"The author argues that rapid changes and the resulting uncertainty about the future for which educators are preparing New Zealand young people, have major implications for what and how they learn and indicate an urgent need to adopt new approaches to tackling the inequity of outcomes still evident in the New Zealand schooling system. He explores the changes in education policy settings that might best advance such a system-wide transformation. Policies with respect to curriculum outcomes, assessment, professional capability, institutional arangements, resourcing and learning partnerships are examined, informed by current examples of future-focused practice within the system, either within or across schools." -- Taken from About the paper
