The Government has made a decision to shift towards a system that measures student progress, alongside National Standards / Ngā Whanaketanga Rumaki Māori, to help ensure every student gets the support they need to achieve, Education Minister Nikki Kaye says.
“Monitoring student progress gives teachers more data on which to tailor learning plans for their students – and we want to roll this out to all primary schools and kura,” Ms Kaye says.
“Measuring progression means teachers will be able to see how far children have come in the specific learning areas that make up National Standards.
“The changes agreed by Cabinet will see teachers able to track progress during the school year as students continue to learn and master new skills.
“Measuring progression will help build on the gains already being made in student achievement.
“We have a good record on lifting achievement overall. We have done this by funding for more children to participate in early learning, introducing national standards, implementing Communities of Learning and investing more to support young people at risk of not achieving. Progression is another step in our plan.
“The change also reflects the education sector’s observation that we don’t adequately show a student’s progress over time, particularly for students who may be below the standard, and this will help address that.”
To support teachers the Ministry of Education has developed progress tools, such as Learning Progression Frameworks, the Progress and Consistency Tool and Whakatupuranga, that help show how children are doing and how they can progress. These have been developed in a number of areas including reading, writing, maths and digital technologies.
The Government wants to roll out tools like these to all primary schools and kura as evidence shows they deliver real benefits for teachers and kaiako, by streamlining paperwork and reducing their reporting workload.
“Practical details of this change will be worked through with the sector before it is fully implemented, but we intend for it to be rolled out within three years,” says Ms Kaye.
“We will be holding an education summit later this year to work with academics, the education sector and international specialists to ensure the design of the new system is evidence based.”
A new partnership to help young people showcase their skills and competencies to prospective employers and others was announced today by Youth Minister Nikki Kaye.
“Many of our young people have participated in leadership, mentoring and volunteering activities and we want them to be able to demonstrate this, and other achievements, through an online social record,” says Ms Kaye.
The new social record platform is the result of a partnership between the Ministry of Youth Development (MYD) and YouthHub, an existing digital platform that enables young people to curate their journey through formal and informal learning experiences towards employment.
“As well as prospective employers, the social record site will enable young people to interact and share achievements, information and ideas with a wide audience, including peers, volunteer organisations, schools, education providers and youth workers, who can all have a presence on the site,” says Ms Kaye.
“This is about bringing together, in one place, individuals and organisations that can play key roles in furthering youth development, and enabling young people to make connections to chart potential new paths to success.
“The site enables young people to build an online profile and CV which they can enhance at any time with information, photos and videos. They can also record their activities and skills, seek references, learn about new opportunities and apply for training or jobs.
“We want to help grow skilled, informed and engaged young people, and provide a level playing field that offers equal opportunities to succeed to all.”
Work is also underway on the development of an app to access the social record.
“When MYD’s new direction was decided in late 2015, I signalled the importance of recognising youth participation in leadership, mentoring and volunteering opportunities through a social record. The partnership between MYD and YouthHub is about delivering on this vision,” says Ms Kaye.
“Significant testing has been carried out on the YouthHub platform by both the organisation itself and the Government, and we’re confident it offers a safe and secure way for young people, youth organisations and businesses to engage.
“A benefit of using the YouthHub platform is that we get to leverage an existing site, which already has significant connections and an integrated approach, focused on reducing silos and avoiding duplication.”
So far, 2,600 young people, 50 schools, 150 businesses, 120 teachers, 100 youth service organisations and 60 tertiary institutions already use the YouthHub platform.
“I encourage all young people and others interested in supporting their development to join the site,” says Ms Kaye.
“This has the potential to be the number one way in which young people promote themselves and their capabilities, and acquire the information and forge the connections to help them grow and succeed.”
View the social record platform here
Four recipients of the 2017 Minister for Youth’s International Leadership Award were announced today by Youth Minister Nikki Kaye.
“This award supports outstanding young New Zealanders to access an international opportunity to develop their own leadership skills, and in turn support the development of other young people,” says Ms Kaye.
The 2017 award recipients are:April McLennan (Christchurch) Ashutosh Sharma (Auckland) Stephanie Benseman (Wellington) Rees Vinsen (Auckland).
“These are young people who’ve been recognised for their leadership, entrepreneurism and innovative thinking. They are talented young New Zealanders who have great vision, fortitude and a real sense of social responsibility,” says Ms Kaye.
“As part of the award, the recipients will travel to China from 16 to 23 September, where they will take part in the Follow the Footsteps of Rewi Alley Programme in Shenzhen.
“This programme will enable participants to take part in discussions on topics such as innovation, cultural creativity and social enterprise, and meet with leading Chinese technology companies to learn more about the latest innovations, trends and technology developments in China.
“In addition to the Rewi Alley programme, the award recipients will visit Shanghai to network and develop connections with Chinese and New Zealand entrepreneurs.
“China is one of our largest and most important trading partners, and this will contribute to growing the level of engagement and understanding between our two countries.
“Following their return to New Zealand, the award recipients will attend the New Zealand-China Youth Forum in Auckland on 5 November, where they will share their international experience with other attendees.
“A big focus of the International Leadership Award is the sharing of insights gained overseas with local young people. The award recipients will use their international experience to inspire, mentor and foster ongoing leadership opportunities for other young New Zealanders in their communities.
“Recipients of the inaugural International Leadership Award visited China as part of a Ministerial delegation last year, and returned with a deeper understanding of innovation, technology and entrepreneurship in a country with a burgeoning start-up scene.
“I congratulate the four new recipients this year, and encourage them to immerse themselves in the experiences that lie ahead of them. I’m sure they will grow personally and come home brimming with ideas for new business and social initiatives.”
Biographies of 2017 Award recipients
April McLennan, Founder, Limitless
April founded Limitless, an organisation that aims to help young New Zealanders pursue and excel in work that they’re passionate about, and which connects with their strengths and values, in 2016.
Limitless offers an online portal that connects young people to opportunities, as well as an interactive conference that focuses on developing awareness and confidence. April works full-time on Limitless’ growth and development.
Ashutosh Sharma, CEO, ARCOM NZ
Ashutosh built a maths Q&A app called Extreme Math before starting up ARCOM NZ, which makes new technology accessible to people, develops holographic software for business and has also been developing a social good app for people who are deaf and mute. Ashutosh also recently relaunched his first website, Sell My Good, an online classified ads platform which has since experienced rapid growth.
Stephanie Benseman, Communications and Marketing Manager, Young Enterprise
Stephanie works as Communications and Marketing Manager at Young Enterprise, a charity that develops business-oriented programmes and educates students on becoming financially capable.
Currently in her final year at Victoria University completing a Bachelor of Commerce in Information Systems, Commercial Law and Management, Stephanie was also the co-founding director of graduate recruiting platform Filtr and is a partner in youth-led investment fund First Cut Ventures.
Rees Vinsen, Founder, Adduco Media Group
Rees is a tech entrepreneur who navigates the intersection where social media and business meet.
He founded Adduco Media Group, a millennial-led social media agency that grew to a team of 12 within 24 months, and which has worked with more than 120 brands in Australasia and Asia.
Rees also devotes time to other directorship roles and investment pursuits, as well as youth mentoring and speaking engagements.
Video of 2016 Award recipients outlining their experiences and learnings
Reflections of 2016 Award recipients on opportunities for young New Zealand entrepreneurs in China
Auckland University of Technology (AUT) has been granted exemption from the Initial Teacher Education moratorium that’s currently in place, so it can offer teacher training in South Auckland from the start of 2018, Education Minister Nikki Kaye announced today.
“I announced in May that the moratorium on new teacher education programmes will be lifted in January 2018,” says Ms Kaye.
“Exempting AUT from the moratorium now will enable them to open enrolments for their Bachelor of Education (Early Childhood and Primary Teaching) qualification, so that students can attend the South Campus in Manukau from the start of next year.
“Currently, trainee teachers living in South Auckland who are enrolled in AUT programmes must travel to the North Shore campus, and that has an obvious impact in terms of travel time and costs.
“This is about making it easier for people living in South Auckland to pursue teaching careers.
“It’s important to me that we encourage diversity in our teaching profession, and we help local principals overcome challenges they face finding quality applicants to fill vacancies.
“Today I’ve announced a further $3 million of funding to help increase teacher numbers, with a focus on addressing supply pressures being experienced in Auckland.
“This funding will expand the popular Auckland Beginner Teacher Project, and provide relocation grants for returning New Zealand trained teachers or overseas trained teachers.
“Making it easier for people to train as teachers in South Auckland means we should also increase the pool of teachers available to step into local jobs once they’ve completed their training.”
NotesThe current moratorium on new teacher education programmes has been in place since 2000. The aim of the moratorium was to gain control over the quantity and quality of initial teacher education programmes. Significant quality assurance has now been put in place, enabling the moratorium to be lifted next year and applications opened to good quality, innovative providers.
Education Minister Nikki Kaye today announced a $3 million package to help increase teacher numbers, with a focus on Auckland.
“I’ve looked closely at teacher supply and listened to what principals and teachers have told me about growing pressure, particularly in Auckland,” says Ms Kaye.
“We will invest an additional $1 million to double the capacity of the popular Auckland Beginner Teacher Project, and $2 million over two years to assist with relocation costs for 200 returning New Zealand trained teachers or overseas-trained teachers.”
The Auckland Beginner Teacher Project (BTP) currently supports up to 40 beginning or provisionally registered teachers to secure roles in Auckland primary schools, so they can have certainty of employment and a guaranteed path toward full certification.
“Previous estimates of vacancies in Auckland schools were around the two per cent mark. However, the teacher supply landscape is changing rapidly. The initiatives already underway have helped relieve pressure in Auckland and elsewhere, but I want to ensure we’re taking all possible steps,” says Ms Kaye.
“Auckland principals asked for the BTP to be expanded, so I’m delighted to be able to support another 40 teachers to start in 2018. The Ministry of Education will work with the Principals’ Association to ensure beginner teachers are targeted toward high-need areas.
“Teachers eligible for relocation grants will be able to access tax-free grants of up to $7,000, depending on the duration of the position and whether they are New Zealand or overseas-trained. Schools employing a teacher through this scheme may also receive a finder’s fee of a maximum of $3000.
“The grants, payable in 2018 and 2019, will be targeted toward filling long-term positions in hard-to-staff areas, subjects or schools.
“A previous International Relocation Grant, in place between 2000 and 2015, was discontinued due to an oversupply of teachers. However, given the current supply pressures, it’s appropriate to reinstate the grant and increase its maximum value, to reflect rising costs.
“These initiatives build on our investment of $9 million in a teacher supply support package announced last year, a further $5.2 million for the Teach First NZ programme through Budget 2017, and $2 million for a new mentoring programme to encourage more teachers to become fully certified.
“I can confirm today that I will also ask the Ministry to review the Voluntary Bonding Scheme, which provides lump sum payments to beginning teachers after three years of continuous employment in eligible schools. I want the Ministry to consider how the scheme might better respond to current teacher supply pressures, so that schools with hard-to-fill vacancies are better able to attract the teachers they need.
“We know the workforce is changing in Auckland and across the country, so it’s important we have a range of options in place to respond to demand.”
- Today’s announcement takes the total amount of Government funding committed to improving teacher supply to almost $20 million over two years.
- The Auckland Beginner Teacher Project (BTP) is a joint initiative between the Ministry of Education and the Auckland Primary Principals’ Association.
- Schools taking part in the BTP commit to providing induction and mentoring over a two year period, and to employing the teacher in a permanent or fixed term position of at least two years to enable them to meet the criteria for full certification.
- The Ministry pays participating schools $24,000.
- 37 teachers from the first cohort of the BTP are currently employed in schools in Auckland.
- The Ministry of Education is working with an additional specialist education recruitment-provider to enhance support for primary and secondary schools in Auckland schools, with a focus on those facing recruitment challenges in shortage subjects.
- Work is also underway to develop a Workforce Strategy that provides more real time information so we can better meet the future needs of schools - the Ministry is establishing a Workload Advisory Group, in consultation with the PPTA and NZEI unions, to contribute to this strategy.
Education Minister Nikki Kaye says two thirds of children and young people are benefiting from their schools and early childhood education providers working together as Communities of Learning.
“I’m pleased to announce today that another 13 Communities of Learning have formed, taking the total number of Communities across the country to 210,” says Ms Kaye.
“More than 580,000 children and young people are now in a Community of Learning. Communities bring together early learning services, primary and secondary schools as well as tertiary providers to work together to raise achievement for all their children and young people.
“We’re starting to see some really innovative ways of working at all levels in Communities to better support children and young people as they move through the education system.
“It’s particularly pleasing to see the growing momentum in early learning with nearly 100 more providers joining Communities in just four months. We now have 279 early learning services working more closely with schools to better support children, particularly with their move to primary school.”
The number of tertiary providers has also increased to eight, and across the country there is now a total of 1734 primary and secondary schools involved.
The 13 new Communities of Learning announced today are in Tai Tokerau, Auckland, Waikato, Hawke’s Bay, Wellington, Canterbury and Otago.
“Given the first Communities only started forming in late 2014 it is phenomenal that so many education providers have embraced this collaborative way of working,” says Ms Kaye.
“New Zealand has come a long way since the competitive model of Tomorrow’s Schools was established in 1989. We now have an education system that is much more focused on the achievement of every child and young person at both a system level and in every school and early learning service.
“We have around1400 teachers and leaders in the new leadership roles sharing best practice both within their own school or early learning provider and across all members of the Community.
“100 communities are now working with expert partners to analyse their student data to set achievement challenges and action plans to ensure the success of more and more of their children and young people.
“Seeing talented, experienced principals and teachers working with expert partners in this way is what the initiative is all about,” says Ms Kaye.
Examples of what Communities of Learning are doing include:The Lynfield (Auckland) community is using new higher quality student data to set clear achievement challenges for students. Using this data, along with changes to classroom practice, increased student engagement, and more effective teacher parent partnerships, Lynfield has set targets to raise achievement in writing and mathematics, for Māori, Pasifika, boys, and English as Second Language (ESOL) students in particular. Lynfield has aligned all its primary student data by using one student management system. This enables easier transfer of student information as children move between schools and allows the community to develop a joint understanding of student progress. Blenheim’s Piritahi Community of Learning is giving their kids the best start to primary school. Twenty one schools are collaborating with the Marlborough Kindergarten Association to make sure students are academically and emotionally ready to move to school, and to help prepare new entrants to meet the community’s achievement challenges in areas like maths and writing. Southern Area Schools (Otago Southland) is using digital technologies to bridge the large distances between the schools in this Community. It has a Google community for all the teachers to use to develop strategies and share good practice around raising writing performance. Cohort teacher groups are being set up across the community, based on the age of the students being taught. Each will be coordinated by an educator in one of the new in-school teaching positions. The groups will organise professional learning and development opportunities for staff and collaborate to raise progress and achievement for students using Google community and Google hangouts. Palmerston North East is using the new across and within school teaching roles to develop more consistent assessments of student ability, and to help teachers become more confident to teach subjects in which they have previously lacked training or experience. It has an across (secondary) school teacher working with 11 primary and intermediate teachers to develop a consistent understanding of students’ maths progress and achievement across the schools. Another across school teacher is helping improve science teaching for primary teachers, with help from the Ministry of Education and the Royal Society Te Apārangi. The Ministry recently funded 800 hours of science training over two years for teachers in the community. Alongside targets in areas like writing and maths Te Waka o Māramatanga (Flaxmere) is setting innovative targets to meet the wider needs of its students and their local community. It has targets for improving hauora (heath and wellbeing) as part of its action plan. These include improving student fitness and encouraging healthy eating habits for all its students. These plans are being incorporated into teaching and learning in all its schools, as the foundation for improving progress and achievement across the community. Northern Porirua (Wellington) This Community shows how the Ministry of Education funded Expert Partners are helping communities accelerate their development and define priority areas for lifting their children and young people’s progress and achievement. With the help of their Expert Partner, the nine schools in this community have developed achievement challenges focused on STEAM (science, technology, engineering, arts and mathematics). Using their student data, the Expert Partner also worked with these schools to define clear achievement targets for their Pasifika and Māori students.
“These examples demonstrate how education practices are changing in New Zealand,” says Ms Kaye.
“We’re seeing increasing interest from other countries about what we’re doing here and the differences that we hope Communities of Learning will make to not only the quality of education that our children and young people receive but also the opportunities they have to achieve.”
New partnerships to support DINE Academy Boot Camps and the Limitless Programme will see more than $425,000 invested to create over 600 new youth development opportunities, Youth Minister Nikki Kaye announced today.
Dine Academy Boot Camps offer leadership training and the opportunity to develop hospitality sector skills, while the Limitless Programme is about building confidence and awareness that can be translated into a purposeful career.
“The investments in these initiatives are being made under the Partnership Fund, which sees the Government co-invest with business, philanthropic, iwi and other partners to grow youth development opportunities,” says Ms Kaye.
“Around $324,000 from a range of partners, including the Government, will be invested in the DINE Academy initiative, which is aimed at secondary school students who are at risk of leaving education without employment.”
Around 220 opportunities for young people will be created by this investment.
“Following a week of high-intensity hospitality training, participants have the opportunity to receive follow-up mentoring, attend ongoing skills-based workshops and gain work experience at a major hospitality event such as a sports match or concert,” says Ms Kaye.
“Supporting young people to overcome disadvantaged backgrounds is an important focus of youth development, and this initiative offers the opportunity for young people who may be lacking a vision for their future to get onto a positive path.”
Other partners supporting the DINE Academy Boot Camps include Spotless Limited, Hospitality Trust, Cre8tive and various secondary schools.
“Around $103,000, with additional in-kind support, will be invested by various partners, including the Government, towards the Limitless Programme,” says Ms Kaye.
“This will provide opportunities for around 400 Year 10 students from over 25 high schools in Canterbury to discover more about how they can live lives of purpose and passion, doing work they love.
“As part of the programme, participants will attend a conference where they will take part in workshops, receive mentoring and develop their leadership capabilities.
“Following the conference, they’ll be able to continue their development via an online portal, aimed at connecting students with ongoing opportunities such as volunteering, scholarships, training and work experience.”
Partners supporting the Limitless Programme include the Rātā Foundation, Kiwibank, Te Rūnanga o Ngāi Tahu, Te Pūtahitanga o te Waipounamu, PwC Foundation, BizDojo, Ed Collective, Duncan Cotterill and the Department of Internal Affairs.
“I recently announced that the Government will invest around $1.7 million in the Partnership Fund to support new partnerships in 2017/18,” says Ms Kaye.
“Since the fund was set up in 2016, over 7000 new leadership, mentoring and volunteering opportunities have been created.
“We have many talented young people in New Zealand who with the right support can take their aspirations to the next level. It’s great that we have so many partners who also see the value in investing in our youth, and are passionate about working with the Government to grow the number of youth development opportunities.”
Notes re partner contributions
DINE Boot CampsMinistry of Youth Development Partnership Fund $75,000 Spotless Limited $90,000 in-kind support Secondary schools $70,000 Hospitality Training Trust $12,000 Cre8tive $2,000 in-kind support
Limitless ProgrammeMinistry of Youth Development Partnership Fund $35,000 $68,320 as well as in-kind contributions from the Rātā Foundation, Kiwibank, Te Rūnanga o Ngāi Tahu, Te Pūtahitanga o te Waipounamu, PwC Foundation, Ed Collective and the Department of Internal Affairs In-kind contributions from BizDojo and Duncan Cotterill
Youth Minister Nikki Kaye says applications will open tomorrow for the Youth Digital Enterprise Awards scheme, aimed at helping today’s young people become tomorrow’s digital entrepreneurs.
“This scheme targets young people aged 12 to 18 years who have an innovative enterprise project with a digital focus, or great ideas for developing such a project,” says Ms Kaye.
“Total funding of $110,000 is available in 2017/18, and I’m inviting applications for $1000 scholarships, from either individuals or groups, to support them to develop their idea or project.
“Successful applicants can use their $1000 scholarship to help meet costs such as market research to identify demand for a digital product, building or testing a prototype digital product, attending a digital focused event or programme or obtaining input from an industry expert.
“After submitting an expression of interest, the application process involves delivering a short presentation to a regional panel, comprising representatives of the tech sector as well as the Ministries of Education and Youth Development.
“This will provide an opportunity to engage with local stakeholders who could be a source of ongoing support.
“I’m looking forward to seeing the innovative ideas and products that will be supported by this scheme.
“I meet so many young people who have the skills, creativity, business acumen and potential to set themselves on a path to success, and at the same time play a significant role in our economic development.
“The Youth Digital Enterprise Awards scheme is part of the broader, $40 million package of support I announced in June to support the digital fluency of our young people.
“Earlier this week, I announced that the Ministry of Education is finalising criteria for another part of this package, the $6 million Digital Technology for All Equity Fund. This fund will open for proposals next month, and will support tech sector providers to deliver in-school and out-of-school programmes that involve young people in innovative digital technologies learning.
“Digital technologies are now an integral part of most workplaces, and New Zealand companies are exporting more high-tech products and services.
“It’s important we encourage and support young people to develop the entrepreneurial and digital skills and understanding they will need to succeed in this fast-changing world.”
Information on how to apply for the scholarships will be available from tomorrow on the Ministry of Youth Development website.
Around $6 million will be invested to build more new classrooms in the Tauranga area, say Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe.
Mr Macindoe visited Tauranga Boys’ College today to make the announcement.
“On top of the $33 million already announced through Budget 2017 in the Bay of Plenty region, we are investing a further $6 million to provide 12 new classrooms to two schools/kura in the rapidly growing Tauranga area to accommodate their growing rolls, both now and in the future,” says Ms Kaye.
The schools receiving new classrooms are:Tauranga Boys’ College – 9 classrooms Te Kura o Matapihi – 3 classrooms.
“A school’s physical environment can support and inspire students’ success, and enable them to achieve. The new classrooms will feature high-quality lighting, acoustics and ventilation, as well as the latest digital infrastructure to support digital learning,” says Ms Kaye.
“This significant investment in the Bay of Plenty region is keeping true to our commitment to invest in areas of New Zealand experiencing high growth.”
“Today’s announcement means that Budget 2017 has provided the Bay of Plenty region with a new school and a school expansion in Papamoa and 27 new and replacement classrooms at six schools,” says Mr Macindoe.
“This investment also builds on the $23.2 million provided for through Budget 2016 for 14 roll-growth classrooms and a brand new school. This takes the total Bay of Plenty investment over the past two Budgets to over $60 million.
“Overall, Budget 2017 is investing $456.5 million in education infrastructure which takes our total commitment to school property nationwide to over $5 billion in recent years,” says Mr Macindoe.
Education Minister Nikki Kaye today released a plan to support schools and early learning providers to lift achievement in maths and writing.
Earlier this year the Government announced a new Better Public Service goal to have at least 80 percent of children in Year 8 achieving at or above the National Standard in maths and writing or reaching Ngā Whanaketanga Rumaki Māori expectations in pāngarau and tuhituhi, by 2021.
“Today I’ve launched a plan to support our schools to meet these ambitious targets,” says Ms Kaye.
“We will be backing our teachers, education leaders, children and young people all the way to help them achieve these new targets.
“The plan focuses on better collaboration with the wider community and the social sector, improved teaching through dedicated training, the development of assessment tools and a focus on creating personalised pathways for each child.”
National Standards and Ngā Whanaketanga Rumaki Māori give teachers and parents information on how each child is achieving throughout their time in primary school.
“Since National Standards and Ngā Whanaketanga Rumaki Māori were introduced, they’ve proved an invaluable mechanism for targeting extra help to children who need it, when they need it,” says Ms Kaye.
“But too many of our students are still not achieving in the key areas of maths and writing – two core skills that open up a world of possibilities right across the curriculum.
“The data also tells us that achievement levels in those subjects are decreasing between years four and eight.”
The 2016 Public Achievement Information data, also known as PAI, demonstrates the need for a focus on National Standards in Year 8 with 70.7 percent of students achieving at or above the standard in maths and 69.3 percent in writing. In reading 78.2 percent of children are achieving at or above the standard.
Ngā Whanaketanga achievement for Year 8 stands at 49.5 percent in pāngarau, 60.8 percent in tuhituhi and 70.2 percent in panui in 2016.
“These figures show we have a lot of work to do if we’re to meet the 80 percent goal by 2021,” says Ms Kaye.
“By having the goal we can really focus attention and energy on lifting achievement in the same way that we have seen the incredible gains in NCEA Level 2 achievement.”
The 2016 PAI figures show that more young people than ever before are leaving school with the minimum qualification for success with 84.6 percent of 18-year-olds achieving NCEA Level 2 in 2016. That’s an increase of 10.3 percentage points in just five years.
Māori and Pasifika students have had the biggest increase in NCEA level 2 pass rates over this period. In 2016, 74.3 percent of Māori students achieved the qualification, up from 57.1 percent in 2011. Last year 78.7 percent of Pasifika students gained NCEA Level 2, up from 65.5 percent in 2011.
“These results are testament to the hard work of our teachers, education leaders, parents and whanau and most importantly the young people themselves,” says Ms Kaye.
“Achieving NCEA level 2 will widen the opportunities and improve the life outcomes for these young people.
“Now it’s time to focus on raising achievement earlier in the education pathway.”
The Result Action Plan released today makes the most of the collaborative model that’s been adopted by the majority of schools through Communities of Learning. In fact, many Communities are already working towards meeting their own achievement challenges in maths and writing.
“As part of the Plan the Ministry of Education will be helping teachers analyse their students’ data so they can better target those students who need extra support,” says Ms Kaye.
“New tools are also making it easier for teachers to chart children’s progress. The Progress and Consistency Tool (PaCT) shows teachers what students understand across the breadth of mathematics, reading and writing.
“We are also improving the provision of professional learning and development for teachers with a focus on raising educational achievement in maths and writing and pāngarau and tuhituhi.
“This is an exciting time for everyone involved in supporting the education of children in New Zealand primary schools.
“I hope that everyone can get behind the drive to raise achievement in maths and writing so we can give our young people the core skills they need to achieve across a wide range of subjects and in their future careers.”
The Result Action Plan can be found here
Public Achievement Information for 2016 can be found here