By OECD Organisation for Economic Co-operation and Develop
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Extra resources for OECD Reviews of Tertiary Education: New Zealand
The focus is not only on building equity in terms of patterns of participation, but also on promoting social mobility through tertiary education. 3% of all persons aged 15 and over were enrolled in tertiary programmes, the fifth highest figure among the OECD countries for which data are available (see Appendix 5). In 2003, about 80% of persons of a synthetic age cohort could expect to enter a certain level of tertiary education at one point during their lives (the second highest figure within the OECD area, see Appendix 5).
Furthermore, working with equity principles necessarily includes engaging with the community: interactively, collaboratively, and relationally with the very people that it purports to benefit. For example engaging with the leadership for Māori and Pasifika peoples has become a commonplace practice to enact differentiated and relevant education strategies according to their needs and aspirations. The links to these communities are critical to the ongoing development of all New Zealanders. The contention is, therefore, that engaging in principles and practices of equity and linking with the community does make a difference in affecting the economic, social, and employment outcomes of the designated groups and bridging relationships between all New Zealanders.
Current fee stabilisation policies are appropriate to ensure cost containment and moderation. This minimises the effects of institutional pricing strategies in a situation where student’s entitlement to financial aid is tied with the total costs of attendance (the risk being that institutions continue to raise their fees if more financial aid becomes available to students). The FCCM policy while precluding excessive fee escalation, still grants institutions some room for raising their own funds.