From the outset, the Labour-led Coalition Government of 2017 was intent on ‘transformation’. For the education sector, this was signalled immediately with the announcement of an extensive programme of review and reform initiated in their first 100 days of power. Yet, what is at the heart of the proposed changes and what were they trying to address? Drawing on Bacchi’s (Analysing policy: What’s the problem represented to be? Pearson, London, 2009) What’s the Problem Represented to Be? approach, we examine the significant problems identified by the in-coming Government through key public messages during their first 8 months (October 26th, 2017–June 30th, 2018). By analysing official discourses released by Ministers, we examine how the problems which the policies intended to address were constructed and represented to the public. Our analysis identified four main ‘problems’: the de-professionalisation of the teaching profession; the quality of public education; equity and access; and preparedness for the twenty first century. We conclude by examining how the representations of these problems may provide key insights into how imagined solutions are proposed and enacted in the future.

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“转型政府”：新西兰工党联合政府 2017-2018 年初始教育政策方向分析

从一开始，2017 年工党领导的联合政府就致力于“转型”。对于教育部门来说，这在宣布一项在其执政的前 100 天启动的广泛审查和改革计划后立即得到了体现。然而，拟议变更的核心是什么？他们试图解决什么问题？借鉴 Bacchi 的（分析政策：代表的问题是什么？皮尔逊，伦敦，2009 年） 代表的问题是什么？方法，我们审查了新上任政府在前 8 个月（2017 年 10 月 26 日至 2018 年 6 月 30 日）通过关键公开信息确定的重大问题。通过分析部长发布的官方话语，我们研究了政策旨在解决的问题是如何构建和呈现给公众的。我们的分析确定了四个主要“问题”：教师职业的非专业化；公共教育的质量；公平和准入；和二十一世纪的准备。我们通过检查这些问题的表示如何为未来如何提出和制定想象的解决方案提供关键见解作为结论。