“Moderation created and owned by the training organisations.”

Kelly Leef-Tate from Target Education discusses ensuring organisational quality through principle-based systems.

Target Education in South Auckland is one of the many accredited tertiary education organisations (TEOs) who have participated in a national moderation working group to design a new system of moderation.

Kelly Leef-Tate was invited onto the working group to represent Target Education, a Pasifica training organisation with a Māori perspective. “The working group was asked to make suggestions for improvements that would ensure a quality service is provided by training organisations and that also incorporated the values of the ITO,” says Kelly.

The outcome is a significant change to the way that the ITO moderates its social services unit standards. The new system recognises the diversity of teaching and assessment approaches and replaces a narrower, compliance model. “What we’ve developed is a new framework that reflects the structure within which we work. It gives recognition to TEOs that are performing really well and provides support to those that need it.”

The new approach is closely aligned to the ITO’s values: kotahitanga (connecting people), manaakitanga (honouring others, honouring ourselves) and kaitiakitanga (upholding our responsibilities). It links people and organisations that assess specific disciplines and values learning from the expertise and experience of others.

“It’s been a great team to work with,” says Kelly, “And, it was a real team effort based on achieving a common goal”. The ITO kept the group moving towards that goal. “They were clear about the roles and expectations of everyone involved and about the framework for providing feedback and input.” she says.

“The process has validated for the industry that our opinions are valued and have been heard. Everybody’s contribution was appreciated”, she says. The outcome of the group’s efforts is a clear process for moderation, which Kelly reports is easier to understand and impart to staff.

Kelly points to other significant benefits of her involvement in the working group. “Sharing professional knowledge and networking with colleagues from across the education and social work sector was a strong outcome for participants”, she observes. Involvement in the process has added value back to the organisations responsible for training the social services workforce.