後期中等教育資格制度における包摂性：ニュージーランドNCEA制度の改革

Attainment rates of national qualifications in the upper secondary schools have risen steadily and significantly in New Zealand since the introduction of NCEA, or National Certificate of Educational Achievement, in 2002. This paper aims to analyse how New Zealand has developed the inclusive nature of the qualification system. It also reviews the reform process since 2017, to address such issues of excessive assessments, teacher workloads, student wellbeing and declining academic achievements. The paper identifies the ‘parity of esteem’ principle, scholarship awards, and internal assessments that continue to be the crucial elements of the inclusive system. However, it argues that while the numerical target from the government and the league tables created by the media have helped to raise the attainment rates, they also work to maintain the disparity in capabilities