Education Systems in New Zealand and India

Name censored

M. Ed., University of the People

EDUC 5010 Education in Context: History, Philosophy, and Sociology

Dr. Dianala Bernard

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

potential (Ministry of Education [MOE], 2015). A student-centered approach is followed

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

disability, social or cultural background, or geographical location (MOE, 2015).

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

expectations, learning to learn, Treaty of Waitangi (bi-cultural foundations of NZ),

community engagement, cultural diversity, coherence, inclusion, and a future focus (MOE,

2015).

Indian Education System

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

experiences and their active involvement in the process of learning is recognized.

 In India at the primary stage, states are free to develop their own curricula and

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

caste, creed, location or gender’’(Clark, 2006, para.6).

Comparison between New Zealand and Indian Education

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

philosophy of the specific school.

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

curriculums mention equal opportunities for students irrespective of their differences.

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

including ‘‘sexuality, ethnicity, ability or disability, and social or cultural

background,’’(MOE, 2015). I favor the extent of New Zealand’s inclusion policy as I feel it is

progressively fair and forward-thinking regarding sexuality and students with disabilities.

A further point of comparison is a focus on learning about the specific cultural

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

acceptance of differences around the world.

 References
UNESCO. (2006) India: Principles and general objectives of education. World data on
education
http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASI

A_and_the_PACIFIC/India/India.pdf

Rothermund, D. (2002) India-education system. Encyclopedia of Modern Asia, (3)17-20.

http://link.galegroup.com/apps/doc/CX3403701275/GVRL?u=lirn17237&sid=GVRL

&xid=b45fe10f

Ministry of Education. (2015) The New Zealand curriculum

https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Ministry of Education. (2021) Education in New Zealand

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/

Clark, N. (2006) Education in India. World education news and reviews

https://wenr.wes.org/2006/02/wenr-feb-2006-education-in-india