Board Chair's Foreword

The Board of the New Zealand Qualifications Authority is pleased to present another positive annual report.

The Qualifications Authority has been in existence for 14 years. During that time, especially in the late 1990s, the role and function of the Qualifications Authority were in question, as were some of the policies and structures the relevant legislation required it to establish. The organisation has emerged from this period of uncertainty with a mature and clear sense of purpose.

The Qualifications Authority now operates in a more assured and cohesive environment. The advent of the Tertiary Education Strategy (TES) and the introduction of the National Certificate of Educational Achievement (NCEA) have confirmed the centrality of partnership in achieving educational quality and relevance.

Coherent, flexible and responsive structures for qualifications underpin the Government's agendas for the entire sector. The New Zealand Register of Quality Assured Qualifications (the Register) and the National Qualifications Framework (NQF) provide the platform for partnership among educators, industry, community and government agencies, all with the aim of enhancing quality and learner participation.

Some key highlights from the year include:

The highly successful launch of the KiwiQuals website, which provides access to the Register. In the second quarter of the year, hits to the site increased significantly following a marketing campaign to raise the profile of KiwiQuals and the Register.
Ongoing relationships and collaboration with a number of other Government agencies with the aim of benefiting Pasifika learners.
A new system of remuneration that was accepted by staff and ratified by the Public Service Association (PSA), and the collective employment agreement for 2003/04 was successfully negotiated with the PSA.
The first NCEA level 2 assessments and the last external assessments for University Bursaries. There was also extensive preparation for the 2004 implementation of NCEA level 3 and New Zealand Scholarship.
A new online service for potential migrants was launched, whereby people have their qualifications pre-assessed to help them decide whether or not to proceed with a full application to the New Zealand Immigration Service.
The Qualifications Authority is continuing to implement its strategy Better meeting Treaty of Waitangi responsibilities by facilitating the recognition and provision of quality learning outcomes with and for iwi and Maori. In order to facilitate this process a hui was held in 2003 to gain feedback from stakeholders.
Our performance target of 6.8 - 7.2 million for the processing of credits over the year was met, then exceeded.
Three new qualifications in Tourism Maori were launched at Parliament, with speeches being given by the Prime Minister and other Ministers.

A key strategic objective of recent years has been to grow the organisation's capacity and capability. The Board continues to view this goal as a top priority. The goal is being pursued through a comprehensive revision of systems for information technology and related business processes, careful attention to management structures and the expertise of staff, and a refreshed approach to liaison with key stakeholder groups.

The organisation has processes in place for thorough collaboration with all elements of the education sector. Our relationships with other agencies are strong at every level, from governance to daily operations. Fora exist for regular liaison with Maori, secondary schools, universities, polytechnics, wānanga, colleges of education, private education providers, industry, business, and employee organisations.

While it is necessary to reiterate that the Qualifications Authority has statutory obligations that may impede its capacity to respond positively to some of the expectations of all stakeholder groups, it is essential to maintain open and transparent channels of communication.

In its overarching leadership capacity, the Qualifications Authority is increasingly mindful of its obligation to enhance the credibility of New Zealand qualifications, both domestically and internationally. In the context of the diversity of providers in the tertiary education sector in New Zealand, this responsibility for credibility is especially demanding.

Credibility is underpinned by the establishment and enforcement of quality criteria for provision and assessment, but excellence in practice is the ultimate measure of an educational system. The Qualifications Authority is acutely aware of its limitations in this regard and the extent to which education professionals are at the forefront of educational excellence. Accordingly, the organisation is ever alert for opportunities to contribute to the strength of the system as a whole and the confidence and expertise of the teaching profession.

For example, additional requirements on registered providers introduced this year will add resilience to the whole system and enhance New Zealand's international reputation. Measures to moderate assessment in secondary schools have a regulatory function, but their prime virtue is that they serve to advance teacher expertise and influence assessment practice.

The Qualifications Authority administers the annual Tertiary Teaching Excellence Awards, which have an increasingly high profile in exemplifying innovation and quality.

The credibility of New Zealand's qualifications is influenced by another factor that I feel merits some mention. I refer to the perceptions engendered among the public and our stakeholders about the merit of our qualifications based on what they read, see and hear in the media.

Media analysis of issues is an important part of New Zealand society. When this analysis presents an unbalanced viewpoint to the public, however, the results may well be destructive. It is critical, therefore, that a balanced viewpoint is presented by the media.

The Board and the staff of the Qualifications Authority are clear about the strategic way ahead and together will continue working to strengthen the quality of the services it provides for its stakeholders and the learners of New Zealand.

Emeritus Professor Graeme Fraser
Board Chair

Page updated: 07 December 2004