Changing Courses: A Study of the Responsiveness of Schools to the National Qualifications Framework

  • Erin Pilcher
  • David Philips

Abstract

The purpose of this article is to present some findings from an investigation of the ways schools are adapting to the potential flexibility of the National Certificate of Educational Achievement (NCEA) for designing teaching and learning programmes or different pathways for students. Two studies were conducted. The preliminary investigation was based on information collected from 15 secondary schools about changes in course provision, courses students are taking, influences on course provision, and how students’ needs are being met. The second study was based on responses to an online survey about ways that schools are adapting their courses to provide different qualifications pathways for students. Overall, schools are working to create more flexible courses and a wider range of courses for students. Implications for further research are discussed.

Downloads

Download data is not yet available.

Author Biographies

Erin Pilcher
David Philips
Published
2006-07-01
How to Cite
PILCHER, Erin; PHILIPS, David. Changing Courses: A Study of the Responsiveness of Schools to the National Qualifications Framework. The New Zealand Annual Review of Education, [S.l.], n. 16, july 2006. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1517>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i16.1517.

Keywords

Assessment, Evaluation and Accountability