People and practice
NZQA’s workforce and practice is culturally responsive and reflective of the ākonga Māori and the hapori that we serve
Tē tōia, tē haumatia
Nothing can be achieved without a plan, workforce, and a way of doing things.
Strategic shift: Identifying and investing in the internal capability that we need to sustainably deliver our vision.
Intention: This intention supports our Rautaki Whakawhanake Tāngata (our People Strategy) and how as an organisation, we will continue to attract and develop kaimahi Māori alongside investing in our wider kaimahi and leadership development. This deliberate focus will enable us to be more responsive to and reflective of the ākonga Māori that we serve.
Outcome: Māori cultural capability, competencies and leadership are evident across NZQA operations
Key actions
1. Grow internal cultural capacity and capability to achieve our equity priorities
1.1 Embed Māori leadership and thought across all the initiatives being delivered in our Rautaki Whakawhanake Tāngata.
1.2 Grow and strengthen Te Kāhui Māori and Equity Champions Network
Measures
1.1 Increase kaimahi Māori representation, including in leadership roles, to 21.5% by 30 June 2026*
*This is a stretch target and mirrors the percentage of ākonga Māori in senior secondary and tertiary education.
Outcome: Our practices and processes support our commitment to Te Tiriti o Waitangi and Equity
Key actions
2. Develop and strengthen culturally responsive practices across NZQA.
2.1 Establish a Governance Group to monitor and evaluate progress for Te Kōkiritanga as well as other workstreams that contribute to ākonga Māori success.
Measures
2.1 Progress is reviewed and evaluated by the Governance Group with six monthly reports to the Board, Ngā Kaitūhono and Te Kāhui Māori.
On this page
Partnerships and perspectives
NZQA partnerships enable and empower ākonga Māori success
Ehara taku toa i te toa takitahi, engari kē he toa takitini
My success should not be bestowed onto me alone, it was not individual success but the success of a collective
Key shift: Working more effectively with partners to support the demand voice to influence effective assessment, qualifications, and quality assurance
Intention: Ākonga Māori and their whānau are informed and proactive decision-makers, with high expectations of our services. Whānau are confident supporting their children in education (including those with disabilities). We need to ensure that ākonga Māori feel safe and experience a strong sense of belonging in all settings, that their voices are heard and acted upon, and that they have futures they can look forward to.
Outcome: Māori voices inform organisational key areas of focus from strategy to implementation
Key actions
3. Māori voices and te ao Māori lived experiences inform our mahi
3.1 Ensure the design, delivery, and evaluation of NZQA projects and programmes includes input and guidance from te ao Māori including external groups such as Ngā Kaitūhono, Whakaruruhau Matua and Te Kāhui Ākonga.
Measures
3.1 Māori stakeholders are satisfied that their input has been reflected in product and service design and delivery.
Outcome: Partnerships grow Māori success in Aotearoa
Key actions
4. Work with iwi and Māori communities, sector agencies, tertiary education organisations to contribute to ākonga Māori and whānau success
4.1 Continue to work alongside our key partners to influence ākonga Māori participation, engagement, and attainment in NCEA, STEM and tertiary pathways.
Measures
4.1 An increased number of arrangements with iwi and other stakeholders to provide tailored datasets, including the equity ratio, that inform their decision making.
Pathways and participation
Clear pathways support ākonga and whānau to navigate and achieve their education aspirations
Whāia te mātauranga hei oranga mō koutou
Seek after learning for the sake of your wellbeing
Strategic shift: Increasing our investment in sector capability development and education relative to monitoring and enforcement
Becoming truly intelligence-led across our education, monitoring, and enforcement roles
Intention: We are organisationally set up to deliver the services for ākonga Māori and their whānau. Ensure qualifications and credentials are relevant so stakeholders can have confidence in them. Ākonga Māori and their whānau are equipped with the right information, at the right time, through the right channels that enable them to make informed decisions about education.
Outcome: Ākonga Māori are equipped with the skills, knowledge and qualifications that enable them to be successful as Māori
Key actions
5. Equip ākonga Māori and their whānau and communities with the information and support they need to be successful
5.1 Work with kura and schools and community groups to deliver our NCEA me te Whānau programme.
Measures
5.1a Whānau are more knowledgeable about NCEA and about how to support their tamariki.
5.1b The results of a research project show a positive impact of the workshops.
Outcome: Assessment is responsive to the needs and contexts of ākonga Māori in secondary education
Key actions
6. Enable equitable assessment opportunities, and pathways for ākonga Māori
6.1 Strengthen culturally responsive assessment support and assessor practice.
6.2 Continue work to strengthen the NCEA Evidence Framework to identify actionable insights that support ākonga Māori success.
Measures
6.1a Increased uptake of culturally responsive assessment support materials.
6.1b Positive feedback received on the value of the support materials.
6.2 Increased publication and promotion of insights reports.
Outcome: Quality assurance approaches are responsive to the needs and contexts of ākonga Māori in secondary and tertiary settings
Key actions
7. Responsive quality assurance approaches support providers to increase ākonga Māori success
7.1 Develop culturally responsive quality assurance approaches that better meet the needs of ākonga Māori.
7.2 Continue to develop internal capability to support the sector in relation to including mātauranga Māori in qualifications and micro-credentials.
Measures
7.1 Examples of good practice will be identified and disseminated regularly over the next three-years.
7.2 Over time, an increased number of qualifications and credentials include mātauranga Māori