Drawing on Discourses: Policy Actors in the Debates over the National Certificate of Educational Achievement 1996-2000
AbstractThis article summarises a doctoral research project based on a theory of discourses used to throw light on a complex period of New Zealand educational history (1996-2000) when the adoption of policy for the National Certificate in Educational Achievement (NCEA) was undergoing vigorous discussion. Many layers of debate accumulated from the interaction of various sector groups, government agencies and policy actors, often invoking a very vocal media response. The approach taken was to analyse interviews with key policy actors by applying a theory of qualifications and assessment discourses to identify the ideological underpinnings of the debates over the introduction of a standards-based assessment system.
Download data is not yet available.
How to Cite
DOBRIC, Karen. Drawing on Discourses: Policy Actors in the Debates over the National Certificate of Educational Achievement 1996-2000. The New Zealand Annual Review of Education, [S.l.], n. 15, july 2005. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1502>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i15.1502.
Assessment, Evaluation and Accountability
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.