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  1. How is Auckland responding to increasing diversity?

    Taking advantage of ERO’s regular cycle of reviews, the evaluation investigated how a group of early learning services (74) and schools (38) in Auckland responded to increasing cultural and linguistic diversity in their learning community. ERO key findingsMost of the services and schools knew who their learners were, and to some extent, had taken steps to respond to the learners’ language and culture. These services and schools had: acknowledged the learners’ home languages developed rela...

    https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/how-is-auckland-responding-to-increasing-diversity/

  2. Effective practices: what works in different settings

    Learners should experience a curriculum that engages and challenges them, is forward looking and inclusive, and affirms New Zealand’s unique identity.For the final section, ERO visited and talked with the leaders, teachers and learners of the selected services and schools. They all celebrated diversity and saw it as an opportunity for everyone to learn. By investigating effective practice in these settings ERO wanted to find out: how these leaders and teachers got to know their learners how l...

    https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/effective-practices-what-works-in-different-settings/

  3. Findings

    The information for this evaluation was gathered during regular ERO reviews of 93 schools. All these schools were signatories to the Code. The findings are not separated into primary and secondary, as there were no statistically significant differences between the two groups.[6]School reviewingERO evaluated how effectively schools undertook self review of their provision for international students. Figure 1 shows that half of the schools were highly effective and just over a third were generally...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students-2/findings/

  4. Addressing cultural and linguistic diversity

    Diversity is a defining feature of our world in this time of increasing globalisation and migration, and it is reflected in our communities. The learning environment is no exception. New Zealand ranks third among OECD countries for the highest proportion of overseas born residents (OECD, 2017) and Auckland city now has one of the highest proportions of immigrants of any city in the OECD.Part 1 of this report defines diversity, its benefits and challenges, describes who are our diverse learners,...

    https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/addressing-cultural-and-linguistic-diversity/

  5. Appendix Three: Self-review questions

    1. How effectively is the school reviewing its provisions and outcomes for international students? We review our performance annually and record the outcomes in a form that can be made available to the Ministry of Education if requested (s28.3 of the Code). Our review process is ongoing and is based on analysis of a range of information about students’ welfare, academic progress, and social integration. Our BOT receives annual reports based on self review and strategic planning of the internat...

    https://www.ero.govt.nz/publications/schools-provisions-for-international-students/appendix-three-self-review-questions/

  6. Appendix 2: Self review questions for your school

    1. How effectively is our school reviewing its provision for international students? we monitor compliance with the Code effectively to ensure all requirements are met we report annually to the Ministry of Education on the results of our self review our BOT receives annual reports based on self review and strategic planning of the international programme our review process is based on analysis of a range of information about students’ welfare, academic progress, and social integration. 2. Wh...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students-2/appendix-2-self-review-questions-for-your-school/

  7. Responding to language diversity in Auckland

    Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. Thirty‑nine percent of Auckland residents were born outside of New Zealand and 51 percent of Auckland’s population are multi‑lingual. The learner population in Auckland and New Zealand is rapidly becoming heterogeneous, as is evident through the diversity of learners’ ethnicity, language, heritage, and immigration status.How are schools and early...

    https://www.ero.govt.nz/footer-upper/news/responding-to-language-diversity-in-auckland/

  8. Executive summary

    Diverse New ZealandIncreasingly diverse communities are evident throughout New Zealand. Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. Thirty‑nine percent of Auckland residents were born outside of New Zealand and 51 percent of Auckland’s population are multi‑lingual. The learner population in Auckland and New Zealand is rapidly becoming heterogeneous, as is evident through the diversity of lea...

    https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/executive-summary/

  9. Findings

    ERO evaluated the provision of education for international students in all schools with international students that were reviewed during Terms 3 and 4, 2011. The evaluation included 51 schools (state, integrated and private). The average number of international students in these schools was five for primary schools and 15 for secondary schools.Reviewers made judgements on six aspects of the provisions and outcomes for international students. Overall, 29 percent of schools were judged to be highl...

    https://www.ero.govt.nz/publications/schools-provisions-for-international-students/findings/

  10. Appendix Two: Key evaluative questions, indicators of good practice, criteria for judgements

    Q1. How systematic is the school’s overall approach to enrolling international students? Indicators of good practice The school has: a rationale and objectives for enrolling IS a strategic plan for developing their provisions for IS/ international programme planned strategies and effective systems for providing for IS school understands its obligations and responsibilities for IS professional learning and development provided on cross-cultural understanding and supporting IS recog...

    https://www.ero.govt.nz/publications/schools-provisions-for-international-students/appendix-two-key-evaluative-questions-indicators-of-good-practice-criteria-for-judgements/

  11. Context and rationale for this evaluation

    Context and rationale for this evaluationNew Zealand has an ageing teacher workforce. Data from Education Counts shows that 8,343 of the 53,861 staff in schools are aged 60 and over (about 16 percent of the workforce). This data is not available for early learning services. There has also been a decline in the number of students commencing, or graduating from, ITE programmes since 2008. Given the likely shift in the teacher workforce profile over the next few years, it is important that teacher...

    https://www.ero.govt.nz/publications/newly-graduated-teachers-preparation-and-confidence-to-teach/context-and-rationale-for-this-evaluation/