Result 5-6

Result 5: Improve mathematics, literacy and te reo matatini skills for all students

What is the target?

The targets to raise the achievement of all our children and young people in mathematics and mathematics writing and tuhituhi are that, by 2021:

  • 80% of Year 8 students will be achieving at or above the National Standard in mathematics, or at Manawa Ora or Manawa Toa in Toa Whanaketanga Rumaki Rumaki of Year 8 students will be achieving at or above the National Standard in writing, or at Manawa Ora or Manawa Toa in Toa Whanaketanga Rumaki tuhituhi.

Reaching the 80% target will mean that, by 2021, 5400 more students will be at or above the Year 8 standard in mathematics or mathematics and 5900 more students in writing or tuhituhi.

Why is this important for New Zealand?

These new targets are part of the government’s continuing commitment to support schools to help more of our children and young people enjoy educational success.

Having the right level of skills in mathematics, writing and tuhituhi really matters for children and young people. A strong foundation in these areas means they will have more opportunities to progress in their learning and more choices in their transition into further education, training and employment.

How will we know we are achieving this result?

Target80% by 2021

Reaching these targets will mean that significant numbers of additional students will be achieving at or above the standards each year in mathematics and mathematics writing and tuhituhi.

This Result is about more children progressing over time. Schools have a number of years to support children to reach the new targets by 2021. To achieve them, we expect that more schools will identify students facing challenges in these areas earlier, from new entrants through to Year 8, and put in place plans that meet each individual child’s learning needs.

What are we doing to achieve this result?

The Ministry of Education will support teachers, school leaders, family and family to help our children achieve these targets. These supports include:

  • Investing $359 million to support teachers and principals in our Communities of Learning | Learning Ako, so schools and early learning services can share resources, along with high quality teaching and learning practices, to support students’ progress. This collaboration will be crucial in enabling schools to meet our new targets.
  • The Teacher-led Innovation Fund to support teams of qualified teachers from Years 0-13 to collaboratively develop innovative practices that improve learning.
  • Working with schools to improve their use of achievement data to assist students who need help the most to progress and achieve in their learning.
  • Developing the Learning Progression Frameworks (LPF) to illustrate the significant steps that students take asthey develop their reading, writing and mathematics expertise fromYears 1 to 10.These are available to all teachers so they can better understand individual student progress and plan to meet each individual’s learning needs.
  • The Progress and Consistency Tool (PaCT), and Te Waharoa Araua Waharoa (TWA), to help teachers produce accurate and consistent judgements about students’ progress in mathematics, writing and reading. These tools also assist teachers to target the right resources to the right students, and at the right time to help lift their performance.
  • Professional Learning and Development (PLD) for teachers, which has been redesigned to focus on core subjects including mathematics, including writing and tuhituhi. PLD focuses on lifting teacher knowledge about subject content, the effective use of student data, and on more effective teaching practices to meet the individual needs of students.
  • Programmes for Students, to help students at greatest risk of underachievement. These include Accelerating Learning in Literacy (ALL), Accelerating Learning in Mathematics (ALiM) and Mathematics Support Teachers (MST).
  • Promoting tools and ideas for parents, to help develop their children’s literacy and numeracy skills from Years 1 to 8, in schools and on our website for parents. See http://parents.education.govt.nz/primary-school/learning-and-development-at-home/ideas-to-help-with-reading-writing-and-maths/

Result 6: Upskill the New Zealand Workforce

What is the target?

60% of 25–34 year olds will have advanced trade qualifications, diplomas and degrees (Level 4 or above on the New Zealand Qualifications Framework) by 2018.

Why is this important for New Zealand?

New Zealand’s prosperity relies on a skilled, flexible and innovative workforce. A higher skilled workforce supports innovation and productivity.

Individuals with higher qualifications tend to have better economic and social outcomes than those with low qualifications. People who gain higher level qualifications, especially at degree level and above, are more likely to be employed and have higher earnings. They are less likely to be receiving a benefit.

How will we know we are achieving this result?

When the BPS Results were introduced in 2012, the target was 55% of 25-34 year olds with qualifications at Level 4 and above by 2017. In 2014, better than expected results lead to an increase in the target, to 60% by 2018.

The annual average data for June 2017 showed that 57.6% of 25–34 year olds had a qualification at Level 4 or above. This compared to 57.1% in the year to March 2017, 56.5% in the year to June 2016, and 52.3% in the year to December 2012.

This means that the original target of 55% has already been achieved, and we are now working towards the revised target of 60%.

Progress towards the target is measured quarterly through the Household Labour Force Survey, and is reported as a rolling annual average each quarter. Quarterly results in the Survey tend to fluctuate for the target, with small sample sizes for 25-34 year olds. Annual average data provides a more robust measure.

Growth in this indicator reflects the ability of New Zealand's education system to develop the skills and qualifications of our domestic population, our ability to retain domestic talent, and our success in attracting highly skilled and talented people to New Zealand’s workforce.

Monitoring the performance of the tertiary education system, in terms of higher participation and completion rates, helps track progress towards the target. We are refreshing and improving the way we report our lead indicators (enrolment in qualifications at Level 4 and above by age 19 and completions by age 22). These will be updated once available.

Changes to the skill mix arising from different patterns of inward and outward migration tend to have different impacts on the proportion with Level 4 or above qualifications. New Zealand is experiencing record net permanent and long-term migration gains as a result of retaining highly skilled New Zealanders, more New Zealanders returning home and more overseas migrants moving here.

In the year to June 2017, the net migration rate for those aged 25–34 years (excluding international students) was 2.9%. This means that there was a net gain or increase in the number of 25–34 year olds in New Zealand during 2016.

What are we doing to achieve this result?

The Government is working to provide tertiary education provision that meets the needs of students, the labour market and the economy. This draws together work by the Ministry of Education, the Tertiary Education Commission, the New Zealand Qualifications Authority, the Ministry of Business, Innovation and Employment, and the wider tertiary sector.

Increase participation and success in tertiary education and training

Education provision needs to have pathways, linked to industry needs, which support more young people to move into study at Level 4 or above, and into careers. We will continue to work closely with education providers, Communities of Learning | Learning Ako, industry, employers and the wider community to ensure that students receive high quality education that is relevant to industry.

We are improving participation and success by:

  • Increasing numbers enrolling in New Zealand Apprentices–there were approximately 43,000 apprentices in 2016, compared to just over 36,000 in 2012. In November 2016 the Government announced a new target to have 50,000 people in apprenticeships by 2020.
  • Extending the the and Pasifika Trades Training (MPTT) initiative – expanding MPTT from 1,200 allocated places in 2015 to 3,000 places in 2017. MPTT gives more gives and Pasifika young people the opportunity to complete foundation and pre-apprenticeship education so they can move into employment and further training through New Zealand Apprenticeships.
  • Fostering partnerships between schools, tertiary providers, industry training organisations and employers through initiatives such as Youth Guarantee – senior secondary school students can enrol part-time in school and part-time in tertiary education or industry training and get a head start on a vocational qualification, alongside completion of NCEA Level 2 or 3.
  • Expanding fees-free foundation education – expanding fees free foundation education to students of all ages from 2017. Basic foundation skills provide options for people to go on to further study or training, including towards qualifications at Level 4 or higher, which have better employment outcomes.

Improve quality, relevance and achievement

There is a strong focus on improving the overall quality of higher level tertiary education provision, and on increasing achievement at Level 4 or above through tertiary education and training. The Government is continuing to support education providers, Communities of Learning | Learning Ako and industry to lift the quality and relevance of tertiary education and training, and to improve achievement.

We are improving the quality and relevance of tertiary education and training, and improving learner achievement by:

  • Establishing three ICT Graduate Schools – the three ICT Graduate Schools are now open and are designed to lift the number of ICT graduates available to staff New Zealand’s fast-growing software and software services industry.
  • Improving performance monitoring of tertiary education organisations – legislation is progressing, that will strengthen the performance monitoring of tertiary education organisations.
  • Improving outcomes for MPTT – additional targets and performance measures for MPTT consortia and providers to improve both participation and outcomes for MPTT learners.

Improve information for decision making

The Government has focused on supporting learners to make better informed study and career decisions. We will continue to improve the quality and availability of information by:

  • Publishing national-level employment outcomes of tertiary education – to provide students with information on the employment and earning outcomes of study choices. From 2017, providers will be required to publish their own outcomes data to give students more information with which to make good study choices.
  • Developing online tools that enable students, their families and families to compare study options and careers – examples include Occupation Outlook, My Q (Rate my qualification) and FindMyPath, which builds on the Vocational Pathways profile builder.
  • Creating a refocused careers service within the Tertiary Education Commission – to improve careers advice to students, schools and Communities of Learning | Learning Ako. This will help strengthen links between educators and employers, and support students to successfully transition into further education and training and employment.
  • Supporting initiatives aimed at raising awareness – examples include ‘Got a Trade’ week and ‘Make the World’ Engineering to Employment (E2E).

Case Studies Result 6

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