Publications

Publications

Student Loan Scheme Annual Report 2014

The Student Loan Scheme Annual Report 2014 provides information on the scheme and those who borrowed from it in 2013. Key findings in the report are:

  • The nominal value of loan balances was $14,235 million at 30 June 2014.
  • 192,257 students borrowed from the loan scheme in 2013 (74 percent of eligible students).
  • As at 30 June 2013, 721,437 people had a student loan with Inland Revenue.
  • The median repayment time for those who left study in 2011 and remained in New Zealand is expected to be 5.8 years.
  • Author(s): Ministry of Education

    Date Published: December 2014

    Profile & Trends 2013: New Zealand's Tertiary Education System

    This is edition 16 in an annual series on the tertiary education sector. They key findings for 2013 were:

  • 418,000 students were enrolled in formal study programmes in 2013, including 48,000 international students.
  • The number of industry trainees remained stable from 2012 to 2013, while the number of apprentices increased for the first time since 2008.
  • People with tertiary qualifications have lower unemployment rates and higher earnings. In 2013, the earnings of people with a tertiary qualification were 62 percent higher than for people with no qualifications.
  • Author(s): Tertiary Sector Performance Analysis, Ministry of Education

    Date Published: November 2014

    PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn maths

    In this report factors relating to opportunities students have to learn different mathematical concepts are brought together to provide a picture of the learning environment and how it relates to maths achievement in the PISA 2012 assessment. First of all, student contact with maths is examined through factors such as time spent learning maths, and whether additional maths classes and extra-curricular maths activities are offered at school. Next, student self-reports of familiarity with 13 mathematical content areas are presented. Finally, information is provided of the relative opportunities that New Zealand students have to learn formal maths problems.

    Author(s): Michelle Lamy with Steve May, Research Division, Ministry of Education.

    Date Published: November 2014

    PISA 2012: Series on the Learning Environment Volume II: Delivery of Maths

    In this report, how mathematical content is delivered in classrooms is examined. First, some information on maths teaching staff is presented, including teacher qualifications, participation in professional development with a focus on maths, maths teacher-student ratio, and principals’ reports of teacher shortage and how that relates to maths achievement. Secondly, principals’ reports of lack in physical infrastructure and educational resources in their school are examined. Thirdly, principals’ reports of teacher factors that can hinder student learning are presented. Next, students’ reports of teacher-student relationships at school and four teaching practices in maths lessons (cognitive activation, student-orientation, teacher-directed instruction, and formative assessment ) are explored. Finally, this volume examines school principals’ reports of ability grouping practices within and between maths classes.

    Author(s): Michelle Lamy with Steve May, Research Division, Ministry of Education.

    Date Published: November 2014

    PISA 2012: Series on the Learning Environment Volume III: Student Behaviour

    In this report student behaviour, behaviour demonstrated by 15-year-olds that hinders learning, is put under scrutiny. Students' reports of the disciplinary climate in maths lessons are presented together with principals' reports of student factors that hindered learning at school, and how they relate to maths achievement. Finally student self reported measures of arriving late for school, and skipping class or a day of school are examined.

    Author(s): Michelle Lamy with Steve May, Research Division, Ministry of Education.

    Date Published: November 2014

    Monitoring Teacher Supply 2014

    The annual Survey of Staffing provides the Ministry of Education with a snapshot of the number of entitlement staffing vacancies at the start of Term 1. The survey also collects information about the number of overseas-trained and beginning teachers employed by schools. In 2014, the survey was completed by 92% of all state and state-integrated schools (94% of primary schools and 87% of secondary schools).

    Author(s): Research Divsion, Ministry of Education.

    Date Published: November 2014

    Resource Teachers: Literacy Annual Report 2013

    Resource Teachers of Literacy (RT:Lit) are specialist literacy teachers who support and assist staff and students in Years 1 to 8 who are experiencing difficulties with literacy learning. This report presents data on the students who received support from RT:Lit during 2013.

    Author(s): Research Division, Ministry of Education.

    Date Published: November 2014

    Annual Monitoring of Reading Recovery: the Data for 2013

    This report presents data on state and state-integrated schools that offered Reading Recovery in 2013, and the students who received support from this intervention.

    Author(s): Research Division, Ministry of Education.

    Date Published: November 2014

    Census 2013 Statistics on ECE Teachers

    Statistics NZ’s Census collects a comprehensive set of data on early childhood education (ECE) teachers. Much of this information is additional to the type of data collected by the Ministry of Education. This paper summarises the findings from the 2013 Census.

    Author(s): Andrew Morrison, Early Childhood Education Analysis Team [Ministry of Education]

    Date Published: October 2014

    ECE Participation Programme Evaluation: Delivery of ECE Participation Initiatives Stage 2

    This report is from the second stage of an evaluation of the Ministry of Education’s (MOE) ECE Participation Programme. The overall evaluation explores how the Participation Programme and individual initiatives addressed barriers to participation in early childhood education (ECE) for target groups and communities. The focus of this report is on how initiatives’ responsiveness to families and participating communities has enabled them to overcome barriers to participation.

    Author(s): Linda Mitchell, Patricia Meagher-Lundber, Toia Caulcutt, Maretta Taylor, Sarah Archard, Helena Kara and Vanessa Paki.

    Date Published: October 2014

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