Vocational Excellence Rubrics
Vocational Excellence Rubrics
Purpose
The Vocational Excellence Framework comprises a set of rubrics developed and maintained to establish the consistent set of criteria by which the Food and Fibre sector can measure the level of vocational excellence achieved in the design and delivery of Vocational Education and Training (VET) services.
Definition
A rubric is typically an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards, or to measure their attainment against a consistent set of criteria.
Objective
The Food and Fibre Centre of Excellence in Vocational Education (FFCoVE) was formed to promote excellence in vocational education in New Zealand’s food and fibre sector. To do this, it needs to be able to define and communicate what excellence is, and how it contrasts with everything that is not excellent. The framework presented in this document designed to do this.
Click here to open the entire suite of rubrics in MS Word
Using the Framework
The framework can be used in several ways including:
Design Principles
In developing this framework, the aim was to:
Development Process
The rubrics began as a set of measures developed for the FFCoVE by Skills Consulting Group (SCG) as part of a literature review which sought overseas examples of excellence in vocational education. SCG developed in initial attribute framework based on four As; Availability, Accessibility, Acceptability and Adaptability.
Ongoing improvement
The framework is intended to be a living one and is therefore subject to a continuous improvement regime.
Ideas for Future Development
A four-step approach is proposed to maintain and grow the framework:
Go to the Overview tab to download the entire suite of rubrics in MS Word format
Educators
Educators here refers to a broad and diverse definition of people who provide instruction or education. Examples of educators may include, but are not limited to, teachers, tutors, trainers, training advisors / brokers etc.
Employers and Industry Bodies
Go to the Overview tab to download the entire suite of rubrics in MS Word format
Face-to-face Learning
Face-to-face learning is used here as a concise way to describe a ‘default’ mode of provision – provided mainly on-campus, delivered face-to-face and typically aimed at learners near the start of their working lives. Much of the content of this rubric will also apply to other forms of provision described in the following rubrics.
Work-based Learning
Digital and Distance Learning
Blended Modes of Delivery
Mentoring
[Mentoring Programme and Mentorship rubrics are currently under development]
Micro-credentials
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Ākonga Māori
Underserved Learners
Underserved learners includes all learners that currently experience inequitable outcomes including, but not exhaustively, Māori, Pacific, neurodiverse, physically disabled, learners with low literacy and numeracy; Examples of local and representative groups and organisations here include iwi, industry and employers.
Adult Learners and Career Changers
Go to the Overview tab to download the entire suite of rubrics in MS Word format
Assessment
Pastoral Care
Skills Recognition and Credentialisation
Funding Models
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Mentoring Programme
Mentorship
Go to the Overview tab to download the entire suite of rubrics in MS Word format
Pathways
This rubric illustrates the stakeholder agreed vision of pathway excellence. Note that it focuses on the short-term outcomes that learners should experience. For example, what they should access, understand, be capable of or experience, prior to or during a transition.
The rubric is high-level and should apply as needed to any organisation (primary, secondary, or tertiary institution, industry entity etc.) which has the ability to influence the options a learner has available to progress in their career-related learning.
The organisation using this rubric needs to assess where they sit, and from there explore what actions they can take to achieve these outcomes for learners.
*In all cases, ‘learners’ is inclusive of Māori and other ethnicities, disabled people, different genders, age groups, and neurodiverse people. This means the pathway must always be culturally and socially appropriate.