Analysis of Education Programs in New Zealand

Analisis Program Pendidikan di Selandia Baru

Authors

  • Andra Saputra Universitas Negeri Padang
  • Nidya Fitri Universitas Negeri Padang
  • Azwar Ananda Universitas Negeri Padang
  • Rusdinal Rusdinal Universitas Negeri Padang
  • Nurhizrah Gistituati Universitas Negeri Padang

DOI:

https://doi.org/10.56667/jveit.v5i2.1428

Keywords:

Education, New Zealand, Education Policy, Curriculum, Teaching Met

Abstract

This research analyzes educational programs in New Zealand through a comprehensive literature study, focusing on educational policies, curriculum structures, teaching methods, as well as challenges and solutions in overcoming educational gaps. The results show that education policy in New Zealand is very progressive and innovative, with initiatives such as "Digital Technologies & Hangarau Matihiko" integrating digital technologies into all aspects of education. The national curriculum, The New Zealand Curriculum (NZC), emphasizes the development of key competencies such as critical thinking and collaboration, and provides flexibility for schools to adapt learning programs to suit student needs. New Zealand teaching methods are very student-centred and based on active and collaborative learning, supported by the widespread use of technology. Despite this, challenges in overcoming educational disparities remain, especially regarding differences in academic achievement between students from various socio-economic and ethnic backgrounds. The New Zealand government has launched various programs to address these challenges, with positive results but requiring sustained effort. The conclusions of this research indicate that curriculum flexibility, student-centred teaching approaches, and technology integration are key factors supporting the success of the education system in New Zealand, providing valuable insights for improving education systems in other countries

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References

Ministry of Education. (2018). Digital Technologies & Hangarau Matihiko. Wellington: Ministry of Education. Retrieved from https://www.education.govt.nz

Hipkins, R. (2017). The New Zealand Curriculum: May the Fourth Be with You. Wellington: Ministry of Education. Retrieved from https://www.education.govt.nz

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Wellington: Ministry of Education. Retrieved from https://www.education.govt.nz

OECD. (2019). Education at a Glance 2019: OECD Indicators. Paris: OECD Publishing

Wylie, C. (2013). Educational Leadership: A Cultural Challenge. Cham: Springer.

Education Review Office (ERO). (2018). Equity and excellence: Findings of the Equity and Excellence Review. Wellington: Education Review Office.

Ministry of Education. (2020). Education in New Zealand. Wellington: Ministry of Education. Retrieved from https://www.education.govt.nz

ERO. (2021). Teaching and Learning in New Zealand Schools. Wellington: Education Review Office. Retrieved from https://www.ero.govt.nz

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon, UK: Routledge

Ministry of Education. (2016). National Education and Learning Priorities. Wellington: Ministry of Education. Retrieved from https://www.education.govt.nz

Mackay, B. (2014). The New Zealand Education System: Historical Development and Future Challenges. Wellington: New Zealand Council for Educational Research.

Education Counts. (2020). Education Data and Trends. Wellington: Ministry of Education. Retrieved from https://www.educationcounts.govt.nz

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO.

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Published

2024-12-31

How to Cite

Saputra, A., Fitri, N., Ananda, A., Rusdinal, R., & Gistituati, N. (2024). Analysis of Education Programs in New Zealand: Analisis Program Pendidikan di Selandia Baru. Journal of Vocational Education and Information Technology (JVEIT), 5(2), 83–87. https://doi.org/10.56667/jveit.v5i2.1428