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The draft New Zealand Curriculum adopts an intellectually flawed ‘outcome-based’ education model. This is an approach which prevailed in the late 1980s and early 1990s and has now been largely discredited and abandoned by countries with successful education systems. Kevin Donnelly advocates the internationally proven syllabus or standards-based approaches and argues that continuing to ignore the large body of international evidence in this area will put future generations of New Zealand students at risk. Read more

The three essential elements of successful school choice policies are: the freedom to open, expand and close schools in response to increased or reduced demand; funding following the student, putting all schools on the same footing; and independent management, so that schools are free to innovate in areas such as teaching practices, teacher pay, and school organisation. The report draws on a wide range of evidence including a study of the impact of Chicago’s charter schools on the environment. Read more

Limited school choice programmes that give parents a little more choice within a system of largely unchanged, uniform schooling alternatives, should not be used to judge the effectiveness of school choice as a reform catalyst. John Merrifield looks at examples of both real and limited school choice policies from around the world and finds out why some succeed while others fail. Read more

How do markets and governments operate in education and what is the best way to organise, finance and regulate education? Mark Harrison assesses the performance of the New Zealand school sector, the impact of the reforms of the 1980s and 1990s, and current government spending policies. Read more

A New Deal is a manifesto for New Zealand’s schools, one with great potential to raise education standards and expectations for every child. It takes stock of the fundamental strengths and weaknesses of our present education system and what is needed to lift the quality of education standards, close the large performance gap between underprivileged schools and their better-off peers, and make New Zealand a stronger competitor in the global marketplace. Read more

There has been much debate over the appropriate level and form of government support for tertiary education, but comparatively little analysis of the merits of the underlying policies. Who Should Pay? Read more

In this submission, we do not undertake a clause-by-clause analysis of the TERB, but identify a number of wider policy reforms that would help achieve the goals being sought by the government through the TERB. Read more

I have come half-way around the world but I feel very much at home, with people who share not only a common language, but so much of my inherited experience. We are the descendents of the common law, of Magna Carta, of David Hume and John Locke. Read more

The abolition of the bulk funding of teacher salaries is by far the most important change and one for which no rational explanation is provided. We consider it to be a seriously retrograde step. Read more

The first thing I should say is that the wrong Epstein is speaking to you today. The proper Epstein is my wife who works at the University of Chicago Laboratory Schools and who has been involved in most phases of school administration. Read more