Intentions versus actualities: Have the New Zealand education reforms met their objectives?

We examine the way in which education reform policy emerged into practice through the establishment of the New Zealand Qualifications Authority and the National Qualifications Framework. Specific objectives for these entities are examined, along with underlying assumptions such as the anticipated high levels of industry support and involvement in developing and maintaining framework units. The focus on a specific interpretation of competency-based learning and assessment for Framework units is analysed and the links between the overall policy intentions and their implementation are critically examined.