On this we page we answer some common questions about the details in the consultation and the changes we are proposing.
What is the NZQCF?
The New Zealand Qualifications and Credentials Framework (NZQCF) is New Zealand’s national qualifications and credentials framework. The NZQCF enables qualifications and credentials to be accurately and consistently compared and publicly listed.
All qualifications and credentials listed on the NZQCF are quality assured. This means that learners, employers and other stakeholders can have confidence in New Zealand’s qualification and credentials system.
Why are these changes being made?
Over the past few years, NZQA has reviewed the NZQCF to ensure that it remains up to date and fit for purpose. These proposed changes are the final installment in this review.
Summary of our past consultation
We have also reviewed our Rules to facilitate the proposed changes to the NZQCF and support the ongoing quality and credibility of qualifications and micro-credentials on the NZQCF.
We are also making changes to the English language proficiency requirements to expand the range of evidence of language proficiency that can be accepted, providing easier access to education in New Zealand for some international students.
Who will the changes apply to?
The changes to the NZQCF and Rules apply to qualification developers, standard-setting bodies, education providers and quality assurance agencies.
How will the changes impact on learners?
Changes to the level descriptors will give more visibility to the transferable skills learners achieve at each level.
Changes to the qualification-type descriptions will aid the understanding of the qualifications learners achieve.
Changes to the NZQA rules will ensure learners are properly enrolled with providers, are awarded credit through appropriate credit recognition arrangements and the qualifications and credentials they gain are recorded on their New Zealand Record of Achievement.
Changes to the English proficiency requirements will provide easier access for some international students.
How will the changes impact on providers?
Providers who develop qualifications or programmes will use the updated level descriptors and qualification-type definitions as they develop qualifications and programmes in the future. Existing qualifications and programmes may need some updating when reviewed (as part of the normal review cycle).
Providers who award a qualification or micro-credential listed on the NZQCF (except for NCEA or by universities) will need to report it within 4 months. It may be reported as a programme completion via the TEC (for funded providers), or through NZQA’s qualification check (batch reporting) or online portal.
Non-university providers who issue certificates for qualifications at levels 1-6, level 7 diplomas and micro-credentials will need to meet the specifications set by NZQA.
Providers using Te Hono o Te Kahurangi quality assurance will need to provide a self-reflective summary which shows how the organisation meets the criteria as expressed through ngā kaupapa o Te Hono o Te Kahurangi.
Providers (other than universities) will set out any specific requirements for CRT and RPL within a programme and keep clear records of how credit has been awarded through CRT or RPL, including how it aligns to the learning outcomes or standards.
Non-university providers enrolling international students will be able to accept a wider range of evidence of English language proficiency but must verify test results.
What are level descriptors?
Level descriptors are a critical component of any qualifications and credentials framework.
Level descriptors define at each level of the NZQCF, what graduates are expected to be able to demonstrate upon achievement of the qualification or other credential.
Level descriptors are commonly expressed in three domains: knowledge, skills and the context in which they are applied or their attributes.
What are domains?
Domains are the high-level concepts which categorise the learning outcomes of qualifications (and other credentials). Globally, ‘knowledge’ and ‘skills’ are near-universal qualification framework domain terms, but there is considerable variation in both the number, purpose and content of additional domains.
Countries tend to use additional domains to describe the distinctive nature of their education system and sense of nationhood, such as links to their national curricula, national priorities and their national sense of identity (values, rights and responsibilities).
The current Framework uses the three domains of ‘knowledge’, ‘skills’ and ‘application (of knowledge and skills)’ with some of these domains including more than one concept. For example, the ‘skills’ domain includes ‘critical thinking’, and some process-related skills.
'Application’ includes contexts and levels of autonomy as well as collaboration, although not all are separately defined or described at all levels.
How different are the updated level descriptors?
Previous consultation on the NZQCF indicated a need to update the level descriptors to:
- include the transferable skills of critical thinking, collaboration and communication, so that learners are prepared with the necessary skills to succeed in the 21st century.
- more accurately represent vocational or professional outcomes and contexts, rather than just academic outcomes.
These recommendations led to NZQA updating the level descriptors based on detailed technical advice provided by a technical expert group.
How different are the updated level descriptors?
The first two domains, ‘knowledge’ and ‘skills’, have not changed. We have renamed the third domain to ‘context, autonomy and responsibility’. It was previously ‘application (of knowledge and skills)’.
In the skills domain, we now include transferable competencies of critical thinking, communication and collaboration as sub-domains, and a fourth sub-domain of ‘performance and practice’.
The wording for each domain at each level has been updated.
You can request a comparison of the level descriptors by emailing rules@nzqa.govt.nz.
What would the updated level descriptors mean for providers and qualification developers?
The updated level descriptors would be used for new qualifications and micro-credentials. When existing qualifications and micro-credentials are reviewed (following their normal review cycle), they should be considered against the updated level descriptors.
As the levels themselves are not changing, we expect the majority of existing qualifications and micro-credentials will align with the updated descriptors.
Why are the qualification-type descriptors being updated?
Previous consultation on the NZQCF identified the need to address a range of technical issues with the qualification types.
This includes strengthening the purpose of the current level 7 diploma so that it provides a pathway for learners in vocational fields of study and clarifying the level 8 Bachelor Honours degrees.
We also identified a need to include an explanation of an extended Master’s Degree and include multidisciplinary, collaborative research activity in the Doctoral Degree description.
What would the updated qualification-type descriptors mean for providers and qualification developers?
The updated descriptions would be used for new qualifications. When existing qualifications are reviewed (following their normal review cycle), they should be considered against the updated qualification-type descriptions.
We expect the majority of existing qualifications will align with the updated descriptions.
How different are the updated qualification-type descriptors?
We have aligned the outcomes with the revised level descriptors and updated the descriptions of level 7 diplomas, level 8 Bachelor Honours degrees, level 9 Master’s Degrees and level 10 Doctoral Degrees.
You can request a comparison of the descriptions by emailing rules@nzqa.govt.nz.
Will the NZQCF and qualifications still be internationally recognised?
Yes. These changes will not affect the recognition of the NZQCF and qualifications.
Why can a qualification only be awarded on completion of a programme, not simply by meeting the graduate profile outcomes?
A qualification recognises a person’s learning or training and their achievement of specified skills and knowledge.
In awarding a qualification, the awarding body is confirming that a person has completed the learning or training and achieved the skills and knowledge associated with the qualification.
Why are requirements for completion being proposed?
A programme is required to have regulations that specify requirements for normal progression within the programme. When approving a programme, NZQA also checks the requirements for completion.
We propose expanding the rule to clarify that a programme has regulations that cover progression with and completion of the programme. This will ensure it is clear for learners as to what they need to do to successfully complete the programme and be awarded the qualification.
Why can't a qualification developer award a qualification (or a micro-credential developer award a micro-credential)?
A qualification or micro-credential developer usually will not know if a learner has successfully completed the learning or training leading to the qualification or micro-credential, therefore should not be the one to award it.
Why must all qualification or micro-credential completions be reported?
If a provider awards a qualification or micro-credential to a learner, it should be recorded on the learner’s New Zealand Record of Achievement. This means when NZQA is asked to confirm if a person has been awarded a qualification on the NZQCF, we are able to confirm it according to our records.
For some overseas jurisdictions, a qualification may not be recognised without the authorised government agency being able to confirm it was awarded and that the awarding body was accredited to deliver it.
Why do the certificates for certain qualifications and micro-credentials have to follow NZQA's specifications?
Having a level of consistency for certificates makes it easier for New Zealand-issued qualifications and credentials to be recognised and understood by graduates, employers, and others within New Zealand and internationally.
NZQA already requires that the award issued for New Zealand certificates at levels 1 to 6, New Zealand diplomas at levels 5 to 7 and micro-credentials follow the specifications.
This proposal formalises that requirement by stating it clearly in the Rules.
Can a background be added to the certificate?
No watermarks or background patterns are to be used unless first approved by NZQA.
To request approval email media@nzqa.govt.nz.
Will there be a transition period for updating certificates to the new specifications?
Yes. We suggest allowing up to two years to transition to new certificate designs if necessary.
However, many providers are likely to already meet the specifications.
What is the difference between CRT and RPL?
Credit recognition and transfer (CRT) is recognising credit already gained through formal learning. Where there are comparable outcomes, credit can be awarded toward the programme a learner is enrolled (or enrolling) in.
The credit that is recognised is from formal (approved) education or training with the same or another provider, whether the credential or qualification was completed in full or only partially completed.
Recognition of prior learning (RPL) is recognising a learner’s knowledge and skills gained through prior informal learning.
A learner is assessed to determine their achievement of learning outcomes or standards in the programme they are enrolled (or enrolling) in and awarded the associated credit and/or standards.
How is credit awarded through CRT or RPL?
Credit is awarded towards the programme the learner is enrolled in (or will enrol in) at the appropriate level for the learning outcome or standards to which the credit relates.
CRT processes will include recognising the credit the learner has previously achieved as meeting specific learning outcomes or standards within the programme the learner is seeking credit for.
The credit being recognised must be comparable to what is being awarded (level and credit value).
RPL processes must include assessing the learner against the learning outcomes of the programme to award credit or against the outcomes of the standard to award the standard.
If the learner has already learnt something through work or informal learning, they may not need to repeat that learning but must be able to demonstrate they meet the learning outcomes or the standard.
If a standard is awarded by RPL or CRT, it will be reported as achieved and included in normal moderation processes.
Providers will keep records of credit that is recognised and prior learning that is assessed. This includes keeping a record of how the awarded credit maps to the relevant learning outcomes in the programme and keeping assessment materials in the same way other assessment materials for the programme are kept.
How can I provide feedback on the changes?
Submissions can be made by completing the survey:
Go to the consultation survey (external link)
When will the changes happen?
Subject to the approval of the NZQA Board and the Minister, the changes are expected to come into effect early 2025.
We will publish the updated NZQCF booklet and rules on the NZQA website.