304 NEW ZEALAND GAZETTE No. 11

Ongoing support

(iv) dealing with learners fairly and equitably.

(v) providing access to guidance, support systems and welfare services. The provider makes sure it:

• protects learners and the public from any physical, cultural, psychological, moral or emotional harm that may result from the teaching programmes or related activities
• responds appropriately to identified skill gaps or lack of learner achievement
• provides support and guidance appropriate to the method of delivery for each course of study so learners can plan their learning programme to achieve their learning goals
• informs learners of guidance, support, welfare services, and health and safety procedures

International students

(vi) complying with the mandatory Code of Practice for the Pastoral Care of International Students.

1.2.5 Development, delivery and review of programmes

The provider adequately and appropriately designs, develops, delivers and reviews its education and training programmes consistent with its goals and objectives. The provider demonstrates this by:

Development

(i) designing, developing and approving programmes that:

• are based on the needs of learners and other stakeholders
• incorporate requirements of any funding or standard setting bodies
• specify the learning outcomes and expected standards of achievement
• ensure the learning outcomes are achievable within the timeframe of the programme
• have appropriate content, teaching and learning strategies, resources and assessment activities
• integrate any off-site practical or workplace components

Delivery

(ii) delivering courses in ways that meet the needs of the learner.

(iii) specifying the standard of delivery and support for any education and training delivered on its behalf.

(iv) ensuring that it meets the information requirements for New Zealand tertiary providers offering approved New Zealand qualifications overseas (as outlined in Appendix 4 of the Quality Assurance Standard for PTEs, GTEs and Wananga).

Review

(v) systematically monitoring and evaluating all courses and using the results to improve learning outcomes and achievement.

(vi) monitoring learner and stakeholder satisfaction with the quality of education and training provided.

(vii) regularly monitoring and evaluating education delivered on its behalf by other providers.

(viii) keeping qualifications and programme content current with latest industry or unit standards.

1.2.6 Assessment and moderation

The provider has adequate and appropriate systems of assessment and moderation for assessing learners against the expected outcomes of programmes. The provider demonstrates this by:

(i) ensuring assessment:

• processes and decisions are open, systematic and consistent
• methods are appropriate, fair, manageable, and integrated with work or learning
• evidence is valid, authentic and sufficient

(ii) internally moderating its assessment materials and judgements.

(iii) complying with external moderation requirements of the New Zealand Qualifications Authority and national standard setting agencies.

(iv) making sure learner work is adequately stored to meet moderation requirements, reassessments and learner appeals.

(v) making sure learners are informed of the procedures for reassessments and appeals of assessment results.

(vi) applying fair and consistent processes for credit transfer, recognition of prior learning and recognition of current competency.

(vii) making sure learners are only assessed against those unit standards or qualifications registered on the National Qualifications Framework for which the provider has accreditation.

1.2.7 Notification and reporting on learner achievement

The provider adequately and appropriately reports on learner achievement. The provider demonstrates this by:

(i) systematically recording learner achievement.

(ii) reporting regularly to learners on their progress and achievement.

(iii) transferring learner achievement of credits for unit standards to the Qualifications Authority Record of Learning database:

• accurately
• on a regular basis
• as soon as practicable after credit has been awarded
• only in relation to the scope of accreditation granted

(iv) maintaining a reliable system for archiving information on final learner achievements.