Self-Review Attestation Summary (Pastoral Care of Tertiary and International Learners Code of Practice 2021)
Pathways College of Bible & Mission is committed to providing a learning environment that is safe, secure and enjoyable for all students and staff. We are proactive in ensuring policies and practices reflect the outworking of our pastoral care mission statement:
Our desire is to provide care for all our students that embraces the concept of Te Whare Tapa Whā by engaging with students physically (taha tinana), socially (taha whānau), emotionally (taha hinengaro) and spiritually (taha wairua). Our mission is to demonstrate respect and care for each student within an environment that is safe for them to learn and where they feel valued, encouraged, included, strengthened, empowered and above all – have a sense of belonging.
Tertiary providers are required annually to conduct a self-review against the requirements of the Code of Practice. This summary of the self-review outlines Pathways College’s assessment of the implementation of the Pastoral Care Code of Practice as per the attestation submitted to NZQA on 26th October 2023.
The Code of Practice can be accessed through these links:
Outcomes 1-4 speak to learner wellbeing and safety systems, the inclusion of learner voice, ensuring safe and inclusive physical and digital learning environments and processes to ensure learner safety.
Outcomes 5-7 relate specifically to student accommodation. Students studying at Pathways College live and study for 26 weeks of the year within their own community in New Zealand. However, for six one-week blocks, spread throughout the year, students attend block courses which are residential in nature. Consequently, we ensure that all the necessary requirements for the wellbeing and care of students apply when students are at block courses.
Outcomes 8-12 relate to the wellbeing of international students specifically, the information made available to those learners, the enrolment and orientation process as well as processes to ensure international students are kept safe and that there is adequate supervision of these learners. We have very few international students (none in 2023), however, Pathways College recognises that the distinct wellbeing and safety needs of international tertiary learners are well met through sound policies, processes and behaviours that provide an exceptional, enjoyable and productive experience for these learners. For students from countries outside New Zealand, pastoral and spiritual support help can be arranged with spiritual leaders in the appropriate language.
All staff members have an open-door policy in regard to student access to them for assistance in all aspects of learning and spiritual development. Online learners may text, phone or email staff members and can expect a prompt response. Pathways College staff guide students with advice regarding fees-free eligibility, student allowances, loans and student services. Assistance is available through specialist agencies for such matters as hearing disability, physical disability or counselling. Contact with these is the prerogative of the student but advice may be gained through perusing available listings or seeking help through Pathways College staff. Students meet their mentors regularly for support and encouragement. Adjunct faculty and staff accept the privilege and responsibility of praying for all students. Support is also available for students through their placement organisation and the local church they attend. Pastoral care is embedded in the student experience and students are well supported by mentors in their ministry placements, adjunct faculty and the pastoral care team made up of Pathways staff members.
In conducting the self-review of the Code of Practice, we have reviewed policies, practices, procedures and taken into account the student evaluations gathered from courses and student voice through regular discussions and surveys of students and stakeholders. The 2023 self-review process has been focused on ensuring compliance with the Code of Practice and has included:
Completion of a gap analysis;
Review of policies and procedures;
Review of student evaluations and surveys;
Ensuring our evidence of pastoral care practice and mentoring aligns with the outcomes of the Code;
Drafting an action plan to highlight areas for further development to ensure continued good practice and compliance.
The result of this self-review has been the identification of some areas in Outcomes 1 and 2 which we would like to strengthen in 2024 so that Pathways College has a comprehensive, whole organisation approach to ensuring student wellbeing and safety is paramount in our policies, processes and everyday behaviours and culture.
Pathways College’s self-assessment against the code is that we sit at the IMPLEMENTED stage. We recognise that our current systems and processes ensure overall compliance with the Code but we have also identified a range of areas where we would like to strengthen and enhance our processes and practices so that our learners remain well considered and the learning environment we provide continues to be safe, inclusive, responsive and a desirable place to study.
Code Outcome Reference
A learner wellbeing and safety system
Safe, inclusive, supportive and accessible physical and digital learning environments
Learners are safe and well
Outcomes 5 - 7
Responding to the distinct wellbeing and safety needs of international tertiary learners
Prospective international tertiary learners are well informed
Offer, enrolment, contracts, insurance and visa
International learners receive appropriate orientations, information and advice
Safety and appropriate supervision of international tertiary learners
Complaints and Grievance Procedures
There are defined procedures for student appeal, complaint, discipline, withdrawal and dismissal. All such procedures are published in the Student Handbook. Throughout 2022 there were no critical incidents or serious complaints to report, hence there is no data available.
Continuum of Implementation for the Code
Early Stages of Implementation
Implementation of the Code has not yet started or requires significant work
No or limited understanding of Code outcomes and requirements across the organisation
No or limited perspectives sought. Practices to reflect learner voice non-existent or underway
No or limited consideration of Te Tiriti o Waitangi/Treaty of Waitangi and the Treaty principles (including partnership, protection, and participation) when implementing the Code
No or limited practices in place to monitor against all Code outcomes and requirements
No or limited reporting processes from self-review
Implementation of the Code is underway, yet requires further work
Some understanding of Code outcomes and requirements across the organisation
Some perspectives sought, including adequate practices, to reflect learner voice
Some consideration of Te Tiriti o Waitangi/Treaty of Waitangi and the Treaty principles (including partnership, protection, and participation) when implementing the Code
Some practices in place to monitor against all Code outcomes and requirements
Adequate reporting processes from self-review
The Code is implemented
Sufficient understanding of Code outcomes and requirements across the organisation
Multiple perspectives sought, including sound practices, to reflect learner voice
Good consideration of Te Tiriti o Waitangi/Treaty of Waitangi and the Treaty principles (including partnership, protection, and participation) when implementing the Code
Relevant practices in place to monitor against all Code outcomes and requirements
Effective reporting processes from self-review
The Code is well implemented
Thorough understanding of Code outcomes and requirements across the organisation
Diverse range of multiple perspectives sought, including robust practices, to reflect learner voice
Full consideration of Te Tiriti o Waitangi/Treaty of Waitangi and the Treaty principles (including partnership, protection, and participation) when implementing the Code
Well-established practices in place to monitor against all Code outcomes and requirements
Highly effective reporting processes from self-review