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Annual Report 2014/15
- Foreword from the NZQA Board
- Chief Executive’s Foreword
- The Role of NZQA
- Our outcomes framework
- Impact 1: The New Zealand Qualifications Framework is more relevant and better meets the needs of learners, employers, industry, iwi and providers
- Impact 2: Higher-quality tertiary education in New Zealand
- Impact 3: Higher-quality of assessment practices in New Zealand’s senior secondary schools
- Independent Auditor’s Report
Foreword from the NZQA Board
|2014/15 Annual Report (PDF, 2.8MB)|
NZQA has had a successful year delivering on our Future State programme and business as usual quality improvements. Our end of year outcomes reflect substantial work on key initiatives and their positive impacts on education sector outcomes.
The performance of NZQA depends on fulfilling its specific responsibility in ensuring that New Zealand qualifications are regarded as credible and robust, nationally and internationally, as well as maximising contributions to the wider education system and whole of government objectives.
Sector and system wide objectives
The Board focuses NZQA on contributing towards student achievement and education system objectives, including:
- Better Public Services Result Areas
- the Business Growth Agenda
- the Tertiary Education Strategy
- the Māori Education Strategy: Ka Hikitia
- Pasifika Education Plan.
Qualify for the Future World
NZQA’s vision, Qualify for the Future World, describes the impact NZQA is seeking for successful learner and society outcomes. Qualify for the Future World is a call to the individual and a guide to focus NZQA efforts on quality assurance and assessment which will help learners qualify for the future world of opportunities both in New Zealand and internationally. NZQA has created the following three key goals to help achieve this aspiration over the next five years:
- NCEA examinations online by 2020, where appropriate
- Qualification Recognition arrangements with at least 50 countries by 2020
- NZQA partners with education system agencies to support a 50% lift of Māori student achievement at NCEA level 3 in one or more standards in STEM subject related areas by 2020.
Keeping pace with a changing world
The New Zealand education system operates in an increasingly globally connected and digital world, and organisations like NZQA need to adapt to these changes.
Education is becoming increasingly borderless, as the global environment becomes more important to individuals and economies. More and more countries are pursuing the revenue and reputational benefits of international education in areas such as research collaboration, trade opportunities, skilled migrants and diplomatic advantages.
Students are learning in new ways. There is increasing evidence that ubiquitous use of a digital device in the classroom has a positive impact on educational outcomes9. Learners who are supported by well-prepared teachers making use of a wide range of digital pedagogies are more engaged in their learning experience, and are well positioned to take more responsibility for their learning.
New Zealand’s population is changing. The 20 year projection is for an ageing population and an increase in Māori and Pasifika peoples of working age. These changes mean Māori and Pasifika learner success will continue to be important.
New Zealand’s workforce needs are changing. The future workforce will increasingly rely on science and technology to develop new high-value products, meet the demands of business and adapt to the challenges of a quickly changing world.
NZQA’s main response to these changes is through its Future State programme.
The Future State programme and other strategies
It is a challenging time for NZQA as it implements its Future State programme of work to ensure it is responsive and relevant to the demands of the future. NZQA wants learners to qualify for a future world that is increasingly global and digitally connected. We will support this through ensuring qualifications remain relevant, reliable, and robust within ever-changing contexts. The programme has multiple work streams and projects, and it will evolve and be delivered over a number of years.
A significant element of the work within the Future State programme relates to moving all appropriate aspects of assessment into an online environment. One aspect of this relates to digital assessment, and the goal of having NCEA examinations online by 2020, where appropriate. Another aspect is looking at developing a Universal Record of Achievement (UROA) to create an accessible, accurate, comprehensive and authoritative record covering all of a learner’s qualifications. One stream of work programme outside of the online focus is to encourage Māori achievement in STEM related areas through our work with our education system agency partners.
Te Rautaki Māori Strategy and the Pasifika Plan describe how NZQA will more effectively contribute to Māori and Pasifika learner achievement. The Board works with Ngā Kaitūhono on achieving the goals of Te Rautaki Māori and on ensuring NZQA’s approach to Māori knowledge is compatible with Māori values and consistent with Māori expectations.
The 2014/15 Annual Report describes what NZQA delivered in the year and we are pleased with what has been achieved and the direction of travel. We also recognise that NZQA’s programme of change has only just started and that there are significant challenges ahead.
We look forward to NZQA continuing to work with learners, whānau, teachers, educators, iwi and industry so that our learners ‘Qualify for the Future World’.
|Sue Suckling |
|Neil Quigley |
9. Spiezia, Vincenzo, 2011 Does Computer Use Increase Educational Achievements? Student-level Evidence from PISA Pages: 1–22 in OECD Journal: Economic Studies, 17 Jan 2011 Greaves, T, Hayes, J, Wilson, L, Gielniak, M, and Peterson, R, for MDR (2010). The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness.