Review of Teacher Education Qualifications

Summary of Nov-Dec 2014 consultation feedback and Governance Group response

Review of Teacher Education QualificationsSummary of November/December 2014 Consultation Feedback and Governance Group response Introduction

This document summarises the feedback from consultation on the draft Teacher Education (TEd) qualifications, open between 18 November and 8 December 2014. Feedback was received both through an online survey and through email responses.

Stakeholder feedback generally supported the detailed specifications and conditions of the final drafts of TEd qualifications, as appropriate statements designed to help programme developers. This feedback and support has been used to inform an application for Approval to List the qualifications.

Below, along with the summary, is the Governance Group (GG) response to key issues and common themes in the feedback. Due to the amount of feedback provided it has not been possible to address all comments individually but all submissions were considered by the GG.

Number of submissions

A total of 66 responses were received by online survey (49) and email (17). If a submission was forwarded more than once then subsequent submissions were not counted for this total.

The following graph outlines the percentage of submissions by different stakeholder groups.

Qualifications

Suggestions to do with re-wording for clarity of meaning have been considered and changes have been made across the qualifications accordingly.

The following sections lay out key issues raised, or comments made, by stakeholders as well as their responses to:

whether the qualifications met the need identified in the original needs analysis

whether there was sufficient detail and flexibility in the qualifications' conditions to develop consistent programmes in a range of contexts.

Several qualifications from the review were not included in this consultation round as they are still under development. For the following qualifications, the development process is continuing and they will be submitted separately in 2015:

Aotearoa Certificate in Mtauranga Mori (Level 5)

Aotearoa Certificate in Mtauranga Mori (Level 6)

New Zealand Certificate in Education Support and Care (Level 3)

New Zealand Diploma in Career Practice (Level 6).

In addition, consultation on the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) was deferred in light of recent changes to qualification design rules, and as there was opportunity for further development in consultation with Tertiary Education Commission.

Adult and Tertiary Teaching

The consultation document considered the proposed qualifications:

New Zealand Certificate in Adult and Tertiary Teaching (Level 4)

New Zealand Diploma in Adult and Tertiary Teaching (Level 6)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 1 and 2 represent the percentage of support by the survey respondents (56.8%) that answered the questions.

Main Feedback

Adult and Tertiary Teaching (Level 4)

Of the respondents for this qualification, 75% agreed or strongly agreed that this qualification meets the need identified in the needs analysis, and 60% that it has sufficient detail and flexibility.

Key issues or comments

The statement 'Graduates [...] will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific location and multicultural environment' is fine as it encapsulates the bicultural and multicultural reality of New Zealand; however, the statement that follows narrows the scope of graduate competency to a solely bicultural context (i.e. the indigenous status of Tangata Whenua and the role of Tangata Tiriti.)

Two sessions doesnt equate to the 20 credits (200 hours) allocated for Facilitation.

Concern regarding the lack of reference to vocational context.

Concern about the inclusion of a design component.

Governance Group Response/Recommendations

The second statement isn't intended to narrow the scope of the first statement, or reduce it to a bicultural context, given that Other Conditions states that Tangata Tiriti includes all peoples. To make it clearer the Strategic Purpose Statement and definition of Tangata Tiriti have been amended across the suite of qualifications.

The learning sessions have been increased from 2 sessions to 3.

Vocational context is addressed in the Strategic Purpose Statement.

The word 'design' is now widely used in education to describe the process that teachers use to reflect, plan, decide, implement, assess and evaluate any learning event. In some cases teachers won't 'construct' the materials or assessments themselves and some teachers may only do limited assessment, however we know that they need to understand all parts of the design process to be effective teachers. We expect teachers to be thinking like teachers and consider the best 'design' for their situation, to ensure their learners' success.

Submit this qualification for Application to List.

Adult and Tertiary Teaching (Level 6)

Just over 60% of respondents agreed or strongly agreed that this qualification meets the need identified in the needs analysis, and has sufficient detail and flexibility.

Key issues or comments

The step up in Graduate Profile Outcome (GPO) 2, Foster a teaching environment that gives primacy to learners in order to facilitate quality learning, between levels 4, 5, and 6 is not clear.

Governance Group Response/Recommendations:

There is no step up in GPO 2 as giving primacy to learners is a core expectation and the same for all levels.

Submit this qualification for Application to List.

Adult Literacy and Numeracy Education

The consultation document considered the proposed qualifications:

New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5)

New Zealand Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5)

New Zealand Diploma in Adult Literacy and Numeracy Education (Level 6)

Further to the questions about needs, detail, and flexibility, stakeholders were also asked to indicate their support for cross-crediting from the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) to the level 5 Adult Literacy and Numeracy Education (ALNE) qualifications.

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figure 3 represents the percentage of support by the survey respondents (22.7%) that answered the questions.

Figure 4 represents the percentage of support by the survey respondents (25.3%) that answered the questions.

Figure 5 represents the percentage of support by the survey respondents (24.2%) that answered the questions.

Main Feedback

Adult Literacy and Numeracy Education (ALNE)

Overall, feedback on the ALNE qualifications was limited. However, of the average of 24% of total respondents who completed the ALNE section of the survey, between 50% and 76% agreed or strongly agreed with the survey questions asked across the three qualifications.

Key issues or comments

Are 2 sessions adequate given the 20 credits allocated to facilitation?

Governance Group Response/Recommendations:

As with the Adult and Tertiary Teaching (Level 4), the learning sessions have been increased from 2 sessions to 3.

Submit these qualifications for Application to List.

Adult and Tertiary Teaching level 6 Specialist Qualifications

The consultation document considered the proposed qualifications:

New Zealand Certificate in Adult and Tertiary Education and Training (QualityAssurance) (Level 6)

New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)

New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)

New Zealand Certificate in Education Technology (Advanced Practitioner) (Level6)

New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Level 6)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 6 and 7 represent the percentage of support by the survey respondents (13.6%) that answered the questions.

Figures 8, 9 and 10 represent the percentage of support by the survey respondents (16.4%) that answered the questions.

Main Feedback

New Zealand Certificate in Adult and Tertiary Education and Training (QualityAssurance) (Level 6)

Of the respondents, 50% agreed or strongly agreed that the certificate meets the original identified needs has sufficient detail and flexibility.

New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)

Of the respondents, 50% agreed that the certificate meets the original identified needs and has sufficient detail and flexibility.

New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)

Of the respondents, 54.6% agreed or strongly agreed that the certificate meets the original identified needs and has sufficient detail and flexibility.

New Zealand Certificate in Education Technology (Advanced Practitioner) (Level 6)

Of the respondents, 45.5% agreed that the certificate meets the original identified needs and has sufficient detail and flexibility; one respondent strongly disagreed, however all other responses were neutral.

New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Le