The Kaupapa Ara Whakawhiti Mātauranga (KAWM) project encompassed a number of school improvement initiatives that aimed to:

• improve student achievement
• improve school performance
• strengthen school and community relationships
• upgrade school ICT infrastructure; and
• improve teachers’ professional capability through ICT

In the NZCER evaluation of this project interviews with principals and teachers were undertaken in a total of six wharekura, three Paerangi schools, seven schools in the Kiwa ...

Equity funding is a government initiative which provides additional support to early childhood education services to enable them to reduce disparities between children's access to quality education and to improve the sustainability and quality of services providing early education to disadvantaged groups. It was introduced in 2003.

This report summarises the findings of the recent evaluation of the initial impact of Equity Funding conducted by the New Zealand Council for ...

This paper is an evaluation that follows on from the findings of the 2007 exploratory study about Home-School Partnership: Numeracy (HSPN). This evaluation explored the roles of the lead team and the sustainability of the initiative.

Three key themes emerged:

• The role that the lead parents play in HSPN, the challenges of recruiting lead parents, and the need for further consideration of the training and support needs of these parents ...

This evaluation provides external feedback on a national induction programme, the First Time Principals (FTP) Programme. The University of Auckland Principals Centre was contracted by the Ministry of Education to offer this programme to all newly appointed principals in New Zealand primary and secondary schools. The evaluation was required to provide information on principals’ perceptions of the relative strengths of the different components of the induction programme, the extent to ...

Arts Professional Development Online commenced nationally during 2001 to support the implementation of Arts in the New Zealand Curriculum, targeted specifically at rural and isolated schools.

This report details the outcome of an evaluation of this professional development that was carried out late 2002.

This research, presented in four volumes, looks at current practice in environmental education in New Zealand schools using a range of methods:

• key findings from each of the research components [vol. 1]
• a literature review of national and international practice [vol. 2]
• a national survey of schools [vol. 3]
• eight case studies looking at schools/kura where environmental education is a strong focus [vol. 4]OsCommerce migration

Download the Environmental education reports  [from the Ministry of Education website]

This is the first report in a two-year evaluation of Phase Two of the Regional Education for Enterprise (E4E) Clusters Initiative. The initiative’s overall aim is to embed an enterprising culture within clusters of schools nationwide based on characteristics of their communities. Phase Two extends and adapts a regional cluster model, initially piloted by Northland and the West Coast, to two additional regions - Manukau and Nelson.

This report captures ...

The New Zealand population as a whole is highly mobile. This can bring benefits to a community, but can also have adverse effects, particularly where there is loss of infrastructure and where people are moving for negative reasons. This report documents the findings of the first phase of a project designed to investigate the educational issues arising in four New Zealand communities affected by residential mobility.

Two mini reports were part of a two-year evaluation of Phase Two of the Regional Education for Enterprise (E4E) Clusters Initiative. The initiative’s overall aim was to embed an enterprising culture within clusters of schools nationwide based on characteristics of their communities. NZCER is tracking and supporting developments in four clusters: Northland, West Coast, Nelson, and Manukau.

The two reports were designed to update the clusters on the progress made ...

The first survey on the impact of the 1989 education reforms showed that they were greeted with both caution and interest. Before the reforms began, parental satisfaction was already high and most parents had some involvement in their child's school.

People in schools were working hard to introduce the reforms, but were often sceptical about their long-term effects. They were more interested in holding on to what they had than ...