Introduction

The Asia New Zealand Foundation was established in 1994 with the objective of increasing New Zealanders' understanding of the peoples and countries of Asia. The aim of Asia:NZ's education programme is to encourage young New Zealanders to be "Asia literate" by promoting studies of Asia in schools and tertiary institutions while also working to increase educational links between New Zealand and Asia.

To assist schools in the promotion of studies of Asia, in 2003 Asia:NZ commissioned Jane and Margery Renwick from Access Research to conduct a national survey, Teaching Asian Studies in New Zealand Primary Schools, to assess the amount of Asian studies (i) currently being taught in New Zealand primary schools and to identify factors that motivate teachers to include it in their classroom programmes. Results of the survey will also assist Asia:NZ to evaluate its education programme to ensure its strategy meets the needs of teachers and aids the promotion of Asian studies in schools.

The survey was purposely focused on primary schools due to the different teaching structures at the primary, secondary, and tertiary levels. A tertiary survey is currently being conducted by the New Zealand Asian Studies Society (ii) and in 2004/05 Asia:NZ intends to carry out a survey on the teaching of Asian studies in New Zealand secondary schools in selected curriculum areas. Results of the surveys will provide an in-depth picture of the level of Asian studies in the wider educational arena.

This is an executive report of the survey Teaching Asian Studies in New Zealand Primary Schools. The full results, including all the tables, can be viewed here. The report is divided in three sections. Following the summary of key points, the first section places the survey within the wider context of the New Zealand school curriculum and the place of Asian studies within this. The second section summarises and presents the salient findings from the survey. Finally some current and future actions to assist the teaching of Asian studies in schools are presented.

Key points

• Respondents to a survey on the teaching of Asian studies within New Zealand Colleges and Schools of Education (teacher training institutions) commented that lecturers are inadequately prepared and resourced for mediating Asia-related material to their New Zealand students. Therefore while there are requirements in the Social Studies curriculum to include studies of Asia, New Zealand teachers are not provided with training to do this.
• The vast majority of teacher respondents to the Teaching Asian Studies in New Zealand Primary Schools Survey indicated their school roll had less than 5 percent of students with Asian ethnicity. This compares with the total Asian population in the 5-14 year age group which forms around 6.5 percent of the total. More than four fifths of survey teachers were in a school that had no staff members of Asian ethnicity, yet the Asian population forms 7 percent of the total population.
• The three curriculum areas most likely to facilitate the inclusion of Asian studies in classroom programmes are: Social Studies, the Arts, and Language.
• Asian studies tend to be taught across more than one curriculum area (56 percent), reflecting teachers' ability and preference to adopt a cross-curriculum approach. Other means by which they taught Asian studies were as an individual topic (40 percent), in one curriculum area (33 percent) or through incidental topic teaching (38 percent).
• Focus on Asian studies in the classroom tends to be less than once a term, with a reasonable proportion including it once a term. A small number indicated that they taught it weekly.
• Asian countries most focused on in schools are Japan, China, India, South Korea, and Nepal. Asian languages are not commonly taught in primary schools but where they are taught, Japanese is the most frequent language.
• Just over half of the respondents indicated that there were no barriers to teaching Asian studies. One quarter indicated that barriers existed and one fifth was uncertain. Barriers identified as high or very high are curriculum overload and timetable pressures.
• The five factors most likely to provide motivation to teach Asian studies are student interest, current events, Asian student/s in the class, availability of resources, and personal experience.
• The majority of teachers responded that their level of interest in Asian studies was neutral (60 percent). 14 percent rated their interest in Asian studies as low or very low and 27 percent as high or very high.
• More than half the teachers surveyed stated that their schools did not have a policy of including Asian studies (though 'policy' could be open to interpretation).
• As a result of the survey, Asia:NZ will continue to promote the importance of including Asian studies in schools and will be re-evaluating its strategies to identify how more professional development for teachers can be provided and how the pool of resources on Asia can be built and promoted to ensure national coverage and use.

1. The New Zealand Curriculum and Asian studies

The New Zealand Curriculum Framework describes the elements which are fundamental to teaching and learning in New Zealand primary and secondary schools. (iii) At a broad level the curriculum encompasses seven essential learning areas (language and languages; mathematics; science; technology; social sciences; the arts; and health and physical well-being) and eight essential skills (communication skills; numeracy skills; information skills; problem-solving skills; self management and competitive skills; social and co-operative skills; physical skills; and work and study skills). (iv)

The study of Asia could potentially occur across all of the learning areas and essential skills and fits in well with one of the principles of the curriculum which is that the curriculum will reflect the multicultural nature of New Zealand society, including acknowledging New Zealand's relationships with the peoples of Asia. In particular the Social Studies curriculum states that:

'New Zealand has close relationships, interactions and historical links with many Asian countries. Students will develop understandings of the societies, cultures, and environments of South and East Asia.' (vi)

However, this requirement is not quantified, and there is a concern that the social studies curriculum does not deliver on its promise to reflect New Zealand's multicultural society. The low priority given to second language learning within the Curriculum Framework has also been noted with concern.

In 2002, as part of a curriculum stocktake, New Zealand's Ministry of Education commissioned the Australian Council of Educational Research (ACER) and Britain's National Foundation for Educational Research (NFER) to critique the New Zealand National Curriculum. The ACER pointed out that while the English curriculum refers to being inclusive of all students, in fact there are 'very few references to Maori, Pacific Islander and non-British Pakeha.' (vii)

Britain's NFER reports a similar weakness stating that the strong emphasis on biculturalism has overshadowed the position of other cultures in New Zealand. It also mentions that while teachers are urged to make links with cultures in their local communities this places additional demands on their time and, where teachers are unable to do so, there is a risk that 'multi-cultural' will be restricted to Maori and Pakeha.

It'd be fair on teachers to undergo some development studies to help them cope with the inclusion of Asian students in the classrooms. Primary School Teacher, Asia:NZ survey

Our classrooms are multi-cultural and these students are a living resource. Primary School Teacher, Asia:NZ survey

The NFER argues that the lack of a requirement to learn a second language represents a shortcoming in the curriculum and questions whether this might disadvantage New Zealand students in terms of 'personal, cultural and conceptual development, and inhibit their mobility and/or economic competitiveness'. (ix)

The strong emphasis on biculturalism to the detriment of multiculturalism was also commented on in a 2003 survey, Classroom Asia, on the teaching of Asian studies within New Zealand Colleges and Schools of Education. (x) Respondents to Classroom Asia observed that Schools and Colleges of Education in New Zealand are currently struggling with the challenges of biculturalism, but a broader shift is needed towards the integration of biculturalism and multiculturalism. (xi)

Respondents also commented that staff in Colleges and Schools of Education are inadequately prepared and resourced for mediating Asia-related material to their New Zealand students and for catering for the needs of Asian students training to become teachers in New Zealand. (xii)

Such findings are troubling because Schools and Colleges of Education play a vital role in 'teaching the teachers' and if teachers are not provided with the expertise and skills to teach Asian studies, then students will ultimately miss out. Therefore while there are requirements in the Social Studies curriculum to teach Asian studies New Zealand teachers are not provided with training to do this. (xiii)

Such concerns will subside if recommendations from the curriculum stocktake are put in place. Recommendations include that professional development and materials be developed for teachers on how to better recognise and cater for diversity in the essential learning areas and that schools be required to provide instruction in an additional language for students in years 7 to 10 (except for M'ri immersion settings), but this should not be mandatory. (xiv) Prime Minister Helen Clark has endorsed the idea of offering languages other than English saying that some languages such as Korean, Mandarin and Indonesian could be significant in the region. (xv)

Asia:NZ strongly supports the inclusion of Asian studies across all curriculum areas, and also argues for Asian studies to be included in the curriculum of New Zealand's Schools and Colleges of Education. New Zealand's relationships with the countries and peoples of Asia have historical as well as contemporary relevance. Historically small groups of Chinese and Indians have lived and contributed to New Zealand life since the 1800s, and now significant numbers of Asian peoples are represented in the New Zealand population. Currently the Asian population in New Zealand is estimated to be 7 percent and population projections show that it could increase to 13 percent in 2021. (xvi)

In other areas New Zealand's Asian links are also developing, for example in trade, tourism, investment, people to people links, and in education with the growing multicultural composition of schools, sister school relationships and the development of the international education sector. The growing links between New Zealand and Asia strengthen the argument that New Zealand children need to learn to confidently interact with different Asian communities both on and offshore. (xvii)

To assist students to learn about Asia, Asia:NZ's schools programme has developed various strategies, including:

• Online resources for teachers including unit plans and background information;
• In-country teacher study programmes;
• Grants to support school study visits to Asia;
• Grants to support initiatives in promoting Asian awareness; and
• Special events such as festivals and performance workshops for schools.
  

(xviii)

Asia:NZ works in partnership with other organisations to ensure that all educators can access quality resources and professional development. The results of the Teaching Asian Studies in New Zealand Primary Schools Survey indicate the importance of constant evaluation.

2. The Survey

Survey Design

Prior to the national survey of primary schools, Asia:NZ ran focus groups with three multicultural Wellington schools involving students, teachers, and principals to discuss teaching and learning about Asian studies. Many of the findings from the focus groups resonate with the findings of the survey and comparisons are drawn where appropriate.

In addition, in 2002, in Australia, a survey was carried out by Erebus Consulting Partners titled Review of Studies of Asia in Australian Schools.(xix) Some of the findings from this survey are also used as a comparison point with the Asia:NZ survey but it should be noted that this survey covered both primary and secondary schools.

The Teaching Asian Studies in New Zealand Primary Schools Survey was sent to a representative sample of primary schools (a copy of the survey is contained in the full report on the Asia:NZ website). Schools were selected by simple random sample (SRS) from the full list of New Zealand primary schools and included intermediate, contributing, and full primary schools. For research purposes composite schools and schools with fewer than 30 students were eliminated from the sample. The sample is a national sample and not representative of schools in each of the 12 regions. The survey was sent to schools in early August 2003 with confidentiality of participating individuals and schools assured. Surveys were returned in October 2003.

To attain statistical accuracy a measurement of 10 percent sampling error was chosen, thus out of a total of 2311 primary schools 186 were chosen to sample requiring a 50 percent response rate. In total 158 respondents returned the survey. 58 of those respondents were from schools where there was more than one responding teacher. Overall, 100 schools responded to the survey providing slightly more than the response rate and measurement accuracy aimed for.

Limitations of the survey include that survey responses are from individual teachers therefore the findings do not necessarily represent the views of other teachers in the schools. Also, in some instances teachers from the same school provided conflicting information. For example, there are different approximations of the portion of students with Asian ethnicity in one particular school. Some teachers also indicated that they were not necessarily well informed of their school's policy or on the promotion of Asian studies.

A final point is that a number of schools responded that they did not have Asian students and therefore did not need to fill out the survey, when in fact Asian studies was being examined, not students. This reaction is interesting and may be explained by the increasing numbers of international students, dominated by students from the Asian region, in New Zealand's education system and featured in the media on a regular basis.

Survey respondents

The majority of respondents to the survey were from the North Island (69 percent); regionally the highest number of respondents came from South Auckland (24.1 percent), Wellington (15.2 percent), Auckland (9.5 percent), and Canterbury (7.6 percent). Contributing and full primary schools had nearly equal number of respondents and made up over 90 percent of responses. There were few intermediate schools in the sample as these do not form a large proportion of the total number of primary schools (8 percent in total).

More than three quarters (76.9 percent) of responding teachers taught children in years 1-6 of primary school. Teachers were most likely to teach years 1-3 (39.2 percent). Nearly a quarter of respondents (24 percent) taught children in years 7-9.

The vast majority of teacher respondents (82 percent) indicated their school roll had less than 5 percent of students with Asian ethnicity. This fits with the 2001 census which records the Asian population in the 5-14 year age group as around 6.5 percent of the total age group. (xx) Also, according to 2001 statistics for the international education sector there are relatively few international students in primary schools, 1823, 92 percent of this number from Asian countries. (xxi) The next most common response (6 percent) indicated schools had a roll with 20-29 percent of students with Asian ethnicity. In terms of teachers who identified themselves as Asian or part Asian, more than four fifths of survey teachers were in a school that had no staff members of Asian ethnicity, yet the Asian population forms 7 percent of the total population. (xxii)

As the number of Asian students on our roll grows there will be an increasing need to raise teachers' interest and confidence in talking about Asian subjects. At the moment we try to include Asian parents as much as possible. Primary school teacher, Asia:NZ survey

Salient findings

Curriculum Links and Teaching of Asian Studies

Three curriculum areas emerged from the survey as the most likely to facilitate the inclusion of Asian studies in classroom programmes: Social Studies (86 percent), the Arts (76 percent) and Language (52 percent).

In mathematics, science, technology, health and physical education, teaching of Asian studies is less likely. This finding was also supported by the focus groups interviews but topic areas such as health, technology, and physical education were mentioned as examples of curriculum areas where teaching about Asia occurred.

These results are very similar to those from the Australian survey Review of Studies of Asia in Australian Schools where learning about Asia occurred mostly in the learning area of society and environment (similar to New Zealand's social studies). Creative Arts, English and Languages Other than English were also areas with significant teaching about Asia. (xxiii)

Respondents to the Teaching Asian Studies in New Zealand Primary Schools Survey indicated that Asian studies tended to be taught across more than one curriculum area (56 percent), reflecting their ability and preference to adopt a cross-curriculum approach. Other means by which they taught Asian studies were as an individual topic (40 percent), in one curriculum area (33 percent) or through incidental topic teaching (38 percent).

Having a Korean teacher in my classroom created a lot of interest in her culture. The children particularly enjoyed the games she taught and the stories she shared. This is a one off study at this year level....Asian countries are studied at a higher level. Primary School Teacher, Asia:NZ survey

One of our teachers is from Taiwan. At the time of the Chinese New Year she gave us a lantern for our classroom. I had it displayed the next morning and was about to initiate a discussion about it when it was noticed by our new Asian student. Until then quite quiet and shy, she excitedly pointed to the lantern and explained. When I asked her would she like to tell us about it she enthusiastically agreed and launched into a very animated and verbose spiel. The rest of us sat enthralled. Pity it was in her own language really. The success was the ready acceptance thereafter of her place in our class by both herself and the others. Plus we all had an interest in the lantern festival that year. Primary School Teacher, Asia:NZ survey

We have high number of Chinese children at our school, so most of the teaching is incidental. We feel it is good for European children to appreciate Asian culture, with out them feeling different. Primary School Teacher, Asia:NZ survey

The Australian survey shows also that studies of Asia are usually taught as units across several areas as well as within Asian language, as specific events, as individual activities, and integrated across the curriculum. (xxiv)

New Zealand survey data indicates that the focus on Asian studies in the classroom tends to be less than once a term (62 percent), with a reasonable proportion including it once a term (around 20 percent). A small number (8 percent) indicated that they taught it weekly.

We are just updating our school Social Studies policy. I am going to ensure that Asian studies are included.
Primary School Teacher, Asia:NZ survey

It should be noted that data recorded is indicative for the 2003 year only. The Social Studies curriculum requires the inclusion of Asia as a setting every two years. Many schools operate on planning cycles of two to three years, so while Asia might not have been taught in 2003, it may have been in 2002 or scheduled to be in 2004.

Asian countries most focused on in schools in 2003 were Japan, China, India, South Korea, and Nepal. The latter was possibly due to the publicity associated with Sir Edmund Hilary's 50th anniversary commemorating his ascent of Mt Everest. Asian languages were not commonly taught in primary schools (86 percent) but where it was it would most likely be Japanese. An interest in Chinese does seem to be growing and may continue to do so with the Ministry of Education?s recent launch of the ?Hao? Chinese language kit for Year 7-8 students.

This school has taught Chinese to all Year 6 students since 1995. This expense is totally borne by the school. Government funding for second language learning does not become available for students until they are in Year 7. Primary School Teacher, Asia:NZ survey

Barriers to teaching Asian Studies

Just over half of the respondents indicated that there were no barriers to teaching Asian studies. One quarter indicated that barriers existed and one fifth was uncertain. For those who identified barriers, two in particular were rated as high or very high by more than half of the responding teachers: curriculum overload (59 percent) and timetable pressures (54 percent).

Where do we fit this into the already loaded curriculum apart from during social studies? Primary School Teacher, Asia:NZ survey

At the year 3 & 4 level in which I teach, basic curriculum is far more pressing. We are also a low decile school, with children needing more concentrated teaching in basic studies and understanding of their own cultures (mainly Pacific). Primary School Teacher, Asia:NZ survey

Other barriers rated as high or very high were professional development (44 percent) and resources (41 percent).

Resources and personnel are the main barriers to teaching Asian studies. Primary School Teacher, Asia:NZ survey

If I had children from a particular country in my class I would think this would be an incentive to study in that country. Resources are not that easy to come by. Primary School Teacher, Asia:NZ survey

Up to date resources are difficult to access, perhaps recommendations for suitable books that fit in with our Social Studies curriculum could assist. Primary School Teacher, Asia:NZ survey

From the small number of responses to a general comment section on disincentives or obstacles facing teachers of Asian studies, the most prevalent theme was that some schools have few if any Asian students and teachers are focused on meeting the cultural learning needs of the school population, for example Maori students.

As we have very few students from this area it remains an area of the curriculum that we cover in topic work only.  Primary School Teacher, Asia:NZ survey

Motivational factors to teaching Asian Studies

Out of 14 pre-selected factors teachers rated the following five most likely to provide motivation to teach Asian studies:

• Student interest (75 percent);
• Current events (75 percent);
• Asian student/s in the class (66 percent);
• Availability of resources (65 percent); and
• Personal experience (61 percent).

Following my own visit to Japan knowing first hand about Japanese culture and being able to teach it from experience. Primary School Teacher, Asia:NZ survey

The focus groups held prior to the national survey also suggested that student interest or having Asian students in the classroom could trigger teaching about Asia, especially if it helped recent migrant students from Asia settle in.

We have a fast growing Asian population so it is common sense to include Asian studies in our programme.
Primary School Teacher, Asia:NZ survey

In terms of general comments on factors that promote Asian studies, respondents mentioned that reasons for promoting Asian studies included curriculum focus/policy; school development and planning; and promotion of Asia as prevalent factors.

In comparison the Australian survey indicated that the main motivations for teaching studies of Asia in schools were: individual teacher interest, introduction of Asian language, and the fact that it was a state curriculum requirement. In terms of factors that facilitate studies of Asia those frequently cited as extremely important included: availability of teaching/learning resources; a strong 'champion/advocate'; funding grants; and school leadership support. (xxv)

Promotion of Asian Studies

The majority of teachers responded that their level of interest in Asian studies was neutral (60 percent). 14 percent of teacher respondents rated their interest in Asian studies as low or very low and 27 percent as high or very high.

Asian studies provide fascinating springboards for pupils. Primary School Teacher, Asia:NZ survey

More than half the teachers (55 percent) surveyed stated that they did not have a policy of including Asian studies in their schools (though 'policy' could be open to interpretation). In addition 18 percent of teachers ticked the 'uncertain' response, possibly indicating that a high proportion of schools have not made it explicit to their teachers to include Asia as a setting in classroom teaching despite the requirement of the Social Studies curriculum. When asked how motivating curriculum requirement was for including Asian studies in the classroom, over half the teachers indicated it was a motivating or very motivating factor (59%), while 38% did not find it a motivating factor.

The focus groups held by Asia:NZ support the suggestion that teaching about Asia tends not to be a major focus in primary schools, and most do not have a specific school-wide programme about Asia.

Highlights of Asian Studies

Part of the survey included asking teachers to provide examples of any highlights or successes in teaching Asian studies and to explain why. Of the 71 teachers who provided examples common responses included that the experience was successful because it:

• Facilitated an extension of children's learning through studying a specific country, an oral language focus or through sharing food/cooking;
• Was focused towards a particular curriculum area, usually social studies;
• Was supported within the school in terms of assisting the transition of an Asian student or was based on teacher experience; and
• Was focused on an event, namely a cultural exchange within the school or a visit overseas or a school event such as a culture day.

Cultural day illustrating the diversity/culture in our community. Having a short term student from Asia, children were interested to learn about where she came from and her differences. Primary School Teacher, Asia:NZ survey

Schools in our area are associated with annual exchange visits with a Japanese sister city. Junior high school students are hosted by local primary schools on a rotational basis. Primary School Teacher, Asia:NZ survey

Children enjoyed and relate to having Asian people as visitors or speakers. Primary School Teacher, Asia:NZ survey

Children's day - involved all the children across the school. The Korean students set up a mini exhibition and were given the opportunity to share their culture with the rest of the school. It was extremely worthwhile and these students felt empowered, proud and confident. Primary School Teacher, Asia:NZ survey

The focus groups with students held prior to the survey indicated also that they enjoy festivals and celebrations of Asian culture, but in the view of one group of students doing projects was a better way of learning information.

3. Asia:NZ Schools Programme

Although 55 percent of teachers responded that they did not have a school policy of including studies of Asia in their school, it is not clear whether 55 percent of schools do not include Asia as a setting at least every two years as required by the Social Studies curriculum. The term 'policy' is open to interpretation.

The role of Asia:NZ's schools programme is to highlight the importance and benefits of Asian studies in assisting future generations of New Zealanders to interact within and between different communities. A number of teachers are passionate about teaching Asian studies but access to quality resources and professional development could be used to further develop this pool of interest.

Certain barriers to teaching Asian studies, such as curriculum overload and timetable pressures, are cases for study but one 'misconception' in particular that needs to be addressed is the impression that Asia does not need to be a focus of study because of the low numbers of Asian students in a particular school or community. Asian studies do not have to be linked to having Asian students in the classroom - it is a compulsory component of the New Zealand Social Studies curriculum and can be used as a focus of study across all curricula areas.

As a result of the survey, Asia:NZ will continue to promote the importance of including Asian studies in schools and will be re-evaluating its strategies to identify how more professional development for teachers can be provided and how the pool of resources on Asia can be built and promoted to ensure national coverage and use. To check progress Asia:NZ will conduct a primary schools survey again in three years time. It will also, within the year, conduct a survey on the teaching of Asian studies in secondary schools.

Below are some of Asia:NZ's current and intended initiatives to promote studies of Asia in schools and tertiary institutions and to increase educational links between New Zealand and Asia.

The Educating for Asia website contains a number of on-line teacher resource units that meet the New Zealand Social Studies and Arts (visual) curricula. It is intended that the number of units will grow and also into other curricula areas and be actively promoted via various channels.

Asia:NZ is currently looking at developing a Chinese characters unit for use in schools to complement the Ministry of Education's new 'Hao' Chinese language kit, as well as an Asian Communities in New Zealand unit.

Also included in the site are extra study resources with a recently updated bibliography with books and audio resources all accessible from the School National Library Service as well as useful website links and contacts. Links to appropriate websites are welcome as is the linking of Asia:NZ's to others.

The Educating for Asia website will be constantly evolving and updated to ensure it meets the needs of teachers. Planned for the website is the inclusion of a photo gallery that will feature students' artworks, photos from teachers' in-country experiences and Asia:NZ festivals as a start.

Special Events. Asia:NZ will continue to hold its lantern making and rangoli workshops for teachers to support its annual Lantern and Diwali Festivals held in Wellington and Auckland. Resource units on the Festivals are currently on-line and to ensure schools participation at the festivals Asia:NZ will continue to coordinate a schools competition to showcase students' works.

Professional Development. Asia:NZ currently organises a number of in-country study programmes for teachers to Korea, Malaysia, Thailand, and Indonesia. A conference and fieldtrip experience to Vietnam in partnership with Asia:NZ's Australian counterpart, the Asia Education Foundation of AsiaLink, is scheduled for April 2004 and is now fully booked.

Asia Cluster Groups. To further assist professional development Asia:NZ is exploring setting up regional 'Asia cluster groups' for teachers interested in learning about or sharing how best to promote studies of Asia. It is intended that Christchurch will be the first to be set up.

Grants are also part of the schools programme to support school study visits to Asia as well as other Asian awareness initiatives such as regional speech competitions or cultural events.

Newsletter. An Asia:NZ schools newsletter outlining upcoming events is distributed to members of an educational network. If you would like to receive a copy and the occasional article or interesting website link email Janine Chin with your name, position, school/organisation and contact details so that you can be put on the mail list. 

Janine Chin
Schools Coordinator
Email: jchin@asianz.org.nz
Telephone: + 64 4 471 2320
PO Box 10 144
Wellington
New Zealand

Asia New Zealand Foundation, March 2004

Endnotes

i Asian studies refers to teaching where Asia is included as an area of study, while 'Asia' refers to North, Southeast and South Asia.
ii More information is available on this at: http://www.nzasia.org.nz/survey/survey.html
iii This document can be found at: http://www.tki.org.nz/r/governance/nzcf/index_e.php
iv The current curriculum documents were introduced into New Zealand schools from 1993. Sarah Evans (2002) 'Curriculum needs more attention to diversity and languages', NZ Education Review, 28 August - September 3, p. 5.
v http://www.tki.org.nz/r/governance/nzcf/principles_e.php
vi Ministry of Education, Social Studies in the New Zealand Curriculum, Wellington, 1997, p.20.
vii Australian Council of Educational Research, Report on the New Zealand National Curriculum, 2002, http://www.minedu.govt.nz/ACER report
viii National Foundation for Educational Research, New Zealand Stocktake: an international critique, 2002, http://www.minedu.govt.nz/NFER report
ix ibid.
x This survey was complementary to the New Zealand Asian Studies Society's wider survey of the status of Asia-related studies in tertiary institutions in New Zealand. Asia:NZ is grateful to David Keen for access to this survey data. It should be noted that the survey of Colleges and Schools of Education (teacher training institutions) was not a random sample but questionnaire based and it is likely that only people with an active interest in the topic replied. The results therefore represent the perceptions of an interested minority of College and School of Education practitioners and are likely to understate the range of perception, policy and practice regarding Asia-related education in teacher training in New Zealand.
xi David Keen, (2003), Classroom Asia: The State of Asia-Related Studies in Colleges of Education And Schools of Education in New Zealand 2003-2004, Dunedin, New Zealand, p.9.
xii ibid, p.5.
xiii ibid, pp.5-9.
xiv Ministry of Education, Curriculum Stocktake Report to Minister of Education, 2002, http://www.minedu.govt.nz/curriculum stocktake report. In terms of learning languages a reference group has been established to develop a framework for the Learning Languages learning area. It is expected to implement this by 2006.
xv Helen Tunnah and Stuart Dye, 'Schoolchildren need to learn second language says study', New Zealand Herald, 17 June, 2003.
xvi Statistics New Zealand, National Asian Population Projections 2001(base) - 2021, 2003, http://www.stats.govt.nz/national Asian population projections
xvii Interestingly primary school students in several focus groups prior to the national survey mentioned similar benefits to learning about Asia. This research is discussed further below.
xviii For more information on the grants schemes visit
xix Findings of this survey can be found in (2002) - Snapshot of Studies of Asia in Australian Schools, AEF News, volume 11, number 1, pp.24-25.
xx Statistics New Zealand Age Group by Sex for the Asian Ethnic Groups Census Usually Resident Population Count, 1991, 1996 and 2001, and Statistics New Zealand Age Group and Sex for the Census Night Population Count 1991, 1996, and 2001.
xxi Ministry of Education, Foreign Fee Paying Students Statistics to 2001, Wellington.
xxii Statistics New Zealand, National Asian Population Projections 2001(base) - 2021, 2003, http://www.stats.govt.nz/national Asian population projections
xxiii(2002) - Snapshot of Studies of Asia in Australian Schools, AEF News, volume 11, number 1, p.24
xxiv ibid, p.25.
xxv ibid, p.25.