EdCB 2010/125 Part II Rev.2
GSC 2010/45 Rev.1
PROPOSAL FOR NEW OR SIGNIFICANTLY AMENDED QUALIFICATION(S)
Date
March 2010
Name of qualification(s)
Postgraduate Diploma in Specialist Teaching
Colleges
Massey University College of Education (Lead
College)
The University of Canterbury
Name of contact person for Associate Professor Jill Bevan-Brown and Dr
proposal (sponsor)
Alison Kearney (Massey University)
Emma Newman (Academic Manager, College of
Education, University of Canterbury)
Page reference(s) in Calendar N/A
of year of submission
Planned year of introduction
2011
SECTION A
1. Purpose of the Proposal
To introduce a new Postgraduate Diploma in Specialist Teaching to be offered by
both Massey University and the University of Canterbury. The qualification will have
the following endorsements:
 Autism Spectrum Disorder
 Blind & Vision Impairment
 Deaf & Hearing Impairment
 Early Intervention
 Gifted and Talented
 Learning and Behaviour
2. Justification
In 2009 Massey University and the University of Canterbury submitted a successful
joint proposal in response to a Ministry of Education contestable, open tender
notification for the provision of Specialist Teacher education.
In its Request for Proposal the Ministry indicated that ‘...it is committed to building the
professional capacity of teachers and specialists to ensure the provision of highquality services to children with disabilities and special education needs. Due to the
specialised nature of Special Education roles, it is necessary to support specialist
courses to make them viable to run and available to students across the country....
The Ministry wishes to have a single contract to support the provision of specialist
qualifications from 2011. A qualifications framework is sought that will build from
common core competencies across the special education workforce. The single
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contract will provide opportunities for the creation of common courses where different
roles have the same competencies to work toward. The intent is that this will
strengthen the cohesion of the workforce while creating economies of scale.
The new Postgraduate Diploma in Specialist Teaching, along with the concurrently
proposed Postgraduate Certificate in Specialist Teaching, is a fully collaborative
endeavour drawing on a significant interdisciplinary expertise of staff across the two
institutions who are highly experienced in the delivery of programmes across the
range of core and specialist elements of the programme.
The programme that is a result of the consortium of the two collaborating universities
is an innovative programme for specialists working with children having special
needs.
3. Acceptability
Extensive consultation was undertaken during the preparation of the proposal
submitted to the Ministry of Education in response to their contestable, open tender
notification for the provision of Specialist Teacher education. This included
consultation with staff of Massey University’s College of Education and the College of
Humanities and Social Sciences (whose expertise has been utilised in the
development and delivery of the Blind and Vision Impairment endorsement). Staff
throughout the University of Canterbury’s College of Education and Department of
Communication Disorders (with expertise in Audiology and Speech-language
Therapy) have been consulted during this development process. The development
and delivery of the proposed qualification is a fully collaborative endeavour drawing
on the expertise of cross-College and cross-university staff who are highly
experienced in the delivery of programmes across the range of core and specialist
elements of the proposed programme.
This contract involves ongoing consultation with the Ministry of Education, relevant
stakeholders, including advisory groups for each specialism, a Māori and
multicultural reference group and an international advisory group. A wide range of
stakeholder groups have been surveyed [electronically] to inform the development of
the papers/courses in the programme. A list of stakeholders consulted via the survey
is attached (Section B, Appendix 1).
This programme has been specifically developed to meet the professional needs of
specialists working with students have special educational needs. It has been
conceptualised by experienced staff in Massey’s Inclusive Education Research
Centre together with experts from University of Canterbury to meet the requirements
of the Ministry of Education and Special Education requirements as signalled by
relevant stakeholders who have contributed to the development of the programme.
The stakeholder advisory groups and internal reference groups in each of the
universities will review the revised and new papers developed for the programme.
4. Goals of the programme
This proposal builds on the internationally and nationally renowned expertise of staff
across two institutions to develop and deliver a relevant and rigorous postgraduate
specialist education programme whose graduates will have a sound theoretical and
practical grounding in their area of specialist practice. The programme will:
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EdCB 2010/125 Part II Rev.2
GSC 2010/45 Rev.1







adopt and implement an inquiry-based1 and interprofessional learning model
which is demonstrated to result in best practice learning and teaching
experiences and student learning outcomes;
employ a mix of distance and blended learning delivery options that provide a
range of flexible learning options for all students regardless of location;
provide students with flexible learning pathways into and out of postgraduate
qualifications;
create communities of interprofessional practice both within and beyond
Aotearoa/New Zealand;
build a strong specialist/inclusive education research community;
provide a sustainable platform for professional learning opportunities for
teachers and educators;
promote interprofessional practice by developing collaborative competencies
that allow for professionals to learn with, from and about each other thus
providing more effective and evidence based services to students who have
special needs.
5. Graduate profile
Graduates of this programme will develop the skills and capacities to:
 Provide expert educational support to staff and students across all specialist
and inclusive education areas.
 Engage in and work collaboratively across disciplines with colleagues as part
of a wider community of interprofessional practice.
 Make use of technologies and online communication and evaluation practices
to critically reflect on and document their own practices and the needs and
requirements of students, families, whanau and communities where they
work.
 Develop the academic proficiency to engage in research work and build
expertise in the field.
 Provide a service that is culturally appropriate to the staff, students and
family/whanau they work with both in respect to content and the delivery.
 Critically analyse literature and develop specialist knowledge in their area of
specialism.
Graduates will be able to:
 understand the elements of interdisciplinary practice and work effectively in
an interdisciplinary environment;
 exhibit cultural responsivity;
 work in partnership with family/whanau;
 assess learning and behaviour differences and strengths;
 apply solution-focused approaches to individual programme planning;
 apply strategies for supporting collaborative strength-based solutions;
 apply strategies for supporting behaviour change for teachers, parents,
children (including fundamental behavioural change processes);
 identify, evaluate and apply evidence-based practices;
Inquiry learning ranges from ‘information-oriented’ to ‘discovery oriented’ and includes:
structured inquiry (teacher-directed); scaffolded inquiry (teacher-guided); and open inquiry
(student- directed).
1
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

implement strategies for ongoing evaluation of interventions;
demonstrate the qualities of a reflective practitioner.
6. Outcome statement
Graduates will have a strong appreciation of specialist teaching as an
interdisciplinary field of practice, and in-depth knowledge and skills in their endorsed
area of specialist teaching. . They will also have a thorough understanding of how to
apply their specialist teaching knowledge and skills in diverse cultural contexts.
KiwiQuals information:
Postgraduate Diploma in Specialist Teaching
(SMS Code <add code>)
Number
MY<add code>
Subject/Classification
Organisation
Massey University
University of Canterbury
Level
8
Credit
120
Entry requirements
A New Zealand university degree, or equivalent qualification and/or
relevant professional experience.
Outcome statement
Graduates will have a strong appreciation of specialist teaching as an
interdisciplinary field of practice, and in-depth knowledge and skills in their
endorsed area of specialist teaching. . They will also have a thorough
understanding of how to apply their specialist teaching knowledge and
skills in diverse cultural contexts.
Assessment Mode
Assignments, practicum assessments and/or examinations/tests
Qualification
developer
Massey University
University of Canterbury
Quality assurance
Committee on University Academic Programmes
Content
Core and specialist knowledge/skills/practices relevant to the field of
special and inclusive education including: the history of special and
inclusive education; models of disability and diversity; relevant curricula,
legislation, documents and policies; learning and assessment theories and
practices;; effective interventions; individualised education planning;
culturally appropriate collaborative practice; evidence-based, ethical and
reflective practice; interprofessional communities of practice.
7. Programme overview
Candidates entering the programme hold a New Zealand university degree, or
equivalent qualification and professional qualifications and experience. Students
complete one compulsory core theory and foundations paper (30 credits), and three
compulsory papers (90 credits) from one of the endorsement schedules. Each
endorsement includes one specialist theory and foundations paper/course (including
a short introductory period of supervised practice), one professional practice
paper/course (including practical assignments) and one extended practicum
paper/course including experience in specialty practice settings.
8. Proposed Regulations
Regulations for the Postgraduate Diploma in Specialist Teaching have been drafted
by each of the collaborating Universities in accordance with their regulation
structures. All elements of these regulations (including eligibility criteria, course
structure, student progression, completion requirements) are equivalent.
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Massey University Course Regulations:
The Postgraduate Diploma in Specialist Teaching - PGDipSpecTchg
Part II
Course Regulations
These regulations are to be read in conjunction with all other Statutes and Regulations of the
University including the General Regulations for Postgraduate Degrees, Diplomas and
Certificates.
Eligibility
1. Before enrolling for this diploma, a candidate shall:
(a) hold a relevant professional qualification;
(b) have either
i) qualified for any degree of a New Zealand university, or equivalent; or
ii) provided evidence of sufficient practical/professional experience of an acceptable
standard in an area relevant to the qualification;
(b) have satisfied the Academic Board that they have sufficient background of
professional experience to be likely to benefit from the course;
(c) been granted admission to postgraduate study as entitled to enrol for the Postgraduate
Diploma in Specialist Teaching.
2. Candidates who do not hold current New Zealand professional Registration will be required
to undergo police vetting prior to gaining entry into the programme. Such candidates must
meet requirements equivalent to those set down by the New Zealand Teachers Council for
registration as a teacher in terms of character and fitness to be a teacher.
3. All international candidates and others whose first language is not English who have not
gained a New Zealand university entrance qualification, or an overseas entrance
qualification in a country where the main language is English, will be required to provide
evidence of their proficiency in English in the form of an academic IELTS (International
English Language Testing System) score of 7.0 with no band less than 7.0 (or the
equivalent TOEFL score) or other evidence that is acceptable to Academic Board.
4. Any candidate who has previously graduated with a Postgraduate Certificate in Specialist
Teaching must surrender that qualification prior to enrolling in the diploma. Time limits for
completion and for the award of distinction will apply from the time that the candidate first
enrolled in a paper credited towards the diploma.
Course of Study
5. A candidate shall follow for not less than one year a course of study comprising four papers
to a value of 120 credits.
6. Candidates shall qualify for the diploma by completing, subject to the approval of the
relevant Head of School:
a) one core compulsory paper:
Credits Requirements
254.765
Core Theory and Foundations of Specialist Teaching
30
and
b) papers as specified in the Schedule for one of the diploma endorsements.
7. The endorsements and their papers are:
Autism Spectrum Disorder
All of the following papers:
249.745
Theory and Foundations of Autism Spectrum Disorder 30
249.749
Professional Practice in Autism Spectrum Disorder
5
30
P254.765
P249.745
EdCB 2010/125 Part II Rev.2
GSC 2010/45 Rev.1
249.750
Practicum in Autism Spectrum Disorder
30
P/C249.749
Blind and Vision Impairment
All of the following papers:
249.746
Theory and Foundations of Blind and Vision Impairment 30
249.751
Professional Practice in Blind and Vision Impairment
30
P254.765
P249.746
249.752
Practicum in Blind and Vision Impairment
30
P/C249.751
Gifted and Talented
All of the following papers:
262.751
Theory and Foundations of Gifted and Talented
30
R186.749
262.752
Professional Practice in Gifted and Talented
30
P254.765
P262.751
262.753
Practicum in Gifted and Talented
30
P/C262.752
Learning and Behaviour
All of the following papers:
249.753
249.754
249.755
Theory and Foundations of Learning Problems and Behaviour
Difficulties
30
Professional Practice in Learning Problems and Behaviour
Difficulties
30
Practicum in Learning Problems and Behaviour Difficulties
P/C249.754
P254.765
P249.753
30
Time Limit
8. The Postgraduate Diploma in Specialist Teaching must be completed within a maximum of
four years.
Special Requirements
9. No candidate will be given more than two opportunities to pass any Postgraduate Diploma
in Specialist Teaching paper.
Notes
1. This qualification is offered by Massey University and The University of Canterbury.
Candidates will be enrolled at and have their degree awarded by only one of the collaborating
universities. The following endorsements are only available at Massey University: Autism
Spectrum Disorder; Blind and Vision Impairment; Gifted and Talented. The following
endorsements are only available at The University of Canterbury: Deaf and Hearing
Impairment. Early Intervention.
Massey University Unsatisfactory Academic Progress Regulations
Massey University Calendar 2010
Amend pp.29-30 Part B: Regulations relevant to specific programmes
Add
For students enrolled in the Postgraduate Diploma in Specialist Teaching the
following will lead to exclusion:
(a) Failure to pass the core compulsory paper for which they have been enrolled on two
occasions.
(b) Failure to pass any one of the papers listed in an endorsement schedule for which they
have been enrolled on two occasions will lead to exclusion from that endorsement.
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EdCB 2010/125 Part II Rev.2
GSC 2010/45 Rev.1
The University of Canterbury Regulations:
The Postgraduate Diploma in Specialist Teaching - PGDipSpecTchg
1. Qualifications Required to Enrol in the Diploma
Every candidate for the Postgraduate Diploma in Specialist Teaching shall:
(a) have either
i. qualified for any appropriate degree in New Zealand with at least 0.45 EFTS at 300
level in Education; or
ii. qualified for any appropriate degree in New Zealand and either;
a. successfully completed a recognized teacher training course of not less
than one year at a New Zealand college of education or university;
b. or acquired experience as a teacher in a recognised educational institution
or setting;
c. or acquired appropriate experience as an educator in a work-place or
community setting; or
iii. been admitted under the Regulations for admission ad eundem statum as
entitled to enrol for the Postgraduate Diploma in Specialist Teaching; and
(b) been approved as a candidate for the Diploma by the Dean of Education.
Notes:
a). The relevance and standard of undergraduate studies and any subsequent professional
work experience are the main criteria of approval.
b). Candidates who do not hold current New Zealand professional Registration will be
required to undergo police vetting prior to gaining entry into the programme. Such
candidates must meet requirements equivalent to those set down by the New Zealand
Teachers Council for registration as a teacher in terms of character and fitness to be a
teacher.
c). Candidates for whom English is a second language must provide evidence of IELTS
(Academic) 7.0 with no individual score below 7.0 (or the equivalent TOEFL score) or
other evidence that is acceptable to the Dean of Postgraduate Studies.
2. Structure of the Diploma
(a) The course of study for the Postgraduate Diploma in Specialist Teaching shall comprise
courses equivalent to 1.0 EFTS (120 points), as set out in the Schedule to these regulations.
(b) The course of study for the Diploma endorsed in Learning and Behaviour shall comprise
the courses set out in the Schedule of these Regulations.
(c) The course of study for the Diploma endorsed in Early Intervention shall comprise the
courses set out in the Schedule of these Regulations.
(d) The course of study for the Diploma endorsed in Deaf and Hearing Impairment shall
comprise the courses set out in the Schedule of these Regulations.
(e) In order to graduate with the Diploma endorsed in Deaf and Hearing Impairment, students
must be able to demonstrate proficiency in New Zealand Sign Language.
3. Courses for the Diploma
The courses for each endorsement the Postgraduate Diploma in Specialist Teaching are
listed in the Schedule to these Regulations.
4. Approval of Course of Study
The course of study of each candidate is subject to the approval of the Dean of Education.
Prior qualifications and experience of the candidate will be taken into account in approving the
course of study.
5. Time Limits for Full-time and Part-time Study from the Date of Enrolment in the
Diploma
a) A candidate may be permitted to be enrolled as a full-time or part-time candidate, subject
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to course availability and requirements.
(b) A part-time candidate is one who, because of employment, health, family or other reasons,
is unable to study and research full-time.
(c) The minimum period of enrolment for a full-time candidate is one year. The maximum
period of enrolment for a part-time candidate is four years from the year of first enrolment.
(d) To qualify for the award of the Diploma all requirements must be completed within the
times listed above, unless the candidate is granted an extension of time by the Dean of
Education because of special circumstances.
Note: In special cases the Dean of Education may suspend the enrolment of a candidate or
approve an extension and in such cases determine whether the candidate remains eligible for
Distinction.
6. Re-enrolling in Courses
A candidate who fails any course for the Postgraduate Diploma in Specialist Teaching who
fails a required course for an endorsement may re-enrol in that course only once.
7. Diploma with Distinction
On the recommendation of the Dean of Education the Postgraduate Diploma in Specialist
Teaching may be awarded with Distinction. Distinction is equivalent to First Class Honours
and will be awarded to students achieving at least an A- grade average or GPA of 7.
Schedule to the Regulations for the Postgraduate Diploma in Specialist Teaching
Endorsement
Deaf and Hearing
Impairment
Early Intervention
Learning and Behaviour
Required Courses
EDST601 Core Theory and Foundations of Specialist
Teaching
EDST621 Theory and Foundations of Deaf and Hearing
Impairment
EDST622 Professional Practice in Deaf and Hearing
Impairment
EDST623 Practicum in Deaf and Hearing Impairment
EDST601 Core Theory and Foundations of Specialist
Teaching
EDST631 Theory and Foundations of Early Intervention
EDST632 Professional Practice in Early Intervention
EDST633 Practicum in Early Intervention
EDST601 Core Theory and Foundations of Specialist
Teaching
EDST641 Theory and Foundations of Learning and
Behaviour
EDST642 Professional Practice in Learning and Behaviour
EDST643 Practicum in Learning and Behaviour
9. Proposed Teaching/Delivery methods
An innovative blended, inquiry based2 and interprofessional pedagogy [Blended
Community of Inquiry and Interprofessional Practice (bCIIP) model] will underpin the
delivery of the programme and each of the papers/courses.
The rationale for moving towards interprofessional education is to increase
collaboration between professionals working in the Special Education area, and to
increase the ability of professionals to collaborate successfully with teachers, early
childhood educators, and parents/whānau for the delivery of successful services. The
interprofessional orientation also reflects best practice in the preparation of
individuals to work in a multi-disciplinary environment that includes a diverse range of
educators, families and specialty groups. These include educational psychologists,
social-workers, education service workers, physiotherapists, occupational therapists,
speech
language
therapists,
nurses
and
paediatricians,
audiologists,
Inquiry learning ranges from ‘information-oriented’ to ‘discovery oriented’ and includes:
structured inquiry (teacher-directed); scaffolded inquiry (teacher-guided); and open inquiry )
student- directed).
2
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ophthalmologists, AAC specialists, and many others.
Another innovative component is combining IBL pedagogy with an interprofessional
orientation within a blended face-to-face and e-learning environment. This provides a
highly contemporary and flexible model that provides specialist qualifications in
Special Education as proposed by the MU/UC consortium – referred to here as the
blended Community of Inquiry and Interprofessional Practice (CIIP) model.
Face-to-face programme components will be delivered in block mode at North and
South Island locations negotiated in consultation with the Ministry of Education. The
proposed e-learning environment would include:
• Moodle-based e-learning site (e-learning environment with features and capabilities
that include electronic media, discussion boards, wikis, blogs, assignment
submission, noticeboards etc);
• Adobe connect™ (for online synchronous multimedia interactive presentations to
multiple sites);
• Mahara™ (for e-portfolios that act as a repository for student and class artefacts.
For example, a student may develop an electronic CV with supporting documentation
or store documents that contributed to an assignment);
• Video-conferencing and consultations with individual students or small groups of
students, particularly in regard to their practical work (e.g., Skype).
Thirdly, this model aligns with practices identified by the Ministry to improve
outcomes for Māori and Pasifika learners through evidence gathered through
INSTEP initiatives.
All students will complete a practicum paper/course in their endorsement specialty.
This will involve each student completing supervised practice in an approved setting
to demonstrate the ability to apply the learned practices and principles to deliver
effective support and interventions for children, their families and whānau. To support
their practicum, students will participate in face-to-face seminars as well as elearning and e-supervision activities with an “Academic Supervisor”, to link practical
work to their academic study. In addition, students will have a “Professional Practice
Supervisor”, who will be familiar with the placement setting, and with particular
competencies in the associated Professional Practice paper. While the practicum
paper/course for each endorsement will have components that are specialist specific,
there will be common practicum teaching and assessment components across all of
the endorsement specialties.
In the bCIIP model for Specialist Qualifications in Special Education, an online
Community of Interprofessional Practice will be developed. In this model,
practitioners from all specialities – including those outside the scope of this proposal
(i.e., Educational Psychologists, Speech-language therapists and Education Support
Workers) - can interact and debate both within and between their disciplines. Both
Massey and Canterbury already have established and well researched CoP
orientation used in the teaching of the postgraduate Special Education programmes.
The technology used for establishing an online Community of Interprofessional
Practice will include: forums – to discuss and debate issues between and within
disciplines both synchronously and asynchronously; data-bases – to share resources
across specialities; community information boards – to enable posting of community
announcements. It is envisaged that the online site will host both formal educational
spaces for coursework as well as more informal social spaces thus strengthening the
domain, community and practice dimensions of the Community of interprofessional
Practice. In addition a group and tiered supervision and mentoring model can be
applied.
10. Prescriptions for Papers/Courses
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Core Compulsory paper/course: (Massey and Canterbury)
254.765/ EDST601 Core Theory and Foundations of Specialist Teaching 30
Advanced study of generic core theory and foundations of specialist teaching
common to professionals working in the areas of: Early Intervention; Deaf and
Hearing Impairment; Blind and Vision Impairment; Learning and Behaviour; Autism
Spectrum Disorder; and Gifted and Talented.
Autism Spectrum Disorder papers: (Massey)
249.745
Theory and Foundations of Autism Spectrum Disorder
30
An advanced study of theoretical and research-based foundations of specialist
teaching relating to understanding, recognising, assessing and providing for learners
with Autism Spectrum Disorders.
249.749
Professional Practice in Autism Spectrum Disorder
30
An examination of evidence-based practices in the education of learners with Autism
Spectrum Disorder, including common professional practices of specialist teachers
and other educational and health professionals involved in special and inclusive
education.
249.750
Practicum in Autism Spectrum Disorder
30
A supervised practicum working with learners with Autism Spectrum Disorder.
Blind and Vision Impairment papers: (Massey)
249.746
Theory and Foundations of Blind and Vision Impairment
30
An advanced study of theoretical and research-based foundations for specialist
teachers relating to the understanding of the development and learning needs of
students who are blind or have a visual impairment.
249.751
Professional Practice in Blind and Vision Impairment
30
An examination of evidence-based practices for specialist teachers of learners who
are blind or have a visual impairment, including common professional practices of
specialist teachers and other educational and health professionals involved in special
and inclusive education.
249.752
Practicum in Blind and Vision Impairment
30
A supervised practicum working with learners who are blind or have a visual
impairment.
Deaf and Hearing Impairment courses: (UC)
EDST621 Theory and Foundations of Deaf and Hearing Impairment
30
An advanced study of theoretical and research-based foundations of specialist
teaching relating to understanding, recognising, assessing and providing for learners
who have needs in the area of Deaf and Hearing Impairment.
EDST622 Professional Practice in Deaf and Hearing Impairment
30
An examination of evidence-based professional practices in the area of Deaf and
Hearing Impairment, including common professional practices of specialist teachers
and other educational and health professionals involved in special and inclusive
education.
EDST623 Practicum in Deaf and Hearing Impairment
A supervised practicum in the area of Deaf and Hearing Impairment.
Early Intervention courses: (UC)
EDST631 Theory and Foundations of Early Intervention
10
30
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EdCB 2010/125 Part II Rev.2
GSC 2010/45 Rev.1
An advanced study of theoretical and research-based foundations of specialist
teaching relating to understanding, recognising, assessing and providing for learners
who have needs in the area of Early Intervention.
EDST632 Professional Practice in Early Intervention
30
An examination of evidence-based professional practices in the area of Early
Intervention, including common professional practices of specialist teachers and
other educational and health professionals involved in special and inclusive
education.
EDST633 Practicum in Early Intervention
A supervised practicum in the area of Early Intervention.
30
Gifted and Talented papers: (Massey)
262.751
Theory and Foundations of Gifted and Talented
30
An advanced study of theoretical and research-based foundations for understanding,
identifying, and developing individual’s exceptional abilities and qualities through
analysis and application of the concepts, principles, and history underpinning gifted
and talented education.
262.752
Professional Practice in Gifted and Talented
30
An examination of evidence-based practices in the education of gifted and talented
students, including common professional practices of specialist teachers and other
educational and health professionals involved in special and inclusive education.
262.753
Practicum in Gifted and Talented
A supervised practicum in gifted and talented education.
30
Learning and Behaviour papers: (Massey-UC)
249.753/EDST641 Theory and Foundations of Learning Problems and Behaviour
Difficulties
30
An advanced study of theoretical and research-based foundations for identifying, and
developing an understanding of Learning and Behaviour through analysis and
application of the concepts, principles underpinning Learning and Behaviour.
249.754/EDST642 Professional Practice in Learning Problems and Behaviour
Difficulties
30
An examination of evidence-based practices in the area of Learning and, including
common professional practices of specialist teachers and other educational and
health professionals involved in special and inclusive education.
249.755/EDST643 Practicum in Learning Problems and Behaviour Difficulties
A supervised practicum in the area of Learning and Behaviour difficulties.
30
11. Assessment Procedures
The assessment procedures will follow the principles and practices set out in the
Massey University and University of Canterbury guidelines. Assessment will be
based on the following principles:
1. Assessment should be related to the objectives and stated outcomes of
the course of study.
2. Assessment should be planned, implemented and reported in ways that
are transparent and fair and which maximise benefit for students.
3. A variety of forms of assessment should be developed and used to meet
the different purposes of the assessment.
Assignments will include reviews of the literature, evidence-based projects,
professional e-portfolios, e-case scenarios and practicums.
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12. Predicted student numbers/EFTS
The estimate (based on MoE contract funded places) of the likely enrolment and
EFTS numbers for each of the diploma endorsements for the 4 years following the
introduction of the programme are as follows:
Autism Spectrum Disorder
Headcount
2011
8
2012
16
2013
16
2014
8
EFTS
4
8
8
4
Blind and Vision Impairment
Headcount
EFTS
2011
7
3.5
2012
14
7
2013
14
7
2014
7
3.5
Deaf and Hearing Impairment
Headcount
EFTS
2011
14
7
2012
28
14
2013
28
14
2014
14
7
Early Intervention
Headcount
2011
26
2012
52
2013
52
2014
26
Gifted and Talented*
Headcount
2011
Not offered
2012
15
2013
20
2014
20
Learning and Behaviour
Headcount
2011
100
2012
150
2013
100
2014
50
EFTS
13
26
26
13
EFTS
7.5
10
10
EFTS
50
75
50
25
* Estimate based on current Massey University PGDipEd (Gifted & Talented)
enrolments and anticipated growth as Specialist Teaching qualification becomes
established. This endorsement is not part of the MoE funded places contract.
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13. Resources
Massey University (MU) and the University of Canterbury (UC) operate across four
major campuses – Auckland, Palmerston North and Wellington (MU) and
Christchurch (UC). Both universities support satellite centres in Napier (MU), New
Plymouth (MU/UC), Tauranga (UC), Rotorua (UC), and Nelson (UC).. Both UC and
MU support distance education extramurally, with liaison staff located throughout
New Zealand. Together both Universities have the unique capacity to deliver the post
graduate specialist programme across multi-campus locations throughout New
Zealand.
Both Universities have strong links within the wider education sector and have
developed a portfolio of special and inclusive education programmes. Postgraduate
and Undergraduate programmes taught at Massey and Canterbury for more than two
decades ensure that teacher graduates acquire confidence in increasing the
participation of all learners. In addition, both Institutions are committed to training
Psychologists to work with children, young persons and their families for a decade.
The multicultural nature of staff in the discipline of special and inclusive education
programmes ensures that programmes offered to train teachers and psychologists
address the needs of a diverse range of students and their whānau.
The strength and commitment of Massey University staff involved in the
special/inclusive education field has resulted in the establishment of the Centre of
Excellence for Research in Inclusive Education. Centre staff are engaged in a variety
of research programmes and publications. Members of the research centre are
internationally renowned for their work in the field of special and inclusive education.
The University of Canterbury’s commitment to the international Special/Inclusive
education community is demonstrated by their current provision of masters-level
training for a cohort of leading Bangladeshi inclusive and special educators.
14. Plans for Monitoring Quality
The programme and its constituent papers/courses have and are continuing to be
developed in close consultation with the Ministry of Education and other key
stakeholder groupings. Standard university paper/course approval processes and
ongoing internal and external monitoring will ensure that the standard of programme
content and delivery is maintained. Internal paper/course evaluation processes will
occur at the end of each year.
The programme will be monitored on an on-going basis by endorsement
coordinators, paper coordinators, programme coordinators and the project leaders.
Additionally, each endorsement will be reviewed on an annual basis and will include
participant and stakeholder consultation.
An external monitor will be appointed in consultation with the MoE. Three formal
reviews will be done in association with the MoE in December 2011, 2012, and 2013.
Internal monitoring of papers/courses will be conducted by staff on an on-going
basis. At each university papers/courses are regularly formally evaluated by students
using internal University student evaluation systems. Moderation of the paper/course
assessments within the programme will occur on a regular basis as per University
policies and guidelines.
Internal monitoring of the programme will be conducted by the programme team
members on an ongoing basis. A small monitoring group, consisting of
representatives from each of the collaborating universities, will meet on a regular
basis, to collate and review information in respect of student numbers, pass rates,
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retention, and student satisfaction. As required by the NZVCC Committee on
University Academic Programmes (CUAP), this monitoring group will conduct a
Graduating Year Review within three years of the graduation of the first cohort of
students. A summary of the review findings will be forwarded to CUAP.
Relevant internal committees which have a role in maintaining programme quality for
programmes within the Massey University’s College of Education are:
 Graduate School of Education Standing Committee
 Graduate Studies Committee
 Kaupapa Māori Committee
 College of Education Board
The University of Canterbury internal review and monitoring committees include:
 Academic Board (University wide)
 Postgraduate Board of Studies (College of Education) and Board of Studies
(Health)
 Faculty of Education
Regular “Review and revision” will be undertaken in consultation with the Ministry of
Education. Consultation with other key stakeholders will occur regularly. The
following expert/stakeholder advisory and reference groups (each of which will meet
at least twice in 2010 and subsequently on at least an annual basis) have been set
up to ensure that the relevance and quality of the programme and each of its
endorsements is maintained:







Autism Spectrum Disorder Advisory Group
Blind & Vision Impairment Advisory Group
Deaf & Hearing Impairment Advisory Group
Early Intervention Advisory Group
Gifted and Talented Advisory Group
Learning and Behaviour Advisory Group
Māori and Multicultural Reference Group
The consortium will work to ensure that lines of communication are always open and
anticipate regular consultation with stakeholders, particularly around the issue of
student placements and supervision. As the community of learners develops they will
also work to develop relationships that support the provision of information for wider
public forums, research collaborations and agencies.
The collaborating Universities are committed to providing an integrated portfolio of
qualifications that are relevant, research-based, appropriately resourced and
effectively delivered. A rolling system of qualification reviews operates within both
Universities. The purpose of a qualification review is to evaluate and continually
improve the programmes offered. Under this system of reviews, each qualification
within the Universities’ academic portfolio is reviewed once every five to seven years.
Qualification reviews are conducted in accordance with the both Universities’
Qualification Review Procedures. This involves the appointment of a panel (normally
including national and international experts in the field) whose members are external
to the programme, review of the entire academic programme through the peer
evaluation of objectives, structure and management, teaching, learning and
assessment processes.
15. Qualification Details (for new qualifications)
12.1 Programme EFTS Value
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1.0 EFT
12.2 Funding
This proposed qualification meets the criteria to be fully funded at the
postgraduate level.
12.3 Information about the Memorandum of Understanding
Formal contractual arrangements exist between Massey University and The
University of Canterbury in respect to the delivery of the proposed qualifications;
the contractual specifications are consistent with CUAP MoU requirements.
SECTION B
Section B has been prepared and will be made available to CUAP on request.
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SECTION B
16. Relationship to strategic planning goals
Massey University (MU) and the University of Canterbury (UC) operate across four
major campuses – Auckland, Palmerston North and Wellington (MU) and
Christchurch (UC). Both universities support satellite centres in Napier (MU), New
Plymouth (MU/UC), Tauranga (UC), Rotorua (UC), and Nelson (UC). Both UC and
MU support distance education extramurally, with liaison staff located throughout
New Zealand. Together both Universities have the unique capacity to deliver the post
graduate specialist programme across multi-campus locations throughout New
Zealand.
Both UC and MU are continually striving to maintain and further develop international
roles through quality research and collaborations. Both Universities already have a
focus on teaching and research of particular relevance to the New Zealand context
with a vision to ensure and uphold New Zealand’s bi-cultural heritage and national
identity. Our track record demonstrates strong links within the wider education sector
and collaborative approaches to our teaching and research activities.
Both Universities have developed a portfolio of special and inclusive education
programmes. Postgraduate and undergraduate programmes taught at Massey and
Canterbury for more than two decades ensure that teacher graduates acquire
confidence in increasing the participation of all learners. In addition, both Institutions
are committed to training Psychologists to work with children, young persons and
their families for a decade. The multicultural nature of staff in the discipline of special
and inclusive education programmes ensures that programmes offered to train
teachers and psychologists address the needs of a diverse range of students and
their whānau.
The strength and commitment of Massey University staff involved in the
special/inclusive education field has resulted in the establishment of the Centre of
Excellence for Research in Inclusive Education. Centre staff are engaged in a variety
of research programmes and publications. Members of the research centre are
internationally renowned for their work in the field of special and inclusive education.
One of the Centre’s research aims is “Successfully including all individual learners in
the Aotearoa/New Zealand education system”: This requires identification and
understanding of individual differences, abilities, disabilities and needs and making
changes and modifications in the approaches used with diverse learners. Knowledge
of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related and linguistic factors on learning and development is
essential to promote differentiated teaching and learning, which involves engaging in
effective collaboration with others. (Centre of Excellence in Research in Inclusive
Education, 2009)
The innovative nature of the proposed programme developments link directly to
Massey University’s Road to 2020 strategic plan in the following key areas:
 We will ensure an exceptional and distinctive learning experience at Massey
University for all students.
 We will strengthen our connections with local, national and international
partners and stakeholders to gain mutually beneficial outcomes.
 We will enhance our reputation as New Zealand’s defining university by
contributing to understanding and innovative responses to social, economic,
cultural, and environmental issues.
 The world of learning is changing rapidly and we intend to take a leadership
role by developing a distinct Massey University model of learning. This will, in
particular, mean reviewing our curriculum, improving our learning models, and
introducing significant advances in the use of new technology. We will create
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
a blended model of learning that will ensure a rich experience regardless of
the location or circumstances of the student.
Develop a distinctive Massey University approach to learning and teaching
covering what is taught, how it is taught and how it is assessed.
The University of Canterbury’s commitment to the international Special/Inclusive
education community is demonstrated by their current provision of masters-level
training for a cohort of leading Bangladeshi inclusive and special educators.
The University of Canterbury’s College of Education is committed to developing a
world-class inclusive and special education programme. The proposed programme
will make a significant contribution to this commitment and is aligned with the
College’s strategic aims of producing skilful and knowledgeable graduates who:
 Understand what it means to live and learn in Aotearoa-New Zealand, as part
of a global society;
 Are critically reflective;
 Have strong bicultural and multicultural understandings;
 Can meet the educational challenges of our society; and
 Will contribute to the advancement of knowledge in areas of national and
international importance.
The University of Canterbury’s academic staff who are contributing to the
development and delivery of this programme have significant national and
international profiles in Inclusive and Special Education. These staff members have
extensive track records in fulfilling external contracts, researching and publishing in
Inclusive and Special education.
Both Massey University and the University of Canterbury understand that the world of
learning is changing rapidly and we intend to take a leadership role by developing a
collaborative and distinct model of learning. This will, in particular, mean reviewing
our curriculum, improving our learning models, and introducing significant advances
in the use of new technology. We will create a blended model of learning that will
ensure a rich experience regardless of the location or circumstances of the student.
Together, staff from both Universities who will be primarily involved in the delivery of
the programmes required in this proposal, are fully committed to the tenets of:
• The New Zealand Disability Strategy – To ensure the best education is available for
all students
• Ka Hikitia – Uphold biculturalism and Māori attain success as Māori.
• Pasifika Education Plan – Strive to promote presence and participation of Pasifika
learners.
Academic staff from each of the collaborating universities will implement these tenets
in practice by working collaboratively and building on mutual expertise, competency
and awareness. In so doing they will build on existing strengths across the two
institutions which include undergraduate and postgraduate special and inclusive
education programmes focusing on students with special educational needs,
students with special abilities and also students who learn English as a second
language.
17. Paper Outlines
Massey University New Paper Proposals and University of Canterbury New Course
and Early Warning/Calendar Forms, which include details of the learning
aims/objectives, assessments and requirements for each paper have been appended
(Appendices 2 and 3).
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18. Availability of teaching and support staff
The consortium between Massey University and The University of Canterbury draws
together the considerable body of staff expertise and resources needed to develop,
adapt and deliver the required qualification and each of its endorsements.
19. Availability of teaching space and other facilities
Both Massey and Canterbury Universities have the visions and established
capabilities to support and deliver effective e-learning, as both are leaders in the field
of distance education and e-learning. In the proposed qualification, all students will
experience a blended learning environment. These students will be able to study in a
virtual environment that offers a specially tailored academic experience as well as indepth study in the proposed specialist subjects
As laid out in its Road to 2020 plan, Massey University has been transforming the
learning experience of students, beginning with significant investment in digital
media. This strategy has the two-fold aim of: 1) broadening and enriching the
learning experience of all students; 2) offering a blended model of teaching
(combining face-to-face with online learning) so that all students are able to have
similar learning experiences through their access to new technology.
The University of Canterbury is also committed to the use of new technologies that
enhance the delivery of flexible, student-centred learning (University of Canterbury
Charter 2003-2010). This commitment is evident in the 2009 implementation of
Moodle-based teaching and learning initiatives and the recent appointment of
Professor Niki Davis in the College of Education. Professor Davis is recognised
internationally as a leading expert in information and communication technologies in
teacher education. Her expertise has been sought by UNESCO, The European
Commission, multinational agencies, companies, and institutions.
Moodle is already the e-learning environment for both Massey (known as Stream)
and Canterbury (known as Learn). Moodle includes applications for class-lecturer
communications, repository for teaching documents, quizzes, assignment submission
and marking, discussion forums, wikis and electronic media such as online video.
Because both universities already use Moodle-base systems, they are able to
collaborate in the delivery of e-learning in the CIIP.
The CIIP would be enhanced through the use of current educational support
systems. For example, Adobe Connect™ enables synchronous online interactive
learning experiences such as lectures, tutorials and supervision (with the potential to
record these synchronous sessions for later revision and reflection by students). The
student’s learning experiences, and ability to translate learning into practice within
the CIIP would be further strengthened by the adoption of Mahara™ (enabling the
creation of e-portfolios for assignments, case-work and ongoing professional practice
plans and CVs). Both Mahara™ and Adobe Connect ™ are already in use at the
University of Canterbury and Massey University.
Block course teaching facilities are available at the North and South Island
campus/sites of the two Universities..
20. Availability of library resources
Appropriate library resources are already available for the programme/endorsements
at each of the collaborating universities (see attached Library Resource Statements,
Appendix 4).
21. Timetabling arrangements
On-line learning will include synchronous and asynchronous elements; synchronous
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elements will be planned in consultation with key stakeholders and programme
participants. Block course components of the programme will be timetabled through
existing timetable systems at each of the collaborating universities.
22. Limitations on numbers (if applicable)
While no routine limitations on numbers are currently anticipated, if the number of
suitable candidates applying to enter the programme in any year exceeds the
anticipated number of available practicum placements, numbers may be capped.
23. Memorandum of Understanding
Formal contractual arrangements exist between Massey University and The
University of Canterbury in respect to the delivery of the proposed qualifications; the
contractual specifications are consistent with CUAP MoU requirements.
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Appendix 1: Stakeholder Groups Consulted via Survey
Postgraduate Qualification in Specialist Teaching – Stakeholder Survey
List of Stakeholders
Specialist Area
Autism Spectrum Disorder
Organisation
Altogether Autism
ASD Guidelines Intersectorial Advisory Group
Autism Intervention Trust (Wgtn)
Autism New Zealand
Children's Autism Foundation
Cloud 9 Children's Foundation
Promotion of Acceptance & Inclusion 4 ASD Trust
tips for autism
Cultural contacts
Te Akatea Māori Principals Association
Te Kohanga Reo National Trust
Te Runanganui o Nga KKM
TESOLANZ
Individual
Lynne Te Aika
Mere Skerrett
Matthew Frost
Andrea Scanlon
Middleton School
Marilyn Holton
Beau Reweti
Ezra Schuster
Maria Mareroa
Kris MacDonald
Makere Bailey
Darlene Tekaru
Mere Berryman
Sonia Bateman
Tuti Katene
Garth Bennie
Deaf and Hearing Impaired
AoDC Ministry staff
Deaf Aotearoa New Zealand
Deaf Education Aotearoa NZ
Kelston Deaf Education Centre
National Foundation for the Deaf
NZ Federation for Deaf Children
UNHS Implementation and Advisory Group (IAG)
Van Asch Deaf Education Centre
Early Intervention
Brainwave Trust
CCS Disability Action
Child development services
Childforum EC research network
Conductive Education
Early Intervention Association Aotearoa NZ
Early Start (Christchurch)
University of Canterbury ECE ITE provider
University of Canterbury HSC EI programme
University of Otago ECE ITE provider
University of Auckland ECE ITE provider
Victoria University of Wellington ECE ITE provider
University of Waikato ECE ITE provider
Massey University ECE ITE provider
EI Ministry staff
Family Start
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Specialist Area
Early Intervention
Organisation
McKenzie Centre
National Down Syndrome Organisation
NZ Home based early childhood education association
NZ Kindergarten Association
NZ Playcentre Federation
NZ Association of Occupational Therapists
NZ Society of Physiotherapists
NZ Speech-Language Therapists Association
Ohomairangi Trust
The Champion Centre
Wellington Early Intervention Trust
CCS Auckland early intervention
CE Canterbury EI Unit
CE Waikato EI Trust
CCS Canterbury
Individual
46 Special Schools or EI
services
ESOL
CUPELS
English Language partners/Home tutors
General
Early Childhood Council
Ministry of Education, Special Education
NZ Educational Institute
NZ School Trustees Association
NZ Secondary Principals’ Council
Post Primary Teachers’ Association
Secondary Principals’ Association NZ
Wider Ministry e.g. LDOs 4 RT Lit
NZAIMS
ORRS teachers
Gifted and Talented
Canterbury Association for Gifted Children and Youth
Christchurch Association for Gifted Education
Gifted Education Centre
Gifted Kids Programme
giftEDnz: The Professional Association for Gifted
Education
Ministerial Advisory Group on Gifted and Talented
Education
New Zealand Association for Gifted Children
North Canterbury Support for Gifted and Talented
The Otago Association for Gifted and Talented
Waikato Association for Gifted and Talented
SAGE: Secondary Auckland Gifted Education
Prof Roger Moltzen
Jenny Smith
Dr Catherine Rawlinson
Assoc Prof Angus
MacFarlane
Dr Jenny Horsley
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Specialist Area
Learning & Behaviour
Organisation
IHC
NZ Association of Counsellors
NZ Principals' Federation
NZ Psychological Society
Office of the Children’s Commissioner
Office of the Disabilities Commission
Parent to Parent
RT Lit Association rep
RTLB Association
RTLB Clusters
Social Workers in Schools
Vision Impaired
Albinism Trust New Zealand
Association of Blind Citizens of New Zealand (ABC)
Blind and Low Vision Education Network NZ (BLENNZ)
Deaf/Blind Support in New Zealand
Ngati Kapo o Aotearoa
Parents of the Vision Impaired New Zealand (PVI)
Retina Association New Zealand
Royal New Zealand Foundation of the Blind (RNZFB)
22
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Appendix 2: Massey University New Paper Proposals
[Massey University introduction to New Paper Proposals accompanying CUAP
proposal to be appended following internal committee approval]
Core Compulsory paper:
254.765
Core Theory and Foundations of Specialist Teaching
Autism Spectrum Disorder papers:
249.745
Theory and Foundations of Autism Spectrum Disorder
249.749
Professional Practice in Autism Spectrum Disorder
249.750
Practicum in Autism Spectrum Disorder
Blind and Vision Impairment papers:
249.746
Theory and Foundations of Blind and Vision Impairment
249.751
Professional Practice in Blind and Vision Impairment
249.752
Practicum in Blind and Vision Impairment
Gifted and Talented papers:
262.751
Theory and Foundations of Gifted and Talented
262.752
Professional Practice in Gifted and Talented
262.753
Practicum in Gifted and Talented
Learning and Behaviour papers:
249.753
Theory and Foundations of Learning Problems and Behaviour Difficulties
249.754
Professional Practice in Learning Problems and Behaviour Difficulties
249.755
Practicum in Learning Problems and Behaviour Difficulties
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Appendix 3: University of Canterbury New Course and Early
Warning/Calendar Forms
[University of Canterbury New Course and Early Warning/Calendar Forms
accompanying CUAP proposal to be appended following internal committee
approval]
Core Compulsory course:
EDST601
Core Theory and Foundations of Specialist Teaching
Deaf and Hearing Impairment courses:
EDST621 Theory and Foundations of Deaf and Hearing Impairment
EDST622 Professional Practice in Deaf and Hearing
EDST623 Practicum in Deaf and Hearing Impairment
Early Intervention courses:
EDST631 Theory and Foundations of Early Intervention
EDST632 Professional Practice in Early Intervention
EDST633 Practicum in Early Intervention
Learning and Behaviour courses:
EDST641 Theory and Foundations of Learning Problems and Behaviour Difficulties
EDST642 Professional Practice in Learning Problems and Behaviour Difficulties
EDST643 Practicum in Learning Problems and Behaviour Difficulties
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Appendix 4: Library Resource Statements
MASSEY UNIVERSITY LIBRARY
LIBRARY RESOURCE STATEMENT FOR POSTGRADUATE DIPLOMA IN
SPECIALIST TEACHING
Report for :
Associate Professor Jill Bevan-Brown
Dr Alison Kearney
School of Curriculum and Pedagogy
Paper
Specialist Teaching: Blind and Visual Impairment
Specialist Teaching: Learning Problems and Behaviour
Difficulties
Specialist Teaching: Autism spectrum Disorder
Specialist Teaching: Gifted and Talented
Delivery mode :
On-line teaching: Blended Learning 2011 onwards.
Enrolment :
7-100 depending on the endorsement
Prescription :
This qualification is being introduced as part of a Ministry of
Education contract to develop and deliver a postgraduate
programme for specialist teachers.
Recommendations :
With the exception of certain aspects of the Blind and Vision Impairment
endorsement (see attached Resource Statement) the content of these papers has been
taught previously. There are therefore no additional resourcing implications.
The Library is not assured of additional funding for new academic developments.
Allocation of resources to support new papers may result in diminished resources
being available for associated areas.
Barbara Rainier
College Liaison Librarian
Massey University Library
15 March, 2010
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MASSEY UNIVERSITY LIBRARY
LIBRARY RESOURCE STATEMENT FOR SPECIALIST TEACHING:
BLIND AND VISUAL IMPAIRMENT
Report for :
Associate Professor Jill Bevan-Brown
Dr Alison Kearney
School of Curriculum and Pedagogy
Paper
Specialist Teaching: Blind and Visual Impairment
Delivery mode :
On-line teaching: Blended Learning
Enrolment :
7 minimum
Prescription :
This paper will equip students to become specialist teachers of
the blind and visually impaired. It will cover all aspects relating
to the development and education of students with a visual
impairment including vision, visual impairment, optics, optical
aids, adaptive technology, adaptive instruction and
environmental modifications. It will also include how students
with a visual impairment can be assisted to access The New
Zealand Curriculum Framework, Te Whaariki and the
Expanded Core Curriculum. It will also prepare students to
work in collaborative partnerships with caregivers, teachers and
other professionals working with students with a visual
impairment and to advocate for their needs and the services
they require.
Current collection
Books
Massey Library has over 250 books about visual impairment, children with visual
disabilities, vision disorders or blindness but has very few books specifically about
braille. There is also an extensive and current collection of books about special
education and teaching children with disabilities (over 1000 titles).
Journals
Students have access to an extensive range of journals either online or in print about
special education. Relevant titles for this paper include:
British Journal of Visual Impairment
Disability and Rehabilitation
Journal of Visual Impairment and Blindness
RE:view
Teaching Exceptional Children
Visual Impairment Research
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Abstracts and indexes
Students have access to electronic resources through the Library web page.
Appropriate databases to support this paper include:
Academic Search Elite
ERIC
Index New Zealand
Professional Development Collection
Scopus
Web of Science
Future collecting
Books
Some purchasing of books may be required particularly about the teaching of braille.
The cost of these, however, will be met by normal on-going expenditure.
Journals
The current holdings of journals are sufficient to support the demands of this paper.
Abstracts and indexes
The current holdings of abstracts and indexes are sufficient to support the demands of
this paper.
The Library is not assured of additional funding for new academic developments.
Allocation of resources to support new papers may result in diminished resources
being available for associated areas.
Elizabeth Henry
College Liaison Librarian
Massey University Library
11 March, 2010
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SECTION C
QUALIFICATION OVERVIEW
1) Information that will appear on the TEC Secure Site for funding:
Tuition weeks
48
Teaching Hrs/wk
12
Vacation weeks
3
Work Exp Hrs/wk
15
Total Gross weeks
51
Self-Dir Hrs/wk
23
Number of Years
1
Total Lrng Hrs/wk
50
Provider Credits
120
EFTS value
1.0
Source of Fund
Dist Lrng Available
Yes
Subseq Destinat
NQF Level
8
NZSCED
Award Category
ISCED level
2) New Zealand Qualifications Framework (NZQF) Compliance
Qualification Type
Postgraduate Diploma
Qualification Level
8
The Postgraduate Diploma consists of a total of 120 credits at Level 8;
it therefore meets the Register requirement of a minimum of 120
credits from levels 7 and above with a minimum of 72 credits from
level 8. Entry is open to candidates who hold a relevant New Zealand
university degree or equivalent qualifications/professional experience.
The qualification adheres to the Register descriptor in that it is
designed to extend and deepen the candidate’s knowledge and skills
by building on attainment in their qualifying degree and/ or
recognised relevant professional qualifications and experience. It
provides a systematic and coherent survey of current thinking and
research in a body of (core and specialist) knowledge.
Register Compliance
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COMPLIANCE WITH THE MASSEY UNIVERSITY QUALIFICATION
DEFINITION FRAMEWORK
< This section is not for submission to CUAP>
The proposed regulations comply with the Qualifications Definitions Framework and can be
entered into the Qualification Regulations Manager (QRM).
........................................................
(Signature)
........................................................
(Signature)
........................................................
(Signature)
........................................................
(Signature)
29