Te Kawa Maiorooro Te Pūkenga Academic Regulatory Framework
Te Kawa Maiororo Te Pūkenga Academic Regulatory Framework will ensure the integrity and quality of teaching, learning and assessment throughout Te Pūkenga network to enable our learners to achieve. Work on the framework commenced in July 2020 to develop one unified set of fit-for-purpose regulations, as required in our academic statute, to govern all learning (including workplace learning) and teaching throughout Te Pūkenga. The Academic Regulatory Framework will come into effect from 1 January 2023. This work was supported by representatives from across the network and TITOs.
The first draft regulations were shared across Te Pūkenga network for engagement and feedback in a series of face-to-face sessions and on Te Pūkenga website (link below) in June and July 2021. Feedback was reviewed by Te Pūkenga Academic Delivery and Innovation team and a summary report provided to Te Poari Akoranga Academic Board and circulated to Chief Executives and Academic Managers across the network. The feedback will inform the review of the draft regulations and be used to develop the underpinning procedures, policies, and forms.
Developing Te Pūkenga Academic Regulatory Framework
Te Kawa Maiorooro Te Pūkenga Academic Regulatory Framework guides the high-level sections of the draft regulations document. Working groups have been established to develop the underpinning frameworks for Enrolment, Assessment, Recognising Learning, and Learning and Teaching. The working groups include subject matter experts from across the network and Transitional ITO partners.
Using the summary feedback on the draft regulations (link above), each working group will develop the regulatory framework for their section, as well as review other relevant sections of the draft regulations. Existing subsidiary regulatory processes and procedures used to identify good practices will be taken forward into Te Pūkenga.
Early in 2022, two additional working groups will begin working on the regulatory frameworks for Work-integrated/Work-based Learning and Awards and Graduation.
All working groups are overseen by the Quality Steering Group which includes academic managers, Work-based Learning and Workforce Development Council representatives.
Academic Regulatory Framework
The scope of each working groups’ mahi is described below.
This working group is focused on all aspects of enrolment, including applications, offers of place, invoicing, waitlisting, equity of access, cancellations, withdrawals, and refunds. The group will also look at general academic entry requirements by level, discretionary entrance, and selection criteria to ensure a consistent approach and learner experience across the network. The key focus for this working group is to provide an inclusive and enabling framework for our learners.
This working group is developing the learner-facing assessment rules and procedures which include assessment information to be provided to learners, return of assessments, and resulting procedures. The group is also looking at rules around resits and resubmissions, examinations, extensions, reconsiderations, and exceptional circumstances (e.g., illness). Two key pieces of mahi to be undertaken by this group include assessment in te reo Māori as a standard practice and how this might be supported across the network and reworking the proposed Te Pūkenga grade tables, in response to feedback from across the network.
This is an area of significant change for the network with the possibility of 100% recognition of learning. The scope of this working group includes credit recognition and transfer (CRT) and recognition of prior learning (RPL) policies/regulations, procedures, forms, and guidelines for all levels. The Recognising Learning working group will also consider ways of communicating and delivering these services to our learners, and mechanisms for supporting kaiako and programme teams to assess and make decisions on recognising learning.
This working group includes sub-groups focused on research and rangahau Māori and postgraduate learning and teaching. The mahi for this group includes processes and procedures around learner participation and progress, information (what does a learner need to know and when do they need to know it), workload expectations, and supports. A key piece of work for this group will be the Learner Rights and Responsibilities.
The research and rangahau Māori subgroup will focus on the learner facing framework around research, including ethics approval, supervision expectations, joint projects, and intellectual property. This will link into the work of the postgraduate subgroup which will look at the postgraduate journey from application through proposals, supervision, extensions, deferrals, to completion.
This working group is developing Te Pūkenga framework for learner integrity and includes policy, procedures, and processes for dealing with breaches of discipline and academic integrity. The group will define what learner integrity means at Te Pūkenga, what constitutes a breach, and consider a range of culturally appropriate approaches to dealing with such incidents as well as a range of possible outcomes.
This working group is focused on the processes and procedures around dealing with learner concerns, complaints, and appeals. The mahi includes timeframes for responding, investigation procedures, types of appeal, rights of appeal, points of escalation, and culturally appropriate approaches to dealing with, responding to, and managing concerns, complaints, and appeals. A key consideration for this group will also include monitoring and reporting of outcomes and ensuring opportunities for improvement are fed into the stakeholder voice framework.
Find out more or get involved
There will be opportunities to engage with this mahi through reference groups (to be identified by network representatives in the working groups), and formal engagement. If you have any questions or would like to be involved, please email us at firstname.lastname@example.org
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