This report was commissioned by the Ministry and undertaken by Massey University in collaboration with the Nelson Marlborough Institute of Technology, The Open Polytechnic of New Zealand and Otago Polytechnic.
The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:
- Learning orientations (learning styles).
- Readiness for e-Learning, and;
- Experience of and attitudes to e-Learning.
Author(s): Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann
Date Published: October 2006
This report presents a view of tertiary e-learning achievement from 2004 to 2009. This report compares completion rates in courses that are delivered with e-learning to those that are delivered by traditional methods. The report will also establish which of the e-learning delivery modes had higher and lower course completion rates. Finally, trends in course completion rates over time are discussed. Its key findings are:
- Face-to-face courses had higher completion rates than e-learning courses overall. But in some groups – full-time students, intramural students, university students and Asian students – there was little difference in the completion rates of e-learning and courses delivered by traditional methods.
- This finding for Asian students challenges much of the evidence from the wider research literature which finds that Asians do badly in e-learning because they are thought to favour more directive teaching styles.
- The other groups, polytechnic students, extramural students, part-time students, Māori and Pasifika, older students, and women had an advantage in face-to-face, paper-based delivery courses.
- Much of the research literature indicates that women do better than men in e-learning because e-learning requires greater self-management. But we find evidence for e-learning being relatively less advantageous for women.
Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.
Date Published: March 2013
This e-Learning literature review examined texts across a range of countries, but within a relatively short time frame of the preceding five years. A range of criteria were used to select or eliminate studies for closer review (see Methodology and Methods section). Some key terms are defined for the purpose of this review: outcomes, e-Learning, tools, affordances, Web 2.0.
Author(s): Noeline Wright
Date Published: July 2010
This case study describes how a New Zealand polytechnic uses e-learning to help students with literacy, language and numeracy needs.
Author(s): Niki Davis, Jo Fletcher & Irene Absalom
Date Published: June 2010
This report reviews the international literature on e-learning and on adult literacy, language and numeracy. It identifies how to engage adults successfully in e-learning to improve their literacy, language and numeracy skills.
Author(s): Niki Davis and Jo Fletcher with Dr Barry Brooker, Professor John Everatt, Professor Gail Gillon, Julie Mackey and Dr Donna Morrow
Date Published: June 2010
This report summarises the main findings of a research project on how e-learning can help to improve adults’ literacy, language and numeracy skills.
Author(s): Niki Davis & Jo Fletcher
Date Published: June 2010
E-Learning Maturity Model (Version Two) - New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development
This research report commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc is a follow up to the one above. It builds on the first report above by taking the ideas of process capability maturity and using them as a foundation for a form of benchmarking. This is explicitly intended to improve the quality of e-Learning for the benefit of students, staff and institutions.
This further iteration of the model is based on software process maturity models that have been found effective in supporting the transfer of good practice between projects (Herbsleb et al. 1994; Lawlis et al. 1995) and in answering the questions (SECAT 1998):
- Is the organisation successful at learning from past mistakes?
- Is it clear that the organisation is spending limited resources effectively?
- Does everyone agree which problems within the organisation are the highest priorities?
- Does the organisation have a clear picture of how it will improve its processes?
Author(s): Dr. Stephen Marshall
Date Published: July 2006
This report analyses tertiary sector e-Learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-Learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males
Author(s): Peter Guiney, Tertiary Sector Performance Analysis and Reporting, Ministry of Education.
Date Published: April 2011
The Early Childhood Education (ECE) centre-based Parent Support and Development (PSD) programme trialled by the Ministry of Education was intended to provide early interventions that targeted vulnerable parents through a universal service. A total of 18 pilot ECE sites were selected and funded to provide PSD for a three-year period starting from 2006. Pilot sites were selected, in part, on the basis of the high concentration of vulnerable families living in the surrounding area. The sites offered a wide range of activities including educational, social support and outreach activities. An evaluation of the programme was undertaken by Martin Jenkins and the report was completed in early 2010. The findings from the evaluation indicated that the programme was beneficial for parents, children, pilot sites and communities but also highlighted significant challenges in programme implementation, particularly in relation to targeting vulnerable parents within a universal service.
Author(s): Donella Bellett, Meenakshi Sankar and Marinka Teague
Date Published: January 2010
This study was undertaken soon after services began to offer 20 Hours ECE. The report focuses on the early effects of 20 Hours ECE on participating services’ practices, policies, costs and revenues. Sixty services participated in the study.
Author(s): Natalie Froese, Martin Jenkins.
Date Published: August 2008
Easing the Transition from Primary to Secondary Schooling: Helpful information for schools to consider
The present report is the last in a series of three. Each report presents findings from a Ministry of Education project A Study of Students’ Transition from Primary to Secondary Schooling .
Author(s): Research Division [Ministry of Education]
Date Published: 03 June 2010
This report examines historical enrolment data to analyse the association between the economic cycle and participation in senior secondary school and in tertiary education.
Author(s): Warren Smart, Tertiary Sector Performance Analysis & Reporting, Ministry of Education
Date Published: July 2009
The Early Childhood Education (ECE) Participation Programme was set up in 2010, and focuses on increasing ECE participation in areas where children are not participating in quality ECE before starting school. These are largely Māori and Pasifika children, and children from low socio-economic communities. The initiatives set up under the Participation Programme contribute to achieving the Government’s Better Public Service goal that in 2016, 98% of children starting school will have participated in quality ECE.
This baseline report on the delivery of ECE participation initiatives details findings from a stage one evaluation of the programme, completed by the University of Waikato. It looks at initiatives started in 2010/2011. Further stages of the evaluation are underway.
Author(s): Linda Mitchell, Patricia Meagher-Lundberg, Maretta Taylor, Toia Calcutt, Telesia Kalavite, Helena Kara, and Vanessa Paki, University of Waikato.
Date Published: July 2013
A survey of employees in early childhood education (ECE) teacher-led services.
Author(s): Ministry of Education
Date Published: 2004
This Summary Report summarises an evaluation of three Education for Sustainability (EfS) professional development programmes being funded by the Ministry of Education: the Enviroschools Programme, the National EfS (NEfS) Team and Mātauranga Taiao. It is supported by a more extensive Overview Report (Part One in Related Pages) on the evaluation of these three initiatives and an individual report on each initiative (Parts Two-Four in Related Pages).
Author(s): Chris Eames, University of Waikato
Josie Roberts, Garrick Cooper and Rosemary Hipkins, New Zealand Council for Educational Research
Date Published: October 2010
This is the home page for the Education Statistics of New Zealand publication series. These publications provide basic information on the education sector.
Basic information is provided for early childhood education, primary and secondary schooling, and tertiary education. Education Statistics of New Zealand is provided in Booklet format(as PDF downloads) and as Statistical Table format (as MS Excel downloads).
Author(s): Data Management and Analysis Division, Ministry of Education
Date Published: Annually
Education that fits: Review of international trends in the education of students with special educational needs
The purpose of this review is to outline international trends in the education of students with special educational needs, with the aim of informing the Ministry of Education’s current review of special education.
Author(s): David Mitchell, PhD - College of Education, University of Canterbury, for the Ministry of Education
Date Published: July 2010
This report presents the results of a study on the effects of different types of financial aid, provided through the student support system, on educational outcomes of students participating in tertiary study. The types of student support looked at included the student allowances and student loan schemes. This support is provided to improve access to tertiary education and reduce the social disparity arising out of education benefits.
Author(s): Bhaskaran Nair, Tertiary Sector Performance Analysis & Reporting, Ministry of Education
Date Published: July 2008
Te Kete Ipurangi (TKI) is a web site giving teachers and principals access to teaching, education information, and communication with colleagues. This evaluation of TKI looked at the effectiveness of the site in meeting the needs of teachers and principals in terms of its key functions of providing with: * quality teaching and learning resources, * information on educational issues and developments, * opportunities for interaction with colleges in public or private areas of the site around common interest areas.
Author(s): Vince Ham and Derek Wenmoth
Date Published: 2002
Enhancing Effective Practice in Special Education (EEPSE) Pilot study findings.
Author(s): Special Education Division
Date Published: 2004
Effective Learning in Early Childhood Education?
The Impact of the ECE ICT PL Programme: A Synthesis Report
This report provides an overview of the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, 2006–2009.
Author(s): Ann Hatherly, Dr Vince Ham and Laura Evans, Report for the Ministry of Education.
Date Published: August 2010
An evaluative research report in 2007 on the impact of effective professional learning in curricular and co-curricular physical activity in primary schools.
Author(s): Kirsten Petrie, Alister Jones & Anne McKim
Date Published: March 2007
This report looks at the post-study employment and earnings for ECE teaching graduates over a five year period following the completion of their qualification. The research provides information on the make-up of ECE teaching graduates, and aims to provide insights on how attractive the ECE sector may be in terms of recruiting, retaining and renumerating ECE teaching graduates.
Author(s): Temaleti Tupou and David Scott, ECE Analysis, Education Information and Analysis, Ministry of Education.
Date Published: March 2012
This report presents the findings of a small scale piece of qualitative research with nine providers delivering programmes to young people. The purpose of this research is to understand the experiences of implementing the Assessment Tool. This report supplements the quantitative analysis of first results from the Assessment Tool reported in Lane (2012). There is interest in both the results coming out of the Assessment Tool and the experiences of implementation.
Author(s): Jacqui Haggland, Ahikiwi Research and Consulting and David Earle, Tertiary Sector Performance Analysis, Ministry of Education.
Date Published: February 2013
Student Achievement in New Zealand information kit provides the education sector with information about student achievement in reading, writing and mathematics where the students have been assessed in English.
Enhanced Programme Funding (EPF) is designed to target resources to schools that attract a disproportionate number of moderate special education needs.
Author(s): Gray Matter Research Ltd
Date Published: June 2006
This report presents the findings from research involving five Talent Development Initiatives for improving outcomes for gifted and talented students or their teachers. The purpose of the research was to consider how well the objectives of each participating initiative had been achieved, how the initiative contributed to improved outcomes for gifted and talented learners or their teachers, and how planning to continue to meet the learners’ needs after 2008 had been considered.
Author(s): Prepared by Tracy Riley and Roger Moltzen [Massey University] for the Ministry of Education
Date Published: March 2010
This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods. Volume. 1 provides the key findings from each of the research components
Author(s): Rachel Bolstad, Bronwyn Cowie, Chris Eames, Miles baker, Paul Keown, Richard Edwards, Richard Coll and Neil Rogers
Date Published: 2004
Kaupapa Ara Whakawhiti Mātauranga (KAWM) encompassed a number of school improvement initiatives and aimed to:
• improve student achievement;
• improve school performance;
• strengthen school and community relationships;
• upgrade school ICT infrastructure; and
• improve teachers' professional capability through ICT.
Author(s): Pauline Waiti
Date Published: 2005
This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.
Author(s): Bronwen Cowie, Clive McGee, Mira Peter, Merilyn Taylor and Junjun Chen, University of Waikato.
Date Published: November 2012
Evaluation of Ministry of Education-Funded Early Childhood Education Professional Development Programmes
The Ministry funded ECE Professional Development (PD) Programmes are for a three year period from July 2010 to June 2013. The focus for the PD Programmes is on targeting locations with low rates of ECE participation to support quality provision in those communities and services that are likely to enrol children who have the greatest potential benefit to make from participating in quality ECE (Māori, Pasifika, and children from low socio-economic areas). This report represents the findings from the evaluation of the PD Programmes and was undertaken during 2012.
Author(s): Sue Cherrington, Mary Jane Shuker, Alison Stephenson, Ali Glasgow, Lesley Rameka and Kate Thorndon with Sarah Sears, Nicola Goodman, Alison Barker and Jonine Nager, Victoria University of Wellington.
Date Published: May 2013
Evaluation of Professional Development for Pacific Teachers which Supports the Arts in the NZ Curriculum
From 2003, the 'Arts in the New Zealand Curriculum' is mandatory and schools are required to offer all four disciplines (dance, drama, music, and the visual arts) to Year 1-8 students and at least two of the four disciplines to Year 9 and 10 students. In the two years leading up to its implementation, professional development in the Arts has been offered to schools in a variety of ways, including an Arts component as part of a larger national contract for Pacific teachers. This report describes the results from a (limited) evaluation of the effectiveness of this component of the professional development in assisting Pacific teachers translate the Arts curriculum document into classroom practice.
Author(s): Gravitas Research and Strategy Limited
Date Published: July 2003
This report contains the findings from an evaluation of the processes and outcomes of the Promoting Early Childhood Education (ECE) Participation Project. It is abbreviated throughout this report to PPP. The primary goal being to ensure that, “every child has the opportunity to participate in quality ECE, by assisting communities to address barriers resulting in non-participation in ECE, by children who might otherwise participate”.
Author(s): Robyn Dixon, Dr Deborah Widdowson, Patricia Meagher-Lundberg, Centre for Child and Family Policy Research and Dr Airini and Dr Colleen McMurchy-Pilkington, Faculty of Education, University of Auckland.
Date Published: August 2007
This report discusses the findings of an evaluation of the Ministry of Education's Schools Support Project as it was between mid-1995 and late 2000. The two aspects addressed by the evaluation are Safety Net interventions and Schooling Improvement initiatives. It includes a review of recent international research literature relating to school improvement, and the findings from interviews with a range of representatives from schools, the education sector and the Ministry.
Author(s): Lisa McCauley and Susannah Roddick
Date Published: August 2001
This page provides access to the evaluation of student facing web-based services reports.
Date Published: Various
Evaluation of Teacher Professional Development Languages (TPDL) for teachers of languages in Years 7-10 and the Impact on Language Learning Opportunities and Outcomes for Students
This study was carried out during 2008 and aims to inform the Ministry about the TPDL and the impact on language learning opportunities and outcomes for students.
Author(s): Sharon Harvey, Clare Conway, Heather Richards & Annelies Roskvist, AUT University
Date Published: December 2009
In June 2007, the Ministry of Education contracted a team from Massey University to evaluate ‘tips for autism’ – a professional development programme for people who work with and/or care for children with autism spectrum disorder (ASD).The evaluation spanned three years. During the first year, the evaluation was co-purchased by the Ministries of Education and Health and Child, Youth and Family (CYF), a service of the Ministry of Social Development. The focus in this first year was on 'tips extended', a pilot programme for those supporting children with ASD who were also in the care of CYF. The purpose of the 'tips' evaluation was to inform the future development of this programme which has been running in New Zealand since 2001, and to provide lessons for other ASD professional development initiatives. To achieve the objectives, the evaluation team was required to address a series of ten questions developed and prioritised by the Ministries of Education, Health and CYF.
Author(s): J. Bevan-Brown, R.Bourke, P.Butler, J.Carroll-Lind, A.Kearney, M.Mentis
Date Published: November 2011
The Early Childhood Education Information and Communication Technology Professional Learning Programme (ECE ICT PLP) is a three year pilot professional development programme established in 2006. The overarching goal of the ECE ICT PL Programme is increased teacher capability (with particular emphasis on ICT capability) that leads to transformation and the development of a community of practice; which, in turn, contributes to enhanced learning outcomes for children.
Author(s): Sue Cherrington, Lisa Oldridge and Vanessa Green with Carmen Dalli, Susan Davidson, Ali Glasgow, Sonja Rosewarne, Jayne White and Deborah Wansbrough, Victoria University of Wellington.
Date Published: March 2009
The Flaxmere Project is about establishing and implementing processes through which the Flaxmere schools collectively engage with the community and caregivers of childre in order to improve the current and long term education outcomes for children. (MOE, 2001)
Author(s): Janet Clinton, John Hattie and Robyn Dixon
Date Published: 2007
This report provides an evaluation of the home-school partnership: literacy programme carried out in 2006–7 by the New Zealand Council for Educational Research (NZCER) for the Ministry of Education (MOE).
Author(s): Keren Brooking & Josie Roberts
Date Published: October 2007
Evaluation of the Implementation of Kei Tua o te Pae Assessment for Learning: Early Childhood Exemplars: Impact evaluation of the Kei Tua o te Pae 2006 professional development
This report presents findings from an impact evaluation of the 2006 Ministry of Education funded Kei Tua o te Pae professional development programme. In 2006, this programme provided assessment professional development to licensed and chartered early childhood education (ECE) services and ECE sector organisations (tertiary level organisations).
Author(s): David Stuart, Cognition Consulting Limited with Helen Aitken and Kiri Gould, UNITEC Institute of Technology and Anne Meade.
Date Published: June 2008
INSTEP was a research and development project aimed at improving the quality of inservice teacher education. The project, carried out by the Ministry of Education, set out to improve knowledge and understanding about effective inservice teacher education, develop greater consistency and coherence in the practice of inservice teacher educators (ISTEs) and trial approaches that would lead to improvements in their practice. This evaluation report offers insights into the way in which participating in INSTEP has contributed to bringing about shifts in knowledge, skills and expertise of ISTEs and identifies early indicators of change resulting from the project.
Author(s): Meenakshi Sankar
Date Published: August 2009
Evaluation of the Introductory Professional Development Programme for Teacher Aides/Kaiawhina: Supporting Teachers of Students with Special Education Needs
This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides/kaiāwhina working with students with special educational needs, funded by the Ministry of Education. The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what its impact was, and ways to improve this kind of professional development in the future.
Author(s): Marie Cameron, Linda Sinclair, Pauline Waiti and Cathy Wylie
Date Published: October 2004
The Literacy Leadership initiative was established in 2000 as part of the Ministry of Education's Literacy and Numeracy Strategy. The Enhancement Programme comprised professional development and support from a facilitator for principals and leading teachers of literacy to review their current literacy practices, and plan, implement and review a classroom initiative related to a goal for literacy improvement. This evaluation looked at evidence for student achievement in literacy as a result of the programme; necessary conditions for programme success; and school-based structures and processes supporting sustainable literacy improvement.
Author(s): Helen Timperley, Judy Parr and Raewyn Higginson
Date Published: June 2003
The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.
A total of 288 schools (3,288 teachers) have participated in the project to date. Schools work within the project for two years.
Learning Media Limited delivers this contract on behalf of the Ministry of Education.
An independent evaluation of LPDP was commissioned and undertaken by the New Zealand Council for Educational Research (NZCER) in collaboration with the University of Canterbury. The final evaluation report was received by the ministry in August 2007. Overall, the evaluation finds that the gains in reading and writing achievement by students from schools in the LPDP were greater than those that could be expected without the intervention.
Author(s): S. McDowall, M. Cameron, & R. Dingle (NZCER) with A. Gilmore, & L MacGibbon (University of Canterbury)
Date Published: December 2007
The Second Language Learning Funding Pool was set up in 1998 (with funding commencing in 1999). Its general aim was to help schools develop effective and sustainable second language learning programmes for students in years 7-10 in accordance with the Government’s policy of encouraging schools to provide instruction in an additional language in these years.
Author(s): Rod Ellis, Shawn Loewen, Penny Hacker
Date Published: 2005
Evaluation of the Secondary Schools Arts Coordinators Project to Support "The Arts in the New Zealand Curriculum"
This evaluation reviewed the effectiveness of Secondary Schools Arts Coordinators Project. It looked at the effectiveness of the project in meeting its objectives and was designed to be able to inform the Project in future years. The Secondary Schools Arts Coordinators Project was designed to support 'The Arts in the New Zealand Curriculum' by assisting schools to provide additional enriching learning opportunities to students across the four Arts disciplines. Through the Project, schools are able to employ an Arts Coordinator to coordinate these opportunities, to ease the responsibilities of specialist secondary school arts teachers.
Author(s): Kathleen Murrow, Emanuel Kalafatelis, Nicky Ryan and Di Davies
Date Published: 2004
Supplementary Learning Support (SLS) is a special education initiative designed to provide additional support to students with ongoing significant educational needs who have missed out for support under the Ongoing Reviewable Resourcing Schemes (ORRS).
Author(s): Research NZ
Date Published: June 2006
Evaluation of the Sustainability of ECE Services during the Implementation of Pathways to the Future - Ngā Huarahi Arataki
This report assesses the sustainability of ECE services during the early implementation of the ECE Strategic Plan. It complements the stage 1 evaluation undertaken by the New Zealand Council for Educational Research (NZCER) and Te Kōhanga Reo National Trust (TKRNT).
Author(s): Julian King, Health Outcomes International
Date Published: August 2008
Te Kauhua is a professional development pilot project which provides schools with opportunities to address Māori student achievement in mainstream settings. The evaluation identified common transformative processes which resulted in sustained professional growth amongst teachers.
Author(s): M. Tuuta, L. Bradnam, A. Hynds and J. Higgins with R. Broughton
Date Published: 2004
Since 2001, the Ministries of Education and Health have co-purchased autism spectrum disorder (ASD) parent education programmes for parents and whānau of young children (from 0 to starting school age) with ASD. Over this time, two programmes have been purchased:
- EarlyBird – a group parent education programme designed and owned by the National Autistic Society in the UK, and delivered by Autism New Zealand in most of the North Island.
- ASD Plus – family and whānau education designed and delivered by Idea Services that can be offered face-to-face or via distance with technology, and is suitable for individual families/whānau or group delivery. Idea Services delivers ASD Plus in the South Island and Northland.
Author(s): Litmus, Prepared for the Ministry of Education
Date Published: September 2011
Evaluation of two ECD Services: Licensing & Chartering Advice and Support;
Advice and Support to Licence-Exempt Playgroups
The purpose of this research is to investigate the quality and outcomes of the work that Early Childhood Development (ECD) services does in these two areas. Specifically the evaluation seeks to describe the services provided, identify the outcomes, identify how well advice and support are provided and identify barriers that impact on achieving outcomes. Interviews with Ministry of Education and ECD staff and participants in programmes form part of the evaluation.
Author(s): Linda Mitchell and Diane Mara, New Zealand Council for Educational Research.
Date Published: November 2001
Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)
In June 2002 the Ministry of Education contracted Assoc. Professor Roger Peddie, University of Auckland (through Auckland UniServices Ltd), to undertake an evaluation of the implementation of the Code of Practice for the Pastoral Care of International Students. This page contains the executive summary of the evaluation. Full copies of the evaluation report are available from email@example.com
Author(s): International Division
Date Published: 27 June 2006
This report presents the research undertaken alongside the SNP in the second year of its implementation.
Author(s): Kevin Hannah
Date Published: 2007
The key purposes of this study were to describe the co-location arrangements made by the schools in Christchurch following the earthquake and to identify the impact to date (August 2011) of co-location on students families teachers and schools.
Author(s): Vince Ham, Gina Cathro, Michael Winter and Josephine Winter, CORE Education Limited.
Date Published: December 2012
This review was commissioned by the Ministry of Education to explain gender differences in compulsory education during the period 1989-1999. It has a particular focus on primary, Māori and Pacific students, and disparities by gender in participation, achievement and social outcomes. The review explores assessment patterns for each of the seven curriculum areas and considers available research in the light of these patterns. Over 450 studies are reviewed
Author(s): Adrienne Alton-Lee, Angelique Praat
Date Published: 2000
This overview provides a summary of the key points contained in the Ministry of Education's report 'Export Education in New Zealand: A Strategic Approach to Developing the Sector. The report is the result of research, analysis, and consultation with the sector. It examines the challenges facing New Zealand’s export education sector, and identifies initiatives that will support its sustainable development.
Author(s): International Division
Date Published: 28 June 2006
This fact sheet uses information collected as part of Statistics New Zealand's Research and Development Survey to analyse trends in the source of university external research income (ERI) between 2000 and 2009.
Author(s): Dr Warren Smart, Tertiary Sector Performance Analysis, Ministry of Education.
Date Published: September 2011
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