Te tauākī kawatau o ngā mahi - Statement of Performance Expectations 2021 2022 - NZQA
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E44 Te tauākī kawatau o ngā mahi Statement of Performance Expectations 2021 – 2022
The New Zealand Qualifications Authority
(NZQA) ensures that New Zealand
qualifications are accepted as credible and
robust, both nationally and internationally
Kia Noho Takatū Ki Tō Āmua Ao
Qualify for the Future World
NZQA is a Crown entity as defined in the Crown Entities Act 2004.
Te manu ka kai i te miro, nōna Te tauākī a te Poari
te ngahere. Te manu ka kai i te Board statement
mātauranga, nōna te ao.
The Board certifies that the information contained
The bird that partakes of the berry, in this Statement of Performance Expectations reflects
theirs is the forest. The bird that partakes the operations and prospective financial statements,
of knowledge, theirs is the world. including the appropriateness of the underlying
assumptions, of NZQA for the period 1 July 2021
to 30 June 2022.
In signing this statement, we acknowledge our
responsibility for the prospective financial statements
ISSN 2382-168X (Print) June 2021
contained in this Statement of Performance Expectations.
ISSN 2382-1698 (Online) June 2021
Signed on: 31 May 2021
Whakapā mai
Contact details
New Zealand Qualifications Authority,
125 The Terrace, Wellington 6011
PO Box 160, Wellington 6140
Telephone: +64 (4) 463 3000 Neil Quigley Lyn Provost
Fax: +64 (4) 463 3112 ACTING BOARD RISK AND ASSURANCE
Freephone (in NZ): 0800 697 296 CHAIRPERSON COMMITTEE CHAIR
www.nzqa.govt.nz
Copyright ©. This copyright work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0
New Zealand licence. In essence, you are free to copy and distribute the work for non-commercial purposes, as long as you
attribute the work to the New Zealand Qualifications Authority, do not adapt the work and abide by the other licence terms.
To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/3.0/nz. Please note that the New Zealand
Qualifications Authority’s logo may not be used in any way that infringes any provision of the Flags, Emblems, and Names Protection
Act 1981 or would infringe such provision if the relevant use occurred within New Zealand. Attribution to the New Zealand
Qualifications Authority should be in written form and not by reproduction of the New Zealand Qualifications Authority’s logo.
Cover Credit: Tahliah Temepara Trident High School (Excellence NCEA Level 3 – Photography)
2021 – 2022
He whārangi ihirangi
Table of contents
Introduction 3
Strategic intentions 6
PART ONE: Performance expectations 15
PART TWO: Prospective financial statements 27
Financial planning assumptions 27
Prospective financial statements 29
Statement of accounting policies 34
Glossary 41
STATEMENT OF PERFORMANCE EXPECTATIONS
1
STATEMENT OF PERFORMANCE EXPECTATIONS 2021 – 2022
Credit: Caitlin Brown Hagley Community College (Excellence NCEA Level 3 – Painting)
2
2021 – 2022
Te whakataki kōrero
Introduction
Tō mātou tāpaetanga ki te
The 2021-2022 Statement of pūnaha mātauranga
Performance Expectations (SPE) has
been prepared in accordance with Our contribution to the
the requirements of section 149 of education system
the Crown Entities Act 2004. The Government’s statement of National
Education and Learning Priorities (NELP) and
It sets out the performance
the Tertiary Education Strategy (TES)1 are based
expectations of NZQA for the
on the following objectives for education:
year ending 30 June 2022, covering
both service performance and the • Learners at the centre
prospective financial statements as • Barrier-free access
agreed with the Minister of Education. • Quality teaching and leadership
Progress against our performance • Future of learning and work
expectations will be reported in • World class inclusive public education.
our 2021-2022 Annual Report.
NZQA’s strategic outcomes framework outlined
in this SPE incorporates these key drivers.
This is evidenced by our focus on equity for
Māori and Pasifika learners, as well as learners
with disabilities and additional learning needs
and socio-economically disadvantaged learners. STATEMENT OF PERFORMANCE EXPECTATIONS
1 https://www.education.govt.nz/assets/Documents/NELP-TES-documents/FULL-NELP-2020.pdf
3
2021 – 2022
We work closely and in collaboration with the Te wāhi ki a mātou
wider government sector, colleague education
agencies and other key stakeholders to gain
Our role
synergies and deliver the best impact. We recognise Our primary role is to ensure that New Zealand
that through working together we can more qualifications are accepted as credible and robust,
effectively help create the acceleration in learner both nationally and internationally. We do this
achievement and system performance required through our work to quality assure non-university
for New Zealand’s success. Refer to the education tertiary education, regulate tertiary education,
system diagram on page 5. deliver robust senior-secondary-school-level
Examples of collaboration activities include our assessments and credentialing, and improve the
work with the Education Review Office and the qualifications system. We are responsible for
Ministry of Education regional offices to provide the NZQF and oversee the setting of standards
National Certificate in Educational Achievement and New Zealand qualifications development. In
(NCEA) data to inform discussions about equity addition, we administer the Education (Pastoral
in STEM (science, technology, engineering and Care of International Students) Code of Practice
mathematics) subjects; as well as our partnering 2016 and the Education (Pastoral Care of Domestic
with Iwi to provide tailored equity data which can Tertiary Students) Interim Code of Practice 2019
be disaggregated at taiwhenua (district) level for (the interim Domestic Code).
better support for learners in their rohe (region). Our vision, ‘Qualify for the Future World: Kia Noho
Likewise, collaboration is fundamental to our Takatū Ki Tō Āmua Ao’, encapsulates our role
work in reviewing the New Zealand Qualifications and ambition for learners and for New Zealand.
Framework (NZQF). We will continue these Our performance is a vital element of making
and other collaborations in support of the New Zealand’s education system world leading
Government’s objectives as set out in the NELP and accessible to all learners.
and the TES.
Te whakahaere tika i te wāhi mahi
Our key functions
Ng ā tohu:
Qualifications:
STATEMENT OF PERFORMANCE EXPECTATIONS
The NZQF is the definitive source of accurate
information about all quality-assured New Zealand
qualifications – covering secondary school, tertiary
education and institutions open to international
learners. The NZQF is designed to optimise
the recognition of a learner’s achievements and
contribute to New Zealand’s economic, social
and cultural success.
4
2021 – 2022
Te whakaū kounga: the secondary school system) and New Zealand STATEMENT OF PERFORMANCE EXPECTATIONS
Quality assurance: Scholarship examinations. We do this through:
Our quality assurance role is directed towards • conducting Managing National Assessment
supporting high levels of trust and confidence in Reviews in schools to check that their
education outcomes for tertiary education. We set assessment systems and processes are effective
the statutory rules for the whole tertiary education for delivering NCEA
sector and manage quality assurance in the non- • carrying out external moderation of internally
university part of the tertiary sector. assessed standards and providing support
to assessors through workshops and online
Aromatawai: resources
Assessment: • developing, delivering and marking NCEA and
We administer, quality assure and report on New Zealand Scholarship examinations and
three NCEA levels for senior secondary learners other external assessments.
(and for a smaller number of learners outside
52021 – 2022
Ngā rautaki takune
Strategic intentions
Te āhua me te whakahaere i te We remain focused on ensuring equitable access
taiao mahi for other learners with disabilities and learning
support needs and as well as those facing socio-
Our operating environment economic disadvantage.
Our operating environment is constantly changing Employers are looking for more nimble and
as the education system evolves and adapts. adaptable workers with a diverse range of skills and
This year these changes continue with a number capabilities. The reforms in vocational education
of reviews underway. We are working with currently underway are expected to enable these
colleague agencies to ensure that the way services changes. Overall the needs and expectations of
are delivered in the next three or four years is learners, their whānau, employers, industry and
responsive to government decisions. iwi continue to evolve, demanding more of the
For schooling, this includes the Ministry of education sector organisations.
Education-led NCEA Review and the associated We have a key role to play in addressing these
Review of Achievement Standards. challenges and opportunities through our quality
NZQA is actively leading work in the wider assurance and assessment and credentialing roles;
Reform of Vocational Education programme however, we cannot do this by ourselves. We work
including to simplify the qualifications system and closely with our sector colleague agencies as well as
the design of vocational qualifications and other education organisations, teachers and whānau.
credentials, support the functions of the Workforce Our strategic outcomes framework incorporates
Development Councils and Te Pūkenga, updating the essence of the Government’s NELP and TES,
the evaluative quality assurance framework, and including the objectives for education. These
implementing our business and information system objectives will be supported by operational
changes to enable this. priorities of supporting system outcomes,
NZQA is using digital learning and assessment to sustainable business practices and responsive
support changes in how and what learners learn; systems. As a result, we maintain our focus on two
this also provides opportunities to support those key outcomes:
with additional learning needs. • Equity of access to qualifications supports
There is an increased focus on learner wellbeing intergenerational wellbeing
as reflected in the interim Domestic Code.2 • New Zealand qualifications enable lifelong
STATEMENT OF PERFORMANCE EXPECTATIONS
We are working to assure learner wellbeing as learning.
administrator of both the international student These two outcomes form the cornerstone of our
code 3 and the interim code covering domestic strategic outcomes framework, which is outlined
tertiary students. on pages 9 and 12. Our Statement of Performance
The expectations of education are changing, and Expectations (SPE) ensures that there are clear
learners want greater flexibility in credentials. links between the framework and the measures
to enable readers to see and understand the
We are extending our effort to address equity
connection between the Statement of Intent (SOI)
issues so that Māori and Pacific learners, who face
and the SPE.
significant and compounding barriers, can enjoy
educational success in their chosen pathway, with To meet our work programme this year NZQA
a particular focus on STEM in NCEA. will incur a financial deficit. Details are contained in
Part 2 Prospective financial statements on page 27.
2 Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice 2019 (the interim Domestic Code).
3 The Education (Pastoral Care of International Students) Code of Practice 2016.
6STATEMENT OF PERFORMANCE EXPECTATIONS
7
2021 – 2022
Kia Noho Takatū Ki Tō Āmua Ao
1.0 2.0
Ngā aronga mō
Mā te mana taurite ki te whai tohu Ka hāpaitia ngā tohu mātauranga
te 5 – 10 tau
mātauranga te ahunga tātai oranga o Aotearoa kia ako mō te oranga
(ngā hua)
e tautoko tonutanga
1.1 Ka hangaia mai 1.2 Mā te mahi tahi i 1.3 Ka tautokohia ngā 2.1 Ko tā te mahi 2.2 Ka whai mana ngā
Ngā pātanga mō
ngā rātonga katoa ngā rangapū auaha ka ākonga whaikaha, aromatawai me ngā tohu mātauranga ki
o NZQA i te mana noho mana taurite ai rawakore rānei, kia whāia pūkenga whāiti he Aotearoa, ki te ao
te 5 – 10 tau
ngā ākonga Māori me ngā tohu mātauranga tautoko i te ākonga whānui hoki
taurite
ngā ākonga Pasifika e tika ana, e tutuki ana kia noho takatū ki
hoki i ō rātou hiahia me ō tōna āmua ao
rātou tūmanako
1.1.1 1.1.2 1.2.1 1.2.2 1.3.1 2.1.1 2.2.1 2.2.2
Mˉa te wheako Ka angitˉu ai He tari ako i Ka kokiri
ˉ Ka tˉaharatia ngˉa Ko ngˉa mahi He mea tautoko Mˉa te whakaˉu
Ngā hua ake mō
kiritaki anoˉ te whˉanau me te reo me ngˉa takatika i te tauˉarai o te whai tohu aromatawai auaha Te Taura Here kounga ka noho
ngˉa rˉatonga o ngˉa whare ako tikanga Mˉaori mˉatauranga mˉatauranga ki ngˉa he hˉapai i te aˉ konga Tohu Mˉatauranga o tika ka noho pono
te 3 – 5 tau
NZQA e aˉ rahi katoa ki te a NZQA Mˉaori hei aˉ konga, aˉ , ka hˉapaitia kia mˉawhitiwhiti i te Aotearoa (NZQF) nei ngˉa pˉukenga
tautoko i te tautoko i ngˉa hoki ngˉa hiahia whˉaiti marautanga ako kia ako te tangata whˉaiti me ngˉa tohu
1.1.3 aˉ konga 1.2.3 aˉ konga o te ako mˉo te oranga mˉatauranga
2.1.2 tonutanga o Aotearoa
Ka whakatau Ka whai hua ngˉa
tika nei ngˉa aˉ konga Mˉaori Mˉa te reo o te
aˉ konga i ngˉa ara me ngˉa aˉ konga aˉ konga anoˉ ngˉa mahi 2.2.3
tohu e tika ana Pasifika i ngˉa aromatawai matihiko Mˉa te mana tonu o
ki a rˉatou rangapˉu auaha me te pˉaheko tika i te ngˉa tohu mˉatauranga
tangata e tautoko ka aˉ heitia te tono atu
ki te ao8
STATEMENT OF PERFORMANCE EXPECTATIONS 2021 – 2022
Qualify for the Future World
1.0 2.0
Equity of access to qualifications supports intergenerational wellbeing New Zealand qualifications enable lifelong learning
5 – 10 years
Focus areas
(outcomes)
1.1 NZQA services are 1.2 Innovative 1.3 Learners with 2.1 Assessment and 2.2 Qualifications are
disabilities and learning
designed for equity partnerships support credentialing support accepted as credible
support needs, and/
equitable access for innovation in teaching and robust nationally
or socio-economic
Māori and Pasifika disadvantage have and preparation for and internationally
learners access to qualifications a changing world
that meet their needs of work
and aspirations
5 – 10 years
Impacts
1.1.1 1.1.2 1.2.1 1.2.2 1.3.1 2.1.1 2.2.1 2.2.2
Customer Whˉanau and NZQA is a Mˉatauranga Barriers to Innovative assessment The NZQF Quality assurance
experience education te reo Mˉaori Mˉaori is learners accessing practices enable facilitates lifelong provides trust
informs the organisations learning advanced qualifications learners to make learning and confidence
delivery of are engaged organisation to support are reduced and connections across in New Zealand
NZQA services and confident learners additional learning learning areas 2.2.3 credentials and
in supporting 1.2.3 needs are supported qualifications
learners Greater qualification
1.1.3 Mˉaori and Pasifika 2.1.2
recognition enables
3 – 5 years
Intermediate
outcomes
Learners access learners benefit Learner voice informs mobility
qualification from innovative digital assessment
pathways that partnerships methods and builds
are right for confidence and
them engagement in
assessment2021 – 2022
TE HUA NUI 1:
Mā te mana taurite ki te whai tohu
mātauranga te ahunga tātai
oranga e tautoko
OUTCOME 1:
Equity of access to qualifications supports
intergenerational wellbeing
There are significant equity issues for Māori and TE WĀHANGA 1.1:
Pasifika learners compared to other learners, Ka hangaia mai ngā rātonga
affecting their ability to access qualifications.
katoa o NZQA i te mana taurite
Similarly, equity issues exist for other learners with
learning support needs. Providing equitable access IMPACT AREA 1.1:
to qualifications levels the field for all learners NZQA services are designed for equity
to achieve wellbeing. NZQA plays a key role in
working with our sector partners to address At NZQA, we recognise that to improve equity,
these equity issues. our services must be designed with equity in
mind. One key way of knowing whether our
services support equitable access and outcomes,
is by asking those who use our services. Through
As an operational agency, NZQA surveying different customer groups we can
works closely with learners to better understand how our services work for each
understand their needs. We tailor our customer group and target efforts to improve
services so that rather than one size equity. We will survey our customers and ask
fits all they are fair for all learners. them if their experience with NZQA is positive
The equity challenges require NZQA and our services are easy to use, particularly
to work in collaboration with other focusing on Māori and Pasifika learners as well
sector agencies and partners. as other learners with disabilities and needing
additional learning support and socio-economically
To achieve this outcome, NZQA’s activities need disadvantaged learners. STATEMENT OF PERFORMANCE EXPECTATIONS
to deliver: The following three intermediate outcomes will
• Impact area 1.1: NZQA services are designed assist in achieving this impact area:
for equity TE HUA 1.1.1:
• Impact area 1.2: Innovative partnerships support Ma– te wheako kiritaki ano
– nga– ra–tonga
equitable access for Māori and Pasifika learners –
o NZQA e a rahi
• Impact area 1.3: Learners with disabilities and INTERMEDIATE OUTCOME 1.1.1:
learning support needs and/or socio-economic Customer experience informs the delivery
disadvantage have access to qualifications that of NZQA services
meet their needs and aspirations. At NZQA the customer is at the centre of
The following section outlines these impact areas everything we do. Our customers are diverse and
and the measures of success for each area. include learners, whānau, education organisations
and employers. Understanding the customer
92021 – 2022
experience is the best way we have of establishing TE WĀHANGA 1.2:
whether the range of services we provide meets Mā te mahi tahi i ngā rangapū
their needs. Through understanding the customer
auaha ka noho mana taurite
experience, we are able to improve and further
tailor the range of services we deliver. ai ngā ākonga Māori me ngā
TE HUA 1.1.2:
ākonga Pasifika
– ai te wha– nau me nga– whare
Ka angitu IMPACT AREA 1.2:
ako katoa ki te tautoko i te –a konga Innovative partnerships support
INTERMEDIATE OUTCOME 1.1.2:
equitable access for Ma–ori and
Wha–nau and education organisations are
engaged and confident in supporting learners
Pasifika learners
Support is critical to enable learners to be as We recognise that when we work with others
successful as possible. This support comes from and share resources and know-how, we have
various sources, including whānau and education greater reach and better impacts. Through
organisations. NZQA plays an important role in developing strong partnerships we help build
providing information to these groups and others, greater trust and a collective understanding of
to enable them to better understand the education the challenges and opportunities for Māori and
system. It is vital that learners and their whānau Pasifika learners, and can collaborate with our
have good information about qualifications. partners to implement solutions.
With this greater understanding comes greater The following three intermediate outcomes
confidence to support learners and therefore will assist in achieving this impact area:
greater engagement. This leads to better outcomes.
TE HUA 1.2.1:
TE HUA 1.1.3:
He tari ako i te reo me nga– tikanga Ma– ori
Ka whakatau tika nei nga– –a konga i nga– a NZQA
ara tohu e tika ana ki a ra–tou INTERMEDIATE OUTCOME 1.2.1:
INTERMEDIATE OUTCOME 1.1.3:
NZQA is a te reo Ma–ori learning organisation
Learners access qualification pathways that
are right for them NZQA recognises it is important that staff learn
te reo Māori. This matters because understanding
For learners to be engaged in their learning, they the language leads to better understanding of
need access to qualification pathways that are right Māori culture and identity. With that understanding
STATEMENT OF PERFORMANCE EXPECTATIONS
for them. This is not a one-size-fits-all approach, we are better able to be effective in improving
as the interests of learners vary. equity outcomes.
NZQA’s role in this is to provide a range of data Our goal to be a te reo Māori learning organisation
that supports schools and learners to understand demonstrates our commitment to Maihi Karauna
their qualification pathway options. This will enable (the Crown Māori Language Strategy) and Tau Mai
them to be confident that their learning pathways Te Reo (the Māori Language in Education Strategy).
are setting them up for the futures they want.
102021 – 2022
TE HUA 1.2.2: The purpose of SAC is to provide support
–kiri takatika i te ma–tauranga Ma–ori
Ka ko to learners with sensory, physical or medical
hei tautoko i nga– –akonga conditions/impairments and/or specific learning
INTERMEDIATE OUTCOME 1.2.2: disorders so they have a fair opportunity to
Ma–tauranga Ma–ori is advanced to support demonstrate their skills and knowledge in internal
learners and external assessments (in both NCEA and
New Zealand Scholarship).
Te Hono o Te Kahurangi quality assurance
framework enables NZQA to evaluate the There is a disparity in learners accessing SAC, and
quality and integrity of mātauranga Māori therefore accessing qualifications that meet their
qualifications, programmes and educational needs and aspirations. We will use our analysis of
delivery. This specialised quality assurance role SAC applications and target our efforts in priority
supports learner access to mātauranga Māori. areas requiring greater SAC support.
TE HUA 1.2.3:
The following intermediate outcome will assist in
Ka whai hua nga– –akonga Ma–ori me nga– achieving this impact area:
–akonga Pasifika i nga– rangapu
– auaha TE HUA 1.3.1:
INTERMEDIATE OUTCOME 1.2.3: Ka ta–haratia nga– taua–rai o te whai tohu
Ma–ori and Pasifika learners benefit from ma–tauranga ki nga– –akonga, –a, ka ha–paitia
innovative partnerships hoki nga– hiahia wha–iti o te ako
INTERMEDIATE OUTCOME 1.3.1:
NZQA recognises the value and builds on the
benefits of partnerships with whānau, communities, Barriers to learners accessing qualifications
iwi and education organisations to enable learners are reduced and additional learning needs
to be more successful. are supported
We recognise that not all learners have equal
access to qualifications. They may face barriers to
TE WĀHANGA 1.3:
access and/or require additional support.
Ka tautokohia ngā ākonga
Digital technologies provide opportunities for
whaikaha, rawakore rānei, kia new types of support and services that have the
whāia ngā tohu mātauranga potential to reduce barriers significantly. We are
e tika ana, e tutuki ana hoki committed to working with learners, their whānau
i ō rātou hiahia me ō rātou and education organisations in reducing barriers.
STATEMENT OF PERFORMANCE EXPECTATIONS
tūmanako
IMPACT AREA 1.3:
Learners with disabilities and
learning support needs and/or
socio-economic disadvantage have
access to qualifications that meet
their needs and aspirations
We recognise that learners have different needs
and aspirations and we work to ensure that all
learners have access to relevant qualifications.
We do this in part through supporting the
provision of Special Assessment Conditions (SAC).
112021 – 2022
TE HUA NUI 2:
Ka hāpaitia ngā tohu
mātauranga o Aotearoa kia
ako mō te oranga tonutanga
OUTCOME 2:
New Zealand qualifications enable lifelong learning
in teaching and how these can engage learners
NZQA is responsible for quality in lifelong learning, therefore preparing them for
assuring qualifications that are listed a changing world of work. We want assessment
on the NZQF. to be a positive and seamless experience that is
aligned with the learning methods used. NZQA
Credible and robust qualifications promote seeks to extend the assessment capabilities
recognition and mobility across national and of teachers and assure high-quality, authentic
international boundaries, while flexible qualifications responses from innovation and assessment.
and credentials recognise learning and skills acquired Good assessment practice supports the
throughout a person’s life. Hence the quality of achievement of qualification outcomes.
assessment practice is critical in underpinning It is important that the assessment methods used
ongoing learning and career pathways. allow learners to show what they have learnt.
To achieve this outcome, NZQA’s activities need This may be through assessments that cover
to deliver: multiple areas of learning. It may enable learners
to make greater connections between subject
• Impact area 2.1: Assessment and credentialing
areas to see how this learning is used in practice.
support innovation in teaching and preparation
A positive assessment experience incorporating
for a changing world of work
the above factors may assist in promoting an
• Impact Area 2.2: Qualifications are accepted interest in lifelong learning.
as credible and robust nationally and
The following two intermediate outcomes will assist
internationally.
in achieving this impact area:
STATEMENT OF PERFORMANCE EXPECTATIONS
TE HUA 2.1.1:
TE WĀHANGA 2.1: Ko nga– mahi aromatawai auaha he ha–pai i te
Ko tā te mahi aromatawai me –akonga kia ma–whitiwhiti i te marautanga ako
ngā pūkenga whāiti he tautoko INTERMEDIATE OUTCOME 2.1.1:
i te ākonga kia noho takatū ki Innovative assessment practices enable learners
tōna āmua ao to make connections across learning areas
There are two important aspects to innovation
IMPACT AREA 2.1:
in assessment: assessment that enables learners
Assessment and credentialing support to make powerful connections across learning
innovation in teaching and preparation areas; and methods of assessment that give
for a changing world of work learners broader opportunities to demonstrate
validly what they know and what they can do.
At NZQA we recognise the role that assessment Digital assessment is a key tool in providing
and credentialing play in supporting innovation these opportunities.
122021 – 2022
TE HUA 2.1.2: TE HUA 2.2.1:
Ma– te reo o te –akonga ano
– nga– mahi He mea tautoko Te Taura Here Tohu
aromatawai matihiko me te pa–heko tika Ma–tauranga o Aotearoa (NZQF) kia ako
i te tangata e tautoko – te oranga tonutanga
te tangata mo
INTERMEDIATE OUTCOME 2.1.2: INTERMEDIATE OUTCOME 2.2.1:
Learner voice informs digital assessment methods The NZQF facilitates lifelong learning
and builds confidence and engagement in The NZQF articulates the relationship between
assessment qualifications and other quality-assured credentials.
The learner voice is critical in developing high- This enables learners to engage flexibly in learning
quality, meaningful assessment and for innovation opportunities to maintain the currency of their skills
in assessment. In the development of online in the workplace.
assessment we will co-design the assessment TE HUA 2.2.2:
experience with learners to ensure that the Ma– te whakau– kounga ka noho tika ka noho
online features work for the learners. Through
pono nei nga– pu
–kenga wha–iti me nga– tohu ma–
this co-creation, learners will be more confident
tauranga o Aotearoa
and engaged in undertaking assessment.
INTERMEDIATE OUTCOME 2.2.2:
Quality assurance provides trust and confidence
TE WĀHANGA 2.2: in New Zealand credentials and qualifications
Ka whai mana ngā tohu In order to ensure that New Zealand’s credentials and
mātauranga ki Aotearoa, ki te ao qualifications are trusted, NZQA’s quality assurance
whānui hoki systems must be robust. NZQA’s quality assurance
role is directed towards supporting higher levels of
IMPACT AREA 2.2: trust and confidence in education outcomes for the
Qualifications are accepted as credible tertiary education system. NZQA sets the statutory
and robust nationally and internationally rules for the whole tertiary education sector and
manages quality assurance in the non-university part
NZQA works to ensure that New Zealand of the tertiary sector.
qualifications are credible and portable and NZQA operates an integrated quality assurance
support lifelong learning. This helps to ensure system in which all components support each other.
that New Zealanders working overseas have
TE HUA 2.2.3:
their qualifications recognised and have greater STATEMENT OF PERFORMANCE EXPECTATIONS
opportunities for employment and further education. Ma– te mana toru o nga– tohu ma–tauranga ka
–aheitia te tono atu ki te ao
It also helps in providing a positive experience to
immigrants coming to New Zealand by having their INTERMEDIATE OUTCOME 2.2.3:
qualifications assessed against an internationally Greater qualification recognition enables mobility
recognised framework. Greater qualification recognition has benefits for
The following three intermediate outcomes will assist both international and domestic learners, as well
in achieving this impact area: as those wishing to immigrate to New Zealand.
The international recognition of New Zealand
qualifications not only encourages international
learners to study in New Zealand, it also allows
domestic learners to have their qualifications more
readily recognised overseas. Those wishing to
immigrate to New Zealand can have confidence that
their overseas qualifications will find parity with the
types and levels of New Zealand qualifications.
Further information on our strategic intentions, functions
and operations is contained in our 2019/20 – 2022/23 SOI.
13STATEMENT OF PERFORMANCE EXPECTATIONS 2021 – 2022
Credit: Ebony Wingfield Te Aho o Te Kura Pounamu (Excellence NCEA Level 3 – Painting)
142021 – 2022
TE WĀHANGA TUATAHI:
Ngā kawatau o ngā mahi
PART ONE:
Performance expectations
Te tirohanga whānui me te
The SOI and this document describe whakahaere pūnaha tohu
the strategic objectives we are seeking mātauranga
to achieve, how we will undertake our
functions and operations to achieve Oversight and administration
those intentions, and how we will of the qualifications system
assess our performance.
Te tauākı̄ aronga wh ānui
The information outlined in this SPE enables Overarching purpose statement
the public, Ministers, Parliament and external The single overarching purpose of this appropriation
monitoring agencies to track our progress is for the New Zealand Qualifications Authority to
in achieving the objectives set out in our provide effective oversight and administration of
SOI 2019/20 – 2022/23. the qualifications system.
We have one multi-category appropriation funded
by the government through Vote Education: He aha ng ā hua ka puta
What is intended to be achieved
This appropriation is intended to provide effective
oversight and administration of the qualifications
system by the New Zealand Qualifications
Authority to ensure New Zealand’s qualifications
system is valued as credible, robust and meet STATEMENT OF PERFORMANCE EXPECTATIONS
the needs of learners, employers and other
stakeholders.
152021 – 2022
Ngā whakamārama me ngā Te whakaū kounga
tohutohu mō ngā tohu mātauranga Expense Category 2: Quality assurance
Expense Category 1: Provision of
communication and advice Te Korahi
Scope
Te Korahi This category is limited to provision by the
Scope New Zealand Qualifications Authority of quality
This category is limited to communication and assurance services and maintenance of the quality
advice related to education policies, programmes assurance framework, to support the New Zealand
and services that are the responsibility of the qualifications system.
New Zealand Qualifications Authority.
He aha ng ā hua ka puta
He aha ng ā hua ka puta What is intended to be achieved
What is intended to be achieved This category is intended to achieve higher
This category is intended to achieve communication levels of trust and confidence by learners and
and advice that helps Ministers, learners, other stakeholders in the non-university tertiary
communities, employers, schools and tertiary education sector.
education organisations make informed decisions.
Te Tahua Pūtea
Te Tahua Pūtea Funding
Funding Approximately 60 percent of the total revenue
100 percent of the total revenue for this category for this category of expense is provided by the
of expense is provided by the Crown. Crown. The remaining 40 percent is funded
through third-party revenue, including private
training establishment (PTE) registration fees,
Budget Te Pūkenga – New Zealand Institute of Skills and
Cost and 2021-2022 Technology and its subsidiaries’ quality assurance
funding $000 fees, external evaluation and review charges,
Revenue approval and accreditation charges, and consistency
review charges.
Crown 3,309
STATEMENT OF PERFORMANCE EXPECTATIONS
Other - Budget
Total revenue 3,309 Cost and 2021-2022
funding $000
Expenses 3,539
Revenue
Net (deficit) (230)
Crown 9,845
Other 6,570
Total revenue 16,415
Expenses 17,690
Net (deficit) (1,275)
162021 – 2022
Ngā pūnaha tautoko o ngā Ngā mahi aromatawai o ngā
tohu mātauranga kura tuarua
Expense Category 3: Qualification Expense Category 4: Secondary school
support structures assessments
Te Korahi Te Korahi
Scope Scope
This category is limited to the New Zealand This category is limited to the New Zealand
Qualifications Authority managing, operating, Qualifications Authority delivering external
maintaining and providing advice on the assessment for national secondary school
New Zealand qualifications system, and providing qualifications, including the National Certificate
quality assurance services on NZQA’s areas of Educational Achievement and Scholarship
of responsibility. examinations, and the moderation of internal
school assessments.
He aha ng ā hua ka puta
What is intended to be achieved He aha ng ā hua ka puta
This category is intended to provide New Zealand What is intended to be achieved
qualifications that are valued as credible, robust and This category is intended to achieve trust and
meet the needs of learners, employers and other confidence in robust and equitable secondary
stakeholders, with supporting services to help school level assessment.
them make informed decisions.
Te Tahua Pūtea
Te Tahua Pūtea Funding
Funding Approximately 95 percent of the total revenue
Approximately 25 percent of the total revenue for for this category of expense is provided by the
this category of expense is provided by the Crown. Crown. The remaining 5 percent is funded through
The remaining 75 percent is funded through third- third-party revenue, including international NCEA
party revenue, including fees for credit reporting fees and non-government funded secondary
and recognition of overseas qualifications. examination and assessment fees.
STATEMENT OF PERFORMANCE EXPECTATIONS
Budget Budget
Cost and 2021-2022 Cost and 2021-2022
funding $000 funding $000
Revenue Revenue
Crown 6,049 Crown 55,765
Other 17,901 Other 3,143
Total revenue 23,950 Total revenue 58,908
Expenses 24,902 Expenses 59,530
Net (deficit) (952) Net (deficit) (622)
172021 – 2022
Te paearu o ngā mahi
How performance will be assessed
The following table outlines the key
performance measures that NZQA
will monitor to ensure we are on
track to achieve the impacts and
outcomes outlined in our SOI.
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
i The overall satisfaction rating given by the Minister 8 8 8
of Education on the New Zealand Qualifications
Authority 4
ii The percentage of Ministerial items that achieve 99.5% 99% 99%
the deadlines agreed with the Minister’s office
STATEMENT OF PERFORMANCE EXPECTATIONS
4 The survey measures Minister’s satisfaction with the quality of advice on a scale from 1 to 10, where 1 means unsatisfied and 10 means extremely
satisfied.
182021 – 2022
1.0 Mā te mana taurite ki te whai tohu mātauranga te ahunga tātai
oranga e tautoko
1.0 Equity of access to qualifications supports intergenerational wellbeing
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
IMPACT 1.1: NZQA services are designed for equity
Intermediate Outcome 1.1.1: Customer
experience informs the delivery of NZQA
services
1.1.1a The proportion of survey respondents who agree/ 68.6% 75% 75%
strongly agree that information they received from
NZQA met their needs 5
1.1.1b The proportion of survey respondents who agree/ 55.8% 70% 70%
strongly agree that the NZQA website is easy to use
Intermediate Outcome 1.1.2: Wha – nau and
education organisations are engaged and
confident in supporting learners
1.1.2a Co-design solutions to benefit learners Narrative Narrative
Intermediate Outcome 1.1.3: Learners access
qualification pathways that are right for them
1.1.3a Participation in digital external assessment increases 11.3% Upward Upward
as a proportion of overall participation in external (baseline) trend trend
assessment (Baseline (Baseline
established established
from 2019 data from 2020 data
available in available in
June 2020) June 2021) STATEMENT OF PERFORMANCE EXPECTATIONS
5 Survey respondents are stakeholders including employers, education providers, students and families. Information received covers the full range of advice,
data, communication and instruction that the New Zealand Qualifications Authority provides to its customers to support their relationship, business and
interaction with it.
192021 – 2022
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
– ori and
IMPACT 1.2: Innovative partnerships support equitable access for Ma
Pasifika learners
Intermediate Outcome 1.2.1: NZQA is a te reo
Ma–ori learning organisation
1.2.1a The percentage of NZQA staff who have a te reo N/A N/A 90%
Māori plan
1.2.1b The percentage of NZQA staff who reach higher N/A N/A 25%
levels of proficiency through te reo Māori language
planning and development
Intermediate Outcome 1.2.2: Ma – tauranga Ma
– ori
is advanced to support learners
1.2.2a The percentage of applications (which meet the 4.4% ≥3% ≥3%
criteria to be approved) that are quality assured
using Te Hono te Kahurangi6
1.2.2b The rate of Māori learner participation in digital NCEA Upward Upward
external assessment is the same as or higher Level 1: trend trend
than their non-Māori learner peers baseline (Baseline (Baseline
established established
= 7.5% from 2019 data from 2020 data
NCEA available in available in
June 2020) June 2021)
Level 2:
baseline
= 8.9%
NCEA
Level 3:
baseline
STATEMENT OF PERFORMANCE EXPECTATIONS
= 10.2%
6 A tertiary education organisation can select the quality assurance approach used to approve applications. NZQA is strengthening its guidance and
support for tertiary education providers seeking approval of mātauranga Māori applications to request quality assurance using the Te Hono te Kahurangi
framework. An increase in the percentage of applications that meet the criteria to be approved is an indication that guidance and support is meeting the
needs of a tertiary education provider.
202021 – 2022
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
Intermediate Outcome 1.2.3: Ma – ori and Pasifika
learners benefit from innovative partnerships
1.2.3a The percentage of Pacific parents and families who 100% 90% 90%7
attended NCEA Ma le Pasifika workshops who report
increased knowledge of NCEA and more confidence
to support their children
1.2.3b The percentage of parents & whānau who attended 98.6% 90% 90% 8
NCEA and the Whānau workshops who report
increased knowledge of NCEA and more confidence
to support their children
1.2.3c The rate of Pacific learner participation in digital NCEA Upward Upward
external assessment is the same as or higher than Level 1: trend trend
their non-Pacific learner peers baseline (Baseline (Baseline
established established
= 7.7% from 2019 data from 2020 data
NCEA available in available in
June 2020) June 2021)
Level 2:
baseline
= 6.8%
NCEA
Level 3:
baseline
= 9.3%
IMPACT 1.3: Learners with disabilities and learning support needs, and/or socio-economic
disadvantage have access to qualifications that meet their needs and aspirations
Intermediate Outcome 1.3.1: Barriers to
learners accessing qualifications are reduced and STATEMENT OF PERFORMANCE EXPECTATIONS
additional learning needs are supported
1.3.1a The percentage of targeted 9 schools that found N/A N/A 60-80%
NZQA’s package of SAC support useful in helping 2021-2022
them manage SAC for learners will act as
baseline
7&8 The standard for this measure covers both knowledge and confidence.
9 Targeted schools are those which have a lower than expected number of SAC (Special Assessment Conditions) applications from the prior year and are
identified through a matrix of factors.
212021 – 2022
2.0 Ka hāpaitia ngā tohu mātauranga o Aotearoa kia ako mō te oranga
tonutanga
2.0 New Zealand qualifications enable lifelong learning
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
IMPACT 2.1: Assessment and credentialing support innovation in teaching and preparation
for a changing world of work
Intermediate Outcome 2.1.1: Innovative
assessment practices enable learners to make
connections across learning areas
2.1.1a The percentage of assessors who are more likely to N/A N/A 60-80%
use innovative assessment practices after completing 2021-2022
NZQA’s learning module on integrated assessment will act as
baseline
2.1.1b The percentage of NCEA examinations available in N/A N/A 60%
a digital mode
Intermediate Outcome 2.1.2: Learner voice
informs digital assessment methods and builds
confidence and engagement in assessment
2.1.2a Learner feedback is actively used in design and Narrative Narrative Narrative
development of digital assessment activities
IMPACT 2.2: Qualifications are accepted as credible and robust nationally
and internationally
Intermediate Outcome 2.2.1: The NZQF
STATEMENT OF PERFORMANCE EXPECTATIONS
facilitates lifelong learning
2.2.1a The proportion of New Zealand qualifications N/A 15% 15%
(that have graduates) that undergo a consistency
review in any one financial year 10
10 Some NZQF-listed qualifications do not yet have any graduates and can therefore not participate in Consistency Reviews.
222021 – 2022
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
Intermediate Outcome 2.2.2: Quality assurance
provides trust and confidence in New Zealand
credentials and qualifications
2.2.2a The percentage of non-university Tertiary Education 23% 20% 20%
Organisations which had an external evaluation and
review completed 11
2.2.2b The percentage of investigations that result 30% 20-40% Downward
in a significant NZQA intervention trend ≤40%
2.2.2c The percentage of investigations that result in 58% 40-60% Downward
corrective action that satisfactorily resolves the trend ≤60
identified non-compliance or quality issues identified
2.2.2d The percentage of all formal 12 complaints (including N/A 95% ≥95%
the international and domestic code)
that are concluded within 65 working days
2.2.2e Progress in embedding regulatory change reflecting N/A N/A Narrative
the new vocational qualification system settings under
the reform of vocational education
2.2.2f Progress in transferring qualifications and standards to N/A N/A Narrative
Workforce Development Councils
2.2.2g Progress in embedding the code/s of practice for the N/A N/A Narrative
pastoral care of international and domestic tertiary
students and preparations for implementing the
permanent Code from 1 January 2022
2.2.2h The percentage of NZQA-owned standards 99.5% 95% 95%
STATEMENT OF PERFORMANCE EXPECTATIONS
maintained by their planned reviewed dates
2.2.2i The percentage of total marker judgements unaltered 99.8% 99% 99%
following Review or Reconsideration of External
Assessment Result process for NCEA
2.2.2j The percentage of total marker judgements unaltered 99.9% 99% 99%
following Review or Reconsideration of External
Assessment Result process for New Zealand
Scholarship
11 An external evaluation and review is completed when an external evaluation and review job is closed off, and the resulting report published on the
NZQA website.
12 A formal complaint is a written complaint from a student about their experience at an education provider, which (i) has been necessary to escalate to
NZQA, (ii) NZQA has assessed and accepted as falling within its jurisdiction, (iii) the student has authorised NZQA to investigate and (iv) is related to
the education provider’s compliance with the Education and Training Act 2020, NZQA Rules, Education (Pastoral Care of International Students) Code
of Practice 2016, or Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice 2019.
232021 – 2022
Measure
2019/20 2020/21 2021/22
ID.
Measure Actual Standard Standard
2.2.2k The percentage of validated NCEA results provided 99.9% 99% 99%
to learners no later than the end of the third full week
of January
2.2.2l The percentage of validated New Zealand Scholarship 100% 99% 99%
results provided to learners no later than the end of
the second full week of February
2.2.2m The annual moderator/teacher agreement 13 rate at the 81.8% 75%-85% 75%-85%
level of grade 14 for a random sample of student work
2.2.2n The number of samples of learner work moderated 80,037 95,000 to 95,000 to
for national external moderation 105,000 105,000
2.2.2o The percentage of draft Managing National 100% 98% 98%
Assessment reports provided to schools within six
weeks from the date of completion of onsite work
2.2.2p The percentage of schools on a 1–2 year review cycle N/A 100% 100%
or undergoing a 1 year targeted review which have
a monitored action plan
Intermediate Outcome 2.2.3: Greater
qualification recognition enables mobility
2.2.3a The percentage of international qualification 97% 95% 95%
recognition products that meet their service level
agreement
STATEMENT OF PERFORMANCE EXPECTATIONS
13 The Technical Overview Group Assessment (TOGA) recommend agreement rates of between 75% and 85% as robust for a mature assessment system
internationally.
14 Agreement at the level of grade is where a moderator’s grade of a learner’s work agrees with the teacher’s grade.
242021 – 2022
STATEMENT OF PERFORMANCE EXPECTATIONS
Credit: John Wong Christ’s College (Excellence NCEA Level 3 – Painting)
25STATEMENT OF PERFORMANCE EXPECTATIONS 2021 – 2022
Credit: Emily Blennerhassett Cashmere High School (Excellence NCEA Level 3 – Painting)
262021 – 2022
TE WĀHANGA TUARUA:
Ngā tauākī pūtea
PART TWO:
Prospective financial statements
Ngā whakapae ahumoni Pūtea whiwhi
Financial planning assumptions Revenue
Revenue from the Crown is based on the
Te tirohanga whānui information contained in the 2020/21 Estimates of
Overview Appropriation, Vote Education.
A number of assumptions were used in preparing Consideration has been given to ensuring that
these prospective financial statements, although fees and charges set are appropriate and deliver
fundamentally NZQA is assuming that the range maximum value for the services provided. While
of service that it currently provides will not NZQA may change its fees and charges going
significantly change in 2021/22. These assumptions forward (through changes in government policy or
may differ from what actually happens. In particular, otherwise), for the purposes of the development
changes to the overall economic environment of the prospective financial statements, all fees
(as a result of the COVID-19 global pandemic), and charges are estimated at the existing pricing
government policy, learner demographics, structure and in all existing revenue areas.
immigration trends and the make-up of the Revenue from third parties includes tertiary credit
number and type of learning institutions within and assessment fees (NZQF credits), charges
New Zealand will all affect NZQA and its for qualification recognition services provided
forecast results. to immigrants, charges for external evaluations
In past years NZQA has accumulated funds from its and reviews, charges for accreditation and other
net operating surpluses to allow the organisation to quality assurance services provided to tertiary
grow, adjust direction, manage fluctuations in third- education providers (including Te Pūkenga – STATEMENT OF PERFORMANCE EXPECTATIONS
party revenue and be financially sustainable. NZQA New Zealand Institute of Skills and Technology and
has a planned deficit in 2021/22 in order to fund its subsidiaries) and some non-government funded
some internal investment initiatives. secondary examination and assessment fees.
272021 – 2022
Ng ā whakapae ahumoni matua
Key volume forecasts
Forecasted
outturn Forecast
volume in volume in
2020/21 2021/22
No. of NZQF credits earned by learners 7,490,346 7,398,255
No. of PTEs registered with NZQA 397 377
No. of applications for qualifications recognition 13,218 13,400
The volume forecast for NZQF credits is based Ng ā whakapaunga
on the 2020/21 forecasted outturn results, with Expenditure
adjustments for projected movements in credit
NZQA’s expenditure is based on the assumption
volume based on the expected trends of learner
that NZQA will continue to realise efficiency and
numbers.
effectiveness savings, while NZQA’s outputs are
The number of PTEs is based on the current assumed to remain stable.
number of PTEs plus expected movements.
The volume forecast for qualifications recognition Ng ā nama
is based on Immigration New Zealand’s forecast Output expense allocations
long-term arrivals. NZQA is contracted to All revenue except interest revenue is allocated
Immigration New Zealand to quality assure the list directly to output expenses.
of qualifications exempt from assessment. NZQA allocates activities to output expenses.
Should there be a 10 percent increase or decrease Information about expenditure and effort on
in any one of the fee or volume figures for the activities is collected through the general ledger
key revenue streams resulting from credit fees, to allow the activities of NZQA to be allocated
qualifications recognition fees or quality assurance either directly or indirectly to outputs and output
fees, there would be a respective increase or expenses.
STATEMENT OF PERFORMANCE EXPECTATIONS
decrease in revenue received from that respective Indirect expenditure is allocated to outputs and
revenue stream of between $0.4 million and output expenses by first allocating these costs to
$1 million. This risk is being mitigated by maintaining the activities that contribute directly to outputs.
a prudent level of available cash reserves. NZQA’s allocation policies are described in the
Statement of Accounting Policies.
NZQA’s output allocation methodology is assumed
to be unchanged.
NZQA operates a hybrid of a historical and a zero-
based budgeting system in the delivery of outputs.
NZQA also aims to provide the best service in the
most cost-effective way. NZQA recognises that in
order to minimise any price increases over time,
there is an ongoing need for quality improvement
and efficiency gains.
282021 – 2022
Ng ā kaupapa here mō ng ā whakautu matua Ngā tauākī matapae ā-pūtea
Key costing and pricing policies Prospective financial statements
The key costing and pricing policies of NZQA are
The prospective financial statements have been
as follows:
developed for the purpose of fulfilling NZQA’s
• Core business output and non-output expense obligations under the Crown Entities Act 2004 to
products and services are assessed at their full table an SPE before Parliament. As such they should
cost, including overhead costs not be relied upon by any other party for any
• With the exception of secondary examination alternative purpose without the express written
and assessment fees, charges to learners permission of NZQA. Actual results are likely to be
(including qualifications credit and registration different from the prospective financial statements
fees) are based on a medium-term full-cost- and the variations may be material.
recovery model, which includes quality assurance In issuing the financial statements, the Board
and development costs including overhead costs. of NZQA acknowledges its responsibility
Secondary examination and assessment fees are for the information presented, including the
largely funded by the Crown appropriateness of the assumptions used.
• Core business outputs are expected to provide The Board also acknowledges its responsibility
for the research, development and capital costs for establishing and maintaining a system of internal
of the ongoing maintenance of those outputs. control that is designed to provide reasonable
assurance as to the integrity and reliability of
Ng ā mānukanuka o te wā NZQA’s performance and financial reporting.
Going concern These prospective financial statements are issued
NZQA recognises that taxpayers’ net assets/ as at 31 May 2021 and are based on the information
equity and NZQA’s liquidity must remain at levels available at the time.
sufficient to sustain impetus and to ensure that
NZQA is viable as a going concern.
In order to ensure this, the Board of NZQA will:
• Maintain net assets/equity at a level sufficient
to sustain the organisation
• Consult the Responsible Minister on the use of
taxpayers’ equity resulting from any surpluses STATEMENT OF PERFORMANCE EXPECTATIONS
to ensure it is in line with the government’s
direction (other than use for the acquisition
of capital items and for funding of operating
deficits derived from the delivery of third-party-
funded activities).
292021 – 2022
Te tauākī matapae ā-pūtea whiwhi, ā-pūtea whakapaunga
Prospective Statement of Comprehensive Revenue and Expense
For the year ended 30 June
Budget
2021–2022
$000
Revenue
Funding from the Crown 74,968
Other revenue 27,614
Interest revenue 369
Total revenue 102,951
Expenditure
Personnel and Board 57,320
Specialist workforce 12,140
Professional services 12,943
Publication, printing and distribution 4,216
Audit fees 111
Other operating costs 15,484
Depreciation and amortisation 3,816
Total expenditure 106,030
NET (DEFICIT) (3,079)
Other comprehensive revenue and expense -
TOTAL COMPREHENSIVE REVENUE AND EXPENSE (3,079)
STATEMENT OF PERFORMANCE EXPECTATIONS
Since NZQA is a wholly owned Crown entity, the entire net deficit and total comprehensive revenue and
expense are attributable to net assets/public equity.
302021 – 2022
Te tauākī matapae pūtea ā-tūranga
Prospective Statement of Financial Position
As at 30 June
Budget
2021–2022
$000
Assets
Current assets
Cash and cash equivalents 3,202
Receivables 2,889
Prepayments 957
Investments 27,000
Total current assets 34,048
Non-current assets
Property, plant and equipment 1,318
Intangible assets (including WIP) 7,228
Total non-current assets 8,546
TOTAL ASSETS 42,594
Liabilities
Current liabilities
Payables and deferred revenue 10,984
Employee entitlements 4,701
Total current liabilities 15,685
Non-current liabilities
Employee entitlements 680 STATEMENT OF PERFORMANCE EXPECTATIONS
Total non-current liabilities 680
TOTAL LIABILITIES 16,365
NET ASSETS/PUBLIC EQUITY 26,229
312021 – 2022
Ngā tauākī matapae pūtea ā-rawa, ā-mana taurite
Prospective Statement of Changes in Net Assets/Public Equity
For the year ended 30 June
Budget
2021–2022
$000
Balance at start of the year 29,308
Net (deficit) (3,079)
Total comprehensive revenue and expense (3,079)
Crown capital contribution -
Balance at end of the year 26,229
Comprising:
Contributed capital 20,308
Accumulated comprehensive revenue and expense 5,921
Net assets/public equity as at 30 June 26,229
STATEMENT OF PERFORMANCE EXPECTATIONS
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