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Currently, the Ministry of Education and other government agencies have good information on learner participation and achievement in tertiary education, and are developing better quantitative information on outcomes. This gives a good picture of who is participating, what they are participating in and how many are completing courses and qualifications. The outcomes information gives some information about what benefits people accrue from tertiary education, particularly in economic terms. Through the new accountability arrangements, there is improved information on tertiary education organisation (TEO) plans and developments. This comes through documents such as charters, profiles and Industry Training Organisation leadership plans. This will be supplemented by other sources, such as reports and evaluations of specific initiatives and funds. Together, this provides information on how TEOs are setting their own strategic direction in response to learner needs, local and national development priorities and the government’s overall direction for tertiary education and how well specific policy initiatives are operating. This information also includes measurement of progress towards goals and targets. These two broad information sources provide two points in an information triangle – what learners are doing and what TEOs are doing. What is missing from the picture is the engagement of the tertiary education system with key stakeholder groups (and visa versa) to build the contribution of the system to economic and social development. This would provide the external views of how well the system is contributing to wider goals, and potential opportunities for greater contribution.  Information is needed from all three of these areas to get a complete picture of how the system is contributing to economic and social development, as well as the overall capability of the system and the learner engagement and outcomes. This will provide a more complete picture of system performance. ← Introduction | Stakeholder Research | Purpose → |
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