As New Zealanders, there is much we can be proud of in our education system. In general, our learners perform well against international benchmarks of educational success, and we have learners and teachers that are as good as any in the world. Our Māori-medium education sector is world leading in indigenous education, and it has played a vital part in the revitalisation of te reo Māori and tikanga Māori.
We heard from New Zealanders through the Education Conversation: Kōrero Mātauranga, the education summits, and through targeted engagement, that wellbeing, equity and inclusion are really important for learners/ākonga and their family and whānau, but that the education system we have now is not delivering on this for everyone.
This Government has embarked on a comprehensive programme of change across the education system, so that it supports better lives for all New Zealanders. For the first time, we are taking an integrated approach to set the direction for the education system, from early childhood providers, through the compulsory schooling sector, to tertiary education and training.
In early 2018, learners/ākonga, parents, employers, iwi, communities, educators, and the Government, started to talk about what New Zealand needs from education now and into the future, and how to make this happen.
We have already started to make change in the education system, through the following strategies:
The Government has agreed to develop an enduring 30 year approach to education in New Zealand. The Guardians of the Education Conversation have developed the following vision, based on the evidence gathered through the Kōrero Mātauranga, to embody what New Zealanders want to see in our education system:
Whakamaua te pae tata kia tina—Take hold of your potential so it becomes your reality …
We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons. Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters.
Whaia te pae tawhiti kia tata—Explore beyond the distant horizon and draw it near!
The vision is grounded in New Zealanders' aspirations for education—to enable every New Zealander to learn and excel, to help their whānau and communities thrive, and to build a productive and sustainable economy and an open and caring society.
The Statement of National Education and Learning Priorities (NELP) and the Tertiary Education Strategy (TES) are a set of priorities for practice in places of learning, from early childhood through to tertiary education and training. The NELP and the TES are statutory documents enabled by the Education Act 1989, and express the Government's expectations of places of learning to improve wellbeing, equity and inclusion in education.
Those in governance positions in the early learning and the compulsory education sectors must have regard to the NELP priorities. The Tertiary Education Commission must give effect to the TES and the New Zealand Qualifications Authority must have regard to it. Tertiary Education Organisations must show how they will contribute to achieving the priorities set out in the TES through their investment plans.
This draft of the NELP and the TES draws on the messages heard through the Education Conversation: Kōrero Mātauranga, and on targeted engagement with children and young people and tertiary education stakeholders.
In addition to this engagement, the draft NELP and TES have also been informed by evidence about how our education system is performing, and the things that providers and educators can do that will make the most difference for learners/ākonga and their family and whānau.
In early 2018 the Government set out its objectives for the education work programme—these have been updated to encompass what New Zealanders told us was important to them.
The objectives for education set the context for the NELP and the TES, and outline the things Government will focus on to improve outcomes and wellbeing across the education system.
The NELP expresses the Government's priorities for education in the early learning and compulsory schooling sectors. The NELP priorities will help those who govern schools, kura, early learning services and ngā kōhanga reo, focus their day-to-day work on things that will have a significant positive impact for learners/ākonga.
Those in governance positions for places of learning, including boards of trustees and early childhood centre licensees, are responsible and accountable for implementing the NELP.
Please note: the proposed priorities are not listed in order of importance or preference.
To achieve each objective for education, early learning services and schools must:
The TES sets out the Government's long-term strategic direction and priorities for the tertiary education system. The Tertiary Education Commission must give effect to the TES and the New Zealand Qualifications Authority must have regard to them. Tertiary Education Organisations must show how they will contribute to achieving the priorities set out in the TES through their investment plans.
The 13 proposed priorities in the draft TES aim to ensure equity of outcomes for all learners, particularly for Māori and Pacific learners and those with learning support needs, who are currently underserved by tertiary education. The priorities also seek to ensure the sector is equipped for the changing nature of work and that it enables clear and effective career pathways and life-long learning opportunities.
Please note: the proposed priorities are not listed in order of importance or preference.
To achieve each objective for education, tertiary education must:
We asked you through the Education Conversation: Kōrero Mātauranga what you thought priorities should be for the education system. Your comments, together with evidence about how the system is performing, have informed the development of these priorities.
To check that we have fairly reflected your views and concerns in the proposed NELP and TES priorities, we undertook national consultation on the proposed priorities. We collected feedback via the online surveys, submissions, social media, and targeted face-to-face consultations.
Consultation on the NELP and the TES began on 17 September 2019. TES consultation ended on 25 October 2019 and NELP consultation ended on 25 November 2019.
The evidence briefs developed to inform the draft NELP priorities can be found here: Evidence briefs
Treat kids like they're gold, the summary of the 2018 targeted engagement with children and young people, is also available here: Treat kids like they're gold
Check out the website for engagement reports, the discussion document, and evidence briefs here: Tertiary Education Strategy
If you have any questions please contact: NELP.TES@education.govt.nz.