Report of External

Evaluation and Review

AWI International Education Group
Not Yet Confident in educational performance
Not Yet Confident in capability in self-assessment

Date of report: 25 June 2014

Contents
Purpose of this Report................................................................... 3

Introduction ................................................................................... 3
1. TEO in context.......................................................................................... 3
2. Scope of external evaluation and review .................................................. 5
3. Conduct of external evaluation and review ............................................... 6

Summary of Results ...................................................................... 7

Findings ........................................................................................ 9

Recommendations ...................................................................... 19

Appendix ..................................................................................... 20

MoE Number:

7387

NZQA Reference:

C12218

Dates of EER visit:

26 and 27 March 2014

Final Report

Purpose of this Report

The purpose of this external evaluation and review report is to provide a public
statement about the Tertiary Education Organisations (TEO) educational
performance and capability in self-assessment. It forms part of the accountability
process required by Government to inform investors, the public, students,
prospective students, communities, employers, and other interested parties. It is
also intended to be used by the TEO itself for quality improvement purposes.

Introduction
1. TEO in context
Name of TEO:

AWI International Education Group

Type:

Private training establishment (PTE)

Location:

Level 2, 520 Queen Street, Auckland

Delivery sites:

As above

First registered:

21 December 2000

Courses currently
delivered:

Code of Practice signatory:

General English and IELTS (International

English Language Testing System)
Preparation

New Zealand Diploma in Business

(NZDipBus) (Level 6)

New Zealand Institute of Management

Diploma in Management (Level 5)

AWI Diploma in Business (Level 7)

National Diploma in Computing (Level 5)

AWI Diploma in Computer Science and

Information Technology (Level 7)

AWI Diploma in Information Technology

(Level 7)

AWI is a signatory to the Code of Practice for the

Pastoral Care of International Students, including
for students between 14 and 18 years of age and
over 18.

Final Report

Number of students:

Domestic: n/a
International: 144 students from: China (13), India
(106), Pakistan (two), Philippines (19), Sri Lanka
(one), Russia (one), and Uzbekistan (two).
Enrolled in: Business (79); Information Technology
(62); ESOL (English for Speakers of Other
Languages) (three).

Number of staff:

13 full-time equivalents

Scope of active
accreditation:

Sub-fields in: Business; Humanities;

Communication Skills and English
Domains in: Social Sciences Economic Theory
and Practice; Business; Computing and
Information Technology; Education/Early
Childhood Education and Care; Science
Mathematics/Calculus and Statistics and
Probability; Service Sector/Retail, Distribution, and
Sales

Distinctive characteristics:

AWI provides English, business and information

technology-related education to international
students from a wide range of countries.

Recent significant changes:

AWI has been through a significant process of

rationalisation and downsizing over the past two
years. In 2013, the PTE moved premises to a
single-level site. Also in 2013, the director
established a new management team and
organisational structure. Most of the current
teaching staff have been hired by AWI within the
last two years. AWI ceased offering the National
Certificate in Early Childhood Education and Care
(Level 5) in 2013. Numbers of students studying
English at AWI have decreased: at the time of the
external evaluation and review (EER), three
students were enrolled.

Previous quality assurance

history:

The NZQA EER for March 2012 was Confident in

the educational performance of AWI, and Not Yet
Confident in capability in self-assessment. The
four focus area ratings were all Adequate for
educational performance (with one Good rating
under student support) and all Adequate for
capability in self-assessment. There were no
actions required or recommendations made in the

Final Report

report.
AWI has a significant history of engagement with
NZQA Tertiary Assessment and Moderation over
the 2010-2014 period (see 2.3 below).
The 2013 national external moderation results for
computing levels 5-8 unit standards were
approved for seven standards, with the moderator
approving all of the assessor decisions. Two other
standards required modification before reuse, with
the moderator approving five of the six assessor
decisions for those standards. The report noted
the improvement on 2012 results and stated that
AWI had met external moderation requirements
against standards managed by NZQA.

2. Scope of external evaluation and review

Proposed focus areas and rationale
1.

Governance, management and strategy

Mandatory for all EERs

2.

International student support

Mandatory (Code of Practice signatory)

3.

Assessment and moderation

Selected to provide evaluators with a crossprogramme and cross-disciplinary view of

processes and performance. Also links to
AWIs external moderation issues and the
providers subsequent efforts to strengthen this
area, as noted in the previous EER report.

4.

AWI Diploma in Computer Science and

Information Technology (Level 7)

Providers highest-level information technology

programme. It will provide insight into entrythrough-exit student progression, graduate
outcomes and any external collaboration. At
present, 55 per cent of AWIs enrolments are in
information technology.

Final Report

3. Conduct of external evaluation and review

All external evaluation and reviews are conducted in accordance with NZQAs
published policies and procedures. The methodology used is described fully in the
web document Policy and Guidelines for the Conduct of External Evaluation and
Review available at: http://www.nzqa.govt.nz/providers-partners/registration-andaccreditation/external-evaluation-and-review/policy-and-guidelines-eer/introduction.
The TEO has an opportunity to comment on the accuracy of this report, and any
submissions received are fully considered by NZQA before finalising the report.
Following a scoping visit by the lead evaluator, two evaluators conducted the onsite enquiry over two days. They were joined on the second day by an NZQA staff
member from Tertiary Assessment and Moderation who specialises in the
NZDipBus programme. The reasons for this additional NZQA staff member being
in attendance were as follows:

On 17 March 2014, AWI received written notification that NZQA was

considering withdrawing the accreditation of AWI to provide the New
Zealand Diploma in Business (Level 6) and the New Zealand Institute of
Management Diploma in Management (Level 5), stating: AWIs ability to
adequately assess and moderate student achievement in relation to the
award of the NZDipBus is an area of particular and ongoing concern for
NZQA AWI has not met national external moderation requirements for
the NZDipBus over a 5 year period (2009-2013). Given this record, NZQA
has no confidence that AWI has the ability to develop and implement robust
systems of assessment and moderation.

AWI made a detailed response to this notice, a copy of which was provided
to the evaluators at the commencement of the EER. The evaluation team
considered these matters within Focus Area 2.3, Assessment and
Moderation Practices.

Interviews were held with the director, senior management team, all currently
employed tutors, student services staff, local advisory committee members, a group
of graduates invited to AWI by the provider, and four groups of students from all
levels of both the business and information technology programmes.
AWI provided a wide range of documentation to the evaluators.

Final Report

Summary of Results
Statement of confidence on educational performance
NZQA is Not Yet Confident in the educational performance of AWI International
Education Group.

Students at AWI have a high rate of success in passing courses and gaining the
qualifications on offer. For example, for the Diploma in Computer Science and
Information Technology, 80-90 per cent of students have completed year on
year. The programme also has some good graduate outcomes into
employment in information technology-related positions. Data provided for the
business programmes shows similar levels of performance. However, the
validity of these achievements is seriously challenged by AWIs ongoing
problems in comprehensively meeting the requirements of external moderation
of student assessment.

AWI has demonstrated effective and well-managed responses to the changing

demands of the international student market: adjusting the programme portfolio;
downsizing to a single-floor campus; reconfiguring staff roles and recruiting a
new senior management team. The facilities and equipment provided to staff
and students are appropriate.

In general, staff are suitably qualified (some holding Masters or PhD

qualifications), and are engaged in reflective practices such as regular,
structured teacher observation and relevant professional development activities.
Many of these staff have, however, been with the PTE for less than two years;
there has been notable staff turnover which has potentially had an impact on
developing quality processes.

AWIs local advisory committee contains a good mix of educational and

professional expertise and is suitably engaged with the PTE, providing advice
and help as appropriate and also adding value by offering seminars to students,
and in one case postgraduate work experience to information technology
graduates.

All of the most apparent needs of the multicultural international student body at
AWI are being met, and student surveys as well as evaluator interviews reflect
students satisfaction and sense of educational progress; the PTE is also
meeting the requirements of the Code of Practice.

While AWI is following a comprehensive improvement plan, and is working with

external consultants to strengthen assessment and moderation practice and
was greatly encouraged by recent success in external moderation in one
programme these activities are yet to demonstrate the level of organisationwide change and improvement that is required to give NZQA confidence in the
PTEs overall educational performance.

Final Report

Statement of confidence on capability in self-assessment

NZQA is Not Yet Confident in the capability in self-assessment of AWI
International Education Group.
Senior management and staff at AWI demonstrate good engagement with and
understanding of an evaluative approach to quality assurance. The evaluators
found sound evidence that AWI responds to internal and external information
relevant to self-assessment, leading to worthwhile improvements, as outlined in this
report. Some of the approaches taken to strengthening performance have,
however, proven thus far ineffective.
Strategic management plans, regular online student surveys (which capture useful
and timely information across relevant areas), structured teacher observation and
programme reviews, along with other tools and processes, all contribute to a good
understanding of educational performance. AWI tracks trends in patterns of
attendance and subsequent learner achievement, and the organisations processes
readily highlight any concerns students may have. In general, this information is
accurate and clearly reported, and is usually shared among staff in appropriate
ways.
Although self-assessment is mostly effective, and some useful examples of
changes and improvements resulting from these processes were apparent, the
evaluators identified some areas where self-assessment had not led to needed
improvement or were otherwise of significant concern given the priority areas the
provider is seeking to strengthen, specifically assessment and moderation.
Of particular concern were the apparent gaps in the PTEs use of self-assessment
processes, including: business studies tutors lack of awareness of AWIs external
moderation history; poor assessment version control, leading to a preventable not
met outcome for one NZDipBus moderation sample; and the obvious misalignment
in assessment in the AWI Diploma in Computer Science and Information
Technology, as identified during this evaluation, as well as some obvious and
important factual errors in a course outline provided to these same students.
These concerns, coupled with the ongoing moderation issues outlined above, led to
the statement of Not Yet Confident in capability in self-assessment.

Final Report

Findings1
1.1 How well do learners achieve?
The rating for performance in relation to this key evaluation question is Adequate.
The rating for capability in self-assessment for this key evaluation question is
Adequate.
Promotional information informs prospective students that AWI offer courses
designed to achieve your success. High levels of course and qualification
completion rates in the business and information technology programmes support
this statement. Student progress and qualification completion rates are monitored
and reported on effectively using reasonably reliable information gathered by the
provider.
For the National Diploma in Computing (Level 5) programme, which provides a
pathway towards the level 7 diploma, almost all students achieve the qualification
(see Table 1). While 2013 achievement is supported by sound external
moderation results, very poor external moderation results for 2011 and 2012 call
into question the validity of achievement by those two cohorts.
Table 1. National Diploma in Computing (Level 5)

2011

2012

2013

Enrolled

25

20

15

Completed

12

15

Rollover to next
academic year

12

10 (in progress)

Failed/withdrew

For the level 7 Diploma in Computer Science and Information Technology, student
progress and qualification completion rates are also consistently strong, with sound
reasons given for the increased failure rate in 20133 (see Table 2). However, as
reported under the statement of confidence on educational performance, the
validity of these achievements is also seriously challenged by AWIs continuing
problems in consistently managing the quality of its assessments. This evaluation
found the level of assessment occurring in this level 7 diploma to be inadequate,
1

The findings in this report are derived using a standard process and are based on a targeted
sample of the organisations activities.

Based on AWI programme review table, and data supplied by the PTE.

The drop was due to 3 students who were caught cheating and had their papers marked as
failed resulting in them not achieving the overall qualification requirements (AWI programme
leaders review report). These students enrolled to repeat the paper in trimester 1, 2014.

Final Report

and to need more urgent and more thorough work than the providers plan and
process currently allow for.4
Table 2. AWI Diploma in Computer Science and Information Technology (Level 7)
2011

2012

2013

Enrolled

33*

56

Completed

11

21

21

31 (in progress)

Rollover to next
academic year

Not offered

Failed/withdrew

*Seven of these students transferred from a superseded level 7 qualification.

For the General English and IELTS Preparation programmes, currently only three
students are enrolled as full-time ESOL learners, but student records from 2012
and 2013 show good student achievement by 14 students in attaining their targeted
IELTS score for entering tertiary study. In the main, these students were Chinese,
and most improved their band score by 1 to 1.5 during their time at AWI.
The PTE follows up graduates where possible, and is able to present a convincing
range of graduate outcomes into employment in information technology and
business-related positions. Most of the graduates were in employment within New
Zealand or overseas when surveyed three months after leaving AWI.
Student course and qualification achievement is consistent across ages, gender
and ethnicity. As stated above, reliable data is maintained, analysed and reported
in useful ways to understand educational performance down to the level of
particular assessment grades. Areas where students are challenged have been
identified (for example APA referencing, business vocabulary) and, as a result,
additional support or changes to teaching have been introduced to strengthen
achievement.
Educational performance information is closely monitored, compared year by year
and used to make improvements. The provider has made significant progress in,
for example, lifting student attendance and reducing the possibility that plagiarism
would pass undetected, and these indicators are monitored closely. Nevertheless,
continued gaps in managing the quality of assessment in some programmes are
significant in relation to interpreting performance in educational achievement, and
these gaps are not yet being managed effectively (see Focus area 2.3: Assessment
and Moderation Practices).

Specifically, examples of some assessment tasks not aligning with the stated curriculum,
and/or not sufficiently addressing the intent of the learning outcomes for a level 7 programme.

Based on AWI programme review table, and data supplied by the PTE. Some data
calculation errors were corrected by AWI following the on-site visit after further enquiry by the
lead evaluator.

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10

1.2 What is the value of the outcomes for key stakeholders, including
learners?
The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is
Good.
Recent graduates interviewed by the evaluators clearly described their own
progress from enrolment at AWI, through part-time employment while studying, and
on to graduation and local employment many into areas that utilised their
business or information technology knowledge. Graduates also provided some
good examples of transfer of skills and knowledge gained during their studies into
the New Zealand workplace.
Graduates and a local advisory committee member who has employed graduates
confirmed AWI student survey information that the soft skills students develop
during their studies (confidence in oral presentations, teamwork and employmentseeking skills, in particular) are valued and assist many graduates in securing
employment and settling in New Zealand.
The programme leaders monitor outcomes by telephone survey of graduates, and
some evidence was provided that for students who return to their home country,
their qualification and work experience gained in New Zealand assists them in
finding employment. Some exceptional examples of graduate outcomes were an
entrepreneurial graduate who has developed a successful jewellery manufacturing
business; another who was formally recognised by the regional manager of IBM
China for her business analyst skills; and an information technology company codirector who has employed three other AWI graduates and now offers work
placement to others who wish to gain local experience. The PTE also had some
evidence of other graduates successfully continuing their studies within New
Zealand at degree level.
AWI programmes offer students the opportunity to specialise in information
technology or business-related fields, complement existing qualifications or change
vocational direction altogether, and interviews with students confirmed that this
opportunity was valued by some.

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11

1.3 How well do programmes and activities match the needs of

learners and other stakeholders?
The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is
Adequate.
Students enrol in AWI programmes primarily to gain what they see as an
international qualification, potentially obtain work experience and for most seek
to progress to a post-study work visa6 and find longer-term employment in New
Zealand. The PTE has made significant efforts to track each 2013 graduate and
collect information on where they are studying or working and identify what type of
work they are doing. As outlined in Findings 1.2, this information indicates that
many AWI students achieve these work and study goals. This information, as well
as interviews held with a group of graduates, indicates that the completion of formal
information technology qualifications is leading to related employment, although not
at the level of 75 per cent into information technology-related occupations as
asserted in the PTEs 2013 computing programme review. This somewhat
undermines the credibility of that review. Progress into business-related
occupations by AWI students is good, with useful tracking of graduate outcomes.
Programme pathways available to AWI students support progress towards higher
levels of skills and knowledge and also link to MBIE labour market analyses of skills
shortages. The PTE monitors these analyses. Some local advisory committee
input into the PTEs knowledge of industry needs occurs, and AWI has responded
to a changing market in its programme offerings over the years. Effective ongoing
links with education agents in a range of locations has led to a student population
from a range of countries, which students clearly value, and demonstrates a met
need for those students who described a more diverse and richer learning
environment than they had experienced previously (see Findings 1.4). The
academic manager recently visited a number of these overseas markets and
gathered useful information which is being used to inform the providers knowledge
of the international student market, although future planning is somewhat
constrained by the Targeted Review of Qualifications process (for business
qualifications) and the providers Category status.
The most obvious learning, pastoral care and career guidance support needs for
students are being met. The providers student surveys and follow-up of graduates
support this conclusion. However, the link between initial student needs
assessment by administration/support services staff and tutors is not particularly
well connected. For example, tutors said they do not routinely access the student
files containing this valuable information.

Information on post-study work visa requirements: MBIE website.

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12

Significantly, AWI is not currently meeting NZQA requirements (in this context a
stakeholder) relating to external moderation.

1.4 How effective is the teaching?

The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is
Good.
Students at AWI describe staff and teachers as available and approachable. They
value the range of teaching styles and varied learning methods apparent across
programmes. In discussion with the evaluators, the tutors described a range of
student-centred learning approaches, and adjustments they make to their practice
depending on the different needs of particular individuals or cohorts. Teaching at
AWI is effective in meeting the learning needs of a diverse student body.
Student satisfaction surveys are conducted at the end of each trimester using an
online format, and the aggregated data gathered from these is responded to as
required. Response rates are high, and the questions are reasonably clear and
relevant. Students were most strongly in agreement that tutors made them feel
comfortable to ask questions, disagree and express ideas (97 per cent affirmative)
and receive support when needed (99 per cent). These themes were confirmed in
discussions the evaluators held with students. Some examples of new equipment
or resources, changes to the timetable and enhancements to the campus were
linked by management to the student survey results and confirmed by students.
The PTE actively seeks to monitor teaching and student satisfaction and responds
promptly to the information gathered.
Assessment is being used to provide timely feedback on progress, although it was
of concern to the evaluators that the information technology programme leader said
students are not [routinely] interested in seeing their marked work for some
assessment tasks. The evaluators found some evidence that the PTEs efforts are
leading to improved assessment practices, with programme leaders following
comprehensive plans to strengthen moderation and tutors engaging in some
effective internal moderation. External moderation results for unit standard
assessment have also improved significantly. Although information technology
teaching is practical, and uses real examples, there seems to be limited opportunity
for all students to apply their learning to real-world business environments; this
may also link to the previously outlined concerns about the assessment level in
information technology.
Self-review and reporting of student progress and achievement at departmental
head level is occurring and is reasonably robust. Plagiarism policies are effectively
disseminated and understood by tutors and students, and incidents of plagiarism
are being identified, with sanctions applied following fair processes. Across all
groups, unprompted, students described AWI as very strict on attendance
Final Report

13

protocols and on eliminating cheating. Tutor observations are scheduled, occur

regularly and provide useful documented feedback to tutors. While the current
method is useful, it would benefit by inclusion of a follow-up step to evaluate how
effective changes have been, for example in teaching practice. There is also a
need to strengthen arrangements and opportunities for collaboration and peer
review by part-time tutors, and sharing of knowledge of student progress across the
teaching team.

1.5 How well are learners guided and supported?

The rating for performance in relation to this key evaluation question is Good.
The rating for capability in self-assessment for this key evaluation question is
Good.
AWI has a good record of providing students with the guidance and support they
need to settle well into life in Auckland and succeed in their studies. Suitable
orientation is provided. Between them, staff are able to speak to most students in
their native language, and additional casual staff are used as required. Students
spoken to by the evaluators described AWI as a safe environment, a place to mix
with and get to know other cultures, and a place where they can easily raise any
issues they have and will find a responsive attitude by staff. This level of
satisfaction was clearly reflected in the PTEs 2013 pastoral care surveys.
Few students elect to take up the option of homestay accommodation, and instead
flat or board with relatives; students provided some good examples of student
services staff visiting students at their residence and offering out-of-working hours
assistance. The academic manager was identified by numerous students as
providing a key pastoral role, which students appreciated.
Students also described strict protocols and follow-up on their attendance, and a
strongly reinforced policy and communication process around plagiarism. The
evaluators were provided with examples where sanctions around these issues were
applied usefully and fairly over the past 18 months. The stated attendance target of
100 per cent is closely monitored.
Entry processes are reasonably sound at AWI, with good communication and
induction processes. A check on student files indicated some variance in levels of
English language ability in relation to programme level, and this is an area that
would benefit from closer self-assessment. Additional tuition for English as a
second language is available at AWI for international students, as stated in
marketing material. The evaluators heard of one current case of this occurring, and
it appears that the service is being reinstated with the recruitment of a new and
suitably qualified ESOL tutor. The student, who received tuition from the previous
tutor during 2013, spoke very highly of the teaching and the organisation of the
lessons and how it assisted him and other students. Good resources and
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14

guidelines are in place for the new tutor, who has been through a well-structured
induction process.
Student activities include celebration of festivals and some other social activities. A
suitable recreation and self-study area, and access to a shared library appear to be
meeting student needs. Some guidance is offered about the New Zealand labour
market; job search and interview workshops are provided, with local advisory
committee members contributing their time and expertise to students. These
workshops are an example of various responses to student survey information.

1.6 How effective are governance and management in supporting

educational achievement?
The rating for performance in relation to this key evaluation question is Adequate.
The rating for capability in self-assessment for this key evaluation question is
Adequate.
AWI has been through a significant process of rationalisation and downsizing over
the past two years. In 2013 the director established a new management team and
organisational structure in which some roles were rationalised and responsibilities
clarified. At the governance level, AWI is making a concerted effort to consolidate
its educational provision and in particular to strengthen capability in assessment
and moderation. Regular minuted management meetings are shared with staff,
and these include discussion of educational performance matters and student
satisfaction. There is clear evidence that the PTE is responding to internal and
external information that has a bearing on the business.
The move from a nearby multi-level campus to the current location has been well
managed, and according to students did not unduly disrupt teaching and
learning. Outcomes of this process include a shared library arrangement with a
neighbouring PTE, and provision of a dedicated computing laboratory where more
hands-on components of the curriculum can be taught. Local advisory committee
members were able to provide some technical assistance in this re-establishment
phase.
AWI has had significant staff turnover since the last EER, but has been able to
recruit suitable staff to replace them. The programme leader for business was also
appointed in 2013, holds a PhD and has extensive professional experience in
tertiary education and business. Teaching is carried out by programme leaders
and, in the business programmes, part-time tutors teach most of the papers. The
business tutors have a good range of qualifications and suitable experience to
teach their specialisations, but a gap in self-assessment was identified in that tutors
were not being effectively engaged by management in the conversations around
improving the poor external moderation results. This was seen by the evaluators
as further evidence that, although progress has been made, further managementled strengthening of processes needs to occur.
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15

The programme leader for information technology a 2012 graduate of the level 7
programme with professional experience gained in his home country was
appointed in late 2013. He is assisted by a recently appointed full-time information
technology tutor with postgraduate qualifications and extensive tertiary teaching
experience. The evaluators noted a lack of relevant New Zealand context
information technology experience, and raised this with management. There is
currently no plan to facilitate workplace exposure to bridge this potential gap,
which could potentially disadvantage students.
The information technology tutors have added particular value to AWI selfassessment by developing online surveys which are used to gain comprehensive
student feedback, provided to the organisation in aggregated reports.
Unfortunately, presentation of this student feedback in programme review reports
and on student noticeboards excluded or aggregated information from the two
lower end ratings (of a 5 point scale), obscuring the full range of feedback. AWI
agreed that this was an oversight in a new process and plans to address it in the
upcoming self-assessment round.
Despite obvious improvement in external moderation in the National Diploma in
Computing, and increased moderation activity and related professional
development by tutors, evidence is still not conclusive that these issues have been
fully addressed across all programmes to warrant a higher than adequate rating
under this key evaluation question. Overall responsibility for effectively addressing
these significant gaps rests with the management of AWI.

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16

Focus Areas
This section reports significant findings in each focus area, not already covered in
Part 1.

2.1 Focus area: Governance, management and strategy

The rating in this focus area for educational performance is Good.
The rating for capability in self-assessment for this focus area is Good.
At the level of overall governance, strategic management and leadership at AWI,
the evaluators found evidence that the issues facing the PTE are being taken very
seriously. Relatively recent appointments to managerial positions are clearly
working on strengthening assessment and moderation, as outlined throughout this
report. However, the effectiveness of the current responses are best summarised
under the performance ratings for Findings 1.6 and Focus Area 2.3.

2.2 Focus area: International student support

The rating in this focus area for educational performance is Good.
The rating for capability in self-assessment for this focus area is Good.
AWI is currently meeting the requirements of the Code of Practice for the Pastoral
Care of International Students. The annual self-review is reasonably robust and
some additional improvement in process and student support has been derived by
taking an evaluative approach. Student files are largely complete and are audited
regularly, and no systemic issues or concerns are noted. As stated under
Findings1.5, learner guidance and support is good.

2.3 Focus area: Assessment and moderation practices

The rating in this focus area for educational performance is Adequate.
The rating for capability in self-assessment for this focus area is Adequate.
AWI is engaging in a planned process of strengthening its external moderation
results and assessment practice more generally. Moderation plans covering all
assessment tasks are being implemented. Tutors (where required) have engaged
in assessment-related coaching as well as formal professional development; preand post-moderation has been increased and strengthened. AWI asserts that its
external moderation results for the NZDipBus need to be seen in context with the
numerous other providers who are also required to modify or resubmit
assessments. The PTE also points to much-improved moderation results in the
National Diploma in Computing. However, these factors do not resolve the concern
Final Report

17

that comprehensive and sustainable improvement in assessment practice has yet

to be demonstrated.

2.4 Focus area: AWI Diploma in Computer Science/Information

Technology
The rating in this focus area for educational performance is Adequate.
The rating for capability in self-assessment for this focus area is Adequate.

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18

Recommendations
NZQA recommends that AWI:

Continue to prioritise expert external review of assessment levels in the

level 7 programmes.

Ensure all teaching staff are engaged with organisational strategies to

strengthen assessment and moderation, and are provided with timely
feedback on progress towards goals.

Consider ways in which appropriate information gathered during student

needs assessment at the entry and enrolment stage could be shared with
teaching staff to assist them and further support their student-centred
learning approach.

Continue to develop relationships with companies to provide students with

further directly applied or work-integrated learning.7

Review practices in relation to English language entry requirements against

NZQA published policy and guidelines to ensure consistent application.

Ako Aotearoa resources.

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19

Appendix
Regulatory basis for external evaluation and review
External evaluation and review is conducted according to the External Evaluation
and Review (EER) Rules 2013, which are made by NZQA under section 253 of the
Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary
Education, Skills and Employment.
Self-assessment and participation in external evaluation and review are
requirements for maintaining accreditation to provide an approved programme for
all TEOs other than universities. The requirements are set through the NZQF
Programme Approval and Accreditation Rules 2013, which are also made by NZQA
under section 253 of the Education Act 1989 and approved by the NZQA Board and
the Minister for Tertiary Education, Skills and Employment.
In addition, the Private Training Establishment Registration Rules 2013 require
registered private training establishments to undertake self-assessment and
participate in external evaluation and review, in accordance with the External
Evaluation and Review Rules (EER) 2013, as a condition of maintaining
registration. The Private Training Establishment Registration Rules 2013 are also
made by NZQA under section 253 of the Education Act 1989 and approved by the
NZQA Board and the Minister for Tertiary Education, Skills and Employment.
NZQA is responsible for ensuring non-university TEOs continue to comply with the
rules after the initial granting of approval and accreditation of programmes and/or
registration. The New Zealand Vice-Chancellors Committee (NZVCC) has
statutory responsibility for compliance by universities.
This report reflects the findings and conclusions of the external evaluation and
review process, conducted according to the External Evaluation and Review (EER)
Rules 2013.
The report identifies strengths and areas for improvement in terms of the
organisations educational performance and capability in self-assessment.
External evaluation and review reports are one contributing piece of information in
determining future funding decisions where the organisation is a funded TEO
subject to an investment plan agreed with the Tertiary Education Commission.
External evaluation and review reports are public information and are available
from the NZQA website (www.nzqa.govt.nz).
The External Evaluation and Review (EER) Rules 2013 are available at
http://www.nzqa.govt.nz/assets/About-us/Our-role/Rules/EER-Rules.pdf, while
information about the conduct and methodology for external evaluation and review
can be found at http://www.nzqa.govt.nz/providers-partners/external-evaluation-andreview/policy-and-guidelines-eer/introduction/.

NZQA
Ph 0800 697 296
E qaadmin@nzqa.govt.nz

www.nzqa.govt.nz
Final Report

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