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Teachers are our most important educational asset – the single biggest influence on student achievement in schools. Teaching must become a profession of status so that New Zealand can attract the best and brightest and keep them, and ensure that teachers are always improving their practice to lift student achievement. Read more

Teachers are New Zealand’s most important educational asset. This report is the second in a series of three, building on the first - World Class Education: Why New Zealand Must Strengthen Its Teaching Profession, which identified some of the main structural problems preventing New Zealand’s teaching workforce from developing further. Read more

Why is NZ shedding talented teachers? NZ has a high quality but unequal education system  It fails too many Māori and Pasifika students, with wide gaps in performance Policies to attract, retain and develop talent are needed to tackle the problem This report, written by John Morris and Rose Patterson, identifies the critical junctures where teaching quality can be influenced, and the organisations that have the power to strengthen the teaching profession. Read more

Compulsory students’ association membership (CSM), as opposed to voluntary students’ association membership (VSM), is an anachronism. Students’ associations are incorporated societies formed by members with common interests and are akin to the Automobile Association, the Consumers' Institute, staff associations and sporting clubs. Read more

Despite considerable government investment in tertiary education and training, New Zealand has seen sustained and substantial shortages of skill labour. Norman LaRocque looks at the reasons behind this and outlines the policy environment necessary to address the skills deficit. Read more

The draft New Zealand Curriculum adopts an intellectually flawed ‘outcome-based’ education model. This is an approach which prevailed in the late 1980s and early 1990s and has now been largely discredited and abandoned by countries with successful education systems. Kevin Donnelly advocates the internationally proven syllabus or standards-based approaches and argues that continuing to ignore the large body of international evidence in this area will put future generations of New Zealand students at risk. Read more

The three essential elements of successful school choice policies are: the freedom to open, expand and close schools in response to increased or reduced demand; funding following the student, putting all schools on the same footing; and independent management, so that schools are free to innovate in areas such as teaching practices, teacher pay, and school organisation. The report draws on a wide range of evidence including a study of the impact of Chicago’s charter schools on the environment. Read more

Limited school choice programmes that give parents a little more choice within a system of largely unchanged, uniform schooling alternatives, should not be used to judge the effectiveness of school choice as a reform catalyst. John Merrifield looks at examples of both real and limited school choice policies from around the world and finds out why some succeed while others fail. Read more

How do markets and governments operate in education and what is the best way to organise, finance and regulate education? Mark Harrison assesses the performance of the New Zealand school sector, the impact of the reforms of the 1980s and 1990s, and current government spending policies. Read more

A New Deal is a manifesto for New Zealand’s schools, one with great potential to raise education standards and expectations for every child. It takes stock of the fundamental strengths and weaknesses of our present education system and what is needed to lift the quality of education standards, close the large performance gap between underprivileged schools and their better-off peers, and make New Zealand a stronger competitor in the global marketplace. Read more