Tertiary Education New Zealand » learning

NZ Report: E-learning for adult literacy, language and numeracy

Thu, 17 Jun 2010 01:42:46 +0000

Source: Ministry of Education (NZ) – Education Counts. The full report is available here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

Executive Summary

This research provides readers with a greater understanding of the potential of e-learning for adult literacy, language and numeracy. It investigates how e-learning can be employed as a means of reaching greater numbers of adult learners and how to better meet their learning needs.

Our overarching research question was:

What characteristics of programmes, such as e-learning, mixed mode, and distance learning, have been successful in raising the literacy, language and numeracy skills (LLN) of adult learners and could be used to supplement workplace training?

The main message that we drew from our work is that e-learning is relevant to and useful for most adults with literacy, language and/or numeracy (LLN) learning needs. However, these benefits rely on a learning programme that is carefully designed to fit each individual’s needs and lifestyle, his or her proficiency with digital technologies, and his or her level of reading literacy.

This distance e-learning, especially when blended with face-to-face support, can provide an effective way of developing the LLN skills of learners currently at Level 2 of the New Zealand Adult Literacy and Life Skills Survey (2006). In this report, we refer to this level as the intermediate level of literacy.

The 10 main findings to emerge from our research are as follows:

Literacy, language and numeracy skills in the 21st century include proficiency with digital technologies and practices, including e-learning.
E-learning for LLN is largely a recent development in New Zealand: very few well-established programmes exist.
E-learning is more effective if it is part of face-to-face training.
Māori approaches to e-learning can be used to build skills and knowledge within the Māori community.
As long as adequate support is in place, e-learning provides a good source of practice and motivation for second-language learners.
The diverse Pasifika peoples benefit from e-learning that fits their respective cultures and lives and is accompanied by induction activities.
Many of the e-learning strategies used for building reading and writing skills can also be successfully used for and by adults with disabilities that limit their ability to learn and/or access learning.
Using mobile digital technologies in e-learning contexts increases the flexibility of LLN provision.
Tutors and support staff require specific professional development in e-learning, and organisations need to develop so that they can successfully accommodate this type of learning.
Communities of practice can provide a supplementary means of professional development for tutors engaged in e-learning and can lead to the development of relevant resource banks.

Blending face-to-face LLN training with e-learning for individuals and groups has the greatest chance of addressing needs, but these types of provision must be accompanied by professional and organisational development within and across organisations. We therefore conclude our report with nine recommendations for action:

Provide e-learning-related professional development for tutor educators and workplace assessors who work in adult education.
Ensure that the quality assurance measures used in relation to LLN programmes include regular assessment and updating of e-learning provisions.
Partnerships between and among key stakeholders are essential for the effective development and integration of sustained e-learning opportunities. These partnerships should include web-based facilities that offer access to e-learning content, tutors and professional development.
Increase the capacity for e-learning in all New Zealand contexts, including e-learning on marae in collaboration with Māori institutions and communities.
Research and develop e-learning in partnership with rural and remote communities. Immigrants’ home countries can be party to this provision, but only if the e-learning infrastructure in these places is sufficiently developed to provide immigrant and transient populations with the opportunity to develop their LLN skills.
Establish banks of appropriate activities and resources for use by tutors and assessors, and support these people in a way that allows them to help develop and update those banks as part of their professional development activities. The scale of need in New Zealand suggests this approach could be a cost-effective one. However, achieving this aim would need centralised coordination (a national hub).
Support projects designed to investigate the potential that more recent digital technologies might offer learners with LLN needs. This potential could include, within workplaces, for example, mobile learning via mobile phones, simulations with game-like interfaces, and e-learning on hand-held computers.
Encourage continuing research in e-learning that is sufficiently complex to aid the evolution of pedagogical practice. How digital technologies can be used to advance learning and how the e-learning professional development needs of professionals and organisations can best be served are issues particularly in need of sustained research.
Collaborate internationally to continue to review research and development worldwide, and to disseminate the findings of this research to the New Zealand tertiary sector.

The full report is avaliable here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

5A Framework converting elearning courses into business results

Tue, 04 May 2010 03:28:29 +0000

EXTRACT:

We have interviewed hundreds of participants in learning programs, both online and event-based. Essentially, the question we asked was, “Were you able to apply what you learned in a way that helped you achieve a business outcome or goal?” Perhaps not surprisingly, a large percentage of these employees answered “No.”

However, when we delved deeper to understand what was preventing these learners from attaining and applying this new knowledge to achieve goals, we were surprised to discover that it was not a failure of the technology or the learning program itself. In most cases, learners point to factors outside of the learning program or event as being the most critical barriers to success.

The organizational factors that prevent employees from converting e-Learning into business achievement can be boiled down to five key principles. We call these principles the 5As, and together they make up the 5As Framework:

1) Aligning e-Learning initiatives (the content and purpose of the program, etc.) with individual and organizational goals;

2) Anticipating learning and success from participation in the e-Learning;

3) Forming a learning Alliance of learner with supervisor/boss;

4) Applying learning to achieving business goals; and

5) Being Accountable for business results.

The full article can be found here: http://www.learningsolutionsmag.com/articles/357/getting-business-results-from-e-learning and is recommended reading!

Download: E-Learner Survival Guide

Thu, 18 Mar 2010 22:59:19 +0000

Everything you need to succeed in the wild and wooly world of mobile learning and e–learning, and hybrid college, K–12 and career courses. By Susan Smith Nash

Download PDF: http://zenzebra.net/elearner-survival-guide.pdf

Secrets to success in an elearning course

Tue, 16 Mar 2010 22:59:07 +0000

Adapted from: E-Learner Survival Guide: Nash, S. (2009) http://zenzebra.net/elearner-survival-guide.pdf

It is amazing how few online course providers, colleges and universities provide a simple checklist of things that you should do to maximize the possibilities of your success in an online course or program.

Even though you have completed your online course orientation, and have read all the material your provider has given you on online courses, you may still have a few questions about the way things work.

You are open–minded and willing to give the online courses a change because they are convenient, affordable and just what you need. Nevertheless, you are nervous. What are you supposed to do? How will you do it? Will you figure out the way it works before it is too late in the semester?

You are not alone.

Everyone who has taken a course has the same questions. Although each program and school is different, there are a few tips and pointers that will help you get started, keep on track and feel good about your course, your program, your fellow students, your instructor and, most of all, your educational plans and your future.

Here is a list of activities and pointers for being successful with your online course.

1. Log in Early. Find out what your username and password will be, and where to find the portal or access point to your course. After you log in for the first time, be sure to review the entire course at least two or three times. Click on all the links and go to all the pages. Then, do it again. You will be happy you did. You will feel more comfortable and confident.

2. Know the Mechanics of the Course—How Does It Work? Chances are your course will be hosted on one of the most popular course or learning management systems, in our case Moodle. This is the open–source learning management system preferred by many providrs.

3. Introduce Yourself Early. It is a great idea to introduce yourself as early as you can in the discussion board area. If your course allows you to create a homepage or to post photos of your pets, your interests and landscapes from your vacation, please be sure to do so. You will be amazed at how friendly the space becomes, and how close and bonded you start to feel with your fellow students.

4. Check in Often. Some people think that checking in once every few days is sufficient. Not a good idea! You may miss an important announcement and, more importantly, you may start to feel isolated. If you check in often, read the discussion posts and announcements, you will feel a part of the group.

5. Required Work—Familiarize Yourself Early. As you go through the course create a little timetable for yourself and map out your own travel, work, family and other time–eating obligations. Budget time for work, study and posting.

6. Find out Expectations. What does your facilitator expect? Are deadlines rigid? Will the drop box shut off at 11:59 PM on the day things are due? Find out early, and work in a pro–active manner. Adjust yourself to the requirements of the course.

7. Due Dates—Use Them for Planning and Goal Setting. Once you have mapped out your requirements and matched them with schedules, you can set out timelines, milestones and “to do” lists. This will help you set goals. You will be amazed at how comfortable you feel with things once you have started to hit those milestones, one after another. You will feel confident. You will start feeling what educational psychologists call a strong sense of “self–efficacy.” Great job!

8. Keep Up With Readings. Nothing is worse than falling behind. One of the easiest ways to get in a trap is to fall behind in the readings, and then try to do the work without actually reading the assignments. Not only will you have nothing relevant to say in the discussion board threads that have to do with the reading, you will be bored when you read others. So, keep up and keep involved.

9. Practice “Active Reading”. A great way to motivate your-self to do the readings is to perfect your own style of “active reading.” What is active reading? It is a way that you read and think so that you are creating categories in your mind, and you are relating the reading to your own experiences, prior readings and the beliefs you have developed. As you read, think of what you will have to write for your course. Do not be afraid to start jotting down notes or outlines for papers or short essay questions.

10. Pay Attention to Announcements. It is easy to overlook them. However, the facilitator has posted them for a reason. Be sure to read them and to follow any links or suggested readings.

11. Inform Your Facilitator Ahead of Time of Problems. Will you be deployed? Will you need to travel for work? Do you have a vacation planned? Let your facilitator know ahead of time. Then, if you can, try to work ahead.

12. Turn in Work Ahead of Time. Rather than begging for extensions, take the pro–active route and turn in work ahead of time. Do not expect instant turnaround, though. The facilitator may need to grade your work with the others at the actual due date. Be patient and flexible.

13. Post Early and Often in the Discussion Board. The more you post, the more comfortable you will feel with your fellow students. You will learn a lot from each other. Be sure to be willing to respond to questions and demonstrate a helpful, supportive and upbeat attitude. You will be amazed at how you will feel. You will start to develop a good, solid sense of affiliation and belonging.

14. Fellow Students and Peer Review—Very Valuable. One of the most engaging and interesting aspects of online courses is the fact that you will really have a chance to see the work of others, and to review, respond and learn from each other. Share ideas, but be sure to keep a thick skin. Sometimes people think they are being humorous when they are not.

15. Know Where to Turn if You Need Help—Mentors, Study Buddies and Tutors. Check out your provider’s resources. Make sure you are aware of all the support that is available if you find yourself in need of help.

16. Assessments and Quizzes—Any Practice Exams or Example Papers? If you can find a place to do practice tests or quizzes, it may be a great way to feel comfortable with the course content. You may be able to practice for your exams and quizzes. Often the textbook is the provider of the practice materials.

17. Use a Building Block Approach for Writing Papers. Waiting until the night before is not a good idea. Do not procrastinate! Start mapping out your strategy for writing a paper (essay, term paper, research project) and develop a building block approach that works for you.

If you follow all these suggestions, you will find your experience with online courses to be much more positive than you might have imagined. As you encounter friends and family who may be nervous about taking online courses, feel free to share your “lessons learned” and success strategies.

Work together/Win together!

Read:Online Success – a recipe for learners and facilitators

Sun, 14 Mar 2010 22:59:51 +0000

Some practical basics are summarised in this recommended reading from the “Designed for Learning” blog which briefly describes some of the essential considerations is learning and facilitating online.

Learners in an Online Environment
All learners, irrespective of whether they attend online or onsite training have to be motivated and committed to the learning process. However, as online learners, we need more than that! Based on my experience, here are some points to consider…

Read the full post here: http://tarunagoel.blogspot.com/2010/02/online-success-recipe-for-learners-and.html

Minister Steven Joyce: Speech on the Direction of NZ Tertiary Education (full text)

Tue, 09 Mar 2010 22:07:00 +0000

Speech to the Wellington Chamber of Commerce

9 March 2010

Good morning – it’s a real pleasure to be here.

This is my first speech as Minister of Tertiary Education – I’m going to give you an overview of where we’re coming from, and focus in on one or two areas of particular interest right now.

First I’ll take you through where tertiary sector fits into our wider plan for growth.

The John Key National-led government was elected at the end of 2008 with a clear mandate. A mandate to secure a brighter future for New Zealand by creating the conditions that allow our country to grow faster so that we can successfully compete in the wider world and afford the sort of first-world services that our people depend on.

We live in very challenging economic times.

As a country we are hauling our way out of a recession that started here before the global financial crisis hit the rest of the world – and came at the end of some pretty anaemic growth before then that was built on large increases in government spending.

The John Key-led government is acutely aware of how important better educational outcomes for our young people are to strengthening our economy for the future.

The questions we have to continually ask ourselves are:
Firstly, does our tertiary education sector produce all the skilled people we need for our economic well being?

And secondly, is the sector able to compete internationally for the high quality staff and students we need in order to keep delivering?

As a government we are very keen to ensure that New Zealanders from all educational backgrounds have the right opportunities to gain – at a level that suits them – world-class skills and knowledge to allow them to get ahead in life.

In order to achieve that, we must get the balance right between having much-needed certainty about overall levels of spending, while at the same time freeing up education providers to be able to come up with innovative initiatives and respond to economic and community needs.

As a country we spend about $4 billion each year on tertiary education – including student support. That’s about 1.6% of GDP.

In Australia it’s 1.1% of GDP and the OECD average is 1.3%.

So alongside comparable countries we certainly aren’t tight in the tertiary area. That’s a relief because it is highly unlikely that there will be any significant cash injections in the foreseeable future.

That’s just economic reality – additional money simply isn’t available.

Putting on my Associate Finance Ministers’ hat for a second – borrowing even more money as a country than we are already doing to spend even more on tertiary or anything else will simply lead to higher interest rates and higher exchange rates.

This will serve only to choke any benefits we’re trying to get for the higher borrowing.

Therefore, my focus as Minister for Tertiary Education will be on improving the quality of expenditure and getting more bang for the taxpayers’ buck.

That’s what boosting productivity is all about and we’re going to be all about that in tertiary over the next little while.

I’m not talking massive change – just lots questions asked (and answered), research checked, more questions asked.

We need to ensure that we have kicked the tyres on everything we do across the whole tertiary sector to make sure we are getting the best overall results we can.

And of course tertiary education is a diverse sector and one size doesn’t fit all. That applies to both students and institutions – whether they are universities, wananga, Polytechs, PTEs, ITOs or OTEPS. (Acronym city)

Our guiding influence is the Tertiary Education Strategy which cabinet signed off on late last year.

That signalled a focus on a number of key areas:

Increasing the number of young people achieving degrees
Increasing the success rate of Maori and Pasifika students
Increasing the number of young people successfully moving from schools to tertiary
Improving the outcomes of level one to three study
Improving the educational and financial strength of providers, and strengthening the research outcomes.

To make these improvements within the confines of the money we have, we’re going to have to be pretty tight – as a sector we are going to have to do constant head checks on everything we are doing

We are going to have to make sure we minimise the friction in the system by making our funding approach as simple as we can while achieving the best results;

We are going to have to strengthen our focus on results rather than inputs;

We are going to have to make sure that students get the best information we can give them about what to study and what sort of job they can expect at the end of it;

We are going to have to ensure student support works well, and gives students the right incentives to get ahead;

We are going to have to get our investment in export education working as efficiently as possible; so we stand tall with the other countries we compete with for those international students.

We are going to ensure our skills training is matched to the needs of industry; and industry has fully bought in to the benefits of up-skilling staff.

This will all take time – but I for one am up for it – today’s students are the future of our economy and we can’t afford to get this wrong.

My three first priorities for action in the short term are:

Tackling course completion rates – because we’re concerned that, as a consequence of previous ad-hoc policy changes, there are a large number of tertiary programmes, particularly below degree-level, that have course pass rates as low as 30 percent, and that some of these programmes fail to properly equip students for the jobs they seek.
Ensuring qualifications are meaningful and recognisable – for both students and employers (here and abroad)
Ensuring Value for money from student support

As a first step, in terms of ensuring our qualifications are meaningful, before I took over the portfolio, Anne asked the New Zealand Qualifications Authority to carry out a targeted review of qualifications.

We currently have around 6,000 qualifications on the books – I can’t believe that all of them are uniquely relevant and accepted by the people we want to recognise them – employers and students.

For example it’s hard to see that, despite the obvious importance of the tourism industry to this country, there needs to be 123 different certificate and diploma qualifications in Tourism studies. But that’s what we have currently.

This is the first significant look at our qualifications framework for more than a decade.

Since that time there has been an ongoing proliferation of qualifications. And now we have about 6,000 on the NZ Register of Qualifications- a significant number of which are unused or used only by the provider that set them up.

Finland – which has a population slightly larger (5.3 million) than ours – has about 500 qualifications on offer.

I don’t think we need to get it that low, but 6,000 certainly seems too high for a country of our size.

The goal is to cut out duplication, up the quality and reduce the number of new qualifications being added to the system unnecessarily.

I also want to see tougher pre-assessment of proposed qualifications before these go through the process of being added to the New Zealand Qualifications Framework.

Central to this will be questions about whether or not the qualifications have the support of the industry or the sector they’re set up to support.

I’m also announcing today that tertiary institutions will soon receive some of their current funding based on how well they perform academically by preparing their students for life after study.

In short, starting in two years time, we are planning to move from a system that funds purely on enrolments to one that funds both on enrolments and results.

The performance-linked funding model will provide financial incentives for institutions to continually work to improve the educational performance of their students.

Educational performance will be measured using indicators like successful course completion, qualification completion and student progression.

The details of how each measure is applied for each institution and each type of institution will be worked through by the TEC, the Ministry and myself over the next while.

The proportions of funding linked to performance will be low to start with so everyone has time to adjust, but linking some funding directly to academic performance is on its way.

I’m confident that this approach will encourage institutions to provide more support for their students and achieve better results for individual students and for the country. Most institutions are doing that now but there is nothing wrong with stretching it a bit further.

So that’s a couple of starters for ten, but there will be more fine-tuning of the system over the coming months as we seek to maximise the return from our country’s investment in tertiary education.

For example, it’s been well-signalled that we’re looking to make some changes around the edges of the current student support package.

New Zealand is unique in that we provide a very considerable amount of our total tertiary spend in assisting students directly in their studies.

If we take into account student allowances and the student loans we lend to students to pay for fees and living costs, we spend a total of 42% of our total tertiary budget on student support.

That makes us a pretty big outlier in the overall scheme of things.

In comparison, Australia spends about 31% of its tertiary budget that way and the OECD average is 19%.

A big reason is the way we handle our student loans. With the current policy settings, when you take into account interest write-off, bad debts and administration costs, taxpayers are currently writing off about 48 cents in every dollar that is advanced on a student loan.

Given that fact – and we’ve all accepted that this is the policy – we need to be sure that taxpayers’ generosity is not being taken for granted by people who don’t take their tertiary studies seriously, or who show little inclination to transition from tertiary training into work.

Let me be clear that we are committed to the interest free loans scheme but at that sort of cost it can’t be a blank cheque – we need to check that we aren’t setting up any perverse incentives that increases student and taxpayer exposure to debt, without getting a positive education outcome for individual students or for New Zealand.

For example I’d like to see the continued provision of student loans linked to academic progress and I make no apologies for that.

So yes, there will be some fine-tuning of the student loan scheme but hard-working Kiwi students who continue to advance their studies will not notice significant changes.

There is much more to do than the three things I have just mentioned.

Another big focus is to work alongside the Education Minister on the roll out of our Youth Guarantee scheme.

This acknowledges that academic study isn’t for all young people and aims to deliver a range of alternative educational pathways for 16 and 17 year olds in tertiary education.

For the Youth Guarantee, we will be looking for a wide geographical spread, good community support and high-performing tertiary education providers to give students the best outcomes.

You’ll hear more about this in the coming months.

So that’s a quick overview of where we’re at with tertiary education – an area we see as critical to lifting living standards and delivering a brighter future for all New Zealanders.

By necessity of time this is a broad brush picture – I look forward to getting into more of the detail with the sector, students and employers over the coming months.

My observation so far is that we have a dedicated and passionate tertiary education sector that is determined to prepare all of our tertiary students for the challenges of tomorrow.

I don’t see radical change on the cards. What we need is a continued evolution to a more effective and efficient tertiary system that makes the very best use of the $4 billion we taxpayers contribute to it.

I know there are a number of other issues that you’re interested in so I’m happy to take any questions.

From: http://www.beehive.govt.nz/speech/speech+wellington+chamber+commerce+4

Organisation culture and E-learning

Sun, 08 Nov 2009 22:50:58 +0000

The relationship between organisation culture and learning is a critical one. The same considerations extend to elearning specifically. In the New Zealand context elearning is still a relatively new phenomenon.

Many organisations, and their people, will not have had widespread exposure to elearning provision. This places even greater importance on understanding how organisation culture and elearning depend upon, strengthen and influence each other.

As a starting point for identifying these issues we suggest Nichani’s article “Understanding Organisational Culture for Knowledge Sharing”.

This article is of particular interest when thinking about the collaborative aspects of ’elearning 2.0′ which combine aspects of formal process and design principles with interaction reflecting social networking experiences.

From E-learning to We-learning

Sun, 01 Nov 2009 22:55:26 +0000

This post from Josh Persin discusses the transition from e-learning to WE-learning, the increasing role of collaboration and informal learning connections within organisations. He suggests that this is part of the evolution of corporate learning and builds upon, rather than replaces, accepted e-learning approaches.

He argues:

“We-learning” embraces the simple and profound concept that any organization has a collection of knowledge and experience which should be shared. It respects the fact that the training department may, at most, have 5-10% of the knowledge needed and used in the company. And organizational learning is taking place on a real-time basis – always changing and becoming more valuable.

Just like “e-learning” took the power away from the stand-up instructor, “we-learning” is going to take some power away from the instructional designer and training developer. We need to think about our roles as the facilitators, organizers, and drivers of collaborative learning – not necessarily the authors or designers.

This adds an exciting new to dimension to the way we think about learning within business and other organisations. It also adds a degree of complexity, particularly for leaders already trying to ‘catch up’ with the business implications of social networking and related technologies.

Even as we begin to consider a way of learning that places less reliance on instructional design and active facilitation, the need for learning expertise that understands the link between collaboration, learning and technology becomes even greater.

Read the full post: http://www.bersin.com/Blog/post/From-E-Learning-to-We-Learning.aspx

http://www.bersin.com/Blog/post/From-E-Learning-to-We-Learning.aspx

Why skilled facilitators are essential in elearning

Tue, 27 Oct 2009 22:39:46 +0000

In the delivery of best practise elearning we have a strong preference for faciliatated elearning. Facilitated elearning is where learner’s are guided, supported and assisted by a programme facilitator (who in other places might be called a tutor, instructor or teacher).

The use of the word facilitator is quite deliberate – though it is a mouthful. We find that it is the most acccurate description for this critical role in the programmes we deliver.

Best practise elearning strives to be genuinely learner centered. To achieve this it is essential that learners are supported, encouraged, guided, and assisted to interact, collaborate and learn. This requires facilitation of learning, not teaching at learners and not instruction of learners.

The classic quote is that the facilitator’s role is to be “guide on the side, not sage on stage”.

The use of technology is significant in the elearning context. In the early days, the use of technology in learning was too often seen as able to stand independently of facilitators, in some kind of automated and self-directed learning experience.

Fortunately as elearning has evolved it has become clear that technology is a vehicle for learning, an opportunity to enable collaboration over distance, and can enhance the learning experience – but is NOT a substitute for skilled facilitation.

The reality is that the most effective learning can not take a one-size fits all approach. Standardised learning does not reflect the diversity of learners and their individual needs. A facilitator is able to respond to this variety in a way that adds value to the learning experience.

Similarly collaboration is key and not entirely predictable. Good facilitation fosters good team dynamics, constructive group work, keeps discussions on track and addresses unexpected issues which can arise.

In short, even the best instructional design is enhanced by skilled facilitation.

For further details on the complex role of facilitation in elearning try:

Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators

Learning Light E-Learning Centre: Facilitating E-Learning

Download NZ Draft Tertiary Education Strategy

Tue, 29 Sep 2009 20:44:27 +0000

Tertiary Education Minister Anne Tolley has today released the Government’s draft Tertiary Education Strategy 2010-2015 for consultation.

“We need the tertiary system to deliver for our young people, to improve education outcomes and achievement and to build a skilled and innovative workforce,” said Mrs Tolley.

“The draft strategy sets out the direction the Government wants tertiary education to take in the next five years. With a growth in demand we need to ensure the best return on the public’s investment.

“It also sets out the improvements Government is seeking in the performance of the system. In particular, providers need to be more responsive to students and industry and make better use of resources.”

The Government priorities for tertiary education are to:

increase the number of young people (aged under 25) achieving at Levels Four and above, in particular completing degree-level qualifications
assist Māori and Pasifika students to achieve at higher levels
increase the number of young people moving successfully from school into tertiary education
continue to assist adult learners to gain literacy, language, and numeracy skills that lead to higher level study or skilled employment
improve the educational and financial performance of providers
strengthen research outcomes.

“We are seeking feedback on how we can achieve our priorities,” said Mrs Tolley.

“We want to hear from tertiary providers, students, employers and communities on how the tertiary education system can boost New Zealand’s economic prosperity and build a strong society for the future.”

Submissions close on 6 November 2009. The draft strategy is available at:

www.minedu.govt.nz/TertiaryEducationStrategyConsultation

Questions and Answers

What is the Tertiary Education Strategy?

The document that sets outs the Government’s long-term direction and medium-term priorities for tertiary education
The Education Act 1989 requires the Minister responsible for Tertiary Education to release a tertiary education strategy
The Tertiary Education Commission (TEC) is required to give effect to the strategy through its funding decisions
The final strategy will go to Cabinet for approval by the end of 2009.

Why release a new strategy now?

This Government is committed to:

simplifying the tertiary education funding system
reducing central bureaucracy
strengthening quality and requiring accountability
supporting and encouraging students
improving the interface between schools and tertiary education institutions

The current funding agreements that organisations have with the TEC expire at the end of next year. The new strategy will guide the TEC’s decisions about what tertiary education programmes to fund between 2011 and 2014.

How does the approach to this new draft strategy differ from the last strategy?

The new draft is shorter and sharper than the previous strategy. It focuses on the changes that need to take place so that tertiary education is relevant and efficient and meets student and labour market needs.

The economic situation now is very different than in 2006 when the last strategy was released. The Government is facing significant deficits. The priorities in this strategy will help us make hard decisions about how to fund tertiary education over the next five years.

Who is the strategy aimed at?

The strategy is aimed at anyone involved in tertiary education. It is directly relevant to tertiary providers, students and staff, but also to prospective students, their families and the people who benefit from tertiary education such as employers.

What is the process for the consultation?

The Ministry of Education will meet organisations with a direct stake in tertiary education to discuss the draft strategy. The draft strategy is on the Ministry of Education’s website. Submissions can be made online or by mail until 6 November 2009.

The Ministry will consider the submissions it receives and revise the strategy for Cabinet’s approval at the end of 2009.

What will happen once the final strategy is released?

The TEC will prepare its investment guidance based on the Government’s priorities in the strategy. The investment guidance helps tertiary education organisations prepare their three-year plans. The plans will be finalised and approved during 2010 and will take effect in January 2011.