To see the other types of publications on this topic, follow the link: New Zealand Ministry of Education.
Journal articles on the topic 'New Zealand Ministry of Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'New Zealand Ministry of Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Davison, Martyn. "Teaching decolonised New Zealand history in secondary schools." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (May 6, 2021): 90–106. http://dx.doi.org/10.52289/hej8.205.
Full textAbstract:
In September 2019, the New Zealand Prime Minister, Jacinda Ardern, announced that it will be compulsory to teach New Zealand history in all of the nation’s schools from 2022. To some extent the announcement was a surprise because the New Zealand Curriculum (NZC) is far from being prescriptive and allows teachers autonomy to decide what and how history is covered in the classroom. It was also however, a foreseeable outcome of long-standing and common place assumptions that young people know little or nothing of New Zealand’s history (Belich, 2001; Neilson, 2019) and that this can be remedied by making the study of New Zealand history compulsory in schools (Gerritsen, 2019; New Zealand Government, 2019). This article seeks to test these assumptions and in doing so examines the case for teaching New Zealand history, especially from the perspective of a decolonised and inclusive national narrative. It also acknowledges the emergence, within secondary schools, of culturally sensitive and place-based approaches to the teaching of New Zealand history. The article does this by first, describing three recent examples of teaching New Zealand history that adopt these approaches; the last of which, draws upon my classroom practice as a history teacher and teacher-researcher. It then suggests that Te Takanga o te Wāi (Ministry of Education, 2015)[i] provides a useful framework to further ground these practices in a theory that balances Indigenous and western approaches to teaching history. In the wake of Jacinda Ardern’s announcement that New Zealand history will shortly be compulsory in all schools, the article concludes by proposing that a lightly prescribed framework of New Zealand’s colonial history in the curriculum will provide history teachers with a more coherent professional landscape.
2
Gibbons, Andrew, and Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand." New Zealand Annual Review of Education 25 (July 20, 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.
Full textAbstract:
When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.
3
Kaplan, Robert B. "Language Policy and Planning in New Zealand." Annual Review of Applied Linguistics 14 (March 1994): 156–76. http://dx.doi.org/10.1017/s0267190500002877.
Full textAbstract:
In 1992, the author of this paper was invited to New Zealand to work within the Ministry of Education on the development of a New Zealand National Languages Policy. Prior to the arrival of the author, Waite (1992a) had prepared a comprehensive document laying out the language issues in New Zealand (see also Peddie 1991). A search of the documentation available in New Zealand (see, e.g., Kaplan 1981, National Language Policy Secretariat 1989) suggests that the notion of a National Languages Policy has been under discussion in New Zealand for more than a quarter of a century. Largely, that discussion has produced a great number of seminars, retreats, symposia, colloquia, and other meetings, and a plethora of reports, most now overtaken by time.
4
Bruce, Howie, and Jenny M. Horsley. "LGBTIQA+ Learners in New Zealand Schools." Teachers' Work 15, no. 2 (December 20, 2018): 94–99. http://dx.doi.org/10.24135/teacherswork.v15i2.264.
Full textAbstract:
The New Zealand Curriculum (2007) states that all students have the right to learn in an environment that is inclusive and safe. Teachers in New Zealand are responsible for upholding these and many other values, ensuring that each student’s “unique set of experiences, abilities and interests, and differences in how they learn” (Ministry of Education, 2017a, para 2) are accommodated in the classroom. This research overview considers New Zealand articles on Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Allied (LGBTIQA+) students. Moreover, it identifies the importance of LGBTIQA+ students receiving the support they need to deter depressive thoughts and bullying. Consideration is given to what schools and teachers could do to develop inclusive classrooms for this group of diverse learners, thus supporting these students to reverse their negative experiences of schooling.
5
Lee, Kerry, Ghada Hebaishi, and John Hope. "The role of senior management in developing and achieving a successful enterprise education programme?" Education + Training 57, no. 7 (September 14, 2015): 791–811. http://dx.doi.org/10.1108/et-11-2014-0139.
Full textAbstract:
Purpose – The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education. Design/methodology/approach – The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education. Findings – The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme. Originality/value – It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.
6
Manning, Richard F., Angus H. Macfarlane, Mere Skerrett, Garrick Cooper, Vanessa De Oliveira (Andreotti), and Tepora Emery. "A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research." Australian Journal of Indigenous Education 40 (2011): 92–101. http://dx.doi.org/10.1375/ajie.40.92.
Full textAbstract:
This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapa Māori research associated with the Ministry's Ka Hikitia Māori Education Strategy. The key messages outlined in this article were designed by the research team to serve as a new tool to assist whānau (family) and iwi (tribe) to actively engage in the New Zealand schooling system and assert their rights in accordance with the principles of the Treaty of Waitangi (1840). Given the large number of Māori children attending Australian schools, the findings of this research may be of interest to Australian educationalists.
7
Furness, Jane, and Judy Hunter. "Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls." New Zealand Annual Review of Education 22 (December 19, 2017): 66. http://dx.doi.org/10.26686/nzaroe.v22i0.4149.
Full textAbstract:
Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.
8
Chan, Angel. "Superdiversity and critical multicultural pedagogies: Working with migrant families." Policy Futures in Education 18, no. 5 (September 10, 2019): 560–73. http://dx.doi.org/10.1177/1478210319873773.
Full textAbstract:
International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a ‘superdiverse New Zealand’ and is facing challenges emerging from ‘a level of cultural complexity surpassing anything previously experienced’ ( Royal Society of New Zealand, 2013 : 1). Furthermore, population projections ( Statistics New Zealand, 2015 ) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whāriki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country ‘is increasingly multicultural’ ( Ministry of Education, 2017 : 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants.
9
Baines, Penelope, and Anne Yates. "Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers." Teachers' Work 15, no. 2 (December 20, 2018): 89–93. http://dx.doi.org/10.24135/teacherswork.v15i2.261.
Full textAbstract:
According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD). Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133). This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion. The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging. These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.
10
Stile, Stephen W., and David Mitchell. "Factors Affecting Delivery of Special Education Programs in Non-Urban Areas of New Zealand." Rural Special Education Quarterly 14, no. 4 (December 1995): 19–26. http://dx.doi.org/10.1177/875687059501400404.
Full textAbstract:
This project was conducted to identify factors which affect delivery of special education programs in non-urban areas of New Zealand. The opinion of the New Zealand Ministry of Education (1991) was that education for children and youth with disabilities had developed in a piecemeal fashion which had led to a number of problems. Areas studied were (a) frequency of problems in non-urban areas, (b) additional problemactic factors, (c) perceptions of selected issues, (d) the affect of the size of the community in relation to service delivery, (e) possible solutions, and (f) comparison to prior findings in the United States. Information was gathered from Special Education Service (SES) area managers or their representatives on both the North and South islands, and from parents and educators at one secondary urban, one minor urban, and one rural primary school in the Waikato region of the North island.
11
Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.
Full textAbstract:
In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.
12
English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.
Full textAbstract:
In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
13
English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.
Full textAbstract:
In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
14
Andreassen, Helen. "Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?" Hospitality Insights 2, no. 1 (June 18, 2018): 1–2. http://dx.doi.org/10.24135/hi.v2i1.30.
Full textAbstract:
The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3].
In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5].
Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity.
Corresponding author
Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz
References
(1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018).
(2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018).
(3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380
(4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018).
(5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018).
(6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).
15
Farquhar, Sandy. "New Zealand early childhood curriculum: The politics of collaboration." Journal of Pedagogy 6, no. 2 (December 1, 2015): 57–70. http://dx.doi.org/10.1515/jped-2015-0013.
Full textAbstract:
Abstract The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.
16
Preston, Hanna, Chrystal Jaye, and Dawn Miller. "General practice registrars' views on maternity care in general practice in New Zealand." Journal of Primary Health Care 7, no. 4 (2015): 316. http://dx.doi.org/10.1071/hc15316.
Full textAbstract:
INTRODUCTION: The number of general practitioners (GPs) providing maternity care in New Zealand has declined dramatically since legislative changes of the 1990s. The Ministry of Health wants GPs to provide maternity care again. AIM: To investigate New Zealand general practice registrars' perspectives on GPs' role in maternity care; specifically, whether maternity services should be provided by GPs, registrars' preparedness to provide such services, and training opportunities available or required to achieve this. METHODS: An anonymous online questionnaire was distributed to all registrars enrolled in The Royal New Zealand College of General Practitioners' (RNZCGP's) General Practice Education Programme (GPEP) in 2012, via their online learning platform OWL. RESULTS: 165 of the 643 general practice registrars responded (25.7% response rate). Most (95%) believe that GPs interested and trained in maternity care should consider providing antenatal, postnatal or shared care with midwives, and 95% believe women should be able to access maternity care from their general practice. When practising as a GP, 90% would consider providing antenatal and postnatal care, 47.3% shared care, and 4.3% full pregnancy care. Professional factors including training and adequate funding were most important when considering providing maternity care as a GP. DISCUSSION: Ninety-five percent of general practice registrars who responded to our survey believe that GPs should provide some maternity services, and about 90% would consider providing maternity care in their future practice. Addressing professional issues of training, support and funding are essential if more GPs are to participate in maternity care in New Zealand. KEYWORDS: General practice; education; maternity care; New Zealand; rural health services
17
O'Rourke, Susan. "Teaching journalism in Oman: Reflections after the Arab Spring." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 109–29. http://dx.doi.org/10.24135/pjr.v17i2.354.
Full textAbstract:
Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline areas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for― journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed.
18
Joyce, Chris, and Jonathan Fisher. "Assessment for learning, online tasks, and the new Assessment Resource Banks." Set: Research Information for Teachers, no. 2 (August 1, 2014): 51–53. http://dx.doi.org/10.18296/set.0314.
Full textAbstract:
The main purpose for assessment should always be to improve learning (Ministry of Education, 2007). The New Zealand Curriculum (NZC) acknowledges that evidence for assessment for learning is often gathered informally, and “analysis and interpretation, and use of information often take place in the mind of the teacher” (p. 39). At the same time an increasing body of research suggests that assessment for learning isn’t easy for teachers (see, for example, Mansell, James, and the Assessment Reform Group (2009)). In this short news article we discuss the changing face of a long-standing resource that helps teachers to use assessment data to improve learning.
19
Nock, Sophie. "Kei tua o te awe māpara/Beyond the mask: Māori language teaching in English-medium secondary schools in New Zealand." International Journal of Critical Indigenous Studies 14, no. 1 (July 20, 2021): 33–50. http://dx.doi.org/10.5204/ijcis.v14i1.1853.
Full textAbstract:
The New Zealand Curriculum Framework (Ministry of Education, 1993, p. 14) states that "[all] who learn te reo Māori help to secure its future as a living, dynamic, and rich language". However, I will argue here that appearance and reality are very far apart. Close examination of the context in which teachers of the Māori language operate tells a very different story, one characterised byinadequate consultation with teachers and communities, a lack of consistency between the advice provided in the curriculum guidelines document and the resources made available to teachers, and a failure to ensure that adequate pre- and inservice training is provided. Finally, as a way forward to help strengthen policy and inform Indigenous language teachers, a reflection onlessons learnt in the New Zealand context and some useful Indigenous language strategies will be provided.
20
Forsyth, Alexander. "Developing training for pioneer ministry in the Church of Scotland: Reflections on grounding pedagogy and lessons in practice from abroad." Theology in Scotland 26, no. 2 (December 16, 2019): 7–27. http://dx.doi.org/10.15664/tis.v26i2.1918.
Full textAbstract:
This article focusses on the formation and delivery of training and support for pioneer ministry in the Church of Scotland, by (i) reflecting on recent thinking on the place of theological education in enabling missional vocation; and (ii) presenting three case studies of approaches taken by denominations (in the Netherlands, Germany and Aotearoa New Zealand) which share a similar historical tradition with the Church of Scotland and which have seen similar trajectories of decline.
21
Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.1017/s1833367200002911.
Full textAbstract:
AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
22
Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.5172/jmo.837.15.1.110.
Full textAbstract:
AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
23
Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki." Australasian Journal of Early Childhood 27, no. 2 (June 2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.
Full textAbstract:
A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses these issues. The role of teacher education in preparing non-Maori students to deliver a bicultural curriculum, and ‘indicators’ of bicultural development in early childhood centres are also discussed.
24
Charteris, Jennifer. "Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies." Teachers' Work 11, no. 2 (August 11, 2015): 175–86. http://dx.doi.org/10.24135/teacherswork.v11i2.50.
Full textAbstract:
As more than just knowledge and skills, The New Zealand Curriculum key competencies encompass dispositions for lifelong learning (OECD, 2005). A range of studies associate learner agency within the dispositions that are embedded in these key competencies (Carr, 2004; Hipkins, 2010; Hipkins & Boyd, 2011). Drawn from self-determination theory (OECD, 2009; Ryan & Deci, 2000), the competencies are strongly anchored in an essentialist frame-work. Interpreted this way, competencies can be likened to a virtual backpack that students carry about and draw from at will. A discursively constituted view of identity would suggest that this is not the case. Employing Davies’ (2010) conception of a subject-of-thought, where the subject is under erasure, the paper explores what agency as dispositionality can look like when it is performatively constituted in a competence-oriented curriculum (Ministry of Education, 2007). Rather being attributed static, essentialised identities, students are co-constituted in classroom discourses. The research has implications for how educators recognise moments when students agentically mobilise personal, social and discursive resources (Davies, 1990) in the classroom. The paper presents an argument for a dynamic theory of agency that incorporates a rhizomatic view of learner participation and interrupts essentialist interpretations of dispositionality. It opens up possibilities for new conceptions of key competencies as performative discursive practices.
25
Stuart, Margaret. "Potential liabilities: Social investment policy as biopolitics in New Zealand – An examination of the National Coalition government’s welfare policies." Policy Futures in Education 17, no. 3 (November 27, 2018): 421–37. http://dx.doi.org/10.1177/1478210318810086.
Full textAbstract:
Using Michel Foucault’s theories of biopolitics, about risk and security, I examine the welfare policies of the National Coalition Government in New Zealand (2008–2017). This government attempted to mitigate risk by projecting possible challenges and solutions to ‘vulnerable populations’. Welfare was re-defined in monetarist economic terms, as ways to ensure ‘small government’. Over the three terms of government they brought in changes across the education, and social services, with the intent of implementing new economic facets to reduce the cost to the state of beneficiaries and their dependent children. Using cross-ministry data collection, they planned to identify the ‘job-shy’ parents and children deemed ‘vulnerable’. Social Investment aimed to change the behaviours of such populations, whom the National Coalition government deemed future potential liabilities for the state. Projecting costs over 20 or 30 years and modelling the costs of dysfunction would give the social agencies improved information. Early intervention would save the state welfare budget, and responsibilize the young children at risk of themselves becoming beneficiaries later in life.
26
Kirkley, William W. "Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools." Asia Pacific Journal of Innovation and Entrepreneurship 11, no. 1 (April 3, 2017): 17–37. http://dx.doi.org/10.1108/apjie-04-2017-018.
Full textAbstract:
Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.
27
Manning, Joanna, and Ron Paterson. "“Prioritization”: Rationing Health Care in New Zealand." Journal of Law, Medicine & Ethics 33, no. 4 (2005): 681–97. http://dx.doi.org/10.1111/j.1748-720x.2005.tb00536.x.
Full textAbstract:
The amount allocated to publicly funded health care for 2005/06 in New Zealand, a small country of some four million people, is $NZ 9.68 billion, or 6.2% of GDP, an increase from the 5.7% of GDP in 2000/01. The Minister of Finance has recently signalled that spending in health and education has outpaced economic growth, and that the present rate of growth in health spending, which has grown at about 7% a year over the last decade, is unsustainable. Despite these big funding increases in recent years, the perception of New Zealanders is that the extra spending has made little difference, at least to hospital services and to people’s ability to access treatment. In surveys, health emerges as a leading concern for New Zealanders. Their concern is apparently less about the quality of services, than about their ability to access treatment - whether they will be able to access timely health care when they or their family members need it.
28
Benadé, Leon. "Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality through the Implementation of the New Zealand Curriculum." Paideusis 19, no. 1 (October 16, 2020): 5–15. http://dx.doi.org/10.7202/1072319ar.
Full textAbstract:
This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom (1998) that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals.
An alternative conception of the teaching professional is required, and one is presented here which has strong links to Pedagogy of Freedom in particular, and critical pedagogy more generally. Expressed as ‘ethical teacher professionality’, this account suggests a broader approach to the role of teacher than provided by notions such as ‘satisfactory teacher dimensions’ or ‘characteristics of quality teaching’.
The New Zealand Curriculum (Ministry of Education, 2007) is a policy text whose understanding of teachers is informed by such notions. New Zealand schools engaged in a process of preparation in 2008 and 2009 for full implementation of this revised national curriculum in 2010. The scope of these revisions, expectations of teachers, and the requirement that this implementation be school-based (rather than centrally prescribed) mean that in essence this curriculum goes well beyond a mere revision. Further, as a product of early-21st century education reform which seemingly gives schools, teachers and communities greater flexibility, there are lessons that could be relevant internationally. As a fundamentally new approach to policy, implementation of the New Zealand Curriculum could significantly alter how teachers see and approach their work.
29
Rix, Grant, and Ross Bernay. "A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand." Teachers' Work 11, no. 2 (August 21, 2015): 201–20. http://dx.doi.org/10.24135/teacherswork.v11i2.69.
Full textAbstract:
This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.
30
Lippmann, John, Chris Lawrence, and Michael Davis. "Snorkelling and breath-hold diving fatalities in New Zealand, 2007 to 2016." Diving and Hyperbaric Medicine Journal 51, no. 1 (March 31, 2021): 25–33. http://dx.doi.org/10.28920/dhm51.1.25-33.
Full textAbstract:
Introduction: New Zealand’s (NZ) long coastline offers a diverse underwater environment with abundant opportunities for harvesting seafood and for recreation. Fatalities from snorkelling/breath-hold diving have been reported from the 1960s through to 2006. Those from 2007 to 2016 are reported here. Methods: The National Coronial Information System, the Australasian Diving Safety Foundation diving fatality database, and the Water Safety NZ “Drownbase” were searched and additional coronial data provided by the NZ Ministry of Justice. An anonymised database was created and analysed for multiple factors. A chain of events analysis was performed for each case. Results: There were 38 snorkelling or breath-hold-related deaths in NZ, 33 men and five women. Twenty-nine were breath-hold divers involved in gathering seafood, and six ‘surface snorkellers’, predominantly sightseeing. Two-thirds were diving alone and/or were not being observed by anyone out of the water. Twenty-eight victims were classified as overweight or obese and 19/38 were Māori. Pre-existing health factors that may have or definitely contributed to the fatality were present in 30 cases. The most common of these were cardiac (18/38). Two divers had insulin-dependent diabetes mellitus, one each epilepsy and asthma whilst cannabis and/or alcohol were possible factors in seven deaths. Five (possibly six) deaths resulted from apnoeic hypoxia. Conclusions: Overall, death from snorkelling/breath-hold diving was an uncommon event (38 in 10 years). Poor judgement was a common feature. Middle-aged Māori men with pre-existing disease feature strongly. This suggests an on-going need for appropriate water safety education within and beyond the Māori community.
31
Berryman, Mere, and Janice Wearmouth. "Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand." Journal of Education and Development 2, no. 2 (June 18, 2018): 32. http://dx.doi.org/10.20849/jed.v2i2.428.
Full textAbstract:
The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.
32
Hatherly, Ann. "The Stories We Share: Using Narrative Assessment to Build Communities of Literacy Participants in early Childhood Centres." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 27–34. http://dx.doi.org/10.1177/183693910603100105.
Full textAbstract:
As the documented assessment of children becomes a taken-for-granted function of ‘what teachers do’, concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author's story—of the ways in which documented assessment using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.
33
Brown, John. "A Prime Minister at the helm: a public view of education policy in New Zealand." Journal of Education Policy 3, no. 3 (July 1988): 301–5. http://dx.doi.org/10.1080/0268093880030309.
Full text
34
Alderson, Joanne, Donna Kenny, and Rick Fisher. "Working with others: An investigation of early childhood education and care centre relationships with external organisations." Early Childhood Folio 25, no. 1 (June 1, 2021): 26–31. http://dx.doi.org/10.18296/ecf.0092.
Full textAbstract:
This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, and other education providers. The goal of the research was to identify the types of current collaboration, the nature of these relationships, and benefits that are being derived from them. A total of 79 online surveys, supplemented by follow-up interviews, confirmed that ECE centres presently work collaboratively with several external organisations. They include educational providers, social service agencies, health services, and cultural support organisations. However, the nature of these relationships is largely compartmentalised and ad hoc, resulting in the potential for incomplete information sharing, and a lack of consistent, integrated decision making. Truly transformative partnering relationships remain a largely aspirational goal in ECE education. Key impediments include time for relationship building, and insufficient funding. Recommendations for improvement are offered, which are likely to be consistent with the goals of the Ministry of Education’s Early Learning Action Plan 2019–2029.
35
Humphrey, A. R. G., J. Mitchell, and S. K. Mcbride. "(A306) Community Resilience and the Christchurch Earthquake: Best Laid Plans or Practise Made Perfect?" Prehospital and Disaster Medicine 26, S1 (May 2011): s86. http://dx.doi.org/10.1017/s1049023x11002901.
Full textAbstract:
On February 22, 2011 at 12:51 pm an earthquake measuring 6.3 on the Richter scale struck the city of Christchurch, population 376,700 in the South Island of New Zealand. This followed a 7.3 magnitude earthquake in September 2010, but the shallowness (5km) and proximity of the February earthquake to the central city, resulted in far more devastation, with Modified Mercalli scores reaching ten in some areas and upward ground acceleration exceeding 2.4G. The application of the Coordinated Incident Management System (CIMS) routinely used by New Zealand Civil Defence agencies was swift, innovative and efficient, facilitating rapid deployment of local and international emergency teams and response resources. The effectiveness of this response was partially attributed to lessons learnt from the September earthquake which, with hindsight, was a practise for the more serious February event. The community response was equally remarkable, with standard approaches to measuring preparedness and resilience suggesting that community resilience in Canterbury was high. A number of initiatives by the New Zealand Ministry of Civil Defence and Emergency Management may have fostered some of this resilience,particularly community- based resilience-building projects initiated by the Regional Emergency Management Office on 2009 and 2010, supported by the Ministry of Civil Defence and Emergency Management. In addition, website education resources and media promotion (“Get Ready Get Thru”) and a travelling exhibition called “The Pandemic Roadshow” had been particularly well received and remembered by Canterbury residents. However, two key events provided an impetus for the Canterbury community to burnish its resilience. First, the Swine flu (AH1N1) pandemic in 2009 resulted in a greater awareness of public health in emergencies along with a doubling of neighbourhood support groups. Secondly, the September 2010 earthquake resulted in the establishment of the student army of volunteers and improvement of public information management. This presentation will describe the markers of community resilience following the Christchurch earthquake and discuss how such resilience can be fostered in communities where emergency preparedness is not recognised as a priority.
36
Gibbons, Andrew. "Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand." Journal of Pedagogy 6, no. 2 (December 1, 2015): 87–102. http://dx.doi.org/10.1515/jped-2015-0015.
Full textAbstract:
AbstractThe policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.
37
LEE, HOWARD, and GREGORY LEE. "Getting On, Getting Out, and Going Places: Education, Opportunity, and Social Mobility in Nineteenth- and Twentieth-Century Rural New Zealand." Rural History 26, no. 2 (September 2, 2015): 227–48. http://dx.doi.org/10.1017/s0956793315000059.
Full textAbstract:
Abstract:This article does not purport to provide an exhaustive overview of the history of rural high school education in New Zealand. Such information can be readily obtained from a number of existing historical studies in education. Rather, it seeks to identify and analyse the complex ways whereby those associated most closely with these schools, the students, teachers, and parents, steadfastly and successfully resisted the determined and repeated efforts of the Department of Education, its Directors, and successive Ministers of Education to introduce and popularise a highly ‘practical’, non-academic, agriculturally oriented curriculum in New Zealand's rural (district) high schools on the grounds of education and social efficiency. What becomes abundantly clear is that the educational demands and expectations of rural communities were markedly different from the official discourse. Rural communities expected, and sought access to, the same high status knowledge and highly prized public school examinations that offered ambitious urban youth the opportunity to gain enhanced economic, geographical, social, and vocational mobility. Consequently, the elevated status of traditional academic subjects meant that preparation for examinations came to dominate, and quickly overshadow, the curriculum offerings of the district high schools and this persisted for more than a century.
38
Beddoe, Liz, Irene De Haan, and Eileen Joy. "‘If you could change two things’: Social workers in schools talk about what could improve schools' responses to child abuse and neglect." Aotearoa New Zealand Social Work 30, no. 1 (April 3, 2018): 45–57. http://dx.doi.org/10.11157/anzswj-vol30iss1id420.
Full textAbstract:
INTRODUCTION: Given recent legislative changes to the child welfare system in Aotearoa New Zealand, it was deemed timely to examine the challenges faced by school-based social workers and other school professionals in responding to child abuse and neglect (CAN).METHOD: A qualitative study of school professionals’ responses to CAN included 20 semistructured interviews with school-based social workers. The participants were asked to describe two things that, from their perspective, would improve schools’ responses to CAN. This article reports on this aspect of the study.FINDINGS: Four main themes were identified in social workers’ responses: the necessity for improved training for teachers on CAN; better support for teachers; a more holistic approach to child wellbeing; and enhanced understanding of child welfare.IMPLICATIONS: These findings pose challenges to both initial teacher education and crossagency child protection. School social workers use their relationship skills and knowledge to act as bridges between teacher education, school leaders, teachers and the Ministry for Children Oranga Tamariki and believe they can do more.
39
O'Brien, Glen. "Susan J. Thompson: Knowledge and Vital Piety: Education for Methodist Ministry in New Zealand from the 1840s. Auckland: Wesley Historical Society (NZ), 2012; pp. 212 + 65." Journal of Religious History 37, no. 1 (February 26, 2013): 155–57. http://dx.doi.org/10.1111/1467-9809.12020.
Full text
40
Rolleston, Anna, Robert N. Doughty, and Katrina Poppe. "The effect of a 12-week exercise and lifestyle management programme on cardiac risk reduction: A pilot using a kaupapa Māori philosophy." International Journal of Indigenous Health 12, no. 1 (June 8, 2017): 116. http://dx.doi.org/10.18357/ijih121201716905.
Full textAbstract:
<p>Introduction: Cardiovascular disease remains the leading cause of premature death and disability for all New Zealanders. Māori, the Indigenous people of New Zealand, are disproportionately affected. The New Zealand Māori Health Strategy recognises that “health and wellbeing are influenced and affected by the ‘collective’ … and the importance of working with people in their social contexts, not just with their physical symptoms” (Ministry of Health, 2002, p. 1). In a Māori worldview, a holistic approach to health is innate. Objectives: This project piloted a kaupapa Māori approach within an existing 12-week clinical exercise and lifestyle management programme. The aims of the study were to determine the effectiveness of a kaupapa Māori 12-week exercise and lifestyle management programme on parameters of cardiac risk and quality of life. Methods: 12 Māori participants attended, 3 times per week over a 12-week period, for monitored, supervised, and individualised exercise. Participants performed a progressive aerobic-only programme for 6 weeks and then a combined aerobic and resistance training programme from weeks 7 through 12. Education sessions were chosen by participants. Results: There was a statistically significant improvement in waist circumference (–3.7 cm; p = .05), hip circumference (–4.6 cm; p = .03), systolic blood pressure (–22 mm Hg; p = .01), and HDL cholesterol (0.22 mmol/L; p = .01). In addition, physical (p = .05) and overall (p = .03) quality of life improved. Conclusion: A kaupapa Māori approach within a structured lifestyle management programme modifies cardiac risk parameters in Māori.</p>
41
Moir, Chris, and Virginia Jones. "Experience of nurses measuring preschool body mass index for the Health target: Raising Healthy Kids." Journal of Primary Health Care 11, no. 3 (2019): 275. http://dx.doi.org/10.1071/hc19022.
Full textAbstract:
ABSTRACT INTRODUCTION Childhood obesity is a major health concern in New Zealand. Primary care nurses have been charged with body mass index (BMI) screening and initiating education or referral of 4-year-old children during the Before School Check (B4SC). Asking nurses about their BMI screening experiences when reporting is mandated by the Ministry of Health reveals valuable knowledge to inform the work of health professionals in this area. AIM To explore the experience of nurses performing the B4SC since the inclusion of the Raising Healthy Kids targets into the wellchild check. METHODS Five focus group discussions across New Zealand were conducted using the Nominal Group Technique. Nurses individually recorded their answers to the research question, ‘What is your perception of performing the B4SC since the inclusion of the Raising Healthy Kids target in July 2016?’. Group discussion and establishing priorities followed. Researchers collated and analysed data. Results were obtained by adding up scores across groups to provide the final overall themes of: (i) communication; (ii) BMI as a measurement; (iii) cultural norms and socioeconomic situations; (iv) parenting and family structure; and (v) education. RESULTS Communication was the common theme across groups, but other priorities were more specific to the sociodemographic and cultural profile of the areas of practice. Mandatory reporting appears to have had the positive outcome of encouraging nurses to use positive and holistic discussion on health to families rather than concentrating on BMI. Nurses reported using tools to educate parents without implying judgement of their parenting and lifestyle. DISCUSSION Nurses worked hard to maintain relationships with families as they recognised the long-term value of keeping families engaged with health professionals. Where tools were useful, such as the BMI calculator, nurses used these to assist with positive communication. The mandatory nature of the BMI referral had enhanced their skills with difficult conversations.
42
Thrupp, Martin. "National Standards 2016: Retrospective Insights, Continuing Uncertainties and New Questions." New Zealand Annual Review of Education 22 (December 19, 2017): 5. http://dx.doi.org/10.26686/nzaroe.v22i0.4142.
Full textAbstract:
New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.
43
Orsel, Cansu, and Fatih Yavuz. "A Comparative study on English language teaching to young learners around the world." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 114–18. http://dx.doi.org/10.18844/cerj.v7i3.2656.
Full textAbstract:
Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction.
Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).
44
Zubairu, Suleiman Abubakar, and Abdullahi K. Tukur. "ASSESSMENT OF AVAILABILITY, ACCESSIBILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY RESOURCES IN CONTENT DELIVERY AMONG LECTURERS IN FEDERAL COLLEGES OF EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2015): 6. http://dx.doi.org/10.35386/ser.v16i2.130.
Full textAbstract:
This paper aimed at assessing the availability, accessibility and utilization of Information and Communication Technology (ICT) resources in content delivery among lecturers of FCEs in Nigeria. Three research questions were drawn to guide the study. A Survey research design was adopted in conducing the study. The population of the study comprises of all the lecturers in Federal Colleges of Education in Nigeria. They are five thousand and seventy one (5,071) in number. A sample size of eight hundred and forty three (843) lecturers was used for the study. They were selected using cluster, simple random and proportional sampling techniques. A modified questionnaire tagged Teachers ICT usage survey from the ICT Survey Indicator for teachers and staff developed by both UNESCO (2004) and the New Zealand Ministry of Education (MINEDU) (1999) was used for data collection. Frequency count was used to answer research questions. The findings of this study revealed that ICT resources are not available in Federal Colleges of Education in Nigeria. It was also revealed that ICT resources which were supposed to be used in content delivery in FCE were not accessible. This study recommends, among others, that the Government, NCCE and the managements of FCE should join hands to ensure that computer laboratories are available in FCE in Nigeria with adequate functional computer hardware and software and functional internet facilities that will enhance the standard of content delivery.
45
Rapson, Jeanette, Cathryn Conlon, Kathryn Beck, Pamela von Hurst, and Ajmol Ali. "The Development of a Psychometrically Valid and Reliable Questionnaire to Assess Nutrition Knowledge Related to Pre-Schoolers." Nutrients 12, no. 7 (July 1, 2020): 1964. http://dx.doi.org/10.3390/nu12071964.
Full textAbstract:
With rising childcare enrollments, caregivers have a unique opportunity to promote children’s nutrition education and healthy eating. Accurately identifying nutrition knowledge gaps amongst caregivers is necessary for professional development planning. Our aim was to design an early childhood education and care (ECEC) teacher nutrition knowledge questionnaire that satisfies psychometric criteria of validity and reliability. Items were based on the New Zealand Ministry of Health dietary guidelines, literature and expert advice. University students in their final year of a Bachelor of Science (BSc) in Human Nutrition (n = 40), and students with no nutrition background (n = 51) completed the questionnaire to assess construct validity; 35 BSc nutrition students completed the questionnaire two weeks later to assess reliability. The Mann-Whitney-U test and a median-split table assessed construct validity; Pearson’s product-moment correlation assessed test-retest reliability. Nutrition students achieved higher total and subcategory scores (p < 0.01). All nutrition students scored above the median of the combined group; 82% of non-nutrition students scored below the median. In testing reliability, first and second administration median scores for total and subcategories were significantly correlated (r = 0.43–0.78; p < 0.01). The questionnaire achieved construct validity and test-retest reliability and measured ECEC teachers’ nutrition knowledge for preschoolers.
46
Chmielewski, Witold. "W trosce o polskość dzieci i młodzieży z okresu drugiej wojny światowej w Nowej Zelandii." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 272–90. http://dx.doi.org/10.5604/01.3001.0013.8473.
Full textAbstract:
The aim of the article is to present the issue of retaining the national identity among the youngest Polish exiles living in New Zealand. To present that issue, methods appropriate for the history of education were applied. The basis of the research were the materials stored in the Polish Institute and Sikorski Museum in London. As a result of the archival research, at the invitation of the Prime Minister Peter Fraser, a group of Polish children arrived in the settlement of Pahiatua in New Zealand. They were mainly orphans with their carers. The exiles were provided with good living conditions. School children were prepared to return to free Poland after the war, they attended Polish schools in the settlement and the older ones attended New Zealand schools run mainly by the Catholic Church. The moment Poland found itself under the Soviet influence and the power was taken by the communists, the exiles from Pahiatua did not want to return to the enslaved country. They decided to stay in the friendly New Zealand. In that situation, the issue of retaining their national identity arose, along with the need to provide them with education, profession and work. The concept of resisting the policy of depriving the young generation of their national identity was in the focus of the Polish authority in London. It was also a matter of great concern of the teachers and carers in the settlement of Pahaiatua. Many initiatives were taken which aimed at retaining the Polish identity among children and youth living in New Zealand, who gradually started work in the unknown environment. The conducted activities to retain the Polish identity bore positive results. The Polish identity wasretained not only by the exiles but also by their children and grandchildren, who, not knowing the language of their ancestors, cultivate national traditions and remember their roots. As a result of the presented deliberations, we may draw a conclusion that the conduct of the Polish authority in exile in the analysed issue was appropriate. In such a situation one should act similarly and always consistently.
47
Pierse, Nevil, Maddie White, Jenny Ombler, Cheryl Davis, Elinor Chisholm, Michael Baker, and Philippa Howden-Chapman. "Well Homes Initiative: A Home-Based Intervention to Address Housing-Related Ill Health." Health Education & Behavior 47, no. 6 (November 4, 2020): 836–44. http://dx.doi.org/10.1177/1090198120911612.
Full textAbstract:
Background Six thousand children are hospitalized each year in New Zealand with housing sensitive conditions, and 86.2% of these children are rehospitalized during childhood. The Healthy Homes Initiative, set up by the Ministry of Health, and implemented in Wellington through Well Homes, carries out housing assessments and delivers a range of housing interventions. Method Housing assessments were carried out by trained community workers. Philanthropic funding was received for the interventions through a local charitable trust. Results Well Homes saw 895 families. Mold in the home was the most commonly recorded area of poor housing quality, in 836 homes (93%). Partial or complete lack of insulation was also common, with 452 records (51%) having a documented need for further assessment and either an upgrade or full installation. Eighty-three percent of homes had insufficient sources of heating. A total of 5,537 interventions were delivered. Bedding, heaters, and draft stopping were delivered over 90% of the time. In contrast, insulation and carpets were only delivered 40% of the time. Interventions were least likely to be delivered in private rental housing. Discussion Targeted interventions using social partnerships can deliver housing improvements for relatively little health spending. Well Homes provides immediate and practical interventions, education, connection with social agencies, and advocacy for more substantial structural home improvements to help families keep their home warmer, drier, and healthier. This approach will be strengthened when combined with a new regulatory framework to raise the standards of private rental housing.
48
Aras Kramar, Slađana. "KAKO ZAKONSKI REGULIRATI OBITELJSKU GRUPNU KONFERENCIJU U HRVATSKOJ?" Annual of Social Work 28, no. 1 (July 29, 2021): 205–29. http://dx.doi.org/10.3935/ljsr.v28i1.338.
Full textAbstract:
HOW TO REGULATE THE FAMILY GROUP CONFERENCE IN CROATIA Taking into account the proclaimed aim of the Strategic Plan of the Ministry of Demography, Family, Youth and Social Policy 2019 − 2021, namely, social empowerment and protection of families, children and young people through enhancing family protection and supporting families at risk as a preventive measure of institutionalisation, this paper seeks to discuss the question of how law and legal forms can be used to strengthen families at risk, activate their resources, create a family group network and plan to address family law conflicts of interest and problems. This is done through determining and analysing the procedure and principles of a family group conference, as an alternative to the administrative and/or judicial one in matters of family law and social protection of children and families. For the purpose of reflection and projection, de lege ferenda, on the family group conference in the field of (administrative and judicial) family law and social protection of family members in Croatia, the New Zealand family group conference model, as a starting point for the development of this procedure, and certain European comparative law systems and good practices (the United Kingdom, the Netherlands, Norway) are analysed and discussed in the paper. In particular, open questions about the »right« to the family group conference, the assessment and criteria for referring family members to the conference, including the fact of initiation of the court procedure or if the proceedings are already pending, as well as the legal force or effectiveness of the plans achieved in the family group conference will be discussed. Key words: family group conference; child, family; social welfare center; court
49
Piggot-Irvine, Eileen. "Triangulation in action." Evaluation Journal of Australasia 8, no. 1 (March 2008): 3–10. http://dx.doi.org/10.1177/1035719x0800800102.
Full textAbstract:
This article presents a summary review of the design and results of an independently conducted evaluation of a national New Zealand (NZ) Ministry of Education funded contract for professional development of staff of students with special education needs in 49 schools. The evaluation was conducted as a mixed method design (Johnson & Onwuegbuzie 2004) in the following three phases: a broad questionnaire issued to all participants associated with the development; eight focus groups with a sample of participants; and success case studies (Brinkerhoff, 2003) with four schools. The most significant overall finding was that regardless of the approach to development engaged in (either action research, AR, or action learning, AL), there was an outstanding recurring characteristic of staff and supporters wanting to see the students excel. Other key participant self-report impacts from the small-scale projects on adaptation of the curriculum fell under the headings of improved social interaction and academic achievement for students, changes in values and attitudes (for students and teachers), and changes in teaching practice. Participants referred to the importance of school context factors (inclusive planning, management support) and internal and external experts as enablers towards the effectiveness of development. Barriers to effectiveness were noted as associated with initial national contract administration, the number of development initiatives involved in and lack of alignment between these varied initiatives. Maintaining and sustaining the effective impact of projects was seen as dependent on: ongoing commitment and follow-through by school management, governors and program teachers; having ongoing funding and support (internal and external); and bringing other staff on board. The Phase Three success case evaluation revealed an important element that distinguished projects perceived to be highly successful by both the participants and Ministry of Education personnel. In this small proportion of projects the participant action researchers/learners utilised ‘informed’ decision-making. Although many participants in Phases One and Two justified their limited use of informed decision-making by noting that it was either too early to validate project outcome changes, or it was difficult to show causal effect (changes could be attributed to the development program), a hallmark of the four success cases was the use of strong data in the reconnaissance and evaluation phases of the AR and AL and improvement initiatives that were informed by both this data and relevant previous literature.
50
Drown, Chris, Thomas Harding, and Robert Marshall. "Nurse perceptions of the use of seclusion in mental health inpatient facilities: have attitudes to Māori changed?" Journal of Mental Health Training, Education and Practice 13, no. 2 (March 12, 2018): 100–111. http://dx.doi.org/10.1108/jmhtep-12-2016-0055.
Full textAbstract:
Purpose The purpose of this paper is to examine the results of New Zealand initiatives to reduce seclusion rates and report the attitudes of mental health nurses to seclusion, factors involved in seclusion use, and alternatives to seclusion. Design/methodology/approach A questionnaire was circulated to mental health inpatient staff. Data from the Ministry of Health for seclusion numbers and rates for Ma¯ori and non-Ma¯ori were also collected. Findings The major barriers to reducing the use of seclusion related to staffing issues, a lack of management and medical support, and physical characteristics of the facility. Data from the Office of the Director of Mental Health annual reports from 2007-2014 clearly show a reduction in the total seclusion events, the number of patients secluded, and the percentage of total patients secluded. However, the percentage of Ma¯ori secluded compared to the total number of patients secluded showed little change from 2007 to 2013. Originality/value Further analysis of the nurse’s responses showed that four of the six least-used strategies incorporated Ma¯ori cultural approaches. The authors surmise that an inability to provide culturally sensitive care, either through staffing or education factors, may be implicated in the lack of change in the seclusion rates for Ma¯ori. This may also be pertinent to seclusion rates for indigenous peoples in other countries.