Home About
Conversations
Education and Training Amendment Bill (No 2) Te oranga me te haumaru ākonga | Learner wellbeing and safety Education Conversation | Kōrero Mātauranga Action Plan for Pacific Education Curriculum, Progress and Achievement Early Learning Action Plan Education Workforce Strategy Fees Free tertiary education and training International Education Strategy Ka Hikitia and Tau Mai Te Reo (Māori Education) Learning Support Action Plan Minimising food-related choking risks in Early Learning Services The Statement of National Education and Learning Priorities (NELP) NCEA Review Reform of Vocational Education Review of Home-based Early Childhood Education Shaping a Stronger Education System with New Zealanders Tertiary Education Strategy (TES) Tertiary Student Voice Tomorrow's Schools Review Person responsible requirement in ECE teacher-led centres
Home About
Conversations
Education and Training Amendment Bill (No 2)
Proposed changes to School board elections Proposed change to Police vetting of education employees Proposed changes to out of zone enrolment priority categories Proposed changes to Teaching Council processes Proposed change to allow the Education Review Office to review professional learning and development services accessed by schools, kura and early learning services Proposed changes to compulsory student services fees Proposed change to allow National Student Numbers to be used to support work-based learning Proposed change to enable the New Zealand Qualifications Authority (NZQA) to have discretion to cancel a Private Training Establishment’s (PTEs) registration
Te oranga me te haumaru ākonga | Learner wellbeing and safety
Rārangi Tikanga Atawahi | Code of practice He huarahi whakatau tautohe hou mō ngā ākonga mātauranga matua nō Aotearoa | A new dispute resolution scheme for domestic tertiary learners Ngā Panonitanga Ture | Law changes He aha ngā mahi mō muri i te whakawhiti kōrero? | What happens after consultation?
Education Conversation | Kōrero Mātauranga
What you told us
Voices of people with disabilities Voices of young people The voices of ethnic communities Kōrero about the future of Māori education Kōrero mātauranga survey first findings Voices of Pacific Communities
What's happening?
The Summit events
Education Summit 2018 Values, principles and possibilities The hubs Taking the conversation beyond the Summit
Summit Resources
Voices of the Future audio recording
The Guardians Ministerial Advisory Group
Action Plan for Pacific Education
Frequently asked questions Supporting Materials What you said: 2018 fono
What you said: 2019 fono
Auckland Teacher Fono Summary Flaxmere Fono Summary West Auckland Fono Summary Dunedin Fono Summary Porirua Pan Pacific Fono Summary Hamilton Fono Summary Tokelau Lower Hutt Fono Summary Christchurch Samoa Fono Summary Palmerston North Fono Summary Auckland LGBTQIA+/MVPFAFF Fono Summary Auckland Fiji Fono Summary Oamaru Fono Summary Auckland Kiribati Fono Summary Auckland Disability and Learning Support Fono Summary Invercargill Fono Summary Auckland Tokelau Fono Summary Auckland Tuvalu Fono Summary Lower Hutt Fono Summary Blenheim Fono Summary Tauranga Fono Summary Wellington Learning Support Fono Summary Rotorua Fono Summary Porirua Tokelau Fono Summary Christchurch Fono Summary Christchurch Tongan language group fono summary Christchurch Samoan language group fono summary Tokoroa Fono Summary South Auckland Fono Summary South Auckland Solomon Islands Fono Summary South Auckland Samoa Fono Summary
What's next?
Pacific Education Funds
Pacific Education Support Fund Pacific Education Innovation Fund Pacific Education Funds Flyers Fakatupega mō Akoakoga a te Pahefika Fesoasoani Tupe mo Aʻoaʻoga Pasifika Moni-tauturu i te ʻĀpiʻiʻanga o te Moana-nui-o-Kiva Mwane ni Buoka ibukin aia Reirei kain Te Betebeke Paʻanga Tokoni ki he Ako ʻa e Kakai Pasifikí Potaaga Tupe he Faahi Fakaako Pasifika Tupe Fesoasoani ki Akoakoga Pasifika Veivakailavotaki ni Vuli ena Pasifika Vӓeag Monē se Rak tē ʻon Famör Pasefika
Curriculum, Progress and Achievement
Next steps
A process for updating our national curriculum Resources that map progress across the national curriculum Records of learning A trusted environment for using information
What we’ve heard so far Information for schools and kura Information for communities Frequently asked questions National priorities for professional learning and development
Background
Ministerial Advisory Group Terms of Reference Ministerial Advisory Group members Reference Group Terms of Reference Emerging ideas videos Emerging ideas stories Background papers Who's involved?
Resources
Early Learning Action Plan
Summary of the action plan What this means for parents and whānau Objectives and actions What we expect to see if the plan is successful Consultation on the draft plan
Background information
Terms of reference Background papers Reference Group Ministerial Advisory Group
Resources
Education Workforce Strategy Fees Free tertiary education and training
International Education Strategy
What’s next
Ka Hikitia and Tau Mai Te Reo (Māori Education)
Resources
Learning Support Action Plan
About the Learning Support Action Plan
Drivers for change Six priorities Other initiatives to improve learning support Connections to wider education system initiatives
New approach to providing learning support
Learning Support Coordinators
Learning Support Toolkit Learning Support Coordinators Induction Forum keynote Learning Support Coordinators Induction address by Katrina Casey, Deputy Secretary Release of LSC evaluation
What you told us What's next? Background papers Resources
Minimising food-related choking risks in Early Learning Services
The Statement of National Education and Learning Priorities (NELP)
Consultation on the draft NELP Treat kids like they’re gold New planning and reporting framework Evidence briefs
NCEA Review
Latest updates
Pilot of new NCEA subject a significant step towards parity for Māori knowledge NCEA Level 1 subject changes to give students a broader foundational education Have your say: Draft Achievement Standards for Māori Performing Arts Have your say: Draft NCEA Literacy & Numeracy standards Feedback process on draft NCEA Level 1 standards extended NCEA Change Programme sustains momentum amid COVID disruption Feedback process and mini-pilot on draft NCEA Level 1 standards Feedback process on NCEA Level 1 Science options extended Extension to public engagement on the Provisional Subject List Responding to the COVID-19 pandemic Robust feedback on draft NCEA Level 1 materials NCEA Panels established Feedback Hubs set up in schools Cabinet confirms NCEA changes
What you need to know
What is NCEA? What is the NCEA Change Programme? Seven planned changes to strengthen NCEA How the Ministry of Education is partnering with stakeholders
Literacy and Numeracy
Draft Literacy and Numeracy English Medium
Review of Achievement Standards (RAS)
Te Mārautanga o Aotearoa (TMoA) NCEA Level 1 Subject List Māori Performing Arts (MPA) Review of Achievement Standards Pilot - Phase 1 Update on Trial & Pilots - Phase 2
Change Package
What impact will the changes have? Make NCEA more accessible Mātauranga Māori Strengthen literacy and numeracy Have fewer, larger standards Simplify NCEA’s structure Show clearer pathways Keep Level 1 optional Addressing misunderstandings or confusion
Resources
Background Information
What's happened so far? What has New Zealand told us? Advisory Groups
Contact Us
Reform of Vocational Education
About the changes Engagement and consultation
About the Reform of Vocational Education
Background papers
Resources
Review of Home-based Early Childhood Education
Changes for home-based ECE
Qualifications Strengthen key roles Further work on targeting funding
What’s next? Home-based Sector Reform Implementation Group
How might these changes affect educators
Mary in Central Wellington Kama and Falala in South Auckland Yu Yan in Hamilton Jamaad in Hamilton Sue in South Auckland Margaret and Linley in Tauranga
What is home-based ECE?
About the Review of Home-based ECE
Background papers Terms of reference
Five-year transition to a fully-qualified home-based workforce
Qualification requirements Support for the transition to a qualified home-based workforce Frequently asked questions
Shaping a Stronger Education System with New Zealanders
Summary What's this about? Public Events How you can take part
Resources
NZSL: Shaping a stronger education system with New Zealanders
Tertiary Education Strategy (TES)
What's next
Tertiary Student Voice
Tomorrow's Schools Review
Have your say 2019
About the Tomorrow's Schools Review
Terms of Reference Independent Taskforce members Advisory Panel
Information about what the changes mean for you
Information for Boards of Trustees Information for Principals and Leaders Information for Parents and Whānau Information for Learners | Ākonga Information for Iwi and Māori Communities Information for Pacific learners and education stakeholders Information for Learners with disabilities and/or additional learning needs Information for Early Childhood Education Services and Kōhanga Reo Information for Learners’ transitions into employment and post-secondary education Information for Teachers Information for schools and school administration
Background information
Tomorrow’s Schools Review: Background paper Tomorrow’s Schools Review: Briefing papers Tomorrow’s Schools Review: Evidence briefs Tomorrow’s Schools Review: Submissions and Stakeholder Engagement 2018 Tomorrow’s Schools Review: Cabinet Papers 2019 Tomorrow’s Schools Review: Submissions and Survey Analysis 2019 Tomorrow's Schools Review: costs Tomorrow’s Schools Review: Reports July to November 2019
Translations and accessible formats
Supporting all schools to succeed: Reform of the Tomorrow's Schools system e-text HTML
Out and about Resources
Person responsible requirement in ECE teacher-led centres
Person Responsible Consultation outcomes
NCEA Review
Latest updates
Pilot of new NCEA subject a significant step towards parity for Māori knowledge NCEA Level 1 subject changes to give students a broader foundational education Have your say: Draft Achievement Standards for Māori Performing Arts Have your say: Draft NCEA Literacy & Numeracy standards Feedback process on draft NCEA Level 1 standards extended NCEA Change Programme sustains momentum amid COVID disruption Feedback process and mini-pilot on draft NCEA Level 1 standards Feedback process on NCEA Level 1 Science options extended Extension to public engagement on the Provisional Subject List Responding to the COVID-19 pandemic Robust feedback on draft NCEA Level 1 materials NCEA Panels established Feedback Hubs set up in schools Cabinet confirms NCEA changes
What you need to know
What is NCEA? What is the NCEA Change Programme? Seven planned changes to strengthen NCEA How the Ministry of Education is partnering with stakeholders
Literacy and Numeracy
Draft Literacy and Numeracy English Medium
Review of Achievement Standards (RAS)
Te Mārautanga o Aotearoa (TMoA) NCEA Level 1 Subject List Māori Performing Arts (MPA) Review of Achievement Standards Pilot - Phase 1 Update on Trial & Pilots - Phase 2
Change Package
What impact will the changes have? Make NCEA more accessible Mātauranga Māori Strengthen literacy and numeracy Have fewer, larger standards Simplify NCEA’s structure Show clearer pathways Keep Level 1 optional Addressing misunderstandings or confusion
Resources
Background Information
What's happened so far? What has New Zealand told us? Advisory Groups
Contact Us
We spent 2018 talking to New Zealanders about their experiences with NCEA.

The New Zealand Council for Educational Research (NZCER) was commissioned to collect, analyse, and report on public engagement data from multiple sources:

  • Quick Survey
  • NCEA and Big Opportunities Survey
  • Submissions
  • Workshops
  • Interviews
  • Focus groups.

Their analysis was provided under the broad foci of the NCEA review:

  • What are people’s experiences of NCEA?
  • What are people’s ideas for improvement?
  • What are people’s responses to the Big Opportunities and what alternatives do they suggest?

Read the report

NCEA Review: Findings from the public engagement on the future of NCEA

NCEA Review: Findings from the public engagement on the future of NCEA - 8 page summary

NCEA Review: Findings from the public engagement on the future of NCEA - posters

Thumbnail of the NZCER report cover

Who we heard from

The data that was analysed by NZCER comes from a wide range of stakeholder groups:

  • Principal/tumuaki
  • Teacher/kaiako
  • NCEA student
  • Parent/whānau
  • Student
  • NCEA graduate
  • Tertiary student
  • Tertiary educator
  • Employer
  • Iwi representative.

The submission process captured open responses from a broad range of stakeholder groups, including institutions and representative organisations. In addition, more than 50 focus groups were held around Aotearoa New Zealand to hear from people who may not submit surveys or submissions (for example, young people not in education or employment, teen parents, students in alternative education) or where a specific group discussion is sought (e.g. employers, Pasifika fono).

Share this page
Connect with us
Accessibility
Privacy
Contact us
NZ Gov logo