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  1. Appendix 2: Recent developments in careers education and guidance

    Designing CareersDesigning Careers was a pilot programme in 2005/06 that involved 75 schools. It focused on learning and career planning for Year 10 students and individual career guidance for students at risk of poor outcomes in Years 11, 12 and 13 (delivered directly to students by Career Services [now Careers New Zealand] or other consultants).The programme involved professional development and teaching resources for teachers. While a number of positive outcomes resulted from Designing Caree...

    https://www.ero.govt.nz/publications/careers-education-and-guidance-good-practice/appendix-2-recent-developments-in-careers-education-and-guidance/

  2. Methodology

    ERO gathered information from school leaders, guidance counsellors and students via online surveys on during Term 1, 2013. School leaders and guidance counsellors at all schools receiving the Guidance Staffing Entitlement were invited by email to complete a survey. Students were invited to complete the survey through the Ministry of Youth Development youth database. Respondents were not asked to state their school or any other identifying factors.The responses from each group were: 91 students 1...

    https://www.ero.govt.nz/publications/guidance-and-counselling-in-schools-survey-findings/methodology/

  3. Conclusion

    This report poses some challenges for policy makers and the early childhood education sector. One of these challenges is about longevity of curriculum and at what point a curriculum should be reviewed or revised. There has been some discussion and debate about this in the sector with various views expressed about the need for a review of Te Whāriki.The ECE Taskforce report indicated that the issue lay with implementation and not with Te Whāriki itself. The findings of this evaluation indicate...

    https://www.ero.govt.nz/publications/working-with-te-whariki/conclusion/

  4. Part 1: Introduction

    This document gives information about the process that the Education Review Office (ERO) uses for reviews of home-based education and care services. ERO’s review methodology is centred on positive learning outcomes for children and is underpinned by sound evaluation theory and current educational theory. The methodology: focuses on the capacity of the early childhood service to sustain and improve outcomes for children is flexible, and responsive to each service’s context and stage of develo...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-1-introduction/

  5. Conclusion

    Overall, schools and services were doing a good job of promoting healthy attitudes to F, N and PA. Values, policy and practice aligned to make sure children and young people had access to good information, as well as opportunities to make choices about their own wellbeing. This good practice was particularly evident in early learning services. Children were gaining a solid foundation in how to make positive choices for their health and wellbeing. While schools and services were doing a good job...

    https://www.ero.govt.nz/publications/food-nutrition-and-physical-activity-in-nz-schools-and-early-learning-services/conclusion/

  6. 2015/16 Annual Report

    Chief Review Officer's overviewFor the New Zealand education system to fully achieve its potential, policy makers must have access to rich in-depth information about the system's performance - what's working and what isn't.The Education Review Office's task is to provide teachers, parents, whānau, policy makers and the sector's other stakeholders with that information. On any given day, we have about 160 reviewers in schools and early childhood services, in classrooms, evaluating information an...

    https://www.ero.govt.nz/publications/annual-report/201516-annual-report/

  7. Part 1: Introduction

    This document gives information about the process that ERO uses for reviews of hospital-based education and care services.ERO’s review methodology1 focuses on responding to and complementing the unique characteristics of hospital-based education and care services. ERO’s evaluations inhospital-based services focus on their capacity to contribute to children’s learning and promote their wellbeing. The methodology is underpinned by sound evaluation theory and current educational theory.The me...

    https://www.ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-1-introduction/

  8. Rationale for this evaluation

    In 2004 ERO investigated the quality of RTLB service delivery in 40 (20 percent) of the then 199 clusters. The report highlighted a need for more consistency in delivery of the RTLB service across New Zealand. ERO made recommendations for improvement to the service’s management and accountability including: improving oversight of the quality and consistency of the service providing improved supervision and support for RTLB practitioners increasing the effectiveness of services for Māori stude...

    https://www.ero.govt.nz/publications/resource-teachers-learning-and-behaviour-governing-and-managing-rtlb-clusters/rationale-for-this-evaluation/

  9. Introduction

    This report presents ERO’s findings from an evaluation of the quality of schools’ provision for gifted and talented students. It includes information about how well schools support gifted and talented students in achieving to their potential. The report also discusses schools’ areas of strength and the challenges they face in providing for gifted and talented students.Strategic linksNational Administration Guideline 1 (NAG) 1 (iii)(c) requires boards of trustees, through their principals a...

    https://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students/introduction/

  10. Recommendations

    RecommendationsERO makes the following recommendations to ensure a more systematic and structured approach of supporting new teachers through to full certification: ITE providers deliberately integrate theory and practice by: providing clear expectations around the selection and practice of associate teachers providing clear expectations to associate teachers, host schools and student teachers about the learning to occur on practicum deliberately create greater opportunities for student te...

    https://www.ero.govt.nz/publications/newly-graduated-teachers-preparation-and-confidence-to-teach/recommendations/