Education Policy Outlook 2021

New Zealand

Figure 5.25. Selected indicators of education resilience in New Zealand

Self-reports of students, teachers or principals by percentage

 

 

Sources: OECD (2020_[1]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en; OECD (2020_[2]), "Learning remotely when schools close: How well are students and schools prepared? Insights from PISA", OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/3bfda1f7-en; OECD (2019_[3]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en; OECD (2019_[4]), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en; OECD (2019_[5]), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en.

Statlink

Selected education policies for New Zealand

Recognising and promoting micro-credentials (2018, 2019)

►. Level of resilience: System

New Zealand has implemented two key measures to recognise and promote micro-credentials at tertiary level in recent years. In 2018, the New Zealand Qualifications Authority (NZQA) implemented a process for recognising micro-credentials as part of the country’s regulated education and training system. This was based on a pilot programme, in which the NZQA collaborated with partners from the education and youth sectors to investigate the role micro-credentials could play in New Zealand’s qualification system of the future (New Zealand Qualifications Authority, n.d._[6]). The NZQA considers applications from tertiary education organisations (TEOs) based on a set of criteria published on its website. The criteria aim to ensure that micro-credentials meet the skill-development needs of employers, industry and communities, and that they do not duplicate learning that already exists within the tertiary education system. Once approved, qualifications are reviewed on a yearly basis. A range of other organisations, such as professional bodies, partner with TEOs to develop micro-credentials that meet their skill-development needs.

In 2019, New Zealand introduced a funding system to encourage high-performing TEOs to develop micro-credentials that meet the demand for skills. To be eligible for funding, TEOs must demonstrate that the qualification has excellent learner outcomes, strong employer or community demand, and contributes to government priorities such as those set out in New Zealand’s Tertiary Education strategy (2014). Applications are considered in light of their contribution to the tertiary education landscape, with particular attention to areas of under-delivery. A recent report from the OECD identifies New Zealand as a leader in promoting alternative credentials in their education policies (Kato, Galán-Muros and Weko, 2020_[7]).

Further reading: New Zealand Qualifications Authority (n.d._[8]), Micro-Credentials, https://www.nzqa.govt.nz/providers-partners/approval-accreditation-and-registration/micro-credentials/ (accessed on 1 April 2021); Tertiary Education Commission (2019_[9]), Micro-credentials: Funding approval guidelines, https://www.tec.govt.nz/assets/Forms-templates-and-guides/Micro-credentials-funding-approval-request-guidelines.pdf (accessed on 1 April 2021).

Targeted Training and Apprenticeship Fund (2020)

►. Level of resilience: System

From 2020, New Zealand’s Targeted Training and Apprenticeship Fund covers study costs for learners of all ages who undertake vocational education and training. The fund targets New Zealanders whose employment situation has been adversely affected by the COVID-19 pandemic, as well as sectors of the job market with a high demand for skills. Financial support towards tuition fees is available for all apprenticeship programmes and Level 3–7 vocational programmes in targeted areas. Targeted areas for 2020 included technology, construction, and primary industries such as agriculture, fisheries, and forestry. Based on emerging insights into skills demands, the list was expanded in 2021 to include fields such as conservation, and community support roles including nursing and teacher aides. New Zealand’s Workforce Development Councils and Regional Skills Leadership Groups play an important role in aligning the allocation of funding with regional and industry needs. The Tertiary Education Commission monitors education providers’ compliance with the funding agreement, paying attention to aspects such as student retention. The current round of funding is due to continue until December 2022.

Further reading: Tertiary Education Commission (2020_[10]), Targeted Training and Apprenticeship Fund (free trades training), https://www.tec.govt.nz/funding/funding-and-performance/funding/fund-finder/targeted-training-and-apprenticeship-fund/ (accessed on 1 April 2021).

References

Kato, S., V. Galán-Muros and T. Weko (2020), “The emergence of alternative credentials”, OECD Education Working Papers, No. 216, OECD Publishing, Paris, https://dx.doi.org/10.1787/b741f39e-en. [7]

New Zealand Qualifications Authority (n.d.), Micro-credential pilots, https://www.nzqa.govt.nz/about-us/future-state/quality-assurance/micro-credential-pilots/ (accessed on 1 April 2021). [6]

New Zealand Qualifications Authority (n.d.), Micro-Credentials, https://www.nzqa.govt.nz/providers-partners/approval-accreditation-and-registration/micro-credentials/ (accessed on 1 April 2021). [8]

OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/3bfda1f7-en. [2]

OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en. [1]

OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en. [4]

OECD (2019), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/acd78851-en. [5]

OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en. [3]

Tertiary Education Commission (2020), Targeted Training and Apprenticeship Fund (free trades training), https://www.tec.govt.nz/funding/funding-and-performance/funding/fund-finder/targeted-training-and-apprenticeship-fund/ (accessed on 1 April 2021). [10]

Tertiary Education Commission (2019), Micro-credentials: Funding approval guidelines, https://www.tec.govt.nz/assets/Forms-templates-and-guides/Micro-credentials-funding-approval-request-guidelines.pdf (accessed on 1 April 2021). [9]