Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions

Abstract

Foundation education is a priority area for tertiary education and policy in New Zealand. A critical theoretical and pedagogical frame and constructivist grounded theory was utilised to develop a conceptual framework and examine the findings (derived primarily from a case study of a regional polytechnic’s foundation education and interviews with 58 stakeholders) against factors leading to successful foundation education programmes. The research contributes to the emergent base of knowledge on foundation education policy and provision.