Pacific NGO
<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0><script> (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){ (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o), m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m) })(window,document,'script','//www.google-analytics.com/analytics.js','ga'); ga('create', 'UA-47423994-1', 'fortunecity.ws'); ga('send', 'pageview'); </script> <center> <br> <div> <script language="javascript" type="text/javascript" src="http://ad.broadcaststation.net/ads/show_ad.php?width=728&height=90"></script> </div> </center> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=110 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <B> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="82" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 16 WIDTH="70"><div> <A 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TITLE="Registration"><U>Registration</U></A> | <A HREF="id33.htm" TARGET="_top" TITLE="APEC COOP"><U>APEC COOP</U></A> | Pacific NGO | <A HREF="id67.htm" TARGET="_top" TITLE="QAs"><U>Q&A's</U></A> | <A HREF="id31.htm" TARGET="_top" TITLE="HSB"><U>HSB</U></A> | <A HREF="id68.htm" TARGET="_top" TITLE="Coop Standards"><U>Coop Standards</U></A> | <A HREF="id81.htm" TARGET="_top" TITLE="FAQ"><U>FAQ</U></A> | <A HREF="id84.htm" TARGET="_top" TITLE="Coops "><U>Co-ops </U></A></div> <div> <FONT SIZE="7" COLOR="#0000CC" FACE="Ruach LET" >M.M.S.Q.A PACIFICA</FONT></div> <div> <B><IMG SRC="3ffa9150.gif" border=0 width="425" height="21" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></div> <div> <B>CulturalMaindustry Initiative</B><FONT SIZE="7" COLOR="#FFCC99" FACE="ShelleyAllegro BT" ><B> </B></FONT></div> <bR> <div> MMSQA MAINDUSTRY COOPERATION EMPOWERMENT</div> <div> MMSQA REPRESENTATION AND PARTICIPATION </div> <div> MMSQA NON- GOVERNMENT ORGANISATIONS</div> <div> MMSQA MULTI- CULTURAL ASSURANCE </div> <div> </div> <div> SUMMARY</div> <bR> <div> <I><B>MMSQA PARTNERSHIPS FOR SUSTAINABLE DEVELOPMENT, STRENGTHENING THE ROLE OF HAPU AND OTHER INDIGENOUS CULTURES IN NZ . </B></I></div> <div> <I><B>SOUTH PACIFIC VISITORS, WORKERS AND THEIR TRADE BUSINESS WITH CULTURAL MAINDUSTRY AND INDUSTRY CAN BECOME PART OF THE AS NON-GOVERNMENTAL ORGANISATIONS.</B></I></div> <bR> <div> Co-operative enterprises and the co-operative movement for Maori as a means for empowerment, representation and participation of Co-operative enterprises are organisational means whereby individuals and indigenous Nations may achieve empowerment: first in economic terms, however on this basis, in social and Cooperation terms. This is achieved by a means of a collective methodology of resources and mutual self-help activities in a Multi- Cultural spirit of solidarity and good faith.</div> <div> </div> <div> It is achieved also through the solidarity which exists between co-operative Nations and enterprises (even if engaged in different types of activity) within broader national and international movements. The co-operative movement is democratically organised: </div> <bR> <div> In this case for Maori it responds to the wishes of its Hapu members, who are the owners of the resource, co-operative enterprises which constitute its economic base. This makes it possible for a society and member-driven or people-led process of formulation of environmental policies and strategies. For example, in Vanuatu the cooperative participation movement are wanting trade with Maori Cooperatives. In Sweden the Swedish consumer co-operative movement adopted in May 1990 a new program for the environment.</div> <div> It did so in response to demands expressed by members. The program itself was prepared on the basis of a member consultation project in which 6-7,000 members participated. In Japan the co-operative movement is the biggest citizen's organisation in the country. Citizens who are members of a co- operative enterprise constitute a significant proportion of the adult population. Many of them are simultaneously members of the environmental movement. Their co-operative enterprises provide an organisational vehicle for the expression of citizen's views that changes in society and lifestyle are necessary to solve environmental problems and for the mobilisation of citizens for this purpose. It also constitutes an economic base whereby action can be taken: giving economic weight to lobbying undertaken by the co-operative movement; and also making possible direct intervention to alter business goals and practices in co-operative enterprises, which are responsible for a significant proportion of economic activity. </div> <bR> <div> In Japan the Consumers Co-operative Union has developed networks with other civil organizations in many regions for lobbying local governments. In Tokyo in 1992 a signature- collecting campaign demanding improved environmental policies was organised by consumer co-operatives in collaboration with other consumer organisations. </div> <bR> <div> In 1993 the Uganda Co-operative Alliance stated that one of three ways by which the co-operative movement in that country might be able to contribute to environmental management was empowerment of small-scale peasant producers with respect to natural resource management and environmental protection. Participation in the co-operative movement would allow rural people to become the principal agents in their own development. Primary co-operative enterprises provided organisational means for mobilising people to understand environmental or all kinds of issues and how to develop processes with indigenous knowledge and practices in resource husbandry which would enhance realistic opportunities to satisfy areas of uniqueness, diversification, or land use and sustainability.</div> <bR> <div> In many countries consumer co-operative movements have recognised the value of partnerships with environmental movements. In Sweden the retail co-operative group Kooperativa Forbundet seeks to influence public opinion by developing links with environmental organisations, and by organising and participating in conferences. The Japanese Consumers' Co-operative Union is trying to promote its view that comprehensive societal change is necessary if environmental problems are to be resolved. Maori is doing so by extending its own network to include all kinds of other Hapu co-operatives, along with foreign co-operative movements, non-governmental organisations, the non-co-operatively organised private sector and Government. </div> <bR> <div> " As an Internet Whanaunga Cooperative "<FONT SIZE="3" COLOR="#CC9922" FACE="Arial" > </FONT></div> <div> </div> <div> Qualifications issued by the MMSQA Standards Qualifications Framework for the duration of <FONT SIZE="2" COLOR="#CC9922" FACE="Arial" ><B>Cultural Maindustry Development</B></FONT> are authorised by MMSQA which will give authority devolved in a variety of ways in each educational sector. </div> <bR> <div> To enable the MMSQA verification of qualifications and processes, in particular the qualifications issued by the increasing numbers of immigrants to private providers of education and training in each Hapu. </div> <div> </div> <div> The MMSQA Cooperative board has requested to establish two public registers of the relevant authorities for each culture Group:</div> <bR> <div> A Register of Authorities empowered by MMSQA to Accredit Post-Compulsory Education and Training Courses, which may be consulted to determine which agencies have accreditation status; and A Register of Bodies with Authority to Issue Qualifications, which may be consulted to determine if a particular qualification meets national standards under the MMSQAF. Register of MMSQA Cultural Authorities empowered by to Accreditation will be Post-Compulsory Education and Training Courses </div> <bR> <div> For maori, the term "accreditation" (or "approval" in the PTE sector) refers to the process which ensures that a course is of a standard appropriate to a particular qualification and the course and methods of delivery are likely to lead to the specified learning outcomes.</div> <bR> <div> For each of the twelve MMSQAF qualifications, there are nationally agreed characteristics of learning outcomes, set out in detailed guidelines in the MMSQA Implementation Handbook when comleted.</div> <bR> <div> Accreditation takes place against these MMSQAF guidelines, as a means of achieving national and cross sectoral consistency in qualifications standards in the New Zealand context, as accreditation is not a centralised responsibility but the responsibility of each of the three education and training sectors in all Hapu (with cross sectoral accreditation arrangements as required). </div> <bR> <div> For each of the sectors, accreditation powers have will be granted by, to the following authorities:</div> <bR> <div> (i) Statutory Boards in the schools sector;</div> <bR> <div> (ii) Wananga (self accrediting) and a small number of other self-accrediting</div> <div> higher education institutions; </div> <bR> <div> <B>Quality promotion Cultural Standards Education Training Quality Authority CSETQA. </B></div> <bR> <div> Each interested cultural group wishing to establish an CSETQA is required to furnish evidence of a strategy for marketing the primary focus, levels, standards and qualifications for which it has interest in for accreditation, 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 for that particular Cultural Group.</div> <bR> <div> 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 or/and international) for, amongst others, the purposes of: </div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Raising cultural awareness of the objectives and principles of lifelong learning and quality education and training amongst constituent providers with Maori. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Raising maindustry awareness of the necessity for and improvements in quality assurance processes and procedures. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">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. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">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. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Generating funds and public support for there Cultural Standards CSETQA. </div> <bR> <div> <B>Quality promotion services</B></div> <bR> <div> As part of this function, CSETQAs will be required to give evidence of the policies and procedures they have for ensuring that they have a mandate from there Groups situated and are willing to become part of the Hapu HSB and are able to provide support and development assistance to their constituent providers and learners.</div> <div> CSETQA provides for the provisional accreditation of a constituent provider. This provision places the onus on the CSETQA to ensure that it has the necessary procedures and sufficient resources to assist such constituent providers to meet the requirements for full accreditation.</div> <bR> <div> <B>Monitoring, assessing and moderating</B></div> <bR> <div> In respect of monitoring,CSETQAs 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 CSETQA will be conducted through a variety of mechanisms appropriate to the sector and sphere of operations of the CSETQA. 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.</div> <bR> <div> <B>CSETQA Quality Management Systems</B></div> <bR> <div> The CSETQA (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.</div> <div> Policies and procedures for the registration of assessors can be a part of the MSQA.</div> <bR> <div> CSETQAs are required to evaluate the assessment policies and procedures of constituent providers and ensure the management and monitoring thereof. The universal assessment principles of the Treaty of Waitangi for fairness, validity good faith, cooperation and reliability form the foundation for assessment policy and evaluation for accreditation processes and procedures.</div> <bR> <div> CSETQAs will be required to demonstrate the capacity, at CSETQA 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 CSETQA is accredited. </div> <bR> <div> CSETQ As are also responsible for the registration of assessors. This register will ensure that the CSETQA 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 CSETQA. </div> <bR> <div> When applying for an extension of accreditation, the CSETQA will be required to agree with MMSQA, related CSETQAs and possible moderating bodies where assessors will be drawn from and for which standards and qualifications.</div> <div> In short, assessors will be registered at CSETQA 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 CSETQA 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 CSETQA for assessments and achievements.</div> <bR> <div> 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 CSETQA. Accordingly, "assessors" includes all practitioners who will be responsible for the assessment of achievement of learning outcomes. </div> <div> In this respect, it must be borne in mind that MMSQA is committed to the notion of a practitioner-assessor. </div> <bR> <div> The education, training <A HREF="id68.htm" TARGET="_top" TITLE="Coop Standards"><U>planning and development</U></A> (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</div> <bR> <div> <B>Performance Indicators Multi-cultural Stratergy: </B></div> <div> <I><B>Shall;</B></I><I> </I> </div> <div> Be those agreed upon by the MMSQA and ETQA Project Team and their contractees they shall</div> <div> include;</div> <div> 1 Maaori Standards</div> <div> 2 Maaori Specifics</div> <div> 3 Maaori Dimensions</div> <div> 4 Maaori International Trade & Industry</div> <div> 5 Availability of Maaori Resource via Iwi Hapu.</div> <div> 6 Moderation and Assessment.</div> <div> <I>Pacific NGO</I><I>'s</I></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>WHAKAWHANAUNGATANGA </B></div> <bR> <div> <B> THE STRATEGIC PLAN </B></div> <DIV ALIGN="LEFT"></DIV> <div> <B> </B></div> <div> Our first strategic plan was developed in 1994 after consultation with NZQA ETSA, </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <I>A FORMAL APPLICATION WAS SUBMITTED IN NOV 1994.</I></div> <div> <I> </I></div> <div> This also covered Woman and Pacific Island People.</div> <bR> <div> <B>CONSULTATION </B></div> <div> A consultation process was negotiated with Education Traing Support Agency ETSA for the exploratory of research and development of a Maaori Industry Training Organisation which was completed in Nov 1995 and turned down in 1996. The investment of R&D in planning has paid a great drain on the efforts by a few and a saving grace for the protection of Maori Taonga its Origions and underpinning of knowledge (Tikanga interlecural Property Rights) for a Maori Seamless Quality Management System to deliver an Independent infrastructure Frame work to develop: </div> <div> </div> <div> a Clear pathway for Maaori Dimensions and management for the Maindustry and</div> <div> Industry sectors to work in cooperation.</div> <div> b To allow industry and trade a valuable investment of fostering a bi-cultural understanding amongst us as a cultural Social and Economic tool in partnerships.</div> <div> c A useful means of introducing Maori specifics from Kohanga Reo through to Universities, Wananga and the training of business in to industry and Maaori responsiveness with the rcognition of their efforts.</div> <div> <B> </B></div> <DIV ALIGN="LEFT"></DIV> <div> <B>MMSQA INVESTMENT STRATEGY </B></div> <bR> <div> <B>INFORMATION STRATEGY PLAN</B></div> <div> The following has developed an Information Strategy, whereby the MMSQAand consultants plan using the project Methodology (TTT) as a guide for the work. It will be based on outlines for the background, requirements Suggested approach and benefits for a high standard.</div> <bR> <div> a Maaori Management Quality System Methodology.</div> <div> b For the development of Maori education, Maindustry.</div> <div> c Information technology.</div> <div> d Development towards a true partnership.</div> <bR> <div> <FONT SIZE="3" COLOR="#CC9922" FACE="Arial" ><B>STRATEGIC EXERCISE</B></FONT></div> <div> In discussions subsequent to this proposal 3 years of R&D we have obtained further clarification and direction. We are now in a position to advise all Industry Training Organisation ITO's and interested parties on all Maaori issues.</div> <bR> <div> For those willing to consider the opportunities of the MMSQA we suggest the first step as a Strategic Exercise rather than developing the Requirements Plan we feel it is important to determine the information systems objectives and strategy before launching projects to implement information technology. The work will also provide the necessary exploratory research needed to determine the need to develop direction within this climacteric area. Detailed deliverables have been made available for the terms and conditions for the exercise.</div> <bR> <div> <B>PLANNING AUTHORITY</B></div> <div> To cater for multiple needs in multiple situations the MMSQ Matrix gives us the higher evel planning authority needed to identify the origins for review, the balanced information which services two strategies that is required for understanding when we are about to demonstrate Maori Partnership.</div> <bR> <div> The units of information strategy can be windowed each as a separate exercise or it can act to originate any three units in a situation for any initial stages or used in any larger undertaking.</div> <div> The Balance of Nature (Makururangi) in the “Seamless and Endless system” (Te kore) We believe this type of matrix planning is of a level which is protected by natures lore, from a form of higher intelligence, which principles support guarantee by origin.</div> <bR> <div> <B>WHAT IS THE MMSQA PROCESS FOR PACIFIC ISLAND PEOPLE AS A NATIONAL QUALIFICATIONS FRAMEWORK?</B></div> <div> </div> <div> The MMSQualifications Framework is based on a unit system. Units are the building blocks of the framework and specify the skills and knowledge that an Maindustry sector requires.</div> <div> Each unit is worth a certain number of "credits", Maindustry develops the units, identifies the credit value, and how many credits you need to quality. The skills and knowledge that made up a unit are at a national standard. The National Standard tells you what level of competency you need to be able to demonstrate before you can get that unit.</div> <bR> <div> The framework has eight levels. Level one is roughly equivalent to form five studies. </div> <div> Level eight offers the most advanced level of learning. The framework creates a "Seamless" education system that integrates secondary education, industry training and tertiary education</div> <bR> <div> Qualifications are made up of tailored packages of units. The packages are put together by individual Maindustry sectors making up qualifications packages in the following options ie.HSB, </div> <bR> <div> There are three nationally recognised Qualifications; The National Certificate at Levels 2 and 4, and the National diploma at level 6.</div> <bR> <div> As you gain units these are listed on your record of learning which is held on a national database. This is updated as you complete new units and is sent out to you each year. You gain a qualification when you complete the required units.</div> <bR> <div> <B> HOW THE FRAMEWORK WORKS:</B></div> <div> You can study through the Hapu Training Providers that are accredited Organisation for a minimum of 175 credits a year, or a whole package. You learn as you earn too, this is both an on the job and off the job training programme, you don't have to stop what you're doing to get a nationally recognised qualification.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You can train at different places for the same qualification</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You can cross credit units between different qualifications</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You can start training for a career while you're still at school</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You can gain new skills and qualifications at any stage in your career, </div> <div> and take the pathway that suits you</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You can get recognition for skills you already have, </div> <div> you don't have to retrain for what you already know.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You will have much more choice and flexibility in where and how you train. </div> <div> Learning is measured and recognised in the same way, wherever it takes place.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">In some sectors of Maori Industry, you will now have access to formal training</div> <div> where nothing existed before.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Most important of all, training under the new system can be a lifetime of learning new skills.</div> <bR> <bR> <div> <B>HOW DOES INDUSTRY FIT INTO THE FRAMEWORK:</B></div> <div> The qualifications for the Maori Industry are being finalised by advisory groups at the moment. These are the National Certificates at Levels 2 and 4 in any of the 27 options and the national Diploma at level 6.</div> <bR> <div> These new qualifications are a different way of packaging the skills that people in Maori Industry need, and will let us take a new approach to the way skills are measured and assessed. It means less emphasis on exams because where possible, you demonstrate your skills and knowledge. These competency based tests will often be done on the job, by your employer, or by your education off-job provider. Your employer can use the unit check-list in the back of the units training manual in order to see if you have reached competency in that task. It means less emphasis on time served because you progress at your own pace. How long it takes to become competent in a unit to the Industry determined level is up to you.</div> <bR> <div> The National Certificate or Diploma in any of the 27 sector options, or the Diploma will be gained by achieving a combination of prescribed and optional units. Each industry sector is responsible for their own qualification "package" of units and decides on the mix of prescribed and optional units. You may also choose a number of units from any other framework to make a truly flexible qualification.</div> <bR> <div> <FONT SIZE="4" COLOR="#CC9922" FACE="Arial" >MMSQA Qualifications Framework and Prospective for International Students </FONT> </div> <div> </div> <div> Unlike many countries in which there is an unconnected system of qualifications for other multi cultures, MMSQA has included a multi - national and comprehensive system of twelve qualifications which will be made available to NGO's as are the basis of the MMSQA Whakawhanaungatanga Qualifications Framework (WQF). </div> <div> MM </div> <div> WQ WQF qualifications are endorsed by MMSQA and Tangata Whenua or HSB as NGO's , so an WQF qualification is recognised Nation wide and by other ethinec cultuals.</div> <div> </div> <div> <B>WHO DESIGNS THESE NEW QUALIFICATIONS:</B></div> <div> <FONT SIZE="3" COLOR="#CC9922" FACE="Arial" >For a start, this system will allow many members of the Pacific, as a great deal of work has been done using what was available already through the Cadet Scheme, Apprentice Scheme and the Maori vocational training and Maori Trade Training. The new system means that every maindustry can design their own qualifications, tailored to exactly what they want and need. Each industry sector can amend the units every two years to incorporate change. Training is always up to-date and Cooperatively maindustry driven.</FONT></div> <bR> <bR> <div> <B>To be completed by the interested partnership party</B></div> <bR> <div> </div> <div> <B>WHAT UNIT STANDARDS MAKE UP THE QUALIFICATION FOR THE MAORI INDUSTRY?:</B></div> <div> </div> <div> <B>HOW WILL PEOPLE TRAIN FOR THESE UNIT STANDARDS AND QUALIFICATIONS?:</B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Overview </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Important that employers are given the assistance</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Support Group are similar to those of the local apprenticeship </div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Purchase training for Maori Maindustry - apprentices".</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Paid training providers directly for off-job training.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Maori Industry much greater Control in selecting and influencing training providers,</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Determining exactly what training the Maori Industry requires</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Standard of the training is the same right throughout the country. </div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f02299cc00.gif" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Framework creates a seamless national qualification system based on units which integrates industry training, secondary education and tertiary education.</div> <bR> <bR> <div> <B> THE NATIONAL QUALIFICATIONS FRAMEWORK:</B></div> <div> The new National Qualifications </div> <bR> <div> The best person to judge that is someone who already has these skills and knowledge, and is able to make a fair assessment.</div> <bR> <div> Recognition of Prior Learning or (RPL). How it offers people the opportunity to gain a qualification without having to stop what they are doing or retrain.</div> <bR> <div> <B>THE ASSESSORS AND ENSURES THE ASSESSMENT IS FAIR:</B></div> <div> </div> <div> make sure that all the assessors have the right skills and knowledge, and that they have the resources to work with.</div> <div> </div> <div> <B>WHAT WILL HAPPEN TO THE PEOPLE WHO ALREADY HAVE QUALIFICATIONS:</B></div> <div> If you already have qualification, it can't be taken away. You may want to add to it though. With RPL (Recognition of Prior Learning), if you've already got your trade certificate or another industry based qualification from the skill enhancement program then its more than likely that you'll have the right skills and knowledge to be assessed for a MMSQA National Certificate in the appropriate area, without having to retrain. For those people who have yet to compete a qualification within one of the schemes undergoing amalgamation, the work and study you have done to-date will be cross credited to the new qualifications framework.</div> <bR> <div> A national Diploma is a more advanced qualification, for people aiming for positions of professional standing or for people who want to aim for higher aspirations. If you've got Trade Certificate, SEP, you will need to do more training to be assessed for a National Diploma.</div> <bR> <bR> <div> <B>WHAT WILL HAPPEN TO CURRENT TRAINING SCHEMES:</B></div> <div> The new training system which replaces Apprenticeship and qualifications will be much more flexible for employers and apprentices ("Apprentice" is the term used to describe someone who is training on the job towards a National Certificate or Diploma offered through the new programmes). There's no time based contract involved - an employer and an employee simply sign a training agreement for the units (a minimum of 20 credits), that suits both of them and sets out their obligations to each other. The MMSQA will have training agreements available and is separate from the Employment Contract.</div> <bR> <div> A Region Training Coordinator will be available to help you choose the units and will make sure that the employer can offer the units. (If your employer didn't have the required units), The Regional Training Coordinate can make alternative arrangements through a number of different options e.g.; field days, correspondence, apprentice "swapping" etc.</div> <bR> <div> Apprentices etc entering the industry via skill enhancement programme, enter a training agreement with their employer, and begin to study units for a National Certificate in Maori Industry. </div> <div> Old programme trainees who would have begun year 2 or 3 of their apprenticeships etc or qualifications in 1996, will be cross credited to the framework.</div> <bR> <div> Other maindustries in New Zealand have apprentices etc completing the qualification that they started. Maori maindustry does not have that luxury. The number of people within Maindustry based qualifications are relatively large for such a presently small organisation.</div> <bR> <div> MMSQA intends to re-position current trainees (Maori and Pacific Island people) via skill enhancement programs parallel with current vocational education and further training relevant to Maori Industry and demand, in addition to maintain quality standards and qualifications consistent with National Framework (NZQA). The skills you gain from each unit will be listed on your record of learning. The record of learning becomes a very useful employment tool. If for some reason, trainees consider that they have been disadvantaged by the re-position an appeal process will be implemented to accommodate problems etc.</div> <bR> <div> <B>WHAT'S ALL THIS GOING TO COST:</B></div> <div> Details of costs for apprentices and the contributions of industry and maindustry are being in progress at present. MMSQA is working towards establishing partnerships between apprentice, employers NGO's and government. We need to accept the possibility that at some stage, government may withdraw from this partnership. industry sector organisations have agreed to contribute to the and apprentices will contribute through an annual fee and a "user pays" fee per unit in addition to membership to MMSQA.</div> <bR> <div> <B>BENEFITS FOR THE EMPLOYER:</B></div> <div> As an employer with a business to run, think of the framework as a product that you purchase you can have input into the design of this product, the nett result being that you create and have access to a pool of skilled and adaptable employees. Costs will be directed to the employee using the training scheme. You and your employees will have continued access to further training information and skills giving you the competitive edge.</div> <div> For Apprentices in 2001, your employer can provide on-job training in their work place, as do accredited training providers. A training incentive of $1000 will be available to employers of new apprentices aged 21 years or under. An employer may choose to use this "skill start" money to assist his or her apprentice but it's up to them.</div> <bR> <bR> <div> <B><U>SUPPORT PLAN</U></B><U> </U></div> <bR> <div> </div> <div> 1 The organisation is documented in terms of structure, mission, ownership funding, background, history, and key people.</div> <bR> <div> 2 Strategic business objectives and priorities.</div> <bR> <div> 3 Critical success-factors are documented forming the base for the information system objectives.</div> <bR> <div> 4 A set of Information Systems Objectives are developed both on a group level and broken down to business units. The objectives link back to the critical success factors of the industry towards education.</div> <bR> <bR> <div> <B><U>Again Consider The Product;</U></B></div> <bR> <div> * On the job maindustry directed training.</div> <bR> <div> * Earning wages whilst learning.</div> <bR> <div> * Regional training coordinator to assist in careers guidance training</div> <div> agreements and moderation.</div> <bR> <div> * Access to a qualification that has been developed and designed by </div> <div> maindustry culture, (rather then put together by non industry people).</div> <bR> <div> * Qualify with a nationally recognised, internationally portable </div> <div> qualification.</div> <bR> <div> * Have prior knowledge and experience matched up with units and </div> <div> credited to a qualification.</div> <bR> <div> * Have access to qualifications, skills and knowledge without having to </div> <div> leave a job.</div> <bR> <div> * Better skills, better job, better opportunities.</div> <bR> <div> * Have a record of learning that will list all the skills you can </div> <div> demonstrate, rather than a pass, fail or percentage.</div> <bR> <bR> <div> The new training process offers huge potential. Training is available to virtually everybody in the industry employers and employees alike. The greatest advantages for industry are the flexibility and the involvement that industry can have in the training of people. </div> <div> Some sectors have had access to industry training. Now all sectors can develop the training as they see the need.</div> <div> </div> <div> People must have a choice of training options, qualifications and levels that fits in with their needs, irrespective of age, or other commitments. People must also have a choice to continue training throughout their working career if they wish to remain competitive and respond quickly to market opportunities and advances.</div> <bR> <div> <B>WHAT HAPPENS NOW?:</B></div> <div> Training in the MMSQA is in a transition period at the moment but its clear there are some exciting creative and innovative changes taking place. This Plan gives an overview of some things which are happening under the new system. We'll keep you up to-date with any new developments. If you are an existing apprentice and want to know more about the framework, a training agreement, careers advice, taking on a Maori maindustry apprentice (either new, or someone who has been working with you for a time), getting units written for your sector or anything you've read about in this booklet, </div> <bR> <div> <B> </B>THE MMSQAF IS IN THE CONSULTATION PROCESS FOR THE DEVELOPMENT OF THE SOUTH PACIFIC NATIONS RESIDENT IN NZ AND WORKING IN COOPERATION WITH THE A.P.E.C. THE PEACE FOUNDATION U.N.E.S.C.O. I.S.N.A THE INDIGENOUS SOVEREIGN NATIONS ASSEMBLY OF THE SOUTH PACIFIC NATIONS. <B> </B></div> <div> <B> </B> </div> <div> <FONT SIZE="3" COLOR="#CC9922" FACE="Arial" > </FONT><A HREF="index.htm" TARGET="_top" TITLE="I"><U><U>Home</U></U></A> -<A HREF="id133.htm" TARGET="_top" TITLE="Contact Us"><U> </U></A><A HREF="id133.htm" TARGET="_top" TITLE="Contact Us"><U><U>Contact us</U></U></A><A HREF="id133.htm" TARGET="_top" TITLE="Contact Us"><U> </U></A>-<A HREF="id81.htm" TARGET="_top" TITLE="FAQ"><U> </U></A><A HREF="id81.htm" TARGET="_top" TITLE="FAQ"><U><U>FAQ</U></U></A><FONT SIZE="3" COLOR="#CC9922" FACE="Arial" > </FONT></div> <bR> <div> © OHCS 1994 Copyright NZ All use of this Website is subject to our <U>terms & conditions</U><FONT SIZE="3" COLOR="#CC9922" FACE="Arial" > </FONT></div> <div> </div> <bR> <div> </div> <bR> <bR> </td> </tr></table></body>