Objectives The purpose of this study is to understand the characteristics and issues of this system through the case of New Zealand, which introduces and operates NCEA as a next-generation certification system, and to present implications for Korea's high school credit management and graduation system. Methods To confirm the NCEA system's details, the contents and major documents posted on major sites, includ-ing the NZQA, New Zealand's qualification management officer, were checked. At this time, the contents were or-ganized with the purpose of NCEA, key methods, means as the core topics, and additional sub-themes were se-lected according to frequency and weight, and the contents were reorganized accordingly. Results The NCEA system pursued the purpose of establishing a successful vision named graduate profile, prac-ticing equity based on it, and allocating human resources correctly. To pursue this purpose, a flexible learning path for each student was designed, a credit completion and qualification acquisition system centered on ‘ability’ rather than ‘time’ was established, and a ‘evidence presentation/accumulation type’ and ‘future-oriented/open type’ grade recording method were introduced. However, the NCEA still exists in the NCEA, the lack of logic in the form of ROA, and the increase in pressure on literacy and numeracy remain challenges to be solved. Conclusions This study suggested that a new transcript of school records, a system reorganized to acquire com-petency-based credits in time, an evaluation system based on credits as a medium, a link between high school graduation systems and national certification systems, and a preparation for mutual recognition of high school graduation qualifications between countries.
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