Complex Education Policy for Complex Times?

Introducing this special issue

Authors

  • Bronwyn Wood Te Herenga Waka—Victoria University of Wellington
  • Joanna Higgins Te Herenga Waka—Victoria University of Wellington

DOI:

https://doi.org/10.26686/pq.v19i3.8304

Abstract

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). 

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Author Biographies

Bronwyn Wood, Te Herenga Waka—Victoria University of Wellington

Bronwyn Wood is an associate professor in the Faculty of Education, Te Herenga Waka Victoria University of Wellington. She researches and lectures in education policy, with a focus on citizenship and social sciences education as well as areas of youth participation.

Joanna Higgins, Te Herenga Waka—Victoria University of Wellington

Joanna Higgins is an associate professor in the Faculty of Education at Te Herenga Waka Victoria University of Wellington. Her research interests include system-level policy implementation, with a focus on mathematics education.

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Published

2023-08-09

Issue

Vol. 19 No. 3 (2023): Policy Quarterly

Section

Articles

License

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