The Context for the New Zealand Curriculum

The New Zealand Curriculum builds on the positive features of past curriculum experience. It draws on the findings of the education reviews of the 1980s and responds to recent changes in New Zealand's society and economy.

		Building on Past Experience

Since the 1940s, the New Zealand education system has provided all students with access to free state schooling at primary and secondary levels and with equal educational opportunity through a broad and balanced curriculum.

Curriculum development at the national level has been a strong feature of this system. It has built on the best teaching practice, and has involved extensive professional consultation and classroom trialling of draft curriculum documents. Teachers and schools have been given national support and guidance through in-service training, resources, and syllabus statements based on existing understandings about teaching and learning, educational research and theory, and exemplary practice.

At the same time, the system has given teachers and schools professional discretion to develop local programmes and courses appropriate to the learning needs of their students. This collaborative process has helped to ensure the involvement of teachers in the successful development and implementation of national curriculum policy.

		The Education Reviews of the 1980s

top

In the 1980s comprehensive reviews of the curriculum, assessment, and education administration were carried out. These responded to concems at that time that school education in New Zealand had not adjusted rapidly enough to changes in society or to the growing demand for more equitable learning and assessment.
Among the conclusions to emerge from the curriculum reviews were the need for a curriculum framework to provide a more coherent and integrated structure, for a school curriculum designed in consultation with all interested parties, and for assessment procedures which focused on improving the quality of learning.

The reviews sought a more equitable curriculum, particulariy for those who were found to be disadvantaged by the existing system, such as girls, Māori students, Pacific Islands students, and students with different abilities and disabilities. The reviews acknowledged the significance of the Treaty of Waitangi and its implications for New Zealand society, according particular value to te reo and nga tikanga Māori. They recommended an increased emphasis on culture and heritage, to reflect a growing awareness of the bicultural identity of New Zealand society and its multicultural composition.

The Picot review of education administration led to wide-ranging reforms which changed the balance between central and local decision making in education. Boards of trustees were given wide powers, including management of teacher development and curriculum implementation in their schools. The Ministry of Education was given responsibility for the development of policy documents and the provision of basic resources.

		Recent Changes in New Zealand's Society and Economy

top

Education in New Zealand today operates within the context of rapid social and economic change. The curriculum must help students to be adaptable and to play their full part in this changing environment.
Some of these changes were highlighted by the education reviews of the 1980s. These include demographic changes, gender and cultural issues, major developments in technology, and environmental concems.
The New Zealand labour market has also changed in a number of ways. Rapid and comprehensive technological developments, the growth of the service sector, new ways of organising production, and the complexity and competitiveness of intemational markets are demanding both higher level skills and a broader range of skills. The composition of the labour market is also changing, as can be seen by the increase in women's participation in the work- force, and a substantial rise in youth and long-term unemployment.
The predominant focus of New Zealand's trading relationships is shifting from Europe to the Pacific and Asia. More trade is occurring with the non- English speaking world. The different languages and cultures of these new markets pose a challenge for education.

At the same time, New Zealand is experiencing some disturbing social trends, such as an increase in the level of violent crime, an increasing number of suicides committed by young people, a high percentage of teenage pregnancies, and a high level of alcohol and drug abuse.

These changes have heightened awareness of the importance of education, for the individual, for the community, and for the nation at large. One outcome of this awareness has been the marked increase in the number of students continuing their schooling into the post-compulsory years. In recent years, governments, both in New Zealand and overseas, have introduced major curriculum policies to reform outdated systems, to increase educational opportunities, and to raise educational standards.

The New Zealand Curriculum Framework, with its associated documents, is a major step forward in meeting these challenges.
top

Foreword | National Curriculum | The Principles | Essential Learning Areas |

The Essential Skills |Attitudes and Values | National Curriculum Statements | Context

HOME