Te Pae Ako i te Reo me nga Tikanga Maori Incorporated ... - NZQA

Report of External
Evaluation and Review
Te Pae Ako i te Reo me ngā Tikanga
Māori Incorporated Society
Confident in educational performance
Not Yet Confident capability in self-assessment
Date of report: 17 May 2011

Contents
Purpose of this Report................................................................... 3
Introduction ................................................................................... 3
1. TEO in context..........................................................................................3
2. Scope of external evaluation and review..................................................4
3. Conduct of external evaluation and review...............................................4
Summary of Results ...................................................................... 6
Findings ........................................................................................ 8
Recommendations ...................................................................... 14
Further actions ............................................................................ 14
Appendix ..................................................................................... 15
MoE Number: 9861
NZQA Reference:
C04101
Date of EER visit: 15 February 2011
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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 educational performance and capability in self-assessment of Te Pae Ako i te Reo
me ngā Tikanga Māori Incorporated Society (the Society). 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
Location:
Type:
6 Owen St, Napier
Private Training Establishment
First registered: 1995
Number of students:
Number of staff:
Scope of active accreditation:
Domestic: for 2011 Te Pae Ako i te Reo me ngā
Tikanga Māori Incorporated Society (the Society) has
six Tertiary Education Commission-funded Training
Opportunities places, down from seven places in 2010
and eleven places in 2009. Estimated throughput is 200
per cent, meaning that approximately 12 funded
learners may participate in the programme during the
year. In addition, the Society allows for up to three
whānau enrolments for other learners who wish to join
the initiative.
International: nil
1.5 full-time equivalents (comprising one full-time
chief executive/tutor and a Kaumātua tutor).
Reo Māori unit standards to level 4 on the New Zealand
Qualifications Framework.
• Te Aho Wahine unit standards to level 2
• Core Generic unit standards to level 2
Sites:
Distinctive characteristics:
One site, within the Te Taiwhenua o te Whanganui a
Orotu building.
The provider offers one programme, Te Reo me ona
Tikanga Māori, which is centred on Māori customs and
language. This is a specialist programme, designed to
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teach the language within the context of its
epistemology (whakapapa). The effect is that the
learning of the language is a vehicle for personal
growth and the development of Māori cultural
competency. The programme begins from elementary
te reo Māori and can progress up to level 4 if learners
require, although for the majority, levels 1 and 2 are
sufficient.
Recent significant changes:
Previous quality assurance
history:
Funding placement reductions from the Tertiary
Education Commission have significantly reduced the
number of learners enrolled. The Society is aware that
this may impact on its long-term viability.
The Society was last quality assured by NZQA by audit
in 2008. The audit found that the Society met all but
one requirement of QA Standard One, the quality
standard then in force. The requirement not met related
to physical and learning resources, specifically an
expired building warrant of fitness. However, during
this EER the evaluation team sighted a current building
warrant of fitness.
2. Scope of external evaluation and review
The agreed scope of the external evaluation and review was twofold:
• Governance, management, and strategy
• Te Reo me ona Tikanga Māori course.
For this report, governance, management, and strategy was a mandatory focus area. Te Reo
me ona Tikanga Māori was selected as a focus area as it is the only programme offered by
the Society.
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 document Policy
and Guidelines for the Conduct of External Evaluation and Review available at:
http://www.nzqa.govt.nz/providers-partners/registration-and-accreditation/externalevaluation-and-review/policy-and-guidelines-eer/introduction/
The external evaluation and review team comprised an external lead evaluator and a second
external evaluator. The team visited the Society on 15 February 2011, and in a whānau hui
met with:
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• An iwi representative supportive of the Society (not a Society member)
• A Ministry of Social Development employee (also a Society member)
• Two former students (one now an employer of graduates)
• Four current students (two of whom are student representatives on the Society)
• Two society members and kaumātua
• The chief executive.
In addition, the evaluation team also met separately with the chief executive and contacted
(by telephone) three external people to triangulate evidence received through hui.
Te Pae Ako i te Reo me ngā Tikanga Māori Incorporated Society has had an opportunity to
comment on the accuracy of this report, and submissions received have been fully
considered by NZQA before finalising the report.
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Summary of Results
Statement of confidence on educational performance
NZQA is Confident in the educational performance of Te Pae Ako i te Reo me ngā
Tikanga Māori Incorporated Society.
The Society offers one programme of learning, Te Reo me ona Tikanga Māori, centred on
Māori language and customs. This is a specialist programme designed to teach the use of
the language within the context of its epistemology (whakapapa) in a holistic manner. The
programme begins from elementary Māori language and can extend up to level 4 on the
New Zealand Qualifications Framework, although the significant majority of learners work
at levels 1 and 2.
The evaluation has found that learners are acquiring useful skills which contribute to
improved well-being. Evidential information that supports this conclusion was found in
student evaluations of programmes, student interviews, and agency and employer feedback.
This evaluation found evidence of strong stakeholder relationships between the Society and
iwi, marae, kōhanga reo, and prominent Māori community leaders. The positive resulting
influence of this approach was evident. For example, Ngāti Kahungunutanga (local tribal
custom) is embedded within the programme, and there is a demonstrable, strong focus on
whakapapa and whakawhānaungatanga (kinship).
The Society undertakes both goal-setting and needs assessment exercises for all students
upon their commencement, to ensure there is a match between the learning experience
offered and the desires of individual learners. The Society maintains an appropriate library
of Māori language learning resources for students, and also develops its own materials.
There is a focus on “real-world” learning, whereby students practise their skills in
community settings such as at tangi and hui. This approach demonstrates a sound matching
of the programme to learner and broader stakeholder needs.
The programme offered by the Society follows a clear plan which identifies the resources
required, the teaching approach, and desired learning outcomes. Tutors are highly
knowledgeable in their subject areas and have complementary delivery skills. Students
indicated that they found the delivery of programmes by educators to be of a high standard.
Evidence sighted by the evaluation team shows assessment processes are fair and consistent.
The Society participates in moderation exercises as required. ‘ako’ – whereby educators
also learn from students – is practised.
There was limited evidence on the effectiveness of the governance of the Society, and in
particular the role of members in guiding and leading the organisation. There is a need for
more active governance, as most of the leadership activity is falling on the chief executive,
who is also the full-time tutor. This situation places the Society at some risk of not
achieving its purpose through the provision of Māori language.
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Statement of confidence on capability in self-assessment
NZQA is Not Yet Confident in the capability in self-assessment of Te Pae Ako i te Reo
me ngā Tikanga Māori Incorporated Society.
The Society has not yet fully positioned itself to reflect on learner achievements. Although
student programme evaluations are undertaken, collation of this data and reporting of
learning outcomes through to members of the Society is not systematically occurring. The
tracking of student outcomes, including formal qualification completions, is at an initial
development stage, typically anecdotal in nature. The Society is not currently well
positioned to determine the proportion of students achieving its own level 1 or 2 certificates,
and overall the Society was not aware of the educational/employment outcomes of its
learners after programme completions. Members acknowledge that self-assessment is not
yet fully integrated within the operational approach, and goals for the current academic year
have yet to be finalised. There is, however, a comprehensive quality management
document which is ready to be more actively applied (currently it does not guide the
Society) when more fully developed.
Teaching practices, such as formal appraisals, peer reviews, teaching observations, formal
learner feedback, and other evaluative tools have yet to be implemented as reflective
practice tools and are undertaken for more regular compliance reasons.
Regular Society meetings were not achieved in 2010, and possibly as a consequence of this,
members are not fully engaged in ensuring the success of the educational activities at
present. There is a need for more active governance to improve self-assessment activities.
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Findings 1
1.1 How well do learners achieve?
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 Adequate.
The Society only offers one programme, centred on the Māori language and customs. This
is a specialist programme, designed to teach the philosophy of the language and the use of
the language within the context of its epistemology (whakapapa). The programme begins
from elementary Māori language and can extend up to level 4 certificate on the New
Zealand Qualifications Framework. However, the significant majority of learners are at
levels 1 and 2 and receive a provider certificate for their achievements at this level.
Kaumātua and Society members outlined how the programme was designed to holistically
improve the well-being of learners, to “uplift their mana”, and to assist people to develop
their identity.
In this context, the evaluation has found that learners are acquiring useful skills which
contribute to their improved well-being. Evidential information that supports this
conclusion was found in student evaluations of programmes (highly positive), in student
interviews, from Ministry of Social Development feedback, and from employer comments.
These information sources all confirm the positive impact of the programme on students as
a significant life-changing experience. In addition, the language skills acquired had opened
opportunities to employment and further study for former students who were interviewed.
In addition to personal development, the Society is contracted by the Tertiary Education
Commission to achieve particular occupancy and outcomes measures. The chief executive
measures these on a monthly basis, and evidence sighted by the evaluation team shows that
funding targets are generally being met. However, there is a more limited purview on the
completion of formal qualifications, and the Society is not currently well positioned to
determine the proportion of students achieving its own level 1 or 2 certificates. The
evaluation team found that no student achievement measures (such as occupancy, credit
updates) are being reported to the Society members on a regular basis, with reflective
practice being more anecdotal in nature. Overall, the Society was not aware of the
educational/employment outcomes of its learners after programme completions and
acknowledged that self-assessment was yet to be fully integrated within its operational
approach.
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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1.2 What is the value of the outcomes for key stakeholders, including
learners?
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.
The Society is fully focused on Māori language learning as reflected in its mission
statement: “Ko te tumanako o te hinengaro, kia mau tōnu to tātou reo Māori inanahi,
inaianei, mo ake tōnu atu” (“It is our hope that the Māori language will remain steadfast
forever”). To achieve this mission the Society maintains a membership of people in the
community connected to various organisations with a similar interest. These groups are
defined as the stakeholders of the Society. Through the evaluation there was clear evidence
of stakeholder relationships that the Society has developed and maintained, including with
iwi leaders, marae, kōhanga reo, and prominent Māori community leaders. Having such
people and groups involved as members has assisted the Society. For example, one positive
resulting influence is that Ngāti Kahungunutanga (local iwi custom) is embedded within the
programme, and there is a demonstrable, strong focus on whakapapa and
whakawhānaungatanga (kinship). The Society is also a member of the Association of
Māori Providers of Training, Education and Employment.
A challenge for the Society, however, is to ensure meetings are held regularly to maintain
these community connections. The Society may also need to consider more broadly its
stakeholders to include other Māori language providers, to better ensure connectivity with
complementary language provision available within the region. This is particularly
important as the Society offers a foundation programme, and further learning in the
language is a goal of many students.
1.3 How well do programmes and activities match the needs of
learners and other stakeholders?
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 Adequate.
The Society undertakes both goal-setting and needs assessment exercises for all learners
upon their commencement. This is to help ensure there is a match between the learning
experience offered and the desires and characteristics of the individuals. Further, while the
Society is conscious of the requirement to enrol all people referred from the Ministry of
Social Development, arrangements are in place for a one-week trial period, to ensure the
social and education needs of individual learners can be catered for. If not, alternative
provision will be found. Full checks of potential students are undertaken through
interviewing and case-management discussions before commencement. This is good
practice.
The Society maintains an appropriate library of Māori language learning resources for
students and also develops its own materials. There is a focus on “real-world” learning,
whereby students practise their skills in community settings such as at tangi and hui. This
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approach demonstrates a sound matching of the programme with learner and broader
stakeholder needs.
Self-assessment in this area is, however, not consistently carried out, and the Society has
yet to fully reflect on whether its traditional programme still meets the needs of all students.
Specifically, the Society has a unique challenge in that students may be required to leave
the programme at any time if a work opportunity arises, and new learners may be placed
within the programme by the funder. This means that running a single 46-week programme
is not necessarily best practice if average enrolments are now significantly shorter. The
Society will need to collate enrolment data and look for trends to determine whether its
current programme is still maintaining high relevance, as currently this is only undertaken
on an anecdotal basis.
1.4 How effective is the teaching?
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 Adequate.
The programme offered by the Society has a clearly written plan which identifies the
resources required, the teaching approach, and desired learning outcomes. Tutors are
highly knowledgeable in their subject areas and have complementary delivery skills. One
of the two tutors has also completed qualifications in adult education (The National
Certificate in Adult Literacy and Education). Students indicated that they found the
delivery of programmes by educators to be of a high standard, and which engaged them in
learning in a safe and enjoyable way. Tutors observe a philosophy of accepting learners as
they find them, and uplifting their mana. In relation to challenging learning situations, one
comment received from a tutor was, “It is not the student that fails to learn, but the tutor
that fails to teach”.
The evaluation team sighted assessment processes that were fair and consistent. The
Society participates in moderation exercises as required. “Ako” – whereby educators also
learn from students – is practised. However, teaching appraisals, peer reviews, formal
learner feedback, and other evaluative tools have yet to be well integrated into the Society’s
delivery model. These types of exercises appear to be undertaken casually or for
compliance reasons rather than as opportunities for genuine professional growth and
improved teaching effectiveness. Because the staffing base is small, there is a need for the
Society to ensure staff have access to external professional development opportunities
relevant to the programme offered.
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1.5 How well are learners guided and supported?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is Good.
The Society consciously and deliberately arranges the delivery of its programme in a way
that is supportive to learners and seeks to empower them to complete the programme and
consider further education or employment opportunities. Foremost, the Society does this by
drawing upon tikanga Māori approaches to guidance and support. This includes
establishing whānau connectivity of learners with each other.
The Society also structures its programmes around the other activities and needs of learners,
including whānau and childcare commitments. The Society acknowledges that there can be
a particular whakamā (sensitivity) experienced by some learners, and focuses on
highlighting successes rather than shortcomings. Evaluators observed that many students
commented on the positive āhuatanga (feeling) of the learning environment. The Society’s
approach is to build up the self-esteem of all learners, and it does this effectively through a
supportive approach centred on whānaungatanga and manaakitanga (a sense of family and
demonstrated kindness). The Society is aware that some learners present with social issues,
and maintains relationship with support organisations to assist these learners.
However, the Society has yet to self-assess on these initiatives and reflect fully on the type
and frequency of issues arising that can create barriers to learning, including whether it is
making an impact on the wider social concerns identified. A more comprehensive
consideration would help ensure optimal outcomes for learners.
1.6 How effective are governance and management in supporting
educational achievement?
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.
The Society establishes annual goals in mid-March. This timing does not fully align with
the academic year, which commences in late January/early February. The goals do not
clearly discuss achievement of the mission statement, or the key “cultural competency
learning objectives” identified throughout interviews. Nor are qualification achievement
outcomes clearly established. Rather, the educational goals are orientated towards fulfilling
contractual commitments, and there was little evidence that the results of these
commitments were reported comprehensively to the Society.
The Society has developed a full quality management system, with a range of suitable
policies and practices for managing enrolments, grievances, assessments, etc. However,
there was little evidence that the system is actively used to guide and advance best practice.
There was also limited evidence on the effectiveness of the governance of the Society and,
in particular, the role of members in guiding and leading the organisation. Although there
was a demonstrated commitment by members to the success and well-being of the
organisation, this had not translated into active governance. Required meetings have not
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een achieved in 2010, and there is little recorded conversation on the educational success
of learners or what programme developments might be of most benefit to the community.
There is a need for more active governance as most of the leadership activity is falling on
the chief executive (who is also the full-time tutor). This situation places the Society at
some risk of not achieving its purpose. There may be a need for new membership of the
Society to assist in this regard.
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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: Governance, management, and strategy
The rating in this focus area for educational performance is Good.
The rating for capability in self-assessment for this focus area is Adequate.
2.2 Focus area: Te Reo me ona Tikanga Māori
The rating in this focus area for educational performance is Good.
The rating for capability in self-assessment for this focus area is Adequate.
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Recommendations
There are no recommendations arising from this external evaluation and review, other than
those implied or expressed within the report.
Further actions
Because NZQA is Not Yet Confident in the capability in self-assessment of Te Pae Ako i te
Reo me ngā Tikanga Māori Incorporated Society, NZQA will contact the Society to agree
appropriate actions aimed at the organisation achieving a level of at least Confident in
capability in self-assessment.
Progress toward improvement will be monitored by NZQA and a further EER scheduled at
an appropriate time.
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Appendix
Regulatory basis for external evaluation and review
Self-assessment and external evaluation and review are requirements of course approval
and accreditation (under sections 258 and 259 of the Education Act 1989) for all TEOs that
are entitled to apply. The requirements are set through the course approval and
accreditation criteria and policies established by NZQA under section 253(1)(d) and (e) of
the Act.
In addition, for registered private training establishments, the criteria and policies for their
registration require self-assessment and external evaluation and review at an
organisational level in addition to the individual courses they own or provide. These
criteria and policies are set by NZQA under section 253(1)(ca) of the Act.
NZQA is responsible for ensuring TEOs continue to comply with the policies and criteria
after the initial granting of approval and accreditation of courses and/or registration. The
Institutes of Technology and Polytechnics Quality (ITP Quality) is responsible, under
delegated authority from NZQA, for compliance by the polytechnic sector, and 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 policies and criteria approved by the NZQA Board.
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).
Information relevant to the external evaluation and review process, including the
publication Policy and Guidelines for the Conduct of External Evaluation and Review, is
available at: http://www.nzqa.govt.nz/for-providers/keydocs/index.html
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NZQA
Ph 0800 697 296
E eeradmin@nzqa.govt.nz
www.nzqa.govt.nz
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