Education and Training of Personnel in New Zealand

1941 ◽  
Vol 1 (3) ◽  
pp. 257 ◽  
Author(s):  
Leslie Lipson
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training Of Personnel ◽  
And Training

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

scholarly journals Educational Utopia? the New Zealand Standards Approach Considered in the Light of the German Experience in Vocational Training

2021 ◽  
Author(s):  
◽  
Peter Kappert
Keyword(s):  
New Zealand ◽  
Continuous Process ◽  
Historical Context ◽  
Compulsory Education ◽  
Education And Training ◽  
Federal Republic Of Germany ◽  
Learning And Teaching ◽  
Early Results ◽  
Role Players ◽  
And Training

<p>This thesis is concerned with both the direction and the appropriateness of the recently adopted standards-based approach in post-compulsory education and training in New Zealand, while particularly focusing on the implications this might have in formal post-school trades training. It evaluates the developments, the tenets, and the early results of the 'standards' movement within a socio-historical context and against the development of relevant policy formations and legislative changes. The central focus in this work is on the National Qualifications Framework, which is currently being developed under the auspices of the New Zealand Qualifications Authority. This outcomes-focussed model, and related government-initiatives, represent a radial shift away from established learning and teaching practices in New Zealand, a move which is not uncontested for both pedagogical and pragmatical reasons. An analysis of these developments is discussed with reference to those in apprenticeship training and policy in the Federal Republic of Germany, which includes the intention, as expressed by the major role players in the Republic, to develop an educational framework model. The principles, scope, and structure, as they relate to these framework models, are analysed from a comparative perspective, and certain points are highlighted. This thesis contends that despite fundamental divergence in training cultures and systems in the two countries, it is recognised that the common aim of the framework approaches is to improve the correspondence between the world of education and work as well as to enhance the educational pathways for students. This, it is argued, are commendable and valuable aims; not in the least because it has also the potential to bridge the 'vocational/academic' divide - an increasingly invalid division in modern-day societies. This is reflected in a strong focus in these framework models on the promotion, and implementation, of an integrated learning and teaching approach which is supported by the notion introduced by Michael Young that qualifying is a continuous process. This concept is now generally endorsed by the major role players in both Germany and New Zealand as being an important one, in that it is supportive of the macro aim of furthering national economic progress. The author, however, contends that educational, progress cannot simply be assumed because a new educational, or qualifications, framework is being introduced. Its foundation needs to be pedagogically sound and based on sufficient research while an (over)reliance on a single assessment strategy for application to all of post-compulsory education and training cannot be accepted as valid from an educational viewpoint. The thesis concludes with advocacy for more critical research into the NQF.</p>

scholarly journals Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

2021 ◽  
Author(s):  
◽  
Bronwynne Lesley Anderson
Keyword(s):  
New Zealand ◽  
Training Programme ◽  
Education And Training ◽  
Survey Method ◽  
Health Providers ◽  
Intravenous Therapy ◽  
District Health ◽  
Research Project ◽  
Undergraduate Study ◽  
And Training

<p>Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards.</p>

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals ANALISIS TENTANG PENDIDIKAN DAN PELATIHAN TERHADAP PENINGKATAN KOMPETENSI PEGAWAI NEGERI SIPIL DALAM MENGHADAPI MASYARAKAT EKONOMI ASEAN (MEA)

2019 ◽  
Vol 2 (1) ◽  
pp. 743
Author(s):  
Tanti Kirana Utami
Keyword(s):  
Education And Training ◽  
Civil Servants ◽  
Economic Community ◽  
Economic Stability ◽  
Economic Area ◽  
Increase In Productivity ◽  
Asean Countries ◽  
Asean Economic Community ◽  
Training Of Personnel ◽  
And Training

Asean Economic Community (AEC) / AEC (Asean Economic Community) in 2015 is a program that has long been prepared all members of ASEAN which aims to improve the economic stability in the ASEAN region and form the economic area among ASEAN countries is strong. One important aspect that needs to be prepared quickly this nation is the human resources competent civil servants . The program to improve the competence of employees is done through education and training programs training. Education and training of personnel contributed to the increase in productivity , efektitas and organizational efficiency . Keywords: Competency Enhancement, Civil Servants, the Asean Economic Community.

Palliative care in Australia and New Zealand

2015 ◽  
pp. 1072-1079
Author(s):  
Margaret O’Connor
Keyword(s):  
Palliative Care ◽  
New Zealand ◽  
Education Policy ◽  
Research Policy ◽  
Education And Training ◽  
Advanced Practice ◽  
Training Research ◽  
And Training ◽  
Key Innovations

The purpose of this chapter is both to profile palliative care in Australia and New Zealand and to provide insights into key innovations, focusing on developments in areas of education and training; research; policy and international links; and advanced practice roles education, policy, and international links.

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