SAMOA QUALIFICATIONS AUTHORITY - sqa.gov.ws€¦ · 6 | EXECUTIVE SUMMARY The Samoa Qualifications...
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1 | SAMOA QUALIFICATIONS AUTHORITY CORPORATE PLAN 2017 – 2020 (July 2016 – June 2020)
Transcript of SAMOA QUALIFICATIONS AUTHORITY - sqa.gov.ws€¦ · 6 | EXECUTIVE SUMMARY The Samoa Qualifications...
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SAMOA QUALIFICATIONS AUTHORITY CORPORATE PLAN
2017 – 2020
(July 2016 – June 2020)
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DISCLAIMER
Any representation, statement, opinion or advice expressed or implied in this document is made in
good faith but on the basis that neither the Samoa Qualifications Authority nor the Government of
Samoa is liable for any person’s damage or loss which has occurred consequent upon that person
taking (or not taking) an action in respect of any representation, statement, opinion or advice as
referred to in the publication.
June 2016
This document is copyright.
Reproduction of material from the
Document is, however, welcomed subject
to prior written permission from:
The Chief Executive Officer
Samoa Qualifications Authority
PO Box L851
APIA, SAMOA
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MESSAGE FROM THE HONORABLE MINISTER
The prosperity of our nation depends to a great extent on the ability to put to productive use the skills
and abilities of every Samoan. It is envisaged that Samoa Qualifications must be quality assured to
be nationally and internationally recognised.
The Samoa Qualifications Authority (SQA) is the principal organisation mandated under its Act
2010 to provide policy advice, regulate, quality assure and coordinate Post School Education and
Training (PSET) in Samoa.
The SQA has significantly achieved its scheduled activities in the last Corporate Plan 2015-2017. I
commend the tremendous work that has been done by the SQA Board of Directors, Management and
Staff in their collaborative efforts with all PSET stakeholders in achieving the Objectives of the SQA
Corporate Plan 2015-2017.
The Corporate Plan 2017-2020 demonstrates alignment to global and national educational goals and
priorities.
I am pleased to endorse this Corporate Plan 2017-2020 for SQA for the next four years and offer my
acknowledgement and congratulations to everyone involved in its development.
MINISTER OF EDUCATION, SPORTS & CULTURE, SAMOA QUALIFICATIONS
AUTHORITY AND NATIONAL UNIVERSITY OF SAMOA
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MESSAGE FROM THE BOARD CHAIRPERSON
The Samoa Qualifications Authority Act 2010 provides the SQA Board of Directors with legislative
platform for policy and general governance of the SQA.
This has not been a simple task given the wide range of PSET providers and other stakeholders
involved in the delivery of education and training activities in the PSET sector in Samoa.
Over the last Corporate Plan 2015-2017, SQA has successfully implemented and achieved key
achievements of the implementation of the quality assurance system, development and application of
National Competency Standards and Samoa Qualifications, development of Samoa’s Professional
Standards for TVET trainers, implementation of professional development and consumables support
to enable programme accreditation and PSET Access Grant to assist providers.
This Corporate Plan 2017-2020 has been produced in accordance with the Public Bodies
(Performance and Accountability) Act 2001 administered by the Ministry of Public Enterprises.
The Corporate Plan supports global and government initiatives to improve the quality of education
outcomes and emulates the Vision of ‘Improving the quality of life for all’ as specified in the
Strategy for the Development of Samoa 2016-2020 and ‘All people in Samoa are educated and
productively engaged’ in the Education Sector Plan 2013-2018 and the PSET Strategic Plan 2016-
2020.
The SQA Board will oversee the implementation of this Corporate Plan 2017-2020 to ensure that
Objectives are met and that PSET gains national and international credibility.
In taking up the Chair of the Board in July 2016, I wish to record my gratitude for the great work
which was carried out by the previous Chairperson, Mrs Palanitina Tupuimatagi Toelupe and all
Board members in finalising this crucial document which will guide the work of the SQA in the next
four years.
CHAIRPERSON - BOARD OF DIRECTORS
SAMOA QUALIFICATIONS AUTHORITY
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TABLE OF CONTENTS
EXECUTIVE SUMMARY 6
SQA CORPORATE PLAN 2017-2020 7
Vision
Mission
Key Objectives
Mandate
Guiding Values and Principles
MANDATED FUNCTION 9
ENTITY PROFILE 10
History
Governance and Management
Organisational Structure
SQA Board of Directors 2016
SQA Staff 2016
Financial Status
HIGHLIGHTS OF THE CORPORATE PLAN 2015-2017 16
STRATEGIC ISSUES FOR THE PLANNING PERIOD 19
Operational Priorities
Analysis of the Business Environment
ACTION PLAN MATRIX 22
Objective 1 – To regulate and quality assure Post School Education and Training 22
Objective 2 – To enhance relevance of Post School Education and Training
and access to Post School Education and Training opportunities 26
Objective 3 – To conduct research and formulate policy to provide sound
Post School Education and Training policy advice 28
Objective 4 – To provide strategic leadership and strengthen networking amongst
Post School Education and Training sector 29
Objective 5 – To achieve effectiveness, efficiency and sustainability of resources 32
FINANCIAL STATEMENTS 34
GOVERNMENT POLICIES 36
ACRONYMS 37
GLOSSARY 39
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EXECUTIVE SUMMARY
The Samoa Qualifications Authority has been established to coordinate and provide the strategic
direction for PSET to optimise the value of education and training for all Samoan learners and for the
nation.
This Corporate Plan 2017-2020 is based on the importance that the Government of Samoa has placed
upon skills and knowledge of PSET learners to be productive for a prosperous Samoa in the future.
It is the SQA’s strategic document that set out a planning framework through which the ‘holistic’
approach to the development of PSET sought by Government can be achieved for Samoa for the
2017-2020 planning period.
Through specific objectives identify in the Corporate Plan, SQA will develop partnerships with
stakeholders to ensure that opportunities created for development and prosperity benefits all Samoan
learners.
This Corporate Plan ensures the full implementation of priorities identified in the PSET Strategic
Plan 2016-2020 and is the development platform for other closely linked educational programmes. It
is also closely aligned to the Education Sector Plan 2013-2018 and the Strategy for the Development
of Samoa 2016-2020.
Five key objectives have been identified by SQA to effectively carry out its operational priorities for
this Corporate Planning period. These operational priorities are addressed accordingly under the key
Objectives that deal mainly with regulating the quality assurance of PSET, enhancing relevance and
access to PSET opportunities, conducting research and policy development, strategic leadership, and
achieving the effective, efficient and sustainable use of resources.
An implementation and monitoring framework that specifies the strategies and activities as well as
performance indicators is provided. Forecasts for revenue and expenditure which takes into account
major developments anticipated over the four year period have also been included.
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CORPORATE PLAN 2017-2020
VISION
Relevant, accessible and sustainable quality Post School Education and Training for all Samoan
learners to enhance quality of life
MISSION
To regulate, quality assure and coordinate Post School Education and Training through partnership
with all stakeholders to improve quality of education and training for all Samoan learners
KEY OBJECTIVES
1. To regulate and quality assure Post School Education and Training
2. To enhance relevance of Post School Education and Training and access to Post School
Education and Training opportunities
3. To conduct research and formulate policy to provide sound Post School Education and Training
policy advice
4. To provide strategic leadership and strengthen networking amongst Post School Education and
Training sector
5. To achieve effectiveness, efficiency and sustainability of resources
MANDATE
SQA is formally mandated under the Samoa Qualifications Authority Act 2010. It also has
responsibilities under the following:
Public Bodies (Performance and Accountability) Act 2001
Public Finance Management Act 2001
Strategy for the Development of Samoa 2016-2020
Post School Education and Training Strategic Plan 2016 – 2020
Education Sector Plan 2013-2018
Samoa Qualifications Authority Corporate Plan 2017-2020
Cabinet Directives
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GUIDING VALUES AND PRINCIPLES
SQA strategic approaches for PSET sector development activities are guided by the following values
and principles:
Quality
A high standard of education and training achievement that reflects holistic and critical learning,
strong cultural understanding of Samoan society and social behaviour
Relevance
All learning that pertain to individual, community and national development
Equity
Treat all individuals fairly and justly in the provision of services and opportunities
Sustainability
The proper utilisation of human, financial and material resources to ensure balanced and
continual development in the PSET sector.
Efficiency/Effectiveness
The SQA will endeavour to be effective and efficient in all its actions in conducting its business.
Accountability and Transparency
Upholding the importance of being accountable for and transparent in all actions taken and
decisions made
Collaboration
The SQA will seek always to work collaboratively and in partnership with stakeholders and
development partners
Flexibility
The SQA is committed to being responsive when change is needed and has the ability to adapt
quickly to handle any challenges we encounter with our stakeholders.
Integrity
Doing the right thing requires consistency of actions, values, methods, measures, principles,
expectations and outcomes.
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MANDATED FUNCTIONS
The Samoa Qualifications Authority Act 2010 under Part II, Section 4, lists the following functions:
a) Provide policy advice to Government on strategies and priorities for Post School Education and
Training;
b) Monitor and report to Government and the Post School Education and Training sector, on the
activities, resourcing and overall performance of the post school education and training sector in
relation to national strategic goals for economic, social and cultural development;
c) Provide advice to Government and the Post School Education and Training sector on findings
and implications arising from research, monitoring or evaluation conducted by the Authority or
other agencies, bodies or persons;
d) Regulate qualifications and quality standards for all the Post School Education and Training
providers in Samoa;
e) Coordinate and strengthen all Post School Education and Training so as to better focus the post
school education sector on national development goals and to promote and develop articulation
among programmes;
f) Promote links and learning pathways between the school sector and the Post School Education
and Training sector and offer career advisory services;
g) Develop and facilitate partnerships between stakeholders in business, industry, professional, non-
government and community organisations and the Post School Education and Training
organisations;
h) Work with national stakeholder groups to ensure standards and training requirements are
established in particular for trade, technician and professional occupations;
i) Determine a national qualifications structure for Samoa, including the definition of terms to
ensure and maintain the national and international credibility of qualifications and the good
standing of post school education and training organisations;
j) Develop criteria and processes for the registration of all providers of Post School Education and
Training;
k) Develop criteria and processes for the accreditation and quality audit of all Post School
Education and Training providers;
l) Promote quality assurance in non-formal education and training programmes;
m) Work collaboratively with all Post School Education and Training providers, in particular to
verify that they are using quality management policies and processes that ensure qualifications
meet or exceed international standards, and that their programmes align with national priorities;
n) Work with overseas government agencies and other organisations to recognise overseas
qualifications in Samoa and to achieve international recognition for qualifications awarded in
Samoa;
o) Provide assurance that Post School Education and Training in Samoa maintains international
comparability;
p) Coordinate and conduct registration of providers, accreditation of providers, programmes,
registration of qualifications, and quality audit of providers and to maintain appropriate registers
to this effect; or
q) Perform any other function conferred on the Authority by this or any other Act, or requested by
the Government from time to time.
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ENTITY PROFILE
HISTORY
The establishment of a national body for coordinating PSET in Samoa was identified in the
Education Policies and Strategies (Education Policies 1995-2005; and Education Strategies 1995-
2005). The need for a coordinated PSET approach for Samoa was reinforced in a 2003 review by the
International Labour Organisation (ILO) and the United Nations Development Programme (UNDP).
As a result, SQA was legally established under the SQA Act 2006 to provide policy advice,
coordinate and quality assure the PSET sector in Samoa. The work of the SQA is continuing under
the SQA Act 2010 which strengthened the regulatory functions of the SQA for PSET.
The need for closer links between PSET and the human resource capability needs of Samoa has been
signalled as important for future development of the nation. Establishing national quality standards
and a culture of continuing improvement is a fundamental step toward achieving this goal.
In the past, opportunities to establish links between qualifications and creating career paths for
learners have not been obvious. Qualifications awarded have been very institutionally focused and
prospects for development of clear pathways have therefore been limited. Meeting the needs of the
wider community, Government, employers and of learners has become urgent for both social and
economic development.
The internationalisation of business, the demand for skills, and the opportunities that follow have
contributed to the pressure that has led to the establishment of national quality assurance systems for
recognising qualifications.
The inclusion of non formal learning presents some special challenges, but most significantly, it
establishes opportunities to impact very directly on the performance of the existing workforce, and to
open the door for recognition of learning and skills developed in the areas of traditional knowledge,
community and second chance education. This step presents a major opportunity to create value for
learners and skilled people at all levels in the community.
GOVERNANCE AND MANAGEMENT
SQA Board of Directors
The SQA Board provides oversight governance for the Samoa Qualifications Authority. It is
responsible for the strategic direction and long term goals. It reports to the Minister of Education,
Sports and Culture for policy and general governance of the SQA and the technical services for the
sector. The recently established Ministry of Public Enterprises is responsible for the overall State
Owned Enterprises accountability and performance, is the other Minister of the SQA.
Representation on the Board is defined in the SQA Act 2010. The Board is responsible for the
appointment of the Chief Executive Officer (CEO).
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The Board members are as follows:
Chairperson - Gatoloaifaana Tilianamua Afamasaga
CEO – MESC - Dr Karoline Afamasaga-Fuata’i
CEO – MWCSD - Fuimapoao Naea Beth Onesemo-Tuilaepa
CEO – MCIL - Vacant
Vice Chancellor/President – NUS - Fui Le’apai Lau Ilaoa Professor Asofou So’o
Non-Government Schools Rep - Fu’a Meki Hazelman
President SAME - Tagaloa Eddie Wilson
President Chamber of Commerce - Jennifer Ula-Fruean (rep)
CEO – SQA - Vacant
SQA Executive Management
Strategic leadership and overall stewardship of the SQA is the function of the CEO. The CEO is
responsible for maintaining and managing SQA as well as building relationships at an executive
level across the wide range of stakeholders, including Government and non-Government agencies.
SQA is managed through the Office of the CEO and four (4) operational Divisions. The CEO is
ultimately responsible for the performance and working conditions of SQA staff. These are the four
(4) main divisions:
- Quality Assurance
- Qualifications
- Research, Policy and Planning
- Corporate Services
Assistant Chief Executive Officers (ACEOs) report directly to the CEO and are accountable for
development and operation of specific functions for SQA, the day to day management of staff,
servicing consultants, stakeholder relationships as well as the management of stakeholder advisory
committees established to assist SQA in performing its functions.
Organisational Structure
For the SQA to achieve its core functions and strategies stated in this Corporate Plan, its
Organisational Structure was recently reviewed and approved by the Board in February 2016. As the
scope of the SQA work increases in both depth and breadth and the implementation of policies roll
out, modifications to the structure were approved by the Board as required.
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SQ
A O
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20
16
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SQ
A B
OA
RD
OF
DIR
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TO
RS
2016
Back
Row
: S
a’u
Tau
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i F
a’am
au (
Rep
. M
CIL
), T
ea T
epora
Wri
ght
(Rep
. N
US
), L
eali
ifan
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aste
r M
anil
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ilip
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ctin
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EO
– S
QA
), J
enn
ifer
Fru
ean
(R
ep.
Sam
oa
Cham
ber
of
Com
mer
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Fro
nt
Row
: D
r K
aro
lin
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fam
asag
a-F
uat
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(CE
O, M
ES
C),
Tag
aloa
Eddie
Wil
son (
Pre
siden
t -
SA
ME
), G
ato
loai
faan
a T
ilia
nam
ua
Afa
mas
aga
(Ch
airp
erso
n,
SQ
A B
oar
d o
f D
irec
tors
), F
u’a
Mek
i H
azel
man
(R
ep. N
on
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nm
ent
Sch
ools
) an
d F
uim
apoao
Nae
a B
eth
On
esem
o-T
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(CE
O, M
WC
SD
)
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SQ
A S
TA
FF
2016
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FINANCIAL STATUS
The Corporate Plan 2017-2020 is funded through the normal Government Annual Budget process
and SQA has proposed an Annual Government Grant assistance of just below $3 million for each
year from the Government Financing and $2.7 million from the Budget Support as New Initiative for
the same years. (Please refer to Financial Statement for details). The funding for the Budget Support
Modality began in 2015/16 FY and it is the Sector Budget Support to implement activities identified
in the Education Sector Plan to achieve its Goals.
As a Government Beneficiary Body, SQA will continue to rely on Government assistance for its
funding. However, SQA over the years has continued to put in place mechanisms to assist in the
funding of its Budget and thus reduce reliance on Government’s annual budget. (The percentage of
Government Grant over the Total Revenue has been reduced from 100% to about 94% in 2015).
There are no major planned changes or expansion of SQA over the next four years however it will
continue to rely on Government’s Support to achieve its Key Objectives as outline in this Corporate
Plan.
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HIGHLIGHTS OF THE CORPORATE PLAN 2015 – 2017
(July 2014 – June 2016)
Conducted the second PSET Annual Conference 2015 and Report approved
Conducted SQA Annual Strategic Planning Seminars in 2015 and 2016 and reports approved
Samoa Professional Standards for TVET Trainers developed, approved and officially launched in
2015
6 new Providers registered as formal PSET Providers (24 out of 30 PSET providers registered
with SQA): Piula Theological College, University of the South Pacific – Alafua Campus,
Ierusalema Fou Theological Institute, Don Bosco College and Vocational Technical Center,
Apia Harvest Center Bible College and Youth With a Mission
All registered formal PSET providers were granted Annual Renewal Registrations
Accreditation of 2 programmes from the Tesese Institute of Administrative Studies (TIAS) and 9
from the National University of Samoa (NUS).
- TIAS Certificate II Office Administration and Computing
- TIAS Certificate III Office Administration and Computing
- NUS Certificate IV Adult Learning (under the Oloamanu Centre for Professional
Development (OCPD)
- Samoa Certificate II in Automotive Engineering
- Samoa Certificate II in Construction
- Samoa Certificate II in Electrical Engineering
- Samoa Certificate II in Fitting and Machining
- Samoa Certificate II in Plumbing
- Samoa Certificate II in Refrigeration and Air Conditioning
- Samoa Certificate II Welding and
- NUS Certificate II in Panel Beating and Spray Painting
Recognition of 73 Non-Formal Learning activities from 26 Non-Formal Education providers
Registration of Samoa Qualifications (SQs) and National Competency Standards (NCSs) on the
Samoa Qualifications Framework (SQF)
- 10 SQs in Tourism and Hospitality
- 22 NCSs in Tourism and Hospitality
- 2 SQs in Horticulture
- 45 NCSs in Generic Skills
- 2 TIAS programmes
- 1 NUS OCPD programme
- 1 NUS Certificate II in Panel Beating and Spray Painting
National External Moderation Manual approved
6 PSET providers (both Formal and Non Formal) signed Memorandum of Agreements (MOAs)
with SQA
- Martin Hautus Institute of Learning (MHIL), Hospitality and Community Health Institute
of Training (HCHIT) - Samoa, Laumua o Punaoa Technical Centre (LoP), Uesiliana
Vocational Centre, SENESE and Samoa Umbrella of Non Government Organisations
Produced Monitoring and Review Reports of signed MOAs between SQA and PSET providers
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Implementation of the Strategy for International Recognition of Samoa Qualifications
- Implementation of the Plan for Mutual Recognition of SQs and SQF
- Self-Review of SQA against INQAAHE Guidelines for Best Practices
- SQA continued to liaise with other Quality Assurance Agencies on the recognition of SQs
and the SQF
- Registered 40 Samoa Qualifications and 9 provider Qualifications on the Pacific Register
of Qualifications and Standards (PRQS)
Development of Samoa Qualifications and National Competency Standards :
- Electronic Engineering – 50 NCSs and 3 SQs developed and currently going through the
registration process on the SQF
- Tourism & Hospitality Sector – developed and registered 22 NCSs on the SQF
- Generic Skills Sector – developed 43 Draft NCSs and currently going through the
registration process on the SQF
- Construction Engineering – in progress with the development of NCSs and SQs
Conducted stakeholders awareness workshops, trainings and consultations on the following
areas:
- Revised Samoa Qualifications Framework
- Application of Trades, Tourism and Hospitality SQs and NCSs
- National External Moderation Manual
- Proposed PSET Funding Approach
- Findings of Survey of Employers Satisfaction
- PSET providers Programme Development
Conducted trainings for Potential Programme Accreditation panel members
Establishment of Qualifications Registration and Programme Accreditation Panels
Establishment of Sector Advisory Group for the Sports Sector
Produced Draft PSET Funding Approach
Implementation and monitoring of the TVET Support Programme under the Samoa/Australia
Partnership for Development
- TVET Programme 7th
Progress Report (July-Dec 2014)
- TVET Programme 8th
Progress Report (Jan-June 2015)
- TVET Programme Completion Report
- TVET Programme CDC Progress Report No.02 and No.03
Implementation of Consumable Support for TVET providers to offer NCSs and SQs
- Procurement completed for 6 TVET providers namelyHCHIT, MHIL, Samoa Shipping
Maritime Academy, Don Bosco Techincal Centre, LoP and NUS at the total value of
$720,000.00
Professional Development Support for TVET providers to offer SQs
- 61 trainers graduated with APTC Certificate IV Training and Assessment
- 16 trainers from 6 providers and SQA completed the Samoa Red Cross First Aid Training
- 11 NUS lecturers attended Auto CAD training at the Manukau Institute of Training
(MIT), in New Zealand
- 3 NUS lecturers have completed training at MIT, NZ in Maritime
- 8 HCHIT trainers completed APTC Certificate IV in Tourism and Hospitality
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Implementation of the PSET Access Grant and Scholarships/Incentives to assist formal and non-
formal PSET providers for programme accreditation, recognition of NFL activities and to
increase access for vulnerable students in terms of tuition fees payments
- 26 applications have been approved for Access Grant from 9 Formal PSET providers and
17 Non-Formal Education providers with the total value of $400,000.00
- 8 applications have been approved for scholarship & incentive to offer scholarships to
pay for tuition only for disadvantaged students at the total value of $410,000.00
Development and implementation of the SQA Manual of Operational Policies and Procedures
Provision of Foreign Qualifications Recognition Services
Provision of Career Advisory Services
- Conducted School visit to secondary schools in Upolu and Savaii and report approved
- Conducted a National Career Day in Upolu and Savaii targeting students in Years 12 and
13
Research conducted and report approved by the Board and circulated to all stakeholders for
information:
- Survey of TVET Graduates’ of 2009, 2010 and 2011 Employers
- Completed field work of the PSET Tracer Survey of 2012, 2013 and 2014 PSET
Graduates
Publication of the 2014 and 2015 Annual PSET Statistical Bulletins
SQA Quarterly Newsletters published and circulated to stakeholders
Conducted a Business Analysis of the SQA to inform the review and development of SQA’s
Information Management System
Operational Policies approved:
- Dress Code Policy
- Mobile Phone Policy
- Policy for Development and Review of SQA Internal Policies and Procedures
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STRATEGIC ISSUES FOR THE PLANNING PERIOD
Operational Priorities
Implementation of the Quality Assurance Standards, Policies and Guidelines
Administration of the Samoa Qualifications Framework
Implementation of the Strategy for International Recognition of Samoa Qualifications and Samoa
Qualifications Framework
Development and Application of National Competency Standards and Samoa Qualifications
Implementation of the Samoa Professional Standards for TVET Trainers
Implementation of the PSET Funding Mechanism
Provision of Foreign Qualification Recognition Services
Provision of Career Advisory Services
Development of Learning Pathways Process and Policy
Development of Recognition of Current Competency (RCC) Process and Policy
Implementation of the National External Moderation process
Establishment and implementation of the Workplace Assessment Process
Development and implementation of the Record of Achievement (ROA)
Conduct Research on PSET priority areas
Development, monitoring and review of Strategic and Operational Plans
Provision of policy advice to the Government
Development, implementation, monitoring and review of SQA strategic and operational policies
Provision of strategic leadership and development to PSET
Memorandum of Agreements with PSET providers
Implementation of the SQA Communication Strategy
Implementation of the SQA Management Information System
Annual PSET Statistical Bulletins
Provision of PSET Support Services
SQA Board services
Analysis of the Business Environment
The strategic directions and the achievements of SQA’s Objectives for the next four years will be
impacted by the internal and external environmental factors.
Internal Factors
The working environment for the Authority is categorised by the following conditions:
Human Resources
A highly professional and committed staff (all staff are degree holders as minimum qualification)
Continuous improvement (continue to improve service to PSET providers and stakeholders from
time to time)
Clearly defined roles and responsibilities (Individual Performance Plan and Performance
Appraisal)
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Professional development/capacity building opportunities for SQA staff
Financial Resources
Appropriate allocation and utilisation of resources
Education Sector Budget Support to assist local budget in the implementation of activities
Legislation, Strategic & Operational Policies
Clearly defined SQA functions in the SQA Act 2010
Updated Quality Assurance systems, guidelines, processes and procedures
SQA Quality Management System (QMS) in place
Self- Review of SQA against INQAAHE guidelines of good practice
SQA Operational Policies in place
Supporting Systems
Conducted Business Analysis of SQA to inform the review of the SQA Management Information
Systems
Updated website to promote SQA approved documents as well as services provided by Career
Advisory Services and Foreign Qualifications Recognition Services
Centralised Database System to be developed in this Corporate Planning period
PSET Information Data
Updated PSET information data collected and distributed to PSET providers and stakeholders
through the Annual PSET Statistical Bulletin
Survey findings from PSET Tracer Survey and Survey of Employers make available to the Public
Sector Advisory Groups (SAGs), Programme Accreditation and Registration Panels
Strengthened SQA working relationship with SAGs as well as professional associations on the
development of NCSs and SQs
Qualified personnel from respective fields/areas to assist SQA on the development of NCSs and
SQs, programme accreditation and qualifications registration panels
Commitment from industries and sectors through validation and endorsement of Trades, Tourism
and Hospitality, Horticulture and Generic Skills NCSs and SQs
Board Management
Appointed Board members not attending Board meetings influenced Board decisions on
important issues leading to the development of SQA
Workspace
Limited space to accommodate new staff due to the on-going establishment of new positions
within the Authority
Occupational health and safety of staff
External Factors
The following factors that may impact on the overall performance of the Authority’s functions and
roles:
Political Effects
Political will and its impact on budgetary priorities
Implementation of the Education Sector budget support (changes in reporting systems and
processes in terms of financial and progress of activities)
Changes in Government policies, processes and procedures (budget support system, FK)
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The establishment of the Ministry of Public Enterprises (MPE) with their new guidelines and
processes of reporting (guidelines for reporting on quarterly basis, changes in Corporate Plan
period)
Legislative Effects
Enforcement of the SQA Act 2010 against PSET providers in the implementation of SQA
Quality Assurance System
Gaps identified in the SQA Act 2010 as per Business Analysis report produced that needs
amendment
Absent of the SQA Regulations
Amendments to the Public Bodies Act (Corporate planning period and reporting systems)
Commitment from PSET providers and Stakeholders
Level of awareness of PSET providers and stakeholders on the work of the Authority
Non-compliance of PSET providers and stakeholders on SQA policies and procedures of QA
systems
Changes in PSET providers organizational structure (organizational heads and key contact person
who provided information/data for PSET bulletin etc. and different perceptions of organizational
heads on QA systems)
Commitment of PSET providers in the delivery of registered SQs and NCS in their programme
development
Poor Quality Management System (QMS) of PSET providers (record keeping)
Regional and International Initiatives
Impacts of Samoa’s accession to the World Trade Organisations in terms of budget allocation
Positive and Negative implications of Regional and International Agreements on PSET
Impacts of Global and Regional initiatives, e.g. the development of the Pacific Regional
Qualifications Register
Working relationship with NZQA and other Quality Assurance Agencies (new initiatives
especially with the implementation of Quality Assurance system)
IT developments
Changes in Information Communication and Technology
Absent of PSET Information Technology Plan and Management Information System
Environmental Effects
Impacts of Natural Disasters
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OUTPUTS, STRATEGIES & ACTIVITIES AND PERFORMANCE INDICATORS MATRIX
OBJECTIVE 1: To regulate and quality assure Post School Education and Training Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1. Quality
Assurance
System
1.1. Implement and monitor the Quality
Assurance Policies and Guidelines
Conduct formal providers registration
Conduct Annual Renewal Registration
for Formal providers
Conduct training for potential panel
members to conduct programme
accreditation
Conduct programme accreditation
Conduct Programme Quality Audit
Implement Professional Development for
Quality Assurance personnel
1 PSET provider registered per year
All Registered providers Annual
Registration Renewed
10 potential panel members trained per
year
2 providers offer one or more
accredited programmes per year
5 new programmes accredited per year
6 Audited Programmes by June 2018
At least 3 staff undergoing professional
development per year
QAD
QAD
QAD
QAD
QAD
QAD
QAD
Annually
Annually
Annually
Annually
Annually
FY 17 – 18
Annually
1.2 Implement the National External
Moderation Process
Conduct training and awareness for
National External Moderation (NEM)
Process
Implement the National External
Moderation Process
4 Training and Awareness conducted
per year
2 NEM reports produced per year
QAD
QAD
Annually
FY 17 – 18
23 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1.3 Establish a Workplace Assessment
Process
Development of a Workplace
Assessment Manual
Implement the Workplace Assessment
Process
Approved Workplace Assessment
Process by June 2017
1 Assessment Report approved per
year
QA
QA
FY 16 – 17
Annually
1.4 Recognise Non Formal Learning (NFL)
Activities
Conduct recognition of NFL activities
Review NFL guidelines, policies and
procedures to facilitate/create learning
pathways
50% of NFL activities submitted are
recognised per year
Review report approved by June 2017
QAD
QAD
Annually
FY 16 – 17
1.5 Develop and implement the Record of
Achievement (ROA)
Develop the ROA system
Pilot ROA System
Operationalize ROA system
ROA System and Process in place by
June 2018
3 pilots completed for ROA by June
2019
3 providers ROA captured by June
2020
QD
QD
QD
FY 17 – 18
FY 18 – 19
FY 19 – 20
1.6 Implement the Strategy to implement
Professional Standards for TVET Trainers
Conduct awareness workshops for TVET
trainers on professional standards
Implement and monitor Professional
Standards for TVET trainers
2 awareness workshops conducted by
December 2016
50% of TVET trainers meeting
Professional Standards by June 2020
QD
QD
FY 16 – 17
FY 19 – 20
24 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1.7 Register Qualifications (Providers and
Samoa) on the Samoa Qualifications
Framework:
Register qualifications (provider and
Samoa)
Facilitate Recognition of SSLC and SC
on the SQF to create learning pathways
50% of the submitted qualifications
(Provider and SQs) registered on the
SQF annually
Mechanism established for recognition
of SSLC and SC by June 2020
QAD
QAD
Annually
FY 19 – 20
1.8 Coordinate Implementation of Strategy
for Recognition of Samoa Qualifications
Conduct comparability, benchmark &
recognition of qualifications plan for
SQA Mutual Recognition with PRQS
Implement mutual recognition activities
with at least 2 NQAAs
Conduct External Review of SQA against
INQAAHE guidelines of good practice
Prepare bid for international conference
(INQAAHE & APQN)
All qualifications registered on the
SQF are registered on the PRQS
annually
Report on mutual recognition activities
produced annually
External Review conducted and report
approved by June 2017
Proposal submitted by December 2019
QAD
QAD
QAD
QAD
Annually
Annually
FY 16 – 17
FY 18 – 19
1.9 Coordinate development and
implementation of Recognition of Current
Competency (RCC)
Conduct situational Analysis to inform
the development of the Recognition of
Current Competency system
Develop policy, processes and
procedures to implement RCC
Situational Analysis approved by June
2018
Policy and processes approved by June
2019
RPPD & QD
RPPD & QD
FY 17 – 18
FY 18 – 19
25 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
Trial RCC System RCC System trialled with 2 individuals
by June 2020
QD FY 19 – 20
2. PSET
Support
Services
2.1 Coordinate provision of PSET Support
Services
Plan PSET Support activities on an
annual basis
At least 30% increase in provider
complying with QA requirements
annually
QAD
Annually
2.2 Implement and monitor the PSET
Funding Mechanism
Develop and finalise the Collaboration
Impact Statement
Coordinate Professional Development
support for PSET providers
Coordinate Consumables support for
PSET provides
CIS developed and approved by June
2017
5 providers supported per year
5 lecturers and trainers supported per
year
5 providers supported per year
CSD
QD
QD
QD
FY 16 – 17
Annually
Annually
Annually
2.3 Evaluate the PSET Access Grant
Conduct impact assessment of the PSET
Access Grant
Impact Assessment Report approved
by June 2017
RPPD
FY 16- 17
26 |
OBJECTIVE 2: To enhance relevance of Post School Education and Training and access to Post School Education
and Training opportunities Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1. Samoa
Qualificati
ons (SQs)
and
National
Competen
cy
Standards
(NCS) for
priority
sectors
1.1 Coordinate and facilitate development of
Samoa Qualifications and National
Competency Standards
Conduct Needs Analysis
Develop draft NCSs and SQs
Conduct validation of draft NCSs and
SQs
Obtain stakeholder endorsement of
proposed NCSs and SQs
1 Needs Analysis report approved
annually
1 Set of NCSs and SQs produced
annually
1 Validation report approved annually
1 Endorsement report approved
annually
QD
QD
QD
QD
Annually
Annually
Annually
Annually
1.2 Coordinate support for PSET providers
in application of NCSs and SQs
Facilitate application activities
4 workshops, trainings and awareness
sessions conducted and report approved
per year
QD
Annually
2. Foreign
Qualificati
on
Recognitio
n Services
2.1 Implement Foreign Qualification
Recognition Services (FQRS)
Conduct Public awareness
Provide service
Review FQRS guidelines and fees
Establish up to date databases and links
with relevant government agencies and
overseas organisations to facilitate and
2 Public Awareness conducted per year
5 FQRS reports approved per year
Revised FQRS guidelines approved by
June 2017
Database approved by June 2017
4 up to date reports produced per year
QD
QD
QD
QD
QD
Annually
Annually
FY 16 – 17
FY 16 – 17
Annually
27 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
promote efficient/effective delivery of
this service
3. Careers
Advisory
Services
3.1 Implement Career Advisory Services
Review the Career Advisory Services to
determine the future direction of the
service
Conduct CAS school visits
Coordinate and conduct a National
Career Advisory Services Event
Provide walk-in services
Review report approved by June 2017
1 school visit report approved per year
1 report approved per year
Walk-in service report produced and
approved on annual basis
QD
QD
QD
QD
FY 16 – 17
Annually
Annually
Annually
4. Learning
Pathways
4.1 Coordinate the development of Learning
Pathways
Conduct situational analysis to inform
the development of Learning Pathways
Develop process and procedures
Develop Learning Pathway Policy
Situational Analysis report approved
June 2018
Process approved by January 2019
Policy approved by June 2019
RPPD & QD
RPPD & QD
RPPD & QD
FY 17 – 18
FY 18 – 19
FY 18 – 19
28 |
OBJECTIVE 3: To conduct research and formulate policy to provide sound Post School Education and Training
policy advice Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1. Policy
advice to
the Board
and
Minister
1.1 Develop, formulate and provide advice to
the Board and Minister on policies
relating to PSET and core functions of
SQA
Formulate policies on priority areas
identified for development
Delivery of NCSs & SQs policy
approved by June 2017
Recognition of Current Competency
policy approved by June 2018
Learning pathways policy approved by
June 2019
PSET Accessibility policy approved
by June 2020
RPPD & QD
RPPD & QD
RPPD & QD
RPPD
FY 16 – 17
FY 17 – 18
FY 18 – 19
FY 19 – 20
1.2 Profile existing national and international
agreements that impact on PSET sector
planning and development
Analyse agreements and provide
appropriate policy advice
1 profile approved per year
RPPD
Annually
2. Research
Informed
Developme
nt
2.1 Conduct Research on PSET priority
areas
Undertake research in priority areas to
assist with policy advice and planning
Survey of Employers Satisfaction
report approved by June 2017
PSET Graduates Tracer Survey report
approved by June 2019
Survey of Employers Satisfaction
RPPD
RPPD
RPPD
FY 16 – 17
FY 18 – 19
FY 19 – 20
29 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
Profile existing PSET research reports
to produce policy advice
report approved by June 2020
1 research profile approved per year
RPPD
Annually
3. Research,
Policy
Formulatio
n,
Strategic
Planning
and
Informatio
n Analysis
capacity
building
3.1 Implement professional development for
the RPPD personnel
At least 2 staff undergoing
professional development per year
RPPD Annually
30 |
OBJECTIVE 4: To provide strategic leadership and strengthen networking amongst Post School Education and
Training sector Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1. Strategic
leadership and
development of
PSET
1.1. Lead and promote cross sector
collaboration to enable a coordinated
and integrated PSET
Establish and Monitor Memorandum of
Agreements (MOAs)
Establish and coordinate SQA Advisory
networks
Administer Legislation
Review SQA legislation
Draft SQA Regulations
1 MOA established per year
6 Monitoring reports of MOAs
approved per year
1 Sector Advisory Group established
per year
4 PSET taskforce meetings conducted
per year
1 Quality Assurance Focus Group
meetings conducted per year
SQA reports prepared in accordance
with legislative requirements on
annual basis
Amended SQA Act in place by June
2020
SQA Regulations approved by June
2020
RPPD & OCEO
RPPD
QD & OCEO
RPPD & OCEO
QA & OCEO
OCEO & All
Divisions
OCEO & All
Divisions
OCEO & All
Divisions
Annually
Annually
Annually
Annually
Annually
Annually
FY 19 – 20
FY 19 – 20
31 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1.2. Develop, foster and maintain regional
and international links, networks and
cooperation
Maintain memberships with APQN,
INQAAHE, CHEA, EQAB and other
international and regional agencies
Maintain network with NZQA, VQA
and other QA agencies
Strengthen policies and operations of
SQA through positive contribution from
regional and international networks
3 meeting and conference reports
approved by Cabinet per year
4 workshops and work attachment
conducted per year
Appropriate and relevant Regional
and International best practices are
reflected in SQA Policies and
Operations
OCEO
All Divisions
All Divisions
Annually
Annually
Annually
1.3. Manage SQA Strategic and Operational
Plans
Conduct SQA Annual Strategic
Planning Seminar
Develop, implement, review and
monitor SQA Strategic and Operational
Plans
Planning Seminar conducted and
report approved by March every year
SQA input for SDS 2016-2020 review
and new SDS produced by February
2020
SQA input for ESP Quarterly and
Annual reviews produced
SQA input for the new ESP produced
by February 2018
PSET Strategic Plan 2016-2020
produced by December 2016
Report of the Mid-Term Review of
the Corporate Plan 2016-2020
RPPD
RPPD
RPPD
RPPD
RPPD
RPPD
Annually
FY 19 – 20
Annually
Annually
FY 16 - 17
FY 17 – 18
32 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
produced by March 2018
Mid-Term Review Report of the
PSET Strategic Plan produced by
March 2020
4 Annual Management Plan Quarterly
Review Reports approved per year
1 Annual Management Plan Annual
Review Report approved per year
SQA Corporate Plan and Statement of
Corporate Objectives 2020-2024
approved by March 2020
1 SQA Annual Management Plan
approved per year
RPPD
RPPD
RPPD
RPPD
RPPD
FY 19 – 20
Annually
Annually
FY 19 – 20
Annually
2. Communicatio
n Strategy to
promote the
SQA role and
PSET
generally
2.1. Implement and monitor the SQA
Communication Strategy
Produce and disseminate SQA
Newsletters
Produce information brochures on SQA
activities
Conduct awareness raising programmes
for TV and radio to inform the public of
SQA’s mandated functions and
objectives
4 Quarterly Newsletters approved and
disseminated per year
100 Brochures produced and
disseminated to stakeholders per year
2 awareness programmes conducted
per year
OCEO
OCEO
OCEO
Annually
Annually
Annually
2.2 Coordinate PSET Annual Conferences
Conduct PSET Annual Conference
Annual Conference conducted and
report approved per year
RPPD
Annually
33 |
OBJECTIVE 5: To achieve effectiveness, efficiency and sustainability of resources Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
1. Human
Resource
Managem
ent
1.1 Develop and review SQA Operational
Policies
Develop a Workforce Development Plan
Review at least 2 operational policies
Plan developed and approved by June
2017
2 policies reviewed by June 2020
CSD
CSD
FY 16 – 17
Bi-Annually
2. Budget
and
Financial
Services
2.1 Provide financial and accounting services
Coordinate and prepare budget bid
proposal to MoF
Prepare monthly, quarterly and annual
financial statements and reports
1 approved budget per year
Financial statements and reports
prepared accordingly
CSD
CSD
Annually
Annually
2.2 Manage the SQA Fees Structure
Review the SQA Fees structure
Revised Fees Structure approved by
December 2016
CSD
FY 16 – 17
3. Asset
Managem
ent
3.1 Implement and manage the Asset
Management System
Maintain and update the SQA Assets
Register
1 Asset stock take report approved per
year
CSD
Annually
3.2 Review SQA office space needs
Conduct review of the current office
space
Prepare proposal for funding
Review report produced by December
2017
Implement recommendation of the
report by January 2018
CSD
CSD
FY 16 – 17
FY 17 – 18
4. Administr
ation
Services
4.1 Provide efficient and effective
administration services
Manage and implement administration
systems and processes
Fortnightly payroll implemented per
year
CSD
Annually
34 |
Outputs Strategies and Activities Performance
Indicators
Responsible
Division
Timeframe
Staff attendance report produced each
month
CSD Annually
4.2 Provide quality services to the Board and
Minister
Prepare meeting documents and
coordinate Board and Board sub-
committee meetings
12 Board meetings conducted per year
4 Board sub-committee meetings
conducted per year
OCEO
OCEO
Annually
Annually
4.3 Ensure compliance with the Public
Bodies Act 2001 and Cabinet Directives
Oversee the implementation of the
Corporate Plan in accordance with
guidelines set by the MPE
Carry out duties and responsibilities
required of Directors from time to time
4 Quarterly Reports submitted to MPE
1 Annual Review report submitted to
MPE
4 Quarterly Reports submitted to MPE
RPPD & CSD
RPPD & CSD
OCEO
Annually
Annually
Annually
5. Managem
ent
Informati
on System
5.1 Implement the SQA Management
Information System
SQA MIS implemented by December
2016
1 Monitoring report approved per year
CSD
CSD
FY 16 – 17
Annually
5.2 Collect, analyse and disseminate PSET
performance data
Analyse data and produce the PSET
Statistical Bulletin
PSET Statistical Bulletin published
annually
RPPD
Annually
6. Audit 6.1 Conduct Financial Audit
Conduct Internal audits of all SQA
systems of internal control both financial
and non-financial
Conduct SQA Financial Audit
4 review reports to CEO produced per
year
Financial audit conducted and report
approved annually
OCEO
OCEO
Annually
Annually
35 |
FINANCIAL STATEMENTS
SAMOA QUALIFICATIONS AUTHORITY PROJECTED BALANCE SHEET
SAMOA QUALIFICATIONS AUTHORITY PROJECTED STATEMENT OF
INCOME AND
EXPENDITURE
36 |
SAMOA QUALIFICATIONS AUTHORITY PROJECTED STATEMENT OF CASH FLOW
Board Governance is incorporated in the Board Manual (Section 10) and is summarised as follow:
The Board will lay solid foundations for management and oversight
The Board will be structured to add value
The Board will promote ethical and responsible decision-making
The Board will safeguard integrity in financial reporting
The Board will ensure there is timely and balanced disclosure
The Board will recognise its prime accountability to the Minister
The Board will recognise the legitimate interests of stakeholders
The Board will recognise and manage risk
The Board will encourage enhanced performance
The Board will remunerate fairly and responsibly
37 |
SPECIFIC PROJECT & GOVERNMENT POLICIES
SPECIFIC PROJECT
The SQA will receive funds under the Education Sector Budget Support to implement activities
identified in the Education Sector Plan to achieve its objectives for this planning period in addition to
the government grant under the local budget.
SUPPORT FOR GOVERNMENT POLICIES
The last SQA Corporate Plan 2015-2017 and the Education Sector Plan 2013-2018 were developed
taking into account both the Strategy for the Development of Samoa 2012-2016 and the PSET
Strategic Plan 2008-2016.
The Full-Term Review of the PSET Strategic Plan 2008-2016 and the Bi-Annual Review of the SQA
Corporate Plan 2015-2017 in February 2016 informed the development of the SQA Corporate Plan
2017-2020.
38 |
ACRONYMS
ACEO Assistant Chief Executive Officer
AHCBC Apia Harvest Centre Bible College
APQN Asia Pacific Quality Network
APTC Australia Pacific Technical College
CAD Computer Aided Design
CAS Career Advisory Services
CDC Cabinet Development Committee
CEO Chief Executive Officer
CHEA Council for Higher Education Accreditation
CIS Collaboration and Impact Statement
CSD
DBCVTC
Corporate Services Division
Don Bosco College and Vocational Technical Centre
DBTC Don Bosco Technical Centre
ESP Education Sector Plan
FQRS Foreign Qualifications Recognition Services
ICT Information, Communication and Technology
IFTI Ierusalema Fou Theological Institute
ILO International Labour Organisation
INQAAHE International Network of Quality Assurance Agencies in Higher Education
LoP Laumua o Punaoa
MCIL Ministry of Commerce Industry and Labour
MESC Ministry of Education, Sports and Culture
MHILS Martin Hautus Institute of Learning – Samoa
MIS Management Information System
MIT Manukau Institute of Technology
MOAs
MPE
Memorandum of Agreements
Ministry of Public Enterprises
MWCSD Ministry of Women, Community and Social Development
NCSs National Competency Standards
NFL Non Formal Learning
NUS National University of Samoa
NZ
NZQA
New Zealand
New Zealand Qualifications Authority
PQF Pacific Qualifications Framework
PRQS Pacific Register of Qualifications and Standards
PSET Post School Education and Training
PTC Piula Theological College
QA
QAD
Quality Assurance
Quality Assurance Division
39 |
QMS Quality Management System
QD
RCC
Qualifications Division
Recognition of Current Competency
ROA Record of Achievement
RPPD Research, Policy and Planning Division
SAGs Sector Advisory Groups
SAME Samoa Association of Manufacturers and Exporters
SC Samoa School Certificate
SDS Strategy for the Development of Samoa
SQA Samoa Qualifications Authority
SQF Samoa Qualifications Framework
SQs Samoa Qualifications
SSLC Secondary School Leaving Certificate
SSMA Samoa Shipping Maritime Academy
SUNGO Samoa Umbrella for Non-Government Organization
TIAS Tesese Institute of Administrative Studies
TVET Technical and Vocational Education and Training
UNDP United Nations Development Programme
USP University of the South Pacific
UTVC
VQA
Uesiliana Technical and Vocational Centre
Vanuatu Qualifications Authority
YWAM Youth With a Mission
40 |
GLOSSARY
Accreditation a prescribed process through which the SQA endorsed an educational or training organization to offer PSET programmes Formal PSET Provider provides an education or training programme that leads to a qualification registered under the SQF Memorandum of Agreement is a formal protocol to trigger dialogue between the SQA and organizations involved in PSET activities Moderation the process used for assuring the assessment is fair, valid and consistent with the required standard, across a number of assessors and assessing organizations Non-Formal Education Provider organization that support and facilitate non-formal learning as well as individuals or workplaces that provides non-formal learning Non-Formal Learning organized learning that occurs outside the context of formal educational institutions Post School Education and Training (PSET) all forms education and training activities that occur outside of the school system utilising any structures mode of delivery Programme a coherent set of courses, modules, papers or units designed to meet the requirements of a qualification Programme accreditation process used to evaluate an organization’s capability of delivering an education or training programme to the required standards Provider an organisation or person that intends to offer or is offering PSET in Samoa Qualification formal certification that a person has successfully achieved all learning outcomes and/or competencies relevant to identified individual, professional, workplace or community needs Quality assurance a generic term for all activities which provide confidence that the educational and training services of an organization are being delivered to the required standard and in line with published goals and objectives Quality management system an integrated set of clearly defined organizational structures, policies, procedures, responsibilities and resources which are used to assure provision of education and training Registration of provider permission granted to an organization to set itself up as a legitimate education and training provider Registration of qualifications process used to recognise that a qualification has met the criteria for inclusion in the list of quality assured qualifications on the SQF Record of Achievement a national record of an individual’s formal and non-formal learning
achievements that have been quality assured by SQA
Samoa Qualifications Framework (SQF) is a classification structure indicating the levels and types of quality assured qualifications
