As part of the Kōrero, we specifically asked some of you, including those most disadvantaged by our current system, what you though the priorities should be for our early learning, schooling, and tertiary education services.
The end result of that work to date is the Shaping a Stronger Education System with New Zealanders consultation document. It detailed e the priorities we thought New Zealanders wanted to see set for all education providers across the entire education system.
We wanted to hear whether you thought these draft priorities accurately reflected your views about what our education providers need to do to support the progress and wellbeing of all our learners. As well as their full participation in their whānau, families and communities, in our nation as active citizens, and in the global economy as active participants.
Consultation on the NELP and the TES began on 17 September 2019, and closed on 25 October 2019 (TES) and 25 November 2019 (NELP). Analysis of the feedback gathered during this consultation is now underway, and this analysis will be published in an upcoming report.
Together, the NELP and TES priorities will show how the Government’s education vision and objectives will be applied in practice in places of learning from early childhood through to tertiary education and training.
The draft priorities in the NELP and TES strongly emphasise improving wellbeing and belonging for all learners/ ākonga, and particularly for Māori and Pacific peoples, learners with disabilities and those with additional learning needs.
The draft NELP priorities will help those governing schools/kura, early learning services and ngā kōhanga reo to focus, day-to-day, on the actions that will have a significant positive impact for children and young people.
The TES sets the long term strategic direction and priorities for the tertiary education system. The Tertiary Education Commission [TEC] is responsible for giving effect to these priorities and Tertiary Education Organisations [TEOs] have to show how they will contribute to the TES.