{"id":17723,"date":"2023-06-20T12:00:19","date_gmt":"2023-06-20T16:00:19","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=17723"},"modified":"2023-06-27T12:56:14","modified_gmt":"2023-06-27T16:56:14","slug":"reinventing-the-traditional-hs-diploma-new-zealand","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/reinventing-the-traditional-hs-diploma-new-zealand\/","title":{"rendered":"Reinventing the Traditional HS Diploma: New Zealand"},"content":{"rendered":"

This post is the third in a part of a series based upon a report from the Aurora Institute, Going Beyond the Traditional: Next Gen Credentials and Flexible Learning Pathways<\/a>, which seeks to deepen state policy makers\u2019 understanding of the changes needed to facilitate meaningful next generation (\u201cnext gen\u201d) credentials and advance state policy to support those changes.\u00a0<\/span><\/i><\/p>\n

Introduction to Education in New Zealand<\/span><\/h2>\n

New Zealand is an early adopter of next generation credentials and has a learning system that integrates aspects of <\/span>competency-based education<\/span><\/a>. Recognizing the country\u2019s need for a dynamic and skilled workforce, they remodeled the education system beginning in the 1990s to focus on lifelong learning and the ability to upskill and reskill.<\/span><\/p>\n

A Standards-Based Record of Achievement<\/span><\/h2>\n

New Zealand uses a fully proficiency-based grading system to assess student learning. The country uses a common transcript system beginning in secondary school, maintained by the New Zealand Qualifications Authority (NZQA). Beginning at this level, and into adulthood, every learner has their records stored on their New Zealand Record of Achievement (ROA). High school students work towards completing a level of the National Certificate of Educational Achievement (NCEA). In New Zealand, documented learning does not end at graduation, but rather continues on through life. Even after earning their NCEA, records can be stored on the ROA, including state-approved micro-credentials that students may use throughout adulthood to build skills.\u00a0<\/span><\/p>\n

\"Sample<\/a><\/span><\/h2>\n

Figure: NZQA Sample ROA<\/span><\/i><\/p>\n

Flexible Pathways to Earning a Diploma<\/span><\/h2>\n

The ROA contains achievement standards and unit standards. Achievement standards focus on classic competencies in subjects such as reading, writing, arithmetic, and science. <\/span>Unit standards<\/span><\/a> explore skills-based activities such as business, agriculture, and social services.\u00a0<\/span><\/p>\n

The NCEA is divided into Levels 1, 2, and 3. Every level includes certain requirements, including literacy and numeracy requirements. Students earn credits through appropriate assessment at different levels of instruction. These levels are not necessarily categorized in terms of difficulty, but are organized by depth of knowledge. Often, levels 1 and 2 are completed by students who aim to begin work after graduation, whereas level 3 is required to attend a New Zealand university and is recommended for other tertiary education.<\/span><\/p>\n

\"NCEA<\/a><\/span><\/i><\/p>\n

Figure: <\/span><\/i>NCEA Levels and Requirements<\/span><\/i><\/a><\/p>\n

Beyond earning the required credits, learners in New Zealand can also pursue Vocational Pathways. These pathways are available and can provide value to all students, but may be particularly helpful for those pursuing Level 2 qualifications. Vocational Pathways include focused learning in manufacturing and technology, construction and infrastructure, creative industries (such as design, media, and communication), primary industries (such as nature work, transportation, and business), social and community services, and service industries. All students can take courses in the pathways but to earn a Vocational Pathway Award, students must complete NCEA Level 2 or higher. This award shows future employers that a student has the skills they need for an entry-level position.\u00a0<\/span><\/p>\n

With so many options, students have the ability to create their own path and study what they are interested in. This flexibility has resulted in large program growth for subjects that students find meaningful and helpful for their futures. <\/span>Data<\/span><\/a> analyzed from 2008 to 2022 Secondary Subject Enrollment show changes in students\u2019 interests as they create their futures, as well as correlating with global trends in workplace needs:<\/span><\/p>\n