The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

The Survey of Adult Skills offers unique insights on adults’ proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries' (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries' and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of New Zealand.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in New Zealand.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in New Zealand.

While New Zealand has implemented great efforts to monitor quality in ECEC, several challenges remain. These include improving quality through the use of external evaluations, a more efficient management of the external evaluation processes and resources by ERO, increasing the capacity and capability of ECEC services to evaluate their own performance, and strengthening continuity for learners as they transition from early childhood education to school. New Zealand implemented some strategies to overcome these challenges, such as the development of evaluation indicators, the implementation of cluster reviews, supporting settings in conducting internal evaluations, and strengthening collaborations between ECEC and school settings.

This Data Spotlight note on Early Childhood Education and Care (ECEC) provides a summary of ECEC policy inputs, outputs and outcomes in New Zealand. It uses data available within the OECD Secretariat — Education at a Glance, the Programme for International Student Assessment (PISA) and the OECD Family Database — to make comparisons between New Zealand's ECEC system and the systems in other OECD countries. This note complements the 2015 OECD publication, Starting Strong IV: Monitoring Quality in Early Childhood Education and Care.

This short country note recaps some Background on the 2014 OECD Measuring Innovation in Education report, the main Key report findings on innovation in education, the Report approach to measuring educational system innovation, along with New Zealand's top five organisational education innovations for the 2003-2011 period and New Zealand's top five pedagogic education innovations for the same interval.

This policy profile on education in the New Zealand is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series also includes a biennial publication. It offers a comparative outlook on education policy by providing: a) analysis of individual countries' educational context, challenges and policies (education policy profiles) and of international trends and b) comparative insight on policies and reforms on selected topics.

This report on New Zealand provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.

In New Zealand, adult basic skills are defined for the purposes of government funding as the literacy, numeracy and language competencies that are essential for effective participation in work and life. These are usually termed either "foundation skills" or "foundation learning". Foundation skills training takes place across the tertiary education sector, but has only received substantial government investment in the last five years. The government is currently working to build an infrastructure that can support the increased levels of provision necessary to address the literacy, numeracy and language needs of the adult population. As well as increasing funding in this previously underresourced area, there has been a drive to professionalise foundation skills tutors and to build a teaching culture which is centred on learners' needs. A programme of research, development and evaluation is in progress to ensure that teaching, the organisation of provision and policy-making in foundation learning are informed by the evidence of what works. At the same time, although formative assessment is not always the term that is used, a nationwide professional development project for tutors is underway that includes a focus on embedding assessment processes into teaching and learning.

This Country Note on New Zealand forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries. The principal objective of the review is to assist countries to understand how the organisation, management and delivery of tertiary education can help them to achieve their economic and social objectives. The focus of the review is upon tertiary education policies and systems, rather than upon the detailed management and operation of institutions, although clearly the effectiveness of the latter is influenced by the former.

The report provides an overview of school leadership developments and issues in New Zealand, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

The following case studies describe how teachers in two New Zealand schools have responded to national policies and initiatives to promote formative assessment, incorporating new assessment approaches and techniques as a part of their regular teaching practice. This "bottom-up" view of implementation is followed by a more detailed examination of the "top-down" national policies supporting formative assessment.

This report on New Zealand's educational R&D is the first OECD review of a member country's educational R&D policy and system. The purpose of the OECD review of a national educational R&D system is to assess the extent to which it serves its function of creating, collating, distributing and applying the knowledge on which practitioners and policy makers can draw. The aim is broader and different from a traditional educational R&D review that focuses on the quality of the research. Rather each of these reviews should be considered as an evaluation of the R&D system which, if it functions properly, will produce high quality research that contributes to the knowledge base of policy makers and practitioners and may be applied by them to improve the education service within a country.

Tertiary education has been embraced within the new policy directions affecting all aspects of life in New Zealand. The sector is in a dynamic phase as a result of the reforms and wider social, economic and political changes. The need for change to bring tertiary education into the mainstream of national development has been apparent. Evidence from the review demonstrates that the will to take new directions is strong and the structural impediments to change are regarded as surmountable. Although change has been difficult and there is some disquiet in the tertiary education sector, there is no going back. Instead, there is cause for greater effort to be made by Government, Ministry of Education and institutional leadership to both broaden and strengthen the existing dialogue on reform and future policy directions in tertiary education. Such a dialogue should aim to find ways to encourage all stakeholders -- learners, providers, employers, government departments and agencies among them -- to seize the new opportunities and build on the progress achieved thus far. A concentration of effort is needed to continue the expansion and to maintain and strengthen both the quality and relevance of initial tertiary education.