Report of External Evaluation and Review

Transcription

1 Report of External Evaluation and Review Business Management School Highly Confident in educational performance Confident in capability in self-assessment Date of report: 15 August 2012

2 Contents Purpose of this Report... 3 Introduction TEO in context Scope of external evaluation and review Conduct of external evaluation and review...6 Summary of Results... 7 Findings Recommendations Appendix MoE Number: 8893 NZQA Reference: C07598 Date of EER visit: 29 and 30 May

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: Business Management School Private training establishment (PTE) 3rd Floor, Post Office Building, Main Street, Blenheim First registered: January 1992 Number of students: Domestic: up to 60, between the two sites International: nil Number of staff: Scope of active accreditation: One managing director, one site manager, four full-time tutors, one administration/it support staff, one employment mentor, one employment coordinator Foundation Focused Training Opportunities Business Administration and Computing Course (26 weeks) Youth Guarantee Computing and Business Administration course (40 weeks) Training for Work Bridging the Gap to Employment (13 weeks) Sites: Distinctive characteristics: Blenheim, as above, and 10 Church Street, Nelson Business Management School has a long history of government-funded pre-employment education, specialising in business administration and computing courses since it was registered as a private training establishment in Since 2011, when the administration of the Training 3

4 Opportunities fund was split between the Tertiary Education Commission (TEC) and the Ministry of Social Development (MSD), Business Management School has delivered a 13-week Training for Work course Bridging the Gap to Employment. Learners are referred to the PTE by Work and Income (WINZ), which manages the contracts for all Training for Work courses. Business Management School also delivers a Foundation Focused Training Opportunities (FFTO) course lasting 26 weeks, in Business Administration and Computing. The key performance indicators for this course, as required by the TEC, include transition to further education or employment. 1 A 40-week long course is delivered under Youth Guarantee funding, in Computing and Business Administration. This is run alongside the FFTOfunded course. Business Management School s learners are a mixture of youth at risk, long-term unemployed, and people on benefits, including those for sickness, invalidity, and domestic purposes. Classes are small, with a personal learning plan developed for each learner. Recent significant changes: There have been significant changes to course delivery in recent years, particularly since 2010, with changes made nationally to responsibilities for the funding of pre-employment courses. Since 2011, one course delivered by Business Management School has been funded by WINZ (through MSD), one is funded through FFTO, and one is funded through the Youth Guarantee fund (the latter funds are both administered by the TEC). With the changes in funding regimes have come changes in required outcomes; Business 1 The performance targets for FFTO funding include a minimum of 14 weeks on the course, and achievement of three unit standards. A minimum of 38 per cent of learners are expected to achieve employment outcomes, as measured at 91 days after course completion. A minimum of 26 per cent of learners move off any benefit and progress into further training or education, at level 2 or above. All learners show an improvement in literacy and numeracy skills, as measured against the Adult Literacy and Numeracy Learning progressions, from entry to exit of the course ( 4

5 Management School primarily achieves employment outcomes, although transition to further training is also achieved through FFTO and Youth Guarantee funding. Achievement of an overall number of national certificates is no longer a measure of performance for the TEC s FFTO funding, although it is for Youth Guarantee funding. For FFTO, the change in 2011 was to a number of unit standards, credits, and employment or further study outcomes. There has been significant upgrading of each site within the past year, with the refurbishment of the Post Office Building (Rangitane House) in Blenheim, and a move to a new site in Nelson. Previous quality assurance history: At Business Management School s last NZQA quality assurance visit, an audit in 2008, minor issues were noted pertaining to governance and management, and notification and reporting of student achievement. These issues have since been addressed. 2. Scope of external evaluation and review The agreed scope of the external evaluation and review (EER) of Business Management School included the following mandatory focus area: Governance, management, and strategy The following focus areas were selected because they are key courses delivered by Business Management School: Training for Work Bridging the Gap to Employment (13 weeks) Foundation Focused Training Opportunities Business Administration and Computing course (26 weeks). Cross-referencing between the Business Administration and Computing course and the Bridging the Gap to Employment course was undertaken, particularly with respect to employment or further study outcomes. 5

6 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: 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. NZQA evaluators spent two days conducting the EER at the organisation s two training sites at Blenheim and Nelson. During the visit, the two evaluators met with the managing director, the site manager, the tutors, and ten students from the course, Bridging the Gap to Employment. Two students from the FFTO Business Administration and Computing Course were also interviewed. Telephone conversations were held with eight local employers, the WINZ contracts manager, and a representative of Career Services. A range of Business Management School s documents and records was also reviewed. 6

7 Summary of Results Statement of confidence on educational performance NZQA is Highly Confident in the educational performance of Business Management School. Business Management School has achieved high levels of performance with respect to its main strategic targets: achieving the required outcomes of its funding agencies; meeting their financial reporting requirements to NZQA; meeting the learning needs of its clients (the learners); meeting the needs of the community for suitable pre-employment courses; and meeting the various reporting and compliance needs of its funders. Learners graduating from Business Management School primarily achieve employment; this is the key performance measure of the two funding agencies. Business Management School achieved a very positive outcome for its Training for Work course (measured as the percentage of learners achieving employment over a prescribed period) of 76 per cent in This is well above the national average of 40 per cent, with the Nelson site achieving 46 per cent in The comparable statistics for 2012 show a much closer match between the two sites, following the implementation of an improvement plan for enhancing performance at the Nelson site. The regional WINZ contract manager confirmed that Business Management School is their highest-performing contracted organisation in the region for the Training for Work course outcomes. Stakeholder feedback from work experience employers indicates that learners are work-ready and want to work and become valuable employees. Employers of graduates of Business Management School have also reported that they arrive to work ready for employment and with suitable skills, such as customer service, basic computing skills, and retail skills. In addition to employment or further study outcomes, learners at Business Management School have reported enhanced confidence and motivation to work. Business Management School has worked with community groups to find the best ways to meet local needs for pre-employment training. In the past year, the organisation has met with another PTE in the region to rationalise their course offerings; it has participated in the Blenheim Mayor s Forum to undertake a regional needs analysis; and it has worked with a local secondary school to ensure that the school is better informed about the options available for students leaving school, especially those leaving early with little or no qualifications. 7

8 Statement of confidence on capability in self-assessment NZQA is Confident in the capability in self-assessment of Business Management School. Business Management School has developed a number of self-assessment practices that are transparent, authentic, and increasingly robust. The strategic planning of the PTE has a focus on needs assessment. For example, Business Management School undertakes substantial analysis of outcomes and employment trends, which is assisting the school to maintain its high performance and improve outcomes for its clients (the learners) and other stakeholders. The PTE benchmarked its performance in 2011 and 2012, both internally (between its two sites) and externally, with its performance benchmarked against both regional and national outcomes for Training for Work courses. The PTE has analysed comprehensive student achievement data for The evaluators have found good evidence of self-assessment practices, which are helping Business Management School to achieve excellent outcomes. The PTE has developed a set of key performance indicators through its balanced score card approach to performance and strategic planning. The evaluators saw this as being indicative of the commitment that the PTE has to both high achievement and to the development of its self-assessment capability. The key performance indicators relate to financial viability, meeting customer and community needs, managing learning and growth, and maintaining robust internal processes. The needs of employers, clients, and the wider community are gauged through a variety of means, including client feedback, employer surveys, and the Blenheim Mayor s Forum to determine regional training needs. The PTE analyses client feedback to determine how best to continue providing a suitable training, support, and guidance environment for its learners. All of the programmes delivered by Business Management School are regularly reviewed, with improvement plans subsequently implemented. This regular attention to review has contributed to the excellent performance of the PTE. Professional development days each have an associated action plan arrived at after self-evaluation by the staff. There is good quality of self-assessment activities across the organisation, with information and improvement plans resulting from them. The evaluators found that Business Management School could further enhance its self-assessment capability, such as through analysis of employer feedback and through a more comprehensive analysis of staff professional development needs in order to improve course delivery. A deeper understanding of the contribution that enhanced selfassessment can make to improving performance could be acquired and assimilated throughout the organisation. 8

9 Findings How well do learners achieve? 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. In 2011, 76 per cent of graduates of Business Management School s Training for Work course from the Blenheim campus achieved employment a figure well above the national average of 40 per cent. The Nelson site achieved a graduate employment rate of 46 per cent in The PTE used data provided by WINZ to confirm the regional employment outcome average of 53 per cent for 2011, recognising that this may have been driven up to some extent by the very high outcomes for the PTE s Blenheim site. The regional WINZ contract manager confirmed that Business Management School is their highest-performing contracted organisation within the region for the Training for Work course outcomes. The required outcome of the Training for Work course is employment. With rolling entry to the course, learners may stay for a maximum of 13 weeks, but will usually achieve employment prior to that. The lower employment outcome achieved by the Nelson site of Business Management School in 2011 is recognised by the PTE. In late 2011 an improvement plan was developed following self-assessment around employment outcomes at both sites. For 2012 to date, both the Nelson and Blenheim sites are performing at rates about 20 per cent higher than the regional average for employment outcomes for Training for Work courses, and about 30 per cent higher than the national average. The development of benchmarks to assist in understanding educational performance is an example of good practice in selfassessment. Business Management School undertakes substantial analysis of outcomes and employment trends, which assists the organisation in maintaining high performance and improving outcomes for clients (the learners) and other stakeholders. The FFTO-funded course, Business Administration and Computing, has several required outcomes, including transition to further study, employment, and achievement of a requisite number of unit standards. Business Management School keeps its own data and, after comparison with TEC data, has confirmed very high performance for the Blenheim site: 98 per cent occupancy in 2010, falling to 64 per cent in 2011, and 100 per cent occupancy for 2012 so far. Performance for the Nelson site is similar: 95 per cent occupancy (2010), 70 per cent in 2011, 2 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation s activities. 9

10 and 97.5 per cent occupancy in 2012 to date. Business Management School has determined the cause of the lower achievement for each site in 2011, a transition year for FFTO funding, and has taken steps, through its improvement planning, to ensure that achievement will remain high. In addition to employment or further study outcomes, clients at Business Management School have reported enhanced confidence and motivation to work. Clients interviewed by the evaluation team said they had learned how to write CVs and application cover letters in a more targeted way and how to better present themselves, and all had found that attending this school had given them more confidence and more options for their futures. The evaluation interviews with clients confirmed the analysis of client feedback by the PTE, which had also found that clients are improving their confidence and enhancing their abilities and aspirations for the future. The key to the high achievement of Business Management School has been its self-assessment of its performance and client (learner) achievement, and its focus on achieving the desired outcomes for each of the funded courses described here. 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 Excellent. The rating for capability in self-assessment for this key evaluation question is Good. Clients at Business Management School report enhanced knowledge and skills, especially around CV writing, cover letters, job interviews, self-presentation, and motivation. Evidence of this value is provided in the analysis of client feedback, the raw data provided by client evaluations, and employer surveys for the evaluation of student work experience. All clients who were interviewed reported that they had increased confidence in regard to obtaining employment following their study at Business Management School. Some students within the Business Administration and Computing course continue their study after they have gained unit standards in their subject area, in order to further enhance their employment prospects. There have been increasing numbers of referrals from WINZ since the Training for Work course was established, and there is a waiting list for the FFTO courses. The organisation is the top-performing WINZ-funded provider in the region and has a sound understanding of the various key performance indicators and reporting requirements of each of the funding agencies. The WINZ contracts manager commented that he sometimes refers other PTEs to Business Management School because its manager has an in-depth understanding of the different requirements and can explain them clearly to others. The other indicator of value, apart from waiting lists and increasing referrals, is provided by the TEC report on occupancy and outcomes. As noted above (section 1.1) Business Management School keeps full records itself and regularly compares 10

11 them with the TEC data to verify its achievement of key performance indicators at each site. Stakeholder feedback from work experience employers indicates that clients are work-ready and want to work and become valuable employees. For example, a manager at Clubs of Marlborough said that work experience gives that organisation value, as it is a great tool for the selection of employees. Employers of graduates of Business Management School have also reported that they are ready for employment with suitable skills, such as customer service, basic computing skills, and retail skills. Business Management School surveys employers regularly and analyses the data received to indicate the most-accessed types of employment for its learners. For example, an analysis of Training for Work outcomes for indicates that the biggest percentage of graduates (33 per cent) gain employment in the retail sector, followed by other (22 per cent), and horticulture (20 per cent). This is an example of highly effective self-assessment which is assisting Business Management School to better target the employment market for its learners. Business Management School has worked with community groups to find the best ways to meet local needs for pre-employment training. For example, the organisation met with another PTE in Blenheim within the past year, to ensure that the two providers avoid overlapping their courses in order to enable a wider range of courses to be offered in the region. Business Management School also participated in the Blenheim Mayor s Forum, a consortium of local groups working together as part of a regional needs analysis. The PTE has worked with a local secondary school to improve communication between the school and local PTEs, so that the school is better informed about the options available for students leaving school, especially those leaving early with little or no leaving qualifications. There is good evidence of effective self-assessment being used to assist Business Management School to make good decisions about employment outcomes for its learners. Self-assessment could be improved by more detailed analysis of employer feedback to better inform the PTE of the value of the outcomes for its learners and its external stakeholders. 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. Employers who were interviewed stated that Business Management School ensures that its graduates are well matched for the employment they seek, and they valued this. Business Management School employs an employment coordinator or mentor at each site and learners are met regularly on a one-to-one basis. This person works closely with employers in the respective regions, 11

12 arranging work experience and seeking feedback on the suitability of learners for their work experience placements. The relationships that have been developed with employers in each of the centres have helped the PTE with arranging work experience, and often employment, for learners. Interviews with employers in each centre during the EER confirmed the value of the effective working relationships that have been developed. Business Management School focuses on what will be the best employment match for the learner. It was stated, for example, that anyone can get work pruning grapes in Marlborough, but this opportunity for short-term work is passed by in favour of the right match for the learner. Graduates of Business Management School are getting jobs and keeping them, as borne out by the TEC and WINZ post-course data. Fortnightly meetings are held between WINZ work brokers and the Business Management School employment coordinator, to ensure the continuing match of graduates and employment opportunities. Clients who were interviewed also stated their appreciation of the work done by Business Management School to find the right job for them. The analysis of performance and employment trends undertaken by the PTE is assisting with matching client and employer needs, and contributing to high employment outcomes. Business Management School carries out a pre-selection interview with each client who has been referred to the PTE or has asked to be referred there by WINZ. During the first six weeks of the course every effort is made to match the client to the preferred employment type. After that, the tutor explores further employment options with the learner. After seven weeks, Business Management School sends the client profiles to WINZ; a WINZ worker approaches the PTE after nine weeks to give any assistance requested in matching clients with jobs. Clients who were interviewed expressed their satisfaction with this series of actions; one stated that she could now see a future for herself in a field other than that which she had originally given as her preference, and was looking forward to the experience. Clients are assisted as far as possible to minimise their barriers to learning so that their employment needs can best be met. For example, literacy and numeracy testing is carried out for all clients, and any additional assistance needs are provided for. (Section 1.5 of this report provides more detail on this.) Business Management School is exemplary in matching the needs of its clients with the needs of its other stakeholders, primarily employers and funders. The PTE knows its business well, knows who its clients and stakeholders are, and in particular knows the needs of its clients. The school is agile enough to meet the changing needs of its clients on a daily basis, such as where there is a changing need for a type of employment. The PTE has been highly adaptable in adjusting its course delivery to the recently restructured funding regimes and performance targets of its funders. With respect to the PTE s capability in self-assessment, the evaluators found good evidence of feedback from employers after work experience. There was less evidence found of analysis of this feedback to better contribute to the matching of employer needs in the future. Self-assessment in this respect is still to be fully 12

13 developed across the whole organisation. Similarly, there has not yet been any successful collection of graduate feedback. The good examples of selfassessment undertaken by the PTE are both authentic and transparent and are becoming more robust. There could be further development in the use of what is learned through self-assessment and analysis to further enhance the matching of client and employer needs. 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 Good. Business Management School has a comprehensive system for the contracting of tutors, tutor induction, and performance appraisal. The 14-point steps of culture vision statement gives tutors a supportive and productive framework in which to work. All tutors receive the vision statement at induction and are expected to adhere to it within their work. The seven-point annual tutor performance appraisal system includes provision for trainee feedback (through a relevant learner evaluation summary), self-assessment, peer-assessment of tutoring, internal and external moderation of assessment results, and professional development records. The summary tutor performance assessment report, which is signed off by tutor and manager, demonstrates transparency of the performance appraisal process. Although the seven-point plan appears to be both comprehensive and potentially highly effective, no analysis has yet been made of its overall effectiveness in promoting effective teaching. Feedback by tutors indicates that it is well regarded as a tool for effective teaching. There are three to five professional development days per annum for staff, with all staff attending on each of the days at one site. As an example, the professional development day in April 2012 considered the 2011 employment performance statistics, with consideration of the implementation of improvement strategies. Planning was undertaken for professional development around the Youth Guarantee funding requirements, and staff were given an overview of the EER process by an external consultant, who is also assisting the PTE with external moderation planning. All three courses delivered by Business Management School are reviewed on a sixmonthly basis. The last review of the Training for Work course (December 2011) found that employment outcomes in Blenheim were much higher than in Nelson, and credits gained by learners were also higher in Blenheim than in Nelson. In Blenheim, clients were taking a shorter time to gain employment. Some strategies were developed after the six-month review of Training for Work delivery, to minimise the differences between the two delivery sites. As noted above, the differences between the sites have since been minimised as a result of the improvement plan implemented following the review. 13

14 Business Management School budgets for five days of professional development for each tutor per annum, as well as $300 (or more if seen to be necessary) for course costs. Tutors have opportunities for further training in literacy/numeracy testing and support. All staff reported that they feel well supported in their professional development. Staff also support each other through an ongoing buddy system, peer-assessment of tutoring, and regular planning meetings. Internal moderation and outcomes of external moderation have resulted in a number of changes to the assessment tools being used. Staff have reviewed the appropriateness of assessment materials and are in the process of receiving external assistance, as noted earlier in this section. The evaluators consider that Business Management School has sound systems in place for ensuring that teaching is effective, and the PTE s performance indicates that the systems are working. Improvements are made as a result of good selfassessment around programme delivery and performance data. What was not as clear was the extent to which needs assessment around professional development has been undertaken, to ensure that teaching will continue to be effective. 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. Most clients (learners) come with a prior history of unemployment, reliance on a benefit, or other issues such as time in prison. The clients within the Training for Work course have all been assessed by WINZ prior to entry to the course as being in the lowest of the three categories of risk used by WINZ. Business Management School interviews each client prior to entry, tests for literacy and numeracy, and develops a personal pathway plan for each. The PTE has the view that whatever the prior barriers to employment, they will be worked around in the seeking of a positive outcome for the client. Feedback from clients, and the performance outcomes of this PTE, indicates that the personal pathway developed for each client is an effective strategy for the determination and meeting of client needs. Client feedback has indicated that there is a high level of satisfaction with the support and guidance provided by the PTE. Clients who were interviewed gave several examples of how this had changed their lives. The evaluators were impressed with the openness of conversation between clients and tutors, reflecting the readiness of the PTE to work towards a positive future for each person, whatever their past barriers to education or employment. Tutors who were interviewed identified success with their clients as being more than the gaining of employment. Emphasis is also placed on developing selfesteem, confidence, social skills, and the tools for each person to carry on. Morning teas are shared between tutors and clients. 14

15 The evaluators found ample evidence, in all interviews and in all documentation seen, that Business Management School provides excellent guidance and support to its clients. They are supported and motivated to seek and gain employment, and provided with the necessary skills to do that. Clients all consider that their lives have been improved; some simply by the additional knowledge acquired, others by the confidence and motivation they have gained. Several who were interviewed expressed longer-term ambitions for new careers because they had been encouraged to look further ahead than to a short-term job. The evaluators considered that, while the evidence of guidance and support is highly visible, more systematic self-assessment would benefit the organisation, for example in identifying improvements that could happen as a result of minimising barriers to learning. There is some good evidence of improved outcomes from selfassessment, including the analysis of client feedback. The self-assessment already undertaken is indicative of the PTE s wider and comprehensive approach to self-assessment. 1.6 How effective are governance and management in supporting educational achievement? 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. Business Management School is a small private limited company, with a managing director and an area manager, who share the dual roles of governance and management. There is a clear understanding, however, of the respective roles of each, with the management role being primarily undertaken by the area manager. The PTE has demonstrated its ability to adjust its education portfolio to meet the changing needs of funding agencies as well as local employment needs. Both the TEC and MSD, as the funding agencies, have different key performance indicators and performance measures. The PTE has demonstrated its ability to meet these indicators and to achieve higher-than-average performance. As noted above, Business Management School is the highest-performing contracted organisation within the Nelson-Marlborough region for the MSD-funded Training for Work course outcomes. In addition to its investment plan, the PTE has a business plan for The evaluators saw this as being indicative of the commitment that the PTE has to both high achievement and to the development of its self-assessment capability. A balanced scorecard approach is taken to performance and strategic planning; key performance indicators relate to financial viability, meeting customer and community needs, managing learning and growth, and maintaining robust internal processes. Improvement plans for 2012 and onwards are stated; key among these is the statement that Business Management School has made a commitment (involving all staff) to be the best PTE in our region for 2011/2012 and have the 15

16 highest outcomes to ensure continued funding. To date, the PTE appears to be on target to achieve this; it is demonstrably there for the Training for Work course. The benchmarking undertaken by Business Management School is an excellent self-assessment tool to enable it to determine that it is meeting its performance target. Business Management School has undertaken a SWOT analysis (strengths, weaknesses, opportunities, threats) of its operations in As a self-assessment strategy, this is also excellent. While the weaknesses and threats that are identified appear to be mainly external (for example, reduced occupancy time now being funded, possible reduction in funding levels), there are also internal risks, such as the increased workload resulting from the need to create new resources and assessments with changed contracts. Identification of risk is, for this small PTE, an important and strategic form of self-assessment. Strategic thinking underpins the operation of Business Management School. The key factors impacting on the excellent performance of Business Management School with respect to its governance and management are its focus on strategic planning, involvement of all staff in setting performance targets, and the developments that have been implemented as a result of targeted business coaching. Examples of the latter have included the development of the 14-point vision and culture framework, and the recent contracting of an external consultant to give advice to improve moderation practices. Planning is already in place for the 2013 investment plan. Business Management School has excellent governance and management strategies and performance indicators. Any improvement to self-assessment capability may assist in gaining a more well-developed understanding of the extent to which the PTE can further enhance its performance. 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 Excellent. The rating for capability in self-assessment for this focus area is Excellent. Refer to the comments under 1.6 of this report. 2.2 Focus area: Course: Training for Work Bridging the Gap to Employment The rating in this focus area for educational performance is Excellent. The rating for capability in self-assessment for this focus area is Good. Refer to the comments under section of this report. 2.3 Focus area: Course: Foundation Focused Training Business Administration and Computing Course The rating in this focus area for educational performance is Excellent. The rating for capability in self-assessment for this focus area is Good. As noted above, this 26-week course has been included in the scope primarily to provide a cross-reference between this course and the Bridging the Gap to Employment course, particularly with respect to employment or further study outcomes. Students from this course were interviewed, as were the tutors and at least two employers (other employers had had learners from both courses undertaking work experience, so did not comment specifically on this longer programme). In all other respects, the findings of the EER, particularly with respect to sections 1.3, 1.4, 1.5 and 1.6, apply equally to this focus area. 17

18 Recommendations There are no recommendations arising from the EER, other than those implied or expressed within the report. 18

19 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 (ITPQuality) 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 ( 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: 19

20 NZQA Ph E [email protected] 20