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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Middleton, Sue C. "New Zealand Theosophists in “New Education” networks, 1880s-1938". History of Education Review 46, nr 1 (5.06.2017): 42–57. http://dx.doi.org/10.1108/her-10-2015-0024.

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Purpose It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues. Design/methodology/approach This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive. Findings New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century. Originality/value The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

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Wilton, Keri. "Acknowledging quality in New Zealand special education". Australasian Journal of Special Education 17, nr 1 (styczeń 1993): 14–19. http://dx.doi.org/10.1017/s1030011200022715.

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New Zealand has much of real quality to be proud of in special education. On numerous international surveys of education, New Zealand schools continue to rank highly - especially with respect to reading and written language, and were such surveys to focus on special educational matters, my guess is that the picture would be equally positive. There are very real difficulties in developing special educational provisions for a country with New Zealand’s geographical characteristics. New Zealand has a relatively small total population, which is scattered widely across a rather large and geographically well separated area, and these factors make for real problems in providing for children with difficulties which occur infrequently - as do most conditions associated with exceptionality and special education.

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O‘Rourke, Anne C. "New Zealand: New Zealand Society for Music Education Inc." International Journal of Music Education os-8, nr 1 (listopad 1986): 73–74. http://dx.doi.org/10.1177/025576148600800126.

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McLay, Geoff. "Toward a History of New Zealand Legal Education". Victoria University of Wellington Law Review 30, nr 2 (1.06.1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.

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Schultz, Marianne. "Moving with the Times: The Wellington New Dance Group". Congress on Research in Dance Conference Proceedings 39, S1 (2007): 179–85. http://dx.doi.org/10.1017/s2049125500000303.

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This paper explores the founding of the New Dance Group in Wellington, New Zealand, in 1945. The New Dance Group introduced radical ideas about dance, art, music, politics, and physical education to New Zealand. This paper examines the influence that American and European dance and physical education had on New Zealand's physical and artistic expression and places the introduction of modern dance within the social and cultural landscape of immediate the post—World War II period in New Zealand.

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Baird, Natalie, Susan Glazebrook i Sasha Holden. "New Zealand: Country Report on Human Rights". Victoria University of Wellington Law Review 40, nr 1 (1.06.2009): 57. http://dx.doi.org/10.26686/vuwlr.v40i1.5379.

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This article provides a country report on the status of human rights in New Zealand. The article covers New Zealand's adherence to the rule of law, culture and language, education system, health system and environmental rights. The authors draw conclusions from each section: New Zealand's commitment to the rule of law is generally strong, albeit with concerns regarding access to justice. Positive developments were undertaken regarding language but disappointing in its indigenous rights. The right to education is generally secure, but some vulnerabilities remain. New Zealand has a generally favourable health services system. Finally, although New Zealand's legal framework does not recognise the right to an environment of a particular quality, the Resource Management Act 1991 provides a strong participatory framework.

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Baird, Natalie, Susan Glazebrook i Sasha Holden. "New Zealand: Country Report on Human Rights". Victoria University of Wellington Law Review 40, nr 1 (1.06.2009): 57. http://dx.doi.org/10.26686/vuwlr.v40i1.5380.

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This article provides a country report on the status of human rights in New Zealand. The article covers New Zealand's adherence to the rule of law, culture and language, education system, health system and environmental rights. The authors draw conclusions from each section: New Zealand's commitment to the rule of law is generally strong, albeit with concerns regarding access to justice. Positive developments were undertaken regarding language but disappointing in its indigenous rights. The right to education is generally secure, but some vulnerabilities remain. New Zealand has a generally favourable health services system. Finally, although New Zealand's legal framework does not recognise the right to an environment of a particular quality, the Resource Management Act 1991 provides a strong participatory framework.

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Archer, Eric L., i Roy Shuker. "International: Education in New Zealand". Kappa Delta Pi Record 24, nr 2 (styczeń 1988): 60–64. http://dx.doi.org/10.1080/00228958.1988.10517841.

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Skinner, Margot A. "Physiotherapy education in New zealand". Physical Therapy Reviews 12, nr 2 (czerwiec 2007): 122–28. http://dx.doi.org/10.1179/108331907x175096.

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Moltzen, Roger. "Gifted Education in New Zealand". Gifted Education International 18, nr 2 (styczeń 2004): 139–52. http://dx.doi.org/10.1177/026142940301800204.

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Ell, Fiona. "Teacher education in New Zealand". Journal of Education for Teaching 37, nr 4 (21.09.2011): 433–40. http://dx.doi.org/10.1080/02607476.2011.611010.

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Dowling, Ross. "Environmental Education in New Zealand". Australian Journal of Environmental Education 9 (1993): 21–32. http://dx.doi.org/10.1017/s0814062600003165.

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Environmental education in New Zealand (NZ) was born out of the environmental movement during the 1960s and 1970s. During that time it became increasingly apparent that we needed to know more about ourselves, our surroundings and the interactions between these two. The central impulse of environmental education is to help develop people who are knowledgeable of, concerned about, and motivated to do something for, the environment. This involves being:1. Knowledgeable about the physical, social and economic environment of which people are a part;2. Concerned about environmental problems; and3. Motivated to act responsibly in enhancing the quality of our environment as well as our life.In NZ a common misconception held was that environmental education is the same as outdoor education. It is not. Environmental education is concerned with those aims listed above, whereas outdoor education is now taken to mean, and is officially called, ‘Education Outside the Classroom’. Obviously the two are neither synonymous nor mutually exclusive (Dowling 1986). In the school context, environmental education has traditionally been considered as any teaching about ‘the environment’. Today, however, it is being understood as a process which is multi-disciplinary in approach and for the environment at heart.

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Kippen, C. "Podiatry education in New Zealand". Foot 5, nr 4 (grudzień 1995): 167–69. http://dx.doi.org/10.1016/0958-2592(95)90043-8.

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Leather, K., F. Andrews, R. Hall i W. Orchiston. "Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand". International Astronomical Union Colloquium 162 (1998): 267–72. http://dx.doi.org/10.1017/s0252921100115222.

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Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.

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Linzey, Kate. "Constructing Education: 1961-69". Architectural History Aotearoa 2 (3.10.2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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Zirker, Daniel. "Success in combating corruption in New Zealand". Asian Education and Development Studies 6, nr 3 (10.07.2017): 238–48. http://dx.doi.org/10.1108/aeds-03-2017-0024.

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Purpose New Zealand has had success in combating corruption. It has been ranked consistently as one of the five least corrupt countries in the world. The purpose of this paper is to shed light on this accomplishment. Design/methodology/approach An analysis of the policies, socio-cultural attributes and historical and geographical elements that have contributed to New Zealand’s success in combating corruption. Findings New Zealand’s long-term geographical isolation, egalitarian socio-economic and cultural traditions, its close legal and cultural affinity with Britain, and its unique regulatory civil service largely explain its success in combating corruption. Nevertheless, global influences, the absence of a single anti-corruption agency, and changing values may be eroding New Zealand’s record of success. Originality/value This paper will be useful to policy makers and those concerned with New Zealand’s recent decline in Transparency International’s Corruption Perceptions Index.

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Mitchell, David. "Inclusive education strategies in New Zealand, a leader in inclusive education". Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, nr 2 (23.10.2016): 19–29. http://dx.doi.org/10.12697/eha.2016.4.2.02a.

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Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level.

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Sheehan, Mark. "The place of ‘New Zealand’ in the New Zealand history curriculum". Journal of Curriculum Studies 42, nr 5 (październik 2010): 671–91. http://dx.doi.org/10.1080/00220272.2010.485247.

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Mutch, Carol. "Values Education in New Zealand: Old Ideas in New Garb". Citizenship, Social and Economics Education 4, nr 1 (marzec 2000): 1–10. http://dx.doi.org/10.2304/csee.2000.4.1.1.

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In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers.

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Levin, Ben. "Decentralization in New Zealand". Phi Delta Kappan 93, nr 3 (listopad 2011): 74–75. http://dx.doi.org/10.1177/003172171109300319.

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Schoone, Adrian. "Alternative education in Aotearoa New Zealand". New Zealand Annual Review of Education 26 (1.07.2021): 109–15. http://dx.doi.org/10.26686/nzaroe.v26.6899.

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Secondary students who become disenfranchised from mainstream schools are directed to attend Alternative Education (AE) centres. AE was a grassroots’ initiative in the 1990s led by youth organisations, iwi, community social service agencies and churches to meet the education and pastoral needs of rangatahi. Due to the tenuous links held between AE and the mainstream system and with no government policy work occurring within the sector for the decade prior to 2009, the sector struggled for adequate resourcing and professional recognition. Through a poetic inquiry approach this paper explores three key AE government policy directions over a ten-year period, from 2009 to 2019. Unbuckling prose found within official documents, concrete (visual) poems were created to perform a critical reading of policy. The policy poems form a narrative arc that show the discrediting of AE providers and demonising of students in AE has recently given way to more hopeful directions in policy.

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Geertshuis, Susan. "University Continuing Education in New Zealand". Journal of Adult and Continuing Education 14, nr 1 (maj 2008): 34–54. http://dx.doi.org/10.7227/jace.14.1.4.

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Hearn, Shona. "The revolution in New Zealand education". Melbourne Studies in Education 33, nr 1 (styczeń 1992): 71–81. http://dx.doi.org/10.1080/17508489209556250.

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Crouth, Madeleine, Alison McIntosh i Tracy Harkison. "Hospitality education in New Zealand prisons". Hospitality Insights 5, nr 2 (22.12.2021): 7–8. http://dx.doi.org/10.24135/hi.v5i2.110.

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New Zealand has one of the highest imprisonment rates per capita when compared to the rest of the developed world. People who offend in New Zealand have a 43% chance of reoffending within the first 24 months of their release [1]. It is estimated that approximately 60% of people who offend have literacy and numeracy skills lower than the NCEA Level 1 competency, and 66% of adults have no formal qualifications [2, 3]. A focus on literacy and numeracy, support through baseline education, and specific trades like hospitality, can start to refine the options of a person who offends, further enabling them to start developing goals that will support their futures [4]. Since 2014, the Department of Corrections/Ara Poutama Aotearoa has been upgrading the prison-based educational programmes available to people who offend to achieve this. Goals have been set to integrate the in-prison education with the nationally recognised level of education along with practical elements such as kitchen work, housekeeping and other service-based vocations such as hairdressing and customer service. The courses are relatively short, ranging from six to 12 weeks, and provide key skills and the foundations for further study. Evidence from overseas has found that hospitality and, specifically, catering programmes are a tool that positively impacts the way people who offend engage with their rehabilitation; creating an experience through the sharing and giving of food is seen as a way to reintegrate and regain a sense of achievement and being of service through meaningful social connections and employment. Our study carried out a systematic literature review of the effectiveness of hospitality training and education in correctional facilities. Evidence was found of the effectiveness of educational programmes within prisons and their positive impact on recidivism. It was also found that hospitality training initiatives, such as those provided in prison training restaurants open to the public for dining, could offer a unique opportunity that allows people who offend to change the negative public perceptions held about them. In New Zealand, we have unique tikanga-based initiatives that support people who offend to reintegrate back into the public environment and their families, with reduced reoffending [5]. The literature showed, convincingly, that education leads to opportunities for post-release employment and the ability to manage work-life balance, reintegration into society, and gain skills that support long-term prosperity [3]. Czerniawski [6] sees education as a key step in making a positive change in the lives of people who offend, especially if followed by a period of post-release support. Our study also revealed the challenges of providing hospitality education in prisons. Prison security risks, risk of lockdowns, student mental health, lack of educational resources and support services, and lack of set-up and sustainable funding for educational programmes were seen as hindrances to the success of prison education programmes. Lack of post-release support and the negative stigma of people who offend perceived by the public and employers were further noted issues of concern. Likewise, prison culture, staff retention, general misconduct and mistrust were also cited as aspects of concern [7]. Giousmpasoglou and colleagues [8] suggested that people who offend would prefer education programmes that were carried out by external facilitators over in-prison programmes. The importance of networks between educators, support workers and employers are important in this regard. With the hospitality industry facing a skills shortage and with its low barriers to entry, there is potential to build upon the success of existing hospitality education programmes to build skills, pride and a second chance for those who are engaging in rehabilitation. There is also an opportunity to consider tertiary pathways for these hospitality graduates and entrepreneurs. Furthermore, the Department of Corrections/Ara Poutama Aotearoa could consider the success of initiatives such as The Clink Charity training restaurants in the UK in supporting rehabilitation through hospitality training and work. Corresponding author Madz Crouth can be contacted at: madz.crouth@aut.ac.nz References (1) Boomen, M. Where New Zealand Stands Internationally: A Comparison of Offence Profiles and Recidivism Rates. Practice: The New Zealand Corrections Journal 2018, 6 (1), 87–96. https://www.corrections.govt.nz/__data/assets/pdf_file/0005/33449/Practice_Journal_Vol6_Iss1_July_2018_WEB.pdf (accessed Dec 1, 2021). (2) Corrections. Prison Facts and statistics – December 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_december_2020 (accessed Dec 1, 2021). (3) Corrections. Prison Facts and Statistics – March 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_march_2020 (accessed Dec 1, 2021). (4) Harkison, T.; McIntosh, A. Hospitality Training for Prisoners. Hospitality Insights 2019, 3 (1), 5–6. https://doi.org/10.24135/hi.v3i1.52 (5) Hamer, P.; Paul, J.; Hunia, M. Hōkai Rangi: Context and Background to the Development of Ara Poutama Aotearoa Strategy 2019–2024. Practice: The New Zealand Corrections Journal 2021, 8 (1), 18–22. https://www.corrections.govt.nz/__data/assets/pdf_file/0017/43208/Practice_Journal_2021_Final_Web_Version.pdf (accessed Dec 1, 2021). (6) Czerniawski, G. A. Race to the Bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy 2016, 31 (2), 198–212. https://doi.org/10.1080/02680939.2015.1062146 (7) Chui, W. H.; Cheng, K. K.-Y. The Mark of an Ex-Prisoner: Perceived Discrimination and Self-Stigma of Young Men after Prison in Hong Kong. Deviant Behavior 2013, 34 (8), 671–684. https://doi.org/10.1080/01639625.2013.766532 (8) Giousmpasoglou, C.; Brown, L.; Marinakou, E. Training Prisoners as Hospitality Workers: The Case of the CLINK Charity; Paper presented at the Travel & Tourism Research Association (TTRA) 2019: European Chapter Conference, 2019. http://eprints.bournemouth.ac.uk/31827/1/Giousmpasoglou-Brown-Marinakou_TTRA19_conference_Final.pdf (accessed Dec 1, 2021).

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Lewis, Kate, i Claire Massey. "Delivering enterprise education in New Zealand". Education + Training 45, nr 4 (czerwiec 2003): 197–206. http://dx.doi.org/10.1108/00400910310478120.

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Lourie, Megan. "Bicultural education policy in New Zealand". Journal of Education Policy 31, nr 5 (14.03.2016): 637–50. http://dx.doi.org/10.1080/02680939.2016.1159339.

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Maher, Patrick T. "Outdoor Education in Aotearoa New Zealand". Journal of Experiential Education 37, nr 4 (12.11.2014): 431–32. http://dx.doi.org/10.1177/1053825914555599.

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Eames, Chris. "Climate change education in New Zealand". Curriculum Perspectives 37, nr 1 (kwiecień 2017): 99–102. http://dx.doi.org/10.1007/s41297-017-0017-7.

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Matzke, Nicholas J. "Vitalism in New Zealand science education". Science 385, nr 6705 (12.07.2024): 152. http://dx.doi.org/10.1126/science.ado6728.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms". Journal of Management & Organization 12, nr 1 (czerwiec 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

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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.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms". Journal of Management & Organization 12, nr 1 (czerwiec 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

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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.

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Rowan, Yvonne, i Maggie Hartnett. "How have MOOCs been portrayed in the New Zealand public media?" Journal of Open, Flexible and Distance Learning 23, nr 2 (12.02.2020): 25–41. http://dx.doi.org/10.61468/jofdl.v23i2.367.

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Reports of Massive Open Online Courses (MOOCs) hit the news media from 2012 with messages of disruption to existing higher education systems. However, several years on their role is still evolving. Given the power of media to influence acceptance of new ideas, this research investigates New Zealand news media representations of MOOCs to the public. A document analysis of twenty seven newspaper articles published in New Zealand mainstream media between January, 2012 and December, 2016 revealed similar results to overseas research, in that MOOCs are predominantly reported as a catalyst for necessary change to higher education, with higher education commonly discussed in commodified terms. Previously published research focuses on the association of MOOCs and elite universities, whereas this research reveals that MOOCs are considered experimental within New Zealand’s higher education system. While New Zealand media present a more balanced perspective than previous research, dominant themes of MOOCs as revolutionising are likely to foster the public’s acceptance of radical changes to existing higher education structures.

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Samarasinghe, Don Amila Sajeevan, i Stephanie Falk. "Promoting Earth Buildings for Residential Construction in New Zealand". Buildings 12, nr 9 (7.09.2022): 1403. http://dx.doi.org/10.3390/buildings12091403.

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The construction of earth buildings, both throughout history and in the current day, is well-established worldwide. Despite New Zealand’s pre- and post-colonial history of earth construction, earth buildings as residential homes have not been well-received or popularised throughout present-day New Zealand. This research aims to identify the reasons for this lack of awareness and to determine methods that promote earth buildings in New Zealand. This research is based on data collected from semi-structured interviews conducted with subject matter experts and via an online questionnaire completed by members of the Earth Building Association New Zealand (EBANZ). The data collected revealed the experiences and perceptions of all participants regarding the advantages, challenges and promotion of earth buildings specific to New Zealand. Following analysis of these responses, key reoccurring themes were identified and compared. Regarding New Zealand’s lack of awareness of earth buildings, interview and questionnaire participants responded that this shortcoming was due to earth construction being a very niche market and lacking commercial marketing. Education was the most frequently reoccurring theme raised by all participants as the top promotional tool for raising awareness of earth buildings. The results of this research can be applied to future work regarding obstacles that limit the growth of New Zealand’s earth building industry, as well as research on the role of New Zealand’s education system in exposing the next generation of builders, designers, and consumers to earth construction.

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Turner, D. H. "NEW ZEALAND HORTICULTURAL EXPORTS". HortScience 27, nr 6 (czerwiec 1992): 589a—589. http://dx.doi.org/10.21273/hortsci.27.6.589a.

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New Zealand horticultural exports expanded rapidly during 1970-1990. These increases did not occur without some difficulties. Details of the export expansion including main products and major markets (such as the U. S. and Pacific Rim Countries) will be discussed. Key factors such as: 1) marketing strategies of the past, present, and future; 2) the impact of new marketing technology; and 3) importance of New Zealand image will be detailed. The role of education and technology and the skill level of New Zealand horticulture will be reviewed. This will include the New Zealand tertiary education system as well as relevant examples of how universities can assist.

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Ronnie, Mary. "Library education in New Zealand: the role of the New Zealand Library Association". Australian Library Journal 47, nr 4 (styczeń 1998): 355–66. http://dx.doi.org/10.1080/00049670.1998.10755862.

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Wilton, Keri. "Len Cosson Memorial Lecture. Special Education Policy for Children with Moderate Learning or Behavioural Difficulties in New Zealand: Does “Inclusion” Really Mean “Exclusion“?" Australasian Journal of Special Education 22, nr 1 (1998): 5–11. http://dx.doi.org/10.1017/s1030011200024222.

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This invited Lecture is held at each National Conference of the New Zealand Special Education Association to honour the memory of Len (Leyland Duvalle) Cosson (1933–1987), and is sponsored by the Len Cosson Memorial Trust. Len was a distinguished New Zealand special educator, and at the time of his untimely death he was Principal Lecturer in Special education at Christchurch College of Education. At Christchurch, had established New Zealand’s first special 1‐year training course for teachers in special education; he wrote many influential handbooks and articles aimed at improving teaching practice in special education; and played a major role in the establishment of NZSEA.

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Bentley-Gray, Daisy. "Pacific Peoples in Tertiary Education in Aotearoa New Zealand". Ekistics and the new habitat 81, nr 3 (30.09.2022): 55–60. http://dx.doi.org/10.53910/26531313-e2021813629.

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Even though Pacific peoples in tertiary education in Aotearoa New Zealand strive to achieve milestones which bring honour and prestige to their families and communities in New Zealand and the Pacific, socio-economic factors still hinder many from achieving their set goals. This article begins by relating the author’s own narrative as a Sāmoan living in the Pacific diaspora and working in tertiary education in Auckland. It then outlines the diverse aspirations of Pacific peoples living in New Zealand, with a focus on the educational hopes of recent migrants as well as New Zealand-born members of Pacific communities. These aspirations are presented with reference to the existing literature on Pacific success within tertiary education in Aotearoa New Zealand. We discuss how education providers support Pacific students, and the ways in which institutions are working to improve Pacific educational outcomes. It is argued that even if the New Zealand Tertiary Education Strategy (TES), the Action Plan for Pacific Education 2020- 2030 (APPE), and Unitec's Pacific Success Strategy 2019- 2022 are aligned in their goals, more effort is needed to ensure that these initiatives are implemented effectively through multi-disciplinary and value-based approaches. This article adds value by providing an insider’s perspective of migration and a first-hand account of the challenges facing students in higher education in Aotearoa New Zealand. Moreover, the analysis contributes to the repertoire of academic studies and publications that help to understand and improve the Pacific experience in tertiary education in Aotearoa New Zealand.

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Cubitt, Sandra. "The draft New Zealand Curriculum". Curriculum Matters 2 (1.06.2006): 195–212. http://dx.doi.org/10.18296/cm.0077.

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Codd, John. "Curriculum reform in New Zealand". Journal of Curriculum Studies 23, nr 2 (marzec 1991): 177–80. http://dx.doi.org/10.1080/0022027910230206.

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Philips, David. "Curriculum Development in New Zealand". Educational Review 45, nr 2 (styczeń 1993): 155–64. http://dx.doi.org/10.1080/0013191930450207.

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Thomsen, Patrick Saulmatino, Litia Tuiburelevu, Moeata Keil, Marcia Leenen-Young, Sisikula Palu Sisifa, Karamia Müller, Analosa Veukiso-Ulugia, Sam Manuela i Sereana Naepi. "Practising Pacific pedagogies during New Zealand's level four lockdown: Pacific early career academics and COVID-19". Waikato Journal of Education 26 (5.07.2021): 149–61. http://dx.doi.org/10.15663/wje.v26i1.754.

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During New Zealand’s unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand’s largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the vā/wā with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.

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Gilkison, Andrea, Sally Pairman, Judith McAra-Couper, Mary Kensington i Liz James. "Midwifery education in New Zealand: Education, practice and autonomy". Midwifery 33 (luty 2016): 31–33. http://dx.doi.org/10.1016/j.midw.2015.12.001.

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Middleton, Sue. "Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach". Harvard Educational Review 62, nr 3 (1.09.1992): 301–23. http://dx.doi.org/10.17763/haer.62.3.06u43p45m6t2682m.

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In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.

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Ren, Xiaoai. "A Directory to International LIS Education Accreditation Processes: Part III". International Journal of Librarianship 3, nr 1 (17.07.2018): 110. http://dx.doi.org/10.23974/ijol.2018.vol3.1.70.

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We will continue to look at LIS education accreditation processes across the world in Part III of this directory. This time, readers will find information on the accreditation processes for LIS education in New Zealand. Any new LIS education programs and degrees offered by universities in New Zealand, or any significant changes made to the existing structure of LIS education programs in New Zealand universities must get approval from the Committee on University Academic Programmes (CUAP). The Library and Information Association of New Zealand Aotearoa (LIANZA) assesses the LIS education providers in New Zealand on their coverage of the body of knowledge regularly.

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Law, Barry. "Education for Sustainable Development in New Zealand". Applied Environmental Education & Communication 4, nr 3 (lipiec 2005): 277–81. http://dx.doi.org/10.1080/15330150591004814.

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Opie, Brian. "Tertiary Education and Research in New Zealand". Minerva 42, nr 3 (wrzesień 2004): 299–307. http://dx.doi.org/10.1023/b:mine.0000038303.80536.3a.

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Razzak, W. A., i J. Timmins. "Education and labour productivity in New Zealand". Applied Economics Letters 17, nr 2 (22.04.2008): 169–73. http://dx.doi.org/10.1080/13504850701719942.

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Wills, Rod. "Special Education 2000: a New Zealand experiment". International Journal of Inclusive Education 10, nr 2-3 (marzec 2006): 189–99. http://dx.doi.org/10.1080/13603110500296646.

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Sigsby, Linda M., i Linda Bullock. "Nursing Education and Research in New Zealand". Image: the Journal of Nursing Scholarship 28, nr 3 (wrzesień 1996): 269–72. http://dx.doi.org/10.1111/j.1547-5069.1996.tb00363.x.

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Tirrito, Terry, Monique E. Davis i Jeounghee Kim. "Social work Doctoral Education in New Zealand". New Global Development 18, nr 1-2 (styczeń 2002): 137–43. http://dx.doi.org/10.1080/17486830208412635.

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