Results for "policy"

Displaying Page 4 of 5

  1. Next steps

    ERO recommends that the Ministries of Education, Social Development and Health together: Work with other government agencies and community representatives to develop a national strategy on teen pregnancy. The strategy would include a focus on improving the education, wellbeing and health of all teen parents and their children. Develop cross-agency individual plans for Teen Parent Unit (TPU) students and their children, drawing on personnel from the unit as well as from community health provid...

    https://www.ero.govt.nz/publications/evaluation-of-teen-parent-units/next-steps/

  2. About ERO

    ERO’s roleThe Education Review Office Te Tari Arotake Mātauranga (ERO) promotes equity and drives improvement in our education system through its institutional reviews, and its national research and evaluation programme.ERO aims to ensure that New Zealanders can have confidence in our kōhanga reo, early learning services, kura and schools, and to lift performance in those areas and of those providers that need it most. Independent and objective monitoring by ERO is critical to the integrity...

    https://www.ero.govt.nz/publications/annual-report-201819/about-ero/

  3. Introduction

    This national evaluation report focuses on the important connections between school policies, procedures and actions that ensure a relentless focus on student safety when recruiting and managing staff.It includes information on how schools use resources, expertise and regulations to support this focus and outlines areas where improvements are necessary.Who is responsible for employment in schools?The school’s board of trustees has overall responsibility for ensuring a school provides a safe en...

    https://www.ero.govt.nz/publications/student-safety-in-schools-recruiting-and-managing-staff/introduction/

  4. Conclusion

    In this evaluation, ERO was interested in how effectively Pacific early childhood services used Equity Funding to: increase Pacific children’s participation in quality early childhood education support Pacific children to develop their language, culture and identity. The findings indicate that most services were effective in their use of Equity Funding. They had several initiatives to maintain the participation of currently enrolled children and support their language, culture and identity. Th...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-pacific-early-childhood-services/conclusion/

  5. References

    Alton‑Lee, A. (2003). Quality Teaching for Diverse Learners in Schooling: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.Ball, C. E. (2012). Thesis: The richness diversity brings: Diverse languages and literacies in early childhood education. Auckland: Auckland University of Technology.Bolstad, R. & Gilbert J., et al., (2012). Supporting future‑oriented learning and teaching – a New Zealand perspective. Wellington.Brooker, L., and Woodhead, M., (2010). Cult...

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

  6. Introduction

    The evaluation questionsIn 2011 ERO evaluated the literacy and mathematics assessment and planning practices used in schools to support students’ learning at Years 9 and 10. The evaluation sought to answer the question: How effectively do schools use literacy and mathematics achievement information to improve learning for Years 9 and 10 students?Understanding what students know and can do, and making use of it as the basis for classroom and school planning, is fundamental to students’ learni...

    https://www.ero.govt.nz/publications/literacy-and-mathematics-in-years-9-and-10-using-achievement-information-to-promote-success/introduction/

  7. ERO’s role and purpose

    ERO is a government department, set up under the State Sector Act 1988 to evaluate and report publicly on the quality of education provided in New Zealand schools and early childhood services, and on the effective use of public funds. Its role encompasses accountability (including compliance with regulatory requirements), education improvement, and knowledge generation.The manner in which ERO carries out its mandated responsibilities has changed since the agency was first established in 1989. Cu...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/eros-role-and-purpose/

  8. National Report Summary - Guidance and counselling in schools survey findings

    The Prime Minister’s Youth Mental Health Project aims to improve the mental health of young people aged 12 to 19 years. One initiative is a national evaluation of the current provision of guidance and counselling in schools. This will contribute to an evidence base for the Ministry of Education’s policy and programme development to improve the quality of guidance and counselling for young people in schools.This report from ERO presents the findings from phase one of a two-phase evaluation. T...

    https://www.ero.govt.nz/publications/guidance-and-counselling-in-schools-survey-findings/11-national-report-summary-guidance-and-counselling-in-schools-survey-findings-july-2013/

  9. Overview

    A 2010 Education Review Office (ERO) report, Including Students with High Needs,[1] found that half of schools demonstrated mostly inclusive practices for these students. Thirty percent of schools had some areas of good performance and 20 percent had few inclusive practices.Subsequently, the Government developed a policy, Success for All - Every School Every Child, to promote the achievement, participation, and presence of children with special education needs in every mainstream school. The pol...

    https://www.ero.govt.nz/publications/including-students-with-high-needs-school-questionnaire-responses-2/overview/

  10. Conclusion

    Generally, ERO’s findings present a positive picture of how most services are supporting children’s learning and development. However, in a few services ERO found evidence of poor quality practice that is likely to be harmful for children.ERO found significant variation[18] between service types in the extent to which their curriculum supported children as competent and confident learners. Kindergartens were more likely than Playcentres and education and care centres to effectively support c...

    https://www.ero.govt.nz/publications/positive-foundations-for-learning-confident-and-competent-children-in-early-childhood-services/conclusion/

  11. Scope, depth and focus

    Internal evaluations vary greatly in scope, depth and focus depending on the purpose and the context. An evaluation may be strategic, linked to vision, values, goals and targets; or it may be a business-as-usual review of, for example, policy or procedures. It could also be a response to an unforeseen (emergent) event or issue.Figure 1 shows how these different purposes can all be viewed as part of a common improvement agenda.FIGURE 1. TYPES OF INTERNAL EVALUATION  Strategic evaluation Strategi...

    https://www.ero.govt.nz/publications/effective-internal-evaluation-for-improvement/scope-depth-and-focus/