Virtual Education Wiki - User contributions [en]

$List of current virtual schools in Canada

2025-03-19T20:49:15Z

Pbacsich: new

{{#ask:[[Category:Virtual schools]] [[Category:Canada]] | format=table| limit=800}}

$List of current virtual schools in Australia

2025-03-19T20:48:08Z

Pbacsich: Created page with "{{#ask:Category:Virtual schools Category:Australia | format=table| limit=800}}"

{{#ask:[[Category:Virtual schools]] [[Category:Australia]] | format=table| limit=800}}

$List of current virtual schools

2025-03-19T14:14:48Z

Pbacsich: new

Rwanda/OER

2025-03-10T16:59:31Z

Pbacsich: added file "Opening Up Education in Rwanda" and updated link to Rwanda page

'''For more information on Rwanda see the specific POERUP report [[File:Opening Up Education in Rwanda.pdf]] and the Re.ViCa/VISCED country report on [[Rwanda]]'''
----

[[Policies Survey]] notes:

: In ''Rwanda'', OER are largely the initiative of individuals who use them to enhance educational materials at the higher education level, but Rwanda’s National Information and Communication Infrastructure Plan (The National Digital Library Project) makes reference to OER in educational strategies.

: The respondent to [[Policies Survey]] from Rwanda noted that "The Government of Rwanda is very willing to develop ODeL to make education more accessible … The department in charge of ICT in Education and ODeL [was] established a few months ago … OERs will definitely be used by this department for cost-effective quality education … There is also a plan to develop a national digital library and OERs will be a significant component of this library … In [the] Rwanda Education Sector Strategic Plan (http://mineduc.gov.rw/IMG/pdf/ESSP.pdf) there is a plan to develop ODeL for capacity building in the country. OERs as digital content might play a significant role in this ODeL development."

== Overview ==



''Rwanda'', in full the '''Republic of Rwanda''', known as the '''Land of a Thousand Hills''', is a country located in the Great Lakes region of eastern-central Africa, bordered by [[Uganda]] to the north, [[Burundi]] to the south, the [[Congo Democratic Republic]] to the west and [[Tanzania]] to the east. Its population is a little over [[Has population::10,000,000]] and its capital is [[Has capital::Kigali]]. Most Rwandans speak Kinyarwanda, one of the country's three official languages, and in market towns many people speak Swahili. Educated Rwandans speak French and English. In 2008 the Rwandan government announced that English would become the primary language of instruction in schools, replacing French. This change was initiated "to ensure further integration with the global economic community".

=== Further information ===

''For further general information see [[Wikipedia:{{PAGENAME}}]].''

== Education in {{PAGENAME}} ==

''For a general description of education in {{PAGENAME}} see [[Education:{{PAGENAME}}]].''



=== e-learning ===

''For a description more focussed to e-learning see [[E-learning:{{PAGENAME}}]].''



Some years ago the Rwandan government formed a national strategy for information and communications technology ("ICT") aiming to link public institutions of higher education (and later, private institutions) via network then called RWEDNET. There is also hope that this can be expanded to link secondary schools (and potentially, primary schools) together. There is a shortage of ICT skills at the present time which limits ICT education to tertiary institutions and elite secondary schools. Rwanda is a participant in the imfundo project (which means “education” in the Ndebele language), a partnership between DFID, large high technology companies, and a number of developing countries. The aim of the project is to raise attainment through distance learning and professional development courses in ICT for teachers. There is hope that advancing the development of these skills will allow Rwanda's economy to grow into new and more profitable areas. This is limited, however, by weaknesses in infrastructure. Many areas lack phone lines, let alone computing facilities. In an effort to improve the situation, the government has been opening telecommunications centers where staff can receive ICT training. This training is already paying dividends, with many students now being offered well paid (by local standards) part time work. Rwanda could attract business through the bilingual French and English skills many locals have. In October 2006, the NEPAD e-Africa Commission launched a project to further develop ICT in Rwandan schools. The project will link up schools across Africa, including primary and secondary levels, and is intended to grow; eventually it will incorporate all Rwandan secondary schools. A lot of work in ICT education is being done by KIST (Kigali Institute of Science and Technology) and the E-ICT Integrated Training Center. (1)

OLPC Rwanda
Rwanda, under the strong conviction of president Paul Kagame, has committed to deploying 100,000 laptops across the country. This is partly supported by a collaboration between the wealthier city schools and the poorer rural schools. OLPC has also set up a major learning center in Rwanda, OLPC-Rwanda, which aims to serve the educational and learning needs of Rwanda and other countries across Africa. See http://wiki.laptop.org/go/OLPC_Rwanda (1)

=== Quality procedures ===



== Internet in {{PAGENAME}} ==

Rwanda leads the region in terms of ICT adoption and infrastructure development. The country has a 100% mobile telecommunication coverage. Three Mobile phone operators (MTN, RwandaTel and TIGO) provide 3G mobile phone and internet services. In 2009, WiBro technology was launched in Kigali enabling users to access high speed wireless Internet from any part of the city. (1)

=== Internet in Education ===

== Copyright law in {{PAGENAME}} ==



=== Copyright law in Education ===

== OER Initiatives in {{PAGENAME}} ==



=== National OER initiatives ===

=== Regional OER initiatives ===

=== Institutional OER initiatives ===

Kigali Insitute of Education, Rwanda, is part of the [[TESSA]] network.

== References ==

# ReVica/VISCED page for Rwanda (http://virtualcampuses.eu/index.php/Rwanda) by [[Paul Bacsich]]
# [[File:Opening Up Education in Rwanda.pdf]] by [[Charlotte Doody]]

=== Reports ===



----
> [[Countries]]
 
> [[POERUP]]
 
>> [[Main Page]]

[[Category:Countries]]
[[Category:{{PAGENAME}}| ]]

[[Category:POERUP content]]

File:Opening Up Education in Rwanda.pdf

2025-03-10T16:56:41Z

Pbacsich: Pbacsich uploaded File:Opening Up Education in Rwanda.pdf

This short report describes the context for opening up education in [[Rwanda]]. Its focus is on higher education, although there is some coverage of schooling and also NGO activity.

In Rwanda there are many developments in high-speed networking and a substantial amount of distance education being delivered in and into the country. These provide a fruitful context for future development of OER, MOOCs and open education generally. Among the highlights are:

* Rwandan primary school children benefit from the One Laptop per Child Project funded by the One Laptop per Child Association.
* Open Learning Exchange Rwanda (OLE) promotes information on Public Health and Environment using ICT.
* Nokia and the Government of Rwanda have agreed a pilot project (SocialEDU) for free educational content. This will be available via edX linked to Facebook.
* Rwanda has a [[TESSA]] community and the University of Rwanda College of Education is a TESSA partner.
* The UK OU began a project in 2010 named [http://www.open.ac.uk/about/international-development/news/ou-advises-rwanda-distance-learning Open University Rwanda] whereby it was advising the Rwandan Government on setting up distance learning nationally.
* Kepler is providing university qualifications through blended learning making use of MOOCS and linking students with employers. Courses are provided in the following areas: Business Management & Finance, Computer Science, and Engineering

This report is being released within POERUP under the normal POERUP guidelines of Creative Commons 4.0, as above. We hope that those more familiar with Rwanda in recent years will add their input to improve future versions documenting the achievements of Rwanda in ICT for education, and open education in particular.

The report was written by [[Charlotte Doody]] and edited by [[Paul Bacsich]]. Paul has a long-standing interest in Rwanda since his work there on projects for Imfundo in the early 2000s on planning for what became [http://www.ubuntunet.net/rwednet RwEdNet].

For more information (even if somewhat out of date) see the wiki page http://www.virtualcampuses.eu/index.php/Rwanda

[[Category:Rwanda]]

$Table of virtual schools in Europe

2025-02-03T21:06:09Z

Pbacsich: test page

{{#ask:[[Category:Virtual schools in Europe]] | format=table| limit=800}}

$Table of virtual schools in Europe

2025-02-03T21:05:25Z

Pbacsich: Created page with "{{#ask:Category:Virtual schools Category:Europe | format=table| limit=800}}"

{{#ask:[[Category:Virtual schools]] [[Category:Europe]] | format=table| limit=800}}

Trends and Issues of Digital Learning in the United Kingdom

2024-12-04T10:13:57Z

Pbacsich: /* Virtual schools growing but still peripheral */

This is a page with the Abstract and some Conclusions from the book chapter "Trends and Issues of Digital Learning in the United Kingdom" in the Taiwan Government book "Trends and Issues of Promoting Digital Learning in High-Digital-Competitiveness Countries: Country Reports and International Comparison"

Both the full book and several of the chapters, including this one on the UK are on the web:

* "Trends and Issues of Digital Learning in the United Kingdom" - on [https://www.researchgate.net/publication/377330171_Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom ResearchGate] and [[File:DigitalLearning UK.pdf]]
* "Trends and Issues of Promoting Digital Learning in High-Digital-Competitiveness Countries: Country Reports and International Comparison" on [https://www.researchgate.net/publication/376513474_Trends_and_Issues_of_Promoting_Digital_Learning_in_High-Digital-Competitiveness_Countries_Country_Reports_and_International_Comparison ResearchGate] (with an immensely long URL) and [https://files.eric.ed.gov/fulltext/ED636595.pdf Eric] (with a much shorter URL)

== Abstract ==

This chapter reviews the current state of digital K-12 in the United Kingdom with emphasis on England. It gives evidence to substantiate the UK's high
ranking in digital maturity studies and analyses. The chapter begins by summarising England's K-12 system and the factors of the National Curriculum and National Exams which produce a uniform system despite the wide variety in size, purpose, organisation and funding of schools.

It describes the digital policy interventions, funding schemes, large-scale projects and influential reports in the period 2010-23, demonstrating that decisions taken more than ten years ago have continuing effects today, and that the pandemic rapidly accelerated existing trends rather than setting a brand new direction.

A broad view is taken of infrastructure covering technology, leadership, budgets, course design/delivery, ensuring student success, staff development, quality/inspection, and analytics. It provides data, with key examples, supporting the main trends analysed - bandwidth, school networks, software, end-user devices, and content.

It covers topics often omitted in such reports, such as private schools, homeschooling, virtual schools, open content, online national examinations and the overlap of K-12 with the post-secondary sector.

It reviews key issues:
* structural disorganisation leading to fragmented procurement of a plethora of systems,
* the multi-dimensional isolation of K-12 including the disconnect between school and post-secondary digital approaches and systems,
* lack of clarity on the role of parents,
* the rigidity of the school day/week/year limiting the scope for blended digital learning, and
* the promise but problems of advanced technologies

== Challenging features of digital learning ==

=== Homeschooling ===

In England [and indeed the UK], students do not have to attend a face-to-face school. Parents can "homeschool" their children, in other words, teach them at home with help from online resources or online tutors. This means that there is a market for online content and service provision direct to parents in a way different from many other countries.

=== Too wide a range of systems and devices ===

'''Teachers in England use over 50 different ICT systems''' (Gibbons, 2020). Very few schools run one of the four global VLEs used in universities and colleges
(Moodle, Canvas, Brightspace or Blackboard) - instead they use less functional offerings, which no post-secondary UK institution would use in a core role for online teaching and learning.

The demands of employers of professionals require a post-secondary institution to ensure that students are competent in Microsoft Office. The vast majority deploy and/or require students to have Windows PCs (a few use Mac computers). In contrast, many schools use low-cost tablets often without keyboards. Chromebooks and Microsoft Surface tablets occupy an intermediate position: low power, less flexible, but low cost and with keyboards useful for Microsoft Office apps.

=== The isolation of digital K-12 in England ===

Digital K-12 in England is fragmented and isolated,

* from the university sector (which provides much teacher training),
* from each other (no central agency or regional aggregation) and
* from other countries especially in Europe (most EU countries' exam systems are much more compatible with England than the US system is).

In more detail, summarising and extending some points made earlier:
# There is no central agency for ICT in schools. Becta was closed in 2011 - to dismay from experts (Preston, 2010; Selwyn, 2011).
# There is no regional structure that is effective for digital support or procurement - 150 municipalities is far too many, thus many are too small.
# Most schools do not use a full-function VLE which universities/colleges use.
# There is no standard scheme to ensure that teachers have up-to-date skills in using ICT to support teaching. The topic is covered in courses for new
teachers, but not for teachers already qualified. Few schools are large enough to mount such courses themselves.
# University/college e-learning staff have the Association for Learning Technology, ALT (2023b), which is well known and has considerable traction; however, few school teachers are members.
# The national inspection system for schools has little focus on ICT. The work from the EU, OECD, and other countries on quality schemes for ICT in schools is little known or used.
# UK-EU collaboration in education ceased soon after the UK left the EU.

=== Number and power of devices used ===

Currently, few face-to-face schools have a device:student ratio of 1:1 - a typical ratio is 1:4 (CooperGibsonResearch, 2021, p. 18) and most devices are not
PCs, yet.

=== Exams remain paper-based ===

During the pandemic, exams were cancelled, students were awarded grades based on teacher predictions, and universities, employers and parents agonised over standards (Kippin & Cairney, 2022).

This led to pressure for digital assessment - for many prior years there had been little interest in this (Mansell, 2009). Covid provided the stimulus - but researchers had already researched the issues and vendors gained experience in other countries.

Most exams require students to handwrite all their answers, including essays - in fact, laptops are allowed mainly when some disability precludes handwriting (Think Student, 2022) rather than for all exams, as would seem natural in a digital world.

In 2022 Ofqual announced a review of "whether greater use of technology in assessment and qualifications could deliver benefits for students and apprentices" and specifically mentioned "remote invigilation" (Education Hub, 2022). One exam board (AQA) also carried out research (Whilooking conclusion was that such work should "enable the next wave of school development, allowing students to experience a rich curriculum while also preparing for its application in a digital world" - but there was a key caveat, that the initiative's success "relies upon on a government-led programme of national change" (AQA, 2022).

In summer 2023 Ofqual confirmed a study of the feasibility of "fully digital" exams (ParliamentLive TV, 2023).ttaker, 2022).

''However, at the time of writing [October 2023] there were no plans for fully digital exams, unlike the situation in e.g. Estonia.''

=== Virtual schools growing but still peripheral ===

Virtual schools first appeared in the United States. Hence an early definition is US-oriented: "an entity approved by a state or governing body that offers courses through distance delivery - most commonly using the Internet" (Barbour & Reeves, 2009).

Virtual schools in the US sense started in the UK in 2005, when Interhigh was founded to teach online (King's Interhigh, 2005).
Earlier, in 1963 the National Extension College started as a correspondence college - this began a move to blended provision (with some online) around 2000 (NEC, 2023).

There is currently no official data on the number of virtual schools or the number of students who are studying at them in England. The Department for Education is reported as estimating "25 online education providers" (Martin, 2023). All are private schools.

[[United_Kingdom/England/Tables#Table_V.1_Virtual_schools_in_England_likely_to_be_eligible_for_DfE_accreditation]] shows some virtual schools operating
from England.

There was until 2023 no accreditation system for virtual schools (Department for Education, 2023e). The indicators for the scheme (Department for Education, 2023f) mainly ensure that the virtual school can be accredited as a school on the official list (Get Information about Schools, 2023) - there are only a few indicators on teaching and just one (2.6) on use of digital resources (Department for Education, 2023f, p. 15).

=== At last, an increasing role for centralised and open content ===

England never had a K-12 OER policy and never funded any OER K-12 repositories, surprising since there was a large government-funded OER programme for universities in 2009-2012 (McGill, 2014). [Other home nations were no better.] There has been no central overall repository of digital K-12 content, until recently.

The key issue that came to the fore in the pandemic was the lack of free (or easily licensable) relevant content. The content did exist - many virtual schools and online K-12 providers had most subjects available online in both self-study and tutored form. Yet, government did not seem to want to license access to such material; instead it set up a new provider, Oak National Academy. This led to long delays in creating a critical mass of data, with large gaps (Martin, 2022) at the start of the 2022-23 school year.

After reflecting on the needs demonstrated very visibly during the pandemic, the government came to the view there was again a national need for a central repository, not one with a wide remit like Becta, but with a specific remit to provide online learning resources for the National Curriculum. A Full Business Case was published in October 2022.

The consultations leading up to this policy caused the usual backlash from teachers (Martin, 2022), unions, and content developers (Publishers Association, 2022) - and even some of the original Oak partners (Coles, 2022). There were the usual issues over teacher autonomy (NATE, 2023).

'''Nevertheless, the National Academy is going ahead.'''

== Key challenges remaining ==

=== Continued structural disorganisation in the school sector ===

The wide variety of ICT systems used in schools leads to problems with support, training and resource sharing. The structural issues within the sector and the lack of group action do not help.

Some progress is being made. The Department for Education now has an effective regional structure based on the Government Regions, but still no regional component to handle digital issues.

Academy Trusts play an increasing role in overseeing their schools, but many local education authorities do not manage digital strategy for their schools. In fact, a high percentage of both primary and secondary schools have no strategy or school-specific strategies - making group procurement hard or impossible (CooperGibsonResearch, 2021,
pp. 76-77).

There are still around 5,000 small primary schools (enrolment under 200 students) (Weale, 2019) - unviable for an autonomous ICT strategy.

This situation leads to fragmented procurement, leading to no economies of scale or free added value services such as training. In contrast, UK colleges and universities have a more centralised/regionalised/group-oriented approach to procurement, which leads to a much smaller range of systems, and better support for these.

=== Unclear role of home and parents in Digital Learning ===

There are a number of home- and parent-related areas in digital K-12 where there is a long-standing reluctance of government to confront key issues.

The main ones are:

* Homework, with the vagueness over the value and amount - discussed earlier.
* A reluctance to monitor homeschooling (discussed earlier) and the challenge of children not in school. After the pandemic, the Children's Commissioner (2022) revealed "tens of thousands of children who are persistently or severely absent or missing from education altogether".
* Vagueness about whether government, municipalities, schools or parents will fund the "one laptop per child plus broadband" needed at home to make ICT in schools really work. This is in addition to the laptops or desktops needed within each school.

There is no recent published research on the extent to which 1:1 access to a suitable device (tablet or laptop) has been achieved - but initial indications (see the Table below) are that a small but steadily increasing set of schools of all types are doing this, for some age groups (see Table 9 in the [https://www.researchgate.net/publication/377330171_Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom full Report])

The examples [in the Table] of the Ark Schools Trust and Oldham College show what can be done within state school budgets, suggesting that the key constraints are
motivation not finance. An iPad can be leased and supported for £120 per year (KRCS, 2023), within the overall framework set by the government (Department for Education, 2023b).

However, there are few signs yet of any schools adopting a PC [i.e. not Chromebook or tablet] laptop policy for pupils.

=== Unwillingness to change the school day or year to support Digital Learning ===

There is no evidence of any schools in England adopting a significantly different length of or pattern to the school day because of blended learning.
[This is crucial if hybrid learning or substantial supplementary virtual schooling were to take place.]

The school week in England is defined as a "a 32.5-hour week" - an average 6.5-hour day (The Key Leaders, 2023). The length of a school day is "tightly distributed" between schools (Long, 2023, p. 17). There have been years of discussion on the benefits of a longer school day - in contrast, there is little discussion of the benefits of a shorter school day (JuniLearning, 2023) facilitated by DL.There is an approach, "study leave", which allows older children to stay at home while studying for exams (Nash, 2023), when they could use online resources. However, this approach does not apply during days when teaching takes place at school.

In England, local authority-maintained schools have to open for at least 190 days in the school year (Long, 2023, p. 4). Tradition and parental expectations mean that schools all divide the school year into three terms with similar dates.

There are discussions about changing school terms: in particular, the summer holiday is felt by educators to be too long. During the end-phases of the pandemic, suggestions were made for "longer school days and shorter holidays" to help students overcome the learning gap that Covid produced - these led to strong fight-back from teachers (Miller, 2021) and were never implemented.

=== Use of artificial intelligence and other advanced technologies in schools ===

[This section will no doubt change radically in the 2024 edition.]

Few schools use any artificial intelligence or virtual/augmented reality technologies (CooperGibsonResearch, 2021, p. 18).

In the 2023-24 school year, artificial intelligence - mainly via language model tools such as ChatGPT - will continue to integrate into school-level education. This includes the use of tools by both teachers and students alike.

In the 2022-23 school year, teachers in many schools were discussing the issues surrounding AI and how it would impact on assessment, both in-school and high-stakes national (GCSE and A levels). The government released initial guidance in March 2023 (Department for Education, 2023g) along with detailed guidance from the Joint Council for Qualifications (2023). Later, the government issued a Call for Evidence to further inform their future policy development (Department for Education, 2023a). The Teacher Development Trust (2023) has produced a guidance document with comprehensive information.

The view from K-12 experts, such as Professor Mike Sharples, who led the Becta CAPITAL project, is that such tools "should be used to enhance pedagogy, rather than accelerating an ongoing arms race between increasingly sophisticated fraudsters and fraud detectors" (Sharples, 2022). However, there are likely to be a few "difficult" years for AI in schools in the immediate future, reminiscent of when pocket calculators arrived (Watters, 2015).

----
> [[VISCED]]

>> [[Main Page]]

[[Category:VISCED24]]

Main Page

2024-05-28T12:38:54Z

Pbacsich: Added news of Manifesto for Digital Schooling in England; and did general tidy-up

{| class="wikitable"
|+
![[:Category:Virtual schools]][[File:Button virtual-online colleges.png|alt=Image of a person doing online learning by Katerina Holmes from Pexels. This image sits on top of a navy blue circle. Image of a search bar with virtual/online schools across the centre of the image.|thumb|Virtual/online schools button|250x250px]]
![[Virtual colleges|Virtual_college]][[File:Wiki-button virtual schools.png|alt=Image of a person doing online learning by Katerina Holmes from Pexels. This image sits on top of a navy blue circle. Image of a search bar with virtual/online colleges across the centre of the image.|thumb|Virtual/online colleges button|250x250px]]
![[Programmes]][[File:Wiki-button virtual HE.png|alt=Image of a person doing online learning by Katerina Holmes from Pexels. This image sits on top of a navy blue circle. Image of a search bar with virtual/online HE across the centre of the image.|thumb|Virtual/online HE button|250x250px]]
![[Open Education Initiatives - list]][[File:Wiki-button OER.png|alt=Image of a person doing online learning by Katerina Holmes from Pexels. This image sits on top of a navy blue circle. Image of a search bar with OER across the centre of the image.|thumb|OER Initiatives button|250x250px]]
|}Welcome to the Virtual Education Wiki, devoted to virtual learning in education at all levels (schools, colleges and universities) including informal learning, '''open learning''' (OER) and distance learning. It is also known as the Open Education Wiki.

As this is a wiki, you can edit it as part of the [[Special:ListUsers|Virtual Education Wiki Community]]. Prior to contributing, you may find it useful to view our [[Help:Index|help pages]] and '''note that anything you change may be amended or deleted by other wiki users.'''

The idea in 2008 behind the original wiki was to create an open and public space where researchers could share information about virtual developments in various different educational sectors. It was supported and maintained during 2009-2015 by a community of researchers from EU and beyond and was aimed at stakeholders, researchers and practitioners who wanted to have easy access to the latest information about how the virtual phenomenon is manifesting itself in schools, colleges and universities around the world. You will therefore find much of this legacy information in the wiki. The wiki is now being updated in all its aspects, focussing initially on OER initiatives, OER policies and virtual schools.
== '''''Current Wiki Editors''''' ==
{| class="wikitable"
|+
![[File:Wiki-editor Paul.png|alt=Image of Paul Bacsich alongside his name within a navy blue circle. |thumb|Paul Bacsich, [https://bacsich.org/ Matic Media Ltd]]]
![[File:Wiki-editor Charlotte.png|alt=Image of Charlotte Doody next to her name, all within a navy blue circle.|thumb|Charlotte Doody, Wiki Contributor]]
|}
Paul Bacsich, Wiki Host, [https://bacsich.org/ Matic Media Ltd]

Charlotte Doody, Wiki Contributor

== '''''Latest news and resources''''' ==
[[File:Wiki News.png|alt=News and resources written above a hand holding a newspaper. All within a navy blue circle.|thumb|Decorative image]]

See [[News]]

=== PAPERS WANTED ===
[[Special Issue of the journal Education Sciences on Virtual Schools]] - deadline October 2024

The Special Issue aims to consolidate cutting-edge research and insights into K-12 virtual schools to serve as a comprehensive resource for researchers, policy makers, school leaders and virtual school teachers.

Its full title is "Virtual Schools for K-12 Education: Lessons Learned and Implications for Digital K-12 and Other Sectors of Education" (Guest Editors: Paul Bacsich, Sara de Freitas and Bieke Schreurs).

The deadline for submissions is <big>'''now 1 October 2024'''</big>.

For the latest information see https://bacsich.org/2024/03/13/special-issue-of-the-journal-education-sciences-on-virtual-schools-call-for-papers/

=== Manifesto for Digitally Enabled Schooling in England ===
Released 28 May 2024. See [[K-12 Manifesto England 2024|this page]]

=== Old News ===

For earlier news see [[Old News]]

== Warning ==

'''''Please be aware that with the large volume of legacy information contained within this wiki, a degree of "link rot" may be present.'''''

== General area ==

See links in Sidebar for the main content options. Alternatively see below:

*[[Virtual schools]] (K-12)
*[[Virtual colleges]] (TVET)
*[[Virtual campuses]] (i.e. higher education online)
*[[Open Education Initiatives]] (OER or MOOCs, in any educational sector)

For the former Main Page (2011-22) see [[2022 Main Page]]

== Admin area ==

(Current server name today is {{SERVERNAME}})

> [[Special:RecentChanges]] > [[Special:AllPages]]

[[Category:VISCED]]
[[Category:POERUP content]]
[[Category:VISCED-20]]
[[Category:VISCED23]]

----
Content is available under '''Creative Commons CC BY 4.0 license (International)''' unless otherwise noted.

{| class="wikitable"
!'''''The wiki is supported by [[Matic Media Ltd]], with hosting and technical support from [https://www.wikiworks.com/ Wikiworks].'''''
'''''Particular thanks are due to [https://www.mediawiki.org/wiki/User:Yaron_Koren Yaron Koren], the renowned MediaWiki developer, for his work on migration and data transfer.'''''
|}

K-12 Manifesto England 2024

2024-05-28T12:32:19Z

Pbacsich: added link to PDF version

''Since education is a devolved matter, this Manifesto focuses on England.''[1]

''Note that issues like AI and VAT are UK-wide as well as multi-sector.''

= Introduction =
The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.

This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England '''at school level'''.[2]

Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancement of technology, thereby enhancing the quality and accessibility of school-level education across the nation.

==== Source document ====
For a nicely-formatted document see [[:File:Manifesto-May2024-final.pdf]]

= Headline Proposals – 12 =
Most of these proposals arose from the work the team did on the report ''[[Trends and Issues of Digital Learning in the United Kingdom]]'',[3] delivered December 2023. An extended version and update of this will be available December 2024 but in view of recent political developments this policy intercept is appropriate now.

The proposals are designed to be realistic in the context of the current serious limitations on expenditure in the next couple of years. Additional expenditure has been kept to a minimum, some decisions will in fact generate savings and one source of additional income is identified.

# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking. Move at pace towards digital exams at A level but ensure that handwriting of assignments in schools is not phased out until it is not required for high-stakes assessment.
# Ensure equitable access to digital resources and support for all pupils, focussing on those eligible for Free School Meals and/or on an EHC Plan – with priority for laptop use for Sixth Form students, to better prepare pupils for employment, college or university.
# Strengthen the existing DfE regional structure for managing schools, both in terms of procurement and for managing pupil numbers in situations of demographic decline (or local increase). Foster regional procurement consortia and a short list of key tools so that cost-effective purchase of integrated software is possible. Consider setting up a “Region 0” to cover those schools with a clear national role such as state online schools and special education providers (e.g. Royal National College for the Blind).
# Introduce clear guidance on restricting smartphone use for under-16s, with an exceptions scheme for those with specific needs (e.g. a relevant entry on their EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# Implement robust policies and practices to protect the personal information of students and educators; and safeguarding policies and protocols to protect students from online risks (e.g. cyberbullying and inappropriate content).
# Modernise Ofsted to ensure that judgements are made by an up-to-date inspectorate, relevant to the evolving digital nature of schools and developmental rather than judgemental (except in extreme cases).
# Implement a '''small set''' of nationally accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.
# Set up at least two state-funded fully online schools. One such school should be a full-time online school; another should be a supplemental provider oriented to gap-filling in subjects (e.g. physics) where specialist teachers cannot currently be found.
# Solve the recruitment and retention issue for specialist teachers. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with schools required to deploy external services if a qualified teacher is not available.
# Stabilise Oak National Academy when the ongoing review reports; assign Oak the priority role of rapidly creating online content for subjects where specialist teachers are in short supply (e.g. physics).
# Conduct a consultation on a “homeschooling allowance” for all children not in schools, with a preference for a voucher for services (e.g. redeemable at a local authority or other provider) not cash payment.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services and in particular at the feasibility of a universal 5% VAT rate for education and training services.

= Guidance and research =
We expect DfE to continue their approach since 2020 of issuing strategy and guidance documents at regular intervals and commissioning relevant research to support such documents.

The one caveat we would add is that the research commissioned should cover all aspects and modes of school-level education and take more account than has been evident recently of relevant practice in other home nations and advanced economies (in OECD and EU especially).

= Background =

== Existing Progress in Digital Learning ==
Most of the points below are summarised from our existing published report.[4]

=== 1. Increased Connectivity and Infrastructure ===

* The DfE has committed to providing full-fibre internet connectivity to schools by 2025, ensuring that all have the necessary infrastructure to support digital learning.
* Cloud services and online training courses for teachers and leaders are being promoted to enhance digital competencies and facilitate remote learning.

=== 2. Adoption of Virtual Learning Environments (VLEs) ===

* Virtual Learning Environments are becoming integral to the educational experience, with platforms like Moodle and Canvas being widely adopted across most educational sectors in UK and other countries. However, progress is much slower in schools in the UK (unlike universities and colleges; and unlike schools in US or Canada). This issue needs to be addressed.
* Several Sixth Form Colleges/Academies are leveraging VLEs to develop independent, critical thinking skills among students, recognizing the importance of flexible and accessible learning environments; and using digital tools to enhance vocational training, aligned with market needs.

=== 3. Digital Assessment and Evaluation ===

* The pandemic has accelerated the shift towards digital assessments, with Ofqual exploring the feasibility of fully digital exams and remote invigilation.
* There is a growing recognition of the need to upgrade school infrastructure and ensure home access to support digital assessments effectively.

=== 4. Integration of AI and Emerging Technologies ===

* Artificial Intelligence (AI) tools, including but not only CoPilot and ChatGPT, are being integrated into school-level education to enhance pedagogy and assessment practices. In time to come, AI tools will be able to adjust the pace, format, and difficulty level of content delivery and assessment based on the learner's individual need.
* The DfE has released initial guidance on the use of AI in education,[5] with further policy development informed by ongoing research and stakeholder feedback.
* Virtual Reality, Augmented Reality and Robotics are also entering use in schools, but the costs remain too high for widespread use at this stage.

== Challenges in Digital Learning ==
The 12 Headline Proposals were developed to meet the challenges – '''Issues''' – discussed below, by proposing '''Actions'''.

=== 1. Infrastructure and the Digital Divide ===
'''Issues''':

* Despite efforts to improve connectivity, there remains a significant digital divide, with disparities in access to technology and internet connectivity among pupils from different socio-economic backgrounds.[6] Children and young people with SEND[7] – and in particular, EHC Plans – can face additional challenges when dealing with the digital divide.
* The provision at Sixth Form level is confused, with many Sixth Form Academies having changed from Sixth Form Colleges where they had FE funding and Jisc support into a school context with far less expertise available.

'''Actions''':

# Ensure equitable access to digital resources and support for all pupils, with a focus on laptop use for Sixth Form students, to prepare them better for employment, college or university.
# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking – maybe later extending the Jisc remit to all schools with Sixth Forms.

=== 2. Teacher Training and Professional Development ===
'''Issue''': Effective integration of digital technologies in education requires accredited comprehensive training and professional development for teachers in using digital tools. This is not happening.

'''Action''': Implement accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

=== 3. Parental Involvement and Home Learning ===
'''Issue''': The specific role of parents in supporting digital learning at home is unclear. This particularly affects homeschooling and the supply of appropriate digital devices for learning.

'''Action''': Conduct a consultation on a “homeschooling allowance” as found in some other jurisdictions (e.g. British Columbia)[8], with the preferred option being a voucher for a set of services (e.g. redeemable at a content provider and/or tutoring provider – including local authorities or online schools).

=== 4. Data Privacy and Security ===
'''Issue''': The increased use of digital tools and platforms raises concerns about data privacy and security.

'''Action''':

# Implement robust policies and practices to protect the personal information of students and educators.
# Implement digital safety measures – robust safeguarding policies and protocols – to protect students from online risks (e.g. cyberbullying and inappropriate content).

=== 5. Disorganisation in the school sector, now made worse by demographic decline at primary level ===
'''Issues''':

* The decay of local authorities’ role in managing schools and the growth in academies has led to a fragmentation of the school system.
* Demographic decline in primary education puts further pressure on an inadequate sectoral planning system.
* The focus on individual schools for ICT strategy and procurement leads to schools unable to get the best prices for equipment, software and services, and often enduring a set of minimally functional non-integrated systems.

'''Actions''':

# Strengthen the DfE regional structure[9] (based on the nine geographic English regions) for managing schools, in terms of procurement of systems and managing numbers in situations of demographic decline – or local increase.[10]
# Learn lessons from the university and college sector (and Jisc in particular) on how to manage regional procurements for hardware, software and services.
# Consider setting up a non-geographic “Region 0” to cover those schools with a clear national role such as state online schools, Royal School for the Deaf, and Royal National College for the Blind.

=== 6. Teacher shortages ===
'''Issue''': There is a chronic shortage of teachers in certain subjects (e.g. physics)[11] and attempts to overcome this have not been successful. This is a particular problem for GCSE and A-level study.

'''Actions''':

# Implement recruitment incentives, retraining courses, and mid-career retainer initiatives.
# Since these will take time to work, in the interim focus on developing online content for such subjects to alleviate the issue of non-specialists taking such classes.
# Introduce a child’s “right to be taught” for GCSE and A-level subjects, with secondary schools required to deploy outside help if a subject-qualified teacher is not available – good practice can be learned from the widespread use of supplemental virtual schools for such purposes in the US.

=== 7. Backlash against device use ===
'''Issue''': The backlash against mobile phone use by children is not being professionally managed. It is in danger of spilling over into a backlash against digital learning more generally, with consequential effects on digital literacy for post-secondary study and employment, vital to growing the economy.

'''Actions''':

# Introduce clear guidance on restricting full smartphone use for under-16s, with of course an exceptions process for those with specific needs (e.g. but not only a relevant entry on EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# However, ensure that handwriting of assignments is not phased out as long as it is required for high-stakes assessment. Full-time transition from handwritten to onscreen exams is likely to take several years.[12]

=== 8. Problems with Oak National Academy ===
'''Issue''': Substantial progress has been made in creating free resources for school-level education (making England now a global exemplar in this area). However, the Oak initiative is in danger of being blown off-course by legal disputes and lobbying.

'''Action''': DfE to resolve these problems, analysing them via the Review now set up,[13] then adjusting (if necessary) funding, governance and procurement functions of Oak to provide a long-term stable service.

=== 9. Problems with Ofsted ===
'''Issue''': Several high-profile cases have contributed to schools and experts losing confidence in the inspection system. The time-lag between schools’ use of digital tools and inspectors’ knowledge of best use of such developments is also a concern.

'''Actions''':

# Ensure by means of a study of similar countries and propagation of the results of that study that inspection of schools is accepted as a standard approach to ensure quality of schools in advanced countries such as England.
# Update Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, and developmental rather than judgemental (except in extreme cases).
# Also update Ofsted approaches to be relevant to the evolving digital nature of schools. Build on the Online Education Accreditation Scheme[14] and learn lessons from how quality assurance in the digital era was managed by QAA[15] for universities in UK until recently and is currently managed for schools in other countries (such as US and Canada).[16]

=== 10. Lack of a holistic approach ===
'''Issues''':

* There is a lack of a holistic approach to the school system, and particularly a lack of grasp of the wide range of providers (state and private) who need to cooperate to deliver school-level education to diverse constituencies.
* The school system still has a clear bias to education rather than vocational training, including financial skews.
* Intense debates rage round independent schools but the issues around homeschooling and Special Needs are little discussed and even less acted on.
* The growth of online schools is continuing apace and their relevance for homeschooling and Special Needs is becoming clear but warrants more expeditious exploration and adoption into mainstream provision.
* Declining school attendance is being viewed as a problem rather than a cry for help from distressed pupils and their parents in a growing context of flexible attendance by adults at workplaces. This creates a danger that innovative solutions such as hybrid schools (e.g. 2 days in school, 3 days online)[17] would be regarded as exacerbating an attendance issue, not a valid solution to it.
* The issue of “second chance” schooling is not taken seriously – the system encourages adult learners without sufficient A level qualifications to be accepted by universities without adequate knowledge and skills, thereby in reality adding to the costs of university teaching.[18] This is despite a set of well-established providers of A level education for adults.[19]
* Even a brief read of the complex UK VAT regulations on education and training[20] makes it clear that there is no systematic approach and a raft of exceptions with much scope for legal cases – with disputes, especially for online services, in some cases going up to the European Court of Justice.[21] The VAT issue and its complexities affect the whole education and training system not just schools.

'''Actions''': Two eye-catching initiatives are required.

# Set up at least two state-funded fully online schools. (At least two free school bids for that type of provider have been submitted in recent years – but they were never approved.) At least one should be a full-time online school (and thus subject to OEAS);[22] another should be a supplemental provider oriented to gap-filling in subjects where specialist teachers cannot be found.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services. In particular, review the economic value, sector impact and legal feasibility of a sector-wide 5% VAT rate for education and training for school-level provision.[23]

----[1] However, we expect that similar manifestos could be developed for the other three home nations and our team is happy to assist in that process.

[2] Levels 1, 2 and 3 in the National Qualifications Framework – <nowiki>https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels</nowiki> – note that this contains many vocational qualifications including but not only BTEC and T-levels.

[3] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[4] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[5] <nowiki>https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education</nowiki>

[6] Digital poverty impact report: <nowiki>https://digitalpovertyalliance.org/digital-poverty-in-the-uk-a-socio-economic-assessment-of-the-implications-of-digital-poverty-in-the-uk/</nowiki>

[7] <nowiki>https://www.gov.uk/children-with-special-educational-needs</nowiki>

[8] <nowiki>https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/independent-schools/homeschooling</nowiki>

[9] <nowiki>https://www.gov.uk/government/organisations/regional-department-for-education-dfe-directors/about</nowiki>

[10] Such as decline of independent school enrolments or regional population shifts to employment hot spots like Cambridge.

[11] <nowiki>https://www.iop.org/about/news/state-schools-losing-out-physics-teacher-shortage</nowiki>

[12] <nowiki>https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf</nowiki>

[13] <nowiki>https://www.gov.uk/government/publications/oak-national-academy-independent-review-terms-of-reference/independent-review-of-oak-national-academy-review-process</nowiki>

[14] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[15] <nowiki>https://www.qaa.ac.uk/docs/qaa/guidance/the-impact-of-good-practice-in-digital-delivery-on-student-engagement-progression-and-achievement.pdf</nowiki>

[16] <nowiki>https://www.nsqol.org/</nowiki>

[17] One of many emerging providers is <nowiki>https://www.portland-place.co.uk/online/</nowiki>

[18] There are wider issues, out of scope for this document, of: 1) subjects (e.g. some Modern Foreign Languages) which are school level being taught at university at university cost levels, not school cost levels; and 2) the lack of articulation between school and university first-year in many subjects, leading to duplication of teaching and thus waste of government funding.

[19] Such as <nowiki>https://wolseyhalloxford.org.uk/adult-learning/</nowiki>

[20] <nowiki>https://www.gov.uk/guidance/vat-on-education-and-vocational-training-notice-70130</nowiki>

[21] <nowiki>https://www.gov.uk/hmrc-internal-manuals/vat-education-manual/vatedu36800</nowiki>

[22] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[23] It is out of scope for this manifesto but any changes in VAT regulations for education might wish to reconsider the VAT treatment of educational services offered at fees beyond the undergraduate fee cap (such as master’s level) and for international students in particular.

----
> [[VISCED]]
 
>> [[Main Page]]

[[Category:VISCED]]

File:Manifesto-May2024-final.pdf

2024-05-28T12:30:01Z

Pbacsich: The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies. This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England at school level. Our goal is to ensure that every student, teacher, parent and school-level provider c...

== Summary ==
The landscape of all sectors of education in [[England]] has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.
This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England at school level. Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancement of technology, thereby enhancing the quality and accessibility of school-level education across the nation.

== Licensing ==
{{CC BY 4.0}}

Manifesto for Digitally Enabled Schooling in England

2024-05-28T11:24:03Z

Pbacsich: new entry

#REDIRECT [[K-12 Manifesto England 2024]]

{{rdrct}}

K-12 Manifesto England 2024

2024-05-28T11:20:55Z

Pbacsich: added link to key report

''Since education is a devolved matter, this Manifesto focuses on England.''[1]

''Note that issues like AI and VAT are UK-wide as well as multi-sector.''

= Introduction =
The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.

This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England '''at school level'''.[2]

Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancement of technology, thereby enhancing the quality and accessibility of school-level education across the nation.

= Headline Proposals – 12 =
Most of these proposals arose from the work the team did on the report ''[[Trends and Issues of Digital Learning in the United Kingdom]]'',[3] delivered December 2023. An extended version and update of this will be available December 2024 but in view of recent political developments this policy intercept is appropriate now.

The proposals are designed to be realistic in the context of the current serious limitations on expenditure in the next couple of years. Additional expenditure has been kept to a minimum, some decisions will in fact generate savings and one source of additional income is identified.

# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking. Move at pace towards digital exams at A level but ensure that handwriting of assignments in schools is not phased out until it is not required for high-stakes assessment.
# Ensure equitable access to digital resources and support for all pupils, focussing on those eligible for Free School Meals and/or on an EHC Plan – with priority for laptop use for Sixth Form students, to better prepare pupils for employment, college or university.
# Strengthen the existing DfE regional structure for managing schools, both in terms of procurement and for managing pupil numbers in situations of demographic decline (or local increase). Foster regional procurement consortia and a short list of key tools so that cost-effective purchase of integrated software is possible. Consider setting up a “Region 0” to cover those schools with a clear national role such as state online schools and special education providers (e.g. Royal National College for the Blind).
# Introduce clear guidance on restricting smartphone use for under-16s, with an exceptions scheme for those with specific needs (e.g. a relevant entry on their EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# Implement robust policies and practices to protect the personal information of students and educators; and safeguarding policies and protocols to protect students from online risks (e.g. cyberbullying and inappropriate content).
# Modernise Ofsted to ensure that judgements are made by an up-to-date inspectorate, relevant to the evolving digital nature of schools and developmental rather than judgemental (except in extreme cases).
# Implement a '''small set''' of nationally accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.
# Set up at least two state-funded fully online schools. One such school should be a full-time online school; another should be a supplemental provider oriented to gap-filling in subjects (e.g. physics) where specialist teachers cannot currently be found.
# Solve the recruitment and retention issue for specialist teachers. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with schools required to deploy external services if a qualified teacher is not available.
# Stabilise Oak National Academy when the ongoing review reports; assign Oak the priority role of rapidly creating online content for subjects where specialist teachers are in short supply (e.g. physics).
# Conduct a consultation on a “homeschooling allowance” for all children not in schools, with a preference for a voucher for services (e.g. redeemable at a local authority or other provider) not cash payment.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services and in particular at the feasibility of a universal 5% VAT rate for education and training services.

= Guidance and research =
We expect DfE to continue their approach since 2020 of issuing strategy and guidance documents at regular intervals and commissioning relevant research to support such documents.

The one caveat we would add is that the research commissioned should cover all aspects and modes of school-level education and take more account than has been evident recently of relevant practice in other home nations and advanced economies (in OECD and EU especially).

= Background =

== Existing Progress in Digital Learning ==
Most of the points below are summarised from our existing published report.[4]

=== 1. Increased Connectivity and Infrastructure ===

* The DfE has committed to providing full-fibre internet connectivity to schools by 2025, ensuring that all have the necessary infrastructure to support digital learning.
* Cloud services and online training courses for teachers and leaders are being promoted to enhance digital competencies and facilitate remote learning.

=== 2. Adoption of Virtual Learning Environments (VLEs) ===

* Virtual Learning Environments are becoming integral to the educational experience, with platforms like Moodle and Canvas being widely adopted across most educational sectors in UK and other countries. However, progress is much slower in schools in the UK (unlike universities and colleges; and unlike schools in US or Canada). This issue needs to be addressed.
* Several Sixth Form Colleges/Academies are leveraging VLEs to develop independent, critical thinking skills among students, recognizing the importance of flexible and accessible learning environments; and using digital tools to enhance vocational training, aligned with market needs.

=== 3. Digital Assessment and Evaluation ===

* The pandemic has accelerated the shift towards digital assessments, with Ofqual exploring the feasibility of fully digital exams and remote invigilation.
* There is a growing recognition of the need to upgrade school infrastructure and ensure home access to support digital assessments effectively.

=== 4. Integration of AI and Emerging Technologies ===

* Artificial Intelligence (AI) tools, including but not only CoPilot and ChatGPT, are being integrated into school-level education to enhance pedagogy and assessment practices. In time to come, AI tools will be able to adjust the pace, format, and difficulty level of content delivery and assessment based on the learner's individual need.
* The DfE has released initial guidance on the use of AI in education,[5] with further policy development informed by ongoing research and stakeholder feedback.
* Virtual Reality, Augmented Reality and Robotics are also entering use in schools, but the costs remain too high for widespread use at this stage.

== Challenges in Digital Learning ==
The 12 Headline Proposals were developed to meet the challenges – '''Issues''' – discussed below, by proposing '''Actions'''.

=== 1. Infrastructure and the Digital Divide ===
'''Issues''':

* Despite efforts to improve connectivity, there remains a significant digital divide, with disparities in access to technology and internet connectivity among pupils from different socio-economic backgrounds.[6] Children and young people with SEND[7] – and in particular, EHC Plans – can face additional challenges when dealing with the digital divide.
* The provision at Sixth Form level is confused, with many Sixth Form Academies having changed from Sixth Form Colleges where they had FE funding and Jisc support into a school context with far less expertise available.

'''Actions''':

# Ensure equitable access to digital resources and support for all pupils, with a focus on laptop use for Sixth Form students, to prepare them better for employment, college or university.
# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking – maybe later extending the Jisc remit to all schools with Sixth Forms.

=== 2. Teacher Training and Professional Development ===
'''Issue''': Effective integration of digital technologies in education requires accredited comprehensive training and professional development for teachers in using digital tools. This is not happening.

'''Action''': Implement accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

=== 3. Parental Involvement and Home Learning ===
'''Issue''': The specific role of parents in supporting digital learning at home is unclear. This particularly affects homeschooling and the supply of appropriate digital devices for learning.

'''Action''': Conduct a consultation on a “homeschooling allowance” as found in some other jurisdictions (e.g. British Columbia)[8], with the preferred option being a voucher for a set of services (e.g. redeemable at a content provider and/or tutoring provider – including local authorities or online schools).

=== 4. Data Privacy and Security ===
'''Issue''': The increased use of digital tools and platforms raises concerns about data privacy and security.

'''Action''':

# Implement robust policies and practices to protect the personal information of students and educators.
# Implement digital safety measures – robust safeguarding policies and protocols – to protect students from online risks (e.g. cyberbullying and inappropriate content).

=== 5. Disorganisation in the school sector, now made worse by demographic decline at primary level ===
'''Issues''':

* The decay of local authorities’ role in managing schools and the growth in academies has led to a fragmentation of the school system.
* Demographic decline in primary education puts further pressure on an inadequate sectoral planning system.
* The focus on individual schools for ICT strategy and procurement leads to schools unable to get the best prices for equipment, software and services, and often enduring a set of minimally functional non-integrated systems.

'''Actions''':

# Strengthen the DfE regional structure[9] (based on the nine geographic English regions) for managing schools, in terms of procurement of systems and managing numbers in situations of demographic decline – or local increase.[10]
# Learn lessons from the university and college sector (and Jisc in particular) on how to manage regional procurements for hardware, software and services.
# Consider setting up a non-geographic “Region 0” to cover those schools with a clear national role such as state online schools, Royal School for the Deaf, and Royal National College for the Blind.

=== 6. Teacher shortages ===
'''Issue''': There is a chronic shortage of teachers in certain subjects (e.g. physics)[11] and attempts to overcome this have not been successful. This is a particular problem for GCSE and A-level study.

'''Actions''':

# Implement recruitment incentives, retraining courses, and mid-career retainer initiatives.
# Since these will take time to work, in the interim focus on developing online content for such subjects to alleviate the issue of non-specialists taking such classes.
# Introduce a child’s “right to be taught” for GCSE and A-level subjects, with secondary schools required to deploy outside help if a subject-qualified teacher is not available – good practice can be learned from the widespread use of supplemental virtual schools for such purposes in the US.

=== 7. Backlash against device use ===
'''Issue''': The backlash against mobile phone use by children is not being professionally managed. It is in danger of spilling over into a backlash against digital learning more generally, with consequential effects on digital literacy for post-secondary study and employment, vital to growing the economy.

'''Actions''':

# Introduce clear guidance on restricting full smartphone use for under-16s, with of course an exceptions process for those with specific needs (e.g. but not only a relevant entry on EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# However, ensure that handwriting of assignments is not phased out as long as it is required for high-stakes assessment. Full-time transition from handwritten to onscreen exams is likely to take several years.[12]

=== 8. Problems with Oak National Academy ===
'''Issue''': Substantial progress has been made in creating free resources for school-level education (making England now a global exemplar in this area). However, the Oak initiative is in danger of being blown off-course by legal disputes and lobbying.

'''Action''': DfE to resolve these problems, analysing them via the Review now set up,[13] then adjusting (if necessary) funding, governance and procurement functions of Oak to provide a long-term stable service.

=== 9. Problems with Ofsted ===
'''Issue''': Several high-profile cases have contributed to schools and experts losing confidence in the inspection system. The time-lag between schools’ use of digital tools and inspectors’ knowledge of best use of such developments is also a concern.

'''Actions''':

# Ensure by means of a study of similar countries and propagation of the results of that study that inspection of schools is accepted as a standard approach to ensure quality of schools in advanced countries such as England.
# Update Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, and developmental rather than judgemental (except in extreme cases).
# Also update Ofsted approaches to be relevant to the evolving digital nature of schools. Build on the Online Education Accreditation Scheme[14] and learn lessons from how quality assurance in the digital era was managed by QAA[15] for universities in UK until recently and is currently managed for schools in other countries (such as US and Canada).[16]

=== 10. Lack of a holistic approach ===
'''Issues''':

* There is a lack of a holistic approach to the school system, and particularly a lack of grasp of the wide range of providers (state and private) who need to cooperate to deliver school-level education to diverse constituencies.
* The school system still has a clear bias to education rather than vocational training, including financial skews.
* Intense debates rage round independent schools but the issues around homeschooling and Special Needs are little discussed and even less acted on.
* The growth of online schools is continuing apace and their relevance for homeschooling and Special Needs is becoming clear but warrants more expeditious exploration and adoption into mainstream provision.
* Declining school attendance is being viewed as a problem rather than a cry for help from distressed pupils and their parents in a growing context of flexible attendance by adults at workplaces. This creates a danger that innovative solutions such as hybrid schools (e.g. 2 days in school, 3 days online)[17] would be regarded as exacerbating an attendance issue, not a valid solution to it.
* The issue of “second chance” schooling is not taken seriously – the system encourages adult learners without sufficient A level qualifications to be accepted by universities without adequate knowledge and skills, thereby in reality adding to the costs of university teaching.[18] This is despite a set of well-established providers of A level education for adults.[19]
* Even a brief read of the complex UK VAT regulations on education and training[20] makes it clear that there is no systematic approach and a raft of exceptions with much scope for legal cases – with disputes, especially for online services, in some cases going up to the European Court of Justice.[21] The VAT issue and its complexities affect the whole education and training system not just schools.

'''Actions''': Two eye-catching initiatives are required.

# Set up at least two state-funded fully online schools. (At least two free school bids for that type of provider have been submitted in recent years – but they were never approved.) At least one should be a full-time online school (and thus subject to OEAS);[22] another should be a supplemental provider oriented to gap-filling in subjects where specialist teachers cannot be found.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services. In particular, review the economic value, sector impact and legal feasibility of a sector-wide 5% VAT rate for education and training for school-level provision.[23]

----[1] However, we expect that similar manifestos could be developed for the other three home nations and our team is happy to assist in that process.

[2] Levels 1, 2 and 3 in the National Qualifications Framework – <nowiki>https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels</nowiki> – note that this contains many vocational qualifications including but not only BTEC and T-levels.

[3] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[4] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[5] <nowiki>https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education</nowiki>

[6] Digital poverty impact report: <nowiki>https://digitalpovertyalliance.org/digital-poverty-in-the-uk-a-socio-economic-assessment-of-the-implications-of-digital-poverty-in-the-uk/</nowiki>

[7] <nowiki>https://www.gov.uk/children-with-special-educational-needs</nowiki>

[8] <nowiki>https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/independent-schools/homeschooling</nowiki>

[9] <nowiki>https://www.gov.uk/government/organisations/regional-department-for-education-dfe-directors/about</nowiki>

[10] Such as decline of independent school enrolments or regional population shifts to employment hot spots like Cambridge.

[11] <nowiki>https://www.iop.org/about/news/state-schools-losing-out-physics-teacher-shortage</nowiki>

[12] <nowiki>https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf</nowiki>

[13] <nowiki>https://www.gov.uk/government/publications/oak-national-academy-independent-review-terms-of-reference/independent-review-of-oak-national-academy-review-process</nowiki>

[14] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[15] <nowiki>https://www.qaa.ac.uk/docs/qaa/guidance/the-impact-of-good-practice-in-digital-delivery-on-student-engagement-progression-and-achievement.pdf</nowiki>

[16] <nowiki>https://www.nsqol.org/</nowiki>

[17] One of many emerging providers is <nowiki>https://www.portland-place.co.uk/online/</nowiki>

[18] There are wider issues, out of scope for this document, of: 1) subjects (e.g. some Modern Foreign Languages) which are school level being taught at university at university cost levels, not school cost levels; and 2) the lack of articulation between school and university first-year in many subjects, leading to duplication of teaching and thus waste of government funding.

[19] Such as <nowiki>https://wolseyhalloxford.org.uk/adult-learning/</nowiki>

[20] <nowiki>https://www.gov.uk/guidance/vat-on-education-and-vocational-training-notice-70130</nowiki>

[21] <nowiki>https://www.gov.uk/hmrc-internal-manuals/vat-education-manual/vatedu36800</nowiki>

[22] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[23] It is out of scope for this manifesto but any changes in VAT regulations for education might wish to reconsider the VAT treatment of educational services offered at fees beyond the undergraduate fee cap (such as master’s level) and for international students in particular.

----
> [[VISCED]]
 
>> [[Main Page]]

[[Category:VISCED]]

K-12 Manifesto England 2024

2024-05-28T11:18:47Z

Pbacsich: added minimal footer

''Since education is a devolved matter, this Manifesto focuses on England.''[1]

''Note that issues like AI and VAT are UK-wide as well as multi-sector.''

= Introduction =
The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.

This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England '''at school level'''.[2]

Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancement of technology, thereby enhancing the quality and accessibility of school-level education across the nation.

= Headline Proposals – 12 =
Most of these proposals arose from the work the team did on the report ''Trends and Issues of Digital Learning in the United Kingdom'',[3] delivered December 2023. An extended version and update of this will be available December 2024 but in view of recent political developments this policy intercept is appropriate now.

The proposals are designed to be realistic in the context of the current serious limitations on expenditure in the next couple of years. Additional expenditure has been kept to a minimum, some decisions will in fact generate savings and one source of additional income is identified.

# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking. Move at pace towards digital exams at A level but ensure that handwriting of assignments in schools is not phased out until it is not required for high-stakes assessment.
# Ensure equitable access to digital resources and support for all pupils, focussing on those eligible for Free School Meals and/or on an EHC Plan – with priority for laptop use for Sixth Form students, to better prepare pupils for employment, college or university.
# Strengthen the existing DfE regional structure for managing schools, both in terms of procurement and for managing pupil numbers in situations of demographic decline (or local increase). Foster regional procurement consortia and a short list of key tools so that cost-effective purchase of integrated software is possible. Consider setting up a “Region 0” to cover those schools with a clear national role such as state online schools and special education providers (e.g. Royal National College for the Blind).
# Introduce clear guidance on restricting smartphone use for under-16s, with an exceptions scheme for those with specific needs (e.g. a relevant entry on their EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# Implement robust policies and practices to protect the personal information of students and educators; and safeguarding policies and protocols to protect students from online risks (e.g. cyberbullying and inappropriate content).
# Modernise Ofsted to ensure that judgements are made by an up-to-date inspectorate, relevant to the evolving digital nature of schools and developmental rather than judgemental (except in extreme cases).
# Implement a '''small set''' of nationally accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.
# Set up at least two state-funded fully online schools. One such school should be a full-time online school; another should be a supplemental provider oriented to gap-filling in subjects (e.g. physics) where specialist teachers cannot currently be found.
# Solve the recruitment and retention issue for specialist teachers. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with schools required to deploy external services if a qualified teacher is not available.
# Stabilise Oak National Academy when the ongoing review reports; assign Oak the priority role of rapidly creating online content for subjects where specialist teachers are in short supply (e.g. physics).
# Conduct a consultation on a “homeschooling allowance” for all children not in schools, with a preference for a voucher for services (e.g. redeemable at a local authority or other provider) not cash payment.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services and in particular at the feasibility of a universal 5% VAT rate for education and training services.

= Guidance and research =
We expect DfE to continue their approach since 2020 of issuing strategy and guidance documents at regular intervals and commissioning relevant research to support such documents.

The one caveat we would add is that the research commissioned should cover all aspects and modes of school-level education and take more account than has been evident recently of relevant practice in other home nations and advanced economies (in OECD and EU especially).

= Background =

== Existing Progress in Digital Learning ==
Most of the points below are summarised from our existing published report.[4]

=== 1. Increased Connectivity and Infrastructure ===

* The DfE has committed to providing full-fibre internet connectivity to schools by 2025, ensuring that all have the necessary infrastructure to support digital learning.
* Cloud services and online training courses for teachers and leaders are being promoted to enhance digital competencies and facilitate remote learning.

=== 2. Adoption of Virtual Learning Environments (VLEs) ===

* Virtual Learning Environments are becoming integral to the educational experience, with platforms like Moodle and Canvas being widely adopted across most educational sectors in UK and other countries. However, progress is much slower in schools in the UK (unlike universities and colleges; and unlike schools in US or Canada). This issue needs to be addressed.
* Several Sixth Form Colleges/Academies are leveraging VLEs to develop independent, critical thinking skills among students, recognizing the importance of flexible and accessible learning environments; and using digital tools to enhance vocational training, aligned with market needs.

=== 3. Digital Assessment and Evaluation ===

* The pandemic has accelerated the shift towards digital assessments, with Ofqual exploring the feasibility of fully digital exams and remote invigilation.
* There is a growing recognition of the need to upgrade school infrastructure and ensure home access to support digital assessments effectively.

=== 4. Integration of AI and Emerging Technologies ===

* Artificial Intelligence (AI) tools, including but not only CoPilot and ChatGPT, are being integrated into school-level education to enhance pedagogy and assessment practices. In time to come, AI tools will be able to adjust the pace, format, and difficulty level of content delivery and assessment based on the learner's individual need.
* The DfE has released initial guidance on the use of AI in education,[5] with further policy development informed by ongoing research and stakeholder feedback.
* Virtual Reality, Augmented Reality and Robotics are also entering use in schools, but the costs remain too high for widespread use at this stage.

== Challenges in Digital Learning ==
The 12 Headline Proposals were developed to meet the challenges – '''Issues''' – discussed below, by proposing '''Actions'''.

=== 1. Infrastructure and the Digital Divide ===
'''Issues''':

* Despite efforts to improve connectivity, there remains a significant digital divide, with disparities in access to technology and internet connectivity among pupils from different socio-economic backgrounds.[6] Children and young people with SEND[7] – and in particular, EHC Plans – can face additional challenges when dealing with the digital divide.
* The provision at Sixth Form level is confused, with many Sixth Form Academies having changed from Sixth Form Colleges where they had FE funding and Jisc support into a school context with far less expertise available.

'''Actions''':

# Ensure equitable access to digital resources and support for all pupils, with a focus on laptop use for Sixth Form students, to prepare them better for employment, college or university.
# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking – maybe later extending the Jisc remit to all schools with Sixth Forms.

=== 2. Teacher Training and Professional Development ===
'''Issue''': Effective integration of digital technologies in education requires accredited comprehensive training and professional development for teachers in using digital tools. This is not happening.

'''Action''': Implement accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

=== 3. Parental Involvement and Home Learning ===
'''Issue''': The specific role of parents in supporting digital learning at home is unclear. This particularly affects homeschooling and the supply of appropriate digital devices for learning.

'''Action''': Conduct a consultation on a “homeschooling allowance” as found in some other jurisdictions (e.g. British Columbia)[8], with the preferred option being a voucher for a set of services (e.g. redeemable at a content provider and/or tutoring provider – including local authorities or online schools).

=== 4. Data Privacy and Security ===
'''Issue''': The increased use of digital tools and platforms raises concerns about data privacy and security.

'''Action''':

# Implement robust policies and practices to protect the personal information of students and educators.
# Implement digital safety measures – robust safeguarding policies and protocols – to protect students from online risks (e.g. cyberbullying and inappropriate content).

=== 5. Disorganisation in the school sector, now made worse by demographic decline at primary level ===
'''Issues''':

* The decay of local authorities’ role in managing schools and the growth in academies has led to a fragmentation of the school system.
* Demographic decline in primary education puts further pressure on an inadequate sectoral planning system.
* The focus on individual schools for ICT strategy and procurement leads to schools unable to get the best prices for equipment, software and services, and often enduring a set of minimally functional non-integrated systems.

'''Actions''':

# Strengthen the DfE regional structure[9] (based on the nine geographic English regions) for managing schools, in terms of procurement of systems and managing numbers in situations of demographic decline – or local increase.[10]
# Learn lessons from the university and college sector (and Jisc in particular) on how to manage regional procurements for hardware, software and services.
# Consider setting up a non-geographic “Region 0” to cover those schools with a clear national role such as state online schools, Royal School for the Deaf, and Royal National College for the Blind.

=== 6. Teacher shortages ===
'''Issue''': There is a chronic shortage of teachers in certain subjects (e.g. physics)[11] and attempts to overcome this have not been successful. This is a particular problem for GCSE and A-level study.

'''Actions''':

# Implement recruitment incentives, retraining courses, and mid-career retainer initiatives.
# Since these will take time to work, in the interim focus on developing online content for such subjects to alleviate the issue of non-specialists taking such classes.
# Introduce a child’s “right to be taught” for GCSE and A-level subjects, with secondary schools required to deploy outside help if a subject-qualified teacher is not available – good practice can be learned from the widespread use of supplemental virtual schools for such purposes in the US.

=== 7. Backlash against device use ===
'''Issue''': The backlash against mobile phone use by children is not being professionally managed. It is in danger of spilling over into a backlash against digital learning more generally, with consequential effects on digital literacy for post-secondary study and employment, vital to growing the economy.

'''Actions''':

# Introduce clear guidance on restricting full smartphone use for under-16s, with of course an exceptions process for those with specific needs (e.g. but not only a relevant entry on EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# However, ensure that handwriting of assignments is not phased out as long as it is required for high-stakes assessment. Full-time transition from handwritten to onscreen exams is likely to take several years.[12]

=== 8. Problems with Oak National Academy ===
'''Issue''': Substantial progress has been made in creating free resources for school-level education (making England now a global exemplar in this area). However, the Oak initiative is in danger of being blown off-course by legal disputes and lobbying.

'''Action''': DfE to resolve these problems, analysing them via the Review now set up,[13] then adjusting (if necessary) funding, governance and procurement functions of Oak to provide a long-term stable service.

=== 9. Problems with Ofsted ===
'''Issue''': Several high-profile cases have contributed to schools and experts losing confidence in the inspection system. The time-lag between schools’ use of digital tools and inspectors’ knowledge of best use of such developments is also a concern.

'''Actions''':

# Ensure by means of a study of similar countries and propagation of the results of that study that inspection of schools is accepted as a standard approach to ensure quality of schools in advanced countries such as England.
# Update Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, and developmental rather than judgemental (except in extreme cases).
# Also update Ofsted approaches to be relevant to the evolving digital nature of schools. Build on the Online Education Accreditation Scheme[14] and learn lessons from how quality assurance in the digital era was managed by QAA[15] for universities in UK until recently and is currently managed for schools in other countries (such as US and Canada).[16]

=== 10. Lack of a holistic approach ===
'''Issues''':

* There is a lack of a holistic approach to the school system, and particularly a lack of grasp of the wide range of providers (state and private) who need to cooperate to deliver school-level education to diverse constituencies.
* The school system still has a clear bias to education rather than vocational training, including financial skews.
* Intense debates rage round independent schools but the issues around homeschooling and Special Needs are little discussed and even less acted on.
* The growth of online schools is continuing apace and their relevance for homeschooling and Special Needs is becoming clear but warrants more expeditious exploration and adoption into mainstream provision.
* Declining school attendance is being viewed as a problem rather than a cry for help from distressed pupils and their parents in a growing context of flexible attendance by adults at workplaces. This creates a danger that innovative solutions such as hybrid schools (e.g. 2 days in school, 3 days online)[17] would be regarded as exacerbating an attendance issue, not a valid solution to it.
* The issue of “second chance” schooling is not taken seriously – the system encourages adult learners without sufficient A level qualifications to be accepted by universities without adequate knowledge and skills, thereby in reality adding to the costs of university teaching.[18] This is despite a set of well-established providers of A level education for adults.[19]
* Even a brief read of the complex UK VAT regulations on education and training[20] makes it clear that there is no systematic approach and a raft of exceptions with much scope for legal cases – with disputes, especially for online services, in some cases going up to the European Court of Justice.[21] The VAT issue and its complexities affect the whole education and training system not just schools.

'''Actions''': Two eye-catching initiatives are required.

# Set up at least two state-funded fully online schools. (At least two free school bids for that type of provider have been submitted in recent years – but they were never approved.) At least one should be a full-time online school (and thus subject to OEAS);[22] another should be a supplemental provider oriented to gap-filling in subjects where specialist teachers cannot be found.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services. In particular, review the economic value, sector impact and legal feasibility of a sector-wide 5% VAT rate for education and training for school-level provision.[23]

----[1] However, we expect that similar manifestos could be developed for the other three home nations and our team is happy to assist in that process.

[2] Levels 1, 2 and 3 in the National Qualifications Framework – <nowiki>https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels</nowiki> – note that this contains many vocational qualifications including but not only BTEC and T-levels.

[3] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[4] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[5] <nowiki>https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education</nowiki>

[6] Digital poverty impact report: <nowiki>https://digitalpovertyalliance.org/digital-poverty-in-the-uk-a-socio-economic-assessment-of-the-implications-of-digital-poverty-in-the-uk/</nowiki>

[7] <nowiki>https://www.gov.uk/children-with-special-educational-needs</nowiki>

[8] <nowiki>https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/independent-schools/homeschooling</nowiki>

[9] <nowiki>https://www.gov.uk/government/organisations/regional-department-for-education-dfe-directors/about</nowiki>

[10] Such as decline of independent school enrolments or regional population shifts to employment hot spots like Cambridge.

[11] <nowiki>https://www.iop.org/about/news/state-schools-losing-out-physics-teacher-shortage</nowiki>

[12] <nowiki>https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf</nowiki>

[13] <nowiki>https://www.gov.uk/government/publications/oak-national-academy-independent-review-terms-of-reference/independent-review-of-oak-national-academy-review-process</nowiki>

[14] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[15] <nowiki>https://www.qaa.ac.uk/docs/qaa/guidance/the-impact-of-good-practice-in-digital-delivery-on-student-engagement-progression-and-achievement.pdf</nowiki>

[16] <nowiki>https://www.nsqol.org/</nowiki>

[17] One of many emerging providers is <nowiki>https://www.portland-place.co.uk/online/</nowiki>

[18] There are wider issues, out of scope for this document, of: 1) subjects (e.g. some Modern Foreign Languages) which are school level being taught at university at university cost levels, not school cost levels; and 2) the lack of articulation between school and university first-year in many subjects, leading to duplication of teaching and thus waste of government funding.

[19] Such as <nowiki>https://wolseyhalloxford.org.uk/adult-learning/</nowiki>

[20] <nowiki>https://www.gov.uk/guidance/vat-on-education-and-vocational-training-notice-70130</nowiki>

[21] <nowiki>https://www.gov.uk/hmrc-internal-manuals/vat-education-manual/vatedu36800</nowiki>

[22] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[23] It is out of scope for this manifesto but any changes in VAT regulations for education might wish to reconsider the VAT treatment of educational services offered at fees beyond the undergraduate fee cap (such as master’s level) and for international students in particular.

----
> [[VISCED]]
 
>> [[Main Page]]

[[Category:VISCED]]

K-12 Manifesto England 2024

2024-05-28T11:16:33Z

Pbacsich: Replaced with final text of Manifesto for Digitally Enabled Schooling in England

''Since education is a devolved matter, this Manifesto focuses on England.''[1]

''Note that issues like AI and VAT are UK-wide as well as multi-sector.''

= Introduction =
The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.

This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England '''at school level'''.[2]

Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancement of technology, thereby enhancing the quality and accessibility of school-level education across the nation.

= Headline Proposals – 12 =
Most of these proposals arose from the work the team did on the report ''Trends and Issues of Digital Learning in the United Kingdom'',[3] delivered December 2023. An extended version and update of this will be available December 2024 but in view of recent political developments this policy intercept is appropriate now.

The proposals are designed to be realistic in the context of the current serious limitations on expenditure in the next couple of years. Additional expenditure has been kept to a minimum, some decisions will in fact generate savings and one source of additional income is identified.

# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking. Move at pace towards digital exams at A level but ensure that handwriting of assignments in schools is not phased out until it is not required for high-stakes assessment.
# Ensure equitable access to digital resources and support for all pupils, focussing on those eligible for Free School Meals and/or on an EHC Plan – with priority for laptop use for Sixth Form students, to better prepare pupils for employment, college or university.
# Strengthen the existing DfE regional structure for managing schools, both in terms of procurement and for managing pupil numbers in situations of demographic decline (or local increase). Foster regional procurement consortia and a short list of key tools so that cost-effective purchase of integrated software is possible. Consider setting up a “Region 0” to cover those schools with a clear national role such as state online schools and special education providers (e.g. Royal National College for the Blind).
# Introduce clear guidance on restricting smartphone use for under-16s, with an exceptions scheme for those with specific needs (e.g. a relevant entry on their EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# Implement robust policies and practices to protect the personal information of students and educators; and safeguarding policies and protocols to protect students from online risks (e.g. cyberbullying and inappropriate content).
# Modernise Ofsted to ensure that judgements are made by an up-to-date inspectorate, relevant to the evolving digital nature of schools and developmental rather than judgemental (except in extreme cases).
# Implement a '''small set''' of nationally accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.
# Set up at least two state-funded fully online schools. One such school should be a full-time online school; another should be a supplemental provider oriented to gap-filling in subjects (e.g. physics) where specialist teachers cannot currently be found.
# Solve the recruitment and retention issue for specialist teachers. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with schools required to deploy external services if a qualified teacher is not available.
# Stabilise Oak National Academy when the ongoing review reports; assign Oak the priority role of rapidly creating online content for subjects where specialist teachers are in short supply (e.g. physics).
# Conduct a consultation on a “homeschooling allowance” for all children not in schools, with a preference for a voucher for services (e.g. redeemable at a local authority or other provider) not cash payment.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services and in particular at the feasibility of a universal 5% VAT rate for education and training services.

= Guidance and research =
We expect DfE to continue their approach since 2020 of issuing strategy and guidance documents at regular intervals and commissioning relevant research to support such documents.

The one caveat we would add is that the research commissioned should cover all aspects and modes of school-level education and take more account than has been evident recently of relevant practice in other home nations and advanced economies (in OECD and EU especially).

= Background =

== Existing Progress in Digital Learning ==
Most of the points below are summarised from our existing published report.[4]

=== 1. Increased Connectivity and Infrastructure ===

* The DfE has committed to providing full-fibre internet connectivity to schools by 2025, ensuring that all have the necessary infrastructure to support digital learning.
* Cloud services and online training courses for teachers and leaders are being promoted to enhance digital competencies and facilitate remote learning.

=== 2. Adoption of Virtual Learning Environments (VLEs) ===

* Virtual Learning Environments are becoming integral to the educational experience, with platforms like Moodle and Canvas being widely adopted across most educational sectors in UK and other countries. However, progress is much slower in schools in the UK (unlike universities and colleges; and unlike schools in US or Canada). This issue needs to be addressed.
* Several Sixth Form Colleges/Academies are leveraging VLEs to develop independent, critical thinking skills among students, recognizing the importance of flexible and accessible learning environments; and using digital tools to enhance vocational training, aligned with market needs.

=== 3. Digital Assessment and Evaluation ===

* The pandemic has accelerated the shift towards digital assessments, with Ofqual exploring the feasibility of fully digital exams and remote invigilation.
* There is a growing recognition of the need to upgrade school infrastructure and ensure home access to support digital assessments effectively.

=== 4. Integration of AI and Emerging Technologies ===

* Artificial Intelligence (AI) tools, including but not only CoPilot and ChatGPT, are being integrated into school-level education to enhance pedagogy and assessment practices. In time to come, AI tools will be able to adjust the pace, format, and difficulty level of content delivery and assessment based on the learner's individual need.
* The DfE has released initial guidance on the use of AI in education,[5] with further policy development informed by ongoing research and stakeholder feedback.
* Virtual Reality, Augmented Reality and Robotics are also entering use in schools, but the costs remain too high for widespread use at this stage.

== Challenges in Digital Learning ==
The 12 Headline Proposals were developed to meet the challenges – '''Issues''' – discussed below, by proposing '''Actions'''.

=== 1. Infrastructure and the Digital Divide ===
'''Issues''':

* Despite efforts to improve connectivity, there remains a significant digital divide, with disparities in access to technology and internet connectivity among pupils from different socio-economic backgrounds.[6] Children and young people with SEND[7] – and in particular, EHC Plans – can face additional challenges when dealing with the digital divide.
* The provision at Sixth Form level is confused, with many Sixth Form Academies having changed from Sixth Form Colleges where they had FE funding and Jisc support into a school context with far less expertise available.

'''Actions''':

# Ensure equitable access to digital resources and support for all pupils, with a focus on laptop use for Sixth Form students, to prepare them better for employment, college or university.
# Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking – maybe later extending the Jisc remit to all schools with Sixth Forms.

=== 2. Teacher Training and Professional Development ===
'''Issue''': Effective integration of digital technologies in education requires accredited comprehensive training and professional development for teachers in using digital tools. This is not happening.

'''Action''': Implement accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

=== 3. Parental Involvement and Home Learning ===
'''Issue''': The specific role of parents in supporting digital learning at home is unclear. This particularly affects homeschooling and the supply of appropriate digital devices for learning.

'''Action''': Conduct a consultation on a “homeschooling allowance” as found in some other jurisdictions (e.g. British Columbia)[8], with the preferred option being a voucher for a set of services (e.g. redeemable at a content provider and/or tutoring provider – including local authorities or online schools).

=== 4. Data Privacy and Security ===
'''Issue''': The increased use of digital tools and platforms raises concerns about data privacy and security.

'''Action''':

# Implement robust policies and practices to protect the personal information of students and educators.
# Implement digital safety measures – robust safeguarding policies and protocols – to protect students from online risks (e.g. cyberbullying and inappropriate content).

=== 5. Disorganisation in the school sector, now made worse by demographic decline at primary level ===
'''Issues''':

* The decay of local authorities’ role in managing schools and the growth in academies has led to a fragmentation of the school system.
* Demographic decline in primary education puts further pressure on an inadequate sectoral planning system.
* The focus on individual schools for ICT strategy and procurement leads to schools unable to get the best prices for equipment, software and services, and often enduring a set of minimally functional non-integrated systems.

'''Actions''':

# Strengthen the DfE regional structure[9] (based on the nine geographic English regions) for managing schools, in terms of procurement of systems and managing numbers in situations of demographic decline – or local increase.[10]
# Learn lessons from the university and college sector (and Jisc in particular) on how to manage regional procurements for hardware, software and services.
# Consider setting up a non-geographic “Region 0” to cover those schools with a clear national role such as state online schools, Royal School for the Deaf, and Royal National College for the Blind.

=== 6. Teacher shortages ===
'''Issue''': There is a chronic shortage of teachers in certain subjects (e.g. physics)[11] and attempts to overcome this have not been successful. This is a particular problem for GCSE and A-level study.

'''Actions''':

# Implement recruitment incentives, retraining courses, and mid-career retainer initiatives.
# Since these will take time to work, in the interim focus on developing online content for such subjects to alleviate the issue of non-specialists taking such classes.
# Introduce a child’s “right to be taught” for GCSE and A-level subjects, with secondary schools required to deploy outside help if a subject-qualified teacher is not available – good practice can be learned from the widespread use of supplemental virtual schools for such purposes in the US.

=== 7. Backlash against device use ===
'''Issue''': The backlash against mobile phone use by children is not being professionally managed. It is in danger of spilling over into a backlash against digital learning more generally, with consequential effects on digital literacy for post-secondary study and employment, vital to growing the economy.

'''Actions''':

# Introduce clear guidance on restricting full smartphone use for under-16s, with of course an exceptions process for those with specific needs (e.g. but not only a relevant entry on EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).
# However, ensure that handwriting of assignments is not phased out as long as it is required for high-stakes assessment. Full-time transition from handwritten to onscreen exams is likely to take several years.[12]

=== 8. Problems with Oak National Academy ===
'''Issue''': Substantial progress has been made in creating free resources for school-level education (making England now a global exemplar in this area). However, the Oak initiative is in danger of being blown off-course by legal disputes and lobbying.

'''Action''': DfE to resolve these problems, analysing them via the Review now set up,[13] then adjusting (if necessary) funding, governance and procurement functions of Oak to provide a long-term stable service.

=== 9. Problems with Ofsted ===
'''Issue''': Several high-profile cases have contributed to schools and experts losing confidence in the inspection system. The time-lag between schools’ use of digital tools and inspectors’ knowledge of best use of such developments is also a concern.

'''Actions''':

# Ensure by means of a study of similar countries and propagation of the results of that study that inspection of schools is accepted as a standard approach to ensure quality of schools in advanced countries such as England.
# Update Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, and developmental rather than judgemental (except in extreme cases).
# Also update Ofsted approaches to be relevant to the evolving digital nature of schools. Build on the Online Education Accreditation Scheme[14] and learn lessons from how quality assurance in the digital era was managed by QAA[15] for universities in UK until recently and is currently managed for schools in other countries (such as US and Canada).[16]

=== 10. Lack of a holistic approach ===
'''Issues''':

* There is a lack of a holistic approach to the school system, and particularly a lack of grasp of the wide range of providers (state and private) who need to cooperate to deliver school-level education to diverse constituencies.
* The school system still has a clear bias to education rather than vocational training, including financial skews.
* Intense debates rage round independent schools but the issues around homeschooling and Special Needs are little discussed and even less acted on.
* The growth of online schools is continuing apace and their relevance for homeschooling and Special Needs is becoming clear but warrants more expeditious exploration and adoption into mainstream provision.
* Declining school attendance is being viewed as a problem rather than a cry for help from distressed pupils and their parents in a growing context of flexible attendance by adults at workplaces. This creates a danger that innovative solutions such as hybrid schools (e.g. 2 days in school, 3 days online)[17] would be regarded as exacerbating an attendance issue, not a valid solution to it.
* The issue of “second chance” schooling is not taken seriously – the system encourages adult learners without sufficient A level qualifications to be accepted by universities without adequate knowledge and skills, thereby in reality adding to the costs of university teaching.[18] This is despite a set of well-established providers of A level education for adults.[19]
* Even a brief read of the complex UK VAT regulations on education and training[20] makes it clear that there is no systematic approach and a raft of exceptions with much scope for legal cases – with disputes, especially for online services, in some cases going up to the European Court of Justice.[21] The VAT issue and its complexities affect the whole education and training system not just schools.

'''Actions''': Two eye-catching initiatives are required.

# Set up at least two state-funded fully online schools. (At least two free school bids for that type of provider have been submitted in recent years – but they were never approved.) At least one should be a full-time online school (and thus subject to OEAS);[22] another should be a supplemental provider oriented to gap-filling in subjects where specialist teachers cannot be found.
# Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services. In particular, review the economic value, sector impact and legal feasibility of a sector-wide 5% VAT rate for education and training for school-level provision.[23]

----[1] However, we expect that similar manifestos could be developed for the other three home nations and our team is happy to assist in that process.

[2] Levels 1, 2 and 3 in the National Qualifications Framework – <nowiki>https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels</nowiki> – note that this contains many vocational qualifications including but not only BTEC and T-levels.

[3] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[4] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[5] <nowiki>https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education</nowiki>

[6] Digital poverty impact report: <nowiki>https://digitalpovertyalliance.org/digital-poverty-in-the-uk-a-socio-economic-assessment-of-the-implications-of-digital-poverty-in-the-uk/</nowiki>

[7] <nowiki>https://www.gov.uk/children-with-special-educational-needs</nowiki>

[8] <nowiki>https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/independent-schools/homeschooling</nowiki>

[9] <nowiki>https://www.gov.uk/government/organisations/regional-department-for-education-dfe-directors/about</nowiki>

[10] Such as decline of independent school enrolments or regional population shifts to employment hot spots like Cambridge.

[11] <nowiki>https://www.iop.org/about/news/state-schools-losing-out-physics-teacher-shortage</nowiki>

[12] <nowiki>https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf</nowiki>

[13] <nowiki>https://www.gov.uk/government/publications/oak-national-academy-independent-review-terms-of-reference/independent-review-of-oak-national-academy-review-process</nowiki>

[14] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[15] <nowiki>https://www.qaa.ac.uk/docs/qaa/guidance/the-impact-of-good-practice-in-digital-delivery-on-student-engagement-progression-and-achievement.pdf</nowiki>

[16] <nowiki>https://www.nsqol.org/</nowiki>

[17] One of many emerging providers is <nowiki>https://www.portland-place.co.uk/online/</nowiki>

[18] There are wider issues, out of scope for this document, of: 1) subjects (e.g. some Modern Foreign Languages) which are school level being taught at university at university cost levels, not school cost levels; and 2) the lack of articulation between school and university first-year in many subjects, leading to duplication of teaching and thus waste of government funding.

[19] Such as <nowiki>https://wolseyhalloxford.org.uk/adult-learning/</nowiki>

[20] <nowiki>https://www.gov.uk/guidance/vat-on-education-and-vocational-training-notice-70130</nowiki>

[21] <nowiki>https://www.gov.uk/hmrc-internal-manuals/vat-education-manual/vatedu36800</nowiki>

[22] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[23] It is out of scope for this manifesto but any changes in VAT regulations for education might wish to reconsider the VAT treatment of educational services offered at fees beyond the undergraduate fee cap (such as master’s level) and for international students in particular.

K-12 Manifesto England 2024

2024-05-27T21:14:05Z

Pbacsich: initial entry

Manifesto for Digitally Enabled Schooling in England

Since education is a devolved matter, this Manifesto focuses on England.[1] Note that issues like AI and VAT are UK-wide as well as multi-sector.

= Introduction =
The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies.

This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England '''at school level'''.[2] Our goal is to ensure that every student, teacher, parent and school-level provider can benefit from the advancements in technology, thereby enhancing the quality and accessibility of school-level education across the nation.

= Headline Proposals – 12 =
Most of these proposals arose from the work the team did on the report ''Trends and Issues of Digital Learning in the United Kingdom'',[3] delivered December 2023. An extended version and update of this will be available December 2024 but in view of recent political developments this intercept is required now.

They are designed to be realistic in the context of the current serious limitations on additional expenditure in the next couple of years. Additional expenditure has been kept to a minimum, some decisions will in fact generate savings and one source of additional income is identified.

1. Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking. Move at pace towards digital exams at A level but ensure that handwriting of assignments in schools is not phased out until it is not required for high-stakes assessment.

2. Ensure equitable access to digital resources and support for all pupils, focussing on those eligible for Free School Meals and/or on an EHC Plan – with a focus on laptop use for Sixth Form students, to better prepare pupils for employment, college or university.

3. Strengthen the existing DfE regional structure for managing schools, in terms of procurement and managing of numbers in situations of demographic decline (or local increase). Foster regional procurement consortia and a short list of key tools so that cost-effective purchase of integrated software is possible. Consider setting up a “Region 0” to cover those schools with a clear national role such as state online schools and special education providers (e.g. Royal School for the Deaf, Royal National College for the Blind).

4. Introduce clear guidance on restricting full smartphone use for under-16s, with an exceptions scheme for those with specific needs (e.g. a relevant entry on their EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device).

5. Implement robust policies and practices to protect the personal information of students and educators; and safeguarding policies and protocols to protect students from online risks (e.g. cyberbullying and inappropriate content).

6. Modernise Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, relevant to the evolving digital nature of schools and developmental rather than judgemental (except in extreme cases).

7. Implement a '''small set''' of nationally accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

8. Set up at least two state-funded fully online schools. One such school should be a full-time online school; another should be a supplemental provider oriented to gap-filling in subjects (e.g. physics) where specialist teachers cannot currently be found.

9. Solve the recruitment and retention issue for specialist teachers. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with schools required to deploy external services if a qualified teacher is not available.

10. Stabilise Oak National Academy when the ongoing review reports; assign Oak the priority role of rapidly creating online content for subjects where specialist teachers are in short supply (e.g. physics).

11. Conduct a consultation on a “homeschooling allowance” for all children not in state schools, with a preference for a voucher for services (e.g. redeemable at a local authority or other provider) not cash payment.

12. Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services and in particular at the feasibility of a universal 5% VAT rate for education and training services.

= Guidance and research =
We expect DfE to continue their approach since 2020 of issuing strategy and guidance documents at regular intervals and commissioning relevant research to support such documents. The one caveat we would add is that the research commissioned should cover all aspects and modes of school-level education and take more account than has been evident recently of relevant practice in other home nations and advanced economies (in OECD and EU especially).

= Background =

== Existing Progress in Digital Learning ==
Most of the points below are summarised from our existing published report.[4]

=== 1. Increased Connectivity and Infrastructure ===
· The DfE has committed to providing full-fibre internet connectivity to schools by 2025, ensuring that all educational institutions have the necessary infrastructure to support digital learning.

· Cloud services and online training courses for teachers and leaders are being promoted to enhance digital competencies and facilitate remote learning.

=== 2. Adoption of Virtual Learning Environments (VLEs) ===
· Virtual Learning Environments are becoming integral to the educational experience, with platforms like Moodle and Canvas being widely adopted across most educational sectors in UK and other countries. However, progress is much slower in schools in the UK (unlike universities and colleges; and unlike schools in US or Canada). This needs to be rectified.

· Several Sixth Form Colleges/Academies are leveraging VLEs to develop independent, critical thinking skills among students, recognizing the importance of flexible and accessible learning environments; using digital tools to enhance vocational training programs, aligned with market needs.

=== 3. Digital Assessment and Evaluation ===
· The pandemic has accelerated the shift towards digital assessments, with Ofqual exploring the feasibility of fully digital exams and remote invigilation.

· There is a growing recognition of the need to upgrade school infrastructure and ensure home access to support digital assessments effectively.

=== 4. Integration of AI and Emerging Technologies ===
· Artificial Intelligence (AI) tools, including but not only CoPilot and ChatGPT, are being integrated into school-level education to enhance pedagogy and assessment practices. In time to come, AI tools can adjust the pace, format, and difficulty level of content delivery and assessment based on the learner's individual need.

· The UK government has released initial guidance on the use of AI in education, with further policy development informed by ongoing research and stakeholder feedback.

· Virtual Reality, Augmented Reality and Robotics are also entering use in schools, but the costs remain too high for widespread use at this stage.

== Challenges in Digital Learning ==
The 12 Headline Proposals were developed to meet the challenges – '''Issues''' – discussed below, by proposing '''Actions'''.

=== 1. Infrastructure and the Digital Divide ===
'''Issues''':

· Despite efforts to improve connectivity, there remains a significant digital divide, with disparities in access to technology and internet connectivity among pupils from different socio-economic backgrounds.[5] Children and young people with SEND[6] – and in particular, EHC Plans – can face additional disparity when faced with the digital divide.

· The provision at Sixth Form level is confused, with many Sixth Form Academies having changed from Sixth Form Colleges where they had FE funding and Jisc support into a school context with far less expertise available.

'''Actions''':

1. Ensure equitable access to digital resources and support for all pupils, with a focus on laptop use for Sixth Form students, to prepare them better for employment, college or university.

2. Extend the remit and funding of Jisc to cover initially all Sixth Form Academies and ensure university-style systems (VLEs in particular) and networking – maybe later extending the Jisc remit to all schools with Sixth Forms.

=== 2. Teacher Training and Professional Development ===
'''Issue''': Effective integration of digital technologies in education requires comprehensive training and professional development for teachers in using digital tools. This is not happening.

'''Action''': Implement accredited training courses, support and resources to help educators adapt to new technologies (including AI, VR and AR) and pedagogical approaches. Training must also cover pastoral and mental health aspects, accessibility and cybersecurity.

=== 3. Parental Involvement and Home Learning ===
'''Issue''': The specific role of parents in supporting digital learning at home is unclear. This particularly affects homeschooling and the supply of appropriate digital devices for learning.

'''Action''': Conduct a consultation on a “homeschooling allowance” as found in some other jurisdictions (e.g. British Columbia)[7], with the preferred option being a voucher for a set of services (e.g. redeemable at a content provider and/or tutoring provider – including local authorities or online schools).

=== 4. Data Privacy and Security ===
'''Issue''': The increased use of digital tools and platforms raises concerns about data privacy and security.

'''Action''':

1. Implement robust policies and practices to protect the personal information of students and educators.

''2. '' Implement digital safety measures – robust safeguarding policies and protocols – to protect students from online risks (e.g. cyberbullying and inappropriate content).

=== 5. Disorganisation in the school sector, now made worse by demographic decline at primary level ===
'''Issues''':

· The decay of local authorities’ role in managing schools and the growth in academies has led to a fragmentation of the school system.

· Demographic decline in primary education puts further pressure on an inadequate sectoral planning system.

· The focus on individual schools for ICT strategy and procurement leads to schools unable to get the best prices for equipment and software and a cacophony of minimally functional non-integrated systems.

'''Actions''':

1. Strengthen the DfE regional structure[8] (based on the nine geographic English regions) for managing schools, in terms of procurement of systems and managing numbers in situations of demographic decline – or local increase.[9]

2. Learn lessons from the university and college sector (and Jisc in particular) on how to manage regional procurements for hardware, software and services.

3. Consider setting up a non-geographic “Region 0” to cover those schools with a clear national role such as state online schools, Royal School for the Deaf, Royal National College for the Blind.

=== 6. Teacher shortages ===
'''Issue''': There is a chronic shortage of teachers in certain subjects (e.g. physics)[10] and attempts to overcome this have not been successful. This is a particular problem for GCSE and A-level study.

'''Actions''':

1. Implement recruitment incentives, retraining courses, and mid-career retainer initiatives.

2. Since these will take time to work, in the interim focus on developing online content for such subjects to alleviate the issue of non-specialists taking such classes.

3. Introduce a child’s “right to be taught” for GCSE and A-level subjects, with secondary schools required to deploy outside help if a subject-qualified teacher is not available – good practice can be learned from the widespread use of supplemental virtual schools for such purposes in the US.

=== 7. Backlash against device use ===
'''Issue''': The backlash against mobile phone use by children is not being professionally managed. It is in danger of spilling over into a backlash against digital learning more generally, with consequential effects on digital literacy for post-secondary study and employment, vital to growing the economy.

'''Action''':

1. Introduce clear guidance on restricting full smartphone use for under-16s, with of course an exceptions process for those with specific needs (e.g. but not only a relevant entry on EHC Plan, to include provisions for assistive technology or equipment that could involve the use of a smartphone or mobile device)

2. However, ensure that handwriting of assignments is not phased out as long as it is required for high-stakes assessment. Full-time transition from handwritten to onscreen exams is likely to take several years.[11]

=== 8. Problems with Oak National Academy ===
'''Issue''': Substantial progress has been made in creating free resources for school-level education (making England now a global exemplar in this area). However, the Oak initiative is in danger of being blown off-course by legal disputes and lobbying.

'''Action''': DfE to resolve these problems, analysing them via the Review now set up,[12] then adjusting (if necessary) funding, governance and procurement functions of Oak to provide a stable operation.

=== 9. Problems with Ofsted ===
'''Issue''': Several high-profile cases have contributed to many schools and experts losing confidence in the inspection system. The time-lag between schools’ use of digital tools and inspectors’ knowledge of such developments is also of concern.

'''Actions''':

1. Ensure by means of a study of similar countries and propagation of the results of that study that inspection of schools is accepted as a standard approach to ensure quality of schools in advanced countries including England.

2. Update Ofsted to ensure that judgements are professionally researched by an up-to-date inspectorate, and developmental rather than judgemental (except in extreme cases).

3. Also update Ofsted approaches to be relevant to the evolving digital nature of schools. Build on the Online Education Accreditation Scheme[13] and learn lessons from how how quality assurance in the digital era was managed by QAA[14] for universities in UK until recently and is currently managed for schools in other countries (US, Canada, etc).[15]

=== 10. Lack of a holistic approach ===
'''Issues''':

· There is a lack of a holistic approach to the school system, and particularly a lack of grasp of the wide range of providers (state and private) who need to cooperate to deliver school-level education to diverse constituencies.

· The school system still has a clear bias to education rather than vocational training, including financial skews.

· Intense debates rage round independent schools but the issues around homeschooling and Special Needs are little discussed and even less acted on.

<s>· </s>The growth of online schools is continuing apace and their relevance for homeschooling and Special Needs is becoming clear but warrants more expeditious exploration and adoption into mainstream provision.

· Declining school attendance is being viewed as a problem rather than a cry for help from distressed pupils and their parents in a growing context of flexible attendance by adults at workplaces. This creates a danger that innovative solutions such as hybrid schools (e.g. 3 days in school, 2 days online) would be regarded as exacerbating an attendance issue, not a valid solution to it.

· The issue of “second chance” schooling is not taken seriously – the system encourages adult learners without sufficient A level qualifications to be accepted by universities without adequate knowledge and skills, thereby adding to the costs of university teaching.[16]

· Even a brief read of the complex UK VAT regulations on education and training[17] makes it clear that there is no systematic approach and a raft of exceptions with much scope for legal disputes, especially for online services, in some cases going up to the European Court of Justice.[18] The VAT issue and its complexities in fact affects the whole education and training system not just schools.

'''Actions''': Two eye-catching initiatives are required.

1. Set up at least two state-funded fully online schools. (At least two free school bids for that type of provider have been submitted in recent years – but they were never approved.) At least one should be a full-time online school (and thus subject to OEAS);[19] another should be a supplemental provider oriented to gap-filling in subjects where specialist teachers cannot be found.

2. Conduct a consultation on simplifying the VAT regime for education and training (at all levels) including looking at the impact on purchase and rental of IT equipment, software and services. In particular, review the economic value, sector impact and legal feasibility of a sector-wide 5% VAT rate for education and training for school-level provision.[20]

----[1] However, we expect that similar manifestos could be developed for the other three home nations and our team is happy to assist in that process.

[2] Levels 1, 2 and 3 in the National Qualifications Framework – <nowiki>https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels</nowiki> – note that this contains many vocational qualifications including but not only BTEC and T-levels.

[3] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[4] [[Trends and Issues of Digital Learning in the United Kingdom|http://openeducation.wiki/wiki/Trends_and_Issues_of_Digital_Learning_in_the_United_Kingdom]]

[5] Digital poverty impact report: <nowiki>https://digitalpovertyalliance.org/digital-poverty-in-the-uk-a-socio-economic-assessment-of-the-implications-of-digital-poverty-in-the-uk/</nowiki>

[6] <nowiki>https://www.gov.uk/children-with-special-educational-needs</nowiki>

[7] <nowiki>https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/independent-schools/homeschooling</nowiki>

[8] <nowiki>https://www.gov.uk/government/organisations/regional-department-for-education-dfe-directors/about</nowiki>

[9] Such as decline of independent school enrolments or regional population shifts to employment hot spots like Cambridge.

[10] <nowiki>https://www.iop.org/about/news/state-schools-losing-out-physics-teacher-shortage</nowiki>

[11] <nowiki>https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf</nowiki>

[12] <nowiki>https://www.gov.uk/government/publications/oak-national-academy-independent-review-terms-of-reference/independent-review-of-oak-national-academy-review-process</nowiki>

[13] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[14] <nowiki>https://www.qaa.ac.uk/docs/qaa/guidance/the-impact-of-good-practice-in-digital-delivery-on-student-engagement-progression-and-achievement.pdf</nowiki>

[15] <nowiki>https://www.nsqol.org/</nowiki>

[16] There are wider issues, out of scope for this document, of: 1) subjects (e.g. some Modern Foreign Languages) which are school level being taught at university at university cost levels, not school cost levels; and 2) the lack of articulation between school and university first-year in many subjects, leading to duplication of teaching and thus waste of government funding.

[17] <nowiki>https://www.gov.uk/guidance/vat-on-education-and-vocational-training-notice-70130</nowiki>

[18] <nowiki>https://www.gov.uk/hmrc-internal-manuals/vat-education-manual/vatedu36800</nowiki>

[19] <nowiki>https://www.gov.uk/government/publications/accreditation-for-online-education-providers/accreditation-for-online-education-providers</nowiki>

[20] It is out of scope for this report but any changes in VAT regulations for education might wish to reconsider the VAT treatment of educational services offered at fees beyond the undergraduate fee cap (such as master’s level) and for international students in particular.

Pinellas Virtual School

2024-04-18T21:28:17Z

Pbacsich: minimal entry

'''Pinellas Virtual School''' is based in Clearwater, Florida. It is a school within the Pinellas School District.

Pinellas Virtual School serves students across the full K-12 range.

For students in K-5, Pinellas Virtual School offers free enrollment in a full-year programme featuring the best of tradition and innovation in education. Students and Learning Coaches receive instructional oversight by highly qualified teachers and apply the latest technology for online learning.

For grade 6-12 grade students, students may enroll in Pinellas Virtual School as part-time or full-time participants in this programme.

Public school, private school, charter school, home education and students new to Pinellas County are eligible to apply.

==More Details==

The Pinellas Virtual School web site is at https://www.pcsb.org/virtualschool

== References ==

----
> [[Florida]]
 
> [[United States]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools|pinellas Virtual School]]
[[Category:United States|pinellas Virtual School]]
[[Category:Florida|pinellas Virtual School]]
[[Category:Virtual schools in the US]]
[[Category:US statewide virtual schools]]
[[Category:US full-time virtual schools]]
[[Category:US supplemental virtual school providers]]

[[Category:VISCED]]

[[Category:2024 Virtual schools]]

Pinellas Virtual School

2024-04-18T21:19:46Z

Pbacsich: added cat 2024 Virtual schools since Pinellas is currently active

The ''Florida Virtual School'' ('''FLVS''') is a US state virtual school founded in 1997. It is located in the southeastern state of [[Florida]], USA. FLVS offers education at the K-12 level (kindergarten through twelfth grade). FLVS will enroll students through age 19; students must complete their course before age 21. All courses are fully online.

There were 213,296 semester course enrollments for 97,182 students in grades 6-12 in 2009-10. Additionally, in 2010-2011, more than 115,000 students across the state of Florida took at least one course with the Florida Virtual School.

FLVS is roughly three times larger than any other state virtual school, and 10-25 times larger than most.

==More Details==
The first US statewide online public high school (i.e. open to all Floridians), FLVS makes its courses free to all [[Florida]] students; others may enrol and pay

The Pinellas Virtual School web site is at http://

== References ==

----
> [[Florida]]
 
> [[United States]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools|pinellas Virtual School]]
[[Category:United States|pinellas Virtual School]]
[[Category:Florida|pinellas Virtual School]]
[[Category:Virtual schools in the US]]
[[Category:US statewide virtual schools]]
[[Category:US full-time virtual schools]]
[[Category:US supplemental virtual school providers]]

[[Category:VISCED]]

[[Category:2024 Virtual schools]]

Pinellas Virtual School

2024-04-18T21:17:47Z

Pbacsich: Pinellas Virtual School - stub

Category:Virtual schools in the US

2024-04-18T15:50:26Z

Pbacsich: remove promo material for Calvert

This is the category for notable [[Virtual schools]] in the [[United States]].

New Zealand

2024-03-14T14:27:10Z

Pbacsich: added latest info on Partnership Schools returning

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= Reports since 2012 =

* Bacsich, Paul (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]
* Pratt, Keryn (2018), K-12 Online and Blended Learning in Aotearoa New Zealand, chapter 44 in [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition Handbook of Research on K-12 Online and Blending Learning (Second Edition, 2018)] - see [[File:NZ-Handbook-2018.pdf]]
* Wikipedia (2024), Charter schools in New Zealand, https://en.wikipedia.org/wiki/Charter_schools_in_New_Zealand - also see https://www.schoolnews.co.nz/2024/01/charter-schools-2-0/ (January 2024)

= RE.ViCa/VISCED material 2012 =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

The Correspondence School

2024-03-14T14:17:39Z

Pbacsich: Pbacsich moved page The Correspondence School to Te Kura over redirect: change of name

#REDIRECT [[Te Kura]]

Te Kura

2024-03-14T14:17:38Z

Pbacsich: Pbacsich moved page The Correspondence School to Te Kura over redirect: change of name

== 2024 text ==

This is summarised from https://www.tekura.school.nz/learn-with-us/learn-with-us/about-te-kura/

''Te Aho o Te Kura Pounamu'' (formerly known as The Correspondence School) - in short, ''Te Kura'' - is New Zealand’s largest school, providing education programmes to more than 23,000 students every year.

Students come from a wide range of backgrounds and have diverse learning needs. They live throughout New Zealand as well as overseas. Students may be learning with Te Kura full time or part time, and they may stay on the roll for a few months or for all of their years at school.

Te Kura has regional offices Wellington, Auckland, Hamilton and Christchurch. Staff also work in communities where there are clusters of Te Kura students, such as Whangarei, Hastings and Nelson. This helps Te Kura to work with communities to support students’ learning.

Te Kura is a state-funded distance education provider. It offers a wide range of personalised learning programmes and courses, mostly delivered online, from early childhood to NCEA Level 3. Students can enrol for a few credits in a specific course or for a full-time programme. Students of all ages are welcome, as long as they meet eligibility criteria.

The early childhood programme follows the national early childhood curriculum, Te Whāriki, while the Year 1–13 programme is based on the New Zealand Curriculum. At Years 11–13 Te Kura offers registered, accredited and approved courses in many subjects and at all levels of NCEA.

Most courses are online or include supplementary online resources, particularly at Years 7–13. Each online course includes interactive online modules featuring audio-visual resources, quizzes and other online activities to check student understanding and reinforce learning. Students will have the support of their teachers and other students through discussion forums, where they can share ideas and work collaboratively. There are also plenty of offline activities.

== Text below is taken from the Te Kura website 2012 ==

''The Correspondence School'' (TCS) - '''Te Kura''' - is [[New Zealand]]'s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country.

It provides personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. Our students live in every part of the country and overseas and come from all walks of life.

No matter what the circumstances, we can help you learn with a programme that’s based on your individual interests, needs, and goals.

It works closely with local communities, schools and agencies that support our students, because we know that by working together we can do more to help our students achieve their potential.

It offers a wide range of learning programmes from early childhood level to Year 13. You can study full-time or part-time, depending on your circumstances.

Students may also be able to enrol as a dual student if they meet the Ministry of Education’s eligibility criteria for dual enrolment. Dual students must be enrolled by the host school.

'''Years 1 to 6'''

Learning advisors of students in years 1 to 6 work closely with parents and supervisors to develop an individualised programme for each student based on the eight learning areas in the New Zealand curriculum.

'''Years 7 to 10/Te Ara Hou'''

Students enrolled in Te Ara Hou (meaning “new pathway”) will have a personalised learning programme based on their individual needs, interests and goals. Te Ara Hou offers an integrated programme of work which combines skills and knowledge from two or more subjects as well as more traditional subject-based learning. Your learning advisor will make sure all the curriculum areas are covered and that you are ready for qualifications level courses in year 11.

'''Years 11 to 13'''

Students can choose from a wide range of subjects to earn credits towards NCEA as well as the National Certificate in Mathematics and National Certificate in Computing.

Depending on what you’re studying with us, we provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

If you're a full-time, fee-paying or young adult student, we'll work with you to develop a programme of learning that meets your needs. As a full-time or fee-paying student, you'll have a learning advisor (similar to a form teacher or class teacher) who will be your main point of contact at school.

Learning at a distance doesn’t have to mean learning alone. Our learning advisors and teachers are in regular contact with students and their families to offer advice and support not just for students, but also for those, usually family members, who supervise their learning. There are also opportunities for face-to-face contact at regional camps, events, and achievement days.

Its web site is http://www.tekura.school.nz

----
> [[New Zealand]] 

[[Category:New Zealand|te Kura]]




[[Category:Virtual schools in New Zealand]]
[[Category:Virtual schools in Australasia]]
[[Category:Virtual schools]]

[[Category:2024 Virtual schools]]

[[Category:VISCED]]

Category:2024 Virtual schools

2024-03-14T14:16:46Z

Pbacsich: Created page with "This is the category for virtual schools functioning in 2024."

This is the category for virtual schools functioning in 2024.

Te Kura

2024-03-14T14:16:09Z

Pbacsich: added cat 2024 Virtual schools

Te Kura

2024-03-14T14:13:49Z

Pbacsich: update to 2024

New Zealand

2024-03-14T14:04:47Z

Pbacsich: /* Reports since 2012 */

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= Reports since 2012 =

* Bacsich, Paul (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]
* Pratt, Keryn (2018), K-12 Online and Blended Learning in Aotearoa New Zealand, chapter 44 in [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition Handbook of Research on K-12 Online and Blending Learning (Second Edition, 2018)] - see [[File:NZ-Handbook-2018.pdf]]

= RE.ViCa/VISCED material 2012 =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

New Zealand

2024-03-14T14:04:28Z

Pbacsich: /* Reports since 2012 */ added Keryn Pratt 2018 chapter on virtual/blended schooling in New Zealand

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= Reports since 2012 =

* Bacsich, Paul (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]
* Pratt, Keryn (2018), K-12 Online and Blended Learning in Aotearoa New Zealand, chapter 44 in [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition Handbook of Research on K-12 Online and Blending Learning (Second Edition, 2018)] - see [[File:NZ-Hadnbook-2018.pdf]]

= RE.ViCa/VISCED material 2012 =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

File:NZ-Handbook-2018.pdf

2024-03-14T14:00:03Z

Pbacsich: /* Summary */

== K-12 Online and Blended Learning in Aotearoa New Zealand ==

New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years.

This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018] ) presents an overview of this research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas where future research is needed.

== Licensing ==
{{CC BY 4.0}}

File:NZ-Handbook-2018.pdf

2024-03-14T13:59:34Z

Pbacsich: /* Summary */

== Summary ==

New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years.

This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018] ) presents an overview of this research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas where future research is needed.

== Licensing ==
{{CC BY 4.0}}

File:NZ-Handbook-2018.pdf

2024-03-14T13:57:49Z

Pbacsich: New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learni...

== Summary ==
New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years.
This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018]) presents an overview of this
research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas wherefuture research is needed.

== Licensing ==
{{CC BY 4.0}}

New Zealand

2024-03-14T13:53:40Z

Pbacsich:

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= Reports since 2012 =

* Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]

= RE.ViCa/VISCED material 2012 =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

New Zealand/OER

2024-03-14T13:51:30Z

Pbacsich: added L1 head

''(Re.ViCa version by Theo Bastiaens, [[Paul Bacsich]], Nikki Cortoos and Grégory Lucas. External evaluation by Ute Walker)'' 
''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and Professor [[Niki Davis]] of the [[University of Canterbury]].'' 
''Updated for POERUP by [[Paul Bacsich]] in 2012 and 2013 with assistance from [[James Kay]] and off-wiki advice from [[Niki Davis]]''

{{cc}}
----
= POERUP material last updated in a major way 2014 =

[[Policies Survey]] notes:

: In ''New Zealand'', the Ministry of Education is in contact with the [[OER University Project]], and participates in OER through its [[Tertiary e-Learning Reference Group]], which comprises e-learning experts. [[Otago Polytechnic]] has adopted an OER policy, and other institutions are showing similar interest. The Ministry has also funded a small-scale project ([[OERNZ]]) to develop an OER commons for the school sector in New Zealand. One of the focuses of the project is to “seed” OER content development for use in New Zealand schools. Thus far, two school boards have adopted an OER policy, with additional schools showing interest. Teachers are also adding OER to [[WikiEducator]], a [[COL]]-supported initiative. Many OER activities come from advocates who work in the sector. For example, the OER Foundation provides free training workshops on OER, copyright and Creative Commons licences.

: New Zealand has introduced a data reuse strategy that aims to standardise the licensing of government copyright works for reuse by using the most open of the available CC licences. This means that key educational documents such as the curriculum and OER produced on behalf of the sector by government agencies are likely to be freely available.

: The New Zealand Government Open Access and Licensing framework ([[NZGOAL]]), established by the government in 2010, provides guidance for agencies to follow when releasing copyright works and non-copyright material for reuse by others.

: The respondent to [[Policies Survey]] from New Zealand noted in relation to New Zealand's motivations for involvement in the OER movement that "It can provide more affordable options for tertiary study for learners by using OER courses combined with an assessment-only model. This could allow a reduction in fees of as much as 80 percent according to the [[OER Tertiary Education Network]] participants … It could improve quality. Shared and transparent development of OER courses provides opportunities to improve the quality of e-learning for all participating institutions."

: However, New Zealand noted that, even though it has various OER initiatives, the overall penetration of OER into the sector is low.

'''OER in New Zealand: Map'''

Total number of Open Education Initiatives in {{PAGENAME}} on {{CURRENTDAYNAME}}, {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} at {{CURRENTTIME}} =
'''[[Has initiative-count::{{#ask:[[Category:Open Education Initiatives]] [[Category:{{BASEPAGENAME}}]] |format=count| limit=1000 }} ]]''', of which:
* [[Has MOOC initiative-count::{{#ask:[[Category:Open Education Initiatives]] [[Category:MOOC]] [[Category:{{BASEPAGENAME}}]] |format=count| limit=1000 }} ]] are MOOC
* [[Has OER initiative-count::{{#ask:[[Category:Open Education Initiatives]] [[Category:OER]] [[Category:{{BASEPAGENAME}}]] |format=count| limit=1000 }} ]] are OER

''Initiatives per million'' = [[Has initiatives-per-mill::{{#expr: ( ( {{#show:New Zealand|?Has initiative-count#}} * 1000000 ) / {{#show:New Zealand|?Has population#}} ) round 2 }}]]

[[Category:Countries for OEI tracking]]

{{#ask:[[Category:Open Education Initiatives]] [[Category:New Zealand]] |?Has coordinates |format=leaflet |centre=-40.9,174.8 | limit = 200 markercluster = on}}

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

The following are well known to the POERUP team.

* Sandy Britain
* Mark Brown
* Niki Davis - Paul's host as Visiting Fellow 2012
* Wayne Mackintosh, OER U
* Stephen Marshall
* Gordon Suddaby

== New Zealand in a nutshell ==

''New Zealand'' (Maori: '''Aotearoa''') is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around [[Has population::4,100,000]] according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

Its capital is [[Has capital::Wellington]].

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

=== Further information ===

''For further general information see [[Wikipedia:{{BASEPAGENAME}}]].''

== Education in {{PAGENAME}} ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview

===== Ministry of Education =====

he ''Ministry of Education (New Zealand)'' - Māori: '''Te Tāhuhu o te Mātauranga''' - is the primary state sector organisation of [[New Zealand]] responsible for New Zealand's education system. It was established in 1989 when the former, all-encompassing Department of Education was broken up into six separate agencies,

The Ministry's role is to raise the overall level of educational achievement and reduce disparity. ''It is not an education provider - that role is met by individual elected Boards of Trustees for every state school in the country.''

The ministry has numerous functions - advising government, providing information to the sector, providing learning resources, administering sector regulation and funding, and providing specialist services.

The ministry works with other education agencies including the [[Education Review Office]], the [[New Zealand Qualifications Authority]] and [[Learning Media Limited]].

===== National Certificate of Educational Achievement =====

The ''National Certificate of Educational Achievement'' ('''NCEA''') is a set of national qualifications for senior secondary school students in [[New Zealand]].

NCEA challenges students of all abilities in all learning areas, and shows credits and grades for separate skills and knowledge. It enables students to gain credits from both traditional school curriculum areas and alternative programmes.

NCEA and other national certificates are recognised by employers and used as the benchmark for selection by universities and polytechnics. NCEA is also readily accepted outside New Zealand, including by universities.

When applying for employment, prospective employees can create a summary of their results from their Record of Achievement.

Since its introduction in 2002, the NCEA qualification system has progressively been improved through a number of initiatives.

The key web site is http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/

===== New Zealand Teachers Council =====

The ''New Zealand Teachers Council'' is the professional and regulatory body for teachers in New Zealand.

Its purpose is to provide professional leadership in teaching and to contribute to safe, high quality teaching and learning.

Its web site is at http://www.teacherscouncil.govt.nz

''For a general description of education in {{PAGENAME}} see [[Education:{{PAGENAME}}]].''

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful from NZQA observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

=== Colleges ===

=== Universities ===

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Colleges ===

=== Universities ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university".

===== New Zealand Qualifications Authority (NZQA) =====

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

* registers and monitors all national qualifications on the National Qualifications Framework
* runs national senior secondary school examinations
* registers and monitors private providers of education and training to ensure they meet quality standards
* administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

=== Schools ===

===== Education Review Office =====

The ''Education Review Office'' (ERO) is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers. Dr Graham Stoop is ERO's chief executive and the Chief Review Officer. The Chief Review Officer formally designates individual review officers to carry out reviews in schools and early childhood centres. The functions and powers of the Chief Review Officer are described in Part 28, ss 325-328 of the Education Act 1989. This Act gives the Chief Review Officer the power to initiate reviews, investigate, report and publish findings on the provision of education to all young New Zealanders. ERO has approximately 150 designated review officers located in four regions: Northern-Te Tai Raki, Central-Te Tai Pokapū, Southern-Te Tai Tonga and Te Uepū-ā-Motu, ERO’s Māori Reporting Services Unit.

'''ERO's Role in New Zealand'''

ERO carries out different types of reviews - education reviews, homeschool reviews, cluster reviews of education institutions and services, contract evaluations and national evaluations on education topics.

* Education reviews and reports to boards of trustees, managers of early childhood education services and the Government on the quality of education provided for children and students in individual centres and schools.

Schools and early childhood services are reviewed on average once every three years. Reviews will be more frequent where the performance of a school or centre is poor and there are risks to the education and safety of the students, or less frequent where a school has a stable reporting history and demonstrates good self review processes and use of its assessment information. ERO's reports on individual schools and early childhood services are freely available to the public. They are on the website, and you can ask for a hard copy from the individual school or early childhood service or from any ERO office.

* Homeschool reviews

ERO reviews the programmes for students exempted from enrolment at a registered school when requested by the Minister or Ministry of Education.

* Cluster reviews

From time to time ERO undertakes reviews of education which look at groups or areas with common features. These have included reports on the performance of schools in a defined geographical area, and of particular populations of students such as boys.

* Contract evaluation services

ERO undertakes specific contracts with Crown agencies, such as the Ministry of Education.

* Evaluation reports

ERO publishes national reports on specific education topics using evidence from its reviews. These are available under National Reports on this website.

Its site is http://www.ero.govt.nz/About-ERO - but see also
http://www.ero.govt.nz/About-ERO/ERO-s-Role-in-New-Zealand

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

=== Colleges ===

=== Universities ===

==== Ako Aotearoa ====

''Ako Aotearoa'', New Zealand's '''National Centre for Tertiary Teaching Excellence''', has a vision of the best possible educational outcomes for all learners. Work towards this vision focuses on building strong and collaborative relationships with tertiary organisations, practitioners and learners to enhance the effectiveness of tertiary teaching and learning practices.

From 2010 on, the following strategic themes guides the work towards tertiary teaching excellence:

* Enhancing service standards of tertiary organisations and aspiring to excellence
* Evidence-based enhancement of practice at the individual and organisational levels
* Strategic and sustainable support for Māori educators and learners within an Ako Framework
* Supporting Pacific Peoples’ advancement through tertiary education
* Hearing and acting on the learner voice
* Working in partnership and maximising leverage across the tertiary sector for learner benefit
* Promoting discussion and debate about the enhancement of tertiary teaching and learning.

For more details see http://akoaotearoa.ac.nz/

===== Ako Aotearoa mission =====

Through a focus on enhancing the effectiveness of tertiary teaching and learning practices, Ako Aotearoa will assist educators and organisations to enable the best possible educational outcomes for all learners.

===== Ako Aotearoa view on teaching and learning =====

The use of the Māori word '''Ako''' reflects Ako's view that teaching and learning are two interactive parts of the whole education experience:

* Learning should be active – learners have responsibilities as well as rights.
* Teachers modify and improve their practice by interacting with active learners.

===== Ako Aotearoa commitment to te Tiriti o Waitangi =====

Ako Aotearoa is committed to becoming a treaty-based organisation, embracing the principles of te Tiriti o Waitangi. It aspires to become a bicultural organisation and are guided by Te Tauākī Ako, the Ako Framework developed in discussion with our Māori Caucus.

== Information Society ==

=== Internet in {{PAGENAME}} ===

Key statistics are:

* Broadband Internet subscribers per 100 inhabitants (2009) - Fixed 22.9, Mobile 64.24
* Internet hosts (2010) - 2.47 million
* Internet users (2008) - 3.047 million
* Internet users per 100 inhabitants (2009) - 79.7
* Computers per 100 inhabitants (2009) - 80.26

=== Internet in Education ===

===== Broadband for Schools =====

The New Zealand Government’s Ultra Fast Broadband (UFB) and Rural Broadband Initiatives (RBI) are expected to transform the possibilities for e-learning in New Zealand schools over the next five years. Under the UFB and RBI, a network of fibre optic cables is being rolled out across New Zealand. By 2016, 97% of New Zealand schools will have access to ultra-fast broadband. Those remaining 3% of schools in areas too remote for fibre optic connections will receive improved broadband services using satellite-based links or alternative technologies. In order to prepare New Zealand schools for improved broadband access, the New Zealand Government has put in place a number of programs. Once of these is the School Network Upgrade Project (SNUP). This project involves progressively upgrading internal data and electrical infrastructure in state and state-integrated schools. By October 2010, 505 schools have been upgraded. In addition, the teaching staff of 60% of New Zealand schools have completed the Information and Communications Technology Professional Development (ICT PD) program. The aim of this program is to build the e-learning capacity of New Zealand teachers.

===== KAREN =====

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Copyright law in {{PAGENAME}} ===



==== Copyright law in Education ====

== ICT in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

===== [http://education2x.otago.ac.nz/cinzs/ CINZS] =====

[http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

===== DEANZ =====

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

===== E-Learning Research Network =====

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

===== LEARNZ =====

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

=== Virtual initiatives in schools ===

===== CORE Education =====

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

===== The Correspondence School (Te Kura) =====

Te Kura/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

===== Virtual Education Networks =====

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

===== New Zealand Virtual Learning Network =====

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

===== e-Learning Clusters =====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

===== ETime Virtual School =====

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

===== New Zealand Virtual School =====

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

It is not clear if this is active.

===== Go Learn Online =====

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

===== Learning Media Limited =====

Learning Media Limited is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

==== OER initiatives in schools ====

'''The following is taken from http://www.icde.org/projects/regulatory_frameworks_for_distance_education/country_profiles/new_zealand/ but has not yet been fully checked. It was supposed to be up to date but is not. See comments in italics.'''

There is extensive support for OER within the New Zealand school sector. WikiEducator has an OER Resource Portal for New Zealand schools. Many dozens of individual schools have their own OER portals linked to the WikiEducator site. (Website - http://wikieducator.org/New_Zealand_Schools_OER_Portal)

The '''New Zealand OER Project''' was responsible for the creation and maintenance of Repository.ac.nz, an online portal for OER resources for the New Zealand tertiary sector. This site was initially funded through the New Zealand's Tertiary Education Commission's Innovation Development Fund (eCDF) but now relies on alternative funding. ''It now appears inactive.''

The goal of the '''Open Access Repositories in New Zealand''' (OARINZ) project was to implement a national network of open access repositories for publicly funded research and teaching repositories. This was to ensure New Zealand research institutions had the necessary infrastructure and know-how to enable them to join with the global research community to establish a network of Institutional Repositories, into which authors deposit copies of their research outputs. By putting research outputs in a repository, authors were to enhance the visibility and impact not just of their research, but that of the whole New Zealand research sector. ''However the site http://www.oarinz.ac.nz is compromised and not now used for this purpose. The entry on the research register at http://akoaotearoa.ac.nz/research-register/412 now leads to no outputs.''

''There appears to be useful activity around the development of a suite of content in OER format for a new schools-level computer science curriculum.''

===== An OER commons for New Zealand Schools =====

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

===== New Zealand College of Early Childhood Education =====

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

===== LearnOnline.Health.nz =====

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

==== Distance learning tertiary providers ====

===== Massey University =====

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

===== University of Otago =====

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

===== Victoria University of Wellington =====

The Victoria University of Wellington supports some distance and substantial campus online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

===== University of Canterbury =====

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Open Polytechnic of New Zealand =====

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

===== Southern Institute of Technology =====

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

===== Universal College of Learning =====

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

===== New Zealand Virtual School =====

This appears to have a post-secondary aspect also.

===== Laidlaw College =====

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

===== International Career Institute =====

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

===== Equine e-Learning Ltd =====

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

===== Homeopathy College =====

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

===== Benchmarking e-learning =====

New Zealand is the home of the eMM methodology, developed by Dr Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK Higher Education Academy Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics).

==== OER initiatives in post-secondary education ====

===== OER University =====

The international OER initiative '''OER u''' is headquarted in New Zealand - see http://www.virtualcampuses.eu/index.php/OER_university. A number of New Zealand polytechnics and one university are involved but activity levels currently are not yet high.

The ''OER university'' is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit.
(sourced from http://wikieducator.org/OER_university/Home)

The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.

'''Aims'''

Directed by the core principles of engagement the '''OER university''' collaboration will:
* design and implement a parallel learning universe to provide free learning opportunities for all students worldwide with pathways to earn credible post-secondary credentials
* offer courses and programmes based ''solely'' on OER and open textbooks
* design and implement scalable pedagogies appropriate for the "OER university" concept
* implement scalable systems of volunteer student support through community service learning approaches
* coordinate assessment and credentialising services on a cost recovery basis for participating education institutions to ensure credible qualifications and corresponding course articulation among anchor partners

'''Founding anchor partners'''

These are:

# [[OER Foundation]]
# [[Athabasca University]] - [[Alberta]], [[Canada]]
# [[Dr. Babasaheb Ambedkar Open University]] (BAOU) - [[Gujarat]], [[India]]
# [[Empire State College]] (SUNY) - [[New York]], [[US]]
# [[Nelson Marlborough Institute of Technology]]
# [[NorthTec]]
# [[Otago Polytechnic]] - [[New Zealand]]
# [[Southern New Hampshire University]], [[US]]
# [[Thompson Rivers University]] - [[British Columbia]], [[Canada]]
# [[University of South Africa]]
# [[University of Southern Queensland]] - [[Australia]]
# [[University of Wollongong]], [[Australia]]

'''Anchor partners'''

In alphabetical order:

# [[Excelsior College]], [[US]]
# [[Kwantlen Polytechnic University]], [[Canada]]
# [[Open University of Catalonia]], [[Catalonia]] and [[Spain]]
# [[Thomas Edison State College]], [[US]]
# [[Unitec Institute of Technology]], [[New Zealand]]
# [[University of Glamorgan]], [[Wales]] and [[United Kingdom]] - now part of [[University of South Wales]]
# [[University of the South Pacific]]
# [[Wintec]], [[New Zealand]]

'''Sponsors'''

* [[Commonwealth of Learning]]
* [[UNESCO]], Pacific States

== Lessons learnt ==

=== General lessons ===

=== Conclusions ===

==== Post-secondary education ====

Apart from OER u and some activity at the Open Polytechnic there is little organised large-scale OER activity in tertiary education.

There is currently very little funding for developments related to e-learning at tertiary level.

==== Secondary education ====

There is no supervisory level between the ministry and each individual school and a recent tradition of autonomy among teachers.

There is also a national curriculum oriented to broad outcomes rather than specific syllabi.

Both these factors could be argued to make it unlikely that OER will flourish or be cost-effective for government to develop.

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

==== Notable practices ====

===== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa =====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

More could be added including references on this point (e.g. Durie, 2010; Davis, 2010).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand
# ReVica/VISCED page for New Zealand (http://virtualcampuses.eu/index.php/New_zealand) - now absorbed into this page on POERUP
# ICDE Country Report on New Zealand (http://www.icde.org/projects/regulatory_frameworks_for_distance_education/country_profiles/new_zealand/)

----
> [[Countries]]
 
> [[POERUP]]
 
>> [[Main Page]]

[[Category:Countries]]
[[Category:{{BASEPAGENAME}}| ]]

[[Category:POERUP content]]

New Zealand

2024-03-14T13:49:19Z

Pbacsich:

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= RE.ViCa/VISCED material 2012 =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

=== Recent reports (last 8 years) ===

Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

New Zealand

2024-03-14T13:47:05Z

Pbacsich: added H1

''(Re.ViCa version by [[Theo Bastiaens]], [[Paul Bacsich]], [[Nikki Cortoos]] and [[Grégory Lucas]]. External evaluation by [[Ute Walker]])''

''Put in merged template and prepared for update by [[Paul Bacsich]], [[Sero]].''

''Revised and updated for VISCED by [[Paul Bacsich]], [[James Kay]] and [[Niki Davis]].''

{{countries-OER}}

''For entities in New Zealand see [[:Category:New Zealand]]''

= RE.ViCa/VISCED material =

== Partners and Experts situated in New Zealand ==

'''Partners'''

None - for any of Re.ViCa, VISCED and POERUP.

'''Experts'''

* [[Sandy Britain]]
* [[Mark Brown]]
* [[Niki Davis]]
* [[Wayne Mackintosh]]
* [[Stephen Marshall]]
* [[Gordon Suddaby]]

== New Zealand in a nutshell ==

[[Image:LocationNewZealand.png|thumb|left|200px|Location map for the New Zealand]]
[[Image:New_Zealand_towns_and_cities.jpg|thumb|left|200px|Topographic map of New Zealand with islands and main population centres labelled ]]
New Zealand (Maori: Aotearoa) is an geographically isolated island country in the south-western Pacific Ocean. It comprises two main landmasses (the North Island and the South Island), and numerous smaller islands, most notably Stewart Island/Rakiura and the Chatham Islands. The Realm of New Zealand also includes the Cook Islands and Niue (self-governing but in free association); Tokelau; and the Ross Dependency (New Zealand's territorial claim in Antarctica).

The population of New Zealand is around 4.1 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/nz.html CIA Factbook]. This makes it rather similar in size to several European countries, rather larger than [[Lithuania]], slightly smaller than Ireland and rather smaller than [[Norway]]. In [[UK]] terms, it is slightly smaller than [[Scotland]] (5.0 million) and slightly larger than [[Wales]] (3.0 million). Thus population-wise as well as politically and economically it is a good match to these countries/regions.

The indigenous Māori being the largest minority, the population is mostly of European descent. Also significant minorities are Asians and non-Māori Polynesians, especially in the urban areas. As a Commonwealth country with strong historic links with the [[UK]] in general and [[Scotland]] in particular, [http://en.wikipedia.org/wiki/Elizabeth_II_of_New_Zealand Elizabeth II] is the Head of State. In her absence, she is represented by a non-partisan Governor-General. Actually the position of Queen Elizabeth II is essentially symbolic, and she has no real political influence. Political power is rather held by the democratically elected Parliament of New Zealand under the leadership of the Prime Minister, who is the head of government.

== Education in New Zealand ==

In comparison with international standards New Zealand has a well performing education system. Therefore the focus of education policy lays on consolidation of education. This consolidation is carried out by creation of required infrastructure and in building up and support by institutions of quality-assurance. This way weaknesses in the educational system are to be identified at an early stage. Furthermore is the creation of an advantageous political environment for lecturers and learners intended. Special attention is paid to investments to peform better for and with Māori learners, Pasifika learners, children with specific barriers to learning and communities in lower socioeconomic areas.

[http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx The Ministry of Education’s Statement of Intent 2008-2013 (SOI)] sets out key elements of appropriate priorities for education:

*All children develop strong learning foundations
- increasing participation in high-quality early childhood education
- increasing literacy and numeracy achievement in primary school
- earlier identification of and intervention for children with specific barriers to learning.

* All young people participate, engage and achieve in education
- increasing engagement and achievement in secondary education so that young people stay at school longer and leave with higher-level qualifications
- more successful pathways into tertiary education and work
- higher levels of achievement in tertiary education by the age of 25.

* Learners have access to high-quality Māori language education that delivers positive learning and language outcomes
- increasing numbers of high-quality teachers proficient in te reo Māori
- increasing effectiveness of teaching and learning in and through te reo Māori.

* The education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success
- building an education system for the 21st-century
- increasing education’s contribution to economic transformation and innovation through new knowledge, skills and research.

* Education agencies work effectively and efficiently to achieve education outcomes
- building leadership, accountability, relationships, competence and confidence.

In previous years the [http://www.minedu.govt.nz/ Ministry of Education] focused on critical drivers of presence, engagement and achievement for all learners, namely:
* the effectiveness of the relationships that underpin teaching and learning
* family and community engagement
* providers focused on the use of evidence to support learning and achievement.

[[Image:Neuseeland.png|thumb|right|200px|New Zealand´s Education System]]

The New Zealand education system comprises following guiding principles:
- culturally appropriate early childhood services
- primary and secondary education that is free for New Zealand citizens and permanent residents
- equitable and affordable access to tertiary education and quality assured and portable education qualifications
- the provision of flexible pathways for study

Last item regards to the fact that students are not streamed or channeled through particular types of school from which future study options are determined.

Generally the education system in New Zealand is divided into:

# pre-school education,
# primary education,
# secondary education,
# tertiary education.

Kindergarten education is usually run by private operators and not mandatory provided for all children. Primary school goes up to year 6, intermediate school finishes at year 8 and secondary school is the remaining five years of schooling. Between the ages of 6 and 16 Primary and Secondary education is compulsory for students.

'''Entry to university'''

Students who want to study at a New Zealand university need to meet a University Entrance (UE) standard. They need to achieve minimum standards at Levels 1, 2 and 3 of NCEA or the NQF.

They need to gain 42 or more credits at Level 3 or higher of the NQF from a specified range of subjects. Students must also gain specific literacy and numeracy standards.

Domestic students over 20 years of age may apply for entry without formal qualifications.

Equivalent international qualifications such as the International Baccalaureate and the Cambridge examinations are also accepted for UE. International students must fulfill minimum English language requirements for enrolment at tertiary institutions.

For more information on entry requirements go to the [http://www.nzvcc.ac.nz/ New Zealand Vice-Chancellors' Committee website].

'''Copied from''': [http://www.minedu.govt.nz/NZEducation/EducationPolicies/InternationalEducation/ForInternationalStudentsAndParents/NZEdOverview/University_Education.aspx New Zealand Ministry of Education > NZ education system overview]

== Schools in New Zealand ==

''((Needs to be completed.))''

== Further and Higher education ==

=== Universities in New Zealand ===

New Zealand has eight universities. Most used to be constituent colleges of the federal [http://en.wikipedia.org/wiki/University_of_New_Zealand University of New Zealand] but this was dissolved in 1961.

{| class="prettytable sortable" border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Name'''
!width=""|'''Location'''
!width=""|'''Foundation'''
|-valign="top"
| [http://www.otago.ac.nz/ University of Otago] || Dunedin || 1869
|-valign="top"
| [http://www.canterbury.ac.nz/ University Canterbury] || Christchurch || 1873
|-valign="top"
| [http://www.auckland.ac.nz/ University of Auckland] || Auckland || 1883
|-valign="top"
| [http://www.victoria.ac.nz/home/ Victoria- University Wellington] || Wellington || 1897
|-valign="top"
| [http://www.massey.ac.nz/ Massey-University] || Palmerston North, Auckland, Wellington || 1927
|-valign="top"
| [http://www.waikato.ac.nz/about/history.shtml University of Waikato] || Hamilton (New Zealand)|Hamilton || 1964
|-valign="top"
| [http://www.lincoln.ac.nz/ Lincoln University] || Lincoln, Canterbury || 1990
|-valign="top"
| [http://www.aut.ac.nz/ Auckland University of Technology] || Auckland || 2000
|}

The total number of students at the Universities at New Zealand is about 170,000. The University of Otago is deemed to be the oldest University in the country. Auckland University of Technology as the youngest University was founded in the year 2000, whose origin as technical school lies in the year 1895. At the smallest University of New Zealand – Lincoln University – are 4.100 students registered, at the largest – Massey University – study 42.000 peeople (As at 2003).

Until the year of 1961 the sole University of New Zealand (1870-1961) as by law founded Organization concentrated several constituent colleges of higher education at various locations around New Zealand.

=== Polytechnics in New Zealand ===

There are also 23 polytechnics or institutes of technology in New Zealand. A useful [[NZQA]] observes:

: Polytechnics have traditionally specialised in vocational training, but that role has expanded over the last decade to meet the needs of learners and the economy. Many are involved in research activities, particularly in applied and technological areas and other degrees.

[http://www.openpolytechnic.ac.nz/ Open Polytechnic]

New Zealand has three public institutions designated as '''wānanga''' under the Education Act 1989. They are indigenous tertiary institutions that offer certificates (Levels 1-4), diplomas (Levels 5-6), and bachelors degrees (Level 7) at the minimum:

# [http://www.twoa.ac.nz Aotearoa] or "Te Wananga o Aotearoa", which is Maori for the University of New Zealand but has nothing to do with the former university, offers courses such as Foundation, Maori studies, Humanities, Arts and Computing and Business. It also states on its web site that it has "''over 75% of programmes with no fees and a one-on-one tauira (student)/kaiako (tutor) interaction''".
# [http://www.wananga.ac.nz/ Awanuiarangi] also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
# [http://www.twor.ac.nz/ Raukawa] offers courses up to a Masters level.

Related Documents of the wānangas:

* [http://en.wikipedia.org/wiki/Wananga Wikipedia's page on Wananga]
* [http://www.universityworldnews.com/article.php?story=20080208085701162 NEW ZEALAND: Maori institutions enjoy better times]. 2008, University World News
* An address to the Australian Indigenous Higher Education Advisory Council ([http://www.massey.ac.nz/massey/fms//Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/Indigenous%20Higher%20Education%20M&_257ori%20Experience%20in%20New%20Zealand.pdf PDF]), 2005, by Durie, M.
* [http://www.timeshighereducation.co.uk/story.asp?storyCode=177721&sectioncode=26 NZ could limit Maori intake], 2003, Times Higher Education

=== Colleges in New Zealand ===

''((Needs to be completed.))''

== Education reform ==

=== Schools ===

In 1989, New Zealand embarked on a series of comprehensive, far-reaching educational reforms. These reforms replaced the Department of Education with a Ministry of Education largely restricted to the roles of policymaking and resource allocation and established a series of new educational agencies. Under "Tomorrow's Schools" (the school component of the reforms), decision making for most educational activities was devolved to individual schools, although the Ministry has a role in setting member-level requirements. For new teachers, Tomorrow's Schools meant that initial teaching appointments were no longer guaranteed through a member-level system; that inspectors no longer certified teachers’ competence to teach; and that schools became responsible for recommending the registration of teachers and for providing an Advice and Guidance Program (AGP). An outcome of the education reforms was to shift responsibility for teacher induction from bureaucrats, who are less familiar with individual needs
and local contexts, to local professionals--school administrators and tutor teachers. (2)

=== Post-secondary ===

=== The Bologna Process ===

Regardless that New Zealand is not eligible to join the Bologna Process, it is engaged in these higher education reforms. The tertiary education system of New Zealand is already comparable to the Bologna ideal. Closely align with the key elements of the Bologna Process do the three-level degree structure, Register of Quality Assured Qualifications, quality assurance standards, efforts at increasing participation in tertiary education, and policies that promote institutional autonomy. Beyond that one has been undertaken further work across the tertiary education system to build on this high level of comparability. Thus New Zealand has acceded to the Lisbon Qualification Recognition Convention, is checking the introduction of an Diploma Supplement, and is verifying the comparability of the Register of Quality Assured Qualifications with Ireland’s National Framework of Qualifications.

== Administration and finance ==

=== Schools ===

Government directly provides all or most of the funding for state and "integrated schools" and about 25% of the funding for private schools. A significant portion of the extra funding is available, dependent on the decile rating (a measure used in New Zealand to determine the relative poverty of parents of children attending a particular school), with low decile schools receiving the greatest amount per enrolled child and high decile schools getting the least. As from 2010 the school rolls will be checked more often so that schools that expel a large number of children will have that money deducted. Schools cannot claim for students on exchange programmes. Schools also ask for a voluntary donation from parents, informally known as "school fees". This may range from $40 per child up to $800 per child in high decile schools.The payment of this fee varies widely according to how parents perceive the school. Typically parents will outlay $500–$1000 per year for uniforms, field trips, social events, sporting equipment and stationery at State funded schools. (3)

For information on school administration, see the relevant subsection in the 'Education Reform' section of this page.

=== Post-secondary ===

Funding for tertiary education in New Zealand is through a combination of government subsidies and student fees. The government funds approved courses by a tuition grant based on the number of enrolled students in each course and the amount of study time each course requires. Courses are rated on an equivalent full-time Student (EFTS) basis. Students enrolled in courses can access Student Loans and Student Allowances to assist with fees and living costs.

Funding for Tertiary Institutions has been criticised recently due to high fees and funding not keeping pace with costs or inflation. Some also point out that high fees are leading to skills shortages in New Zealand as high costs discourage participation and graduating students seek well paying jobs off shore to pay for their student loans debts. As a result, education funding has been undergoing an ongoing review in recent years.

Most tertiary education students rely on some form of state funding to pay for their tuition and living expenses. Mostly, students rely on state provided student loans and allowances. Secondary school students sitting the state run examinations are awarded bursaries and scholarships, depending on their results, that assist in paying some tuition fees. Universities and other funders also provide scholarships or funding grants to promising students, though mostly at a postgraduate level. Some employers will also assist their employees to study (full time or part time) towards a qualification that is relevant to their work. People who receive state welfare benefits and are retraining, or returning to the workforce after raising children, may be eligible for supplementary assistance, however students already in full or part time study are not eligible for most state welfare benefits.

Student Allowances, which are non-refundable grants to students of limited means, are means tested and the weekly amount granted depends on residential and citizenship qualifications, age, location, marital status, dependent children as well as personal, spousal or parental income. The allowance is intended for living expenses, so most students receiving an allowance will still need a student loan to pay for their tuition fees.

The Student Loan Scheme is available to all New Zealand permanent residents and can cover course fees, course related expenses and can also provide a weekly living allowance for full time students. The loan must be repaid at a rate dependent on income and repayments are normally recovered via the income tax system by wage deductions. Low income earners and students in full time study can have the interest on their loans written off.

On 26 July 2005 the Labour Party announced that they would abolish interest on Student Loans, if re-elected at the September election, which they were. From April 2006, the interest component on Student Loans was abolished for students who live in New Zealand.

This has eased pressure on the government from current students. However it has caused resentment from past students many of whom have accumulated large interest loan portions in the years 1992–2006. As stated before many have reluctantly been forced to seek employment overseas in order to pay back their loans, with the UK and Australia gaining benefit from young, educated diaspora. (3)

== Quality assurance, inspection and accreditation ==

The administration and quality assurance of national qualifications in New Zealand is primarily coordinated by the [[New Zealand Qualifications Authority]] (NZQA). This body fulfills this role for both school level and higher qualifications.

NZQA:

*registers and monitors all national qualifications on the National Qualifications Framework
*runs national senior secondary school examinations
*registers and monitors private providers of education and training to ensure they meet quality standards
*administers a qualifications recognition service for overseas people wanting to live, work or study in New Zealand

Its web site: http://www.nzqa.govt.nz

The New Zealand Education Act prohibits use of the terms "degree" and "university" by institutions other than the country's eight accredited universities. In 2004 authorities announced their intention to take action against unaccredited schools using the words "degree" and "university". (4)

The [[Education Review Office]] is the government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by Government policy makers.

For the OECD Review of Evaluation and Assessment in Education for New Zealand, please read [http://www.oecd.org/dataoecd/48/30/49681441.pdf here]. 

== Information society ==

''((Needs to be completed.))''

== ICT / e-learning in education initiatives ==

In [http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf 2008 Mark Nichols provided an overview of e-learning in tertiary education] in New Zealand to inform a range of initiatves funded by the Minstry of Education. 

[http://education2x.otago.ac.nz/cinzs/ CINZS] [http://education2x.otago.ac.nz/cinzs/ Computers In New Zealand Schools] was first published in 1989 and moved online in 2009. The journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications. It is produced by the University of Otago led by founding editor Professor Kwok-Wing Lai. [http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=87 A column taking CINZS into Virtual Schooling column started in 2010] edited by Niki Davis.

[[CORE]]

CORE Education is a not-for-profit  organisation providing professional development and supporting organisational change in schools nation-wide, providing thought leadership and expertise in e-learning, research and analysis, curriculum design, leadership development, and event management. CORE has a bi-cultural ethos, with a strong Māori team focussed on Māori educational development. Through a variety of e-learning approaches, CORE Education equips learners of all ages with the skills and knowledge they need to succeed. CORE’s focus in e-learning includes both the pedagogical and technological aspects of e-learning. This includes expertise in learning design, online communities, online tools for e-learning, video conferencing, and the use of advanced networks. CORE conducts quality research and evaluation relating to a range of national and international educational programmes in early childhood, schools, tertiary and industry sectors. CORE regularly reports to individual educational institutions, government, and international bodies on emerging trends involving the use of Information and Communication Technology (ICT) in education. CORE has pioneered innovation within the school and ECE sector that has a strong emphasis on the development of curriculum and leadership, focused on localised and individualised needs, and delivered as whole-institution professional learning and development programmes. CORE has managed New Zealand's major education events for some years, and built a reputation both in New Zealand and overseas for class keynotes, spotlights, and inspirational workshop programmes. CORE's popular breakfast seminars held regularly in Christchurch and Wellington are now being extended to other centres around the country.

[[DEANZ]]

DEANZ (Distance Education Association of New Zealand) is a national association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. DEANZ is made up of individual and institutional members mainly from within New Zealand but also from the Pacific Rim. Distance, open learning and flexible delivery systems use educational and telecommunications technology such as printed materials, video or teleconferencing, e-mail, internet and television. They aim to give students as much control as possible over what, when, where and how they learn. The membership comes from all sectors within education - pre-school, primary, secondary, vocational and tertiary. We are committed to lifelong learning. Membership is open to person or  institution with an interest in open flexible and/or distance learning. Members include students and parents of students as well as education providers and their institutions. The aim of DEANZ is to foster high standards in the practice of  education in New Zealand and its overseas offerings, particularly through strategies associated with open, flexible and distance learning. 

In addition to its web site and bi-annual conference, DEANZ publishes a scholarly [http://journals.akoaotearoa.ac.nz/index.php/JOFDL/index Journal of Open Fexible and Distance Learning], the DEANZ Magazine, offers webinars and policy input. It is a member of the Tertiary eLearning Refernce Group.

[[E-Learning Research Network]]

The e-Learning Research Network is for teachers, educators and researchers to share and discuss the evidence about the impact of e-learning on New Zealand education. The goal of the network is to spread this knowledge across the sector to support quality teaching and learning. The network provides links to and summaries of New Zealand and international research, with opportunities for discussion.

[[KAREN]]

KAREN (Kiwi Advanced Research and Education Network) is a data network providing high capacity, ultra high speed connections between New Zealand's universities, polytechnics, Crown research institutes, schools, libraries, museums and archives, and out to the rest of the world. KAREN is dedicated to enabling faster, better and different education, research and innovation in New Zealand. KAREN consists of a dedicated, high performance national backbone network connecting 23 Points of Presence, or PoPs throughout New Zealand. KAREN can carry huge amounts of data 10 gigabits a second, 200,000 times faster than dial-up internet and 10,000 times faster than a standard broadband connection.

=== Virtual initiatives in schools ===

*[[The Correspondence School]]

'''Te Kura'''/The Correspondence School is New Zealand’s largest school, with more than 24,000 students a year studying full or part-time, and staff based around the country. They provide personalised learning programmes for students from early childhood to Year 13, as well as for adult learners and those with special education needs. The students live in every part of the country and overseas. Depending on the course of study, they provide online support and teaching materials such as booklets, workbooks, readers, audio resources, CDs and DVDs, an MP3 recorder, interactive CD-ROMs, textbooks, mathematics and science boxes, art packs, and craft materials for technology.

*[[Virtual Education Networks]]

VEN was set up in 2001 by the Community Trust of Otago to provide standards, governance and management over an educational environment. All schools which joined VEN were able to take advantage of the services that had been created for the members. VEN is registered with the Charities commission as a charitable organisation (not for profit). The company is managed in a way which reflects the needs and desires of the main users (who can only be NZ schools or educational institutions). Collaboration, communication and community are key drivers of VEN. VEN is effectively a Board of Trustees continually developing the policies surrounding the environment. Once a member of VEN, schools are able to access services such as SchoolZone and The Education Hub. VEN negotiates with the service providers and interested stakeholders on behalf of the users eg FX, Otago Polytechnic, Telecom, Editure, and the MoE.

*[[New Zealand Virtual Learning Network]]

Supported by the Ministry of Education, the Virtual Learning Network is a community of primary, secondary, and area schools plus tertiary organizations, community, and government ministries and agencies across New Zealand that share expertise and professional learning, classes, and resources. Facilitated by 13 ePrincipals and supported by two senior advisors, collaboration is supported by the same tools offered to students: video conferencing, mobile phones, face-to-face events, discussion forums, blogs, wikis, and other web2.0 tools. One of the most important roles of the network is to enable a brokerage system supported by a time-tabling database by which schools in clusters (a group of between 6-10 schools) are able to share classes on a like-for-like basis, in order to extend the range of subject choices available to students. Clusters tend to be organized by geography or reflect special character networks or educational philosophy, such as schools that teach in Maori, Catholic schools, and Montessori schools, and are bound together by a verbal agreement, including a set of verbal protocols they must adhere to and are issued with before they join. Other current activities of the network include: supporting other ‘out of school’ programs and less formal events such as virtual field trips, international collaborative class projects, and inter-school competitions; expanding the eLearning tool box to include asynchronous and other synchronous tools such as web conferencing and session recording services, ePortfolios, learning management systems, and eLearning authoring tools; the provision of Professional Learning opportunities, connecting teachers, the advisory service, and experts in their fields; encouraging a move away from the delivery model of learning to a collaborative model of learning where asynchronous tools are as important as synchronous ones and video conferencing is not the only synchronous tool used; holding a monthly meeting between ePrincipals and VLN advisors via video conference to share best practices and access expertise where it is not readily available locally; ePrincipals working with schools, staff, and students to share best practices and support the needs of all within the cluster.

*[[ETime Virtual School]]

The eTime Virtual School provides opportunities for children in Years 5- 8 to learn in an online environment. Once students enrol they will join a virtual classroom targeted at their age level and based on the New Zealand Curriculum. They are supported by eTime's staff online and an adult at home or school, as well as the others in the class!

The eTime web site is at http://etimevirtual.ultranet.school.nz/Home/

*[[New Zealand Virtual School]]

NZVS allows students to study courses contributing to NCEA (National Certificate of Educational Achievement -the main school-leaving qualification) and industry based National Certificates. Thus it is a virtual college as well as a virtual school.

*[[Go Learn Online]]

Students can use GLO to log onto the lesson of their choice and work through the study notes in their own time before taking a short multi-choice quiz. The student can then submit the quiz, which is marked before the results are returned to give instant feedback on the knowledge they have gained. A GLO student can then see how they fared, with suggested answers helping enhance their understanding of the topic. GLO uses the latest Internet technologies to provide the lesson content and instant quiz marking. GLO is learning made easy, working to help Kiwi students get the best out of their education.

Not clear whether this service is still running. Website constructed as long as 10 years ago.

*[[LEARNZ]]

Over more than a decade LEARNZ has evolved into a comprehensive virtual field programme for the education sector. It is now available free for all New Zealand registered and provisionally-registered teachers using their Teacher Registration Board number. During a field trip students stay at school but visit places they would never otherwise go to and interact with people they would never meet. Students' participation is supported by online background materials and activities, and is enabled using live audioconferencing, web board and diaries, images and videos uploaded daily.

*[[Learning Media Limited]] is New Zealand’s oldest educational publishing company. They develop services and products that contribute significantly to education in New Zealand and internationally. Many of the core instructional resources used in New Zealand’s schools are developed for the Ministry of Education by Learning Media. They are New Zealand’s largest publisher of te reo Māori and Pasifika education resources. They also manage and develop education resources for the Ministry of Health, as well as working for many other corporate and public sector clients. Their innovative educational materials have been developed for international markets and are used in schools in the United States, Canada, Singapore, and in Pacific and European countries. The company has a wealth of expertise and experience and creates and delivers products and services across their focus areas of literacy, numeracy, Māori and Pasifika education, the New Zealand Curriculum, digital learning, health education, and policy and research.

*'''An OER commons for New Zealand Schools'''

The aim of this commons is to foster the collaborative development of a sustainable Open Education Resource (OER) ecosystem for New Zealand teachers to create, share, repurpose and reuse digital content in support of the national curriculum. This is a project developed by teachers for teachers. The reusable and portable content project is sponsored by the Ministry of Education under the Managed Learning Environment initiative and will focus on three streams: capability and community development; software and tools development to improve the usability of the technology for newcomers to collaborative online authoring and content integration with the technology platforms of the Ministry and approved LMS vendors; seeding OER content development for use in New Zealand schools.

See http://wikieducator.org/New_Zealand_Schools_OER_Portal

=== Virtual initiatives in post-secondary education ===

*[[New Zealand College of Early Childhood Education]]

This is a college in Christchurch which allows some of its courses to be taken via distance methods.

*'''The New Zealand Childcare Association''' seems to use e-learning to support students, as suggested by this page: http://www.nzca-elearning.org/ but it is hard to find exact details without a login.

*[[LearnOnline.Health.nz]]

LearnOnline.Health.nz is a vocational training resource hub for New Zealand’s health practitioners brought to you by the Ministry of Health. The site is managed and supported by e-learning specialists, Kineo. They welcome health-related organisations to use LearnOnline as an e-learning platform. LearnOnline is designed to enable multiple stakeholders such as the Ministry of Health, Nursing Council of New Zealand, Royal New Zealand College of General Practitioners, education and training providers and District Health Boards to have access to best-of-breed e-learning functionality and learning activities. These range from induction programmes at individual DHBs to nationwide professional development programmes such as immunisation, antenatal screening, infection control and hepatitis C - without having to replicate the technical investment for each project.

*At the University of Canterbury, the School of Literacies and Arts in Education has a group researching into ICT in education and e-learning. Not entirely clear whether they are engaged in just research or whether they offer courses via e-learning as well. http://www.litarts.canterbury.ac.nz/e-learning/

 

==== Distance learning providers ====

===== Universities =====

[[Massey University]]

Massey Univesity is New Zealand's only national university, with roughly 36,000 students. It has multiple campuses in Auckland, Wellington and Palmerston North and has a 50-year history as a leader in distance ('extramural') learning. In 2009, 18,000 enrolled students were distance learners. Massey provides distance students with a blend of print-based and electronic learning activities and resources and has recently adopted Moodle (rebranded Stream) as its official Learning Management System. It has a long history of innovation in teaching through new technologies and was the lead developer of the open source Mahara eportfolio system, now being used throughout the world.

Further information about distance education is available from http://extramural.massey.ac.nz.

 [[University of Otago]]

The University of Otago in Dunedin, New Zealand, is that country's oldest university. It had over 20,000 students enrolled during the 2007 academic year. Since 1985, the University has supported distance learning, using a variety of learning materials and teaching media. A number of courses are available in purely online mode.

The University of Otago web site is at http://www.otago.ac.nz/

 [[Victoria University of Wellington]]

The Victoria University of Wellington supports numerous distance and online education efforts. There are central distance options for professional development and continuing education seekers; as well as degree programs run on a faculty-by-faculty basis. Level on online participation varies extensively depending on each department.

The University has about 21,000 students (including ~2800 international students), of whom 14,000 are full-time equivalent (FTE/EFTS) undergraduates. It has 1,930 full-time equivalent staff.

As noted on the Distance Learning web site, the university offers a full range of education programmes by distance, ranging from undergraduate degrees to graduate diplomas and master's programmes.

The Victoria University of Wellington web site is at http://www.victoria.ac.nz/home/default.aspx

 

[http://www.education.canterbury.ac.nz/regions/distance.shtml University of Canterbury]

The University of Canterbury College of Education brought this university into distance education when the Christchurch Teachers College merged with the university in 2008 (see [http://www.deanz.org.nz/home/images/newsletters/May11.pdf Hunt, Mackey, Dabner, ... Davis et al 2011]). The distance education mode is now known as a Flexible Learning Option (FLO) that complements the on campus offering in Christchurch and is blended with some face-to-face courses for study on regional campuses including Rotorua and Nelson. Culturally senstivie programmes prepare teachers for early childhood centres, schools and tertiary education. Postgraduate courses are also offered through FLO.

Almost all of the university's courses, regardless of mode, now have an associated course in the UC Moodle LMS (called Learn), with is supported by the Electronic Media group led by Dr Herbert Thomas. The adoption of blended learning and teaching and related e-learning support has been increased to strengthen resiliance, stimulated in part by the earthquake experienced in 2010. This university has also been very innoative with social networking including the recent adoption of FaceBook (see [http://www.sciencedirect.com/science/article/pii/S1096751611000455 Dabner, 2011]) and PeerWise (see Mackey et al, 2012).

===== Other post-secondary institutions =====

Many of these offer college-level as well as university-level provision

 [[Open Polytechnic of New Zealand]]

The Open Polytechic is a specialist institution of distance learning based near Wellington, New Zealand, in the area of Lower Hutt, with Learning Centres in Auckland and Christchurch. It has just over 34,000 students, equating to around 7,000 equivalent full time students. There are rather more women than men students (57:43), and around 13% of students declare themselves to be of Maori ethnicity. It uses Moodle. Courses cover the full range of post-secondary provision, including college-level and university-level programmes.

The Open Polytechic web site is at http://openpolytechnic.ac.nz

 [[Southern Institute of Technology]]

The Southern Institute of Technology (SIT) is a Tertiary Education Institution in the province of Southland, New Zealand. Its main campus is situated in Invercargill, with satellite campuses are located in Gore and Christchurch. SIT offers over 130 programmes including certificates, diplomas, degrees and postgraduate study options. SIT has around 13,000 students.

SIT2LRN is the multimedia "Flexible Mixed Mode Delivery" option offered by the Southern Institute of Technology. Its courses are delivered via their learning environment and may also include a combination of television, the internet, email and paper-based materials. Certificates and diplomas are available via SIT2LRN.

The SIT web site is at http://www.sit.ac.nz

 [[Universal College of Learning]]

The Universal College of Learning (UCOL) supports a variety of online learning courses (among other learning options). UCOL was founded in 1906 as the Palmerston North Technical School in Palmerston North, New Zealand, In 1971 it became the Palmerston North Technical Institute, and in 1983, the Manawatu Polytechnic. Per the UCOL web site, the school has retained a focus on core vocational programmes, although it also delivers Foundation and Certificate programmes, Diplomas, Degrees and some Post-Graduate options (as well as community-based programmes).

A list of online course offerings/certificates can be found here: http://www.ucol.ac.nz/Online/main.asp?page=303

*[[New Zealand Virtual School]]

This appears to have a post-secondary aspect also.

*[[Laidlaw College]]

Laidlaw College has a centre for distance learning. The Centre for Distance Learning (CDL) is an integrated part of teaching and learning at Laidlaw College. CDL courses bring together a blend of multimedia, virtual classrooms, online tutoring, and up-to-date scholarship. The following programmes are available by distance learning: Diploma of Biblical Studies, Bachelor of Theology, Bachelor of Ministries and Graduate Diploma in Theology.

*[[International Career Institute]]

The International Career Institute is a private provider of education and training whose purpose is: to create and advance new and existing career prospects for its learners; to cater to a broad range of people ranging from school leavers to men and women in established careers; to offer programs that focus on the application of theory, concepts and skills so that graduates can meet future challenges that may be presented; to provide curricula developed in consultation with practitioner faculty who are industry experts.

*[[Equine e-Learning Ltd]]

EeL was initiated to provide students with an interest in equine studies a pathway to a nationally recognised qualification and to encourage people to stay in the industry while studying. When students have completed the on-line work of the knowledge component, Equine eLearning and the Equine Industry Training Organisation can assist with work experience placements and assessment of the practical components of the unit standards throughout New Zealand.

*[[Homeopathy College]]

This college allows its students to study homeopathy via e-learning methods such as powerpoints, videos of lectures and videos of homeopathic consultations.

==== Campus-based universities with significant e-learning activity ====

In addition to those noted above these include:

#[[University of Auckland]]
#[[Auckland University of Technology]]
#[[University of Waikato]]

 

==== Benchmarking e-learning ====

New Zealand is the home of the [[EMM]] methodology, developed by Dr [[Stephen Marshall]] at the [http://www.vuw.ac.nz University of Wellington]. He was a consultant to the UK [[Higher Education Academy]] Benchmarking Exercise. After a large amount of government-funded activity (see the 9 MB [http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf report]) in 2004-2005, where nine institutions were benchmarked (six universities and three polytechnics), recently (up to summer 2007) there does not seem to be an externally funded benchmarking programme oriented to New Zealand tertiary institutions - but this situation may soon change.

== Lessons learnt ==

=== General lessons ===

Potentially interesting article on benefits and barriers for e-learning in tertiary education in New Zealand: http://www.ascilite.org.au/conferences/singapore07/procs/elliott-r.pdf

Review of some of the effects of e-learning: http://www.educationcounts.govt.nz/publications/ict/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary

=== Notable practices ===

==== Culturally sensitive pedagogies inclusive of indigenous world views /kaupapa ====

In this bi-cultural nation the respect for New Zealand's indigenous people (Māori) is the most important notable practice, including dispelling the popular misconception that distance education does not fit with their philosophies / kaupapa. A common phrase in education is "success for Māori as Māori", which is linked with the Treaty of Waitangi.

... More to be added including references on this point (e.g. Durie, 2010; Davis, 2010).

==== e-Learning Clusters ====

The Minstry of Education VLN provides support for a range of e-learning clusters of rural schools, which originated with CantaTech in Canterbury region around 2000. Recent research supported by DEANZ and the VLN by Micheal Barbour, Derek Wenmoth and Niki Davis (see 2011 VLN report and DEANZ webinar) was structured using the VLN Learning Communities Online (LCO) handbook.

Around twelve e-learning clusters of schools currently provide distance courses within and between their schools often using video conferencing for one hour per week. More mature clusters also support an increasing range of blended and web enhanced learning and teaching. The most mature clusters are probably CantaNet and OtagoNet and the most recently emerged serves the less rural cluster of HarbourNet on the north shore adjacent to the city of Auckland. There is also a primary e-learning cluster to support distance learning in primary schools, including additional support for language learning (Maori te reo, Japanese etc) and students with English as a second language (Roberts, 2011).

These VLN e-learning clusters have joined with Te Kura, The Correspondance School (also supported by VLN) to form a the nationwide VLNC (VLN Community).

== References ==

# http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/StatementOfIntent/SOI2008.aspx
# http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/PolicyStrategy/NZandBologna.pdf
# http://www.nzvcc.ac.nz/node/349
# http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/17331/882273_MoE_State_of_Education_v7_p5.pdf
# http://www.nzvcc.ac.nz/academic-quality
# http://www.digitalstrategy.govt.nz/upload/Documents/Digital%20Strategy%202.0%20FINAL.pdf
# Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
# The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
# http://www2.ed.gov/pubs/APEC/ch5.html
# http://en.wikipedia.org/wiki/Education_in_New_Zealand
# http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand

=== Recent reports (last 8 years) ===

Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 4 New Zealand, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 4 New Zealand.pdf]]

----
See also [[Australia]].

> [[Countries]]
 
> [[Re.ViCa]]
 
> [[VISCED]]
 
>> [[Main Page]]

[[Category:New Zealand| ]]

[[Category:Australasia]]

[[Category:OECD]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:Countries in merged template]]

[[Category:Countries with virtual schools]]

[[Category:Tier 1]]

[[Category:Country studies]]

[[Category:VISCED]]

[[Category:Commonwealth realms]]

{{#set:In OECD=1}}

{{#set:In Commonwealth=1}}
{{Countries-footer}}
{{United Nations}}
{{high-income}}

Israeli Virtual High School

2024-03-14T08:50:10Z

Pbacsich: added reference

The ''Israeli Virtual High School''' was launched in September 2012, by the [[Center for Educational Technology]] together with the [[Israeli Ministry of Education]] and the Trump Foundation.

The goal was to increase the number of students who study advanced-level mathematics and physics by addressing a two-tiered problem in Israel’s periphery:

* the shortage of qualified teachers who can teach advanced-level mathematics or physics
* the low numbers of students who opt for these studies — too low to justify funding dedicated classes for them at their home schools.

It was still operational in 2017 but its current status is unclear.

== References ==

* Virtual High School for the Advanced Study of Mathematics and Physics, https://www.trump.org.il/en/grant/virtual-high-school

--------

[[Category:Israel|israeli Virtual High School]]
[[Category:Virtual schools]]
[[Category:Virtual schools in Asia]]
[[Category:Virtual schools in Middle East]]

Israeli Virtual High School

2024-03-14T08:46:02Z

Pbacsich: new entry

The ''Israeli Virtual High School''' was launched in September 2012, by the [[Center for Educational Technology]] together with the [[Israeli Ministry of Education]] and the Trump Foundation.

The goal was to increase the number of students who study advanced-level mathematics and physics by addressing a two-tiered problem in Israel’s periphery:

* the shortage of qualified teachers who can teach advanced-level mathematics or physics
* the low numbers of students who opt for these studies — too low to justify funding dedicated classes for them at their home schools.

It was still operational in 2017 but its current status is unclear.

== References ==

--------

[[Category:Israel|israeli Virtual High School]]
[[Category:Virtual schools]]
[[Category:Virtual schools in Asia]]
[[Category:Virtual schools in Middle East]]

Virtual school

2024-03-14T08:37:10Z

Pbacsich: /* Special Issue of the journal "Education Sciences" on "Virtual Schools" (online K-12 providers) */ submission deadline now 1 October 2024

== Special Issue of the journal "Education Sciences" on "Virtual Schools" (online K-12 providers) ==

'''''Attention: All authors of journal articles about virtual schools!'''''

The '''[https://www.mdpi.com/journal/education/special_issues/8Y66O7K8D8 Special Issue]''' aims to consolidate cutting-edge research and insights into K-12 virtual schools to serve as a comprehensive resource for researchers, policy makers, school leaders and virtual school teachers.

Its full title is "Virtual Schools for K-12 Education: Lessons Learned and Implications for Digital K-12 and Other Sectors of Education" (Guest Editors: '''[[Paul Bacsich]]''', '''Sara de Freitas''' and '''[[Bieke Schreurs]])'''.

'''The deadline for submissions is now ''1 October 2024''.'''

''[https://www.mdpi.com/journal/education Education Sciences]'' is an international peer-reviewed open access journal.

== Virtual Schools ==

'''(Legacy school pages currently being reviewed, see below for up to date list in progress) In a hurry? See [[:Category:Virtual_schools]]'''

To list all the virtual schools in a country or region click on [[Special:RunQuery/List Virtual Schools by country]]

[http://en.wikipedia.org/wiki/Virtual_school Wikipedia] defines a ''virtual school'' as "an institution that teaches courses entirely or primarily through online methods". We impose the further restriction that the courses are similar (in purpose and outcome) to those normally taken by school-age children - but there may be a few students in the virtual school who are beyond school leaving age.

== Lists of virtual schools ==

See categories at the bottom of the page for quick links to relevant initiatives.

=== Global Virtual Schools Map ===

This static map is generated using Leaflet Maps, featuring the schools checked as still in operation in 2023, listed below the map.
{| class="wikitable"
!'''''Please note this map is in progress (early stages of being populated).'''
|}

<display_map height="400px" scrollwheelzoom="on" service="leaflet">
-31.93639, 115.84195~SIDE
-28.85081, 153.58564~Southern Cross
-42.83291, 147.29486~Tasmanian eSchool
50.88034, 4.70964~Bednet
52.47307, 5.49423~Wereldschool
51.51072, 0.12446~Academus
52.25336, 0.10213~Cambridge Home School
51.51507, 0.09298~Cambrilearn
51.49927, -0.16639~Enjoy
51.4921185, -0.6090568~EtonX
51.5099285,-0.1408394~Inspired Group
51.5944251,-0.3794106~Nisai
51.4967745,-0.1434928~Nord Anglia Education
51.4639811,-0.113021~Minerva Virtual Academy
51.7487512,-1.2772662~Oxford Home Schooling
51.4918321,-0.1636804~Sophia High School
52.1957896,0.0987764~The Net School
51.7539637,-1.2939822~Wolsey Hall
59.404868,24.714469~Audentes
65.0167, 25.4667~Elukio
56.94481, 24.19162~Riga Distance Education Secondary School
62.14993, 6.07963~GlobalSkolen
59.91802, 10.74034~NKI
52.20109, 21.04591~Szkola Online
50.07058, 19.94489~Libratus
55.865464, -4.26894~Cloudlearn
55.97732162, -3.175404072~My Online Schooling
-26.1910301, 28.3101549~South African Virtual School
-29.7735728, 31.0347435~Clonard
59.3322324, 18.0288746~NTI School
39.9873518, -75.5750146~21st Century Cyber Charter School
32.360771, -86.328471~Access VL
26.1126524, -80.2603981~American High School
40.0806266, -80.9000916~ACE Digital Academy
38.8610591, -104.7814863~Achieve Online
40.057861, -75.647891~Achievement House Cyber Charter School
40.0992405, -75.4126214~Agora Cyber Charter School
39.67091, -104.81297~APS Online
40.046674, -75.123209~ASPIRA Bilingual Cyber School
42.2443277,-87.9554228~Virtual School of Illinois
61.6472491,27.0744432~Nettiperuskoulu
60.29414,25.04099~Sotungin Lukio
46.65112,0.37329~CNED
50.85045,4.34878~Class Contact
50.5504344,8.5293407~Deutsche Fernshule
49.4089636,11.1298665~Frankische Akademie e.V.
12.9914,77.5944~21K School
53.3356804,-6.2764506~iScoil
37.710569, -97.136401~Andover eCademy
45.1826081,-93.3035017~Anoka Hennepin Compass Online
43.5737361,-116.559631~Another Choice Virtual Charter School
44.2463222, -88.3725452~Appleton eSchool
47.607719, -122.334839~Apex Learning
53.5397409,-113.434578~Argyll Centre
39.2847243,-76.6001695~Arizona Connections Centre
33.5131071,-112.270364~Arizona Virtual Academy
12.304480, 124.644890~Bachillerato a Distancia Colegio de Madrid
39.1311222, -94.9393595~Basehor-Linwood Virtual School
36.1154743, -115.2523462~Beacon Academy of Nevada
68.35813728,-133.72586488723755~Northern Distance Learning
47.0692954, -122.3291885~Bethel Virtual Academy
44.8512082,-93.2435069~BlueSky Online
44.85120783333333, -93.24350683333333~BVSD Online
37.0190486, -103.8830841~Branson Online School
40.2555297, -111.6454785~BYU
-27.4931422, 153.0567459~Brisbane School of Distance Education
-31.951423643023364, 141.46301957849298~Broken Hill School of the Air
40.6191942, -80.5787744~Buckeye Online School for Success (BOSS)
36.1160767, -115.1086505~Nevada Learning Academy at CCSD
41.3513658, 2.1256439~CEAC
40.4118331, -3.6935402~CIDEAD
47.6223386, -122.6314222~Barker Creek Community School
-16.9233969, 145.7523551~CAIRNS School of Distance Education
33.6903, -117.8952464~Cal-Pac
34.2758312, -118.7980664~CAVA
-31.6502059, 152.7966126~Camden Haven High School
38.4461261, -105.2298449~Canon City Schools
33.4781505, -117.6710974~California Connections Academy
-23.5330961, 148.1525187~ Capricornia School of Distance Education
40.4691467, -78.4107871~CPDLF
53.6402134, -60.1417704~CDLI
-26.403781036768653, 146.24486585814637~Charleville School of Distance Education
-20.0889594, 146.2687266~Charters Towers School of Distance Education
43.8937516,-96.9268645~Chester Area Cyber School
44.854400, -93.355100~EdOptions Academy
</display_map>[[File:Virtual school page add your school.png|alt=Navy blue circle with text reading 'help us populate the list' accompanied by a speech bubble containing a question mark. The second sentence reads 'add your school/college' accompanied by a plus sign. Both icons and text are in mint green colour. |thumb|Call to action - Wiki Community please add your virtual school/college to the list.]]

=== 2023 List of virtual schools ===

==== Category in Progress (very early days) ====

See [[:Category:Virtual schools 2023]]

==== List in Progress (early days) ====

In the past lists of schools were added to separate pages along with individual school pages. It remains our long-term aim to update all the old list (of over 500 virtual schools).

Howvever, as many users will obtain the information they require directly from a schools' website, a collapsible list is provided below of current, operational virtual schools with key information: country, institution and UR. This also ''reduces'' the number of clicks to locate information.

Remember if you become an editor on this wiki, you can edit this page and the information listed. We welcome edits to the list and further columns you feel would be most useful.

==== Terminology ====

HO - Head Office.
{| class="wikitable sortable mw-collapsible"
|+2023 List of Virtual Schools (K-12)
!
!
!
|-
|'''Country'''
|'''Virtual school'''
|'''Website'''
|-
|Africa
|The African Virtual School
|https://sendfox.com/lp/m88482
|-
|Australia
|SIDE
|https://www.side.wa.edu.au/
|-
|Australia
|Southern Cross
|https://sthcrossc-d.schools.nsw.gov.au/
|-
|Australia
|Tasmanian eSchool
|https://www.tasmanianeschool.education.tas.edu.au/
|-
|Belgium
|Acadin
|https://www.acadin.nl/informatie/informatie-en-ontwikkelingen/
|-
|Belgium
|Bednet
|https://www.bednet.be/
|-
|Chile
|Colegio Online
|https://www.colegionline.com/que-es-colegio-online/
|-
|Denmark
|Wereldschool
|https://www.wereldschool.nl/afstandsonderwijs/
|-
|England
|Academus
|http://academus.org.uk/
|-
|England
|Brite School
|http://www.briteschool.co.uk/
|-
|England
|Cambridge Home School
|https://www.chsonline.org.uk/
|-
|England (HO), South Africa
|CambriLearn
|https://www.cambrilearn.com/
|-
|England
|Enjoy
|https://www.enjoyeducation.co.uk/
|-
|England
|EtonX
|https://etonx.com/
|-
|England
|Kings College Online
|https://www.kingscollegeonline.com/
|-
|England
|Kings InterHigh
|https://kingsinterhigh.co.uk/
|-
|England (HO), Australia, Japan,
South Africa, Malaysia
|Nisai
|[https://www.nisai.com/contact-us/ https://www.nisai.com]
|-
|England
|Nord Anglia
|https://www.nordangliaeducation.com/
|-
|England
|Minerva Virtual Academy
|https://minervatutors.co.uk/homeschooling/virtual-academy/
|-
|England
|Oxford Home
|https://www.oxfordhomeschooling.co.uk/
|-
|England
|Sophia High School
|https://sophiahigh.school/
|-
|England
|The Net School
|https://www.net-school.co.uk/
|-
|England
|The Online School
|https://theonlineschool.uk/
|-
|England
|Wolseley Hall
|https://wolseyhalloxford.org.uk/
|-
|Estonia
|Audentes
|https://internationalschool.ee/
|-
|Finland
|eLukio
|http://www.elukio.fi/etusivu
|-
|Finland
|Nettiperuskoulu
|https://nettiperuskoulu.fi/
|-
|Finland
|Sotungin lukio
|https://sotunginlukio.vantaa.fi/fi
|-
|France
|CNED
|https://www.cned.fr/primaire
|-
|France
|Class Contact
|https://classcontact.be/
|-
|Germany
|Deutsche Fernshule
|https://www.deutsche-fernschule.de/
|-
|Germany
|Frankische Akademie e.V.
|https://www.abendgymnasien.de/index.html
|-
|Ghana
|LSIS Virtual School
|https://lsis.openapply.com/
|-
|India
|21K School
|https://www.21kschool.com/
|-
|Ireland
|iScoil
|https://iscoil.ie/
|-
|Latvia
|Riga Distance Education Secondary School
|https://www.talmacibasvsk.lv/
|-
|Norway
|Globalskolen
|https://globalskolen.no/en/
|-
|Norway
|NKI
|https://www.nki.no/
|-
|Poland
|Szkola Online
|https://szkola-online.pl/
|-
|Poland
|Liberatus
|https://www.libratus.edu.pl/
|-
|Scotland
|CloudLearn
|https://cloudlearn.co.uk/
|-
|Scotland
|My Online Schooling
|https://myonlineschooling.co.uk
|-
|South Africa
|South African Virtual School
|https://www.campusnet.co.za/savs
|-
|South Africa
|Clonard Distance Edcation
|https://www.clonard.co.za/
|-
|South Africa (HO), USA
|Think Digital Academy
|https://www.thinkdigitalacademy.org/
|-
|Sweden
|NTI
|https://nti.se/
|-
|USA
|21st Century Cyber Charter School
|https://21cccs.org/
|-
|USA
|ACCESS Virtual Learning
|https://accessdl.state.al.us/
|-
|USA
|American High School
|https://www.americanhighschool.org/
|-
|USA
|ACE Digital Academy
|https://www.acedigitalacademy.net/
|-
|USA
|Achieve Online
|https://www.d11.org/Achieve
|-
|USA
|Achievement House Online Charter School
|https://info.achievementcharter.com/public
|-
|USA
|Agora Cyber Charter School
|https://agora.org/
|-
|USA
|APS Online
|https://online.aurorak12.org/
|-
|USA
|ASPIRA Bilingual Cyber School
|https://www.abccs.org
|-
|USA
|EdOptions Academy
|https://www.edoptionsacademy.com/welcome
|-
|USA
|Illinois Virtual Schools and Academy
|https://illinoisvirtual.org/
|-
|USA
|
|
|}

==== Useful Notes ====
Bednet and Class Contact connect sick children to their classroom virtually.

The following schools are all part of the [https://www.inspirededu.com/about-us/our-schools Inspired Education Group] Kings InterHigh, Kings College Online, My Online Schooling.

----

== Legacy Lists ==

=== 2020 List of virtual schools ===

The list curated for 2020 can be located here: [[:Category:2020_Virtual_schools]]

=== 2011 List of virtual schools ===

Our global list created in 2011 is at [[:Category:Virtual schools]] - it is known not to have full coverage of US.

We also categorise virtual schools by major continental region

# [[:Category:Virtual schools in Africa]]
# [[:Category:Virtual schools in Asia]]
# [[:Category:Virtual schools in Australasia]]
# [[:Category:Virtual schools in Europe]]
# [[:Category:Virtual schools in Latin America]]

Because of the large number of virtual schools in North America, they are categorised by US and Canada.

Soon it is expected that we will have:

# [[:Category:Virtual schools in Caribbean]]
# [[:Category:Virtual schools in Pacific and Indian ocean islands]]

For those countries where a lot of virtual schools are expected we also categorise by country. So far the list is:
# [[:Category:Virtual schools in Australia]]
# [[:Category:Virtual schools in Brazil]]
# '''[[:Category:Virtual schools in Canada]]'''
# [[:Category:Virtual schools in New Zealand]]
# [[:Category:Virtual schools in South Africa]]
# [[:Category:Virtual schools in Turkey]]
# '''[[:Category:Virtual schools in the US]]'''

Some of these country categories seem too detailed, eg Turkey and South Africa. Others may be needed soon, e.g. for UK, Sweden and Finland.

Note that '''Ceased virtual schools''' (those that no longer exist) have their own category - [[:Category:Ceased virtual schools]]
----
> [[Glossary]] 
>> [[Main Page]]
[[Category:Definienda]]
[[Category:Virtual schools| ]]
[[Category:VISCED]]

Digital K-12 in England

2024-03-13T14:44:58Z

Pbacsich: Redirected page to Trends and Issues of Digital Learning in the United Kingdom