Report of External Evaluation and Review

Transcription

1 Report of External Evaluation and Review The Hairdressing Academy Confident in educational performance Confident in capability in self-assessment Date of report: 4 September 2013

2 Contents Purpose of this Report... 3 Introduction TEO in context Scope of external evaluation and review Conduct of external evaluation and review... 5 Summary of Results... 6 Findings... 9 Recommendations Appendix MoE Number: 8603 NZQA Reference: C11606 Date of EER visit: 24 and 25 June

3 Purpose of this Report The purpose of this external evaluation and review report is to provide a public statement about the Tertiary Education Organisation s (TEO) educational performance and capability in self-assessment. 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 Name of TEO: Type: Location: Delivery sites: The Hairdressing Academy Private training establishment (PTE) Cnr Devonport Road and Elizabeth St, Tauranga Cnr Devonport Road and Elizabeth St, Tauranga First registered: 11 November 1991 Courses currently delivered: Certificate in Hairdressing (Level 3) Certificate in Beauty Specialists Skills (Level 4) Certificate in Beauty Therapy (Body Therapy) (Level 5) Certificate in Commercial Hairdressing (Level 3) Certificate in Make-Up Art Technology & Retail (Level 3) Certificate in Nail Technology (Level 4) National Certificate in Beauty Services (Electrology) (Level 5) National Certificate in Beauty Services (Nail Technology) (Level 3) 3

4 Code of Practice signatory?: N/A Number of students: Domestic: 96 International: nil Number of staff: Scope of active accreditation: Distinctive characteristics: Recent significant changes: Previous quality assurance history: Nine full-time equivalents As per the courses listed above The Hairdressing Academy has been operating for 45 years, offering a range of hairdressing and beauty courses. The programmes and courses delivered are open entry. Nil At the 2009 NZQA quality assurance visit, The Hairdressing Academy met all requirements of the quality standard. 2. Scope of external evaluation and review The following programmes were chosen as focus areas for this external evaluation and review. Governance, management and strategy This is a mandatory focus area. Certificate in Beauty Specialists Skills (Level 4) Certificate in Hairdressing (Level 3) (Year 2) These programmes were included in the scope because they are current, established and continuing in The programmes are open entry. Combined, the two programmes provide a good indication of the organisation s educational performance and capability in self-assessment. The Certificate in Beauty Specialists Skills is the foundation and starting point of becoming a beauty therapist. Graduates of the programme can gain national certificates in beauty and nail technology. In addition, graduates can also gain the ITEC (International Therapy Examination Council) diploma in IPL (intensed pulse light) and laser treatments. The Certificate in Hairdressing Level 3 (Year 2) is the second year of a two-year programme. In the second year, students work in The Hairdressing Academy s 4

5 training salon on live models. Students gain NZQA unit standards and local certification in hairdressing and graduates can be assisted with employment opportunities. 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 web document Policy and Guidelines for the Conduct of External Evaluation and Review available at: The TEO has an opportunity to comment on the accuracy of this report, and any submissions received are fully considered by NZQA before finalising the report. The external evaluation and review was conducted over two days by two NZQA evaluators. The evaluation involved face-to-face interviews with: The two owners/directors Programme staff (two programmes) Current students from the two programmes Key stakeholders, including two Tauranga-based business owners who also tutor at The Hairdressing Academy and who partner with them in offering work-based training to students; and another film industry-based (part-time) tutor. The evaluation also involved a review of relevant documentation such as the strategic plan, evaluation reports, student evaluation data, assessment material, minutes of meetings, self-assessment reports and associated correspondence. 5

6 Summary of Results Statement of confidence on educational performance NZQA is Confident in the educational performance of The Hairdressing Academy. The Hairdressing Academy has a clear purpose and direction. Offering career and employment-focused training and education, The Hairdressing Academy is family owned and operated by a mother and daughter team of directors who, combined, have a long (45-year) history delivering hair and beauty education and training. Along with their staff, the directors are qualified in their fields as educators, hairdressers and business owners and managers. Leadership at The Hairdressing Academy is effective and staff are supported in their work. The school operates from a purpose-built facility in the main street of Tauranga, and the learning and teaching environment is well resourced. Management ensures that course materials and resources are sufficient to enable students to complete the practical and theoretical components of their studies. The education and training delivered by The Hairdressing Academy is responsive to current market needs and trends. This is because The Hairdressing Academy is embedded in the hair and beauty industry. Students are taught by qualified and experienced tutors with current industry knowledge and the academy runs its own hair and beauty training salon (which is open to the public). Two of The Hairdressing Academy s tutors own and operate beauty businesses in Tauranga and one works part-time as a make-up artist with an internationally renowned, Wellington-based film production company. As such, the organisation has direct links with the hair, beauty and film industries, and these tutors (who work part-time at the school and part-time in their businesses) bring everyday business and market knowledge and trends to the classroom and incorporate them into their teaching. At the same time, these tutors also provide opportunities for students to undertake work-based training where they can put classroom theory into guided practice. Graduates of The Hairdressing Academy complete courses, gain qualifications, engage with further study and gain employment. Although qualification completion results are below national Tertiary Education Commission (TEC) averages, they have shown steady increases over the years. In 2012, however, qualification completions, at 58 per cent, were still below the national 81 per cent average. However, the PTE says this was due to an administrative error which saw nine units from one of the beauty therapist course not recorded. At the time of this evaluation, and according to the PTE, it was in discussion with the TEC and the issue was to be rectified through the next round of reporting. Employment outcomes for The Hairdressing Academy graduates are very good. Of the hairdressing graduates, 79 per cent (11/14) gained employment in 6

7 salons throughout New Zealand, and of the graduates, 64 per cent (7/11) also gained employment in salons throughout New Zealand. Although there were indications that the beauty specialist course graduates have staircased to further study (beauty therapy) and others have gained employment, these outcomes were not easily distinguished in the data provided. This aspect of reporting by The Hairdressing Academy could be improved. Students at The Hairdressing Academy confirmed that their individual learning needs are ascertained, understood and met. Through the well-structured, planned and resourced learning and teaching environment, students felt supported to achieve. Statement of confidence on capability in self-assessment NZQA is Confident in the capability in self-assessment of The Hairdressing Academy. The Hairdressing Academy is constantly looking for ways to make improvements to performance. Such improvements include, for example, the secondment of student council representatives to the industry advisory committee. With a focus on industry requirements of graduates, the committee provides students with direct links with and insight into the hair and beauty industry. To enhance this process, committee members are also invited to classes as guest speakers. Students appreciated this initiative because it made their studies seem more real and connected to the outcome they were trying to achieve. In turn, through increased awareness of the opportunities available post-study, students are more motivated in their studies. The organisation has a strong focus on student achievement and well-being and has established and implemented robust systems for monitoring and tracking student progress. This includes follow-ups with students who may be struggling. This support is important because many of The Hairdressing Academy students have struggled at school. Feedback from tutors and students is regularly and systematically gathered and reviewed to determine where improvements can be made; and there are numerous formal and informal ways of gathering stakeholder information to ensure training remains relevant and is valued by the industry and students. Information is also gathered from employers of students on work-based experience; and from clients of the school s hairdressing and beauty salon. Students are privy to this information as tutors feed it back to them to help them to improve their performance. Where necessary, for example where a client may have given negative feedback on a student s work, tutors give this feedback one-to-one with students so that their confidence and motivation is kept intact. Management, staff and students know the importance of gathering and using client and industry stakeholders feedback. They take this practice very seriously and use the information gathered to improve their practice on an ongoing basis. 7

8 The Hairdressing Academy also has systematic processes for gathering and analysing information on students success, including retention rates and graduate outcomes against the TEC educational performance indicators for its different programmes. Between 2010 and 2012, the organisation showed steady improvement in its educational performance. The organisation knows the importance of understanding students needs and gathers data systematically from internal and external sources. This includes follow-up with graduates to determine employment outcomes, which are systematically recorded in the student management system. Analysis of employment data could be improved by separating and recording data from each course. This would enable easier recognition of educational performance of individual programmes which, in turn, would assist The Hairdressing Academy to recognise, more easily, programmes that require strengthening. For example, although employment outcomes for the Beauty Specialist programme graduates were present in the raw data (from the student management system), without a breakdown the figures are not easily distinguished by programme. To enable easier understanding, and more in-depth analysis of programme outcomes data, The Hairdressing Academy is encouraged to separate outcomes data by programme to provide numbers, percentages and graduate destinations. This was done for the hairdressing level 2 programme but not for the Beauty Specialist programme. The degree to which the organisation analyses data gathered and uses it to identify trends and to inform ongoing development and improvements could also be strengthened. 8

9 Findings 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 Good. Graduates at The Hairdressing academy gain qualifications, engage with further studies and gain employment in the industries for which they have trained; for example, in local and national beauty studios and hairdressing salons. As evidenced in the table below, between 2010 and 2012, TEC performance data for The Hairdressing Academy showed steady improvement. Table 1: The Hairdressing Academy tertiary education performance data Year Number of students Course completions Qualification completions Progression to higherlevel study Retained in study % 58% 2 25% 63% % 70% 19% 60% % 62% 25% 43% Although below the median of all private training establishments, these results are good because The Hairdressing Academy s courses are open entry and many of their students are those who have struggled at school. As such, the organisation provides an opportunity for these students to enter a trade. Staff are industry trained and qualified, and with their expert support students acquire useful skills and knowledge and develop their cognitive abilities. Students gain self-confidence, discipline and awareness and also learn the importance of personal presentation, appropriate attire and interpersonal communication, and customer service knowledge, skills and attitudes. Stakeholders confirmed that students display these attributes with ease when working in their salons and nail studios. Parents of students have reported that their children have gained self-confidence and feel that they are succeeding as a result of their studies and time at The Hairdressing Academy. They improve their well-being and enhance their ability to 1 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation s activities. 2 According to the PTE, this result was due to an administrative error which saw nine units from one of the beauty therapist course not recorded. At the time of this evaluation, the provider was in discussion with the TEC and the issue was to be rectified through the next round of reporting. 9

10 learn because The Hairdressing Academy management and tutorial staff acknowledge and support them with their literacy and learning difficulties, thereby assisting them to achieve and be successful in their studies. For example, a student with dyslexia is supported in exams by the tutor who reads the exam questions to her and ensures she understands them. The student found this practice supportive and helpful. Over time, and based on her increasing academic achievements, the student s confidence has grown, as has her ability to study more independently. Students interviewed had a clear understanding of their learning progress and where they want to be when they graduate. They were confident that the learning and teaching at The Hairdressing Academy would enable them to achieve their career goals. Systematic and ongoing self-assessment is in place at The Hairdressing Academy. Students undergo a needs assessment on enrolment and the information gathered is used to develop individual student plans, which are stringently monitored and reviewed. Students said the system enables them to track their progress at any point in time. This is good practice because the students know where they are up to in their learning and when and where they need to focus and/or improve their study habits. Roll books for courses are completed daily and information gathered includes student attendance data, special needs, and the actions taken to address these needs. For example, to support achievement for one student with a learning disability (which meant she was unable to read print on white paper), staff produced all course information and resources for her on pink paper. The student confirmed this practice; she appreciated the level of care and responsiveness to her learning needs that was shown. The example demonstrates the PTE s self-assessment processes in practice as well as its commitment to addressing the individual learning needs of students to support achievement. 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. Students at The Hairdressing Academy complete courses and gain qualifications. They acquire useful and meaningful skills and knowledge and develop their cognitive abilities, including learning to learn and self-discipline and management. Courses have a good (50/50) mix of practice and theory and students have placements with local salons and nail studios. In this way, they gain industry experience and are exposed to a wide range of clients. The students learn and practice appropriate customer etiquette and service and have an opportunity to showcase their skills. Upon qualification completion, graduates are employmentready and gain work. 10

11 The Hairdressing Academy has a good record of labour market outcomes. Of the hairdressing graduates, 79 per cent (11/14) gained employment in salons throughout New Zealand, and of the graduates, 64 per cent (7/11) also gained employment (in salons throughout New Zealand). Two local employers in the hairdressing and beauty industry spoke highly of the academy s graduates who they described as well presented, well rounded, professional, timely and workready. Holding The Hairdressing Academy in high regard because of its ability to nurture and care for students, the employers described the school as professional and valued because of the quality of the graduates it produces. The students also held the school in high regard. They valued the teaching and learning at The Hairdressing Academy because they felt cared for as individuals and as a group. Having their individual needs catered to, the students said that staff went out of their way to ensure they had what they needed to succeed in their studies, including their need to gain practical expertise in their field. Coupled with the school s training facility, which has real clients, students said they get the realtime practice they need to be successful. The Hairdressing Academy is embedded in its community and supports development through the large number of graduates who gain employment poststudy. The graduates, many of whom left school without qualifications, forge pathways to independent living and gain productive employment in jobs and careers of choice. Although advertising widely through conventional methods, student enrolments at The Hairdressing Academy are heavily influenced by word of mouth (whānau) and testimonials from friends. This was confirmed through interviews with students who heard (through whānau, friends and past students) that The Hairdressing Academy courses were different because of the level of support received from staff (to help complete assignments) and the ratio of theory and practice which helped students to absorb learning and integrate it into their practice, leading to improved workreadiness. Governance and management run an efficient and effective PTE that ensures students get a quality education with the right mix of industry and classroom/theory to ensure students are ready for work. The organisation maintains formal and informal links with its stakeholders including the community and industry, and uses this information to inform change. For example, as an optional addition to the Beauty Specialist programme, the academy has introduced the ITEC international diploma in IPL and laser treatments. This qualification was added because many salons are now offering IPL and laser treatments, but there are very few practitioners qualified in this field. The Hairdressing Academy saw the qualification as an advantage for its graduates when seeking employment. To undertake this qualification, students must be up to date with their NZQA course work. Students said that these conditions were not made known at their interviews. The Hairdressing Academy is encouraged to review its course information and interview processes to ensure enrolling students are aware of such conditions. 11

12 The Hairdressing Academy collects destination data. The PTE knows where its students have gone post-study and can report this information. 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 Excellent. The rating for capability in self-assessment for this key evaluation question is Good. The Hairdressing Academy employs staff who are in the hair, beauty and film industries. This helps to ensure that programmes are current and relevant and that the school can suitably prepare and equip graduates. For example, students have an opportunity to complete a double qualification in two areas: hairdressing and beauty, which is attractive to the film and television industry because in other countries film companies have to employ two people, one from each area. Students on the Beauty Specialist programme learn about prosthetics procedures and are in a good position when they are qualified to gain work in this industry. The organisation is connected with key people in the community/industry and looks for gaps and innovative means by which to advance opportunities for the industry and for students. For example, The Hairdressing Academy has partnered with a local salon to provide a mentoring programme for year 2 graduates. The programme will enable graduates to gain their trade certificate. This is good practice because employers are reluctant to expend their time and resources training apprentices who, more often than not, gain their certificate and move on. To try to address this situation, the mentoring programme with the local salon will see four highly motivated graduates mentored, trained and exposed to industry under the tutelage of an internationally renowned hairdresser. The programme demonstrates how The Hairdressing Academy is positioning itself to fill gaps within the industry for its graduates to gain their trade certificates. To support learning, students participate to a wide range of course-related activities, such as fashion parades where students work as hair and beauty artists, and attendance at the biannual New Zealand Beauty Expo. These opportunities increase students knowledge by exposing them to, for example, new treatments, new machines, latest product ranges, etc. The outings also help students to stay motivated in their studies. A letter from the organisers of a fashion show that The Hairdressing Academy students worked at, affirmed their ability to work with professionalism in cramped spaces; to take directions; and to show initiative and flair in their creations while making the models look amazing! Students are encouraged to showcase their work to families and friends on, for example, Facebook. Receiving some positive feedback by this means has boosted student confidence in their creative ability and flair. 12

13 The Hairdressing Academy gathers formal and informal feedback from key stakeholders. Student evaluation data is systematically gathered and advisory committee minutes and stakeholder reports are on record. As mentioned, The Hairdressing Academy listens to its stakeholders and continually improves its practices and to meet their needs. Through a process of continual relationship development, the PTE is constantly updating its courses and practices based on stakeholder feedback. An example is the change of a product (nail polish) to gel, because that was what market demanded, even though it was not a requirement of the unit standard. This is good because it shows the organisation s responsiveness and willingness to change. 1.4 How effective is the teaching? 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 Excellent. Learning and teaching environments at the Hairdressing Academy are planned and structured for the benefit of learners. Tutorial staff all hold adult teaching and numeracy and literacy qualifications and have experience in the hair and beauty industry. In order to cater to different learning styles and to keep learning interesting, a range of expository and interactive teaching and learning methods are used by tutors, for example lectures, PowerPoint presentations, case studies and questioning. Students have the opportunity to put theory into practice in the on-site salon and are guided to do so; staff observe as students practise and ask them questions to test their learning (of theory) while they are working. Students said this practice was helpful for their learning and that tutors were respectful in their provision of feedback as they worked with customers. Students have three opportunities to re-sit assessments, and additional support is provided for those who require it. Students also reported a quick turnaround of assignments along with timely and constructive feedback. Individual student achievement folders are provided and are accessible in the classrooms. The folders are signed off each day by the tutor, so that the students know their learning progress. The Hairdressing Academy has a strong focus on student achievement and wellbeing and has robust systems for monitoring student progress, including follow-ups with students who may be struggling. Student evaluations, client surveys, midcourse surveys, end-of-course surveys and tutor surveys are systematically applied, and evaluation results are analysed and action plans drawn up. Head tutor reports are presented at monthly management-director meetings. Minutes of meetings are on record and demonstrate the link between classroom delivery and planning and decision-making at governance level. As reported, changes and improvement to practices, based on data gathered, are evident for example, the provision of laptops enabling nail technology students to use You Tube 13

14 demonstrations to learn and practise international nail techniques. Student feedback on the appropriateness of the work uniforms also led to the introduction of new uniforms. Provider moderation is up to date as at June NZQA moderation reports, including evidence/samples, are on file and assessment materials meet the requirements of the national standard as demonstrated in the 2013 NZQA moderation report. All assessment decisions are at the national standard. 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 Excellent. All students entering The Hairdressing Academy undergo a needs assessment prior to the development of their individual learning plans. The PTE is highly engaged with the needs of learners. Tutor roll books indicate that identified needs are catered for. Assessment is timed to meet the needs of those who experience learning difficulties, and staff work one-to-one with such learners, for example by reading assessment questions to a student who has dyslexia. Students who were interviewed said the support and guidance they received was excellent and that staff were caring and compassionate. For example, a student who entered the course late was allocated extra time to complete work and received one-to-one teacher attention as necessary. Times given to students to complete the practicum components of the programme are flexible and extra hours to catch up on theory are given. The Hairdressing Academy accommodates the needs of students with children, and some students can finish class early and take their course work home. To ensure completion, homework is checked off by tutors the following day. Students said this arrangement worked well because they were better able to fulfil their home and school responsibilities, thereby reducing stress. Student-directed learning days also enable students to catch up if they are behind. Learning times are flexible and self-paced and students can complete the programme early if they have the capacity to do so. Although course completion statistics for have shown steady improvement, they are relatively low in comparison with national averages. The Hairdressing Academy is cognisant of these statistics and works hard to provide additional learning support and guidance for students, many of whom are from disadvantaged backgrounds. That said, although there are excellent numeracy, literacy and pastoral support systems in place, the unsettled life circumstances of students can sometimes prevent them from completing their studies. Further attempts to keep students engaged include a student support initiative with a local hair salon owned by an internationally renowned hairdresser. 14

15 Initiated by the hairdresser, this scheme sees five students from the most disadvantaged backgrounds engaged in a mentoring programme. The students work/train at the salon for three nights per week under the tutelage and guidance of the hairdresser who, having come from the same type of background, wanted to reciprocate the support he received as a young person, which helped him to become highly successful in his field. The students and their mentor are currently fundraising to travel to Singapore and London where they will visit some high-end hairdressing salons. The idea is to demonstrate to these students that with hard work and support, their dreams and aspirations can be realised. Students on the programme were excited by the opportunity and the learning they were exposed to. In turn, the hairdresser spoke highly of the students who he described as motivated and professional and also praised The Hairdressing Academy, which he said cared for the students and had soul. The Hairdressing Academy is in touch with the guidance and support needs of its students and has systematic processes in place for assessing, monitoring and meeting these needs. Needs assessment is ongoing and support mechanisms to assist students include conventional and non-conventional methods which are put in place as required. The student advisory committee take student issues to management and issues are addressed where practicable and appropriate. Students said they felt supported, listened to and cared for. 1.6 How effective are governance and management in supporting educational achievement? 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 Hairdressing Academy has clear purpose and direction. The organisation is embedded in the hair and beauty industry and anticipates and responds to change by modifying, enhancing and adding to its current range of programmes and services. With a wide range of national and international stakeholders, the organisation has six sets of standards and regulations to meet and is responsive to the national and international policies (and policy changes) that govern these bodies and the sector. Direct and positive relationships with industry are fostered and maintained and this has led to the organisation s ability to recruit staff from the industry. This is a good outcome because courses are taught by tutors who have current industry knowledge. These tutors have also created work-based training and placements for the students. As such, learning and working is seamless and students, with support from tutors, can transition easily into the workplace. The advisory group is also made up of industry people who can feed directly into course content because they are business owners with current market knowledge. 15

16 The directors/managers are on site and have direct, hands-on engagement in the operations of the PTE. Taking their role very seriously, they are committed to the learning and well-being of their students (customers). An open-door policy is maintained and staff and students confirmed that they feel supported to achieve in their work and studies, within a nurturing environment where they are praised, cared for and listened to. For example, when management was considering a change in a hair product (dye) because it was cheaper, they took advice from staff who advised against the change because it would require re-teaching students who had already learnt about hair-dying using an existing product. To this end, management accepted the advice and stayed with the existing (more expensive) hair dye. This example demonstrates how the organisation can, and does, prioritise students and staff teaching and learning needs over cost-cutting. Governance and management ensure that self-assessment is systematic, robust and ongoing. Stakeholder and client feedback is gathered and used to ensure that the courses are current and relevant. For example, the organisation has adopted new units for nail technology from level 3 to level 4 to ensure students get more exposure to the specialist nature of the nail industry. As well, based on course evaluation and stakeholder feedback, the hairdressing and beauty therapy courses were separated to accommodate students who only want hairdressing and those who only want to do nail technology. The Hairdressing Academy strives to deliver quality training to improve the quality of service in the industry. 16

17 Focus Areas This section reports significant findings in each focus area, not already covered in Part 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 Good. 2.2 Focus area: Certificate in Beauty Specialists Skills (Level 4) The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good. 2.3 Focus area: Certificate in Hairdressing( Level 3) (Year 2) The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Excellent. 17

18 Recommendations There are no recommendations arising from the external evaluation and review. 18

19 Appendix Regulatory basis for external evaluation and review External evaluation and review is conducted according to the External Evaluation and Review (EER) Rules 2013, which are made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. Self-assessment and participation in external evaluation and review are requirements for maintaining accreditation to provide an approved programme for all TEOs other than universities. The requirements are set through the NZQF Programme Approval and Accreditation Rules 2013, which are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. In addition, the Private Training Establishment Registration Rules 2013 require registered private training establishments to undertake self-assessment and participate in external evaluation and review, in accordance with the External Evaluation and Review Rules (EER) 2013, as a condition of maintaining registration. The Private Training Establishment Registration Rules 2013 are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. 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 External Evaluation and Review (EER) Rules 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 ( The External Evaluation and Review (EER) Rules 2013 are available at while information about the conduct and methodology for external evaluation and review can be found at 19

20 NZQA Ph E qaadmin@nzqa.govt.nz 20