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Publication Details
This report of the Minister of Education on the compulsory schools sector in New Zealand pertains to 2007 (also known as the Schools Sector Report). Other editions are available on the New Zealand Schools publication home page.
Author(s): Ministry of Education
Date Published: September 2008
This report is available as a download (please refer to the 'Downloads' inset box). To view the individual chapters please refer to the 'Sections' inset box. For links to related publications/ information that may be of interest please refer to the 'Where to Find Out More' inset box.
Index
A
achievement
ethnic group comparisons see ethnic groups
gender comparisons see gender
leadership, importance of, 44, 61
international comparisons, 12, 13
literacy, 10–12
numeracy, 13
school leavers see school leavers
NCEA see National Certificate of Educational Achievement (NCEA)
Te Kötahitanga, impact of, 19
Advisory Group for Conduct Problems, report of, 32
age, retention rates by, 27
alternative education, 29
area growth strategies, 70–71
arts, visual, 14
Asian students
stand-downs and suspensions, 34–36
assessment practices
ERO report, 50
Literacy Professional Development Project (LPDP), 46
Assessment Tools for Teaching and Learning (asTTle), 48
‘at-risk’ students, 12, 40, 41, 48, 49
attendance, 26–29
Attendance Regulations 1951, 29
B
behaviour, 32–33, 34
Best Evidence Synthesis (BES), 42–44, 50, 57, 61
boards of trustees, 58–61
statutory interventions, 61
strategic focus, 60
bullying, 33–34
C
Career Services, 30
Carter, Hon. Chris, 45
charters, school, 60
Code of Practice for the Pastoral Care of International Students, 62
cohorts 2002–2006, 16–19
communications, electronic, 64
Correspondence School, The, 29, 36
credits towards qualification, 16–17
Cullinane College, 40–41
curriculum see New Zealand Curriculum, The
D
deciles see schools by decile
deficits, operating, 67
disabled students see special education
District Truancy Services (DTS), 29
E
early leavers, 30–31
Education Act 1989, 29
Education Agenda, International (2007), 62
Educational Leadership Best Evidence Synthesis, 61
Education Review Office (ERO), reports of see ERO reports
Effective Interventions for Challenging Behaviour (EICB), 32
Effective Teaching Pilot Scheme, 52
employment, 21
ENROL, 28–29
enrolments, see roll changes
ERO reports
engagement with parents, 36–37
good practice, teaching and assessment, 50
governance, 58
home–school partnerships, 37–38
schools’ use of operational funding, 64
English for Speakers of Other Languages (ESOL), 64
ethnic groups
achievement
NCEA qualifications gained by 2005 cohort, 16–20
school leavers, 21–23
alternative education, participation in, 29
candidates, boards of trustees, 60
engagement
early leaving exemptions, 30–31
stand-downs and suspensions, 34–36
literacy, 46
school leavers, 1993–2007, 22
suspensions, 34–36
European/Päkehä candidates, boards of trustees, 60
European/Päkehä students
comparisons with other ethnic groups see ethnic groups
stand-downs and suspensions, 34–36
Evaluation of the Literacy Professional Development Project, 48
exemptions from schooling, 30–31
expenditure, see schools
F
facilitator, Mäori in-school, 44
families/whänau
engagement with, 37–38, 44, 51
financing schools see schools’ resourcing
G
gender
engagement
alternative education, participation in, 29–30
stand-downs and suspensions, 34–36
qualifications achieved, 17
school leavers, 21–22
suspensions, 34–36
teacher education, 55
good practice, ERO reports, 50
governance see boards of trustees
H
home–school partnerships, 37–38
Horomia, Hon. Parekura, 45
I
income, see schools’ resourcing
information and communication technologies (ICT), 60
‘in-kind’ resourcing, 63
Inservice Teacher Education Practice Project (INSTEP), 32
integrated schools, enrolment schemes implemented by, 71
International Education Agenda (2007), 62
international fee-paying students (IFP), 19, 20, 62n
international students, 62
international studies see Programme for International Student Assessment (PISA)
J
Joyce, Annette, 31
K
Ka Hikitia – Managing for Success, 45
Kaipara College model, 40
Kia Kaha, 34
Kiwi Leadership for Principals, 61
kura kaupapa Mäori see Mäori-medium education
L
leadership, 44, 61
learning, 50
legislation, 29
literacy, 10–12
scientific, 14
reading, 12, 46–48
international comparisons, 12
Low International Benchmark, 12
Literacy Professional Development Project (LPDP), 10–12, 46
Longitudinal Study, NDP, 13
Low International Benchmark, 12
M
Mäori
candidates, boards of trustees, 60
culture in schools, 44
Ka Hikitia – Managing for Success, 45
teaching facilitator, 44
Mäori Education Strategy see Ka Hikitia – Managing for Success
Mäori-medium education
Te Kauhua, 44
Te Kötahitanga, 19, 44
Mäori students see also ethnic groups
achievement, 18, 21, 40, 44
engagement, 44
literacy, 46
NCEA qualifications gained by 2005 cohort, 18
compared with non-Mäori students, 18
numeracy, 13
school leavers, 21
suspensions, 31, 34–36
Te Kötahitanga, impact of, 19
alternative education, participation in, 29
effective teaching, 46
Te Kötahitanga, 44
in-school facilitator, 44
truancy, 28–29
mathematics see numeracy/mathematics
mentoring, 55
movements of students between schools, 28–29
N
National Certificate of Educational Achievement (NCEA), 14–18
2005 cohort
highest qualification level achieved, 18
highest qualification level achieved by Mäori and non-Mäori students, 18
highest qualification level achieved by Pasifika and non-Pasifika students, 19
pathways to achievement, 14, 17
achievement rates, 41
flexibility of, 14, 31
qualifications gained by IFP students, 20
school leavers, 21–23
transition to tertiary education, 23
work-based learning, 30
National Education Monitoring Project (NEMP), 10, 13, 14, 24
National Qualifications Framework (NQF) see also National Certificate of Educational Achievement (NCEA), 17, 23
National Survey of International Students, 62
New Zealand Council for Educational Research (NZCER), 55
New Zealand Curriculum, The, 46
New Zealand International Financial Reporting Standards (NZ IFRS), 66
Numeracy Development Project (NDP), 10, 13, 48
numeracy/mathematics, 12, 48
achievement, by year, 13
good practice, 50
Numeracy Development Project (NDP), 13
Te Kötahitanga, 19, 44
O
Otumoetai College, 39
P
Päkehä/European students, see European/Päkehä
Pasifika students, see also ethnic groups
achievement, 19, 21
compared with non-Pasifika students, 20
NCEA qualifications gained by 2004 cohort, 19
school leavers, 21
engagement
retention rates, 27
stand-downs and suspensions, 34–35
truancy rates, 29
Pasifika candidates, boards of trustees, 60
Pastoral Care of International Students, Code of Practice for the, 62
pathways to achievement, 14, 17
planning, strategic, 58, 60
Police Education Officers (PEO), 34
population changes, planning for, 70–71
primary schools
assessment for learning, 50–51
good practice, 50
resourcing see also schools’ resourcing
government grants, 66
working capital, 67
teacher education, 55
Principals, Kiwi Leadership for, 61
professional development, 39, 55–57
Programme for International Student Assessment (PISA), 10, 12–14
Progress in International Reading Literacy Study (PIRLS), 10, 12
property see schools’ resourcing
provisionally registered teachers (PRT), 54, 55
public equity, 68
Q
qualifications
2005 cohort, 16–20
school leavers
direct entry to tertiary study, 23
highest level of attainment, 17–19
little or no formal attainment, 21–22
NCEA Level 2 or higher qualification, 21–23
proportion with university entrance by ethnicity, 21
significance of, 21, 23, 30
university entrance, 22, 23
R
reading see also literacy
asTTle data, 48
international comparisons, 12
LPDP data, 12
reorganisation of schools see schools, network of
Resource Teachers: Learning and Behaviour (RTLB), 32, 51–52
retention rates, 27–28
roll changes, 70–71
Rotorua Girls’ High School, 31
S
school boards of trustees see boards of trustees
school leavers
early leavers, 30–31
ethnicity of, 1993–2007, 22
ENROL, 28
median incomes, 30
qualifications, 20, 23
schools see also Correspondence School, The; primary schools; secondary schools
assessment information, use of, 50–51
charters, 60
enrolment schemes, 70, 71
finances see schools’ resourcing
good practice, 50
governance see boards of trustees
leadership, 44, 61
learning area targets, 60
legislation, 29
Mäori-medium, 48
network of, 62
property management see schools’ resourcing
reading recovery, 12
reorganisations, 62
statutory interventions, 61
strategic goals, 60
strategic plans, 58, 60
schools by decile, 21, 39, 68
schools’ resourcing
assets and depreciation, 66
capital, 67
expenditure, 66
discretionary funding pools, 64
financial accounts, 66
financial management, 67, 68
risk, 68
student achievement impacts, 65
funds, 64–67
government grants, 66
income, 66
‘in-kind’ resourcing, 63
locally raised funds, 66
operating deficits and surpluses, 67
operational funding, 64
per-student funding, 1997–2007, 63
property, 65
capital works, 63
public equity, 68
staffing, 63, 68
working capital, 67
science achievement, international comparison of, 13
science, literacy, 14
secondary schools
achievement, 13–19
international comparisons, 12, 13
career education and guidance, 30, 55
good practice, 50
international students, 62
resourcing see also schools’ resourcing
public equity, 68
working capital, 67
Specialist Classroom Teachers (SCT), 56
Secondary Tertiary Alignment Resource (STAR), 31, 48
South Wellington RTLB cluster, 52
special education, 32, 51–52
Special Education (GSE), 33, 51
Specialist Classroom Teachers (SCT), 56
staffing, 63, 68
stand-downs, 34–35
statutory interventions, 61
Student Engagement Initiative (SEI), 39, 41
student teachers, 54
students
2005 cohort, 16–19
and school boards, 65
Asian see Asian students
‘at-risk’, 12, 40, 41, 48, 49
behaviour, 32–34
career education and guidance, 30
curriculum preferences, 24–26
disabled see special education
European/Päkehä see European/Päkehä students
families/whänau, 36–38, 51
government funding per student, 63
great teacher descriptors, 51
initial teacher education, 54–55
international, 19, 20, 62n
international fee-paying (IFP), 19, 20, 36
Mäori see Mäori students
non-enrolment, 29
Pasifika see Pasifika students
retention rates, 27–28
school leavers see school leavers
special education see special education
special needs, 51
teacher–student relationships, 38, 51
truancy, 28–29
university entrance, 19, 20, 22, 23
year of schooling
1–8, 10
4, 13, 26
4–9, 13
7, 62
8, 13–14, 26, 62
9, 19, 40
10, 19, 40
12, 19
13, 19
Supporting Positive Behaviours website, 38
suspensions, 34–36
Suspension Reduction Initiative (SRI), 31
T
Tai Tokerau, GSE, 51
Tumataara, 40
Tangaroa College, 39
Te Kauhua, 44
Te Kötahitanga, 19, 44
teachers see also staffing
assessment, 42, 50–51
education of, 42–44
induction, 54–55
guidance programmes, 55
mentoring, 55
newly qualified, 55
professional development, 39, 42–44, 52, 55–57
provisionally registered, 46, 55, 56
Resource Teachers: Learning and Behaviour (RTLB), 32, 42, 51–52
Specialist Classroom Teachers (SCT), 56
special education, 51–52
staff turnover, Mäori in the mainstream, 44
student teacher numbers, 54
uptake rate, 55
teaching, theory and practice, 42
tertiary education
school leavers directly entering, 23
transition to, 23
truancy, 28–29
trustees, boards of see boards of trustees
U
university entrance, 19, 20, 22, 23
V
Victoria University of Wellington, 44, 52
W
Wanganui City College, 40–41
whänau see families/whänau
work-based learning, 31
working capital, 67
writing see also literacy
achievement, 12
effective teaching, 46, 48
LPDP data, 10–12, 46
rates of progress, 46
Y
Youth Transition Services, 31
The Ministry of Education wishes to thank the students, their families and the staff of Conifer Grove School and Henderson High School whose photographs appear in this report.
Photography by Grant Maiden.
Cover photograph taken by Nori Parata at Tologa Bay Area School.
1 Mullis, I., Martin, M., Kennedy, A. and Foy, P. (2007). PIRLS 2006 International Report: IEA’s Progress in International Reading Literacy Study in Primary Schools in 40 Countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
2 Learning Media (2008). Literacy Professional Development Project: Evidence of Improved Student Outcomes. Wellington: Learning Media.
3 Chamberlain, M. (2007). Reading Literacy in New Zealand: An Overview of New Zealand’s Results from the Progress in International Reading Literacy Study (PIRLS) 2005/2006. Wellington: Ministry of Education.
4 McDowall, S., Boyd, S., Hodgen, E. and van Vliet, T. (2005). Reading Recovery in New Zealand: Uptake, Implementation and Outcomes, Especially in Relation to Mäori and Pasifika Students. Wellington: New Zealand Council for Educational Research.
5 Telford, M. and Caygill, R. (2007). PISA 2006: How Ready are our 15-year-olds for Tomorrow’s World? Wellington: Ministry of Education.
6 Young-Loveridge, J. (2008). ‘What Does the Picture Show?’ in Findings from the New Zealand Numeracy Development Projects 2007. Wellington: Ministry of Education.
7 Tagg, A. and Thomas, G. (2007). ‘Do They Continue to Improve? Tracking the Progress of a Cohort of Longitudinal Students’ in Findings from the New Zealand Numeracy Development Projects 2006. Wellington: Ministry of Education.
8 Smith, J., Crooks, T. and Flockton, L. (2008). National Education Monitoring Project Graphs, Tables and Maps Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
9 Telford, M. and Caygill, R. (2007). PISA 2006: How Ready are our 15-year-olds for Tomorrow’s World? Wellington: Ministry of Education.
10 Crooks, T., Smith, J. and Flockton, L. (2008). National Education Monitoring Project Science Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
11 As scientific literacy was the focus of PISA 2006 the area underwent considerable expansion and change. As a result, past science learning outcomes cannot be compared with PISA 2006 assessments.
12 Smith, J., Crooks, T. and Flockton, L. (2008). National Education Monitoring Project Visual Arts Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
13 Ninety percent of Year 11 students participated in NCEA in 2005, 90 percent in 2004, 87 percent in 2003 and 85 percent in 2002. Participation is defined as gaining at least one credit.
14 Students who skip lower-level qualifications in favour of higher-level qualifications are automatically awarded the lower-level qualification(s) when they gain the higher-level qualification(s). Here only one qualification per year is counted (the highest level awarded in the year).
15 Timperley, H., Wilson, A., Barrar, H. and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.
16 Ministry of Education (2008). Experiences of International Students in New Zealand: Report 2007, on the Results of the National Survey. Wellington: Ministry of Education.
17 The typical level for Year 11 students is Level 1, for Year 12 students it is Level 2 and for Year 13 students it is Level 3.
18 Includes leavers achieving a university entrance standard, which is defined as: those students with 42–59 credits NCEA Level 3 and satisfying university entrance criteria; or a national certificate at Level 3 or above including an NCEA Level 3 qualification; or an overseas award at Year 13 (for example, Cambridge International, Accelerated Christian Education) or New Zealand Scholarship.
19 Includes leavers with Year 12 Cambridge International, International Baccalaureate, Accelerated Christian Education or any other overseas award.
20 Includes leavers with Year 11 Cambridge International, International Baccalaureate, Accelerated Christian Education or any other overseas award.
21 From 2005 this includes students with 0–13 credits at Level 1, 2 or 3. Between 2002 and 2004, this included students with 0–13 credits at Level 1 only. Prior to 2002, this included students who had not attained at least one School Certificate pass or who had fewer than 12 credits at NCEA Level 1.
22 Students are required to meet the university entrance standard, as established by the New Zealand Vice-Chancellors’ Committee.
23 Scott, D. (2008). How Does Achievement at School Affect Achievement in Tertiary Education? Wellington: Ministry of Education.
24 Expected percentile is a measure of academic performance which is based upon a student’s performance in individual achievement standards. For more detail, refer to Scott, D. (2008). How Does Achievement at School Affect Achievement in Tertiary Education? Wellington: Ministry of Education.
25 Smith, J., Crooks, T. and Flockton, L. (2008). National Education Monitoring Project Graphs, Tables and Maps Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
26 Smith, J., Crooks, T. and Flockton, L. (2008). National Education Monitoring Project Visual Arts Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
27 Crooks, T., Smith, J. and Flockton, L. (2008). National Education Monitoring Project Science Assessment Results 2007. Dunedin: Educational Assessment Research Unit.
28 Statistics on school leavers count students leaving between 1 March and the end of February. Hence, 2007 school leavers left school between 1 March 2007 and 29 February 2008.
29 Statistics New Zealand, Household Labour Force Survey (June 2007 quarter).
30 Statistics New Zealand, New Zealand Income Survey (June 2007 quarter).
31 TNS and Monarch Consulting (2006). Consultation on ‘Staying at School’. Wellington: TNS and Monarch Consulting.
32 The age-standardised stand-down and suspension rates remove differences due to one group having an older or younger population, providing an estimate of how groups of schools, or overall rates by year, might compare if they had the same age distribution.
33 Ministry of Education (2007). Staying at School: Assisting Students to Reach their Full Potential: Eight New Zealand Case Studies. Wellington: Ministry of Education.
34 Macfarlane, A. (2007). Discipline, Democracy and Diversity. Wellington: New Zealand Council for Educational Research Press.
35 Schools are responsible for the behaviour of their students. NAG 5 (i) requires school boards of trustees to provide a safe physical and emotional environment. Boards provide behaviour management plans that set out the policies for behaviour expected across the school. Professional leadership and effective teaching are key.
36 Ministry of Education (2008). Resource Teacher: Learning and Behaviour Annual Report 2006. Wellington: Ministry of Education.
37 Church, R. (2003). The Definition, Diagnosis and Treatment of Children and Youth with Severe Behaviour Difficulties. Wellington: Ministry of Education.
Meyers, L. and Evans, I. (2006). Literature Review on Intervention with Challenging Behaviour in Children and Youth with Developmental Disabilities. Wellington: Victoria University of Wellington.
38 Advisory Group on Conduct Problems (2008). Conduct Problems Best Practice Report 2008. Wellington: Ministry of Social Development.
39 Rigby, K. (2000). ‘Effects of Peer Victimization in Schools and Perceived Social Support on Adolescent Well-being’ in Journal of Adolescence, 23(1), p57–68.
40 Slee, P. and Rigby, K. (1994). ‘Peer Victimisation at School’ in Australian Journal of Early Childhood, 19(1), p3–10.
41 Raskauskas, J. (2007). Evaluation of Kia Kaha Anti-bullying Programme for Students in Years 5–8. Wellington: New Zealand Police.
42 The age-standardised stand-down and suspension rates remove differences due to one group having an older or younger population, providing an estimate of how groups of schools, or overall rates by year, might compare if they had the same age distribution.
43 Bull, A., Brooking, K. and Campbell, R. (2008). Successful Home–School Partnerships. Wellington: Ministry of Education.
44 Education Review Office (2008). Partners in Learning: Schools’ Engagement with Parents, Whänau and Communities. Wellington: Education Review Office.
45 An end-of-year celebration evening to honour the success and achievements of Mäori teenagers, but where all students and family are welcome, held annually at Kaipara College since 2002. http://www.edgazette.govt.nz/articles.php?action=view&id=7025
46 Timperley, H., Wilson, A., Barrar, H. and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.
47 Timperley, H. (2008). Teacher Professional Learning and Development. Perth: International Academy of Education/International Bureau of Education.
48 Hindle, R., Marshall, M., Higgins, J. and Tait-McCutcheon, S. (2007). A Study of In-school Facilitation in Two Teacher Professional Development Programmes. Wellington: Ministry of Education.
49 Ministry of Education (2008). Ka Hikitia – Managing for Success: Mäori Education Strategy 2008–2012. Wellington: Ministry of Education.
50 Ministry of Education (2008). Statement of Intent, 2008–2013. Wellington: Ministry of Education.
51 Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
52 Ministry of Education (2006). The New Zealand Curriculum: Draft for Consultation 2006. Wellington: Learning Media.
53 Learning Media (2008). Literacy Professional Development Project: Evidence of Improved Student Outcomes. Wellington: Learning Media.
54 asTTle (Assessment Tools for Teaching and Learning) is an educational resource for assessing reading, writing and mathematics. It provides information about a student’s level of achievement relative to the desired curriculum achievement outcomes.
55 McDowall, S., Cameron, M., Dingle, R., Gilmore, A. and MacGibbon, L. (2007). Evaluation of the Literacy Professional Development Project. Wellington: Ministry of Education.
56 Young-Loveridge, J. (2008). ‘What Does the Picture Show?’ in Findings from the New Zealand Numeracy Development Projects 2007. Wellington: Ministry of Education.
57 Thomas, G. and Tagg, A. (2008). ‘What Do the 2002 School Entrants Know Now?’ in Findings from the New Zealand Numeracy Development Projects 2007. Wellington: Ministry of Education.
58 Education Review Office (2007). The Teaching of Mathematics: Good Practice. Wellington: Education Review Office.
59 Timperley, H., Wilson, A., Barrar, H. and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.
60 Education Review Office (2007). The Collection and Use of Assessment Information in Schools: Good Practice in Primary Schools. Wellington: Education Review Office.
61 Education Review Office (2007). The Collection and Use of Assessment Information in Schools: Good Practice in Secondary Schools. Wellington: Education Review Office.
62 Ministry of Education (2007). What Students with Disabilities and Special Educational Needs Say About Great Teachers. [Brochure] Wellington: Ministry of Education.
63 Ingersoll, R. and Kralik, J. (2004). The Impact of Mentoring on Teacher Retention: What the Research Says. Denver: Education Commission of the States.
64 Organisation for Economic Co-operation and Development (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: Organisation for Economic Co-operation and Development.
65 Ward, L. (2007). Review of Specialist Classroom Teacher Pilot (Case Studies). Wellington: Ministry of Education.
66 Lorraine Kerr, associate president New Zealand School Trustees Association. Speech on trustee recognition, NZSTA Conference, July 2007.
67 Education Review Office (2007). School Governance: An Overview. Wellington: Education Review Office.
68 Robinson, V. (2007). School Leadership and Student Outcomes: Identifying What Works and Why. Winmalee: Australian Council for Educational Leaders.
69 On 1 July 2007 there were 10,204 IFP students, 591 exchange students and 74 New Zealand Agency for International Development (NZAID) scholarship students in New Zealand schools. Almost half of IFP students were enrolled in schools in the Auckland region, 19 percent in Canterbury schools, 6 percent in Waikato schools and 6 percent in Wellington schools.
Almost half of IFP students in New Zealand secondary schools in 2007 came from South Korea. Other students came from China (13 percent), Japan (13 percent), Thailand (6 percent) and Germany (5 percent).
70 Ministry of Education (2007). International Education Agenda: A Strategy for 2007–2012. Wellington: Minsitry of Education.
71 All government funding components are exclusive of GST. The figure for property capital works is an estimate from cash payments made during 2007 and includes both capital and operational expenditure.
72 Ministry of Education (2006). Review of Schools’ Operational Funding. Wellington: Ministry of Education.
73 Education Review Office (2007). Schools’ Use of Operational Funding: Case Studies. Wellington: Education Review Office.
74 Ministry of Education (2007). State Schools Property Management Handbook (Issue 1). Wellington: Ministry of Education.
75 Data reported here is not fully comparable with schools’ financial accounts prepared under NZ IFRS. Accounts are adapted to make them comparable with schools’ financial accounts in earlier years.
76 The number of students used in per-student revenue calculations in Table A29 excludes IFP students. However, when reference is made to government expenditure, per-student figures are based on the funding roll.
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