Foundation Learning Quality Assurance

Introduction

Foundation learning is an important part of New Zealand's tertiary education sector and is central to achieving New Zealand's social and economic goals. Improving literacy, numeracy and language skills is a priority objective for the government's Tertiary Education Strategy and depends on developing the capability and quality of literacy, numeracy and language tutors and providers.

The FLQA requirements and Provider Self-review Guide are available online or in PDF .

Definition of foundation learning

Foundation learning refers to literacy, numeracy and language learning. Foundation learning can be in English, Te Reo Māori and sign language.

A detailed definition for literacy is in the Adult Literacy Strategy More than Words (Ministry of Education, 2001a). This definition may be usefully adopted for all foundation learning:

Foundation learning is ...

'the application of a complex web of reading, writing, speaking, listening, critical thinking, problem solving, numeracy skills and communication technology so that people can achieve their own goals in meaningful social, cultural, vocational and/or learning contexts'.

Foundation learning is often in the context of other learning.

Foundation learning programmes

The Foundation Learning Quality Assurance (FLQA) requirements apply to foundation learning programmes delivered by institutes of technology and polytechnics (ITPs), private training establishments (PTEs), government training establishments (GTEs) and Wānanga; and some adult and community education (ACE) foundation learning providers.

Foundation learning programmes are those with an identifiable focus on literacy, numeracy and language. In practice, this means providers will apply the FLQA requirements to those programmes that deliberately address literacy, numeracy and language needs through the inclusion of learning outcomes and programme content in such areas as: literacy, reading, writing, communication, numeracy, mathematics and English for Speakers of Other Languages (ESOL).

Some examples of foundation learning programmes are:

• introductory, 'bridging' vocational programmes (for example horticulture, computing or trades), with specific literacy, numeracy and language learning integrated into the context of other learning
• holistic programmes that develop learners' confidence, work readiness or study skills, which include deliberately planned literacy, numeracy and language learning
• focussed or 'stand-alone' literacy, numeracy and language programmes
• programmes that target migrant and refugee communities' resettlement needs and have specific ESOL learning.

Foundation Learning Quality Assurance

The New Zealand Qualifications Authority and the Institutes of Technology and Polytechnics Quality (ITP Quality) are implementing the Foundation Learning Quality Assurance (FLQA) requirements from the beginning of 2007. The FLQA requirements expand on established quality assurance processes and standards and are specific to foundation learning programmes.

Tertiary education organisations are increasingly emphasising quality teaching to achieve educational success for learners and the FLQA requirements contribute to the quality learning environment. The requirements cover practices in six areas: planning and delivery, resources, staff, learner access and entry, delivery and review and development. Each of the practices has a set of requirements that providers need to meet.

Final Report

The New Zealand Qualifications Authority led the development of the FLQA requirements in 2006, following consultation with tertiary education providers. The FLQA final project report (download opposite) explains this development process.