Report of External Evaluation and Review

New Zealand Institute of Electrolysis and Beauty Therapy

Not Yet Confident in Educational Performance

Not Yet Confident in Capability in Self-assessment

Date of report: 21 August 2017

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Contents

Purpose of this Report ................................................................... 3

Introduction ................................................................................... 3

1. TEO in context .......................................................................................... 3

2. Scope of external evaluation and review .................................................. 5

3. Conduct of external evaluation and review ............................................... 5

Summary of Results ...................................................................... 7

Findings ........................................................................................ 9

Recommendations ...................................................................... 18

Appendix ..................................................................................... 19

MoE Number: 8612

NZQA Reference: C24302

Date of EER visit: 16 and 17 May 2017

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Purpose of this Report The purpose of this external evaluation and review report is to provide a public

statement about the Tertiary Education Organisation’s (TEO) educational

performance and capability in self-assessment. It forms part of the accountability

process required by Government to inform investors, the public, students,

prospective students, communities, employers, and other interested parties. It is

also intended to be used by the TEO itself for quality improvement purposes.

Introduction

1. TEO in context

Name of TEO: New Zealand Institute of Electrolysis and Beauty

Therapy (NZIEBT)

Type: Private training establishment (PTE)

First registered: 1 February 1991

Location: Level 1, 2 Linton Street, Palmerston North

Delivery sites: One site as above

Courses currently

delivered:

• Certificate in Beauty Therapy and Electrolysis

(Level 5) – 13 students currently enrolled

• Certificate in Beauty Skills (Level 4) – one

student currently enrolled

• A Gateway programme is also offered for five

hours per week over 24 weeks.

Code of Practice signatory: N/A

Number of students: Domestic: 14 – 72 per cent New Zealand

European and 28 per cent Māori; 72 per cent

under 25; eight Gateway students

Number of staff: Three full-time and seven part-time

Scope of active

accreditation:

http://www.nzqa.govt.nz/providers/nqf-

accreditations.do?providerId=861200001

Distinctive characteristics: Industry training in beauty therapy

Recent significant changes: The PTE set up a beauty therapy salon on the site

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in 2013 to ensure compliance with the

Hairdressing Industry Training Organisation

apprenticeship strategy.

There were lower student numbers in 2015 and

2016; staff were reduced as a result.

NZQA last externally evaluated NZIEBT in

February 2013. NZQA was Highly Confident in the

organisation’s educational performance and

Confident in its capability in self-assessment, with

the following recommendation:

• NZIEBT continue to develop its self-

assessment capability, taking into account the

comments in the report and those of all staff

and students, so that self-assessment is clearly

part of a coherent and comprehensive

approach across the organisation.

Feedback from the Hairdressing Industry Training

Organisation to NZIEBT on its assessment and

moderation practices and procedures included the

need for:

• better utilisation of marking schedules

• better checks of candidate special needs

• staggering of assessments

• feedback on assessments to cover the

‘commend, recommend and commend’

formula.

Other: A high percentages of students graduate with

international qualifications. NZIEBT is registered

with two international qualifications boards:

CIBTAC (Confederation of International Beauty

Therapy and Cosmetology, United Kingdom) and

CIDESCO (Comite International D’Esthetique et de

Cosmetology, Switzerland). This enables students

to gain both national and international

qualifications.

Students can also sit the CIDESCO international

diploma examinations on completion of the level 5

programme, for which they also need to complete

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600 hours in industry before gaining the full

qualification.

In addition, NZIEBT has contributed to the NZQA

Targeted Review of Qualifications through its

owner/managing director/principal’s facilitation and

participation role. The director is also an

international examiner and keeps NZIEBT fully

informed of the latest developments in beauty

education.

2. Scope of external evaluation and review

The external evaluation and review (EER) included the following focus areas

selected in discussion with the organisation:

• Certificate in Beauty Therapy and Electrolysis (Level 5) – full-year programme

This is the most popular and highest-level programme NZIEBT is currently

delivering to the majority of its students.

The level 4 programme (with one student) and the Gateway programme were also

covered during the EER but are not reported on.

3. Conduct of external evaluation and review

All external evaluation and reviews are conducted in accordance with NZQA’s

published policies and procedures. The methodology used is described fully in the

web document Policy and Guidelines for the Conduct of External Evaluation and

Review available at: http://www.nzqa.govt.nz/providers-partners/registration-and-

accreditation/external-evaluation-and-review/policy-and-guidelines-eer/introduction.

The TEO has an opportunity to comment on the accuracy of this report, and any

submissions received are fully considered by NZQA before finalising the report.

The EER team of two evaluators conducted the EER at the PTE’s Palmerston

North head office and sole delivery site over two days. The evaluators interviewed

face to face or by phone the owner/director, personal assistant, tutors, students and

stakeholders such as graduates, employers/clinic owners and a Star/Gateway

school liaison person.

Documents and information sighted included: five student files and self-assessment

information (some sent before the EER); student information handbooks; student

evaluations of tutors, client evaluations of therapy completed and feedback;

comments collected from employers via phone, achievement data in the shape of a

dashboard sheet; student resources, teaching and assessment materials; entrance

tests, progress and attendance reports; governance and management documents;

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quality management system manual; and the NZIEBT website. Further information

was supplied to the team following the EER including achievement data and

updates on compliance issues.

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Summary of Results

Statement of confidence on educational performance

NZQA is Not Yet Confident in the educational performance of New Zealand

Institute of Electrolysis and Beauty Therapy.

The reasons for this level of confidence are shown below:

• Performance data is collated via a dashboard and gives a quick reference for

reporting to NZQA and the TEC. However, NZIEBT has done little effective

analysis of overall trends or specific data outliers. In an environment where

beauty and hair services (use or business) has been declining in the region, the

performance data could be used more effectively to help inform developments

to the organisation’s delivery.

• Internal moderation of assessments is informal and does not follow NZIEBT’s

documented quality processes. External industry training organisation

moderation reports highlight a need for improvement in the validity and

reliability of assessment.

• Staff are committed to the organisation’s objectives, as evidenced by the time

and energy given to their roles. Teachers are highly qualified and experienced

and offer well-rounded support to the students. However, the impact of the

Targeted Review of Qualifications and reduced resourcing limits the

organisation’s ability to monitor, resource and up skill staff effectively.

• Enrolment processes are not compliant with regulations (enrolling underage

students without the required first aid certificates); information for students is

not well monitored or aligned with the approved programme.

• The integrity of the programme is in part measured by the outcomes, it should

also be led by robust, compliant and systematic processes informed by self-

assessment to ensure that learning is accessible, fair and appropriate for the

needs of stakeholders/employers and learners. Assessment of the academic

and administrative processes would have shown up the inconsistency and

inaccuracy of the PTE’s information and practices, thereby ensuring clear

understanding and expectations by the students, and that compliance aspects

were being met.

• While the director/manager has a clear purpose and direction, strategies around

future direction are unclear. Gaps relating to legislation and regulations have

not been managed effectively.

Even though the PTE has good qualification completion rates and successful

employment outcomes, for the above reasons NZQA cannot be confident in the

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provider’s educational performance and management of its compliance

responsibilities.

Statement of confidence on capability in self-assessment

NZQA is Not Yet Confident in the capability in self-assessment of New Zealand

Institute of Electrolysis and Beauty Therapy.

NZIEBT does not have comprehensive systems to ensure its quality processes for

monitoring and reviewing programmes and activities are consistently and

systematically evaluated based on quality information. Management is not using

self-assessment or its outcomes to inform decision-making and drive improvements.

As a result, there are some significant gaps in NZIEBT’s self-assessment including:

• no systematic monitoring of entry requirements and aligning entry with

acceptances

• no monitoring of quality systems to ensure all learners have the required first

aid knowledge before entering the programme

• inadequate review of recently updated information in the student handbook

• no systematic approach to gathering and reviewing student and graduate

feedback on their support and learning

• no formal evaluation or reflection to determine whether changes to programme

information, delivery and structure were effective improvements.

Self-assessment capability around building codes and health and safety are well

managed and would be further strengthened by a more systematic approach to

compliance with both NZQA and TEC regulatory requirements and educational

provision.

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Findings1

1.1 How well do students achieve?

The rating for performance in relation to this key evaluation question is Good.

The rating for capability in self-assessment for this key evaluation question is

Adequate.

Learners gain national and international qualifications, and there is a high success

rate. They complete the qualifications and gain employment in New Zealand or

overseas. Successful outcomes of the training are seen not only in terms of

achieving competence in the unit standards but also in improved confidence, expert

knowledge and work-readiness, although qualification completions have dropped

over the last two years (see Table 1).

Dashboard charts of achievement are created and are monitored regularly, but it

was difficult to ascertain whether they were used for any significant purpose. This

data was presented in graphs that could not be explained clearly to the EER team

by management. It was acknowledged that no analysis of overall trends or specific

data outliers had occurred to any great extent or for any purpose. NZQA

educational performance indicator data gives good achievement outcomes of 83

per cent course completions and 79 per cent qualification completions in 2015.

However, these figures do not align with NZIEBT data supplied, and NZQA cannot

be confident in the validity of the data.

Table 1. NZIEBT dashboard information showing Certificate in Beauty Therapy and Electrolysis completions 2014-2016

Enrolments each half year

Total enrolled

Māori (%) Pasifika Qualification completion

2014 Jan July

19 13

3 (15%) -

- 95% (3 Māori - 100%) 100%

2015 Jan July

10 11

2 (20%) 2 (18%)

- 60% (2 Māori - 100%) 82% (1 Māori - 50%)

2016 Jan July

10 6

5 (50%) 1 (17%)

- 70% (4 Māori - 80%) Yet to complete

Following the EER, NZIEBT forwarded cumulative data (see above) which showed

high performance of students in the July intake and lower in January. The figures

in Table 1 are the evaluators’ presentation of NZIEBT’s completion data. This data

has not been fully analysed by NZIEBT to assess trends. Although not specified in

1 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation’s activities.

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any reports, Māori perform as well as or better than the rest. An exception was the

fail rates. These were based on small numbers – for example, in 2015 the 50 per

cent pass rate was based on only two students where one did not pass the

programme.

Many NZIEBT students sit the international CIDESCO and CIPTAC examinations to

gain international qualifications, which give students the opportunity of work

overseas. However, there is no analysis of enrolment and pass rates for the

international programmes, and no measure of the yearly outcomes to note any

trends. In 2015, the international examiners noted the high performance and

standard of the candidates and credited the tutors and the institute.

Anecdotal evidence from tutors and the director notes that most graduates of

beauty therapy and beautician programmes move into employment in the beauty

industry, with very few moving into further study in the last three years.

Student progress is recorded and reported to management, tutors and students,

but no formal analysis has been made of discrepancies or trends over time.

Results are analysed through discussions that are not documented. Meetings to

discuss data take place regularly, although there is no link made between data and

organisational activities. Clearly documented analysis could strengthen

understanding of organisational performance based on the PTE’s data and

evidence.

Some self-assessment in this area to better understand value is occurring, and

NZIEBT has shown some improvement in the collection of data since the last EER.

1.2 What is the value of the outcomes for key stakeholders, including students?

The rating for performance in relation to this key evaluation question is Excellent.

The rating for capability in self-assessment for this key evaluation question is Good.

The value of NZIEBT outcomes of providing highly skilled graduates who are work-

ready is high. The value of working alongside others and with clients in a real-

world context contributes to the graduates’ workplace readiness. This was attested

to by employers. A high proportion of students complete their programme and

achieve national and/or international qualifications that are internationally

recognised and transferrable overseas. This also applies to employment where in

2016, 80 per cent achieved employment outcomes overall and 60 per cent gained

employment in the beauty industry.

While the programmes lead to beautician and beauty therapy qualifications, they

also include business skills. Although the students are not keen on the business

aspect of the programme, feedback from graduates and employers supports that it

is valued and needed in the workplace.

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Community/iwi development is supported and valued as community/friends and

family are invited to treatments as clients of students. NZIEBT provides graduates

with the opportunity to do refresher courses to gain specialised qualifications. It

enables graduates to stay up to date with changing technology and techniques.

As with the previous EER, the evaluation team confirmed NZIEBT’s student,

graduate and employer self-assessment feedback attesting to the effectiveness of

the training. Feedback notes that learners acquire useful/meaningful skills and

knowledge and develop their cognitive abilities (including learning to learn and self -

management). Management calls employers and graduates to seek feedback, and

documents and rates their responses. NZIEBT finds this more effective than

surveys, which risk a low rate of return.

NZBTE has processes for regular feedback through evaluations by tutors, clients,

stakeholders and students. This, combined with the feedback from graduates and

employers confirms that graduates leave with:

• communication skills for interacting effectively with clients

• product knowledge that is used in the industry

• the ability to work independently as well as learn new knowledge and skills

• self-belief that assists on-job performance

• basic business skills and confidence

• improved wellbeing and enhanced abilities and attributes for relating with others.

Long-term tracking, albeit anecdotal, shows that some graduates move overseas to

further study and employment. Student evaluations and graduate and employer

feedback could be better used (and charted) in specific areas to show the value of

the training.

Written feedback from the overseas examiners who visit NZIEBT to examine the

learners’ knowledge made very positive and favourable comments about the

teaching, learning, assessment, resources and premises as well as the

performance of the students. This highlights the value of the programme for

learners wanting to gain overseas qualifications.

As with the last EER, the evaluation team confirms NZIEBT’s student, graduate and

employer self-assessment feedback about the effectiveness of the training. The

feedback was very positive about the work-readiness of the graduates and their

ability to gain employment. The feedback also confirmed the relevance of the

training to graduates’ paid employment and their ability to work independently as

well as learn new knowledge and skills.

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1.3 How well do programme design and delivery, including learning and assessment activities, match the needs of students and other relevant stakeholders?

The rating for performance in relation to this key evaluation question is Good.

The rating for capability in self-assessment for this key evaluation question is

Adequate.

As noted at the last EER, NZIEBT is continuing to wait for clarity around future

programmes and activities from the Targeted Review of Qualifications process. At

present, programmes maintain relevance to stakeholders and communities through

the director’s ongoing collaboration and relationships with other providers (UCOL,

Christchurch College of Education) and industry. NZIEBT continues to manage

different knowledge expectations relating to the content and teaching and learning,

and to the assessment of national qualifications compared with international

qualifications.

Programme planning is informed by ongoing needs analysis, mainly by the tutors

where modules and teaching are reviewed. This planning is not across the

organisation, therefore NZIEBT is unable to strategise or plan. The PTE’s focus is

inward rather than outward.

Although the whole curriculum is not updated on a regular basis as a result of

programme review, each module unit is discussed at weekly review meetings. As a

result of these meetings and the tutor peer reviews, tutors continually make

improvements to the programme material and delivery to better align with the latest

beauty therapy techniques. This ensures graduates meet the needs of prospective

employers.

NZIEBT continues to offer past students/graduates the opportunity to complete

higher or additional recognised qualifications and provides courses to

postgraduates to enable them to keep up to date with trends in technology and

techniques and to widen their repertoire.

Some study information is provided to learners such as the programme handbook

that outlines NZIEBT policy, procedures and expectations. However, the

information in the handbook is ambiguous, does not reflect NZQA-approved

programme requirements, and contains incorrect and conflicting information. Some

of this information has caused confusion and distress to students, i.e. students

being required to pay fees earlier than expected for international exams.

Assessment provides learners and teachers with useful feedback on progress, and

students can undertake reassessment when necessary. As yet, internal

moderation is informal. The industry training organisation moderation reports from

the last two years provide comprehensive and meaningful feedback. This

highlights a need for improvement in the validity and reliability of the assessments

to ensure the quality assurance of the programme. Feedback from 2015 had not

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been addressed fully in 2016 as a result of conflicting pedagogy between the

industry training organisation and the teaching staff. Therefore, it is difficult for

NZIEBT to ensure that all the assessments are valid, sufficient, fair and transparent.

NZIEBT fosters effective learning environments where teachers and learners relate

effectively to one another. There is good communication and positive relationships

between teachers and learners, and the responses to the wellbeing needs of

learners are appropriate. Learning activities and resources are effective in

engaging learners, and they have opportunities to apply knowledge and skills in a

variety of contexts including practical and theoretical work in a simulated

environment. NZIEBT structures its syllabus to include clinic days in which

students work in a clinical situation with outside clients each week to ensure ‘real-

life’ situations for learning.

NZIEBT has an ongoing relationship with local secondary schools through their

Gateway/Star programmes. According to student and school coordinator feedback,

and NZIEBT’s own self-assessment as confirmed by the evaluation team interviews,

this relationship is very successful. As noted in the previous EER, some students

have extended their time at NZIEBT, then returned to school to complete their

NCEA before returning to NZIEBT as full-time students.

NZIEBT determines and addresses the needs of the students, employers and the

wider community using informal methods of collection via phone calls and

anecdotal feedback from graduates. These methods are appropriate and are

suitable for the size of the organisation. They are used to some good effect where

learning environments are planned and structured for the benefit and needs of the

learners, but require more structured analysis to gather information to respond to

low enrolments and younger learners.

Self-assessment capability would be further strengthened by a more systematic

approach to programme planning and delivery as a result of gathering and

reviewing student, staff, graduate and employer feedback. Incorporating the views

of industry on the skills and attributes needed would also strengthen self-

assessment.

1.4 How effectively are students supported and involved in their learning?

The rating for performance in relation to this key evaluation question is Good.

The rating for capability in self-assessment for this key evaluation question is Good.

Comprehensive and timely up-front study information and advice is provided,

although, as noted, the handbook requires further updating to reflect accurate

information. NZIEBT interviews all students thoroughly prior to and after

acceptance to ensure they genuinely want to join the industry, are aware of the

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demands of their training, and are in the appropriate programme for them. The

interview also identifies any barriers to learning, including literacy and numeracy.

However, the PTE has not followed regulations around the minimum allowed age of

the students or the need to have first aid certificates.

The learning environment is inclusive and teaching staff work to break down

barriers to learning. An example is the one-to-one support offered when more

understanding or practice is required. NZIEBT has provided training in literacy and

numeracy and adult teaching and learning for the personal assistant and other staff

to ensure this support is available. Re-sits are available for student assessments

and the PTE recognises prior learning for entry into the programme.

Students acknowledge the highly qualified and experienced staff and are respectful

of their expertise. The evaluators heard evidence from stakeholders of how tutors

plan and structure learning environments to best meet the needs of the students.

Pastoral care is carefully aligned to each student, including families being engaged

in the conversations around student care. Continued support is provided to assist

learners to pursue their chosen pathways. The success of the Gateway

programme noted by a school Gateway supervisor is based on the one-to-one

support given by tutors and the simulated real-world application of their learning.

Resources are useful and facilities are appropriate to enable practical and

theoretical learning to take place, although both staff and students noted that some

resources, while meeting their current needs, need updating to meet industry

expectations.

NZIEBT’s self-assessment of the effectiveness of its teaching is based on student

evaluations of the tutors, and tutor and employer/stakeholder and beauty client

formal and anecdotal feedback. Learning environments are planned and structured

for the benefit and needs of learners, but require more structured analysis to gather

information around resourcing to ensure the effectiveness of support for students

and their involvement in their learning.

1.5 How effective are governance and management in supporting educational achievement?

The rating for performance in relation to this key evaluation question is Adequate.

The rating for capability in self-assessment for this key evaluation question is

Adequate.

Leadership is effective within the organisation and the purpose is clear in the short

term, although the owner/director/manager identified that there is some uncertainty

in the future direction due to anticipated funding constraints and low enrolments.

Therefore, there is a lack of organisational planning to inform the vision and

direction for staff, and strategies are not yet linked to purpose.

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The ongoing processes and problems around the Targeted Review of Qualifications

process for beauty qualifications has hindered their development and growth, and

management is unsure of future direction. In the short term, they are making

modifications and adding alternative learning initiatives like Gateway for school

students and postgraduate courses specialising in the latest beauty methods and

techniques.

Leadership is supported by a strong administrator where oversight of key academic

and administrative processes is centralised. However, the impact of the Targeted

Review of Qualifications and reduced resourcing limits the organisation’s ability to

monitor, resource and upskill staff. Although staff are well informed and engaged in

the organisation’s day-to-day activities, their involvement or opinion towards future

planning is negligible. Staff are committed to the organisation’s objectives and

were clear about their roles, as evidenced by the time and energy given to their

roles and how they contributed to the success of the organisation. Most are

employed part-time, and as noted in the previous EER it is positive that NZIEBT

has been able to maintain the high quality of staff over many years.

The leadership has a wide understanding of the local and regional profile and

context in relation to employment and training in the beauty sector. The PTE

maintains professional relationships with community stakeholders such as

therapists and beauticians, and has a good reputation in the industry.

Spacious rooms with good facilities allow space for theory and practical learning,

and relevant resources are allocated to support learning, teaching and study

including access to Wi-Fi for international trends and the latest research. Staff and

learners note that the equipment is not the most up to date but is suitable for the

training.

Recruitment and development of staff is effective, as demonstrated by their

longevity at the PTE, as noted above. Although the capability of the team is not

regularly monitored, all are well qualified and undertake effective professional

development as and when required on teaching practice, literacy and numeracy,

and subject content. Professional development is not always financially supported,

and sometimes staff pay for it themselves and complete it out of work hours as this

also benefits their non-teaching vocational activities.

Self-assessment capability would be further strengthened by a more systematic

approach to reviewing quality systems around enrolment, achievement, resources,

outcomes and staff involvement to add value to the effective management and

support of educational achievement.

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1.6 How effectively are important compliance accountabilities managed?

The rating for performance in relation to this key evaluation question is Poor.

The rating for capability in self-assessment for this key evaluation question is Poor.

Management is aware of all legislation and regulations that apply to them and

manage compliance accountabilities relating to the building and health and safety

including equipment.

The evaluation team confirmed that delivery hours match programme approval

documents for the programmes offered. Attendance is recorded and monitored

daily to ensure each student covers the work allotted and does not lag behind.

Regular unstructured programme reviews take place and a report template is

available for recording changes to programme delivery as a result of review,

although no examples were sighted of it being used recently.

There are gaps that have not been managed effectively. Centralised management

and administration of key academic and administrative processes is not monitored

well or aligned with current practice, and is not providing an effective framework for

ensuring consistency and managing compliance with the requirements of NZQA

and other key stakeholders.

The evaluators note instances where the management of important compliance

accountabilities relating to legislation and regulations around academic processes

is inconsistent and therefore the academic integrity of the programme is

compromised. Examples include:

• inefficient quality management processes in place for enrolment of learners

leading to accepting students under the required minimum age of 17 and

without first aid certificates

• information in student files is not compliant with approved programme

regulations regarding minimum age and required first aid certificates

• student handbook is not compliant with the registered programme quality

requirements. The student handbook has since been updated to reflect

approved programme requirements and current processes

• incorrect classification by referring to the certificate as a diploma to students

• no evidence of internal moderation practices

• an outdated quality management system.

Self-assessment capability in this area would be further strengthened by an

improved understanding of and more systematic approach to compliance.

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Focus Areas

This section reports significant findings in each focus area, not already covered in

Part 1.

2.1 Focus area: Certificate in Beauty Therapy and Electrolysis (Level 5) full-year programme

The rating in this focus area for educational performance is Good.

The rating for capability in self-assessment for this focus area is Adequate.

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Recommendations NZQA recommends that New Zealand Institute of Electrolysis and Beauty Therapy:

• Enhance self-assessment capability using the dashboard data and graphs as a

core source of data for analysis.

• Consolidate ongoing contact with graduates and employers to further support

the understanding of the value of the programme.

• Ensure policies and procedures within the quality management system are

reviewed and updated on a regular cycle to reflect current operations and

compliance requirements.

• Ensure some form of risk management process and a related register around

specific entry criteria, student information, student files and first aid

requirements is regularly reviewed to assure compliance.

• Monitor teaching performance and staff development.

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Appendix

Regulatory basis for external evaluation and review

External evaluation and review is conducted according to the External Evaluation and Review (EER) Rules 2013, which are made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.

Self-assessment and participation in external evaluation and review are requirements for maintaining accreditation to provide an approved programme for all TEOs other than universities. The requirements are set through the NZQF Programme Approval and Accreditation Rules 2013, which are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.

In addition, the Private Training Establishment Registration Rules 2013 require registered private training establishments to undertake self-assessment and participate in external evaluation and review, in accordance with the External Evaluation and Review Rules (EER) 2013, as a condition of maintaining registration. The Private Training Establishment Registration Rules 2013 are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment.

NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. The New Zealand Vice-Chancellors’ Committee (NZVCC) has statutory responsibility for compliance by universities.

This report reflects the findings and conclusions of the external evaluation and review process, conducted according to the External Evaluation and Review (EER) Rules 2013.

The report identifies strengths and areas for improvement in terms of the organisation’s educational performance and capability in self-assessment.

External evaluation and review reports are one contributing piece of information in determining future funding decisions where the organisation is a funded TEO subject to an investment plan agreed with the Tertiary Education Commission.

External evaluation and review reports are public information and are available from the NZQA website (www.nzqa.govt.nz).

The External Evaluation and Review (EER) Rules 2013 are available at http://www.nzqa.govt.nz/assets/About-us/Our-role/Rules/EER-Rules.pdf, while information about the conduct and methodology for external evaluation and review can be found at http://www.nzqa.govt.nz/providers-partners/external-evaluation-and-review/policy-and-guidelines-eer/introduction/.

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NZQA

Ph 0800 697 296

E qaadmin@nzqa.govt.nz

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