EDUC 5010 Education in Context - Unit 2 Written Assignment
EDUC 5010 Education in Context - Unit 2 Written Assignment
EDUC 5010 Education in Context - Unit 2 Written Assignment
Name censored
21 April, 2021
New Zealand Education System
The purpose of New Zealand’s education system is for students to develop the
competencies they need for study, work, and lifelong learning and to go on to realize their
where continuous learning and choice at one level sets the foundation for the next steps along
a chosen corridor (Ministry of Education [MOE], 2021). Schools can design their curriculum
so that students find the transitions positive and have a clear sense of continuity and direction
(MOE, 2021).
The New Zealand Curriculum applies to all English medium state schools and to all
students in those schools, irrespective of their gender, sexuality, ethnicity, belief, ability or
New Zealand (NZ) has a vision for its young people to be confident, connected,
actively involved, life-long learners. The principles of the curriculum emphasize high
community engagement, cultural diversity, coherence, inclusion, and a future focus (MOE,
2015).
Indian education in the modern era shows the influence of British and native Indian
traditions. Indian nationalists and reformers in the latter half of the twentieth century sought
to revive the heritage of knowledge and culture beginning in India itself (Rothermund, 2002).
In addition to reviving knowledge of Indian heritage and culture, the purpose of the education
system is for schools to pave the way for the construction of knowledge and creativity as a
source of joy and not stress (UNESCO, 2006). The importance of children’s learning
instructional materials within the framework developed at the national level by the National
Council of Educational Research and Training (UNESCO, 2006). The focus of the
curriculum is on the development of the basic skills of literacy and numeracy, the study of the
environment in terms of physical and social phenomena, the participation in activities that
would develop productive skills, creative expression, and habits of healthy living
(Department of Education, 1999, as cited in UNESCO, 2006). The 1992 National Policy of
Education (NPE) stresses “the need for a system of education that grants all students up to
given level access to education of a common structure and comparable quality irrespective of
When looking at the two curriculums, a comparison can be made about the
similarities in the ability of schools (in NZ) and states (in India) to design their own
curriculum structured around the national framework. I support this concept as a positive
initiative for schools and states to allow emphasis on targeting the skills needed in a
particular location or socio-economic status of the country. It also allows choice for parents
to decide which school they would prefer their child to attend based on the values and
Another point of comparison where there are both similarities and differences
between the countries is the availability of education for all students. Both the NZ and Indian
However, in India, the inclusions concern ‘‘caste, creed, location or gender’’(Clark, 2006,
para.6), whereas New Zealand extends these inclusions to a more diverse range of students
progressively fair and forward-thinking regarding sexuality and students with disabilities.
heritage of the country. After British independence in 1947 (Clark, 2006), Indian nationalists
and reformers in the latter half of the twentieth century, through education, sought to revive
the heritage of knowledge and culture beginning in India itself (Rothermund, 2002). In 2022,
New Zealand has a plan to incorporate Aotearoa’s (New Zealand) histories into the national
curriculum to ensure that all akonga (students) and kura (schools) learn how the country’s
histories have shaped the lives of New Zealanders (MOE, 2021). I feel that no matter the
social or cultural diversity of the students and teachers, it is important to learn about the
cultural history of the country you are in as it helps to understand what has shaped the
present-day lives in that country and how it will continue shaping the future. As a foreigner in
a country with a completely different culture to my own, I feel that if people can learn more
about the reasons why and how cultures are formed, there will be deeper understandings and
A_and_the_PACIFIC/India/India.pdf
http://link.galegroup.com/apps/doc/CX3403701275/GVRL?u=lirn17237&sid=GVRL
&xid=b45fe10f
https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/
Ministry of Education. (2021) Aotearoa New Zealand’s histories in our national curriculum
https://www.education.govt.nz/our-work/changes-in-education/aotearoa-new-zealand-
histories-in-our-national-curriculum/
https://wenr.wes.org/2006/02/wenr-feb-2006-education-in-india