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Educational transitions are widely recognised as being key points that can influence a student's later success. Transitions are not limited to the beginning of a period of study; they can occur at any stage. The adjustments that come with transitioning can be unsettling and isolating. These feelings can be compounded by the nature of the studies and the distance from the place of study. This paper reflects on the importance of recognising that the transition from being a student within a cohort to being an independent thesis student can be quite isolating for many students, especially those who are studying at a distance. In an attempt to provide extra support and to minimise the effect of isolation, team supervision was trialled for two groups of distance supervised Doctor of Business Administration students based in China. The model incorporated peer groups and research communities for students with similar research topics. Overall, the pilot was successful in supporting the students' transition, but identified the need for flexibility to manage students who progress at different rates.

The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study "Growing Up in New Zealand" (https://www.growingup.co.nz) participated in a reminiscing task about a negative event when children were 8 years old. This broader cohort is broadly representative of the New Zealand population in terms of maternal ethnicity and socioeconomic status. Conversations were scored using a revised version of the Elaborative Reminiscing Scale. Child temperament during infancy, but not childhood, uniquely predicted maternal reminiscing style. Maternal extraversion also predicted a more elaborative reminiscing style. Other maternal factors, including education, ethnicity, and age, were also identified as unique predictors of maternal reminiscing style. These findings fit well with an ecological systems view of maternal reminiscing as a function of child, maternal, and cultural factors.

The aim of the present study was to explore how maternal reminiscing relates to socioemotional development during middle childhood. Specifically, analyses explored the link between maternal reminiscing and children's internalizing (emotional problems and peer problems), externalizing (hyperactivity and conduct problems) and prosocial behavior within a large and diverse sample of New Zealand families, after controlling for a range of child and maternal sociodemographic factors. A subset of 1404 mother-child dyads (663 boys) were selected from the longitudinal study "Growing Up in New Zealand's" 8-year data collection wave. Mother-child reminiscing conversations about a past negative emotional event were coded using a scale-based measure of maternal elaboration. After controlling for child and maternal sociodemographic characteristics, regression analyses identified unique associations between maternal reminiscing style and children's concurrent scores on the Strengths and Difficulties Questionnaire. Overall, greater maternal elaboration was associated with fewer child emotional problems and greater child prosocial behavior. This study presents novel data exploring the importance of mother-child reminiscing interactions at a critical and sensitive time in child development. Future research should explore bidirectional influences across time between mothers' elaborative reminiscing and children's socioemotional development.

"Viva voce" or oral examinations are an intrinsic part of the examination of many doctoral theses. There is some ambiguity about their purpose; however, they are generally perceived to be an opportunity for the candidate to respond to the examiners' comments and questions. They also allow examiners to assure themselves of the candidate's grasp of the topic and research process. In most cases, the examinations are conducted in the institution's language of instruction. However, it is possible for an examination to be held in another language, for example in bicultural countries with more than one official language or to make use of the expertise of an examiner who does not speak or read the language that the student has been supervised in. If the examination is conducted a language that is not common to all the participants -- candidate, examiners and examination convenor -- then there needs to be a clear process for accurate translation to ensure the examination is valid. This paper contributes to an acceptance of the importance of validating a student's ability to be assessed in their own language.

Researchers and teachers explored a new form of teacher-child interactions in two early childhood settings as a means of eliciting complex language. The primary mode of assessment in New Zealand early childhood education takes the form of 'learning stories' that teachers write, with photos, and that are collected into a portfolio book. Eight teachers revisited 11 children's learning story portfolios in semi-naturalistic interactions in the early childhood setting. The resulting 20 interactions were first coded for whether teachers adopted a reminiscing orientation (11 interactions) or a book-reading orientation (9 interactions). Second, a linguistic analysis of the interactions revealed that in the reminiscing interactions, children talked more, used more complex utterances, and exhibited greater lexical diversity; in the book-reading interactions, teachers used longer conversational turns and more complex utterances. This paper discusses the potential of revisiting learning stories in early childhood settings within and beyond New Zealand.

Co-designed health initiatives are gaining popularity in Aotearoa (New Zealand). However, emerging research identifies potential pitfalls for Indigenous populations, particularly Māori (Indigenous Peoples of Aotearoa), when Kaupapa Māori principles are ignored. Using the Indigenous He Pikinga Waiora Implementation (HPW) framework as a guide, this paper provides an autoethnographic reflective account of the co-design process that led to the development and implementation of the Whirihia holistic assessment tool for the Kaupapa Māori antenatal wānanga (workshop) Whirihia Te Korowai Aroha. The co-design process resulted in a culturally appropriate and responsive holistic assessment tool that provided a quality health needs assessment pathway for māmā hapū (pregnant women) and their whānau (family). This reflective account provides examples of key considerations that align to the HPW framework in the hope that it will afford some guidance for fellow emerging researchers who wish to undertake ethical co-designed health research with Māori (and non-Māori) communities and organisations. Glossary of Māori words: Aotearoa: New Zealand; hapū: sub-tribes; hapūtanga: pregnancy; hui: meeting; ipu: clay pot; iwi: tribe; Kaupapa Māori: Māori ideology incorporating the knowledge, skills, attitudes and values of Māori society; māmā: mothers; māmā hapū: pregnant women; Māori: Indigenous people of Aotearoa; Pākehā: non-Māori (most often New Zealand European); pēpi: infant; pono: true, valid, honest, genuine; pōwhiri: welcome ceremony; te ao Māori: Māori world view; te reo Māori: Māori language; tika: correct, accurate, appropriate; tikanga: values and beliefs; wahakura: woven flax basket that can be used in the parental bed; waiata: song; wānanga: workshop; whakawhānau: birth; whakawhanaungatanga: relationship/connections; whānau family; whenua: afterbirth; land. [ABSTRACT FROM AUTHOR]

Infants are increasingly cared for by adults other than their parents. Here we describe non-parental infant care within a diverse cohort; and investigate the relationship between parents' antenatal intentions and actual infant care. 6822 New Zealand women were recruited during pregnancy and asked about their intentions for childcare. Non-parental care was assessed when infants were nine months old: 1717 (25%) of the 6853 cohort children were receiving more than 8 h per week of regular non-parental care. In comparison with infants of European mothers, infants of Asian or Pacific mothers were more likely to be cared for by extended family; and infants of Maori mothers were more likely to receive centre-based care. Infants from families with lower household incomes, living in more deprived areas were more likely to be cared for by family. When their infants were nine months old, mothers from low- to medium-income households were less likely to be using the type of non-parental care they had intended antenatally, and the same was true when their children were aged 2 years.

Museum visits can offer rich learning environments for preschool children. In potentiating learning environments, power is shared between adults and children as children and teachers co-construct understanding. Such learning environments also maximise opportunities for dialogue between adults, children and their peers. Drawing on the findings from a larger research project that involved preschool-aged children who attended a kindergarten located in a national museum, this paper reports a case study about one child's learning as well as the activities of the preschool teachers and children before, during and after museum visits to an exhibition that focused on the weaving of Maori ceremonial cloaks. The case study demonstrates how one child's artistic and imaginative capacities were strengthened through the dialogues and experiences surrounding the visits to the exhibition. Actions of the teachers included the teaching and learning processes of explaining, orchestrating, commentating, modelling, and reifying. Interactions between the child, her peers, the teachers, and the artefacts in the museum enriched this child's developmental experiences.

This study assessed the status of te reo Maori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ("Growing Up in New Zealand"), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Maori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Maori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Maori and NZ English. For English speakers, vocabulary advantages also existed for girls, first-borns, monolinguals, those living in areas of lower deprivation, and those whose mothers had no concerns about their speech and language. Because more than 99% of Maori speakers were bilingual, te reo Maori acquisition appears to be occurring in the context of the acquisition of New Zealand English.

The 'terrible twos' are often associated with increased temper tantrums, noncompliance and aggression. Although some expression of these behaviors is normal, whether early individual factors can predict which children are most at risk of frequent or prolonged emotional and behavioral problems is of increasing interest. The current study of 6,067 toddlers found that their 9 month scores on a new brief measure of temperament--the Infant Behavior Questionnaire- Revised Very Short Form (IBQ-R-VSF)--were associated with both difficult behaviors and prosocial behaviors at age 2, measured using a preschool version of the Strengths and Difficulties Questionnaire. Controlling for a range of demographic, maternal characteristics and contextual factors, we found that infants higher on the trait Negative Emotionality and/ or lower on Orienting Capacity and Fear were more likely to develop hyperactivity, emotion, peer and conduct problems and less likely to demonstrate pro-social behaviors at two years of age. Temperament aged 9 months explained an additional 1-6 % of the variance in toddler behavior. These findings suggest that infant temperament is associated with the behavior strengths and difficulties of 2-year-olds and provide the first longitudinal validation of the new 5-factor structure of the new IBQ-R-VSF.

Ophthalmology education in medical school has historically neglected the impact of autonomous motivation on student learning and wellbeing. This study aimed to understand ophthalmology educators' consideration and application of student motivation in ophthalmology medical education. Lead ophthalmology educators from Australian and New Zealand medical schools participated in an online semi-structured in-depth interview. Interview transcripts were analysed using thematic analysis. Codes were generated and aligned into overarching themes. Six educators participated in the study. Five main themes arose from the transcripts: the lack of explicit consideration of student motivation, implicit consideration of motivation in curriculum design and in teaching practices, the impact of innovation on motivation and the relationship between teacher and student motivation. Participants also commented on trends in ophthalmology education including generalists' confidence in managing ophthalmic disease, the role of fundoscopy in medical education and time pressure on ophthalmology in medical schools. There has only been an implicit instead of explicit consideration of motivation in ophthalmology education in medical school, which leaves an unfulfilled potential for teaching practices to impact the affective along with cognitive and metacognitive aspects of learning. This study highlights the need for motivation to be explicitly incorporated into the development of teaching practices and curriculum reform. [ABSTRACT FROM AUTHOR]

In this article, the authors argue that the use of Organisation for Economic Co-operation and Development (OECD) standardized tests to evaluate the early childhood education sector, while it may be perfectly "scientific", could be disastrous for "Te Whariki", a curriculum that is child-centred and learning-oriented. The basic principle that underpins "Te Whariki" is "to empower the child to learn". They present some of the implications of implementing the OECD outcomes framework that might threaten the foundations of "Te Whariki", such as: (1) New Zealand's early childhood education curriculum takes a sociocultural perspective on learning; the OECD measures provide a "one-world" view in an internationally standardized context; (2) an unwarranted international reputation can be established; (3) low-income communities may be especially vulnerable; (4) follow-on interventions, teaching to the OECD measures, are likely to encourage a pedagogy of compliance; and (5) more important issues to focus on were established. As the early childhood sector in New Zealand continues the implementation of "Te Whariki" in the 21st century, it is the authors' view that we would be better placed to build on the work that has already begun to develop broad outcomes for "Strengthening the Learning and Realising Potential" with reference to the five sociocultural strands of learning outcomes in "Te Whariki" (Learning Outcomes Working Group of the MoE Research Policy Forum, 2011), and to keep in mind the principles, strands and goals in the "Te Whariki" document itself. [For "The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation," see EJ1110064.]

The MacArthur-Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent-child dyads with 20- and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds in the "Growing Up in New Zealand" pre-birth longitudinal cohort study who identified their children as understanding Samoan or Tongan. Most mothers were able to complete the inventories without the help of an interpreter or interviewer. Important demographic correlates of children's vocabulary and grammar were mothers' country of birth, education, and deprivation level, and children's birth order. Mothers' birthplace was the single best predictor of children's vocabulary development in Samoan and Tongan, with children of mothers who were born outside New Zealand having higher Samoan and Tongan vocabularies. Clinical implications are discussed, along with future analyses of the language development of these children from the Growing Up cohort.

While contemporary ecocidal cultures are premised on a human/nature binary that treats humans as separate from, superior to, and entitled to mastery over nature, this study explores a range of commonly existing imaginaries that unravel the binary and could enable broad systems change. We introduce a deceptively simple freewrite methodology around the foundational concept "nature" to decipher such unravelings in Western/ized settings. Applying this methodology in the United States, Australia, and New Zealand, we exhibit how freewrites can improvisationally reveal and engage productive tensions (dialectics) that trouble the binary, support reflexive ecologically centered becoming, and, in some cases, provide ways to eschew the binary altogether. The present study operates from the stubbornly optimistic perspective that our species' capacity to collectively, even quickly embrace ecocentric meaning systems that trigger massive change should be widely acknowledged and actively encouraged. [ABSTRACT FROM AUTHOR]

The Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's questions to enable them to become deeply involved in exploring the world around them. The key question for this research was: How does a "question-asking" and a "question-exploring" culture support children to develop working theories to shape and re-shape knowledge for a purpose? Given our work with Te Whariki (1996), we have always seen teaching and learning as being about reciprocal relationships with people, places and things and the context being crucial, and continuity as the intention of story. In this project, by combining "narrative inquiry" with "action research in an early childhood centre in Aotearoa New Zealand," we have developed a frame of "commitments" that go beyond those that might be for narrative inquiry on its own. Four aspects have been woven into the narrative inquiry: "continuity" as the "linchpin" of our work, "agency" (issues of power), an innovative conceptualising of the connection with "community", and the central role of "affect" or emotion in learning.

Research from the United Kingdom suggests that early childhood centres that operate from a multi or integrated service model, offering opportunities for parents to attend to a range of their needs and aspirations, increase the ability and the inclination of families to engage with their child's learning at the early childhood centre. Integrated service models of early childhood education are a relatively new concept in Aotearoa New Zealand and it is only within the last three years that the government has introduced initiatives based on integrated services in early childhood education. This article reports on one initiative at one early childhood centre involved in the implementation of integrated services: the establishment of a playgroup for parents and caregivers with babies and toddlers. The authors analysed the impact of one of these initiatives, applying the notion of an affordance network for engagement as opportunities that are "available," "inviting," and "personalising": a framework that described affordances that progressively increased the possibilities of agency for the families. (Contains 1 table and 2 notes.)

Medical practitioners need the skills to find relevant information and evaluate its authenticity, validity, and reliability. The learning of information literacy has been embedded in the University of Western Australia (UWA) medical course since 2000. The purpose of this study was to evaluate the effectiveness of the enhanced information literacy program with respect to medical students' information literacy skills. The Australian and New Zealand Information Literacy (ANZIIL) Standards were used to define the information literacy skills required by medical students, and the Information Skills Survey for Assessment of Information Literacy in Higher Education (ISS) was used to determine students' self-perception of information skills. Two cohorts of students were evaluated--one that had teachers who had been coached by librarians and one that had no teacher coaching. This study substantiates others' findings for ANZIIL Standards 2, 5, and 6 for beginning medical students. Higher median scores were obtained for Standard 2, 5, and 6. Lower median scores were obtained for Standard 3 and 4. Persistent significant positive differences were found for Standards 3, 4, and 6 at the beginning of Year 2. The coaching of teachers has made information literacy skills more explicit in the curriculum for learners and teachers as skills that need to be developed and practiced deliberately. (Contains 2 tables.)

A two-year research project with teachers in nine different early childhood centres was designed to explore and extend opportunities for young children to reflect on their learning. This was described as children becoming "wise" about their learning journeys; the aim was to find ways to assist them to articulate their understanding of what they had learned and how they had learned it. The location for extending these abilities and dispositions was children and teachers talking together as they revisited and reviewed documented learning events. This paper highlights the strategies that worked well for thoughtful conversations, and comments on those strategies that did not. It argues for the value of children as co-authors in conversations about their learning; these conversations can contribute to their developing views about how they learn and assist them to construct continuities of the learning that is valued in this place. (Contains 2 tables.)

This article describes an emerging theoretical framework for examining relationships between learning dispositions and learning architecture. Three domains of learning dispositions--resilience, reciprocity and imagination--are discussed in relation to the structures and processes of early childhood education settings and new entrant classrooms. This framework was developed during the analysis of the data collected for the Dispositions in Social Context project, funded by the Royal Society of New Zealand Marsden Fund and headed by Anne B. Smith and Margaret Carr. This article includes examples from this research project, which explored the relationship between learning architecture and the dispositions of children within these education contexts. (Contains 1 figure and 5 notes.)

This paper explores whether it is possible to isolate independent effects of external quality audit (EQA) and concludes that effectiveness evaluations have a stronger foundation when the combined effects of university governance and management initiatives and government initiatives are examined together with EQA. The issue of how successful these influences are is addressed in relation to changing the processes of a university in enhancing learning outcomes, teaching and research outputs. The paper looks at the subject of how to measure quality and whether there is value in the use of a research-led, evidence-based approach. Through a case study the authors seek to identify the impact EQAs have had on one institution, the University of Otago, in New Zealand, over the past 10 years, as an illustrative example of what is occurring nationally, with relevance to the global level. The authors have developed a model which contextualises the role of external and internal influences in university performance. (Contains 2 tables and 7 figures.)

The author argues that an important aim for early childhood education is, and should be, for children to develop a view of themselves as competent and confident learners. The paper outlines some reasons for this, and ways in which early childhood curriculum and assessment practices can contribute to this aim. In particular, the author sees the development of a range of learning dispositions as a significant aspect, together with a sensitivity to place and environment. The New Zealand early childhood curriculum, and examples from research in New Zealand early childhood settings, illustrate these ideas.

Purpose: The study maps workplace stakeholders' perceptions of living wage (LW) impacts in New Zealand. Empirical findings inform an inaugural model of LW impacts and contingent factors at individual, organisation, sector/industry and national levels. Design/methodology/approach: Data from a national employee survey, semi-structured interviews with business sector representatives, and staff in two LW organisation cases were subjected to thematic content analysis. Findings: Informants emphasised anticipated LW impacts amid complex workplace and regulatory dynamics. Employers/managers stressed its cost effects. However, employees, human resource (HR) advocates and other LW proponents highlighted employee "investment" impacts that improve worker productivity and societal circumstances. Research limitations/implications: This study highlights the need for further context-sensitive LW analysis. An initial model of LW impacts provides a framework for comparative and longitudinal work in other national contexts. Practical implications: The proposed model categorises perceived LW effects and can inform policy development. Findings also stress a need for cross-agency initiatives to address LW concerns, including a key role for HR. Social implications: The findings highlight perceptions of a LW impacting within and beyond the workplace. Whilst higher-quality management is seen to encourage better-informed decisions about "going living wage", a LW's positive socio-economic impacts require multi-lateral initiatives, suggesting that those initiatives are is part of wider obligations for policy makers to encourage decent living standards. Originality/value: This study provides a much-needed and inaugural focus on the intertwined workplace and wider impacts of a LW, extending extant econometric analyses. The paper also synthesizes different data sources to develop an inaugural, context-sensitive model of perceived LW effects. [ABSTRACT FROM AUTHOR]

As a popular adventure sport worldwide, mountain biking provides a range of challenges and opportunities for participants. This paper aims to understand whether experienced riders actively search for 'flow experiences' that can manifest themselves in a range of euphoric feelings, varying from the loss of awareness of time to sub-conscious control over actions. Exploring findings from research undertaken in New Zealand and England, the paper suggests that committed riders do encounter and can describe a range of flow characteristics when riding, although the findings conclude that such experiences are considered to be by-products of participation, rather than motivational factors in their own right. [ABSTRACT FROM AUTHOR]

Aims: The validity of diagnostic classification in early psychosis has important implications for early intervention; however, it is unknown if previously found disparities between Māori (Indigenous people of New Zealand) and non‐Māori in first episode diagnoses persist over time, or how these differences impact service use. Methods: We used anonymized routine mental health service data and a previously established cohort of over 2400 13–25‐year‐old youth diagnosed with FEP between 2009 and 2012, to explore differences in diagnostic stability of psychosis diagnoses, comorbid (non‐psychosis) diagnoses, and mental health service contacts between Māori and non‐Māori in the five‐year period following diagnosis. Results: Differences in schizophrenia and affective psychosis diagnoses between Māori and non‐Māori were maintained in the five‐year period, with Māori being more likely to be diagnosed with schizophrenia (51% vs. 35%), and non‐Māori with bipolar disorder (28% vs. 18%). Stability of diagnosis was similar (schizophrenia 75% Māori vs. 67% non‐Maori; bipolar disorder 55% Māori vs. 48% non‐Māori) and those with no stable diagnosis at FEP were most likely to move towards a schizophrenia disorder diagnosis in both groups. Māori had a lower rate of diagnosed co‐morbid affective and anxiety symptoms and higher rates of continued face to face contact and inpatient admission across all diagnoses. Conclusions: Indigenous differences in schizophrenia and affective psychosis diagnoses could be related to differential exposure to socio‐environmental risk or assessor bias. The lower rate of co‐morbid affective and anxiety disorders indicates a potential under‐appreciation of affective symptoms in Māori youth with first episode psychosis. [ABSTRACT FROM AUTHOR]

This paper draws on examples from New Zealand early childhood settings to illustrate a dynamic approach to learning dispositions. It sets out three dimensions along which a "learning curriculum" can strengthen valued responses to learning opportunities: increasing their frequency and robustness, widening their domain, and deepening their complexity and competence. It is suggested that learning environments can be variously affording, inviting or potentiating (powerful) and that in potentiating learning environments teachers explain, orchestrate, commentate on, model and reify learning responses, and frequently the families and children participate in these processes as well. Although the question of "what" learning dispositions is set aside, the paper argues that it is better for teachers in early childhood settings and classrooms to be explicit about valued responses and their trajectories than to leave them implicit, and therefore often unacknowledged and unattended.

The phenomenon of migration makes many careers international, and globalisation has accelerated the process. This paper reports on a program of studies, now labelled "talent flow," conducted in New Zealand with a view to increasing understanding of migration and its relationship to careers. Initial studies considered the phenomenon of "overseas experience" and its largely beneficial effects on career development. A current study focused on "brain drain" is examining the attitudes of over 2000 highly qualified New Zealand expatriates to the idea of returning to their home country. Some preliminary results are presented. Future studies of brain gain, immigration and careers are planned. (Contains 1 table.)

Provides an overview of the principles and framework of Te Whaariki, the New Zealand early childhood curriculum, and of subsequent assessment and evaluation research. Presents the framework of "Learning and Teaching Stories," a user-friendly approach to assessment and self-evaluation, used in action research in three regions of New Zealand. Discusses action research as a process for self-evaluation and the implications of findings for early childhood self-evaluation practices. (Author/KB)

Background: This study aimed to explore the location of acute mental health inpatient units in general hospitals by mapping their location relative to hospital facilities and community facilities and to compare their proximity to hospital facilities with that of general medical acute units. Methods: We obtained Google maps and hospital site maps for all New Zealand public hospitals. Geographic data were analysed and mental health units' locations in relation to hospital facilities and public amenities were mapped. Radar plots were constructed comparing acute medical and mental health units' locations in relation to hospital facilities. Results: Twenty-two mental health units were identified. They were located predominantly at the periphery of hospital campuses, but also at a distance from community facilities. Compared to acute medical units, mental health units were almost universally located further from shared hospital facilities – with distances approximately three times further to reach the main hospital entrance (2.7 times distance), the nearest public café (3.4 times), the emergency department (2.4 times), and medical imaging (3.3 times). Conclusion: Despite the reforms of the 20th Century, mental health units still appear to occupy a liminal space; neither fully integrated into the hospital, nor part of the community. The findings warrant further investigation to understand the impact of these structural factors on parity of health care provision between mental and physical health care and the ability of mental health care services to support recovery. [ABSTRACT FROM AUTHOR]

Describes the implementation of Te Whaariki, the New Zealand National Early Childhood Curriculum. Found that general support for the curriculum is high but that current regulations and funding make it difficult for centers to meet the quality expectations. Several training institutions have begun using Te Whaariki as a framework, and evaluation and assessment guidelines are in progress. (KB)