The Tertiary Education Advisory Commission (TEAC) reforms

2006 ◽  
Vol 12 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Bill English
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Policy Development ◽  
Tertiary Education ◽  
Tertiary Sector ◽  
Tertiary Institution ◽  
The Past ◽  
Advisory Commission ◽  
To Come ◽  
Set Up

In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

The Tertiary Education Advisory Commission (TEAC) reforms

2006 ◽  
Vol 12 (1) ◽  
pp. 68-77
Author(s):  
Bill English
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Policy Development ◽  
Tertiary Education ◽  
Tertiary Sector ◽  
Tertiary Institution ◽  
The Past ◽  
Advisory Commission ◽  
To Come ◽  
Set Up

In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

scholarly journals Individualism/Collectivism and Academic Self-Enhancement in New Zealand Māori University Students

2010 ◽  
Vol 4 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Natasha A. Tassell ◽  
Ross A. Flett ◽  
Jhanitra R. Gavala
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
University Students ◽  
Policy Development ◽  
Educational Strategies ◽  
Negative Contribution ◽  
Convenience Sample ◽  
The Past ◽  
Cultural Orientations

AbstractThe present study had several aims: to examine horizontal/vertical individualism/collectivism in a New Zealand Māori sample; to determine whether these cultural orientations contribute to academic self-enhancement; and to investigate if self-enhancement affects intentions to continue studies in higher education. A quantitative questionnaire was distributed to a nonprobability convenience sample of 71 Māori university students. All participants had either studied within the past year or were currently studying, and were recipients of a Māori-specific bursary for higher education studies. Results revealed the sample scored high on measures of horizontal collectivism and academic self-enhancement. ANOVAs showed some significant differences between our sample and other cultural samples on some of the cultural orientations. A series of standard multiple regressions revealed that combined, the cultural orientations predicted academic self-enhancement, although only horizontal collectivism made a significant negative contribution. Academic intentions were not predicted by self-enhancement. The findings have implications for policy development and educational strategies oriented toward enhancing the academic success of Māori in higher education.

Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

2018 ◽  
pp. 3839-3849
Author(s):  
Hazel Owen ◽  
Nicola Dunham
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Tertiary Education ◽  
Health Science ◽  
Flipped Learning ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Aotearoa New Zealand ◽  
Personal Reflections

In the context of ongoing global adoption of all forms of technology eLearning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organisations, are implementing a variety of eLearning initiatives, although, frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term Higher Education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences, and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an eLearning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of ‘self' fundamentally influence a person's ability to embrace - and thrive in - a period of change. The second prevalence was a familiarity with large-scale, ‘monolithic' eLearning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for 'change agents' - as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on 'the front lines'.

scholarly journals NEW ZEALAND HORTICULTURAL EXPORTS

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 589a-589
Author(s):  
D. H. Turner
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Marketing Strategies ◽  
Key Factors ◽  
Marketing Technology ◽  
The Past ◽  
Export Expansion ◽  
Future 2 ◽  
The Impact

New Zealand horticultural exports expanded rapidly during 1970-1990. These increases did not occur without some difficulties. Details of the export expansion including main products and major markets (such as the U. S. and Pacific Rim Countries) will be discussed. Key factors such as: 1) marketing strategies of the past, present, and future; 2) the impact of new marketing technology; and 3) importance of New Zealand image will be detailed. The role of education and technology and the skill level of New Zealand horticulture will be reviewed. This will include the New Zealand tertiary education system as well as relevant examples of how universities can assist.

scholarly journals "Pleasing homogeneity," "Dull times," and "animated cocktails": New Zealand Architecture in the 1930s

2006 ◽  
Vol 3 ◽  
pp. 1-6
Author(s):  
Christine McCarthy
Keyword(s):  
New Zealand ◽  
The Past ◽  
Complete Cessation ◽  
Regular Employment ◽  
Set Up ◽  
The Unemployed

New Zealand in the 1930s began in mid-depression. Substantial rises in unemployment were recorded early in the decade, and an unemployment tax was introduced in 1930 to pay for unemployment relief. 1930 was also the same year that the beginnings of commerical aviation in New Zealand occurred. The first trans-Tasman airmail service dates from 1934, with TEAL (Tasman Empire Airways Ltd - now known as Air New Zealand) being established in 1939. This increasing significance of aviation in New Zealand during the decade was reflected in Hean's 1935 article "Airports" in the Journal of the New Zealand Institute of Architects. In 1931 relief camps were set up for the unemployed, and unemployed riots occurred in Auckland, Wellington and Dunedin. In June 1932 the NZIAJ noted that "[t]he almost complete cessation of building has had its inevitable result on employment of those connected with building - most of them are out of work, some are casually employed, and only a very few have any regular employment," while the following issue remarked that "[i]n the troublous times which have come upon us during the past fourteen years since the Armistice, not least among economic difficulties has been the high cost of building." This context lead to building subsidies and the Allied Building Industries Movement. By 1936 the normal working week was reduced from 44 hours to 40 hours.

scholarly journals Labour force participation in New Zealand: Tecent trends, future scenarios and the impact on economic growth.

1970 ◽  
Author(s):  
David Paterson ◽  
Simon Brown
Keyword(s):  
Economic Growth ◽  
New Zealand ◽  
Labour Force ◽  
Participation Rate ◽  
Labour Force Participation ◽  
Population Ageing ◽  
The Past ◽  
To Come ◽  
The Impact

This paper examines labour force participation trends in New Zealand, how we compare to the rest of the OECD and how participation and economic growth might be affected in the future by population ageing. Participation has risen significantly over the past 20 years despite an increase in the average age of the working­age population. We have looked at how participation has changed by age, gender and ethnicity. By contrast, average hours worked has declined over the past 20 years and we consider the reasons for that. Population ageing means the recent growth seen in labour force participation is likely to come to an end, with the participation rate projected to decline over the medium term. Falling participation will have a dampening effect on economic growth. We have investigated the impact of declining participation on gross domestic product using official labour force projections and identified a range of scenarios for what participation might look like in the year 2029. In each scenario, we discuss the impact on economic growth. Most other OECD countries are in a similar situation to us with respect to population ageing. We have looked at the latest Australian projections for economic growth in the long term and the increased growth in New Zealand’s productivity that would be necessary to begin to close the gap on Australia.

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>

Perspectives on memory, forgiveness and reconciliation in Cambodia's post-Khmer Rouge society

2019 ◽  
Vol 101 (910) ◽  
pp. 125-149 ◽  
Author(s):  
Phuong N. Pham ◽  
Mychelle Balthazard ◽  
Niamh Gibbons ◽  
Patrick Vinck
Keyword(s):  
Civil Society ◽  
Collective Memory ◽  
Transitional Justice ◽  
Khmer Rouge ◽  
Positive Outcomes ◽  
Limited Knowledge ◽  
The Past ◽  
To Come ◽  
Set Up ◽  
Khmer Rouge Regime

AbstractTransitional justice is a conspicuous feature of responses to mass atrocities. Rooted in accountability and redress for victims, transitional justice mechanisms influence and are influenced by collective memory of conflicts. This article looks at the dynamics between memory, trauma and forgiveness in Cambodia. Thirty years after the Khmer Rouge regime, Cambodians expressed limited knowledge of the past, a strong desire for the truth, and lingering feelings of hatred. The Extraordinary Chambers in the Courts of Cambodia (ECCC) created or renewed demand for truth, along with some desire for harm to come to the wrongdoers. Although the ECCC was set up several decades after the mass atrocities, the data suggest that the ECCC and the civil society movement associated with it may have had positive outcomes on addressing the legacy of the violence.

Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 25-43
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 1-24
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

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