Foundation Learning Quality Assurance

The provider has a planned approach to the overall design of its foundation learning programmes that is consistent with the social, cultural, vocational and learning context of the learner.

1.1 The provider has, and applies, an explicit foundation learning definition, strategy, goals and objectives, relevant to the provider’s context.

The provider’s definition is consistent with the definition in the FLQA requirements.

1.2 The provider has identified target groups, their potential foundation learning needs and goals and how the design of the programmes will meet their needs.

The provider has adequate and appropriate resources to support its foundation learning programmes.

Resources may include: teaching and administrative staff, budgets, premises, texts and other learning resources, administration and time.

2.1 Foundation learning resources are appropriate to the social, cultural, vocational and learning context and programme goals, and they meet adult learners’ needs.

2.2 Foundation learning resources are regularly reviewed to remain appropriate to the social, cultural, vocational and learning context, the goals of the programme, and adult learners’ needs.

All staff involved with foundation learning programmes and learners, including voluntary staff, are suitably qualified, experienced and supported by the provider.

3.1 Staff are inducted into the provider’s foundation learning definition, philosophy, strategy, objectives and quality systems.

3.2 Staff undertake continuing professional development or training to improve the quality of foundation learning delivery.

3.3 Tutors delivering foundation learning programmes have, or are working towards, a New Zealand recognised qualification in adult literacy, numeracy or language teaching, or have relevant experience, that is appropriate to their role. Recruitment and selection criteria are applied to ensure this.

3.4 Tutors have continuing professional and mutual support, based on provider, tutor and learner needs.

Learner access and entry to foundation learning programmes is facilitated effectively.

4.1 The provider identifies barriers to access, including information, language and mode of delivery, and ensures foundation learning programme recruitment and enrolment processes are adjusted in response to foundation learners’ needs.

4.2 Placement within the organisation, or referral to suitable alternative programmes, meets learners’ foundation learning needs.

Programme delivery supports learners to achieve their foundation learning goals.

5.1 An initial assessment is undertaken of the foundation learners’ needs, strengths and prior learning experiences.

5.2 A learning plan, which incorporates initial assessment results, goals, strategies, and clear responsibilities for achievement, is negotiated between the learners and the tutor.

5.3 Tutoring methods are sufficiently flexible, varied and appropriate to meet the specific needs of individual foundation learners, are consistent with good adult education practice, and foster lifelong learning.

5.4 A range of formative foundation learning assessment tools and processes are used that are suitable for, and integrated with, the adult learners’ experiences, culture and learning contexts.

5.5 Formative assessment of the learners’ progress is reported to the learner and leads to revisions of the learning plan, as appropriate.

5.6 On completion of the programme the learner receives a record of their achievements and progress.

The foundation learning programme is systematically reviewed and improved.

6.1 The foundation learning programme is developed, evaluated, and improved against the provider’s foundation learning definition, philosophy, strategy, and objectives.

6.2 Review processes include feedback from learners and other key stakeholders, and findings from learners’ foundation learning progress.