The tertiary education sector is a diverse sector. Its scope ranges from informal non-assessed community courses in schools through to formal undergraduate degrees and advanced research-based postgraduate degrees.
Progression to tertiary education is a measure of the level of tertiary education a student is enrolled in one, two or three years after leaving school.
School leavers are identified from the Ministry of Education’s ENROL system, while tertiary enrolment information is sourced from the tertiary databases SDR and ITR.
Identical information is available for the school’s Communities of Learning | Kāhui Ako through the Communities of Learning page: Rotorua Central Community of Learning.
Table 1: School leavers enrolled in tertiary education one year after leaving school (2015-2017 leaver cohorts)
Group
Highest tertiary qualification study level
Year left school
2015
2016
2017
Female
Enrolled Degree L7 or above
29
28
40
Female
Enrolled Non Degree L4-L7
7
23
12
Female
Enrolled L1-L3
23
17
29
Female
Not Enrolled in Tertiary
54
48
60
Female
Total
113
116
141
Male
Enrolled Degree L7 or above
0
0
0
Male
Enrolled Non Degree L4-L7
0
0
0
Male
Enrolled L1-L3
0
0
0
Male
Not Enrolled in Tertiary
0
0
0
Male
Total
0
0
0
Māori
Enrolled Degree L7 or above
12
13
22
Māori
Enrolled Non Degree L4-L7
3
20
11
Māori
Enrolled L1-L3
19
14
26
Māori
Not Enrolled in Tertiary
41
43
48
Māori
Total
75
90
107
Pacific
Enrolled Degree L7 or above
6
2
4
Pacific
Enrolled Non Degree L4-L7
1
1
1
Pacific
Enrolled L1-L3
3
0
1
Pacific
Not Enrolled in Tertiary
6
4
11
Pacific
Total
16
7
17
Asian
Enrolled Degree L7 or above
7
7
8
Asian
Enrolled Non Degree L4-L7
1
0
1
Asian
Enrolled L1-L3
0
0
0
Asian
Not Enrolled in Tertiary
2
0
2
Asian
Total
10
7
11
MELAA
Enrolled Degree L7 or above
0
x
x
MELAA
Enrolled Non Degree L4-L7
0
x
x
MELAA
Enrolled L1-L3
0
x
x
MELAA
Not Enrolled in Tertiary
0
x
x
MELAA
Total
0
x
x
Other
Enrolled Degree L7 or above
0
x
x
Other
Enrolled Non Degree L4-L7
0
x
x
Other
Enrolled L1-L3
0
x
x
Other
Not Enrolled in Tertiary
0
x
x
Other
Total
0
x
x
European/Pākehā
Enrolled Degree L7 or above
11
10
15
European/Pākehā
Enrolled Non Degree L4-L7
3
4
3
European/Pākehā
Enrolled L1-L3
5
4
5
European/Pākehā
Not Enrolled in Tertiary
19
14
15
European/Pākehā
Total
38
32
38
Total
Enrolled Degree L7 or above
29
28
40
Total
Enrolled Non Degree L4-L7
7
23
12
Total
Enrolled L1-L3
23
17
29
Total
Not Enrolled in Tertiary
54
48
60
Total
Total
113
116
141
Notes:
‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian students. Where one gender has been suppressed the corresponding gender has also been suppressed.
Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
International fee-paying students and adult students (age 19+) are excluded.
Table 2: School leavers enrolled in tertiary education two years after leaving school (2014-2016 cohorts) Year left school
Group
Highest tertiary qualification study level
Year left school
2014
2015
2016
Female
Enrolled Degree L7 or above
30
32
28
Female
Enrolled Non Degree L4-L7
33
9
19
Female
Enrolled L1-L3
24
15
9
Female
Not Enrolled in Tertiary
71
57
60
Female
Total
158
113
116
Male
Enrolled Degree L7 or above
0
0
0
Male
Enrolled Non Degree L4-L7
0
0
0
Male
Enrolled L1-L3
0
0
0
Male
Not Enrolled in Tertiary
0
0
0
Male
Total
0
0
0
Māori
Enrolled Degree L7 or above
13
11
15
Māori
Enrolled Non Degree L4-L7
19
7
15
Māori
Enrolled L1-L3
18
10
7
Māori
Not Enrolled in Tertiary
54
47
53
Māori
Total
104
75
90
Pacific
Enrolled Degree L7 or above
2
4
1
Pacific
Enrolled Non Degree L4-L7
4
3
1
Pacific
Enrolled L1-L3
2
3
1
Pacific
Not Enrolled in Tertiary
3
6
4
Pacific
Total
11
16
7
Asian
Enrolled Degree L7 or above
6
8
6
Asian
Enrolled Non Degree L4-L7
2
0
1
Asian
Enrolled L1-L3
1
1
0
Asian
Not Enrolled in Tertiary
1
1
0
Asian
Total
10
10
7
MELAA
Enrolled Degree L7 or above
x
0
x
MELAA
Enrolled Non Degree L4-L7
x
0
x
MELAA
Enrolled L1-L3
x
0
x
MELAA
Not Enrolled in Tertiary
x
0
x
MELAA
Total
x
0
x
Other
Enrolled Degree L7 or above
x
0
x
Other
Enrolled Non Degree L4-L7
x
0
x
Other
Enrolled L1-L3
x
0
x
Other
Not Enrolled in Tertiary
x
0
x
Other
Total
x
0
x
European/Pākehā
Enrolled Degree L7 or above
6
15
9
European/Pākehā
Enrolled Non Degree L4-L7
10
2
5
European/Pākehā
Enrolled L1-L3
9
3
1
European/Pākehā
Not Enrolled in Tertiary
28
18
17
European/Pākehā
Total
53
38
32
Total
Enrolled Degree L7 or above
30
32
28
Total
Enrolled Non Degree L4-L7
33
9
19
Total
Enrolled L1-L3
24
15
9
Total
Not Enrolled in Tertiary
71
57
60
Total
Total
158
113
116
Notes:
‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian students. Where one gender has been suppressed the corresponding gender has also been suppressed.
Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
International fee-paying students and adult students (age 19+) are excluded.
Qualification Level
The tertiary education sector is a diverse sector. Its scope ranges from informal non-assessed community courses in schools through to formal undergraduate degrees and advanced research-based postgraduate degrees.
Progression to tertiary education is a measure of the level of tertiary education a student is enrolled in one, two or three years after leaving school.
School leavers are identified from the Ministry of Education’s ENROL system, while tertiary enrolment information is sourced from the tertiary databases SDR and ITR.
Identical information is available by regional council and territorial local authority through the Know Your Region pages.
Identical information is available for the school’s Communities of Learning | Kāhui Ako through the Communities of Learning page: Rotorua Central Community of Learning.
Notes:
Notes: