Abstract
For over one hundred years, the structure of the New Zealand education system has been basically stable. After re-election in 1987, however, the Labour government initiated a major ‘reform’ of the system, from early childhood to tertiary. Although the pace of change has been great, most of the changes are only recently in place or, in the case of the tertiary sector, not yet fully operative. It is, then, too early to assess the consequences of the changes except rather intuitively. Nevertheless, this is an opportune moment to begin to document and analyze the changes in the tertiary sector.
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