Expressions of Interest for Tirotiro Anō - Report on the proposal to change the national qualification
Tirotiro Anō (with fresh eyes) Report
- In 1997, PPTA Te Wehengarua commissioned an inquiry into the qualification framework to inform debate on what was becoming a controversial matter. The resulting Te Tiro Hou - report of the Qualifications Framework Inquiry, identified key themes which subsequently informed the development of the Framework.[1]
- Given the significant proposal to change our national qualifications (details in NCEA Discussion Document ), it is time to ‘take a fresh’ look and update the Te Hiro Hou report. In 2025, PPTA is commissioning an updated report; 'Tirotiro anō' – “with fresh eyes, wide open, we are taking a fresh look.”
- The sector stands at a crossroads. The decisions made now will shape the experience of learners and teachers for years to come, and the Association wants to ensure those decisions are informed, inclusive, and grounded in a deep understanding of education.
- Investing in research will provide the Association with assurance, a further credible, independent voice, and a platform for influence.
- An expert group will be established to research, inform and contribute to Tirotiro Anō - Report on the proposal to change Aotearoa/ New Zealand's national qualification. It will provide the voices of the sector in its analysis.
Expert panel
A panel of 8-10 members will be appointed to this group. There is a diversity of opinion within the education sector; it is important that the panel draws on experienced educators, academics, and sector leaders in reviewing the current proposals for changes to our national qualification and updating the thinking behind Te Tiro Hou.
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The makeup and operation of the panel must allow for a partnership approach; this was missing in the government’s NCEA change proposal.
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Considering the impacts of the NCEA change proposal, panel representation must include members with a sound understanding of Māori education and the equity index.
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The panel will include both PPTA kaumātua to ensure a strong Māori lens and cultural integrity.
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The structure of the expert panel is one larger panel, with Māori representation in at least one of the two co-chairs.
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The expert panel will co-design its approach to the work, which may include distinct, smaller working panels within the larger panel
Desired knowledge and attributes
We recognise that each panel member will bring different expertise, experience, and perspectives, but collectively we aim that the panel has the following desired knowledge and attributes;
- Understanding – of the purpose of our qualification system and determining whether a qualification system is valid
- Knowledge – of the visibility and application of Te Tiriti principles in education
- Understanding – of equity and inclusiveness in education
- Familiarity – with the current priorities, concerns and learning opportunities for Māori, Pasifika, and neurodiverse learners
- Awareness – of the input/ response/ support from the sector to the change proposal
- Appreciation and understanding – of what credible voices say on the change proposal
- Credibility – trusted and respected within the education sector; and able to manage conflicts and differing perspectives with integrity,
- Collaborative – able to collaborate in a fair, non-judgmental, equitable manner.
- Well-connected – has deep and wide relationships within the education sector
- Solution-focused – is able to contribute positively and respectfully for the collective good
- Committed and motivated – is able to dedicate the required time, both individually and collectively, and is keen to share insights and experiences
- Leadership – is seen as a leader in their networks and able to influence others.
The Terms of Reference for Titiro Anō - Report on the proposal to change the national qualification(2025):
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To consult widely and ascertain credible voices on the 2025 proposal to change national qualifications.
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To consider the input, response, and support from the education sector to the 2025 NCEA change proposal.
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To draw on appropriate research.
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To analyse whether the 2025 NCEA change proposal is educationally valid.
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To assess the visibility and application of Te Tiriti principles within the 2025 NCEA change proposal.
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To analyse whether the 2025 NCEA change proposal meets the needs of all learners.
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To investigate the manageability, resources, and workload implications of the 2025 NCEA change proposal.
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To make recommendations on appropriate responses to the NCEA change proposal and further ways to shape the qualifications.
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To report on findings to PPTA Executive.
Timeframe for consideration
The time required for this work will be clarified in consultation with the co-chairs.
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It is hoped to appoint the panel members by the end of January 2026.
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It is envisaged that the work will begin as early as possible, following the appointment of the panel.
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A report to the September 2026 PPTA Te Wehengarua Annual Conference is the desired conclusion for the panel’s work.
Renumeration
- Remuneration rates are available by enquiry to Julie Elliott, jelliott@ppta.org.nz
- This is based on an indicative amount of 80 hours of work for panelists and 100 hours for the co-chairs.
- PPTA Te Wehengarua understands that the time required to complete this work may need to be extended; therefore, the remuneration of the panel would be realigned. Executive approval would be required in this case.
Secretariat
PPTA Te Wehengarua will provide the expert panel secretariat function.
It is anticipated that there will be a need for both online and face-to-face engagements. The cost of travel and accommodation will be covered by the PPTA.
Conflict of Interest
- Expert panel members will be required to complete a conflict-of-interest form and declare any real or perceived conflicts.
Please send a brief statement outlining your Expression of Interest as either a panellist or a co-chair, with an attached CV to:
- Julie Elliott - jelliott@ppta.org.nz by Friday, December 5th 2025
For any queries, please contact:
- Kathleen Kaveney <kkaveney@ppta.org.nz >
Last modified on Wednesday, 19 November 2025 14:48