This summary is based on several research publications and articles sourced from the world-wide web. Most research findings are informed by quantitative and qualitative data. UNESCO and UNICEF publications have been major sources of information but are not the only source.
This report looks at the impact of Covid-19 on teachers and principals – including how Covid-19 has impacted enjoyment in work and workload. This report also sets out examples of how schools can prepare for 2022 and what supports will be needed for teachers and principals.
All of the participants in this evaluation modify their teaching and learning programmes to better suit the needs of their learners. They intentionally focus on the integration of the NCEA standards through their te marau ā-kura. Leaders, professionals, kaiako and kaimahi are extremely effective in developing and using innovative tools and resources to support student progression.
This work explores global best practice for measuring education system change. It considers the variation found between different approaches to measuring education system change, looking particularly at how select individual countries and multilaterals each approach this. This work will also consider what can support countries to monitor education performance.
Measuring changes to education systems, let alone performance, is complex. With education systems consisting of many moving parts, there are multiple approaches to assessing education system performance across the world, reflecting the reality of this complexity. This summary explores global practice for measuring education system change.
Principles of Practice: Education Evaluation for Improvement in Schools and Early Childhood Services is one of the suite of resources developed by the Education Review Office (ERO) to support education evaluation practice.
This resource draws on recent Education Review Office (ERO) national evaluation reports to highlight how schools, both primary and secondary, have been evaluating teaching and learning and then using the findings to improve outcomes for students. ERO found that schools that significantly improved outcomes for students based their priorities for action on the findings from high-quality internal evaluation.
This short report, aimed at primary school leaders, sets out how prepared students and schools felt ahead of the Covid-19 lockdown in August and provides recommendations for how schools can support their students as they return to the classroom.
This short report, aimed at secondary school leaders, sets out how prepared students and schools felt ahead of the Covid-19 lockdown in August and provides recommendations for how schools can support their students as they return to the classroom.
