336:, Haque claimed that an overloaded and depleted workforce in the country's schools, combined with curriculum changes and a restructuring of the Ministry of Education, which he said were "incoherent, poorly planned, with impossible timelines", had resulted in an understandable polarisation of conversations about educational issues and policies. In a critique of the government's response to the recommendations of the taskforce, Haque put the case that the implementation of the proposed changes was appalling. He concluded that dysfunction within the Ministry of Education needed to be addressed, cross-party agreements were required to deal with problems in the system and a strong national network of support for schools was necessary if the reforms were to be effectively implemented. In September 2023, Haque restated this position. He agreed with several principals that there had been progress and that
313:
While the recommendations were open for public submissions, Haque spoke frequently in the media and at community meetings to clarify the rationale for many of the suggested changes, contending that while most people agreed things needed to be done differently, anxiety was understandable. He said some of the details of the recommendations were likely to change after consultation, and would take several years to fully implement. When questioned about why hubs, which were recommended by the taskforce to replace regional
Ministry of Education offices and assume some of the powers held by school boards of trustees, had no elected positions, Haque said it was about better organisation, not representation, and the taskforce's position was that education could "no longer be a political football". In an interview on New Zealand
193:, holding the position until 2015. Early in his role at the college, Haque expressed concern about the amount of time some students were taking off school and while he acknowledged it was often to attend cultural or sporting events and ultimately the decision rested with the families, they could still be academically disadvantaged by the end of the year. He announced in September 2014 that the college had created an online portal for parents to monitor the progress of their children, providing access to NCEA credit summaries, attendance, timetables and fees. Haque said this information-sharing system was part of the school's learning charter and also ensured that staff were held accountable. The college was selected in 2013 to pilot the Young Entrepreneurs Scheme. Haque explained that for this programme, funded by the
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development and did not provide good professional development or leadership support for principals. He expressed concern that the government was taking an ad hoc approach and stood by the taskforce's recommendation for the creation of a "new Crown organisation that would operate regional hubs to support schools". Haque argued that some of the reforms had not gone far enough in making "substantial and cultural" changes that would create a real opportunity to "coordinate the health and education reforms". Later he said the goal of the review was to recommend improvements in the education system so everyone got "a fair go", and although "pleasing progress" was being made, the process to implement changes needed to be sped up.
239:(NCEA), in particular establishing "quality assurance of both internal and external assessment and the analysis and publication of results". When achievement data for more than 150,000 secondary students in New Zealand went online in 2007, Haque entered the debate about whether internal assessment was undermining qualifications. He noted that NZQA was implementing Government policy for assessment that was standards-based and used both internal and external measures, concluding that NCEA was "internationally recognised as robust and credible......each level of the National Qualifications Framework (NQF) is specifically described so that the standards and the qualifications in the NQF can be compared internationally".
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subjects. In his role as president, Haque said this reflected "a demand and supply issue" when compromises were likely to be made during a time of shortage due to an increase in roll numbers at secondary schools, but it was important that it did not affect the quality of education as there was little parents could do about this. Later in 2003, when SPANZ challenged the New
Zealand government over the impact of financial constraints on secondary schools, Haque claimed the "woefully inadequate" funding was creating anger amongst principals due to "extra demands continually being placed on schools without the resources needed to make them work".
182:, later acknowledged in 2018 as a former principal of the school, for his leadership role in a Government-appointed taskforce to review key aspects of the New Zealand education system. In 2022, he was one of three former principals of the college honoured for their contributions to the school, when a newly opened facility was named the Haque Building. Partly funded by the Ministry of Education, the Haque Building provided a construction template designed to be flexible to suit "different learning needs and subjects", and as the principal Michael Williams noted, was part of the school's plan to create "modern learning spaces for students".
197:, students were required "to go through the process of market research, get a product, sell the product, market it and then do the wrap up in terms of the accounting for it, profits they've made, lost they've made, dividends they pay – absolutely running a business". During the programme, members of the local business community offered mentoring for students to "develop their skills in accounting, marketing, and human resource management". When Tania Morgan retired in 2023 after eight years as principal of Tereora College, she acknowledged Haque as one of the previous principals who exposed her to different leadership styles.
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secondary school system. He acknowledged that teachers and principals wanted parents to get more involved, but there was confusion about how schools worked and what families could do if there were problems. Haque contended that the sector had been under pressure to implement changes since the introduction of
Tomorrow's Schools and this had overloaded principals, allowed less focus on teaching and learning and increased the confusion. Information is provided in the book for parents on "factors including enrolment zones, understanding the curriculum, school reports, homework and bullying."
317:, Haque said the review had been necessary to address the workload of school boards and staff under the current devolved system where there were few incentives for schools to work together. The system, he suggested, created inequalities between and within schools and the proposed education hubs would provide advice, professional development and support for schools to work collaboratively with their communities. At the political level, Haque contended that the report provided "an opportunity for cross-party conversations and an accord all agree to and support".
40:
407:"left behind by poverty." O'Connor concluded: "Haque's book is timely because we have witnessed more than 30 years of education reforms in this country and yet we haven't made the real progress such attention suggests we could or should have made. Poorly implemented, poorly thought through policy that has pitted governments against teachers has meant we still haven't addressed some of the big and hard questions facing us."
264:. In the report's introduction, co-authored by Haque, the report was said to summarise "the activity and achievement of New Zealand's secondary school students since the full implementation of the National Certificates of Educational Achievement (NCEAs) in 2004", and stated that a strength of the NCEA system was it allowed a student's performance to be analysed over time, and was a move away from
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job description as an "essential part" of the recruitment process. Later, when an appointment of an interim chief executive went ahead, Haque said he believed the decision was the correct one, although he questioned why a position with a short-term contract had been accorded the status of "full authority". Earlier in the campaign, Haque took the position of supporting the establishment of a
249:
question of "credit parity between assessment and unit standards". NZQA agreed that dealing with these issues was key to the review and Haque said it was "a chance to recognise how far that assessment development has come and the validity of much of the criticism". There was debate about the proposed review in the media between politicians
257:, but it was noted that it would be done by a panel of experts from across the education sector with the reviewed standards being assessed by NZQA's technical overview group of university professors. Haque concluded it was "a rare opportunity to align the curriculum development process with the assessment development process".
402:
controversial. Haque acknowledged in the same piece that while "most teachers do a great job and that socio-economic factors are most important when looking at the 'tail' of student underachievement", it was important to address issues of competence and management of teachers' workloads. Peter O'Connor from the
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had hindered the government in making many of the changes following the review, but he remained disappointed because successive governments had been unable to "resolve significant disparities in student achievement over the past 30 years" and neither of the major political parties in 2023 appeared to
312:
The taskforce completed its draft report in
November 2018 and it was released for public consultation on 7 December. Its proposals were described by one commentator as "the biggest shake-up in the education system for 30 years, removing most of the powers currently held by school boards of trustees".
248:
in 2008 welcomed the announcement of a government review of NCEA, acknowledging that while there had been more "consistency and certainty" of the examination system within the country's secondary schools, there were still issues to be addressed around moderation of internal assessment and the complex
209:
As of 2023, Haque remains a trustee for Toi
Foundation, a position he has held since 2018. Between 2020 and 2022, he was a board member at Ako Mātātupu. Teach First NZ, the flagship programme of Ako Mātātupu, trains secondary school teachers within the context of "working to address inequities in the
272:
noted that the data in the Report showed gaps between "Māori and non-Māori, Pasifika and non-Pasifika, and girls and boys......one of the largest gaps was between rich and poor schools". In reply, Haque said that "factors like decile, student numbers and the courses offered will affect each school's
413:
One reviewer said the book provided an "incredibly informative, no-nonsense, and jargon-free" guide for parents and students "navigating secondary school" in New
Zealand. Haque noted the book was about addressing a disconnect between schools and families as a result of an increasingly complicated
349:
Haque stood in the
Kaitake-Ngāmotu ward in the local-body elections for the New Plymouth District Council in 2022. During the campaign he questioned the timing of the advertising for a new chief executive, saying this should have happened after the elections to allow the new council to develop the
328:
On 4 February 2021, Haque supported calls from the
Principals' Federation for the Ministry of Education to provide more leadership in the face of poor results by students in a range of international and national tests. Haque claimed the problem was a system that paid little attention to curriculum
308:
in July 2018, Haque had previously claimed the New
Zealand model of devolved education had reduced bureaucracy and allowed schools to function within a competitive business model that favoured advantaged communities, but struggled to support schools with large numbers of disadvantaged students. He
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In 2010 there were encouraging increases in attainment of NCEA qualifications over 2009 across all NCEA levels. In particular, the attainment gaps between Māori and
Pasifika candidates on one hand, and European and Asian candidates on the other hand, reduced at all NCEA levels. The attainment gaps
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situated the book within the debate about the impact of the rapid implementation of Tomorrow's Schools into the New Zealand education system in the late 1980s and endorsed Haque's critique of those changes and his suggestion that the focus needed to be on what schools could do to support students
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in education from Massey University on 25 November 2022 in recognition of his service to education. Vice-Chancellor Professor Jan Thomas said Haque "exemplifies the 'value add' of a professional postgraduate qualification undertaken in mid-career and amply demonstrates the multiple ways in which
205:
As president (2003/2004) and executive member of the Secondary Principals' Association of New Zealand (SPANZ), Haque provided leadership and advocacy for teachers and principals. SPANZ released a staffing survey in 2003 that raised concerns about the quality of teachers being employed for some
401:
called the book "hard hitting" with some of its suggestions for change, including performance-based pay for teachers, a recommended reduction in holidays and raising awareness of principals behaving "selfishly in the competitive climate set up by New Zealand's education system", likely to be
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in 2018, proposing the appointment of an independent taskforce to consider the "current underpinning governance and regulatory framework for the New Zealand school system, to ensure the fitness of the school system to meet the challenges we face, and to achieve equity and excellence for all
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Following consultation, the taskforce's final report was submitted to the Government for consideration in July 2019, and released to the public in September 2019. In response to the recommendations of the taskforce, the Government responded on 12 November 2019, publishing
286:
In an interview in 2023, Haque reflected on his years as deputy chief executive at NZQA and the structural changes he was involved in to address a demoralised, "inward-looking" culture within the organisation and restore public credibility in a national qualification.
304:(2014), Haque had presented the view that while the Tomorrow's Schools model had its problems, he did not advocate doing away with it totally, and in his opinion it was not necessary "to return to the top-down centralised system of old". Writing in the
110:. Haque is a frequent commentator on educational issues and his contributions have been described as "characterised by a scholarly analysis and a socially critical disposition". He has published two books and as of 2023 is a member of the
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from 1975 to1977. After two years teaching back in the United Kingdom, Haque returned to New Zealand and was employed as head of economics at Spotswood College from 1982 to 1987, being appointed deputy principal in 1988.
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Born in Pakistan, Haque moved with his parents when he was three years of age to the United Kingdom. He received his early schooling in London in the 1960s, a period he has noted as difficult because of
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had widespread support but the sector needed to ensure the debate was kept open for all stakeholders, even those schools that disagreed with the changes. Between 2003 and 2006, Haque was principal of
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2030:
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98:, is a New Zealand educator. His career has included four principalships, advocacy and support in a range of professional associations, serving as deputy chief executive officer of the
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in 1995 where he was principal until 2003. As New Zealand moved toward a change in the assessment system in the country's high schools, Haque commented in 2001 that the proposed
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between Māori and Pasifika students and students of other ethnicities are now significantly smaller than they were in 2004, the first year of full implementation of NCEA.
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Haque began his teaching career in 1975 at Caludon Castle School in the United Kingdom, moving to New Zealand to take up a position teaching economics and accounting at
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508:
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examinations. He held the role of deputy chief executive, qualifications division, of NZQA from 2006 until 2011, with the specific responsibility for managing the
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students". The membership of the taskforce was confirmed on 3 April 2018, with Haque appointed as chair. One media commentator noted at the time that in his book
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354:. He was elected to the New Plymouth District Council, and assumed the role of chairperson of the council's Strategy and Operations Committee.
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370:, for services to education governance. Haque said the award was part of a team effort and he acknowledged his family for their support.
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Our Schooling Futures: Stronger Together Whiria Nga Kura Tuatinitini Final report by the Tomorrow's Schools Independent Taskforce
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talented Massey University graduates contribute significantly to the national economic and social good".
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1124:
1738:"Cut bureaucracy in school system that 'creates inequality' and put in place 'education hubs' - expert"
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education system through indigenous and socially innovative approaches to teaching and leadership".
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suggested that the problems would not be solved by "ad hoc tinkering and well meaning intentions".
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543:
337:
232:
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403:
704:
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341:"have policies that would achieve more than tinkering at the edges of the school system".
8:
2025:
1094:"Queen's Birthday Honours 2021 - Citations for Members of the New Zealand Order of Merit"
167:
132:
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398:
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in 1995 with the degree of Master of Educational Administration and Leadership (Hons).
1518:"The Independent Taskforce was appointed by the Minister of Education on 3 April 2018"
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1960:"Excellence, merit or not achieved? Teachers grade Labour's efforts to fix education"
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Haque B.; Ala'atoa, B.; Berryman, M.; O'Neill, J.; Wylie, C. (13 December 2018).
528:
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Annual Report on NCEA & New Zealand Scholarship Data & Statistics (2010)
1292:
Annual Report on NCEA & New Zealand Scholarship Data & Statistics (2009)
2127:"Ngā hua me ngā whakapaunga mō te Pōti 2022 Election results and expenses 2022"
2093:"The big ideas and controversy among New Plymouth's council candidate Q&As"
1990:"Kaitake-Ngāmotu Ward: Get to know your candidates in the Kaitake-Ngāmotu Ward"
809:
749:
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1861:"Experts urge overhaul of school system following falling student achievement"
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Annual Report on NCEA and New Zealand Scholarship Data and Statistics (2010)
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Annual Report on NCEA and New Zealand Scholarship Data and Statistics (2009)
39:
1706:"What is an Education Hub? Unpicking the new vision for NZ's school system"
472:
190:
1828:
Supporting all schools to succeed: Reform of the Tomorrow's Schools system
509:"Bali Haque's service to education recognised in Queen's Birthday Honours"
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Supporting all schools to succeed: Reform of the Tomorrow's Schools system
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to show achievement against standards and not relative to other students.
250:
128:
124:
576:
411:
New Zealand Secondary Schools and your Child a Guide for Parents (2017).
1482:"Tomorrow's Schools Review: Appointments to the Independent Taskforce"
1418:"Tomorrow's Schools Review: Appointments to the Independent Taskforce"
2258:
906:
290:
102:(NZQA) and as chair of the Independent Taskforce commissioned by the
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Chairperson of the Independent Taskforce to review Tomorrow's Schools
2058:"Interim chief executive has full authority at New Plymouth council"
1611:
Our Schooling Futures: Stronger Together Whiria Ngā Kura Tūātinitini
2418:
New Zealand secondary schools & your child: a guide for parents
1892:"Govt to take back control of school property in education reforms"
1549:"Leading critic Cathy Wylie appointed to review Tomorrow's Schools"
1159:(Circular to Secondary School Principals and Principal's Nominees)
1925:"School education reforms - lots of churn and continued decline"
1742:
1805:(Report). Ministry of Education, New Zealand. September 2019.
1580:"Tomorrows Schools review must deal with the market's failure"
1154:
Haque, Bali; Barnes, Pauline; Shannon, Kim (5 October 2009).
227:(NZQA) in September 2006 at a time when the organisation was
2460:"New Zealand Secondary Schools and Your Child by Bali Haque"
2386:"Peter O'Connor: Lessons to be learnt on education overhaul"
473:"Celebrating a rich and inspiring history - Past Principals"
1675:"Tomorrow's Schools and fear of a one-size-fits-all system"
1024:"Briefing for the incoming Minister for Tertiary Education"
385:
from the Secondary Principals' Association of New Zealand.
2049:
1770:"Tomorrow's Schools Review Nga Kura mo Apopo: He Arotake"
1454:"Terms of Reference for the Review of Tomorrow's Schools"
2021:"Top job advert concerns New Plymouth council candidate"
1116:
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2491:"New book aimed at bridging divide for school parents"
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1283:
1147:
2157:"Koromatua me ngā kaikaunihera Mayor and councillors"
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438:"Bali Haque receives Honorary Doctorate in Education"
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New Zealand Council for Educational Research (NZCER)
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1982:
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for issues around achievement levels of students in
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1061:"Van Rooyen receives $ 50,000 to 'work' from home"
832:
675:"Former Pak College principal leads new taskforce"
599:
291:Ministerial taskforce to review Tomorrow's Schools
2308:from the original on 13 January 2015 – via
1644:"Biggest education shake-up in 30 years proposed"
1474:
968:Rotary Club of Ngāmotu, New Plymouth, New Zealand
142:in 1972. Haque completed his teacher training at
2520:
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1385:
1360:(Report). New Zealand Qualifications Authority.
1297:(Report). New Zealand Qualifications Authority.
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195:New Zealand Agency for International Development
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1774:Te Tahuhu o te Matauranga Ministry of Education
1697:
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237:National Certificate of Educational Achievement
176:National Certificate of Educational Achievement
2421:. Auckland, New Zealand : David Bateman.
2316:
2223:"Minutes of Strategy and Operations Committee"
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1833:(Report). Ministry of Education, New Zealand.
1616:(Report). Ministry of Education, New Zealand.
986:
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153:
1822:
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1059:Thomson, Ainsley; Dye, Stuart (17 May 2005).
727:
697:
645:"Dump outdated testing and improve standards"
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1098:Department of the Prime Minister and Cabinet
902:"It's cash or cuts say secondary principals"
200:
127:against immigrants at the time. He attended
2251:
1353:Haque, Bali; Johnston, Michael (May 2011).
1290:Haque, Bali; Johnston, Michael (May 2010).
772:
667:
273:results." Improvements were evident in the
117:
1184:
1125:"How Can We Measure Our Schooling System?"
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956:
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38:
2529:Members of the New Zealand Order of Merit
2215:
2149:
2119:
1957:
1858:
1762:
1088:
1086:
780:"Tereora College parent portal goes live"
636:
577:"Tamatea High School Previous Principals"
442:Te Kunenga ki Pūrehuroa Massey University
381:In 2005, Haque was a co-recipient of the
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1324:"NZQA urges caution on NCEA comparisons"
1316:
1052:
750:"Absences from school concern Principal"
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368:Member of the New Zealand Order of Merit
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964:"Education - Gender Issues: Bali Haque"
810:"Young Entrepreneurs Scheme introduced"
605:
295:The New Zealand Government announced a
2521:
2489:Persico, Christina (16 October 2017).
2457:
2451:
2396:from the original on 14 September 2023
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2012:
2000:from the original on 20 September 2022
1970:from the original on 12 September 2023
1904:from the original on 15 September 2023
1812:from the original on 12 November 2019.
1750:from the original on 11 September 2023
1685:from the original on 11 September 2023
1577:
1156:"Reporting assessment results to NZQA"
1083:
899:
893:
587:from the original on 30 September 2022
569:
557:from the original on 14 September 2023
506:
395:Changing our Secondary Schools (2014).
344:
2503:from the original on 5 September 2023
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2239:from the original on 3 September 2023
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1922:
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1398:from the original on 7 September 2023
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1203:from the original on 7 September 2023
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1172:from the original on 6 September 2023
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1040:from the original on 4 September 2023
974:from the original on 7 September 2023
914:from the original on 5 September 2023
881:from the original on 5 September 2023
871:"'Low-calibre' teachers at chalkface"
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862:
790:from the original on 6 September 2023
655:from the original on 6 September 2023
642:
541:
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483:from the original on 10 February 2023
448:from the original on 28 November 2022
425:
357:
260:In May 2010, NZQA released the first
2384:O'Connor, Peter (23 December 2014).
2323:Jones, Nicholas (16 December 2014).
2269:from the original on 24 January 2018
2137:from the original on 29 January 2023
1958:Gerritsen, John (5 September 2023).
1871:from the original on 3 February 2021
1623:from the original on 27 January 2023
1590:from the original on 26 October 2020
1559:from the original on 9 November 2020
1434:from the original on 23 January 2019
1367:from the original on 13 October 2012
1304:from the original on 13 October 2012
1163:New Zealand Qualifications Authority
1004:from the original on 26 January 2023
994:"About Ako Mātātupu: Teach First NZ"
850:from the original on 31 January 2023
624:from the original on 27 January 2022
544:"Te Kura Tuarua O Ngamotu Year-2021"
225:New Zealand Qualifications Authority
219:New Zealand Qualifications Authority
100:New Zealand Qualifications Authority
2435:from the original on 30 August 2023
2325:"Ex-principal canes slack teachers"
2056:McLean, Glenn (14 September 2022).
1859:Gerritsen, John (4 February 2021).
1780:from the original on 24 August 2023
1470:from the original on 17 April 2018.
1248:
802:
715:from the original on 8 October 2022
185:In 2012, Haque became principal at
74:Leadership in New Zealand education
13:
2203:from the original on 7 August 2023
2167:from the original on 8 August 2023
2091:McLean, Glenn (6 September 2022).
2019:McLean, Glenn (5 September 2022).
1704:Redmond, Adele (7 December 2018).
1642:Collins, Simon (7 December 2018).
944:from the original on 5 August 2023
760:from the original on 4 August 2017
734:"Meet the new Tereora principal".
14:
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1939:from the original on 20 July 2023
1528:from the original on 6 March 2022
1135:from the original on 7 April 2017
934:"Our Trustees | O Matou Tarahitī"
820:from the original on 28 June 2013
685:from the original on 5 April 2018
1840:from the original on 13 May 2021
1673:Walters, Laura (15 March 2019).
1654:from the original on 25 May 2022
1388:"NCEA and the school curriculum"
1386:Michael Johnston (16 May 2023).
1256:"NCEA review mocked by National"
1123:Haque, Bali (16 February 2016).
1104:from the original on 6 June 2021
869:Brown, Jo-Marie (15 June 2003).
519:from the original on 6 June 2021
2534:Heads of schools in New Zealand
2445:National Library of New Zealand
2355:"Professor Peter O'Connor: Bio"
1890:Milne, Jonathan (10 May 2021).
1547:Collins, Simon (4 April 2018).
900:Perrot, Alan (11 August 2003).
388:
2291:Changing our secondary Schools
2196:. March 2023. pp. 13–14.
302:Changing our Secondary Schools
1:
2194:New Plymouth District Council
2161:New Plymouth District Council
2131:New Plymouth District Council
1191:Haque, Bali (21 March 2007).
606:Blakely, Sue (11 June 2021).
507:Harvey, Helen (7 June 2021).
418:
364:2021 Queen's Birthday Honours
170:from 1992 to 1995, moving to
129:Holloway Comprehensive School
112:New Plymouth District Council
2259:"Service to Education Award"
2187:"Local Governance Statement"
1923:Haque, Bali (21 July 2023).
1578:Hacque, Bali (5 July 2018).
297:review of Tomorrow's Schools
146:in 1973, and graduated from
7:
2539:New Zealand public servants
643:Haque, Bali (14 May 2001).
154:Teaching and principalships
10:
2560:
1392:The New Zealand Initiative
1193:"NZQA sets high standards"
551:www.spotswoodcollege.co.nz
383:Service to Education Award
138:degree in economics, from
16:New Zealand Educationalist
1223:"NCEA a work in progress"
840:"Educator extraordinaire"
201:Professional associations
67:
59:
49:
37:
23:
2458:Fraser, Rebekah (2018).
366:, Haque was appointed a
118:Early life and education
814:The Cook Islands Herald
754:The Cook Islands Herald
477:www.pakuranga.school.nz
266:norm-referenced testing
233:New Zealand Scholarship
214:Government appointments
166:Haque was principal of
131:in London and gained a
104:Sixth Labour Government
2359:University of Auckland
1065:The New Zealand Herald
542:Oakes, Kieran (2021).
404:University of Auckland
332:In the lead-up to the
284:
1522:www.education.govt.nz
1489:Ministry of Education
1461:Ministry of Education
1425:www.education.govt.nz
615:Rosehill College News
334:2023 general election
279:
229:under public scrutiny
2415:Haque, Bali (2017).
2288:Haque, Bali (2014).
2133:. 16 February 2023.
1746:. 28 February 2019.
970:. 22 November 2022.
786:. 3 September 2014.
617:. Rosehill College.
608:"From the Principal"
444:. 28 November 2022.
242:An editorial in the
94:, commonly known as
2263:www.spanz.school.nz
2097:Taranaki Daily News
2062:Taranaki Daily News
2026:Taranaki Daily News
1929:Taranaki Daily News
1033:. 20 January 2010.
1031:www.beehive.govt.nz
846:. 21 January 2023.
816:. 23 January 2013.
581:Tamatea High School
513:Taranaki Daily News
345:Local-body politics
168:Tamatea High School
87:Iqbal Manzoor Haque
2163:. 10 August 2023.
1071:on 3 November 2012
399:New Zealand Herald
375:honorary doctorate
373:Haque received an
358:Awards and honours
315:morning television
306:New Zealand Herald
245:New Zealand Herald
108:Tomorrow's Schools
106:in 2018 to review
2428:978-1-86953-959-7
2301:978-1-927231-47-0
2232:. 8 August 2023.
1427:. 19 March 2018.
1261:Otago Daily Times
756:. 23 March 2012.
738:. 6 October 2011.
270:Radio New Zealand
223:Haque joined the
180:Pakuranga College
160:Spotswood College
148:Massey University
84:
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2230:www.npdc.govt.nz
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2010:
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1994:www.npdc.govt.nz
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1330:. 7 April 2010.
1320:
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1264:. 17 June 2008.
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1232:. 19 June 2008.
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1067:. Archived from
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844:Cook Island News
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784:Cook Island News
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736:Cook Island News
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705:"8 October 2022"
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681:. 4 April 2018.
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172:Rosehill College
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2294:. NZCER Press.
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2043:Stuff (website)
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2017:
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1129:Briefing Papers
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277:which recorded:
221:
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187:Tereora College
156:
144:Garnett College
140:Hull University
120:
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68:Known for
65:
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63:Educationalist
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998:nxtstep.co.nz
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553:. p. 8.
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44:Haque in 2022
41:
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31:
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19:
2505:. Retrieved
2494:
2484:
2472:. Retrieved
2463:
2453:
2443:– via
2437:. Retrieved
2417:
2410:
2400:15 September
2398:. Retrieved
2389:
2379:
2369:15 September
2367:. Retrieved
2358:
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2207:13 September
2205:. Retrieved
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2130:
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2111:– via
2105:. Retrieved
2096:
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2076:– via
2070:. Retrieved
2061:
2051:
2041:– via
2037:13 September
2035:. Retrieved
2024:
2014:
2004:13 September
2002:. Retrieved
1993:
1984:
1974:15 September
1972:. Retrieved
1963:
1953:
1943:17 September
1941:. Retrieved
1928:
1918:
1908:15 September
1906:. Retrieved
1895:
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1873:. Retrieved
1864:
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1842:. Retrieved
1818:
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1773:
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1754:14 September
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1687:. Retrieved
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1604:
1594:11 September
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1500:. Retrieved
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1438:11 September
1436:. Retrieved
1424:
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1400:. Retrieved
1391:
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1137:. Retrieved
1128:
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1097:
1073:. Retrieved
1069:the original
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1006:. Retrieved
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843:
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792:. Retrieved
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717:. Retrieved
709:Times Online
708:
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689:15 September
687:. Retrieved
679:Times Online
678:
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614:
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589:. Retrieved
580:
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561:14 September
559:. Retrieved
550:
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527:– via
521:. Retrieved
512:
485:. Retrieved
476:
450:. Retrieved
441:
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394:
389:Publications
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191:Cook Islands
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18:
2507:5 September
2474:5 September
2273:5 September
2243:4 September
2171:8 September
2141:8 September
1402:8 September
1394:(Podcast).
1371:7 September
1338:7 September
1308:7 September
1272:8 September
1240:8 September
1226:(Editorial)
1207:8 September
1176:7 September
1139:7 September
1044:4 September
978:8 September
948:8 September
918:8 September
885:6 September
854:7 September
824:9 September
794:7 September
764:8 September
719:7 September
659:7 September
628:7 September
591:6 September
487:4 September
251:Anne Tolley
2523:Categories
419:References
352:Māori ward
96:Bali Haque
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