He tauākī whakamaunga atu - Statement of Intent 2022/23 2025/26 - NZQA
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E44 He tauākī whakamaunga atu Statement of Intent 2022/23 – 2025/26
022/23 – 2025/26
2
He tauākī whakamaunga atu
Statement of Intent
Kia noho takatū ki tō āmua ao
Qualify for the future world
Ko te manu ka kai i te miro, nōna
te ngahere. Ko te manu ka kai i
te mātauranga, nōna te ao.
The bird that partakes of the berry, Whakapā mai
theirs is the forest. The bird that partakes Contact details
of knowledge, theirs is the world.
New Zealand Qualifications Authority,
(Te Kere Ngataierua, Te Āti Haunui-a- 125 The Terrace, Wellington 6011
PO Box 160, Wellington 6140
Pāpārangi)
Telephone: +64 (4) 463 3000
Fax: +64 (4) 463 3112
ISSN 1173-3799 (Print) June 2022 Freephone (in NZ): 0800 697 296
ISSN 1178-9921 (Online) June 2022 www.nzqa.govt.nz
Copyright ©. This copyright work is licensed under the Creative Commons Attribution-NonCommercial-
NoDerivatives 3.0 New Zealand licence. In essence, you are free to copy and distribute the work for non-
commercial purposes, as long as you attribute the work to the New Zealand Qualifications Authority, do not
adapt the work and abide by the other licence terms.
To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/3.0/nz. Please note that
the New Zealand Qualifications Authority’s logo may not be used in any way that infringes any provision of the
Flags, Emblems, and Names Protection Act 1981 or would infringe such provision if the relevant use occurred
within New Zealand. Attribution to the New Zealand Qualifications Authority should be in written form and not by
reproduction of the New Zealand Qualifications Authority’s logo.
Cover Credit: Nyle Turuwhenua Pukekohe High, Puni (Excellence NCEA Level 3 – Printmaking)
2022/23 – 2025/26
He whārangi ihirangi
Table of contents
Ngā kupu takamua a Te Poari Tō mātou whakakitenga: Kia noho
Board foreword 3 takatū ki tō āmua ao
Ngā kupu takamua a Our vision: Qualify for the
Te Pouwhakahaere Matua future world 22
Chief Executive foreword 7 Mā te mana taurite e ārahi
Ko wai mātou te whakarite me te tuku i ngā
Who we are 11 āhuatanga o te mahere putanga
Te wāhi ki a mātou We embed equity in the way
Our role 11 we design and deliver against
Tā mātou tāpaetanga ki our Outcomes Framework 23
te pūnaha mātauranga Ngā putanga ā-rautaki
Our contribution to the Strategic Outcomes 25
education system 13
Te āheitanga o te whare
Te āhua me te whakahaere
Our organisational capability 40
i te mahi taiao
Te Tangata me Te Āheitanga
Our operating environment 15
People and capability 40
Ngā rautaki takune
Strategic intentions 18 Te hauora, te marutau
me te oranga
Te mahere putanga me
te mahere mahi Health, safety, and wellbeing 41
Outcomes Framework Te mōhio ki ngā kaihoki
and performance measurement 18 me ngā kaipānga
Te anga o te mahere putanga Understanding our customers
Overview of our Outcomes and stakeholders 42
Framework19 Ngā hangarau
STATEMENT OF INTENT
Ka whakamana a NZQA Technology as an enabler 43
i Te Tiriti o Waitangi Te Tūraru
NZQA gives effect to Risk43
Te Tiriti o Waitangi 22
Te kupu taka
Glossary45
1
STATEMENT OF INTENT 2022/23 – 2025/26 2 Credit: Elise Cullen Lincoln High, Lincoln (Excellence NCEA Level 3 – Painting)
2022/23 – 2025/26
Ngā kupu takamua a Te Poari
Board foreword
Poipoia te kākano kia puāwai university and vocational education,
and championing equity of access for
Nurture the seed and it will blossom
disabled learners, Māori and Pacific
This is an exciting time for the delivery communities.
of education in New Zealand. As a Board
Over the life of this Statement of Intent
we recognise that the New Zealand
(SOI), NZQA will have a specific focus on
Qualifications Authority (NZQA)
Te Whakakitenga 2025 – the four goals
has a key role in ensuring that all
guide the organisation’s work programme
New Zealanders have the opportunity
and support NZQA’s vision.
to achieve individual and collective
success. Strengthened obligations to • National Certificate of Educational
the Māori-Crown relationship, set out Achievement (NCEA) external
through the Education and Training Act assessments are relevant for a digital
2020, require leadership at every level age and support equitable outcomes.
of the organisation. We are proud of the • NZQA adapts the qualifications system
long-term relationship NZQA has with to support the Reform of Vocational
Ngā Kaitūhono. The Board has made a Education and lifelong learning.
commitment to work collegially to further
• The New Zealand Qualifications
enhance and recognise this partnership.
Framework (NZQF) and quality
Work is also underway to reinforce the assurance arrangements support
organisation’s regulatory practice and increased inclusion of mātauranga
governance, including considering how Māori in qualifications.
STATEMENT OF INTENT
to reflect NZQA’s equity goals in the • NZQA partners with Māori, Pacific,
way we work with schools and tertiary education agencies and others to
education organisations. enable equitable achievement for
The Board is well placed to support ākonga (learners) Māori and Pacific
NZQA’s work, with members having learners in STEM subjects at all levels
diverse backgrounds including in the of NCEA.
areas of secondary school teaching,
3
2022/23 – 2025/26
NZQA’s work in pursuit of each of these Te manaaki i te whakahoutanga o te
statements aligns with Government Mātauranga Ahumahinga me te ako
expectations, NZQA’s strategic objectives mutunga kore
and the organisation’s vision. Supporting the Reform of Vocational
Education and lifelong learning
Te hāngai ki te ao hangarau
Relevance for a digital age Alongside NZQA’s support of the sector-
wide changes to vocational education,
NZQA has accrued considerable
we are working to update NZQA’s quality
experience in digital assessment through
assurance approach to align with the
the development of NCEA Online. We are
Review of Vocational Education (RoVE)
leveraging this expertise to support both
environment.
a ‘digital first’ assessment approach in
the Review of Achievement Standards, The uptake of online post-secondary
and the NCEA Change Programme’s learning in response to COVID-19 poses
adoption of a wider range of innovative both challenges and opportunities
assessment methods. for learners and education providers.
NZQA recognises the role of distance
Offering a range of assessment formats
learning in mitigating COVID-related
which better reflect how students learn
disruptions, while also adjusting the focus
and live outside of the classroom helps
of quality assurance to ensure a move
ensure the continued recognition of
to online learning does not adversely
NCEA as a trustworthy, valid measure
impact on the quality of education that
of what students know and can do.
learners receive.
NZQA is ensuring that digital assessment
is culturally relevant and inclusive – As international students return to
including facilitating the use of te reo New Zealand, NZQA will continue
Māori, both in assessment tasks and supporting the pastoral care of these
student responses. students alongside our domestic
learners, while ensuring New Zealand
Digital assessment provides opportunities
education products delivered online and/
to improve equity for disabled learners
or offshore meet the quality expected
and those with other learning needs.
STATEMENT OF INTENT
from a New Zealand provider.
NZQA is working to ensure that digital
assessment empowers these groups,
and is making improvements to the
accessibility of all our information
and services.
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2022/23 – 2025/26
Te tuitui i te mātauranga Māori We will continue to provide equity
Inclusion of mātauranga Māori in STEM achievement data to key
stakeholders, including iwi, to inform
NZQA is committed to giving effect to
actions to effect positive change.
Te Tiriti o Waitangi, with a particular focus
on supporting equitable educational We deliver workshops to whānau to
outcomes for Māori. We aim to achieve increase their understanding of NCEA
this through working in partnership with and build confidence to support
iwi and with Ngā Kaitūhono. their children to be successful in
NCEA. One of the key messages
We are continuing to support work
we communicate to parents is the
which better recognises mātauranga
importance of taking STEM-related
Māori across the education system,
subjects to provide the broadest range
including through recognising its equal
of future career opportunities.
status in NCEA and in the review of the
New Zealand Qualifications Framework. NZQA has produced strategic action
plans for ākonga (learner) Māori and
One context for this work is the NCEA
Pacific learner success (Te Kōkiritanga
Change Programme, led by the Ministry
and Takiala Pasifika, respectively).
of Education. This also includes the
These plans set out our ambition for
Review of Achievement Standards and
equity of educational achievement
the introduction of specific standards for
for ākonga Māori and Pacific learners
Te Reo Matatini me te Pāngarau | Literacy
(including in STEM). Each of the strategic
and Numeracy.
action plans outlines priorities and
Te mana taurite i STEM the work towards them. The Board is
also keen to pursue any opportunity
Equity in STEM
to work with or support others in the
We are continuing our work to encourage sector to address barriers to learning
Māori and Pacific students into science, earlier in students’ educational journeys.
technology, engineering and mathematics One potential example is supporting the
(STEM) pathways, including through removal of streaming which is commonly
NZQA’s long-standing support of the used for STEM subjects.
STATEMENT OF INTENT
Pūhoro STEM Academy.
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2022/23 – 2025/26
Te manaaki tangata
Supporting our people
To realise NZQA’s vision of helping people
‘Qualify for the future world | Kia noho
takatū ki tō āmua ao’, we will continue
to need engaged and high-performing
teams at every level of the organisation.
NZQA’s Rautaki Whakawhanake Tāngata
| People Strategy supports our shared
direction and purpose; and gives us an
umbrella framework for our commitment
to equity, management and leadership
development, and professional
development. This will, in turn, allow
NZQA to continue to attract and retain a
diverse range of people with the required
capabilities – including mātauranga
Māori, education, regulatory, analytical
and data science capabilities – to take
our organisation into the future.
Hon Tracey Martin
Board Chair
Lyn Provost
Risk and Assurance
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Committee Chair
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2022/23 – 2025/26
Ngā kupu takamua a
Te Pouwhakahaere Matua
Chief Executive foreword
Kia noho takatū ki tō āmua ao We are also introducing more
opportunities to hear, and be responsive
Qualify for the future world
to, the lived experience of students
As the education sector and its operating and learners in all stages of our work.
environment continue to evolve, NZQA’s We are fortunate to have secondary
core roles – ensuring trusted assessment and tertiary students working with us
and quality assurance, and supporting through Te Kāhui Ākonga, NCEA Pacific
relevant qualifications – have an important Navigators, and strong relationships
role to play; particularly as the future with tertiary student associations.
of work requires people to gain valued These groups are complemented by the
qualifications (including NCEA), retrain and wisdom shared through Ngā Kaitūhono
upskill throughout their working life. and the NZQA Taupulega external
(our Pacific Advisory Group).
All of NZQA’s activities are underpinned
by our vision – supporting people to Ngā tikanga mahi aromatawai me
‘Qualify for the future world | Kia noho ngā tikanga whakaū kounga
takatū ki tō āmua ao’. Trusted assessment and quality
assurance practices
Te mana taurite o te angitūtanga i te
ao mātauranga As NZQA supports the delivery of the
Equity of educational achievement NCEA Change Programme and RoVE,
we are working alongside schools and
We are continuing to drive towards equity
tertiary providers, providing advice
for Māori and Pacific students, disabled
and guidance, while continuing to
STATEMENT OF INTENT
learners and those with additional
enforce regulatory requirements
learning needs, including through the
where necessary.
implementation of our Māori and Pacific
Strategic Action Plans.
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2022/23 – 2025/26
Following a risk-based approach, Te manaaki tangata
we will ensure students and learners, Supporting our people
communities and industries continue
As with all organisations, our ways of
to be well served while the education
working have shifted in response to
system undergoes the changes that
COVID-19. NZQA is using the experience
will allow all learners to meet the
we have gained to adopt a more flexible,
demands of a modern digital world.
fit for purpose work environment.
Te whakamana i ngā tohu
We are continuing to invest in the
e hāngai ana
capability we will need to deliver on
Supporting relevant qualifications our vision. This includes modernising
The changing environment will also the core platforms required to engage
require changes to the New Zealand effectively with students, schools and
Qualifications Framework (NZQF), tertiary education organisations.
including the addition of micro-
We look forward to maintaining and
credentials. As part of RoVE, we are
extending our work alongside students,
co-creating important changes to the
learners, schools, tertiary providers and
qualifications system with stakeholders
communities during the period covered
that will apply to sub-degree level
by this Statement of Intent.
vocational education qualifications.
We will continue to address barriers to
qualifications recognition and mobility.
Our work as part of PACER Plus provides
Dr Grant Klinkum
opportunities to share our experience Chief Executive
in this area and support Pacific nations.
NZQA will continue to work bilaterally
and multilaterally to ensure New Zealand
qualifications are understood and
valued offshore.
STATEMENT OF INTENT
82022/23 – 2025/26
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STATEMENT OF INTENTSTATEMENT OF INTENT 2022/23 – 2025/26 10 Credit: Alika Croot St Hilda’s, Dunedin (Excellence NCEA Level 3 – Painting)
2022/23 – 2025/26
Ko wai mātou
Who we are
Te wāhi ki a mātou school external assessments, and quality
assuring secondary school NCEA internal
Our role
assessment. We also administer the
Our vision, ‘Qualify for the future Education (Pastoral Care of Tertiary and
world | Kia noho takatū ki tō āmua ao’, International Learners) Code of Practice
encapsulates our role and ambition for 2021 (the Code).
learners and for Aotearoa New Zealand.
Our performance is a vital element
Our primary role is to ensure that in making Aotearoa New Zealand’s
Aotearoa New Zealand qualifications education system world leading and
are accepted as credible and robust, accessible to all learners. In performing
both nationally and internationally. our role, we strive to focus on
We do this through our stewardship what is important, to act fairly and
of the New Zealand Qualifications proportionately, and to be transparent,
Framework, managing the qualifications responsive and reliable.
system, regulating and quality assuring
non-university tertiary education,
delivering credible senior secondary
STATEMENT OF INTENT
112022/23 – 2025/26
Te whakahaere tika i te wāhi mahi We are the administrator for the Code,
which specifies the role of providers
Our key functions
in ensuring the organised and formal
Te whakaū kounga i te kura tuatoru provision of practices to support the
wellbeing and safety of:
Quality assurance in the tertiary sector
• all tertiary learners generally;
Our quality assurance role helps to build
a high level of trust and confidence in • tertiary learners residing in student
the education outcomes for tertiary accommodation;
education. We set the statutory rules • international tertiary learners; and
for the whole tertiary education sector
• international school students.
and manage quality assurance in the
non-university part of the tertiary sector. Aromatawai
We do this in several ways:
Assessment
• quality assurance of qualifications,
We administer, quality assure and
micro-credentials, applications for
report on three NCEA levels for senior
programme approval and accreditation,
secondary learners (and for a smaller
training scheme approval, and
number of learners outside the secondary
consents to assess against standards
school system) and New Zealand
on the Directory of Assessment
Scholarship examinations, and award
Standards;
University Entrance. We do this through:
• registration of private training
• conducting Managing National
establishments;
Assessment Reviews in schools
• support for the development of to check that their systems and
evaluation capability in tertiary processes are effective for delivering
education organisations, including NCEA and other national qualifications;
ongoing self-assessment, in order for
• administering Special Assessment
them to deliver improved educational
Conditions which support students to
outcomes for learners;
fairly demonstrate their knowledge,
• programme monitoring; skills and understanding when being
STATEMENT OF INTENT
• External Evaluation and Review of over assessed for NCEA and New Zealand
400 tertiary education organisations; Scholarship;
and
• compliance and risk monitoring and
management.
122022/23 – 2025/26
• carrying out external moderation Tā mātou tāpaetanga ki te
of internally assessed achievement pūnaha mātauranga
standards and providing support to
Our contribution to the education
assessors through workshops and
online resources; and system
• developing, delivering and marking NZQA is part of the wider education
external NCEA and New Zealand system and our work is underpinned
Scholarship examinations and other by the objectives described in both the
external assessments. Government’s Statement of National
Education and Learning Priorities (NELP)
Ngā tohu and the Tertiary Education Strategy
Qualifications (TES)1:
The New Zealand Qualifications • learners at the centre – learners with
Framework (NZQF) and its proposed their whānau are at the centre of
successor the New Zealand education;
Qualifications and Credentials Framework
(NZQCF), are the definitive sources • barrier-free access – great education
of accurate information about all of opportunities and outcomes are within
Aotearoa New Zealand’s quality- reach for every learner;
assured qualifications and credentials. • quality teaching and leadership –
These cover all secondary and tertiary quality teaching and leadership make
qualifications including those available to the difference for learners and their
international learners. They are designed whānau;
to optimise the recognition of a learner’s • future of learning and work –
achievements and contribute to Aotearoa learning that is relevant to the lives of
New Zealand’s economic, social and New Zealanders today and throughout
cultural success. their lives; and
• world class inclusive public education
– New Zealand education is trusted
and sustainable.
STATEMENT OF INTENT
1 https://www.education.govt.nz/our-work/overall-strategies-and-policies/the-statement-of-national-
education-and-learning-priorities-nelp-and-the-tertiary-education-strategy-tes/
132022/23 – 2025/26
We work closely and in collaboration We acknowledge that Māori
with our partner education agencies, and Pacific learners may face
iwi, hapū and other key stakeholders. compounding barriers to educational
We have a focus on equity for Māori, success including experiencing racism
Pacific and disabled learners, as well as and disproportionate representation
STATEMENT OF INTENT
learners with additional learning needs, in socio-economic disadvantage,
and learners who experience socio- in addition to living with a disability
economic disadvantage. or having additional learning needs.
In recognition of these dynamics,
we focus our response through a
Māori and Pacific lens.
142022/23 – 2025/26
We also focus on the needs of disabled Te āhua me te whakahaere
learners. Through working with others i te mahi taiao
in the education sector we can more
Our operating environment
effectively help address the inequities
in learner achievement and system Our operating environment is constantly
performance required for Aotearoa changing as the education system
New Zealand’s success. The education evolves and adapts. We are working with
system diagram (opposite) describes other education agencies to ensure that
the many participants and stakeholders the way key activity areas are delivered
in the wider education system. continues to be responsive to and aligned
We work in collaboration with the with Government decisions.
Education Review Office and the We continue a long history of working
Ministry of Education to provide NCEA with and for Māori. We are committed
data to inform discussions about equity to listening to, engaging with, and
in STEM subjects. We also partner working alongside iwi and Māori so
with iwi to provide data which can be that Māori learners can enjoy success
disaggregated at taiwhenua (district) as Māori as they develop the skills to
level to inform their engagement with participate in their communities, Aotearoa
kura in their rohe (region) in support of New Zealand, and the wider world.
their uri (descendants).
Our involvement in the ongoing Education
We will build on these and other Work Programme continues as the cross
collaborations in support of the sector, multi-year programmes led by the
Government’s objectives as set out in Ministry of Education, such as the NCEA
the NELP and the TES, and to align with Change Programme, are implemented.
Ka Hikitia Ka Hāpaitia, Tau Mai Te Reo,
the Action Plan for Pacific Education, To ensure successful outcomes from
the Learning Support Action Plan and our work programme, we remain
the Special Assessment Conditions focused on co-designing solutions
Action Plan. with learners and whānau, schools and
providers, employers and other partners.
STATEMENT OF INTENT
Co-designing solutions means involving
customers and stakeholders at various
stages of design and delivery of our work
programme and continuously adapting
our products and services based on
customer feedback.
152022/23 – 2025/26
The expectations of education are NZQA continues to develop the delivery
changing, and learners want greater of NCEA assessment, including using
flexibility in credentials. We have built this digital channels, to support changes
flexibility into the NZQCF, the proposed in how and what learners are learning.
successor of the NZQF. We remain focused on ensuring equitable
access for Māori, Pacific and disabled
NZQA is actively leading work in the
learners, and those with learning
wider Reform of Vocational Education
support needs as well as those facing
programme which includes:
socioeconomic disadvantage.
• simplifying the qualifications
system and the design of vocational We continue to extend our effort
qualifications and other credentials; to address equity issues so these
under-served learners can enjoy
• supporting the functions of the educational success in their chosen
Workforce Development Councils and pathway, with a particular focus on
Te Pūkenga; supporting Māori and Pacific learners
• updating the Evaluative Quality pursuing STEM pathways in NCEA.
Assurance Framework; and
As administrator of the Code, we are
• implementing our business and working with providers, learners and
information system changes to ensure other organisations to build awareness
we are able to provide the support and understanding to aid provider
and guidance that is required. compliance with the Code and support
Employers are looking for more nimble learner wellbeing.
and adaptable workers with a diverse
range of skills, capabilities and attributes.
The Reform of Vocational Education
is expected to bring together industry
and educators to make sure Aotearoa
New Zealand’s workforce is fit for today’s
needs and tomorrow’s expectations.
STATEMENT OF INTENT
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STATEMENT OF INTENT
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Ngā rautaki takune
Strategic intentions
Te mahere putanga me te Te ara whakaniko
mahere mahi A journey approach
Outcomes Framework and Developing performance measures under
performance measurement a new Outcomes Framework is a journey.
Our Outcomes Framework consists of: Where NZQA does not have a lead
role, or the activity is not fully scoped,
• Outcomes (which have a 5-10 year
narrative measures have been adopted.
horizon);
These measures will be developed into
• Intermediate Outcomes (which have quantitative measures over time as part
a 3-5 year horizon); and of our continuous improvement approach
• areas of business activity2 that to performance measurement.
demonstrate progress against Our ongoing development to improve
Intermediate Outcomes. Activity measures across our functions will seek
areas have been described as either to put greater focus on the impacts on
strongly or partially3 contributing to learners. Wherever possible, we will
the Intermediate Outcomes. provide disaggregated data for our
In the Statement of Performance priority ākonga and learner groups when
Expectations (SPE), performance reporting against performance measures.
measures have been allocated to Our ability to disaggregate data will
activity areas. Our progress against the improve over the lifespan of this SOI.
performance measures demonstrates
progress against the activity areas and
Intermediate Outcomes.
STATEMENT OF INTENT
2 The key activity areas that we have included in our framework are only those where we are leading or have a
significant contributing role. Activities where the predominant contributions come from other sector agencies,
partners or stakeholders and where NZQA plays a minor role have not been included.
3 Strongly contributing activity areas tend to demonstrate change more quickly than partially contributing
areas. Focusing on partially contributing activities is useful when, for example, we want to provide targeted
support to specific groups, when we need to work alongside other agencies and stakeholders who also have
a contributing role, or when our involvement is by necessity at ‘arms-length’.
182022/23 – 2025/26
Te anga o te mahere putanga A summary view of the framework is
shown on the following pages. Further
Overview of our Outcomes
explanation is provided throughout
Framework
the rest of this document and in
Our Outcomes Framework incorporates the corresponding Statements of
the essence of the Government’s NELP Performance Expectations.
and TES, Ka Hikitia Ka Hāpaitia, Tau Mai
Te Reo, the Action Plan for Pacific
Education and the Learning Support
Action Plan.
It is led by our commitment to Te Tiriti
o Waitangi, our vision to ‘Qualify for the
future world | Kia noho takatū ki tō āmua
ao’, and our longstanding focus on equity.
We focus on two key outcomes:
• relevant qualifications and credentials;
and
• trusted assessment and quality
assurance.
Our framework is underpinned by our
organisational capability.
As a whole, the framework supports our
four Te Whakakitenga 2025 goals.
STATEMENT OF INTENT
19Ka whakamana a NZQA i Te Tiriti o Waitangi
Tō mātou whakakitenga: Kia noho takatū ki tō āmua ao
E aronui ana mātou ki tēnei mea te mana taurite mō ngāi Māori, mō ngā iwi o
Te-Moana-nui-a-Kiwa me ngā ākonga hauā. E whai wāhi mai hoki ngā ākonga e whaikaha ana,
e rongo ana hoki i te pōharatanga
1.0 Ngā tohu mātauranga 2.0 Te whakapono ki ngā aromatawai
e hāngai pū ana me te whakaū kounga
1.1 Ko tā te pūnaha tohu mātauranga he 2.1 E noho haepapa ana ngā 2.3 E noho haepapa ana te whakaū
whakautu i ngā hiahia o ngā ohu mahi, ngā iwi aromatawai me ngā whakaritenga kounga e tautoko ai i te kounga
me ngā hapū, ngā hapori me ngā ākonga, ā, ko te o te aromatawai, ā, e tautoko ana o ngā mahi whakaako, ngā mahi
whakatairanga hoki i te mātauranga Māori o roto i te kounga o ngā mahi ako me ako me te aromatawai
i ngā tohu mātauranga ōna tutukinga
1.2 Te whakamimiti i ngā tauārai hei whakamana 2.2 E hāngai tonu ana ngā 2.4 E hāngai tonu ana te mahi
i ngā tohu mātauranga me te whakangāwari whakaritenga o te aromatawai whakaū kounga ki ngā huringa o te
anō hoki ki ngā huringa o te ao e ai ki ngā ao e ai ki ngā hiahia o ngā ākonga,
hiahia o ngā ākonga, ngā hapori ngā hapori me ngā ohu mahi
me ngā ohu mahi
Kei te manaaki tonu mātou i ngā kaipānga,
te tautoko me te whakapari te tara ā-whareNZQA gives effect to Te Tiriti o Waitangi
Our vision: Qualify for the future world
We have a focus on equity for Māori, Pacific and disabled learners,
as well as learners with additional learning needs, and learners
who experience socio-economic disadvantage
1.0 Relevant qualifications 2.0 Trusted assessment
and credentials and quality assurance
1.1 The qualifications system is responsive to 2.1 Credible assessment 2.3 Credible quality assurance
the needs of industry, iwi/hapū, communities and aromatawai practices supports high quality teaching,
and learners, with increasing use of mātauranga support high-quality learning learning, aromatawai
Māori in qualifications and achievement and assessment
1.2 Barriers to qualification recognition and 2.2 Assessment and aromatawai 2.4 Quality assurance adapts
mobility are reduced practices adapt to the changing to the changing needs of learners,
needs of learners, community community and industry
and industry
We continue to support our people and our customers,
and to build our organisational capability to deliver our vision
2022/23 – 2025/26
STATEMENT OF INTENT
212022/23 – 2025/26
Ka whakamana a NZQA i Ngā Kaitūhono ensures our approach
Te Tiriti o Waitangi to supporting mātauranga Māori is
consistent with te ao Māori values
NZQA gives effect to Te Tiriti
and expectations. Ngā Kaitūhono also
o Waitangi provides advice and guidance as we
To give effect to Te Tiriti o Waitangi, implement Te Kōkiritanga.
we will work and co-design with iwi,
hapū and Māori, take steps to ensure Tō mātou whakakitenga:
Māori interests are advanced, and act Kia noho takatū ki tō āmua ao
to enable Māori to achieve education
Our vision: Qualify for the
success as Māori.
future world
This means we will:
Our vision ‘Qualify for the future
• create the space for Māori to exercise world | Kia noho takatū ki tō āmua ao’
rangatiratanga in relation to relevant means that we remain committed to
aspects of assessment, qualifications, engaging learners, whānau, education
and quality assurance; organisations and employers as active
• partner with iwi, hapū and Māori in partners. We pursue the opportunities
the development of our products and that technology presents for learners and
services; deliver robust assessment and quality
assurance processes that lead to relevant
• exercise kāwanatanga in a manner that
and portable qualifications. Learners
actively protects Māori interests;
are well prepared for a swiftly changing
• continue to embed mātauranga Māori world of work and to make a meaningful
within qualifications, including NCEA; contribution to their communities.
• proactively support the success
As we give effect to this vision,
of ākonga Māori in achieving
we recognise that the system is not
qualifications;
always equitable. The next section
• give effect to Te Tiriti o Waitangi and describes NZQA’s equity focus and our
align to Ka Hikitia Ka Hāpaitia and approach to addressing equity in the
STATEMENT OF INTENT
Tau Mai Te Reo through the delivery of work we do.
Te Kōkiritanga; and
• improve our te ao and te reo Māori
organisational capability to build our
cultural competency.
222022/23 – 2025/26
Mā te mana taurite e ārahi te To remove system barriers, we are
whakarite me te tuku i ngā working with learners, their whānau,
iwi/hapū, Māori, Pacific communities
āhuatanga o te Mahere Putanga
and other groups to ensure our products
We embed equity in the way we and services are designed for and deliver
design and deliver against our to their needs. This includes supporting
Outcomes Framework education providers to build their own
capability to provide accessibility
E aronui ana mātou ki tēnei mea te services and deliver equitable outcomes
mana taurite mō ngāi Māori, mō ngā for learners. We recognise there is more
iwi o Te-Moana-nui-a-Kiwa me ngā to be done to understand the barriers
ākonga hauā. E whai wāhi mai hoki that affect disabled learners and will
ngā ākonga e whaikaha ana, e rongo develop our understanding and resulting
ana hoki i te pōharatanga activities over the lifespan of this SOI.
We have a focus on equity for Māori,
Pacific and disabled learners, as well as
learners with additional learning needs,
and learners who experience socio-
economic disadvantage
We recognise that the system is not
delivering equitable outcomes for Māori,
Pacific and disabled learners, or those
learners with additional learning needs
and learners from low socio-economic
backgrounds.
STATEMENT OF INTENT
23STATEMENT OF INTENT 2022/23 – 2025/26 24 Credit: Emmeline Fanselow St John, Tai Tapu (Excellence NCEA Level 3 – Printmaking)
2022/23 – 2025/26
Ngā putanga ā-rautaki
Strategic Outcomes
Each Strategic Outcome is supported by a number of Intermediate Outcomes.
Putanga 1.0 Ngā tohu mātauranga e hāngai pū ana
Outcome 1.0 Relevant qualifications and credentials
We work to ensure that New Zealand’s Additionally, we need to remove barriers
qualifications and credentials are to qualification recognition and ensure
relevant, credible and portable. This that the qualifications system allows for
means learners can confidently move increased mobility of learners. We have
and add to their qualifications both within two Intermediate Outcomes:
New Zealand and internationally. This is • 1.1 The qualifications system is
important in our rapidly changing world. responsive to the needs of industry,
To achieve this long-term outcome, we iwi/hapū, communities and learners,
need to make sure that our qualification with increasing use of mātauranga
system is responsive to the needs of our Māori in qualifications and credentials;
key stakeholders, and that we support and
opportunities for mātauranga Māori to be • 1.2 Barriers to qualification recognition
used increasingly within qualifications. and mobility are reduced.
STATEMENT OF INTENT
252022/23 – 2025/26
Ngā mahi ka tutuki, and how mātauranga Māori may be best
e whakapaetia ana e mātou reflected within qualification contexts.
ā te 2025/26 Relevant quality assurance levers,
What we expect to achieve such as External Evaluation and Review,
by 2025/26 will also be used to ensure that good
practice in the teaching of qualifications
Te mātauranga Māori i roto i ngā tohu with mātauranga Māori is captured
Mātauranga Māori within qualifications and disseminated. NZQA’s focus in
this area for the period concerned is
Within the period of this SOI, NZQA
on ensuring that the qualifications and
will have laid the foundations for the
quality assurance system are calibrated
more widespread use of mātauranga
to provide the foundations, expectations
Māori within qualifications and
and support that will enable mātauranga
programmes. Ensuring qualifications
Māori to flourish across a wider range of
reflect the knowledge systems of
qualifications than is now the case.
Aotearoa New Zealand is one of our
Te Whakakitenga 2025 goals. NCEA i te ipurangi me te Hōtaka
In the first half of the SOI period, Panoni NCEA
a new New Zealand Qualifications NCEA Online and the NCEA Change
and Credentials Framework will be Programme
completed. This framework, in fully We expect to see a convergence of the
valuing mātauranga Māori, will provide key benefits of NCEA Online4 and the
the foundations for the routine inclusion Ministry-led NCEA Change Programme.
of mātauranga Māori in qualifications. In this regard, particularly important
Qualification approval criteria will be opportunities include the introduction of
amended to reflect the inclusion of Te Ao Haka and external assessment of
mātauranga Māori within qualifications. Literacy and Numeracy | Te Reo Matatini
NZQA will work closely with qualification me te Pāngarau.
owners regarding mutual expectations
STATEMENT OF INTENT
4 Investment objectives from the approved NCEA Online Implementation Business Case:
• To give all students the opportunity to perform at their best to fulfil their personalised pathway and to
credential their learning
• To provide the ability to increase NCEA assessment capacity and be more responsive to changing
demands in the provision of education
• To increase the efficiency (faster marking, scalability, flexibility, resilience and productivity) of the NCEA
assessment process
• To improve evidence-based decision-making across the assessment and evaluation system.
262022/23 – 2025/26
Ākonga in Māori-medium settings will The NCEA Change Programme’s focus on
experience a wider range of assessment mana ōrite mō te mātauranga Māori5 and
changes in the coming years than many the accessibility of NCEA will be enabled
other students, for example, with the by NZQA’s:
increased number of subjects offered • core business of developing external
for external assessment as part of assessments; and
Te Marautanga o Aotearoa. In response,
we will continue to focus on initiatives • capability to take advantage of digital
to support ākonga to undertake their technologies that increase accessibility
current external assessments in a familiar for learners with a wide range of
environment with digital technologies needs.
that enable them to engage effectively. The inflexibility of the ‘once a year,
The effective operation of the external largely paper-based system’ of external
assessment system, and its ongoing NCEA assessment will evolve to support
adaptation to the changing education the new achievement standards with a
environment, is a baseline requirement wider range of assessment approaches,
of NZQA. By 2025 we are expecting to including more use of flexible time
build on this and see NCEA external periods for some assessments. The
assessments being relevant for a overall marking period is expected
digital age and supporting equitable to decrease along with the need to
outcomes. This will be achieved through distribute papers around the country,
ongoing support for schools and kura as more external assessments are either
to develop their confidence in offering undertaken online or, if they cannot be
digital assessment. The NCEA Change undertaken online, marked onscreen.
Programme ‘digital first’ pilots over This opens up new possibilities for when
2023–25 provide an additional way to results can be released to students.
increase the range and depth of digital NCEA Online and the NCEA Change
assessment engagement to build Programme also support ‘Outcome
confidence. 2.0 Trusted assessment and quality
assurance’.
STATEMENT OF INTENT
5 Mana ōrite mō te mātauranga Māori is one of the seven workstreams of the NCEA Change Programme,
with the aim of developing new ways to recognise mātauranga Māori, build teacher capability, and improve
resourcing and support for Māori learners and te ao Māori pathways.
272022/23 – 2025/26
Putanga waenga 1.1 Ko tā te pūnaha We work to establish the use of
tohu mātauranga he whakautu i ngā mātauranga Māori in qualifications as
hiahia o ngā ohu mahi, ngā iwi me ngā commonplace rather than the exception,
hapū, ngā hapori me ngā ākonga, ā, ko and for te ao Māori perspectives to
te whakatairanga hoki i te mātauranga inform teaching, learning, aromatawai
Māori o roto i ngā tohu mātauranga and assessment.
Intermediate outcome 1.1 The Several of these activities are outside of
qualifications system is responsive to the our direct sphere of influence as they rely
needs of industry, iwi/hapū, communities on uptake by training providers, industry
and learners, with increasing use of and learners. A range of stakeholders and
mātauranga Māori in qualifications the wider education sector contribute
towards this outcome.
We work to ensure that the qualifications
system (which includes the NZQF/NZQCF, We will continue to collaborate and
the Rules and guidance) is responsive to co-design with stakeholders to better
the needs of different users, including understand the needs of industry, hapū,
industry, learners, iwi and communities communities and learners and ensure our
in collaboration with our stakeholders. systems are responsive.
This responsiveness ensures that
qualifications are relevant to all.
We have identified two contributing key activity areas.
Key activity areas 1.1a 1.1b
Approve qualifications, Weave mātauranga Māori
credentials and their into the qualifications
components system
Level of contribution Strong contribution Partial contribution
STATEMENT OF INTENT
282022/23 – 2025/26
Putanga waenga 1.2 Te whakamimiti We do this by:
i ngā tauārai hei whakamana i ngā • supporting the recognition of
tohu mātauranga me te whakangāwari New Zealand qualifications overseas
anō hoki through NZQA’s bilateral and
Intermediate outcome 1.2 Barriers to multilateral qualification recognition
qualification recognition and mobility work and participation or engagement
are reduced in relevant international fora; and
Greater qualification recognition benefits • providing access to transparent
domestic learners by allowing them and timely recognition of overseas
to use their Aotearoa New Zealand qualifications in New Zealand.
qualifications to pursue work or further We will continue to work with other
study overseas, and benefits international sector partners, such as the Ministry
learners and those wishing to immigrate of Foreign Affairs and Trade and
to Aotearoa New Zealand. Immigration New Zealand, to progress
and strengthen these activities.
We have identified two contributing key activity areas.
Key activity areas 1.2a 1.2b
Support the recognition of Timely access to and
New Zealand qualifications transparent recognition of
overseas through NZQA’s overseas qualifications in
• bilateral and multilateral New Zealand
qualification recognition
work, and
• participation and
engagement in relevant
international fora
Level of contribution Strong contribution Strong contribution
STATEMENT OF INTENT
292022/23 – 2025/26
Putanga 2.0 Te whakapono ki
ngā aromatawai me te whakaū kounga
Outcome 2.0 Trusted assessment and quality assurance
Our contribution to Aotearoa We have four Intermediate Outcomes:
New Zealand’s reputation for providing • 2.1 Credible assessment and
robust, valid and fair education is aromatawai practices support high-
through our assessment and quality quality learning and achievement;
assurance systems.
• 2.2 Assessment and aromatawai
We support the delivery of credible practices adapt to the changing needs
aromatawai and assessment that of learners, community and industry;
enables learners to access high-quality
• 2.3 Credible quality assurance
learning and achieve qualifications.
supports high quality teaching,
We regulate secondary and tertiary
learning, aromatawai and assessment;
education providers to support equitable
and
assessment outcomes for all learners.
• 2.4 Quality assurance adapts to
To achieve this outcome, we need to the changing needs of learners,
ensure that our assessment, aromatawai community and industry.
and quality assurance practices continue
to adapt to complement and reflect The focus of Intermediate Outcomes 2.1
teaching and learning approaches, and and 2.3 is on NZQA’s role in assessment
meet the needs of learners and our key and quality assurance practices.
stakeholder groups. The focus of Intermediate Outcomes
2.2 and 2.4 is NZQA’s role in innovating
and adapting the roles and practices
described in 2.1 and 2.3.
STATEMENT OF INTENT
302022/23 – 2025/26
Ngā mahi ka tutuki, Te whakahaere aroketanga o te
e whakapaetia ana e mātou aromatawai ā-motu
ā te 2025/26 Managing National Assessment review
What we expect to achieve by In the senior secondary sector, the key
2025/26 regulatory tools for school quality
assurance, the Managing National
Te mana taurite i STEM Assessment review and external
Equity in STEM moderation of internally assessed
NZQA partners with Māori, Pacific, standards, will have evolved considerably
education agencies and others to enable to account for changing expectations of
equitable achievement for Māori and schools and kura as a result of the NCEA
Pacific students in STEM subjects at all Change Programme.
levels of NCEA. Our current initiatives By 2025 we will be embedding the
include delivering NCEA information recalibrated system for quality assurance
and workshops at targeted events of school-based assessment, as the new
and sharing data and best practice achievement standards are implemented
information, and our future work will over 2024–26. The focus will be on
expand on this. By 2025, we expect to ensuring that school-based assessors
see further increases in: have the capability upfront to understand
• the engagement and confidence of how to work with the new standards
ākonga Māori and Pacific learners and through a structured programme of
their whānau in NCEA STEM subjects; engagement and monitoring. This,
and schools’ provision of equitable
• intelligence informed and tailored
and inclusive assessment opportunities,
provider services that support ākonga
will feed into the focus of Managing
Māori and Pacific learners’ success;
National Assessment Reviews of school
and
assessment systems and processes.
• support from our strategic partners
for ākonga Māori and Pacific learner Our regulatory approach will be informed
success in education and STEM. by the data we hold about school-based
STATEMENT OF INTENT
assessment.
312022/23 – 2025/26
Ngā kaupapa NCEA mā te Māori me Te whakahoutanga o te Mātauranga
ngā iwi o Te Moana-nui-a-Kiwa Ahumahinga
NCEA workshops for Māori and Pacific Reform of Vocational Education
whānau During the early period of this SOI,
Whānau Māori and Pacific families, like NZQA will be working to revise both
all families, have high aspirations for their of its quality assurance frameworks
children. NZQA delivers tailored NCEA (mainstream and Te Hono o Te Kahurangi)
workshops to Māori and Pacific whānau and beginning to embed changes into its
and communities to build their knowledge work. Workforce Development Councils
of NCEA. These workshops can be (WDCs) will progressively take on the
delivered in person or online. full scope of their functions and NZQA’s
quality assurance will increasingly
By 2025, it is hoped that Māori and
focus on approving reviewed and
Pacific parents and caregivers are much
new qualifications and skill standards.
more knowledgeable about NCEA and
We will engage with WDCs to develop
feel more confident to support their
our approach to quality assurance. As the
children to be successful in their studies.
collaborative environment between WDCs
The aim is that parents and caregivers
and providers develops and consolidates,
will engage more confidently with
the transition to new ways of working
teachers as they will be more informed
and new education products will be well
about subject choices and career
underway. The full transition to the new
pathways. Ultimately, the increased
simplified qualifications system will take
understanding and confidence leads to
place over an extended period beyond
increased support, which in turn results
the scope of this SOI.
in higher achievement.
During the first half of this SOI period,
NZQA will continue working with Te
Pūkenga as it implements its operating
model, consolidating campus and work-
based delivery across its network. We will
also design a fit for purpose approach to
STATEMENT OF INTENT
external quality assurance of Te Pūkenga.
Throughout the period of this SOI we
will continue to monitor and quality
assure education provision and provider
performance.
322022/23 – 2025/26
Ngā Tikanga Mahi Mātauranga • increasing our engagement with
Code of Pastoral Care diverse learner groups, including
national students’ associations and
Within the period of this SOI, as Code
Māori, Pacific, international, and
Administrator we will have adapted
disabled learners, to understand their
and expanded our activity to meet the
wellbeing and safety concerns and to
requirements, scope, and expectations
co-develop the requisite resources
of the new Code. We will have monitored
for learners and providers to meet
providers’ performance against the
particular needs.
cornerstone requirements of the Code,
which are to: We will have developed and published
an annual Code Administrator Plan
• ensure providers have the requisite
outlining our regulatory approach and
processes in place for taking a whole-
activities for each year ahead. By the
of-organisation approach to pastoral
second half of the SOI period, we will
care;
have been able to include in our plan our
• meet the requirement to honour (and any of our delegates’) observations
Te Tiriti o Waitangi; and and understanding of the strengths and
• respond appropriately to the diverse key risks to learner wellbeing and safety
voices and wellbeing needs of their across the sector, and what we are doing
learners. in response. By the end of the SOI period,
good practice against the cornerstone of
We will have effectively monitored the
the Code will have been identified and
performance of any of our delegates to
shared, and performance expectations
ensure a consistent approach across all
made clear.
providers. We will have strengthened the
learner voice across the sector, by: NCEA i te ipurangi me te Hōtaka
• effectively promoting the Code to Panoni NCEA
learners; NCEA Online and NCEA Change
• managing provider reporting Programme
requirements for learner complaints Read about NCEA Online and the NCEA
STATEMENT OF INTENT
and collaborating with learner disputes Change Programme on page 26.
resolution scheme operators to
support an effective learner complaints
system; and
332022/23 – 2025/26
Putanga waenga 2.1 E noho haepapa aromatawai practices. It is achieved by
ana ngā aromatawai me ngā valid, reliable assessment in the context
whakaritenga o te aromatawai, ā, e of fairness and equity. NZQA’s work as
tautoko ana i te kounga o ngā mahi ako part of the NCEA Change Programme
me ōna tutukinga is increasingly contributing to mana
ōrite mō te mātauranga Māori in the
Intermediate outcome 2.1 Credible
three NCEA qualifications. We strive to
assessment and aromatawai practices
provide accessible digital assessment
support high-quality learning and
environments that enable increased
achievement
participation, especially for ākonga Māori,
We deliver credible assessment and Pacific and disabled learners.
aromatawai for learners as part of
We will continue to work with and
our management of the external
influence schools, kura, iwi, hapū
assessment cycle.
and the wider community and seek
Trust and confidence in senior secondary their assistance in achieving this
assessment and NCEA is an important Intermediate Outcome.
outcome of credible assessment and
We have identified one contributing key activity area.
Key activity area 2.1.a
External Assessment Cycle Management
Level of contribution Strong contribution
Also supported by 2.3d
Assessor support (page 37)
STATEMENT OF INTENT
342022/23 – 2025/26
Putanga waenga 2.2 E hāngai tonu We build equity into our practices to
ana ngā whakaritenga o te aromatawai support learning and achievement for all
ki ngā huringa o te ao e ai ki ngā hiahia learners and their whānau. An example of
o ngā ākonga, ngā hapori me ngā this is our targeted workshops which are
ohu mahi designed to increase the understanding
of NCEA for Māori and Pacific whānau.
Intermediate outcome 2.2 Assessment
These include messages related to
and aromatawai practices adapt to the
digital assessment and the importance
changing needs of learners, community
of taking STEM subjects for future
and industry
career opportunities. To understand
We transform assessment to respond and address the barriers students face
to the different contexts and changing in achieving their chosen pathways, we
needs of learners, communities and are improving and interrogating the data
employers. We improve the accessibility we hold. We share these insights with
of assessments through Universal schools and kura particularly around their
Design for Learning principles, ensuring learning and assessment programmes.
culturally inclusive practices and enabling We continue to work with other agencies
assistive technologies. To support this, and stakeholders to understand and meet
we are enhancing our staff and specialist the needs of learners and their whānau.
workforce capability in mana ōrite mō te
mātauranga Māori and Universal Design
for Learning.
STATEMENT OF INTENT
352022/23 – 2025/26
We have identified four contributing key activity areas.
Key activity areas 2.2a 2.2b
Special Assessment Digital Assessment Service
Conditions
Level of contribution Partial contribution Partial contribution
Key activity areas 2.2c 2.2d
Meeting the unique needs NCEA workshops for Māori
of kura and Pacific whānau
Level of contribution Partial contribution Partial contribution
NZQA is largely a partial contributor We will continue to collaborate with
against this intermediate outcome. stakeholders through co-design
We will continue to collaborate closely approaches to better understand
with education sector agencies schools, the changing needs of learners and
kura, iwi, hapū, employers and the employers and to adapt our key activities
wider community to deliver against in response.
this Intermediate Outcome.
STATEMENT OF INTENT
362022/23 – 2025/26
Putanga waenga 2.3 E noho haepapa We regulate schools, kura, and private
ana te whakaū kounga e tautoko ai training establishments to ensure credible
i te kounga o ngā mahi whakaako, assessment and aromatawai practices
ngā mahi ako me te aromatawai that support high-quality learning and
achievement environments.
Intermediate outcome 2.3 Credible
quality assurance supports high quality
teaching, learning, aromatawai and
assessment
We have identified six contributing activity areas.
Key activity 2.3a 2.3b 2.3c
areas Quality assure Enable education Revise NZQA’s
education organisations to quality assurance
organisations understand their frameworks
and the quality of responsibilities and
teaching, learning improve learner
and assessment outcomes
Level of Strong contribution Partial contribution Strong contribution
contribution
Key activity 2.3d 2.3e 2.3f
areas Assessor support Maintaining currency External moderation
of NZQA-owned of internally assessed
standards achievement standard
assessor judgements
Level of Partial contribution Strong contribution Strong contribution
contribution
STATEMENT OF INTENT
372022/23 – 2025/26
Putanga waenga 2.4 E hāngai tonu We administer the Code to support the
ana te mahi whakaū kounga ki ngā wellbeing and safety of learners enrolled
huringa o te ao e ai ki ngā hiahia o ngā with Aotearoa New Zealand’s education
ākonga, ngā hapori me ngā ohu mahi providers. This includes working with
other education and quality assurance
Intermediate outcome 2.4 Quality
agencies, learners, their whānau and
assurance adapts to the changing needs
communities, and their providers to
of learners, community and industry
build awareness and understanding,
We evolve our quality assurance to facilitate good practice, and to monitor
practices to meet the changing education providers to ensure compliance with
environment. Learners are assured that the Code. We also work closely with the
programmes, standards and assessments operators of the tertiary and international
are credible and lead to valued learner Disputes Resolution Schemes to
qualifications and credentials, including ensure Code complaints are responded
NCEA. We use innovative methods to and addressed.
underpinned by data and customer
insight to inform changes to our practices.
We have identified two contributing key activity areas.
Key activity areas 2.4a 2.4b
Tertiary education Provide insights from quality
organisations and schools assurance on system
ensure the safety and performance
wellbeing of learners
Level of contribution Partial contribution Strong contribution
Also supported by 2.3c
Revise NZQA’s quality assurance frameworks (page 37)
We will also continue to collaborate with stakeholders via co-design approaches
STATEMENT OF INTENT
to incorporate learner voices, better understand the changing needs of learners,
education providers and employers and adapt our key quality assurance activities
to those changing needs.
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