Initial inquiries:

• to ask fundamental questions about the tenets, intents and purposes of education contrasted against the prevalent practices in the pedagogical domain (teaching and learning).


• To identify and evaluate factors and constructs that influence schemes, policies and practices e.g. prevailing ideologies, market-driven forces, the normalisation process, etc.


• To analyse the language and semantics used in the education narrative including clichéd euphemisms in shaping public perception of education e.g. empractical use of words or concepts such as academic achievement, mastery, success, competency, etc.

• to create high-trust relationships and connect like-minded individuals, groups and organizations.


• to create partnerships and collaborate with stakeholders, research communities, commissions, government departments and agencies, innovative technology providers, legal advisors, international organisations and consult with hapū and iwi.

• To engender a meaningful public discourse on pedagogical subjects and issues of concern to raise awareness and effect change.


• to publish articles, reports and recommendations to inform key stakeholders and the public to encourage broad-based dialogue, participation and action.

In practice CET engagement translates to a wide range of programmes, initiatives and services including advisory work and partnership projects in support of its goals and principles.