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Initiative |
Description |
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2009 School Staffing Improvements for New Entrants
Operating funding excluding capital charge
- 2008/09 $21.965m
- 2009/10 $52.663m
- 2010/11 $53.608m
- 2011/12 $53.796m
Four Year Total $182.032
Capital funding
- 2008/09 $2.335m
- 2009/10 $7.702m
- 2010/11 $16.681m
- 2011/12 $6.791m
Four Year Total $33.509m
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This initiative invests in school staffing to support new entrant learning. It provides an estimated extra 762 teachers (full-time teacher equivalents – FTTEs) from 2009, and is over and above any extra teachers required to meet roll growth. The funding is for extra teachers, school learning spaces, furniture and equipment and laptops for teachers. It also adds more assessment tools to the electronic Assessment Tools for Teaching and Learning (e-asTTle) library.
This initiative aims to ensure all new entrants get well-settled into school and gain strong foundations in their early learning, particularly in literacy and numeracy. Improved access to assessment information will also assist teachers to plan appropriate learning programmes.
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Annual Adjustment to Schools’ Operational Funding
Operating funding
- 2008/09 $24.514m
- 2009/10 $49.132m
- 2010/11 $48.928m
- 2011/12 $49.006m
Four Year Total $171.580m
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This initiative provides for a 5% increase to schools’ operational funding effective from 1 January 2009, and includes a component to assist schools with the costs of Information and Communications Technology (ICT). The increase is well above the projected Consumer Price Index shift of approximately 3.1% in 2008.
The government’s total investment in schools’ operational funding is $4.7 billion over the next four years. |
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Laptops for Teachers
Operating funding
- 2008/09 $2.250m
- 2009/10 -
- 2010/11 -
- 2011/12 -
Four Year Total $2.250m
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The government is committed to increasing the use of ICT in schools to help improve student achievement and teaching practice.
Additional funding for the Laptops for Teachers scheme allows for further expansion to an already successful scheme.
Research has shown that having a laptop has led to teachers having more flexibility in their time and place of work, increased confidence and competence in ICT use, and increased efficiency in lesson preparations.
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Non-Enrolled Truancy Service Capacity Increase
Operating funding
- 2008/09 $3.340m
- 2009/10 -
- 2010/11 -
- 2011/12 -
Four Year Total $3.340m
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The implementation of ENROL, the national enrolment register, has helped the Ministry of Education more clearly identify those students who have not been enrolled at school for 20 days or more.
This funding increases the capacity of the Non-Enrolled Truancy Service (NETS) to find non-enrolled students and support them to return to school. It provides extra support while ENROL beds down and the number of non-enrolled students stabilises.
This initiative will help students and their families to access social services, such as mental health services and agencies such as Child, Youth and Family, who will work to return a student to school.
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Literacy and Numeracy in Secondary Schools
Operating funding
- 2008/09 $2.068m
- 2009/10 $4.462m
- 2010/11 $3.150m
- 2011/12 $0.756m
Four Year Total $10.436m
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This initiative will fund delivery of Literacy and Numeracy professional development programmes to a further 30 secondary schools, with a focus on teachers of students in Years Nine and Ten.
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Full-time Moderators for the National Certificate of Educational Achievement
Operating funding
- 2008/09 $2.720m
- 2009/10 -
- 2010/11 -
- 2011/12 -
Four Year Total $2.720m
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Budget 2008 provides funding for full-time moderators hired by NZQA to moderate internal assessments of NCEA. Increased moderation will improve the credibility and quality of internal assessment for the NCEA.
The amount of internally assessed student work moderated will increase to 10% from 2008. Previously 81,740 samples (3% of internally assessed standards gaining credit) were moderated. Now up to 240,000 samples will be moderated each year.
NCEA standards can be either internally assessed by schools, or externally assessed through national examinations. All unit standards and around half of achievement standards are internally assessed, with the other half of achievement standards being externally assessed.
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