Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

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.

Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

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.

scholarly journals Colombia’s nationwide EFL policy and the construction of equity in policy documents

2017 ◽  
Vol 11 (4) ◽  
pp. 57-74
Author(s):  
Daniel Villegas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Social Efficiency ◽  
Policy Documents ◽  
The Government

The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

scholarly journals Beyond the Rhetoric of "Quality" and "Relevance": Evaluating the Tertiary Education Strategy 2007-12

2007 ◽  
Author(s):  
Peter Roberts
Keyword(s):  
Tertiary Education ◽  
Education Sector ◽  
Ministry Of Education ◽  
Third Way ◽  
Education Strategy ◽  
New Strategy ◽  
Commodification Of Knowledge ◽  
Made In

This article provides an overview and critique of the Tertiary Education Strategy 2007-12 (Ministry of Education, 2006). The author sets the Strategy in the context of earlier policy developments in the tertiary education sector. It is argued that while some important changes have been made in the post-1999 “Third Way” years, a number of continuities from the more nakedly neoliberal era of the 1990s are evident. Economic concerns remain dominant in policy thinking, the commodification of knowledge has intensified, new forms of competition have emerged, and the language of reform has not changed as much as might have been expected. The author concludes that there is a certain narrowness of vision in the new Strategy, and that what is needed is deeper reflection on fundamental epistemological and ethical questions.

Exploring Strategies to Strengthen Re-Engagement Through Second Chance Education for Early School Leavers

2022 ◽  
pp. 54-73
Author(s):  
Nikolaos Bitsakos
Keyword(s):  
Teaching And Learning ◽  
Educational Institution ◽  
Detention Centers ◽  
Early School Leaver ◽  
Second Chance Education ◽  
Early School ◽  
Upper Secondary ◽  
Educational Path ◽  
Second Chance ◽  
Detention Facilities

This survey is a qualitative analysis of written interviews of teachers (n= 367) working in Second Chance Schools, an educational institution consisting of structures operating inside and outside detention facilities in Greece. In particular, it examines teachers' proposals for reforms that will increase the socio-economic integration prospects of second-chance learners, who make up a population of former early school leaver and prisoners. This research provides a focused assessment of the inclusive teaching and learning offered by school second education. The results highlight the need for reforms in the structure and operation of second-chance structures that operate inside and outside detention centers, enhancing the training-labor market connection and creating a competitive working profile, and also the need of establishing equivalent to second-chance structures at all levels of education from primary to upper secondary to ensure a seamless educational path to entry into higher and vocational education institutions.

scholarly journals English Benchmark Policy for Graduation in Taiwan’s Higher Education: Investigation and Reflection

2017 ◽  
Vol 8 (6) ◽  
pp. 1063 ◽  
Author(s):  
Hsiu-yu Chu ◽  
Hsi-nan Yeh
Keyword(s):  
Teaching And Learning ◽  
Graduation Requirements ◽  
Exit Exams ◽  
Ministry Of Education ◽  
College Administrators ◽  
Mixed Methods Approach ◽  
Language Tests ◽  
Teachers And Students ◽  
Technological Universities ◽  
Research Questions

Encouraged by the Ministry of Education (MOE), an increasing number of universities and colleges in Taiwan have started to set their own English benchmarks for graduation using external standardized language tests as exit exams. The present study investigated and reflected on the implementation of this policy at two technological universities in Taiwan by answering two research questions: (1) How did college administrators, teachers and students perceive the policy? (2) What washback effects did the English graduation benchmark policy bring about? A mixed-methods approach was adopted for the study. The results show that although there was a social consensus about the implementation of the policy, the policy did not seem to have achieved what the MOE had expected due to its limited and weak washback on teaching and learning. It is suggested that the English graduation requirements might have to be modified in the subsequent policies for more meaningful and practical results.

scholarly journals Immigration Background and Differences in School-to- work Trajectories of Early School Leavers

2021 ◽  
Author(s):  
Olav Nygård
Keyword(s):  
Tertiary Education ◽  
Population Level ◽  
School To Work ◽  
Career Trajectory ◽  
Immigrant Background ◽  
Second Chance Education ◽  
Early School ◽  
Migration Factors ◽  
Employment Education ◽  
Second Chance

This article focuses on the school-to-work trajectories of early school leavers in Sweden. I use sequence analysis of population-level registry data covering the first 10 years after compulsory school for 6404 early school leavers to identify four clusters of school-to-work trajectories: an exclusion trajectory characterized by not being in employment, education, or training; an education trajectory characterized by second-chance education and an increasing share of tertiary education; a precarity trajectory; and a career trajectory. Having an immigrant background or being a woman was associated with a lower likelihood of being in the career trajectory than having a non-immigrant background or being a man. Differences in the likelihood of being in the education trajectory between persons with immigrant and non-immigrant background could however be fully explained by parents’ education, if education level was measured relative to their country of origin. This highlights the importance of pre-migration factors for post-migration outcomes

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

Influence of Urbanization on Teaching and Learning of Agriculture for Enhance Skill Acqusition in Ebonyi State.

2019 ◽  
pp. 263-269
Author(s):  
Nwakwengu S.A. ◽  
Aneke C.U.
Keyword(s):  
Data Collection ◽  
Skill Acquisition ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Agricultural Science ◽  
Urban Migration ◽  
Urban Settlement ◽  
Public Secondary School ◽  
Research Questions ◽  
Senior Secondary

The main purpose of this study was to determine the influence of urbanization in teaching and learning of agriculture in Ebonyi State. The study was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population was 397 which comprised 261 teachers of agricultural science in Ebonyi State and 136 senior secondary three students from 5 public secondary school in Abakiliki, Ebonyi State. No sampling was done due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded reliability index of 0.85 indicating that the instrument was suitable for data collection. The questionnaire was distributed by the researcher and three trained research assistants. Out of 397 copies distributed 383 were properly filled and returned representing 96.47 percent return rate. Mean and standard deviation were used to answer the research questions and t-test statistics was used to test the null hypotheses. Based on the data analysis, it was found that urbanization affects the quality of teachers in rural schools due to rural urban migration, increases the rate of agricultural teacher‟s turnover in teaching and reduces government attention to agricultural science teaching facilities in urban areas. Recommendations were made among, others that Government should be make teaching of skill acquisition in urban settlement to be attractive to the students and teachers should make instruction facilities to meet the needed skills and contemporary issues in urban settlement to the students.

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