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Misinformed lobby groups offered briefing

15 February 2001 Media Statement

Misinformed lobby groups offered briefing

Education Minister Trevor Mallard says he will be writing to the Employers and Manufacturers Association (Northern) to offer them a briefing on the NCEA.

"The organisation is misinformed on much of the detail of the new qualifications system," Trevor Mallard said.

"While the Employers Federation is represented on the sector group which is developing much of the work, this particular group is not.

"Mr Thompson is therefore not up to date with much of the work that has been going on to ensure that the needs of employers are integrated into the new system at all levels.

"If he is genuinely interested in the needs of employers, rather than the needs of the National Party, his concerns expressed today could be allayed with a comprehensive briefing on the new system.

"I am happy to make officials available for such a briefing.

"But I would urge employers not to be misled National Party propaganda. A chart that I tabled in Parliament yesterday, clearly shows that the system that will be introduced to schools next year is fundamentally the one developed by National Ministers of Education. It is obvious that all changes made will result in standards being clarified and improved," Trevor Mallard said.

Chart showing changes made from National's original proposal attached.

CHARACTERISTICS OF THE NCEA


1998: As announced following Cabinet paper in 1998

2001: February 2001

Intent

1998: A single coherent system that brings together the examination-based awards and the standards-based qualifications

2001: A single coherent system that brings together the examination-based awards and the standards-based qualifications

Assessment

1998: Both examinations and internal assessment will be used to assess a full range of student learning outcomes against achievement standards

2001: Both examinations and internal assessment will be used to assess a full range of student learning outcomes against achievement standards

1998: At least 50% of achievement standards in traditional areas of the curriculum will be assessed by exam (years 11 and 13)

2001: On average, 60% of achievement standards in traditional areas of the curriculum will be assessed by exam(year 11, 12 & 13)

1998: Use of CATS (Common Assessment Tasks) as the external assessment mechanism at year 12

2001: Use of examinations as the external assessment mechanism at year 12

1998: Exams will be similar to current exams

2001: Exams will be similar to current exams

Moderation

1998: External verification to check internal assessment

2001: Samples of marked student work to be checked by external verification including site visits where appropriate

1998: Regular review of assessment management system

2001: Regular review of assessment management systems, including visits to schools

1998: Annual comparison of internal assessed and examination results by Qualifications Authority

2001: Annual comparison of internal assessed and examination results by Qualifications Authority

Funding

1998: $1.2m set aside for professional development

2001: $3.2 million set aside for professional development

1998: No time allocated in the school year for professional development on NCEA


2001: Teachers provided with two full days for professional development on NCEA in 2000, 2001, 2002 and 2003

Workload

1998: No initiatives to reduce the workload impacts of the changing system

2001: Funding provided for the development of exemplars for internally assessed components, to improve moderation and reduce teacher workload

Literacy and Numeracy

2001: Minimum level of literacy and numeracy must be reached to obtain an NCEA

Subjects

1998: Traditional subjects can be studied; but
Flexibility is introduced to enable parts of subjects to be combined
Credits from all NQF standards (both school curriculum and industry) count for NCEA

2001: Traditional subjects can be studied; but
Flexibility is introduced to enable parts of subjects to be combined
Credits from all NQF standards (both school curriculum and industry) count for NCEA

Level of study

1998: Students may study at their year level – lower, higher or at a mix of levels – depending on ability

2001: Students may study at their year level – lower, higher or at a mix of levels – depending on ability

Reporting

1998: Grades described as credit, merit and excellence

2001: Grades described as credit, merit and excellence

1998: Merit and Excellence recognised though grading of achievement against standards

2001: Merit and Excellence recognised though grading of achievement against standards

1998: No inter-subject scaling of external assessment results

2001: All results – external and internal to be reported as achieved

1998: A ranking result (a percentile) and a mark for National Certificate examination results only

2001: A ranking result (a percentile) and a mark for all National Certificate results (internal and examination based)

1998: Credit for unit standards

2001: Credit for unit standards

Scholarship

1998: A scholarship qualification for the most able students

2001: A scholarship qualification for the most able students

ENDS

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