Characteristics of Chinese Medicine Education Under British Education System in New Zealand

2019 ◽  
Vol 25 (12) ◽  
pp. 936-938 ◽  
Author(s):  
Zhe Chang ◽  
Chen-ming Zhang ◽  
Zi-xue Sun ◽  
Zu-long Wang ◽  
Jian-she Chen ◽  
...  
Keyword(s):  
New Zealand ◽  
Chinese Medicine ◽  
Education System ◽  
British Education ◽  
Medicine Education

scholarly journals Modelling the impact of alternative educational qualifications on the New Zealand higher education system

2020 ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Education System ◽  
Historical Data ◽  
Social Phenomena ◽  
Agent Based ◽  
Higher Education System ◽  
Agent Based Modelling ◽  
Education And Employment ◽  
The Impact

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings. The NetLogo environment has been used to implement a simulation of the New Zealand higher education system, using historical data to calibrate model settings to mirror those of the real-world system. This simulation is used to explore how the introduction of an alternative qualification and education paradigm might disrupt established patterns of education and employment.

scholarly journals An Interpretation of New Zealand’s Education System through PISA Reports

2017 ◽  
Vol 7 (1) ◽  
pp. 154
Author(s):  
Santiago Nieto Martín ◽  
María Luisa Sevillano García
Keyword(s):  
New Zealand ◽  
Education System ◽  
Educational Systems ◽  
Educational Performance ◽  
The World ◽  
Pisa 2006

In this article, I attempt to show the characteristics of the education system in New Zealand, doing so based on the educational performance revealed in different countries through the PISA 2006 Report. I describe the characteristics obtained by carrying out a comparison with other countries in the world, and I clearly define the benefits through four models that define the educational systems of the world to address their heterogeneity.

Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education

2000 ◽  
Vol 24 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Don Brown ◽  
Charlotte Thomson ◽  
Angelika Anderson ◽  
Dennis W. Moore ◽  
Joanne Walker ◽  
...  
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Education System ◽  
Program Effectiveness ◽  
Inclusive Classrooms ◽  
Ecological Approach ◽  
Education Development ◽  
Cultural Elements ◽  
Resource Teachers ◽  
Demographic Profiles

The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

New Zealand education retooling needs long-term push

2018 ◽  
Keyword(s):  
New Zealand ◽  
Education Reform ◽  
Education System ◽  
Foreign Students ◽  
Tertiary Education ◽  
Teacher Shortages ◽  
Content Type ◽  
Reform Plan ◽  
International Comparative

Subject Education and skills policy in New Zealand. Significance Teacher unrest including strikes, the next possible tranche in February 2019, have added urgency to the government's education system revamp for pre-school to universities to ready students for a changing workplace that is demanding different skillsets. Impacts Teacher shortages will make it harder to tackle falls in children's international comparative achievement rankings. Fewer foreign students will mean compounding tertiary education funding shortfalls. The government's education reform plan implies substantial funding increases, posing fiscal issues for the early 2020s.

scholarly journals Principles for a future-oriented education system

2012 ◽  
Vol 21 ◽  
Author(s):  
Rachel Bolstad
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Education System ◽  
Current Knowledge ◽  
System Change ◽  
Learning System ◽  
Ministry Of Education ◽  
Research Project ◽  
Wide Audience ◽  
Educational Stakeholders

A research project commissioned by the Ministry of Education recently presented NZCER researchers with an opportunity to consider how educational research could contribute to the development of a more future-oriented learning system. Our goal was to synthesise ideas from the “21 st century learning” literature with current knowledge about practice issues and future possibilities for innovation in New Zealand education in order to distil a set of themes or principles which a wide audience of educational stakeholders might be able to engage with. While this approach and the themes we have developed are open to critique, we hope this synthesis might provide a platform for educators, researchers, policymakers, and other stakeholders in education to engage in ongoing discussion about how to develop “next practice” and achieve system change.

scholarly journals The Changing Clinical Landscape in Acupuncture for Women’s Health: A Cross-Sectional Online Survey in New Zealand and Australia

2021 ◽  
Author(s):  
Sandro Graca ◽  
Debra Betts ◽  
Caroline A. Smith ◽  
Mike Armour ◽  
Kate Roberts
Keyword(s):  
New Zealand ◽  
Chinese Medicine ◽  
Women’S Health ◽  
Women's Health ◽  
Online Survey ◽  
Health Conditions ◽  
Health Practice ◽  
Sources Of Information ◽  
Cross Sectional ◽  
Referral Networks

Abstract Background Acupuncture is growing in popularity as a treatment option for women’s health worldwide with reported increasing usage in the last ten years. A significant number of clinical trials and meta-analysis are now published on aspects of women’s health treatment with acupuncture. The aim of this survey was to explore if, how and why, aspects of acupuncture practice has changed since our last survey in 2013. Method An online cross-sectional survey of registered acupuncturists and Chinese Medicine practitioners in Australia and New Zealand. Questions covered the practitioner demographics and training, women’s health conditions commonly treated, modalities used, sources of information and continuing education (CE) (e.g. webinars), changes in clinical practice, and referral networks. Results One hundred and seventy registered practitioners responded to this survey, with 93% reporting treating women’s health in the last 12 months. The majority of respondents were from Australia (60%), held a bachelors level qualification (60%), and used a traditional Chinese medicine framework (86%). Most practitioners incorporated other modalities in addition to acupuncture. Most practitioners’ referral networks were predominantly based on word of mouth for menstrual, fertility and pregnancy related conditions, with referrals from medical practitioners being much less common. More than half (57%) reported having changed their women’s health practice in the past 12 months; just over a quarter of those who changed treatment (27%) reported it was due to research findings. The most commonly used sources of information/CE used to inform treatment were webinars and conferences, while peer-reviewed journal articles were the least commonly used source. Conclusion Acupuncture practitioners in Australia and New Zealand commonly treat women’s health conditions, but this is usually the result of women seeking them out, rather than being referred from a medical practitioner. The majority of practitioners did report changing their women’s health practice, but peer reviewed academic articles alone are not an ideal medium to convey this information since practitioners favour knowledge obtained from webinars and conferences. Academics and other clinician researchers should consider alternative means of disseminating knowledge beyond traditional academic publications and conferences, special interest groups may assist in this and also help improve research literacy.

scholarly journals Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand

2021 ◽  
Author(s):  
◽  
Allan Kalapa Mbita
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Education System ◽  
Tertiary Education ◽  
Free Market ◽  
Competitive Market ◽  
Market Model ◽  
Social Sector ◽  
Market Mechanisms ◽  
Economic Theories

<p>In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including tertiary education, have been premised. In this study I have compared trends in contemporary tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to tertiary education by transferring part of the responsibility of funding education to institutions themselves and to the beneficiaries of tertiary education. I have also argued that because New Zealand already had a prolific education system in place and a comprehensive student support system it was in a better position to operate its tertiary education system along free market lines. An under-developed tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in tertiary education are likely to impact more negatively on the students, education institutions and Zambian society in general.</p>

scholarly journals Racism in Medicine: Education and Employment

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Emily Hotine
Keyword(s):  
Black Students ◽  
Education System ◽  
Early Education ◽  
Cultural Literacy ◽  
Medical Careers ◽  
Attainment Gap ◽  
Education And Employment ◽  
The Uk ◽  
Indian Students ◽  
Medicine Education

There is an ethnicity attainment gap that appears in early education and persists into the senior levels of the NHS. Disadvantage and discrimination is certainly pervasive for Chinese, Pakistani, Bangladeshi and Indian students, but this editorial will focus on how Black students appear to be systematically disadvantaged compared to their white peers, as factors of social and cultural biases and class work to create layers of disadvantage that work against them from their education to their medical careers. Racism exists in both the UK education system and in healthcare, not only through biases and prejudices, conscious or unconscious, but also through the systemic lack of racial and cultural literacy that exists in those institutions and their practices. Here we consider the ways in which racism presents itself in the journey of a Black doctor, from childhood to employment, and how it may produce this attainment gap. Because research often groups subjects into a collective BAME category, that term is used here, but care has been taken to disaggregate those groups where possible.

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