Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I20.1569
K. Vaughan
Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning.
{"title":"The potential of career management competencies for renewed focus and direction in career education","authors":"K. Vaughan","doi":"10.26686/NZAROE.V0I20.1569","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I20.1569","url":null,"abstract":"Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126106321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I16.1509
Janinka Greenwood, E. Mayo, L. T. Aika, Lawrence Walker
The merger of the Christchurch College of Education with the University of Canterbury on January 1, 2007 was the pivotal point of major change for academic staff in the College, and focused a number of areas of contested values. This article is a collection of four narratives of that change, each examining a particular issue. Each of the narratives tells the story of a particular struggle to preserve an aspect of the overall quality of teacher education, and also foreshadows an ongoing philosophical and political engagement in the years that will follow the merger. The weaving of the four narratives seeks to capture a sense of the multiplicity of professional concerns that are experienced by professional educators and that are contested in the process of merger. This article comes from the perspective of academic staff from the former College of Education and in its use of personal voices reflects the lived experience of wrestling with change and sometimes perceived threat. However it has implications for other merged colleges of education, and for teacher education as a whole.
{"title":"Merger, Mana, Scholarship and Power: Four Perspectives of Issues Impacting on Quality in Teacher Education in the Merger of College of Education with University","authors":"Janinka Greenwood, E. Mayo, L. T. Aika, Lawrence Walker","doi":"10.26686/NZAROE.V0I16.1509","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I16.1509","url":null,"abstract":"The merger of the Christchurch College of Education with the University of\u0000Canterbury on January 1, 2007 was the pivotal point of major change for academic staff in the College, and focused a number of areas of contested values. This article is a collection of four narratives of that change, each examining a particular issue. Each of the narratives tells the story of a particular struggle to preserve an aspect of the overall quality of teacher education, and also\u0000foreshadows an ongoing philosophical and political engagement in the years that will follow the merger. The weaving of the four narratives seeks to capture a sense of the multiplicity of professional concerns that are experienced by professional educators and that are contested in the process of merger. This article comes from the perspective of academic staff from the former College of Education and in its use of personal voices reflects the lived experience of wrestling with change and sometimes perceived threat. However it has implications for other merged colleges of education, and for teacher education as a whole.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134353651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I18.1544
W. Penetito
Place-based education (PBE) is not an overly familiar term in the New Zealand education context but it has a rapidly developing profile within the United States and parts of Canada, mainly as an outreach of the environmentalist movement. At the practical level "place-based education" sets out to answer two fundamental questions: "What is this place?" and "What is our relationship with it?" It is hypothesized that the New Zealand education system (including its students, teachers, learning institutions and curriculum) is seriously remiss in not providing adequate structured opportunities for all New Zealanders to have a consistent and long-term ontological identification with what Geoff Park (1996, p. 323) refers to as "the two cosmologies – the two landscapes" that co-exist in New Zealand. This article explores some of the theories and practices embedded in a place-based education for Aotearoa New Zealand and recommends a set of principles for advancing the practice. Areas of research are suggested as appropriate starting points for tertiary institutions.
在新西兰的教育背景下，基于地点的教育(PBE)并不是一个非常熟悉的术语，但它在美国和加拿大部分地区迅速发展，主要是作为环保运动的延伸。在实践层面，“在地教育”旨在回答两个基本问题:“这个地方是什么?”以及“我们与它的关系是什么?”据推测，新西兰的教育系统(包括其学生、教师、学习机构和课程)严重疏忽，没有为所有新西兰人提供足够的结构化机会，使他们对Geoff Park (1996, p. 323)所说的在新西兰共存的“两种宇宙论-两种景观”有一致和长期的本体论认同。本文探讨了新西兰奥特罗阿地区基于地点的教育的一些理论和实践，并提出了一套促进实践的原则。建议研究领域作为高等教育院校的适当起点。
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Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1494
S. T. One
A combination of research and policy initiatives in early childhood has resulted in a growing interest in young children’s rights. It is a complex discourse characterised by ambiguous understandings of what children’s rights are. This article discusses some of the main early childhood policies and documents from the mid-1980s until the release of the Strategic Plan (Ministry of Education, 2002), with a focus on children’s rights – a focus that has been, at times, subsumed by other contextual influences, including political and economic agendas. While research findings and policy initiatives now appear to be more aligned, children as citizens with rights are still vulnerable.
{"title":"Children's Rights and Early Childhood Policy: Impacts and Influences","authors":"S. T. One","doi":"10.26686/NZAROE.V0I14.1494","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1494","url":null,"abstract":"A combination of research and policy initiatives in early childhood has resulted in a growing interest in young children’s rights. It is a complex discourse characterised by ambiguous understandings of what children’s rights are. This article discusses some of the main early childhood policies and documents from the mid-1980s until the release of the Strategic Plan (Ministry of Education, 2002), with a focus on children’s rights – a focus that has been, at times, subsumed by other contextual influences, including political and economic agendas. While research findings and policy initiatives now appear to be more aligned, children as citizens with rights are still vulnerable.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114534793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I17.1531
M. Thrupp
A key education policy plank for the National Party going into the 2008 election is to be National Standards for primary and intermediate pupils in reading, writing and numeracy. These are seen to be more acceptable than the national testing which occurs in England, the United States and other countries. But are they really more acceptable? This article will review evidence about the perverse effects of national testing, consider what is known about the National Standards proposed for New Zealand, and assess whether they are likely to avoid many of the same damaging effects on schools and pupils. It is argued that although the National Party is trying to distinguish its policies from national testing, the distinctions are not yet significant enough to prevent the problems which have been experienced overseas.
{"title":"National standards for New Zealand’s primary and intermediate school pupils","authors":"M. Thrupp","doi":"10.26686/NZAROE.V0I17.1531","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I17.1531","url":null,"abstract":"A key education policy plank for the National Party going into the 2008 election is to be National Standards for primary and intermediate pupils in reading, writing and numeracy. These are seen to be more acceptable than the national testing which occurs in England, the United States and other countries. But are they really more acceptable? This article will review evidence about the perverse effects of national testing, consider what is known about the National Standards proposed for New Zealand, and assess whether they are likely to avoid many of the same damaging effects on schools and pupils. It is argued that although the National Party is trying to distinguish its policies from national testing, the distinctions are not yet significant enough to prevent the problems which have been experienced overseas.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117246314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/nzaroe.v0i16.1516
Colin Tarr
In 2002 a long-term strategic plan for New Zealand early childhood education and care (ECEC) provision was announced with three goals, those of increased participation, improved quality and the promotion of collaboration. To realise these goals, New Zealand can learn much from Finland. Finland participated in the Thematic Review of Early Childhood Education and Care Policy project conducted by the Organisation for Economic Co-operation and Development (OECD) in 2000. The purpose of the project was to provide comparative information to help inform ECEC policy-making in OECD countries. This article reviews the OECD report on Finland. An outline of Finnish ECEC provision is briefly described and a brief critique of some Finnish ECEC issues is provided. The article concludes with some comparisons with New Zealand ECEC policy issues.
{"title":"Early Childhood Education and Care: Learning from Finland","authors":"Colin Tarr","doi":"10.26686/nzaroe.v0i16.1516","DOIUrl":"https://doi.org/10.26686/nzaroe.v0i16.1516","url":null,"abstract":"In 2002 a long-term strategic plan for New Zealand early childhood education and care (ECEC) provision was announced with three goals, those of increased participation, improved quality and the promotion of collaboration. To realise these goals, New Zealand can learn much from Finland. Finland participated in the Thematic Review of Early Childhood Education and Care Policy project conducted by the Organisation for Economic Co-operation and Development (OECD) in 2000. The purpose of the project was to provide comparative information to help inform ECEC policy-making in OECD countries. This article reviews the OECD report on Finland. An outline of Finnish ECEC provision is briefly described and a brief critique of some Finnish ECEC issues is provided. The article concludes with some comparisons with New Zealand ECEC policy issues.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125143051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I15.1507
Veronica McCauley, Kevin G. Davison, K. Sullivan
At a time of economic growth in Ireland, the declining numbers of students enrolling in the sciences is emerging as an educational concern. Using a 2002 Government of Ireland commissioned report on science: The Task Force on the Physical Sciences (TFPS) as a guide, this article examines initiatives aimed at promoting science education in relation to recent social, philosophical, economic and cultural changes in the Republic of Ireland. Shifts in thinking about science teaching and innovative pedagogical strategies at both the secondary and tertiary levels of education are discussed.
{"title":"Innovative initiatives: Targeting the declining science enrolments in Ireland","authors":"Veronica McCauley, Kevin G. Davison, K. Sullivan","doi":"10.26686/NZAROE.V0I15.1507","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I15.1507","url":null,"abstract":"At a time of economic growth in Ireland, the declining numbers of students enrolling in the sciences is emerging as an educational concern. Using a 2002 Government of Ireland commissioned report on science: The Task Force on the Physical Sciences (TFPS) as a guide, this article examines initiatives aimed at promoting science education in relation to recent social, philosophical, economic and cultural changes in the Republic of Ireland. Shifts in thinking about science teaching and innovative pedagogical strategies at both the secondary and tertiary levels of education are discussed.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129860519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1489
C. Savage
The fundamental issue faced by the Taskforce to Review Education Administration (which produced the Picot Report in 1988) was essentially the same issue that underlies the current School Network Reviews: Is school administration to be managed centrally or locally? How do we achieve a balance between national interests and local interests of schools? The current five-year Review moratorium provides a window of opportunity for considering fundamental aspects of our education system embedded in the Reviews, and some more time to examine their ramifications for families and whānau, communities and districts, early childhood centres and their partnerships with schools, and for student learning in general. This article examines the balance between centralisation and localisation, and frames some key questions about the Network Review process for discussion.
{"title":"School Network Reviews: A Framework of Questions for Discussion","authors":"C. Savage","doi":"10.26686/NZAROE.V0I14.1489","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1489","url":null,"abstract":"The fundamental issue faced by the Taskforce to Review Education Administration (which produced the Picot Report in 1988) was essentially the same issue that underlies the current School Network Reviews: Is school administration to be managed centrally or locally? How do we achieve a balance between national interests and local interests of schools? The current five-year Review moratorium provides a window of opportunity for considering fundamental aspects of our education system embedded in the Reviews, and some more time to examine their ramifications for families and whānau, communities and districts, early childhood centres and their partnerships with schools, and for student learning in general. This article examines the balance between centralisation and localisation, and frames some key questions about the Network Review process for discussion.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128655619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I20.1570
M. Thrupp, Noeline Alcorn
In recent years it has become increasingly common for New Zealand newspapers and magazines to publish “league tables” comparing schools’ performances in National Certificate of Educational Achievement (NCEA). Since these results strongly reflect socio-economic differences between schools, some media outlets have taken up the practice of arranging school results by socio-economic deciles and/or providing decile “averages”. Although this approach is intended to indicate more clearly “value added” than approaches that do not group schools by decile, this article urges caution towards decile-based comparisons on the grounds that schools have numerous contextual differences that are not reflected in decile ratings. The problem is illustrated here by comparing findings from research in two schools with the same decile rating. We conclude that taking account of deciles does not make judgments about school NCEA performance more defensible, and suggest that the practice be discouraged.
{"title":"A little knowledge being a dangerous thing?: Decile-based approaches to developing NCEA league tables","authors":"M. Thrupp, Noeline Alcorn","doi":"10.26686/NZAROE.V0I20.1570","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I20.1570","url":null,"abstract":"In recent years it has become increasingly common for New Zealand newspapers and magazines to publish “league tables” comparing schools’ performances in National Certificate of Educational Achievement (NCEA). Since these results strongly reflect socio-economic differences between schools, some media outlets have taken up the practice of arranging school results by socio-economic deciles and/or providing decile “averages”. Although this approach is intended to indicate more clearly “value added” than approaches that do not group schools by decile, this article urges caution towards decile-based comparisons on the grounds that schools have numerous contextual differences that are not reflected in decile ratings. The problem is illustrated here by comparing findings from research in two schools with the same decile rating. We conclude that taking account of deciles does not make judgments about school NCEA performance more defensible, and suggest that the practice be discouraged.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115950573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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