Ministry of Education’s annual report

The Ministry’s annual report details progress towards meeting key government priorities and outcomes for the year. The annual report theme page considers the links between the annual report and education sector indicators on Education Counts.

A ministry’s annual report is an important means by which the ministry discharges its accountability to members of Parliament and the public they represent. The Public Finance Act requires a ministry’s annual report to disclose its progress against the ministry’s future operating intentions, as set out in its statement of intent.

Ministries consume resources provided by the public and authorised by Parliament, provide services to the public, and may also exercise statutory powers given to them by Parliament that affect the public. Public and Parliamentary interest lies in what has been done and achieved with those resources and powers, and whether they have been used wisely, prudently, in the public interest, and in accordance with the law.

Annual reports assess the implementation and performance of programmes/interventions, and the impact these programmes/interventions have on learners, their families and the education sector. This theme page considers the links between the programmes/interventions and desires of the annual report and the potential outcomes as measured by the education sector indicators on Education Counts.

Education Sector Indicators

The Story	The Indicators
Participation in ECE Time spent in early childhood education (ECE) enhances future learning. It has been found to have a significant relationship to achievement at age 8 and age 10. There are varying levels of evidence about what length of time in ECE is best. Overseas research suggests that children attending over six hours a week of ECE tend to have better outcomes from early years of schooling.	Participation in early childhood education Hours of participation in early childhood education Prior participation in early childhood education: new entrants
Early foundations in literacy and numeracy Written language is a vital medium for communication, accessing information, developing cultural, social and personal identity and understanding other perspectives. While for young children learning mathematics is integral to a great many aspects of their lives. Science education involves developing skills and knowledge to investigate the living, physical, material, and technological components of the environment and to make sense of them in logical and creative ways. Reading, writing and mathematics are foundational literacy skills critical to student achievement across the curriculum. Along with science these are fundamental to learning and participation in society and the workforce.	Reading literacy achievement: primary schooling Mathematics achievement: primary schooling Science achievement: primary schooling
Presence and engagement in secondary schooling In order to achieve, students must stay at school, experience a sense of belonging and support, and stay interested and engaged in learning. Retention to senior secondary schooling matters because of the higher levels of skills and knowledge required for participation in our increasingly knowledge-based society and the wider global community. Completion of upper secondary education is associated with a range of economic and social benefits both in New Zealand and across the OECD.	Truancy from school Stand-downs from school Suspensions from school Exclusions and expulsions from school Early leaving exemptions Retention of students in senior secondary schools
Meaningful secondary school qualifications The success of an education system is manifested in, among other things, the success of individuals in finding sustainable employment. A formal school qualification is a measure of the extent to which young adults have completed a basic prerequisite for higher education and training, or many entry-level jobs. There is a substantial body of evidence that shows that those with higher levels of education are more likely to participate in the labour market, face lower risks of unemployment, as well as having greater access to further training and receive higher earnings on average.	School leavers with NCEA Level 1 or above School leavers with NCEA Level 2 or above School leavers with a university entrance standard
Tertiary transitions Higher educational attainment, in terms of recognised qualifications, is associated with a range of positive outcomes, including better income, employment, and health. As the requirements for many jobs and the expectations of employers are rising, education that provides the necessary skills and knowledge has become essential for full participation in society and for a productive workforce. The tertiary education sector ranges from informal non-assessed community courses in schools through to undergraduate degrees and advanced, research-based postgraduate degrees. It provides pathways for a range of learners, from school leavers to workers, the unemployed to students from overseas, and to those pursuing an interest or hobby or more social interaction. It has a diverse range of learning objectives and is influenced by a very diverse set of people and factors.	School leavers entering tertiary education Educational attainment in the adult population Completion of tertiary education Tertiary student progression Tertiary student retention Participation rates in tertiary education

The Story

The Indicators

Participation in ECE

Time spent in early childhood education (ECE) enhances future learning. It has been found to have a significant relationship to achievement at age 8 and age 10.

There are varying levels of evidence about what length of time in ECE is best. Overseas research suggests that children attending over six hours a week of ECE tend to have better outcomes from early years of schooling.

Participation in early childhood education

Hours of participation in early childhood education

Prior participation in early childhood education: new entrants

Early foundations in literacy and numeracy

Written language is a vital medium for communication, accessing information, developing cultural, social and personal identity and understanding other perspectives. While for young children learning mathematics is integral to a great many aspects of their lives. Science education involves developing skills and knowledge to investigate the living, physical, material, and technological components of the environment and to make sense of them in logical and creative ways.

Reading, writing and mathematics are foundational literacy skills critical to student achievement across the curriculum. Along with science these are fundamental to learning and participation in society and the workforce.

Reading literacy achievement: primary schooling

Mathematics achievement: primary schooling

Science achievement: primary schooling

Presence and engagement in secondary schooling

In order to achieve, students must stay at school, experience a sense of belonging and support, and stay interested and engaged in learning. Retention to senior secondary schooling matters because of the higher levels of skills and knowledge required for participation in our increasingly knowledge-based society and the wider global community.

Completion of upper secondary education is associated with a range of economic and social benefits both in New Zealand and across the OECD.

Truancy from school

Stand-downs from school

Suspensions from school

Exclusions and expulsions from school

Early leaving exemptions

Retention of students in senior secondary schools

Meaningful secondary school qualifications

The success of an education system is manifested in, among other things, the success of individuals in finding sustainable employment. A formal school qualification is a measure of the extent to which young adults have completed a basic prerequisite for higher education and training, or many entry-level jobs.

There is a substantial body of evidence that shows that those with higher levels of education are more likely to participate in the labour market, face lower risks of unemployment, as well as having greater access to further training and receive higher earnings on average.

School leavers with NCEA Level 1 or above

School leavers with NCEA Level 2 or above

School leavers with a university entrance standard

Tertiary transitions

Higher educational attainment, in terms of recognised qualifications, is associated with a range of positive outcomes, including better income, employment, and health. As the requirements for many jobs and the expectations of employers are rising, education that provides the necessary skills and knowledge has become essential for full participation in society and for a productive workforce.

The tertiary education sector ranges from informal non-assessed community courses in schools through to undergraduate degrees and advanced, research-based postgraduate degrees. It provides pathways for a range of learners, from school leavers to workers, the unemployed to students from overseas, and to those pursuing an interest or hobby or more social interaction. It has a diverse range of learning objectives and is influenced by a very diverse set of people and factors.

School leavers entering tertiary education

Educational attainment in the adult population

Completion of tertiary education

Tertiary student progression

Tertiary student retention

Participation rates in tertiary education

Related Ministry of Education web pages

Copies of the Ministry of Education’s annual reports can be found on the Publications and Resources page of the Ministry of Education’s main website.

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