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RNZ News
06-08-2025
- Business
- RNZ News
Does getting NCEA mean you earn more?
The National Certificate of Educational Achievement will be gone by 2030. File photo. Photo: 123rf NCEA may be on the way out - but has it been delivering better jobs and income for the students who've completed it? The system has been in place for more than 20 years, giving students level one to three qualifications as part of their high school education. But with about 70 percent of school leavers going on to some form of tertiary education, does the fact of having NCEA level one, two or three improve a person's earning potential? And how much? Data indicates that it probably does - and the further you progress through the levels, the better. Education Counts research, produced in 2020, showed that someone who left school in 2009 with no qualifications and who did not get any in the next nine years was earning nearly 40 percent less than those who got NCEA level one or equivalent. They were earning nearly half what people with a level two qualification earned, 80 percent of what people earned who had University Entrance, and about a third of what someone earned who went on to finish a degree. One in 10 people who left school in 2019 had no qualifications in 2018. "For the small percentage of 2009 school leavers who got NCEA Level Three without UE, there was no significant earnings benefit, on average, over those who left with NCEA Level Two." But the research noted it was a general trend, rather than a hard rule. "One in three degree-holders, and around one in four doctorate-holders earned less than the median income of those with school qualifications. "Similarly, not having qualifications doesn't guarantee low earnings. Around 30 percent of 30- to 34-year-olds with no qualifications earned more than the median income of people with a school qualification, and 20 percent earned more than the median income of those with a degree." The research noted that the chances of working at all were higher with a Level Two qualification. "Less than half of those with no school qualifications were employed nine years after leaving school. Non-employment accounts for much of the earnings disadvantage of this group, but even when comparing employed only, this group earns 15 percent to 30 percent less than any other group." Figures provided to RNZ earlier by Education Minister Erica Stanford showed 13,496 Year 11s who attempted a full NCEA Level One programme last year fell short while 31,524 were successful. Massey University Professor of management Jarrod Haar said educated people were more likely to have higher paying jobs in general. But he said secondary qualifications did not need to be "fatal" to a person's career. He said some people who dropped out of school were able to go back to study in their 20s very successfully and earn tertiary qualifications. "Like most things once you get working you get work experience and pick up work-related skills anyway. "It always used to be a funnel to identify who could go to uni but as we've become more universal in accepting people for study, which is probably a good thing, it's broadened the scope of whose who go to tertiary education anyway." He said employers would adjust to whatever qualification system the government brought in. Census data shows that for people with qualifications up to Level Three, the highest average income was earned by those in communications and media, who were getting an average $78,000. That was followed by science and technology at $77,000. Hayley Pickard, founder of recruiter Fortitude Group said there was a global trend that the higher an individual's level of education the more access they had to job opportunities and further learning. She said the changes proposed seemed positive. "The renewed emphasis on core skills, particularly literacy and numeracy, also reflects this global shift toward ensuring that students meet key learning benchmarks before progressing. "This focus may support improved long-term outcomes, both in employment and further education. "At the same time, it's important to recognise that formal education isn't the only path to success. Many people excel through vocational pathways, entrepreneurship, or self-directed learning. "Some of the most capable and successful individuals I know have achieved a great deal despite having left school early." Brad Olsen, chief executive at Infometrics, said it was concerning that 43 percent of employers had told researchers they did not consider NCEA Level One when they were making a recruitment decision and more than 70 percent did not think it was a reliable measure of knowledge and skills. If employers did not have confidence or understand it, it could mean people were hired who were not suitable or not at the level the employer was expecting. "If as a business owner you are expecting a certain level of skills and you don't get that it can be frustrating and relationships between workers and bosses might be more fragile." He said it was encouraging that it seemed the government planned to introduce a system with more focus on employability. Secondary school qualifications played a big role in determining what students' next steps would be, Olsen said. It would be a benefit if the system was able to encourage people down the right "pathway" more quickly, he said. "You don't want to dictate too early but you want to make sure they generally have some idea where they are going." Olsen said it had seemed the NCEA system had a "uni or nothing" focus but it would be beneficial if students were encouraged into trades when it was appropriate, too. 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NZ Herald
04-08-2025
- Politics
- NZ Herald
Northland College faces intervention after ERO report on absenteeism
'I stand by the work being done here. 'I accept [ERO] data has a place in the story of every school. 'Now the data is not where we want it to be. 'But I'm confident we're in a better position now than in the last few years.' The report says the school urgently needs to improve student progress and achievement, as less than half of students achieve NCEA Level 1, a small majority achieve Level 2, and very few students achieve Level 3 or University Entrance (UE). However, the Government yesterday announced a radical shake-up of NCEA that will see it abolished and replaced with two new qualifications at Year 12 and 13. Under the new scheme, Year 11 students will face what is being called a 'Foundational Skills Award' with a focus on literacy and numeracy. The ERO report stated few students in Year 9 and 10 are at expected curriculum levels in reading, writing, and mathematics. The review also says 'very few' students attend school regularly. The school, which has around 300 students, needs to 'act immediately' to improve regular attendance and reduce chronic absence levels, and to improve teaching practices and support systems. Allen, who has been principal since January 2021, said there were a range of social challenges facing the school and wider community. 'Northland College is a reflection of a broader crisis in education that exists in Kaikohe and beyond. 'There are elements of transience and poverty and social challenges that are not new in this community,' he said. 'They've been well known to leaders in the community, and staff and the board, and well known to the ministry and ERO. 'Kaikohe has an amazing community with amazing whānau, and beautiful kids here at school ... but I recognise we need to do more.' Northland College may have a Commissioner appointed again after its latest ERO review. Allen said the school leadership team had developed an immediate plan in response to the review, including more focus on literacy and numeracy. Mentors had also been employed to work with students to support engagement, he said. Allen said some positive shifts regarding attendance had been seen. Northland College previously required intervention in 2012. The Government replaced the board of trustees with a limited statutory manager after buildings were found to be in need of urgent attention. The college also received a scathing ERO report in 2017, when on-going concerns were identified, including inadequate systems to ensure student safety and staff accountability. That year, the school celebrated a $14 million rebuild, which marked a new start for students and staff. The latest report recommends that the Minister consider intervention under section 171 of the Education and Training Act 2020. The act specifies nine types of intervention, ranging from minimal support, such as a request for information, to appointing a statutory manager or commissioner. Ministry of Education north acting leader Leisa Maddix said most Northland schools operate successfully. 'But a small number develop difficulties ... that they cannot resolve without outside help. 'Where we do step in, an intervention aims to bring expertise and a fresh perspective. 'For Northland College, the ERO report clearly outlines areas of concern that are to be addressed with urgency and we will meet with the board to discuss the level of intervention to ensure better outcomes for students.' Northland MP Grant McCallum said the school needs to work with the community 'to achieve better outcomes for its students'. 'My number one concern is for the education of the students; we need the whole community to focus on that.' Northland currently has interventions in three primary schools, three composite schools (Years 1-15), and one secondary school. A commissioner was appointed to run Dargaville High School after an ERO assessment found fewer than half of its students were regularly attending school, with the same number failing NCEA level one. Barbara Alaalatoa was appointed as commissioner for the school board on June 25. The review office said it would revisit Northland College in early 2026 to assess progress. Jenny Ling is a senior journalist at the Northern Advocate. She has a special interest in covering human interest stories, along with finance, roading, and animal welfare issues.
Otago Daily Times
08-05-2025
- General
- Otago Daily Times
Exam successes impress
High school attainment rates for NCEA were released last month. PHOTO: NICK BROOK South Otago high schools continue to impress with the release of National Certificate of Educational Achievement (NCEA) attainment rates last month. A selection of Clutha district secondary principals were pleased to comment on their schools' performances, as recorded by the New Zealand Qualifications Authority. "A 100% [pass rate] in NCEA level 2 is outstanding and a testament to the hard work students and staff put in throughout the year," Tapanui's Blue Mountain College principal Janelle Eason said. "While the level 3 and University Entrance pass rates are not as high, all of our leaversachieved what they needed to follow their intended pathway, and we are very happy with that. "In an education environment where it feels like the only constant is change, our staff and students have shown great resilience [and] we have implemented some more support for literacy and numeracy this year to help our students pass the co-requisites." Balclutha's South Otago High School, recorded a pass rate of 87.4% for a student count of 111. "We are very pleased to have had improved retention of students into Y12 and Y13, and are clear that students' minimum exit qualification is NCEA L2," principal Mike Wright said. "Some of our students do take a couple of years to achieve this and we support them in their learning journey. "For South Otago High School it is about finding the best path for individual students to enable them to find success and move from school to employment, training or further education [and] we have a number of students following vocational programmes which provide great opportunities for students to get into tertiary study and apprenticeships. Lawrence Area School also recorded a 100% pass rate for its 13 level 2, 3, and University Entrance candidates, and new principal Dave Bagwell was quick to praise his predecessor. "I would say it is a fitting legacy for the outgoing principal John Auld and the work he did over many years at the school. "There is a strong focus on individual achievement, mentoring and support [and] the results are testament to what I have seen here over the last term and the way the school operates. "It is also testament to the very strong partnerships between home and school," Mr Bagwell said.
