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 since May 2023
This guide has been finalised to enable web publication.
There are several areas where further guidance is still being developed and the guide will be updated in due course. These areas are:
- expectations for SSB collaboration
- relationships between skill standards, micro-credentials and qualifications
- transition arrangements for unit standards.
Please send feedback or questions to qaadmin@nzqa.govt.nz.
On this page
What is a skill standard?
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.
In simple terms, skill standards are the building blocks of vocational qualifications and other qualifications and credentials, including those developed by NZQA.
Some skill standards will be used across a number of qualifications or micro-credentials, particularly where the learning outcomes apply to more than one industry or community need.
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.
Skill standard development and usage
SSBs lead the collaborative 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.
Workforce Development Councils (WDCs) are new leaders in the vocational education and training system, with a very clear focus on skills leadership. MQS and NQS develop qualifications, micro-credentials, and will set skill standards in Field Māori and generic subjects such as Foundation Skills and English language. Providers are responsible for structuring the individual learner journey and delivering a great learning experience. The collaborative development and implementation of skill standards provides the opportunity for WDCs, MQS, NQS and providers to work together to ensure employer and learner needs are met.
Skill standards will replace unit standards
Progressively, skill standards will replace unit standards. SSBs will work through a programme of transition to include skill standards in qualifications and micro-credentials.
We have heard that some providers found unit standards overly detailed. SSBs will take a more holistic approach to designing skill standards, with larger credit values where possible, less prescriptive detail, and the inclusion of transferable competencies where appropriate. NZQA will monitor these design characteristics when quality assuring applications for listing skill standards.
Unlike unit standards, skill standards will be mandatory in sub-degree qualifications at levels 1-7 unless specified otherwise by the standard setting body. NZQA Rules clarify 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. The intent is that all providers will use skill standards in SSB-developed qualifications and micro-credentials to support portability of learning and consistent graduate outcomes.
Like unit standards, skill standards can contribute towards the credit requirements for the National Certificates in Educational Achievement (NCEA).
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
How to apply
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]
Approval and listing of skill standards
NZQA evaluates skill standards against the requirements of the Rules and considers the application using the question:
How well does the skill standard meet the overall requirements for listing on the Directory of Assessment and Skill Standards?
To be approved, all of the following must apply:
- The standard is easily understood.
- The purpose, learning outcomes and indicative content of the standard match the needs of stakeholders.
- The standard enables different assessors to consistently assess the learning outcomes to the required level of performance.
- The quality of the application reflects principles based on ngā kaupapa that form Te Hono o Te Kahurangi.
- The standard is not overly or unnecessarily detailed, prescriptive or fragmented.
If any of the above are not evident the standard will not be approved.
Te reo Māori
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.
Assessment 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 sample standards
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.