Policy on Credit Transfer

See also

Credit transfer is a process whereby credit already achieved is recognised towards a new qualification. This may occur on a case-by-case basis between providers / qualifications developers and individuals or as a structured agreement between two or more organisations or providers.

The credit recognition and transfer policy is predicated on quality assurance requirements under the Education Act 1989 and applies within the New Zealand domestic context.

The Ministry Training College of New Zealand policy is to have consistent credit recognition and transfer and appeal processes in place.

It is the policy of Ministry Training College of New Zealand that learners have access to information and recourse to appeal.

Ministry Training College of New Zealand supports the principles that support effective learning pathways. These include:

  • Qualification, course and programme development and design that promotes and facilitates credit recognition and transfer.
  • Credit transfer decisions will focus on the benefit for learners and supporting effective learning pathways.
  • Transparency in credit recognition and transfer decision-making across the education system.
  • Ensure robust policies and procedures are in place to support credit recognition and transfer across different cultures.
  • Credit awarded as a result of either recognition of prior learning or recognition of current competency is of equal standing to credit awarded through other forms of assessment and should be carried with the learner once awarded.

Ministry Training College of New Zealand supports the following objectives to ensure that interest of learners is paramount:

  • Credit transfer decisions should be fair and recognise learning in an appropriate way.
  • Credit transfer decisions should be defendable.
  • Credit transfer decisions should be timely so that learner's ability to access programmes is not unnecessarily inhibited.
  • Credit transfer processes should facilitate access and promote new learning opportunities without compromising the quality or standards of qualifications.
  • Clear and coherent information should be readily available on the type of pathways that a learner may expect to progress following the awarding of certain types of qualifications (i.e. through the Register, credit transfer and formal articulation arrangements.
  • Learners, providers and assessors should have a clear understanding of what may be expected in relation to the application for credit transfer.
  • Learners must have recourse to review and appeal of credit transfer processes and decisions.
  • Credit will be granted at the highest level consistent with the learner's demonstrated level of competence