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Report of External Evaluation and Review
Avonmore Tertiary Academy Limited
trading as Avonmore Tertiary Institute
Not Yet Confident in educational performance
Not Yet Confident in capability in self-assessment
Date of report: 7 December 2017
Final Report
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Contents
Purpose of this Report ................................................................... 3
Introduction ................................................................................... 3
1. TEO in context .......................................................................................... 3
2. Scope of external evaluation and review .................................................. 6
3. Conduct of external evaluation and review ............................................... 7
Summary of Results ...................................................................... 8
Findings ...................................................................................... 10
Recommendations ...................................................................... 18
Appendix ..................................................................................... 19
MoE Number: 8674
NZQA Reference: C24304
Date of EER visit: 13-15 June 2017
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Purpose of this Report The purpose of this external evaluation and review report is to provide a public
statement about the Tertiary Education Organisation’s (TEO) educational
performance and capability in self-assessment. It forms part of the accountability
process required by Government to inform investors, the public, students,
prospective students, communities, employers, and other interested parties. It is
also intended to be used by the TEO itself for quality improvement purposes.
Introduction
1. TEO in context
Name of TEO: Avonmore Tertiary Academy Limited trading as
Avonmore Tertiary Institute
Type: Private training establishment (PTE)
First registered: 1 May 1991
Location: 150 Hereford St, Christchurch
Delivery sites: 62-64 Anzac Street, Takapuna, Auckland
Level 1, 441 Queen Street, Auckland
603 Great South Road, Manukau, Auckland
38 Selwyn Street, Tauranga
Level 1, 1122 Pukaki Street, Rotorua
Courses currently
delivered:
• New Zealand Certificate in Tourism
(Introductory Skills) (Level 2)
• New Zealand Certificate in Tourism (Level 3)
(Tourism and Travel Strand)
• New Zealand Certificate in Travel (Level 4 and
5)
• New Zealand Certificate in Salon Skills
(Introductory) (Level 2)
• New Zealand Certificate in Hairdressing (Salon
Support) (Level 3)
• National Diploma in Hospitality (Management)
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(Level 5 and 6)
• National Diploma in Tourism (Level 5)
• New Zealand Certificate in Retail (Customer
Service and Sales Support) (Level 2)
• New Zealand Certificate in Food and Beverage
Service (Café strand) (Level 3)
• National Diploma in Business (Level 5)
• National Diploma in Business (Level 6)
• New Zealand Certificate in Computing (User
Fundamentals) (Level 2)
• New Zealand Certificate in Information
Technology (Level 5)
• New Zealand Diploma in Information
Technology (Technical Support) (Level 5)
• Avonmore Certificate in Computer Technician
Skills (Level 5)
• Avonmore Diploma in Computer and Network
Engineering (Level 5)
• Avonmore Diploma in Computing (Network
Engineering) (Level 6)
• Avonmore Diploma in Computing and Network
Engineering (Level 7)
Code of Practice signatory: Yes
Number of students: Domestic: 451 Student Achievement Component-
funded students and 103 Youth Guarantee
students in 2016. Seventeen per cent of these
learners were Māori, 8 per cent were Pasifika, and
65 per cent were under 25 years.
International: 333
Number of staff: 81 full-time equivalents
Scope of active
accreditation:
The full range of Avonmore’s scope of
accreditation can be found on the NZQA website.
Distinctive characteristics: Avonmore is a family-owned PTE that has its main
campus in Christchurch. Regional campuses are
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individually owned and managed under a licensing
agreement with Avonmore. This agreement is
currently under review by NZQA. The
organisation has a relationship with The Open
Polytechnic to support the delivery of some of
their distance learning programmes.
Recent significant changes: Since the previous external evaluation and review
(EER), Avonmore has experienced significant
growth in international student numbers, from 46
enrolled at the time of the previous EER to 333 in
2016. International student enrolments in 2017
have declined.
Avonmore has entered into a strategic partnership
with ICL Group. This will facilitate the sharing of
intellectual property including programmes and
systems with respect to the delivery of business
and English language programmes.
Avonmore Auckland City Campus has not
complied fully with the Avonmore system over a
period. During the time of this EER, the owners
were applying for PTE status to enable them to
operate independently of the Avonmore system.
This application was declined by NZQA.
Previous quality assurance
history:
• At the previous EER, NZQA was Highly
Confident in Avonmore’s educational
performance and capability in self-
assessment.
• The NZQA national external moderation report
noted that Avonmore did not meet standards
for units in business and management,
computing, core skills, and mathematics in the
workplace. An action plan was required and
this has been submitted and accepted.
• Moderation reports from HITO (Hairdressing
Industry Training Organisation) and Service IQ
for 2016 show Avonmore meeting moderation
standards for the units reviewed by these
industry training organisations.
• A monitoring visit for the level 7 Diploma in
Computing and Network Engineering was held
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in April 2017. The final report has been
received by Avonmore.
• In June 2016, NZQA conducted a Code of
Practice visit to the Avonmore Auckland City
site. It was determined that the site complied
with all aspects of the Code requirements
around pastoral care and physical and human
resources. A second unannounced visit was
made in June 2017 to coordinate with the level
7 monitoring visit, and found no occurrences of
non-compliance.
• A Tertiary Education Commission (TEC)
review of Avonmore was conducted in August
2016. Key findings included that 4.5
equivalent full-time students had been over-
claimed due to an error with respect to
recognition of prior learning.
• In September 2016, Avonmore received a
letter from NZQA and Immigration New
Zealand noting that a disproportionately high
number of Indian student visa applicants who
had received offers of place to study with
Avonmore were having their student visas
declined. Avonmore was set a target of a 50
per cent approval rate by 31 March 2017. At
the time of the EER, the visa approval rate had
improved to 55 per cent.
2. Scope of external evaluation and review
Focus areas chosen for this evaluation included:
• International students: support and wellbeing. This is a mandatory focus area
for all providers who currently enrol international students.
• Information technology programmes levels 5 and 6. These programmes have
the largest numbers of students enrolled, including both domestic and
international students. The programmes are offered across multiple campuses.
• National Diploma in Hospitality Management (Level 5). This programme is
delivered at Christchurch, Rotorua and Auckland City campuses and enrols
predominantly international students.
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3. Conduct of external evaluation and review
All external evaluation and reviews are conducted in accordance with NZQA’s
published policies and procedures. The methodology used is described fully in the
web document Policy and Guidelines for the Conduct of External Evaluation and
Review available at: http://www.nzqa.govt.nz/providers-partners/registration-and-
accreditation/external-evaluation-and-review/policy-and-guidelines-eer/introduction.
The TEO has an opportunity to comment on the accuracy of this report, and any
submissions received are fully considered by NZQA before finalising the report.
In preparation for the EER, a pre-scoping meeting was held with one of the
Avonmore directors at the Takapuna campus. Avonmore supplied a range of self-
assessment and contextual documents in preparation for this meeting and
subsequently.
During the on-site phase of the evaluation, the EER team of two visited the
Takapuna campus for one day and the Christchurch campus for two days. At the
Takapuna campus, the evaluators met with the campus manager and managing
director, tutors and students, and viewed a range of documentation including
student files and campus reports. At the Christchurch campus, the EER team met
with the directors and most of the shareholders, programme management and
teaching staff, student support staff and students.
A range of documentation was reviewed including industry engagement logs,
student files, meeting minutes, internal reports, key performance indicator reports,
completed student feedback forms and a selection of staff performance reviews.
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Summary of Results
Statements of confidence on educational performance and capability in self-assessment
NZQA is Not Yet Confident in the educational performance and Not Yet
Confident in the capability in self-assessment of Avonmore Tertiary Academy
Limited.
Avonmore is providing programmes to prepare graduates for employment.
Managers and tutors are working hard to match stakeholder needs. However,
academic processes with respect to ensuring consistent quality and integrity across
the Avonmore sites have not always been effective.
The reasons for the statements of confidence include the following:
• Avonmore’s academic and moderation processes are not effective for ensuring
the validity and consistency of assessment and therefore student achievement.
Across-site academic management is inconsistent and is not identifying
problems with assessment practices and moderation. This undermines
otherwise sound educational processes.
• Plagiarism is a significant problem. Although some staff have taken courses in
monitoring and preventing plagiarism, the practice continues and is not always
detected. This throws into question the validity of international student
achievement.
• A significant change since the previous EER is an increase in international
students. It is noted that many of these students struggle to adapt to the new
learning context. Avonmore’s student support systems are not always effective
for these students, who often require extra academic support to achieve.
• The PTE engages well with industry and employers.
• A high percentage of domestic students at the Christchurch campus gain
relevant employment. However, employment rates for international students in
Christchurch and all students at the Takapuna and Manukau campuses are not
as strong. In response, Avonmore is building upon existing industry links (in
Takapuna). For the computing programmes, the PTE is supporting learners to
gain internationally recognised certifications.
• Programme delivery supports routine, practical application of new skills, and
key performance indicators monitor student achievement and employment.
Teaching delivery is effective at engaging learners. Most tutors have completed
or are enrolled in adult education training.
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• Student support is mostly effective. Orientation involves a one-to-one session
where important information is discussed. Students know who to speak to if
there is a problem. Feedback on assessments is timely and useful.
• Systematic processes ensure international students meet minimum entry
criteria and visa and insurance requirements. There is authentic review of
compliance with the Code of Practice. However, until recently Avonmore was
not managing and monitoring their education agents.
• Strong processes and systems ensure compliance with most rules and
legislation. A senior staff member audits compliance with the quality
management system and other important processes across the different
campuses.
• Avonmore’s self-assessment monitors and evaluates quality and performance,
and has resulted in improvements to policies, programmes and delivery.
Through recent self-assessment, Avonmore identified significant issues with
assessment and moderation and has taken some remedial action. However,
the identification of these academic issues was not timely. They are serious
and require a significant, systematic response across all sites. Therefore,
NZQA is not yet confident in educational performance and not yet confident in
Avonmore’s capability in self-assessment.
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Findings1
1.1 How well do students achieve?
The rating for performance in relation to this key evaluation question is Adequate.
The rating for capability in self-assessment for this key evaluation question is
Adequate.
Achievement is monitored at the tutor, programme and campus levels. However,
the integrity of achievement is compromised by instances of plagiarism. The level
7 Diploma in Computing and Network Engineering monitor’s review found
significant issues with assessment practices including numerous incidents of
undetected plagiarism in post-moderated samples across campuses. Processes in
place to support academic integrity are not yet effective.
Regular key performance indicator reports detail course completion and
qualification completion rates for different cohorts as well as identifying at-risk
learners and reporting actions taken. As shown in Table 1, course completion rates
for domestic students are reasonably strong. Notable is a significant improvement
in Māori achievement, attributed to a greater focus on their success by tutors.
Table 1. Avonmore course completions, 2013-2016
2013 2014 2015 2016
All SAC* 73% 76% 86% 84%
Māori SAC 45% 73% 71% 79%
Pasifika SAC 78% 78% 80% 76%
Under 25 74% 75% 88% 86%
Youth Guarantee students 61% 68% 76% 66%
Youth Guarantee Māori 17% 55% 85% 80%
*Student Achievement Component funded programmes
For the focus area programmes, achievement rates in information technology
programmes are generally strong across the campuses visited for the EER. Rates
for the Christchurch campus, shown in Table 2, are similar to those reported at
other campuses.
1 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation’s activities.
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Table 2. Avonmore course completions, Christchurch campus, 2016
Course completions 2016 Domestic International
Hospitality management 75% 82%
Information technology level 5 (Fundamentals)
88% NA
Information technology level 5 92% 93%
Information technology level 6 94% 100%
Information technology level 7 NA 76%
There is a good understanding of achievement at the different campuses,
Achievement and outcome data is reported by site every eight weeks. End-of-year
campus reports and programme reports could be strengthened with systematic
reporting of achievement by site.
Students spoken to by the evaluation team noted that they had achieved useful
knowledge and skills that they felt would support them to find employment. Formal
feedback collected by Avonmore confirmed these statements. The café used by
hospitality management students and the virtualisation centre used by the
information technology students provide opportunities for hands-on practice and
application of new skills.
1.2 What is the value of the outcomes for key stakeholders, including students?
The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is Good.
Avonmore has a clear focus on employment outcomes and this is reflected in
reports that monitor enrolment, retention, achievement and outcomes. The data
shows some variability across sites and between domestic and international
students. In Christchurch, three months after graduation, 10 of the 16 domestic
graduates from the level 6 information technology programme had industry-related
employment compared with only three out of 15 at the Takapuna campus. Reports
show that three months from graduation, 60 per cent of domestic level 3 hospitality
students have industry-related employment compared with only 14 per cent of
international students from the level 5 Diploma in Hospitality Management.
As this data is collected at three months, it is unclear what the longer-term
outcomes are, although tutors felt confident, through their ongoing links with
graduates, that more students had moved into industry-related employment. While
requests from employers for staff indicate that they value the training delivered,
more systematic information is required to further understand how well Avonmore’s
graduates match the needs of employers.
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Clear links with employers strengthen employment opportunities for graduates and
support understanding of value. For example, information technology employers
say they value international certification. Avonmore has responded by including the
exam fees in students’ course-related costs and adapting the delivery to better
support student preparation for the exams. Information technology students at the
Christchurch campus have been more successful in achieving these certificates. In
response, with an aim to improving outcomes, in 2017 the Takapuna campus is
building industry links and supporting students to attempt and achieve their
certificates.
To further understand value, Avonmore conducts regular exit interviews and also
participates in the i-graduate survey of international students. International
students who responded were generally positive about Avonmore, with 89.7 per
cent positive about the learning and 75 per cent saying they would recommend
Avonmore as a place to study. These ratings are in line with the approval ratings of
other New Zealand PTEs. Exit surveys are generally positive about Avonmore,
with most departing students saying they would recommend Avonmore and that
they were moving to either further study or employment. Students spoken to were
generally positive about the value they were getting and felt confident that they
would be able to use their training in future employment. Collating student
feedback, including exit surveys, would enable greater analysis and comparisons
across intakes, campuses and programmes.
1.3 How well do programme design and delivery, including learning and assessment activities, match the needs of students and other relevant stakeholders?
The rating for performance in relation to this key evaluation question is Adequate.
The rating for capability in self-assessment for this key evaluation question is
Adequate.
Avonmore has invested considerable effort into designing programmes that match
the needs of industry, and supports students to gain important additional
accreditation that will help them find employment. Examples include the
programme structure ensuring hospitality students gain barista and Licence
Controller Qualification accreditation, and computing students supported to gain
Microsoft and Comp TIA A+ certifications. To ensure student and stakeholder
needs are met, systematic engagement is encouraged including regular student
surveys and industry engagement logs.
Avonmore has identified issues with assessment and moderation, including
inconsistency across sites. In response to a poor national external moderation
result from NZQA, Avonmore drew up an action plan that included increased
professional development for staff and more stringent internal moderation. A 2017
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report by the Avonmore information technology department manager identified that
staff across the different sites needed professional development to support their
understanding of assessment and that internal moderation policies had not been
followed. The evaluation team supports these findings and also notes the findings
of the level 7 diploma review that identified significant assessment issues, including
a high re-assessment rate. While Avonmore has run some workshops on
assessment, and has increased internal and cross-site moderation, the PTE has
significant work to do to strengthen assessment and moderation understanding and
practices across the sites.
Avonmore regularly reviews its programmes which match the needs of industry and
students. The level 5 information technology programmes have been rewritten to
align with the New Zealand qualifications and to support the development of
students’ skills and provide a pathway to the level 6 diploma. The level 6 diploma
is being rewritten to better align with international certifications with the aim of
improving student success. In Christchurch, industry engagement is ongoing and
systematically recorded, and engagement with future employers provides useful
information on the work environment and expectations. The engagement with
industry at Takapuna is not as strong, but this was self-identified and is being
monitored as part of Avonmore’s quality check site visits.
With industry-experienced tutors and an authentic learning environment, the
knowledge and skills being taught at Avonmore are relevant and students are given
the opportunity to apply them through projects and practice. Hospitality and
information technology tutors have worked in industry and are supported by
Avonmore to keep their knowledge and certification current. Project-based learning
and visits from industry ensure skills and knowledge are being taught in a way that
is engaging, relevant and up to date. Hospitality students commented positively on
the time they spent in the café familiarising themselves with the different industry
processes, including health and safety, food preparation and serving, and customer
service.
The teaching and learning approaches are effective for most students and most
tutors hold adult teaching qualifications or are working towards one. Systematic
evaluations of courses provide useful feedback to management about the student
experience. A sample viewed by the evaluation team indicates that students are
largely positive about their tutors and learning experiences. The rapid increase in
international students has presented challenges for staff and management,
particularly with respect to maintaining academic integrity and working with
students who do not have English as their first language. While students are
informed about academic conventions such as referencing, extra support to
develop skills such as researching, paraphrasing and citing, and other measures
such as implementing screening software are not in place. While Avonmore has
policies in place and has taken some steps to raise tutors’ awareness of plagiarism,
repeated instances demonstrate that this approach has not been effective.
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1.4 How effectively are students supported and involved in their learning?
The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is Good.
Student support is effective. Avonmore interviews all new students and provides
information and advice about the PTE and its programmes. A student handbook
also contains necessary information, for example the fees and fee protection
information, the re-sit policy and complaints procedures. Feedback from students
gathered during the exit interviews indicates that the handbook is largely effective
in ensuring students have the information they need. Students said they were clear
about the organisation’s rules and who to approach if they had a problem. The
Code of Practice is embedded in the quality management system and reviewed
systematically, ensuring Avonmore meets the outcome statements with respect to
guidance and support for international students.
Tutors engage well with learners and meet individual learning needs as required.
Students reported that they were well prepared for assessments and gained useful
and timely feedback. Attendance is carefully monitored and any issues are
routinely followed up. Students at risk are discussed at regular staff meetings and
reported through key performance indicator reports. Students are given multiple
opportunities to give feedback and this is used to make improvements. For
example, the cost of the international certifications was presenting a barrier for
some students, so Avonmore included the fees in students’ course-related costs,
and students appreciated this money being earmarked. While students are
provided with some support to find employment, it is not clear how systematic this
is. The i-graduate survey indicates that international students would like more
careers advice and support.
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1.5 How effective are governance and management in supporting educational achievement?
The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is Good.
Avonmore is a family-based business with clear lines of responsibility for the key
directors who work in the business. Regular meetings provide opportunities for the
leadership team to review data and discuss and plan developments.
Owner/operators run the different sites under the Avonmore quality management
system. Every quarter each site is required to submit a key performance indicator
report that charts enrolments, achievements, students at risk, student feedback and
labour market outcomes. In addition, a senior staff member regularly visits the
Avonmore sites and audits compliance with the quality management system. This
approach mostly works effectively, although some variability of practice is noted in
terms of recruitment, academic management and industry engagement, and this
variability has the potential to have an impact on Avonmore students’ experience in
terms of assessment of learning and opportunities for employment.
There are clear processes to manage staff, and performance appraisals ensure
that staff performance is routinely reflected upon and goals established. Staff
noted that they felt supported by management and felt engaged in decision-making
around programme delivery. Programmes are well resourced, and when
resourcing issues are identified they are responded to in a timely way.
Avonmore has experienced significant change since the previous EER.
Considerable investment has been made in developing new programmes that lead
to New Zealand qualifications, and on ensuring that resources and facilities support
students’ learning. The organisation has partnered with other tertiary education
organisations to share space, delivery and programmes, to meet demand and
manage costs. The significant growth in international students has presented
significant challenges. These include high rates of visas being declined, students
arriving who require significant extra support to achieve, and the added complexity
in managing these students across the different sites. Recent changes to
Avonmore’s international student recruitment policies, including closer
management of education agents and market diversification, will alleviate some of
the issues that have resulted from this growth.
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1.6 How effectively are important compliance accountabilities managed?
The rating for performance in relation to this key evaluation question is Adequate.
The rating for capability in self-assessment for this key evaluation question is Good.
Avonmore has a range of quality assurance processes to address its compliance
accountabilities, including a quality management system that is regularly reviewed
and updated and internal reviews and audits to identify possible gaps. For example,
quarterly visits to the different sites monitor compliance with the quality
management system and signal areas for improvement. The Auckland site wanted
to change its strategic direction and so a separation agreement was initiated,
although at the time of the EER the application for separate PTE status had been
declined. The Education Code of Practice is reviewed systematically and any
required changes result in updates to the quality management system. External
audits by NZQA of the Auckland City site and a review of student files at the
Takapuna and Christchurch sites found no incidences of non-compliance in relation
to the Code. This provides additional assurance that most aspects of Code
compliance are well managed. However, in September 2016 Immigration New
Zealand and NZQA informed Avonmore that their unacceptably high visa decline
rates indicated that the organisation was not meeting clauses 13 and 14 of the
Code in relation to managing and monitoring agents acting on their behalf.
Avonmore responded to this notice and visa approval rates improved from 30 per
cent in August 2016 to 55 per cent in May 2017, closer to the 50 per cent target. A
new international marketing strategy aims to improve these rates further.
As mentioned, the significant increase in international students has caused other
ongoing issues that Avonmore has self-identified. This includes issues with the
moderation system and the processes to ensure the validity and fairness of
assessment. While some steps have been taken to address these issues, further
work is required to further ensure a coherent system is operating, particularly with
respect to post-moderation and to develop tutors’ understanding of assessment
and moderation and ensure that Avonmore’s policies and processes are effective
and consistently followed.
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Focus Areas
This section reports significant findings in each focus area, not already covered in
Part 1.
2.1 Focus area: Computer Technician and Computer Network Engineering (Level 5 and 6)
The rating in this focus area for educational performance is Adequate.
The rating for capability in self-assessment for this focus area is Good.
2.2 Focus area: National Diploma in Hospitality Management (Level 5)
The rating in this focus area for educational performance is Adequate.
The rating for capability in self-assessment for this focus area is Good.
2.3 Focus area: International students: support and welfare
The rating in this focus area for educational performance is Good.
The rating for capability in self-assessment for this focus area is Good.
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Recommendations NZQA recommends that Avonmore Tertiary Academy:
• Ensure that assessment and moderation policies and procedures, including
issues of academic integrity, are effective and consistently applied across the
different sites.
• Continue to support the Takapuna and Manukau sites to build meaningful
industry engagement.
• Consider how student outcomes data can be collected more meaningfully to
inform programme approval and to assure consistency in the outcomes of
graduates of New Zealand qualifications.
• Consider further analysis of achievement data to enable comparisons across
cohorts, sites, programmes and over time.
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Appendix
Regulatory basis for external evaluation and review
External evaluation and review is conducted according to the External Evaluation and Review (EER) Rules 2013, which are made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.
Self-assessment and participation in external evaluation and review are requirements for maintaining accreditation to provide an approved programme for all TEOs other than universities. The requirements are set through the NZQF Programme Approval and Accreditation Rules 2013, which are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.
In addition, the Private Training Establishment Registration Rules 2013 require registered private training establishments to undertake self-assessment and participate in external evaluation and review, in accordance with the External Evaluation and Review Rules (EER) 2013, as a condition of maintaining registration. The Private Training Establishment Registration Rules 2013 are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.
NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. The New Zealand Vice-Chancellors’ Committee (NZVCC) has statutory responsibility for compliance by universities.
This report reflects the findings and conclusions of the external evaluation and review process, conducted according to the External Evaluation and Review (EER) Rules 2013. The report identifies strengths and areas for improvement in terms of the organisation’s educational performance and capability in self-assessment.
External evaluation and review reports are one contributing piece of information in determining future funding decisions where the organisation is a funded TEO subject to an investment plan agreed with the Tertiary Education Commission.
External evaluation and review reports are public information and are available from the NZQA website (www.nzqa.govt.nz).
The External Evaluation and Review (EER) Rules 2013 are available at http://www.nzqa.govt.nz/assets/About-us/Our-role/Rules/EER-Rules.pdf, while information about the conduct and methodology for external evaluation and review can be found at http://www.nzqa.govt.nz/providers-partners/external-evaluation-and-review/policy-and-guidelines-eer/introduction/.
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NZQA
Ph 0800 697 296
www.nzqa.govt.nz
