Application for Approval to List a Qualification at Levels 1-6 (MM … · Application for Approval to List a Qualification at Levels 1-6 (MM EQA) 1. Qualification Developer Details

Application for Approval to List a Qualification at Levels 1-6

(MM EQA)

1. Qualification Developer Details

Qualification developer name

NZQA, Māori Qualifications Services

Provider No. MOE: 9999 Approval to develop application Case no.

C10784

Contact name and title Mrs Dinah Paenga, Qualifications Development Facilitator (QDF), Māori Qualifications Services (MQS).

Contact details [email protected] work: 04 463 4298 mob: 027 303 6791

Has the qualification been jointly developed?

No If Yes, include other TEO name(s) and their provider number(s)

2. Qualification Details

Title Te Reo Māori

English equivalent New Zealand Diploma in Tourism Māori (Level 5)

Level 5 Credits 120

Type Diploma NZSCED 080701

Strategic purpose statement

This qualification is essential to ensure that there are graduates who are able to contribute effectively and authentically within the New Zealand tourism sector.

Graduates will be able to work at a supervisory and middle-management level within the tourism sector with an emphasis on tourism Māori.

The graduates applied skills and knowledge will enable them to deliver a quality manuhiri experience which will enhance local, national and global economies.

3. Outcome Statement

Graduate profile

Graduates of this qualification will be able to explain and practice tikanga in accordance with local whānau, hapū, iwi and hapori practices in a tourism context.

Manaakitanga (20 credits)

Demonstrate cultural competence by applying the principles of manaakitanga when engaging with people from other cultures.

Kaitiakitanga (40 credits)

Research and promote a kaupapa Māori project that supports a tourism specific activity or event.

Maintain the integrity of taonga Māori.

mailto:[email protected]

Maintain the integrity of, and promote Māori cultural values in a tourism context.

Rangatiratanga (60 credits)

Analyse and interpret tourism statistics, trends and financial data to support decision making and sustainability of tourism Māori businesses and operations.

Apply workplace practices required of a tourism workplace including professional, ethical and legal requirements and compliance with relevant Acts and legislation.

Education pathway

Graduates who complete this qualification may undertake further study towards:

New Zealand Certificate in Business (Māori Business and Management) (Level 6).

Manu Taiko – Hoka Rangi (Kaupae 6).

Tourism and Travel qualifications leading towards degrees.

Employment pathway Employment in any tourism business in Aotearoa New Zealand with an emphasis on Tourism Māori.

Community / cultural pathway

Graduates will be able to:

contribute to the Māori and national economies;

apply and use te reo Māori, tikanga and manaakitanga to increase whānau, hapū, iwi, hapori involvement in tourism;

apply cultural capital to enrich whānau, hapū, iwi and hapori.

4. Changes to qualification details since the Approval to Develop a Qualification application

Please indicate whether there been any changes to the following details since approval to develop was granted

Qualification Type Yes / No

Qualification Level Yes / No

Strategic Purpose Statement Yes / No

Outcome Statement Yes / No

If you answered “Yes” for any of the details above, have the changes altered the overall purpose and / or intent of the qualification (as they were described in Approval to Develop a Qualification application)

Yes / No

If the overall purpose and / or intent of the qualification has been altered, please provide a brief description about what the change(s) are, why they have been made and the impact on the overall qualification’s intent and design

Rationale for changes

Qualification type

Qualification level

Strategic Purpose Statement

Outcome Statement

List any further NZQF qualifications, identified since the Approval to Develop application, which are substantially similar to the proposed qualification

5. Stakeholder Profile for the Qualification

Stakeholder name and contact details

Reason for their involvement

Extent of their involvement

Evidence of their appropriateness, credibility

and / or mandate for representing their group,

organisation, wider community, or other key

stakeholders

Anne Maguire

Tourism Māori Whakaruruhau; is a Tourism Māori business owner/operator - Tipuna Tours.

Project Team, Working Group

The first six stakeholders (Anne, Aroha, Doris, Kathy, Ngaire, and Owen) have been involved right from the beginning of the tourism Māori qualifications development. They are individuals/representative of organisations with an explicit and/or declared interest in the development of these qualifications. This evidence will be further supported from their attestation forms. Also included are their attestation forms from the Pre-Development Stage The rest of the stakeholders were part of the Pre-development Stage. The Project Team made up of representatives from the Tourism Māori Whakaruruhau, identified and agreed to a wider stakeholder list: A Stakeholder: To partner with on each aspect of the decision, Potential decision making authority, Co-design/Co-production. Made up from Governance/Working Group, and Review Group B Stakeholder: To obtain feedback on alternative and/or decisions, Co-design/Co-production. Made up from Wananga, Institutes of Technology (currently using Field Māori unit standards), Māori PTE’s, and Schools/Kura (currently using Field Māori unit standards). C Stakeholder: To ensure needs and concerns are

Aroha Beckham Stakeholder; CE Tupoho Whanau Trust PTE


Doris Kaua Tourism Māori Whakaruruhau; Manager Service IQ


Kathy Tuhakaraina

Tourism Māori Whakaruruhau; Head of Discipline – Indigenous Tourism/Management at Te Whare Wānanga o Awanuiarangi


Ngaire Tainui

Tourism Māori Whakaruruhau; Ōnuku Rūnanga Representative to Ngai Tahu Rūnanga


Owen Ormsby

Chair Tourism Māori Whakaruruhau; Programme Leader Tourism at Manukau Institute of Technology.


Dee Kennedy

National Academic and Business Manager, Quantum Education Group Limited

Pre-Development Stage, Working Group

Henare Johnson

Māori Tourism Development, Auckland Tourism Events and Economic Development


Jolene Takai Project Manager, Turanga Ararau, Education Provider


Kemp Dryden Chair, Whanganui Māori Regional Tourism Organisation (MRTO)


Lionel Rudolph Business Development Leader/Hospitality Lecturer, North Tec


Manuka Vincent Education manager, NETEOR Education Training Group


6. Qualification Award

Please provide details about the award of the qualification

This qualification will be awarded to people who have met the requirements of the graduate outcomes.

Credit gained for an outcome may be used only once to meet the requirements of this qualification.

Awarding bodies for this qualification will be any education organisation accredited under section 38 of the Education Amendment Act 2011 to deliver a programme leading to the qualification.

The certificate will display the NZQF logo and the name and logo of the Tertiary Education Organisation offering the training leading to the award of the qualification, the full qualification title, NZQA reference number, and the date of award of the qualification.

If the TEO has been awarded the Mātauranga Māori Evaluative Quality Assurance (MM EQA) quality mark for a programme of study leading to this qualification, the certificate will also display the MM EQA quality mark.

7. Review Period (in months)

Please specify the period of review for the qualification

3-5 years

8. Qualification Specification

Please provide details on the following:

Arrangements for managing consistency

The process for ensuring consistency of Tourism Māori graduate profiles will be evidence-based, outcomes-focussed, and grounded in the MM EQA kaupapa Māori principles: Te Reo Māori, Tikanga, Whanaungatanga, Manaakitanga, Pūkengatanga, Kaitiakitanga, Rangatiratanga, Tūrangawaewae.

All Tertiary Education Organisations (TEOs) (either arranging training or

Paora Brooking Tourism Coordinator, Te Runanga o Ngati Porou


understood and considered, Obtain feedback on alternatives and/or decisions. Made up from Rūnanga, Māori Regional Tourism Organisations, and Tourism Business Operators. D Stakeholder: To provide balanced and objective information. Made up from Public Sector, Education Sector, and Other TEO’s. Stakeholder list attached.

Paul Fuimaono Managing Director, Tour Operator, Toru Tours


Rachael Sweetman Group HR Manager, Ngai Tahu Tourism Ltd


Sally Steedman Curriculum Development/Contractor


Selwyn (Herewini) Takotoroa Ruru

Principal Tutor, Business Administration and Computing, Clerical and Customer Care, Turanga Ararau (Te Runanga o Turanganui A Kiwa


Tui Kaa Waikato Tainui Employment and Training


delivering programmes that lead to the award of the Tourism Māori qualification) are required to participate in a biennial consistency hui with the qualification developer. The purpose of this hui will be to confirm consistency of qualification outcome achievement by the TEO’s graduates.

The system will be funded on a contributory basis.

The qualification developer will facilitate an initial regional hui to introduce and present the qualification.

The qualification developer may appoint an external reviewer(s) to manage the consistency process, review consistency hui outcomes, and prepare a report which will be distributed to the TEOs and other relevant stakeholders.

The biennial consistency hui will involve:

peer review of evidence associated with graduates’ achievement of outcomes

establishing a periodic cycle for the review kaupapa focus for the external consistency review

agreeing acceptable standards and/or benchmarks for qualification outcome achievement, and areas for improvement

identifying issues and/or improvement opportunities associated with outcome achievement.

The qualification developer considers that programme owners should be responsible for determining how to evidence the consistency of their graduates against the requirements of the graduate profile outcomes.

However standard evidence for all programme providers will include:

portfolios of student work relating to the qualification and the annual kaupapa focus e.g. manaakitanga, kaitiakitanga, rangatiratanga, te reo Māori me ngā tikanga, requirements of the consistency hui

And one of the following:

graduate and/or stakeholder/end-user feedback on outcome achievement

TEO moderation outcomes which may include moderation/benchmarking across common programmes

Relevant MM EQA external evaluation and review data.

Credit transfer and recognition of prior learning arrangements

Māori Qualifications Services recognises the importance and value of prior learning achieved within both formal and informal settings.

Processes may include:

recognition for people who have worked in Tourism, or who have mātauranga Māori knowledge and skills, and have not had any formal recognition of their skills

assisting people to upgrade previously gained qualifications

credit for learning achieved in previously gained qualifications that aligns with outcomes in this qualification.

Accredited providers delivering programmes that lead to award of this qualification must have policies and procedures in place for managing credit transfer, and assessing recognition of prior learning and recognition of current competency. These policies and procedures, and associated fees must be available to candidates prior to enrolment.

Assessment standards already achieved by the candidate, which are

specified in this qualification, may be credited to the qualification.

Minimum standard of achievement and standards for grade endorsements (where applicable)

Achieved

Pre-requisites to meet regulatory body or legislative requirements (where applicable)

There are no mandatory prerequisites to meet regulatory body, or legislative requirements for this qualification.

Optional conditions for qualification Programmes leading to the award of this qualification will be evaluated using the MM EQA tools, processes, and methodologies.

9. Conditions relating to specific outcomes

Graduate Profile Outcome (including indicative credit values)

Conditions Mandatory or

Optional

Manaakitanga (20 credits)

Demonstrate cultural competence by applying the principles of manaakitanga when engaging with people from other cultures.

Te Reo me ona Tikanga are inherent and embedded within the principle and values of this qualification. It is recommended the following topics be included in programme development leading to this qualification:

Relationship management and communication skills

Computing

Visitor services

Health and Physical Education

Leadership skills

Financial skills

Legal and ethical responsibilities

Optional

Kaitiakitanga (40 credits)

Research and promote a kaupapa Māori project that supports a tourism specific activity or event.

Maintain the integrity of taonga Māori.

Maintain the integrity of, and promote Māori cultural values in a tourism context.

Optional

Rangatiratanga (60 credits)

Analyse and interpret tourism statistics, trends and financial data to support decision making and sustainability of tourism Māori businesses and operations.

Apply workplace practices required of a tourism workplace including professional, ethical and legal requirements and compliance with relevant Acts and legislation.

Optional

Please provide a rationale where specific assessment standards are identified as mandatory conditions

10. Self-Assessment

Please summarise below how well the:

Information and evidence supporting the application answers the pātai tūākana below (See Appendix 1)

Qualification(s) meets the identified needs of ākonga, Māori communities and other key stakeholders

NZQA qualification listing requirements have been met (See Appendix 2)

Nga pātai tuākana Ngā pātai tēina

1. E tautoko ana te hunga e tika ana hei tautoko?

To what extent have relevant stakeholders influenced/ contributed to the qualification design?

Ko wai te hunga e whai-pānga ana ki tēnei tohu?

E tautoko ana rātou i te tohu nei? He aha ai?

Whakaatuhia mai ngā wāhanga o te tohu nei i uru atu ai ngā whakaaro o te iwi, hapū, hapori?

How were stakeholder needs and aspirations identified?

What steps were taken to ensure the stakeholder contribution is representative and appropriate for their groups and/or communities?

Specifically how have stakeholders’ comments, feedback and interests been incorporated into the qualification development?

Relevant stakeholders have both influenced and contributed to the design of the qualifications because we have:

i. completed a needs analysis; ii. surveyed and talked with whānau, hapū, iwi

and hapori to ascertain the need for Tourism Māori qualifications;

iii. extended invitations to feedback to qualification drafts as widely as we could;

iv. made amendments to the qualifications in-line with feedback and comments received.

A needs analysis was developed. (Needs Analysis file attached)

A comprehensive communications plan was developed and stakeholder profiles were completed to ensure main stakeholders would be consulted in the review and development of the tourism Māori qualifications. Stakeholders were prioritised according to their importance, influence and relevance. The stakeholder list was updated regularly. (Stakeholder file attached)

A project team was established to represent a wide range of skills, knowledge and expertise in the tourism Māori industry.

Different mediums of communications (emails, surveys, kanohi-ki-te-kanohi, telephone, NZQA website) were suggested by the project team to encourage feedback.

Whānau, hapū, iwi and stakeholders were surveyed to ascertain the need for tourism Māori qualifications. (See Tourism Māori surveys – attached)

All feedback was considered by the project team,

and these influenced changes made to the final qualifications drafts.

The project team opted to contact their networks to encourage feedback to the qualifications.

When very little feedback was received, for example during the December/January consultation period, a decision was made to extend the consultation period, to allow more time for the project team to make direct contact with their networks and/or key stakeholders.

All suggestions and feedback have been carefully considered by the project team, and in many cases, suggestions were taken on board.

2. He aha ngā tūmomo whāinga a ngā ākonga, whānau, hapū, iwi, hāpori e tutuki ai i tēnei tohu?

How well does the qualification’s strategic purpose match the needs of learners, whānau, hapū, iwi, hāpori and other relevant stakeholders?

Me pēwhea e tutuki ai ngā whāinga a te iwi, hapū, hapori?

Mā wai e kī kua tutuki?

I pēwhea tā koutou rapu i ngā tūmanako o ngā iwi, hapū, hapori?

How were stakeholder needs analysed and prioritised?

How were the results of the needs assessment considered and incorporated into the specified outcomes and strategic purpose of the qualification?

How does the evidence from the needs analysis provided confirm a valid need for the qualification?

The strategic purpose of the qualifications match the needs of learners, whānau, hapū, iwi, hāpori and other relevant stakeholders because we have: i. undertaken a needs analysis of the sector; ii. surveyed the needs of the sector and

comprehensively analysed all feedback received; iii. further developed the qualifications in line with the

needs analysis and feedback from surveys and consultation;

iv. consulted widely with stakeholders regarding draft qualifications and incorporated feedback and suggestions to guide the development of the qualifications.

The initial need for tourism Māori qualifications was identified through the needs analysis (See Needs Analysis (1) attached and was confirmed and supported by surveys that were distributed to whānau, hapū, iwi, hapori and stakeholders. (See survey summary page 11-13 of Needs Analysis)

Analysis of the survey received, identified a need for three separate qualifications – Levels 3, 4 and 5 to cater for the needs that emerged.

A landscape document or recommendation from the needs analysis was created. This suggested: target audience, skills and knowledge, qualification levels, and pathways. (See page 15 of Needs Analysis)

At every point of consultation, stakeholder feedback was incorporated into the drafts of the qualifications and guided the direction the project team took in the development of the qualifications.

3. He aha te momo ka puta i tēnei tohu?

To what extent will the qualification enable graduates to pursue intended educational, employment, community and / or cultural outcomes)

Whakamāramatia mai te āhua o te tangata ka puta i te tohu nei?

He aha ngā mahi ka taea e ia te pīkau hei oranga mō tōna iwi, hapū, hapori?

How well do the specified outcomes reflect the qualification’s strategic purpose, and/or appropriate education/ employment /community pathways

Is the graduate profile appropriate to the designated level of the qualification?

How will the realisation of the critical statements of the graduate profile be reviewed and evaluated to ensure the necessary consistency between programmes leading to the qualification?

The suite of qualifications will enable graduates to pursue intended educational, employment, community and/ or cultural outcomes because we have: i. firmly based the developments on mātauranga

Māori; ii. ensured the structure of the qualifications are

flexible enough to allow programmes to be developed that are appropriate in a range of contexts, and whanau, hapu, iwi, hapori;

iii. embedded the qualifications in matauranga Māori to ensure graduates are prepared to contribute to positive outcomes for the entity they are participants in, as well as make changes of consequence for whānau, hapū, iwi, hapori.

The use of key kaupapa as headings for the graduate outcome groupings came from the Māori Governance qualifications governance group. The tourism Māori project team was happy to go along with this ground-breaking precedence. These kaupapa ensured tikanga and āhuatanga Māori were at the forefront of the developments.

The qualifications will allow graduates to make academic gains as well as make positive outcomes for the entity they are participants in, as well as whānau, hapū, iwi and hapori.

These qualifications provide pathways to multiple organisations, the skills are transferable, and the qualifications enable multiple pathways as noted in the educational and employment pathways.

It is clear to see what skills and knowledge graduates will be able to use within their whānau, hapū, iwi and hapori, and how they will be able to make contributions of significance.

Skills and knowledge acquired through learning and assessment of this qualification can be applied to any context.

The language used in the level descriptors was adopted to ensure the qualifications are at the right level.

The project team has had dialogue and input from TAM regarding managing consistency as well as dialogue across qualification services and service delivery.

4. He aha ngā painga ka riro i te whānau, hapū, iwi, hāpori me ētehi atu inā tutuki ai ngā whāinga i te ākonga?

What is the value of the qualification for key stakeholders including whānau, hapū, iwi, hāpori and learners?

He aha ngā momo taonga, mātauranga ka tiakina ai e te hunga ka puta i te tohu nei?

Ka pēwhea te āhua o te tiaki i ngā taonga tuku iho?

Ka taea e ngā ākonga ka puta nei te ihu te manaaki i ō rātou whānau, hapū, iwi?

Specifically, how will this qualification enable graduates to contribute to the maintenance, promotion and celebration of taonga Māori?

Specifically, how will the qualification enable graduates to actively participate as citizens of the world?

The suite of qualifications have value for key stakeholders including whānau, hapū, iwi, hapori and learners because: i. They are firmly based on tikanga Māori; ii. The common outcome of the qualifications is the

“protection and enhancement of taonga Māori for current and future generations”;

iii. They provide confidence to the sector, to employers, and for succession planning for

The project team have discussed the meaningful contributions graduates will be prepared to make, and have looked at the VALUE of the outcomes.

The review team talked about the overall purpose of the qualifications and the pathways from a mātauranga Māori base, and therefore the strategic purpose statements anticipate the learner will actively participate in the qualification intent and work toward the flourish of whānau, hapū, iwi,

whānau, hapū, iwi, hapori. hapori.

Graduates contribute in terms of the celebration of taonga Māori.

The common outcome of this suite of qualifications is the “protection and enhancement of taonga Māori for current and future generations”

The qualifications will equip graduates with skills to take on leadership roles within whānau, hapū, iwi, hapori.

The qualifications provide graduates with a recognised quality qualification with the Māori qual-mark. This gives graduates, organisations and employers confidence that they have quality behind them because they have been through the MM EQA process.

5. E taea rānei te kī, he rangatira, he whai-mana, he Māori tonu te hanga o te tohu nei?

To what extent is the qualification unique, distinctly Māori in shape and form and have mana?

He aha ngā āhuatanga o te tohu nei e Māori ai tōna hanga?

Mā te aha te tohu nei e mana ai, e rangatira ai?

Ki te whakairia te tohu nei ki te NZQF, ka manaakitia e ngā iwi?

Ko wai te hunga ka hiahia ki tēnei tohu mātauranga?

He aha ngā hua ki te tangata ka whai i tēnei tohu?

What similar qualifications exist, and how, specifically, is this qualification differentiated from them?

Do the title, type, level and credits reflect the qualification’s strategic purpose and outcomes?

What specific provisions are made in the qualification to allow it to be achieved in different delivery contexts?

How frequently will the qualification need to be reviewed to ensure its on-going usefulness and relevance?

To what extent is the application, and the underlying process for a qualification to be approved, complete and robust?

These qualifications are unique, distinctly Māori in shape and form and have mana because: i. the strategic purpose statements of the

qualifications are fundamentally based on mātauranga Māori;

ii. āhuatanga Māori is embedded in the qualifications, and the development process;

iii. they have been developed from the need expressed by whānau, hapū, iwi, hapori and other stakeholders;

iv. they have been widely consulted on, and feedback to date indicates they will meet the initial and consequential need expressed.

The strategic purpose statements of the three qualifications are fundamentally based on mātauranga Māori.

The qualifications were developed in a process that was imbued with tikanga and te reo Māori values and practices, and a Māori world view.

Āhuatanga Māori is embedded in the qualifications, and the development process, it is not merely tucked in at the end.

These are unique qualifications, and there are no other qualifications like them listed on the NZQF.

There is no reference to cultural tourism in any documentation associated with this development. These qualifications are uniquely based on kaupapa Māori (concepts) and Mātauranga Māori (knowledge).

Because the qualifications are unique and distinctly Māori in shape and form it is beneficial for learners.

There was little discussion about the titles for the qualifications; they warped from the previous National Certificate titles. The previous qualifications will be expired.

The language used was broad and flexible.

The design of the qualifications allow them to be taught in blocks or used for consistency – eg manaakitanga, kaitiakitanga, rangatiratanga, te reo me nga tikanga.

These qualifications have been developed from the need expressed by whānau, hapū, iwi, and other stakeholders, they have been widely consulted on, and feedback to date indicates they will meet the initial need expressed.

6. He aha ngā āhuatanga o te tohu nei e ora ai te reo, e mana ai ngā tikanga?

To what extent does the qualification contribute towards the preservation, promotion and advancement of te reo Māori and tikanga Māori?

He aha te wāhanga ki te reo ki tēnei tohu?

He aha te wāhanga ki ngā tikanga ki tēnei tohu?

These qualifications contribute towards the preservation, promotion and advancement of te reo Māori and tikanga Māori because: i. Tourism Māori is a platform for manaakitanga

and kaitiakitanga, and inherent in these qualifications is the preservation of te reo Māori and tikanga for future generations.

The headings used in the Graduate Profile Statements command an understanding of tikanga and te reo at the fundamental level.

Te reo is a minimum requirement for Māori qualifications.

Mātauranga Māori is inclusive of te reo Māori me ngā tikanga, and is therefore inherent in the qualifications.

Healthy discourse between whānau, hapū, iwi, hapori and training entities, provide the opportunity for tikanga and te reo Māori to grow and thrive.

11. Attachment Checklist

Evidence Attached No. of attachments

Attestations completed and signed by each key stakeholder identified in Section 5 of this application form (using the NZQA MM EQA template: Involvement in Qualification Development Stakeholder Attestation)

27 Attestations 9

Assessment standards identified in the Specification (Sections 8 and 9), which require approval in conjunction with this application

None

12. Transition information

Replacement information This qualification replace the National Certificate in Tourism Māori (Level 3) [Ref: 1076]

People currently working towards the replaced qualification may either complete the requirements for that qualification by 31 December 2015 or transfer to this qualification. The last date for entry into programmes leading to Ref: 1076 is 31 December 2014

Appendix 1 MM EQA (Qualifications): Ngā Pātai Tūākana

1. E tautoko ana te hunga e tika ana hei tautoko?

To what extent have relevant stakeholders influenced/ contributed to the qualification design?

2. He aha ngā tūmomo whāinga a ngā ākonga, whānau, hapū, iwi, hāpori e tutuki ai i tēnei tohu?

How well does the qualification’s strategic purpose match the needs of learners, whānau, hapū, iwi, hāpori and other relevant stakeholders?

3. He aha te momo ka puta i tēnei tohu?

To what extent will the qualification enable graduates to pursue intended educational, employment, community and / or cultural outcomes?

4. He aha ngā painga ka riro i te whānau, hapū, iwi, hāpori me ētehi atu inā tutuki ai ngā whāinga i te ākonga?

What is the value of the qualification for key stakeholders including whānau, hapū, iwi, hāpori and learners?

5. E taea rānei te kī, he rangatira, he whai-mana, he Māori tonu te hanga o te tohu nei?

To what extent is the qualification unique, distinctly Māori in shape and form and have mana?

6. He aha ngā āhuatanga o te tohu nei e ora ai te reo, e mana ai ngā tikanga?

To what extent does the qualification contribute towards the preservation, promotion and advancement of te reo Māori and tikanga Māori?

Appendix 2 NZQA Qualification Listing Requirements: Approval of a Qualification

1. Name and legal status of the qualification developer

2. Qualification title, type, level and credit value

3. New Zealand Standard Classification of Education (NZSCED) code (it may also include the Directory of Assessment Standards classification)

4. A statement of strategic purpose

5. A qualification outcome statement

6. Details on the award of the qualification

7. Period for review

8. A specification which contains mandatory and optional conditions for programmes leading to the award of the qualification

9. The Stakeholder Profile for the qualification

10. Description of stakeholder involvement in developing the qualification and evidence of support

11. Explanation for any changes to the Strategic Purpose Statement and/or graduate profile subsequent to Approval to Develop

Documents

Application for Approval to List a Qualification at Levels 1-6 (MM … · Application for Approval to List a Qualification at Levels 1-6 (MM EQA) 1. Qualification Developer Details