Transcript Document

2013 Qualifications Review
“We are committed to reducing the number of
qualifications to around 1300 at levels 1 – 6 by the end
of 2014, down from 4,600 in 2008. This will ensure
continued confidence in the value and relevance of
qualifications and clarify pathways to higher
qualifications.”
Prime Minister’s Statement to Parliament – 20 Jan 2013
7 ESOL qualifications approved for development from 274
4 cookery qualifications for approval from 74
Workforce opportunity
1.
Feedback
“Expansion of health assistant and client care supporting roles across community
services and health. Increased focus on integrated community services and health care.”
2a. At what level does a worker need skills across ‘sectors’ e.g. disability, mental health,
addiction, dementia?
2b. Which sectors are included in the above?
3. What are 2 key outcomes you would like the Qualifications Review achieve/contribute
to?
Outputs
Rules
Workforce
map
Roles
Process
Feedback
 New Zealand qualifications

Rules
4
(no more national or local qualifications)
 Qualifications belong to NZ (not education providers)
 One qualification - multiple programmes
Programme of
study or training
Assessment
Qualification
 Quals are described in terms of graduate outcomes



do, be & know
descriptions include education and employment pathways
mandatory and optional outcomes
 Earn their place on the framework – need to be
significantly different

Graduate outcomes at level 2 might look something like:
 Understands
Rules
3
o the client’s needs and how to meet those needs within the services that can be
provided in their role
o reporting requirements, work boundaries, own role and who to seek advice and
support from
o key concepts underpinning health and disability in NZ and how theses concepts
relate to their role
 Provides supervised basic client support for a specific sector as defined within the
‘client’s plan’ and in accordance with organisation’s policies and procedures
 Recognises and reports change as expected by an entry level person
 Communicates with clients as expected by an entry level person
 Relates with family/whānau ,community, and enhances the relationship with the
provider and client as expected by an entry level person
 Keeps themselves and their client safe
Rules
Qualification development process
3
Qualification not approved
Qualification not approved
Application
to develop
Evaluation
Application for
approval
Evaluation
Qualification approved
Qualification
review
Qualification
listing
 NZQA oversees the review
 Parallel development
 Lead reviewers
Careerforce & MoH/NZQA – Mātauranga Māori
 Qualification developers
 Programme developers
Roles
1
Outputs3
 Workforce map (roles/functions & competencies)
 A new suite of qualifications with evidenced need

Informed by robust and credible stakeholder involvement and
consultation

The focus must be on the need for the qualification and not its historical
ownership
 Relevant/fit for purpose, future proofed qualifications
 Actions for existing qualifications, transition, equivalences,
recognition, etc
 Paperwork includes: Review Plan, Needs Analysis Report, Review Report,
Approval to Develop Applications, Stakeholder Involvement Forms
Example of a suite of qualifications
Outputs2
Process2
Overall - what needs to happen
The Qualifications Review
Process1
 Working group
Draft suite of
qualifications
Consult
Qualifications
Consult
 Niche working groups
 Review group
 ITP & PTE representation

Jo Blakeley & Kelly Storer
 Consultation & on going
communication
Applications to NZQA
 Application to NZQA for
approval
Skill strategies gap examples
Transferability & flexibility of skills
Pathway
Career pathway into specialist, regulated, wider social services
Compulsory & electives - flexibility to meet service and individual's
changes
Interagency & team based - ACC, Edn, Empt, primary & secondary
care, reduce offending, justice, integrated family health
Peer support
Dispute, conflict resolution, prolem solving
Future proof changes to service delivery
Align mental health, disability, primary care and social services
Complex cares, specialist, advanced skill needs, complexity related
skills
Connecting career pathways between sectors
Firstline management
Commuications, transformational communications, assistive
technologies, non verbal communication
Basic technology & computer literacy
Community care for dementia
Home coordinators
Supported employment
Cultural
Pathway
Outcome level
Pathway and
Outcome level
Role
Specific skill
Outcome level
Outcome level
Outcome level
Pathway
Pathway
Outcome level
Outcome level
Specific skill
Role
Outcome level
Outcome level
Current national qualifications
Abuse, Neglect and Violence
Brain Injury Support
Advocacy
Dementia LCP
Allied Health
Assistance
Disability Information
Provision
Diversional
Therapy
Human Services
Intellectual
Disability
Residential
Mental Health
Social Services
Mental Health
and Addiction
Newborn Hearing
Screening
Vision and Hearing
Screening
Youth Work
Public Health
Senior Support
Youth Work
Whānau/Family and Foster Care
Foundation
Skills
Level 2
Hearing Therapy
Employment support
Orderlies
Core
Competencies
Disability Support, Assessment,
Planning and Coordination
Level 3
Level 4
Level 5 +
Skill strategy feedback
Plus niche qualifications e.g.
 Advocacy
 Newborn Hearing Screening
 Hearing Therapy
 On review, some current niche qualifications may become strands or electives within
the qualification pathway above.
Workforce
map4
Key functions/
work role
Range of titles
(sectors,
settings)
Key
competencies
skill sets
(strands)
NZQF
level
Qualifications
Workforce
map3
Key functions/
work role
Range of titles
(sectors, settings)
Manager
Care Home Manager
Clinical Development Manager
Clinical Manager
General Manager
Manager
National Education Training Manager
National Quality Manager
Operations Manager
Organisational Development and Learning Manager
Service Portfolio Manager
Services Manager
Southern Regional Operations Manager
Training and Quality Manager
Workforce
map2
Key functions/
job roles
 Carry out activities to maintain personal care and/or
other activities of living
 Carry out activities related to an individualised plan
 Report directly to a supervisor
 Not responsible for other workers
Range of jobs
(sectors,
settings)
Residential
Aged Care
 Avoid duplication, repetition
 Find commonalities
 Evidence of need
 Graduate outcomes that make space for future service
needs, requirements within standards and contracts
NZQA levels
Certificate level 2
Qualifies individuals with
introductory knowledge
and skills for a
field(s)/areas of work or
study.
Certificate level 3
Qualifies individuals with
knowledge and skills for a
specific role(s) within
fields/areas of work and/or
preparation for further
study.
Outcomes
Outcomes
A graduate is able to:
A graduate is able to:
· apply literacy and
· apply a range of
numeracy skills relevant to communication skills
the role
relevant to the role
· work under general
· apply literacy and
supervision
numeracy skills relevant to
the role
· work under limited
supervision
Certificate level 4
Certificate/Diploma level 5
Qualifies individuals to
work or study in broad or
specialised
field(s) /areas.
Qualifies individuals
with theoretical and/or
technical knowledge and
skills within an aspect(s)
of a specific field of work
or study.
Outcomes
A graduate is able to
apply a range of
communication skills
relevant to the field of
work
Key functions/work role Range of titles
(sectors, settings if important )
NZQF
level
2
3
4
5
6
Workforce
map
Workforce opportunity
1.
Feedback
“Expansion of health assistant and client care supporting roles across community
services and health. Increased focus on integrated community services and health care.”
2a. At what level does a worker need skills across ‘sectors’ e.g. disability, mental health,
addiction, dementia?
2b. Which sectors are included in the above?
3. What are 2 key outcomes you would like the Qualifications Review achieve/contribute
to?
Feedback1
Significant duplication exists between the core competencies and the
intellectual disability, human services and residential strands.
4. How would you structure the qualification suite at level 3?
Option 1
Option 4
Option 2
Option 5
Option 3
Option 1
Number?
Option 2
Number?
Option 3
Number?
Option 4
Number?
Option 5
Number?
Feedback1
5. What key functions/job roles are missing
qualifications/skill sets now or in 5 years time e.g. peer
support?
6. How do we consult with consumers?
7. Are there other key stakeholders/people we need to
check are engaged in the process?
8. Are there any key groups offering non NZQA training
who we should be contacting?
9. What are your key concerns or questions?
Thank you for your advice and feedback.
We are now underway…
Email us at [email protected]
Updates can be found on:
www.careerforce.org.nz