Annual Report 2016 - Part one

Section 19B reports

The Vote Education Section 19B Report in Relation to Non-Departmental Appropriations for the year ended 30 June 2016 was presented to the House in accordance with section 19B of the Public Finance Act 1989 on 20 October 2016.

Vote Education Section 19B Report [PDF, 329 KB]

Parts 2 and 3 of the Annual Report 2016

Download the full Annual Report 2016 to view:

  • Part 2 — Statements of service Performance
  • Part 3 — Annual financial statements.

Annual Report 2016 [PDF, 1.2 MB]

Amendment to the report

Since being tabled, the Statement of Cash Flows has been amended for a minor editorial error.


This section outlines our key achievements during 2015/16 and how our work delivered against the priorities set out in the Ministry’s Four Year Plan 2015-2019. The strategic framework for the organisation is summarised in our ‘plan on a page’ – set out on the next page. It shows how the work we do will lead to the outcomes we seek for education in New Zealand, illustrating the links between:

  • key enablers that need to be in place for educational success
  • the Ministry’s priorities for ensuring this happens
  • the resulting benefits for the education system and all those in education
  • how the education system contributes to New Zealand’s prosperity and wellbeing.

During 2015/16, our strategic intentions for early childhood and schooling, agreed with the Minister of Education in the Education Work Programme, were updated to highlight the focus on Communities of Learning | Kāhui Ako.

The following sections report on progress against our three desired, long-term outcomes:

  • The education system is relevant and reaches all children and students
  • Every child and student achieves educational success
  • New Zealanders have skills and knowledge for work and life.

We conclude by reporting on progress against our stewardship intentions and provide an update on organisational health and capability.

In the Four Year Plan 2015-2019, we identified five key indicators which provide a litmus test of the Ministry’s progress in raising achievement:

  • Indicator 1: Increase participation in early childhood education (ECE)
  • Indicator 2: Increase the proportion of enrolled students at or above National Standards levels
  • Indicator 3: Increase the proportion of 18-year-olds with National Certificate of Educational Achievement (NCEA) Level 2 or equivalent qualifications
  • Indicator 4: Increase the proportion of 25 to 34-year-olds with advanced trade qualifications, diplomas and degrees (at Level 4 or above)
  • Indicator 5: Decrease the proportion of youth not in employment, education or training.

Progress against these is reported under the relevant outcome.

These high-level measures are supported by a comprehensive set of performance measures across all Ministry activity set out in the Information Supporting the Estimates of Appropriations and the Supplementary Estimates. Results for these 2015/16 output performance measures are reported in Part 2 – Statements of service performance.

Four Year 'Plan-on-a-Page'

Four Year ‘Plan-on-a-Page’.

  • Long description for Four Year ‘Plan-on-a-Page’
    • The education system is a major contributor to:

      • Social and cultural participation and wellbeing
      • Economic prosperity and growth.

      Long term outcomes

      So that:

      • The education system is relevant and reaches all children and students
      • Every child and student achieves educational success
      • New Zealanders have skills and knowledge for work and life

      Intermediate objectives

      Then we will see higher and more equitable levels of participation, engagement, achievement enabled by:

      • Better tailoring – Responsive educational services which meet the needs and raise the aspirations of all children and students
      • Better targeting of investment, resources, support and expertise to drive innovation and improve results
      • More effective collaboration at all levels to raise achievement
      • Better, more relevant educational pathways through the education system and beyond into the workplace and society
      • More evidence-based decision-making by students, parents, teachers, leaders, providers and Government

      Our intentions

      We will deliver:

      Our stewardship intentions

      We will:

      • Achieve more through effective collaborative relationships with the sector and other partners
      • Provider better advice to Government
      • Use and share data and evidence to improve decision-making
      • Provide tailored services and support to raise achievement
      • Invest more effectively to raise achievement
      Our strategic intentions for early childhood and schooling

      We will:

      • Improve student-centred pathways
      • Implement Communities of Learning | Kāhui Ako
      • Update the Education Act 1989
      • Update the funding systems for early learning and schooling
      • Champion 21st century practice in teaching and learning
      • Strengthen inclusion
      Our strategic intentions for tertiary education

      The Ministry will support the tertiary sector to:

      • Deliver skills for industry
      • Get at-risk young people into a career
      • Boost achievement of Māori and Pasifika
      • Improve adult literacy and numeracy
      • Strengthen research-based institutions
      • Grow international linkages

      Enabling conditions

      Enabling conditions in place, complementary and aligned

      These are the things that need to be in place

      • Teaching – quality, responsive, future-focused teaching workforce
      • Research – to support quality, research-led teaching and drive economic growth
      • Leadership – quality pedagogical leadership and management
      • Resources – funding, responsive curriculum, learning technology, assessment tools, texts
      • Data – knowledge and evidence to help individuals, providers, communities and government make better decisions
      • Accountability – outcome-focused, fit-for-purpose regulatory and legislative environment
      • Infrastructure – property, information, technology, payroll and access
      • Parents and whānau – engaged, informed and ambitious for their children
      • Communities and employers – informed, connected and influential