National Qualifications Services (NQS), NZQA NZ Career College Waiariki Institute of Technology

Mandatory Review of

Early Childhood Education Qualifications

Sector meetings 27 & 28 November 2013

National Qualifications Services (NQS), NZQA

NZ Career CollegeWaiariki Institute of Technology

Agenda for meeting today…

• Welcome and introductions

• Setting the scene - Reviews of Qualifications – TRoQ, MRoQ– Qualifications design and programmes– Process for the Mandatory review of qualifications– Roles and responsibilities – Qualification Developer/

Leads, Governance, Working Groups, Stakeholders

• Governance Group for ECE MRoQ – approach

• Needs analysis - current situation for ECE qualifications, and group discussions

• Discussion re changes - issues, benefits, opportunities

• Progress updates and next steps

Welcome

and

introductions

Setting the scene – Reviews of Qualifications

• TRoQ, MRoQ

• Qualifications design and programmes

• Process for the Mandatory review of qualifications

• Roles and responsibilities – Qualification Developer/ Leads, Governance, Working Groups, Stakeholders

Targeted Review of the Qualifications System (TRoQ) – Why…

Tertiary Education Minister Steven Joyce (March 2010)

“… there has been an ongoing proliferation of qualifications.  There are now more than 6000 qualifications on the NZ Register of Quality Assured Qualifications (the Register) - many of which are unused, or used only by the provider that set them up."

"Employers and industry have told us they want a simplified system that allows qualifications to be recognised more readily throughout the country."

-

6

Targeted review of qualifications – what was it?

A targeted review of qualifications at levels 1-6 undertaken during 2009 which identified:

• qualification system was not understood by learners, parents, employers and others

• too many qualifications and duplication

• pathways to further education and employment not clear

• high cost of developing qualifications

7

Targeted review of qualifications

Led to the most significant changes to the qualifications system since the National Qualifications Framework was established in the early 1990s

Changes include:

– Simplifying the qualifications system – New Zealand Qualifications Framework

– Ensuring qualifications are fit-for-purpose and relevant

– Reducing the number of qualifications by removing duplication and proliferation

– Mandatory reviews of qualifications (MRoQ) – NZ qualifications to replace local provider and national qualifications

Tertiary Qualifications System Improvements Levels 1-6

THE KEY ISSUES

System not understood by learners / employers

Too many qualifications and duplication:

3,455 certificates in 305 Fields(25% in only 10 Fields)

Unclear which qualifications were available

Pathways to further education and employment not clear to students/ parents / employers

Cost and time to market of qualifications

Different quality assurance requirements for National and provider qualifications

PACKAGE OF CHANGES 1. Establish the NZQF

2. Mandatory reviews of qualifications

3. Strengthen outcome statements

4. Pre-development assessment

5. Strengthen industry involvement in qualification development

6. Provide clear information on the availability of a qualification

FUTURE SOCIETY / INDUSTRY NEEDS

ECONOMIC / FISCAL CONTEXT

IMPACTS

NZQF internationally relevant

Skills, knowledge and competencies of graduates from each qualification are clear

Clear pathways to futurequalifications for learners / employers

Qualifications relevant and fit-for-purpose

Significant $ savings over time

Consistent approach to quality assurance

8

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Mandatory Review of Qualifications (MRoQ):New Zealand qualifications - what has changed?

• MRoQ - New Zealand qualifications have been replacing local provider and National qualifications at levels 1 – 6 (since late 2010)

• New rules for qualification design

• ‘Clusters’ of qualifications at levels 1-6 undergo the Mandatory Review process (first round will be complete by the end of 2014)

• Qualifications based on industry or community workforce needs

• Qualifications are developed collaboratively with stakeholders

• Clear and structured graduate outcomes including graduate profile, education and employment pathways in qualifications

• Flexible to allow programme development to meet learner needs

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QUALIFICATION

STUDY PROGRAMME(Components &

standards)

STUDY PROGRAMME

(Component based)

TRAININGPROGRAMME(Unit standards)

PROVIDERSFull time study (may

include work experience)

ITO(s)Training & assessment

Arranged in the Workplace

ITO(s)Training & assessment

arranged – workplace and provider (e.g. block

course, distance learning)

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Relationship between qualifications and programmes

What a new qualification looks like…• Qualification details: Title, Level, Credits, Type, NZSCED

• Strategic Purpose Statement: why does NZ need this qualification?

• Outcome Statement: Graduate profile - what will these graduates know, understand, and be able to do?Education Pathways - what could they study next?Employment Pathways - what jobs are they prepared for?or Contribution to community - how could they help?

• Specification:-Differentiates mandatory and optional conditions for the qualification and/or individual outcomes

-Ensures there is sufficient information for programme developers to meet the graduate profile and qualifications requirements

Programmes of study• Qualifications designed with flexibility in mind…

– to allow providers to develop their own unique programmes towards the new New Zealand qualifications

– range of contexts

– different learners needs

– full or part time study, or work-based learning

– choice of approaches e.g. unit standards, alternative components (prescriptions/papers/courses), combination

• Programme approval – guidelines and criteria http://www.nzqa.govt.nz/providers-partners/approval-accreditation-and-registration/programme-approval-and-provider-accreditation/

What happens in a mandatory review?Prepare for review:

– Establish lead, stakeholders, relationships & communication– Determine governance and working structures– Prepare project plan– Gather information to determine sector workforce needs & compile needs

analysis

Stage One: Pre-approval (application for approval to develop) – Prepare and confirm a revised map/landscape or suite of qualifications – Prepare new qualifications for pre-approval - develop strategic purpose

and graduate profile – Consult sector throughout – check needs being met – Submit Application for approval to develop qualifications

Stage Two: Listing (application for approval to list) – Complete qualification development and continue consultation – Submit Application for approval to list qualifications

Conduct the review

Preparation– prior to trigger

2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3

Outline of mandatory review key deliverables and timeline – revised October 2013

Month 1 Month 2 Month 3 Month 5Month 4Month Month Month 6

Consultation

Working groups activity

Governance decisions

Governance group

Trigger

1

Submit applications

Gather and analyse information: - current qualification usage- confirm qualifications included in review- skills profiles where available- on needs identification / confirmation- feedback on current qualifications

Plan due to NZQA

Develop initial stakeholder profile

Plan and invite stakeholders to initial meeting(s)

Consider/prepare governance and working group structures

Prepare materials for initial meeting- Qualifications list- About TRoQ- Agenda

Prepare industry / sector needs analysis

Confirm stakeholder profile

Sign-off plan

Prepare review plan

Review and approve skills map and new suite of qualifications for consultation

Sign-off applications and report

Map skills to qualifications

Prepare new suite of qualifications

Determine facilitator / leadNZQA allocates Professional Adviser and Sector Relationship Manager

Stakeholder workshop(s) and consultation on new qualifications

Qualification owners sign-off

Revise strategic purpose and outcome statements

Sign-off qualifications

Prepare applications for pre-approval and review report

Final consultation and stakeholder attestations

Stakeholder group(s)Qualification

owners

Initial stakeholder workshop(s)

Progress on consultation

Establish relationships

Draft strategic purpose and outcome statements

Challenges in the review process

• Needs – evidence based, step back, take a fresh look

• Planning – 6 month timeline

• Governance

• Consultation

• Communication and information

• Using the guidelines

• Competing demands – funding, immigration, TEO business

Meeting the 6 month timeframe

• NZQA initiate contact between the Mandatory Stakeholders and Review Lead, and appoint a Professional Adviser and SRM

• Engage with stakeholders early

• Set up governance and meetings early in the review

• Prepare needs analysis prior to first Governance meeting

• Review plan due 1 month from the trigger– reviewed by Lead, Professional Adviser and NZQA

– NZQA will monitor progress against the plan

• Plan for two effective rounds of consultation

– Landscape/map of qualifications and needs analysis (early)

– draft qualifications

• Gather stakeholder forms and prepare qualification documentation

Roles and responsibilitiesProfessional Advisor:

•Contracted by NZQA QAD and accountable

•Works with the leads to ensure robust governance, working group and decision making processes are in place

•Supports the leads manage the review process to ensure the timeframes and milestones are met

•Identifies and works with leads to resolve issues

•Reports on progress to NZQA

Sector Relationship Manager:

•Provide information on NZQA requirements and processes; and observes overall progress of review

Roles and responsibilitiesQualifications Developer: (initially co-leads)

•Determined during the review process

•Manage the project team

•Co-ordinate and communicate with relevant stakeholders, including establishing and co-ordinating Governance and Working Groups

•Prepare the needs analysis

•Prepares and submits the applications to develop and list the new qualifications (endorsed by GG)

•More information on Qualification Developers on the NZQA website: http://www.nzqa.govt.nz/about-us/our-role/legislation/nzqa-rules/nzqf-related-rules/nzqf-qualification-listing-and-operational-rules-2012/qualification-developers/13/

Roles and responsibilities

Governance Group (GG): supported by co-leads

•Endorse the Needs Analysis

•Prepare and endorse the Review Plan

•Develop new qualifications landscape for consultation

•Develop a brief for working groups re qualification development

•Approve each stage of the qualifications development

•Contributory model

Roles and responsibilities

Working Group: •Develop strategic purpose and graduate profile

•Develop qualification specifications

•Provide feedback to GG; and make changes to the above according to sector and GG feedback

•Contributory model

Sector: •Provide input to the needs analysis and ‘map’ of qualifications

•Provides feedback on the draft ECE qualifications

Governance

for

ECE review

Governance Group – Broad sector composition

• Co-leads initiate process to determine review Governance

• Nominations for membership will be sought

• Proposed selection criteria – see draft ToR

• Proposed selection process – see draft ToR

• Draft Terms of Reference (ToR) – for sector input and GG approval

• Draft nomination form

• Timing – nominations by 10 December; appointment pre-Xmas, first meeting late January (2 days)

Needs Analysis

for

ECE review

What does New Zealand need, and how do we know? The current ECE sector includes:public kindergartens education and care centres kōhanga reo bilingual or immersion education and care centresorganised home-based education and care programmes , including nanny servicesplaycentres playgroups. Specialised centres e.g: hospital, young mothers, correspondance

What does New Zealand need, and how do we know?• 95.7% of children starting school having attended ECE

in 2013 up 5.7% since 2000• Hours children spent in ECE centres is 21 per week up

56% from 2000• 90% of 3 & 4 year olds are enrolled in ECE• Ethnicity of enrolled children – still a gap 98.2% Pākehā, 92.3% Māori, 88.6% Pasifika• Current government focus to close the gap

Percentage of enrolments in each Service type, by year of age ( June 2012)

  Age

Service type  under 1 1 2 3 4 5

Education & Care 48% 65% 68% 61% 54% 45%

Kindergarten 0% 1% 4% 22% 33% 22%

Home-based 18% 17% 12% 7% 5% 23%

Playcentre 27% 12% 10% 5% 4% 3%

Te Kōhanga Reo 6% 6% 6% 4% 4% 6%

Correspondence School

0% 0% 0% 0% 0% 0%

What does New Zealand need, and how do we know?• There were 4,292 licensed early childhood education (ECE)

services in 31 March 2013, up 2.3% from 2012 and 21% from 2008.

• Growth has slowed in recent years, after rapid growth between 2007 and 2010.

• Around half of ECE services have waiting times. Waiting times rose between 2002 and 2008, indicating growth of demand for ECE relative to actual service provision.

• Better Public Services Programme aims to increase participation in early childhood education to 98% of all new entrants by 2016 (State Services Commission, 2012).

Annual percentage growth of licensed ECE services, excluding the impact of mergers by service type

• 2.3% overall growth in ECE services since 2008• Currently 4,292 services

  Jun-08 Jun-09 Jun-10 Jun-11 Jun-12 Mar-13Mar-13

(Number)5 year % change

Education & Care

6.2% 9.8% 8.2% 5.1% 3.0% 3.6% 2,336 34.9%

Kindergarten

0.3% -0.2% 1.0% 0.3% 0.5% 0.5% 641 1.9%

Home-based

10.6% 20.5% 7.5% -0.6% 7.6% 4.9% 363 49.2%

Playcentre -0.2% -1.1% 0.2% -0.4% -1.1% -2.0% 452 -3.0%

Te Kōhanga Reo

-0.2% -2.1% -0.6% 0.6% 0.2% 0.6% 466 -1.2%

Casual Ed&Care/Hospital-based

0.0% 8.3% 2.6% 5.3% 0.0% 2.7% 34 19.7%

Total 3.9% 6.1% 5.1% 2.9% 2.3% 2.3% 4,292 21.2%

Teachers in ECE

• There is approximately 1 teacher for every 6 children aged two and over in ECE.

• Annual ECE teacher turnover is 20%, similar to the wider education and training sector, and higher than the national workforce turnover rate.

• Around 8% of ECE teachers leave the sector each year.• Currently there are regulations set around teacher-to-child

ratios: In services catering to children under two years old, the regulated minimum ratio is 1:5, while for services catering to children two years old and over, the ratio is 1:10.

What job roles will graduates likely fill?

• In 2012, 71% of teachers were qualified and 73% were registered.

• Since 2010 however, the turnover rate for non qualified teachers has risen, while the rate for qualified teachers has continued to decline.

• 2011 the subsidy funding rates for ECE services were changed requiring services to have 80% of their staff qualified and registered.

• This leaves 20% of the sector non qualified.• It is this 20% of ECE sector that the current TRoQ

qualifications are relevant for.

The current situation for ECE • 33 ECE qualifications at levels 1 – 6 on NZQF

Level 2 = 2

Level 3 = 9

Level 4 = 7

Level 5 = 11

Level 6 = 4

• 22 qualification owners

• 38 tertiary providers

• Secondary schools – and vocational pathways

Discussion re level 1-6 qualifications – In groups consider the:• Needs of the industry, learners and community

• How does policy direction impact on these?

• Job roles for graduates of education pathways levels 1-6 current and in the future?

• key characteristics of a good ECE teacher education qualifications level 1-6 ?

• existing qualifications – how well do they meet the industry needs in the level 1-6 space?

Needs analysis - Ruth• Informs and supports the review and development

• What does New Zealand need, and how do we know? – learners, communities, industries

• What job roles will graduates likely fill?

• Where do we plan to get information from?

• How can you contribute?

• Names of people or industries to be contacted…

• Gaps – what do we still need to find out? Surveys?

• Consultation

• Ministry of Education (2012). Participation in ECE.

• Ministry of Women’s Affairs (2004). Influences of maternal employment and early childhood education on young children’s cognitive and behavioural outcomes. 

• State Services Commission (2012).

• Statistics New Zealand and Ministry of Pacific Island Affairs (2010). Education and Pacific peoples in New Zealand. Wellington: Authorettservices: Supporting vulnerable children.

Discussion

ECE review

Benefits – Issues - Opportunities

What are the benefits, opportunities and issues surrounding the changes?

You may like to consider the following groups:

• Employers

• Learners

• Qualification owners/ Programme providers

• Government agencies

Discussion re changes – in groups

Progress update

and

next steps

Progress and next steps...• ECE mandatory review on 2014 review schedule

• Sector meetings – Review process; Governance approach; follow-up activities

• Governance – seek nominations by 10 December; appoint by 20 December; 1st meeting late January

• Needs analysis – input to Ruth; survey in December; draft to Governance Group in January

• Preparation for trigger – review plan; stakeholder profile and consultation list

• Stakeholder engagement – survey; landscape/map of proposed qualifications; working groups; draft qualifications consultation

What can the sector do to prepare?

Think about how you want to be involved….

– who do you want to provide strategic governance for the review – preference re governance structure/composition

– what is the future need re qualifications (what does a graduate need to be able to do, know, understand to get a job, and how does this translate to a qualification?)

– what the future ECE qualification landscape could look like

– gathering appropriate evidence to support need and identify future requirements

– Responding to surveys, emails, consultations

Identify key peak bodies and employers in the sector

Contacts and progress updates…

• Mandatory Review of ECE Qualifications on NZQA website:http://www.nzqa.govt.nz/qualifications-standards/qualifications/early-childhood-education-qualifications/review-of-ece-qualifications/

• ECE email network (Stakeholder consultation list) – please ask your ECE contacts to be added to this network

• Team Mailbox: [email protected]