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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. A common understanding of the definition of foundation skills and of best practice teaching in this area
Rather than still being a dedicated but unrecognised sector dependant on the commitment of a small number of talented tutors, the efforts of volunteers, and the goodwill of benevolent employers, by 2007 foundation education will have grown into a respected and recognised sector and will be given high priority within institutional and employer policy and practices. It will be characterised by effective use of diagnostic and assessment tools, clear articulation of learning achieved, and increased capability of teachers. Providers will be encouraged to use innovative and flexible delivery methods to meet the increasingly diverse range of learner needs the system will identify and learning contexts it will provide. Research will form the basis of the identification of learner characteristics and the sharing of good practice between foundation education providers. By 2007, New Zealand will have an assessment system that identifies and defines the foundation skills critical to participation in society and the labour market, and acknowledges learner progress in these skill areas through the National Qualifications Framework. It is acknowledged that foundation skills can be acquired by learners without that learning being recognised as a qualification. However, in order to assure learners, employers and other tertiary providers that the learner has obtained the level of skills necessary to rise to the next level of learning, recognition of achievement is important. Foundation skills will be clearly articulated in curriculum and qualification documents, to an internationally recognised standard. International examples of foundation skills’ assessment, national standards and articulation of learning achievements will be utilised by New Zealand practitioners. « Objective 15 | Index | Objective 17 » |
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