This page provides guidance to standard setting bodies (SSBs) to support them in applying to the New Zealand Qualifications Authority (NZQA) for listing skill standards on the Directory of Assessment and Skill Standards (DASS).
The DASS lists all quality assured skill standards, unit standards, and achievement standards.
To list a skill standard an application must meet the requirements of the:
Directory of Assessment and Skill Standards Listing and Operational Rules 2022 (the Rules).
These guidelines set out the NZQA’s expectations of an application that meets the Rules. They explain each requirement and offer guidance on the evidence required to support an application.
Changes to this guide
- May 2023 - Interim guide issued.
- August 2024 - Guide finalised and published on the NZQA website.
- April 2025 - This version issued.
This version includes further guidance on:
- design characteristics
- expectations for SSB collaboration
- relationships between skill standards, micro-credentials and qualifications
- skill standards replacing unit standards.
Please send feedback or questions on this guide to qaadmin@nzqa.govt.nz.
On this page
What is a skill standard?
Design and purpose
Skill standards are defined in the Education and Training Act 2020 as:
- a specification of skills, the levels of performance in those skills, and the learning outcomes associated with those skills; and
- in relation to any vocational education and training (or proposed vocational education and training), a specification of some or all of the skills in which training is (or is proposed to be) received, the levels of performance in those skills intended to be attained by people receiving the training, and the learning outcomes associated with those skills.
Skill standards are the building blocks of qualifications and credentials.
NZQA Rules are that where suitable skill standards exist that fit with the listed purpose and outcome statement of a qualification or micro-credential, they must be included.
Qualification and Micro-credential Listing and Operational Rules 2022 Rule 5.3 (c) i
The intent is that skill standards will be used in all sub-degree qualifications and micro-credentials to support portability of learning and consistent graduate outcomes.
Skill standards will replace unit standards
Progressively, skill standards will replace unit standards. SSBs will work through a programme of transition to review and replace unit standards with skill standards that are then available for use in qualifications and micro-credentials.
Transition from unit standards to skill standards is an opportunity for SSBs to take a fresh look at the education product landscape for their industries or communities, the available unit standards, and their usage. New skill standards may incorporate elements of superseded unit standards that are still current and required.
It is expected that SSBs will set transition periods of two years for unit standards that are superseded by skill standards.
National Certificates in Educational Achievement (NCEA)
Like unit standards, skill standards can contribute towards the credit requirements for the NCEA. For more information see:
Design characteristics
SSBs should take a holistic approach to designing skill standards
Skill standards will generally:
- replace several (one for many) unit standards
- have larger credit values than unit standards
- include transferable competencies where appropriate
- have less prescriptive detail than unit standards.
Skill standards have learning outcomes associated with the specified skills
Learning outcomes in skill standards provide:
- a clear link from the skill standard to graduate profile outcome(s) of the overarching qualification(s) or outcome statement of the overarching micro-credential(s)
- the framework for providers to design and deliver teaching and assessment that supports consistent achievement.
Learning outcomes in skill standards are generally associated with skills. In most cases, this means the learning outcomes will have a practical or applied aspect. While SSBs may also develop skill standards that assess underpinning knowledge, NZQA encourages SSBs to take a practical or applied approach to standard design wherever possible.
SSBs should not convert ‘Demonstrate knowledge of...’ or similar unit standards into theory skill standards without reviewing the skills pathways for their industries, and others, overall.
Skill standards provide guidance
Skill standards have guidance for providers to:
- design programmes, micro-credentials and courses
- assess the learning outcomes to the required level of performance.
Skill standard development
Collaboration
SSBs lead the development of skill standards for their industries and sectors. Only SSBs can apply to NZQA to list standards. Currently the SSBs are:
- Workforce Development Councils
- NZQA Māori Qualifications Services (MQS)
- NZQA National Qualifications Services (NQS)
- The Ministry of Education.
SSBs develop qualifications, micro-credentials, and set skill standards in their area of coverage. Providers are responsible for developing programmes. In developing and implementing skill standards, SSBs and providers should work together to ensure sector and learner needs are met.
- All users of skill standards and sector stakeholders will be consulted during development and review.
- Some skill standards will be used across a number of qualifications or micro-credentials, particularly where the learning outcomes apply to more than one sector or community need.
- SSBs can share the development of skill standards with one SSB nominated as the lead developer. The lead developer will be responsible for consent to assess requirements and the national external moderation system for the skill standards.
The specified industries for each WDC are set out in its:
Skill standard design principles
In February 2022, NZQA and WDCs established Te Rāngai Ohu Mahi - Paerewa Ako me te Marautanga ā-motu | Skill standards and National Curricula Sector Working Group. The purpose of the group was to support the NZQA and WDC-led co-design process for skill standards and national curricula and to maximise sector-wide benefits, collaboration, and engagement.
The Working Group proposed guiding principles for the development and design of skill standards, informed by ngā kaupapa that form Te Hono o Te Kahurangi. These are set out in Table 1 below.
The principles aim to support a consistent, collaborative approach to developing and designing skill standards.
There are various ways SSBs might choose to use the principles, for example as a foundation document when setting up qualification and skill standard development panels, and in the contextualised content of individual skill standards.
While NZQA expects each SSB to deeply consider how each principle can be applied in context, they are not intended to be used as an evaluation checklist for listing skill standards on the DASS.
Although each kaupapa is presented separately in Table 1, the overarching intent is that the kaupapa are intrinsically connected throughout the design, learning and teaching process.
Over time, SSBs and NZQA will continue to refine how the principles are used in the skill standard development and design process, and share examples of the principles in action.
Table 1: Skill standard design principles
|
Ngā Kaupapa Guiding principles |
Whakamārama Description |
Skill standards |
|
Pūkengatanga: Skills Duty to learning and development |
Skills, knowledge and abilities are valued |
Are current, relevant, meaningful, and meet the needs of all ākonga, industry, employers, communities, iwi/hapū/hapori Are informed by mātauranga Māori as expressed through te reo Māori, tikanga and whakaaro Māori |
|
Rangatiratanga: Empowerment Duty to leading |
Leadership of self and others is valued |
Support and empower educators to draw upon their skills, values, knowledge, and experience to innovate and facilitate the highest quality of learning and teaching Support and empower industries, employers, and communities to build a sustainable quality workforce Empower Māori, Pacific and other under-served learners and provide opportunities for all ākonga to achieve and excel their education and/or employment goals Promote ākonga learning independence/self-determination, innovation, excellence, and leadership skill development |
|
Whanaungatanga: Belonging Duty to relating |
Relationships are valued |
Enable whanaungatanga (connectivity) through engagement and partnership with iwi/hapū, hapori, ākonga, education providers, industries (including professional bodies), employers and wider communities Maintain value to ākonga, industries, providers, employers, iwi/hapū, hapori, Pacific peoples, disabled peoples, and other communities within an Aotearoa context |
|
Manaakitanga: Collaboration Duty to supporting and serving |
Support and service to others is valued |
Support equitable access and achievement of learning outcomes Are written in plain language and easily understood by all end-users relative to the context Support ākonga holistic wellbeing |
|
Kaitiakitanga: Stewardship Duty of care and responsibility |
Care and responsibility for all learning environments are valued |
Support coherent pathways in context for learning and/or employment Enable portability and transferability of learning across multiple contexts, and other qualifications and credentials Supports work-based and applied learning Provide flexibility for delivery while ensuring consistent learner outcomes Include consideration of te Taiao (the natural environment) and sustainable practices Enable aromatawai and the principles of assessment to be applied in practice (refer NZQA website for aromatawai document) |
|
Te Reo Māori and Reo Tangata: Expression Duty to Māori and other languages |
Diversity in language and culture within learning is valued |
Promote and include te reo Māori and tikanga Māori Value and acknowledge Pacific cultures, other cultures, and worldviews |
Quality assurance
NZQA quality assures applications for listing standards on the DASS. NZQA’s decision to list standards is based on the quality and sufficiency of evidence provided.
In the evaluation process NZQA will be clear about the information and evidence on which decisions have been made. An evaluation outcome of approved, not approved, or request for information (RFI) will be provided to the SSB, based on the overall quality of the application. The intention of an RFI is to address gaps in the evidence provided and may lead to an approved or not approved outcome.
Applications must be made through the TEO online application portal.
The application form, evaluation checklist, and skill standard template are here:
Listing standards on the Directory of Assessment and Skill Standards
Te Hono o Te Kahurangi quality assurance
SSBs can choose to have skill standards evaluated through Te Hono o Te Kahurangi framework.
Te Hono o Te Kahurangi is the name of a unique whare ako framework and methodology used by NZQA to carry out quality assurance in the tertiary sector. The framework recognises ākonga Māori choosing to achieve educational success through mātauranga Māori as relevant to their worldview, context and practices. Six dynamic and interconnected kaupapa are at the heart of Te Hono o Te Kahurangi.
- Rangatiratanga: Empowerment – Leadership of self and others
- Manaakitanga: Collaboration – Support and service to others
- Whanaungatanga: Belonging – Relationships are valued
- Kaitiakitanga: Stewardship – Care and responsibility for all learning
- Pūkengatanga: Skills – Skills, knowledge, and abilities
- Te reo Māori and reo tangata: Expression – Diversity in language and culture within learning is valued.
For more information, go to:
Guidelines for Te Hono o Te Kahurangi evaluative quality assurance [PDF, 1.5 MB]
Application requirements
NZQA evaluates skill standards against the criteria in the:
Directory of Assessment and Skill Standards Listing and Operational Rules 2022
NZQA considers the application using the question:
How well does the skill standard meet the requirements for listing on the Directory of Skill Standards?
To be approved, all of the following must apply:
- The standard recognises a unified and cohesive set of skills.
- The standard is not overly or unnecessarily detailed, prescriptive or fragmented.
- The standard is easily understood.
- The skill standards match the needs of employers, industry and/or communities.
- The users of skill standards and other stakeholders were consulted during development and review.
- Other SSBs were consulted where a standard overlaps with any other SSB’s standard setting coverage.
- The quality of the application reflects principles based on ngā kaupapa that form Te Hono o Te Kahurangi.
- The skill standards are of publishable quality.
If any of the above are not evident the standard will not be approved.
Details to be listed
The details for all standards listed on the Directory are:
- a title that reflects the outcomes of the standard
- a classification, credit value and level (consistent with the level descriptors)
- a purpose statement
- the outcomes and criteria to be achieved (including learning outcomes for skill standards)
- grades that can be awarded on achievement of the standard
- learner prerequisites
- guidance information directly relevant to the assessment or performance of the standard
- the name and contact details of the standard-setting body
- the intended period for ongoing review, being no longer than 5 years from listing
- the referenced consent and moderation requirements
- a status assigned to each standard in accordance with rule 5.
Standards will not be listed at levels 7 to 10 for qualifications that are degrees or post-graduate qualifications.
Directory of Assessment and Skill Standards Listing and Operational Rules 2022 Rule 4
Use of Te reo Māori and English
A skill standard may be listed in te reo Māori, or in both te reo Māori and English. In this situation both versions will be considered as one standard and allocated a single skill standard number.
Education organisations applying for listing skill standards written in te reo Māori can have them evaluated under the Te Hono o Te Kahurangi approach.
In addition to providing the information required under DASS rule 8.1, applicants must provide the information that the Te Hono o Te Kahurangi quality assurance framework and tools require.
Applicants with skill standards that are written in te reo Māori should contact NZQA:
Skill standards containing Māori content, and all standards listed and consistent with the principles within field Māori, can be identified with a matau.
The matau indicates the standard clearly contributes to:
- Māori well-being
- Māori educational performance
- The recognition of Māori skills and knowledge.
Listing details
This section provides guidance for the skill standard details required for listing standards on the DASS.
Consent and moderation requirements
SSBs are responsible for establishing the consent to assess and national external moderation requirements for the standards they set. These requirements are described in the listed Consent and Moderation Requirements document (CMR).
For more information:
Applying for approval of Consent and Moderation Requirements
Guidelines for listing Consent and Moderation Requirements [PDF, 580 KB]
National external moderation
The following principles follow the requirements of Rule 10.3 (a) to (f) and have also been designed to reflect the principles underpinning the Evaluative Quality Assurance Framework and ngā kaupapa o Te Hono o Te Kahurangi.
For more information:
Skill standard template and example standard
We have developed a skill standard template, completed with a brief description of each listing component for easy reference.
There are also three sample skill standards that were developed to support the formal consultation on NZQA Rules in October 2022.
NZQA and WDCs will continue to work together to refine the skill standard template and update these guidelines.
Reference template [PDF, 102 KB]
Example skill standards
40000 - Manufacture a timber flooring cassette, Level 3, 20 credits
Telecommunications - Service Delivery (external link)
40113 - Install data cable support systems and flush boxes, Level 3, 15 credits
Visitor Interpretation (external link)
40123 - Perform as a storyteller for visitors, Level 3, 5 credits
Fitness Assessment and Exercise Instruction (external link)
40068 - Deliver an exercise experience using knowledge of functional anatomy and interpersonal skills, Level 4, 15 credits
Computer Support (external link)
40042 - Maintain IT systems and support users in an organisation, Level 5, 15 credits