From reform-admin@ed.niigata-u.ac.jp Sat Dec 11 19:40 JST 1999 Received: from cosmos.ed.niigata-u.ac.jp (cosmos.ed.niigata-u.ac.jp [133.35.176.6]) by sakaki.math.tohoku.ac.jp (8.9.3/3.7W) with ESMTP id TAA27297 for ; Sat, 11 Dec 1999 19:40:43 +0900 (JST) Received: from cosmos.ed.niigata-u.ac.jp (localhost [127.0.0.1]) by cosmos.ed.niigata-u.ac.jp (8.9.3/3.7W) with ESMTP id RAA01806; Sat, 11 Dec 1999 17:40:27 +0900 (JST) Date: Sat, 11 Dec 1999 17:30:54 +0900 From: "tsukamoto ichiro" Reply-To: reform@ed.niigata-u.ac.jp Subject: [reform:02473] ニュージーランドの高等教育制度 To: , Message-Id: <000701bf43b2$0c875a60$3d2a93d2@computer> X-ML-Name: reform X-Mail-Count: 02473 X-MLServer: fml [fml 2.2.1]; post only (only members can post) X-ML-Info: If you have a question, send e-mail with the body "# help" (without quotes) to the address reform-ctl@ed.niigata-u.ac.jp; help= X-Mailer: Microsoft Outlook Express 4.72.3155.0 X-Biglobe-Sender: tsukamoi@mue.biglobe.ne.jp X-Biglobe-Date: Sat, 11 Dec 1999 17:40:07 +0900 X-Priority: 3 X-MSMail-Priority: Normal X-MimeOLE: Produced By Microsoft MimeOLE V4.72.3155.0 Mime-Version: 1.0 Precedence: bulk Lines: 1482 Content-Type: multipart/mixed; boundary="----=_NextPart_000_0004_01BF43FD.7A6FD700" Content-Length: 60580 This is a multi-part message in MIME format. ------=_NextPart_000_0004_01BF43FD.7A6FD700 Content-Type: text/plain; charset="iso-2022-jp" Content-Transfer-Encoding: 7bit ニュージーランドの高等教育制度  規制緩和等の行財政改革で何かと話題になるニュージーランドですが、先月の総選 挙で労働党が政権に復帰し、新政権において、国民党政権下での改革の見直しがどの ように行われるかが注目されるところです。 さてニュージーランドの教育省(New Zealand Ministry of Education)のホーム ページ(http://www.minedu.govt.nz )からは、ニュージーランドの高等教育政策に関 する概説(A Guide to tertiary education in New Zealand)にアクセスできます が、参考までに、その全文を添付ファイルでお送りします。 私は、ニュージーランド研究の専門家ではありませんが、ニュージーランドの行政組 織は、単純化すれば、内閣、中央省庁、国有企業(State Owned Enterprise)、そし て、省庁と国有企業との中間的な公的機関であるクラウン・エンティティ(Crown Entity)で構成されるようです(行政改革会議事務局編『諸外国の行政改革の動向』 行政管理研究センター、1997年参照)。  ニュージーランドでも、イギリス同様、中央省庁は政策立案機能に特化し、事業・ 執行部門は分離され、後者の機能を国有企業とクラウン・エンティティが担っていま す。クラウン・エンティティは、「政策審議、検査監督、教育・研究・福祉等の実 施、事業活動など多様な公的活動を行って」おり、「設立は法律により、運営につい ては監督官庁の関与を受ける」ようです(前掲書、17頁)。クラウン・エンティティ は、「ニュージーランド版エージェンシー」といえるかもしれません。  ちなみに、ニュージーランドの7つの総合大学、25のポリテクニク、4つの教育単 科大学など、国の高等教育機関(state tertiary institutions)は、このクラウン ・エンティティにあたります(詳しくは添付ファイル本文参照)。 佐賀大学経済学部 塚本一郎(社会政策) tsukamoi@mue.biglobe.ne.jp ------=_NextPart_000_0004_01BF43FD.7A6FD700 Content-Type: text/plain; name="=?iso-2022-jp?B?GyRCJUslZSE8JTghPCVpJXMlSSROOWJFeTY1MGkbKEIudHh0?=" Content-Transfer-Encoding: quoted-printable Content-Disposition: attachment; filename="=?iso-2022-jp?B?GyRCJUslZSE8JTghPCVpJXMlSSROOWJFeTY1MGkbKEIudHh0?=" TERTIARY EDUCATION & TRAINING IN NEW ZEALAND A GUIDE =20 Foreword by the Secretary for Education=20 About this booklet New Zealand in the future world=20 Reform of tertiary education=20 Agencies with responsibilities for tertiary education=20 Overview of provision=20 Tertiary institutions=20 Industry training=20 Second chance, adult & community-based education=20 Overview of assessment=20 Tertiary education for international students=20 Further information=20 Selected bibliography=20 Ministry of Education world wide web site addresses =20 FOREWORD BY THE SECRETARY FOR EDUCATION This booklet is for anyone who has an interest in the New Zealand system = of=20 tertiary education and training, and who would like to know more about = it. Since 1990 there have been major reforms in the organisation, = management, and=20 funding of tertiary education and training in New Zealand. The aims have = been to=20 expand the provision of tertiary education and training in New Zealand, = to=20 ensure more efficient delivery, and to enhance its quality, relevance, = and=20 diversity. New Zealand is increasingly recognised as a leader in the reform of its=20 education system. The rest of the world has been watching with interest = to see=20 the outcomes of the reforms. In terms of increased participation, = efficiency,=20 responsiveness, quality, and equity, the reforms are having a beneficial = effect=20 on tertiary education and training in New Zealand. The reforms give tertiary institutions (universities, polytechnics, = colleges of=20 education, and wananga) enhanced autonomy and academic freedom. In = return,=20 tertiary institutions are required to act in a manner that is consistent = with=20 the need for accountability and the proper use of resources allocated to = them. A new qualifications framework, in which all qualifications are to have = a=20 purpose and a relationship to each other that students and the public = can=20 understand, has been progressively implemented since 1990. A new industry training policy has been progressively implemented since = 1992 to=20 encourage industry to take greater responsibility for industry training = and to=20 improve the quality of apprenticeship-based training. A number of reviews announced by the Coalition Government in December = 1996, in=20 particular reviews of qualifications policy, teacher education and = tertiary=20 education, are continuing the reform process in the post-compulsory = area. I hope this booklet provides readers with an appreciation of the = diversity and=20 quality of education services offered by the New Zealand tertiary = education and=20 training system. Howard Fancy - Secretary for Education back to contents ABOUT THIS BOOKLET Scope This booklet describes the diversity of post-compulsory and tertiary = education=20 and training provision in New Zealand. It includes the senior secondary = school,=20 tertiary institutions, private training establishments, and providers of = industry training. It describes what tertiary education and training providers offer, how = they are=20 managed, and how they are funded. It describes the funding assistance = available=20 to students and the qualifications they may gain. The booklet places New Zealand tertiary education and training in an=20 international setting and provides additional information for = prospective=20 international students. Entering tertiary education Ten years ago, most school leavers did not continue with their = education. Today,=20 about half of all school leavers continue with some form of tertiary = education=20 and training. The connection between tertiary education and training and = future=20 prosperity, both at an individual level and for New Zealand as a = country, is=20 increasingly appreciated. Most school leavers now understand that further tertiary education and = training=20 will assit them to get a job, to remain in employment, to prosper in the = workforce, and to develop their potential fully as individuals. Schooling is compulsory for New Zealand children between their sixth and = sixteenth birthdays, though most begin at five. Most young people stay = at school=20 beyond the age of sixteen. For 65% of 18-24 year olds, tertiary education and training is provided = by the=20 system of state tertiary institutions; universities, polytechnics, = colleges of=20 education and wananga. There is an increasing tendency for students to = be in=20 tertiary education and training after the 'core years' (18 to 24 = year-olds). Some school leavers choose to take up tertiary education and training at = private=20 training establishments. Others may choose to enter the workforce but continue in tertiary = education and=20 training through a diverse range of training options available through a = range=20 of industry training pathways. Defining tertiary education Distinctions are sometimes made between post-compulsory education, = post-school=20 education, vocational education and training, continuing education, = higher=20 education, and tertiary education. All are provided by the New Zealand = tertiary=20 education system. Post-compulsory education follows compulsory schooling up to the age of = 16 and=20 for most students begins in the senior secondary school. Post-school education undertaken after leaving school can include = vocational=20 education and training, continuing education, and higher education. Tertiary education is generally understood to mean a level of studies = beyond=20 secondary schooling that is broader than higher education traditionally=20 associated with the universities. The distinctions between New Zealand=20 universities and polytechnics are diminishing. Although this booklet includes post-compulsory education delivered in = the senior=20 secondary school, its focus is tertiary education. Further information = on the=20 senior secondary school is contained in the booklet Schooling in New = Zealand: A=20 Guide (Ministry of Education, 1996). back to contents NEW ZEALAND IN THE FUTURE WORLD Tertiary education in New Zealand has undergone major reform in the last = decade.=20 This reform has taken place alongside major changes in the New Zealand = economy,=20 and a changing New Zealand society over the same period. Two important factors have impacted on the tertiary education reforms, = and are=20 likely to continue to exert an influence into the future, = internationalisation=20 and mass participation. Internationalisation The first of these major factors is the internationalisation of the New = Zealand=20 economy. Significant changes to the direction of economic policy in New = Zealand=20 have taken place since 1984. The regulation of financial markets was=20 substantially reduced and foreign exchange controls were removed. = Controls over=20 goods and services markets were also substantially reduced. New Zealand has become one of the most open, deregulated economies among = developed countries of similar type. Its social and economic systems, = including=20 its tertiary education system, have changed rapidly in order to improve=20 international competitiveness. To prosper, New Zealand in the future must become a knowledge-based = society. New=20 Zealanders will need the workplace skills required for local industry to = be=20 internationally competitive. They will also require the skills to = function=20 successfully in an international environment and to take advantage of = new=20 opportunities. Intellectual skills will become more important than = manual=20 skills. Information will become as important as raw materials. The goal of preparing school leavers for this new environment is a = challenge for=20 the tertiary education system. Nevertheless, the system is well-advanced = down a=20 path of internationalisation. The internationalisation of the New Zealand tertiary education system is = reflected in its curriculum and qualifications which are internationally = recognised, and by the strong linkages between education providers in = New=20 Zealand and in other countries. Internationalisation is also reflected in the growing presence of = international=20 students at New Zealand education institutions. These students make a=20 contribution to the economy through the goods and services they = purchase. They=20 also bring an awareness of and tolerance for other customs and cultures = which=20 will assist New Zealanders to engage successfully in the new = international=20 environment. Mass participation The second major factor, shared by New Zealand with many other developed = countries of similar type, is the transition to mass participation in = tertiary=20 education; a transition from an elite to a mass system. Ten years ago, most school leavers did not continue with their = education.=20 Participation in any form of tertiary education and training was low by=20 international standards. Today, about half of all school leavers continue with some form of=20 post-compulsory education and training. The numbers of students entering = tertiary institutions has doubled over the last decade. This rapid growth has tended to slow down more recently as the number of = school=20 leavers has peaked and started to decline, reflecting demographic change = in the=20 New Zealand population. The growth in participation among disadvantaged groups previously=20 under-represented in universities and polytechnics has been higher than = general=20 growth. Although these groups, including Maori, are still = under-represented, the=20 gap has narrowed over the last decade. The transition to mass participation places pressure on the tertiary = education=20 system to be more equitable. Although government funding has increased, tertiary institutions have = been=20 required to make efficiency gains. Tertiary students are now expected to = make a=20 contribution to the cost of their education. This contribution reflects = the=20 benefit they will gain from education including better employment = prospects and=20 higher lifetime earnings. The transition to mass participation encourages the tertiary education = system to=20 be more efficient, and more responsive to student needs. back to contents REFORM OF TERTIARY EDUCATION The New Zealand education system grew incrementally in recent decades, = and by=20 the mid-1980s was seen as bureaucratic, unresponsive to the needs of the = labour=20 market, and beset by inconsistencies and anomalies. Its administration was somewhat cumbersome. A large, highly centralised=20 Department of Education exercised control over most parts of the system. Courses and a large range of qualifications were seen as unstructured, = often=20 obsolete, and made it difficult for students to transfer between courses = and=20 institutions. Funding arrangements, particularly for capital works, were = seen as=20 ad hoc and unfair. Investment by industry in industry-based systematic training was seen by = the=20 government as inadequate, and as poorly linked with institution-based = training. The government was concerned that it had little idea of what its = substantial=20 expenditure on the tertiary education and training system was actually=20 achieving. A major reform of tertiary education was inevitable in the = context of=20 the comprehensive changes to social and economic life in New Zealand. A central feature of the reforms, as they affect tertiary institutions, = has been=20 the introduction of common systems of governance, funding, = accountability, and=20 reporting. This included a consistent and coherent funding system for = all=20 universities, polytechnics, colleges of education, and wananga. Another objective of the reforms for tertiary institutions, = progressively=20 implemented from 1990, was to preserve and enhance institutional = autonomy and=20 academic freedom. In exercising this enhanced academic freedom and autonomy, tertiary = institutions=20 are required to act in a manner that is consistent with the need for=20 accountability and the proper use of resources allocated to them. They = are also=20 required to become more efficient and effective in the services they = provide,=20 and to show proper regard for matters of access and equity. Following the change of government in 1990, further reforms have been=20 implemented, including enhanced targeting of student allowances, the=20 introduction of a student loans scheme, and increased funding for = private=20 training establishments. A new industry training policy has been progressively implemented from = 1992 to=20 encourage industry to take greater responsibility for industry training = and to=20 reform apprenticeship arrangements. The policy allows industries to progressively become responsible for = developing,=20 implementing, and administering their own training arrangements, = including=20 apprenticeships and primary industry cadet schemes, through the = establishment of=20 Industry Training Organisations (ITOs). A National Qualifications Framework (NQF) in which all qualifications = are to=20 have a purpose and a relationship to each other, that students and the = public=20 can understand, has been progressively implemeted. The National Qualifications Framework is pivotal to the success of the = industry=20 training policy by allowing trainees to accumulate credits towards = national=20 qualifications from a broad range of training opportunities including = work-place=20 assessment. Ways of making the National Qualifications Framework more inclusive to = cover=20 qualifications developed by universities and other education providers = are being=20 considered. The Training Opportunities Programme (TOP) was introduced to assist = trainees=20 with low skills to obtain employment and credit toward nationally = recognised=20 qualifications. Ongoing reforms are focussed on changes to management and governance=20 arrangements that more adequately protect the government's ownership = interest in=20 tertiary institutions. The changes are intended to encourage more = efficient use=20 of capital resources while allowing institutions greater autonomy in the = management of their capital assets. back to contents AGENCIES WITH RESPONSIBILITIES FOR TERTIARY EDUCATION On 1 October 1989, the Department of Education was disestablished along = with=20 tiers of regional and local education structures. The policy functions = of the=20 Department were taken over by the new Ministry of Education. Other = functions=20 were picked up by new crown agencies including the New Zealand = Qualifications=20 Authority (NZQA), the Education and Training Support Agency (ETSA), the=20 Education Review Office (ERO), and Career Services - Rapuara. The Ministry of Education provides policy advice to the Minister of = Education on=20 all aspects of education from early childhood and compulsory education = to=20 post-compulsory education and training. The Ministry oversees the implementation of approved policies and = advises on the=20 best use of resources allocated by the government to education. It allocates government funding to early childhood services, schools, = tertiary=20 institutions (universities, polytechnics, colleges of education, = wananga),=20 private training establishments and other providers of education = services. The Ministry approves charters of early childhood services, schools, and = tertiary institutions, and negotiates funding of tertiary institutions = on an=20 annual cycle. It manages the school property portfolio and is responsible for national = guidelines on all aspects of education including the national curriculum = taught=20 in schools. It collects, analyses, and disseminates education = statistics. The Ministry also ensures the delivery of education advisory, special = education,=20 curriculum development and early childhood development services and = funding for=20 industry training and entry level training programmes through = contractual=20 arrangements with other agencies and providers. The New Zealand Qualifications Authority (NZQA) is a Crown agency which = reports=20 directly to the Minister of Education. Its functions are to: =81E co-ordinate all qualifications in post-compulsory education and = training from=20 senior secondary to degree level so that they have a purpose and a = relationship=20 to each other that students and the public can understand; set and regularly review standards as they relate to qualifications; = ensure New Zealand qualifications are recognised overseas and = overseas=20 qualifications are recognised in New Zealand;=20 administer national examinations, both secondary and tertiary.=20 The Education and Training Support Agency (ETSA) is a Crown agency which = works=20 under a document of accountability to the Minister of Education. Its = focus is on=20 the transition from education and training to work, and on increasing = access to=20 training in the workplace. Its main functions are to administer the = government's=20 industry training policy and to manage the funding and monitoring for = the=20 Training Opportunities Programme (TOP) which is delivered by a wide = range of=20 providers. The government's industry training policy empowers industry to = progressively=20 become responsible for developing, implementing, and monitoring industry = training arrangements, including apprenticeships and primary industry = cadet=20 schemes, through the establishment of industry training organisations = (ITOs). Young New Zealanders receive career information and guidance services = while in=20 the senior secondary school or through the New Zealand Employment = Service (NZES)=20 if unemployed. Information is also available through tertiary = institutions and=20 public libraries. Guidance is provided by guidance professionals, such = as Career=20 Services staff under contract to schools and NZES. The government funds = schools=20 and NZES to enter into contracts with guidance professionals. Career information is currently developed by Career Services. A recent=20 government initiative KiwiCareers aims at making career information = relevant and=20 accessible via the Internet. KiwiCareers will be maintained by Career = Services,=20 although some groups such as tertiary education institutions will be = responsible=20 for building their own information onto the system. The Education Review Office (ERO) is a Crown agency responsible for = reporting=20 how well schools (including their senior secondary components) are = performing.=20 See Schooling in New Zealand: A Guide for further information about the=20 Education Review Office. back to contents OVERVIEW OF PROVISION Senior secondary school In 1997, there were 378 state secondary schools in New Zealand, = including 51=20 area schools, offering tuition to form 7. Tuition in the senior = secondary school=20 is fully funded by government, although schools charge voluntary = activity and=20 other fees. In addition there were 55 private schools offering tuition to senior = secondary=20 level, which are partially funded by the government in the form of = operational=20 and teacher salaries grants. Over recent years, a wider range of options have become available in the = senior=20 secondary school. Many schools have developed innovative strategies to = help=20 students make the transition from school to tertiary education or = employment. Currently, about half of all school leavers continue with formal = tertiary=20 education programmes, mainly at university or polytechnic. The other = half mostly=20 enter the labour force. Some enter training programmes such as the = Training=20 Opportunities Programme. Further information on the senior secondary school is provided in = Schooling in=20 New Zealand: A Guide. Tertiary institutions There are four kinds of state tertiary institutions: universities, = polytechnics,=20 colleges of education, and wananga. Arrangements for the establishment,=20 governance and funding of tertiary institutions are set out in = legislation, and=20 are identical for universities, polytechnics, colleges of education, and = wananga. The distinguishing characteristics of the four kinds of tertiary = institutions=20 are also defined in legislation. Currently there are seven universities, 25 polytechnics, four colleges = of=20 education, and three wananga, which between them enrol over 200,000 = students=20 each year. Tertiary institutions are Crown entities and are required to follow = standard=20 public sector financial accountability processes. Each tertiary institution is controlled by its own council, established = under=20 legislation intended to maximise its autonomy consistent with the = standard=20 requirements of accountability for public funding. Each tertiary institution determines its own programmes. All matters = relating to=20 governance and management are the responsibility of the council, which=20 represents the interests of staff, students, and the wider community. Further information on tertiary institutions is provided in the Tertiary = Institutions chapter of this booklet. Private Training Establishments There are several thousand private training establishments (PTEs) in New = Zealand, of which more than 800 are registered with the New Zealand=20 Qualifications Authority. Private training establishments offer a wide range of courses, often in = niche=20 markets. Many actively participate in, and are funded by government for, = the=20 delivery of Training Opportunities Programmes. Further information on private training establishments is in the = Tertiary=20 Institutions chapter of this booklet. Industry training The government's policy for industry training is designed to increase = the=20 quality, relevance, and volume of systematic industry training in New = Zealand.=20 It encourages industry to progressively become responsible for = developing,=20 implementing, and administering industry training arrangements such as = on and=20 off job training, through the establishment of industry training = organisations=20 (ITOs). It is designed to make industry-based training more responsive to = industry's=20 needs by giving industry greater control over resources devoted to these = arrangements. Traditional apprenticeships and primary industry cadet scheme training = places=20 are still provided through the government's industry training policy. Government funding is provided on a co-purchase arrangement to allow = industry=20 training organisations to purchase off-job training components or on-job = alternatives, and to assist them to meet the costs of developing, = expanding, and=20 managing systematic training arrangements within their respective = industries. Further information on the industry training policy is provided in the = Industry=20 Training chapter of this booklet. Training Opportunities Programme The Training Opportunities Programme (TOP) is designed to assist people = with low=20 skills to obtain employment or credit towards nationally recognised=20 qualifications. It is targeted to early school leavers and to long-term=20 unemployed people with low qualifications, as well as other people who = are=20 educationally disadvantaged. TOP resources are used to fund a diverse range of training providers and = programmes, including work-based training options, and courses offered = by=20 private training establishments and some polytechnics. Further information on the Training Opportunities Programme is provided = in=20 Second chance, adult, and community-based education chapter of this = booklet. back to contents TERTIARY INSTITUTIONS Universities Universities are primarily concerned with advanced learning, the = principle aim=20 being to develop intellectual independence; their research and teaching = are=20 closely interdependent; they meet international standards of research = and=20 teaching; they are a repository of knowledge and expertise; they have a = role as=20 critic and conscience of society. There are seven universities in New Zealand: the University of Auckland, = the=20 University of Waikato, Massey University, Victoria University of = Wellington, the=20 University of Canterbury, Lincoln University, and the University of = Otago. Currently over 80,000 full-time equivalent students enrol each year for=20 university study. All seven New Zealand universities offer courses in the traditional = faculties of=20 arts, sciences and commerce, whilst law is available at Auckland, = Waikato,=20 Victoria, Canterbury and Otago. Each university specialises in certain fields: the University of Otago in medicine, dentistry, physical education, = pharmacy=20 and surveying;=20 the University of Canterbury in forestry, engineering and fine arts; = Lincoln University in topics related to agriculture and = horticulture;=20 Victoria University of Wellington in architecture, public = administration and=20 social work;=20 Massey University in agriculture, horticulture, food technology, and = veterinary science, as well as extramural tuition in a wide range of = subjects throughout New Zealand;=20 the University of Waikato in law and Maori studies;=20 the University of Auckland in architecture, planning, engineering, = medicine,=20 optometry, and fine arts.=20 Conjoint programmes leading to the Bachelor of Education degree and = Diploma of=20 Teaching are available at several universities in association with local = colleges of education. Some universities offer their own teaching = qualification=20 at degree or diploma level. Polytechnics Polytechnics provide a wide range of academic, vocational and = professional=20 courses, including vocational training, that contributes to the = maintenance,=20 advancement, and dissemination of knowledge and expertise and promotes = community=20 learning. They also promote research, particularly applied and = technological=20 research, that aids development. There are 25 polytechnics in New Zealand. These are: North Island Northland Polytechnic=20 Auckland Institute of Technology=20 Manukau Institute of Technology=20 UNITEC Institute of Technology=20 Waikato Polytechnic=20 Bay of Plenty Polytechnic=20 Waiariki Polytechnic=20 Tairawhiti Polytechnic=20 Eastern Institute of Technology=20 Wairarapa Community Polytechnic=20 Taranaki Polytechnic=20 Wanganui Regional Community Polytechnic=20 Manawatu Polytechnic=20 Whitireia Community Polytechnic=20 Central Institute of Technology=20 Open Polytechnic of New Zealand=20 Hutt Valley Polytechnic=20 Wellington Polytechnic=20 South Island Nelson Polytechnic=20 Tai Poutini Polytechnic=20 Christchurch Polytechnic=20 Aoraki Polytechnic=20 Otago Polytechnic=20 Telford Rural Polytechnic=20 Southland Polytechnic=20 Over recent decades, the vocational education and training formerly = provided by=20 technical high schools is now provided by the polytechnics. Polytechnics provide a diverse range of vocational education resources = and cover=20 a large and increasing number of subjects at various levels of = specialisation.=20 Many are now accredited to offer their own degree programmes. Currently almost 60,000 full-time equivalent students enrol each year = for=20 polytechnic study. Taking short courses into account, the actual number = of=20 students enrolled at polytechnics is several times this figure. While most polytechnics continue to provide traditional trade and basic=20 vocational courses, an increasing number of professional courses offered = at=20 degree level is reducing the distinction between the respective roles of = polytechnics and universities. Colleges of Education Colleges of education provide teacher education and research related to = the=20 early childhood and compulsory sectors of education, and provide = associated=20 social and educational service roles. There are now four specialist colleges of education offering courses in = early=20 childhood, primary, and secondary teacher training, situated in = Auckland,=20 Wellington, Christchurch and Dunedin. The provision of teacher training is expanding in response to a growing = demand=20 for teachers that reflects demographic and other factors. Two universities also offer teacher training. The Hamilton Teachers = College in=20 1991 amalgamated with the University of Waikato to become the = University's=20 School of Education. Palmerston North College of Education merged with = Massey=20 University in 1996 to become the Massey University College of Education. = Other=20 colleges of education are considering amalgamation with universities. Teacher training in early childhood education and Maori language is also = offered=20 by some other tertiary education providers including polytechnics and = private=20 training establishments. Wananga Wananga are teaching and research institutions that maintain, advance, = and=20 disseminate knowledge, develop intellectual independence, and assist the = application of knowledge regarding ahuatanga Maori (Maori tradition) = according=20 to tikanga Maori (Maori custom). Three wananga are established tertiary institutions. These are: Te = Wananga o=20 Aotearoa; Te Wananga o Raukawa; and Te Wananga o Awanuiarangi. Private Training Establishments There are several thousand private training establishments (PTEs) in New = Zealand, of which more than 800 are registered with the New Zealand=20 Qualifications Authority. Private training establishments offer a wide range of courses, often in = niche=20 markets, but tend to specialise in particular subject areas. Many = actively=20 participate in, and are funded for, the delivery of Training = Opportunities=20 Programmes(TOP). A quarter of private training establishments are Maori-owned and = operated. A=20 small number offer degrees. Private training establishments may apply for government funding from a=20 contestable pool under similar arrangements as apply for tertiary = institutions.=20 However, the funding in this pool is currently less than one percent of = the=20 funding pool available to tertiary institutions. By offering a limited number of government-funded places (about 2,000 = full-time=20 equivalent places), private training establishments offer some = competition for=20 the state tertiary institutions, and in provincial towns improve access = to=20 tertiary education and training. Governance and management of tertiary institutions All tertiary institutions (universities, polytechnics, colleges of = education,=20 wananga) are governed by their own councils. The main functions of a council are to set the strategic direction and = policies=20 of the tertiary institution, determine its programmes, set its budget = including=20 tuition fees, and appoint its chief executive officer. In carrying out these functions, councils are required to strive for the = highest=20 standards of excellence in education, training, and research, encourage = the=20 greatest possible participation, use public resources responsibly, and=20 acknowledge the principles of the Treaty of Waitangi. The main functions of a chief executive officer (who may be = alternatively=20 designated a vice chancellor, director, principal, or president) are to=20 implement council policies and decisions and to manage the academic and=20 administrative affairs, including the employment of teaching and support = staff. Tuition subsidies State tertiary institutions (universities, polytechnics, colleges of = education,=20 wananga) are funded on the basis of the number of equivalent full-time = students=20 (EFTS) that they attract. The funding system is common to all tertiary=20 institutions, and is, in principle, student driven in that the funding = follows=20 the student. Funding is provided as a partial tuition subsidy. The government meets = most but=20 not all of the costs of providing tuition. Graduates of universities, polytechnics, colleges of education, and = wananga are=20 likely to derive private benefits from tertiary education, and can = reasonably be=20 expected to contribute to its costs. The fiscal challenge for successive governments has been to decide how = to fund=20 what has amounted to a doubling of participation in tertiary education = and=20 training over the decade 1986-1996. The student contribution has increased from 3 percent in 1990 to about = 20=20 percent in 1994. In 1995, the government announced its decision to = reduce=20 tuition subsidies progressively to 75 percent of tuition costs by the = year 2000. It is the responsibility of tertiary institutions to recover the balance = between=20 actual costs of delivery and the government's tuition subsidy. Any = shortfall is=20 made up by tuition fees set by the institutions themselves, and from = other=20 enterprises including services for international students, = consultancies, and=20 research contracts. Tertiary institutions are funded from Vote: Education in accordance with = a=20 funding formula based on the number of funded EFTS places that is = negotiated=20 annually with the Ministry of Education. The funding system has replaced detailed central decision-making about = levels of=20 staffing, operating grants, and capital works projects. These = responsibilities=20 now lie entirely with the councils of tertiary institutions. Being = essentially=20 bulk funded, tertiary institutions are free to allocate resources to = particular=20 priority areas and programmes by cross-subsidisation. Private training establishments are funded on a similar basis to = tertiary=20 institutions through the Ministry of Education. However, the partial = tuition=20 subsidy for private training establishments differs substantially from = that for=20 tertiary institutions as it does not include a contribution for capital=20 development. Nor is it provided at the same rates of funding as = allocations are=20 made from a finite contestable pool, with the amount being split between = successful applicants. Participation Participation in tertiary education and training has increased steadily = over the=20 last ten years. In 1995 the participation rate for the 18-21 age group = was=20 30.9%. While in the 22-25 age group the rate was 13.9%. In the 26-29 age = group=20 the rate was 7.2%. In the 'core' tertiary age group of 18-24 year olds, = 27.3% of=20 New Zealanders were accessing tertiary education and training in 1995. = The=20 participation rate for women (28.5%) exceeds that for men (26%) in this = age=20 group, and has done so since 1993. The rate of increase in participation by Maori in tertiary education is = about=20 twice that for non-Maori. This is mitigating the longstanding=20 under-representation of Maori students in tertiary education, although = Maori are=20 still under-represented in proportion to their numbers in the general=20 population. Gender balance has been largely achieved in the student cohort enrolled = at=20 tertiary institutions, although women continue to be under-represented = in some=20 disciplines (for example engineering) and over-represented in others = (for=20 example nursing). Student loans and allowances To ensure tuition and living costs are not a barrier to increasing=20 participation, successive governments have made financing arrangements = available=20 to students. A student allowances scheme introduced in 1989 provides allowances to = New=20 Zealand students 18 years of age and over who are studying in recognised = full-time tertiary courses and to some senior secondary students. Since 1992, allowances for single students, without dependents, under = the age of=20 25 years have been subject to a means test on their parents' combined = income. To ensure that tuition fees (and living costs for students not eligible = for=20 student allowances) are not a financial barrier to tertiary education, = the=20 government introduced a student loans scheme in 1992. The loan scheme is state-funded and makes provision for income-related=20 repayments through the New Zealand taxation system. Under the scheme, students are able to borrow three components: a tuition fees component which fully covers compulsory tuition fees; = a course-related expenses component of up to $1,000 each year;=20 for full-time students, a living expenses component of up to $150 = per week=20 for the length of the course, rebated by any student allowance that = may be=20 received.=20 Access to the student loan scheme and to student allowances is available = generally on the same basis irrespective of whether a student is = enrolled at a=20 state tertiary institution or at a private training establishment. An = exception=20 is a cap of $6,500 applied from 1997 on borrowing to meet tuition fees = set by=20 private training establishments. Other student support systems In addition to tuition subsidies that meet most of the costs of tuition = and the=20 student loans and allowances schemes, an extensive range of other = support=20 mechanisms is available to intending and actual tertiary students and = trainees. These include: programmes targeted at particular groups (for example disadvantaged = Maori=20 and Pacific Island youth);=20 course and careers advice provided in schools and at institutions;=20 a wide range of scholarships funded from public and private sources; = counselling, other student services (accommodation, recreation etc); = bridging and foundation-type courses offered by many institutions to = allow=20 disadvantaged students to meet the entry requirements for more = advanced=20 mainstream programmes.=20 Skill Enhancement is a fully-subsidised programme targeted at Maori and = Pacific=20 Island youth aged 16 to 21 years which replaces an earlier Maori = vocational=20 training programme. The allocation of scholarships may be on the basis of academic merit = (University=20 Scholarship, corporate sponsorship, prestigious awards) or to meet = particular=20 social needs of, for example, ethnic minorities. The best source of information on these student support services is = often the=20 institutions themselves (for example the universities in respect of = academic=20 awards). back to contents INDUSTRY TRAINING Industry training policy The government's industry training policy is designed to: increase the number of skills/occupations covered by industry-wide = training;=20 =20 broaden the range of people who have access to recognised training;=20 make training more responsive to industry needs;=20 link training to the National Qualifications Framework;=20 build and foster a training culture throughout New Zealand.=20 The policy aims to extend training to industries and occupations where = there=20 currently are no systematic training systems, integrate existing = arrangements=20 (e.g. apprenticeships) into wider industry training arrangements, and = provide=20 for training to national industry standards that are recognised in the = National=20 Qualifications Framework. The government's industry training policy is established under the = Industry=20 Training Act 1992. This act provides for Industry Training Organisations = (ITOs)=20 representing industry to be established as the vehicles for organising = industry=20 training. Currently there are over 50 industry training organisations which cover = some 70=20 percent of the range of occupations in the workforce. ITO funding comes = from the=20 marketing of training material, from selling services, and from = membership=20 levies. Resourcing Funding for industry training is a joint responsibility between industry = and=20 government. A system of cost components has been established, and = benchmarked=20 costs have been established for each component. Government's contribution is met by the Industry Training Fund (ITF). = Industry=20 contribution may be in cash or in kind, with employees bearing costs by = meeting=20 some proportion of off-job training fees, or by accepting a lower wage = rate as=20 part of the training arrangement. The Industry Training Fund allows ITOs to purchase off-job training = components,=20 or on-job alternatives, for industry-based systematic training = arrangements. In the developmental phase of an ITO, developmental funds are available = from the=20 Industry Training Development Fund. This fund is available to ITOs, or = groups=20 seeking ITO recognition, to assist in meeting the costs of developing = systematic=20 training arrangements. Uptake Currently, traditional apprenticeships and Primary Industries Cadet = Schemes=20 (PICS) comprise most of the training places provided through the = government's=20 industry training policy. Whilst in training, trainees receive wages from their employers, some of = whom=20 will receive some form of subsidy from ITOs or directly from government = through=20 the Education and Training Support Agency. Industry training uptake has been steady since its inception in 1992. At = the end=20 of 1996, about 30,000 trainees were undertaking some form of systematic=20 training. This is an historically high figure, last achieved during the = 1970s.=20 After a long period of decline, apprenticeship numbers over recent years = have=20 been increasing steadily. back to contents SECOND CHANCE, ADULT & COMMUNITY-BASED EDUCATION Training Opportunities Programme The Training Opportunities Programme (TOP) is a purchase mechanism = designed to=20 assist people with low skills to obtain employment or credit towards = recognised=20 qualifications. It is targeted to: early school leavers; long-term = unemployed=20 with low qualifications; people with a disability; Domestic Purposes or = Welfare=20 Benefit recipients; refugees; ex-prisoners; or New Zealand Employment = Service=20 priority clients. Training Opportunities Programme courses are fully subsidised by the = government.=20 Trainees are not required to pay fees and may be entitled to income = support=20 equivalent to the unemployment benefit. Training Opportunities Programme courses are linked to the National=20 Qualifications Framework Courses are delivered through a diverse range of training providers and=20 programmes, including work-based training options. Approved providers are mostly private training establishments but = include some=20 polytechnics and wananga. The Education and Training Support Agency (ETSA) allocates funding for = TOP=20 through competitive tendering by a wide range of providers, mostly = private=20 training establishments. The funding allocated to the Training = Opportunities=20 Programmes is currently about 17 percent of the funding pool available = to=20 tertiary institutions, and provides for about 24,000 full-time = equivalent places=20 per year. The desired outcomes for the Training Opportunities Programme are: the acquisition of nationally-recognised qualifications or credit = towards=20 them; and either=20 entry into employment; or=20 entry into further education and training beyond the level of the = Training=20 Opportunities Programme.=20 For trainees who left the programme during 1996, 43 percent went on to=20 employment and 10 percent went on to further education and training = within two=20 months of leaving the programme. Adult and community-based education Community education, adult education, and non-formal education are = provided=20 through a wide range of education institutions and organisations. Secondary schools provide day and evening classes for adult, community, = and=20 non-formal education. Polytechnics also provide a range of community = education=20 courses and programmes. All seven universities offer seminars and short and medium term courses = through=20 their continuing education departments. A number of other organisations are also involved in adult, community, = and=20 non-formal education. Courses may focus on general community interests = (e.g.=20 arts, crafts, recreation, personal development) or on particular needs = (e.g.=20 adult reading and literacy). A feature of the New Zealand education system is the wide diversity of = options=20 at the post-compulsory level, although many New Zealanders tend to = follow the=20 more formal route by enrolling at tertiary institutions. back to contents OVERVIEW OF ASSESSMENT Senior school examinations Under the present system, senior secondary school students may take = certain=20 national examinations. The School Certificate examination is taken by most students at the end = of three=20 years of secondary schooling (year 11, Form 5, at about the age of 15). = A=20 student may enter the examination in any number of subjects up to six, = usually=20 including English, and is credited with a grade in each subject ranging = from A=20 (highest) to E. The Sixth Form Certificate is internally assessed at the end of year 12 = (Form=20 6), and awarded on a single subject basis to students who have = satisfactorily=20 completed an approved course of one year in one or more subjects. Most students take five or six subjects, usually including English. = Grades are=20 awarded on a 1 to 9 scale, 1 being the highest, and are externally = moderated. The National Certificate of Educational Achievement (NCEA) is a = qualification=20 which confirms that a person has achieved a broad general education, = including=20 basic literacy and numeracy. The NCEA qualification is made up of the = credits=20 earned at school, in the workplace, through recognition of prior = learning or=20 with other credited providers. Examples are the National Certificate in=20 Electronics Technology and the National Certificate in Social Services. The National Certificate in Employment Skills (NCES) is a qualification = that=20 certifies that a person is competent in key workplace related skills. = The NCES=20 is a unit standards based qualification. The Higher School Certificate is awarded to students who have = satisfactorily=20 completed five years of secondary schooling beginning at year 9 (Form = 3). The University Bursaries/Scholarship examination is taken at the end of = year 13=20 (Form 7). Both percentage marks and grades ranging from A (highest) to E = are=20 awarded. A Bursaries and B Bursaries are awarded on the basis of = attaining total=20 marks of 300 or more, or 250-299 respectively. Scholarships are awarded for high performance in particular subjects. = Cash=20 awards are made to students gaining a bursary or a scholarship. National Qualifications Framework The New Zealand Qualifications Authority is progressively developing and = implementing a National Qualifications Framework for secondary schools = and=20 post-school education and training. The National Qualifications Framework's broad goals are to assist the = decisions=20 of learners and employers: by providing them with an assurance of the quality of = qualifications;=20 by improving information about the purposes of qualifications and = how=20 different qualifications relate to one another.=20 The National Qualifications Framework is intended to be comprehensive, = spanning=20 general, vocational and industry-based qualifications across the = post-compulsory=20 sector, including the senior secondary school. The National Qualifications Framework is based on 'outcomes' or = 'standards',=20 i.e. clear statements about what learners know and can do, and which = provide a=20 basis for fair assessment. Expressed in this way, registered = qualifications can=20 potentially be offered in a range of learning environments: tertiary=20 institutions, secondary schools, private providers or in the workplace. The National Qualifications Framework has eight 'levels' which signal=20 progressively more difficult or complex outcomes required of learners. = Levels=20 are not prescriptions for learning: they are conventions for describing=20 qualifications, similar to the university practice of designating degree = stages=20 as 1, 2 and 3. Qualifications are registered at one of these eight levels: Certificates are usually registered between levels 1 to 4;=20 Diplomas are usually registered at level 5 and above;=20 Degrees and post-graduate qualifications are registered at levels 7 = and 8.=20 As learners attain outcomes, they receive 'credit' towards = qualifications. With=20 sufficient numbers of credits at specified levels, the qualification is = awarded.=20 In a full year of study, a typical student would expect to achieve = around 120=20 credits. Initial implementation of the National Qualifications Framework focussed = on=20 qualifications for industry. To date, all the qualifications registered = on the=20 Framework are based on unit standards, but these have now been extended = to the=20 general education subjects traditionally taught at school. Unit standards are learning outcomes in a specified format which are = defined by=20 national standards setters. These are groups representing the = stakeholders in=20 particular fields of skills or knowledge. Unit standards vary in = complexity,=20 size and credit value. At the end of 1996, over 7000 unit standards and 180 qualifications have = been=20 registered, 80 percent of them at levels 1 to 4. Over 90,000 learners = are=20 engaged in Framework-related learning (including senior secondary = students and=20 those who have completed courses). The numbers of registered = qualifications and=20 participating learners is increasing monthly. Qualifications not made up of unit standards, such as degrees, are not = yet=20 registered on the National Qualifications Framework. This has led to a=20 consideration of ways that the National Qualifications Framework might = be=20 developed to enable inclusion of such qualifications, subject to their = meeting=20 quality criteria. It is expected that, over time, the National Qualifications Framework = will=20 include most qualifications regarded as valuable by learners and = employers and=20 which meet the required quality criteria. Other recognised qualifications In addition to qualifications developed by national standards setters, = there are=20 a range of recognised qualifications available in New Zealand. Tertiary institutions and private training establishments have over many = years=20 developed their own qualifications, and many have developed = arrangements,=20 largely on a case-by-case basis, for recognising the qualifications of = other=20 providers for the purposes of cross-crediting or exemptions. University degrees are approved by the New Zealand Vice Chancellors' = Committee,=20 and have international recognition. Degrees awarded by polytechnics, colleges of education, wananga and = private=20 training establishments are approved by the New Zealand Qualifications=20 Authority, and have international recognition. back to contents TERTIARY EDUCATION FOR INTERNATIONAL STUDENTS New Zealand's educational institutions have a long tradition of = enrolling=20 international students, and are recognised internationally for the high = quality=20 of their programmes. Graduates from New Zealand are readily accepted into overseas = universities and=20 workplaces. Institutions place as much importance on the welfare of = their=20 international students as their academic success. Living and tuition = costs are=20 internationally competitive. In 1996, about 7,000 international students were enrolled in formal = courses at=20 New Zealand senior secondary schools, tertiary institutions and private = training=20 establishments. The necessary student visas are issued by the New Zealand Immigration = Service.=20 Visas are not normally required for courses of less than three calendar = months=20 duration. A student visa is issued only when a student is enrolled in an approved = course=20 at an institution accredited to deliver it, and has to be renewed each = year for=20 multi-year courses. Quality assurance is maintained by the New Zealand Qualifications = Authority for=20 all providers except universities. The New Zealand Vice Chancellors' = Committee=20 is responsible for quality assurance in the universities. Private training establishments which enrol international students are = legally=20 required to be accredited by the New Zealand Qualifications Authority = and to=20 have course approvals for courses of more than three months duration. = The=20 legislation provides protection for international students who pay = tuition fees=20 in advance. The Ministry of Education in 1996 developed a Code of Practice for the=20 Recruitment, Welfare and Support of International Students. An = International=20 Education Appeal Authority may receive and adjudicate on complaints = received=20 from international students. Most institutions assist international students find suitable = accommodation,=20 which might include halls of residence, student hostels, apartments, = flats, and=20 homestay arrangements. Tuition fees are set by institutions themselves. Most international = students are=20 full fee paying students, and meet the costs of their tuition, = accommodation,=20 living, and travel expenses. Some international students are sponsored by the government of their own = country, by their employer, or by a multinational agency to travel to = New=20 Zealand for study. Sponsored students have the costs of their study met = by the=20 sponsoring agency. The New Zealand Government offers Aotearoa Scholarships as part of New = Zealandis=20 Overseas Development Assistance Programme (NZODA) to people from South = Pacific=20 developing countries. New Zealand Overseas Development Assistance Study Awards are available = to=20 candidates nominated by their home government for study in New Zealand = under New=20 Zealand's Development Co-operation Programme with the country concerned. = Awards=20 cover tuition fees, travel costs, and basic course and living costs. New Zealand Overseas Development Assistance Postgraduate Scholarships = are open=20 to persons from specified developing countries to study in New Zealand = in areas=20 of developmental relevance to their home countries. The scholarships are = tenable=20 for full-time multi-year postgraduate courses at New Zealand = universities and=20 certain designated polytechnics. The scholarships are administered by the Ministry of Foreign Affairs and = Trade. back to contents FURTHER INFORMATION To find out more about the topics covered in this booklet, contact the=20 appropriate national organisation listed below: Ministry of Education Private Box 1666 , Wellington Telephone (04) 473 5544. Facsimile (04) 499 1327 Aotearoa Polytechnics Student Union PO Box 10-191 , Wellington Telephone (04) 499 6446 . Facsimile (04) 499 6554 Association of Polytechnics in New Zealand PO Box 10-344 , Wellington . Telephone (04) 471 1162 . Facsimile (04) = 473 2350 Association of Staff in Tertiary Education PO Box 27-141 , Wellington . Telephone (04) 801 5098 . Facsimile (04) = 358 8826 Association of University Staff of New Zealand PO Box 11-767 , Wellington . Telephone (04) 382 8491 . Facsimile (04) = 382 8508 Career Services PO Box 9446 , Wellington . Telephone (04) 801 5177 . Facsimile (04) 801 = 5161 Education Review Office PO Box 2799 , Wellington . Telephone (04) 499 2489 . Facsimile (04) 499 = 2482 Education and Training Support Agency PO Box 27-048 , Wellington . Telephone (04) 801 5588 . Facsimile (04) = 801 5599 National Association of Wananga 10 Spiers Road , Karori , Wellington New Zealand Association of Private Education Providers PO Box 6411 , Wellington New Zealand Council for Educational Research PO Box 3237 , Wellington . Telephone (04) 384 7939 . Facsimile (04) 384 = 7933 New Zealand Council for Teacher Education PO Box 3568 , Wellington . Telephone (04) 472 7162 . Facsimile(04) 472 = 7160 New Zealand Qualifications Authority PO Box 160 , Wellington . Telephone (04) 802 3000 . Facsimile (04) 802 = 3115 New Zealand University Students' Association PO Box 10-191 , Wellington . Telephone (04) 471 2559 . Facsimile (04) = 473 2391 New Zealand Vice Chancellors' Committee PO Box 11-915 , Wellington . Telephone (04) 801 5086 . Facsimile (04) = 801 5089 back to contents SELECTED BIBLIOGRAPHY Report of the Working Group on Post-Compulsory Education and Training = 1988=20 (convenor: Professor G R Hawke) Government Printer, Wellington. 1988 Learning for Life: Two - Education and Training Beyond the Age of 15 = (policy=20 decisions: August 1989). Government Printer, Wellington. 1989 Education Act 1989 Available from Brooker & Friend Ltd . PO Box 43 DX = 8043 ,=20 Wellington New Zealand Qualifications Authority (1992), A Qualifications Framework = for New=20 Zealand: An Introduction to the Framework. Wellington: New Zealand=20 Qualifications Authority. Ministry of Education (1994), Education for the Twenty First Century.=20 Wellington: Learning Media Ltd.* Ministry of Education (1995), Better Beginnings: Early Childhood = Education in=20 New Zealand. Wellington: Ministry of Education, Communications Unit.* Ministry of Education (1995), Changing Directions, Roles and = Responsibilities in=20 Education. Wellington: Ministry of Education.* Ministry of Education (1997), The EFTS Funding System for Tertiary = Institutions:=20 1997. Wellington: Ministry of Education. Ministry of Education (1997), Prescription: Study Right Tuition Subsidy: = 1997.=20 Wellington: Ministry of Education. Ministry of Education (1996), Schooling in New Zealand: A Guide. = Wellington:=20 Ministry of Education Communications Unit.* Ministry of Education (1996), Education in New Zealand 1996. Wellington: = Ministry of Education Data Management and Analysis Section. *Available from the Communications Unit, Ministry of Education, = Private Box=20 1666, Wellington, New Zealand.=20 MINISTRY OF EDUCATION WORLD WIDE WEB ADDRESSES More information about education in New Zealand can be accessed on the = Ministry=20 of Education World Wide Web home page. The Ministry has two large sites = the=20 addresses are: http://www.minedu.govt.nz http://www.TeachNZ.govt.nz =20 Photos: Bruce Connew, Wellington, UNITEC, Auckland &Wellington = Polytechnic=20 =20 back to contents ------=_NextPart_000_0004_01BF43FD.7A6FD700--