The New Zealand Qualifications Authority was established to develop a consistent approach to the recognition of academic and vocational qualifications. The National Qualifications Framework was designed following surveys of a number of sectors: universities, colleges of education, polytechnics, private training firms, schools, businesses, unions, government agencies, and community representatives. During the period of the consultation, officers of the Authority also attended some 350 briefings, seminars, and discussions with interested groups. The decisions made by the Board of the Qualifications Authority are based, therefore, on the results of 12 months of research and consultation. The framework is to be composed of four primary elements: (1) units of learning, among which learners could choose to build towards a qualification; (2) assessment and reporting, which relates the performance of the learner either to that of others in a similar group (norm-referenced assessment), or against predetermined standards (standards-based assessment); (3) recognition of prior learning, which endorses the principle of awarding credit for prior learning against units of learning in the national framework and which would include the establishment of credit transfer arrangements; and (4) quality systems, in which devolved quality management places responsibility on providers and their communities for assurance of quality. The qualifications will be organized on eight levels; levels 1-4 leading to a national certificate, levels 5-7 to a national diploma (level 7 also leading to an initial degree), and level 8 leading to other degrees or higher certificates/diplomas. A survey of the Maori community led to the development of Maori-based qualifications within the national framework. Other considerations included the following: certification of on-the-job training; a national information system for access to units and standards; a networked national database of student records; and a database of framework users. Each component of the framework described in this report is followed by a section discussing and explaining the decisions of the board concerning that component, and the report concludes with a simple list of the 23 decisions made. (Appendices contain a list of those to whom the questionnaires were sent to develop the framework and analysis of the questionnaire responses.) (CML)