education work programme 2018

Education Counts

Site search, search the education counts website, find pages with, narrow results by:, ngā kura o aotearoa: new zealand schools (2018) publications, publication details.

This report of the Minister of Education on the compulsory schools sector in New Zealand (also known as the Schools Sector Report) relates to progress and performance during 2018.

Author(s): Ministry of Education

Date Published: September 2019

This Government is the first in a long time to take an integrated approach as it sets the direction for the education system, from early learning, through the compulsory schooling sector, to tertiary education, training, research and lifelong learning.

The starting point for this is an enduring 30 year approach to education in New Zealand. This vision is grounded in New Zealanders’ aspirations for education – to enable every New Zealander to learn and excel, to help their whānau and communities thrive, and to build a productive and sustainable economy and an open and caring society.

I intend for this vision to be the anchor for the Education Work programme, the objectives we are setting, and for the priorities that places of learning focus on across the education system.

It has taken the shape of five key pillars: Learners at the Centre; Barrier-Free Access; Quality Teaching; Quality Inclusive Public Education; and 21st Century Learning. Importantly, it is built on developing a stronger and more explicit focus on wellbeing, equity and inclusion; a commitment to give practical effect to Te Tiriti o Waitangi, and the need for greater trust and reciprocity with the teaching profession.

This vision is already driving change in our education system. We’ve:

• funded new learning support coordinator roles in schools as part of the Learning Support Action Plan, to ensure learners are supported and their learning needs are met;
• provided significant investment in initiatives to strengthen te reo Māori, and invested in Te Hurihanganui, to build cultural capability in the education profession, and to support whanau as they support their children’s education;
• made the first decisions to create a unified system for all vocational education, to create a strong and sustainable system that delivers the skills that learners, employers and communities need to thrive;
• made changes to the fees that are charged in education, which have been placing pressure on family budgets, including the removal of NCEA fees so all learners can receive formal recognition of their achievement, and implementing the $150 per student school donation policy for decile one to seven state and state-integrated schools;
• agreed the next steps for improvements in curriculum, progress and achievement to ensure students make and can recognise progress in the learning they need through a curriculum that is relevant and meets their aspirations;
• made changes to create fewer, larger achievement standards in the secondary qualification, NCEA, that are accessible for all students.  We’re also introducing new literacy and numeracy requirements, along with ensuring equal support for ākonga Māori in all settings and equal status for mātauranga Māori.
• released a National Education Growth Plan to meet the growth of 100,000 additional students by 2030.

There is still more change to come.

The Statement of National Education and Learning Priorities and the Tertiary Education Strategy will set the Government’s expectations for places of learning, to address some of the big issues we see across the education system and to make the vision a reality.

They’re tools that place of learning will use to make meaningful change in their day-to-day activities to improve wellbeing and success for all learners/ākonga and their family and whānau.

Over the coming months, our focus will also shift from the foundation stage of the Education Portfolio Work Programme to working with the education profession and the wider community on detailed design and implementation.

We will emphasise staged and sustainable improvements over the short, medium and longer term in areas that include: the early learning strategic plan; the Government’s response to the independent taskforce’s report on the review of Tomorrow’s Schools; and the education workforce strategy.

Finally, I’d like to acknowledge some of the highlights of the NZCER’s recently completed Teaching, School, and Principal Leadership Practices Survey 2018. Overall, teacher and principal perceptions of practices are positive; 61% of teachers reported that morale is good and 44% agreed or strongly agreed that their workload is fair. Most principals (84%) agreed or strongly agreed that their school was supported by the local community.

These responses are encouraging and we will work hard to keep improving them as we reassert our unwavering commitment to rebuild our public education system so it meets the needs of all learners, and supports them to succeed.

We appreciate all the efforts of the teachers, principals, parents, whanau, students and many other representatives within the sector, who are helping to make this happen.

I am pleased to present to Parliament Ngā Kura o Aotearoa New Zealand Schools Report - 2018.

Hon Chis Hipkins Minister of Education.

• All Schooling
• Ngā Kura o Aotearoa
• Full Report (PDF, 2.2 MB)

Where to find out more

• Ngā Ara o te Mātauranga

Education Data Requests If you have any questions about education data please contact us: Email: Requests Data and Insights Phone: +64 4 463 8065

08 August 2024

The vocational education programme filling a healthcare gap in Northland

Creating healthy learning environments in Franklin District schools

•   Publishing dates

Government releases its three-year education work programme

By Education Gazette editors

Issue: Volume 97, Number 4

Minister seeks broad engagement on the future of the education system, including holding an Education Summit in May.

The Government has released details of its extensive three-year education work programme to develop an education system that meets the needs of the 21st century from early learning through tertiary and beyond.

The work programme, which maps out how the Government will realise its vision for education, includes:

• the NCEA review 
• a review of Tomorrow’s Schools
• developing a future-focused Education Workforce Strategy
• a continuous focus on raising achievement for Māori and Pasifika learners
• development of a strategic pathway for Māori-medium education
• an action plan for learning support
• an early learning strategic plan
• a comprehensive review of school property
• a programme of change for vocational education
• a full review of the Performance Based Research Fund
• better support for the research aspirations of our tertiary sector

The work programme announcement included the first details of a more collaborative approach to developing the education system, including an Education Summit to be held in May and a wider national conversation about what New Zealanders want their education system to look like.

Making the announcement on 21 February, the Minister of Education, Chris Hipkins, said: “New Zealand has an education system to be proud of, but as the way we work and live continues to rapidly change, so too do the demands on our education system. Over the next three years, we can make significant progress in changing our education system to provide for all New Zealanders.

“The education system should bring out the best in everyone, providing all New Zealanders with learning opportunities so they can discover and develop their full potential, engage fully in society, and lead rewarding and fulfilling lives.”

For the 21st century, Mr Hipkins says the system needs to be inclusive and able to adapt to the needs of the modern world. It needs to engage every learner in a much more personalised learning experience.

Mr Hipkins stressed that achieving successful change would not happen “by dictating what ought to be done”. He is seeking broad engagement across the sector and the community as part of the change process.

“I want to work with the education system and all its participants in a more collaborative way to set the direction of travel and agree shared priorities for education – from early learning, schooling and tertiary through to lifelong learning.”

This collaboration will see engagement with children, young people and adult learners, their parents, whānau, communities, Māori and Pasifika, teachers, researchers and education leaders at all levels, disability organisations and employers and industry.

There is a specific need for deep engagement with Māori and Pacific peoples, the disabled and those with extra learning difficulties.

The Ministry will start the national conversation through an online public survey which is intended for launch around mid-March. The survey, which will feature just a few easy-to-answer questions, will be given the widest possible promotion to ensure the best possible response from all parts of the education community.

The Education Summit

The Education Summit will follow with two events – in Christchurch on 5-6 May and in Auckland on 12-13 May. Participants will be invited by the Minister. The events are being held at weekends, as this is more convenient for the wide range of New Zealanders expected to participate.

The events are expected to be followed by regional meetings, hui and fono and more organic local conversations held in schools and communities.

The Summit is the keystone of the broader national conversation, providing an opportunity for representatives of the full range of groups and interests that have a stake in the education system to come together and share their concerns, challenges and hopes for the future.

Stakeholder groups will work with Ministry of Education staff and the Ministry’s community networks to identify participants for the Summit. The Ministry is taking this approach to ensure a broad representation of the education sector and the community, including input from new voices.

Stakeholders are being approached to provide input into the design of the Summit, including the teaching profession and the wider education sector, young people, Māori and Pacific peoples’ organisations, and from disabled children and young people and their parents and whānau.

We will be publishing further details about the online survey, the Summit and the wider engagement process in the coming weeks through the Ministry’s website, and will be publicising this widely through stakeholder groups and social media.

Impact on policy

The results and views that come through the online survey, along with the output from the Summit deliberations and post-Summit discussions will inform the various parts of the education work programme.

Each of the workstreams that make up the education work programme will include explicit consideration of the impact for Māori and Pasifika learners, supporting provision through Māori medium education and students who are disabled or have additional learning support needs.

The integrity of the process will be monitored by a Touchstone Group being established by the Minister of Education. This group will ensure the work of the Summit is properly reflected in the education portfolio work programme.

The Minister of Education’s announcement of the Government’s education portfolio work programme marks a significant moment for the future of the education system.

Full details of the Education Portfolio Work Programme (external link)  

BY Education Gazette editors Education Gazette | Tukutuku Kōrero, [email protected]

Posted: 9:00 am, 12 March 2018

Related categories

Popular categories.

Education policy

Other articles you may like

Education environments Education policy

Through the decades

28 April 2021

Education Gazette has been a source of information for educators for the past one hundred years.

Curriculum and assessment Education policy Teacher workforce

Principles and pedagogy underpin Common Practice Model

8 March 2023

As a former teacher and principal, Minister of Education Jan Tinetti says she’s passionate about the potential of the Common Practice Model (CPM) to support tea

Model underpins literacy & communication and maths

14 August 2023

The Common Practice Model will provide greater clarity and direction for teaching literacy, communication, and maths.

Changes are coming to education.govt.nz. We invite you to explore a preview of the replacement website and let us know what you think. Visit preview.education.govt.nz

Annual Report 2018

The Annual Report 2018 outlines the Ministry’s key achievements over the past year and details progress against our long term outcomes. It includes non-financial performance information and the Ministry’s financial statements.

A copy of the full report is available for download, along with the Vote Education and Vote Tertiary Education Section 19B reports in Relation to Non-Departmental appropriations for the year ended 30 June 2018.

Foreword from the Secretary for Education

Full Annual Report 2018 and Section 19B reports

The New Zealand education system is highly regarded by many people, both here and abroad, however there is no room for complacency. We know that outcomes for Māori and Pacific tamariki and rangatahi, and children and young people with disabilities, continue to be disproportionately poor compared to those of their peers. The system needs to change to respond to this. The system also needs to keep pace with the rapidly changing future of work. The Ministry’s stated purpose is to shape a system that delivers excellent and equitable outcomes, and our work during the past year has been centred on this.

The Ministry is leading extensive public engagement on the future of education through the Education Conversation | Kōrero Mātauranga, which will help inform all aspects of the Government’s Education Work Programme. As part of this, 1,400 people participated face to face at two Summits in Christchurch and Auckland, and over 14,000 people have contributed online.

Through this Kōrero, New Zealanders are telling us that an equitable and excellent education system grows good citizens, who are critical thinkers, and who participate ethically in society in relation to the environment and the economy. It is a system where teachers, learners, whānau, employers and communities work together, with tamariki and whānau at the centre, to raise and reach high aspirations. It is a system that sees every child as a taonga, and which nurtures their hauora | wellbeing and values their identity, language and culture.

While we have been working on the big policy questions, we are continuing to strengthen and improve the existing system. The continuing roll-out of a new Learning Support Delivery Approach is providing whānau of many children with learning support needs with access to better coordinated services.

We have implemented initiatives that support Māori and Pacific students to progress and achieve in culturally responsive environments, such as the Te Rāngai Kāhui Ako ā-Iwi pilot to strengthen Māori-medium education, and the Pacific PowerUp programme that de-codes National Certificates of Educational Achievement (NCEA).

In response to the new Government’s policy to make access to tertiary education more equitable, we worked with the Tertiary Education Commission, the Ministry of Social Development and Inland Revenue to deliver first-year fees-free tertiary education in the first hundred days of the new Government. This cross-agency work was recognised with the Prime Minister’s 2018 Institute of Public Administration New Zealand (IPANZ) award for public sector excellence.

Looking to the future of work, the Ministry worked closely with the profession and others to develop a Digital Curriculum | Hangarau Matihiko, which schools are progressively adopting between now and 2020. We are supporting the roll-out of the new curriculum content with a comprehensive package of resources and professional learning and development, for both English and Māori-medium.

To ensure we are well positioned to achieve our purpose we have been reviewing our organisational strategy and how we do things (our operating model). Feedback received through the operating model review process has helped us identify areas of strength, as well as areas where we can do better. During 2017/18, we agreed five strategic priorities that express how the Ministry will need to evolve to fulfil our purpose. These are:

• Lead the design for future education.
• Lead the development of an education workforce strategy for early childhood and schooling.
• Embed continuous improvement.
• Adopt optimal service delivery.
• Invest to support access to learning.

These changes are backed up by ongoing improvements in our organisational capability. To support a focus on equity and excellence, we are strengthening our capability to acknowledge, talk about and address issues relating to race and bias.

I am proud of the way the Ministry has continued to deliver day-to-day services, while implementing key new initiatives and adopting new ways of working. It has also been really pleasing to see that our work has been valued and well regarded by others too.

External recognition

In addition to winning the Prime Minister’s award for public sector excellence at the IPANZ Public Sector Excellence Awards:

• fees-free tertiary education also won the category for Excellence in Achieving Collective Impact in the IPANZ Awards
• our digital story Oat the Goat | Oti te Nanekoti , designed to help young children learn the power of kindness, has received considerable acclaim, and has been accessed over 207,000 times by over 191,000 different users. About 17% of all users choose to experience the story in te reo Māori. In June 2018 it was selected as Website of the Month by Awwwards, which recognises excellence in web design and development
• the new school hall in the Christchurch Boys’ High School redevelopment project won a New Zealand Institute of Architects Architecture award in the 2018 Canterbury branch awards in both the Education and Interior Architecture categories
• our entry for strengthening Digital Technologies and Hangarau Matihiko in the national curriculum was one of just two finalists in the category of Building Trust and Confidence in Government section of the IPANZ Awards
• the Ministry’s Education Sector Logon Upgrade Project won the 2018 Public Sector Project of the Year Award at the highly-regarded Project Management Industry New Zealand (PMINZ) Awards. It was also selected as one of only three finalists for both the PMINZ Project of the Year Award 2018 and the 2018 ITX ‘Excellence in IT’ Awards in the ‘Excellence in GovTech’ category.

I want to thank the staff of the Ministry and our key partners for all their efforts which are helping to shape an education system that will deliver equitable and excellent outcomes for all New Zealanders.

Iona Holsted Secretary for Education

Full Annual Report 2018

Annual Report 2018 [PDF, 1.5 MB]

A limited number of print copies of this report are available. To enquire about a print copy, email:

[email protected]

Section 19B reports

Vote Education Section 19B Report 2017-2018 [PDF, 500 KB]

Vote Tertiary Education Section 19B Report 2017-2018 [PDF, 547 KB]

Last reviewed: 07 November 2023 Has this been useful? Give us your feedback

The World Bank Group is the largest financier of education in the developing world, working in 94 countries and committed to helping them reach SDG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

Educational Infrastructure and Modern Methods of Construction

This publication explores whether off-site construction can reduce the shortfall in the provision of educational infrastructure in low-income countries.

AI Revolution in Education

Nine AI-driven innovations and why policymakers must proactively shape the responsible development of AI to create an inclusive, innovative future of learning for all.

Education Factsheet

Our vision is to ensure that every person can achieve their full potential with access to a quality education and lifelong learning. (PDF)

Education At-A-Glance

Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion. For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a 9% increase in hourly earnings for every extra year of schooling. 

Higher Education Quality and Innovation Project

To improve the quality of research and strengthen the quality and labor market alignment of higher education programs.

FOCUS AREAS

Early childhood development.

Smart investments in the wellbeing and development of young children are critical to put them on the path to greater prosperity....

Foundational Learning

Foundational learning is basic literacy, numeracy, and transferable skills, that are the building blocks for a life of learning....

Tertiary Education

Tertiary Education is instrumental in fostering growth, reducing poverty and boosting shared prosperity.

Skills Development

Skills development can reduce unemployment, raise incomes, and improve standards of living.

Girls’ Education

Every day, girls face barriers to education caused by poverty, cultural norms, poor infrastructure, violence and fragility.

Education Technologies (EdTech)

The use of information and communication technologies in education can play a crucial role in providing new and innovative ...

Teachers are the single most important school-based factor affecting how much students learn.

Inclusive Education

Meeting the needs of people with disabilities and expanding equitable opportunities is at the core of building inclusive ...

Education Finance

Assisting countries to make better use of their investments in education is a key priority

Fragility, Conflict & Violence

Ensuring a safe environment for children to learn is an urgent imperative

Breaking Barriers, Improving Futures: Challenges and Solutions for Girls’ Education in Pakistan

Education Finance Watch 2023

The Impact of Climate Change on Education and What to Do about It

Making Teacher Policy Work

Global Director, Education

Stay Connected

News & events, latest events.

Global Education Newsletter - June 2024

What's happening in the World Bank Education Global Practice? Read to learn more.

Learning Can't Wait: A commitment to education in Latin America and the ...

A new IDB-World Bank report describes challenges and priorities to address the educational crisis.

Human Capital Project

The Human Capital Project is a global effort to accelerate more and better investments in people for greater equity and economic growth.

Impact Evaluations

Research that measures the impact of education policies to improve education in low and middle income countries.

Education Videos

Watch our latest videos featuring our projects across the world

Additional Resources

Media inquiries.

This site uses cookies to optimize functionality and give you the best possible experience. If you continue to navigate this website beyond this page, cookies will be placed on your browser. To learn more about cookies, click here .

Directorate for Education and Skills

The Education and Skills Directorate is one of twelve substantive departments of the OECD and provides policy analysis and advice on education to help individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion.

Select a language

The OECD Directorate for Education and Skills seeks to help individuals and nations to identify and develop the knowledge, skills and values that drive better jobs and better lives, generate prosperity and promote social inclusion. It assists OECD countries and partner economies in designing and managing their education and skills systems, and in implementing reforms, so that citizens can develop the knowledge, skills, attitudes, and values they need throughout their lives.

Andreas Schleicher

Director Directorate for Education and Skills

Yuri Belfali

Head Early Childhood and Schools Division

Paulo Santiago

Head Policy Advice and Implementation Division

Tia Loukkola

Head Innovation and Measuring Progress Division

How we work

The work of the Directorate for Education and Skills is overseen by four bodies, each with its own mandate, membership, and programme of work and budget, to help deliver work under the overall governance of the OECD Council:

• The Education Policy Committee, which also provides strategic oversight of our work
• The Centre for Educational Research and Innovation Governing Board (CERI) 
• The Programme for International Student Assessment Governing Board (PISA)
• The Programme for Teaching and Learning International Survey Governing Board (TALIS)
• The Board of Participating Countries for the Programme for the International Assessment of Adult Competencies (PIAAC) is overseen by both the Education Policy Committee and the Employment, Labour and Social Affairs Committee.

What we are working on

The best way for education systems to improve is to learn what works from each other. We deploy large scale surveys and reviews, designing common methodological and analytical frameworks for utmost comparability of empirical evidence from different education systems. We collect data about nearly all aspects of countries’ education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change.

• The International Early Learning and Child Well-Being Study
• OECD Survey on Social and Emotional Skills
• Survey of Adult Skills
• The OECD Teaching and Learning International Survey
•    Education at a Glance
•   The Education Policy Outlook
•   PISA Global Crisis Module
•   Global Teaching Insights
• Explore by country
• Explore by topic
• Review policies    
•   PISA for schools

Assisting countries with policy development and implementation

We help countries answer important questions facing education policy makers and practitioners alike: how to identify and develop the right skills and turn them into better jobs and better lives; how best to allocate resources in education to support social and economic development; and how to offer everyone the chance to make the most of their abilities at every age and stage of life OECD and partner countries look to our expertise to review their education and skills systems, and assist them in developing and implementing policies to improve them. We conduct reviews ranging from those on individual national education policy to comparative educational policy and thematic peer-analysis. We review and support the development of higher education systems with analysis on resource use and labour market relevance. All of these provide in-depth analyses and advice that draw on OECD data resources, national policy documents and research, and field-based interviewing by OECD review teams. Comparative thematics, covering areas such as ECEC in a digital world, diversity, equity and inclusion in education, teacher policy and transitions in upper secondary education, are based on a common conceptual framework and methodology developed with advice from a group of national experts.

Through tailored implementation support the directorate offers countries assistance in implementing policy, from curriculum reform to helping schools become effective learning organisations. It also brings countries and stakeholders together in a variety of fora to exchange ideas, an important step in the policymaking process.  

Pivoting to tomorrow

What knowledge, skills, attitudes and values will students need in a swiftly evolving world? We develop long-term “leading-edge” thinking that looks beyond the current state of education to what it can become. These multiple-scenario analyses nourish our ground-breaking Education 2030 work on curriculum. They inform international debate and inspire policy processes to shape the future of education. The one certainty about the future of education is that it will be a digital one though we cannot know to what degree. In staying ahead of the EdTech curve, the directorate advises countries on the fast-changing potential of digital tools like robotics, blockchain and artificial intelligence, and how they can be integrated and used to equitably boost teaching, learning and administrative performance. The digitalisation of education is just one of the many strategic foresight areas the OECD’s Centre for Educational Research and Innovation (CERI) focuses on. Its exploration of best practices flagged by international comparisons helps countries move towards the frontiers of education.

• Education and Skills Policy Programme The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. Learn more
• CERI The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development. Learn more
• INES The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data. Learn more
• PISA PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Learn more
• PIAAC The Survey of Adult Skills, a product of the PIAAC, measures adults’ proficiency in literacy, numeracy and the ability to solve problems in technology-rich environments. Learn more
• TALIS TALIS - the Teaching and Learning International Survey - is the world's largest international survey about teachers and school leaders. Learn more
• Survey on Social and Emotional Skills (SSES) The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Learn more
• Early Childhood Education and Care The Early Childhood Education and Care (ECEC) programme conducts analysis and develops new data to support countries in reviewing and improving their early childhood services and systems. Learn more
• Higher Education Policy The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policies Learn more

Directorate outputs

Policy and working papers

More facts, key findings and policy recommendations

Create customised data profiles and compare countries

Related policy issues

• Education and skills
• Education access, participation, and progression
• Education economic and social outcomes
• Education equity
• Education evaluation and quality assurance
• Education financing
• Education leadership
• Education organisation and governance
• Future of education and skills
• Learning environment
• Teachers and educators
• Student performance (PISA)

Get in touch

Contact us: edu.contact@oecd.org

Horizon 2020 – Full text of the Work Programme 2018-20

The European Commission will spend €30 billion of the EU research and innovation funding programme, Horizon 2020, during Calls for Proposals in 2018, 2019 and 2020. The aim is to support competitiveness through the delivery of ideas, development of technology and processes, and innovative solutions for society's challenges, creating businesses and building market shares.

A major priority cutting across the work programme is to strengthen international cooperation, which is indispensable to access research excellence and all types of know-how wherever it is located, and to tap into global talent, innovation networks and value chains. Measures have been taken across all areas to maximise international cooperation for mutual benefit, and cooperation with research and innovation entities in Korea is specifically targeted in a wide range of topics.

Please follow the link for the full text of work programmes with the list below.

• Restricted Area
• SEARCH Recherche

EHEA Website Archive

• Work programme

Work programme 2015-2018

Work programme of the bologna follow-up group 2015-2018.

During the Bologna follow-up group which was held in Luxembourg in September 2015, the work-plan for 2015-2018 has been adopted by the members. Taking into account the new challenges, on the basis of the Yerevan communiqué and the BFUG and Board's preparatory work meetings, this renewing EHEA vision has given rise to the next triennial BFUG working plan: it will be a restructured organization, giving a broader place to the national stakeholders  The work plan gives the main lines for the next three years establishing the topics of each working groups and advisory groups. Members were invited to announce their interest to participate at the working/advisory groups and to propose activities where needed.

Download the BFUG Meeting document, Working Group document format : pdf 14/09/15 - 141.61 Ko BFUG Work Plan 2015-2018 Doc.Code: BFUGMeeting_LU_LI_48_6.1a - Last modified: 14.09.2015 - Submitted to the BFUG Meeting 48 Luxembourg Sept 2016 Issued by BFUG; BFUG Meeting 48 Luxembourg 2015 September ">BFUG Work Plan 2015-2018

The three working groups were about the core issues of implementation and new vision :

• The working group " Monitoring " is continued from the previous period. The European Higher Education Area in 2018: Bologna Process Implementation Report
• A new working group is focused on " Implementation: Fostering implementation of agreed key commitments ". format : pdf 24/05/18 WG on FOSTERING IMPLEMENTATION OF AGREED KEY COMMITMENTS final report ">WG on FOSTERING IMPLEMENTATION OF AGREED KEY COMMITMENTS final report
• The third working group " New goals – Policy development for new EHEA goals " is dedicated to new priorities for the future. format : pdf 24/05/18 WG on POLICY DEVELOPMENT FOR NEW EHEA GOALS final report ">WG on POLICY DEVELOPMENT FOR NEW EHEA GOALS final report

Four advisory groups focused on single specific targeted tasks :

• " EHEA international cooperation " includes the preparation orf the  Bologna policy forum in order to enhance the international dimension. format : pdf 24/05/18 AG on EHEA INTERNATIONAL COOPERATION final report ">AG on EHEA INTERNATIONAL COOPERATION final report
• " Support for the Belarus Roadmap " co-operates with the national authorities of Belarus to help them in implementing the overarching principles of Bologna process/EHEA. format : pdf 24/05/18 AG on SUPPORT FOR THE BELARUS ROADMAP final report ">AG on SUPPORT FOR THE BELARUS ROADMAP final report
• " Dealing with non-implementation " is mandated to facilitate national ways of aligning with the Bologna key commitments. format : pdf 24/05/18 AG on DEALING WITH NON-IMPLEMENTATION final report ">AG on DEALING WITH NON-IMPLEMENTATION final report
• " Revision of Diploma Supplement " is responsible for producing a renewed version of the Diploma Supplement so as to ensure its efficiency. format : pdf 24/05/18 AG on DIPLOMA SUPPLEMENT REVISION final report ">AG on DIPLOMA SUPPLEMENT REVISION final report

A Drafting Committee was set up in the Spring 2017. It is entrusted with the responsibility to prepare the draft of the Paris Communiqué .

Proceedings

This document outlines how the Bologna Follow-Up Group (BFUG) was operating for the 2015–2018 period, in terms of structure, meeting management and communication. The provisions set out in this document are not to be considered as strict or definitive rules, but as guidelines for the BFUG proceedings and its sub-structures (the Board, Working Groups, Advisory Groups and the Bologna Secretariat).

Download the proceedings and the annexes BFUG Meeting document format : pdf 05/12/16 - 752.58 Ko BFUG Proceedings 2015-2018 BFUG_SK_ME_52_4 Proceedings & BFUG_NL_MD_50_7a Annexes Issued by BFUG; BFUG Meeting 50 Amsterdam 2016 March; BFUG Meeting 52 Bratislava 2016 December ">BFUG Proceedings 2015-2018

Bologna Follow-Up Group

Board meeting 47 - Vaduz, Liechtenstein 30 June 2015 BFUG Board meeting document, BFUG Board minutes format : pdf 30/06/15 - 229.16 Ko BFUG Board 47 Vaduz June 2015 - Minutes Doc.Code: BFUG_NL_MD_50_3b - Last modified: 08.01.2016 - Adopted at BFUG Board meeting 49 Chisinau 18 January 2016 and presented at BFUG Meeting 50 Am Issued by BFUG Board; BFUG Board 47 Vaduz 2015 June Vaduz, Liechtenstein ">BFUG Board 47 Vaduz June 2015 - Minutes

BFUG meeting 48 - Luxembourg 8-9 September 2015 BFUG Meeting document, BFUG Meeting minutes format : pdf 08/09/15 BFUG Meeting 48 Luxembourg Sept 2015 - Draft Minutes without documents Doc. Code: BFUG_NL_MD_50_3a - Last modified: 31.03.2016 - Minutes adopted at the BFUG Meeting 50 Amsterdam March 2016 Issued by BFUG; BFUG Meeting 48 Luxembourg 2015 September; BFUG Meeting 50 Amsterdam 2016 March Luxembourg, Luxembourg ">BFUG Meeting 48 Luxembourg Sept 2015 - Draft Minutes without documents

Board meeting 49 - Chisinau, Moldova 18 January 2016 BFUG Board meeting document, BFUG Board minutes, BFUG Meeting document format : pdf 18/01/16 BFUG Board 49 Chisinau January 2016 - Draft minutes without documents Draft minutes of the Chisinau Board meeting - January 2016 (updated 31.03.2016) ; Presented at Amsterdam BFUG meeting - March 2016 and Podgorica Issued by BFUG; BFUG Board; BFUG Board 49 Chișinău 2016 January; BFUG Board 51 Podgorica 2016 October; BFUG Meeting 50 Amsterdam 2016 March ">BFUG Board 49 Chisinau January 2016 - Draft minutes without documents

BFUG meeting 50 - Amsterdam, Netherlands 7-8 March 2016 BFUG Meeting document, BFUG Meeting minutes format : pdf 07/03/16 BFUG Meeting 50 Amsterdam March 2016 - Minutes Doc. Code: BFUG_NL_MD_50_Minutes - Final version: 06.07.2016 Issued by BFUG; BFUG Meeting 50 Amsterdam 2016 March Amsterdam, Netherlands ">BFUG Meeting 50 Amsterdam March 2016 - Minutes

Board meeting 51 - Podgorica, Montenegro 24 October 2016 BFUG Board meeting document, BFUG Board minutes format : pdf 24/10/16 - 98.78 Ko BFUG Board 51 Podgorica Oct 2016 - Minutes Doc. Code: Board_SK_ME_51 - Last modified: 05.12.2016 - Meeting of the Board of the BFUG Podgorica, 24 October 2016 Issued by BFUG Board; BFUG Board 51 Podgorica 2016 October Podgorica, Montenegro ">BFUG Board 51 Podgorica Oct 2016 - Minutes

BFUG meeting 52 - Bratislava, Slovak Republic 8-9 December 2016 BFUG Meeting document, BFUG Meeting minutes format : pdf 08/12/16 - 116.22 Ko BFUG Meeting 52 Bratislava Dec. 2016 - Minutes BFUG_SK_ME_52 - Last modified: 21.02.2017 Issued by BFUG; BFUG Meeting 52 Bratislava 2016 December Bratislava, Slovak Republic ">BFUG Meeting 52 Bratislava Dec. 2016 - Minutes

Board meeting 53 - Oslo, Norway 29-30 March 2017 BFUG Board meeting document, BFUG Board minutes format : pdf 30/03/17 - 131.64 Ko Board meeting - Oslo, March 2017 - Minutes Last modified: 30.06.2017 Issued by BFUG Board; BFUG Board 53 Oslo 2017 March Oslo, Norway ">Board meeting - Oslo, March 2017 - Minutes

BFUG meeting 54 - Gozo, Malta 24-25 May 2017 BFUG Meeting document, BFUG Meeting minutes format : pdf 24/05/17 - 295.89 Ko BFUG Meeting 54 Gozo May 2017 - Minutes BFUG_MT_NO_54 Draft minutes - Last modified 29.09.2017 Issued by BFUG; BFUG Meeting 54 Gozo 2017 May Gozo, Malta ">BFUG Meeting 54 Gozo May 2017 - Minutes

Board meeting 55 - Saint Petersburg, Russian Federation 26 September 2017 BFUG Board meeting document, BFUG Board minutes format : pdf 26/09/17 - 248.78 Ko Board meeting - Saint-Petersburg, Sept 2017 - Draft minutes Last modified: 23/11/2017 Issued by BFUG Board; BFUG Board 55 Saint Petersburg 2017 September Saint Petersburg, Russian Federation ">Board meeting - Saint-Petersburg, Sept 2017 - Draft minutes

BFUG meeting 56 - Tartu, Estonia 9-10 November 2017 BFUG Meeting document, BFUG Meeting minutes format : pdf 09/11/17 - 188.44 Ko BFUG Meeting 56 Tartu Nov 2017 - Minutes Issued by BFUG; BFUG Meeting 56 Tartu 2017 November Tartu, Estonia ">BFUG Meeting 56 Tartu Nov 2017 - Minutes

Board meeting 57 - Belgrade, Serbia 24 January 2018 BFUG Board meeting document, BFUG Board minutes format : pdf 24/01/18 - 162.97 Ko Board meeting - Belgrade, Jan 2018 - Minutes Last modified 21.03.2018 Issued by BFUG Board; BFUG Board 57 Belgrade 2018 January ">Board meeting - Belgrade, Jan 2018 - Minutes

BFUG meeting 58 - Sofia, Bulgaria 5-6 February 2018 BFUG Meeting document, BFUG Meeting minutes format : pdf 05/02/18 - 185.68 Ko BFUG Meeting 58 Sofia Feb 2018 - Draft minutes Last modified 27.03.2018 Issued by BFUG; BFUG Meeting 58 Sofia 2018 February ">BFUG Meeting 58 Sofia Feb 2018 - Draft minutes

Board meeting 59 - Belgrade, Serbia 15 March 2018 BFUG Board meeting document, BFUG Board minutes format : pdf 15/03/18 - 172.38 Ko Board meeting - Belgrade, March 2018 - Minutes Last modified 14.05.2018 Issued by BFUG Board; BFUG Board 59 Belgrade 2018 March Belgrade, Serbia ">Board meeting - Belgrade, March 2018 - Minutes

BFUG meeting 60 - Sofia, Bulgaria 24-25 April 2018

BFUG meeting 61 - Paris, France 24 May 2018

• Department of Social Work Home
• Mission and Philosophy
• Child Welfare Training Partnership (CWTP)
• Alumni Connection
• Bachelor of Social Work (BSW)

Master of Social Work (MSW)

• Field Education: Internships
• Faculty and Research
• News and Events

College of Education and Social Services University of Vermont 443 Waterman Building Burlington, VT 05405

Phone: +18026568800

• Accreditation & Licensure
• Child Welfare Training Partnership
• Diversity, Equity & Inclusion
• CESS Research
• News & Events
• Resources for Students & Field Instructors
• Giving to CESS

Type of Degree

School or college, area of study, program format.

Prepare for the practice of Transformative Social Work that is profound, generative and relational.

Program Overview

UVM's nationally accredited MSW program prepares students for transformative social work with individuals, families, groups, organizations, and communities. Our graduates become professionals whose practice reflects the most humane and empowering knowledge, skills, and values of social work.

Preparation for Success

• 100% of our MSW graduates taking the Master's level exam passed the first time, compared to 74% overall in the U.S. and Canada (2018-2021).
• 90% of our MSW graduates taking the Clinical level exam passed the first time, compared to 75% overall in U.S. and Canada (2018-2021).

Field Education (Practicum)

Engage in 900 hours or more of practice through field education placements. During your practicum semesters, you have a minimum of 15 hours/week (20 hours/week for Advanced Standing students) in an agency along with monthly field education seminars on campus.

Our program offers experiences in wide range of roles and settings, including schools, medical centers, mental health centers, government agencies, and community-based organizations. As you gain a breadth and depth of experience, you also develop collaborative skills and explore different interests before choosing a path within the profession.

“I enjoyed the clinical social work experience engaging with individuals and groups while partnering alongside some of the best social workers in the field.” – Emily Mars Raymond G'22

Your Foundation MSW field education builds a strong foundation in generalist social work practice. Broaden and develop your professional skills as you gain experience working with individuals, families, groups, organizations, and communities. 

You will also work with your field instructor and faculty field liaison to prepare for the subsequent Specialized Practice MSW placement that focuses on one or more areas of professional interest. 

Cohort Learning and Support

Small classes and diverse perspectives make learning exciting, relevant, and rewarding. You'll have opportunities to work closely with faculty on research, community projects, and in independent study. Our inspiring students are diverse in age, background, life experience, and come from all parts of the U.S. With less than 70 students, our program size fosters relationships that lead to lifelong professional associations.

"The MSW cohort feels like walking into a room with your family.” – Halima Said G'24

Transformative Social Work Philosophy

We specialize in Transformative Social Work weaving together three critical strands that form and fortify our approach to the social work profession:

• Strengths Perspective affirms the dignity, resourcefulness, resilience, and adaptability of people and their capacity for growth and change. It also supports the creative, supportive potential of communities that are diverse and the many ways in which people choose to work and live.
• Critical Social Constructionism  views people and their environments, as well as knowledge of people and their environments, as historically and socially embedded. It examines and challenges existing knowledge claims by applying new and expanded perspectives.
• Human Rights and Social Justice values focused on freedom and well-being inspire and guide learning, practice, and research throughout the MSW program at UVM.

How To Apply

Application and Admissions Information

Application Deadlines:

• Advance standing applications due  January 15 .
• Regular-track applications due March 15. Priority deadline is February 1, 2024 .

Funding Your Degree

• Funding and Scholarships for Master's Degree Students
• Interest-Free Forgivable Loan Program paying up to 100% of tuition
• Vermont Trauma, Resiliency, and Equity Education (VT-TREE) Stipend
• Title IV-E Program Child Welfare Traineeship

Information Sessions

Join us! We look forward to answering your questions and to learning more about your interests.

• Monday 9/9/24, 5:00pm-6:30pm
• Tuesday 10/8/24, 5:00pm-6:30pm
• Thursday 11/7/24, 5:00pm-6:30pm
• Friday 12/13/24, 12:30pm-2:00pm

Sign up for an online information session

Learn More About

• Our Faculty
• Licensure Information
• CSWE Accreditation
• Graduate Student Services

You will be enrolled in either the advanced standing or full-time pathway. In addition to coursework, each pathway includes 900 hours of professional practice in the field.

Advanced Standing Pathway (3 semesters, 39 credits )

For students with a degree from an accredited BSW program received within 7 years of applying to MSW program at UVM. Students complete 39 credit hours of full-time study over the course of a full calendar year.

Semester 1 - Summer (10 credits)

SWSS 380 - Perspectives in Social Work (4 credits) ONLINE Focus Course/Elective (3 credits) Focus Course (3 credits)

Semester 2 - Fall (13 credits)

SWSS 6140 - Transformative Social Work I (3 credits) SWSS 6270 - Advanced Social Work Research (3 credits) Focus Course (3 credits) SWSS 6890 - Field II* (4 credits)

Semester 3 - Spring (16 credits)

SWSS 6150- Transformative Social Work II (3 credits) SWSS 6160 - Understandings and Applications of Critical Social Construction, Human Rights and the Strengths Perspective (3 credits) Focus Course (3 credits) Focus Course (3 credits) SWSS 6890 - Field II* (4 credits)

*Minimum of 20 hours each week for a total of 300 hours per semester

Full-Time Pathway (2 Years, 60 credits)

Most students accepted to the program study full-time for two years and pursue coursework and a field practicum concurrently.

Foundation Curriculum

The professional foundation curriculum is designed to assist students to explore and develop generalist social work knowledge, values, and skills for professional practice with individuals, families, small groups, organizations, and communities. Students take 30 credits of professional foundation course work, including one elective.

Semester 1 - Fall (15 Credits)

SWSS 5160 - Human Behavior and the Social Environment I (3 credits) SWSS 5200 - Social Welfare Policy and Services I (3 credits) Foundation Elective (3 credits) SWSS 6120- Foundation Practice I (3 credits) SWSS 6000 - Field I* (3 credits)

Semester 2 - Spring (15 Credits)

SWSS 5170 - Human Behavior and the Social Environment II (3 credits) SWSS 5210 - Social Welfare Policy and Services II  (3 credits) SWSS 5027 - Foundations of Social Work Research I (3 credits) SWSS 6130 - Foundation Practice II (3 credits) SWSS 6000 - Field I* (3 credits)

Specialized Practice Year Curriculum

The specialized practice year curriculum is designed to provide students with knowledge, values, and skills for advanced practice. All core curriculum courses in the specialized practice year are considered advanced practice courses, in that all emphasize the engagement of social work approaches and methods in various roles and settings. Students need to complete 30 credits of concentration year coursework.

Semester 3 - Fall (15 credits)

SWSS 6140 - Transformative Social Work I (3 credits) SWSS 6270 - Advanced Social Work Research (3 credits) Focus Course (3 credits) Focus Course (3 credits) SWSS 6890 - Field II* (3 credits)

Semester 4 - Spring (15 Credits)

SWSS 6150- Transformative Social Work II (3 credits) SWSS 6160 - Understandings and Applications of Critical Social Construction, Human Rights and the Strengths Perspective (3 credits) Focus Course (3 credits) Focus Course (3 credits) SWSS 6890- Field* (3 credits)