PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
STRATEGIC PURPOSE STATEMENTS
This qualification is for existing practitioners who seek to develop the literacy
and numeracy skills of adult learners within the context of a training or
education programme.
Graduates will have applied knowledge, skills and attributes required to
embed literacy and numeracy into vocational or workplace programmes.
This qualification supports the New Zealand government strategy of
developing the literacy and numeracy of adults.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practice.
This qualification is for educators who seek to develop specialist expertise in
adult literacy and numeracy education.
This qualification is for experienced educators who aspire to a leadership
role in adult literacy and numeracy education.
Graduates will have broad applied knowledge, skills and attributes required
to apply a literacy and numeracy framework to a range of teaching and
learning contexts.
Graduates will have in depth applied knowledge, skills and attributes
required to be effective in a leadership role within adult literacy and
numeracy education
This qualification supports the New Zealand government strategy of
developing the literacy and numeracy of adults.
This qualification supports the New Zealand government strategy of
developing the literacy and numeracy of adults. Graduates will be able to
inform organisational change and capability in adult literacy and numeracy
education.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practice.
Graduates will have an understanding of a range of pedagogical principles
and will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific
location, and multicultural environment. They will understand the
indigenous status of Tangata Whenua and the role of Tangata Tiriti in
relation to the given contexts in which they practice.
Page 1 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Design (10 credits)
Design (30 credits)
Literacy and Numeracy Skills Development (30 credits)
1. Design embedded literacy and numeracy strategies to enhance learner
outcomes in a vocational or workplace programme with consideration of
New Zealand’s unique context.
1. Design for learning to meet diverse literacy and numeracy needs of
learners in a range of contexts.
1. Conduct a needs analysis in order to implement and review literacy and
numeracy interventions.
Facilitate Learning (30 credits)
2. Design solutions for diverse literacy and numeracy needs in a range of
dynamic contexts.
Facilitate Learning (20 credits)
2. Foster an environment which gives primacy to learners and their
learning.
3. Embed literacy and numeracy teaching and learning in a vocational or
workplace programme with consideration of New Zealand’s unique
context.
Assess and evaluate (10 credits)
4. Use assessment and evaluation as tools to enhance student learning and
own practice in embedded literacy and numeracy teaching.
2. Foster an environment which gives primacy to learners and their
learning.
3. Select and apply adult teaching strategies and activities that meet a
range of adult learner literacy and numeracy needs.
Issues, Theories and Trends (60 credits)
3. Utilise theory-based literature to investigate factors of Te Ao Māori and
Pasifika perspectives to improve literacy and numeracy practice.
Assess and evaluate (20 credits)
4. Theorise the application of solutions to environments in relation to
literacy and numeracy issues.
4. Produce and use assessment tools to identify specific literacy and
numeracy learner needs and strengths.
5. Provide leadership and professional support to other practitioners
working both within and across programmes.
5. Evaluate own practice to enhance literacy and numeracy teaching and
identify further professional development opportunities.
Lead (30 credits)
6. Undertake kaitiakitanga in an adult literacy and numeracy teaching
environment.
7. Contribute to sector development by analysing the educational
environment and apply knowledge as a basis for influencing own and
others’ decision-making, innovation and change.
8. Collaborate with other education professionals to enhance each other’s
practice.
Page 2 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
PATHWAYS
Education Pathway
Education Pathway
Education Pathway
Graduates of this qualification may undertake further study towards:
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator)
 New Zealand Diploma in Adult Literacy and Numeracy Education
(Level 6)
 Other qualifications in Adult and Tertiary Teaching from Level 5
Graduates of this qualification may undertake further study towards:
 New Zealand Diploma in Adult Literacy and Numeracy Education
(Level 6)
 Other qualifications in Adult and Tertiary Teaching from Level 5
Graduates of this qualification may undertake further study towards a Level
7 qualification in adult literacy and numeracy.
Employment and Community Pathways
Employment and Community Pathways
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles as
vocational or other specific content educator, with the ability to embed
literacy and numeracy within their programme.
Graduates of this qualification will have the skills and knowledge for roles as
an adult numeracy and literacy:
 educator
 advisor
 mentor
 resource writer.
Graduates of this qualification will have the skills and knowledge to seek
employment as an adult literacy and numeracy:
 educator
 leader
 advisor
 mentor
 programme leader
 manager
 curriculum developer.
QUALIFICATION SPECIFICATIONS
Qualification award
This qualification will be awarded to people who have met the requirements of the outcomes. Credit gained for an
outcome may be used only once to meet the requirements of this qualification. Awarding bodies for this
qualification will be any education organisation accredited under section 38 of the Education Amendment Act 2011
to deliver a programme leading to the qualification. The certificate will display the NZQF logo and the name and
logo of the awarding body.
Arrangements for managing consistency
All education organisations either arranging training or delivering programmes that lead to the award of the
qualification are required to participate with the qualification developer in a scheduled consistency process. This will
involve establishing a periodic cycle for the external consistency review, reviewing evidence associated with
graduates’ achievement of outcomes, and agreeing acceptable standards and/or benchmarks for qualification
outcome achievement, and areas for improvement.
New requirements for assuring consistency of graduate outcomes are being developed. Please refer to the
Guidelines for approval of New Zealand qualifications for listing on the New Zealand Qualifications Framework
available at http://www.nzqa.govt.nz/providers-partners/consistency-of-graduate-outcomes/
Credit transfer and recognition of prior learning arrangements
Education organisations must have policies and procedures in place for managing credit transfer, and assessing
recognition of prior learning and recognition of current competency. These policies and procedures, and associated
fees must be available to the candidates prior to enrolment.
Where recognition of existing skills and knowledge is requested by the candidate, this will be arranged by the
education organisation delivering the programme leading to the qualification.
To facilitate credit transfer, education organisation must clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment components of their programmes.
Any credit transfer or recognition of prior learning will need to demonstrate the candidate’s consistency with the
graduate profile outcomes and conditions below.
Minimum standard of achievement and standards for grade endorsements
The minimum standard of achievement required for the award of the qualification will be the achievement of all the
graduate outcomes in the graduate profile. There are no grade endorsements for this qualification
Page 3 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
QUALIFICATION SPECIFICATIONS
Cross-crediting from New Zealand Certificate in Adult and Tertiary Teaching
(Level 5) to New Zealand Certificate in Adult Literacy and Numeracy
Education (Vocational/Workplace) (Level 5)
Cross-crediting from New Zealand Certificate in Adult and Tertiary Teaching
(Level 5) to New Zealand Certificate in Adult Literacy and Numeracy
Education (Educator) (Level 5)
Education organisations may be able to cross-credit up to 20 credits of the
New Zealand Certificate in Adult and Tertiary Teaching (Level 5) in facilitation
and/or design towards this qualification, providing their programme content
meets outcomes in that qualification.
Education organisations may be able to cross-credit up to 20 credits of the
New Zealand Certificate in Adult and Tertiary Teaching (Level 5) in facilitation
and/or design towards this qualification, providing their programme content
meets outcomes in that qualification.
Any credit transfer or recognition of prior learning will need to demonstrate
the candidate’s consistency with the graduate profile outcomes and
conditions of the New Zealand Certificate in Adult Literacy and Numeracy
Education (Vocational/Workplace) (Level 5).
Any credit transfer or recognition of prior learning will need to demonstrate
the candidate’s consistency with the graduate profile outcomes and
conditions of the New Zealand Certificate in Adult Literacy and Numeracy
Education (Vocational/Workplace) (Level 5).
Entry Requirements
There are no mandatory prerequisites to meet regulatory body or legislative
requirements for this qualification.
Entry Requirements
There are no mandatory prerequisites to meet regulatory body or legislative
requirements for this qualification.
Entry Requirements
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) or
 New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) or
 National Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) (Level 5) [Ref: 1253] or
 National Certificate in Adult Literacy and Numeracy Education
(Educator) (Level 5) [Ref: 1212].
Page 4 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
QUALIFICATION CONDITIONS
Conditions for programme structure
 Outcomes should be integrated across programme design
 Programmes should demonstrate integrated assessment of all
outcomes
Conditions for programme structure
 Outcomes should be integrated across programme design
 Programmes should demonstrate integrated assessment of all
outcomes
Conditions for programme structure
 Outcomes should be integrated across programme design
 Programmes should demonstrate integrated assessment of all
outcomes
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications
Conditions for programme context
 Practical experience must be in an authentic teaching or training
context.
 Authentic refers to a wide variety of educational and instructional
techniques connecting what candidates learn to the world beyond
the classroom, issues and applications
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand's
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means "people of the land", from tangata,
'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Māori worldviews include: mana enhancing, strengths based, tika,
pono, aroha, korero, titiro, whakarongo
 Providers need to ensure candidates are aware of the legal and
ethical considerations of their sector.
 Providers must ensure that candidates have access to a minimum of
two adult learners.
 Candidates must operate within organisational requirements.
 Assessment evidence must be provided for at least 2 separate
learning sessions.
 Programmes must include:
 literacy outcomes
 numeracy outcomes
 teaching and learning strategies, and activities.
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand's
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means "people of the land", from tangata,
'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Māori worldviews include: mana enhancing, strengths based, tika,
pono, aroha, korero, titiro, whakarongo
 Providers need to ensure candidates are aware of the legal and
ethical considerations of their sector.
 Providers must ensure candidates have access to:
 two individual adult literacy learners and three individual adult
numeracy learners. A single learner may have both literacy and
numeracy needs and can be counted as evidence for both.
 a group of three or more adult literacy and numeracy learners.
 Candidates must operate within organisational requirements.
 Assessment evidence must be provided for at least 4 separate
learning sessions.
 Programmes must include:
 literacy outcomes
 numeracy outcomes
 teaching and learning strategies, and activities.
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the
representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and Te
Tiriti o Waitangi (the Māori version), that became New Zealand's
founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of
New Zealand and literally means "people of the land", from tangata,
'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose
rights to live in Aotearoa New Zealand derive from Te Tiriti o
Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3 of
Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in
New Zealand.
 Providers need to ensure candidates are aware of the legal and
ethical considerations of their sector.
 Candidates must operate within organisational requirements.
Page 5 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
OUTCOME SPECIFIC CONDITIONS
Design (10 credits)
1. Design embedded literacy and numeracy strategies to enhance learner
outcomes in a vocational or workplace programme with consideration
of New Zealand’s unique context.
Conditions:
 Enhance learner outcomes includes:
 use of frameworks, including Māori and Pasifika frameworks, such
as NZ Adult Literacy and Numeracy Progressions
 addressing the needs of diverse learners, including Māori, Pasifika,
and youth
 Programmes leading to this qualification must include:
 established literacy and numeracy definitions
 national adult literacy and numeracy issues and their relevance
 historical, political and organisational contexts.
 the literacy and numeracy demands of an education programme, a
course or a specified context
 the literacy and numeracy strengths and needs of the adult learner
in relation to the demands.
Facilitate Learning (20 credits)
2. Foster an environment which gives primacy to learners and their
learning.
Conditions:
 Environment includes a values-based framework based on respect
for:
 the mana and diverse cultural backgrounds of adult learners
 valuing New Zealand’s cultural context, which includes te Tiriti o
Waitangi
 professional relationships with colleagues and learners.
 Mana refers to the unique characteristics of adult learners as
individuals.
3. Embed literacy and numeracy teaching and learning in a vocational or
workplace programme with consideration of New Zealand’s unique
context.
Conditions:
 Embedding means explicitly bringing together the targeted literacy or
numeracy needs with vocational or other programme context
 Programmes leading to this qualification must include application of
Māori and Pasifika worldviews and concepts in teaching and learning.
Design (30 credits)
1. Design for learning to meet diverse literacy and numeracy needs of
learners in a range of contexts.
Conditions:
 Programmes leading to this qualification must include:
 historical and theoretical issues underpinning adult literacy and
numeracy education in Aotearoa New Zealand
 education theories, approaches and frameworks, and current
trends and research
 Māori and Pasifika teaching practice and literacy and numeracy
concepts
 national and international adult literacy and numeracy issues and
trends and their relevance
 the literacy and numeracy demands of an education programme,
course or specified context; or needs of an individual
 the literacy and numeracy strengths and needs of the adult learner
in relation to the demands or needs.
Literacy and Numeracy Skills Development (30 credits)
1. Conduct a needs analysis in order to implement and review literacy and
numeracy interventions.
Conditions:
 A needs analysis may look at learner, industry, sector, organisational,
and personnel needs.
Facilitate Learning (30 credits)
2. Foster an environment which gives primacy to learners and their
learning.
Conditions:
 Environment includes a values-based framework based on respect
for:
 the mana and diverse cultural backgrounds of adult learners
 valuing the New Zealand’s cultural context, which includes te Tiriti
o Waitangi
 professional relationships with colleagues and learners.
 Mana refers to the unique characteristics of adult learners as
individuals.
Issues, Theories and Trends (60 credits)
3. Utilise theory-based literature to investigate factors of Te Ao Māori and
Pasifika perspectives to improve literacy and numeracy practice.
Conditions:
 None.
3. Select and apply contextualised adult teaching strategies and activities
that meet a range of adult learner literacy and numeracy needs.
Conditions:
 Programmes leading to this qualification must include:
 application of Māori and Pasifika worldviews and concepts in
teaching strategies and activities
 facilitation of both individual and group learning situations.
5. Provide leadership and professional support to other practitioners
working both within and across programmes.
Conditions:
 Professional support refers to support provided for academic and
discipline related teaching.
 Programmes leading to this qualification must include improving
adult literacy and numeracy practices to inform other practitioners’
development.
2. Design solutions for diverse literacy and numeracy needs in a range of
dynamic contexts.
Conditions:
 A range of dynamic contexts could include industry, organisational,
whanau, marae, community, iwi, or hapu
 Programmes leading to this qualification must include:
 national and international adult literacy and numeracy issues,
interventions, research, programmes and trends
 historical and theoretical issues underpinning adult literacy and
numeracy education in Aotearoa New Zealand.
4. Theorise the application of solutions to environments in relation to
literacy and numeracy issues.
Conditions:
 Programmes leading to this qualification must include improving
adult literacy and numeracy practices to inform organisational
change.
Page 6 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT LITERACY AND NUMERACY
New Zealand Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace) Level 5 - (40 Credits)
New Zealand Certificate in Adult Literacy and Numeracy Education
(Educator) Level 5 - (80 Credits)
New Zealand Diploma in Adult Literacy and Numeracy Education
Level 6 - (120 Credits)
OUTCOME SPECIFIC CONDITIONS - Continued
Assess and Evaluate (10 credits)
Assess and Evaluate (20 credits)
4. Use assessment and evaluation as tools to enhance student learning
4. Produce and use assessment tools to identify specific literacy and
and own practice in embedded literacy and numeracy teaching.
numeracy learner needs and strengths.
Conditions:
Conditions:
 Assessment and evaluation:
 Produce means either creating an assessment appropriate to each
learner’s needs or finding and adapting an existing assessment to
 can include literacy and numeracy diagnostic, formative,
meet each learner’s needs.
summative and any other relevant processes
 Assessment tools can include literacy and numeracy diagnostic,
 are related to the literacy and numeracy outcomes and learner
formative, summative and any other relevant processes for both
gains
individuals and groups.
 consider Māori and Pasifika worldviews and concepts.
 Evaluation includes feedback from learners and other stakeholders as
5. Evaluate own practice to enhance literacy and numeracy teaching and
appropriate, including peer and self-review.
identify further professional development opportunities.
Conditions :
 Evaluation includes feedback from learners and other stakeholders as
appropriate, including peer and self-review.
 Programmes leading to this qualification must include:
 the connection between evaluation and ongoing professional
development
 sharing of professional practice with other education professionals
to enhance own and others literacy and numeracy practice.
Lead (30 credits)
6. Undertake kaitiakitanga in an adult literacy and numeracy teaching
environment.
Conditions:
 Kaitiakitanga refers to concepts of leadership, mentoring, coaching,
care, guidance, nurturing, sharing, responsibilities, external
stakeholder consultation.
7. Contribute to sector development by analysing the educational
environment and apply knowledge as a basis for influencing own and
others’ decision-making, innovation and change.
Conditions:
 Educational environment may include:
 political, social, historical and futures contexts
 educational theories
 critical theory
 professional organisations.
8. Collaborate with other education professionals to enhance each other’s
practice.
Conditions:
 Programmes leading to this qualification must include opportunities
for exchange with other professionals.
Page 7 of 7
TEd Qualifications – Adult Literacy and Numeracy – For Consultation November 2014