Our research

I roto i Te Kura Huanui: Ko ngā kura o ngā ara angitu, ko ngā uiui me ngā whānau Māori, kaiārahi, kaiako, kaimahi, kaumātua hoki e tūhura ana i te ngākau titikaha o ngā hapori ki te whakarauora, ki te whakapakari hoki i te reo Māori me ngā tikanga Māori mō ā rātou mokopuna, tamariki, uri whakatupu anō hoki. 

Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.

ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.

This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice.  It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.

Science is important – we rely on science and scientific thinking in almost every endeavour in our modern society. High quality science education at school is essential for learners who want a career in science, but it is also important for all learners to help them understand the scientific issues that whānau, communities, and nations face. Issues such as climate change, healthy living, and innovation all depend on science.

Early childhood education services had to quickly adapt to changing requirements and periods of uncertainty due to Covid-19. During lockdown, services had to transition to supporting children to learn from their homes. After lockdown, they had to support children to return to services and continue their learning in a Covid-19 world. This summary highlights the efforts of early childhood services to support students and their whānau.

ERO has a comprehensive and fast-tracked work programme underway to understand the ongoing impact of Covid-19 on students, services and schools, and on teaching and learning in Aotearoa New Zealand in the English and Māori medium education sectors.

Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn.  This video was filmed at Invercargill Middle School.

This school seeks every opportunity to connect with the groups within its multicultural community to support those groups to connect to one another as well as engage with the school and their children’s learning.

A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.

This video was filmed at McAuley High School.

The setting of academic goals that build toward purposeful educational pathways and career options begins early at McAuley High School and supports student choices throughout their schooling.

This booklet is for all parents and caregivers who have infants and toddlers in an early childhood education service, or who are thinking about enrolling their child in an early childhood service. It gives you an idea of what you can expect from high quality early childhood education and the questions you can ask a service about the education and care of your child. 

The report examines how well 235 early childhood services supported infants and toddlers to become competent and confident communicators and explorers.

This report discusses the effectiveness of employment practices in some kindergartens and education and care services.

This good practice report presents examples from five early childhood services where priorities for children’s learning were well considered and reflected on.

This national report discusses how effectively 147 early childhood services used Equity Funding and the extent to which the Equity Funding objectives of participation and quality in early childhood services were achieved.

We have also published a companion report - Use of Equity Funding in Pacific Early Childhood Services.

This national report gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.

This national report is one of two reports that present the findings of a 2012 national evaluation about curriculum priorities. 

This national report is one of two reports that present the findings of a 2012 national evaluation about curriculum priorities.

In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:

• services understood and valued the identity, language and culture of Māori children and their whānau, particularly when the child and whānau enter the service
• managers and educators built positive relationships with the whānau of Māori children; and
• each service worked in partnership with the whānau of Māori children.