Consultation on the draft integrated Quality Assurance Framework (iQAF)

Tēnā koutou. Welcome to the information session on the proposed integrated quality assurance framework.  

This session is intended to give you a brief background and an overview of the proposed framework. 

NZQA’s current Evaluative Quality Assurance Framework (EQAF) was introduced in 2009.  

The EQAF has enabled a rigorous approach to quality assuring qualifications listed on the New Zealand Qualifications and Credentials Framework and has provided assurance of the quality of teaching, learning and assessment in programmes leading to those qualifications. However, it is important we periodically review our quality assurance arrangement to ensure it continues to function as intended. 

The EQAF was initially based on two processes - entry controls and external evaluation and review (EER). Since then, there have been many changes in the qualifications system, in tertiary education organisations and an increased focus on regulatory practice. 

We have added additional functions to account for qualification system changes, and to respond to risks and issues. For example, we added the assuring consistency process following the Targeted Review of Qualifications and the introduction of “New Zealand” certificates and diplomas. It was at this time the framework became the NZQF. 

Another example is that we set up a team to monitor the quality of sub-degree programme delivery, in response to risks identified in several providers delivering primarily to international students. 

We have also become the Code Administrator. 

We are consistently hearing from providers about the compliance burden, duplication in information requests, reporting requirements, and other matters across ourselves and other agencies. 

It was timely to review how we quality assure in the tertiary education sector (outside the universities). 

The quality assurance framework (QAF) redesign formally started around 2021, although in practice we have been having regular conversations with tertiary education organisations and other agencies about their views of the framework for many years.​ 

The first stage, in 2021 and 2022, was a strategic review of the existing EQAF. ​ 

In the second stage, from Dec 22 to Oct 23, we worked with a cross-sector advisory group to develop guiding principles for the redesign​. We then developed a draft concept model based on four quality assurance pillars. 

In stage 3 of the framework redesign, we developed an agreed understanding of the current state, informed by sources from previous internal research, conversations, and surveys with providers. ​ 

In late 2023, we conducted workshops and interviews to understand what quality non-university tertiary education and training looks like, and what’s important to measure to assure this quality. Participants interacted with our draft concept model, which provided insight into how it is perceived and how it might work.​ 

In stage 4, an NZQA working group reviewed the concept model against a series of regulatory levers, with the objective that our future quality assurance framework is responsive to changing needs, adds value to the tertiary sector, supports learner success, and minimises compliance for high-performing tertiary education organisations.​ 

​That work resulted in the draft integrated Quality Assurance Framework (iQAF).  

The draft iQAF aims to provide confidence that learners are achieving robust, credible and relevant qualifications and credentials, and that the qualifications and credentials will prepare them to meet iwi, whānau, employer, and community needs in New Zealand and internationally. 

The draft iQAF recognises and connects the roles and responsibilities of NZQA and tertiary education organisations in quality assurance and brings together our regulatory levers and the approach of a modern regulator.  

This slide presents a summary of the draft iQAF.  

The diagram illustrates the key components of the framework:​ 

• The centre of the diagram states the purpose of the iQAF. 

• The four Quality Assurance Cornerstones set out the proposed roles and responsibilities for NZQA and tertiary education organisations. ​ 

• The white ring contains three enablers. These enablers underpin a supportive and responsive regulatory environment that encourages compliance and continuous improvement. ​ 

• The outer ring has seven levers or tools available to a regulator to effect change. The levers are interconnected and collectively ensure that quality assurance is integrated and tailored to the context and performance of every tertiary education organisation. 

​The cornerstones, enablers and levers work together to contribute to the purpose that learners are achieving robust, credible and relevant qualifications.​ 

​Proposals covering all these areas are in the consultation document, but I will give an overview of the Quality Assurance Cornerstones and levers in the following slides.​ 

​Strong quality assurance foundations​ 

This cornerstone makes clear what foundations need to be in place to ensure a modern regulatory approach underpins the system. ​ 

Firstly, our rules and expectations need to be clear.​ 

Secondly, NZQA needs to provide resources to support organisations to operate effectively in the system. ​ 

A third foundation is that NZQA approval and accreditation of programmes and micro credentials will be informed by tertiary education organisations’ capability and compliance. ​ 

We will use data to identify both individual provider and system risks. This will enable NZQA to take a risk-informed approach to quality assurance while working collaboratively with tertiary education organisations to ensure they have the required capabilities. ​ 

A foundation of our approach to quality assurance is recognising that each provider is committed to high quality education, and to supporting learners to achieve their goals and aspirations.​ 

This cornerstone sets our expectation that tertiary education organisations will systematically and regularly reflect on their own performance and use that information to improve. ​ 

This expectation has not changed from the current EQAF, but we are proposing changes to how the self-review takes place. 

Tertiary education organisations will undertake an annual self-review. The self-review will involve a tertiary education organisation examining their own processes, practices, and outcomes to ensure continued alignment with the requirements of the Education and Training Act, NZQA rules and the Education Code of Practice.​ 

Tertiary education organisations will submit a self-review summary based on an NZQA template. The template will be succinct and could include four sections. ​ 

One section could capture the key outcomes of their review​. A second section could specify actions arising from the self-review and/or any other future actions that have implications for the quality of delivery​. A third section on themes of interest, for example learner support, or assessment and moderation practice; and lastly, an attestation section​. 

Tertiary education organisations and NZQA will have an annual discussion about the actions and outcomes of their plans.​ We want the self-review submission and conversation to be authentic, so this activity is not intended to trigger enforcement activities.​ However, we recognise there may be occasions where specific actions are required to protect learner interests. 

​Effective verification of TEO quality 

This cornerstone is about how we provide confidence to learners and their whānau, employers, funders and other stakeholders of the quality of education delivered. To date we have applied a range of quality assurance levers to all providers regardless of risk profile. We want now to further develop those regulatory tools that have provided the most insight and strengthen a risk-informed approach to how we verify provider quality.  

We want to extend our use of assessment-focused monitoring as a reliable way to verify education quality and move away from categories based on external evaluation and review.  

We would increase the frequency or intensity of monitoring where data, complaints, providers and agencies alert us to risks to the quality of learners’ education. We will use our statutory powers, where appropriate, to address these. 

The system assurance cornerstone introduces activities that will show the extent system outcomes are being achieved and enable system level improvements.​ 

We see this as a vital part of the iQAF, in that it acknowledges the shared responsibility of participants to ensure the framework is delivering on its purpose. We will routinely exchange information with SSBs and relevant agencies to build a collective view of tertiary education organisation and sector performance.​ 

We propose to use thematic reviews to understand performance across the system on specific issues. For example, effectiveness of online delivery, approaches to supporting Māori, Pacific and disabled learners, how academic integrity is being managed. The results of thematic reviews will enable us to publish insights on good practice, inform the development of further resources, and update rules and expectations.​ 

We also propose undertaking and publishing a regular environmental scan. This will incorporate the collated findings from our quality assurance activities, from data and research into external factors that could impact the education sector. Environmental scans will identify emerging and current risks and issues. The findings may also inform the priorities for our quality assurance.​ 

​What I have presented so far is an overview of the key components of the proposed iQAF. ​The consultation document has more information on the proposed activities. 

The document also contains 11 questions relating to areas we’d like your input.  

We would like your thoughts on those questions or anything else about the proposed iQAF. You can share your view by completing the online questionnaire or by emailing us at qafredesign@nzqa.govt.nz.  

The consultation will be open until 10 December. 

After the consultation, we will collate and consider all the feedback and finalise the high-level framework. 

We will then develop the rules, tools, processes and associated fees structure. We will consult on the detailed changes in 2025. 

We are hoping to implement the new quality assurance framework sometime in 2026. 

Kia ora and thank you for watching this presentation.  

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