Transcript Māori Qualifications Services Presentation to The Māori

Te Reo Māori
Qualifications
Review
Stakeholder Hui
Tāmaki-makau-rau
30 Mahuru 2013
Overview of the day
• Targeted Review of Qualifications (TRoQ)
• MM EQA
• Qualifications involved in Te Reo Māori Review
• Review Structure
• Discussion - He aha ngā hiahia me ngā wawata?
• Moving Forwards
Targeted
Review of
Qualifications
(TRoQ)
- a brief
Targeted Review of Qualifications (TRoQ)
• Aim is to significantly reduce the number of qualifications
on the New Zealand Qualifications Frame work (NZQF);
and to ensure they are useful and relevant
• Focus is on certificates and diplomas at Levels 1-6
(NCEA and university qualifications are excluded)
• Intended to simplify the qualifications system; and reduce
duplication and proliferation of qualifications
Under TRoQ:
• Qualifications and programmes are separated
• All qualifications are in the public domain
• SSBs and education providers are compulsory
stakeholders in each other’s qualification development
• Have a single set of flexible qualification design rules
Qualification design rules
• Statement of strategic purpose
– use, relevance, point of difference
• Outcome statement
– graduate profiles
skills, knowledge, application (what a graduate can know/ be/ do)
– education, employment, community pathways
• Specification
– requirements and guidance for programme developers
eg. entry requirements/pre-requisites; credit transfer; RPL, APL, RCC
arrangements; consistency of outcomes
Separation of the qualification from the
programme
MM EQA – Te Hono o Te Kahurangi
• Principles based framework
• Mātauranga Māori and EQA
side by side
• Valued outcomes for ākonga
and whānau, hapū, iwi,
hapori whānui
• Advancing Mātauranga Māori
Ngā Taputapu Arotakenga – The Tools
Ngā Whāinga
Ngā Pātai Tuākana /
Ngā Paearu
Key concepts
Pātai Teina
Performance criteria rubrics
Key things to be aware of
when answering ngā pātai
tuākana
“What good might look and
feel like”
Mātauranga Māori and
general educational
context
Key evaluation / enquiry
questions
Focus on quality and value
of relevant outcomes and
key contributing processes
Distinguishing between
levels of quality and
performance
How much good is really
“good”
“What matters most in
meeting needs and
aspirations?”
Te Reo Māori Qualifications
Certificate in Te Rito o Te Reo
Certificate in Te Ara Reo Māori
Certificate in Te Ara Reo Māori (Level 2)
Certificate in Te Ara Reo
Certificate in Reo Māori - Tēnei Au
Te Haeata / Certificate in Māori Foundation Studies
Te Pokaitahi Ngāpuhi-Nui-Tonu
Poupou Mātauranga Reo
Certificate in Te Ara Reo (Advanced)
Certificate in Te Reo Whakapaoho: Broadcasting
Certificate in Te Reo Me Ōna Tikanga
Te Ata Hou, Certificate in Māori Studies
Certificate in Te Tuara Me Te Tinana O Te Reo
National Certificate in Reo Māori
Certificate in Advanced Te Ara Reo Māori (Level 4)
Certificate in Te Ara Reo Māori
Te Putaketanga o Te Reo
Rūmaki Reo
Certificate of Mātauranga Māori
Te Awa Tuapapa
Pōkaitahi Ngā Muka Te Reo Whanganui Certificate in Whanganui Reo
(Oral)
Pōkaitahi Kapunipuni Reo (Certificate in Taranaki Oral Language)
Te Tohu Māramatanga (Certificate in Māori Language)
Certificate in Reo Māori - Te Ara Piko
Akona Te Reo (Certificate in Māori Language)
Te Hapara, Diploma in Māori Studies
National Diploma in Reo Māori
Diploma in Te Ara Reo Māori
Poupou Hōtaka Reo Māori
Diploma in Te Reo Māori
Te Tohu Mōhiotanga (Diploma in Māori Language)
He Tohu Reo Rūmaki (Certificate in Māori Language Total Immersion)
Te Atatū, Diploma in Māori Studies
Te Pokairua Ngāpuhi-Nui-Tonu
National Diploma in Reo Māori
Te Aupikitanga ki te Reo Kairangi
Diploma in Te Reo me ngā Tikanga
Pokairua Hopuapua Reo (Diploma in Oral Taranaki Language) Level 6
Level Credit
Qualification Developer
1
2
2
2
2
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
60
120
120
120
60
60
120
66
120
85
120
120
120
120
120
120
120
156
120
120
120
Nelson Marlborough Institute of Technology
Southern Institute of Technology
Te Wānanga o Aotearoa
Te Whare Wānanga o Awanuiārangi
Whitireia Community Polytechnic
Christchurch Polytechnic Institute of Technology
NorthTec
Te Wānanga o Raukawa
Te Whare Wānanga o Awanuiārangi
Aronui Technical Training Council
Aronui Technical Training Council
Christchurch Polytechnic Institute of Technology
Nelson Marlborough Institute of Technology
NZQA Māori Qualifications Services
Southern Institute of Technology
Te Wānanga o Aotearoa
Te Wānanga o Aotearoa
Te Wānanga Takiura O Ngā KKM O Aotearoa Inc
Te Whare Wānanga o Awanuiārangi
Te Whare Wānanga o Awanuiārangi
Universal College of Learning (UCOL)
4
4
4
5
5
5
5
5
5
5
6
6
6
6
6
6
6
120
120
121
60
120
80
120
40
120
240
60
240
240
80
120
120
120
Western Institute of Technology at Taranaki
Western Institute of Technology at Taranaki
Whitireia Community Polytechnic
Christchurch Polytechnic Institute of Technology
Christchurch Polytechnic Institute of Technology
NZQA Māori Qualifications Services
Te Wānanga o Aotearoa
Te Wānanga o Raukawa
Waiariki Institute of Technology
Western Institute of Technology at Taranaki
Christchurch Polytechnic Institute of Technology
Christchurch Polytechnic Institute of Technology
NorthTec
NZQA Māori Qualifications Services
Te Wānanga o Aotearoa
Unitec New Zealand
Western Institute of Technology at Taranaki
What happens in a review?
Pre-work
•
Gather information to determine sector workforce needs and skills
•
Stakeholder Profile (who are the key stakeholders?)
•
Determine governance and working structures
Review phase 1
•
Prepare and confirm a revised map or ‘suite of qualifications’
•
Prepare new qualifications for pre-approval – to be “good enough”
•
Report on learning and the “story” of the decisions made to NZQA
Review phase 2
•
Complete qualification development
Mandatory Review of Qualifications
All stakeholders with an interest
in the outcome of these qualifications are encouraged to
participate in the review.
… to ensure the qualifications meet the requirements of
their workforce, industry and/or communities.
Your attendance indicates you understand that importance.
And, we will continue to communicate progress to all
MM providers and key stakeholders.
Review Structure
• Te Rōpū Kaitaitoko – Reference Group
• Te Rōpū Tātaki – Governance Group
Hana O’Regan
Pania Papa
Leon Blake
Evelyn Tobin
Rawinia Higgins
Te Kōwhai Ōhia
Ruakere Hond
Che Wilson
Wiremu Doherty
• Te Rōpū Ahu Kaupapa – Working Group(s)
• Consultative Body – ALL stakeholders
Roles and Responsibilities
Te Rōpū Tātaki – Governance Group
• Provides strategic direction, guidance and project overview of the
review process. It is a forum for decision making.
• Ensures that the suite of qualifications are based on current and
future needs of iwi, hapū, hapori and stakeholders.
Te Rōpū Ahu Kaupapa – Working Group(s)
• Provide technical input in the qualification development
• Develop the qualifications based on the needs
and feedback from stakeholders
• Communicate widely to all stakeholders
Discussion Points & Group Activity
• What futures should REO MĀORI QUALS offer the
learner? the provider? NZ society? global engagement?
• How should the suite of REO MĀORI QUALS be shaped?
(Added value of Māori Studies and Customs/ Tikanga
Māori and other qualification pathways?)
• What is your rationale?
WHAT ELSE?
Moving Forwards
• Review Timeframes
• Future Meetings
• Stakeholder feedback and participation
• Engagement
• Suggestions
• Questions
• http://www.nzqa.govt.nz/about-us/consultations-and-reviews/reviewof-te-reo-maori-qualifications/
Te Reo Māori
Qualifications
Review
Stakeholder Hui
Te Wānanga O Aotearoa
Manukau Campus
30 September 2013