National Certificate of Educational Achievement
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The National Certificate of Educational Achievement (NCEA) is the official secondary-school qualification in New Zealand. Phased in between 2002 and 2004, it replaced three older secondary-school qualifications. The New Zealand Qualifications Authority administers NCEA.
In early August 2025, the Sixth National Government confirmed plans to scrap NCEA and replace it with new school certificates.<ref name="NZH 4 Aug 2025">Template:Cite news</ref><ref>Template:Cite news</ref>
History
NCEA Level 1 replaced School Certificate in 2002, Level 2 replaced Sixth Form Certificate in 2003 and Level 3 replaced Bursary in 2004.<ref name="TeAra">Template:Cite web</ref><ref name="1News 4 Aug 2025">Template:Cite news</ref> A transitional Sixth Form Certificate was offered by schools in 2003 and 2004.<ref>Template:Cite web</ref>
Unlike the previous subjects-based school certificates which ranked students based on their marks, NCEA measures academic performance against set standards. Each of these standards is worth a certain number of credits. NCEA work is assessed both externally through annual national exam at the end of the school year or internally assessed through tests throughout the school year, which are marked by schools. Internal assessment marking is checked by independent moderators from the New Zealand Qualifications Authority (NZQA) to ensure that schools are assessing work according to a national standard.<ref name="1News 4 Aug 2025" />
Replacements
On 4 August 2025, Prime Minister Christopher Luxon and Education Minister Erica Stanford announced plans to scrap NCEA in favour of new qualifications for Years 11, 12 and 13.<ref name="1News 4 Aug 2025" /><ref name="NZH 4 Aug 2025"/>
These proposed changes have included:
- Creating a Foundational Skills Award for Year 11 students. Making English and Mathematics compulsory in Year 11.<ref name="1News 4 Aug 2025" /><ref name="NZH 4 Aug 2025"/>
- Creating a New Zealand Certificate of Education (NZCE) for Year 12 students.<ref name="NZH 4 Aug 2025"/><ref name="1News 4 Aug 2025" />
- Creating a New Zealand Advanced Certificate of Education (NZACE) for Year 13 students.<ref name="NZH 4 Aug 2025"/><ref name="1News 4 Aug 2025" />
- Replacing NCEA's standards based assessment approach with a structured approach that requires students to choose at least five-subjects in Years 12 and 13. They will need to pass four to earn each certificate.<ref name="1News 4 Aug 2025" /><ref name="NZH 4 Aug 2025"/>
- A new grading system featuring marks out of 100 alongside a letter grade system from A,B,C,D,E instead of Not achieved, Achieved, Merit & Excellence .<ref name="1News 4 Aug 2025" />
- Working with industry experts to design new subjects and standards for vocational pathways in industries such as construction, hospitality and automotives.<ref name="1News 4 Aug 2025" />
NCEA is expected to be phased out over a five year period, commencing with the launch of a new national curriculum in 2026, the Foundational Skills Award in 2028, NZCE in 2029 and NZACE in 2030.<ref name="1News 4 Aug 2025" /> The replacement system would prevent schools from allowing students to mix standards from different standards and require students to pass four out of five subjects.<ref name="RNZ 28 Aug 2025">Template:Cite news</ref>
In late August 2025, 89 secondary school principals issued an open letter to Education Minister Stanford and Acting Secretary for Education Ellen MacGregor-Reid, calling for the Government to halt plans to replace the NCEA school qualification. They said that the Government's replacement plan lacked a clear rationale and posed a risk to disadvantaged teenagers particularly Māori and Pasifika New Zealanders. The principals expressed concern that the replacement system was designed for university-bound students over non-academic students.<ref name="RNZ 28 Aug 2025" /> In response, Stanford said that she had consulted with the education sector including her advisory group of principals in developing the new secondary school qualification. She reiterated that the Government remained committed to replacing NCEA but sought to reassure principals and schools that there would be a phased, planned and supported implementation of the new qualification framework.<ref>Template:Cite web</ref>
System
The NCEA system has three levels – one, two, and three – corresponding to their respective levels on the National Qualifications Framework.<ref>Template:Cite web</ref> Each level is generally studied in each of the three final years of secondary schooling,<ref name="TeAra" /> with NCEA Level 1 in Year 11, NCEA Level 2 in Year 12, and NCEA Level 3 in Year 13, although it is not uncommon for students to study across multiple levels.<ref>Template:Cite web</ref>
To pass each level, students must gain a certain number of credits at that level or above. Credits are awarded through students passing unit standards or achievement standards. Each school subject is made up of multiple standards – for example, Mathematics at Level 1 is made up of 13 achievement standards, including separate standards for number, algebra, geometry, trigonometry, statistics and probability.<ref>Template:Cite web</ref>
Unit and achievement standards represent the two kinds of standards used in NCEA. Both use criterion-based marking, which means students need to meet the specified criteria for each grade level to achieve at that level. However, unit standards are 'competency based' whereas achievement standards derive from the New Zealand Curriculum.<ref name="Standards">Template:Cite web</ref> Most unit standards use a simple Achieved/Not Achieved system, whereas achievement standards use a four-grade scale: Not Achieved (N), Achieved (A), Merit (M) and Excellence (E).<ref name="Standards"/> Furthermore, each standard is assigned a particular credit value. For instance, Standard 91394 (Analyse ideas and values of the classical world) is worth four credits<ref>Template:Cite web</ref> while Standard 91587 (Apply systems of simultaneous equations in solving problems) is worth 3 credits.<ref>Template:Cite web</ref>
Assessment of individuals is administered both internally and externally.<ref name="TeAra" /> Internal assessments are assessed at the school level throughout the school year. External assessments are assessed at a national level, usually (but not exclusively<ref>Template:Cite web</ref>) by examinations held at the end of the school year in November and December.<ref>Template:Cite web</ref>
Achievement and endorsements
The number of credits required to pass each level is as follows. Credits can be reused for multiple certificates:<ref>Template:Cite web</ref>
- NCEA Level 1 – 80 credits at Level One or higher, of which 10 must be in literacy and 10 must be in numeracy.
- NCEA Level 2 – 80 credits total, of which 60 credits must be at Level Two or higher. Students must also have achieved 10 literacy and 10 numeracy credits at Level One or higher.
- NCEA Level 3 – 80 credits total, of which 60 credits must be at Level Three or higher and 20 credits must be at Level Two or higher. Students must also have achieved 10 literacy and 10 numeracy credits at Level One or higher.
Candidates who achieve a large number of Merit and Excellence standards can have certificates endorsed with Merit or Excellence.<ref name="TeAra" /> To gain a level certificate with Merit endorsement, a student must pass the level with at least 50 Merit and Excellence credits assessed at that level or higher. Likewise, to gain a level certificate with Excellence endorsement, a student must pass the level with at least 50 Excellence credits assessed at that level or higher.<ref>Template:Cite web</ref>
In 2011, course endorsements were introduced.<ref>Template:Cite web</ref> To gain a Merit course endorsement a candidate must achieve 14 credits at Merit or Excellence within a given year. Additionally, 3 credits must be internally assessed and 3 externally assessed. 3 exceptions exist for Physical Education, Religious Studies and Level Three Visual Arts, as all standards in these subjects are either entirely internally or externally assessed.<ref>Template:Cite web</ref> An Excellence endorsement requires all 14 credits to be achieved with Excellence.<ref>Template:Cite web</ref>
Exam process and marking
Grade Score Marking (GSM) was also introduced in 2011, along with the realigned Level One standards. Like the realignment, GSM was phased in so that only Level One externals were marked with GSM in 2011. Under GSM each question earns up to 8 marks, with two marks per each of the grades (NAME). N0 also exists for "no response, no evidence".<ref>Template:Cite web</ref> The Grade Score Marks for each question are totalled and the overall mark for the standard is determined from that total, based on NZQA determined cut-scores.<ref>Template:Cite web</ref> However, candidates would still ultimately receive one of four marks (NAME) whether or not the standard was out of 8 (such as 91098) or 32 (for example, 90948). The rationale behind the change was threefold: it would clarify marks for candidates, motivate them to improve and improve consistency in marking.<ref>Template:Cite web</ref>
According to NZQA, NCEA is the only secondary school qualification worldwide where marked examination papers are returned to students.<ref>Template:Cite web</ref> After the examination papers have been returned, a student can apply for certain papers to be reviewed if a marking or clerical error has occurred (e.g. the paper has not been fully marked, the marks have been added up incorrectly, the examination paper shows a different result from their results notice), or they can apply for certain papers to be remarked ("reconsidered") if they feel they have not been assessed correctly.<ref>Template:Cite news</ref>
Extensive online resources for standards can be found on NZQA's website.<ref>Template:Cite web</ref>
University entrance
For NCEA candidates the prerequisites for the University Entrance award were changed in 2014 for the university year beginning 2015. Candidates have since been required to:
- Achieve NCEA Level 3
- Gain 14 credits in each of three Approved Subjects
- Meet the Literacy and Numeracy standards based on Level Two and Level One credits across a multitude of standards and subjects.<ref>Template:Cite web</ref>
Not all subjects are approved for university admission and, as such, NZQA publishes a list of approved subjects and standards.<ref>Template:Cite web</ref> Credits not gained in approved subjects cannot count towards University Entrance.
Individual universities set their own entrance standards for specific degree programmes, but NCEA students must still meet the University Entrance standard set by NCEA. The only exception to this applies to a discretionary entrance, which is subject to its own requirements.<ref>Template:Cite web</ref> Non-NCEA pupils are admitted by universities based on their qualifications.<ref>Template:Cite web</ref>
NCEA is also accepted internationally, but overseas institutes and countries set their own requirements and NZQA may convert NCEA into comparable measures of performance on a case-by-case basis.<ref>Template:Cite web</ref>
The University Entrance award has been criticised on the grounds that it is 'convoluted', insufficient for admission to New Zealand's universities and seen as inadequate by universities domestic and foreign.<ref>Template:Cite web</ref>
Subjects
University approved
| NZ Curriculum Subject Area | Level 1 | Level 2 | Level 3 |
|---|---|---|---|
| English | English | English | English |
| Arts | Dance
Design (Practical Art) Drama History of Art Music Studies Painting (Practical Art) Photography (Practical Art) Printmaking (Practical Art) Sculpture (Practical Art) |
Dance
Design (Practical Art) Drama History of Art Music Studies Painting (Practical Art) Photography (Practical Art) Printmaking (Practical Art) Sculpture (Practical Art) |
Dance
Design (Practical Art) Drama History of Art Music Studies Painting (Practical Art) Photography (Practical Art) Printmaking (Practical Art) Sculpture (Practical Art) |
| Health and Physical Education | Health Education
Home Economics Physical Education |
Health Education
Home Economics Physical Education |
Health Education
Home Economics Physical Education |
| Languages | Chinese
Cook Islands Maori French German Indonesian Japanese Korean Latin New Zealand Sign Language Samoan Spanish Tongan |
Chinese
Cook Islands Maori French German Indonesian Japanese Korean Latin New Zealand Sign Language Samoan Spanish Tongan |
Chinese
Cook Islands Maori French German Indonesian Japanese Korean Latin New Zealand Sign Language Samoan Spanish Tongan |
| Mathematics and Statistics | Mathematics | Mathematics | Calculus
Mathematics Statistics |
| Science | Agriculture and Horticultural Science
Biology Chemistry Physics Science |
Agriculture and Horticultural Science
Biology Chemistry Earth and Space Science Physics Science |
Agriculture and Horticultural Science
Biology Chemistry Earth and Space Science Physics |
| Social Sciences | Accounting
Business Studies Classical Studies Economics Geography History Media Studies Psychology Social Studies |
Accounting
Business Studies Classical Studies Economics Geography History Media Studies Psychology Social Studies |
Accounting
Business Studies Classical Studies Economics Geography History Media Studies Psychology Social Studies |
| Technology | Construction and Mechanical Technologies
Design and Visual Communication Digital Technologies Processing Technologies Technology |
Construction and Mechanical Technologies
Design and Visual Communication Digital Technologies Processing Technologies Technology |
Construction and Mechanical Technologies
Design and Visual Communication Digital Technologies Processing Technologies Technology |
| Other | Religious Studies
Te Reo Māori Te Reo Rangatira |
Education for Sustainability
Religious Studies Te Reo Māori Te Reo Rangatira |
Education for Sustainability
Religious Studies Te Reo Māori Te Reo Rangatira |
Controversy and media
Data breach
In January 2013, hundreds of students were able to access their grades a day before they were due to be released, after they were accidentally posted online.<ref>Template:Cite news</ref>
Uneven assessment standards
In June 2014 NZQA released a press statement saying that nearly 25% of the 2013 internal assessments were incorrectly marked. Students were nevertheless able to use the wrongly awarded credits to gain NCEA.<ref>Template:Cite web</ref> Each year NZQA takes a random sample of internal assessment for close checking. In some schools, nearly all the credits gained are from internal assessments. Additionally, lower decile schools tend to both use internal assessment more and have larger gaps between internal and external achievement rates when compared to higher decile schools.<ref>Template:Cite web</ref> NZQA said there were more mistakes than usual as new standards had been introduced during the ongoing realignment and teachers had not yet adjusted their marking.
In September 2016, the Level One MCAT (Maths Common Assessment Test) was criticised for being set at a level that was "far too difficult",<ref>Template:Cite news</ref> although Education Minister Hekia Parata commented that 'overall achievement in the assessment was "in line with expectations and higher than 2015"'.<ref>Template:Cite news</ref>
Alleged grade inflation
In July 2015, James Cote and Michael Johnston suggested that grade inflation was behind the increases in NCEA student pass rates.<ref>Template:Cite web</ref> This suggestion was further expressed in an Newsroom article published in April 2017.<ref>Template:Cite web</ref>
Platform failures
Between 30 October and 10 November 2023, the online platform used to administer NCEA exams had several failures. In May 2024, an independent review stated that NZQA was "too relaxed" about its relationship with the company providing the online platform.<ref>Template:Cite web</ref>