Introduction

The purpose of the evaluation is to evaluate both the implementation and outcomes of the EPITE programmes, to identify and understand those features of the programmes that have the biggest impact on graduate outcomes. The Ministry needs to understand how and why individual programmes are more or less successful in order to inform future directions for ITE provision across the sector.

The evaluation looks across the EPITE programmes being piloted – it is informed by:

• a comprehensive understanding of the design and intentions of each programme as outlined in each programme proposal
• the implementation of the programmes – what we learn about what they actually did do
• the outcomes that each programme achieves.

Our evaluation is designed to be ‘overarching’: to assess the value and impact of the EPITE programmes, and to learn lessons from the EPITE programmes. To do this it will synthesise a range of information focusing on the individual programmes, and collect additional information as required.

Reports produced to date include:

• Evaluation Plan, August 2014: this outlines the full purpose, scope and design of the multi-year evaluation. Since the plan was written the design has been refined, key changes are:
  • Timing: the focus on graduate outcomes was brought forward to late 2016 to meet the information needs of the Ministry (data collection was initially intended to occur mid-2017).
  • Increased qualitative research to inform understanding of exemplary features and assess graduate outcomes; additional graduate surveying.
  • Additional reports in 2018 to capture additional programme data and an additional graduate survey, with a final evaluation report in May 2018.
• First Interim Report, June 2015: focusing on the early implementation of Round 1 programme
  (Otago, Waikato and Auckland Primary)
• Top Line Report, January 2016: collation of feedback from evaluation surveys conducted to date
• January Key Data Report, May 2016: summary of available data (including programme data and survey data) from 2014 to April 2016.
  • Increased qualitative inputs to inform understanding of exemplary features and assessment of graduate outcomes.