diploma in early childhood education nz level 7 fees

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Education and Social Work

Graduate Diploma in Teaching (Early Childhood Education) GradDipTchg(ECE)

Begin a rewarding career influencing children's vital early years by adding this one-year programme to your existing degree.

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• You are currently on: Graduate Diploma in Teaching (Early Childhood Education)

Programme overview

Enter a profession where the demand for teachers is high in New Zealand and overseas. Gain an internationally-recognised degree from the only New Zealand University to rank in the top 50 in the world for Education as a subject.

Our programme will equip you with the knowledge and skills to support young children in their learning and development from birth to the age of five. You will gain hands-on experience working in a range of early childhood settings where building responsive and inclusive relationships is key.

You will undertake three practicum placements adding up to a total of 17 weeks in a range of early childhood centres, supported by experienced teachers and university supervisors. You can read practicum FAQs here.

The diploma is shaped by a commitment to diversity, equity, inclusion, relational pedagogies, and Te Tiriti o Waitangi. Content includes learning about Te Āo Māori and basic te reo Māori. You will learn alongside a diverse range of students and be taught basic proficiency in te reo Māori.

The programme will prepare you to become an effective early childhood teacher and support you as you prepare for your transition into the teaching profession. By the end of the programme, you will be familiar with the New Zealand early childhood curriculum Te Whāriki and a range of appropriate pedagogy for teaching within the context of Aotearoa New Zealand. You will be eligible to apply for provisional certification as a practising early childhood teacher with the Teaching Council of Aotearoa New Zealand.

Students on international visas must study the programme full time and face-to-face. The next intake for face-to-face study starts Jan 20, 2025.

For domestic students, there is the flexibility of being able to choose to study face-to-face or online, full-time or part-time. Domestic students enrolling for the Online Programme can apply for Semester 2 entry in July 2024. If you choose to study face-to-face, you will attend classes at set times on the City Campus. If you choose the online option, you will study the same courses but engage with content online at times that suit you. Note, you cannot swap between the face-to-face and online options.

For more information on the online option, including practicum requirements, visit the Online Graduate Diploma Teaching page .

Graduate Diploma in Teaching students are eligible for the external TeachNZ Scholarships.  Find out more and apply .

Before you begin your teaching journey, there are a few key steps you need to complete, so we recommend applying early. Read about the process on our  Info for applicants page .

Still got questions? Email our Postgraduate Taught Recruitment Specialist at [email protected].

Programme structure

• Entry requirements
• Fees and scholarships

This is a 150 point initial teacher education programme that combines theory and practice. The programme can either be completed in one intensive year that is the equivalent to 1.25 years of full-time study or part-time over 2 years.

Professional experience

Professional experience (also known as practicum) is a large component of this programme. You will work alongside experienced teachers in a range of early childhood centres and organisations during practicum placements.

2024 Semester One intake:

• Practicum One (Centre A): 5 February – 1 March (4 weeks)
• Practicum Two (Centre B): 27 May – 5 July (6 weeks)
• Practicum Three (Centre C): 14 October – 29 November (7 weeks)

Semester Two intake: 

• EDPRAC 613 Part One: 5 August - 30 August (4 weeks)
• EDPRAC 613 Part Two: 29 October - 6 December (6 weeks)
• EDPRAC 614: 19 May to 4 July 2025 ( 7 weeks) 

2025 Semester One intake:

• Practicum One (Centre A): 3 February - 28 February (4 weeks)
• Practicum Two (Centre B): 19 May - 27 June (6 weeks)
• Practicum Three (Centre C): 13 October - 28 November (7 weeks)

You'll also need to meet other requirements, including time limits and total points limits. See Postgraduate enrolment .

Sample programme structure

Full-time 1 Year

1 Year 150 points

• Code: EDPROFST 605 Name: The Early Years Teacher Type: Compulsory core course Points: 15 pts
• Code: EDPROFST 607 Name: The Relational Worlds of Children Type: Compulsory core course Points: 15 pts
• Code: EDCURRIC 601 Name: Creative Arts - Early Years Type: Compulsory core course Points: 15 pts
• Code: EDCURRIC 623 Name: Investigation and Exploration Type: Compulsory core course Points: 15 pts
• Code: EDPRAC 613 Name: Professional Practice 1: Early Childhood Education Type: Compulsory core course Points: 15 pts
• Code: EDPRAC 614 Name: Professional Practice 2: Early Childhood Education Type: Compulsory core course Points: 15 pts
• Code: EDCURRIC 624 Name: Curriculum and Pedagogy Type: Compulsory core course Points: 15 pts
• Code: EDCURRIC 600 Name: Literacies, Languages and Cultures Type: Compulsory core course Points: 15 pts
• Code: EDUC 603 Name: Education after Society Type: Compulsory core course Points: 15 pts
• Code: EDPROFM 600 Name: Te Ao Māori Type: Compulsory core course Points: 15 pts
• Code: EDUCM 199 Name: Te Reo Māori Type: Compulsory core course Points: 0 pts
• Code: EDUCSW 199 Name: English Language Competency Type: Compulsory core course Points: 0 pts

Part-time 2 Years

Year 1 75 points

• Code: EDCURRIC 601 Name: Creative Arts in the Early Years Type: Compulsory core course Points: 15 pts
• Code: EDUCM199 Name: Te Reo Māori Type: Compulsory core course Points: 0 pts
• Code: EDCURRIC 600 Name: Languages, Literacies, Cultures Type: Compulsory core course Points: 15 pts
• Code: EDUC 603 Name: Education After Society Type: Compulsory core course Points: 15 pts

Year 2 75 points

• Code: EDPROFST 607 Name: Relational Worlds of Children Type: Compulsory core course Points: 15 pts
• Code: EDPROFM600 Name: Te Ao Māori Type: Compulsory core course Points: 7.5 pts

2024 entry requirements

My highest qualification is from:, programme requirements, minimum programme requirements.

Minimum requirements listed here are the likely grades required and do not guarantee entry. We assess each application individually and applicants may require a higher grade to be offered a place.

Bachelors degree

Calculate your Grade Point Average (GPA)

Further programme requirements

Taught 150 points.

You must have completed a bachelors degree or higher in any discipline with a GPA of 2.4.

Entrance is subject to satisfactory police check/s, safety checks , interview and referees’ reports. You will be required to sit literacy and numeracy tests.

You will also need to provide evidence of meeting the Teaching Council Matatū Aotearoa English Language Competency requirements by IELTS or an approved alternative. Further information on approved alternatives can be found on the Teaching Council website . 

An undergraduate degree

No bands less than 7.0.

See alternative English language requirements

Calculate your Grade Point Equivalent (GPE)

You must have completed an undergraduate degree at a recognised university (or similar institution) in any discipline with a GPE of 2.4.

You will also need to provide evidence of meeting the Teaching Council Matatū Aotearoa English Language requirements by IELTS or an approved alternative. Further information on approved alternatives can be found on the Teaching Council website . 

How much does a Graduate Diploma in Teaching (Early Childhood Education) cost per year?

Fees are set in advance of each calendar year and will be updated on this website. Fees are inclusive of 15% GST, but do not include the Student Services Fee, course books, travel and health insurance, or living costs. Amounts shown are indicative only. In addition to the tuition fees, there is a Student Services Fee of $8.88 per point, estimated at $1,332.00 for full-time study (150 points). Fees will be confirmed upon completion of enrolment into courses.

*Please note: amounts shown are indicative and estimates only.

See course fees for each faculty

Find out about financial support information

Scholarships and awards.

Find out about the scholarships you may be eligible for.

Student loans and allowances

Are you a New Zealand citizen or resident? You could be eligible for a student loan or allowance.

Cost of living

Get an idea of how much accommodation and general living in Auckland will cost.

Application closing dates

Start dates.

Here are the start dates for the programme.

Other important dates

The Graduate Diploma of Teaching (Early Childhood Education) programme condenses 1.25 years of study into one year.

This programme starts in January,  earlier  than standard university semester dates.

Where could this programme take you?

While many graduates go on to teach in early childhood settings in New Zealand or overseas, the programme will also provide you with transferable skills that can be applied to a range of careers. By already holding a bachelors degree you will be eligible to start on a higher step of the salary scale in services covered by the New Zealand Educational Institute (NZEI) teaching collective agreement for early childhood teachers.

Jobs related to this programme

• ECE teacher
• Hospital play specialist
• Policy adviser for the Ministry of Education
• Learning designer
• Education consultant
• Curriculum developer

Further study options

• Master of Education
• Postgraduate Diploma in Education
• Postgraduate Diploma in Educational Leadership
• Postgraduate Certificate in Education
• Postgraduate Certificate in Social and Community Leadership

Charity Faamausili – Early Childhood Educator

Charity always wanted to be a teacher, so after completing her Bachelor of Commerce degree, she decided to make a career change.

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Charity’s story

Watch why Charity chose the programme and why she recommends it.

Read her story

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Private Training Establishment

National Diploma in Teaching (Early Childhood Education, Pasifika) (Level 7)

Level of Study

The National Diploma in Teaching (Early Childhood Education, Pasifika) (Level 7) [Ref: 0983] recognises the skills, knowledge, and attributes required of a teacher involved in teaching infants, toddlers, and young children in Aotearoa/New Zealand. This diploma provides the teacher with particular expertise in working with Pasifika children, their families and communities in a range of early childhood services. It comprises a range of compulsory and elective standards that address the relevant curriculum documents of Aotearoa New Zealand. These standards allow a flexible and coherent programme enabling autonomy for local providers and candidates. This diploma is designed for people seeking a career as an educator or teacher in early childhood education and for people currently working in early childhood services attended by Pasifika children: infants, toddlers, and young children. Holders of the National Diploma in Teaching (Early Childhood Education, Pasifika) (Level 7) are able to: . meet the generic Graduating Teacher Standards: Aotearoa New Zealand (2007) specific to professional knowledge, professional practice, professional values and relationships that the New Zealand Teachers' Council requires for teacher registration; . demonstrate knowledge of . children's learning and how learning theories influence practice . the New Zealand Early Childhood Curriculum . programme planning for learning . environments that enhance children's health and safety . child development and learning . the Education (Early Childhood Services) Regulations 2008 . funding for ECE services . demonstrate and use knowledge, skills, and attributes associated with the promotion and maintenance of Pasifika community structure and protocols, language, and traditional practices that encompass the cultural diversity of the major Pacific groups living in Aotearoa/New Zealand (elective 1); . teach in any early childhood setting within Aotearoa/New Zealand. This diploma is for people working in or intending to work within Pacific Islands early childhood education services. It is a professional qualification for teachers in Early Childhood Education centres attended by Pasifika children, and for those seeking a career in early childhood education. It prepares candidates for teacher registration and builds on the skills and knowledge acquired from any of: . the National Certificate in Early Childhood Education (Level 5) [Ref: 0430], . the National Certificate in Pacific Islands Early Childhood Education (Pasifika Management) (Level 6) [Ref: 0982].

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Early Childhood Education – Graduate Diploma of Learning and Teaching

Massey’s Graduate Diploma of Learning and Teaching (Early Childhood Education) reflects the dynamic, complex, and responsive nature of learning and teaching. This initial teacher education qualification offers specific knowledge in early childhood education.

Planning information

Entry requirements.

• Fees & scholarships
• Careers & jobs

Where you can study

International students.

International students are not New Zealand citizens or residents.

Definition of New Zealand citizens and residents

Specialise in Early Childhood Education for your Graduate Diploma of Learning and Teaching at Massey

Be part of an innovative qualification.

The Graduate Diploma of Learning and Teaching embodies a new vision for the future of initial teacher education. You’ll gain from robust, specialised curriculum and teaching knowledge that is critical for graduates preparing to enter different types of teaching environments. The qualification also represents Massey University’s commitment to becoming a Tiriti-led university.

Learn from the best

You’ll work with nationally and internationally esteemed practitioners and researchers. You can expect a teaching and learning environment that will enable you to learn how to contribute positively towards your students and society.

You’ll also gain specific knowledge in early childhood education.

Study in a highly supportive environment

The qualification includes regular contact with the teaching team and mentors. You’ll be supported in your professional and personal journey to becoming a teacher in Aotearoa. You’ll be learning with and alongside a great group of peers in a collaborative learning environment that recognises your and your classmates’ individual strengths.

Gain professional experience

In addition to regular coursework (face to face and/or distance) you will spend 16 weeks in specialisation-relevant education settings. This is where you’ll develop and refine your professional skills alongside our supportive associate teachers and mentors. You’ll have an opportunity to engage with tamariki, educators and whānau in a professional setting where you’ll be able to take on increasing elements of the teaching role in preparation for your entry into the profession.

Further study

Massey offers a range of further exciting study options in education, such as specialist teaching, educational leadership, counselling and psychology.

A Graduate Diploma of Learning and Teaching in Early Childhood Education is a good fit if you:

• already have a bachelor’s qualification
• want to be a high-quality and effective teacher
• value the diversity of heritage, language, identity and culture of all learners, families and whānau.

Distance learning option

The ECE endorsement is offered via distance learning only. We do still require you to be in New Zealand for the duration of the qualification. The qualification and practicum placements within it are relevant to the New Zealand curriculum and hence must be done within New Zealand in accordance with Teaching Council of Aotearoa New Zealand requirements. Also, as practical and theoretical courses are intertwined you cannot do the theory/pedagogy courses first and then return to do the practical courses at a later date.

Distance students are required to attend compulsory contact workshops. Details below.

Practice-based learning

Blended learning is a hallmark of this qualification. Course work is grounded in demonstration and application of teaching performance. Problem-solving approaches to learning are emphasised.

Contact workshops

All students (full-time and part-time) are required to attend one week (5 days) of compulsory contact workshops/wānanga during February. This will include a noho marae experience. Part-time students will attend this workshop in their first year only. In addition there will be up to 5 days of compulsory online contact workshops during the year.

Professional practice

The two professional practice courses include a minimum of 80 days of professional experience in education settings. You will typically complete two four-week blocks of practicum in one education setting (Professional Practice 1); a further eight weeks of practicum in a second education setting, plus one week of ‘focused placement’ - targeted professional experience - to support individual professional growth (Professional Practice 2). If you are currently employed in an early childhood setting, you may complete eight weeks of your practicum experiences in the centre in which you are employed.

Where possible you will undertake practica in your local area/community, however you may be required to travel up to one hour for practicum placements.

Organising travel for practicum placements is your responsibility.

Start/end dates 2024

This is an intensive qualification that runs across an extended academic year. Semester dates and breaks in this qualification do not always align with other Massey qualifications, or with school holidays. A Programme Calendar, providing details of each week throughout the year, will be made available to candidates at the time of the selections wānanga.

• Semester 1: Start 20 January 2025 – Ends 27 June 2025
• Semester 2: Start 14 July 2025 - Ends 22 November 2025

Semester break dates 2025

• Study Week: 14-18 April
• Mid-Semester break: 21-25 April
• Midyear Break (between semesters): 30 June - 11 July
• Study Week: 22-26 September
• Mid-Semester break: 29 September - 3 October

Contact workshop dates for 2025

Contact wānanga: 10-14 February. Campus-based, location to be determined.

Praticum dates 2025

Full-time students:

• Practicum 1a: 28 April - 23 May
• Practicum 1b: 2-27 June
• 25 August - 19 September AND
• 6-31 October

Part-time students Year One:

• Practicum 1b: 25 August - 19 September

Part-time students Year Two:

• 25 August - 19 September AND
• 6-24 October

If you are studying part-time here is your study plan

Part-time Year 1

263400 Learning and Teaching 1 (15 credits) 265410 Professional Practice 1 (ECE) (30 credits) 265412 Curriculum and Pedagogy A (ECE) (30 credits)

Part-time Year 2

263401 Learning and Teaching 2 (15 credits) 265411 Professional Practice 2 (ECE) (30 credits) 265413 Curriculum and Pedagogy B (ECE) (30 credits).

Official regulations

To understand what you need to study and must complete to graduate read the official rules and regulations for this qualification .

You should read these together with all other relevant Statutes and Regulations of the University including the General Regulations for Undergraduate Degrees, Undergraduate Diplomas, Undergraduate Certificates, Graduate Diplomas and Graduate Certificates.

Returning students

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Courses you can enrol in

Course planning key, core courses for the graduate diploma of learning and teaching.

As well as the specialisation courses listed below, this qualification has core courses that you will need to complete.

Graduate Diploma of Learning and Teaching core courses

Early Childhood Education courses

Compulsory courses.

This course provides an introduction to professional practice in early childhood education settings in Aotearoa New Zealand, through observation, teaching, critical self-reflection and evaluation of practice.

This course provides further development of professional practice in early childhood education settings in Aotearoa New Zealand, through observation, teaching, critical self-reflection and evaluation of practice.

Prerequisites: 265410

This course introduces students to the theory and practice of curriculum, pedagogy and assessment in the context of early childhood education settings in Aotearoa New Zealand guided by commitment to Te Tiriti o Waitangi and tangata whenuatanga.

This course provides further development with the theory and practice of curriculum, pedagogy and assessment in the context of early childhood education settings in Aotearoa New Zealand guided by commitment to Te Tiriti o Waitangi and tangata whenuatanga.

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

• Massey University entry requirements

Specific requirements

This is a selected entry qualification. This means there are a number of extra requirements you must meet. 

To enter the Graduate Diploma of Learning and Teaching you will have:

• been awarded or qualified for a bachelor's degree of at least 360 credits, or equivalent
• demonstrated competence in literacy and numeracy as set down by the Teaching Council of Aotearoa New Zealand and the Institute of Education
• achieved an Academic IELTS score of at least 7.0 with no band less than 7.0 or approved equivalent within the preceding two years, unless you hold New Zealand University Entrance Level 2 literacy credits or higher, or Teaching Council of Aotearoa New Zealand recognised equivalent qualification(s) and/or schooling
• met the requirements for registration as set down by the Teaching Council of Aotearoa New Zealand, in terms of values, disposition and fitness to teach.

You will need to provide the following documents: 

• copies of all official academic transcripts for studies taken at all universities other than Massey University
• a copy of your current curriculum vitae
• a supporting statement
• A consent to disclosure of information for a New Zealand Police check.  Please provide two pieces of verified identification (one of which must be photographic). See more details below about safety checks
• A copy of a police report from every overseas country you have lived in for more than 12 months in the last 10 years. Please do not supply originals as these will need to be supplied to the Teaching Council of Aotearoa New Zealand  at a later date
• a health and disability declaration
• evidence of English language competency as outlined by the Teaching Council of Aotearoa New Zealand, which may include an Academic IELTS test or recognised equivalent - if English is not your first language (see requirements below)
• an NZQA International Qualifications Assessment - if you have an overseas qualification
• contact details of two referees - one character referee and one professional referee.
• Optional; an observation in an education setting relevant to the Early Childhood Education endorsement. We strongly recommended you include an observation report - especially if you have not been in a New Zealand school in the last five years: Please use this  Observation Template (PDF)

If the selection committee feel you potentially meet the values, disposition and fitness to teach criteria, you may be invited to an interview. This is the second part of the selection process.

Application closing date

Applications close 2 December, for study the following year. 

All documentation needs to be provided prior to the closing date for applications.

There is only one intake at the start of each year, but applications are open throughout the year for future intakes.

About referees

Referees need to be able to provide informed responses on your personal suitability for the qualification. A referee should be someone who has known you for one year or more in the capacity of employer, educator, work colleague or person of community standing, ie kaumatua, Minister or similar. Your referee should not be a friend, flatmate, relative or someone who has not known you for at least a year. The information your referee supplies is confidential to those involved in the selection process.

Curriculum vitae

Please provide a full CV including details for at least the last five years and include brief details on recent formal and/or informal experiences and/or involvement in the following areas: experience with children/young adults; proficiency in languages; community activities; school activities; sport, music, drama, art, travel, teaching/coaching and outdoor education. Please also include experiences in bi-cultural, multi-cultural and diverse contexts and settings.

Supporting statement

In your own words, write a 500-word personal statement that demonstrates your aspirations as a future kaiako (teacher). In your statement please consider the following elements:

• Your own educational experience and/or inspiration that has impacted on your decision to become a kaiako 
• Strengths and skills you will bring to education
• Challenges that you have identified for your own teaching journey
• Your personal aspirations for teaching and the tamariki of Aotearoa New Zealand
• Current understanding of priorities and challenges for education settings in Aotearoa NZ

Safety checks and disclosure of criminal convictions

You will be required to undergo a number of safety checks. This includes police vetting (including confirmation of identity) and further checks required under the Vulnerable Children Act 2014, Vulnerable Children Regulations 2015 and the Children’s Action Plan. You will be required to permit Massey University to ask the New Zealand Police to disclose any information held on the Police record system.

Health and disability declaration

Please indicate if you have any short or long-term disability (including learning disability), impairment, injury or physical/mental health condition. If you disclose any disability, health or personal information as part of your application, this will be discussed with you at interview and considered in accordance with Teaching Council of Aotearoa New Zealand requirements. The information supplied is confidential to the University staff processing your application.

English language competency requirement

Evidence of English language competency, as outlined by the Teaching Council of Aotearoa New Zealand, is required for all applicants. In most cases, your academic background and schooling will provide this evidence.

If English, or Te Reo Māori, is not your first language, you may need to provide further evidence of competency. This may include provision of a verified copy of Academic IELTS test results, undertaken within the preceding two years, with a score of at least 7.0 or higher in all components; or the verified results of an approved equivalent English language qualification. Find out more on the TCANZ site:

• Teaching Council of Aotearoa New Zealand

Qualifications from overseas

If you have qualifications obtained overseas you must get these assessed by the New Zealand Qualifications Authority (NZQA) to determine comparability with New Zealand qualifications. This NZQA International Qualifications Assessment must be provided at the time of applying for this  qualification. NZQA Assessments older than three (3) years at the time of applying may not be accepted. If this applies to you, please contact NZQA, Qualification Review Service requesting a review of the original assessment notes. They will inform you if you need to re-apply to NZQA. NZQA accreditation can take up to 35 working days.

• Information on applying to NZQA

About the selection process

The Graduate Diploma of Learning and Teaching at Massey University requires students to be selected into the qualification. Selection and the subsequent offer of a place, is determined by the information submitted in the application process and the interview process.

The first part of the selection process involves assessment of application documents by academic staff within the Institute of Education.

If you meet the initial entry requirements, you will be invited to meet with a selection panel. This is the second part of the selection process. Conversations with the panel are held via Zoom. You will be advised of the date and time of this meeting along with other important information. You are welcome to have whānau or support people present if you choose.

The selection process focuses on the following criteria as outlined in The Code of Professional Responsibility in Our Code Our Standards :

• Commitment to the Teaching Profession
• Commitment to Learners
• Commitment to Families and Whānau
• Commitment to Society

Before meeting with the selection panel you will be sent details of a number of preparatory tasks. These will include the submission of a short numeracy test, engagement with documents such as the New Zealand Curriculum, Te Whāriki, Our Code our Standards. You will also need to reflect on the observation you undertook in an education setting and be prepared to speak to it.

If the selection panel is satisfied that you demonstrate readiness to undertake the Graduate Diploma of Learning and Teaching qualification and you meet the entry and admission criteria into the University you will be sent an Offer of Place.

Once you have accepted your Offer of Place you can apply for courses. When your application for enrolment in your courses is approved, you will receive an Offer of Enrolment notification that you will need to accept. The Offer of Enrolment will contain information about fees and may have conditions on it. Once you accept your Offer of Enrolment you will be enrolled and will receive a Confirmation of Enrolment notification if you have no outstanding conditions i.e. pending completion of your degree.

If you are not offered a place in the qualification, you may like to contact us through the Get advice button on this page to discuss other qualifications.

Prior learning, credit and exemptions

Unfortunately no credit can be granted towards the Graduate Diploma of Learning and Teaching (Early Childhood Education) due to the specialised nature of this qualification.

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Fees and scholarships

Fees, student loans and free fees scheme.

Your tuition fees may be different depending on the courses you choose. Your exact fees will show once you have chosen your courses.

There will also be some compulsory non-tuition fees and for some courses, there may also be charges for things such as study resources, software, trips and contact workshops.

• Get an estimate of the tuition fees for your qualification
• View a list of non-tuition fees that may be payable

Already know which courses you're going to choose?

You can view fees for the courses that make up your qualification on the course details pages.

• Course search

Student loans (StudyLink) and Fees Free scheme

You may be eligible for a student loan to help towards paying your fees.

The New Zealand Government offers fees-free tertiary study for eligible domestic students. Find out more about the scheme and your eligibility on the Fees Free website. To use the site's eligibility checking tool, you will need your National Student Number.

Current and returning Massey students can find their National Student Number in the student portal.

• Student loans ( StudyLink )
• Student portal

Scholarship and award opportunities

• Te Huawhiti Career Changer Scholarships

Fees disclaimer

This information is for estimation purposes only. Actual fees payable will be finalised on confirmation of enrolment. Unless otherwise stated, all fees shown are quoted in New Zealand dollars and include Goods and Services Tax, if any. Before relying on any information on these pages you should also read the University's Disclaimer Notice .

Careers and job opportunities

Become a registered and certificated teacher.

When you graduate from the Graduate Diploma of Learning and Teaching you will be eligible to apply for teacher registration and provisional certification with the Teaching Council of Aotearoa New Zealand. As a provisionally certificated teacher, you’ll be qualified to teach in kindergartens and early childhood settings.

Join our successful graduates

Massey University prides itself on the success rate of its graduates in winning jobs as teachers at the conclusion of their initial teacher education qualification.

Other opportunities

A career in teaching can open many other doors in education – it is a great starting point.

Related study options

Useful planning information.

• Find more courses or qualifications
• Planning your study
• Application process overview
• Semester dates
• Fees and funding
• Scholarships and awards search
• International students’ information

Key information for students

Compare qualifications and academic information across different New Zealand institutions. Learn more on careers.govt.nz

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• Graduate Diploma in Teaching (Early Childhood Education) - New Zealand Tertiary College Limited

Graduate Diploma in Teaching (Early Childhood Education)

New zealand tertiary college limited, subject area.

Teacher Education: Early Childhood (Pre-Service)

Qualification

Graduate Diploma Level 7

Duration "> Tooltip

Total student fees

over 1 Year - details

Check out Fees Free to see whether you are eligible for a year of fees-free study or two years industry training. Contact your provider to confirm your study options meet the criteria.

About the course

What can i expect out of this qualification.

The Graduate Diploma in Teaching (Early Childhood Education) aims to produce graduates who demonstrate the ability to analyse and critique theoretical concepts and current issues in early childhood education, and use them to inform their own practice; engage in self directed learning and advance study around and demonstrate intellectual independence, analytic rigour, and the ability to understand and evaluate new knowledge and ideas; and demonstrate the practice expected of an early childhood teacher.

Key Information for Students

Entry requirements, minimum requirements "> tooltip.

Applicants must have: a New Zealand Diploma of Teaching (Primary) Level 7 or a Bachelor's degree at Level 7 or higher qualification. The College selection panel assesses the ability of all applicants for the Graduate Diploma in Teaching (ECE) Level 7 to meet the good character, 'Graduating Teacher Standards' and 'Fit to be a Teacher' guidelines of the Education Council of Aotearoa New Zealand. An offer of a place is made subject to a satisfactory police check. Applicants for whom English is a second language and Te Reo Maori is not their first language must provide evidence of an Academic IELTS score issued within the last two years of at least 7.0 in each component of the test . IELTS scores may be combined from two or more tests as long as on one test a minimum of 6.0 overall and 5.5 in each component is achieved.

Detailed requirements

See provider website for more details about entry to this qualification.

Tuition Fees

StudyLink website – information about student loans

A Compulsory Student Services Fee may be charged, see your provider for details.

Student Success

Successful course completions 97% Tooltip

National Graduate Outcomes

Outcomes for students who completed qualifications at the same level and in the same subject area, three years after completion:

All KIS information is the most recent data available and relates to domestic students only.

Click here for more information about the Key Information for Students

Contact details

Main campus office.

Phone: (09) 520 4000 Fax: (09) 520 4020 Email: [email protected] Web: http://www.nztertiarycollege.ac.nz

Where does this information come from?

The Key Information for Students data is compiled by the Tertiary Education Commission based on information provided by tertiary education providers and the Ministry of Education. Remember to check the provider’s website for further details.

NZQA supplies all other information based on material from the provider.

What to do if you find incorrect course information

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Early Childhood teaching

Early Childhood teachers work in kindergartens, preschools, kōhanga reo and early childhood centres inspiring imaginations and developing crucial skills in our tamariki.

Inspire young minds through play

As an Early Childhood teacher you will have the chance to engage with tamariki when they are most open to learning.

You'll have fun playing, laughing and learning with and from tamariki, knowing that no two days are ever the same.

Is Early Childhood education for me?

As an early childhood teacher, you might inspire children's imaginations through building blocks and play dough one day, and the next day support the development of social skills and cooperation with group activities like gardening, playing musical instruments or preparing a meal.

With support from whānau you will be able to make a difference at this key stage of development. Through guided play you can help tamariki gain the skills they need for holistic development. It’s a very challenging and satisfying career where you can make a real difference to the lives of our tamariki.

Early Childhood Teacher Education students:

• Are interested in working with infants, toddlers, young children, whānau and their communities
• Are patient and creative
• Are good at communicating
• Are passionate about nurturing and cultivating a love of learning in others

Some students go straight into teacher education after secondary school because they love working with young children while other students start their studies after having their own children and realising the importance of early childhood education on young children’s development.

What will I learn at UC?

You'll learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. You'll also learn about Te Whāriki, the Early Childhood curriculum, to prepare you for the profession of teaching. 

You will spend numerous weeks placed in a centre where you can developing your teaching and putting your learning into practice. By the end of your time at UC you will be ready to begin your career as an Early Childhood teacher. 

Pathways to becoming an Early Childhood teacher

There are three qualification pathways for Early Childhood Teaching at UC:

Ako: Bachelor of Teaching and Learning (Early Childhood)

The  Ako: Bachelor of Teaching and Learning (Early Childhood)  prepares you for a teaching career in different early childhood settings. This pathway is available on campus in Ōtautahi Christchurch by or  distance study . The degree takes three years of full-time study, or can be studied part-time for up to six years.

If you would like to study by distance you will need to attend on-site intensives (OSI)  in Ōtautahi Christchurch, one of which is a two-week OSI at the beginning of the programme.

Ako: Bachelor of Teaching and Learning (Mātauranga Māori)

The  Ako: Bachelor of Teaching and Learning Mātauranga Māori  endorsement prepares you for a teaching career in different early childhood settings. The degree takes three years of full-time study, or can be studied part-time for up to six years. This pathway prioritises te reo Māori me ōna tikanga, and is founded on mātauranga Māori (Māori knowledge), Māori philosophies, and values.

The  Mātauranga Māori  Initial Teacher Education pathway will equip you to work in whare kōhungahunga (early childhood) and/or kura tuatahi (primary) settings working at level 2 (51–80% te reo Māori immersion) or higher. A graduate of the Mātauranga Māori programme has the ability to work in bilingual English medium educational settings, where knowledge of te reo Māori me ōna tikanga, bicultural practice, and culturally empowering pedagogies are valued as a means to support child development.

• He ako ā-rorohiko, ā-kanohi kitea hoki te momo ako, nā reira, ka taea te ako mai tawhiti. Heoi anō me matua tae ā-tinana mō ētahi wāhanga o ia tau, he noho marae ki te hau kāinga o Kāi Tahu ia tau. This is a mixed method style of delivery with content being available online, therefore there is the ability to learn from anywhere. Kanohi ki te kanohi (face to face) delivery will also be included in the programme through scheduled block wānanga each year and one noho marae each year.

For more information, kōrero with a  Student Advisor .

• Graduate Diploma in Teaching and Learning (Early Childhood)

If you already have a Level 7 NZ bachelor's degree or equivalent, you can apply to enrol in the one-year  Graduate Diploma in Teaching and Learning Early Childhood . This programme can be studied full-time or part-time by distance ( Flexible Learning Options ). It includes 15 weeks of professional practice placements in early childhood centres. Distance students study their programme off campus, and attend on-campus intensives.

Which pathway is for me?

Successful completion of any of these pathways lead to eligibility to apply for Teaching Council of Aotearoa New Zealand registration. However, there are differences in the duration, focus and qualification awarded. Specifically, the  Ako:   BTchLn  is a three-year undergraduate programme, while the  GradDipTchLn  is a one-year programmes for those with a bachelor's degree. Below is a quick overview of the differences between the programmes.

*Source -  https://www.studylink.govt.nz/

Entry requirements keyboard_arrow_down

The Ako: Bachelor of Teaching and Learning is open to any student with University Entrance. English and Mathematics are recommended.

If you are 20 years of age or over , recent tertiary study is desirable. For example, you may want to consider the  Certificate in University Preparation (CUP)  before applying.

Selection for entry is not automatic and is based on:

• Academic ability
• Involvement and interest in working with children
• Community involvement
• Communication skills – you need to be able to communicate your ideas clearly, confidently and coherently, and to listen and respond to others appropriately
• A police check and an interview

English Language Competency requirements for Initial Teacher Education programmes

To gain entry into an Initial Teacher Education programme you must meet certain standards of English or te reo Māori language competency as required by the Teaching Council of New Zealand.

Information on the current English Language Competency requirements can be found at  https://teachingcouncil.nz/getting-certificated/for-overseas-trained-teachers/language-competency-requirements/

Note: we will accept and progress your application even if you haven’t yet met the English Language Competency requirements at the time you submit your application.  If your application is successful any offer will be conditional on meeting English Language Competency requirements. A full offer will not be provided until this requirement has been met.

Enrolment keyboard_arrow_down

All Initial Teacher Education programmes have one intake each, starting in January or February. 

Applications for teacher education programmes will close on 1 December each year for domestic applicants (31 October each year for international applicants). While we process applications as they are received, many of our programmes have a limited capacity for places and applications may close earlier if this capacity has been reached.

Our teacher education programmes have specialised application processes. Please read the  Guide to applying  section and complete the steps, before applying through  myUC . 

Before applying, it’s important to consider the commitment you are making to a professional education programme. To be successful, you will need to devote a significant amount of time each week to study and preparation, as well as demonstrate a commitment to professionalism in all areas. 

• Find out more about  Studying Teacher Education commitments

Careers keyboard_arrow_down

Graduates of our Early Childhood Teacher Education programmes will be eligible for provisional registration. This enables you to apply for early childhood teaching positions in Aotearoa New Zealand. Please contact the relevant authorities for international requirements.

Teachers have many opportunities to progress to senior positions with experience and additional study such as our  Postgraduate programmes . They can also use their teaching skills in other areas of work with young people (e.g. teaching trainee teachers, or working in curriculum development, research or education policy).

For more information visit the  UC Careers Hub .

Timetables, orientation and course groups keyboard_arrow_down

Click here to find out everything you need to know to start your programme.

• Ako: Bachelor of Teaching and Learning

Useful links

More information, student testimonials, yaoxuan (stella) liu, 20 july 2023.

"The degree offered me great opportunities to experience different types of teaching placements..."

Mikaela Singleton

02 august 2023.

"Canterbury was the most supportive of my wish to do this degree..."

Aroha Weaver

"I believe that we can learn so much from children..."

Lauren Rowlands

"You get out of study what you put in..."

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Graduate Diploma in Teaching

Become a teacher in as little as one year with a Graduate Diploma in Teaching, and transform learning, foster imagination and inspire the next generation to lead change.

This is a teaching qualification and will lead to becoming a registered teacher.

150 points, 1 year

School of Education

Trimester H (January) and Trimester B (July)

Why study the Graduate Diploma in Teaching?

As a graduate of the Graduate Diploma in Teaching, you will be among the best-prepared teaching graduates and highly regarded by education employers, within Aotearoa New Zealand and overseas. With separate courses for Early Childhood , Primary and Secondary teaching , the GradDipTchg combines Professional Education papers with placements in schools or ECE centres.

You'll spend a total of 80 days in two different schools or ECE centres putting your new skills to practice.

We recognise previous experience working in the Trades/Technology sectors and high fluency levels in Te Reo Māori or Pacific language(s) and can offer selected candidates entry into the GradDipTchg via the Alternative Entry Pathway. 

Degree information

• Plan your study

Choose a subject

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Browse available subjects and choose one for more information

To be eligible to gain entry into this programme, candidates must hold a Bachelor's degree at Level 7 on the NZ Qualifications Framework or a recognised equivalent.

All applicants are subject to an interview and selection process. Selection of applicants is based on academic background, communication skills, personal qualities, background experiences, and a literacy and numeracy assessment. As well as meeting the selection criteria, you will need to meet the admission requirement for The University of Waikato.

Applicants seeking to enter a secondary programme must have sufficient depth and breadth of a relevant subject or curriculum knowledge from levels 5 to 7, or higher, in their entry qualification that is relevant for teaching a particular secondary school subject. When you apply for the programme you will need to submit your degree transcript(s). The programme leader/coordinator will discuss and advise the appropriate programme once you reach the interview stage.

Estimated fees

$8,978 per year

Domestic tuition fees

Approximate annual tuition fees and costs for domestic students enrolled in one year of full-time study.

Scholarships

Visit our Scholarship finder for more information about possible scholarships.

Relevant as of 13 September 2024.

All amounts are in New Zealand Dollars (NZD). Tuition fees shown are indicative only and may change. There are additional fees and charges related to enrolment. Please see the Table of Fees and Charges for more information. You will be sent an enrolment agreement which will confirm your fees. View information about fees free study .

$38,955 per year

International tuition fees

Approximate annual tuition fees and costs for international students enrolled in one year of full-time study.

All amounts are in New Zealand Dollars (NZD). Tuition fees shown are indicative only and may change. There are additional fees and charges related to enrolment. Please see the Table of Fees and Charges for more information. You will be sent an enrolment agreement which will confirm your fees. 

Entry Requirements

The Teaching Council is currently consulting on a proposal to introduce a requirement that student teachers enrolling in an initial teacher education (ITE) programme for primary teaching would have to demonstrate competence in mathematics, using either of the following measures:

• Holding a minimum of 14 credits at Achieved, Merit or Excellence in the NCEA subjects 'Mathematics and Statistics' and/or 'Pāngarau' at NCEA Level 2 or above (or a recognised equivalent),  or
• Passing a mathematics assessment as specified by the Teaching Council

We are continuing to recruit students to begin study in 2025 based on the existing ITE entry requirements. The Teaching Council has advised us that they are comfortable for enrolment to continue as no decision has yet been made.   However, student teachers commencing study in 2025 should be aware that, if the Teaching Council were to approve the current proposal after consultation, should they not meet measure (1) above, they would be required to pass the mathematics assessment specified by the Teaching Council with at least the specified minimum score before they were able to graduate from the programme. (This reflects that the Teaching Council’s consultation proposes, as a transitional arrangement for 2025 and 2026, that measure (b) can be able to be met prior to graduation, rather than prior to entry to the programme.)   Note: this message reflects advice received from the Teaching Council.

Graduate Diploma in Teaching (Secondary)

Your previous tertiary study.

Your chosen curriculum area needs to align with your previous tertiary study. To teach a New Zealand curriculum subject at senior level (year 11-13), 300 level university papers are required. To teach junior levels (year 7-10), 100 and 200 level university papers are required. When you apply for the programme you will need to submit your degree transcript(s). The programme leader/coordinator will discuss and advise the appropriate programme once you reach the interview stage.

Learning/Subject Areas

Learning areas:.

• Health and Physical Education
• Learning and Languages
• Mathematics and Statistics
• Social Sciences

Subject Areas:

• The Arts (Dance, Drama, Music, Visual Arts)
• Learning Languages
• Science (Biology, Chemistry, Physics)
• Social Sciences (Business Studies, Economics, Geography, History)
• Technology (includes areas of computational thinking, designing and developing digital outcomes, designing and developing processed outcomes, designing and developing material outcomes, and design and visual communications – all taught together).

Career changers: Technology education (Secondary)

The University of Waikato provides a pathway into teaching for people in the trades who are looking for a career change. We have designed a new two-year pathway for those who do not meet the entry requirements for the Graduate Diploma in Teaching (Secondary). The pathway consists of two separate qualifications, including a  Diploma in Education , and then a Graduate Diploma in Teaching (Secondary).

Before proceeding, applicants will first be interviewed to determine suitability for teaching. Entry to the Graduate Diploma in Teaching (Secondary) is only assured on successful completion of the Diploma in Education, and if the applicant meets the selection criteria for teaching.

The Diploma in Education consists of 120 points, including 75 points at 200 level or above, taken from the existing prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and/or Science Technology and Environmental Education. The Diploma will be endorsed in the field in which at least 75 points are gained.

Alternative entry pathway criteria

Technology: 

• A relevant Trades qualification at Level 5, 6 or 7 on the NZQF  or an  equivalent qualification;
• A minimum of five years of relevant work experience in the last eight years in a trade (eg. chef, patternmaker, builder, mechanic, cabinetmaker, illustrator) relevant to teaching technology education subjects.

Te Reo Māori:

• A minimum of three years recent work (paid or voluntary) experience where the use of a high level of Te Reo Māori has been a significant aspect of the mahi;  and
• Achieved Whakamātauria Tō Reo Māori Level 4 (National Māori Language Proficiency Examinations);  or
• Completed all primary schooling and at least three years secondary schooling in Te Reo Māori;  or
• Completed five years of secondary schooling in the medium of Te Reo Māori,  or
• Other evidence of a high standard of Te Reo Māori competency will be considered on an individual basis.

Pacific Language(s):

• A minimum of three years recent work (paid or voluntary) experience where the use of a high level of either Tongan, Samoan, Cook Island Māori or another Pacific language has been a significant aspect of the work;  and
• Achieved Level 4 certificate in either Tongan, Samoan, Cook Island Māori language;  or
• Completed all primary schooling and at least three years secondary schooling in the medium of Tongan, Samoan, Cook Island Māori language,  or
• Other evidence of a high standard of Tongan, Samoa, Cook Island Māori language will be considered on an individual basis.

Applicants approved for entry via this pathway will be required to enrol in, and successfully complete, one undergraduate paper prior to full enrolment into the Graduate Diploma in Teaching.

If you meet the above criteria and would like to apply for Alternative Entry Pathway into the Graduate Diploma in Teaching, please complete this online eligibility form .

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Early Childhood Education

Help develop and inspire young minds. Make an impact with a career in early childhood education.

Our early childhood education (ECE) qualifications

Our Early Childhood Education qualifications will give you the skills to make a difference.

We are New Zealand’s specialist distance-learning provider of early childhood education (ECE) training. 

Not only were the academic staff supportive, the courses and information provided in the diploma were very helpful to further my knowledge and skills working in early childhood education, they also helped extend my te reo Māori, which has been a great goal of mine to achieve. Brooke Simpson - Early Childhood Education graduate

Download our Education Prospectus

At Open Polytechnic we specialise in flexible, distance and online learning that is designed to help you fit study around your work and life commitments.

For more information about what education programmes we offer download our Education Prospectus  (PDF 2MB)

Study options

Availability

Our distance learning courses are offered throughout the year to help you fit study around your work and life commitments. Courses are offered up to 12 times per year depending on demand and availability of academic staff. Exact start dates are in the course information pages and in our Enrolment dates page:

Enrolment dates

• Course costs   can be found on all course pages.  The fees may increase annually.
• Qualification cost  – to give you an idea of how much a qualification may cost in total over the duration of your studies, an approximate cost is provided for many of our qualifications. This is based on the required number of courses to complete the qualification and the average cost of those courses. It does not include annual administration fees, text books and course materials or external exam fees, and is subject to annual course fee increases. 

Courses are assigned credits depending on how much time and effort is needed to complete their learning outcomes. In general, each credit represents approximately 10 hours of study time.

Delivery method

• Online  – The course materials for online courses are delivered in an online format and all assignments are submitted online.
• Mixed  – These courses are delivered using a mix of online and paper based course materials. This may include receiving paper course materials, submitting  assignments online, or being required to participate in online forums and learning activities.
• Print Only  - The course will be delivered using paper based courses materials, and assignments may need to be submitted in hard copy rather than online. This will depend on the course.

Whether courses are delivered online, on paper or a mixture of both, there may also be components such as workshops, noho marae, work experience and practicum to participate in. To find out what your course involves check the course information page.

EFTS stands for equivalent full-time student . An EFTS is the study time required for each course and is used by the Tertiary Education Commission to decide if a course is part-time or full-time. 

One year of full-time study is generally between 0.8 and 1.2 EFTS.

You can tell how hard a course or qualification is by the level it is set at:

• Levels 1-4 are about the same as secondary school and basic trades training.
• Levels 5-7 are the same as university study.

Prerequisites

• Prerequisites are courses that must be completed before another course can be studied. 
• Co-requisites are courses that can be studied at the same time as another course.

If a course has a specific prerequisite or co-requisite course, it will be listed on the course page under the title 'Prerequisites'. If no courses are listed, check the entry and other requirements under the qualification you are studying for. Some courses require you to have studied at a particular level prior to enrolling.

Not all qualifications or students are eligible for student loans. You will need to meet criteria such as studying a minimum number of credits over a specific study period. It is up to you to apply for a student loan via StudyLink - Open Polytechnic does not do this for you.

Information about student loans and eligibility

StudyLink website

Teaching weeks

Teaching weeks is the number of weeks that we teach a course. This differs from the enrolment period, which is based on the course start and end dates.

For example, a 20-week enrolment period will have 16 teaching weeks, followed by four weeks to accommodate marking, any extensions and reassessments, or exams.

The workload estimate given on a course page is calculated like this:

Number of credits x 10, divided by the number of teaching weeks for the course. The hours will be rounded up to nearest whole number.

Please note, this is a guide only. You may need more or less time for study, and you may also need to do more hours during assessment due dates or exams times.

Rangikihia Kalman

Early Childhood Teacher at Te Puna Reo o Ngā Kākano

Emma Ludeman

Early Childhood Teacher at Childspace

Anehera Otimi

Full-time teacher, My Treehut

Brooke Simpson

Early Childhood Teacher at BestStart

Associate Teachers | Alumni | NZTC_Online

• OVERVIEW OF NZTC
• MISSION STATEMENT AND VALUES
• TE REO MĀORI ALPHABET MAGNETS
• RESEARCH @ NZTC
• NZQA RATING OF NZTC
• EARLY CHILDHOOD EDUCATION
• POSTGRADUATE QUALIFICATIONS
•  •  Master of Education (Early Childhood Education)
•  •  Master of Early Childhood Education
•  •  Postgraduate Diploma in Education (Early Childhood Education)
•  •  Postgraduate Certificate in Education (Leadership and Management)
• UNDERGRADUATE QUALIFICATIONS
•  •  Graduate Diploma in Teaching (Early Childhood Education)
•  •  Bachelor of Teaching (Early Childhood Education)
•  •  Bachelor of Education (Early Childhood Education)
•  •  New Zealand Diploma in Early Childhood Education and Care (Level 6)
•  •  New Zealand Diploma in Early Childhood Education and Care (Level 5)
• HEALTH AND WELLBEING
•  •  New Zealand Certificate in Health and Wellbeing (Advanced Care and Support) (Level 4)
•  •  New Zealand Certificate in Health and Wellbeing - Health Assistance Strand (Level 3)
•  •  New Zealand Certificate in Health and Wellbeing (Level 2)
• MODES OF LEARNING
• INTERNATIONAL STUDENTS
• STUDY DATES
• APPLICATION PROCESS
• STUDENT SUPPORT
• USEFUL LINKS
• INTOUCH NEWSLETTER
• NZTC CARES NEWSLETTER
• Early Childhood Education
• Postgraduate Qualifications

Postgraduate Diploma in Education (Early Childhood Education)

Degree graduates with an interest in the early childhood sector have an opportunity to enhance their knowledge in research and leadership with this postgraduate diploma that also serves as a pathway to our Masters’ qualifications.  

AT A GLANCE

Method of learning: Full-time / Part-time

Duration: 1 year (Full-time)

Credits: 120

All students will be required to engage in:

• course work
• online discussions
• assessments

Blended Learning This mode of learning blends the flexibility of online learning with workplace learning and practical experience. All students have access to NZTC Online for learning including course materials, research and support materials, and assessment submission and return, while learning in their workplace. Online Online is a flexible mode of learning without face-to-face attendance requirements. All study is conducted through NZTC Online . Courses are completed and assessed online, and you are part of an online learning community where you can interact with other students and lecturers through online discussion forums to assist your learning.

Refer to the Study dates page

New Zealand Tertiary College qualifications have been designed to link easily into each other, providing you with a flexible range of pathway options into higher level study.

Upon completion of the Postgraduate Diploma in Education (Early Childhood Education) you may be eligible to apply for the following programs. Entry criteria will apply.

Ready to start your study journey with NZTC?

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New Zealand Diploma in Early Childhood Education and Care (Level 5)

• Guide to Enrolment Application Process
• How to Apply – International Students
• Check the Application Information and Documents
• Check the Frequently Asked Questions (FAQ)
• Check UCOL Timetable

Learn the skills to work in an early childcare centre with the UCOL New Zealand Diploma in Early Childhood Education and Care.

Locations: UCOL Manawatū in Palmerston North, UCOL Whanganui, UCOL Wairarapa in Masterton

Duration: 1 year fill-time (41 weeks) (See Course Hours & Duration for more details)

Dates: Palmerston North 26 Feb 2024 – 29 Nov 2024 17 Feb 2025 – 21 Nov 2025 Whanganui 26 Feb 2024 – 29 Nov 2024 17 Feb 2025 – 21 Nov 2025 Masterton 26 Feb 2024 – 29 Nov 2024 17 Feb 2025 – 21 Nov 2025

Domestic Fees: * $7,454.00 Scholarship info

Find out if you're eligible for fees-free study

International Fees: * $26,614.00

Additional Fees Compulsory course costs may apply.

* Fees are indicative only, and are inclusive of the student services levy and GST (goods and services tax). The fee shown is for one year of study.

 Course Hours & Duration

This programme runs for 41 weeks, including 7 holiday weeks.

Per week, your learning will include approximately:

Class Time 12 hrs Lectures, tutorials and/or online recordings.      Industry Experience 12 hrs Field based work experience in an ECE workplace.

    Study Time 8 hrs Study in your own time.

You can also choose to study part-time, or possibly by paper. Talk to us about your options with this programme.

 Career & Study Outcomes

Let UCOL help give your teaching career the best start. It's the personal approach from our sector experienced lecturers that sets us apart & gives our Bachelor of Teaching graduates an excellent professional reputation both here & overseas.

Graduates of the New Zealand Diploma in Early Childhood Education will emerge as competent kaimahi (teachers), equipped to confidently nurture and educate infants, toddlers, and young children. The qualification opens up a spectrum of employment opportunities, including:

1. Centre-based care (Unqualified)

2. Hospital-based care (play specialist assistant)

3. Home-based care

4. Nanny services

5. Parent-led care

6. Opportunities within culturally-based contexts

It's important to note that this qualification does not lead to teacher registration. However, graduates are encouraged to consider furthering their education by enrolling in the Te Tohu Paetahi Akoranga - Bachelor of Teaching, Early Childhood Education (ECE) Level 7 programme  at UCOL to attain teacher registration and advance their career prospects in early childhood education.

The UCOL New Zealand Diploma in Early Childhood Education and Care (Level 5) offers ākonga (students) a comprehensive Level 5 qualification that not only imparts knowledge but also provides valuable hands-on experience within the early childhood education sector.

While this qualification doesn't lead to teacher registration, it serves as an excellent foundation for further academic pursuits. Graduates have the option to continue their educational journey by enrolling in the esteemed Te Tohu Paetahi Akoranga - Bachelor of Teaching, Early Childhood Education (ECE) Level 7 programme . This pathway allows graduates to expand their horizons and work towards achieving teacher registration in the field of early childhood education.

During your enrolment, you'll have the opportunity to engage in an enriching learning experience. This involves attending on-campus classes two days a week and dedicating a minimum of 12 hours each week to practical experience within licensed early childhood education services. These experiences include block placements across a diverse range of early childhood settings, where you'll have the privilege of working closely with infants, toddlers, and young children.

Our programme is meticulously designed with the aim of preparing you for a dynamic and fulfilling career as an early childhood kaiako (teacher). Our courses seamlessly bridge the gap between theory and practice, ensuring that what you learn in the classroom is directly applicable to real-world scenarios. Our curriculum is thoughtfully aligned with the specific needs of both the local community and the broader sector.

We take immense pride in our commitment to producing graduates who are not just academically prepared but are also work-ready, equipped with the essential skills and knowledge necessary for successful employment within the early childhood education sector.

 Course Information

Note: As a business division of Te Pūkenga - New Zealand Institute of Skills and Technology , UCOL is committed to providing the best learning outcome for you. As part of this, all programmes are currently being reviewed to make them portable, consistent, and closely aligned with the needs of the industry. When published, this course information is correct, but the courses offered may change over time. If you have any questions, call an enrollment advisor at 0800 468 265.

All learners must attend one compulsory noho marae in your first semester. This noho is an overnight stay as per the following:

• Wairarapa campus  - April 
• Palmerston North campus - April
• Whanganui campus - April

This programme comprises 120 credits. 

• Describe key local and global theories of child development and learning approaches.
• Explain the significance of understanding child development and learning theories in teaching mokopuna in early childhood settings.
• Explain the connections between current neuroscience and child development and learning theories, perspectives and approaches.
• Describe how knowledge of the history of te Tiriti o Waitangi informs Treaty-based relationships in early childhood education in New Zealand.
• Explain how the education system shapes the role of teachers in Aotearoa.
• Analyse concepts of equity and equality in Early Childhood Education (ECE) settings in New Zealand.
• Document observations of children’s learning and development.
• Describe your developing teaching practices to facilitate children’s learning and development.
• Develop the use of te reo and tikanga Māori.
• Apply reflective practice in an ECE context.
• Demonstrate beginning/emerging skills and knowledge related to The Standards for the Teaching Profession.
• Develop effective communication and collaborative relationships as part of the professional responsibilities of early childhood teachers.
• Apply appropriate cultural protocols when communicating with Māori and Pasifika learners and their families.
• Discuss the roles and responsibilities of a professional early childhood teacher.
• Develop the correct pronunciation and use of te reo and Tikanga Māori in the Practical Experience Placement.
• Demonstrate emerging skills and knowledge related to The Standards for the Teaching Profession.
• Use correct pronunciation of te reo Māori words and sentences appropriate for teaching and learning experiences at an introductory level in an early childhood setting.
• Recite karakia, mihi, pepeha and perform waiata ā ringa while participating in pōwhiri on the marae.
• Retell significant local pūrākau of hapū and iwi of the area.
• Reflect on participation in noho marae.
• Explain how play contributes to young children’s learning and development within the context of New Zealand, from a range of national and international perspectives.
• Analyse children’s learning and development based on observations using various techniques.
• Explain the role of the teacher in supporting children’s play.
• Describe how the visual arts and music and movement experiences contribute to young children’s learning and development.
• Explain the importance of artistic, cultural images and experiences and how these support children’s sense of cultural identity.
• Plan and implement artistic and music and movement curriculum in response to diverse abilities, interests and needs.
• Compare the ideas of a historical and contemporary educationalist who inform early childhood education.
• Examine the range of early childhood approaches to education in New Zealand.

 Related programmes

• New Zealand Certificate in Early Childhood Education and Care (Level 3)
• New Zealand Certificate in Early Childhood Education and Care (Level 4)

 Domestic Entry Requirements

NCEA Level 3

New Zealand/National Certificates in Early Childhood Education and Care (Level 3 or Level 4),

equivalent academic achievement,

on a case-by-case basis at the discretion of the Executive Dean.

Non-Academic Requirements

Learners must authorise UCOL to obtain a background check from the New Zealand Police Licensing and Vetting Agency. If a conviction and/or a matter of concern is identified, the decision for accepting the applicant’s enrolment into the programme is at the discretion of the Academic Portfolio Manager.

UCOL will undertake a safety check of students to ensure UCOL meets the legislative requirements of the Vulnerable Children's Act, 2014. UCOL will do this on behalf of early childhood education institutions and providers of private childcare placements hosting UCOL learners. The safety check involves confirming the student’s work history, verifying their suitability to work with children with a trusted referee, and the completion of New Zealand Police vetting.

For more information about NCEA Credits see  the UCOL Te Pūkenga NCEA explained page .

 International Entry Requirements

In addition to the Domestic Entry Requirements, the following applies to international learner applicants.

English language proficiency International learner applicants whose first language is not English must have an IELTS Academic score of 5.5 with no band score lower than 5 (or equivalent including TOEFL). IELTS scores used must be taken from a single IELTS Test Report Form (i.e. combining scores from more than one test is not permissible).

Under 20 years of age In addition to this, international applicants under 20 years of age must have  NCEA equivalency .

 Advice & Guidance

Safety Check 

UCOL holds a steadfast commitment to safeguarding the well-being and security of everyone within the early childhood sector. To uphold this commitment, we diligently carry out a thorough safety assessment once you have successfully completed your application for enrolment. This assessment includes the following vital steps:

• Interview: We will engage in a thoughtful and informative interview to better understand your background and qualifications.
• Confirmation of Work History: To ensure a comprehensive overview of your experience, we will verify your work history.
• Two Trusted Referees: We kindly request the contact information of two trusted referees who can provide valuable insights into your qualifications and character.
• Completing New Zealand Police Vetting: In line with our rigorous safety standards, we will facilitate New Zealand Police vetting to guarantee a secure and conducive learning environment for all.

The safety and well-being of both our students and the young tamariki during your practical experience in the early childhood community are of the utmost importance to us. This thorough safety check stands as an essential component of our unwavering dedication to delivering an educational experience that is not only secure but also nurturing and supportive.

Field Based Experience 

As part of your academic journey, you will embark on a field-based experience placement, overseen by a registered and fully certified teacher. This placement must be conducted within a fully licensed early childhood service, ensuring a robust learning environment.

You have the flexibility to engage in this experience, whether in an employed or non-employed capacity, dedicating a minimum of two days (equivalent to 12 hours) per week throughout the academic year, except when you are involved in your practical experience placement.

It's important to note that securing a suitable service to facilitate your field-based experience placement is a prerequisite. We kindly request that you finalise this arrangement prior to the commencement of the course, ensuring a seamless transition into this invaluable aspect of your education.

Practical Experience Placement 

In addition to your field-based experience, you will also have the opportunity to immerse yourself in a distinct early childhood service. This practical experience spans a duration of four weeks, with a commitment of 30 hours per week, involving full-time engagement across five days.

Please be aware that as part of this practical experience placement, you may be required to travel beyond your district. Any associated expenses incurred during this period will be the responsibility of the student.

It is important to note that all ākonga enrolled in Level 5 are required to participate in a mandatory noho marae experience, which includes an overnight stay. This enriching cultural experience is an integral part of the curriculum and enhances your overall educational journey.

Entry Criteria

Academic Requirements for Admission

To be eligible for entry to the programme, applicants must be 17 years of age at the start of the programme, and provide evidence that they meet Teaching Council of Aotearoa New Zealand 's entry to the Programme requirements.

a) For those under 20 years of age:

I. Applicants under the age of 20 years must have University Entrance (UE)

II. Be able to demonstrate to the satisfaction of UCOL that they have the skills and ability to study at a tertiary level. This may include successful completion of New Zealand Certificate in Early Childhood Education and Care L3 or L4 . Students will need to demonstrate an ability to study at the tertiary level.

b) For those over 20 years of age, there are no academic requirements for admission. However, applicants over 20 and without UE will need to be able to demonstrate to the satisfaction of UCOL that they have the ability to study at a tertiary level.

All applicants must meet the general admission criteria as approved by the Academic Board. In addition, all applicants are required to:

• Declare any previous criminal convictions (including international convictions) prior to admission being confirmed. Convictions of any offence may not necessarily exclude applicants from enrolment; the decision is at the discretion of the Executive Dean; and · Authorise UCOL Te Pūkenga to obtain a background check from the New Zealand Police Licensing and Vetting Agency. If a conviction and/or a matter of concern is identified, the decision for accepting the applicant's enrolment onto the programme is at the discretion of the Executive Dean; and
• Complete a Health Declaration Form · Provide certified copies of all relevant documentation.
• Completion of Children's Act and Safety Checking Documentation.
• Participation in a Group and Individual Interview. *
• Participation Numeracy, Literacy, and Written Assessments. *
• Completion of the Te Kākano cultural competency assessment.

*Please note that these requirements are purely to support kaimahi to best support your study, the results will not prevent your entry into the Diploma. Should you be successful in passing the Numeracy and Literacy test, this will be held on file should you wish to proceed to the degree upon completion of the diploma.

*It's important to understand that these requirements are solely in place to assist kaimahi in providing you with the best support for your studies. Successfully passing the Numeracy and Literacy test will not impact your entry into the Diploma program. However, if you do pass the test, your results will be documented and kept on file in case you decide to pursue the degree program upon the completion of the diploma.

Our selection process is a pivotal part of ensuring that our program aligns with your goals and aspirations. During this process, a comprehensive interview will be conducted, allowing us to evaluate various aspects, including:

• Personal qualities
• Professional qualities
• Early childhood knowledge and experience
• Additional work and community involvement
• Cultural knowledge and understanding

Rest assured, the interview panel will comprise dedicated UCOL Te Pūkenga early childhood kaimahi (lecturers) who possess extensive experience and expertise in this field. The interview itself is conducted in a fair and professional manner, with utmost attention to ensuring your comfort and ease throughout the process. We encourage you to invite family or whānau to provide support during this important step in your academic journey.

In the event that the number of qualified applicants surpasses the available program slots, a waitlist will be created based on the date of completed and received applications.

Recognition of prior learning

Applications for Recognition of Prior Learning , including Cross Credit, Credit Transfer and Assessment of Prior Learning may be made on the Recognition of Prior Learning Form where a learner believes all learning outcomes for a course have already been met. Applications will be evaluated on a case-by-case basis in accordance with the UCOL Te Pūkenga Academic Statute and other relevant policies and procedures .

Application checklist 

To streamline and simplify the application process, we recommend that you prepare the following items before you apply : · National Student Number (NSN) (If you don't have a NSN, you may request one from NZQA, or you can supply a verified copy of your birth certificate, passport or Whakapapa statement.)

· Evidence of your highest level of academic achievement (and evidence of prior learning, if applicable)

· Evidence that you meet the entry requirements of the programme · Check if you're eligible for additional support or a scholarship . If you're 19 years or younger, you may be eligible to enrol in one of our free Youth Transition programmes . Note that you will need to provide any verified documents in person, via post or email (not via the online application form).

 Additional Costs

Please note that there are additional costs associated with the UCOL New Zealand Diploma in Early Childhood Education and Care as follows: 

Textbook :

Upon your acceptance into the programme, you will receive a comprehensive list of required textbooks. Further information will also be included in your acceptance letter. If you wish to access this list in advance, you can do so once you are officially enrolled. '

These required texts are essential reading materials for one or more of your courses, and most of them remain relevant should you choose to pursue the Te Tohu Paetahi Akoranga Bachelor of Teaching (ECE) programme at UCOL.

We recommend purchasing these required texts online, as they are available from a variety of suppliers, and prices may vary. Some texts may also be available as second-hand copies or in electronic format. When making your purchase, ensure that you acquire the most up-to-date edition.

It's worth noting that the UCOL library houses at least one copy of all the required texts. These copies are accessible for short-term loan, providing a valuable resource for your studies.

Please feel free to reach out if you require any additional information or assistance regarding textbook acquisition.

 Accreditation

The programme is approved by the New Zealand Qualifications Authority under the provisions of the Education and Training Act 2020, and Universal College of Learning, a business division of Te Pūkenga is accredited to teach it.

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• Early childhood
• New Zealand Certificate in Early Childhood Education and Care (Level 4)

Study early childhood education (ECE)

Request a brochure Apply now

Duration and study methods

Full-time for 17 teaching weeks, part-time available. The maximum time to complete the programme part-time is 2 years.

Start dates

February, July

Qualification

Domestic fees.

$3,600 (approx.)

Individual course fees

International fees

Free* study.

Explore the free options available for this programme, and check your eligibility:

Final-year Fees Free

Programme highlights

Help give young children the best start in their education.

Become an early childhood educator.

You will learn how to care for children and support them to reach their next milestone.

This qualification is the best place to start if you want to get a job as an early learning centre educator, home-based educator, teacher aide, education support worker, kaimahi or nanny. Or, you could already be working in the industry and want to get your skills recognised.

You will also learn the fundamentals in early childhood development and get real-world experience working or volunteering in an early childhood centre or home-based care setting.

Entry requirements

Be 17 years of age or over at the commencement of the programme.

Safety checks

To satisfy the risk assessment and safety check required in compliance with the Vulnerable Children Act (2014) the following requirements are in place:

• Provide a New Zealand Police Check (using the NZ Police and Vetting Consent to Disclosure of Information form) that demonstrates that the applicant has no criminal record and thus meets the requirements to work with at-risk and vulnerable children as required by the Vulnerable Children Act (2014)
• Attend a face to face interview (or equivalent)
• Sign a statement agreeing to the release of pertinent information relevant to the Vulnerable Children Act 2014 that a Childcare centre may request
• Provide two satisfactory written referee reports
• Provide one photograph that meets the criteria defined by the New Zealand passport office:  https://www.passports.govt.nz/Passport-Photo-Requirements 

International students: English language entry requirements

For the minimum English language requirements visit the IELTS Test Centre and refer to the requirements set out in the NZQF Programme and Accreditation Rules:  https://www.nzqa.govt.nz/providers-partners/qa-system-for-teos/english-international-students/

International students will generally be required to provide evidence of English language proficiency, for this programme an IELTS General or Academic score of 5.5 with no band score lower than 5 is required. Equivalent acceptable evidence can be seen at the following NZQA link: https://www.nzqa.govt.nz/about-us/our-role/legislation/nzqa-rules/nzqf-related-rules/the-table/

Special & discretionary admission

Any ākonga who is 20 years of age or older and has not reached the general admission requirements for their intended programme is eligible for Special Admission. Te Pūkenga works with the ākonga to ensure they are prepared for their intended programme. Any ākonga who is not yet 20 years of age and has not reached the general admission requirements for their intended programme may be eligible for Discretionary Admission. In assessing whether to grant Discretionary Admission, the delegated authority focuses on the applicant’s level of preparedness for their intended programme.

Need IELTS?

Book your British Council IELTS test with us.

You will complete your test in one day, plus get free online tuition to help you succeed. We offer paper-based or computer-delivered IELTS. Choose computer-delivered IELTS and get your results in 3-5 days.

Give yourself credit with Recognition of Prior Learning (RPL)

Did you know you can use the knowledge and experience you already have to your advantage?

Your previous work experience and on-the-job skills, volunteering, professional development, and other providers’ qualifications can be recognised as prior learning, matched against credits in our courses, and put towards your qualification – potentially saving you money and possibly helping you to complete your qualification faster Learn more .

Programme structure

You will need to complete the below three courses (60 credits):.

902.434 Learning and development theory (22 credits)

Develop your understanding of learning and development theories and characteristics of infants, toddlers and young children to enhance effective teaching techniques to support children's learning through play.

902.435 Curriculum in ECE (22 credits)

An introduction to the Early Childhood Curriculum document Te Whāriki and how you may use this to observe, plan, review and respond to children's learning.

902.436 Cultural partnerships in ECE (16 credits)

Learn about ethical practice and professional behaviour in working with diverse cultures while developing in your personal and professional journey through reciprocal relationships with the families and whanau in an ECE setting.

Do you want to study a single course, without enrolling into the full programme?

Courses within some of our programmes may be offered as an individual Certificate of Proficiency (COP). Programme entry requirements and course fees apply. For more information, please speak to our friendly Ask Me! team.

Further training or study

• New Zealand Diploma in Early Childhood Education and Care (Field-based) (Level 5)
• Bachelor of Education (Early Childhood Teaching) (Level 7)

Career opportunities

Entry-level early childhood educator (centre or home-based), teacher aide, education support worker or nanny. For potential salaries visit careers.govt.nz .

See why more people choose early childhood at MIT

My advice to anyone looking to study would be just hang in there. It's worth it in the end, and you deserve it."

Jasmine Bellamy MIT graduate

My friends encouraged me to study at MIT. The lecturers here are amazing. I have never met lecturers that are so enthusiastic. I love the ako in our classrooms and the diversity of our lecturers who bring fun, wisdom and knowledge to our classroom. The best part is the way they encourage student relationships with each other. I value my classmates and we are an amazing team together.

It is an eye-opening experience working alongside an Associate Teacher. Assisting and engaging with the Tamariki is the highlight of my week. If you want adventure in a classroom, excitement from engaging with the Tamariki, and linking your theory to your school-based learning, nothing beats that. I am already building lasting relationships with my principal, the teachers and the students.

I encourage you to come along and be a part of this great course.

Go for gold, it is the best place.

MIT will change your life."

La-Rochelle Bernstein MIT student

I chose the Primary Pasifika course because as a pākehā I have noticed there is not enough cultural awareness within schools, we need more of it. This course provides an opportunity for us to deepen and enrich our understanding and create a safe space for students to bring who they are into the classroom, and not leave their culture at home.

MIT provided the exact course I was looking for – ticked all the boxes and exceeded well above my expectations. This course provides a hands-on approach to learning. I know I will be a great teacher because of it.

What I also love is the community they have built and the ongoing support and encouragement they give to help us achieve, not because they have to, but because they want to. They support us every step of the way and treat us not just as a student but as part of their whānau. I can't think of any other place that would provide this much support.

We need more Primary Pasifika teachers; it does not matter where you come from if you have the opportunity to change a life and make a difference in this world for our tamariki, take it.

Be brave, be bold, our tamariki need you more then you realise.”

Lexi Williams MIT student

Ready to put your plans in place?

Request your education brochure, book a tour, recognition of prior learning.

Early Childhood Educator

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Early Childhood Teacher (Relocate to Rockhampton, QLD!)

This is a Part time job

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• Enjoy paid professional development opportunities.
• Supportive team with clear career progression pathways.

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• Lead early childhood education in a vibrant, community-focused setting.
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• Relocation support and career growth in vibrant western NSW.

Early Childhood Educator and Diploma team leader position Available

Early Childhood Teacher (Delivering Kindergarten Program) - Chinchilla QLD

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Early Childhood Educator (ECT, ROOM LEADER, DIPLOMA & CERT. III)

Early Childhood Educators - Terrific salary & work for an exceeding centre

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Early Years Educational Leader - Carrum FCC

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Early Childhood Teacher

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• Bush Kinder Program onsite
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Early Childhood Teacher (ECT) - Full Time/Part Time

Trainer Diploma of Early Childhood

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Education Manager

Early Childhood Professional

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Early Childhood Teacher and Diploma Educator

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Fixed Term Bilingual Program ECT - Albanvale Kindergarten

• Fixed Term Part Time Position (36hrs per week).
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Full time Kindergarten Teacher (3 year old room)

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Lead Educator (Room Leader)

• Competitive, Above award rates of pay & work-life balance! 🐝
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• Part Time (63 hrs per fortnight), ongoing role
• 3-to-4-year-old creative Kindergarten program located in Collingwood
• VECTEA pay rate + super + salary packaging

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Education Counts

Site search, search the education counts website, find pages with, narrow results by:, how does new zealand's education system compare oecd's education at a glance 2024 publications, publication details.

This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2024 and summarises the characteristics and performance of New Zealand's education system in an international context. This year’s report relates mostly to 2022 or 2023. Expenditure indicators relate to 2021, so still reflect impacts of the COVID-19 pandemic.

Author(s): David Scott and Asaad Ali, Tertiary System Performance Analysis, Ministry of Education.

Date Published: September 2024

Education at a Glance is an annual Organisation for Economic Co-operation and Development (OECD) publication. It compares the education systems of OECD member countries and a number of participating partner countries to build a picture of education around the world. The report provides one of the most extensive ranges of comparative education system indicators available. Its purpose is to provide high-level markers of how well different education systems across OECD countries are performing to potentially help inform further policy development aimed at improving education.

Participation in education in New Zealand

• Participation in early childhood education (ECE) is above the OECD average for under threes, around the OECD average for three-year-olds and below the average for four-year-olds. This year’s edition reflects a drop in ECE participation that occurred in 2022, seeing New Zealand’s relative position shift from above average to average for three-year-olds and below average for four-year-olds. This decline in participation was almost fully recovered in 2023.
• Participation for five-year-olds in schooling or ECE is about the OECD average. New Zealand is one of only a handful of countries where most five-year-olds have started primary education.
• Participation is also around the OECD average at schooling ages six to 14. The age range at which at least 90 percent of the New Zealand population is in education is five to 17, similar to the average across OECD countries.
• Participation remains lower than the OECD average at upper secondary ages 15 to 19. Employment rates for New Zealanders in this age group are amongst the highest in the OECD. However, the proportion not in employment or education remains around the OECD average.
• Participation at traditional tertiary ages (18 to 24) is also around the OECD average, but participation at older ages is relatively high, over twice the OECD average for adults aged 25 and over.
• Women form a majority of tertiary students in nearly all OECD countries. In New Zealand, tertiary students are slightly more likely to be female than the average across OECD countries.
• The share of students studying in different fields is also similar to the OECD average. For science, technology, engineering and mathematics (STEM) fields, New Zealand has higher shares of students doing sciences but lower shares doing engineering. The share of female students in STEM and agriculture fields is amongst the highest in the OECD.

Educational achievement and transitions to further study and employment

• Educational attainment in the New Zealand population (aged 25 to 64) is around the OECD average. Around 17 percent of 25 to 64-year-olds have less than the equivalent of NCEA Level 2 (compared to an OECD average of 19 percent). Forty-one percent have at least NCEA Level 2 or equivalent but less than a tertiary diploma (compared to an OECD average of 40 percent). Forty-two percent have a tertiary diploma or higher (compared to 41 percent on average across the OECD).
• The existence of a one-year upper secondary qualification (NCEA Level 1) is relatively uncommon in the OECD (it exists in around half a dozen countries). Under international definitions, those with this as their highest attainment are counted in the 17 percent with below upper secondary attainment. In 2023, around nine percent of school leavers in New Zealand left with NCEA Level 1.
• New Zealanders complete upper secondary education at about the same rate as the OECD average. However, compared with other OECD countries, New Zealanders are more are likely to have transitioned to, and completed upper secondary-level (i.e. Level 1-3) vocational qualifications in post-school settings. This is more typical in anglophone countries but is less common across OECD countries where vocational education tracks and programmes are part of initial school education. Overall, the share of New Zealanders completing a Level 1 to 3 vocational qualification is less than the OECD average.
• In contrast, New Zealand has one of the highest shares of adults participating in and completing Level 4 qualifications. And overall, the share of adults with a school or tertiary qualification at New Zealand Qualifications and Credentials Framework (NZQCF) Level 2 to 4 is around the OECD average.
• Those with tertiary qualifications are noticeably more likely to hold a bachelor’s degree and less likely to hold a master’s degree than what is typical in other OECD countries, but the overall share of adults with a bachelor’s or higher-level qualification is the same as the OECD average. The share of our population with doctorates is also about the average.
• New Zealand has one of the highest shares of foreign-born population in the OECD. Thirty-seven percent of 25 to 64-year-olds were born overseas, the second highest share amongst OECD countries along with Switzerland and behind Luxembourg, and more than twice the OECD average. Foreign-born New Zealanders are, on average, more educated than New Zealand-born New Zealanders, and on average, more educated than foreign-born in other OECD countries.
• Fifty-one percent of foreign-born New Zealanders aged 25 to 64 have a tertiary diploma or higher qualification compared with 36 percent of New Zealand-born adults. This difference is one of the largest amongst OECD countries. Over 90 percent of foreign-born New Zealanders have the equivalent of NCEA Level 2 or higher qualifications, compared with 78 percent of New Zealand-born.

Teachers, the learning environment, and the organisation of schools

• Average actual salaries for New Zealand primary and secondary teachers were higher than the OECD average (seven percent for primary and four percent for secondary). Teacher salary comparisons in this year’s edition relate to 2023, so for New Zealand do not yet fully reflect the latest negotiated increases that became effective in 2024. Average actual salaries for teachers relative to the earnings of full-time full-year workers with a tertiary diploma or higher were also higher than the OECD average (85 percent compared with 81 percent for primary teachers and 91 percent compared with 88 percent for secondary teachers).
• Between 2015 and 2023, average actual salaries for New Zealand grew in real terms by 5 percent for primary teachers, and by 4 percent for secondary teachers. These were in the middle of the 20 or so countries who reported this, and similar to the increases in Australia.
• Education at a Glance also compares what it refers to as ‘statutory’ salaries. In New Zealand these refer to the base salaries as set by collective agreements. In statutory salary terms, starting salaries in New Zealand have traditionally been around the OECD average, with a shorter period to reach the top of the scale than is the case in most OECD countries. Salaries at the top of the scale are lower than the OECD average. Statutory figures do not capture the full range of actual earnings teachers receive, for example from extra teaching or management units and allowances.
• Between 2015 and 2023, statutory salaries for New Zealand primary teachers grew in real terms by 14 percent, compared with an OECD average growth of seven percent. For secondary teachers, the growth in New Zealand in real terms was six percent, the same as the OECD average.
• The number of teaching hours New Zealand primary teachers are required to work is higher than the OECD average (940 per year compared to 773 per year for the OECD average). The total working time required at school is also higher. Similarly for secondary teachers, the teaching time and the total working time required in schools is higher than the OECD average. New Zealand has higher working time requirements than Australia at primary level but about the same at secondary level. Complete comparisons of total teacher working time including teaching and non-teaching duties are not available, so care is needed in interpreting working time comparisons for New Zealand teachers.
• At 39.4 weeks, the number of weeks primary schools are open in New Zealand is about a week longer than the average across OECD countries. The number of weeks ranges from 35 to 44 across OECD countries.
• From 24 OECD reporting countries, 40 percent of primary teachers and 68 percent of upper secondary teachers held a master’s degree or higher. In New Zealand, a master’s degree is noticeably less common, with just five percent of primary teachers and 15 percent of upper secondary teachers holding a master’s or higher. The proportion of teachers with less than a bachelor’s degree is also a little higher than the OECD average (seven percent compared with four percent for primary, three percent compared with two percent for secondary).
• Student-to-teacher ratios (which are expressed in full-time-equivalent rather than headcount terms) are largely similar to the OECD average for primary, secondary and most levels of tertiary education. The figures for ECE show New Zealand having amongst the best ratios in the OECD. This, in part reflects regulated teacher-child ratios in New Zealand but is also likely to reflect definitional differences in the way teachers and other contact staff in ECE are reported across countries.
• New data on teacher shortages reported for 14 OECD countries shows that, on average, 6.7 percent of school teachers left the profession in the 2022/23 academic year, either through resignation or retirement. For New Zealand the figure was 8.5 percent, which related to 2021. The 2022 figure, which wasn’t available in time for inclusion in this year’s Education at a Glance, was 7.5 percent. All but three of 21 reporting countries reported a shortage of teachers in at least one subject. A majority of those reporting had shortages in most or all subjects.
• Half of New Zealand public schools providing primary-level education had 23 students or fewer per primary-year-level, or grade, and half had more. Of the 24 OECD countries able to report this data, the average figure was 27 students. Education at a Glance does not include comparisons of total school size, but the median total size of New Zealand schools providing primary-level education in 2023 was 174 students.
• Compared to the average across OECD countries, New Zealand has both a slightly higher share of secondary teachers aged over 50 (42 percent compared with 39 percent) and a slightly higher share aged under 30 (11 percent compared with eight percent). The share of school teachers who are male (15 percent for primary and 38 percent for upper secondary) is similar to the OECD average. At tertiary levels, New Zealand has a comparatively high share of female teaching staff; 54 percent compared with 46 percent for the OECD average. New Zealand was one of just six countries where female teaching staff outnumbered males in tertiary education.
• This year’s edition includes a chapter on parent and student voice in schools. Arrangements across OECD countries, including New Zealand, are reasonably similar. New Zealand’s requirements relating to parent and student representation on school boards are similar to those in many OECD countries. The existence of both parent associations as well as student boards or student councils is near universal across OECD countries. These bodies perform a similar role as they do in New Zealand, except that in a handful of countries, government also has a formal obligation to consult on major policy decisions. While parent associations are near universal across the OECD, parent-teacher associations exist in only a handful of countries (which includes New Zealand). Student Unions exist in just over half of OECD countries, mainly at secondary level. All OECD countries have formal processes for parents to file complaints, and a majority of them (including New Zealand) have a designated ombudsman or agency for receiving complaints. Most operate with an optional student participation.

Vocational Education and Training (VET)

• New Zealand is in a minority group (of mainly anglophone countries) that have a predominantly generally oriented initial schooling system, with relatively little vocational tracking, and where VET (including that which is at a level equivalent to upper secondary) is done after leaving school. Differences in how systems operate across countries, including how different countries may position VET skill levels, is a factor for interpreting cross-country comparisons for VET.
• VET students in such countries, including New Zealand, are noticeably older. In New Zealand, while the most common age of VET students is under 20, the average age is over 30, the highest in the OECD, along with Australia and Ireland.
• Compared to New Zealand, countries with vocational programmes within initial schooling tend to have higher levels of VET participation and attainment at Levels 1 to 3, but less at Level 4. While transition to Level 1 to 3 VET programmes post-school is common in New Zealand, the share of the population with this level and type of attainment is less than the OECD average. By contrast, New Zealand has the highest percentage of the population enrolled in VET programmes at Level 4 in the OECD, and the second highest share of the population qualified at this level. When VET across all levels from upper secondary to diploma level is combined, New Zealand’s VET share is similar to the OECD average.
• VET graduates across the OECD have higher employment than non-VET graduates on average, and this is true also for New Zealand. However, average earnings are about the same for VET and non-VET, both in New Zealand and for the OECD average.

Financial resources invested in education

• Expenditure data in Education at a Glance relates to 2021 so reflects impacts of the second year of the COVID-19 pandemic. Both 2020 and 2021 saw some shifts in relative investment, as public expenditure increased in some countries and decreased in others. Similarly, while private expenditure increased in some countries, particularly in post compulsory ages as labour market restrictions saw more participation in education, it also decreased significantly in those countries most impacted by the reduction of international students.
• In terms of average expenditure per student, New Zealand remains below the OECD average at primary level, and about average for general upper secondary education.
• Expenditure per student at upper secondary vocational education (Levels 1-3) is lower than the average across OECD countries. By contrast, in most countries where upper secondary-level vocational education is done as part of the initial schooling system, expenditure per student is higher, in part due to the typically higher teacher-to-student ratios in schools. Level 4, where it exists in OECD countries, is mostly done in post-school settings, and New Zealand expenditure per student at this level is well above the OECD average.
• At tertiary levels, public expenditure per student is below the OECD average in comparisons where publicly-funded student loans and allowances are counted as private, but in comparisons where these are counted as public, New Zealand sits at or above the OECD average.
• Public expenditure per student increased in New Zealand in nominal terms in 2021, and these increases were similar to the OECD average increase. However, in real terms, this was offset by higher levels of inflation, and further offset by reductions in private expenditure as a result of fewer international students due to the continued closure of the border. As a result, New Zealand’s relative position in terms of total public and private tertiary expenditure per student shifted a little more into the bottom half of countries in 2021.
• The share of total government expenditure that is allocated to education remains higher than the OECD average. In previous years New Zealand has ranked near the top in this measure, but in 2020 and 2021 the share declined, and our relative position has shifted towards the average. This is due to total government expenditure increasing more than expenditure on education during this period. While the share has declined, the actual increase in government education expenditure in real terms since 2015 was above the OECD average.
• The government share of education expenditure is 95 percent for primary education, and around 90 percent at secondary level, both above the OECD average public share. For tertiary education it sits around 60 percent, which is less than the OECD average share. Increases in public expenditure and reductions in private expenditure (including that from international students) have seen the public share of education expenditure increase in 2020 and 2021, in particular at post-schooling levels.
• As a share of gross domestic product, total education expenditure at primary to tertiary levels for New Zealand sits a little above the OECD average, at 5.3 percent. It is around the average at primary level, above average for secondary, and above for tertiary education at Level 4 and above. This indicator is often used as a proxy for a country’s ‘ability to pay’. Traditionally New Zealand has performed very well on this indicator. The change in our relative position during the 2020 and 2021 COVID-19 pandemic years relates less to education expenditure and more to relative changes in GDP across OECD countries.
• This year’s report includes updated data on tertiary tuition fees and financial support. We are in a group of mainly anglophone countries with policy settings that support a higher private share of tertiary costs with larger public financial support systems. Average tuition fees for domestic students are in the top quarter of OECD countries, but they are less than those charged in the United Kingdom, the United States, Canada and Australia.
• The share of students receiving public financial support (loans or allowances) is in the top five, and alongside Australia a large component of this relates to student loans. Nearly three-quarters of tertiary domestic students receive some form of publicly supported student loan or grant (compared with 80 percent for Australia and the United States).
• Expenditure on early childhood education is typically reported separately in Education at a Glance as it is less complete due to data comparability and availability across a number of OECD countries. New Zealand reports data on public expenditure on ECE but does not report data on private expenditure on ECE. While public ECE investment comparisons are not included in this year’s edition, in previous years New Zealand’s investment per child in ECE has been shown to be high. When New Zealand’s public-only expenditure per child is compared alongside total public and private expenditure per child in other countries, New Zealand sits around the OECD average.

International education

• This year’s report shows that the international student market in New Zealand in 2022 had not recovered from the impacts of the COVID-19 pandemic as much as it had in other countries. In 2019, New Zealand had the third highest share of international students amongst its tertiary student population. In 2022, New Zealand was 15th. On this measure, Australia ranked second, the United Kingdom third, and Canada sixth. However, the data relates to 2022 so doesn’t reflect very strong growth in international student numbers (around 20 percent) that occurred in New Zealand in 2023 and again in 2024.
• In absolute numbers, New Zealand’s share of international students remains small, at under one percent of all international students globally. OECD countries as a group attract two-thirds of all international students, with the biggest destinations being the United States, the United Kingdom, Australia, Germany and Canada.
• Education at a Glance provides unique information on where New Zealanders travel overseas for tertiary study. Typically, nearly a half travel to Australia to study, a quarter to the United States, around 12 percent to the United Kingdom with Canada, Germany and France also common destinations.

Post-education outcomes

• New Zealand typically performs above the OECD average on a range of labour market and social outcome measures, but the differences in these outcomes between the least and most educated are typically smaller. We are similar to Nordic countries in this regard. This smaller difference between least and most educated, in particular on earnings, is sometimes interpreted as education having lower benefits in New Zealand, but it may also reflect social, cultural or economic settings that act to reduce inequity.
• New Zealand has comparatively high employment rates regardless of level of educational attainment; in fact, New Zealand was in the top 10 OECD countries in 2023. The strong labour market post COVID-19 had kept unemployment low and acted to reduce participation in upper secondary and tertiary education. Our relatively higher employment rates amongst low-qualified people means the employment advantage in New Zealand for having a tertiary education is smaller than it is in other OECD countries.
• Similarly, the earnings advantage that a person with a tertiary education has in New Zealand is lower than the advantage that tertiary-educated people have on average across the OECD. On this measure New Zealand has traditionally ranked in the bottom quarter of countries. While relative earnings for education are less than the OECD average, actual earnings are at or above the OECD average.
• Employment and earnings differences between men and women reduce with higher levels of education. In New Zealand, this gender gap for tertiary-qualified people is smaller than the OECD average. On average across the OECD, tertiary-educated women workers earn 83% of what their male counterparts earn. In New Zealand this difference is 90 percent. The gap has been reducing across OECD countries over time, and the reduction in New Zealand has largely mirrored the OECD average.
• Since its 2011 edition, Education at a Glance has shown a positive association between education and many aspects of social well-being, including health, social connection, civic and community engagement, safety and subjective well-being. This year’s edition focuses on climate change and the environment. It shows that people with higher levels of education are more likely to consider climate change and environmental issues important, and more likely to accept the impact of human activity on the climate. They are also more likely to be motivated to take actions to reduce the negative impacts of climate change.
• Early Childhood Education
• OECD's Education at a Glance
• Summary Report (PDF, 2.5 MB)

Where to find out more

• More About EAG & INES
• OECD: Education Indicators
• OECD: Education at a glance
• OECD: Data Explorer

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