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← No 3 September 2004 | eNewsletters | No 1 July 2004 →
In this issue: (hide) 1. What can we tell from qualifications data?One of the most complete sources of data we have on tertiary education is enrolment in, and completion of, qualifications. Quite a number of the indicators in the baseline monitoring report were based on qualifications measures. Indicators using qualification enrolment, completion, retention and progression have just been added to the monitoring information on this site - see What’s new below. This month’s question asks for your views on the use of these indicators. Qualification enrolment data gives a sense of the trends in participation by level, sub-sector, ethnic group etc. Presenting it as age-standardised participation rates helps adjust for differences in the age profile of population. Increased participation can assumed to be a good thing, particularly for groups who have been underrepresented in the past. However, it also needs to be considered in the light of retention and completion rates and quality of education. The Ministry of Education has recently produced longitudinal analysis of qualification retention, progression and completion rates over a five year period from 1998 to 2002. This information fills out the baseline picture. While these measures provide one set of indicators of achievement and success, it can’t always be assumed that qualifications are the goal of everyone who participates in tertiary education. A number of the indicators added to the site use 1 year retention rates — as this is often viewed as the critical point for continuance in a course of study and provides a more dynamic measure. We will be working on adding course-based retention, completion and progression indicators to fill out the picture provided by qualification level data. 2. Trends in Māori participation and achievementThe TES includes a focus on equality of access and opportunity for all learners (Objective20), increased participation by Māori in programmes that lead to higher-level qualifications (Objective12) and robust options for kaupapa Māori tertiary education (Objective11). The 2003 qualifications data shows continuation of existing trends in Māori participation and achievement with regard to these three areas. Participation rates for Māori are increasing at all levels. Māori have the highest overall participation rate. However, Māori participation rates at degree and postgraduate levels are still relatively low. See Success Criteria 21. There has been steady growth in the enrolments of Maori students in bachelors degrees, honours and postgraduate certificates/diplomas and doctorates. Enrolments in lower level diplomas and masters degrees levelled off in 2003. While there has been overall growth in enrolments in these higher level qualifications, the major growth continues to be at certificate level. There has been improvement in Maori retention rates. However, this has been offset by a decrease in 1–3 year completion rates — which may reflect more part-time study. See Success Criteria 9. Enrolments at wānanga have continued to grow, although most of the new students in 2003 were non-Māori. There has been significant growth in level 4 certificates at wānanga and 1 year retention rates at certificate level improved dramatically from 1998–2002. See Success Criteria 11. 3. Question of the MonthEach month we feature a question for discussion. We encourage you to contribute your answer and have a look at what others have contributed. In this month’s question we ask for your views on use of qualifications data in monitoring the progress of the TES.
Your responses will provide us with ideas about how we can best use indicators of this type. We had a small number of responses to the July Question of the Month. We invite you to continue adding responses to this question. 4. See what’s new and add your views
The following pages contain the new data. There is a comment box at the bottom of each page where you can add your views on the indicators.
Cross Strategy Indicator 3: Participation in tertiary education
Cross Strategy Indicator 7: Tertiary Education Organisations
Success Criteria 4: Improved student retention, progression, completion and outcomes.
Success Criteria 6: Greater spread of international tertiary students and compliance of TEOs with Code of Practice.
Success Criteria 9: Increased achievement of Māori learners at higher levels and in a broader range of disciplines.
Success Criteria 11: Kaupapa Māori tertiary education well developed and supported.
Success Criteria 20: Engagement of a wider range of learners in education and training over their life time.
Success Criteria 21: Participation and completion by Māori, Pasifika, those from lower socio economic background and students with disability is similar to the overall population at all levels of tertiary education.
Key Shift 23: Increased focus of the tertiary education system on the skills that Pasifika people need for their development, both in New Zealand and the wider Pacific.
Success Criteria 23: Improved completion, achievement and employment outcomes for Pasifika students.
Success Criteria 30: Improved completion of research degrees and movement of research degree students into research related employment, particularly by Māori and Pasifika students
The Workshop Notes have been added to the site. Please have a look and add any comments or questions using the comment boxes at the end of each page.
5. Related information of interest
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