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Quatre séminaires et un colloque international à l'INRP dans le cadre de la recherche « De la culture commune au socle commun ».

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L'INRP a remporté l'appel d'offres de la commission européenne intitulé : Réseau européen d'experts en sciences sociales de l'éducation et de la formation (NESSE : European network of experts in the social sciences of education and training).

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National Strategies for 21st Century Learning: Standards, Assessment and Accountability

by admin last modified 2009-05-22 09:24

Joanna Higgins's abstract for the international seminar "What are the strategic challenges behind the implementation of accountability in education policies?"

Joanna Higgins
Victoria University of Wellington, New Zealand

National strategies for 21st century learning in New Zealand are important as a means of translating into reality the broad policy goals of equipping all New Zealanders with the knowledge, skills and values to be successful citizens of the 21st century. The presentation will outline both literacy and numeracy strategies. The strategy related to literacy has five work streams: Professional development, direct interventions with students, resource development for teachers, professional leadership by Ministry staff to support schools, and the development of community capacity and engagement.

The New Zealand Numeracy Development Project, a national strategy for improving mathematics achievement in the schooling sector, began in 2000. The strategic goal of the project has been to improve achievement in mathematics for all students, a concern identified through the Third International Mathematics and Science Study (TIMSS) in the mid 1990s. The study also identified wide disparity in achievement with Maori (indigenous) and Pasifika students overrepresented in the group with the lowest achievement gains. Since 2000, there have been significant improvements in the numeracy achievement of 5- to 12-year-old students including a reduction in disparity between different ethnic groups. The development of teacher content knowledge and pedagogical content knowledge and the consequent changes in classroom practice have been key factors in the improvement of student outcomes.

An iterative process that has integrated policy development, implementation and evaluation has characterized the project. The evidence base generated through this process has informed further developments in mathematics since 2006. For example, the large database of student results provided the basis for clarifying expectations and establishing the levels of a new mathematics curriculum. Similarly the development of standards in mathematics under a new government agenda has built off previous work focused on student achievement and progression in mathematics learning.


Education et sociétés
Numéro 21
Former des élites dans un monde incertain
Coordonné par Yves Dutercq
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Association internationale des sociologues de langue françaiseComité de recherche n °7 Éducation, Formation, Socialisation
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