Eight Education Priorities
In the early childhood and schooling sectors the Minister of Education has set eight priorities for the next three years that provide direction and urgency for the Ministry's work. This page considers the existing Education Sector Indicators that can be used to assess progress within each of these priority areas.
Education Sector Indicators
| Priority Area | Indicators |
Effective teachingEffective teaching is a key influence on student learning and achievement outcomes. Effective teaching focuses on maximising learning outcomes for all learners in every situation. For every student to achieve to their potential we need teachers with appropriately high expectations and knowledge of their learners, up-to-date knowledge of their subject and the strategies to teach and assess for optimum learning. |
Teacher qualifications: schooling Match of teacher qualifications to subject taught: secondary schooling
Refer to indicators under the priority area: |
Foundations and knowledge: ECEThe overall goal of foundations and knowledge is to ensure children receive the fundamental knowledge, skills and support to allow them to fully participate in future learning opportunities. The early years of a child's learning make a significant difference to the way they develop and go on to learn throughout their lives. Getting it right at this vital stage will build the lifelong foundations of success, not only for the child, but also for New Zealand as a whole. To achieve this there needs to be:
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Participation in early childhood education Hours of participation in early childhood education Prior participation in early childhood education: new entrants |
Foundations and knowledge: SchoolingThe overall goal of foundations and knowledge is to ensure children receive the fundamental knowledge, skills and support to allow them to fully participate in future learning opportunities. Schooling achievement is related to people's wellbeing and influences their ability to contribute to, and participate in, a changing labour market and increasingly knowledge-based society. Knowledge and skills learnt at school are fundamental to effective participation in society and the workforce. Foundation knowledge and skills are developed throughout schooling. |
Reading achievement: primary schooling Reading literacy achievement: senior secondary schooling Mathematics achievement: primary schooling Mathematics achievement: middle schooling Mathematics literacy achievement: senior secondary schooling Science achievement: primary schooling |
Parents and family/whānauThe engagement of families, whānau, and communities in their children's learning is a powerful influence over their education achievement. Learning is strengthened when the experiences gained from the formal education environment complement and support experiences at home and within the wider social environment. Families and whānau with successful learners have high and appropriate expectations of their children and their children's educators; are engaged in their children's ECE services, schools and classrooms monitoring and supporting the progress of their children; and access educational resources. |
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ResourcingResource decisions are as much about the way resources are used as about the quantum of resource. Effective education requires the right combination of trained and talented personnel, adequate facilities, state-of-the-art equipment and motivated students ready to learn. While most resources for education are provided by the Government, many individuals also invest in their own education. Government funding is of particular importance when the socio-economic status of the student's family or the socio-economic mix of the community is low. The demand for high-quality education, which can translate into higher costs per student, must be balanced against placing undue burden on taxpayers. |
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Setting boundariesDisruptive behaviour in schools leads to lower student achievement. This behaviour also has an impact on teacher and principal stress, and is a negative factor in teacher retention. Developing learning communities where success is both expected and valued is central to constructive engagement in learning and positive outcomes. Schools need the skills and support to provide positive learning environments. |
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Staying at schoolIn order to achieve, students must stay at school. Early school leavers and school leavers with no qualifications have unemployment rates far exceeding those with qualifications. These young people leaving school early may have difficulty performing in the workforce and may face difficulties in terms of life-long learning, or returning to formal study in later years. An uneducated population possibly creates an inability of a workforce to meet labour demand. Completion of upper secondary education is associated with a range of economic and social benefits. Each additional year of schooling has a positive effect on employment and incomes. |
Retention of students in senior secondary schools Stand-downs and suspensions from school |
Strong professional leadershipEducation professionals play a vital role in improving student achievement through their focus on achievement, by creating positive learning environments, cultures and schools, by influencing effective teaching, and positively engaging with families and communities. Quality providers demonstrate:
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Refer to indicators under the priority area:
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Teaching and learning in secondary schoolSenior secondary schooling is required to meet the needs of all children to develop the skills needed for a modern knowledge economy. Schools working with tertiary providers have to develop and maintain clear pathways to assist young people making the direct transition from school to tertiary level study. Schools must ensure children have the knowledge and skills to find sustainable employment in an ever-changing labour market and increasingly knowledge-based society. |
School leavers with no qualifications |
Related Education Counts Documents
See the Government Priorities theme page.
See the Schools Plus theme page.
Related Ministry Web Pages
See the Schools Plus website.
