Mandatory Review of
Early Childhood
Education Qualifications
Sector meetings
27 & 28 November 2013
National Qualifications Services (NQS), NZQA
NZ Career College
Waiariki Institute of Technology
Agenda for meeting today…
• Welcome and introductions
• Setting the scene - Reviews of Qualifications
–
–
–
–
TRoQ, MRoQ
Qualifications design and programmes
Process for the Mandatory review of qualifications
Roles and responsibilities – Qualification Developer/
Leads, Governance, Working Groups, Stakeholders
• Governance Group for ECE MRoQ – approach
• Needs analysis - current situation for ECE
qualifications, and group discussions
• Discussion re changes - issues, benefits, opportunities
• Progress updates and next steps
Welcome
and
introductions
Setting the scene – Reviews of Qualifications
• TRoQ, MRoQ
• Qualifications design and programmes
• Process for the Mandatory review of
qualifications
• Roles and responsibilities – Qualification
Developer/ Leads, Governance, Working
Groups, Stakeholders
Targeted Review of the Qualifications
System (TRoQ) – Why…
Tertiary Education Minister Steven Joyce (March 2010)
“… there has been an ongoing proliferation of
qualifications. There are now more than 6000
qualifications on the NZ Register of Quality Assured
Qualifications (the Register) - many of which are
unused, or used only by the provider that set them up."
"Employers and industry have told us they want a
simplified system that allows qualifications to be
recognised more readily throughout the country."
Targeted review of qualifications – what was it?
A targeted review of qualifications at levels 1-6
undertaken during 2009 which identified:
• qualification system was not understood by
learners, parents, employers and others
• too many qualifications and duplication
• pathways to further education and employment
not clear
• high cost of developing qualifications
6
Targeted review of qualifications
Led to the most significant changes to the qualifications system
since the National Qualifications Framework was established in the
early 1990s
Changes include:
– Simplifying the qualifications system –
New Zealand Qualifications Framework
– Ensuring qualifications are fit-for-purpose and relevant
– Reducing the number of qualifications by removing duplication
and proliferation
– Mandatory reviews of qualifications (MRoQ) – NZ qualifications
to replace local provider and national qualifications
7
ECONOMIC / FISCAL
CONTEXT
Tertiary Qualifications System Improvements
Levels 1-6
FUTURE SOCIETY /
INDUSTRY NEEDS
THE KEY ISSUES
System not understood by
learners / employers
Too many qualifications and
duplication:
IMPACTS
 NZQF internationally relevant
3,455 certificates in 305 Fields
(25% in only 10 Fields)
Unclear which qualifications were
available
PACKAGE OF CHANGES
1. Establish the NZQF
Pathways to further education and
employment not clear to students
/ parents / employers
2. Mandatory reviews of qualifications
Cost and time to market of
qualifications
5. Strengthen industry involvement in
qualification development
Different quality assurance
requirements for National and provider
qualifications
6. Provide clear information on the
availability of a qualification
3. Strengthen outcome statements
4. Pre-development assessment
 Skills, knowledge and
competencies of graduates from
each qualification are clear
 Clear pathways to future
qualifications for learners /
employers
 Qualifications relevant and fit-forpurpose
 Significant $ savings over time
 Consistent approach to quality
assurance
8
Mandatory Review of Qualifications (MRoQ):
New Zealand qualifications - what has changed?
• MRoQ - New Zealand qualifications have been replacing local
provider and National qualifications at levels 1 – 6 (since late 2010)
• New rules for qualification design
• ‘Clusters’ of qualifications at levels 1-6 undergo the Mandatory
Review process (first round will be complete by the end of 2014)
• Qualifications based on industry or community workforce needs
• Qualifications are developed collaboratively with stakeholders
• Clear and structured graduate outcomes including graduate
profile, education and employment pathways in qualifications
• Flexible to allow programme development to meet learner needs
9
Delivery /
Arrangements
Programmes of
training and study
New Zealand
Qualifications
Framework
Relationship between qualifications and programmes
QUALIFICATION
TRAINING
PROGRAMME
(Unit standards)
ITO(s)
Training & assessment
Arranged in the
Workplace
STUDY
PROGRAMME
STUDY
PROGRAMME
(Components &
standards)
(Component
based)
ITO(s)
Training & assessment
arranged – workplace and
provider (e.g. block
course, distance learning)
PROVIDERS
Full time study (may
include work
experience)
10
What a new qualification looks like…
• Qualification details: Title, Level, Credits, Type, NZSCED
• Strategic Purpose Statement: why does NZ need this
qualification?
• Outcome Statement:
Graduate profile - what will these graduates know, understand, and be
able to do?
Education Pathways - what could they study next?
Employment Pathways - what jobs are they prepared for?
or Contribution to community - how could they help?
• Specification:
- Differentiates mandatory and optional conditions for the
qualification and/or individual outcomes
- Ensures there is sufficient information for programme
developers to meet the graduate profile and qualifications
requirements
Programmes of study
• Qualifications designed with flexibility in mind…
– to allow providers to develop their own unique programmes
towards the new New Zealand qualifications
– range of contexts
– different learners needs
– full or part time study, or work-based learning
– choice of approaches e.g. unit standards, alternative
components (prescriptions/papers/courses), combination
• Programme approval – guidelines and criteria
http://www.nzqa.govt.nz/providers-partners/approval-accreditation-andregistration/programme-approval-and-provider-accreditation/
What happens in a mandatory review?
Prepare for review:
–
–
–
–
Establish lead, stakeholders, relationships & communication
Determine governance and working structures
Prepare project plan
Gather information to determine sector workforce needs & compile needs
analysis
Stage One: Pre-approval (application for approval to develop)
– Prepare and confirm a revised map/landscape or suite of qualifications
– Prepare new qualifications for pre-approval - develop strategic purpose
and graduate profile
– Consult sector throughout – check needs being met
– Submit Application for approval to develop qualifications
Stage Two: Listing (application for approval to list)
– Complete qualification development and continue consultation
– Submit Application for approval to list qualifications
Outline of mandatory review key deliverables and timeline – revised October 2013
Month
Determine facilitator1/ lead 2
NZQA allocates Professional
Adviser and Sector Relationship
Manager
Preparation
– prior to trigger
Trigger
Month
3
4
1
2
3
4
Plan due
to NZQA
Month 2
Month 1
1
2
3
4
1
2
Month 3
3
4
1
2
Month 4
3
4
5
1
2
Month 5
3
4
1
2
Month 6
3
4
1
2
Submit
applications
3
Gather and analyse information:
- current qualification usage
- confirm qualifications included in review
- skills profiles where available
- on needs identification / confirmation
- feedback on current qualifications
Develop initial stakeholder
profile
Governance
decisions
Plan and invite stakeholders to
initial meeting(s)
Consider/prepare governance
and working group structures
Prepare materials for initial meeting
- Qualifications list
- About TRoQ
- Agenda
Establish relationships
Governance
group
Working groups
activity
Consultation
Qualification
owners
Stakeholder
group(s)
Initial stakeholder
workshop(s)
Confirm stakeholder profile
Prepare industry / sector
needs analysis
Prepare review
plan
Sign-off
plan
Map skills to
qualifications
Prepare new suite of
qualifications
Draft strategic purpose
and outcome statements
Conduct the review
Review and approve
skills map and new suite
of qualifications for
consultation
Stakeholder workshop(s) and
consultation on new qualifications
Progress on
consultation
Revise strategic purpose
and outcome statements
Sign-off
qualifications
Qualification owners signoff
Final consultation and
stakeholder attestations
Prepare applications for preapproval and review report
Sign-off
applications
and report
Challenges in the review process
• Needs – evidence based, step back, take a fresh look
• Planning – 6 month timeline
• Governance
• Consultation
• Communication and information
• Using the guidelines
• Competing demands – funding, immigration, TEO business
Meeting the 6 month timeframe
• NZQA initiate contact between the Mandatory Stakeholders and
Review Lead, and appoint a Professional Adviser and SRM
• Engage with stakeholders early
• Set up governance and meetings early in the review
• Prepare needs analysis prior to first Governance meeting
• Review plan due 1 month from the trigger
– reviewed by Lead, Professional Adviser and NZQA
– NZQA will monitor progress against the plan
• Plan for two effective rounds of consultation
– Landscape/map of qualifications and needs analysis (early)
– draft qualifications
• Gather stakeholder forms and prepare qualification documentation
Roles and responsibilities
Professional Advisor:
• Contracted by NZQA QAD and accountable
• Works with the leads to ensure robust governance, working
group and decision making processes are in place
• Supports the leads manage the review process to ensure the
timeframes and milestones are met
• Identifies and works with leads to resolve issues
• Reports on progress to NZQA
Sector Relationship Manager:
• Provide information on NZQA requirements and processes;
and observes overall progress of review
Roles and responsibilities
Qualifications Developer: (initially co-leads)
• Determined during the review process
• Manage the project team
• Co-ordinate and communicate with relevant stakeholders,
including establishing and co-ordinating Governance and
Working Groups
• Prepare the needs analysis
• Prepares and submits the applications to develop and list the
new qualifications (endorsed by GG)
• More information on Qualification Developers on the NZQA
website: http://www.nzqa.govt.nz/about-us/our-role/legislation/nzqarules/nzqf-related-rules/nzqf-qualification-listing-and-operational-rules2012/qualification-developers/13/
Roles and responsibilities
Governance Group (GG): supported by co-leads
• Endorse the Needs Analysis
• Prepare and endorse the Review Plan
• Develop new qualifications landscape for consultation
• Develop a brief for working groups re qualification development
• Approve each stage of the qualifications development
• Contributory model
Roles and responsibilities
Working Group:
• Develop strategic purpose and graduate profile
• Develop qualification specifications
• Provide feedback to GG; and make changes to the above
according to sector and GG feedback
• Contributory model
Sector:
• Provide input to the needs analysis and ‘map’ of qualifications
• Provides feedback on the draft ECE qualifications
Governance
for
ECE review
Governance Group – Broad sector composition
• Co-leads initiate process to determine review Governance
• Nominations for membership will be sought
• Proposed selection criteria – see draft ToR
• Proposed selection process – see draft ToR
• Draft Terms of Reference (ToR) – for sector input and GG
approval
• Draft nomination form
• Timing – nominations by 10 December; appointment preXmas, first meeting late January (2 days)
Needs Analysis
for
ECE review
What does New Zealand need, and how
do we know?
The current ECE sector includes:

public kindergartens

education and care centres

kōhanga reo

bilingual or immersion education and care centres

organised home-based education and care programmes ,
including nanny services

playcentres

playgroups.

Specialised centres e.g: hospital, young mothers, correspondance
What does New Zealand need, and how do we
know?
• 95.7% of children starting school having attended ECE
in 2013 up 5.7% since 2000
• Hours children spent in ECE centres is 21 per week up
56% from 2000
• 90% of 3 & 4 year olds are enrolled in ECE
• Ethnicity of enrolled children – still a gap
98.2% Pākehā, 92.3% Māori, 88.6% Pasifika
• Current government focus to close the gap
Percentage of enrolments in each Service type,
by year of age ( June 2012)
Age
Service type
Education & Care
under 1
1
2
3
4
5
48%
65%
68%
61%
54%
45%
Kindergarten
0%
1%
4%
22%
33%
22%
Home-based
18%
17%
12%
7%
5%
23%
Playcentre
27%
12%
10%
5%
4%
3%
Te Kōhanga Reo
6%
6%
6%
4%
4%
6%
Correspondence
School
0%
0%
0%
0%
0%
0%
What does New Zealand need, and how do we
know?
• There were 4,292 licensed early childhood education (ECE)
services in 31 March 2013, up 2.3% from 2012 and 21%
from 2008.
• Growth has slowed in recent years, after rapid growth
between 2007 and 2010.
• Around half of ECE services have waiting times. Waiting
times rose between 2002 and 2008, indicating growth of
demand for ECE relative to actual service provision.
• Better Public Services Programme aims to increase
participation in early childhood education to 98% of all new
entrants by 2016 (State Services Commission, 2012).
Annual percentage growth of licensed ECE services,
excluding the impact of mergers by service type
• 2.3% overall growth in ECE services since 2008
• Currently 4,292 services
Jun-08
Jun-09
Jun-10
Jun-11
Jun-12
Mar-13
Mar-13
(Number)
5 year %
change
Education &
Care
6.2%
9.8%
8.2%
5.1%
3.0%
3.6%
2,336
34.9%
Kindergarte
n
0.3%
-0.2%
1.0%
0.3%
0.5%
0.5%
641
1.9%
Homebased
10.6%
20.5%
7.5%
-0.6%
7.6%
4.9%
363
49.2%
Playcentre
-0.2%
-1.1%
0.2%
-0.4%
-1.1%
-2.0%
452
-3.0%
Te Kōhanga
Reo
-0.2%
-2.1%
-0.6%
0.6%
0.2%
0.6%
466
-1.2%
Casual
Ed&Care/Ho
spital-based
0.0%
8.3%
2.6%
5.3%
0.0%
2.7%
34
19.7%
Total
3.9%
6.1%
5.1%
2.9%
2.3%
2.3%
4,292
21.2%
Teachers in ECE
• There is approximately 1 teacher for every 6 children aged
two and over in ECE.
• Annual ECE teacher turnover is 20%, similar to the wider
education and training sector, and higher than the national
workforce turnover rate.
• Around 8% of ECE teachers leave the sector each year.
• Currently there are regulations set around teacher-to-child
ratios: In services catering to children under two years old,
the regulated minimum ratio is 1:5, while for services
catering to children two years old and over, the ratio is 1:10.
What job roles will graduates likely fill?
• In 2012, 71% of teachers were qualified and 73% were
registered.
• Since 2010 however, the turnover rate for non qualified
teachers has risen, while the rate for qualified teachers has
continued to decline.
• 2011 the subsidy funding rates for ECE services were
changed requiring services to have 80% of their staff
qualified and registered.
• This leaves 20% of the sector non qualified.
• It is this 20% of ECE sector that the current TRoQ
qualifications are relevant for.
The current situation for ECE
• 33 ECE qualifications at levels 1 – 6 on NZQF
Level 2 = 2
Level 3 = 9
Level 4 = 7
Level 5 = 11
Level 6 = 4
• 22 qualification owners
• 38 tertiary providers
• Secondary schools – and vocational pathways
Discussion re level 1-6 qualifications –
In groups consider the:
• Needs of the industry, learners and community
• How does policy direction impact on these?
• Job roles for graduates of education pathways levels 16 current and in the future?
• key characteristics of a good ECE teacher education
qualifications level 1-6 ?
• existing qualifications – how well do they meet the
industry needs in the level 1-6 space?
Needs analysis - Ruth
• Informs and supports the review and development
• What does New Zealand need, and how do we know?
– learners, communities, industries
• What job roles will graduates likely fill?
• Where do we plan to get information from?
• How can you contribute?
• Names of people or industries to be contacted…
• Gaps – what do we still need to find out? Surveys?
• Consultation
• Ministry of Education (2012). Participation in ECE.
• Ministry of Women’s Affairs (2004). Influences of
maternal employment and early childhood education
on young children’s cognitive and behavioural
outcomes.
• State Services Commission (2012).
• Statistics New Zealand and Ministry of Pacific Island
Affairs (2010). Education and Pacific peoples in New
Zealand. Wellington: Authorettservices: Supporting
vulnerable children.
Discussion
ECE review
Benefits – Issues - Opportunities
Discussion re changes – in groups
What are the benefits, opportunities and
issues surrounding the changes?
You may like to consider the following groups:
• Employers
• Learners
• Qualification owners/ Programme providers
• Government agencies
Progress update
and
next steps
Progress and next steps...
• ECE mandatory review on 2014 review schedule
• Sector meetings – Review process; Governance approach;
follow-up activities
• Governance – seek nominations by 10 December; appoint by 20
December; 1st meeting late January
• Needs analysis – input to Ruth; survey in December; draft to
Governance Group in January
• Preparation for trigger – review plan; stakeholder profile and
consultation list
• Stakeholder engagement – survey; landscape/map of proposed
qualifications; working groups; draft qualifications consultation
What can the sector do to prepare?
Think about how you want to be involved….
– who do you want to provide strategic governance for the review –
preference re governance structure/composition
– what is the future need re qualifications
(what does a graduate need to be able to do, know, understand
to get a job, and how does this translate to a qualification?)
– what the future ECE qualification landscape could look like
– gathering appropriate evidence to support need and identify
future requirements
– Responding to surveys, emails, consultations
Identify key peak bodies and employers in the sector
Contacts and progress updates…
• Mandatory Review of ECE Qualifications on NZQA
website:
http://www.nzqa.govt.nz/qualifications-standards/qualifications/earlychildhood-education-qualifications/review-of-ece-qualifications/
• ECE email network (Stakeholder consultation list) –
please ask your ECE contacts to be added to this network
• Team Mailbox:
ecequals.review@nzqa.govt.nz