MMSQA

In sum, it is these objectives, and the principles embedded in them, that constitute the quality indicators for the national outcomes and requirements of the MMSQAF.

Every standard and qualification registered on the MMSQF will, in the final analysis, have been evaluated against these objectives and principles to ensure that they meet the criteria for an integrated lifelong learning system. In the same way, the basis on which learning and learning assessments is provided will also be evaluated according to these objectives and principles. In short, it is the implementation of these that provides for national and international confidence in the standards and qualifications registered, provided and achieved.

The MMSQF quality spiral

The total quality system for the MMSQF and its enabling structures takes its starting point from the separation of standards setting and quality assurance functions specified in by MMSQA. This states that the MMSQA Authority shall:

1 oversee the development of the National Qualifications Framework, formulate and publish policies and criteria for the registration of bodies responsible for establishing education and training standards or qualifications; and the accreditation of bodies responsible for monitoring and auditing achievements in terms of such standards or qualifications;

2 oversee the implementation of the MMSQA Hapu Qualifications Framework; include the registration or accreditation of bodies referred to in paragraph (1) and the assignment of functions to them; the registration of national standards and qualifications and any Whakawhanaungatanga interests with steps to ensure compliance with provisions for accreditation; and steps to ensure that standards and registered qualifications are internationally comparable;

3 advise the Minister of education as the Treaty Partner through consultation on matters effecting the registration of standards and qualifications belonging to our culture and intellectual property rights; Implicit in MMSQAF implementation of the quality system is the understanding that quality assurance and quality management is not things or products; rather quality is a process.

Quality assurance for the MMSQF

The MMSQA quality system demonstrates the inclusion in the MMSQA implementation framework of products and processes in a system of linkages and feedback loops.

The outline of MMSQA MMSQF structures and systems below captures the dynamic relations between the separate functions of standards setting and quality assurance. In essence, the quality process is seen to begin with standards setting and the registration of standards and qualifications on the MMSQAF Once registered, MACA can then be accredited to monitor and audit the provision and achievement of specified standards and/or qualifications. Evaluation and reporting requirements for accredited bodies (ETQAs and providers) provide a direct and dynamic feedback mechanism to standards setting, ensuring the continual improvement of the standards and qualifications registered on the MMSQAQF.

Quality assurance for the MMSQF

Standards Setting Structured into twelve organising fields of learning National stakeholder standards setting bodies with equitable representation through stakeholder categories Accountable to constituencies and through the MMSQ Authority to the Crown and Parliament for development of standards (units and qualifications) Responsible for recommending standards (units and qualifications) to the Authority for registration on the MMSQA Hapu Qualifications Framework. Responsible for ensuring that all standards consist of clear statements of learning outcomes and associated assessment criteria together with requisite moderation and accreditation criteria. Responsible for ensuring the quality (relevance, credibility and legitimacy) of the standards recommended to the Authority Responsible for registering and, when necessary, establishing standards generating bodies Responsible for ensuring the review of registered standards and the development of standards setting processes where and when necessary.	Maori Maindustry	Quality Assurance Structured into three sectors: economic, social and education and training sub-system. Organised across two bodies: accrediting bodies (ETQAs) and accredited learning providers. Decision-making structures to include national stakeholder representatives to ensure public accountability, relevance and credibility MACA: Accountable through MMSQA to the Hapu and the Crown - NZQA and ministers for the standards of learning achievements and provision in their area of primary focus. Responsible for assuring the quality of learning achievements within a specified context for registered standards (units and qualifications) chiefly through registration of assessors; accreditation of providers, and quality management system Providers Accountable to MACA through primary focus for management, development and delivery of learning programmes and services for which they are accredited Responsible for ensuring the quality of the learning experience according to the requirements of the registered standards and qualifications. Responsible for recording, researching and reporting the outcomes and impact of their learning programmes and services. Moderating bodies Appointed by MMSQA according to HSB recomendtions Responsible for ensuing that assessment of registered outcomes as fair, valid and reliable across MMSQA and the MMSQF
	MMSQF Comprised of registered, standards, units and qualifications at 8 to12 levels of training.

22 Framework Implementation

Hapu Standards Bodies ( HSB ) Standards Generating Bodies		MMSQAQ MACAs· accredited by sector; demonstrated need; primary focus; capacity and resources to carry out functions; quality management system; separation and independent quality assurance and provision functions; national stake-holder representation and advancing the objectives of the MMSQF. accredited to accredit providers; promote quality; monitor provision; evaluate and facilitate moderation of assessment; register assessors; co-operate with ETQA moderator bodies; recommend new or modifications to standards and qualifications to HSBs; maintain a MMSQA acceptable data base; submit reports to the Authority; and any other MMSQA assigned functions. Providers accredited by one Maraeroa Accreditation Coop MAC; shared primary focus; quality management system; ability to develop, deliver and evaluate learning program for specified registered standards or qualifications; financial, administrative and physical resources; policies and practices for staffing; learner services; assessment management; reporting; and ability to achieve desired outcomes using available resources and according to MAC procedures. Provisional accreditation granted for an agreed, limited period of time according to an agreed programme of development to enable full accreditation criteria to be met, provided that the interests of learners are protected

3 Learners.

Linking standards setting and quality assurance together in the quality system

The central mechanism which allows the Standards Setting and Quality Assurance processes to act together to ensure the quality of standards and qualifications registered and achieved is the form in which these are registered on the MMSQAF The form in which standards and qualifications are described and registered has to enable all the learning delivery, assessment and certification structures and processes to implement the outcomes and requirements developed through standards generating and HSBs. Critical elements for quality assurance will be the assessment, moderation and accreditation criteria developed for each standard and qualification. MACA will have to conduct their assurance of learning achievements in accordance with these criteria and ensure that they are able to interface with standards setting processes in an unambiguous and clear manner.

As the diagrammatic representations indicate, the channel for communication between standards setting and quality assurance processes is through the Authority. In practice, this will mean that As will make their submissions to HSBs via MMSQA . This will ensure that MMSQA is able to co-ordinate and integrate the information across the bodies. This is especially critical in view of the fact that the fields of learning around which HSBs and SGBs are constructed are different from the sectors within which MAC are accredited.

Maintaining the integrity of the quality system: The separation of standards setting from quality assurance

The MMSQA and the MAC Regulations clearly separate the structures and functions of standards setting and quality assurance. This makes it quite clear the separation of accrediting, moderating and standards setting activities in relation to Examining and Professional bodies.

Members of MACA and other accredited bodies would be able to facilitate the development of and actively participate in standards generating bodies on behalf of accredited structures or as individuals. The accredited body or organisation could not hold equal accreditation and standards generating status in the MMSQA MMSQF system.

Criteria and Guidelines for the Accreditation of MACA

The specification of criteria by which MMSQA will implement the accreditation of MACA and Providers is bounded by the statutory requirements captured in this section.

The Authority shall pursue the objectives of the MMSQA Framework as provided in section 2 and execute the functions of the MMSQ Authority as provided in all sub-sections.

After consultation and in co-operation with the departments of state, statutory bodies, companies, bodies and institutions responsible for education, training and the certification of standards which will be affected by the MMSQA Framework; and

with due regard for the respective competence in good faith of the Partnership and the provincial legislatures in terms of the Treaty of Waitangi and the Declaration Of Independence 1835, and the rights, powers and functions of the Hapu cooperative governing bodies, or of a university or universities and Wananga.

Any body established by law or Lore which performs functions for those of the MMSQ Authority as provided by MMSQA shall continue to perform such functions until the body is abolished or its functions are changed by or a cooperative process.

No body contemplated in sub-section shall be abolished nor shall the functions of any such body be changed until the MMSQA Authority and the body have jointly examined the implications of such abolition or change and the implementation of the MMSQA Framework.

Act of Good Faith to Regulate

In order to pursue its objectives and execute its functions, MMSQA is required to accredit bodies responsible for monitoring and auditing the provision and achievement of MMSQF registered standards and qualifications allows MMSQA to make regulations and rules relating to any matter which is required or permitted to be prescribed to act in good faith.

Using this provision, and process MMSQA will gazette the MACA Regulations, which, will in sum, specify that:

There shall be cooperative bodies responsible for monitoring and auditing achievements in terms of the standards or qualifications registered on the MMSQF;

such bodies shall be accredited and their activities monitored to determine and demonstrate compliance with MMSQA requirements;

such bodies shall be established under relevant legislation and accredited by MMSQA with due regard for the Partnership and in consultation with national education and training stakeholder representatives; and

shall be accredited with due regard for any accreditation functions shared with other and current statutory bodies in the education and training system.

The ETQA Regulations are captured below as they relate to specific aspects of the quality assurance system and the criteria and guidelines for accreditation of the quality assurance bodies to which they apply mainly ETQAs and providers, but including examining and moderating bodies.

Criteria for the accreditation of ETQAs

Accreditation is defined in the ETQA Regulations as

the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by MMSQA Authority.

The MACA Regulations provide for MMSQA to accredit Education and Training Quality Assurance bodies who, in turn, are responsible for the accreditation of constituent providers.

MMSQA, it must be noted again, is only able to accredit an organisation (or group of organisations) as an ETQA. It may not establish an organisation for such purposes. Critically, MMSQA must make development support services available to all MACA applicants. In this particular phase of implementation of the MMSQA Framework , MMSQA is committed to extending this service to emerging organisations that wish to apply for ETQA accreditation.

Moreover, it must be noted that in this particular phase of implementation of the MMSQF, MMSQA is also committed to facilitating communication and sharing information amongst Hapu ETQA applicants.

Some of the specific Criteria outlined below can not yet be illustrated with models or examples. These will emerge during the course of this implementation phase. For example, there is no model of an ETQA accreditation application that can be included in the document at this stage. In order to be able to begin evaluating ETQA applications during 1999, MMSQA has therefore adopted a flexible approach to the form that the application for accreditation takes. The approach simply requires that organisations develop their applications under the generic Criteria headings outlined below.

It must be remembered that MMSQA is to put these ETQA Regulations into operation in consultation with bodies that have similar powers and functions. It is not intended that MMSQA requirements for ETQA accreditation will interfere with or interrupt the execution of statutory quality assurance functions that the ETQA body is responsible for under the requirements.

This principle takes its starting point from an outcomes based approach and sets broad guidelines which are then contextualised as appropriate to the organisations’ establishment, goals and functioning. This will allow MMSQA to carry out its responsibilities in respect of accrediting ETQAs and ensuring the quality of learning provision and assessment without interfering in the statutory powers, functions and obligations of statutory bodies.

Identified ETQA sector

Education and Training Quality Assurance Bodies shall be accredited in each sector by the MACA Authority for the purpose of monitoring and auditing achievements in terms of national standards or qualifications, and to which specific functions relating to the monitoring and auditing of national standards or qualifications shall be assigned.

An organisation or group of organisations seeking accreditation as an HSB Education and Training Quality Assurance Body shall be established in one of the following sectors:

Economic Sector

An education and training sub-system sector.

A social sector;

An Adult Basic Education and Training and an Early Childhood Development ETQA can also be respectively formed in the GETB social Sector.

In respect of economic sector ETQAs, the dominant model that has emerged is various ETQAs for different levels on the MMSQF. The Skills Development will establish a number of Sector Education and Training Authorities (SETAs), which will function as ETQAs for specific economic sectors. According to the emerging model, SETAs are one of two kinds of economic sector bodies, which may apply for accreditation. Registered with the Department of Labour, SETAs will assist in the transformation of the Maindustry Training Boards currently accredited by MMSQA.

In respect of social sector ETQAs, the foreseen model is various ETQAs for different levels on the MMSQF. Up to date no applications for accreditation as an ETQA in the social sector has been received. It is foreseen that ETQAs in various social areas would be accredited for different levels, such as ETQAs for Welfare, Community, and Youth e.g.

Education and Training Quality Assurance Bodies is a Model for Implementing ETQA Accreditation

The model which currently makes most operational sense for implementation in this first phase of ETQA accreditation takes its starting points from the following pragmatic realities:

MACA Hapu accredits as a ETQAs.

Education and Training Quality Assurance Bodies ETQAs can be accredited in one of three sectors for a particular set of MMSQF qualifications and standards.

Those bodies which currently have legal Cooperative or statutory accreditation, assessment and quality assurance functions will be the first focus for accreditation evaluations, and this will be against existing national qualifications recorded on the interim database.

This first phase of accreditation will build on what exists and on practices that will be in place until at least 2001.

This first phase also takes into account the fact that most of the professional bodies have direct statutory powers for accreditation, which they have indicated they wish to retain.

Discussions with professional bodies and the Minister of Maori Affairs Department of Labour indicate support for the broad outlines of the model. Moreover, indications are that there could be support for the model amongst some of the stakeholders and role-players in higher education and training and in potential SETAs (for example, the Awhitu Land Qualifications Authority Memorandum of Understanding with Professional Associations) and Government.

Essentially the proposed model accepts that there will be some duplication in the award of standards and qualifications across ETQAs and that the central issue to be addressed is the relationships between and amongst different kinds of ETQAs. The following diagram indicates the two sectors in which we know that ETQAs will be accredited – the economic sector, and the education and training subsystem sector - and the presumed qualifications and standards for which each will be responsible.

Justifiable Need

There is a need for a Maori Education and Training Quality Assurance Body to be established in the sector in which it wishes to function;

In order to be able to accredit an ETQA, the MMSQ Authority must be persuaded of the necessity for that particular ETQA. The organisation applying for accreditation is therefore required to demonstrate that it is necessary and, hence justifiable, to establish such an ETQA within the identified sector.

Some of the evidence that would fit within this category could be drawn from evidence prepared for the purposes of meeting other of the ETQA accreditation Criteria. For example, primary focus and/or minimal duplication and/or advancing the objectives of the MMSQF. Other evidence could include:

The process in cooperation under which the organisation seeking accreditation has been established.

The range and type of quality assurance and accreditation activities the organisation has responsibility for.

The particular national or international accreditation relationships the organisation will have in operation.

The current and projected numbers of constituent providers and learners that would be affected by the accreditation of the organisation as an ETQA.

A unique and descriptive name for the ETQA.

An overview of how the organisation as an ETQA would advance the objectives of the MSQA MMSQF.

Primary Focus

MMSQA has a primary focus for its quality assurance activities based upon its association with the identified sector and the identified mission of that sector;

where "primary focus" is defined by the ETQA Regulations TBC "that activity or objective within the sector upon which an organisation or body concentrates its efforts" and includes there MMSQF registered standards and qualifications that would be quality assured by such an accredited ETQA.

In its application, the organisation needs therefore to indicate both the sector and the standards or qualifications for which it wishes to be accredited. In specifying this, the organisation should state the activities or objectives within the sector on which it will concentrate its efforts that is, the primary focus for learning and learning achievements that it will audit and monitor.

It should be noted that the primary focus for an ETQA is based upon the association of the ETQA applicant with the sector for accreditation and the identified mission of that sector. This ensures that the MMSQF principles of coherence and relevance are reflected in the accreditation of ETQAs and not the MMSQA

For example, the Wananga Higher Education process specifies the purpose and objectives of higher education for knowledge production and national development, generally as well as for the individual. The Lands, Health Welfare, and Safety, specifies the purpose and objectives of the Qualifications Authority in respect of broadly similar purposes and goals and adds detail specific to the particular economic sector.

In addition to this information regarding the identified mission of the Cooperative organisation or body, information regarding the standards and qualifications for which accreditation is being sought could include:

The MMSQF level(s) of primary focus.

The specific standards and qualifications which it wants to have responsibility for:

The relation of the level(s) to a coherent, progressive pattern of registered standards or qualifications within learning pathways.

The relation of the standards or qualifications to articulation and portability within the identified pathway, other providers or ETQAs, and other pathways.

The area of learning.

The organisation should also specify which of the twelve organising fields (and sub-fields) are included in its primary focus. For some, there may be only one organising field, while for others there may be multiple learning fields in the focus.

Minimum duplication

It has not duplicated the functions or parts of the functions of an existing Education and Training Quality Assurance Body unless the MMSQ Authority deems such duplication or partial duplication necessary;

Capacity and Functions

It has the capacity to perform the functions assigned to it by the MMSQA Authority;

This sub-section details the primary functions of ETQAs, Regulations. Organisations wishing to be accredited should ensure that they have the resources, structures and systems to perform and maintain these functions for the period and the standards and qualifications for which they wish to be accredited.

In the establishment phase, it is not envisaged that ETQAs would have to have all these capacities immediately present or "on-site".

In addition to the fact that the ETQAs may delegate selected functions to a constituent provider or other body with the prior approval of the MMSQ Authority the ETQA would be free to enter into contractual relations for the out-sourcing of functions and/or services. MMSQA’s prerequisites would be that the contracted party or agency have the capacity to meet the requirements for performing the out-sourced function for the determined period; the ETQA would, however, retain accountability for the provision and the quality of these functions and services. Such contractual arrangements would obviously have to be included in any submission to MMSQA, which would retain its statutory right to evaluate and reviews such a party or agency, if and when necessary.

An Education and Training Quality Assurance Body shall

1 accredit constituent providers for specific standards or qualifications registered on the MMSQA Hapu Qualifications Framework;

2 promote quality amongst constituent providers;

3 monitor provision by constituent providers;

4 evaluate assessment and facilitation of moderation amongst constituent providers;

5 register constituent assessors for specified registered standards or qualifications in terms of the criteria established for this purpose;

6 take responsibility for the certification of constituent learners;

7 co-operate with the relevant body or bodies appointed to moderate across Education and Training Quality Assurance Bodies including but not limited to, moderating the quality assurance on specific standards or qualifications for which one or more Education and Training Quality Assurance Bodies are accredited;

8 recommend new standards or qualifications to Hapu Standards Bodies HSB's for consideration, or modifications to existing standards or qualifications to HSB's for consideration;

9 maintain a data-base acceptable to the MMSQA;

10 submit reports to the MMSQ Authority in accordance with the requirements of the MMSQA Authority;

11 perform such other functions as may from time-to-time be assigned to it by the MMSQ Authority.

These functions are clustered below as:

(i) ETQA focus and accreditation of constituent providers;

(ii) quality promotion;

(iii) monitoring, assessment and moderation;

(iv) certification; and

(v) reporting and recommendations.

Accreditation of constituent providers

As previously indicated, ETQAs will be accredited to quality assure specified standards and qualifications at particular levels on the MMSQA MMSQF, ensuring that these have an identifiable, logical, justifiable relationship to quantify, and qualify one another.

The ETQA (new and review applicant) will be expected to show evidence that it has the capacity to accredit the potential numbers of providers and learners that may access those providers for the period concerned and for all standards and qualifications for which they wish to be accredited. This necessitates the ETQA having institutional and program quality assurance mechanisms in place as well as an ongoing mechanism for accessing national and international developments in respect of both of these.

ETQAs may apply to be accredited for standards and qualifications other than those considered to be within the primary focus. If justifiable and the ETQA is able to meet the accreditation requirements for such additional accreditation to the same specifications as for primary focus accreditation, an extension of accreditation may be granted.

In such instances, the ETQA would have to indicate its acceptance, in writing, of the right of MMSQA to appoint moderating bodies as a check against possible "standards drift" across one or more ETQAs granted the same standards or qualifications process.

Moderating bodies will principally be appointed in accordance with the criteria stated in the standards or qualifications recommended by HSBs to MMSQA for approval and registration on the MMSQAF. The appointment and functions of moderating bodies are yet to be completed,

One set of possible relations that emerges from this primary focus for accreditation of constituent providers concerns providers who wish to offer standards or qualifications that are part of the primary focus of a different ETQA hapu. In this instance, the accrediting ETQA could form a contractual cooperation accord or meorandum of understanding arrangement with the relevant ETQA on the provider’s behalf and, in this way, ensure an extension of accreditation for the provider. Alternatively, the ETQA could apply for an extension of its own accreditation.

Quality promotion

Each ETQA is required to furnish evidence of a strategy for marketing the primary focus, levels, standards and qualifications for which it has been accredited, and quality improvements in respect of these. This strategy should demonstrate how these will advance the objectives of the MMSQAF and improve the quality of learning experiences and learning achievements.

Such a promotions strategy should be visibly and appropriately directed at constituent providers, different learner audiences, communities, constituencies, stakeholder bodies and other relevant sectors (national and international) for, amongst others, the purposes of:

Raising cultural awareness of the objectives and principles of lifelong learning and quality education and training amongst constituent providers.

Raising maindustry awareness of the necessity for and improvements in quality assurance processes and procedures.

Informing industry and maindustry general and specific groupings of developments in the sector, standards and qualifications, and the relationship of these to further or higher learning and to social and economic developments.

Informing constituent and potential learners of MMSQAF registered standards and qualifications available to them via accredited constituent providers and other relations (e.g., extension of accreditation arrangements.

Generating funds and public support for the ETQA.

Quality promotion services

As part of this function, ETQAs will be required to give evidence of the policies and procedures they have for ensuring that they have a mandate from the Hapu and are able to provide support and development assistance to their constituent providers and learners.

ETQA provides for the provisional accreditation of a constituent provider. This provision places the onus on the ETQA to ensure that it has the necessary procedures and sufficient resources to assist such constituent providers to meet the requirements for full accreditation.

Monitoring, assessing and moderating

In respect of monitoring, ETQAs will be required to demonstrate continuing self-evaluation and assessment developmental approaches to improving the quality of learning provision and the review of learning provision. This monitoring of the ETQA will be conducted through a variety of mechanisms appropriate to the sector and sphere of operations of the ETQA. Such mechanisms could include multi-sectoral, multi -cultural national and even international review workshops or meetings, board or panel reviews, as well as reviews and surveys with constituent providers to ensure that improvements are continually sought and implemented.

Quality Management Systems

The ETQA (require all ETQAs and providers to have in place a quality management system which includes policies, procedures, and review mechanisms for quality assurance. Included among these are policies, procedures, and mechanisms for the management of assessment - both internal and external.

Policies and procedures for the registration of assessors.

ETQAs are required to evaluate the assessment policies and procedures of constituent providers and ensure the management and monitoring thereof. The universal assessment principles of fairness, validity good faith, cooperation and reliability form the foundation for assessment policy and evaluation for accreditation processes and procedures.

ETQAs will be required to demonstrate the capacity, at ETQA and constituent provider levels, to implement an assessment management system that is part of the quality assurance cycle. The system should focus on maintaining the integrity of assessments and achievements against the standards and qualifications registered on the MSQAF and for which the ETQA is accredited.

ETQAs are also responsible for the registration of assessors. This register will ensure that the ETQA and its constituent providers have a pool of competent assessors to draw on for the period of accreditation according to the assessment requirements associated with the primary focus of the ETQA.

When applying for an extension of accreditation, the ETQA will be required to agree with MMSQA, related ETQAs and possible moderating bodies where assessors will be drawn from and for which standards and qualifications.

In short, assessors will be registered at ETQA level according to the assessment requirements associated with the primary focus, MMSQAF level, and standards or qualifications and their associated criteria for assessment, moderation or accreditation. In respect of ETQA powers to devolve functions to constituent providers and others, assessors could also be registered at provider level, where the provider would be accountable to the ETQA for assessments and achievements.

In accordance with the objectives and principles of the MMSQAF, policies and procedures for the Recognition of Prior Learning (RPL) will also be the responsibility of the ETQA. Accordingly, "assessors" includes all practitioners who will be responsible for the assessment of achievement of learning outcomes.

In this respect, it must be borne in mind that MMSQA is committed to the notion of a practitioner-assessor.

The education, training planning and development (ETD) practitioner is thus viewed as being both learning facilitator and assessor. Furthermore, this notion of ETD practitioner allows for the inclusion of other persons in the assessment process, for example, work-place supervisors, managers or team leaders, and colleagues or peers. The management of their assessments can then be included in the overall management and maintenance of the ETQA’s broader assessment system.

Policies and procedures for the appointment of moderation

Moderating bodies will be appointed to moderate the assessment of particular standards or qualifications to ensure that there is no standards drift between and across ETQAs and their constituent providers.

Appointments will also have to take into account the current moderating powers and responsibilities of professional bodies. The practice of using external or international moderating bodies will be encouraged in order to assist in maintaining the integrity of the standards and qualifications as well as for international benchmarking purposes.

Moderating bodies will be appointed to ensure that the assessment of learning outcomes described in MMSQAF standards or qualifications is fair, valid and reliable. As with assessors, moderating bodies should be suitably qualified and registered to moderate in the context of specific qualifications or standards.

Moderators will be appointed by MMSQA. Other structures, particularly HSBs, may recommend bodies and/or criteria by which moderators can be appointed for standards and qualifications within their organising field.

Certification

In addition to record keeping and data-base facilities, ETQAs in cooperation with the Hapu Standards Body cooperative will have the responsibility for issuing certificates of accreditation and certification to learning providers and for learner achievements, though they may devolve certification functions to constituent providers. The ETQA would, in this event, be responsible for ensuring the maintenance and integrity of the certification and awards process supported by its Hapu Cooperative.

All ETQAs and constituent providers will be required to display their MMSQA and ETQA accreditation status in public view. This ensures that constituent providers, constituent learners and other users are visibly assured of the legal and statutory status of the organisation or body.

SOUTH PACIFIC MULTI-CULTURE ETQA's

One of the proposals emerging in this regard and for this particular phase of implementation is that there are other indigenous cultures of whakawhanaungatanga that wish to be included in the ETQA program, however this will be through a similar accreditation and certificate process will state the sector, primary focus, levels, standards and qualifications for which the ETQA is accredited. A similar certificate would be appropriate for constituent providers, and would need to include moderation or other functional criteria included in the granting of the accreditation status.

ETQAs will have jurisdiction over the issuing of certificates of award and achievement to constituent learners. Such certificates should be designed to reflect the unique names of the registered standards and qualifications and such awards information required by MMSQA and the established statutory body.

Especially in the current phase of implementation, it is desirable to have the following information on the certificate: MMSQA logo - to represent national recognition of the standard or qualification; the logo of the ETQA; information about the Provider; and then details of the learning achievement (standard or qualification achieved, unique classificatory information, etc.) and uniquely identifying details of the learner.

Please note that the MMSQA system currently focuses on two related types of certification: a learner record for the issuing of all credits (i.e., achievement of unit standards and qualifications); and a certificate for the full qualification. ETQAs will have to propose manageable processes and procedures for their constituent providers and learners, with due regard for conventions emerging in the new education and training system and for national coherence and articulation purposes. One of the operating rules-of-thumb thus far to emerge is the plea that the system not be drowned under metric tons of paper. Nor should the system become a certificate paper chase.

Resources

It has sufficient resources to be viable for the duration of the period of accreditation;

The ETQA will be required to demonstrate that it has the human, financial and information resources available to it for the period of accreditation, and in addition that these resources will meet the necessary requirements for the effective and efficient maintenance and improvement of the standards and qualifications that it is accredited to quality assure.

Moreover, ETQAs will have to indicate that they have the material and equipment resources necessary for them to be able to carry out their functions effectively and efficiently. These requirements will depend on the particular ETQA and the needs of its constituent providers and learners.

Human resources

The organisation will have to provide details of its policy procedures including recruitment, selection, appointment, promotion and termination. Sufficient and suitably qualified staff (full-time or contractual) will have to be shown to be available to ensure the quality of the learning experience and achievement of the specified standards and qualifications.

Evidence of policies and procedures for staff development and staff development opportunities will be required. These policies and procedures should allow both for the needs of the organization as well as individual and professional development requirements to be met.

For this phase of implementation, and especially against the national establishment of an outcomes-based system, the following staff policies and procedures should be available at ETQA and/or constituent provider level:

Procedures to identify the relevant and requisite qualification requirements, with specific guidelines for the standards and qualifications of those involved in assessment and moderation activities of learner achievements.

Procedures to identify the relevant and requisite qualification requirements, with specific guidelines for the standards and qualifications of those involved in quality management, evaluation, and audit and review activities.

A staff education, training, development and review system.

An ETQA body will be assumed to be constituted and operating in terms of all relevant constitutional, labour, employment, health and safety and other applicable legislation. Information and evidence of such may be requested by MMSQA. ETQAs will be responsible for ensuring that constituent providers have similar measures in place to comply with constitutional and other legislative requirements. Critically, ETQAs will monitor constituent providers for discriminatory and unfair practices. The ETQA will be responsible for ensuring that the agents it appoints carry out their activities in a similar fashion.

All constituent providers and learners must be eligible to benefit from the services the ETQA will provide. Measures to ensure that all services of ETQAs direct and through appointed or delegated agents and of constituent providers are provided fairly and equitably should be reflected in all policies and procedures.

An Education and Training Quality Assurance Body seeking to reach agreement with the Authority on charges to be raised or waived under the powers delegated to the Education and Training Quality Assurance Body by the MMSQ Authority, shall produce a business plan indicating the objectives to be achieved in the period under review which shall normally be three years, and which shall include a financial budget.

The business plan contemplated shall indicate the proposed charges to be raised or waived and the effect of such proposals on the achievement of the objectives of the MMSQA Framework with particular reference to facilitating access to, and mobility and progression within education, training and career paths.

This Authority for the use of the Maindustry TM program requires ETQAs to give appropriate evidence of adequate business planning, including financial planning, for the period of accreditation. This business plan should give provide details of the financial viability and income-generating strategy of, including charges that will be raised or waived by, the ETQA.

To meet the requirements for ensuring all constituent learners of a quality learning experience and learning achievements, business and financial planning is required to cover the three-year period for which an ETQA is accredited. Given that constituent providers are accredited by the ETQA for a five-year period, these plans will be required to reflect the projected viability of the ETQA over a five-year period.

In order to ensure accountability and responsibility, the ETQA will be required to demonstrate that financial management and auditing systems and policies are in place and are open to scrutiny. In addition to submitting a financial budget within the business plan, the ETQA is required to undergo annual audits of financial statements, the outcomes of which will be communicated to MMSQA.

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