In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.
Read more about Te Ihuwaka | Education Evaluation Centre.
Read more about Te Pou Mataaho | Evaluation and Research Māori.
The collection of videos and publications is called Improvement in Action and illustrates what works to achieve successful outcomes for all children and young people in the education system.
The video sequences bring to life ERO’s School Evaluation Indicators.
In 2020, Auckland students were particularly affected by Covid-19 and extra support was provided to them. Following this, ERO undertook an evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students. This report outlines the findings of this evaluation - including the reach and impact of the programmes, and lessons for future responses.
This short summary accompanies the full report Responding to the Covid-19 crisis: Supporting Auckland NCEA students. It outlines the key findings from ERO’s evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students following the lockdowns in 2020. This summary briefly lists who these targeted programmes reached, their impact, and lessons for responding to future lockdowns.
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 reo Māori is a critical part of the learning environment in Māori-medium education.
There is a clear commitment from kōhanga, kura, kaiako, kaimahi, whānau, hapū and iwi to
the revitalisation and resurgence of te reo Māori me ngā tikanga Māori. Intergenerational
transmission of te reo Māori me ngā tikanga Māori is valued and kura view kaumātua and
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.
Across all Māori-medium, a strong foundation built on whanaungatanga and ancestral connections helps learners feel a strong sense of belonging at kura, home and in the wider community. Whakapapa and whanaungatanga underpin all interactions for kura, whānau, kaimahi and learner, with whānau, hapū, iwi and marae communities playing an important role.
A common condition present in Māori-medium education is leaders as visionaries. Leadership is effective, strategic, aspirational, inspirational and innovative, and they encourage these characteristics among staff.
The role of teaching and learning itself is identified as a key condition across Māori-medium education, reinforcing the importance of kaiako, kaimahi and whānau in supporting learner success.
This case study explores the impact of the 2020 Covid-19 events on Māori learners in English-medium schools, and the response of leaders, schools and communities in the Bay of Plenty and East Coast regions.
New Zealand schools have one of the highest rates of bullying among OECD member countries. In this evaluation, ERO looked at the extent to which schools were effectively working towards an environment in which students feel safe and free from bullying.
A companion report to this one, Bullying Prevention and Response: Student Voice focuses on ERO’s survey of students on their experience and understandings of bullying and effective bullying prevention and response.
This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling.
Improvement in Action brings to life ERO’s School Evaluation Indicators and illustrates what works to achieve successful outcomes for all children and young people in the education system.
The case studies complement the video sequences in Improvement in Action.
This evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8). We wanted to learn more about any short-term interventions or long-term strategies that may have been influential in bringing about these positive achievement trajectories. We have shared and discussed our findings from some of the 40 schools we visited.
A deliberate approach engages family and whānau in learning centred relationships. This approach expands and strengthens the community of learners so that more active support and opportunities are provided for all the children.
Students acknowledge the role leaders and teachers play in instilling in them the self-belief to become confident, connected, actively involved, life long learners
The focus on driving and sustaining improvement in outcomes in this school involves solution seeking processes typified by innovation and whole school participation. The principal describes the approach that supports this ongoing activity as more entrepreneurial than hierarchical.
Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.
The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.
