In this project we focus on the New Zealand education system. We will start very practically with an FAQ section, that is, with five Frequently Asked Questions by international students about language issues, low grades, plagiarism, classroom participation, and technology. We will then explore the background to these questions: we will take a brief look at the overall structure of the education system and explore the different levels, types of institutions, degrees and other matters. If that is familiar to you, jump to the following section focused on the style of teaching and learning used at New Zealand schools and tertiary institutions. This section includes learning goals, principles, and values that guide what is taught in New Zealand and how it is taught. We will also explore three cultural features of some New Zealand schools: single-sex schools, school uniforms, and other requirements regarding physical appearance. We will finish by providing you with online resources which you can recommend to your students.

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Here are five questions frequently asked by international students when entering the New Zealand education system. Please click on “answer” to see the advice we give students in these situations.

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The New Zealand system provides education from early childhood through primary and secondary school to tertiary education. It offers a variety of state schools (85%), state-integrated schools(10%), and private schools (5%), and comprises schools with distinct philosophies and methodologies such as faith-based providers, Waldorf and Montessori schools.  

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Regardless of whether children attend a public or private school, their overall education journey still tends to follow a similar path, from early childhood education through primary and secondary school to tertiary education (or vocational training). 

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Have a look at the graphic overview of the New Zealand Education Journey below.

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To find out more about different levels of education, about different school types, and how to find a preschool or school in a particular region, please see: Education in New Zealand. To see what parents from around the world think about New Zealand schools, watch (YouTube): Why choose a New Zealand school?

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3.1 Early childhood education: crèche, kindergarten, and other facilities

While early childhood education for young children under five is not on offer for international students, many international tertiary students – especially postgraduate and PhD students – bring their children along during their studies. They wish to be informed about early childhood education (ECE) and primary education in New Zealand. 

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There are a variety of options for childcare and preschool for children under five, including crèche, kindergarten, playcentre, and home-based services. Some of these services are teacher-led, while others are parent- or whānau-led. 

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To learn more about the different ECE options, New Zealand’s ECE curriculum, and other important considerations for parents, have a look at Immigration New Zealand’s webpage: INZ – Preschool Care and Education. The Ministry of Education also provides a helpful overview: MoE – For parents and whānau: Different kinds of early learning services. Here is a downloadable brochure: Choice. 

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Parents should register their child early!

New Zealand has many ECE services, but demand is high. Places can be hard to get, especially in the bigger cities and towns. So parents should check early – ideally before arriving in New Zealand – that the kindergarten or pre-school they are interested in has room for their child.

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Many tertiary education providers have a crèche or kindergarten for young children of attending students. Prospective international students with young children should inquire early before arriving in New Zealand to secure a place for their child.

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3.2 Primary and intermediate schools

New Zealand children start primary education typically at five years of age. Some schools take in new students on the day they turn five, while other schools start with a cohort of students of similar age on the same day. Primary schools go from year 1 to year 8 (ages 5 to 13). Some primary schools end at year 6, and students attend an intermediate school in year 7 and 8 before moving on to secondary school. 

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For more information about different primary and intermediate school options, the primary school curriculum, and other considerations, please visit: MoE – For parents and whānau – Primary school.

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3.3 High school

Children and adolescents in New Zealand attend secondary school – also called college or high school – in years 9 to 13 (ages 13 to 17). Different schools have different timetables, but typical secondary school hours are from 8.40 am to 3.20 pm. Students have different subjects with different teachers in different rooms. High school students are expected to take some responsibility for their own learning. For example, they are expected to know their own timetable, to go to the correct room at the correct time, to bring and take care of their books and other equipment, and to do homework after school. 

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Don’t get confused about “college”!

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In the USA, the word “college” refers to the first two years of tertiary academic education. However, in New Zealand the word “college” refers to a secondary school. It is used synonymously with “high school”. 

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The common high school graduation certificate in New Zealand is called NCEA – the National Certificate of Educational Achievement (see below). Some schools also offer alternative international certificates, such as the international baccalaureate.

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3.4 High school qualifications – NCEA and the international baccalaureate 

Secondary school students in New Zealand typically graduate with a certificate called NCEA, administered by the New Zealand Qualifications Authority NZQA. NZQA explains the certificate this way (NZQA – Secondary school and NCEA):

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• NCEA (the National Certificate of Educational Achievement) is the main secondary school qualification in New Zealand. 
• NCEA is actually three certificates: it can be awarded at Levels 1, 2, and 3. Students usually begin studying for their NCEA Level 1 in Year 11 and continue through Years 12 and 13 (from ages 15 through to 18).
• Many vocational qualifications are also offered in secondary schools. These include, for example, the National Certificate of Tourism, the National Certificate in Computing, and the National Certificate of Motor Engineering.

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In order to attend university, students need to graduate school with NCEA Level 3. To enter different programmes at polytechnics or institutes of technology or to do an apprenticeship or professional training, different NCEA levels are required. For more information, see: NCEA credits needed for study, apprenticeships and training.

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NZQA, the New Zealand Qualifications Authority, offers a brief brochure about NCEA for international students in English, Simplified Chinese, German, Japanese, Korean, Spanish, and Thai.

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NCEA resources online

Here are a few resources that explain in detail, what NCEA is and how it works, what caregivers need to know, how students can study for it, and how parents can support them as they study.

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3.5 Tertiary education

Once students graduate from secondary school in New Zealand, they have different options. They can continue their education with either a more academic or a more vocational focus. They can also do an apprenticeship or be trained on the job. 

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The levels of New Zealand education

Education in New Zealand is organised in ten levels in the New Zealand Qualifications Framework (NZQF). This framework is overseen by the New Zealand Qualifications Authority (NZQA). NZQA checks and ensures the good quality of all approved programmes and degrees in the country. 

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The levels range from least complex to most complex. Each level comprises different skills, different abilities of – supervised or independent – use of skills, and different degrees of knowledge. NCEA levels count as levels 1, 2, and 3 of this framework. These can be obtained at high school or through foundation studies at tertiary institutions. 

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Levels 1 to 6 comprise certificates and diplomas. Level 7 comprises bachelor degrees and graduate certificates and diplomas. Level 8 refers to bachelor honours degrees and postgraduate certificates and diplomas. Level 9 refers to master degrees and level 10 to doctoral degrees (PhD). 

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You can learn more about the different levels, their degrees, and the target skills and levels of knowledge on NZQA’s web page: NZQA – Understanding the New Zealand Qualifications Framework (NZQF). Please note that – with some exceptions – students need to graduate with a degree at level 7 or higher to qualify for a post-study visa. For further information, please see: Immigration New Zealand – Information about Post Study Work Visa. 

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Tertiary education providers in New Zealand

The following types of education providers are available in New Zealand. Please click on the title to read a more detailed description of each type of provider. For more information see: MoE – For parents and whānau: Different types of tertiary providers.

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Once students graduate from secondary school in New Zealand, they have different options. They can continue their education with either a more academic or a more vocational focus. They can also do an apprenticeship or be trained on the job. 

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The levels of New Zealand education

Education in New Zealand is organised in ten levels in the New Zealand Qualifications Framework (NZQF). This framework is overseen by the New Zealand Qualifications Authority (NZQA). NZQA checks and ensures the good quality of all approved programmes and degrees in the country. 

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The levels range from least complex to most complex. Each level comprises different skills, different abilities of – supervised or independent – use of skills, and different degrees of knowledge. NCEA levels count as levels 1, 2, and 3 of this framework. These can be obtained at high school or through foundation studies at tertiary institutions. 

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Levels 1 to 6 comprise certificates and diplomas. Level 7 comprises bachelor degrees and graduate certificates and diplomas. Level 8 refers to bachelor honours degrees and postgraduate certificates and diplomas. Level 9 refers to master degrees and level 10 to doctoral degrees (PhD). 

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You can learn more about the different levels, their degrees, and the target skills and levels of knowledge on NZQA’s web page: NZQA – Understanding the New Zealand Qualifications Framework (NZQF). Please note that – with some exceptions – students need to graduate with a degree at level 7 or higher to qualify for a post-study visa. For further information, please see: Immigration New Zealand – Information about Post Study Work Visa. 

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Tertiary education providers in New Zealand

The following types of education providers are available in New Zealand. Please click on the title to read a more detailed description of each type of provider. For more information see: MoE – For parents and whānau: Different types of tertiary providers.

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Tertiary education terminology

Tertiary education providers use a range of words that might be unfamiliar to new students and their families, such as faculty, pro-vice chancellor, associate professor. You can find definitions of some of these terms in the Glossary provided by Universities New Zealand. Many tertiary institutions also provide their own glossaries on their websites.

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Teaching and learning in New Zealand might differ a little from what some international students are used to in their home countries. We want to highlight a few important elements of New Zealand education that might surprise some international students, including teaching methods, learning goals, and values that guide what is being taught in New Zealand classrooms and how it is being taught.

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4.1 Teaching philosophy and practice in New Zealand

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“Our vision is for young people: 
who will be confident, connected, actively involved, lifelong learners.” 
(New Zealand Curriculum, p. 8)

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New Zealand education is frequently based on the idea that learners need to be active participants in the learning process. Students shouldn’t just sit, listen, and passively absorb information. Instead, it is understood that learning happens when:

• Learners are actively engaged in “building” or “constructing” new knowledge and trying things out in a practical way
• Learners make connections between new information and the things they already know
• Learners make connections between different knowledge areas or subjects 
• Learners find the content meaningful and are able to connect it with their own lives and experiences
• Learners learn not only from more advanced experts such as teachers and tutors but also from and together with their peers.

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In this style of learning and teaching, the teacher is often not a sage on the stage but a guide on the side. In other words, teachers in New Zealand often help students to discover knowledge for themselves. 

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The goal of this learning style is to prepare students for a future when they have to be independent and use their knowledge practically and creatively outside the classroom. Another goal is to help students become autonomous, lifelong learners. This means that throughout their life they will be able to identify when they need to learn something new – for example for their job, and they will be able to find ways to acquire the necessary knowledge. 

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To see what this learning/teaching style can look like in a New Zealand high school, have a look at: Rangiora High School – Authentic and collaborative learning. 

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To help students become “confident, connected, actively involved, lifelong learners” – as described in the New Zealand Curriculum, education providers at school and tertiary level include particular methods into their teaching and learning, including inquiry learning, project-based learning, and collaborative learning.

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Inquiry learning

One pedagogical approach that might be used in New Zealand classrooms is inquiry learning. This approach takes the students’ questions and interests and their curiosity about the world as a starting point. Teachers support students in finding out answers to their questions. During a phase of inquiry learning, students investigate, and teachers are sometimes more like coaches on the sideline, helping the students to discover knowledge for themselves. They guide students to comprehend something rather than to simply have theoretical “book knowledge” about something. 

Listen how Christchurch teacher Vic Hygate explains inquiry learning and describes examples of what the method looks like in primary school: Inquiry learning – from knowledge to understanding. 

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Project-based learning (PBL)

Project-based learning means that students work – often in groups – on a complex question, problem, or challenge that is connected to their interests, life experiences, and the real world around them (TKI). While completing a project, students gain key competencies defined by the curriculum, and they often use knowledge and skills from more than one subject area. As part of project-based learning, students learn important self-management skills that are essential for tertiary studies and professional success: setting goals, giving feedback during the work process, and evaluating whether the goals have been met at the end. To learn more about PBL, watch (YouTube): Project-based learning explained.

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Collaborative learning

The theory behind collaborative learning is that humans are social creatures and create knowledge together with others. Learners with different skills, different cultural backgrounds, different levels of knowledge and ways of thinking team up and answer questions together. They discuss, give each other feedback, and learn together and from each other. Collaborative learning today often involves the use of technology. This makes collaboration easier, and it prepares students for their professional future. Collaborative learning is also sometimes used as part of graded assessments. For example, tertiary students might do a group assignment which will count towards their individual final course grade. Some international students are unfamiliar with, and might be surprised by, this practice.

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Watch how Parkvale Primary School uses Google Docs to engage students in collaborative writing that involves their peers, their parents, and the whole school community: Netbook programme.

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4.2 The five key competencies promoted by the New Zealand Curriculum

General learning goals in primary and secondary education in New Zealand are outlined in the National Curriculum. This document guides how and what schools teach and students learn. The National Curriculum defins five general competencies that all students in New Zealand should have to a certain degree before leaving secondary school:

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• thinking
• using language, symbols, and texts
• managing self
• relating to others
• participating and contributing.

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We will take a look at thinking and managing self below. These competencies include skills and attitudes that might be a bit unfamiliar to some international students. To see the full curriculum, please visit: TKI – The New Zealand Curriculum. 

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4.3 A goal of NZ education: Learning to think critically and independently

One goal of New Zealand education is to help students become critical, independent, and innovative thinkers who are not afraid to ask questions of others and of themselves. The National Curriculum describes competent students this way: “Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions” (p. 12). 

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Critical thinking can be challenging for some international students who have been taught to show great respect to teachers and other authorities and not to question their wisdom. Especially in tertiary education, teachers in New Zealand expect a more critical attitude and an expressed opinion from their students, both in classroom discussions and in written assignments. 

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Some international tertiary students are surprised when Kiwi students “talk back”in class and engage in critical debates with their teachers. Some are puzzled when they notice that such a critical attitude is rewarded rather than punished. Some are surprised when they are told that they need to express their “own voice” in written assignments and that they have to critically evaluate the research of prominent academics to receive a good grade.

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4.4 Another goal of NZ education: Developing self-management

Another educational goal in New Zealand is to help students become independent from their teachers in learning, working, and thinking. The National Curriculum describes competent students in this area as: “Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently” (p. 12). 

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Primary and secondary teachers help students to develop these skills and attitudes. Tertiary students will also receive support. However, a certain level of competence in this area is expected at tertiary level. For example, it is expected that tertiary students can, to a large extent, manage their own time, organise their own learning, and prepare their assignments without being supervised by someone else. This might surprise those international students who are used to the teacher managing all aspects of the students’ learning process. These students might feel confused by the level of independence and responsibility expected of them. Fortunately, tertiary education providers in New Zealand also recognise the need for further growth in these areas and offer a wide range of workshops and services that support the development of students’ independent study skills. Please see our project “Understand New Zealand student services”.

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“My name is Yichen. In my first semester, a nice lecturer told me how I could learn to manage my time better. He said that I should get a free wall planner from the student association, write all the submission deadlines for my assignments on the calendar, and put it somewhere where I can always see it. I asked him: ‘What do I do if I see the deadline in the calendar and I know I should be working, but then I go to the beach anyway?’ I know now that’s a pretty studid question but I was serious at the time. He said to me: ‘You are at uni now. Nobody will check whether you have done your homework. Nobody will make sure that you submit your assignments on time. Your teachers here are not your parents. I want you to imagine meeting your future self. He says to you: “Why did you fail that course? Why did you have to repeat it? I graduated a semester later than all my friends. I have more student debt now. The failed course is now in my official transcript.” You have to explain to him why you went to the beach.’ That really hit me and I always submitted all my assignments on time. I also took a workshop on time management. That was really helpful.”
(Yichen, university student from China)

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4.5 A principle in NZ education: Inclusive learning

New Zealand education aims to provide inclusive learning to ensure that students’ diverse identities, abilities, languages, and talents are affirmed and that their different learning needs are met. One way to support inclusive learning is by using Universal Design for Learning (UDL). UDL is a way of designing learning and teaching that allows all students to succeed. For example, an assignment could be done in different ways, as a written essay, a presentation, or as a voice or video recording. Have a look at this Vimeo video and see how the NZ Ministry of Education explains UDL and its connection to the New Zealand Curriculum: UDL and the NZC. 

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4.6 An expectation in NZ education: Academic integrity

All institutions – whether at primary, secondary, or tertiary level – expect academic integrity from their students. The New Zealand Curriculum states that “students will be encouraged to value: integrity, which involves being honest, responsible, and accountable and acting ethically” (p. 10). That means that cheating is not accepted. 

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Cheating includes cases when students copy other people’s work and present it as their own. It also includes students asking someone else to do their assignment for them and then still submitting it under their own name. It is pretty clear to most students that cheating is not acceptable. It gets more difficult for some international students when it comes to plagiarism. International students should be well informed about plagiarism, as severe cases of such student misconduct can lead to penalties, including a reprimand, temporary suspension, and even permanent expulsion from the institution.

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4.7 A unique feature of NZ education: The Treaty of Waitangi

New Zealand as a nation is based on the partnership between Māori and the Crown. The Crown was initially the British Crown, but now the word typically refers to the New Zealand government. This partnership was agreed upon in a contract, the Treaty of Waitangi/te Tiriti o Waitangi. The Treaty is still important today. It ensures that Māori, their language, and culture are (increasingly) valued equally in this shared nation. 

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The New Zealand Curriculum “acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand” (p. 9). This means that all students have the opportunity to learn about Māori language, culture, and customs at school. It also means that education providers should consult with the local iwi (tribe) on different matters and include Māori philosophy and customs in their practices. To learn more about the Treaty of Waitangi/te Tiriti o Waitangi, see our project “New Zealand – A country with more than one culture”

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4.8 Students’ rights in NZ education: The Code of Practice

In New Zealand, students have rights. If education providers fail to provide essential support, students can point to the Education Pastoral Care of Tertiary and International Learners Code of Practice 2021. This is a legal document that defines what education providers in New Zealand must do to support the safety and wellbeing of all international learners and domestic tertiary learners. To learn more about the Code of Practice, see our topic  “Understand key Code of Practice considerations”.

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Schools in New Zealand have some cultural aspects that might be unfamiliar to some international students. We will take a brief look at single-sex schools, school uniforms, and other requirements regarding physical appearance. While international students might not have experienced these personally, they might feel reminded of popular novels and films depicting British school culture such as the popular Harry Potter series.

Single-sex schools

Most schools in New Zealand are coeducational or co-ed, that is, they teach both girls and boys together in the same class. However, there are also a number of single-sex schools for boys only or girls only. 

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School uniforms

Many secondary schools and some primary and intermediate schools require students to wear school uniforms. 

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This is non-negotiable and students can be given a warning and eventually be stood down or suspended for not wearing the appropriate clothes. However, students have the right to wear items of cultural or religious significance. Female students can also object to wearing skirts on the basis of gender discrimination, as skirts can limit their physical movements. Girls should be offered the option to wear shorts or “culottes” (shorts that look like skirts). Transgender students should be allowed to choose the uniform that matches their gender identity. For more about rights and obligations around school uniforms, see: Student rights – Uniforms and appearance.

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Rules regarding appearance

Students coming from countries with fairly relaxed rules around physical appearance 

might be surprised by some of the requirements at New Zealand schools. For example, some schools do not allow boys to have long hair. Many schools don’t allow students to wear jewellery with their school uniform. Cultural and religious beliefs, however, can override such requirements. Still, students and their families should inquire and engage with the school before enrolment, if any rules around physical appearance might cause the students distress. For more about rights and obligations around students’ physical appearance at school, see: Student rights – Uniforms and appearance.

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You can recommend the following online resources to your students if they want to become more familiar with the New Zealand education system in general, its teaching and learning styles, as well as the rights of students attending schools in New Zealand:

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• NauMai NZ is the go-to platform for students having questions about studying, living, and working in New Zealand. To understand the NZ education style, see: NauMai NZ – New Zealand teaching and learning styles.
• If school students want to learn more about their rights when facing different issues at school in New Zealand – from uniforms to bullying and suspension, see: Student Rights – Problems at school.

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In this project, we discussed the education system in New Zealand. We responded to questions frequently asked by international students about language difficulties, grades, speaking up, plagiarism, and the relevance of technology in tertiary education.

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Next, we outlined the basic structure of the education system, its different stages, providers, certificates, and target skills and competencies. We also explored the philosophies and methodologies that shape teaching and learning in New Zealand. We looked at inquiry learning, project-based learning, collaborative learning, and inclusive learning. We also looked at the main goals of the New Zealand curriculum, which include helping students become independent, critical thinkers and develop self-management skills. 

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We noted that the Treaty of Waitangi/te Tiriti o Waitangi plays an important role in New Zealand education. We discovered that students have rights and can point to the Education Code of Practice if they find that their education provider has failed to offer essential support. On the other side, we also noted that students have obligations and need to show academic integrity when studying at New Zealand schools and tertiary institutions. 

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We highlighted several cultural elements at Kiwi schools, that is, single-sex school options, school uniforms, and rules around the general physical appearance of students. Finally, we have provided resources and materials for further information throughout the project – both for agents and for international students.

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 Heoi anō tāku mō nāianei - that’s all for now!

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All references included as hyperlinks in the text.

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