New Zealand Gazette – 2003 – No. 85

Page 2213

✨ Tertiary Education Profiles and Guidelines



24 JULY

NEW ZEALAND GAZETTE

2213

● Avonmore Tertiary Academy;
● Best Training Auckland;
● Bible College of New Zealand;
● Carich Training Centre Limited;
● Community Colleges New Zealand Limited;
● G & H Trade Training Limited;
● The National College of Design and Technology;
● Regent Training Centre Limited;
● Salvation Army Employment Programmes;
● Spherion Education Pty Limited; and
● National Council of YMCAs of New Zealand Incorporated.

This profile will be referred to as an “interim profile” and should be in the form and addressing the criteria outlined in
appendix 2. The content and criteria may also be found on TEC’s web site at www.tec.govt.nz

Industry Training Organisations

Industry Training Organisations (ITOs) are also required to have a profile approved by TEC by 1 January 2004. This profile
will be referred to as an “interim profile”. The content and criteria for interim profiles for ITOs are set out in the document
entitled Interim Profile and ITF Application Fund Guidelines which was sent to all ITOs on 9 June. This document may also
be found on TEC’s web site at www.tec.govt.nz

Deadline for Submission of Interim Profiles

The deadline for submission of interim profiles to TEC is 30 September 2003. Profiles and any supporting documents should
be sent in electronic form to profiles@tec.govt.nz

Exemption for Other Organisations

All other private training establishments, government training organisations and any other tertiary education provider funded
through Vote: Education are exempted from the requirement to prepare and submit to TEC a profile for approval by 1 January
2004.

Dated at Wellington this 17th day of July 2003.

KAYE TURNER, Deputy Chair, Tertiary Education Commission.

————

Appendix 1

Interim Profile Content and Criteria for Tertiary Education Institutions

Content Assessment criteria
Part A – Strategic direction and key challenges
● The TEI must briefly outline its strategic direction for the next three years (2004-2006). ● The strategic direction is consistent with the TEI’s Charter, the Tertiary Education Strategy (TES) and the Statement of Tertiary Education Priorities (STEP).
● The TEI must provide a brief outline of the key challenges it is likely to face over the next three years (2004-2006) and the strategies it will adopt to respond to those challenges. ● The TEI’s strategies appear reasonable in terms of responding to its key challenges.
Part B – Objectives, plans and performance targets
Objectives must be specified that outline how the TEI will contribute to the TES, the STEP and give effect to its charter. ● The TEI’s objectives will give effect over the next three years (2004-2006) to the:
● The TEI must specify a list of objectives that adequately cover the activities of the TEI over the next three years (2004-2006) including its: ○ TEI’s charter;
○ education to be offered to learners; ○ goals, change messages, strategies and objectives in the TES that the TEI plans to contribute to; and
○ research (for universities and others who offer degrees); ○ TES’s objectives prioritised in the STEP that the TEI plans to contribute to.
○ equal education opportunities; ● To fulfil the above criteria, the Tertiary Education Commission will be looking for the TEI to demonstrate how it is planning to contribute to the TES and STEP across the dimensions of:
○ equal employment opportunities; and
○ national and international relationships and alliances. ○ excellence, in terms of raising the quality of its teaching, learning and research;
● The objectives must be suitable for the implementation of the TEI’s charter and should clearly relate to its mission and goals. ○ relevance, in terms of achieving a better match between its programmes of learning and:
● The TEI’s objectives should demonstrate how it will contribute to the TES and the STEP over the next three years (2004-2006). ■ local and regional skill and economic needs;
■ where appropriate, national skill and economic needs;
■ the needs of New Zealand communities;
■ responding to the developmental aspirations of Māori communities; and
■ responding to the developmental aspirations of New Zealand’s Pacific peoples’ communities.
○ access, in terms of ensuring equity of access and opportunity for all learners, including:


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Online Sources for this page:

VUW Te Waharoa — PDF NZ Gazette 2003, No 85


Gazette.govt.nz — PDF NZ Gazette 2003, No 85




✨ LLM interpretation of page content

🎓 Requirements and Exemptions for Interim Profiles for 2003 (continued from previous page)

🎓 Education, Culture & Science
17 July 2003
Tertiary Education, Interim Profiles, Education Act 1989, Tertiary Education Commission, Requirements, Exemptions
  • KAYE TURNER, Deputy Chair, Tertiary Education Commission

🎓 Interim Profile Content and Criteria for Tertiary Education Institutions

🎓 Education, Culture & Science
Tertiary Education, Interim Profiles, Strategic Direction, Objectives, Performance Targets