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

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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. 10
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 11
Page 1 and 2: Report of External Evaluation and R
Page 3 and 4: Purpose of this Report The purpose
Page 5 and 6: • An iwi representative supportiv
Page 7 and 8: Statement of confidence on capabili
Page 9: 1.2 What is the value of the outcom
Page 13 and 14: Focus Areas This section reports si
Page 15 and 16: Appendix Regulatory basis for exter

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

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