This report discusses findings from the Transforming Industry-Led Assessment of On-Job Learning project. The project has been a collaboration between the New Zealand Council for Educational Research (NZCER) and the Building and Construction Industry Training Organisation (BCITO), funded by Ako Aotearoa. The project’s aim was to shed more light on systems of on-job assessment generally by focusing on one ITO specifically—the BCITO—and its improvements in organisational capability in order to ...

This report contains the main findings from NZCER's 2012 national survey of secondary schools. The survey draws on responses from more than half the country’s secondary school principals and from hundreds of teachers, parents and members of boards of trustees and was carried out in July and August 2012.

It is part of a national survey series conducted by NZCER since 1989 to track issues and trends across the education ...

Lots of time and effort goes into Occupational Health and Safety training, but which approaches really work?

This article outlines principles for successful workplace learning programmes and how these ideas can be adapted for different workplaces.

It originally appeared in the January/February edition of Safeguard magazine.

School science, the ‘smart’ economy, ‘networked’ science and ‘wicked’ problems: Is there a connection? Should there be? In this article, in keeping with the theme of this issue of NZ Science Teacher, I look at one of the four pressure areas I listed: changes to the work of being a scientist (and to the world of work generally). Via a quick survey of some big trends in the world beyond ...

This report presents the findings of a kaupapa Māori research project that identifies diverse whānau aspirations in Māori education. We asked a variety of whānau the question: What sorts of educational research would be of benefit to your children and whānau in education? The whānau responses to this question have resulted in refining a Māori-led and whānauinformed research agenda for Te Wāhanga, the kaupapa Māori research team within the New ...

The Department of Labour asked NZCER to write and develop a resource based on findings from another department project about the transfer of language, literacy and numeracy learning in workplaces. This summary brochure was produced and sent to the department, as well as widely distributed in the sector and online.

At the heart of all new programmes, initiatives, policies or curriculum documents designed for school settings is an attempt to change some aspect of school practice. Therefore, an understanding of the key messages and lessons learnt about effectively managing change in schools is important background for anyone trying to implement new approaches in school settings.

This literature scan summarises some of the key messages and lessons learnt from the school ...

This report is concerned with the key transition support system of school-based career education. We argue that long-standing deficiencies in career education require a new framework to address young people’s needs. We discuss exploratory research with two schools on how career management competencies can be put into practice to provide this new framework. We suggest that career management competencies have the potential to be a transformative “core service” in career ...

This paper is an initial exploration of the integration of work and learning and is intended to inform NZCER's Learning at Work research programme. It shows how the traditional separation between work and learning is being challenged and looks at what that means for education professionals, institutions and programmes. The paper considers the major formal learning spaces and how they broadly map to models of integration with particular drivers for ...

This report discusses the impact of NCEA on schools' and teachers' thinking about curriculum. It was funded from NZCER's purchase agreement with the Ministry of Education and is intended to draw on and contribute to NZCER's ongoing NCEA-related research. It explores how innovative teachers and schools think about and enact curriculum change enabled by NCEA.