The education system in New Zealand is a three-tier model that includes elementary and secondary schools, followed by high schools (high school) and higher education in universities and polytechnics. The academic year in New Zealand varies across agencies, but generally runs from early February to mid December for elementary school, late January to late November or early December for secondary school, and polytechnic, and from late February to mid November for university.
In 2009, the International Student Assessment Program (PISA), published by the Organization for Economic Cooperation and Development (OECD), ranked 7th best New Zealand in science and reading in the world, and 13 in mathematics. The Education Index, published as part of the UN Human Development Index consistently places New Zealand among the highest in the world.
Video Education in New Zealand
Histori
Before the arrival of Europeans, M? Ori ran the school to pass on the traditional knowledge including songs, songs, tribal history, spiritual understanding and knowledge of medicinal plants. This is w? Nanga is usually run by elders called tohunga, respected for their knowledge and tribal teaching limited to the rangatira (especially) class. Reading and writing is unknown, but wood carving is well developed.
The first European-style formal school was first introduced in 1815 and was well established in 1832 by missionaries of the Missionary Mission Society, who studied M? Ori and built the first schools in the Bay of Islands. Children and adults are taught. The main sources are the Christian New Testament and the whiteboard, and the teaching is in M? Ori. Over the years the Bible is the only literature used in teaching, and this is a major factor in how M? Ori views the European world. In the 1850s the trade school M? Ori was founded in Te Awamutu by John Gorst to teach practical M skills? Ori associated with European-style farming, but in 1863 was burned by Rewi Maniapoto in the early stages of the New Zealand War.
In 1853, missionaries Mr and Mrs. Ashwell had run a school for 50 million girls for 3 years at Taupiri in Waikato, teaching arithmetic and reading.
In 1860, 75% of M? Ori can read on M? Ori and 33% can write on M? Ori.
Teaching by missionaries and in Native schools is at M? Ori between 1815 and 1900. The Young MP Parliament members, especially Sir Maui Pomare and Ngata, advocate the teaching of children M? Ori uses English, as well as teaches hygiene to lower M? ori disease and death rate. Pomare became a noble title after WW1 for his work in improving learning and integration of M? Ori into New Zealand society.
New Zealand did not form a state education system until 1877. The absence of a national education system meant that the large junior secondary education providers were grammar schools and other private institutions. The first Grammar School in New Zealand, Auckland Grammar School, was founded in 1850 and officially recognized as an educational institution in 1868 through the Auckland Grammar School Appropriation Act.
Maps Education in New Zealand
Early Childhood Education
Many children attend some form of early childhood education before they start school such as:
- Playcentre (born to school age)
- Kindergarten (ages 3-5)
- Kohanga Reo
- Licensed Early Childhood Center (0-5 years of age) (usually private)
- Chartered Early Childhood Centers (ages 0-5 years) (funded by country)
Primary and secondary education
All New Zealanders, and those who are eligible to stay in New Zealand indefinitely, are entitled to free primary and secondary schooling from their fifth birthday until the end of the calendar year after their 19th birthday. Education is mandatory between the sixth and sixteenth anniversary of students; but most students start primary school on (or shortly after) their fifth birthday, and most (about 84%) stay at school until at least their 17th birthday. In some special cases, a 15 year old child may apply for an initial release from the Ministry of Education (MOE). Families who want to go to their children's home-school can apply for an exemption. To get an exemption from enrollment in a registered school, they must satisfy the Secretary of Education that their child will be taught "regularly and also at the registered school".
A 2008 proposal by the Government of New Zealand, called School Plus, will see students being asked to remain in some form of education until the age of 18. Students with disabilities with special educational needs may stay until the end of their changed calendar year 21.
There are three main types of schools in New Zealand: public schools (state), public schools, and private (independent) schools. State schools educate about 84.9% of students, integrated 11.3% state-run schools, and private schools educate 3.6%. There are two additional types of schools: the Vote Education School is funded directly from the educational budget, and the state-run but privately-run charter (or school partnership) school (or partnership school). However, these schools only educate 0.1% of all students.
Length of school
Most New Zealand schools set school grade levels based on the school years of the student group, using 13 academic year levels, numbering 1 to 13. Prior to 2000, Form, Standard and Juniors/Primary systems were used. and still appears in educational legislation, and is still used in some schools.
Students who enter five enter in Year 1 if they start school at the beginning of the school year or before the cut-off date (March 31 in law, then for most schools). Students who are five years old can start in Year 0 or stay in Year 1 for the next academic year, depending on their academic progress. The Department of Education draws the distinction between the academic level and the funding of the year, the latter based on when a first student starts school - students start school first after July, which therefore does not appear on July roll returns, are classified as being in Funding of Year 0 of that year, and recorded as in Year 1 on the roll of results next year.
Basic education lasts eight years (Year 1-8). Depending on the area, the last two years of primary education can be taken in primary school, in secondary school, or in a separate secondary school.
Students generally switch to secondary education by age 12-13. Secondary education lasts for five years (Year 9-13).
Curriculum and qualifications
All integrated state and state schools follow the national curriculum: New Zealand Curriculum (NZC) for high school English and Te Marautanga o Aotearoa (TMoA) for M? Ori- high school. Private schools do not need to follow the national curriculum, but must have a curriculum that is at least equivalent to NZC or TMoA.
The New Zealand curriculum has eight levels, number 1 through 8, and eight major learning areas: English, arts, health and physical education, language learning, mathematics and statistics, science, social sciences, and technology. Te Marautanga o Aotearoa includes the ninth study area, the M language? Ori.
New Zealand's primary high school qualification is the National Education Achievement Certificate (NCEA), which is offered in all state schools and state-run schools. Some schools offer Cambridge International Examinations (CIE) or International Baccalaureate (IB) with NCEA.
Type of school with funding
Public school
Government schools are funded and operated by the government, and are free for New Zealand citizens and permanent residents. Students and parents but are expected to pay for stationery, uniforms, textbooks and school trips. Schools can ask for donations to supplement their government's operational funds. While it is really voluntary to pay donations, some schools have reported forcing parents to pay donations by withholding school reports and not allowing students to travel not to pay; Some schools, especially in prosperous areas, request donations of more than $ 1000 per year. Each state school is governed by an elected Supervisory Board, consisting of a principal, a number of guardians (usually 5) chosen by the student's parents, a guardian staff elected by the school staff, and in secondary school, one student of the trustee chosen by the student. Public schools follow the national curriculum, and are required to remain secular.
Integrated school country
Schools integrated with the state are former private schools that have opted to integrate into the state education system, becoming public schools but retaining their particular character. They were founded in 1975 after nearly the collapse of the private Catholic school system, which had been in financial trouble and threatened to overwhelm the state school system they had to close. The majority of state-integrated schools are Catholic, but Christian denominations, religious and other educational philosophies are also represented. Private school owners remain owners, and sit on the school's supervisory board to ensure that special characters are maintained. State-integrated schools charge parents a "parental fee" to cover the cost of privately owned land and buildings, and to pay off any debts incurred by the school before integration. Typical attendance costs are between $ 240 and $ 740 per year for Catholic schools, and between $ 1,150 and $ 2,300 per year for non-catholic schools.
Private school
Private schools receive little funding from the government, but almost all depend on the school fees paid by parents to operate.
Alternative education
Charter schools are state-funded schools operating outside of normal country systems. They started the year 2014 with 5 small schools. Charter schools do not have to operate with registered or trained teachers. Teachers do not have to have current practice certificates. They do not have to have a principal. They are allowed to take advantage of the profits. They do not have to follow the national curriculum. They receive about 3 times the funding rate per student compared to normal state schools. If charter school rolls decline throughout the year, schools save additional funds, unlike normal public schools, where funding is tailored to the actual student attendance. If the charter school fails the management/owner is allowed to keep the land and buildings and other capital assets. Charter schools are less lawful than state schools even though teachers have to undergo police checks.
Parents may educate their own children at home, if they can prove that their child will be "taught at least regularly and also at registered school", and receive an annual grant to help with the cost, including the services of The Correspondence School. The percentage of home-schooled children is below 2% even in Nelson's territory, the area where the concept is most popular, but there are many local and national support groups.
School type by year
Although there are overlaps in some schools, elementary schools traditionally run from Year 1 to Year 8 and secondary school from Year 9 to Year 13. Depending on regions, Years 7 and 8 can be taken in primary schools 'full' (in contrast to First Year 'primary school' contribution), separate secondary school, or 7-13 year high school. Schools serving primary and high school students (Years 1 to 13) are common in private schools, as well as public schools in areas where populations do not justify separate primary and secondary schools (so-called 'local schools').
The six main types of schools are:
- Contribute elementary school : Year 1-6 (age 5-11). No personal introduction contributes.
- Primary School Complete : Year 1-8 (ages 5-13). Common in integrated and private schools.
- High school : Year 7-8 (ages 10-13). There are only two non-state high schools.
- High school : Year 9-13 (ages 13-18).
- Class 7-13 high school or Middle school secondary : Year 7-13 (ages 10-18). Common in integrated and private schools, and public schools in the provinces of Invercargill and the South Island.
- School composite or School Area : Year 1-13 (age 5-18). Common in integrated and private schools.
There are some schools that are outside the traditional year grouping. All the following types of schools are scarce, with fewer than ten types available.
- Secondary School : Year 7-10 (ages 10-15). Only six exist
- Secondary School : Year 11-13 (ages 14-18). There are only two (Albany Senior High School and Ormiston Senior College, both in Auckland)
In addition, there are three other types of schools established by the Ministry of Education:
- Correspondence School : Preschool - Year 13 (Preschool - age 19). Serving distance education, for those in remote areas or for individual subjects not offered by schools. The only school of this type is the national correspondence school: Te Aho o Te Kura Pounamu.
- Special schools : Preschool - age 21. Serving special education for those with intellectual impairment, sight or hearing impairment, or learning and social difficulties, who receive funding The Sustainable Resource Scheme (ORS).
- Teen parent unit : Year 9-15 (ages 12-19). Serving teenage parents in continuing high school education. They are under the jurisdiction of middle school hosting, but most are autonomous.
School type by function
- Normal school - designated as the main practicum site for teachers of trainees
- Model school
See also Charter schools in New Zealand.
School enrollment scheme
State-level school registration schemes are geographically based on being abolished in 1991 by the Fourth National Government and the Education Amendment Act 1991. Although this opens school choices for students, it has unintended consequences. Popular high-school desile schools experienced large bolster growth, while less-popular low-decile schools experienced reduced rolls. Schools can operate bolster limits if there is a population density risk, but enrollment under this scheme is the first "first come, first served" basis, potentially excluding local students.
The 2000 Education Amendment Act, adopted by the Fifth Labor Government, solves some of these problems by placing "a new system for determining student enrollment in circumstances where the school has reached its rolling capacity and is necessary to avoid congestion." Schools that operate a registration scheme have a geographically defined "home zone". Housing in this zone, or in a boarding house (if any) entitles admission to school. Students living outside the school home zone may be admitted, if there is a space available, in the following order of priorities: a special program; siblings of students currently enrolled; siblings of past students; children from past students; children of employees and staff of the council; all the other students. If there are more applications than the available places then the election must go through a random vote. This system is complicated by some public schools that have dormitory facilities for students living outside the school zone. Usually these students live in remote farming areas in New Zealand, or their parents can live or work abroad. Many high schools offer limited scholarships to the establishment of their dormitories to attract gifted students in mimicking private school practices.
As of September 2010, 700 of New Zealand's 2550 primary and secondary schools operate enrollment schemes, while 1850 are "open enrollments", meaning that each student can enroll without rejection. The registration schemes are mostly in big cities and towns where high school density and school choice are active; they rarely exist for elementary schools in rural and high schools outside of big cities and towns, where low school density and school choice are limited by distance to the nearest alternative schools.
Critics argue that the system is basically unfair because it limits the choice for parents to choose schools and schools to choose their students even if it allows all students living in communities to enter, as a right, regardless of their academic or social profile. In addition, there is evidence that property values ​​around some of the more desirable schools are increasing, thus limiting the ability of lower socio-economic groups to buy homes in the zone, although this is not governed by the fact that students are accepted from rental accommodation or from home -home where they live with a bona fide relative or friend living in the zone. Some parents deliberately violate zone boundaries by giving fake addresses, such as businesses they have in zones, or by renting houses in zones just through the registration process and moving before the students start school. Schools now ask for invoices, rental agreements, or utility bills and calls from parents to prove their residential address. Some schools have gone as far as requiring parents to make an official statement before a Justice of Peace or similar that they live in a zone school, which makes it impossible for parents to deceive the zone without also committing a crime (making false legal statements punishable by up to three years in prison).
M? ori language in education
Although English is the dominant language of education throughout New Zealand, this is not always the case, and in recent years there have been ongoing efforts to increase the availability of M ii language education in New Zealand as one of New Zealand's three official languages.
Before the arrival of the first European settlers in what would become New Zealand, the traditional education system in M? Community Ori (the transfer of knowledge rituals for most of the M? Ori, and the more formal nanga - the "learning house" - the model especially for people of the main lineage "is naturally done through the medium of M? Ori.
In 1816, the first mission school was opened to teach M? Ori in the Bay of Islands. Here also, instruction is done mainly in M ​​language? Ori. Although English-medium education will also be available for the children of European settlers from almost their first arrival, the ethnic M? Ori continues to study primarily through the M language medium? Ori for years. It was not until the Native Schools Act was passed in 1867 that systematic governmental preferences were articulated for English as a medium of instruction for M? Children's Ori. And even with the passage of the act, the English provisions were not strictly enforced until 1900.
Beginning in 1903, the government's policy to prevent, and even punish, the use of M? Ii language in playgrounds was enforced. In the early 1930s, the Education director blocked an initiative by the New Zealand Teachers Federation to include the M language? Ori into the curriculum. Though not the only factor, the prohibition of the M? Ii language in education contributes to the loss of Indonesian language proficiency. In 1960 the number of M? Ori that speaks the language down to 25% from 95% in 1900.
Focusing on the drop in academic achievement M? Ori in the 1960s coupled with the loss of language, led to heavy lobbying by Ng? Tamatoa and Te Reo M? Ori Society in the 1970s for the introduction of language into schools. This is accompanied by the establishment of the M Study program? Ori in each of the Teachers' Universities in 1973. In the 1980s it marked a very important decade in the rise of medium-sized education, with the establishment of the first reo ("Language Nest" - basically a total immersion of M- ori-medium pre-school and kindergarten) in 1981, the first tortoise in the world (founded in Hoani Waititi Marae, West Auckland) in 1985, a find by Waitangi Tribunal the M? ori The guaranteed language of protection under Article II of the Treaty of Waitangi in 1986, and the passage of the Language Law in 1987, recognizing M? ori as the official language.
Under New Zealand's current education law, M language education? Ori is available in many locations throughout the country, either as a subject in a normal English school or through immersion in secondary schools established under Section 155 (s155) or Section 156 (s156) of the 1990 Education Act. The full immersion school is usually referred to as Kura Kaupapa M? ori. Despite the number of enrollments in the M language program? Ori has remained relatively stable in the last 5 years, both raw and percentage of enrolled students have dropped since the high marks set in 2004. This decline is particularly prevalent among ethnic Ms? ori itself. See table below.
The definitions given by the New Zealand Ministry of Education are as follows:
M? ori Medium : M? ori Medium including students taught curriculum in M ​​language? ori for at least 51 percent of the time (M? ori Immersion Language level 1-2).
M? ori Languages ​​in English Intermediate : M? ori Language in English Media including students studying M language? ori as the language subject, or is the curriculum taught in the M language? ori up to 50 percent of the time (M? or the Language Immersion Rate 3-5).
None M? ori Language in Education : None M? ori Languages ​​in Education include students who are only introduced to the M language? ori through Taha M? ori, that's simple words, greetings or songs on M? ori (M ori Immersion Level 6), and students who are not involved in M ​​language education? ori on any floor.
Information taken from Education Counts (accessed 22 May 2013)
tertiary education
New Zealand's tertiary education is used to describe all aspects of post-school education and training. These range from non-formal community informal assessment courses in schools to bachelor and advanced degrees, research based graduate degrees. Tertiary education is set in the New Zealand Qualification Framework, an integrated national qualification system in schools, vocational education and training.
Funding
Primary and secondary
Integrated state and state schools allocate funds from the Government on a per student basis to finance the course of the school. Smaller schools receive additional funding because of additional fixed costs to run it compared to larger schools, and schools also receive funding based on the socio-economic decile values ​​of schools, with low-school deciles (ie in poor areas) receiving more funds. They can also receive funding from other activities, such as renting school facilities outside school hours to outside groups. Schools also ask for voluntary contributions from parents, who are informally known as "school fees", to cover additional costs not covered by government funds. This can range from $ 40 per child to $ 800 per child in high-ranking country public schools, up to more than $ 4000 in state-run schools. The payment of this fee varies greatly according to the way parents look at the school. Usually parents will also spend $ 500- $ 1000 per year for uniforms, field trips, social events, sports equipment and stationery in public schools.
Most state-run schools also charge "attendance fees", compulsory fees paid to school owners to cover upkeep and upkeep of school buildings and buildings. Unlike voluntary donations, the attendance fee is not optional and contractual parents and the law is required to pay for it, and schools may take action to collect this or cancel student enrollment if they are not paid.
Private schools rely primarily on school fees paid to schools by parents, although some funds are provided by the government. In 2013, private schools receive from Government (exclusive GST) $ 1013 for every Year 1 to 6 students, $ 1109 for each Grade 7 and 8, $ 1420 for each Grade 9 and 10, and $ 2156 for Year 11 up to 13 students. However, government funding is more of a partial tax deduction, because the GST paid to the government on the cost of education collected often exceeds the government's received funds alternately.
Salaries and wages for faculty in state and state schools are paid directly from the Ministry of Education to employees, and are not paid out of school funds. Salaries are set nationally, and are based on teacher qualifications, length of service and workload, with middle and senior management provided additional payments through the "unit". In 1991, after the decentralization of school administration (reform "Tomorrow's Schools"), there was an attempt to transfer the responsibility of paying teacher salaries from the ministries to the Supervisory Board of each school, where each board would receive a full payment. from the government for all costs, including payroll. Known as "Bulk Funding", the proposal received strong opposition from teachers and their unions, especially the Post-Primary Teachers Association, and wild strike action occurred among teachers as several school supervisory boards gradually chose to move to a new system. Mass funding was eventually canceled in July 2000.
Special needs students are entitled to funding the Sustainable Resource Scheme (ORS), which is used to facilitate adaptation of the curriculum to suit the students, funding of helpers and teacher specialists, and the procurement of specialized equipment required. There are three levels of funding based on student needs: very high, high or medium combined. For example, a student who is totally blind or deaf is classified as a very high need, while a student who is partially sighted (6/36 or worse) or very deaf or very deaf (71 dB loss or worse) is classified as a high requirement. The ORS fund is permanent, so it continues until students leave school.
Tertiary education
Funding for tertiary education in New Zealand is through a combination of government subsidies and student costs. The government is funding approved courses with a tuition grant based on the number of students enrolled in each course and the amount of study time required per course. Courses are assessed on a full time basis (EFTS) equivalent to full-time students. Students enrolled in the course can access Student Loans and Student Benefits to help with the cost and living expenses.
Funding for Tertiary Institutions has been criticized recently because high costs and funding are not in line with costs or inflation. Some also point out that high costs lead to skills shortages in New Zealand because high costs hamper participation and graduate students looking for good paying jobs offshore to pay off student loans. As a result, education funding has undergone continuous review in recent years.
Student
Most students of higher education rely on some form of state funding to pay their tuition and living expenses. Mostly, students rely on the state provided loans and student allowances. High school students who take state exams are awarded scholarships, depending on their results, which helps pay some tuition. Universities and other funders also provide scholarships or grants to promising students, albeit mostly at the graduate level. Some employers will also help their employees to study (full-time or part-time) toward qualifications relevant to their work. People who receive state welfare benefits and retrain, or return to the workforce after raising children, may qualify for additional assistance, but full-time or part-time learners are not eligible for most state welfare benefits.
Student allowance
Student Benefits, which are non-refundable grants to students with limited means, are the means tested and the number of weekly given depends on the qualifications of housing and citizenship, age, location, marital status, dependent children as well as personal income, - the wife or the parents. This allowance is for living expenses, so most students who receive benefits will still need a loan to pay for their tuition.
Student loans
Student Loan Scheme is available to all New Zealand citizens and permanent residents. This includes tuition, course-related costs, and can also provide weekly living allowances for full-time students. Loans must be paid at a rate that is income-dependent and payments are usually returned through the income tax system with wage deductions. Low income and students in full-time study can have interest on their loans abolished.
On July 26, 2005, Labor announced that they would remove the interest on Student Loans, if re-elected in the September election, which they are. From April 2006, the interest component on Student Loans was abolished for students living in New Zealand. This has reduced the pressure on the government from current students. However, it has caused resentment from past students, many of whom have accumulated large amounts of interest in the years 1992-2006.
Dropping standards in New Zealand
In 1995 New Zealand students completed 18 out of 24 countries on international surveys, Trends in International Mathematics and Science Studies (TIMSS). There is considerable public concern that the Government has set up a task force to address the problem. In 2001, the Ministry introduced the Numeration Development Project, which was supposed to elevate student performance. In contrast, the new teaching methods seem to have "confused teachers, children, and parents by presenting some alternative troubleshooting strategies but ignoring basic knowledge" and over the next few years the New Zealand ranking goes further.
In December 2012, the latest TIMSS survey found 9-year-old New Zealanders ranked 34th out of 53 countries - and the same among developed countries. Nearly half did not add 218 and 191 compared to 73% internationally. The Ministry of Education figures show the number of 12-year-olds who are able to answer simple multiplication questions correctly dropped from "47% in 2001 - the year new mathematical teaching methods introduced - to 37% in 2009". The problem flows to secondary schools, where "there are still students who have difficulty with basic things like knowledge of integers and decimals".
Sir Vaughan Jones, a leading mathematician of New Zealand, is concerned with the way mathematics is now taught in New Zealand on the grounds that children need to learn how to multiply and add and fully understand the process before proceeding. Jones said children "need to know basic arithmetic before they try to start problem solving".
In December 2012, a broader ranking process placed New Zealand in eighth out of 40 countries - seems to give the country one of the best education systems in the world. This ranking comes from the The Learning Curve global education report, published by the Pearson education firm. This report assesses the level of student performance in reading, writing and math and is based on data from the Organization for Economic Cooperation and Development. However, the validity of the Pearsons testing process for students has been questioned following the discovery of many errors in tests and controversies regarding questions about pineapple speech.
On a more general note, Pearson's report says the quality of teaching is a key factor in a successful education system but also highlights the importance of underlying culture that is focused on children's learning. The report notes that Hong Kong, Japan and Singapore, all in front of New Zealand, have a society "where education and learning are the most important and where parents are deeply involved with their children's education".
M? ori and Pacific Island standards
According to former Education Minister Hekia Parata, New Zealand needs to improve students' academic achievement M? Ori and Pacific Island to match them with P? Keh? students. In 2013, he said that PISA international standards show P? Keh? ranked second in the world, M? ori is the same 34 and Pacific students are ranked 44th.
Publishers at school
Bullying is a widespread problem in New Zealand schools. In 2007, one in five New Zealand high school students reported being bullied cyber. With regard to physical bullying, an international study in 2009 found New Zealand to have the second highest bullying incident from 40 countries surveyed.
In 2009, the Ombudsman launched an investigation into school bullying and violence after a serious incident at Hutt Valley High School in Lower Hutt, which included students being dragged to the ground, "taking off their pants and breaking them with screwdrivers, pens, scissors, branches, drills and pencils , "a student" who was beaten to death and a student burned with a match ". The Ombudsman's report recommends that school guidance be changed for anti-bullying programs to be required in schools. Primary Teachers' Association president Robin Duff said the report described the systemic failure by the Department of Education to help schools deal with bullying.
The Government responded by putting $ 60 million into the Positive Behavior for Learning plan but the results were not satisfactory. In March 2013, Secondary Principal Association President Patrick Walsh asked the Ministry to "immediately put together a comprehensive bullying policy for the school, after being surprised to find that it does not have one." Mr. Walsh believes that since schools are supposed to be self-managing, each school has "cultivated" it for themselves which "would mean that all 2500 schools should all reinvent the wheel".
See also
- School of Charter in New Zealand
- History of education in New Zealand
- Homeschooling in New Zealand
- Environmental education in New Zealand
- National Education Achievement Certificate
- New Zealand Qualification Authority
- Search for Student Work
References
External links
- edCentre - gateway to New Zealand education (government website)
- "Education Act 1989 No 80 (as of 01 January 2012), Public Law - New Zealand Online Law". Office of the Parliamentary Advisor. January 1, 2012 . Retrieved January 22 2012 .
- Information about education in New Zealand, OECD - Contains indicators and information about New Zealand and how it compares to other OECD and non-OECD countries
- Find universities and New Zealand courses - Complete guide to study in New Zealand
- New Zealand education system diagram, OECD - Using ISCED 1997 classification and typical age.
- Vocational Education in New Zealand, UNESCO-UNEVOC (2012) - Overview of vocational education systems
Source of the article : Wikipedia
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