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Bilingual education in Aotearoa | New Zealand Publications

Publication Details

This report highlights some of the key findings from Professor May’s literature review that relate to Māori-medium education.

Author(s): S. May, R. Hill and S.Tiakiwai. Report prepared for the Ministry of Education.

Date Published: December 2006

Summary

Introduction

In 2004, researchers from the University of Waikato, led by Professor Stephen May, who is an international authority on bilingual education, looked at the national and international research on bilingual and immersion education to find out what works best in Aotearoa/New Zealand.1

Revitalisation and achievement

Between the 1930s and the 1960s, the number of Māori who could speak Māori had dropped from 96.6% to only 26% and a generation grew up not knowing how to speak Māori. This led to fears that Māori would become a "dead" language unless serious efforts were made to revive the language and encourage more people to speak Māori again.

Māori-medium education (schooling provided mainly in te reo Māori) was started in the 1980s to help turn the situation around.

In 2001, about 17% of Māori children of school age were enrolled in some form of Māori-medium education. This includes kura kaupapa Māori (primary schools where the whole school is taught in te reo Māori), other primary immersion schools, and schools with immersion or bilingual units or classes, as well as a few whare kura (secondary schools which teach in te reo Māori).

This has helped revive the Māori language, but there is still a long way to go. There are currently only about 22,000 fluent Māori speakers, many of whom are over 45 years old, and about 22,000 speakers with medium levels of fluency, the majority of whom are under 25 years old. There are also many, however, who know very little Māori – for example, 58% of Māori know only a few words or phrases, and make only limited use of Māori language in homes.2

Today, the focus is still on revitalising the language and cultural identity, but it is also on making sure that Māori-medium education is effective and students are successful academically – this was the focus of Professor May's report.

What is bilingual education?

Bilingual education is where school subjects are taught in two languages and students become fluent speakers and writers in both languages by the end of their schooling.

One key form of bilingual education is immersion education, where students are taught mainly through a second language in order to become bilingual. French immersion schools in Canada are one example of immersion education. Māori-medium education is also immersion education because most students are second language learners of Māori. Immersion education is a highly successful form of education internationally – both in terms of achieving bilingualism and academic success for its students.

In immersion education, the language least likely to be spoken in the wider society (French in Canada; Māori in Aotearoa/New Zealand) is used as the main language of school. The emphasis is placed on these languages because they would not otherwise be spoken outside of the school, where English dominates. Therefore, by promoting Māori in Aotearoa/New Zealand or French in Canada, the aim of immersion education is to ensure that these languages continue to be spoken in the wider society.

Some more definitions

Bilingual education is most effective when families, the school and the wider community see it as good for students to learn a second language and to become fluent in two languages. This is called an "additive" approach, because students are "adding" a second language rather than replacing one language with another. Research shows that additive approaches are very effective educationally and result in students becoming bilingual as well as biliterate – being able to read and write in two languages.

The research also highlights that becoming biliterate is the key to academic success. Students who are biliterate are more likely to succeed academically and also often outperform students in English-medium schools. Of course, they also end up knowing two languages rather than just one.

Māori-medium education in Aotearoa/New Zealand

Māori-medium education is immersion education where Māori is used for teaching most of the time.

In Māori-medium programmes, most of the students speak Māori as their second language – most come from homes where English is the first language. So Māori-medium programmes focus on improving the students' Māori language skills and they also aim to revitalise the Māori language.

Levels of immersion

Māori bilingual programmes are grouped into four levels, based on their level of immersion (teaching in Māori). Level 1 has the highest level of teaching in Māori (between 81% and 100%) and in Level 2, the children are taught in Māori for between 51% and 80% of the time. Level 3 is between 31% and 50% teaching in Māori and Level 4 is between 12% and 30% teaching in Māori.

These levels are used by the Ministry of Education for allocating funding to immersion programmes – the higher the level of immersion, the higher the funding.

Types of Māori-medium schooling

Māori-medium, or immersion, education is delivered in a number of different ways, such as kura kaupapa Māori, bilingual schools and bilingual units.

Most full-immersion programmes in Aotearoa/New Zealand are kura kaupapa Māori – that is, separate whole-school te reo Māori programmes. There are also other programmes, such as bilingual classes or units, which generally (but not always) work on a lower level of immersion.

A "whole school" immersion programme has some advantages over other programmes in that it can create a positive environment for children to learn Māori. It creates an "additive" environment which values te reo Māori throughout the school, and where te reo Māori is not overshadowed by English as the mainstream language.

Setting up a Māori-medium school

The Education Act provides two ways for a Māori-medium school to be set up – through Section 155 and Section 156.

Section 155 of the Act allows for state schools which use te reo Māori as the main language for teaching and the school follows Te Aho Matua.

Te Aho Matua is a philosophy based on Māori values, principles and practices developed for kura. It describes the principles of operation and for teaching in kura. The kaitiaki of Te Aho Matua is Te Rūnanganui o Ngā Kura Kaupapa Māori o Aotearoa.

Section 156 allows for state schools which have a special character which sets them apart from ordinary state schools. Some of these are schools where te reo Māori is the main language for teaching.

How much bilingual education is needed?

The research clearly shows that the most effective bilingual schools are also those with the highest level of immersion (i.e., Level 1 programmes, where a lot of the teaching is in Māori). However, the research also shows that partial immersion schools can also be effective, as long as at least 50% of the teaching is in Māori (i.e., Level 2 programmes).

In Aotearoa/New Zealand, Māori-medium programmes have been expanded in recent years, particularly in English-medium settings. But some are not using te reo Māori enough as the "language of instruction" – that is, as the language for teaching. This is true for Level 3 and 4 programmes. While these programmes are important culturally, they are not as effective as Level 1 and 2 immersion programmes, which have at least 50% immersion.

The research shows there are significant benefits from having higher levels of immersion. This is because of a key principle in the research called "language interdependence". This principle is based on the idea that the stronger a child becomes in one language – particularly, if they learn to read and write in that language – the more likely they are to successfully learn another language. Being strong in one language means being strong in another.

This is important to understand because many parents and whānau think that two to three years of kōhanga is enough and then it is better to transfer to English-medium schooling. However, transferring after a relatively short time will mean that students will still just only be beginning to speak te reo Māori, and will not yet have had time to learn how to read and write fully in Māori.

The same applies to parents thinking that one or two years is enough in a kura. There is a feeling that "too much" Māori may undermine the learning of English. However, because of the principle of language interdependence, it is actually the opposite that is true. Learning to speak, read and write in Māori means that students are more likely to succeed academically in both Māori and English. The skills students learn for Māori will also help them with their English.

Leaving Māori-medium education too early means students are more likely to fail in school. They will not yet know enough Māori, and will then be starting again, and trying to catch up, in English-medium schools.

There is a difference between being able to hold a conversation in a second language (what the research calls conversational competence) and knowing the language well enough to be able to learn academic subjects successfully (called "academic language proficiency"). The students may be able to hold a conversation in Māori after two or three years in kura but they need higher levels of language skills to be able to succeed in academic subjects. This requires knowing how to read and write well in Māori.

It also takes longer to learn an academic subject when it is being taught in your second language, and the research shows students need to stay in the bilingual programme for at least six years to know enough to be able to cope well academically. That is, there is a "second language learning delay", which means students are below their grade level for a subject when they start learning in their second language (in this case, Māori) but then they start to catch up.

This means that at primary school level, a student needs to be in Māori-medium education (e.g., a kura or bilingual unit) for at least six, and preferably eight years, and they need to be "taught Māori" as well as being "taught in" Māori.

If students do not have good basic literacy skills in Māori they will struggle with academic English and with learning more generally; this is why it is so important to allow sufficient time for students to master te reo Māori first.

This difference between conversational and academic language also applies to learning English. Knowing how to speak English is not the same as being able to use classroom or academic English successfully. So, just like academic Māori, academic English also needs to be taught. This is why even very high level immersion programmes – where most of the teaching is in Māori – should also teach English at some point. Language learning will not just "take care of itself". Students need to be taught how to read and write in English – they do not just "pick up" these skills automatically, even though English is spoken widely outside the school.

Teaching academic English helps students to understand how this is different from ordinary conversational English. It also helps students to understand more clearly the similarities and differences between Māori and English.

One way of ensuring students become fluent in Māori and in English is to start their primary schooling with a split of 90% of teaching in Māori and 10% in English and to move this to a 50/50 split over four to six years. This is a common approach overseas. Another way is to begin with a 100% immersion in Māori, but to introduce English as a subject a few years later.

There is no set year for starting English language instruction, although most bilingual schools outside of Aotearoa/New Zealand start in Years 4 or 5. Some Māori-medium programmes start English at this level for one to two hours a week, others leave it to Year 7 and 8.

The research shows that Māori-medium primary students who then go on to an English language secondary school need to be prepared for this move and need the chance to practise "academic" English literacy skills. Learning English as a subject in Māori-medium schools will help students to be better prepared for this.

Teachers

Teachers must consistently use Māori for teaching. As noted above, for a bilingual programme to be effective, at least 50%, and preferably more, must be taught in Māori.

Teachers need to be able to speak, write and read fluently in Māori and in English, as they must be able to teach subjects in both languages and they are also acting as models of how to speak Māori – the students will copy their teachers, so the teachers need to be speaking correctly. It does not matter which is their first or second language – as long as they are fluent in both.

However, being fluent, on its own, is not enough. Teachers must also understand how children and young people learn a second language and they must know the best methods for teaching a second language.

Bilingual speakers often "mix" languages, and there is nothing wrong with this. However, the research shows it is best to keep the two languages separate when teaching. This helps students to learn the languages more easily. This can be achieved in different ways, such as one language in the morning, the other in the afternoon, or one language for a subject one day and the other language for that subject the next day.

Because there is a lack of fluent Māori speaking teachers, teachers need special pre-service and in-service programmes that combine learning Māori with how to teach in Māori.

Summing up

For bilingual education to be effective, the whole school, led by the principal, needs to believe in, and promote, the value of being able to speak and write fluently in both Māori and English. That is, they need to adopt an additive approach.

Effective Māori-medium education means teaching must be in Māori for at least 50% of the time, and preferably more, as in Level 1 and 2 programmes.

Research shows that it takes longer to learn a second language at school to the same academic level as a first language – at least six years. The end result, however, is being able to read and write well in two languages (biliteracy). Research also shows biliteracy is associated with wider academic success.

Becoming biliterate, or being able to read and write in two languages, is the key educational advantage that students in Māori-medium education will have over students in English-medium contexts. This also means that Māori-medium schools should teach academic English as a subject at some point in their programmes. This is because, like academic Māori, it is not just picked up naturally – academic English also needs to be specifically taught.

The research shows that ideally teachers are fluent in both languages and that they also know how to teach a second language.

To be successful, bilingual programmes also need strong support from whānau and the community. Even if parents and whānau do not know much Māori themselves, they can still encourage their children to speak and read to them in Māori at home, wherever possible. This will help everyone at home to learn more Māori!

Footnotes

  1. May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion Education: Indicators of Good Practice. Final Report to the Ministry of Education. Wellington: Ministry of Education.
  2. Te Puni Kōkiri. (2001). Māori Language Survey. Wellington: Te Puni Kōkiri.

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        • OECD's Education at a GlanceShow submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
          • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
          • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
        • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Review of the Export Education LevyShow submenu
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        • School staffing improvements: Evaluation of the impact of additional teaching staff provided through the School Staffing ReviewShow submenu
        • Staying at school consultation reportShow submenu
        • State of Education in NZShow submenu
          • State of Education in New Zealand 2008Show submenu
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        • Strategic Research Initiative: The effects of school governance, ownership, organisation & management on educational outcomesShow submenu
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        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Strengthening education in Mangere & OtaraShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • Students' transition between school & tertiary education: 2nd editionShow submenu
        • Successful Home-School PartnershipsShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • Te Rāngai Kāhui Ako ā-IwiShow submenu
        • The Case of EmilyShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
        • The impact of international students on domestic students & host institutionsShow submenu
        • The economic impact of export educationShow submenu
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        • The education of Years 7 to 10 students: Full ReportShow submenu
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        • Transition to secondary school: A literature reviewShow submenu
        • Uptake & early implementation: Communities of Learning | Kāhui AkoShow submenu
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      • CurriculumShow submenu
        • All NMSSAShow submenu
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        • A constellation of prospects: A review of STAR (Secondary-Tertiary Alignment Resource)Show submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of Network Learning CommunitiesShow submenu
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        • An evaluation of professional development to support the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the use & integration of readymade commercial literacy packages into classroom programmesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Assessing student swimming & aquatic skillsShow submenu
        • Bilingual | Immersion education: Indicators of good practiceShow submenu
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        • Curriculum implementation exploratory studies 2Show submenu
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        • Curriculum, learning & effective pedagogy: A literature review in science educationShow submenu
        • Curriculum Stocktake: National School Sampling Study: Teachers' experiences in curriculum implementationShow submenu
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        • Effective professional learning in physical activityShow submenu
        • Environmental education in New Zealand schoolsShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of the Second Language Learning Funding Pool (1999-2003)Show submenu
        • Evaluation of the Secondary Schools Arts Co-ordinators Project to support the Arts in the New Zealand curriculumShow submenu
        • Explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Feedback from schools on the draft document German in the New Zealand curriculum: A research reportShow submenu
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        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
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        • Instructed second language acquisition: A literature reviewShow submenu
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        • New Zealand Stocktake: An international critiqueShow submenu
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        • Non-English-Speaking background students: A study of programmes & support in New Zealand schoolsShow submenu
        • Preventing negative Matthew effects in at-risk readers: A retrospective studyShow submenu
        • Questioning gender: Snapshots from explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Report on the New Zealand National Curriculum, 2002: Australian Council of Educational ResearchShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Shifting balances: The impact of Level 1 NCEA on the teaching of Mathematics & ScienceShow submenu
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        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te Rau Awhina: Good practice examples of Māori & Pasifika private training establishmentsShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The structure of relationships between language-related factors, achievement-related beliefs, gender & beginning...Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
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        • 'Walking the talk' matters in the use of evidence for transformative educationShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
      • Digital TechnologyShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • A Review of the literature on computer-assisted learning, particularly integrated learning systems...Show submenu
        • An Investigation into current e-learning activities in New Zealand Industry Training OrganisationsShow submenu
        • An investigation into factors that influence NZ Polytechnic | Institute of Technology tutors' uptake of e-LearningShow submenu
        • Approaches & implications of e-learning adoption on academic staff efficacy & working practiceShow submenu
        • Creating digital age learners through school ICT projects:Show submenu
        • Critical success factors for effective use of e-learning with Māori learnersShow submenu
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        • Critical success factors & effective pedagogy for e-learning in tertiary educationShow submenu
        • e-learning & implications for New Zealand schools: A literature reviewShow submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Equitable digital access to the internet beyond school: A literature reviewShow submenu
        • Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)Show submenu
        • Evaluations of student facing web-based servicesShow submenu
          • Any Questions (Nielsen/NetRatings)Show submenu
          • Any Questions (CORE Education Ltd)Show submenu
          • Studyit (Nielsen/NetRatings)Show submenu
          • Studyit (CORE Education)Show submenu
          • Final integrated report (CORE Education)Show submenu
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          • WickED (Nielsen/NetRatings)Show submenu
          • WickED (CORE Education)Show submenu
        • Evaluation of the Manaiakalani Digital Teaching AcademyShow submenu
        • Digital Opportunities PilotShow submenu
          • Evaluation of Digitally Boosted Study Support CentresShow submenu
          • Evaluation of Notebook ValleyShow submenu
          • Evaluation of Generation XPShow submenu
          • Evaluation of Project FarNet Learning Communities in the Far NorthShow submenu
          • Literature review for the evaluation of the Digital Opportunities ProjectsShow submenu
          • A Summary of the key findings of the Digital Opportunities Pilot ProjectsShow submenu
        • Global picture, local lessons: e-learning policy & accessibilityShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)Show submenu
        • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)Show submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Otago schoolsShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Auckland schoolsShow submenu
        • Literacy teaching & learning in e-Learning contextsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Measuring the worth of e-Learner support systemsShow submenu
        • National Education Network Trial ExtensionShow submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2006-2008Show submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2005-2007: A national overviewShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • School ICT Infrastructure SurveyShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 7 & 8Show submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 9-13Show submenu
        • TELA Laptops Scheme school survey 2013Show submenu
        • Towards digital enablement: A literature reviewShow submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Large Scale International AssessmentsShow submenu
        • ICCS: NZ students' intentions towards participation in the democratic processesShow submenu
        • PIRLS 2005/2006 in New Zealand: An overview of national findingsShow submenu
        • TIMSS 1994: Student performance on open-ended questionsShow submenu
        • TIMSS 2018/19: Mathematics Year 5Show submenu
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        • TIMSS 2018/19: Science Year 5Show submenu
        • TIMSS 2018/19: Science Year 9 Show submenu
        • TIMSS 1994: Performance assessment in TIMSS: New Zealand resultsShow submenu
        • TIMSS 1994: Science performance of NZ form 2 & 3 studentsShow submenu
        • TIMSS 1994: Mathematics performance of New Zealand form 2 & form 3 studentsShow submenu
        • TIMSS 1994: Mathematics & science literacy in the final year of schoolingShow submenu
        • PIRLS 2005/06 in New Zealand: A summary of national findingsShow submenu
        • PIRLS 2005/06: A summary of findings for New ZealandShow submenu
        • PIRLS 2005/06 Reading literacy in New Zealand: An overview of resultsShow submenu
        • Insights for Teachers: Year 7-10 teachers' self-efficacy & job satisfactionShow submenu
        • TALIS 2018: Year 7-10 teachers' teaching & assessment practicesShow submenu
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        • TALIS 2018: School climate in New Zealand Year 7-10 schoolsShow submenu
        • TALIS 2018: Year 7-10 teachers' training & professional developmentShow submenu
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        • PIRLS 2006: New Zealand students' engagement with the PIRLS 2006 reading passagesShow submenu
        • ICCS: Participating & contributing? Show submenu
        • ICCS: What do New Zealand students understand about civic knowledge & citizenship?Show submenu
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        • PIRLS 2010/11 in New Zealand: An overview of findingsShow submenu
        • PIRLS 2010/11 Reading literacy in New Zealand: A summary of findingsShow submenu
        • TIMSS 2010/11 & PIRLS 2010/11 Key findings: New Zealand’s participation in PIRLS & TIMSSShow submenu
        • PIRLS 2016: New Zealand's AchievementShow submenu
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        • PIRLS 2016: The importance of access to books & NZ students' reading confidenceShow submenu
        • PIRLS 2001: Reading Literacy in New Zealand: Final ResultsShow submenu
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        • PIRLS 2001: New Zealand's year 5 student achievement - SummaryShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievementShow submenu
        • PISA 2000: Assessing knowledge & skills for life: New Zealand summaryShow submenu
        • PISA 2000: Focus on low socio-economic status students' achievement in reading literacyShow submenu
        • PISA 2000: Focus on Māori achievement in reading literacyShow submenu
        • PISA 2000: Focus on Pacific students achievement in reading LiteracyShow submenu
        • PISA 2000: Overview of selected New Zealand findingsShow submenu
        • PISA 2000: The New Zealand contextShow submenu
        • PISA 2003: Learning for Tomorrow's World: NZ Summary ReportShow submenu
        • PISA 2003: Learning for tomorrow’s world: BrochureShow submenu
        • PISA 2003: Mathematics skills for tomorrow’s worldShow submenu
        • PISA 2003: Problem solving for tomorrows' worldShow submenu
        • PISA 2003: Reading skills for tomorrow’s worldShow submenu
        • PISA 2003: Science skills for tomorrows' worldShow submenu
        • PISA 2003: Student learning approaches for tomorrow’s worldShow submenu
        • PISA 2006: How ready are our 15-year-olds for tomorrow’s world?Show submenu
        • PISA 2006: Mathematical LiteracyShow submenu
        • PISA 2006: Reading LiteracyShow submenu
        • PISA 2006: School context of science achievementShow submenu
        • PISA 2006: Scientific LiteracyShow submenu
        • PISA 2006: Student attitudes to & engagement with scienceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • PISA 2009: Our 21st century learners at age 15Show submenu
        • PISA 2009: Māori Students Reading WorkbookShow submenu
        • PISA 2009: Pasifika Students Reading WorkbookShow submenu
        • PISA 2009: Reading WorkbookShow submenu
        • Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • PISA 2012: New Zealand financial literacy reportShow submenu
        • PISA 2012: New Zealand Summary ReportShow submenu
        • PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn mathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume III: Student BehaviourShow submenu
        • PISA 2012: Series on Learners Volume I: Student confidence & beliefs about their ability to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume II: How students approach learningShow submenu
        • PISA 2012: Series on Learners Volume III: Why students are motivated to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume IV: What students think about schoolShow submenu
        • PISA 2012: Top line results for New ZealandShow submenu
        • PISA 2012: What is PISAShow submenu
        • PISA 2015: Collaborative problem solvingShow submenu
        • PISA 2015: New Zealand headline resultsShow submenu
        • PISA 2015: New Zealand summary reportShow submenu
        • PISA 2015: The science context for PISAShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Maths achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • Science achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • PISA 2018: Global competence of New Zealand 15-year-oldsShow submenu
        • PISA 2018: NZ students' wellbeingShow submenu
        • PISA 2018 Opportunities to Learn: Learning time & school support for studyShow submenu
        • PISA 2018: Reading in New ZealandShow submenu
        • PISA 2018: Resources for learning: Access, quality & capacityShow submenu
        • PISA 2018: Selecting & sorting studentsShow submenu
        • PISA 2018: Summary ReportShow submenu
        • PISA 2018: Uses of assessment, school accountability, & quality assuranceShow submenu
        • Reading achievement in NZ in 1990 & 2001: Results from IEA's Reading Literacy StudyShow submenu
        • TIMSS 1998/99: Preliminary achievement result Show submenu
        • TIMSS 1998/99: Trends in year 9 students' mathematics & science achievementShow submenu
        • TIMSS 1998/99: The school & classroom context for year 9 students' mathematics & science achievementShow submenu
        • TIMSS 2002/03: Maths & science achievement in NZ: Year 9Show submenu
        • TIMSS 2002/03: An overview of some key national year 5 & 9 student achievement resultsShow submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
    • PacificShow submenu
      • Literature review on the experiences of Pasifika learners in the classroomShow submenu
      • Teu Le Va: Relationships across research & policy in Pasifika educationShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Summary reportShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Final reportShow submenu
      • Action plan for Pacific Education 2020-2030Show submenu
      • Best practice for teaching Pacific learners: Pacific Evidence Brief 2019Show submenu
      • Research to understand the features of quality Pacific bilingual educationShow submenu
    • Tertiary EducationShow submenu
    • Learning SupportShow submenu
      • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
      • Education that fits: Review of international trends in the education of students with special educational needsShow submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IShow submenu
      • Summary of submissions in response to the Deaf Education Discussion Paper 2010Show submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IIShow submenu
      • Technical review of published research on applied behaviour analysis interventions for people with ASDShow submenu
      • The effectiveness of applied behaviour analysis interventions for people with ASDShow submenu
    • InternationalShow submenu
      • Destinations & employment outcomes of young, international graduatesShow submenu
      • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
      • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
      • International capabilities: A summary report for schoolsShow submenu
      • International Students TrendsShow submenu
        • Foreign Fee-Paying Students in NZ: TrendsShow submenu
        • Foreign Fee-Paying Student Statistics to 2001Show submenu
        • International student enrolments in NZ 2000-2006Show submenu
        • International student enrolments in NZ 2001-2007Show submenu
        • International student enrolments in NZ 2002-2008Show submenu
        • International student enrolments in NZ 2003-2009Show submenu
        • International student enrolments in NZ 2004-2010Show submenu
        • The NZ international education sector: Trends 1999-2004Show submenu
      • Internationalisation in New Zealand tertiary education organisationsShow submenu
      • Measuring New Zealand students' international capabilities: An exploratory studyShow submenu
      • Moving places: Destinations & earnings of international graduatesShow submenu
      • New Zealand Alumni Survey: Experiences, attitudes & engagementShow submenu
      • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
      • Report on research into the circumstances of very young international students in New ZealandShow submenu
      • Research project on international student exchanges: Sending our students overseas (2008)Show submenu
      • Review of the International Student LevyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
      • The economic impact of export educationShow submenu
      • The economic impact of foreign fee -paying studentsShow submenu
      • The impact of international students on domestic students & host institutionsShow submenu
      • The satisfaction of international students in NZ unis & ITPsShow submenu
    • Publication SeriesShow submenu
  • Indicators Show submenu
  • Statistics Show submenu
    • Annual Monitoring Reading Recovery: 2018 DataShow submenu
    • Attainment of 18-year-oldsShow submenu
    • Attendance under COVID-19Show submenu
    • Beyond StudyShow submenu
    • ECE FinancesShow submenu
    • ECE ParticipationShow submenu
    • ECE ServicesShow submenu
    • ECE StaffingShow submenu
    • Entering & leaving teaching (2004-2019)Show submenu
    • Fees-free Tertiary EducationShow submenu
    • Financial Support for Tertiary StudentsShow submenu
    • Funding to SchoolsShow submenu
    • HomeschoolingShow submenu
    • Initial Teacher Education StatisticsShow submenu
    • International students in NZShow submenu
    • Language use in ECEShow submenu
    • Māori Language in SchoolingShow submenu
    • NZ's Workplace-based LearnersShow submenu
    • Number of SchoolsShow submenu
    • Ongoing Resourcing SchemeShow submenu
    • Pacific Language in SchoolingShow submenu
    • Per Student Funding for SchoolsShow submenu
    • Post-compulsory education & trainingShow submenu
    • Schooling Boards of TrusteesShow submenu
    • School Leaver DestinationsShow submenu
    • School Leaver's AttainmentShow submenu
    • School RollsShow submenu
    • School Subject EnrolmentShow submenu
    • Teacher NumbersShow submenu
    • Teacher TurnoverShow submenu
    • Tertiary Financial PerformanceShow submenu
    • Tertiary ParticipationShow submenu
    • Tertiary Population DataShow submenu
    • Tertiary ResearchShow submenu
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    • Tertiary Retention & AchievementShow submenu
    • Tertiary Summary TablesShow submenu
    • Vocational Education & TrainingShow submenu
  • Topics Show submenu
    • BES Programme: Hei Kete RaukuraShow submenu
      • What's NewShow submenu
      • Rongohia te Hau: IntroShow submenu
        • 1. Using learner, whānau, & teacher feedbackShow submenu
        • 2. Different perspectives inform actionShow submenu
        • 3. Co-constructing a continuum of effective teaching practiceShow submenu
        • 4. Collecting evidence of pedagogyShow submenu
        • 5. The learning is in the conversationShow submenu
        • 6. Impacting Māori successShow submenu
        • 7. Racism: Taking those blinkers offShow submenu
      • Ta’ovala Learning from Pacific expertise in educationShow submenu
        • Teacher PreparationShow submenu
        • The Lesson LaunchShow submenu
        • Low Floor, High CeilingShow submenu
        • Deeper LearningShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
        • Deeper ThinkingShow submenu
        • Equity, ExcellenceShow submenu
        • School Leadership MattersShow submenu
      • Ambitious mathematics for young Pacific learners: IntroShow submenu
        • The LaunchShow submenu
        • Group WorkShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
      • School leadership for improvement in primary mathematics education:Show submenu
        • 1. Pedagogical Leadership – Preparation Year 0Show submenu
        • 2. Teachers Responding to the ChallengeShow submenu
        • 3. Building Social Competencies for Accelerated ImprovementShow submenu
        • 4. The Mathematics Communication & Participation Framework: Integrated ProgressionsShow submenu
        • 5. In-class mentoring for accelerated pedagogical improvementShow submenu
        • 6. Deep Change: Applied post-graduate studyShow submenu
        • 7. Collaborative lesson study for sustainabilityShow submenu
        • 8. Towards Kāhui Ako: Building learning communityShow submenu
        • 9. Family & community: Partners in changeShow submenu
        • 10. Russell School: The DifferenceShow submenu
      • Reading Together®Show submenu
        • Fairhaven SchoolShow submenu
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