The New Zealand census invites respondents to identify with an ethnic group; in practice "ethnicity" is often conflated with race and ancestry. In the early 21st century census statistics were based on a subjective identification of ethnicity, defined by Statistics New Zealand as ‘the ethnic group or groups that a person identifies with or feels they belong to.’ 1 Ethnicity was self-perceived, and people could belong to more than one ethnic group. PISA 2006: School context of science achievement, PISA 2006: Student attitudes to & engagement with science, PISA 2009: Our 21st century learners at age 15, PISA 2009: Māori Students Reading Workbook, PISA 2009: Pasifika Students Reading Workbook, PISA 2012: New Zealand financial literacy report, PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn maths, PISA 2012: Series on the Learning Environment Volume III: Student Behaviour, PISA 2012: Series on Learners Volume I: Student confidence & beliefs about their ability to learn maths, PISA 2012: Series on Learners Volume II: How students approach learning, PISA 2012: Series on Learners Volume III: Why students are motivated to learn maths, PISA 2012: Series on Learners Volume IV: What students think about school, PISA 2012: Top line results for New Zealand, Maths achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015, Science achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015, PISA 2018: Global competence of New Zealand 15-year-olds, PISA 2018 Opportunities to Learn: Learning time & school support for study, PISA 2018: Resources for learning: Access, quality & capacity, PISA 2018: Uses of assessment, school accountability, & quality assurance, Reading achievement in NZ in 1990 & 2001: Results from IEA's Reading Literacy Study, TIMSS 1998/99: Preliminary achievement result, TIMSS 1998/99: Trends in year 9 students' mathematics & science achievement, TIMSS 1998/99: The school & classroom context for year 9 students' mathematics & science achievement, TIMSS 2002/03: Maths & science achievement in NZ: Year 9, TIMSS 2002/03: An overview of some key national year 5 & 9 student achievement results, Literature review on the experiences of Pasifika learners in the classroom, Teu Le Va: Relationships across research & policy in Pasifika education, Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Summary report, Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Final report, Action plan for Pacific Education 2020-2030, Best practice for teaching Pacific learners: Pacific Evidence Brief 2019, Research to understand the features of quality Pacific bilingual education, Education that fits: Review of international trends in the education of students with special educational needs, Scoping support for NZ Sign Language users accessing the curriculum: Part I, Summary of submissions in response to the Deaf Education Discussion Paper 2010, Scoping support for NZ Sign Language users accessing the curriculum: Part II, Technical review of published research on applied behaviour analysis interventions for people with ASD, The effectiveness of applied behaviour analysis interventions for people with ASD, Destinations & employment outcomes of young, international graduates, International capabilities: A summary report for schools, Foreign Fee-Paying Students in NZ: Trends, Foreign Fee-Paying Student Statistics to 2001, International student enrolments in NZ 2000-2006, International student enrolments in NZ 2001-2007, International student enrolments in NZ 2002-2008, International student enrolments in NZ 2003-2009, International student enrolments in NZ 2004-2010, The NZ international education sector: Trends 1999-2004, Internationalisation in New Zealand tertiary education organisations, Measuring New Zealand students' international capabilities: An exploratory study, Moving places: Destinations & earnings of international graduates, New Zealand Alumni Survey: Experiences, attitudes & engagement, Research project on international student exchanges: Sending our students overseas (2008), The satisfaction of international students in NZ unis & ITPs, Annual Monitoring Reading Recovery: 2018 Data, Rongohia te Hau: Effective support for culturally responsive teaching, 1. Note that lists of level 3 and level 4 codes … The Ministry uses Level 1 Ethnic Groups for National Standards reporting. Effective learning in early childhood education? The current standards were published in 1997. Ethnicity is a measure of cultural affiliation, as opposed to race, ancestry, This may lead to some people being categorised incorrectly, such as non-white Americans being placed in the European category. The Ministry uses Level 3 Ethnic Groups for: When using these systems, users can record multiple ethnicities for individuals. How effective is the current Resource Teacher Learning & Behaviour cluster model? Ethnicity_2 Ethnicity_3 Comment; 3 codes: 99: 21: 10: Cannot have 99 as ethnicity_1 when there are valid codes in ethnicity_2 or ethnicity_3: 3 codes: 21: 11: 11: Entry in Ethnicity_3 not required, it is the same as the code in Ethnicity_2: 3 codes: 21: 11: 21: Entry in Ethnicity_3 not required, it is the same as the code in Ethnicity… The population of the State grew at 0.8 per cent per annum while those with Irish ethnicity increased by just 0.2 per cent. Using learner, whānau, & teacher feedback, 3. The population is increasing at a rate of 1.4–2.0 percent per year. Welcome to the Community Directory, a register of ethnic community organisations and support services. Schools can only report a student as being in one ethnic group for the roll returns, so they can use the ranking table below to decide which ethnic group to use for a student who identifies with more than one ethnic group. Northern Ireland. Applicants are given the opportunity to select all ethnicities that they identify with from a list of 180 ethnicities as outlined in the Stats NZ Classification standards for Ethnicity. ICCS: What do New Zealand students understand about civic knowledge & citizenship? The five largest ethnic groups in New Zealand are New Zealand European, Maori, Chinese, Samoan, and Indian, and ethnic diversity has been increasing. The number of new cases peaked in late March when the country went into Alert Level 4 on 25 March and started to go down in mid-April. Evaluation of the sustainability of ECE services during the implementation of Pathways to the Future: Ngā Huarahi Arataki, Impact of 20 Hours ECE on playcentres 2008, Literature review: Transition from early childhood education to school, Outcomes of early childhood education: Literature review, Quality early childhood education for under 2-year-olds, A literature review focused on Virtual Learning Environments (VLEs), From Targeting Problems to Tailoring Potential, Te piko o te māhuri, tērā te tupu o te rākau: language & literacy in marae-based programmes, Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa Māori, Te Piko o te Māhuri: Ngā āhuatanga matua o te Kura Kaupapa Māori whai angitu, Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu & Eke Panuku, Hangaia te mātāpuna o te mōhia: learning foundations for Māori adults, Hei titiro anō i te whāinga: Māori achievement in bachelors degrees revisited. 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