scholarly journals The New Zealand educational institute and government policy in education during the depression period, 1930-1936

2021 ◽  
Author(s):  
◽  
W. C. Kane
Keyword(s):  
New Zealand ◽  
Government Policy ◽  
Educational Institute ◽  
Education Act

The aim of this thesis is to investigate and evaluate the influence exercised by the New Zealand Educational Institute on education in New Zealand from the time of' its inception in<div>1883 until 1937 with special emphasis on its achievements during the period 1930-1937. Part I of this survey sets out to trace briefly the evolution of education in New Zealand from the passing of the Education Act in 1877 until the presentation of' the Parliamentary Recess Educational Committee's Report on Educational Reorganisation in New Zealand, generally termed the "Atmore Report".</div>

scholarly journals The New Zealand educational institute and government policy in education during the depression period, 1930-1936

2021 ◽  
Author(s):  
◽  
W. C. Kane
Keyword(s):  
New Zealand ◽  
Government Policy ◽  
Educational Institute ◽  
Education Act

The aim of this thesis is to investigate and evaluate the influence exercised by the New Zealand Educational Institute on education in New Zealand from the time of' its inception in<div>1883 until 1937 with special emphasis on its achievements during the period 1930-1937. Part I of this survey sets out to trace briefly the evolution of education in New Zealand from the passing of the Education Act in 1877 until the presentation of' the Parliamentary Recess Educational Committee's Report on Educational Reorganisation in New Zealand, generally termed the "Atmore Report".</div>

scholarly journals Citizenship education in New Zealand: policy and practice

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Bronwyn E Wood ◽  
Andrea Mulligan
Keyword(s):  
New Zealand ◽  
Government Policy ◽  
Citizenship Education ◽  
Ministry Of Education ◽  
Policy And Practice ◽  
Educational Initiatives ◽  
The World ◽  
Education Act ◽  
Education Initiatives

The desire to mould citizens through curricula and educational initiatives is reflected in government policy around the world. Schools can be thought of as an aggregation of the values, aspirations and ideals held by society and sites where a range of strategies are employed to attempt to shape young citizens in certain ways (Staeheli, 2011). New Zealand is no exception. From the first Education Act in 1877 through to the latest New Zealand curriculum (Ministry of Education, 2007), successive governments have attempted to engender the dispositions, skills and understandings perceived as constituting responsible, ‘good’ citizens through a variety of citizenship education initiatives. 

The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

2021 ◽  
Author(s):  
◽  
Edwin Arthur Palmer
Keyword(s):  
New Zealand ◽  
Special Reference ◽  
Curriculum Change ◽  
Technological Development ◽  
Subject Area ◽  
Department Of Education ◽  
Professional Organization ◽  
Complex Process ◽  
Educational Institute ◽  
To Receive

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance.  This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

scholarly journals Empowerment of local government in New Zealand: A new model for contemporary local-central relations?

2008 ◽  
pp. 30-48 ◽  
Author(s):  
Christine Cheyne
Keyword(s):  
New Zealand ◽  
Local Government ◽  
Government Policy ◽  
Central Government ◽  
Social Economic ◽  
Intergovernmental Relations ◽  
Balance Of Power ◽  
Significant Shift ◽  
The Relationship

Since 2000 intergovernmental relations in New Zealand have been evolving rapidly as a result of a significant shift in government policy discourse towards a strong central-local government partnership. New statutory provisions empowering local government to promote social, economic, environmental and cultural wellbeing have significant implications for the range of activities in which local authorities are engaged. In turn, this has consequences for the relationship between local government and central government. The effectiveness of the new empowerment and the prospects for further strengthening of the role of local government are critically examined. Despite some on-going tensions, and an inevitable mismatch in the balance of power between central and local government, it is argued that there is a discernible rebalancing of intergovernmental relations as a result of new legislation and central government policy settings which reflect a ‘localist turn’. On the basis of developments since 2000 it may be argued that the New Zealand system of local government is evolving away from the recognised ‘Anglo’ model. However, further consolidation is needed in the transformation of intergovernmental relations and mechanisms that will cement a more genuine central-local government partnership.

scholarly journals Compositional cyber-physical epidemiology of COVID-19

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Jin Woo Ro ◽  
Nathan Allen ◽  
Weiwei Ai ◽  
Debi Prasad ◽  
Partha S. Roop
Keyword(s):  
New Zealand ◽  
Government Policy ◽  
Cyber Physical Systems ◽  
Published Data ◽  
Disease Dynamics ◽  
Physical Systems ◽  
The Government ◽  
The Impact ◽  
First Time ◽  
New Framework

Abstract The COVID-19 pandemic has posed significant challenges globally. Countries have adopted different strategies with varying degrees of success. Epidemiologists are studying the impact of government actions using scenario analysis. However, the interactions between the government policy and the disease dynamics are not formally captured. We, for the first time, formally study the interaction between the disease dynamics, which is modelled as a physical process, and the government policy, which is modelled as the adjoining controller. Our approach enables compositionality, where either the plant or the controller could be replaced by an alternative model. Our work is inspired by the engineering approach for the design of Cyber-Physical Systems. Consequently, we term the new framework Compositional Cyber-Physical Epidemiology. We created different classes of controllers and applied these to control the disease in New Zealand and Italy. Our controllers closely follow government decisions based on their published data. We not only reproduce the pandemic progression faithfully in New Zealand and Italy but also show the tradeoffs produced by differing control actions.

Well-being could revolutionise New Zealand policies

2018 ◽  
Keyword(s):  
Economic Growth ◽  
New Zealand ◽  
Government Policy ◽  
Performance Indicators ◽  
Well Being ◽  
Living Standards ◽  
Content Type ◽  
Policy Performance ◽  
Finance Minister ◽  
Liberal Democratic

Significance As finance minister Grant Robinson said, well-being is about “pursuing productive, sustainable, and inclusive economic growth that improves” citizens’ living standards and tackles inequality. This means changing how government policy is made, broadening the range of policy performance indicators government uses. Impacts Forthcoming budgets will prioritise policies that promise improved individual and social outcomes. Well-being will not inevitably be anti-business; some firms (environmental, construction) could be aided by well-being priorities. Well-being is unlikely to relocate policymaking power in government, though new lobbying agendas are likely. If well-being works, other liberal democratic governments could follow, potentially the Scandinavian and Dutch governments.

scholarly journals Special Education in 1994: Practice in Search of a Policy

1994 ◽  
Author(s):  
Lex Mcdonald
Keyword(s):  
Professional Development ◽  
Special Education ◽  
New Zealand ◽  
Government Policy ◽  
Special Educators ◽  
Inservice Training ◽  
Policy Statement ◽  
Additional Training ◽  
Training Programmes ◽  
Research Studies

For special education in New Zealand, 1994 was a year in limbo as educators, parents and students awaited the Government’s policy statement and intentions. The issues of funding and contestability of service remained central to the proposed reorganisation with considerable apprehension expressed at the direction of change. It was indicated that teachers were needing and seeking professional development in the area of special education and a number of exemplary inservice training programmes were being offered. Many special educators believe that additional training and assistance should be provided to deal with the problem of our disaffected youth but Government policy has precluded adequate interventions in this area. Research studies and projects in 1994 reflected the wide nature of the ongoing issues and concerns in special education.

scholarly journals Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

2021 ◽  
Author(s):  
Darko Baafi
Keyword(s):  
New Zealand ◽  
School Culture ◽  
School Leadership ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Symbolic Capital ◽  
Quota System ◽  
School Based ◽  
Education Act ◽  
Students Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

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