11:00am – Session 1a: Improving the outcomes for Dyslexic/neurodiverse learners in tertiary education
11:00am – Session 1b: Managing training – ways to carry out the on-job and off-job training interface
1:45pm – Session 2a: Embedding KEQs into BAU
1:45pm – Session 2b: Fostering and maintaining relationships in a digital world
1:45pm – Session 2c: People and Place – A Tangata Tirīti understanding of the relationships with the communities that sustain our PTE.
9:45am – Session 3a: Arranging Training and all that
9:45am – Session 4b: Honouring Te Tiriti o Waitangi and Supporting Māori-Crown Relationships. Turning the Act into Action.
1:00pm – Session 5a: Understanding how trauma is impacting our students in a COVID world
1:00pm – Session 5b: Implementing the new Code: update and Q+A with NZQA
1:30pm – Session 6a: An insight into the operational design and implementation being done to support rolling out UFS
2:00pm – Session 7a: Working together with the quality assurance framework, how to get the best possible EER result as EER goes through RoVE
2:00pm – Session 7b: (Whiz + Bang) +/- (Methodical + Tedious) +/- (X) = Transferable Learning.
2:00pm – Session 7c: Performance Management without Performance Appraisals
Day 1 – Tuesday 7 September – 11:00am
Session 1a: Improving the outcomes for Dyslexic/neurodiverse learners in tertiary education
Mike Styles Biography
Mike Styles is a Dyslexia consultant and researcher currently contracting to Ako Aotearoa to develop and implement Dyslexia Friendly Quality Mark for TEOs. Mike has led several research projects exploring dyslexia in tertiary education and presented the findings at international conferences in the UK, Europe, Australia, and Canada.
Annette Van Lamoen Biography
Annette has a background in working with high-needs learners. She was a Teaching Fellow at the University of Waikato in New Zealand, where she lectured and tutored in adult literacy education and dyslexia. She was the Manager of the National Centre of Literacy and Numeracy for Adults and now works for Ako Aotearoa as the Adult Literacy, Numeracy and Cultural Capability (ALNACC) Programme Manager. She is passionate about supporting educators and, by extension, their learners.
The Dyslexia Friendly Quality Mark is a formal, structured, and systematic approach to meet the needs of a group of learners who have been short-changed in education in New Zealand. The DFQM initiative is funded by the Tertiary Education Commission and led by Ako Aotearoa. The DFQM was inspired by a similar initiative in the United Kingdom but tailored to an Aotearoa New Zealand context.
It is a holistic initiative that impacts on the whole educational institution, from board to senior management to learner facing staff. The DFQM is a comprehensive set of standards that the organisation must meet to be awarded the Quality Mark.
The presentation will explain the requirements of the DFQM, and the processes involved to meet it. The value of the QM will also be covered.
Session 1b: Managing training – ways to carry out the on-job and off-job training interface
Kari Pearcey Biography
CEO FloorNZ and Allied Trades Institute. We are a PTE that is looking to transition training for our sector from a TITO to our PTE. We are one of the few Trade Associations that own a PTE and consequently are in a unique position to represent industries needs when considering and delivering training.
Background to our industry and how it fits into the construction sector. Issues faced transitioning from a TITO organized training system to one led by a PTE. Methods for delivering on and off-job training that promotes quality, an enhanced learning experience for the learner and ensures consistency across the sector.
Day 1 – Tuesday 7 September – 1:45pm
Session 2a: Embedding KEQs into BAU
Nadia Tu’itahi Biography
Nadia Tu’itahi is a registered occupational therapist who made the switch to work in the private and public tertiary education sector in 2008, holding executive leadership positions including human resources, general manager, and director roles. She has a passion for leading high performing, innovative teams.
Getting into the habit of self-reflection in line with the KEQs without a systematic framework can be challenging. At etco we have developed a framework to align the KEQs with BUA; ensuring that we are reflecting on our practice and consistently looking for improvements. The framework also provides opportunity for oversight of staff performance; which can be used as, or supplement, performance reviews for all staff. For this session, we’d like to share with you how this works, how it was implemented, and how it’s made tracking (evidence) of improvements based on self reflection easier to capture.
Session 2b: Fostering and maintaining relationships in a digital world
Dr Christine Clark Biography
Dr Christine Clark has over 20 years in the tertiary world, owning a PTE, and for several years representing and advocating for the private providers. Christine has a passion for innovation and collaboration which of course is interesting in the current world we live in.
Overview of content
In the business world we succeed through the relationships we establish, whether that be business to business, business to client (Student) or business to regulatory stakeholders. This has been seriously affected by the restrictions of Covid and people are missing the face to face meetings and the more traditional food related occasions which help to cement relationships. This is particularly true of our international relationships. So how do we establish and then develop our relationships?
Session 2c: People and Place – A Tangata Tirīti understanding of the relationships with the communities that sustain our PTE.
Jono Clark Biography
Jono Clark, Director, EcoQuest Education Foundation. “I have had many years of involvement with small-scale learning communities focussed on social/environmental good. After a period with the Christchurch Methodist Mission Aldersgate Workshop, I taught at Four Avenues Alternative High School, also in Christchurch. In 1999, I joined the founding team of EcoQuest Education Foundation. Supporting the embedding of Te Ao Māori in our institutions has always been a central purpose for me.”
EcoQuest is based in the rohe of Ngāti Paoa and Ngāti Whanaunga. For over twenty years, we have successfully delivered place-based environmental science programmes to undergraduate students from the United States. This presentation will describe our rich, rewarding journey alongside Mana Whenua as we strive to represent Aotearoa in a way that reflects how te Ao Māori gives energy to growing a resilient, plural society.
Day 2 – Wednesday 8 September – 9:45am
Session 3a: Arranging Training and all that
Jeremy Sole Biography
Jeremy is an ITENZ Board member and CEO of The Electrical Training Company. He was a member of the WDC Design Review Group and Waihanga Ara Rau WDC Interim Establishment Board, and a member of its Board Appointments Committee. Jeremy has also been preparing Etco’s arranging training functions for when the ITOs are dissolved.
The RoVE brings many opportunities for PTEs to collaborate and grow. But first they need to understand the new structures, what they mean, where the opportunities are for collaboration, and how to participate.
Session 4b: Honouring Te Tiriti o Waitangi and Supporting Māori-Crown Relationships. Turning the Act into Action.
Karl Wixon Biography.
Karl is Managing Director of consultancy firm ARAHIA whose purpose is described as ‘Designing Futures & Making Shift Happen’.
He is currently contracted as Kaitohu Matua Māori – Chief Advisor Māori for Education NZ Manapou ki te Ao where he has been engaged to lead Rautaki Māori and ENZs Tiriti response to the expectations of the Education & Training Act 2020 and a Letter of Expectations from Minister Hipkins setting out strong Tiriti expectations of ENZ in International Education.
He was also a member of the Interim Establishment Board for Toi Mai Workforce Development Council (WDC) and was integral to establishment and development of the Kāhui Ahumahi, the joint Māori members of the WDCs, to advance kaupapa Māori and Tiriti response within WDCs on behalf of Māori Industry.
Karl has held numerous leadership roles including Ministerial appointments to Te Mana Whakahaere, the governing Council of Te Wānanga o Aotearoa and the NZ Story Advisory Board, and is a past President of the Designers Institute of NZ and a founder of Ngā Aho Inc, the Māori Design Society. He has several years of experience as a Kaiārahi Māori for NZ Story and Tourism NZ, guiding Māori cultural and creative strategy and is currently working to align this across ‘NZ Inc’ agencies through Te Ātea project. He is frequently called on to lead cross-cultural co-design process, recently including developing a cultural responsiveness guide and programme for Primary Health care in Hawke’s Bay and co-design lead for Paiheretia te Muka Tāngata developing Māori pathways through the Corrections System based on lived experiences of whānau.
Karl is of Waitaha, Kāti Māmoe, Ngāi Tahu, Moriori, Ngāti Toa Rangatira and Pākehā descent.
If the Education and Training Act 2020 tells us WHAT to do i.e. “Establish and Regulate an Education System that Honours Te Tiriti o Waitangi and Supports Māori-Crown Relationships” then this presentation explores WHAT it means, WHY it matters, WHO to do it with and HOW to do it.
Day 2 – Wednesday 8 September – 1:00pm
Session 5a: Understanding how trauma is impacting our students in a COVID world
Jane Searle Biography
Jane started her career as a barrister and solicitor, before joining the New Zealand Police. After qualifying as a detective, she worked on the child abuse team. Jane has also worked as a counter fraud specialist in the United Kingdom, where she led a team responsible for fraud detection and investigation in the National Health Service. After returning to New Zealand, Jane worked as a trainer and investigator for local government, financial institutions, insurance companies and the health sector, before joining Child Matters in 2015. Child Matters is a PTE that delivers training in Child Protection to professionals in education, health, the social sector and local and central government agencies. Child Matters team of adult educators is made up of experienced social workers, child evidential interviewers, ex-police detectives, and lawyers, who have experience in the social sector and government agencies. Child Matters delivers online and face to face courses, including the NZ Diploma in Child Protection. Jane also sits on various government and sector advisory groups.
In a COVID world the word Trauma has been used to describe the impact on the Well-being of communities and individuals. The family violence, sexual violence and child abuse sectors have been working to understand Trauma and its impact for years. As adult educators in the Child Abuse and Family Violence sector for the last 26 years Child Matters has always needed a strong focus on the well-being of students and understanding how Trauma presents in learning environments. In a COVID environment these lessons have application to all sectors of education.
Session 5b: Implementing the new Code: update and Q+A with NZQA
Julia Moore Biography
Julia leads NZQA’s administration of the codes of practice for the pastoral care of domestic tertiary and international students. Having joined NZQA from the tertiary student services sector, she is committed to supporting the wellbeing and safety of all students in Aotearoa and – equally – the staff who support them.
Julia will share and discuss NZQA’s plans for supporting the sector to give effect to a new Code of Practice for learner wellbeing and safety from January 2022.
Day 2 – Wednesday 8 September – 1:30pm
Session 6a: An insight into the operational design and implementation being done to support rolling out U
Johnny Tramoundanas-Can Biography
Johnny has worked in the tertiary education and international education sector since 2009 in various roles, including as an advisor to Ministers, Executive Leadership Teams and Boards.
Currently Johnny is the Project Lead – Operational Policy and Implementation for the Unified Funding System. This project is focused on working with the sector to design and operationalise the UFS policy as one of seven projects with the Reform of Vocational Education.
Prior to this role Johnny was the Chief Advisor to the Deputy Chief Executive – Delivery at TEC. He has held the role of Private Secretary to a number of Education Ministers in multiple governments.
Before this Johnny was the International Market Manager for South East Asia at Education New Zealand focused on increasing and improving New Zealand’s education reputation by establishing Government to Government relationships. He has also worked closely with both Institutes of Technology and Polytechnics, and Private Training Establishments sectors as an Investment Manager.
Johnny is passionate about the education sector and ensuring the Reform of Vocational Education truly meets the needs of New Zealand employers, learners and communities, and ensuring tertiary education organisations are well set-up to support them.
As part of the Reform of Vocational Education the Unified Funding System will combine the two current provider-based and work-based systems to create a system that rewards and encourages the delivery of high-quality and responsive education to meet the needs of learners, communities and employers. The system aims to also encourage the growth of work-integrated delivery models and ensure it supplies strategically important delivery to meet national priorities, address regional labour-market demand.
This presentation will provide attendees insight on the operational design and implementation work being done to support the roll out of the UFS.
Day 2 – Wednesday 8 September – 2:00pm
Session 7a: Working together with the quality assurance framework, how to get the best possible EER result as EER goes through RoVE
Pieter Watson Biography
Pieter is a director of the QED Associates PTE, and is largely responsible for QED Quality Management workshops including self assessment for EER. He has been in the tertiary sector for 20 years and is involved in several PTEs, still passionate about how we can best serve our key stakeholders AND lead development in our sectors with continuous improvement.
What external quality assurance reporting might look like post RoVE, referencing some international models. And what good practice in internal quality assurance should use as evidence, no matter what.
Three learning outcomes:
1. Explain what evidence PTEs currently need of performance and effective self assessment
2. List evidence of most likely changes to the Quality Assurance framework after RoVE.
By reviewing current requirements, this presentation will immediately reinforce good practice for effective self assessment, referencing the relevant key NZQA documents and the importance of evidence-based practice. It will also briefly refer to other quality assurance frameworks and look at any key parts of those that are not currently practiced in Aotearoa New Zealand, regarding how PTEs might develop their own practice-based evidence.
An intended key feature of the presentation is the inclusion of NZQA’s latest thoughts on how they might adapt the Quality Assurance framework to accommodate the move to Te Pukenga and the Workforce Develop Councils. This will be achieved by keeping in touch with key NZQA people in preparing for conference, and also by integrating whatever is shared during the conference by NZQA and other MoE agencies.
Session 7b: (Whiz + Bang) +/- (Methodical + Tedious) +/- (X) = Transferable Learning.
Helen McPhun Biography
As an experienced adult educator Helen McPhun, Education Director and consultant, has gone from using a chalk board (35 years ago) to facilitating online learning sessions. Committed to staying current and ensuring the integrity of learning in a fast-moving mobile world she completed her MA in Technology and Learning from London at the end of 2019.
In a fast-paced world where technology is changing just about everything, we need to ensure learners still learn and thrive and develop and most of all acquire the skills to critically think. Covid forced many providers into the online delivery space while other providers were already well equipped. However, what providers are equipped with and how well they apply what they have, can vary tremendously.
Is the same emphasis being put on quality, transferable real-world knowledge and skills with the glitter and pizazz that has come with technology? Or, has the emphasis on the user experience become more important? Does this assume a “good experience” means quality long term learning will occur?
There are simple principles that can be applied to any online learning course to ensure real learning occurs. This session will acknowledge the real-world challenges providers face and present some easy tips to follow. This will ensure the designers and deliverers of online learning provide pathways to promote the art of critical thinking. As well, there will be ideas shared on how to engage learners in ways that help them prove their learning is transferable to the real world. Regardless of the learning platform you use, the tips will help you promote engaged learners who present evidence to showcase defendable learning.
Session 7c: Performance Management without Performance Appraisals
Paul Chalmers Biography
Paul is a recently retired Auckland based business person with a background in consulting in a range of organisations on performance improvement.
He founded a successful PTE, has interests in export related businesses and purchased and successfully sold a large engineering organisation.
He is the founder and inaugural chair of the African New Zealand Business Council.
This session will succinctly review the evidence on why the standard Performance Appraisal model is not an effective method of personnel performance measurement.
The session will focus on a practical technique to appraise employee performance that will motivate staff and improve productivity.
This technique has been accepted as a valid performance review model by NZQA in a recent EER.