A Study on the Training System of Music Teachers in England, Australia and New Zealand

2020 ◽  
Vol 49 (3) ◽  
pp. 51-77
Author(s):  
Eun-Jung Lim ◽  
Young Mee Kim ◽  
Sumi Kwon ◽  
Misook Kim
Keyword(s):  
New Zealand ◽  
Music Teachers ◽  
Training System

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 Managing Time for Heads of Music Departments

Teachers Work ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 46-62
Author(s):  
Graham John McPhail ◽  
Trevor Thwaites
Keyword(s):  
New Zealand ◽  
Significant Contribution ◽  
Music Teachers ◽  
School Accountability ◽  
After School ◽  
Secondary Music ◽  
Unpaid Labour ◽  
Before School ◽  
And Training

New Zealand secondary music teachers spend many hours each week in both preparing and training a variety of performance ensembles, often before school, during lunchtimes, after school, on weekends and during holidays. In many cases this can be regarded as unpaid labour, yet their efforts make a significant contribution to a school’s life: its atmosphere and spirit. In this paper we report on interviews with six music Heads of Departments and note the challenging nature of their work underpinned as it is by a what we describe as a structured antagonism and the bipolarity of compulsion and desire. The wider context is a world of increasing educational global spectacle as systems of teacher and school accountability, clustered together with associated targets and benchmarks, have become powerful and pervasive forces transforming the life and work of teachers.

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 Theoretical foundations and practice-oriented technologies for the development of professional competence of music teachers in the in-service training system

2021 ◽  
Vol 113 ◽  
pp. 00006
Author(s):  
N.N. Murovanaya ◽  
I.A. Tyalleva ◽  
Yu.Yu. Kurbangalieva
Keyword(s):  
Music Teachers ◽  
Professional Competence ◽  
Training System ◽  
Control Group ◽  
Service Training ◽  
Group Members ◽  
High Level ◽  
Teachers Training ◽  
Theoretical Foundations ◽  
Experimental Group

The article is devoted to the development of music teachers’ professional competence in the in-service teachers’ training system. The contradiction between the requirement of professional standards for the music teachers’ work and their preparation in the in-service teachers’ training system is discussed. The basic concept of the research - “professional competence” was specified, its structure was analysed, and the content was substantiated. The model of music teachers’ professional competence included such components as key components (informational, regulatory and communicative ones); an operational component; intellectual and educational component. The music teachers doing in-service training course were the participants of an experimental group and a control group. The results of input diagnostics showed the priority of using active forms of study for the experimental group. The detailed description of teaching technologies, used for the experimental group, was presented in the article. They included problem lectures, role games, business games, discussions, etc. The reliability of the output diagnostic results was proved with the help of t-test. The results showed decrease of the number of the music teachers with the low level of professional competence and increase of group members with high level of professional competence. Thus, the findings of the research proves the effectiveness of the model of music teachers’ professional competence.

The Arrival of Graded Music Exams in New Zealand: A Case Study of Dunedin up to 1916

2021 ◽  
pp. 153660062110119
Author(s):  
Philip Jane, PhD
Keyword(s):  
New Zealand ◽  
British Empire ◽  
Music Teachers ◽  
Trinity College ◽  
Teaching Profession ◽  
Music Teaching ◽  
Considerable Debate ◽  
Professional Body ◽  
Southern City

Toward the end of the nineteenth century a number of external music examining systems were introduced to New Zealand. Two of them, Trinity College, London, and the Associated Board, gained a strong following and became de facto standards in the absence of a national music conservatorium. This article briefly outlines the beginning of external exams in England and follows their export to various overseas members of the British Empire. Graded music exams as a form of tuition engendered considerable debate as to efficacy, merit, and overall validity. Trinity College arrived first in New Zealand, in 1888, followed by the Associated Board in 1897, and their rapid assumption in the southern city of Dunedin is documented and used as a case study of their progress up until 1916. There is a background discussion on the growth and use of post-nominal letters in the local music teaching profession, and the increasing use of formal qualifications by music teachers is noted. These included the professional diplomas from both schools, and the role they played in the formation of a local professional body is explored.

The Impact of Professional Music Diplomas on Women Music Teachers in Early Twentieth-Century New Zealand

2017 ◽  
Vol 39 (2) ◽  
pp. 148-170
Author(s):  
Philip Jane
Keyword(s):  
Twentieth Century ◽  
New Zealand ◽  
Music Teachers ◽  
Trinity College ◽  
Social Background ◽  
Musical Ability ◽  
Marriage And Family ◽  
Career Option ◽  
The Right ◽  
The Impact

At the end of the nineteenth century, music was an accomplishment that many women were encouraged to pursue. For some, this was merely an additional “ornament” to enhance marriage prospects, but a growing number took the opportunity to turn musical ability into a career option. A small group of musically educated women in New Zealand at the start of the twentieth century is studied. At this time, two British examining bodies, Trinity College, London, and the Associated Board, introduced professional diplomas as the culmination of their graded music exams. In their first five years, forty-five women were successful in these “higher examinations” and gained either an Associate from Trinity College (ATCL), or a Licentiate from the Associated Board (LAB). Armed with a prestigious qualification that granted the right to add “letters” after their name, some then followed a career as a teacher of music. Biographical details of each woman are explored and compared to see if any reasons can be found to explain why some continued with music while others didn’t. Similarities as to family and social background are revealed, while the main reason for not continuing with a musical career appears to be the intervention of marriage and family commitments.

scholarly journals Challenges in the Australasian neurosurgery training program: who should be trained and where should they train?

2020 ◽  
Vol 48 (3) ◽  
pp. E10
Author(s):  
Katharine J. Drummond ◽  
Benjamin H. M. Hunn ◽  
Heidi E. McAlpine ◽  
Jordan J. Jones ◽  
Mark A. Davies ◽  
...  
Keyword(s):  
New Zealand ◽  
Selection Process ◽  
Small Population ◽  
Training System ◽  
Neurosurgical Training ◽  
Training Experience ◽  
Accreditation Standards ◽  
Neurosurgical Society ◽  
And Training ◽  
Selection Of

OBJECTIVENeurosurgical training poses particular challenges in Australia and New Zealand, given the large landmass, small population, and widely separated, often small, neurosurgical units. Such factors have necessitated a move away from autonomous, single-institution–based training to the selection of trainees by a centralized binational process. The success of this system is based on rigorous standardized evaluation of candidates’ academic achievements, anatomical knowledge, references, and interview performance. Similarly, the accreditation of hospitals to train successful candidates has been standardized. The authors review the evolution of trainee selection and the accreditation of training posts in Australia and New Zealand.METHODSThe records of the Neurosurgical Society of Australasia Surgical Education and Training Board were reviewed for documents pertaining to the selection of neurosurgical trainees and the accreditation of training posts. Application records and referee scores from 2014 to the present were reviewed to encompass process changes, in particular the change from written referee reports to standardized interviews of referees. Surgical logbook case numbers for 23 trainees completing training in 2016, 2017, and 2018 were collated and presented in an aggregated, de-identified form as a measure of adherence to accreditation standards. Written evaluations of the training experience were also sought from two trainees reflecting on the selection process, the quality of training posts, and training limitations.RESULTSWhile a time-consuming process, the method of obtaining referee reports by interview has resulted in a wider spread of scores, more able to separate high- and low-scoring applicants than other components of the selection process. Review of the training post accreditation records for the last 2 years showed that adherence to standards has resulted in loss of accreditation for one unit and shortened periods of review for units with more minor deficiencies. Two applications for accreditation have been denied. Examination of caseload data showed that trainees more than fulfill minimum requirements in accredited training posts, confirming the robust nature of this aspect of unit accreditation.CONCLUSIONSA key factor determining the success of neurosurgical training in Australia and New Zealand has been a willingness to evolve selection and other processes to overcome challenges as they become apparent. According to available analyses, the revised referee process and strict accreditation standards appear effective. The benefits and challenges of the current training system are discussed in the context of a paucity of international literature.

Magellanic Cloud Eclipsing Binaries: Primary Distance Indicators

1999 ◽  
Vol 190 ◽  
pp. 563-566
Author(s):  
J. D. Pritchard ◽  
W. Tobin ◽  
J. V. Clausen ◽  
E. F. Guinan ◽  
E. L. Fitzpatrick ◽  
...  
Keyword(s):  
New Zealand ◽  
Magellanic Cloud ◽  
Eclipsing Binaries ◽  
Fundamental Parameters ◽  
Distance Indicators

Our collaboration involves groups in Denmark, the U.S.A. Spain and of course New Zealand. Combining ground-based and satellite (IUEandHST) observations we aim to determine accurate and precise stellar fundamental parameters for the components of Magellanic Cloud Eclipsing Binaries as well as the distances to these systems and hence the parent galaxies themselves. This poster presents our latest progress.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

A Cytochemical Study of Glucose-6-Phosphatase (G-6-PASE) in Cells Participating in Atherogenesis of Rabbit Aorta

1975 ◽  
Vol 33 ◽  
pp. 460-461
Author(s):  
Sidney D. Kobernick ◽  
Edna A. Elfont ◽  
Neddra L. Brooks
Keyword(s):  
Lipid Metabolism ◽  
New Zealand ◽  
Aortic Wall ◽  
Rabbit Aorta ◽  
Plaque Formation ◽  
Metabolic Changes ◽  
Atherosclerotic Plaques ◽  
Cytochemical Study ◽  
Cellular Alteration ◽  
New Zealand White Rabbits

This cytochemical study was designed to investigate early metabolic changes in the aortic wall that might lead to or accompany development of atherosclerotic plaques in rabbits. The hypothesis that the primary cellular alteration leading to plaque formation might be due to changes in either carbohydrate or lipid metabolism led to histochemical studies that showed elevation of G-6-Pase in atherosclerotic plaques of rabbit aorta. This observation initiated the present investigation to determine how early in plaque formation and in which cells this change could be observed.Male New Zealand white rabbits of approximately 2000 kg consumed normal diets or diets containing 0.25 or 1.0 gm of cholesterol per day for 10, 50 and 90 days. Aortas were injected jin situ with glutaraldehyde fixative and dissected out. The plaques were identified, isolated, minced and fixed for not more than 10 minutes. Incubation and postfixation proceeded as described by Leskes and co-workers.

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