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Complex Education Policy for Complex Times?

journal contribution
posted on 2023-08-21, 10:01 authored by Bronwyn WoodBronwyn Wood, Joanna Higgins
Any glance at education in New Zealand right now reveals a multitude of issues. In the schooling sector the declining rates of literacy and numeracy have been in the news, following a 2020 UNICEF report which found that only 64.6% of Aotearoa New Zealand 15-year-olds had basic proficiency in reading and maths (Hood and Hughson, 2022). Covid-19 has had a negative impact on students’ wellbeing and also contributed to significant declines in learning, especially for lower decile schools and children in Auckland (Education Review Office, 2021). While students’ wellbeing has improved somewhat in 2023, the loss of learning is still significant, with more than half of principals reporting concerns with writing, and growing behavioural issues and inequalities in student achievement (Education Review Office, 2023).

History

Preferred citation

Wood, B. & Higgins, J. (n.d.). Complex Education Policy for Complex Times? Policy Quarterly, 19(3), 3-5. https://doi.org/10.26686/pq.v19i3.8304

Journal title

Policy Quarterly

Volume

19

Issue

3

Pagination

3-5

Publisher

Victoria University of Wellington Library

Publication status

Published online

Online publication date

2023-08-09

ISSN

2324-1098

eISSN

2324-1101