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2. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
- Author
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
- Published
- 2019
3. Nursing Students' Perspectives on ePortfolios: Themes and Preferences Compared with Paper-Based Experiences
- Author
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Madden, Karyn, Collins, Emma, and Lander, Patrick
- Abstract
ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews & Cole, 2015; Beckers, Dolmons, & Merriënboer, 2016; Cordier et al. (2016); Leacock & Nesbit, 2007; Nam & Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.
- Published
- 2019
4. Identifying Work Skills: International Approaches. Discussion Paper
- Author
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Fowler, Craig
- Abstract
The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]
- Published
- 2017
5. 'Te aranga paerangi - future pathways' - review and views on the RSI green paper
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Main, Allan
- Published
- 2021
6. Simulation in New Zealand: what have you done for me lately? New Zealand Association for Simulation in Healthcare (NZASH) white paper.
- Author
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Meeks M, Peckler B, Lesa R, Wood T, Bruce T, Sheedy M, White C, Dean J, Armstrong P, McTavish A, Beasley C, and Winder P
- Subjects
- Curriculum, New Zealand, Delivery of Health Care, Simulation Training
- Abstract
Medical simulation has become an integral aspect of modern healthcare education and practice. It has evolved to become an essential aspect of teaching core concepts and skills, common and rare presentations, algorithms and protocols, communication, interpersonal and teamworking skills and testing new equipment and systems. Simulation-based learning (SBL) is useful for the novice to the senior clinician. Healthcare is a complex adaptive system built from very large numbers of mutually interacting subunits (e.g., different professions, departments, equipment). These subunits generate multiple repeated interactions that have the potential to result in rich, collective behaviour that feeds back into the organisation. There is a unique opportunity in New Zealand with the formation of Te Whatu Ora - Health New Zealand and Te Aka Whai Ora - Māori Health Authority and the reorganisation of the healthcare system. This viewpoint is a white paper for the integration of SBL into our healthcare system. We describe our concerns in the current system and list our current capabilities. The way SBL could be implemented in pre- and post-registration phases of practice are explored as well as the integration of communication and culture. Interprofessional education has been shown to improve outcomes and is best done with an interprofessional simulation curriculum. We describe ways that simulation is currently used in our system and describe other uses such as quality improvement, safety and systems engineering and integration. The aim of this viewpoint is to alert Te Whatu Ora and Te Aka Whai Ora of the existing infrastructure of the simulation community in New Zealand and encourage them to invest in its future., Competing Interests: Nil., (© PMA.)
- Published
- 2024
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7. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
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Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
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Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
- Published
- 2010
8. Global Labour Mobility and Mutual Recognition of Skills and Qualifications: European Union and Australia/New Zealand Perspectives. Working Paper No. 56
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Monash University, Centre for the Economics of Education and Training, Shah, Chandra, and Long, Michael
- Abstract
The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]
- Published
- 2004
9. Language of Instruction: Choices and Consequences. PREL Briefing Paper.
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Pacific Resources for Education and Learning, Honolulu, HI. and Simanu-Klutz, Fata
- Abstract
This briefing paper focuses on the choices of instructional language in Pacific classrooms, as mandated by national or state policies, and discusses consequences of such choices on students' academic achievement and career preparation in the changing Pacific region. The paper first notes that in most South Pacific secondary schools, English is the language of the classroom, but for many upper grade students, English is their second language. The paper considers the misalignment of home and school languages, explaining that although the home languages of indigenous Pacific people are regarded by speakers and local authorities as an inherent part of indigenous culture and as the living language of the home, street, and community, they are rarely given a real role in academics. It then discusses some of the pros and cons of English as the language of instruction that Pacific educators must seriously consider. The paper goes on to discuss language and cognitive development and language policies across the curriculum, citing New Zealand as an example of a nation now using bilingual education in the development of ethnic preschools. (Contains 15 references.) (NKA)
- Published
- 1999
10. Workforce Planning for the Community Services and Health Industry. Occasional Paper
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National Centre for Vocational Education Research, Karmel, Tom, and Blomberg, Davinia
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This paper aims to provide a picture of the occupations in the community services and health industry, and how the workforce obtains the required skills. The authors argue that planning for the industry should concentrate on occupations specific to the industry and those which require high skill levels. Findings suggest that the qualification levels of community services and health workers have increased substantially over the past decade. Furthermore, community services and health vocational education and training courses are well targeted, with most graduates finding employment in the industry. Appended are: (1) Employment within community services and health; (2) Mapping of ANZSCO (Australian and New Zealand Standard Classification of Occupations) to ASCO (Australian Standard Classification of Occupations); (3) Employed persons by the level of qualification; (4) Change in qualifications, 1996 and 2006; (5) Top destination occupations; and (6) Top intended occupations. (Contains 25 tables, 1 figure, and 13 footnotes.) [Funding for this paper provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
11. The Female 'Tradie': Challenging Employment Perceptions in Non-Traditional Trades for Women. Occasional Paper
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National Centre for Vocational Education Research and Shewring, Fiona
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The place of women in the manual trades is examined in this paper, which sets out strategies for encouraging them to study and work in areas such as building and construction. Such strategies include introductory and pre-apprenticeships courses, clustering female students, and support from teachers in opening up job opportunities. This paper is the result of a 2008 NCVER New Researcher Award. (Contains 2 tables.)
- Published
- 2009
12. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010
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Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara
- Abstract
The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
- Published
- 2010
13. ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
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Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
- Published
- 2010
14. Policy Developments in VET: Analysis for Selected Countries. Working Paper No. 54
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Monash University, Centre for the Economics of Education and Training, Noonan, Peter, Burke, Gerald, and White, Paul
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This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)
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- 2004
15. Scoping Paper--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes
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Australian Department of Education, Science and Training and McMahon, Mary
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This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.
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- 2004
16. Higher Education in TAFE: An Issues Paper
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National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
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Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
17. Reflections on Equity, Adequacy and Weighted Student Funding. Working Papers Series. SAN08-04
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Duke University, Terry Sanford Institute of Public Policy and Ladd, Helen F.
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Within the context of the school finance literature, the concepts of equity and adequacy raise a number of complex definitional and pragmatic issues. The purpose of this paper is to clarify those issues and to use those concepts to evaluate the recent policy proposal called Weighted Student Funding (WSF). Though WSF contains some equity-enhancing elements, it is likely to fall short of its equity goals because the weights are likely to be inappropriate and the approach fails to take full account of the concentrations of challenging-to-educate students and their effects on the distribution of teachers. In addition, the WSF proposal can be faulted for paying no attention to adequacy, potentially stigmatizing individual students, and placing so much focus on individual schools. A more complete evaluation of WSF would require a broader institutional perspective that extends beyond the equity and adequacy considerations of this article. (Contains 8 footnotes.)
- Published
- 2008
18. Teachers and Decentralisation. Papers Prepared for the National Industry Education Forum Seminar (Melbourne, Victoria, Australia, August 1994).
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Whitty, Geoff and Seddon, Terri
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This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)
- Published
- 1994
19. Obstacles to the Integration of University Qualifications and Courses into the National Qualifications Framework. Nga Taumata Matauranga O Aotearoa Higher Education in New Zealand. Occasional Paper Number 1.
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Hall, Cedric
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This paper identifies some of the major obstacles to the integration of university qualifications into New Zealand's National Qualifications Framework. Currently, New Zealand's universities are under pressure to integrate their qualifications into the Framework which employs a method of unit design that is generally more suited to trade and technical training than the general and professional education programs typically offered at universities. The paper examines problems that would arise if the Framework method of defining unit standards were applied to the design of university programs and papers. Several pedagogical problems are identified along with philosophical differences between the New Zealand Qualifications Authority (NZQA) and the universities over matters such as the nature and structure of knowledge, credit transfer, the recognition of prior learning, the transfer of generic skills, and the primacy given by the NZQA to unit standards rather than to total qualification. Instead of universities following the unit standard model of development, an extended framework structure is suggested which emphasizes the total qualification. Such a structure is likely to allow for a more productive relationship to develop between the NZQA and universities. (Contains 21 references.) (JB)
- Published
- 1994
20. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
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This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
21. External Quality Assurance of New Zealand Tertiary Education Providers Matters: Life Jacket or Strait-Jacket? AIR 2001 Annual Forum Paper.
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Weir, Annie
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The reality of external academic/quality audit has arrived for all tertiary education providers in New Zealand under the umbrella of the New Zealand Qualifications Authority. This paper reviews the development over the past decade of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies. The methodology included a literature review of the key influences and features of external quality assurance in the tertiary sector and an examination of the impact of external quality assurance processes on the development and delivery of courses and qualifications offered by the Open Polytechnic of New Zealand. The two main findings are that: (1) the development of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies has been evolutionary and controversial; and (2) as a result of responding to the demands of external quality assurance, tertiary providers have experienced a significant increase in both their administrative workload and their compliance costs. Providers who have adopted a "life jacket" approach to external quality assurance have reaped the rewards of compliance, but those who have seen it as a strait jacket, are ceasing to exist. (Contains 23 references.) (SLD)
- Published
- 2001
22. ICCE/ICCAI 2000 Full & Short Papers (Policies, Ethics, Standards, and Legal Issues).
- Abstract
This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)
- Published
- 2000
23. A Comparative Investigation of Safer Sex Practices among Canadian and New Zealand Prostitutes. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Meaghan, Diane
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This project examined attitudes, expectations, and behaviors that make prostitutes successful in learning to establish their autonomy and work safely. Ethnographic studies were conducted of 47 prostitutes in Canada and 60 in New Zealand through semi-structured interviews, focus groups, and open-ended discussions supplemented by researchers' observations and participation in the culture of sex trade work. Women new to the streets and experienced women involved in various genres of sex work were surveyed as to how they came to acquire a working knowledge about safer sex practices and what specific practices resulted from that knowledge. Findings suggested that, in the course of their daily work, most prostitutes learn to deal with issues of intimacy, decision making, communication, negotiation, and assertiveness. Prostitute practices acquired outside of formal educational systems constituted an alternative body of educational knowledge that could efficiently use community resources to inform and teach about issues concerning safer sexual interactions. Staffed by workers who were in or formerly part of the sex industry, the New Zealand Prostitutes' Collective was the first cooperative effort between the government and sex workers to promote safer sex practices in the sex industry. Sex workers wanted to create an organization that would empower them and advance their political and legal cause. (Contains 27 references.) (YLB)
- Published
- 2000
24. Private Higher Education Penetration into a Mature Education Market: The New Zealand Experience. PROPHE Working Paper #6
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Program for Research on Private Higher Education and Abbott, Malcolm
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Since 1989, when it became legally possible for private higher education to operate in New Zealand, the sector has grown to become a significant part of the country's higher education system. We explore the private penetration, trace the changes that have occurred in private higher education, and evaluate the sector's position in New Zealand today. The private sector has had to find a niche for itself in a higher education sector dominated by a mature, well developed public sector. In so doing, New Zealand's private higher education exhibits differences and similarities with the private higher education internationally. Particular case study attention goes to the New Zealand case as one of private entry into a mature higher education system in an economically advanced country. Additional attention goes to the dissimilarities between the private sector and the more predominant public tertiary education institutions in New Zealand. It becomes apparent that the private sector has characteristics that make it quite different from that of the public sector in New Zealand. (Contains 10 tables and 19 notes.)
- Published
- 2005
25. Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
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Bernard Van Leer Foundation (Netherlands) and Lansdown, Gerison
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"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
- Published
- 2005
26. Early Years--Research. Papers from New Zealand Council for Educational Research Seminars on Early Childhood (December 13, 1993 and April 27, 1995).
- Author
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New Zealand Council for Educational Research, Wellington., Podmore, Valerie N., and Swann, Fay
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This report contains six papers presented at 1993 and 1995 seminars conducted by the New Zealand Council for Educational Research. It also includes the schedules of the two seminars and a summary of a general discussion on future directions in research in early childhood education and care conducted at the 1995 seminar. They include: (1) "Working with Children before They Start School: Some Findings from Swedish Early Childhood Centres" (Ingrid Pramling); (2) "Creating Learners Who Want To Know: An Action Research Project Following a College-Based Teaching Experience" (Anne Meade and Lynne Bruce); (3) "Meeting Their Needs: Educational/Training Implications of a Collaborative Study of Playcentre Children Aged Under 2 1/2 Years" (Valerie Podmore and Liz Depree); (4) "Fitting, Not Flitting: Schema Development Seen in Some Children in the Competent Children Project" (Anne Meade); (5) "Early Childhood Teacher Education: Findings from a Longitudinal Study" (Margery Renwick and Sally Boyd); and (6) "Families, Work, and Early Childhood Education: Experiencing Change and Diversity" (Valerie N. Podmore). Each paper contains a reference list. (MDM)
- Published
- 1995
27. Parent Support Conference Papers. Ara Whakamana Pathways to Empowerment (Wellington, New Zealand, November 3-4, 1992).
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Early Childhood Development Unit, Wellington (New Zealand).
- Abstract
This collection of conference papers from New Zealand's Early Childhood Development Unit's November 1992 Parent Support Conference and the Parenting Promotion Launch presents a wide range of views on parenting and shows the support available for parents from numerous organizations. The conference began 2 weeks of activities throughout New Zealand to encourage parents to become involved with their children. The following papers are included: (1) "Positive Parenting" (opening address by Jenny Shipley); (2) "Creating Pathways to Empower Parents" (keynote address by Douglas Powell); (3) "Parents...Parenting" (keynote address by Rose Pere); (4) "Plunket in the Nineties" (Gill Cleland and Helen Corrigan); (5) "A Community Based Approach to Parent Support" (Jan Gerritsen); (6) "Support for Parents of Children with Special Needs" (Denise Gibbard and Sharon Brandford); (7) "Parents as First Teachers Pilot Project" (Janice Grigor); (8) "Anau Ako Pasifika" (Puroku Hall and Lineahi Lund), which is a home-based early childhood care program; (9) "Parent Education: An Experiment of Nature or by Design?" (Bruce McMillan); and (10) "Early Childhood Development Unit Parent Support Projects" (Huhana Rokx and Meagan Pene). Speaker profiles and three Parenting Promotion Launch speeches are also included. (MM)
- Published
- 1993
28. Stigma to Sage: Learning and Teaching Safer Sex Practices Among Canadian Sex Trade Workers. NALL Working Paper.
- Author
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Meaghan, Diane
- Abstract
A study interviewed 37 Canadian sex workers in 4 cities to determine how they acquire a working knowledge of safer sex practices and what that knowledge constituted. Findings indicated the vast majority exhibited high levels of knowledge and efficacy regarding safer sex practices; sex workers took the initiative to obtain information and engage in safer sex practices; and peer group educators advanced educational messages in their community. Staffed by current or former sex workers, the New Zealand Prostitutes Collective (NZPC) was established as a government-endorsed organization using state funding, infrastructure, and support services for sex workers, clients, and the public. The Canadian government might profit from lessons learned from the successful NZPC to recruit sex workers as peer educators and should consider the possibility of developing a prostitute-centered pedagogy of safer sex practices that affirms the right of women to control the conditions of work and recognizes the skills and knowledge of that work. Providing sex workers with an opportunity to have input into public policy and design and delivery of prevention programs would be a useful way to transmit their skills and knowledge to other sectors of the community. Such knowledge could provide sexual self-determination that might result in greater knowledge, resistance, agency, and empowerment in other aspects of women's lives. (Contains 87 references and 30 endnotes.) (YLB)
- Published
- 2002
29. Changing Skills for a Changing World: Recommendations for Adult Literacy Policy in Aotearoa/New Zealand. Occasional Paper Series.
- Author
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New Zealand Dept. of Labour, Wellington. and Johnson, Alice H.
- Abstract
This report summarizes issues facing New Zealand's modern adult literacy movement and places it in the context of the rapidly changing skill demands of the 21st century. Part I introduces political, economic, and social issues facing New Zealand. Chapter 1 provides an overview of the issues and structures that create the current climate. Part II provides a history of adult literacy in New Zealand. Chapter 2 defines literacy for the 21st century; identifies how literate New Zealanders are, and considers literacy needs by industry. Chapter 3 provides a brief history of New Zealand's literacy movement, describes emergence of workplace literacy, and discusses theoretical underpinnings Freirean and competency-based models. Chapter 4 addresses national leadership and provision of services. Four case studies are presented in a two-page profile with this basic information: type of program; cost; goal; types of services; work-related outcomes; number of students; student selection; structure; curriculum; learner profile; funding source; reason for literacy program; institutional profile; other factors that contribute to success; and student suggestions. A more detailed exploration follows of a series of questions on three themes: motivation, barriers, and benefits. Part III includes recommendations for a long-term, comprehensive, coordinated adult literacy strategy in Chapter 5, with implications for the United States in Chapter 6. Appendixes include the National Literacy Act: Public Law 102-73, and case study interview questions. (Contains 93 references, 7 tables, and 6 figures.) (YLB)
- Published
- 2000
30. What Is Government's Role in Early Childhood Education? Papers Presented at the New Zealand Council for Educational Research Invitational Seminar (February 23, 1993).
- Author
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New Zealand Council for Educational Research, Wellington. and Podmore, Valerie N.
- Abstract
Focusing on the role of the federal government in maintaining quality in early childhood education, these proceedings present introductory remarks followed by 10 seminar papers: (1) "The Role of Government in Early Childhood: Support and Advice for Serving Parents and Communities," (Pamela Kennedy); (2) "What Is the Government's Role in Early Childhood Education? Education Review Office and the Early Childhood Sector," (Jeanette Schollum); (3) "Back, Against the Wall. Staffing and the Quality of Early Childhood Education: The Impact of Government Policy," (Linda Mitchell); (4) "Government's Role in the Funding of the Kohanga Reo," (Peggy Luke-Ngaheke); (5) "The Role of Government in Early Childhood Curriculum in Aotearoa-New Zealand," (Margaret Carr and Helen May); (6) "What Can the North American Experience Teach Us in the 1990s?" (Heather McDonald); (7) "Government's Role in Early Childhood Education: A Comparative Perspective from Western Australia," (Joy Cullen); (8) "Government's Role in Early Childhood and the First Years of School," (Helen Duncan); (9) "The Role of the Church and Government in Promoting Early Childhood Education in Aotearoa," (Fereni Pepe Ete); and (10) "Provision, Accountability and Quality: Let's Not Undervalue Children," (Rahera Barrett Douglas). (BCY)
- Published
- 1993
31. Marketing for Libraries and Information Centres: A Selective Annotated Bibliography. Occasional Papers in Bibliography and Libraries; 21.
- Author
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Victoria Univ. of Wellington (New Zealand). and Tuffield, Joanne
- Abstract
The aim of this annotated bibliography is to illustrate the range and type of materials available for marketing management, a tool that can help library managers determine client needs and provide feedback on library services and products. The bibliography includes 67 monographs, serials, and audiovisuals selected for information professionals who want to apply the approach in their institutions but have little or no formal training in marketing. Materials selected have been printed after 1980, and those that are neither easily available nor library-specific have been excluded. Materials are arranged under the following headings: (1) key non-library readings; (2) New Zealand libraries: marketing and promotion; (3) marketing management; (4) marketing and planning; and (5) publicity and promotion. The publication also includes author and title indexes. (KRN)
- Published
- 1991
32. Paper Vandervis used often misrepresented : MoH
- Author
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Miller, Grant
- Published
- 2021
33. Identity, Prevalence, and Pathogenicity of Entomopathogenic Fungi Infecting Invasive Polistes (Vespidae: Polistinae) Paper Wasps in New Zealand.
- Author
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Reason, Aiden, Bulgarella, Mariana, and Lester, Philip J.
- Subjects
- *
ENTOMOPATHOGENIC fungi , *BIOLOGICAL weed control , *VESPIDAE , *WASPS , *BIOLOGICAL pest control agents , *INSECT societies - Abstract
Simple Summary: The Asian paper wasp Polistes chinensis is an invasive species in New Zealand and South-East Australia. This species threatens native invertebrate communities through predation and potentially competition for resources. During an ecological field study of P. chinensis in New Zealand, we discovered wasps that were infected with and were being killed by two species of pathogenic fungi. In the interest of investigating these fungi as potential biological control agents, our aim in this study was to identify the two fungal species using morphological and molecular methods, determine their natural prevalence in the studied paper wasp population, and test their infective potential to hosts in a controlled environment. We successfully identified the fungi species as Beauveria malawiensis, a generalist insect pathogen, and Ophiocordyceps humbertii, a specialist of social wasps. These are the first records of these species infecting paper wasps in New Zealand. We estimate that they produce infections in approximately 3.3% of wild P. chinensis colonies in our study site. In our infection assays, we passively exposed healthy wasp colonies to asexual fungal spores, which resulted in successful infections of B. malawiensis, and significantly increased wasp mortality rates. Two species of entomogenous fungi were discovered infecting the invasive paper wasp Polistes chinensis during an ecological study on Farewell Spit, New Zealand. We sequenced two nuclear ribosomal RDNA genes, the internal transcribed spacer (ITS) and the small ribosomal subunit 18S, and one protein-coding gene, the translation elongation factor 1-alpha (ef1 α). Combining sequence information with morphological examination, we identified these species as Beauveria malawiensis and Ophiocordyceps humbertii. We estimated that these fungi produce infection in approximately 3.3% of colonies in our study population. In bioassays, we successfully infected P. chinensis individuals from healthy colonies with B. malawiensis, with significant effects on adult mortality. This is the first record of both B. malawiensis and O. humbertii from Polistine hosts in New Zealand, and the first investigation into disease causality by these pathogens in P. chinensis. Our findings may contribute to the future development of biological control agents for paper wasps in New Zealand and elsewhere around the world. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
34. Development of an Australia and New Zealand Lung Cancer Clinical Quality Registry: a protocol paper.
- Author
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Smith S, Brand M, Harden S, Briggs L, Leigh L, Brims F, Brooke M, Brunelli VN, Chia C, Dawkins P, Lawrenson R, Duffy M, Evans S, Leong T, Marshall H, Patel D, Pavlakis N, Philip J, Rankin N, Singhal N, Stone E, Tay R, Vinod S, Windsor M, Wright GM, Leong D, Zalcberg J, and Stirling RG
- Subjects
- Adult, Australia epidemiology, Humans, New Zealand epidemiology, Registries, Carcinoma, Non-Small-Cell Lung epidemiology, Carcinoma, Non-Small-Cell Lung therapy, Lung Neoplasms epidemiology, Lung Neoplasms therapy
- Abstract
Introduction: Lung cancer is the leading cause of cancer mortality, comprising the largest national cancer disease burden in Australia and New Zealand. Regional reports identify substantial evidence-practice gaps, unwarranted variation from best practice, and variation in processes and outcomes of care between treating centres. The Australia and New Zealand Lung Cancer Registry (ANZLCR) will be developed as a Clinical Quality Registry to monitor the safety, quality and effectiveness of lung cancer care in Australia and New Zealand., Methods and Analysis: Patient participants will include all adults >18 years of age with a new diagnosis of non-small-cell lung cancer (NSCLC), SCLC, thymoma or mesothelioma. The ANZLCR will register confirmed diagnoses using opt-out consent. Data will address key patient, disease, management processes and outcomes reported as clinical quality indicators. Electronic data collection facilitated by local data collectors and local, state and federal data linkage will enhance completeness and accuracy. Data will be stored and maintained in a secure web-based data platform overseen by registry management. Central governance with binational representation from consumers, patients and carers, governance, administration, health department, health policy bodies, university research and healthcare workers will provide project oversight., Ethics and Dissemination: The ANZLCR has received national ethics approval under the National Mutual Acceptance scheme. Data will be routinely reported to participating sites describing performance against measures of agreed best practice and nationally to stakeholders including federal, state and territory departments of health. Local, regional and (bi)national benchmarks, augmented with online dashboard indicator reporting will enable local targeting of quality improvement efforts., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2022
- Full Text
- View/download PDF
35. Fe-zeolite catalyst for ozonation of pulp and paper wastewater for sustainable water resources.
- Author
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Munir, Hafiz Muhammad Shahzad, Feroze, Nadeem, Ramzan, Naveed, Sagir, Muhammad, Babar, Muhammad, Tahir, Muhammad Suleman, Shamshad, Jaweria, Mubashir, Muhammad, and Khoo, Kuan Shiong
- Subjects
- *
COLOR removal (Sewage purification) , *PAPER pulp , *WATER supply , *OZONIZATION , *SEWAGE , *CHEMICAL oxygen demand - Abstract
The pulp and paper industry consumes enormous quality of freshwater, leading to wastewater. It must be treated to remove pollutants, particularly residual dyestuffs, before releasing them to water bodies to avoid adverse environmental effects. The traditional wastewater treatment methods used for the pulp and paper industry are less efficient in colour and chemical oxygen demand (COD) removal. The current study is aimed at developing a novel catalyst for the catalytic ozonation of pulp and paper wastewater with better colour and COD removal for sustainable resources of clean water. The proposed catalyst is impregnated by iron on natural zeolites. Various parameters such as catalyst dose, pH, ozone dose, initial COD concentration, and reaction time are studied and optimized. The performance was evaluated by comparing the results with the single ozonation process (SOP) and catalytic ozonation process (COP). The highest COD and colour reduction efficiencies have been achieved, i.e., 71%, and 88% at a natural pH of 6.8. The proposed process achieved higher COD and colour efficiencies than the single ozonation process and catalytic ozonation process using raw zeolites. The improvement in efficiencies are 23% and 29% for SOP and 17% and 19% for COP, respectively. Hence, the results proposed the sustainability and applicability of COP to treat paper and pulp sector effluent. [Display omitted] • A novel Fe-zeolite catalyst was developed for catalytic ozonation process. • Performance of single ozonation process and catalytic ozonation process was evaluated. • Under optimized condition the catalyst remains efficient even after 5 cycles. • 71% of COD were eliminated using Fe/NZ as catalyst in catalytic ozonation process. • The optimum ozone dose for COD and color removal was 0.3 mg/ml of wastewater. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
36. ANZUS: 'Our richest prize' or 'that scrap of paper'?
- Author
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Ross, Ken
- Published
- 2016
37. Research in Geographical Education--Volume 2. Papers Presented to the National Meeting of the Australian Geographical Research Association (2nd, Sydney, Australia, December 4-6, 1982).
- Author
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Australian Geographical Educational Research Association, Brisbane. and Fien, John
- Abstract
This publication contains 14 papers, most of which were written by instructors of higher education in Australia and Great Britain. Following an introduction, the first five papers are "The Development of Children's Map Ability" (Simon Catling), "Published Guidance to Pupils on Atlas Mapwork Skills" (Herbert Sandford), "Tactual Mapping and the Bold Atlas of Australia" (John Roberts), "Students' Ability to Transform Verbal and Visual Information" (Rod Gerber and Nea Stewart-Dore), "Children Talking to Learn," (Michael Williams). Using microcomputers in geography education is the subject of the sixth paper, "On Sitting Back and Letting It Happen: How to Be Unchained and Use Microcomputers in Geographical Education (Colin Davey). A case study in preservice teacher education is presented in paper number seven, "The Armidale Heritage Study: A Case Study in Applied Research in Pre-Service Teacher Education" (E.S. Elphick and Warren Halloway). The remaining papers are "Investigating the National Estate: Some Observations from an Implementation Study" (Colin Davey and Anthony Milne), and "Educational Materials and the Corporate Sector: Some Ideological Implications" (Jane Williamson), "Bias in Geography Textbooks" (John Fien), "Teaching Geography to Less-Able 11-14 Year Olds" (Graham Corney and Eleanor Rawling), "Attitudes and Approaches to Teaching Less Able Pupils in Year 8 Geography in Queensland" (John Fien, Rodney Gerber, and Peter Wilson), "Geography Methods Courses and Student Morale" (Anne Carter), and "Geography in the New Zealand Educational System and the Process of Curriculum Change" (Frances Slater). (LP)
- Published
- 1983
38. Video: Animals; Electric Current; Force; Science Activities. Learning in Science Project. Working Papers 51-54.
- Author
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Waikato Univ., Hamilton (New Zealand). and Bell, Beverley
- Abstract
Four papers to be used in conjunction with video-tapes developed by the Learning in Science Project are presented. Topic areas of the papers focus on: (1) animals; (2) electric current; (3) force; and (4) science activities. The first paper presents transcripts of class discussions focusing on the scientific meaning of the word animal. The second paper includes excerpts from three interviews where 11-year-old children were asked about their ideas regarding electric currents in a simple electrical circuit, summary of children's ideas about electrical currents, and a sample lesson taking into account their ideas. The third paper includes discussions of scientists'/children's ideas about force, excerpts from interviews with children on their ideas of force, and lessons designed to modify children's views of scientists' views. Presented in the fourth paper are: excerpts from interviews with children designed to provide insight into their views about what happens when a crystal is dissolved in water; an activity involving the dissolving of crystals in water (which makes unfounded assumptions about the ideas children bring with them to the lesson); and an alternative approach to the same lesson where an attempt is made to take the children's views into account. (JN)
- Published
- 1981
39. Current Issues in Vocational Education and Training in New Zealand. Occasional Paper No. 127.
- Author
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Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Wood, Derek E.
- Abstract
The five main issues that are currently confronting vocational educators and policymakers in New Zealand are as follows: participation rates in vocational education and training, the changing role of vocational education and training in secondary schools, new initiatives in light of youth unemployment and transition difficulties, recognition of competence, and responsiveness of the system to the need for change. The labor and skill shortages that were endemic in New Zealand in the past provided even unskilled early school leavers with easy access to employment. Thus, dropout rates were traditionally high and participation rates in continuing education were low. As the country's employment picture changes, however, there is growing awareness of the need for initiatives in vocational education and training, both within the formal education system and at the point of transition from school to work. The country's new ACCESS program is a response to the transition problem. ACCESS is a new system of community-based transition education and training to provide for job seekers who do not choose the traditional options of apprenticeship, further study, or direct entry into the work force. (MN)
- Published
- 1988
40. Current Issues in Workers' Compensation. Papers Presented at a Conference Sponsored by the Institute of Management and Labor Relations and the Bureau of Economic Research, Rutgers, the State University of New Jersey; the New York State School of Industrial and Labor Relations, Cornell University; and the Economics Department, University of Connecticut (New Brunswick, NJ, 1983).
- Author
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Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. and Chelius, James
- Abstract
This volume includes the following conference papers: "The Status and Direction of Workers' Compensation" (James R. Chelius); "The Minnesota Experience with Workers' Compensation Reform" (Steve Keefe); "The 1982 Changes in California" (Alan Tebb); "Two Rounds of Workers' Compensation Reform in Michigan" (H. Allan Hunt); "The Politics of Workers' Compensation Reform" (John H. Lewis); "Discussion of Papers on Recent State Reforms" (Michael Staten); "Interstate Variations in the Employers' Costs of Workers' Compensation with Particular Reference to Connecticut, New Jersey, and New York" (John F. Furton, Jr., and Alan B. Krueger); "Workers' Compensation Insurance Rates" (C. Arthur Williams, Jr.); "The Administration of Workers' Compensation" (Monroe Berkowitz); "Nominal Costs, Nominal Prices, and Nominal Profits" (John D. Worrall); "Federal Occupational Disease Legislation" (Donald Elisburg); "Issues in Asbestos Disease Compensation" (Donald L. Spatz); "Problems in Occupational Disease Compensation" (Leslie I. Boden); "On Efforts to Reform Workers' Compensation for Occupational Diseases" (Peter S. Barth); and "Accident Compensation as a Factor Influencing Managerial Perceptions and Behavior in New Zealand" (Barbara McIntosh). (MN)
- Published
- 1986
41. Teaching and Training: A Contingent Approach. Newland Papers Number Fifteen.
- Author
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Hull Univ. (England). School of Adult and Continuing Education. and Squires, Geoffrey
- Abstract
This paper analyzes teaching and training in terms of certain basic functions and the typical contingencies that affect those functions in practice. Section 1 shows the interrelationships of teaching, training, and learning. Section 2 explores the kinds of learning problems that the independent learner faces and how a planned course can help to alleviate them. Seven functions of courses are identified: selection, induction, structure, teaching, environment, materials, and assessment. Section 3 discusses how each function is affected by seven main variables or contingencies: rationale, regulations, resources, subject, students, staff, and setting. Section 4 describes the nine functions of teaching and training: motivation, orientation, demonstration, explanation, representation, activation, transmission, evaluation, and support. Section 5 discusses the nine contingencies that affect the functions of teaching and training: aims, content, level, self, student, group, physical context, institutional context, and social context. The final section explores briefly the implications of the contingent approach first for student learning, then for the training of teachers and trainers, and finally for research in these fields. Appendixes include examples of case material and articles on contingency in the management of organizations, the teaching and training of adults, and continuing learning in the workplace as well as 48 reference notes. (YLB)
- Published
- 1988
42. Toward a Teaching Model for Primary Science. Learning in Science Project (Primary). Working Paper No. 114.
- Author
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Waikato Univ., Hamilton (New Zealand). Science Education Research Unit., Harlen, Wynne, and Osborne, Roger
- Abstract
The Learning in Science Project (Primary)--LISP(P)--was designed to examine problems and difficulties in primary science and to explore ways of overcoming these problems. Early research led to a proposal that children's questions and explanations could form the basis of an alternative teaching approach. However, several issues were raised which led to the need to reconsider the proposed teaching approach. Following a brief discussion of these issues this paper: (1) considers how any teaching approach is developed from a particular view of learning; (2) analyzes what a teaching model should include to be internally consistent; (3) discusses features of a generative model designed to help children develop ways of exploring and viewing the world around them (reconsidering the set of learning experiences; identifying the roles of learners, teachers, and students in the learning process; and examining the criteria to be used in the approach); (4) examines several constraints related to the proposed instructional approach; (5) outlines a framework for teaching sequences (consisting of exploration, investigation, and reflection phases); (6) discusses the content of science in the primary school; and (7) offers suggestions to encourage teachers to adopt new ways of teaching. (JN)
- Published
- 1983
43. Interviewing Children--A Checklist for the I.A.I. Interview. Learning in Science Project. Working Paper 45.
- Author
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Bell, Beverley and Osborne, Roger
- Abstract
The Learning in Science Project (1979-1981) studied the problems and difficulties of learning science at the 10-14 year old level in New Zealand to provide insights into the world of the science learner and provide an alternative perspective of the science classroom to that currently held by teachers and others. This paper offers practical suggestions on initiating and carrying out classroom interview data collection procedures used in the Learning in Science Project. The suggested do's and dont's of structured interviews, based on experiences in the Project discuss: (1) establishing contact with the teacher, (2) establishing contact with the pupil and (3) interviewing with the Interview-about-Instances method--a procedure for establishing a person's understanding of a particular word or the concept(s) a person associates with a particular word. (PN)
- Published
- 1981
44. Nature in World Development: Patterns in the Preservation of Scenic and Outdoor Recreation Resources. Working Papers.
- Author
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Rockefeller Foundation, New York, NY., Nash, Roderick, Nash, Roderick, and Rockefeller Foundation, New York, NY.
- Abstract
This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)
- Published
- 1978
45. Beyond Expectations: Early Intervention with Down's Syndrome Infants and Their Parents. PATH Occasional Paper No. 3.
- Author
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Waikato Univ., Hamilton (New Zealand). and Mitchell, David R.
- Abstract
An early intervention program for 14 Down's syndrome children (4 to 15 months old) and their parents included individualized guidance for parents in teaching their infant. Home activities centered on tasks to develop attention: cognitive, perceptual, motor, and language skills. Emphasis was placed on a structured teaching approach with developmental assessments leading to prescribed teaching activities. Task analysis was an important focus. Analysis of scores on the Bayley Scales of Infant Development indicated that Ss scored higher in mental development than infants exposed to little or no intervention and comparably to children in intensive intervention. In motor development, Ss scored significantly better than those receiving no intervention and scored at the top of the range for those who were. (CL)
- Published
- 1981
46. 'Other People Don't Really Understand.' A Survey of Parents of Children with Special Needs. Occasional Paper No. 2.
- Author
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Waikato Univ., Hamilton (New Zealand). and Mitchell, David R.
- Abstract
Perceptions of 152 sets of parents of handicapped young children were investigated. Interviews were conducted focusing on five aspects: initial notification that they had a handicapped child; parents' need for support; views on their guidance needs in helping children develop; and preferences for school settings for their children. Parents' responses to each topic are summarized and charted according to five variables: type of handicap, residence (Hamilton, Waikato, or Auckland, New Zealand), age of child, socioeconomic status, and family size. Among major findings were that over half the parents were told about their child's problem within the first week, mostly by obstetricians and pediatricians; parents expressed the greatest need for information; and parents clearly preferred integrated school placements. (CL)
- Published
- 1981
47. Floating and Sinking: First Teacher Trials. Learning in Science Project (Primary). Working Paper No. 120.
- Author
-
Waikato Univ., Hamilton (New Zealand). Science Education Research Unit. and Appleton, Ken
- Abstract
Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to conceptual-change teaching. The first booklet was written for more confident teachers, using a less-structured approach, and the second for teachers who might prefer detailed guidance. Each booklet was evaluated during six 25-45 minute lessons over a 2-week period to determine the extent to which the authors of the booklets were able to convey their intentions to the teachers and to gain an idea of the problems encountered by teachers during the lessons. Data were obtained from student interviews and from a comparison of suggested strategies in the booklets and actual classroom practices. Findings (reported and discussed separately for each booklet) show that actions of the teachers matched the authors' intentions in some respects but departed from them in others and that use of the guide was influenced by the teachers' views of teaching and of how children learn. Implications of these and other findings for teaching science and for developing teaching guides are included. (JN)
- Published
- 1984
48. Children's Ideas about Hot and Cold. Learning in Science Project (Primary). Working Paper No. 127.
- Author
-
Waikato Univ., Hamilton (New Zealand). Science Education Research Unit. and Appleton, Ken
- Abstract
The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about hot and cold. Data were obtained from 25 children (12 boys and 13 girls), ages 8 to 11, using the "interview-about-instances" (IAI) procedure. Areas investigated included: (1) the meanings of the words "hot,""cold,""colder,""hotter," and "temperatures"; (2) temperature change when water volumes are changed or mixed (both qualitatively and quantitatively); (3) the temperature of ice in relationship to volume of ice and melting; (4) temperature measurement (using the hands and a thermometer); and (5) the process of heating and cooling. Results are presented, analyzed, and discussed in separate sections representing each of these areas. Findings indicate that children's intuitive ideas about temperature and temperature change of objects and events within their normal experience seemed fairly sound, that their subjective knowledge may influence what they actually "observe," and that their understanding of quantitative temperature did not match their understanding of qualitative temperature. In addition, children generally believed there was no difference between heat and temperature and that the greater the volume, the greater the amount of heat (or cold). These results are consistent with the findings reported in other research studies (IAI cards are included in an appendix.) (JN)
- Published
- 1984
49. Mountains. Science Education Research Unit. Working Paper No. 202.
- Author
-
Waikato Univ., Hamilton (New Zealand). and Happs, John C.
- Abstract
The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation compares and contrasts views that children and scientists have on landforms, particularly on two New Zealand mountains (Mounts Egmont and Cook). Individual interviews were conducted with 37 students during which they observed colored photographs of various, well-known New Zealand landforms and described what they saw. Questioning was then directed toward eliciting their ideas concerning processes behind the appearances of the two mountains. Sample responses are presented related to such questions as: What is a mountain? Is Mount Egmont a volcano? When did Mount Egmont appear? How do volcanoes develop? What is a range? How did Mount Cook develop? Responses indicate that children/adolescents hold views about the two mountains which are likely to be different from scientifically accepted ideas. For example, approximately 63 percent were not aware that Mount Egmont has the potential to erupt again. In addition, the majority of students had not attained an appreciation of plate tectonics, even at an elementary level of understanding. (JN)
- Published
- 1982
50. Animal, Plant, Living: Notes for Teachers. Learning in Science Project. Working Paper No. 30.
- Author
-
Waikato Univ., Hamilton (New Zealand). and Bell, Beverley
- Abstract
The Learning in Science Project investigated the proportion of students at different ages who considered a horse, person, dolphin, worm, and spider to be animals. Although scientists would agree that they are indeed animals, findings indicate that many students of varying ages did not consider them to be animals; similar findings were reported for students' views of "plant" and "living." In addition, it is suggested that meanings many children give to these words indicate that their hierarchical categorization may not be the same as that of scientists. One possible explanation may be that teachers have assumed students have scientific meanings for these commonly used words and have not focused their teaching on them. Therefore, this booklet was prepared to serve as background information for suggested teaching activities by providing discussions of both scientists' and childrens' views/conceptions of "living,""animal," and "plant." Included in these discussions are selected student comments obtained during the second (in-depth) phase of the project. (Highlights of the in-depth phase, focusing on interview techniques, are provided in an appendix). (JN)
- Published
- 1981
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