Breaking New Ground: New Zealand Certificates of Steiner Education
Date
Authors
Boland, Neil
Brice-Geard, Karen
Bell, Amanda
Cook, Christine
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Frontiers in Education
Abstract
The New Zealand Certificates of Steiner Education (CSE) are secondary qualifications at levels 1, 2 and 3, recognized by the New Zealand Qualifications Authority. They give access to tertiary education in New Zealand and beyond. The impulse for new qualifications grew from a wish to have important aspects of the taught Steiner curriculum recognized and valorized, that these aspects be credit bearing toward tertiary study, an option not offered by existing qualifications. The certificates were developed over an 18-month period and were implemented by the (then) four New Zealand Steiner schools with high school classes. The CSE are based on a suite of learning outcomes which give teachers a substantial degree of assessment autonomy, allowing them to tailor assessment modalities to the student or class being taught. Since 2012, the qualifications have been offered overseas and are now used as a pathway to university by Steiner schools in a growing number of countries. This article draws on the experiences of one of the developers of the qualification and two teachers in schools using the certificate in the UK, and outlines some of the challenges faced when breaking new ground in the advancement of Waldorf education internationally.Description
Keywords
assessment, Steiner Waldorf, NZCSE, SEDT, New Zealand
Source
Frontiers in Education. Leadership in Education. Volume 9: 1332413. Part of a Research Topic: "One Hundred Years and Counting: The International Growth of Waldorf Education" edited by Brouillette L, Telfer-Radzat K, Attfield K.
Rights statement
© 2024 Boland. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.