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These pages contain the original text of the Tertiary Education Strategy documents. Only edit content if you notice the text is inconsistent with the final published document. Feel free to develop your own cross references and index structure. Clearer accountability for quality and outcomes within foundation education, including a greater focus on assessment
From the disparate provision that typified the foundation education sector in 2002, foundation skills’ provision will be well-integrated with the wider tertiary system, employers, communities, Industry Training Organisations and the education system in general. There will have been a transition to funding arrangements that are consistently equitable and transparent, and which recognise the diverse range of learning contexts for foundation skills (such as workplaces, classrooms and communities). Foundation skills providers will be of high quality, and their programmes will be targeted to priority learner groups with low foundation skill levels, such as Pacific peoples, Maori, disabled peoples, refugees, those disadvantaged in the labour market, and unemployed or at risk of becoming so. These providers will have the ability to identify needs that may exist in all learning contexts. There will be improved quality assurance systems, widespread demonstration of good practice teaching, and consistent measuring of learner achievement across the foundation education sector. The outcomes, credit achievement and quality provision focus of Training Opportunities and Youth Training in 2002 provides one model for implementing quality systems. « Objective 14 | Index | Objective 16 » |
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