But we could not find enough clear research to show what is working well now, or what would work best in the future.
More research is needed. The group which fits this list best is the native Hawaiian people. We asked five basic questions about the research we looked at: There are many different ideas explaining education performance. How did the researchers decide which ones were worth studying? Do the ideas explaining education performance in the research match the information available? Do the ideas about education performance in the research predict what will happen in the future, in a way that can be tested?
What information would show us that we should rule out some of the research ideas explaining education performance? How much information is there to back up the ideas in the research about education performance? How much information is there against these ideas? What is happening to the education gap? Why is there a gap? This is partly because of their past experiences of not doing well in the education system. What would help to close the gap? Scroll to top of page. Unemployment rates for Maori mirrored this trend, rising markedly between and and falling between and Despite this fall, Maori were almost three times as likely as non-Maori to be unemployed in Job losses in traditional sectors of employment for Maori have been offset to some extent by new opportunities in other sectors.
This is reflected in a fall in the proportion of Maori working in manufacturing industries and increases in service industries such as wholesaling, retailing, restaurants and hotels, as well as business and financial services. Occupational distribution has also changed, with a fall in the proportion employed as plant and machine operators and assemblers and an increase in the proportion employed as service and sales workers.
There has recently been some dispute about this interpretation of the figures. Some researchers have argued that ethnicity has not been a major determinant of income distribution. This has been hotly contested, however, and most academic research and government policy is based on the opposite interpretation. Maori on average receive lower incomes than non-Maori.
Median incomes for Maori fell as a proportion of non-Maori incomes between and and then increased again by but did not regain the level of a decade earlier. In part, the difference between Maori and non-Maori incomes reflects the greater concentration of Maori in low-paid occupations. However, comparisons within occupational groups show that Maori receive lower median incomes than non-Maori with similar occupations. Maori also receive lower median incomes than non-Maori with similar levels of education.
The education system has an important role to play if these issues are to be adequately addressed. Maori Teachers: An evaluation of Maori teacher supply initiatives was completed and a review of the current Maori and Maori medium teacher supply initiatives is underway. During the year , TeachNZ scholarships, designed to attract increased numbers of Maori and Maori medium teachers, were awarded to recipients.
In there were six officially designated kura kaupapa Maori catering for students. In there were 59 kura kaupapa Maori. In , a total of schools other than kura kaupapa Maori were offering some form of Maori medium education.
Maori enrollments at the senior secondary school level have been steadily increasing over the last 10 years. In the tertiary sector in , Maori were most likely to be enrolled in polytechnics, whereas non-Maori were most likely to be enrolled in university. A total of 27, Maori were enrolled in a formal program of tertiary education. Maori made up 9 percent of university students, All are state funded.
Maori Language Education Resources: The government supports targeting funds to increase teacher training in the Maori language and to increase the supply of learning resources for Maori medium education. These focus on raising the capacity of education providers to deliver high quality Maori language education. This will be done through the adequate and appropriate provision of resources for both mainstream and Maori medium schools, including the provision of skilled teachers, sufficient teaching and learning material, and new assessment tools.
Labor Education Policy in Once again, Labor represented and is now implementing the Left orthodox critique of the education system as it was evolving in the more liberal environment of the s.
Labor policy for the election on schools said: Labor sees quality education as a basic right, which must be available to all children. If New Zealanders are better educated, the whole society will benefit, both socially and economically. National's market approach has meant some schools find it hard to attract quality teachers.
Priority will be given to ensuring that all schools are staffed by quality teachers. Labor will therefore improve preservice training and require ongoing professional development of teachers. It will also retain advisory and training services on a central basis, move to universal registration for all teaching staff in schools or early childhood education, and establish a staffing working party to develop a long-term staffing formula that gives proper consideration to schools' workload issues.
Labor argued that schools were increasingly being divided into winners and losers, with poorer communities being disadvantaged by that. Gaps were also widening between the achievement levels of school students. To offset this Labor would end bulk funding and reallocate the extra funds to schools through base grant, operational, and targeted funding increases. It would also introduce an annual inflation adjustment of operations grant funding, work with boards and staff organizations to develop a scheme to provide incentives for teachers to be seconded to "hard to staff" schools, and host a Hui Taumata to bring together Maori educators and community leaders to plan for long-term progress in Maori education.
Labor argued that there was a need to build capacity in technology and school buildings for the future. To achieve this Labor will ensure that teachers are trained in the use of information technology and will investigate bulk-buying options for hardware, software, and networking systems. In particular Labor argued it would pursue a policy of "Closing the gaps. This was to become a controversial issue in late When the coalition government came into power in December , there were over 1 million people, 30 percent of the population, enrolled in the New Zealand education system.
The number of students enrolled in formal education, grew from to In July there were , children in early childhood education, , students in the schools, and , in postsecondary education for a total of 1,, Compulsory Schooling: At early levels, school attendance is considered compulsory. Primary schools represent the first level of compulsory schooling. They cater to children from the age of five years Year 0 to the end of their sixth year of schooling Standard 4.
Secondary schools usually provide for students from Year 9 Form 3 until the end of Year 13 Form 7. The other four reports in the series are:. We made recommendations in two of our reports and have seen some of those already being used to encourage good practices.
The latest data available shows that:. Source: Ministry of Education, Education Counts.
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