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As part of the Education Conversation | Kōrero Mātauranga, the Ministry of Education consulted with the education sector and the public on a draft NELP.

Consultation on the NELP and TES started on 17 September 2019 and ended on 25 October (TES) and 25 November (NELP). We would like to thank all those who attended the sector and community hui, completed the online survey, and emailed submissions on the NELP priorities. We are now analysing your feedback, which will be used in the drafting of a final NELP.

Analysis of the feedback gathered during this consultation is now underway, and this analysis will be published in an upcoming report.

To develop the draft NELP

Insights from the over 43,000 responses received from educators, summit participants, parents, children, young people, Māori and Pacific People, people with disabilities, and with employers, as part of the Education Work Programme, and the Education Conversation | Kōrero Mātauranga. Many of these responses are about what the government’s future early learning and schooling priorities should be, and about what our learners need to be successful. 

Results from additional targeted discussions held with children and their parents. These discussions ran from October to November 2018

We’ve completed a detailed analysis of all of the ideas and comments shared during those meetings.

Read a report of the findings

The Statement of National Education and Learning Priorities (NELP)

The Statement of National Education and Learning Priorities (NELP) translates the vision and objectives for education into priorities for places of learning in the early learning and compulsory schooling sectors.  

This was developed alongside a draft Tertiary Education Strategy (TES) to set the direction for the whole of the education system.

Public Events

Engagements on the NELP and the TES took place around the country throughout the consultation period. What we heard at these meetings will be included in our analysis, and will contribute to the drafting of the final NELP and TES.