Action Plan for Pacific Education: Measurement framework data
This page provides a quick reference for up-to-date numbers in the measurement framework for progress against the Action Plan for Pacific Education.
Last updated: 28 May 2026
About this page
This is a companion page to the Action Plan For Pacific Education Progress Report (the Progress Report). It provides a quick reference for up-to-date numbers in the measurement framework for progress against the Action Plan for Pacific Education.
Here, data is continuously updated as it becomes available. The Progress Report provides a more detailed analysis of these measures but is updated less frequently.
A downloadable PDF version of this data update can be found on the right-hand side of this page.
The Action Plan for Pacific Education
The Action Plan for Pacific Education (the Action Plan) maps the Government’s commitment to transforming outcomes for Pacific learners and families.
The Action Plan sets out five key system shifts which provide a framework for how early learning services, schools and tertiary providers can achieve change for Pacific learners and their families. These outline what needs to shift in the education system to support the outcomes that Pacific communities identified as important for their education.
The five key system shifts needed in education for Pacific learners and families
| Key shift 1 | Key shift 2 | Key shift 3 | Key shift 4 | Key shift 5 |
|---|---|---|---|---|
| Work reciprocally with diverse Pacific communities to respond to unmet needs, including growing and supporting Pacific bilingual and immersion education pathways | Confront systemic racism and discrimination in education | Enable every teacher, leader and educational professional to take coordinated action to become culturally competent with diverse Pacific learners | Partner with families to design education opportunities together with teachers, leaders and educational professionals so that aspirations for learning and employment can be met | Grow, retain and value highly competent teachers, leaders and education professionals of diverse Pacific heritages |
The measurement framework
As a part of the Action Plan, the Ministry has committed to regularly reporting on progress and using findings to inform our work, including new actions.
There are two parts to reporting our progress against the key shifts:
- Reporting on what we have done to progress government actions in the Action Plan. This is undertaken in the Progress Report, which is published roughly every two years.
- Reporting progress against the measurement framework which has been developed. A description of this framework, and detailed analysis of trends in the measures is undertaken in the Progress Report. This data update ensures current data is available in between publications of the Progress Report.
The measurement framework is framed around the five key shifts above. Within each key shift, indicators of success have been identified, and within these indicators data has been supplied on the best measures we have available.
On this page, baseline data from when the action plan was established is compared to the most current data available, and the change we have seen since the baseline data is identified.
Key shift 1
Work reciprocally with diverse Pacific communities to respond to unmet needs, including growing and supporting Pacific bilingual and immersion education pathways.
Indicator KS1.1 Pacific learners’ basic needs are met so they are ready to learn
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of Pacific learners with access to internet at home (Source: Ministry of Education: PISA) | Internet |
95% (2018) |
98% (2022) | +3pp |
| mobile phone |
93% (2018) |
87% (2022) | -6pp | |
|
Proportion of Pacific learners with a quiet study space at home (Source: Ministry of Education: PISA) |
78% (2018) | Not available | ||
|
Proportion of learners accessing ESOL funding who identified as Pacific (Source: Ministry of Education) | New Zealand born students | 28% (2023) | 27% (2024) | -1pp |
| Migrant students | 13% (2023) | 11% (2024) | -2pp | |
|
No. of Pacific learners accessing Food in Schools (Source: Ministry of Education) | Not available | |||
|
No. of Pacific learners provided with access to devices (Source: Ministry of Education) |
~14,000 (2020 - 2022) | Not available | ||
Indicator KS1.2 Families can access Pacific language options in education
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
| No. of Pacific language early learning services (51% or more Pacific language use) (Source: Ministry of Education) |
93 (2022) |
103 (2025) | +10 services | |
| No. of Pacific bilingual and immersion units in schools (51% or more Pacific language use) (Source: Ministry of Education) |
44 (2022) |
62 (2025) | +18 units | |
| No. of learners in Pacific bilingual and immersion units (51% or more Pacific language use) (Source: Ministry of Education) |
2,606 (2022) |
3,829 (2025) | +1,223 learners | |
|
No. of Pacific language subject classes in schools teaching Pacific language subjects (Level 5) (Source: Ministry of Education) |
118 classes in 85 schools (2022) |
137 classes in 95 schools (2025) |
+19 classes +10 schools | |
|
Regional distribution and total count of students involved in Pacific language learning as a separate subject in schools (Source: Ministry of Education) | All New Zealand |
5,655 (2022) |
7,300 (2025) | +1,645 students |
| Auckland Region |
3,274 (2022) |
5,467 (2025) | +2,193 students | |
| Waikato Region |
408 (2022) |
295 (2025) | -113 students | |
| Bay of Plenty Region |
88 (2022) |
96 (2025) | +8 students | |
| Hawke's Bay Region |
283 (2022) |
177 (2025) | -106 students | |
| Taranaki Region |
26 (2022) |
10 (2025) | -16 students | |
| Manawatu-Whanganui Region |
20 (2022) |
90 (2025) | +70 students | |
| Wellington Region |
814 (2022) |
816 (2025) | +2 students | |
| Nelson Region |
44 (2022) |
0 (2025) | -44 students | |
| Canterbury Region |
678 (2022) |
284 (2025) | -394 students | |
| Otago Region |
3 (2022) |
26 (2025) | +23 students | |
| Southland Region |
4 (2022) |
3 (2025) | -1 student | |
| Te Aho o Te Kura Pounamu |
13 (2022) |
36 (2025) | +23 students | |
| Rest of New Zealand |
0 (2022) |
0 (2025) | no change | |
|
Regional distribution and total count of students involved in Pacific bilingual and immersion units (51% or more Pacific language use) (Source: Ministry of Education) | All New Zealand | 2,606 (2022) | 3,829 (2025) | +1,223 students |
| Auckland Region |
2,504 (2022) |
3,635 (2025) | +1,131 students | |
| Hawke's Bay Region |
46 (2022) |
77 (2025) | +31 students | |
| Wellington Region |
56 (2022) |
69 (2025) | +13 students | |
| Canterbury Region |
0 (2022) |
48 (2025) | +48 students | |
| Rest of New Zealand |
0 (2022) |
0 (2025) | no change | |
|
Regional distribution of total count of Pacific early learning services (51% or more language use) (Source: Ministry of Education) | All New Zealand |
93 (2022) |
103 (2025) | +10 services |
| Auckland Region |
75 (2022) |
81 (2025) | +6 services | |
| Waikato Region |
4 (2022) |
6 (2025) | +2 services | |
| Hawke's Bay Region |
3 (2022) |
3 (2025) | no change | |
| Manawatu-Whanganui Region |
2 (2022) |
2 (2025) | no change | |
| Wellington Region |
6 (2022) |
7 (2025) | +1 service | |
| Canterbury Region |
3 (2022) |
4 (2025) | +1 service | |
| Rest of New Zealand |
0 (2022) |
0 (2025) | no change | |
|
Enrolments in tertiary Pacific language courses (Source: Ministry of Education) |
390 (2021) |
260 (2025) | -130 enrolments | |
Indicator KS1.3 Pacific learners are accessing tertiary education, including vocational training
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No of Pacific learners enrolled in tertiary education (Source: Ministry of Education) |
47,365 (2022) |
45,545 (2025) | -1,820 learners | |
|
No of Pacific learners enrolled in apprenticeships (Source: Ministry of Education) |
6,040 (2021) |
5,010 (2025) | -1,030 learners | |
| No. of Pacific learners enrolled in apprenticeships that gained a qualification (Source: Ministry of Education) |
625 (2021) |
875 (2025) | +250 learners | |
|
No. of Pacific trainees in industry training (Source: Ministry of Education) |
7,305 (2021) |
5,175 (2025) | -2,130 trainees | |
|
Completion and progression ratesfor Pacific learners across Levels 1-10 tertiary education (Source: Ministry of Education) | Level 1-2 certificate (3 years): |
79% (2019 starters) |
76% (2022 starters) | -3pp |
| Level 3-7 non-degree (5 years): |
76% (2017 starters) |
76% (2020 starters) | 0pp | |
| Level 7 bachelors and above (8 years): |
66% (2014 starters) |
63% (2017 starters) | -3pp | |
|
Age standardised participation rates for Pacific learners across Levels 1-10 tertiary education (Source: Ministry of Education) | Level 1-2 certificate: |
1.2% (2021) |
1.4% (2024) | +0.2pp |
| Level 3-7 non-degree: |
7.3% (2021) |
6.2% (2024) | -1.1pp | |
| Level 7-10 bachelors and above: |
4.0% (2021) |
3.6% (2024) | -0.4pp | |
|
First-year retention rates for Pacific learners across Levels 1-10 tertiary education (Source: Ministry of Education) | Level 1-2 certificate: |
80% (2020 starters) |
74% (2023 starters) | -6pp |
| Level 3-7 non-degree: |
81% (2020 starters) |
75% (2023 starters) | -6pp | |
| Level 7-10 bachelors and above: |
86% (2020 starters) |
82% (2023 starters) | -4pp | |
Key shift 2
Confront systemic racism and discrimination in education.
Indicator KS2.1 Culturally appropriate learning contexts and learning supports are equitably accessible
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of Pacific learners that access Specialist Support Services (Source: Ministry of Education) |
3.0% (2020/2021) |
3.3% (2023/2024) | +0.3pp | |
|
No. of Special Assessment Conditions for NCEA accessed by Pacific learners (Source: NZQA) |
1,170 (2021) |
1,350 (2023) | +180 | |
Indicator KS2.2 Pacific learners are safe and free from racism, discrimination, trauma, and harm
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of Pacific learners who said teachers say negative things about people of some cultural groups (Source: Ministry of Education: PISA) |
61% (2018) | Not available | ||
|
Proportion of Pacific learners who said teachers have misconceptions about the history of some cultural groups (Source: Ministry of Education: PISA) |
74% (2018) | Not available | ||
|
Proportion of Pacific learners who say teachers have lower academic expectations for students of some cultural groups (Source: Ministry of Education: PISA) |
68% (2018) | Not available | ||
|
Proportion of Pacific learners that experience bullying (Source: Growing up in New Zealand longitudinal study) |
15% (2017-2019) | Not available | ||
|
Proportion of Pacific learners reporting physical threats or physical harm at schools (Source: Ministry of Education: PISA) | threatened by other students |
12% (2018) |
6% (2022) | -6pp |
| physical harm (hit or pushed) |
12% (2018) |
9% (2022) | -3pp | |
|
Proportion of Pacific learners who are intentionally unincluded (Source: Ministry of Education: PISA) |
9% (2018) |
11% (2022) | +2pp | |
|
Proportion of Pacific learners facing verbal abuse (Source: Ministry of Education: PISA) | Were made fun of |
23% (2018) |
19% (2022) | -4pp |
| had rumours spread about them |
15% (2018) |
12% (2022) | -3pp | |
Indicator KS2.3 Pacific learners’ wellbeing and cultural safety is supported and promoted in all learning settings
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of Pacific learners that feel they belong at school (Source: Ministry of Education: PISA) |
74% (2018) |
65% (2022) | -9pp | |
|
Proportion of Pacific learners that feel safe at school (Source: Ministry of Education: PISA) |
83% (2018) |
78% (2022) | -5pp | |
| Proportion of Pacific learners that feel like an outsider or left out at school (Source: Ministry of Education: PISA) |
21% (2018) |
26% (2022) | +5pp | |
|
No. of Pacific learners participating in early learning services (Source: Ministry of Education) |
20,588 (2021) |
22,002 (2025) | +1,414 learners | |
|
Proportion of Pacific learners who regularly attend primary or secondary school (Source: Ministry of Education) |
30.0% (Term 1, 2022) |
57.9% (Term 1, 2026) | +27.9pp | |
Key shift 3
Enable every teacher, leader and educational professional to take coordinated action to become culturally competent with diverse Pacific learners.
Indicator KS3.1 Professional learning and development on Pacific cultural capability is accessible and meaningful
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of page views and downloads of the Tapasā resources (Source: Ministry of Education) |
~19,200 (May 2021 - March 2022) | Not available | ||
|
No. of educators that have participated in Tapasā PLD – early learning services (Source: Ministry of Education) |
113 (2022) |
871 (2024) | +758 educators | |
|
No. of teachers that have participated in Tapasā PLD – primary and secondary school (Source: Ministry of Education) |
178 (2022) |
3,253 (2024) | +3,075 teachers | |
|
Proportion of school teachers that have received practical support from PLD to improve the progress of Pacific students in their class (Source: NZCER National Survey 2019) |
47% (2019) | Not available | ||
|
Proportion of school teachers that have received practical support to engage Pacific students in their class (Source: NZCER National Survey 2019) |
40% (2019) | Not available | ||
Indicator KS3.2 Teachers and schools use culturally sustaining practices for Pacific learners
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of principals whose schools have incorporated Pacific cultural values, identities and languages in daily classroom practice (Source: NZCER National Survey 2019) |
34% (2019) | Not available | ||
|
Proportion of principals whose schools have incorporated Pacific cultural values, identities and languages in schoolwide practices in ways that promote Pacific students’ sense of belonging (Source: NZCER National Survey 2019) |
42% (2019) |
32% (2024) | -10pp | |
|
Proportion of teachers that incorporate Pacific students’ cultures into their teaching in ways that promote belonging (Source: NZCER National Survey 2019) |
73% (2019) | Not available | ||
|
Proportion of teachers that provide Pacific students with opportunities to work together and support each other (Source: NZCER National Survey 2019) |
71% (2019) | Not available | ||
|
Proportion of students that learn about the cultures of diverse cultural groups (Source: Ministry of Education: PISA) |
99% (2019) | Not available | ||
|
Proportion of Pacific learners at schools that encourage students’ expression of diverse identities (Source: Ministry of Education: PISA) |
98% (2018) |
93% (2022) | -5pp | |
Indicator KS3.3 Initial Teacher Education provides a strong foundation for culturally sustaining practices
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of ITE programmes with a focus on Pacific cultural competence (Source: Teaching Council of Aotearoa New Zealand) |
3 (2023) |
3 (2024) | no change | |
Key shift 4
Partner with families to design education opportunities together with teachers, leaders and educational professionals so that aspirations for learning and employment can be met.
Indicator KS4.1 Pacific parents can access culturally safe and helpful supports
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of participants in the Talanoa Ako programme (Source: Ministry of Education) |
881 (2020/2021) |
1,480 (2023/2024) | +599 Participants | |
|
No. of providers of the Talanoa Ako programme (Source: Ministry of Education) |
74 (2020/2021) |
74 (2023/2024) | no change | |
|
No. of viewers of the Talanoa Ako on Air series (Source: Ministry of Education) |
122,601 (2020/2021) |
123,000 (2023/2024) | +399 viewers | |
|
No. of participants in NCEA ma le Pasifika workshops (Source: NZQA) |
2,710 (2020-2021) |
1,542 (2023-2024) |
-1,168 participants | |
|
No. of NCEA champions (Source: NZQA) |
10 (2020-2021) |
7 (2023-2024) | -3 champions | |
Indicator KS4.2 Quality reciprocal relationships exist between Pacific families and places of learning
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of Pacific representatives on school Boards (Source: Ministry of Education) |
1,025 (2020) |
1,396 (2022) | +371 representatives | |
|
Proportion of schools with strategic documents for engaging Pacific families (Source: NZCER National Survey 2019) |
36% (2019) | Not available | ||
|
Proportion of schools that have Pacific home-school partnerships that are working well in the school (Source: NZCER National Survey 2019) |
38% (2019) | Not available | ||
Indicator KS4.3 Pacific learners’ aspirations for meaningful pathways through education to employment are met
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
Proportion of Pacific school leavers with NCEA Level 2 as their highest qualification (Source: Ministry of Education) |
25.2% (2021) |
21.7% (2024) | -3.5pp | |
|
Proportion of Pacific school leavers with NCEA Level 3 or UE (Source: Ministry of Education) |
51.7% (2021) |
49.5% (2024) | -2.2pp | |
|
Tertiary destinations of Pacific school leavers one year after leaving school (Source: Ministry of Education) | No enrolment |
3,412 (Left school 2020) |
4,374 (Left school 2023) | +962 school leavers |
| enrolled in Level 1-2 certificate |
266 (Left school 2020) |
329 (Left school 2023) | +63 school leavers | |
| enrolled in Level 3-7 non-degree |
1,846 (Left school 2020) |
2,046 (Left school 2023) | +200 school leavers | |
| enrolled in Level 7-10 bachelors and above |
1,737 (Left school 2020) |
1,484 (Left school 2023) | -253 school leavers | |
|
Proportion of Pacific learners that have undertaken specified activities to find out about future study / work (Source: Ministry of Education: PISA) | job placement |
27% (2018) |
27% (2022) | 0pp |
| tour university or tertiary institution |
27% (2018) |
22% (2022) | -5pp | |
| spoke to career advisor outside of school |
28% (2018) |
23% (2022) | -5pp | |
| job shadowing or work-site visits |
36% (2018) |
36% (2022) | 0pp | |
| spoke to career advisor in school |
42% (2018) |
40% (2022) | -2pp | |
| visit careers expo/careers night |
47% (2018) |
43% (2022) | -4pp | |
| completed a questionnaire on interests and abilities |
56% (2018) |
53% (2022) | -3pp | |
| searched the internet about careers |
71% (2018) |
70% (2022) | -1pp | |
| spoke to parents or parents’ friends |
73% (2018) |
77% (2022) | +4pp | |
|
Proportion of Pacific learners that have acquired basic skills to search for and obtain employment (Source: Ministry of Education: PISA) | acquired skills for a job interview |
63% (2018) | Not available | |
| acquired skills to write a CV |
69% (2018) | Not available | ||
| acquired skills to search for a job |
84% (2018) | Not available | ||
| Post-study incomes of Pacific people |
Level 1-3 certificates (males) Year 1: Year 5: Year 9: |
(2021) $44,000 $53,000 $58,000 |
(2023) $51,000 $58,000 $65,000 | +$7,000 +$5,000 +$7,000 |
|
Level 1-3 certificates (females) Year 1: Year 5: Year 9: |
(2021) $38,000 $46,000 $50,000 |
(2023) $46,000 $52,000 $57,000 | +$8,000 +$6,000 +$7,000 | |
|
Level 4+ certificates/ diplomas (males) Year 1: Year 5: Year 9: |
(2021) $44,000 $52,000 $60,000 |
(2023) $55,000 $62,000 $68,000 | +$11,000 +$10,000 +$8,000 | |
|
Level 4+ certificates/ diplomas (females) Year 1: Year 5: Year 9: |
(2021) $37,000 $47,000 $52,000 |
(2023) $45,000 $54,000 $59,000 | +$8,000 +$7,000 +$7,000 | |
|
Degrees/graduate diplomas (males) Year 1: Year 5: Year 9: |
(2021) $51,000 $70,000 $87,000 |
(2023) $59,000 $79,000 $96,000 | +$8,000 +$9,000 +$9,000 | |
|
Degrees/graduate diplomas (females) Year 1: Year 5: Year 9: |
(2021) $51,000 $64,000 $70,000 |
(2023) $59,000 $72,000 $80,000 | +$8,000 +$8,000 +$10,000 | |
Key shift 5
Grow, retain and value highly competent teachers, leaders and education professionals of diverse
Pacific heritages.
Indicator KS5.1 The education workforce reflects the diversity of the student population
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of Pacific staff in early childhood education (Source: Ministry of Education) |
2,395 (2021) |
2,012 (2025) | -383 teaching staff | |
| No. of Pacific teachers in schools (primary and secondary) (Source: Ministry of Education) |
3,005 (2021) |
4,054 (2025) | +1,049 teachers | |
| Proportion of tertiary academic staff identified as Pacific (Source: Ministry of Education) |
4.0% (2022) |
4.4% (2024) | +0.4pp | |
Indicator KS5.2 Pacific people have access to opportunities to train and progress as teachers and education staff
| Measure | Baseline Data | Current Data | Change | |
|---|---|---|---|---|
|
No. of first-time domestic Pacific ITE enrolments (Source: Ministry of Education) |
440 (2021) |
470 (2025) | +30 enrolments | |
|
No. of first-time domestic Pacific ITE graduates (Source: Ministry of Education) |
300 (2021) |
270 (2024) | -30 graduates | |
|
No. of Pacific school principals (Source: Ministry of Education) |
66 (2021) |
90 (2025) | +24 principals | |
|
No. of Pacific senior tertiary academic staff (Source: Ministry of Education) |
140 (2022) |
170 (2024) | +30 academic staff | |
| No. of Pacific people receiving teaching or education study scholarships (Source: Ministry of Education) |
39 (2022) |
25 (2024) | -14 recipients | |
Notes
More detailed information is available
This data update is a short companion product to the Progress Report. While the Progress Report is less frequently updated, it contains more detailed explanations of the measurement framework, and the measures within it. It is recommended to reference the Progress Report for more detail.
Precision of numbers
In this report different percentages are provided to different levels of precision. Some are rounded to one decimal point and others to whole numbers. This is due to different rounding practices being used across different measures in routine reporting. Here we have matched the rounding practices used in the routine reporting.
Baseline data years
Different measures across the framework in this report have different baseline years. The baseline data in the measurement framework was established in the Progress Report. At the time of its publication the most recent data available was published and these timeframes differed for different measures.
Differences to numbers in Progress Report
Baseline numbers for some measures in this data update will differ slightly from those published in the Progress Report. This is because historical data is sometimes revised with subsequent releases. This data update uses the updated numbers while the Progress Report uses the numbers which were available upon its publication.