Quantum Learning New Zealand Limited

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					                        QUALITY AUDIT SUMMARY


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               Quantum Learning New Zealand Limited




Audit Date: 5,6,7,8, and 9 March 2007
Web Report Date: 24 July 2007
Provider ID: 8740
1      Objectives
The audit aimed to obtain reasonable assurance that Quality Education including its
subsidiary companies is a sound and stable provider, has effective quality management
systems in place, and is substantially achieving its goals and objectives as required by Quality
Assurance Standard for Private Training Establishments, Government Training
Establishments and Wānanga (QA Standard One).

The results of this audit will contribute to the decisions made by the quality Assurance
division to confirm ongoing registration and accreditation, and the time until the next audit.

An audit is a snapshot of the organisation’s performance at a particular time. It is not a
guarantee of continuing compliance and effectiveness. An audit based on sampling may not
detect all instances of non-compliance.


2      Scope
The audit will include all elements of QA Standard One except for Research (element 1.2.8)
insofar as they relate to Quality Education’s core education and support processes. Core
education processes are course design, delivery, review, course outcomes, student entry and
assessment. Support processes (eg human resource, moderation, audit and review) will be
considered in the context of the three courses selected for the audit.

The purpose of this audit is to examine compliance and effectiveness against QA Standard
One elements with an emphasis on effectiveness.

As part of the process of verifying effectiveness, the audit will consider three questions:

•   Does the organisation manage and assure the academic standards effectively, as required
    by the New Zealand Qualifications Authority as the standard-setting or approving body in
    the areas of the organisation’s accreditation (Academic standards)?

•   Does the organisation manage and assure the quality of learning opportunities effectively
    to enable students to achieve the intended learning outcomes (Quality of learning
    opportunities)?

•   Can reliance be placed on the accuracy and completeness of information arising out of the
    organisation’s internal review of programmes, assessment and moderation, learner
    information, staffing and resources (Teaching quality information)?

Quality Education offers courses to international students; this audit included an evaluation of
Quality Education’s compliance with the Code of Practice for the Pastoral Care of
International Students (Code of Practice).

The audit report also offers responses to areas of interest outlined by the chief executive of
Quality Education.

3      Responsibilities
Quality Education is responsible for meeting all requirements of QA Standard One by
ensuring the quality of its management systems and the achievement of its goals and
objectives.
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Under the Education Act 1989, the New Zealand Qualifications Authority (NZQA) is
responsible for registering private training establishments and granting accreditation to
organisations offering approved courses.


4      Background
Quality Education, formerly known as the Auckland Business School, owns two other
training establishments: EOS (Kaitaia), and Quantum Training (Whangarei, Kerikeri and
Christchurch). This audit covered all three establishments.

Quality Education offers courses in computing, business information systems, electronic
multimedia, Microsoft courses and professional counselling, at centres throughout
Aotearoa/New Zealand. EOS offers similar courses in computing. Quantum Training offers
courses in cookery at the Culinary Institute of New Zealand (CINZ), pilot training at
Whangarei and Kerikeri, and travel and tourism in Christchurch.

The centres and courses involved in this audit are as follows:

 Establishment           Courses                       Centres

 Quality Education       Computing                     Albany, Manurewa, New Lynn
                         Professional counselling      Albany
 EOS                     Computing                     Kaitaia
 Quantum training        Cooking and culinary arts     Kerikeri
 Quantum training        Pilot training                Whangarei, Kerikeri
 Quantum training        Travel and tourism            Christchurch

This audit also included an evaluation against the Code of Practice at Quantum Training.
This is because international learners are only eligible to enrol in courses at Quantum
Aviation (pilot training), and in Quantum Training’s Culinary Institute of New Zealand
(CINZ).

The previous audit included an evaluation of the Code of Practice, and Quality Education
(Quantum Training site) met all its requirements and those of QA Standard One.

Courses are delivered mainly by distance learning except for the culinary arts and pilot
training courses. However, learners studying by distance learning have access to teaching and
learning support at one of the many centres throughout New Zealand. Learners also have
access to staff, who will visit them at home.

Depending on their courses of study, learners can gain national qualifications, Microsoft
qualifications, pilot licences, London City and Guild qualifications, and certificate and
diploma qualifications designed by Quality Education.

5      Summary
At this audit (2007), Quality Education met all but one requirement of QA Standard One,
relating to governance and management. The establishment had not submitted a director’s
financial attestation within three months of Quality Education’s financial year-end. The risk
is negligible because the organisation’s financial practices are acceptable.


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Comments relating to system effectiveness are covered below under the relevant element
headings.

Goals and objectives
Quality Education’s goals and objectives relate to education and training and to the
establishment’s strategic priorities. The establishment collects data from all sites for three
key measures of performance: learners completing courses; gaining qualifications and
employment; and learner and stakeholder satisfaction with courses and the establishment’s
services.

Governance and management
The establishment’s leadership sets and demonstrates the organisational values (recognising
the worth of the individual and building relationships of trust) by maintaining regular contact
with all staff. Staff and learners expressed their high regard for senior management, their
approachability, and for the strategies put in place for learners and staff that ensure help is
available to all learners in times of need.

Systems are usually managed from head office. Regular reports are produced and submitted
to the head office for planning and monitoring progress at centre level and across the
establishment as a whole. Senior managers regularly visit centres for monitoring and support
purposes.

Learners’ fees are protected with the Public Trust.

Personnel
Staff, including managers, are well qualified and experienced in their respective subject areas,
in teaching and learning and in community support. Assessment and moderation is contracted
out to another organisation.

Staff have fair conditions of work and all are involved in professional development. The
cultural mix of staff at the centres reflected the cultural mix of learners. Learners commented
that management and staff created positive and safe learning environments for them with a
strong culture of whanaungatanga and manaakitanga. This culture was observed at all centres
and in the comments by staff and learners.

Physical and learning resources
Quality Learning delivers culinary arts training at the Culinary Institute of New Zealand,
which is registered with the local council as a restaurant and school. Learners have access to
a modern, well-equipped commercial kitchen, dining room and on-site classroom. Quantum
Training owns the premises.

Trainee pilots with Quality Education learn on site at airports, where the establishment has its
own premises. Learners said they selected Quality Education because of the establishment’s
reputation for providing quality training and because of the number of graduates they place
into work with airlines.

These facilities provide learners with real working environments.



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All equipment such as computers are maintained and updated according to a replacement
schedule put in place by Quality Education. The Civil Aviation Authority (CAA) checks the
establishment’s fleet of aircraft, its premises and tutor qualifications. CAA gave the
establishment a clean bill of health.

Health and safety is integral to all courses, and regular health and safety checks are carried out
to ensure learning environments are safe and healthy.

Learner information, entry and support
Learners receive clear and accurate information about the courses and the conditions under
which they will study with Quality Education. The learning packages provided to learners are
professionally presented and learners received them within promised deadlines.

As much as practicable, learning is hands-on and learners told auditors they were well
supported by staff and their mentors.

Quality Education met all requirements of the Code of Practice.

Development, delivery and review of programmes
Learner and stakeholder satisfaction rates with the courses are high (average 80 percent)
across all courses. Completion and qualification rates for the computing and business courses
vary from centre to centre. A small number of sites were not meeting the establishment’s
expectations in the number of qualifications completed by learners. Management had already
identified this as an issue and was investigating options to increase the achievement rates in
these centres. However, the majority of the centres were exceeding expected outcomes.

Achievement rates were high for the culinary arts learners. All learners who sat their level
three NQF qualification had passed and were concentrating on their diplomas. All learners
passed the theory components of the London City and Guild examinations, with
approximately 40 percent passing with distinction. Learners had also won gold, silver and
bronze awards at the annual chef competition held in Auckland.

Learners undertaking pilot training are all achieving at the levels at which they are studying.

It is too early to report on the outcomes for the counselling and travel and tourism courses
because both are newly introduced programmes. However, both are well organised and
following the prescribed curriculum.

Quality Education has developed its own database (Double Take). It records all contacts and
tracks the learning support provided, academic achievements and learner concerns. Double
Take provides the establishment with accurate and reliable information for reporting trends
and performance levels.

All results are tracked and graphed monthly, giving management a good picture of how well
the centres and the organisation as a whole are performing.

Assessment and moderation
Auditors sampled moderation results from three standard-setting bodies and found that
Quality Education’s assessment materials met the relevant national standards. These results
inform learners that they can be confident that they are competent as assessed. However,
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because of previous assessment results Quality Education now has all computing and core
skills assessments marked and checked for consistency by a contracted company. This
approach is relatively new and is yet to be fully tested in the national context.

The various programmes take different approaches to checking (moderation) the validity of
assessment materials. For example, the travel and tourism programmes operate a different
system to that of hospitality. This should not cause any problems providing the moderation
process is robust.

Learners are achieving their outcomes, although these could be greatly improved if some
learners completed their courses. According to some managers, some students did not
complete the final assessment or test for fear that they would not be able to attend training at
the service centres once they had achieved their qualifications. This provides a challenge for
Quality Education because the establishment may be making the environment too safe for
learners or creating dependency because of the services and support offered.

Notification and reporting on learner achievement
Learners corroborated documented evidence that they received regular reports on their
progress and final results from Quality Education. The establishment records all results in its
database Double Take before reporting the results to NZQA. Reporting is completed within
the required quarterly timeframes.

Trends and patterns about learner achievement can be assessed through reports from Double
Take. Reports from the database alert managers to emerging issues relating to many areas,
including learner achievement rates.

Achievement of goals and objectives
The establishment’s performance against its educational intentions (goals and objectives) are
tracked and reported monthly. The reports not only describe data but also produce results
shown as graphs and comparison charts from region to region.

This information provides reliable information on which the establishment can act to make
improvements. Monthly reports show high learner and stakeholder satisfaction. Discussions
with other stakeholders such as the Public Trust and the Hospitality Standards Institute again
indicated that the establishment and its subsidiary companies are performing better than
generally expected.

Quality policies and procedures, which guide all staff on how Quality Education wants them
to conduct business, are regularly reviewed and improved to keep up with changes needed to
maintain good practice and learner outcomes.

Closing statement
Quality Education is performing well in its achievement of goals and objectives. Senior
management was restructured to ensure that it could manage the increase in sites and training
courses. Although changes have occurred, responsibilities and accountability are shared by a
larger group of people who have expertise in their own disciplines. Having specialist staff
enables the establishment to manage and assure its academic standards effectively.

Senior managers visit service centres to meet with staff and learners and this has created a
high level of mutual respect among all groups.
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The establishment is managing and assuring the quality of learning opportunities effectively
to enable learners to achieve the intended learning outcomes. This is illustrated by the
outcomes achieved by learners.

Stakeholders can rely on the accuracy and completeness of information arising out of the
organisation’s internal review of programmes, assessment and moderation, learner
information, staffing and resources.




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