This page contains six evidence briefs that were provided by the Ministry of Education to the Taskforce in May 2018 as background reading. These briefs cover:
This paper describes the transitions children and young people face as they go through the education system, what good transitions involve, and why they matter. It presents data about different pathways through education, the experiences of different population groups, and the relationship between the quality of educational transitions and life outcomes.
This paper describes the difference between skills and competencies, why both are important, and how the education system supports their development alongside acquiring knowledge. Social and emotional competencies receive particular attention for their role in supporting development, lifelong learning and the meeting of our civic responsibilities. The role of the New Zealand curricula in supporting these goals is interwoven throughout the paper.
This paper looks at whether children and young people in New Zealand’s early childhood, primary and secondary education systems are present, safe and included in their learning environments. The paper looks at data around safety, attendance and inclusion, and at how children and young people describe their experiences.
This paper looks at how our system is working towards all children and young people progressing and achieving. It looks at both national curricula expectations and international benchmarks. It draws on a variety of sources and has a particular focus on equitable education outcomes.
This paper looks at the extent to which New Zealand’s learners get a good start in education. The paper explores why this matters, and describes the quality and diversity of New Zealand’s early childhood education sector.
This paper looks at the extent to which New Zealand’s education system is fostering in children and young people an appreciation of our diverse society and the importance of their culture. The paper looks at why this is important and explores the evidence collected from the voices of children, young people, teachers, principals and parents.