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JANUARY <strong>15</strong>, <strong>2018</strong><br />

Education & Training Special<br />

07<br />

NCEA review to modernise school education system<br />

Chris Hipkins<br />

Overassessment of<br />

students and teacher<br />

workload will be<br />

addressed as part of the<br />

National Certificate of Educational<br />

Achievement (NCEA) review<br />

starting early this year.<br />

The review’s Terms of Reference<br />

were released on December<br />

14, 2017.<br />

The NCEA review is an opportunity<br />

to refine and strengthen<br />

our key national qualification<br />

for young people leaving school,<br />

and to ensure that NCEA remains<br />

relevant in the modern world.<br />

Focus on the Future<br />

The Government is committed<br />

to delivering a future-focused<br />

education system that equips students<br />

with skills and knowledge<br />

to be globally competitive.<br />

The introduction of NCEA<br />

represented asignificant modernisation<br />

of the system of secondary<br />

school assessment.<br />

However, the full potential of<br />

NCEA has yet to be fully realised.<br />

This review will build on what<br />

has been achieved with NCEA to<br />

date, and respond to emerging<br />

needs and opportunities.<br />

Over assessment, an issue<br />

Students and teachers have told<br />

us that overassessment is a real<br />

issue and impacts their wellbeing<br />

and workload. This and the<br />

importance of teaching life skills<br />

in schools, such as resilience,<br />

creativity, communication and<br />

adaptability, will form part of the<br />

review.<br />

The review will also look at<br />

the role of each level of NCEA,<br />

particularly the structure and<br />

relevance of NCEA Level 1 and<br />

whether all young people should<br />

attempt it.<br />

The Education Ministry will run<br />

the review, starting with a range<br />

of stakeholders and opening<br />

up for all New Zealanders to<br />

comment and contribute.<br />

New Advisory Group<br />

I will also establish a Ministerial<br />

Advisory Group of innovative<br />

thinkers, who can challenge<br />

traditional thinking on senior<br />

secondary education and assessment,<br />

to lead the initial phase<br />

of the review with a discussion<br />

document for public consultation<br />

in April <strong>2018</strong>.<br />

I am keen to hear from young<br />

people who are currently working<br />

towards an NCEA.<br />

I have set up a youth advisory<br />

group and will be seeking their<br />

insights early on in the process,<br />

and I want other students to contribute<br />

as well during the wider<br />

public consultation phase.<br />

The Terms of Reference for the<br />

review and the Cabinet Paper<br />

‘Reviewing NCEA’ are available<br />

at www.education.govt.nz/<br />

ncea-review.<br />

Chris Hipkins is Education<br />

Minister of New Zealand.<br />

Students worry over Best Pacific Institute closure<br />

Venkat Raman<br />

venkat@indiannewslink.co.nz<br />

Hundreds of students<br />

of the Best Pacific<br />

Institute of Education<br />

are reportedly worried<br />

about their future as they struggle<br />

to find an alternate institution to<br />

pursue their study.<br />

The Tertiary Education Commission<br />

(TEC) has announced that<br />

the Best Pacific Institution has<br />

closed, following its decision not<br />

to fund the Institute in <strong>2018</strong>.<br />

Among the concerns of the<br />

TEC was the Institute’s financial<br />

stability and ability to provide<br />

programmes to students.<br />

“Hopefully, students have taken<br />

the chance to consider their future<br />

study options. If not, there is<br />

more information on our website<br />

about the alternative providers<br />

available in South and West<br />

Auckland, offering comparable<br />

courses,” aTEC notification said.<br />

Alternative Institutes<br />

It said that the Manukau<br />

Institute of Technology (MIT),<br />

Skills Update Training Institute,<br />

New Zealand School of Education<br />

and Advance Training Centre are<br />

discussing ongoing study requirements<br />

and are continuing to hold<br />

meetings for former students of<br />

the Best Institute.<br />

The Institute had about 700<br />

students on its rolls.<br />

The Stuff quoted TEC as saying<br />

that while Best had previously<br />

delivered training to many<br />

people needing it in a critically<br />

important area over a long period<br />

of time, the education needs of<br />

the community changed and<br />

Best was not able to adapt these<br />

changes.<br />

“To ensure that we manage<br />

taxpayer funds responsibly, the<br />

TEC informed Best that we would<br />

not fund it in <strong>2018</strong> as we could<br />

not accept it would be financially<br />

sustainable or capable of delivering<br />

learning programmes to<br />

students,” the TEC said.<br />

Courses offered<br />

The Best Institute offered training<br />

from Level 1 foundation-type<br />

courses through to degree level<br />

in its premises in West and South<br />

Auckland.<br />

The Stuff also quoted MIT<br />

Deputy Chief Executive<br />

(Pacifika) Peseta Sam Lotu-liga<br />

as saying that there is a range of<br />

qualifications from business and<br />

trade to performing arts to which<br />

students of the Best Institute can<br />

be transferred.<br />

“MIT is confident that it can<br />

accommodate all of the former<br />

Best students within its <strong>2018</strong><br />

intake. If new staff are needed,<br />

former Best employees can<br />

apply; however, the usual, open<br />

recruitment process including<br />

other candidates would be run as<br />

required under the New Zealand<br />

Law,” he said.<br />

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Honourable TuarikiDelamere<br />

FormerMinisterofImmigration<br />

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Honourable Tua ri ki Delamere<br />

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Auckland Office<br />

HastingsOffice<br />

LowerGround<br />

5 th Floor<br />

441QueenSt<br />

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dol@delamere.co.nz<br />

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