title: Experiences of NCEA: The challenges and limitations

authors: Arnerich, Amelia

subjects: NCEA

abstract: Aotearoa New Zealand is not exempt from the prevailing issue of student disengagement in education that has worsened since the COVID-19 pandemic. Failure to adequately engage in schooling can prove harmful as it increases the risk of an individual becoming NEET. Youth not in Employment, Education and Training (NEET) is a policy concern, as it demonstrates disengagement in both education and the community which can be detrimental to the economy and society. An engaging curriculum, relevant to the 21st century, is necessary to retain student interest in school. In 2002, the National Certificate of Educational Achievement (NCEA) was introduced as Aotearoa’s main senior secondary school qualification system. The standards-based qualification attempted to address educational inequalities and respond to the need for a dynamic and engaging curriculum. Specifically, NCEA intended to improve accessibility and achievement for marginalised students, providing all individuals, regardless of ethnicity or social standing, the equal opportunity to achieve a senior secondary school qualification. NCEA’s objectives are to prepare students for further training, education, the labour market and to equip them with the skills necessary to actively participate in wider society. This thesis carried out a study on NCEA. The aim of this thesis was to investigate the establishment, implementation, and reform of NCEA policy and practice, to better understand experiences, challenges and limitations encountered by students. The research questions included: How have education policies changed over time in Aotearoa?; What are some of the issues and problems associated with NCEA in practice?; According to academic commentary and past student views, to what extent has NCEA achieved its purposes and objectives? How do some past students view their experience of NCEA? This study utilised a mixed methods approach, examined relevant literature and conducted a survey of past NCEA students. The online survey was designed to evoke insights on student engagement; views on NCEA’s capacity to provide access to relevant 21st century learning; fairness in assessment practices; the extent to which students felt prepared for the workplace and civic duties, school implementation of the qualification system and the NCEA Change Programmes' policy refinements. The survey was an opportunity to enhance past student voice in policy discussion. Findings revealed that the majority of participants were engaged in their learning in some capacity. However, the survey also revealed there was widespread dissatisfaction with NCEA. The literature demonstrated that although NCEA was founded on egalitarian principles and implemented to alleviate educational disparities, it continues to perpetuate pre-existing inequalities. Disengagement and NEET youth remain an ongoing issue. Participants who attended higher decile schools generally had a better NCEA experience. Participants who attended lower decile schools were dissatisfied, in part due to the lack of available educational opportunities. This thesis argues past student experiences highlight engagement and relevance issues in the education system. Additionally, NCEA’s flexible design which enables interschool variation can negatively affect marginalised individuals such as Māori, Pacific Peoples and students from low socioeconomic backgrounds. Finally, this thesis argues there are historical and contemporary systemic barriers to achieving educational equality.

text: Experiences of NCEA: The challenges and limitations Aotearoa New Zealand is not exempt from the prevailing issue of student disengagement in education that has worsened since the COVID-19 pandemic. Failure to adequately engage in schooling can prove harmful as it increases the risk of an individual becoming NEET. Youth not in Employment, Education and Training (NEET) is a policy concern, as it demonstrates disengagement in both education and the community which can be detrimental to the economy and society. An engaging curriculum, relevant to the 21st century, is necessary to retain student interest in school. In 2002, the National Certificate of Educational Achievement (NCEA) was introduced as Aotearoa’s main senior secondary school qualification system. The standards-based qualification attempted to address educational inequalities and respond to the need for a dynamic and engaging curriculum. Specifically, NCEA intended to improve accessibility and achievement for marginalised students, providing all individuals, regardless of ethnicity or social standing, the equal opportunity to achieve a senior secondary school qualification. NCEA’s objectives are to prepare students for further training, education, the labour market and to equip them with the skills necessary to actively participate in wider society. This thesis carried out a study on NCEA. The aim of this thesis was to investigate the establishment, implementation, and reform of NCEA policy and practice, to better understand experiences, challenges and limitations encountered by students. The research questions included: How have education policies changed over time in Aotearoa?; What are some of the issues and problems associated with NCEA in practice?; According to academic commentary and past student views, to what extent has NCEA achieved its purposes and objectives? How do some past students view their experience of NCEA? This study utilised a mixed methods approach, examined relevant literature and conducted a survey of past NCEA students. The online survey was designed to evoke insights on student engagement; views on NCEA’s capacity to provide access to relevant 21st century learning; fairness in assessment practices; the extent to which students felt prepared for the workplace and civic duties, school implementation of the qualification system and the NCEA Change Programmes' policy refinements. The survey was an opportunity to enhance past student voice in policy discussion. Findings revealed that the majority of participants were engaged in their learning in some capacity. However, the survey also revealed there was widespread dissatisfaction with NCEA. The literature demonstrated that although NCEA was founded on egalitarian principles and implemented to alleviate educational disparities, it continues to perpetuate pre-existing inequalities. Disengagement and NEET youth remain an ongoing issue. Participants who attended higher decile schools generally had a better NCEA experience. Participants who attended lower decile schools were dissatisfied, in part due to the lack of available educational opportunities. This thesis argues past student experiences highlight engagement and relevance issues in the education system. Additionally, NCEA’s flexible design which enables interschool variation can negatively affect marginalised individuals such as Māori, Pacific Peoples and students from low socioeconomic backgrounds. Finally, this thesis argues there are historical and contemporary systemic barriers to achieving educational equality.

year: 2024-12-18

title: Developing an online learning community: A model for enhancing lecturer and student learning experiences

authors: Khoo, Elaine G.L.

subjects: online learning community

abstract: This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

text: Developing an online learning community: A model for enhancing lecturer and student learning experiences This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

year: 2009

title: 'Waitangi and indigenous rights: Revolution, law and legitimacy' by F.M. Brookfield

authors: Melbourne, Hirini

subjects: indigenous rights

abstract: 'Waitangi and Indigenous Rights: Revolution, Law and Legitimacy' book review by Hirini Melbourne.

text: 'Waitangi and indigenous rights: Revolution, law and legitimacy' by F.M. Brookfield 'Waitangi and Indigenous Rights: Revolution, Law and Legitimacy' book review by Hirini Melbourne.

year: 2000-10