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

1. National Qualifications Services (NQS), NZQA NZ Career College Waiariki Institute of Technology Mandatory Review of Early Childhood Education QualificationsSector meetings 27 & 28 November 2013

2. 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

3. Welcome and introductions

4. 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

5. 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 employmentnot 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

8. Tertiary Qualifications System Improvements Levels 1-6 ECONOMIC / FISCAL CONTEXT FUTURE SOCIETY / INDUSTRY NEEDS 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 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 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 8

9. 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

10. Relationship between qualifications and programmes

11. 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

12. 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/

13. 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 • SubmitApplication for approval to develop qualifications Stage Two: Listing (application for approval to list) • Complete qualification development and continue consultation • SubmitApplication for approval to list qualifications

14. Preparation – prior to trigger Outline of mandatory review key deliverables and timeline – revised October 2013 Submit applications Plan due to NZQA Trigger Month 2 Month 3 Month Month 1 Month 4 Month 5 Month Month 6 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 1 2 Determine facilitator / lead NZQA allocates Professional Adviser and Sector Relationship Manager Gather and analyse information: • current qualification usage • confirm qualifications included in review • skills profiles where available • on needs identification / confirmation • feedback on current qualifications Develop initial stakeholder profile Governance group Governance decisions Plan and invite stakeholders to initial meeting(s) Working groups activity Consider/prepare governance and working group structures Consultation Stakeholder group(s) Prepare materials for initial meeting • Qualifications list • About TRoQ • Agenda Qualification owners Initial stakeholder workshop(s) Establish relationships Conduct the review Confirm stakeholder profile Prepare industry / sector needs analysis Prepare review plan Sign-off plan Map skills to qualifications Prepare new suite of qualifications Draft strategic purpose and outcome statements Review and approve skills map and new suite of qualifications for consultation Stakeholder workshop(s) and consultation on new qualifications Progress on consultation Revise strategic purpose and outcome statements Sign-off qualifications Qualification owners sign-off Final consultation and stakeholder attestations Sign-off applications and report Prepare applications for pre-approval and review report

15. 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

16. 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

17. Roles and responsibilities Professional 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

18. Roles and responsibilities Qualifications 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/

19. 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

20. 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

21. Governance for ECE review

22. 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)

23. Needs Analysis for ECE review

24. 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 centres • organised home-based education and care programmes , including nanny services • playcentres • playgroups. • Specialised centres e.g: hospital, young mothers, correspondance

25. 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

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

27. 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).

28. 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

29. 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.

30. What job roles will graduates likely fill? • In 2012, 71% of teachers were qualified and 73% wereregistered. • 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.

31. 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

32. 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?

33. 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

34. 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.

35. Discussion ECE review Benefits – Issues - Opportunities

36. Discussion re changes – in groups 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

37. Progress update and next steps

38. 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

39. 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

40. 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: ecequals.review@nzqa.govt.nz