Review of Teacher Education qualifications
Summary of July 2014 consultation feedback and Governance Group response
Review of Teacher Education qualifications
Summary of July 2014 consultation feedback and Governance Group response
Introduction
This document summarises the feedback on the draft Teacher Education qualifications consultation, open between 27 June and 17 July 2014. Feedback wasreceived both through an online survey and through email responses.
Stakeholder feedback generally supported the need for qualifications in the areas identified in the needs analysis and supported the draft qualifications to be developed further.
Below, along with the summary,is the Governance Group response to the feedback. Due to the amount of feedback provided it has not been possible to respond directly to individual submissions, but all submissions were considered by the Governance Group. Instead key issues and common themes have been addressed below. In addition, some submissions were identified as being helpful to the working groups at the next stage of development and will be forwarded to them as appropriate.
Number of submissions
- Total number of submissions: 73
- Number of online survey submissions: 45
- Number of submissions received via email: 28.
Note: These totals don’t include submissions that were forwarded more than once. All graphs below weregenerated from information provided via the online survey.
Figure 1–Percentage of submissions by stakeholder group
LANDSCAPE AND PATHWAYS
Figure 2 - Feedback regarding level of agreement with coherency of qualification landscape and provision of pathways for candidates
As shown in the graph above, the majority of survey respondentsagreed that the proposed landscape of qualifications was coherent and provided pathways for candidates.
A number of misconceptions and concerns have been identified in the feedback. They include:
- this review encompasses qualifications at degree level
- current qualification holders will have their qualifications devalued or have to retrain
- the outcomes do not reflect programmes of learning
- the qualifications will be exclusively standards based.
Governance Group response
The mandatory review of qualifications only covers qualifications from Levels 1-6 on the New Zealand Qualifications Framework.
Many of the qualifications in the Teacher Education landscape are used by organisations as benchmarks for their teaching/tutoring staff. Once these qualifications are listed it will be up to the appropriate organisations and individual providers to set the qualifications that teaching staff require. There has been no intention by the Governance Group to devalue existing qualifications in any way. It is hoped that the new landscape may provide new opportunities and pathways for people to continue professional development and that providers will provide APL and RPL opportunities wherever possible to recognise individuals demonstrated skills and experience.
The graduate profile outcomes have been deliberately written at a high level to be flexible enough for providers to design unique programmes in a variety of contexts that meet the needs of their learners. Guidance will be given at the next stage of development, in the qualifications specifications, where detail of outcomes may be stipulated e.g. inclusion of Māori concepts, teaching theories.
Whether to use unit standards or not to meet the outcomes of these qualifications will be the decision of the programme developer. Assessment methodsmay include assessment standardsbut may also include other alternatives.
ADULT AND TERTIARY TEACHING (ATT)
Figure 3–Level of agreement that the New Zealand Certificate in Adult and Tertiary Teaching (Level 4) (40 Credits) adequately addresses the needs of stakeholders
Figure 4 - Level of agreement that the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) (60 Credits)adequately addresses the needs of stakeholders
Figure 5 - Level of agreement that the New Zealand Diploma in Adult and Tertiary Teaching (Level 6) (120 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, the majority of survey respondents agreed the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Absence of– reflective practice
– outcomes to meet the needs of Māori, Pasifika, youth
– teaching and learning theories
– professional behaviour
– blended delivery and learning technologies
- Literacy and numeracy should underpin whole qualifications
- Insufficient difference across all levels
- Adult and Tertiary Teaching Level 4 should be the baseline qualification for a professional Adult and Tertiary Teaching educator.
Governance Group response
At the next stage of development, specifications will be developed to assist providers to unpack the outcomes andensure that the areas identified in the above list are included appropriately. The Governance Group considers literacy and numeracy to be integratedwithin the ATT qualifications and this will be stipulated in the specifications and conditions.
The working group will be asked to look across all levels to ensure that there is progression of skills and knowledge.
Achievement of the Level 4 qualificationwill indicate that a graduate is able to practise under broad guidance while Level 5 will mean that graduates are proficient Adult and Tertiary Teaching educators, which is why this is considered the baseline qualification in this context.
ADULT LITERACY AND NUMERACY EDUCATION (ALNE)
Figure 6 - Level of agreement that the New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level5) (40 Credits)adequately addresses the needs of stakeholders
Figure 7 - Level of agreement that the New Zealand Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5) (80Credits)adequately addresses the needs of stakeholders
Figure 8 - New Zealand Diploma in Adult Literacy and Numeracy Education (Level 6) (120 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, there is strong agreement from survey respondents that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Absence of financial literacy in the ALNE qualifications
- ALNE should be embedded in ATT and Mātauranga Māori
- Entry criteria for ALNE requires knowledge of teaching practice
- Cross-crediting should be factored in from one level to another.
Governance Group response
New Zealand qualifications need to be as flexible as possible. Providers are able to use financial literacy as the context in which the qualifications are delivered. This would be reflected in the programme design.
As the ALNE qualifications are not teaching qualifications per se there needs to be an underlying level of teaching practice before candidates begin programmes leading to ALNE qualifications.This will be noted in the qualification strategic purpose statement and entry requirements to be developed at stage 2.
The Governance Group recognises that retaining the current position of ATT and ALNE (Vocational) as separate qualifications is not ideal; however these qualifications need to stay separate at present because of the Tertiary Education Commission’s (TEC) requirements for delivery of Levels 1-3. Literacy and numeracy competency in context is to be integrated within the ATT qualifications and this will be stipulated in the specifications and conditions.
The Governance group believes that there is a future opportunity for the Qualification Developer to lead discussion around the further development of entry level teaching qualifications that meet the needs of all stakeholders, including tutors, learners and the TEC, in order to inform future strategy decisions.
The qualifications are designed to staircase from one to the other, however it is anticipated that providers will have appropriate Assessment of Prior Learning (APL) and Recognition of Prior Learning (RPL) processes that recognise prior skills and knowledge. There are no specific credits assigned for cross-crediting between qualifications.
MĀTAURANGA MĀORI
Figure 9 - Level of agreement that the New Zealand Certificate in Mātauranga Māori (Level 5) (60 Credits)adequately addresses the needs of stakeholders
Figure 10 - Level of agreement that the New Zealand Diploma in Mātauranga Māori (Level 6) (120Credits)adequately addresses the needs of stakeholders
While the graphs above show a large percentage of survey respondents who felt neutral about these qualifications,they reflect the specialist nature of this area. Those who did respond otherwise generally agreed that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Basic knowledge of Māori teaching and learning concepts should be included in other qualifications as well for those working in non-Mātauranga Māori settings
- Include ALNE in Mātauranga Māori Level 5 instead of 3 separate qualifications.
Governance Group response
Given qualifications will contain specifications requiring that graduates have the skills, knowledge (including literacy and numeracy) and attributes to support Māori learners, it is anticipated programmes will include a basic knowledge of Ako Māori.
See comment above for rationale for keeping ALNE qualifications separate at this stage.
SPECIALIST ADULT AND TERTIARY TEACHING
Figure 11 - Level of agreement that the New Zealand Certificate in Pasifika Teaching (Adult Education) (Level 6) (60 Credits)adequately addresses the needs of stakeholders
Figure 12 - Level of agreement that the New Zealand Certificate in Education Technology (Advanced Practitioner) (Level 6) (60 Credits)adequately addresses the needs of stakeholders
Figure 13 - Level of agreement that the New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6) (60 Credits)adequately addresses the needs of stakeholders
Figure 14 - Level of agreement that the New Zealand Certificate in Adult and Tertiary Teaching (Quality Assurance) (Level 6) (60 Credits)adequately addresses the needs of stakeholders
While the graphs above show a number of survey respondents who felt neutral about these qualifications,they reflect the specialist nature of this area. Those who did respond otherwise largely agreed that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Is there a need for specialist qualifications in each of these areas?
- Want lower levels to be embedded in higher levels
- Concerns Level 5 ATT entry requirements might prove a barrier to some candidates.
Governance Group response
Qualification guidelines do not allow for embedding of smaller qualifications in larger ones. Aportion of the qualifications can be cross-credited, however, the Governance Group feels that these specialist qualifications are designed to enhance specific capabilities at a leadership level within teaching teams,hence the decision to place these specialist certificates at Level 6.
Entry requirements will allow for demonstration of equivalent knowledge and skills so candidatesmay still be able to enrol in programmes leading to this qualification without having the prerequisite qualification.
ASSESSMENT
Figure 15 - Level of agreement that the New Zealand Certificate in Assessment (Level 4) (40 Credits)adequately addresses the needs of stakeholders
Figure 16 - Level of agreement that the New Zealand Certificate in Assessment (Level 6) (40 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, while there was a significant neutral response, those who weren’t neutral generally agreed that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Concerns that assessment won’t be integrated within ATT qualifications.
Governance Group response
Assessment will still be covered in the ATT qualifications to some degree.These qualifications are intended more for those who are engaging solely in assessment and whose role may include little or no teaching.
LANGUAGE TEACHING
Figure 17 - Level of agreement that theNew Zealand Certificate in Language Teaching (with optional endorsement in English or other specified language) (Level 4) (50 Credits)adequately addresses the needs of stakeholders
Figure 18- Level of agreement that theNew Zealand Certificate in Language Teaching (with optional endorsement in English or other specified language) (Level 5) (60 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, there was a good level of agreement that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Some misunderstanding that the Teacher Education review of qualifications will replace international certifications e.g. Certificate in English Language Teaching to Adults (CELTA)
- Some providers feel that the new language qualifications are not necessary as international qualifications, such as Trinity Certificate in TESOL and CELTA, are used.
Governance Group response
The proposed qualifications are not intended to replace or devalue international qualifications. The development of New Zealand qualifications should have no impact on a provider’s ability to offer international certifications independently.
The qualifications were developed to ensure that the local qualifications for languages are replaced by qualifications which have been endorsed by the sector and programmes can be designed for the New Zealand context. Existing qualifications in TESOL have informed the development of these qualifications;refer to the Needs Analysis report for further justification for this development.
SPECIFIC LEARNING DISABILITIES (SLD)
Figure 19 - Level of agreement that theNew Zealand Certificate in Supporting Individuals with Specific Learning Disability (Level 4) (40Credits)adequately addresses the needs of stakeholders
Figure 20 - Level of agreement that theNew Zealand Certificate in Teaching Individuals with Specific Learning Disability (Level 5) (60Credits)adequately addresses the needs of stakeholders
While the graphs above show a number of survey respondents who felt neutral about these qualifications, they reflect the specialist nature of this area. In both cases, those who did respond otherwise agreed that the proposed qualifications adequately address the needs of stakeholders at this stage in the development process.
Key issues
- Suggested development of a Level 6 specialist certificate in this area.
Governance Group response
There was no consistent demand identified for a Level 6 qualification.
EDUCATION SUPPORT AND CARE/OUT OF SCHOOL CARE (OSCAR)
Figure 21 - Level of agreement that theNew Zealand Certificate in Education Support and Care (Level 3) (40 Credits)adequately addresses the needs of stakeholders
Figure 22 - Level of agreement that theNew Zealand Certificate in Education Support (Level 4) (40 Credits)adequately addresses the needs of stakeholders
Figure 23 - Level of agreement that theNew Zealand Certificate in Out of School Care and Recreation (Level 4) (40 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, there was a large neutral response to the survey for all these qualifications, but especially the Level 3. The majority of those who weren’t neutral however agreed that the proposed qualifications adequately address the needs of stakeholdersat this stage in the development process.
Key issues
- Potential for duplication with a proposed New Zealand Certificate in Sport, Recreation and Community, developed by Skills Active Aotearoa.
Governance Group response
A representative from Skills ActiveAotearoais a member of the working group for these qualifications. The identified difference between the qualifications is that the proposed New Zealand Certificate in Sport, Recreation and Community has a strong focus on sport and recreation.
SPECIAL CHARACTER
Figure 24 - Level of agreement that theNew Zealand Certificate in Special Character Education (Level 4) (40 Credits)adequately addresses the needs of stakeholders
Figure 25 - Level of agreement that theNew Zealand Diploma in Special Character Education (Level 5) (120 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, while there is a large portion of survey respondents who felt neutral about these qualifications, this is a specialist area.
Key issues
- Special character should be incorporated into general ATT qualifications.
Governance Group response
While this option was explored, the Governance Group accepted that there was value in having specifically designated qualifications for education of special character.
CHILDBIRTH EDUCATION
Figure 26 - Level of agreement that theNew Zealand Diploma in Childbirth Education (Level 5) (120 Credits)adequately addresses the needs of stakeholders
As shown in the graphs above, while there is a large portion of survey respondents who felt neutral about these qualifications, this is a specialist area.
Key issues
- Should be covered within the health sector, not teacher education.
Governance Group response
NZQA’s expectation is that this qualification is included in this field.
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