This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2017 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report relates to education in the 2015 or 2016 academic year and the 2014/2015 financial year.
This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2016 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report relates to education in the 2014 or 2015 academic year and the 2013/2014 financial year.
This report provides new information on how many students pass courses in tertiary education, covering the period 2001 to 2005. The report finds that many students pass all of their courses without necessarily gaining a qualification, suggesting that many undertake tertiary study with course-related, rather than qualification-related goals.
One of the questions that has arisen from the publication of attrition rates in tertiary education in New Zealand, especially for institutional planners and policy makers, is what factors lead a student to decide to stay in study or leave before completing. This question has been extensively researched overseas, but less so in New Zealand. This is the question addressed in this report: What factors make a difference to getting a degree in New Zealand?
This report looks at how long New Zealand tertiary students study for. It provides interesting new data on the differences in duration, attrition and completion experiences of part-time versus full-time students in tertiary education in New Zealand.
This paper discusses the results of the first comprehensive longitudinal study of qualification retention, completion and progression in tertiary education in New Zealand. Of the cohort of domestic students who started a qualification at a public tertiary education provider in 1998, 40 percent had gained a qualification by the end of 2002, 9 percent were still studying, and 51 percent had left without gaining a qualification.
This report looks at the extent to which tertiary students change qualifications or providers during the course of their study, and the impact this has on overall tertiary system performance. The report shows that around 5% of students change to and complete higher-level qualifications, while between 5% and 10% change to and complete lower-level qualifications. Individual provider completion rates (which exclude transfers) are between 6 and 8 percentage points lower than system completion rates (which do include transfers). Current success indicators do not always include these students. Therefore, they under-estimate performance of the tertiary education system.
This technical report documents a major review of the methods used by the Ministry of Education to link the records of tertiary education students across time and across providers. It reviews the quality of these methods, and their impact on New Zealand's qualification completion and attrition statistics.
New Zealand has one of the lowest reported higher education qualification completion rates in the OECD, significantly below Australia. Why do so many New Zealand students not complete their qualification? This paper looks behind some of the numbers in an attempt to better understand and assess New Zealand's performance compared with Australia and internationally. It looks, for example, at the impact of part-time and partial qualification study on completion rates. New Zealand has the highest reported level of part-time study in the OECD, and one in eight bachelor’s-degree students in New Zealand pass every subject they've enrolled in, yet have not completed their degree after five years. What does this tell us about intentions and about how we should gauge success?
The paper takes another look at some international comparisons focussing on full-time students, and also looks at the impact of transfers, changing qualifications, and what happens to rates when a ten-year window is taken instead of a five-year window.
This report looks at trends in the fields of specialisation of bachelors degree graduates in New Zealand over the period 2002 to 2006. It uses newly developed, more detailed, and more reliable information on field of study than has previously been available.
Teacher education, business and management, and studies in human society, sales and marketing, law and nursing were the most common fields of specialisation for domestic bachelors graduates in 2006. The fastest growing areas have been biological sciences, law, communication and media studies, and social work and counselling. The fastest declining areas were information technology, teacher education, education studies, and accountancy.
The report also analyses field of study differences between provider types, domestic and international, male and female, and between different ethnic groups.
This fact sheet looks at the percentage of adults aged 25 to 64 engaged in some form of study in 2006. In particular, it includes new information on the total rate at which adults participated in non-formal learning. The fact sheet also looks at hours spent in non-formal learning, and whether adults were doing this for work-related or personal reasons, and explores how these differ by gender, age, education level, and labour force status.
This report looks at the group of nearly 30,000 young domestic students who last enrolled in a tertiary education provider in 2003, and examines the influence of their tertiary education on their earnings in the first year following study and three years post-study.
This report presents results from the 2011 Survey of Income, Expenditure and Fees of ECE Services. It provides information on average costs of providing ECE services, and the main drivers of these costs. It provides new information on average parental charges, and how much of services costs are met by government and how much are met through private sources. It also looks at the extent of volunteer contribution within the sector.
This report looks at the post-study employment and earnings for ECE teaching graduates over a five year period following the completion of their qualification. The research provides information on the make-up of ECE teaching graduates, and aims to provide insights on how attractive the ECE sector may be in terms of recruiting, retaining and renumerating ECE teaching graduates.
This report explores the relationship between academic achievement at secondary school and first-year achievement in tertiary education. The analysis uses a measure known as 'expected percentile' and school qualification to explain the performance of school leavers in their first year in tertiary education.
Every year, the Organisation for Economic Cooperation and Development (OECD) publishes "Education at a Glance", a set of indicators that compares the education systems of its member countries, and participating partner countries.
The report "How does New Zealand's education system compare?" draws on the New Zealand data in Education at a Glance 2010 and summarises the characteristics and performance of New Zealand's education system in an international context.
This report uses data from the 2008 New Zealand General Social Survey to explore how a range of 30 social and economic indicators vary with education. It provides evidence supporting known economic benefits, and new evidence on a range of social indicators, including health and safety, voting, volunteering, social cohesion, national identity, tolerance and environmental practices.