Publications

  • Wānangatia te Putanga Tauira
    National Monitoring Study of Student Achievement (NMSSA)

    NMSSA is an annual programme to assess and understand student achievement across the curriculum in years 4 and 8 in English-medium schools.

    The study has built on and extended the design of the previous National Education Monitoring Project (NEMP), which was conducted between 1995 and 2010. NMSSA incorporates more advanced psychometrics for reporting student achievement and exploring factors associated with that achievement.

    Author(s): Various

    Date Published: Various

  • What we get for what we spend: Inputs, outputs and outcomes of the Government's tertiary education expenditure 2004-2013

    This report synthesises the inputs, outputs and outcomes of the Government's tertiary education expenditure over the period 2004 to 2013 in five key funds. In total, these funds distributed over $4 billion to providers and students in 2013

    Author(s): Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: April 2015

  • What is a Managed Apprenticeship?

    This paper describes an investigation into apprenticeship-type training programmes offered by tertiary education institutions.

    Author(s): Paul Mahoney, Tertiary Sector Performance Analysis, Ministry of Education

    Date Published: March 2015

  • E-Learning in the workplace: An annotated bibliography

    This report gives an overview of the literature relating to e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom, and the United States.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2015

  • Literacy and numeracy assessments of adult English language learners

    This report is an attempt to answer questions about the extent to which the Assessment Tool can reasonably and legitimately be used to assess the literacy and numeracy of English language learners, on the basis of a descriptive study of skills (as measured by the Assessment Tool) of English language learners in comparison with learners with English as first language.

    Author(s): Chris Lane, Senior Research Analyst, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: December 2014

  • Student Loan Scheme Annual Report 2014

    The Student Loans 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 as 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 was 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

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