additional resources to the schools within K\u0101hui Ako with the highest numbers

Additional resources to the schools within kāhui ako

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additional resources to the schools within Kāhui Ako with the highest numbers and proportions of priority learners. As the Ministry provides resources to Kāhui Ako, resources should be prioritised to be targeted at Kāhui Ako who ha ve the largest equity gaps, and large numbers and concentrations of priority learners. Between schools in a Kāhui Ako, leaders will have to take care to ensure that additional resources are thoughtfully targeted towards the schools where the largest amount or concentration of students are struggling, instead of dividing the resources evenly. It will also be important for the original intent of Kākui Ako to be kept at the forefront of Ministerial decisions regarding future roles for and funding of Kāhui Ako, so that they do not become simply a vehicle for rationing scarce resources. Recommendations related to design of education systems Increase and investigate equity in NCEA Recommendation: Increase equity in the NCEA system by removing the cost of NCEA for some families and further investigating how to improve NCEA pathways for all students. The NCEA system has many strengths. It provides a flexible path through secondary education that accommodates a variety of post-secondary aspirations, and it allows schools to meet the needs of their students, families and communities. Graham et al. found that ‘overwhelmingly, NCEA was preferred over norm-referenced assessments, which were perceived to be confrontational and alienating rather than supportive.’ 171 At the same time, given the importance of NCEA in the New Zealand education system and for learners, it’s important that the New Zealand government look closely at whether NCEA is providing equitable opportunities for all learners. As evidenced by Figure 8, NCEA achievement rates are quite predictive of whether a student enters tertiary education or training, such as an apprenticeship, after secondary school. In 2015, 73.8 per cent of school leavers with NCEA Level 3 or above subsequently enroled in tertiary education, while just 21.6 per cent of school leavers with NCEA Level 1 enroled in tertiary. Tertiary education qualifications can mean more professional opportunities and greater opportunities for more income. For example, in 2011, New Zealanders with no qualifications were found to have just two-thirds of the earning power of individuals with a bachelor’s degree or higher. 172 171 Graham, J., Meyer, L. H., Mckenzie, L., McClure, J., and Weir, K. (2010) 172 OECD (2013), Education at a Glance 2013
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39 Figure 8: Proportion of school leavers progressing directly to tertiary education by highest school qualification and institution type (2015) 173 Source: Ministry of Education (n.d.) School Leaver Destinations , Education Counts. Retrieved 13 June 2017 from - outcomes/school_leavers_entering_tertiary_education It is key that the government and schools focus on ensuring priority learners have the best chance possible to succeed on NCEA. True equity in the secondary school
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  • Spring '18
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