.
These include work on standards and proposals to regulate the profession by requiring
qualifications as a condition of entry (particularly in Further Education). The beginnings of
such work is underway in New Zealand and Ako Aotearoa is following progress in both
Australia and the UK closely17.
While this debate is just at its emerging stages in New Zealand, work undertaken by Ako
Aotearoa with the Metro Group of ITPs on this is attached for reference in Appendix 1.
These standards were developed with reference to the New Zealand Teachers Council
Registered Teacher Criteria18. Much more extensive work has been undertaken by
Innovation & Business Skills Australia Ltd who have recently published a capability
framework for VET practitioners19.
The New Zealand work includes an aspirational description of what a 21st century vocational
educator is like (also included in Appendix 1). This work formed the basis of the
development of a Graduate Diploma in Professional Education (Level 7) now being offered
by Otago Polytechnic.
Current usage of existing pre-degree teaching qualifications
Non-specialised certificate level qualifications in tertiary teaching
During the period 2009 – 2012 nearly 4,300 people completed a certificate level qualification
in generic20 adult education / tertiary teaching. Over 91% of these completed a National
Certificate21.
There are two National Certificates in Adult Education and Training: 0378 at Level 4 and
0379 at Level 5. 59 TEOs offered (or offered opportunities to complete22) the Level 4
qualification and 29 the Level 5 qualification between 2009 and 2012. 2,546 learners gained
the Level 4 national certificate during that period and 1,370 gained the level 5 certificate.
By far the largest provider of the Level 4 NCAET qualification was The Skills Organisation /
Learning State who graduated over 51% of the total in the four year period 2009 - 2012. Six
other ITOs used the Level 4 qualification over this period, but between them produced less
than 4% of the total graduates.
17
Suddaby, G. and Holmes, A. (2012) An accreditation scheme for tertiary teachers in New Zealand: Key
informant draft discussion document. Ako Aotearoa discussion paper.
18
New Zealand Teachers Council (2009) Registered Teacher Criteria. www.teacherscouncil.
govt.nz/rtc
19 Innovation & Business Skills Australia (2013) The VET Practitioner Capability Framework:
Implementation Guide. IBSA, Melbourne.
20 This term has been used to describe certificates designed to support teachers working in general
areas of tertiary education (it excludes, for example, specialisms in adult literacy and numeracy,
foundation education or Mātauranga Māori). Both the Level 4 and 5 national certificates, include
strands in National Environment and The International Environment – for the purposes of this
analysis these strands have not been separated out and all national certificates have been included
in the generic category.
21 Figures calculated from NZQA usage data.
22 Some TEO’s reporting qualification completions are ITOs.
Page | 18
Over 76% of the graduates from the Level 5 NCEAT qualification between 2009 and 2012
studied at Te Wānanga o Aotearoa, with another 14% graduating from 5 ITPs. Numbers of
graduates from this qualification fell off markedly in 2011 and 2012, with only 105
graduating in 201223.
Of the 59 TEOs offering the Level 4 qualification, 60% had graduated less than 5 learners.
The equivalent figure for those offering the Level 5 qualification was 55%. Although, in the
absence of EFTS consumption data, it is difficult to be certain, the returns suggest that the
majority of these TEOs had discontinued offering these qualifications.
Over the period 2009-2012, there were 10 providers offering local tertiary teacher training
qualifications at certificate level (levels 4 and 524) all of which were ITPs. During this period
380 students graduated with 154 EFTS consumed. There are some striking differences
between providers in the relationship between graduates completing the qualification and
the number of EFTS reported.
Five of the 10 providers had over 30 graduates during the 4 year period, comprising a total
of 238 qualifications awarded (78% of the total). Two providers discontinued certificate level
provision during this period.
National Certificates in Adult Literacy and Numeracy Education.
There are two certificates offered in this area: one, 1212, is for educators, the other, 1253, is
focussed on vocational education in the workplace. The NZQA dataset indicates that 2,570
learners graduated with these over the period 2009 – 2012. Nearly 2,200 of these
qualifications (over 85%) were gained in the vocational / workplace option. However there
may be some significant double counting in both options as completions of the core sections
and completions of the whole certificates are reported by providers separately.
Five TEOs (Literacy Aotearoa and four ITPs) were engaged in provision of the educator
option over the period surveyed with 372 qualifications awarded. Literacy Aotearoa
accounted for 56% of graduates.
Thirty-five TEOs offered the vocational / workplace option. Workbase, Adult Literacy
Education and Consultancy, Framework Solutions, Te Wānanga o Aotearoa and Training
for You were the major source of graduates accounting for almost 68% of the total, with six
ITPs providing another 17% of graduates over this four year period. Half the TEOs have
each graduated less than 20 learners, some considerably less.
Diploma level qualifications in tertiary teaching at levels 5 and 6.
In all 417 people graduated with diploma qualifications at levels 5 or 6 in adult education /
tertiary teaching in the period 2009 – 2012. However, only four providers are particularly
active in this space.
23
24
In 2013 this figure fell further to 57 as at 17 October.
The titles of older local qualifications do not always define level of study.
Page | 19
Eight providers offered the National Diploma in Adult Education and Training in the period
2009 – 2012: there were only 30 graduates, with one ITP provider accounting for 70% of
those. Only one other provider produced more than 1 graduate in this period.
Five providers (ITPs and Wānanga) actively offered local diploma qualifications round the
country during the 2009 – 2012 period (two other providers stopped offering their
qualifications after 2009 and one other seems25 to have just commenced in 2012). There
were 387 graduates over the period 2009 – 2012, with one provider graduating 77% of
these diplomates.
Peter Coolbear
Director, Ako Aotearoa
January 2014
25
NZQA usage data identifies enrolments in 2012, but no EFTS consumption.
Page | 20
Appendix 2: Professional Standards
Draft proposed professional standards for vocational educators of advanced
standing developed by an Ako Aotearoa and ITP Metro working group (2012)
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
An advanced professional vocational educator meets the following:
Standard
Evidenced by:
1.
i.
Actively practices Manaakitanga
ii.
2.
Progresses individual and organisational
commitments to the principles of Te Tiriti o
Waitangi
i.
ii.
learners and their needs are put first
concern for and contribution to the success for all
learners
contribution to maximising success for Māori
learners
contribution to active engagement with Iwi and
other Māori groups
3.
Actively develops professional relationships with
learners
i.
ii.
iii.
iv.
v.
value placed on individual learner’s perspectives
cultural competence
responsiveness to individual learners needs
ability to inspire engagement and motivate learning
responsiveness to cultural and academic diversity
4.
Adds value to the institution’s and learners’
communities
i.
ii.
relational capability
active contribution beyond the academic community
on behalf of the organisation
5.
Innovates for successful learning
i.
ii.
future focus
ability to manage risk while undertaking
experimentation and innovation in teaching and
learning
ability to foster learners’ creativity
iii.
6.
Promotes and models collegiality and collaboration
within and across disciplines
i.
ii.
iii.
iv.
v.
contribution to and leadership of teams
engagement with organisational processes
promotion of interdisciplinary dialogue
contribution to cross-organisational programmes and
projects
shared good practice
Page | 21
PROFESSIONAL KNOWLEDGE IN PRACTICE
An advanced professional vocational educator meets the following:
Standard
Evidenced by:
7.
Synthesises the dual professional roles of educator and
work expert
i. expertise and leadership in work practice
ii. contribution to the body of knowledge in their work
practice area
iii. a global perspective and future focus on their
profession or trade in their educative practice
8.
Practice is informed by a critical understanding of
education and cognitive theory
i. advanced evidence-based decision making on
pedagogical issues
ii. development of their learners’ metacognitive skills
9.
Designs and guides learning for individual success,
starting from the individual’s experience
i. learning design co-creates the learning process
ii. promotion of active and deep learning
iii. provision of appropriate guidance and support to foster
learner success
iv. use of technology to enhance effective learning
v. use of and contribution to open educational resources
(OER)
vi. outcomes focus, including work and community
capabilities
10. Is a practitioner-researcher
i.
critical self-reflection and research to advance practice
from an evidence base
ii. critical evaluation of the learning experience
11. Leads evidence-based assessment practice for learning
i.
evidence-based assessment strategies are integrated
with learning design
ii. assessment of prior learning including work based and
informal learning
Narrative on the rationale for the practice standards
A vocational educator of advanced standing in the 21st century is a team player and a dual
professional in both their trade or profession and in the facilitation of learning. She / he is
focussed on the best possible outcomes for all learners in their care and works proactively
in the context of Te Tiriti o Waitangi to ensure success for Māori. Highly culturally
competent, she / he will exhibit Manaakitanga for all learners. They recognise and respect
the multi-faceted diversity in their learners and seek to treat and value them as individuals.
Learning with these educators is challenging, exciting, supportive and purposeful. By no
means least, it is fun. Above all, it is focussed on developing each learner’s capabilities to
maximise their own potential and future opportunities. That learners achieve success on
their programmes of study is only part of the goal for these educators: ensuring their
learners are best equipped for the next steps in work or further study is, ultimately, more
important.
Page | 22
Relevant work experience and contexts are fundamental to high quality vocational
education. This means that professional practice as a vocational educator is not bounded by
either the limits of the educational organisation or by the qualifications offered. Emphasis is
on achieving the best possible synergies between the world of education and the world of
work in all the diverse forms of each.
Digital technologies are employed routinely as tools to support learning and provide access
to relevant content in an organised way that suits the needs of the individual learner.
Teaching and learning facilitation focuses on concepts, developing deeper understanding
and the attributes that enhance learners’ employability. Learners are progressively equipped
with the strategies to become confident in their studies, time-efficient and, progressively,
more autonomous.
Advanced twenty-first century vocational educators are, in a very real sense, partners with
their learners and negotiate the learning environment and opportunities with them. In
particular these educators seek to recognise and build on the existing knowledge, strengths
and skills of each learner and foster learning between peers. Their assessment strategies
are designed to foster learning and build wherever possible on naturally occurring evidence.
Such educators are highly skilled in actively managing any risk to learning. This means that
they are not afraid to experiment alongside learners in order to foster innovative, creative
and motivating learning opportunities and to learn alongside the learners in their care.
A highly professional vocational educator is continually challenging themselves about their
own practice and looking for continuing quality enhancement. They are critically selfreflective and undertake this self-reflection in a systematic and evidence-based way. Nor is
their self-reflection limited to their education practice: they are also future-focussed in terms
of their trade or profession. They are helping their learners prepare for an inevitably
changing future.
Page | 23
Appendix 3: Qualifications for Adult and Tertiary Teaching of
Mātauranga Māori: Needs Analysis
Introduction
Qualifications in teaching mātauranga Māori are being reviewed as part of the mandatory
review of Teacher Education qualifications within the wider Targeted Review of
Qualifications26.
Teacher Education qualifications within the mandatory review have been grouped into two
broad categories: (i) Adult and Tertiary Teaching (ATT), and (ii) Education Specialisation
and Support (ESS).
Qualifications in teaching mātauranga Māori have been included within the Adult and
Tertiary Teaching grouping, with the target audience27 being practitioners who teach or
intend to teach mātauranga Māori in Adult and Tertiary education settings where the
teaching and learning is underpinned by kaupapa Māori.
The following analysis provides evidence for undertaking the development of New Zealand
qualifications in teaching mātauranga Māori and supplements the needs analysis for Adult
and Tertiary Teaching qualifications produced by Ako Aotearoa.
It is intended that the teaching mātauranga Māori qualifications will be developed using the
Mātauranga Māori Evaluative Quality Assurance (MMeQA) process28.
Research method and approach
This analysis has used both primary and secondary research to identify the need for these
qualifications.
This analysis takes a hybrid approach, in that need is established from the top down by
considering the strategic and workforce development needs, while acknowledging that
development of the qualifications will occur from the bottom up, with decision making and
design of the qualifications occurring at the flax-roots, within the framework of Te Hono o Te
Kahurangi.
It is acknowledged that focussing on workforce development needs risks ignoring the notion
that gaining a qualification can have an intrinsic value beyond employment. As noted in
discussion document feedback from Te Wānanga o Aotearoa:
…. “becoming an educator has societal, community, and selfsatisfying benefits as well. Being an educator is a great way to
meaningfully contribute to the future and well-being of one’s
community. It is often its own reward”.
26
See http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/targeted-review-of-qualifications/
Adult and Tertiary education settings includes both formal and non-formal settings.
28 See http://www.nzqa.govt.nz/maori/mm-eqa/
Page | 24
27
An initial discussion document on a proposed suite of Adult and Tertiary Teaching
qualifications supplied primary data through seeking specific feedback and support for the
development of a level 5 certificate and level 6 diploma in teaching mātauranga Māori. The
discussion document was distributed to all current qualification owners and stakeholders
who had expressed an interest in the review, with a request to further forward to their
networks. Analysis from this discussion is included in the body of the report.
Secondary research involved the analysis of various strategy documents and reports
focussed on Māori education strategy.
Analysis
The Strategic Need
This section of the analysis focusses on two key strategic documents, the Tertiary
Education Strategy 2014-2019 (TES) and Ka Hikitia – Accelerating Success 2013-2017.
The TES provides the strategic direction and clearly supports the need to develop teaching
mātauranga Māori qualifications.
The TES (pg 7) recognises the role of Māori as tangata whenua and Crown partners under
the Treaty of Waitangi and indicates that Tertiary Education Organisations (TEOs) must:
 enable Māori to achieve education success as Māori,
 protect Māori language and culture,
 contribute to the survival and wellbeing of Māori as a people.
Moreover, the TES highlights that “tertiary education contributes to Māori cultural outcomes
– such as greater knowledge and use of Māori language and tikanga Māori, and
development of mātauranga Māori” (pg 7).
The TES recognises the Crown’s responsibilities to work collaboratively with iwi:
 to help improve Māori achievement, and recognise the economic benefits to
individuals, groups, and society from improved levels of skills and education
 under the Treaty of Waitangi to support Māori aspirations, such as strengthened
Māori language and mātauranga Māori research.
Priority area 3 of the TES focusses on boosting achievement of Māori and Pasifika. It notes
that by 2030 30% of New Zealanders will be Māori or Pasifika (pg 12). The TES
emphasises the need for TEOs to improve culturally responsive provision by “making a
commitment to Māori learner success, focusing on increasing the number of Māori teaching
staff within TEOs, improving culturally responsive teaching practices, and delivering
programmes that are relevant to Māori and communities” (pg 13).
Furthermore the TES notes that “TEOs’ contribution to growing and developing mātauranga
Māori will provide greater opportunities for Māori to achieve in research and development,
building from their unique cultural strengths” (pg 13).
Ka Hikitia is a strategy to guide action to make a significant difference for Māori students in
education (pg 6). Focus area 4 of the strategy relates to tertiary education, with the outcome
that Māori succeed at higher levels of tertiary education.
Page | 25
Ka Hikitia notes that while the proportion of Māori students studying at New Zealand
Qualifications Framework (NZQF) level 4 and above has increased, the total number
remains constant. In order to improve system and institutional performance and accelerate
progress for Māori, Ka Hikitia sets 4 goals and a series of proposed actions to achieve the
goals (pg 46-48).
The goals:
1. Māori participate and achieve at all levels at least on a par with other students in tertiary
education.
2. Māori attain the knowledge, skills and qualifications that enable them to participate and
achieve at all levels of the workforce.
3. Grow research and development of mātauranga Māori across the tertiary sector.
4. Increase participation and completion in Māori language courses at higher levels, in
particular to improve the quality of Māori language teaching and provision.
The actions (abridged):



looking for opportunities for better inclusion of mātauranga Māori in tertiary
programmes,
growing the research available on effective teaching and learning for Māori students
so providers know what they can do to support students,
providing professional development for tertiary educators and introducing culturally
responsive teaching pedagogies.
Legislative Mandate
This section focuses on the legislative mandate and Government expectations for wānanga.
Wānanga are described in the education act (1989, section 162(4)(b)(iv)) as being
“characterised by teaching and research that maintains, advances, and disseminates
knowledge and develops intellectual independence, and assists the application of
knowledge regarding āhuatanga Māori (Māori tradition) according to tikanga Māori (Māori
custom). The three wānanga are designated under the Education Act 1989 as unique
organisations who offer quality education based on Māori principles and values.
The Government expects Wānanga to:
 Create and share new Māori knowledge that contributes to whanau, hapu and iwi
prosperity, and New Zealand’s economic, social, cultural and environmental
development.
 Make an increasing contribution to sector-wide leadership through advancing
mātauranga Māori at all qualification levels and across all fields of study.
 Enable students to complete a range of sub-degree, degree and postgraduate
qualifications, with clear study paths to higher levels of learning through a Māori
paradigm.
Page | 26
Workforce Development
This section of the analysis draws from the Ministry of Education report - The changing
structure of the public tertiary education workforce.
This analysis focuses on data related to the wānanga workforce, however, it should be
noted that the teaching mātauranga Māori qualifications would be relevant to a wider
teaching workforce such as Māori faculty staff within education organisations, Māori PTEs,
and iwi education organisations.
There are limitations on this data as the MoE report does not distinguish by faculty or
ethnicity in its analysis of universities and Polytechnics. As such it is not possible to
distinguish Māori staff or staff involved in delivering programmes based on mātauranga
Māori in universities and Polytechnics from the data available. Furthermore the report does
not indicate if wānanga staff are employed to deliver programmes of learning involving
mātauranga Māori, although this could be assumed. Staff turnover rates are not provided.
Undertaking further primary research to quantify and classify the wider teaching workforce
would require significant resourcing and is beyond the scope of this review.
The Ministry of Education report indicates that Academic staff at wānanga numbered 955 in
201129, of which 728 staff held positions as tutors or senior tutors; lecturers or senior
lecturers; heads of department; or deans/heads of school.
Feedback from the Discussion Document
There were 32 responses to the discussion document, with all but one response coming
from organisations or individuals engaged in tertiary education. Of these, 19 specifically
responded to the question:
What are your thoughts on the need for separate specialist qualifications in teaching
Mātauranga Māori?
Of these, 18 responses supported development of teaching mātauranga Māori
qualifications, while one did not. A number of responses expressed concern that developing
separate mātauranga Māori qualifications risked mātauranga Māori not being included in
the other ATT qualifications. Verbatim responses to the question included:
From a Kaumatua for a regional Polytechnic:
“It is a good thing to have a separate specialist qualification in
teaching mātauranga maori, and separate specialist
qualifications in assessment. There is a maori proverb that
says “by maori for maori”. It is only when you are born a
maori and been nurtured in things maori like, whakapapa
(geneology) Hitoria (history), Karakia (prayers &
incatations), Waiata (songs ) that you can genuinely speak
Deans and heads of school, department heads, lecturers, tutors, tutorial assistants and ‘other’
academic staff
Page | 27
29
as someone who has authority on te Ao Maori. And so for
those that want to teach maori and assess maori must have
these attributes that I speak of”.
From a wānanga:
“Fully agree but would also ask what place mātauranga Māori
has in non-Mātauranga Māori adult education qualifications?
What gives it the NZ flavour?”
From a private training establishment (PTE) focussed on trades training:
“All teachers of adults in Aotearoa New Zealand need some
grounding in Māori concepts, teaching and learning
methodologies etc. The TES prioritises Māori achieving
success as Māori. (Te Reo) Māori is an official language and
under the Treaty of Waitangi, Māori are tangata whenua. For
all these reasons and more, at least a basic knowledge of
Māori teaching and learning concepts is essential in all ATT
qualifications. Further, these concepts are good practice for
all learners – not just Māori, so there is ‘no harm’ in knowing
and applying these concepts in the wider education sector.
However, for those teaching in a Māori organisation or from a
kaupapa Māori perspective may need or want a deeper
knowledge of tikanga, Te Reo, theories knowledge and
techniques applicable to the context of their practice. It may
then be appropriate to have specialist qualifications at the
higher levels”.
From an education faculty in a metropolitan Polytechnic:
We have concerns that with the separate quals these areas
may be dropped from the mainstream ATT programme. One
option would be to have L5 ATT to have 30 credits as a core
plus 15 credits Mātauranga Maori and 15 credits numeracy
and literacy. The proposed specialist quals would remain but
these topics would be safeguarded in the ATT.
From a social services tutor in a regional Polytechnic:
“This would be beneficial for the learners as it will enable the
framework to come under Te Ao Maori rather than
mātauranga Maori being taught from a western framework,
and safeguarding potential loss of integrity. All learners
particular Maori will gain a greater understanding of their own
culture references and ideologies rather than over attempt to
integrate Mātauranga Maori into a western framework”.
Page | 28
Mātauranga Māori Evaluative Quality Assurance (MM EQA)
The epitome of Māori culture, traditional Wharenui represents perhaps the fullest and most
tangible expression of the beauty, depth and uniqueness of a Māori worldview: the
concepts, values, philosophies, beliefs, practices, processes, skills, histories and
aspirations.
Illustrated below, a concept based on the wharenui has been developed, in collaboration
with the sector, for use specifically in a quality assurance context.
In Te Hono o Te Kahurangi, eight key kaupapa Māori principles considered most relevant in
a quality assurance context, are associated with key parts of the wharenui.
Whanaungatanga
The care of ākonga, whānau, hapū, iwi and mātauranga Māori
relationships will be a fundamental outcome of the review.
Manaakitanga
The duty of care and expression of mana-enhancing behaviours and
practices will be evident between all review participants.
The skills and knowledge of those directly involved in the review will
ensure the values, beliefs, needs and aspirations of all participants are
respected.
All review participants will ensure that the authenticity, integrity and
use of mātauranga Māori is protected, maintained and transmitted
appropriately.
The review will reflect a unique and distinctively Māori approach to
ensure the needs of ākonga, the wider community and other key
stakeholders are met.
The review process will ensure all stakeholders are engaged, able to
contribute and their contributions are acknowledged.
Te reo Māori, as the co-leading means for expressing and transmitting
Māori knowledge, values and culture, will be practiced, promoted and
celebrated.
Tikanga Māori, as the co-leading means for preserving, protecting and
transmitting ngā tuku ihotanga, will be practiced, promoted and
Pūkengatanga
Kaitiakitanga
Rangatiratanga
Tūrangawaewae
Te reo Māori
Tikanga Māori
Page | 29
celebrated.
For listing qualifications on the New Zealand Qualifications Framework (NZQF), there are
six Pātai Tuakana (key evaluation questions (KEQs)) that directly and elegantly enquire into
the expression of the kaupapa (the fifth and sixth questions are focused on the extent to
which the qualification is distinctly and recognisably Māori in shape and form and its
contribution to preserving, promoting and advancing te reo Māori and tikanga Māori). These
questions are supported by a number of tools evaluators can use to support their
decisions30.
1. E tautoko ana te hunga e tika ana hei tautoko?
To what extent have relevant stakeholders influenced/contributed to the qualification
design?
2. He aha ngā tūmomo whāinga a ngā ākonga, whānau, hapū, iwi, hapori e tutuki ai i tēnei
tohu?
How well does the qualification’s strategic purpose match the needs of learners, whānau,
hapū, iwi, hapori and other relevant stakeholders?
3. He aha te momo ka puta i tēnei tohu?
To what extent will the qualification enable graduates to pursue intended educational,
employment, community and / or cultural outcomes?
4. He aha ngā painga ka riro i te whānau, hapū, iwi, hapori me ētehi atu inā tutuki ai ngā
whāinga i te ākonga?
What is the value of the qualification for key stakeholders including whānau, hapū, iwi,
hapori and learners?
5. E taea rānei te kī, he rangatira, he whai-mana, he Māori tonu te hanga o te tohu nei?
To what extent is the qualification unique, distinctly Māori in shape and form and have
mana?
6. He aha ngā āhuatanga o te tohu nei e ora ai te reo, e mana ai ngā tikanga?
To what extent does the qualification contribute towards the preservation, promotion and
advancement of te reo Māori and tikanga Māori?
30
http://www.nzqa.govt.nz/maori/mm-eqa/nga-taputapu-arotakenga/
Page | 30
Appendix 4: Education Specialisation and Support: Needs Analysis
Introduction
New Zealand needs educated people to meet the complexities of the 21st century, which is
becoming steadily more challenging in all spheres of our lives. Our welfare and prosperity
depend on people being able to adapt to continuous change and so to contribute to a
positive and dynamic future. New Zealand is a bi- and multi-cultural society with diverse
educational needs. Schools themselves reflect this diversity, which can be based on
ethnicity, religious and/or philosophical affiliation, ‘special character.’
New Zealand needs to meet is obligation under the United Nations Convention on the
Rights of the Child to ensure all children, including those with disabilities can participate fully
in education and achieve their potential.
New Zealand has a significant numbers of students who underachieve, and the biggest gap
between high and low achievers ( PIRLS survey ) as well as significant number of adults
who have poor literacy and numeracy ( New Zealand data: International Adult Literacy and
Lifestyle survey ). Costs to society in terms of un or under employment, mental health and
justice system is high.
There are many causes for underachievement and poor progress at school, necessitating
multimodal approaches. Diverse educational settings also of course assist all learners to
achieve, particularly learners who face greater challenges than most, including because of
specific learning disability and for physical reasons.
As a result, all learners can be enabled to be successful learners and to reach their potential
and take a full and active part in our diverse New Zealand society, with resulting benefits for
our people, our workforce, and our society generally.
Education Specialisation and Support (ESS) qualifications can empower
educators/teachers, parents, and school communities to help students reach their potential,
with benefits to themselves, their families, and their communities.
ESS qualifications are of four types:

‘Special Character’ qualifications for diverse educational settings including schools
with a particular underpinning identity, whether cultural, religious, philosophical, …

‘SLD’ qualifications for teachers with a specialist focus on assisting learners to
overcome their specific learning disability

‘Teacher Aide’ qualifications for people who support learners in their learning and/or
assist teachers in their educational setting; and

Teaching languages, including Teaching English to speakers of other languages
(TESOL).
Teachers who gain these qualifications will help:

To reduce the tail of underachievement in NZ education system
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
To offer differentiated education that meets needs of diverse learners and/or reflect
cultural and spiritual differences and parental choices

To provide benefits to all learners and contribute to the good of the whole society

To reduce the load on other welfare services

To contribute to the prosperity of New Zealand through meeting the needs of
overseas students (TESOL).
Diagram 1: From the Human Rights Commission Website (www.hrc.co.nz)
Special Character Needs Analysis
New Zealand is a bi-cultural/multicultural society with diverse educational needs. Teachers
and support workers need an education qualification suitable for a range of educational
approaches. Such a qualification should not be derived from a ‘one size fits all’
methodology: it should have the capacity to meet the needs of different learning
communities.
Since 1975, the New Zealand government has recognised and supported the ‘special
character’ of designated state-funded integrated schools. The proposed new qualification
will be suitable for teachers and others wishing to work in these schools. In addition, it will
provide a broad-based professional development pathway for education providers working
in a range of social, cultural and spiritual communities, for example: families/whanau
seeking a particular educational orientation for their children, home-schoolers wishing to
offer education with a special character, teachers who wish to orientate towards a particular
values based pedagogy. Both professional workers and members of these communities
stand to benefit from such a qualification.
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Why does NZ need a qualification in this area?

The proposed qualification will meet the diverse educational needs of New Zealand
as a bi-cultural, multicultural society with a rapidly growing ethnic population
additional to Maori-Pacific population.

Government recognition and support of ‘special character’ schooling requires a
flexible, broad-based teacher education qualification in order to ensure adequate
preparation and professional development within the sector.

Such a qualification could provide a model for meeting the needs of an increasingly
diverse society, at home but also abroad.
Who will benefit and how?

Stakeholders who have a spiritual, philosophical, religious, cultural (Pacifica, Maori,
Asian etc.) orientation and a need for this to be reflected in their children’s education.

Developing communities, both domestic and abroad, who wish to modernise whilst
maintaining their cultural, ecological and spiritual roots

Qualified teachers, graduates and individuals seeking professional orientation and
personal transformation through engagement in ‘special character’ education

Pupils in ‘special character’ schools and other similar education settings who need
teachers with in-depth understanding of the particular character of the school’s
educational approach.

Schools with a Special Character’ who need staff who understand and engage
critically with the school’s distinctive educational approach.

Charter schools working in distinctive environments requiring a special character
approach

Private schools aiming for a distinctive educational approach

Parents who are seeking a religious orientation for their children’s education

Parents who are seeking a cultural/spiritual orientation, which sits outside
mainstream education

Teachers who want to teach in a way that fits with their moral/ethical values
What is the evidence for this?
The Private Schools’ Conditional Integration Act 1975
Since 1975 there has been legal recognition and government support for state-integrated
schools deemed to have a ‘special character’. This has been through The Private Schools’
Conditional Integration Act 1975 which provides state integrated schools with a legal right
to:
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
Teach, develop and implement programmes reflecting the faith and or educational
philosophy articulated in the special character, and to establish customs and
traditions that authentically reflect these.

Administer staff appointments and arrange staff composition in a manner that
recognises the special character of the school.

In the first place to enrol children of parents who identify strongly with the special
character of the school.

To uphold the right of the school’s community to make a tangible financial
contribution towards the cost of maintaining the school by way of fees.
In the light of the above, there is an evident need for a broad-based qualification pathway
for teachers, managers, administrative staff and others wishing to work in or support
schools that have a special character. This qualification pathway would need to be suitable
for a range of different communities, for example, those with religious orientation such as
Seventh-day Adventist, Anglican, Presbyterian, Methodist, Jewish, Muslim or nonDenominational Christian. It should also meet the needs of more philosophically-orientated
learning communities such Rudolf Steiner or Montessori.
The Private Schools’ Conditional Integration Act 1975 New Zealand Registration (2000).
Available at: http://www.legislation.govt.nz/act/public/1975/0129/latest/DLM437347.html
‘Special Character’: statement issued by the Association of Integrated Schools in New
Zealand.
Available at: http://www.aisnz.org.nz/special-character
Rapidly-increasing Ethnic Diversity
Arguing that a strategic approach to dealing with rapidly-increasing ethnic diversity is vital
for the future of New Zealand, Mervin Singham (2006) notes that:
New Zealand is one of the highest migrant-receiving countries in the world. The 2001
Census revealed that 10% of the population is comprised of ethnic minority people other
than Māori and Pacific peoples. This figure is projected by Statistics New Zealand to be
18% by 2021.
As an example of the 2006 Government’s efforts to eliminate discrimination and assure
fundamental human rights for all citizens (including minority groups), he quotes Helen Clark,
the then Prime Minister, who was speaking at a Regional Interfaith Dialogue Conference
(March 14 2006).
“We regard the building of greater understanding through dialogue as of the utmost
importance in the Asia-Pacific. Our wider region is one where all of the world’s great faiths
are to be found – and the same is true of New Zealand itself, which is becoming
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increasingly multi-cultural and diverse… In dialogue, we can empower each other, affirm our
hope, nurture our relationships and achieve mutual respect for each other. We can also
affirm our commitment to tolerance and our rejection of extremism and violence”
Singham, M. (2006) Multiculturalism in New Zealand: the need for a new paradigm.
Aotearoa Ethnic Network Journal Vol.1 Issue.1 June 2006
The above narratives make a compelling case for developing, eight years on, a broadbased qualification for teachers, managers and administrative staff that could meet the
needs of increasing ethnic and cultural diversity in 21st Century New Zealand.
The New Zealand Curriculum Principles
In 2012, the Education Review Office produced a report on The New Zealand Curriculum
Principles: Foundations for Curriculum Decision-Making (July 2012 19/07/2012). In the
section on ‘Cultural Diversity’, the report states that ‘the limited evidence of this curriculum
principle at both school level and in classrooms is of concern as the diversity of New
Zealand society and schools grows’. The report goes on to note that ‘many teachers
appeared to lack knowledge about how to engage with culturally diverse families and use
the resource these students and their families can potentially provide to enrich the learning
of all students’. Later in the report, mention is made of special character schools which
‘often demonstrated a strong commitment to valuing and celebrating cultural diversity’.
The fact that official concern is still expressed 37 years after the 1975 ‘Private Schools’
Conditional Integration Act’ is a sure indicator that there is a need for a qualification pathway
which would encourage more schools and teachers to address the issue of cultural diversity
more extensively and with greater depth.
Report available from: http://www.ero.govt.nz/National-Reports/The-New-ZealandCurriculum-Principles-Foundations-for-Curriculum-Decision-Making-July-2012/Overview
The 2013 Census
The 2013 Census shows the total school population in NZ in 2013 was 762,400. Of this
110,731 (14.5%) either had ‘religious or organisational affiliation’. Analysis of groupings
shows the following and suggests the need for a qualification appropriate for enabling the
further development and support of ‘special character’ schooling:
Affiliation
Number of pupils
Anglican
13,885
Jewish
159
Presbyterian
8,590
Roman Catholic
65,712
Seventh Day Adventist
1,588
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Reformed Congregation of New
Zealand
102
Hare Krishna
93
Non-Denominational Religion
12,450
Muslim
613
Pentecostal
1,174
Methodist
310
Open Brethren
71
New Life Church of NZ
442
Abundant Life Centre
227
Baptist
37
Rudolf Steiner
2,266
Trust
2,188
Maori Trusts
604
Montessori
220
No Affiliation
651.669
Total
762,400
Table 1: From Education Counts (2013) Statistics: Student Numbers: One-on-One
Dimensional Tables for Student Numbers: School Affiliation.
References
Association of Integrated Schools in New Zealand (2012) Statement on ‘Special Character’
issued on-line. Available at: http://www.aisnz.org.nz/special-character
Clark, H (2006) Prime Minister’s speech at Regional Interfaith Dialogue Conference: March
14 2006 quoted in Singham (2006) p. 35.
Education Counts (2013) Statistics: Student Numbers: One-on-One Dimensional Tables for
Student Numbers: School Affiliation. Available at:
http://www.educationcounts.govt.nz/statistics/maori_education/schooling/6028
Education Review Office (2012) The New Zealand Principles: Foundations for Curriculum
Decision-making (July 2012) 19/07/201. Available at: http://www.ero.govt.nz/National-
Page | 36
Reports/The-New-Zealand-Curriculum-Principles-Foundations-for-Curriculum-DecisionMaking-July-2012
New Zealand Registration (2000) The Private Schools’ Conditional Integration Act 1975,
New Zealand. Available at:
http://www.legislation.govt.nz/act/public/1975/0129/latest/DLM437347.html
Singham M. (2006) Multiculturalism in new Zealand- the need for a new paradigm, Aotearoa
Ethnic Network Journal Vol.1 Issue.1 June 2006 specifically pp.33-34
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Specific Learning Disabilities (SLD) Needs Analysis
The definition of a specific learning disability is a disorder in one or more basic
psychological learning processes that involves difficulties in understanding or using
language, spoken or written. It will be reflected predominantly in difficulties in listening,
thinking, speaking, reading, hand-writing, written language, spelling and/or maths.
The qualifications related to SLD are the Certificate in Specific Learning Disabilities (Level
5) 40 credits, (developed by SPELD NZ) and the Diploma in Specific Learning Disabilities
(Level 5) 120 credits, (developed by the Seabrooke McKenzie Centre).
The target audience for the qualifications are existing teachers, educators and other related
professionals that wish to up-skill in the specialist area of SLD.
It is noted here that people with SLD have a right to access education pursuant to the
Human Rights Act 1993 and to fulfil NZ’s obligations under the UN Declaration of Human
Rights.
Why does NZ need qualifications in this area?
Teachers, educators and other related professionals that gain these qualifications will help:

Individuals with SLD to achieve their potential and engage in life-long learning;

To reduce the tail of underachievement in NZ education system;

To provide benefits for all learners and contribute to the good of the whole society;

To reduce the load on other welfare services.
Who will benefit?

Society will benefit due to a greater level of work and education participation and
reduce the number of those not in education, employment or training (NEETs);

Employers will benefit by having a more literate workforce;

Schools will benefit through teachers at schools bringing the specialist knowledge
and experience that is not currently provided within existing teaching degree
programmes (at undergraduate level), and to disseminate this knowledge to other
colleagues;

Individuals with SLD will have a greater opportunity to succeed at school and in
education and work, bringing the additional benefits to:
-
increase academic success;
-
reduce the need to access mental health services;
-
increase students’ self-esteem;
-
improve the students’ life skills and ability to work and engage in further
study;
Page | 38
-
and reduce the risk of offending.
What is the evidence?
Numbers affected by SLD
There are differing definitions of SLD. Historical NZ figures are based on UK, USA or
Australian figures. Since 2007 the Ministry of Education has recognised Dyslexia as an
established fact and the Ministry are generating their own research on SLD. However a
1972 figure based on the Otago University Longitudinal Study estimated that 7% of the
school aged population had some form of SLD. This was a conservative figure compared to
British Dyslexia Association figure of 10 % and International Dyslexia Association estimates
15-20% of the population have a learning-based difficulty. Therefore, depending on the
definition of SLD between 7 and 20 % of the population have some form of learning
disability.
Available from: http://www.interdys.org/FactSheets.htm
“Dyslexia is widely accepted to be a specific learning disability and has biological traits that
differentiate it from other learning disabilities. Dyslexia is the most common specific learning
disability and is estimated to affect from 3 to 20 % of the population around the world. The
Specific Learning Disabilities Federation of New Zealand (SPELD NZ) which provides
specialist tutoring services within New Zealand estimate that 7.1 % of all students have
specific learning disabilities, which equates to approximately 55,000 school age children.
However there is no empirical evidence to confirm this statement. Findings from the 1996
International Adult Literacy survey (Chapman et al., 2003) have 7.7 % of New Zealand
adults identifying themselves as having a reading disability; based on today’s population this
equates to around 265,000 adults. However, as the survey only focused on reading
problems and not all possible learning difficulties it is reasonable to assume that at least to
assume that at least 10 % of the population experiences some type of specific learning
disability”. Ministry of Education literature review, is attached. The numbers must be
significant for MoE to recognise dyslexia in 2007 and to publish a teacher resource ‘About
Dyslexia’ in 2008. SPELD NZ collaborated in this publication.
Report available: An International Perspective on Dyslexia (PDF 537KB)
SPELD NZ stats: Over the last 6 years SPELD NZ received about 150-200 Certificate in
SLD training enquiries each year. Between 2008 and 2013 (inclusive) there have been 331
teachers enrolled on the Certificate in SLD. Evaluation surveys completed by CSLD
graduates frequently say that the course is invaluable: they wish the course information had
been presented during their teacher training. Teacher training left them inadequately
prepared to deal with the needs of the SLD learner.
SPELD NZ receives approximately 24-30 enquiries a day seeking help from SPELD
services for assessment and/or tuition. SPELD NZ provides help each year to about 2600
families: approximately 700 of which were new membership applications- the balance are
membership renewals.
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For the Seabrook McKenzie Centre, in Christchurch alone there were 632 new clients in
2013. Of these 450 went on to use the services of a trained SLD teacher.
Available from:
(http://www.magazinestoday.co.nz/Features/Education/Suffering+in+silence.html).
Negative behaviour statistics affected by SLD
a) The Dunedin Multidisciplinary Health and Disability Study (which is ongoing)
notes that: 23.5% of ‘normal readers’ in the Study attained Bachelor’s degree
compared with 2.7% of dyslexic readers. ‘Normal readers in the study had a
median income before tax of $30k -$40k compared with dyslexic readers in the
study with a median income before tax of $20k-30k. Scores for
stress/alienation/aggression/socialised aggression/conduct disorders and anxiety
for Dyslexics were significantly higher than non-dyslexics.
b) An Examination of the Relationship between Dyslexia and Offending in Young
People and the Implications for the Training System Gavin Reid and Jane Kirk:
Originally Published in Dyslexia Journal 2001. The 2001 Polmont prison Study is
a startling piece of research, conducted at Polmont by Gavin Reid, a
psychologist and senior lecturer in the faculty of education of Edinburgh
University, and Jane Kirk, the University's dyslexia study adviser. In the
population as a whole, between 4 and 10 per cent of people are affected by the
range of learning difficulties classified as dyslexia. But previous research has
suggested a higher than average incidence among young male prisoners. Before
making the programme Gavin Reid and Jane Kirk had anticipated that the
proportion at Polmont might be between 15 and 30 per cent. The results of the
screening are dramatic - half of the inmates at Polmont show indicators of
dyslexia. Jane Kirk says: "Dyslexia is a continuum of processing difficulties, and
50 per cent of the samples were somewhere on that continuum. Many of them
had many of the indicators, and few were borderline. We identified more young
dyslexics than we expected.”
c) Criminal Offending and LD in NZ Youth –Does reading comprehension predict
Recidivism? Rucklidge & McLean Crime & Delinquency 2009. Numerous
references within the article. 60 young people from youth prison sites were
assessed with 91% having an LD. 4 years post assessment recidivism rates and
investigated: reading comprehension predicts future offending.
d) Criminal offending in the US. Dyslexia in the Prison Population notes that while
the prevalence of dyslexia in the general population is up to 20%. The
prevalence of dyslexia in prisons is more than twice that, or 48% according to a
scientific study conducted at the University of Texas Medical Branch in
conjunction with the Texas Department of Criminal Justice (published 2000).”
e) Available from: http://www.educationupdate.com/archives/2008/DEC/html/spec-dyslexia.html
f)
The link between dyslexic traits, executive functioning, impulsivity and social selfesteem among an offender and non- offender sample. Baker & Ireland
International Journal of Law and Psychiatry vol 30 2007. Offenders presented
with more dyslexic traits than non- offenders.
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g) NZQA evidence shows a 33% increase from 2012 to 2013 of demand for
reader/writer assistance in exams Figures for pupils receiving special
assessment conditions (SAC), were released by NZQA under the Official
Information Act.
h) PISA research shows a large gap in NZ between high and low achievers in
writing. Available from:
(http://www.educationcounts.govt.nz/publications/series/2543/pisa-2012/pisa2012-top-line-results-for-new-zealand)
SPELD NZ commissioned NZCER in 2009 to undertake an ‘Evaluation of the Effectiveness
of SPELD in NZ’. The research covered the following questions:

What evidence is there of shifts in achievement for students who participate in
SPELD?

What evidence is there of shifts in attitudes to learning for students who participate in
SPELD?

What components of the SPELD tutoring programme are perceived to contribute to
positive shifts in student outcomes?

Do the shifts made by SPELD students differ according to student characteristics
such as gender, ethnicity, or initial achievement levels?

Do the shifts made by SPELD students differ according to other conditions such as
school characteristics, their tutor, or the process by which they are referred?

How effective are the activities designed by SPELD NZ to build sector capability
(e.g., professional development, conferences) perceived to be?
Answers to these research questions are set out in the paper as follows:
https://www.google.co.nz/#q=Evaluation+of+the+Effectiveness+of+SPELD+in+NZ+
SPELD NZ in 2010 conducted a further pilot study of the quantitative analysis of the
effectiveness of SPELD NZ intervention. The results were analysed by Dr K Waldie who
presented a summary paper at SPELD NZ conference 2012. The full analysis will be
published in The NZ Journal of Educational Studies in 2014. SPELD NZ initiated research
was conducted showing gains from SPELD NZ tuition (initial assessment followed by tuition
then reassessment to show gains). For example, children are increasing their predicted
reading success by 20-44% (The Record, Nov 2012, Vol 56)
Research from Prof. Tom Nicholson, Professor of Literacy Education at Massey University
(http://www.massey.ac.nz/massey/expertise/profile.cfm?stref=967930) examines the
challenges facing Maori students in New Zealand “where one of the biggest challenges in
this country is to raise Maori achievement in literacy. Maori are the first nation, and it seems
unjust that their literacy levels are not on par with those of Pakeha despite massive efforts
to close this gap. In this review it will be argued that Maori children in New Zealand fail to
Page | 41
receive a fair deal (equity) in learning to read for a number of reasons, but primarily because
our schools employ the wrong method of teaching reading;
Why the NZ National Literacy strategy has failed and what can be done about it? Tunmer,
Chapman et al. July 2013 noted the following conclusions:

schools' approach to literacy is "fundamentally flawed", and gaping inequalities
continue to be ignored, despite more than $40 million being spent on reading
recovery each year by the Ministry of Education.

the large gap between Pakeha and Maori children had not closed and "misguided
policy decisions" were to blame. E.g. "Maori children, on average, are performing to
the equivalent of literacy rates in Georgia, and for Pasifika children they're equivalent
to those in Trinidad and Tobago.

Prof Chapman and colleague Professor Bill Tunmer have been researching literacy
for 25 years and said their professional advice had been ignored. In the early 1990s,
they were funded by the ministry to examine falling literacy rates. Their advice was
that the reading recovery programme, which has been in place for 30 years, was not
working. The same advice was given to a literacy taskforce established by the
Government in the late 1990s.
The Tertiary Education Strategy 2010-2015 notes that two of the key priority areas for 20102015 are:

More young people (aged under 25) achieving qualifications at levels four and
above, particularly degrees where there is a significant wage premium for people
who complete higher-level study, particularly Bachelor degrees. Skills are regarded
as one of the Government’s six key productivity drivers. For New Zealand to
increase its rate of productivity growth, a change in the skill level of the working
population is needed. We need more people completing degrees (including applied
degrees) and advanced trade qualifications (typically at levels four to six).

More young people moving successfully from school into tertiary education.
The Government wants to have more young people engaged in and successfully
completing tertiary education. Completing a vocational or professional qualification
early in adult life has a higher return for both the individual and society. Those who
enrol in tertiary education directly from school are more likely to complete a
qualification than students who enter from the workforce or unemployment, largely
because school leavers are more likely to study full time and have fewer other
commitments. Targeting young people can therefore improve the return on public
funding.
New Zealand also has relatively low participation rates in all types of education at ages 15
to 19. Seventy-four percent of 15 to 19 year olds in New Zealand were enrolled in education
in 2006 (compared to the OECD average of 81.5%). The Government Better Public Service
targets are:

85% of 18-year-olds will have achieved NCEA Level 2 or an equivalent qualification
in 2017; and
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
55% of those aged 25-34 years will have a qualification at Level 4 or above in 2017.
Diagnosing SLD at an early age will help Government achieve these targets.
TEC 2008 “Learning Progressions for Adult Literacy and Numeracy” notes that approx. 50%
of adult NZ population has low numeracy and literacy scores.
The Characteristics of Adult Readers in Entry Level tertiary Settings in NZ Janet McHardy
2009 University of Waikato Findings show that around half the adult population in NZ have
literacy levels below the minimum level of competence required to meet everyday life. (MoE
1998; 2001; 2005,2007).
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Teacher Aides Needs Analysis
Why does NZ need qualifications in the area?
All children with disabilities have a right to be acknowledged as equal partners in learning
‘equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or
background’ (Ministry of Education, 1996, p.66). Children with disabilities should not be
discriminated against and should have qualified/educated, knowledgeable and appropriate
support teachers working alongside them. This challenges equity for children.
Equipping untrained teachers with skills and knowledge to effectively support the learning of
early childhood, primary and other educational setting, both in group settings and
individually is invaluable for the teachers, families/whanau, child and the support
worker/teacher aide. Prospective teachers in New Zealand need a base qualification with
appropriate knowledge and skills in order for them to make knowledgeable decisions as to
whether they wish to teach early childhood, primary, intermediate or high school. This base
qualification needs to give a basic understanding of the needs of all children, in particular
children with special needs.
Supporting children with special learning needs, literacy and behaviour issues is a growing
concern and requires specialist knowledge. One in five New Zealanders has a long-term
impairment. Many are unable to reach their potential or participate fully in the community
because of barriers they face doing things that most New Zealanders take for granted. The
barriers range from the purely physical, such as access to facilities, to the attitudinal, due to
poor awareness of disability issues. The aim of the NZ Disability Strategy: Making a World
of Difference - Whakanui Oranga is to eliminate these barriers wherever they exist (The
Office of Disability Issues, 2014).
Available from: http://www.odi.govt.nz/resources/publications/nzds/foreword.html
New Zealand adopted the UNCRC - UNITED NATIONS CONVENTION ON THE RIGHTS
OF THE CHILD in 1989 and ratified it in 1993. UNCRC is obligated to support all children,
specifically children with special needs. A statement discussion on how essential it is, that
they [staff] have sound, up-to-date theoretical and practical understanding about children’s
rights and development; that they adopt appropriate child-centred care practices, curricula
and pedagogies; and that they have access to specialist professional resources and
support. (General Comment 7, 2005, V, 23).
Available from: http://www.nzare.org.nz/pdfs/ece/Anne-Smith-keynote.pdf
The NZ Disability Strategy - Objective 3: provide the best education for disabled people –
ensure inclusion and opportunities to reach potential. Article 30 (A30); The right to learn and
use the language and customs of your family whether or not these are shared by the
majority of the people of the people in the country where you live and A12; voice and
respect (UNCRC, 2007).
It is the Government’s aim is to provide the best education for disabled people by the
following goals:

Make sure every disabled child can go to their local school.

Make sure disabled people have help to communicate effectively.
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
Be sure teachers and educators understand the learning needs of disabled people.

Make sure disabled people have fair access to the things they need to get the best
education.

Make sure schools meet the needs of disabled students.

Help disabled people to have further education once school is finished.

Make sure that all learners reach their potential through having knowledgeable and
skilled teachers.
And to also: Promote the involvement of disabled Maori and Pacific peoples so that their
culture is understood and recognised (The New Zealand Disability Strategy Making a World
of Difference Whakanui Oranga, 2014). To support diverse children with disabilities is to
work as a partner with all families and understand that communication is via a social
practice with different expressions and gestures varying from culture to culture. The person
working alongside a child must be able to see these significant differences to help the child
with literacy and to interpret and teach effectively. To do this we need to include families in
decision making, have mutual respect, Waiora - whereby the total wellbeing for the
individual child and family are catered for (Pere, 1997). I relate this to Article 30 (A30); The
right to learn and use the language and customs of your family whether or not these are
shared by the majority of the people of the people in the country where you live and A12;
voice and respect (UNCRC, 2007).
This is to enable success for all – Every School, Every Child. The Government’s vision and
work programme is to achieve a fully inclusive education system. It builds on the views of
more than 2,000 people from across New Zealand who made submissions to the
Government’s Review of Special Education 2010. Read the submissions [External website]
on the Review of Special Education 2010 website.
The Government has set a target of 100% of schools demonstrating inclusive practices by
2014 and has a programme of activities to achieve this. These activities look at improving
inclusive practices and improving special education systems and support. More children
receiving support. The Ministry has also extended the Communications Service to an
additional 1,000 students aged 5-8 with complex and significant communication needs who
don’t qualify for ORS, (Ministry of Education, 2014).

There is a gap whereby there is no special learning needs qualification at lower
level. Current qualifications include special learning needs within the broader
teacher aiding qualifications. It is recommended that special needs focussed
qualifications be included within the ESS group.

Employer demand for qualified support staff (teacher aides, education support
workers and community support workers). Supported by unions. ie. schools –
across the range, tertiary, EC centres, OSCAR, community support with disabilities,
All staff working in schools with children need to have some level of training/
qualification to effectively work with children and to enhance the knowledge and
skills they have as parents etc. Increasing premature births – mainstreaming in
schools – these children teacher aides working with these children.
Page | 45

Ensuring we have people with knowledge to work alongside all children and with
special learning needs.

Ensure equitable opportunities for students with special learning needs to participate
in education opportunities

Government policies to move people from benefits to work – trend of people being
enrolled in Teacher Aiding and OSCAR programmes.
Social and Economic Good
Pathways
This qualification is a stepping stone towards higher education in teaching or other careers.
It is often used as bridging and confidence building (second chance learners and others
wanting a career path/work). In New Zealand we have an issue with our aged people (baby
boomers) retiring within our current teaching workforce; we need to have an introduction
qualification which allows diverse people of New Zealand to have an opportunity to work
alongside children either supporting, or furthering their career in teaching:

‘Historically the education industry has been one of the biggest employers in New
Zealand. Presently, this industry employs a wide variety of highly skilled workers
from pre-school to tertiary level with a trend towards higher level qualifications in all
sectors.

Over the coming years, the significant number of workers in the older age groups
could lead to a rapid loss of knowledge and skills within the industry as teachers
retire. This applies particularly to the primary school sector and senior academic and
management level positions in universities. With population projections indicating
increases in the size of the primary school age population, there will be added
pressure to increase the number of primary school teachers in the future’ (Labour
Market, February,2014) Available from:
http://www.dol.govt.nz/services/LMI/tools/skillsinsight/snapshots/education/index.asp
Further Training
Work
Teacher Training
ESW - ECE
Primary Teaching
Teacher Aide ECE
Special Education
Teacher Aide Schools
Sign Language
ECE worker
Human Services
Community Support Worker
Health, Disability, and Aged
Support (Foundation Skills)
Residential & Private Aged
Care
Intellectual disabilities
ICT
Librarian
Page | 46
School administrator
RTLB
Nannying and Family Day Care
Before and After School Care
Table 2: Potential Pathway from Qualification to Career
Further training can provide the opportunity to become a Behaviour Consultant, Specialists
Educator, Counsellor, School Teacher, Working for Hearing Impaired, Ministry of Education
co-ordinator for ESWs, Health and Disability Co-ordinator, Vision and hearing screening,
brain injury support, mental health and addiction support, or social services.
The Careers NZ Website indicates that “a relevant qualification such as a certificate in
teacher aiding or diploma in education support, and relevant experience may be preferred
by employers”
Available from: (http://www.careers.govt.nz/jobs/education/teacher-aide/how-to-enter-thejob).
The benefits of this type of training also includes: Parent as learner role modelling to
families, up skilling in literacy, numeracy, child development, personal and academic
confidence building in a professional environment. Learning skills in the workplace that can
be applied within own family and wider environment. Understanding of one’s self as an
adult learner. Additional income / school term tenure and school day hours.
OSCAR – Out of School Care and Recreation programmes align with those for teacher
aiding but with specialist components related to caring for ‘groups’ of primary –age children
without the support of qualified teachers. Suggest a specialist small qualification – level 4.
We currently have a situation in New Zealand where training is not mandatory for
homebased educators yet they are looking after groups of children from ages 5-13 (can be
up to 30 to 50 at one time) in group care situations for up to periods of 3 hours to full day.
Specialised skills and knowledge are required to provide a programme that engages
children and ensures their wellbeing during this time (refs to be found although not a lot of
research on OSCAR). A rounded knowledge to work with children across the primary
lifespan requires deeper learning than the knowledge of how to provide recreation activities.
(Ministry of Social Development, 2014).
Available from: https://www.msd.govt.nz/about-msd-and-our-work/work-programmes/policydevelopment/out-of-school-services/#WhatisOSCAR1
Stakeholders- who will benefit & how
Students
Female, often older -35 or over, (although younger ones supporting young children in early
childhood settings, and then go onto further training). All from diverse backgrounds and
needs.
Page | 47
Some are returning to workforce, new immigrants, often parents juggling families, often high
numbers of Maori and Pacific. This group are often individuals with no or limited formal
qualifications and will benefit through a formal qualification which gives them specific skills
and knowledge to better foster and support the learning and wellbeing of learners with the
aim of assisting them to reach their potential.
Employers
Early childhood centres - ESWs work alongside educators to support the inclusion of
children with the highest needs. ESWs work under the guidance of an early intervention
specialist, and as part of a team of parents, whānau, specialist education practitioners,
educators, and health professionals. This team works together to develop an IP to support
the inclusion of the child in the service. (Ministry of Education, 2014). Hence, the reason to
have some basic knowledge and experience to be able to do this work and to be able to
communicate with both parents, teachers and children.
Available from: http://www.ero.govt.nz/National-Reports/Inclusion-of-Children-with-SpecialNeeds-in-Early-Childhood-Services-December-2012/Introduction/Education-supportworkers
All Retrieved from
http://www.nzcer.org.nz/system/files/teacheraide.pdf
Evaluation of the Introductory professional development programme for teacher aides
Report to Ministry of Education, M Cameron, L. Sinclair, P Waiti, C Wylie NZCER 2004
APPENDICES to the Teacher Aides needs analysis – OSCAR: Out of School Care and
Recreation
Out of school care and recreation (OSCAR) differs from primary and early childhood
education, including staff who are not registered teachers. Group size can range from 5 to
120 children aged from 5 to 13. OSCAR services are delivered by a wide range of providers
of varying size, staff expertise experience, training and location throughout NZ.
The range of services is diverse: before school (1-2 hours per day), after school care
(ASC), 3 hours per day) and holiday programmes (up to 10 hours per day. Programmes
operate from a variety of venues, often school or nearby halls.
Currently some local training is delivered by the Auckland and Christchurch OSCAR
Networks. Available from: http://www.oscn.org.nz/parents.html
Why does NZ need a qualification in this area?
Currently an OSCAR qualification is not mandatory. CYF requires MSD funded programmes
to have some limited training, primarily child protection and first aid.
About 700 OSCAR providers, operating 2000 services were funded by MSD in
2013.(Cabinet paper 15 March 2013). In January 2014 Work and Income had 1,398
Page | 48
OSCAR approved OSCAR providers listed on their website. An estimated 35,000 plus
children attend OSCAR programmes a day. An OSCAR programme is responsible for all
aspects of programme delivery, ie compliance with all Acts of Parliament and legislation
relevant to providing child care services but without the protection of schools’ infrastructure.
OSCAR is not part of the mainstream school system.
OSCAR needs a qualification which reflects the diversity of the roles and responsibilities
and a qualification providing some consistency of delivery of OSCAR which would
strengthen the confidence of parents. OSCAR staff experience and expertise is often
limited, which conflicts with MSD’s statement. “A rounded knowledge to work with children
across the primary lifespan requires deeper learning than a knowledge of how to provide
recreation activities.”(Ministry of Social Development, 2014).
Available from: https://www.msd.govt.nz/about-msd-and-our-work/work-programmes/policydevelopment/out-of-school-services/#WhatisOSCAR1
International best practice requires qualifications and registration of OSCAR programmes .
In 2012 Australia the Federal Government introduced Standards for all Out of School
Services (OSS) and registration of all OSS. Training is mandatory in most states.
Who will benefit?

NZ Government for the provision of OSCAR services for working parents which is
critical to the Working for Families package (Cabinet papers 26 April 2004)

Employers who have employees caring for children who are knowledgeable,
professionals.

Employment for people for youth students, people returning to the workforce, new
immigrants. This group often includes individuals with no or limited formal
qualifications who would benefit through a formal qualification which gives them
specific skills and knowledge and confidence to engage in further study

Parents in employment will know that their children are being cared for by trained
professionals or at least there is a qualification in place for untrained staff to work
towards.

Children who need staff who know how to understand and engage with children.

Society as a whole will benefit from the education of (currently untrained) OSCAR
staff who interact with children for more hours a day than parents during the working
week.

OSCAR students who are-equipped with skills and knowledge to effectively support
the learning of primary aged children is invaluable for teachers, families/whānau.
What is the evidence?
Government policy i.e. the Working for Families package from 1999 has supported the
growth of the OSCAR sector. This included introduction of the OSCAR childcare subsidy in
1999 and MSD funding for OSCAR programmes in 2002
Page | 49
Working For Families: Cabinet Minute of Decision 26 April 2004 Working for Families
package noted:

the Childcare Assistance changes will help reduce childcare costs, which can act as
a barrier to employment, particularly for women.

the objective of the Childcare Assistance initiatives is to improve outcomes for low
and middle income families with childcare costs by reducing a barrier to work and
making quality ECE and Out of School Care and Recreation more affordable.
Families Commission Report: When School’s Out 2007 Conversations with parents,
careers, and children about out of school services. Donnella Billet and Marny Dickson :

Staff qualifications are a highly visible indicator of quality. Almost all parents
expressed a desire for trained, qualified staff to be involved in running OSCAR.

Australia: Four out of seven states require OSS meet minimum standards. Training
is mandatory in some states eg ACT.

Sweden: High quality and part of the education system. Staff have relevant
university training.
The recommendations from the Chair of the Cabinet Social Development Committee as
reported in The Further Findings from the review of the quality assurance framework for out
of school services: Work force development. 2007 were:

Research indicates that quality relies on a combination of factors including ratios,
types of activities, staff training and experience, and interactions between children
and adults.

To increase the capacity of the sector to train and develop its own workforce
The government continues to support the provision of OSCAR services, and undertook a
review of OSCAR funding in 2012/2013. Government policy continues to be focussed on
moving people from benefits to paid work or training to obtain work. Cabinet Paper: Cabinet
Social Policy Committee 15 March 2013 Out of School Care Grant funding:

Currently 699 providers who run more than 2000 funded OSCAR services. Under
the current grant funding system, with total funds at $16.9 million per year. $1.9
Million added to grant funding for 2013/14 to support transition to the changed
funding regime from the 2012/13 surplus. Through the income tested OSCAR
subsidy, the crown paid out 31.3 million in the 2011/12 fiscal year to support OSCAR
attendance for 10,000 children.

Better use of existing OSCAR capacity as well as growth in area with adequate
supply of OSCAR programmes will support the Welfare Reforms. These
programmes provide more options for parents to move off the benefit system into full
time work while their school aged children attend OSCAR programmes.
The Estimates of Appropriations for the Government of New Zealand for the Year Ending 30
June 2014. Ministry of Social Development Budget appropriations for Childcare Assistance
grants NZ Government Budget (Includes ECE and OSCAR)
Page | 50

2011 $188,107,000 Actuals

2012 187,755,000
Actuals

2013 185,742,000
Estimated actuals

2014 183,660,000
Main estimates
($31,300,000- OSCAR subsidy = 16.6% of total
Pathways for OSCAR
OSCAR qualified people have a number of pathways to pursue in either employment or
undertaking on-going learning.

Sport and recreation (further learning and/or employment)

Coaching(further learning and/or employment)

Sport officiating (further learning)

Nannying (further learning and employment)

ECE (further learning)

Primary Teaching (further learning)

Teacher aiding(further learning)

Community recreation (employment)
Page | 51
TESOL Needs Analysis
Summary
The members of the working party reported a clearly demonstrated need for a
TESOL/Language teaching qualification at Level 4 and Level 5. There was a lesser
demonstrated need for level 6. The main drivers are: New Zealand’s recently acquired
characterisation as a “superdiverse” population (the Royal Society, 2013) and resultant
demand for English language learning and teaching; the case for teaching additional
languages in schools (Harvey, 2013); the growth of New Zealand as an international
education destination; and the international demand for language teachers. It is expected
that provision of a rigorous and consistent qualification will contribute to the health of an
increasingly multicultural society.
End users of such qualifications are many and varied and include the graduate themselves
and those who receive the flow-on benefits of this training, including students and
prospective employers. While the qualification would be contextualised to New Zealand, and
would include the teaching of languages other than English in NZ, it would also need to
meet the needs of teachers planning to use the qualification overseas.
The new qualifications will need to be underpinned by a sound understanding of the way in
which languages are learnt and the vital role of language in people’s learning and identity
construction (Baker 2011; Ellis 2008; Ortega, 2009)
P.S. The qualification’s title requires further discussion: TESOL/Language Teaching.
Potential candidates
Candidates include both domestic and international students who may or may not have
existing tertiary qualifications.

Non-Native Speakers wanting to teach English and/or their own language

Expert users of English wanting to teach in voluntary or paid positions

Beginning teachers (school leavers or those wanting a career change)

Qualified teachers (NZ qualified, Overseas qualified)

Those wanting a qualification i.e. to teach

-
English or other languages
-
English for specific purposes
-
General English
Those wishing to teach in: the community or the primary, secondary or tertiary
sector.
Analysis of Need: Why does New Zealand need graduates of this type?
Page | 52
Government Level
The need for TESOL qualifications is supported by the Ministry of Educations Tertiary
Education Strategy (TES), and Education NZ English Language Sector strategy.
In summary:

the TES has a strategy to increase the language, literacy and numeracy skills of
learners, especially at foundation level, to which TESOL teachers can contribute
(teachers with TESOL quals are already working in the adult literacy space).

Education NZ is a crown entity charged with achieving the government’s goal of
doubling income from international students by 2025. International students
frequently are required to learn English before entering tertiary education. Thus
qualified teachers are needed.

The Education NZ roadmap workshop (see excerpt below) has identified TESOL as
a product that New Zealand could offer internationally.
Diagram 2: Excerpt from the English Language Sector Roadmap (p.13). Available from:
http://www.educationnz.govt.nz/our-services/international-education-industry-strategicroadmaps/english-language-sector-roadmap

TES statements regarding international students:
Page | 53
Diagram 3: Excerpt from the Tertiary Education Strategy (p.15). Available from:
http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/PolicyAndStra
tegy/TertiaryEducationStrategy.aspx

Aligns with TEC strategy for Literacy: The Tertiary Education Strategy describes
that it is an expectation that ITOs, PTEs, ITPs will work to increase language and
literacy levels. There is a need for people who know how to do this (most of which is
addressed in LLN quals, some of which may be addressed by TESOL).
Page | 54
Diagram 4: Excerpt from the Tertiary Education Strategy (p.13). Available from:
http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/PolicyAndStra
tegy/TertiaryEducationStrategy.aspx
In short, provision of such courses aligns with Government policy. They would meet the
needs of:

existing and potential domestic and international candidates

community teachers of other languages and those wishing to teach an international
language in the tertiary system

immigrants and citizens (non English speakers/learners needing English language
development/learners of heritage and community languages) by provision of skilled
English and other language support.
Page | 55
NZ People

To provide the community with more highly educated members

To develop inter-cultural awareness and publicly celebrate linguistic and cultural
diversity

To provide the community with a higher level of awareness of another language
Graduates

To have a NZ qualification that is on NZQF to enable international students to get a
visa, and domestic students to qualify for funding

To have a qualification, which is specific to our NZ context i.e. programmes can be
developed to meet the needs of candidates in NZ

To have a qualification that incorporates methodologies and practices used in NZ
educational context

To have the potential to teach in NZ and overseas

To have greater confidence to participate in and contribute to NZ society

To equip NNS learners and NS learners with the skills to pathway into employment
or further study

To enable NNS learners and NS learners to assist their family in daily life and to
participate in and contribute to NZ society
What benefits will these graduates bring?

The ability to contribute to the economy of NZ by creating employment opportunities
for others e. g. new businesses

Effective language teaching

Qualified language tutors will be able to share expertise within the general
educational setting and bring a focus on the role of language in learning (Koefoed,
2012; Scott & East, 2012).

Develop inter-cultural awareness and recognise linguistic and cultural diversity (TEC
date? Harvey, 2013; the Royal Society, 2013;)
Are there potential candidates – Is there demand?
Data tracking demand
1. TESOLANZ : Number hits on website TESOL qualifications page
(http://www.tesolanz.org.nz/Site/Publications/directory.aspx)
Page | 56
Month
Number
2014-Feb
453
2014-Jan
1104
2013-Dec
954
Nov
959
Oct
857
Sep
798
Aug
794
Jul
834
Jun
797
May
459
Apr
No data
Mar
856
Feb
810
Jan
869
Table 3: Number of hits on the TESOL qualifications page
To put that in perspective, this was the third most popular webpage until last October, when
it became the first (behind the home page). The TESOLANZ website gets around 2,5003,000 hits per month so nearly one in three visitors look at this page.
2. Enrolments in the TESOL qualification at Level 4 at North Shore Language
School support the demand:
Qualificati
on Number
112029
Name of
Qualificati
on
Certificate
in TESOL
Level of
Qualificati
on
Level 4
Provider
Number
of
enrolmen
ts 2011
Number
of
enrolmen
ts 2012
Number
of
enrolmen
ts 2013
North
Shore
Languag
e School
109
128
103
Page | 57
Table 4: Number of Enrolments in the TESOL qualification at L4 at North Shore Language
School

Unitec has trained on average 30 teachers per annum between 2010-2013

Industry demands a robust standard of qualification

On-going demand for teachers due to turn over rate and fluctuation of student
numbers

Number of sts and no. of teachers required to service this (evidence)

Education Tourism

Candidates are coming to NZ to gain TESOL qual. 7% of Unitec’s graduates were
from overseas (2010-2012).

Graduates from other degrees seeking specialisation in TESOL

Beginner and qualified teachers

Unemployed

School Leavers eg catering to TEC priority group for under 25s. See the following
data from enrolments in the TESOL qualification at Level 4 at North Shore
Language School in the TEC priority group for under 25s:
Qualificatio
n Number
112029
Name of
Qualificatio
n
Certificate
in TESOL
Level of
Qualificatio
n
Level 4
Provider
Number of
enrolment
s 2011
Number of
enrolment
s 2012
North
Shore
Languag
e School
Age 1824:
Age 1824:
36
39
TOTAL:
Number of
enrolment
s 2013
Age 1824:
34
Age 25+:
Age 25+:
Age 25+:
73
89
69
109
128
103
Table 5: Number of students Under 25 enrolled in the TESOL qualification at L4 at North
Shore Language School
Page | 58

Those wanting a career change/upskill

NNS / NS

Domestic and international
Number of international students and domestic students in the TESOL qualification at Level
4 at North Shore Language School:
Qualificatio
n Number
Name of
Qualificatio
n
Level of
Qualificatio
n
Provider
Number of
enrolment
s 2011
Number of
enrolment
s 2012
Number of
enrolments
2013
112029
Certificate
in TESOL
Level 4
North
Shore
Languag Domestic
e School :
Domestic
:
Domestic:
100
TOTAL:
96
120
Internatio
nal:
Internatio
nal:
Internatio
nal:
13
8
3
109
128
103
Table 5: Number of International and Domestic students enrolled in the TESOL qualification
at L4 at North Shore Language School
Who are the end users? I.e. employers of the graduates/further education providers

Educational Organisation with language programmes or Learning support (PTEs,
ITPs, General Education setting)

Educational Organisation with foundation programmes

Educational Organisation overseas and overseas government programmes (TALK in
Korea)

Community Organisations

Immigrant support groups
Page | 59

Corporations eg banks, airlines,

Defence forces

NZ Government run programmes e.g. Oscar

Tourism
References
Baker, C. (2011). Foundations of bilingual education and bilingualism. Clevedon, UK:
Multilingual Matters.
Ellis, R. (2008). The study of second language acquisition. Oxford, London: Oxford
University Press.
Koefoed, G. (2012) Policy Perspectives from New Zealand in Byram, M. & Parmenter, L.
(Eds). The Common European Frame of Reference: The Globalisation of Language.
Harvey, S. (2013). Revisiting the idea of a National Languages Policy for New Zealand: how
relevant are the issues today? The TESOLANZ Journal, Vol. 21, 1-13.
Ortega, L. (2009). Understanding second language acquisition. London, England: Hodder.
Scott, A. & East, M. (2012) Academic Perspectives from New Zealand in Byram, M. &
Parmenter, L. (Eds) . The common European Frame of Reference: The Globalisation of
Language
The Royal Society of New Zealand. (2013, March). Languages in Aotearoa New Zealand
Wait, J. (1992). Aoteareo: Speaking for ourselves. Wellington, New Zealand: Learning
Media.
Page | 60
Childbirth Qualifications Needs Analysis
Introduction
“Pregnancy and Parenting Information and Education is an essential and valued part of
maternity services delivered to pregnant women, expectant fathers/partners and whanau”.
(Ministry of Health 2013)
In New Zealand there are over 65,000 births per year. Further data indicates that
approximately 35% of babies are born to first-time parents (Ministry of Health, 2013) also “a
national survey in 2011 found that almost three-quarters of first-time expectant women
accessed antenatal education” (Litmus, 2013, p2).
In the New Zealand the Ministry of Health (MOH) is responsible for ensuring women have
access to quality services in relation to pregnancy and parenting information and education.
Pregnancy and parenting education is part of New Zealand Maternity Standards which are a
fundamental part of the Maternity Quality and Safety Programme (MQSP).
The MOH provide funding to District Health Boards (DHB) who then have the responsibility
to provide pregnancy and parenting education services for their respective population.
These services may be provided directly or through sub-contracts with organisations or
independent educators.
In 2011 the MOH commissioned Litmus to undertake a review of childbirth education and
used this review as the basis to guide the ongoing development of pregnancy and parenting
education services and to update service specifications.
The MOH and DHBs are reliant on access to suitably qualified childbirth educators or health
professionals with a relevant qualification in adult teaching to provide information and
facilitate pregnancy and parenting education courses.
Aoraki Polytechnic is the academic provider of the Diploma in Childbirth Education. The
programme is provided in partnership with Parents Centre NZ Inc (PCNZ). The relationship
is long standing and acknowledges the early work of Parents Centre in improving birthing
practices and access to information and services for women. The partnership was
responsible for professionalising pregnancy and parenting education and setting quality
standards to ensure women were empowered to make informed decisions in relation to
pregnancy and birthing care. Aoraki Polytechnic is the only provider offering the Diploma in
Childbirth Education qualification in New Zealand.
The Diploma in Childbirth Education is a national qualification run as a distant learning
programme. It is specifically designed for adult students wanting to teach pregnancy and
parenting classes to expectant parents in a wide variety of settings.
The aims of the programme are to:

Provide students with a sound knowledge base in the anatomy, physiology, psychology
and sociology of the childbearing year in all its variation.

Facilitate the development of skills which will enhance the ability to plan, implement and
evaluate effective childbirth education programmes in response to the client needs.
Page | 61

Foster the development of childbirth education as a credible profession within the
healthcare circle as educators fulfil their role in facilitating the skills of informed decision
making in childbearing families
Why does NZ need this qualification?
Pregnancy and parenting education has always been a priority for the MOH and is an
integral part of the New Zealand Maternity Standards and Maternity Safety and Quality
Programme. The importance of this is demonstrated by the recent review of the services
and the ongoing development of pregnancy and parenting education and information.

The childbirth education qualification meets the criteria set out in the Ministry of Health
pregnancy parenting information and education service specifications therefore students
that achieve the Diploma of Childbirth Education have the clinical knowledge, facilitation
and adult teaching skills to provide quality childbirth education courses in their
respective DHB regions.

Childbirth educators reinforce stakeholders information which ensures consistency of
key health messages. They are reinforcing information from other health professionals
such as Lead Maternity Carer (LMC), general practitioners (GP), obstetricians, lactation
consultants and other relevant providers of pregnancy and parenting information and
education.

Maintaining a pool of qualified childbirth educators ensures pregnancy and parenting
education and information is provided by professionally qualified adult educators with a
sound clinical knowledge base in relation to pregnancy, birth and postnatal period.

The Diploma in CBE programme partnered with PCNZ who is the main employer of
childbirth educators in NZ. PCNZ holds contracts in most DHB regions in New Zealand.

Ministry of Social Development (MSD) – whanau ora contract. Parenting education to be
targeted to vulnerable groups as identified by Ministry of Health.
What is the evidence?

PCNZ were instrumental in advocating for the right of the pregnant and birthing women
to be informed of their choices and to make decisions on their care and support during
pregnancy, labour, birth and the postnatal period.

The MOH service specifications review identified that three-quarters of first-time
expectant women accessed antenatal education

Pregnancy and parenting education is provided in a variety of settings including DHB
maternity services, PCNZ regional centres, Home Birth Association, Multiple Birth
Association, Maori health services as well as by individual practitioners.

The HDC Code of Health and Disability Services Consumer’s Rights Regulation 1996
“establishes the rights of consumers, and the obligations and duties of providers to
comply with the Code. It is a regulation under the Health and Disability Commissioner
Page | 62
Act”.31 While the 10 rights within the Code of Rights are significant in the provision of
pregnancy and parenting information In relation to the role of childbirth educators the
following 2 are the most significant.
-
Right 7: Right to make an informed choice and to give informed consent
-
Right 6: Right to be fully informed.

The Diploma in Childbirth Education curriculum prepares students to teach mandatory
information as outlined in the MOH pregnancy and parenting curriculum.

Students that complete the qualification have the required competencies in adult
teaching to meet the MOH requirements as pregnancy and parenting educators. “Ideal
educators uses adult education principles and a collaborative parent centred approach”
(Litmus 2013)

Improving access of Pacific peoples to information about pregnancy and the care of
infants is an important step in improving health outcomes for Pacific women and their
families. “Pacific pregnant women have the lowest uptake of antenatal (or pregnancy
and parenting) education in NZ with less than 1% of all pregnant women (Families
Commission 2009)”. (Poutasi, N. 2013).
Who will benefit?

Students that complete the Diploma in Childbirth Education have increased employment
opportunities with PCNZ, Plunket and Well Child/Tamariki Ora providers, Home Birth
Association, Multiple Birth Association, La Leche League peer counselling programme.
While the qualification is specific to childbirth education other employment opportunities
are available in health education, health promotion and culturally specific services.

Graduates that pursue a career in childbirth education and demonstrate leadership
qualities can undertake further professional development with Aoraki Polytech which
leads to other roles as supervisor, markers, and workshop facilitators.

Students have adult teaching, facilitation skills plus clinical theory – opens opportunities
in teaching, health education, and health promotion.

Women, partners and whanau – childbirth education ensures women have access to
relevant, evidence based, up-to-date information to make an informed decision on their
pregnancy, birthing and early parenting choices.

Contributes to child health outcomes

Babies and children – parents and caregivers are empowered to make good parenting
choices with long term health gains for babies and children

MOH health targets - contributes to birth outcomes, breastfeeding initiation and duration

Long term health gains – for example breastfeeding reduces the incidence of diabetes
obesity and cardiovascular disease.
31
http://www.hdc.org.nz/the-act--code/the-code-of-rights
Page | 63

Social and cultural
-
Relationships established with other community services
-
Support networks are established that provide support in early parenting
which often remain long term i.e. post natal coffee groups, Baby and You
(PCNZ), Pepe groups (Plunket)
-
culturally appropriate support groups – puna groups (kaupapa Maori parent
support groups, Pacific Island Parenting groups.

Leads women with no formal qualification or tertiary learning back to study and
employment.

Improved access to culturally specific pregnancy and parenting information and
education. students who complete the qualifications have the clinical knowledge and can
then diversify into culturally specific programmes such as:
-
Te Ha Ora - a kaupapa Maori antenatal education run in the Bay of Plenty
and provides additional information in relation to traditional Maori birthing and
early parenting practices.
-
TAHA -Well Pacific Mother and Infant Service has developed an education
curriculum where childbirth educators extend their knowledge and skills to
work within pacific communities through the Tapuaki programme (Pacific
pregnancy and parenting programme).
-
Kokiri - a programme provided by Whanau Biz where graduates can teach in
kaupapa Maori services. “Initial training will enable poutoko whānau and their
organisation to begin implementing kaupapa Māori childbirth and early
parenting education” (Whanau Biz, 2014). It is anticipated graduates can
then extend their learning and gain a NZQA qualification through the diploma
in childbirth education.
References
Dobbie, M. (1990). The Trouble with Women: the Story of Parents Centre New Zealand .
Litmus (2013). Review of Pregnancy and Parenting Education Services: summary report.
Ministry of Health (2013). Updating the Pregnancy and Parenting Education Service:
Consultation Document . Ministry of Health. Wellington.
Ministry of Health (2013). Maternity Services – DHB Funded Pregnancy and Parenting
Information and Education Tier Level Two Service Specification: Draft for Consultation.
Ministry of Health. Wellington.
Ministry of Health (2012). New Zealand Maternity Standards. Ministry of Health.
Wellington.
Ministry of Health (2010). Maternity Services Report. Ministry of Health. Wellington.
Page | 64
New Zealand Breastfeeding Authority (2014). Baby Friendly Hospital Initiative Documents.
Retrieved from www.babyfriendly.org.nz
Poutasi, N. (2013). Personal email correspondence, 19 February 2013.
TAHA (2013). Tapuaki: Pacific Pregnancy and Parenting Curriculum. University of
Auckland. Auckland.
Whanau Biz (2014). Kokiri. Retreived from www.whanau.biz
Page | 65