Fifty years! The New Zealand Journal of Education Studies (NZJES) Te Hautaki Mātai Mātauranga o Aotearoa 1966–2015 (original) (raw)
Related papers
Post compulsory education and training in Aotearoa New Zealand
PCET Learning and Teaching in The Post Compulsory Sector, 2020
According to Macfarlane (2013:1), over recent decades a ‘quiet revolution’ has seen culturally responsive epistemologies and methodologies assume a presence in tertiary institutions in Aotearoa; the ‘call to respond to the disparity that exists between cultures with respect to academic achievement is one that is now heard and acknowledged widely by a large majority of educators’. In practice, this refers to a commitment to equity in achievement for Māori, as Māori, in ways that sustain identity and culture. For educators, it lays down challenge to Western expectations of the form that post-compulsory education and training ‘should’ take. This chapter seeks to illuminate the cultural dynamics that surround post-compulsory education and training in Aotearoa, offering insights from this context to teaching and learning in other education and training contexts.
7. Changing New Zealand Schools to be 21st Century Ready.pdf
Changing New Zealand Schools to be 21st Century Ready
New Zealand is in the midst of a world-wide educational paradigm change. However, the Tomorrow's Schools Review is proposing eight initiatives that seem to be opposing the directions needed and will result in fewer initiatives, more centralised control and less potential to meet the needs of a diverse student group. This paper uses international educators experiences and available research to identify better pathways to meet the needs of students in the 21st century.
International Journal of Leadership in Education, 2016
This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realise their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school's communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application. The New Zealand context Achievement disparities, between specific groups of students in New Zealand, continue over time to be well documented within regular, state-funded schooling. Even though these groups of students are clearly identified both nationally and within schools, little has effectively disrupted this trend or promoted significant positive change (Auditor-General, 2012; Berryman, 2008). The Program for International Student Assessment (PISA) testing across the Organization for Economic Cooperation and Development (OECD) countries continues to show New Zealand's education system as one that delivers high quality but low-equity, in terms of education outcomes (Organisation for Economic Cooperation and Development, 2009). Low-equity systems have students who are being underserved by the education system. Although PISA highlights the marginalization of groups of students specifically in education, in New Zealand this is neither a recent phenomenon nor is it confined to education (Bishop, Berryman & Wearmouth, 2014). Descriptions of high quality and low-equity education systems, driven by deficit-oriented approaches, are familiar to educators across the world (Sleeter, 2011). The learners disproportionately underserved in New Zealand's secondary-schools continue to be Māori.
Middle schooling in New Zealand
2009
Schooling for young adolescents in New Zealand (NZ) is problematic. Although NZ education has an enviable international reputation, the bipartite primary-secondary system has responded poorly to many young people who struggle to negotiate the transition between the two types of schooling. In this chapter we discuss the emergence of an indigenous middle schooling movement in NZ. We trace the history of middle level schooling from the first middle school in 1894, to a dalliance with a junior high school model in the 1920s, to the founding of the ubiquitous 'intermediate' school in the 1930s and, recently, the development of a handful of middle schools in the 1990s. We then evaluate current research and practice pertaining to middle level schooling in NZ. In particular we focus on current indictments on middle level schooling and recent reform efforts. We conclude by suggesting future directions for the education of young adolescents in NZ.
Education Futures 21C, 2019
Never before has New Zealand’s education been in crisis conditions as bad as they are today! Teachers and Principals are in conflict with the Ministry of Education and the Minister of Education. Teachers and Principals are resigning from their positions since they are experiencing high stress and very high workload. Some students are finding schooling beyond Year 8 to be irrelevant for their current socio-educational needs. Students are not adapting to the new stresses and expectations of the teenage-to-adult maturation process. Parents are unable to relate effectively to their “out of control” children. There is a great need to change the framework of New Zealand education by changing the focus from assessment-of-learning to assessment-for-learning by urgently applying the KUBDD Framework for Future Ready Education, reducing the emphasis on subject-based learning and assessment and increasing the significance of Multiple Literacies (MLs). These MLs provide more meaningful and more relevant learning for more students, including Maori, Pasifika and European NZ students who need greater support. We must not continue to use teaching and learning strategies that will not prepare students for 21st century living. This paper provides detail of the KUBDD and Multiple Literacies in an expansive set of tables. The teaching-learning-assessment strategies are provided through Concept Based Inquiry. The challenge is to choose the right pathway supported by a strong framework for ensuring the 21st century education direction is achieved and maintained, together with supportive pedagogies that will enable successful transformation of teaching, learning and assessment through the development of the New Zealand Curriculum 2022
Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand
Teaching and Teacher Education, 2009
The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous M aori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous M aori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of M aori students in mainstream secondary schools. Students 'voices' were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to M aori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.
The Educational System of New Zealand: A Benchmark for World Class Education
Education is life itself. Many educators around the world must give their best shot in preparing the learners to the future, extreme future. This paper shows a review on how New Zealand's educational system gives impact to the educational systems in the world. Furthermore, this paper shows how the Philippines could learn from the implementation of K to 12 program in the country through New Zealand's Way.