Welcome to the Virtual Education Wiki ~ Open Education Wiki
New Zealand
(Re.ViCa version by Theo Bastiaens, Paul Bacsich, Nikki Cortoos and Grégory Lucas.)
Put in merged template and prepared for update by Paul Bacsich, Sero.
Revised and updated for VISCED by James Kay.
For entities in New Zealand see Category:New Zealand
Partners and Experts situated in New Zealand
Partners
None - for any of Re.ViCa, VISCED and POERUP.
New Zealand members of VISCED IAC exist but have yet to be confirmed.
Experts
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 4.1 million according to the 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, 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.
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 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 New Zealand Vice-Chancellors' Committee website.
Copied from: 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 University of New Zealand but this was dissolved in 1961.
| Name | Location | Foundation |
|---|---|---|
| University of Otago | Dunedin | 1869 |
| University Canterbury | Christchurch | 1873 |
| University of Auckland | Auckland | 1883 |
| Victoria- University Wellington | Wellington | 1897 |
| Massey-University | Palmerston North, Auckland, Wellington | 1927 |
| University of Waikato | Hamilton | 1964 |
| Lincoln University | Lincoln, Canterbury | 1990 |
| 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.
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:
- 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".
- Awanuiarangi also offers courses that lead to a Master and even a Doctor of Philosophy diploma.
- Raukawa offers courses up to a Masters level.
Related Documents of the wānangas:
- Wikipedia's page on Wananga
- NEW ZEALAND: Maori institutions enjoy better times. 2008, University World News
- An address to the Australian Indigenous Higher Education Advisory Council (PDF), 2005, by Durie, M.
- 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 primary 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)
Information society
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ICT in education initiatives
Paper with an overview of the situation in New Zealand: http://akoaotearoa.ac.nz/download/ng/file/group-661/n877-1---e-learning-in-context.pdf
CORE Education is a not-for-profit educational research and development based organisation, 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.
Virtual initiatives in schools
((Needs to be completed.))
New Zealand Virtual Learning Network
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/
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.
An OER commons for New Zealand Schools
See http://wikieducator.org/New_Zealand_Schools_OER_Portal
((Provide more details.))
Virtual initiatives in post-secondary education
New Zealand College of Early Childhood Education
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.
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 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.
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
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
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
This appears to have a post-secondary aspect also.
International Career Institute
Campus-based universities with significant e-learning activity
These include:
Benchmarking e-learning
New Zealand is the home of the eMM methodology, developed by Dr Stephen Marshall at the 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 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
References
- Education Counts (government site - education statistics): http://www.educationcounts.govt.nz/
- The New Zealand Qualifications Authority (NZQA): http://www.nzqa.govt.nz/
2. http://www2.ed.gov/pubs/APEC/ch5.html
3. http://en.wikipedia.org/wiki/Education_in_New_Zealand
4. http://en.wikipedia.org/wiki/Diploma_mill#New_Zealand
See also Australia.