Report of External Evaluation and Review

Transcription

1 Report of External Evaluation and Review IT Training Limited trading as Information Technology Training Institute Confident in educational performance Confident in capability in self-assessment Date of report: 14 May 2014

2 Contents Purpose of this Report... 3 Introduction TEO in context Scope of external evaluation and review Conduct of external evaluation and review... 7 Summary of Results... 8 Findings Recommendations Appendix MoE Number: 7847 NZQA Reference: C13936 Date of EER visit: 25 and 26 February

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: IT Training Limited trading as Information Technology Training Institute (ITTI) Private training establishment (PTE) 111 Apirana Avenue, Glen Innes, Auckland As above First registered: First registered with NZQA in 1996 Courses currently delivered: Diploma in Computer Support: Service and Networks (Level 5) Certificate in Computer Servicing (Level 5) Certificate in Computer Networking and Communications (Level 5) Certificate in Linux Systems (Level 5) Diploma in Computer Network Management (Level 6) Certificate in Server Administration (Level 6) Certificate in Network Management (Level 6) Certificate in Database Administration (Level 6) National Certificate in Computing (Level 3) Certificate in Desktop Publishing & Web 3

4 Design (Level 3) Code of Practice signatory?: Number of students: Yes, for students aged 18 and over Domestic: approximately 40 EFTS (equivalent fulltime students) annually, with 22 students enrolled at the time of the external evaluation and review (EER) Students who self-identify as Māori and/or Pasifika usually make up per cent of the ITTI cohort. There are currently no international students, but the PTE has recommenced marketing to this market. Number of staff: Scope of active accreditation: Distinctive characteristics: Recent significant changes: Previous quality assurance history: 10 full-time equivalents Multiple domains in, for example: Business, Humanities, Service Sector and a range of diplomas and certificates in information technology-related topics. At the time of the EER, ITTI had seven information technology-related qualifications before NZQA for approval and accreditation. ITTI is an examination centre for a wide range of industry-recognised information technology certifications, and is the only NZQA-registered PTE able to deliver accredited Linux training. There have been significant staff changes over the past 12 months. These included the appointment of a new academic manager and three new tutors all to replace staff who had resigned. Reasons for departure included family responsibilities and departures overseas. The NZQA EER for April 2010 was Confident in the educational performance of ITTI, and Confident in the organisation s capability in selfassessment. There were no actions required or recommendations made in the report. The NZQA Annual Return Validation was completed in June 2013, and resulted in no required actions by the PTE. The attestation for the Code of Practice for the Pastoral Care of International Students for 2013 was submitted to 4

5 NZQA in September Over , ITTI provided four assessment standards to NZQA s Tertiary Assessment and Moderation unit, comprising 11 learner samples. All were approved, but in 2013 the moderators did not approve the two assessor decisions for achievement standard Implement basic procedures to produce a specified digital media outcome (level 1, 4 credits; Technology Digital Technologies). This related to the Youth Guarantee programme which is no longer being delivered. As part of the organisation s engagement with CISCO Networking Academy, a Singapore-based CISCO representative visited the ITTI campus in 2013 and deemed it as suitable to be a learning partner. Other: ITTI is located in an area of Auckland with a significantly higher proportion of Pasifika and Māori residents than the Auckland average. Statistics New Zealand data for the area also records lower levels of tertiary qualifications and higher youth unemployment. The ITTI student enrolment profile reflects this, with significant numbers of students from these categories. In 2013 the PTE notified NZQA of an investigation being undertaken by StudyLink. This related to suspected fraudulent activity by a staff member no longer in the employ of ITTI. The NZQA Risk team provided support to the funder, the Ministry of Social Development, for its investigation. It was not deemed necessary for NZQA to conduct its own investigation or take any further action. At the time of the EER, ITTI reported that the investigation had concluded, systems for accountability checks within the PTE had been strengthened, and no further actions were required by the ministry. 5

6 2. Scope of external evaluation and review Focus area Governance, management and strategy Notes This is a mandatory focus area in all EERs. Most of ITTI s 2014 students are enrolled in this programme of study. Approved by NZQA in 2010, includes each of the three following level 5 certificates: Diploma in Computer Support: Service and Networks (Level 5) Certificate in Computer Servicing leading to CompTIA A+ Certificate in Computer Networking and Communications leading to CompTIA Network+ Certificate in Linux Systems leading to CompTIA Linux+ This diploma includes each of the three following level 6 certificates, and is currently ITTI s second-largest programme of study: Diploma in Computer Network Management (Level 6) Certificate in Server Administration leads to MCSA (Microsoft Certified Solutions Associate): Windows Server 2012 Certificate in Network Management leads to Cisco CCNA (Cisco Certified Network Associate) Certificate in Database Administration leads to MCSA: SQL Server

7 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. A scoping meeting was held with the chief executive officer and the academic manager on 24 January At this meeting, the focus areas were confirmed, as was the agenda for the on-site phase of the EER. The PTE supplied selfassessment summary information and this was supplemented by, and compared with, educational performance information on the Tertiary Education Commission (TEC) website. Other documentation was viewed on site, including quantitative and qualitative information relating to student achievement; attendance and graduate outcome information; staff files, including performance appraisal and professional development records; student surveys and teaching resources. These and other documentation was referred to during the interviews to understand strategy, educational performance and self-assessment activities. Two NZQA evaluators visited the ITTI campus for two days. Interviews were conducted with management, teaching and support staff. Students and graduates of the programmes were also interviewed. A range of external stakeholders (including employers of graduates, information technology industry specialists and secondary school teachers) was contacted by phone. (Note: the initial scope selection of the Certificate in Network Management was modified at the on-site stage to the higher-level Diploma in Computer Network Management. More clarity around the programme structure indicated that it would be more appropriate to evaluate performance at the diploma level.) 7

8 Summary of Results Statement of confidence on educational performance NZQA is Confident in the educational performance of IT Training Limited trading as Information Technology Training Institute. The primary reasons for this statement of confidence are: ITTI has a stated goal of graduating work-ready employees with internationally recognised qualifications. This evaluation found that the PTE s programmes of study, physical and human resources and international certifications in information technology clearly support ITTI in providing education leading to this goal. Overall, student completion of ITTI certificate and diploma qualifications is good, being consistently above 85 per cent for the cohorts enrolled between 2009 and 2013, and reached 93 per cent for the diploma at level 6 in The PTE has set an ambitious target of 90 per cent plus qualification achievement across all courses offered. Monitoring of information technology certification exam results by ITTI indicates that the students have higher first-time pass rates than either the New Zealand or worldwide examinees. Students and graduates surveyed by ITTI and/or contacted by the evaluators report their satisfaction with the small class sizes, quality of information technology resources provided and support provided by teaching staff. Management s strategic direction and goal-setting for the PTE are clear, shared with staff, and are well understood across the organisation. The collective responses to recent challenges and emerging needs are well considered and informed by consultation with key external contacts. Although there are some significant areas where ITTI could strengthen academic and organisational processes, NZQA can nonetheless express confidence in the PTE s current performance. 8

9 Statement of confidence on capability in self-assessment NZQA is Confident in the capability in self-assessment of IT Training Limited trading as Information Technology Training Institute. Overall, ITTI self-assessment is purposeful and generally effective; NZQA can be confident in the PTE s capability in self-assessment. Management and staff share reliable information on student achievement to both track progress and make worthwhile improvements to facilities, courses and programmes of study as a result. Staff are clear about both the organisational goals and current performance, and this is reflected in their approach to teaching and the other work streams with which they are involved. Key processes for self-assessment within the PTE include: regular student feedback surveys; fortnightly, minuted staff meetings; thorough staff performance appraisal processes; and annual strategic planning and review processes which are comprehensive and include evaluative components. Internal self-assessment is supplemented by active external engagement with industry (e.g. the Institute of IT Professionals, CompTIA, Microsoft, CISCO and other certification bodies) and the wider education sector (e.g. Ako Aotearoa and Gateway), and through the Targeted Review of Qualifications (TRoQ) process. This engagement clearly informs and strengthens course design, teaching and assessment, and new programme development. Although internal moderation of ITTI assessments is occurring, it does not cover all assessment tasks on a regular cycle. The academic manager who is new to the organisation had identified this gap, which is now being addressed with a structured, collaborative and planned approach. While ITTI has a good understanding of student achievement, using TEC data as a key source, there were some areas where the level of understanding and use of this information could be improved. For example, there were limitations around the quality of disaggregated performance information at qualification level and by academic year, as well as around Māori and Pasifika achievement. Similarly, the PTE has some way to go to demonstrate that its self-assessment captures reliable and comprehensive evidence that graduates are as work-ready as the PTE intends they should be. 9

10 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. ITTI has a declared goal of becoming a preferred provider of information technology qualifications, producing work-ready graduates for the IT workforce. The PTE s programme design in particular the incorporation of flexible pathways between a range of different qualifications linked to industry-recognised certifications, and the range of positions gained by graduates indicates that ITTI is delivering training that aligns with this goal. Students achieve the PTE s diplomas and also, in most cases, a range of embedded, industry-endorsed information technology certifications. Between 2010 and 2013, ITTI learners achieved consistently high levels of qualification achievement across the focus area cohorts (see Table 1). This level of achievement compares favourably with the PTE s own goal of 90 per cent qualification achievement, and with PTE sector achievement more generally. The PTE chooses to aggregate level 5 and level 6 completion data, as it is presented nationally in TEC performance reports. However, on extrapolation level 6 completions are slightly higher, for example 93 per cent in Table 1: ITTI qualification completions, , Diplomas levels 5 and n = 40 EFTS 2011 n = 41 EFTS 2012 n = 46 EFTS 2013 n = 40 EFTS 91% 91% 80% 86% PTE sector (all levels) 4 75% 79% 83% n/a 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 Based on TEC Single Data Return (SDR) data. This measure shows the proportion of students in a given year who complete a qualification. EFTS numbers have been rounded half up for simplicity and clarity of presentation. 3 Based on ITTI s analysis and presentation of its own data (TEC SDR data unavailable). 4 Rate of qualification completion by private training establishments. Source: TEC 10

11 ITTI monitors course completions of Māori and Pasifika students. Course (and hence qualification) completions for these learners have been considerably lower than the overall rate (see Tables 2 and 3). Results in this area significantly improved in 2013, and the PTE believes that more stringent interview and enrolment processes have contributed to this, as was the plan. Enrolment by Māori and Pasifika students has declined since 2009, although changes in programme offerings and their appeal to different student groups may have contributed to this, according to ITTI. At the same time, overall student retention has improved from a low of 57 per cent in 2009 to 85 per cent in However, overall performance in this area is not consistently strong. The PTE is aware of this and is implementing some strategies (particularly around professional development of staff) to strengthen performance. Table 2. ITTI course completions, Māori students Diploma levels 5 and 6 65% 68% 82% Table 3. ITTI course completions, Pasifika students Diploma levels 5 and 6 74% 82% 79% For 2012, the graduates employment outcomes into IT related roles was approximately 67 per cent. Of the 2013 graduates that the PTE has been able to track (70 per cent of the total enrolments), about half have returned to ITTI for higher-level study and half had by mid-february 2014 obtained employment, predominantly in the information technology fields for which they trained. In common with many other PTEs, ITTI faces challenges in maintaining contact with all graduates, but the organisation gathers some credible data in this area, which shows that graduates succeed in gaining entry-level positions as, for example, help-desk operators, support analysts and technicians. More comprehensive information on graduate destinations would significantly enhance the PTE s overall knowledge of learner achievement. Delivery of Youth Guarantee-funded programmes was not successful in 2013, with low occupancy and limited student success. As a result, the PTE reviewed the area of operation and decided not to take up the TEC funding for This led to some changes in teaching staff at the PTE. 11

12 Monitoring of certification exam 5 results by ITTI indicates that the students have high first-time pass rates. For example, the most recent data available to the academic manager indicated that ITTI s current 93 per cent pass rate for the certificate in computer servicing s associated CompTIA A+ exam compares favourably with a wider (2012) New Zealand figure of 83 per cent and an international rate of 76 per cent, according to the academic manager. However, the reliability of this data was difficult for ITTI (and the evaluators) to corroborate as CompTIA does not routinely release pass data. As noted above, ITTI chooses to utilise the completion data as presented in TEC performance reports to monitor overall trends. However, the PTE s capability in interpreting data to understand its own performance could be strengthened, thus the rating for capability in self-assessment for this key evaluation question. 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 Adequate. The diploma and certificate qualifications offered by ITTI match an identified and growing need for information technology workers across multiple industry sectors. This is supported by labour market analysis from a number of sources presented in the PTE s investment plan with the TEC. The programme design process includes scanning of needs in the information technology sector, for example by formally monitoring employment sites and summarising skills being sought. This formally and informally contributes to programme currency. Another measure of value at ITTI is the students who progress from modest secondary school achievements (NCEA level 1 or no secondary school qualifications ) to graduation with industry-certified qualifications. Learners in these categories accounted for approximately 10 per cent of the cohort studying at diploma level. As outlined in Findings 1.1, retention and qualification achievement at this level is good. In addition, the practical and theoretical information technology skills gained by graduates have value and usage not only 5 Professional certifications in computer technology are non-degree awards made to those who have achieved qualifications specified by a certifying authority The intention is to establish that an individual holding a certification is technically qualified to hold certain types of positions within the field. Certifications, generally, need to be renewed periodically, or may be valid for a specific period (e.g. the lifetime of the product upon which the individual is certified). Source: Wikipedia, Professional certification (computer technology 12

13 for employment but also in graduates homes and communities. Anecdotal examples of these benefits were provided to the evaluators. The PTE asserts that the graduates they produce are work-ready by reference to the certification qualifications they achieve (for example, Comptia 6 ), the confirmation and adjustments to programmes as a result of engagement with the TRoQ process, and ongoing contact with some graduates and their employers. Although graduates spoken to by the evaluators described the relevance of their training to their workplaces, the PTE was unable to provide substantial and wideranging evidence supporting this claim. The PTE recognises the need to more systematically follow up graduates and/or contact employers, and has plans to do so. This may significantly increase the organisation s knowledge of the value of the outcomes. 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 Good. ITTI has a stated goal of graduating work-ready employees, and the programmes and other resources clearly support the provision of education leading to this goal. The PTE s geographical location and ongoing linkages with secondary schools in the area provide a pathway into information technology-related training and employment which is clearly matching a local need. This was confirmed by students interviewed by the evaluators, and also by feedback from local secondary school careers guidance staff. Students said they had evaluated a range of information technology providers and believed that ITTI would best meet their needs because of the small class sizes, the information technology certifications on offer, and proximity to their homes. ITTI has established a high degree of credibility in the community over time, and is active in matching learners needs with appropriate programmes. ITTI s student interview processes include methods for matching applicants with an appropriate programme of study (see Findings 1.5). The ongoing provision of the level 3 National Certificate in Computing as an entry-level bridging programme to prepare students for the more technical aspects of the level 5 diploma is an example of effectively matched needs. Furthermore, the flexible entry and exit points that the certificate qualifications provide allow students to select from a 6 CompTIA is the leading provider of vendor-neutral IT certifications in the world. We offer 16 certification exams in PC support, networking, servers, Linux, security and more. CompTIA has been delivering certification exams for more than 20 years. Source: CompTIA website 13

14 range of durations (and costs) of study depending on their aspirations and circumstances. Student and graduate feedback gathered by ITTI, and confirmed by the evaluators, indicates a good match between the training needs, the skills learned, and career aspirations. Industry preparation components included within the various qualifications on offer (field trips and technical in-house work experience tasks) are valued by the students and are linked to course content. Structured work experience may, however, better align the programmes with the key proposition of producing work-ready graduates. Graduates interviewed described clear links between the training they had completed and the skills and knowledge they are required to use in employment, and also indicated that working part-time while studying enabled them to manage family or other responsibilities. ITTI was able to describe numerous examples of graduates working in information technology-related occupations as an outcome of their studies. Although the evaluators found evidence of effective self-assessment relating to this key evaluation question, as indicated under Findings 1.1, evidence of graduate match with industry requirements could be strengthened. 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. Teaching at ITTI is very effective, as evidenced by improved levels of student retention, qualification and certification exam achievement, and confirmed by positive student satisfaction self-assessment data. Students at ITTI enjoy small class sizes and have close contact with their tutor as a result. Students described prompt answers to their questions, and valuable advice on the workplace and wider IT industry from their tutors. Students are being provided with regular and clear feedback about their progress and what is required to achieve on their programme. The consensus expressed among tutors, current students and recent graduates was that although the specification of classroom computing equipment available improves as the students progress to the higher levels of the qualifications, available technology matches the programme requirements. The teaching at ITTI is highly specialised around particular information technology topics, and the current staffing and equipment support effective teaching of these topics. Tutors at ITTI all hold qualifications in information technology-related subjects, and most have held a range of roles in that industry, which informs their teaching. In addition, ITTI policy is that tutors hold or complete the National Certificate in Adult 14

15 Education and Training (Level 5). Progress in appropriate professional development is linked to remuneration. Oversight of the teaching by the academic manager is evident: teaching observations, end-of-term student feedback, 360- degree feedback and annual appraisal are the key self-assessment mechanisms being employed to ensure teaching quality. In particular, the annual appraisals are notable for their robustness and practicality. ITTI s chief executive is part of the Ako Aotearoa Northern Hub advisory group, and tutor development resources from these networks are provided to and used by tutors to enhance practice. Teaching delivery is guided by term-teaching plans and the most recently available technical manuals. Every student has full-time access to a suitable personal computer (and other information technology resources as applicable). Preparation exams and summative assessments enable the tutors to gauge student progress. Students can elect to undertake the online certification exams when they feel well prepared. Teaching is clearly student-centred, with some degree of self-paced learning being afforded by the coaching approach of the classroom pedagogy and the flexible exam timetable. An excellent example of recognition of prior learning was seen by the evaluators where a student with considerable workplace experience entered the level 6 diploma and is succeeding. Although teachers engage in ongoing informal and formal professional conversations around their teaching and assessment, and internal moderation of ITTI assessments is occurring, it is not systematic and does not cover all assessment tasks on a regular cycle. The new academic manager had identified this gap, and it is now being addressed with a structured and collaborative planned approach. More broadly, and mitigating this somewhat, the certification exams which provide the backbone to the courses are externally set, and ITTI assessment materials for four assessment standards relating to the currently delivered National Certificate in Computing were approved by NZQA Tertiary Assessment and Moderation between 2011 and Assessment at ITTI is valid and provides students and tutors with useful feedback on their progress. 1.5 How well are learners guided and supported? 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. All prospective and new students are interviewed by the marketing and recruitment officer. Some are known to the PTE through the Gateway and other programmes and activities offered by ITTI in conjunction with local secondary schools. Interviews routinely involve an exchange of information on the programmes and the aspirations and educational background of the applicant. In some cases a computer use practical test is used to determine readiness for study, and/or to advise the student about the level of programme to enrol in. The flexible programme structure, and the option for students to enrol into the national certificate at level 3 or one of the 15

16 certificates that contribute to the diploma qualification, is effective in ensuring that students are placed at an appropriate level. ITTI has a minimum attendance of 85 per cent in order for the students to be awarded their qualifications. Outside of that guideline, the weekly timetable allows students to work part-time in the afternoons, and a number of good examples were provided showing students working in information technology-related roles while enhancing their skills and qualifications. Evidence provided to the evaluators by tutors, students and graduates indicated that the students benefit from personalised advice around job-seeking in the information technology sector, but there was minimal evidence of systematic follow-up of graduates or post-course placement assistance. A more integrated model of work placement may strengthen the course links to the workplace, and more work experience was requested by some students interviewed by the evaluators. Students at ITTI have the opportunity to participate in a student council and some social activities such as the weekly barbeque lunch. Outside of class, support is generally provided by means of referral to external service agencies, but it was not clear how comprehensively this met all students needs. A feature of the course design model at ITTI is the development of soft skills alongside the more technical information technology skills and knowledge. This provides an avenue for more personalised feedback and guidance to students in the classroom around topics such as timeliness, professional behaviour expectations in the workplace and presentation skills. Student feedback around these components was generally positive. Most of the four student cohorts separately interviewed expressed a high degree of satisfaction with their studies and the support offered by the PTE. Students who were interviewed by the evaluation team commented about the changes within ITTI, for example new tutors and a planned move to new premises. Not all of the comments were positive. This suggests ITTI should review how it is currently managing change and seeking student feedback. 16

17 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. ITTI has a collegial culture where management and teaching staff meet both formally and informally on a regular basis. This has led to a good level of alignment between the directors vision for the PTE, the strategic planning processes and the engagement of staff in opportunities to discuss and review programmes and other initiatives. Recruitment, retention and success of students are fundamental components of these activities. The evaluators found a strong degree of alignment and agreement between the documented aspirations and goals of the organisation and the outworking of these at the programme level. Staff are valued and supported to achieve educational performance goals by means of funded professional development, such as opportunities for enhanced information technology certification at no cost. Some inconsistencies were noted here and brought to the attention of management. Although there has been significant staff turnover in the last 12 months, resulting in the employment of three tutors new to teaching and a new academic manager, the evidence provided indicates that these departures were outside of the organisation s control. A staff member at ITTI was recently the subject of a fraud investigation relating to Studylink funds. This apparently related to the actions by one staff member who is no longer employed by ITTI. The case has been resolved to the satisfaction of the Ministry of Social Development. More robust internal procedures have been introduced by ITTI to minimise the possibility of this reoccurring. Over recent years the PTE has made a strategic shift towards specialisation as an information technology provider, including developing more corporate training products. This has shifted the target demographic towards a more academically prepared target group requiring a higher threshold for acceptance on programmes. Most recently, the PTE elected not to continue offering Youth Guarantee-funded training after reviewing the lack of success with this programme area over Part of this strategic shift is the planned move to more modern training premises in a nearby suburb. Simultaneously as an outcome of TroQ new programmes have been developed for approval and accreditation by NZQA. ITTI is in a phase of change and transition; this is strategic and appears to be being well managed. Managers said that attracting and maintaining suitably qualified and experienced staff is very challenging in the field of information technology training. Although the current staff mix is appropriate to the task, and the PTE has a clear commitment to developing staff, ongoing monitoring of the match between information technology experience and teaching experience will be important, as noted by management during this evaluation. 17

18 Self-assessment capability at the governance and management level is good. Meaningful cross-organisational processes are being used to gather information, monitor and review educational performance, and to make changes and improvements as a result. Significantly improved retention and academic success since 2009 is one clear example of this. At the detailed level, however, data transfer issues led to some ambiguities and gaps in the comprehensiveness and overall utility of the information presented as a part of the EER. However, most of the information was accurate and is being used by ITTI staff to understand current and expected performance. 18

19 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: Diploma in Computer Support: Service and Networks (Level 5) 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: Diploma in Computer Network Management (Level 6) The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good. 19

20 Recommendations NZQA recommends that ITTI: 1. Further develop processes and capability for effectively monitoring how closely the graduates match industry requirements, and reflect that monitoring in the future revision and development of the qualifications offered. 2. Review how it is currently communicating with students, and the processes for seeking student feedback in relation to changes that occur within the PTE. 20

21 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 21

22 NZQA Ph E qaadmin@nzqa.govt.nz 22