Transition to tertiary study in New Zealand under the National Qualifications Framework and ‘the ghost of 1888’

Vlaardingerbroek, Barend

doi:10.1080/03098770500432062

Cited by 7 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These Standards could appear in almost any 'conventional' school course, but are here contextualised with reference to the aquaculture backdrop. By 'packaging' level 3 science Standards in this manner, students moreover gain credit towards the University Entrance (UE) qualification which is now required for entry to some polytechnic degree programmes (Vlaardingerbroek, 2005b). There is also a Legal Studies Unit Standard focusing on resource management law.…”

Section: Case Study: Marlborough Boys' Collegementioning

confidence: 99%

Smoothing the secondary–further education interface: developments in New Zealand following the national qualifications framework reforms

Vlaardingerbroek

2005

Journal of Vocational Education & Training

Self Cite

View full text Add to dashboard Cite

The recent structural reforms in New Zealand education have enabled the liberalisation of upper secondary school curricula to the point where schools can devise programmes that lead to nationally recognised vocational qualifications. Strategies include close relationships with further education providers whereby instructional materials or direct instruction for some courses may be provided by the further education provider, and schools gaining accreditation to conduct vocational education programmes. These various programmes are of demonstrated benefit to groups that have traditionally been under-represented in academic success, and may provide a means of addressing the growing problem of boys' underachievement.

show abstract

Section: Case Study: Marlborough Boys' Collegementioning

confidence: 99%

Smoothing the secondary–further education interface: developments in New Zealand following the national qualifications framework reforms

Vlaardingerbroek

2005

Journal of Vocational Education & Training

Self Cite

View full text Add to dashboard Cite

show abstract

“…Studies undertaken since have shown that the admission criteria set up in 2003 were not optimal and revision of those admission policies and criteria was essential (Agnew, 2010;Shulruf, Wang, Zhao, & Baker, 2011;Turner, Shulruf, Li, & Yuan, 2012;Vlaardingerbroek, 2006). That research has led to some changes in the way the NCEA results were reported, as well as some amendments in the UoA admission criteria to selected programmes (NZQA, 2004(NZQA, , 2005a(NZQA, , 2009UoA, 2004UoA, , 2009).…”

Section: Introductionmentioning

confidence: 93%

How the admission criteria to a competitive-entry undergraduate programme could be improved

Shulruf

Shaw

2014

Higher Education Research & Development

View full text Add to dashboard Cite

The introduction of a new standards-based secondary school assessment system, the National Certificate of Educational Achievement (NCEA), necessitated significant changes to the admissions processes for New Zealand universities, particularly for competitive-entry programmes such as medicine, engineering and pharmacy. Selection to such programmes was traditionally based on marks or grades in designated science subjects. Under NCEA, the emphasis changed to the number of credits obtained. This article uses the case of pharmacy at The University of Auckland to examine whether the admission criteria under NCEA are 'fit for purpose' in terms of academic progression during the degree. The negative consequences of students having to repeat courses are both academic and financial. Using data from six cohorts of NCEA entrants to the Bachelor of Pharmacy (BPharm) degree, the findings of this study clearly suggest that the best predictor of course success, measured by not failing courses, is the NCEA Grade Point Average. This is at variance with the current practice for admission to pharmacy and other limited-entry degrees which rely on prerequisite courses and the number of NCEA Credits gained. These results suggest that a reappraisal of admissions processes for pharmacy and similar programmes is required.

show abstract

“…Rather, funding levels are predetermined by the government. This latter development has created difficulties because National Certificate of Educational Achievement results do not provide an easy method for selecting students (Vlaardingerbroek 2006). However, the universities each have developed their own methods for developing single scores based upon school-leavers' NCEA results as a way of selecting students.…”

Section: New Investment Approachmentioning

confidence: 99%

The implementation, evolution and impact of New Zealand’s national qualifications framework

Strathdee

2011

Journal of Education and Work

View full text Add to dashboard Cite

Transition to tertiary study in New Zealand under the National Qualifications Framework and ‘the ghost of 1888’

Cited by 7 publications

References 4 publications

Smoothing the secondary–further education interface: developments in New Zealand following the national qualifications framework reforms

Smoothing the secondary–further education interface: developments in New Zealand following the national qualifications framework reforms

How the admission criteria to a competitive-entry undergraduate programme could be improved

The implementation, evolution and impact of New Zealand’s national qualifications framework

Contact Info

Product

Resources

About