title: Contracting out local government services: A comparative study of two New Zealand regional councils

authors: McLeod, Anne

subjects: New Zealand

abstract: Studies of New Zealand public sector reforms since the mid-1980s have tended to focus on the application of New Public Management principles to the central government. Yet local government in New Zealand too has experienced drastic restructuring with a view to ensuring greater rationalisation, efficiency and effectiveness. This article examines contracting out in New Zealand local government, focusing on the delivery of plant pest management by Environment Waikato(the Waikato Regional Council) and the Wellington Regional Council. The study reveals distinct differences in approach by the two councils, determined in each case by pragmatic responses to situational context rather than mere adherence to NPM principles.

text: Contracting out local government services: A comparative study of two New Zealand regional councils Studies of New Zealand public sector reforms since the mid-1980s have tended to focus on the application of New Public Management principles to the central government. Yet local government in New Zealand too has experienced drastic restructuring with a view to ensuring greater rationalisation, efficiency and effectiveness. This article examines contracting out in New Zealand local government, focusing on the delivery of plant pest management by Environment Waikato(the Waikato Regional Council) and the Wellington Regional Council. The study reveals distinct differences in approach by the two councils, determined in each case by pragmatic responses to situational context rather than mere adherence to NPM principles.

year: 2004

title: The enhancement of technology education classroom practice in New Zealand

authors: Moreland, Judy

abstract: This paper reports on a number of New Zealand technology education research studies undertaken over seven years by researchers in the Centre for Science and Technology Education Research centred upon examining and enhancing classroom practice. Early classroom research undertaken in 1992-1994 showed that key aspects for teacher development programmes related to teachers’ developing robust concepts of technology and technology education, as well as developing an understanding of technological practice in a variety of contexts. Based on these aspects a national Technology Teacher Development Resource Programme was developed during 1995-1996. This programme included video material of technological practice and classroom practice, accompanying explanatory text and workshop activities. Further research undertaken in 1997 indicated that although teachers developed broader and more consistent concepts about the nature of technology through an examination of technological practice, they experienced difficulties effectively translating this into appropriate classroom strategies for sustaining student learning. The media based resources only took the teachers so far in their understanding of teaching technology. In 1998-2000 a research and intervention programme was undertaken in primary school classrooms aimed towards improving teachers’ understanding of teaching, learning and assessing in technology. A planning framework for assisting teachers to detail student technological learning outcomes in different domains was developed. The articulation of the learning outcomes enhanced teacher knowledges in technology education and assisted teachers’ formative interactions and summative assessment practices. Subsequently student learning was enhanced.

text: The enhancement of technology education classroom practice in New Zealand This paper reports on a number of New Zealand technology education research studies undertaken over seven years by researchers in the Centre for Science and Technology Education Research centred upon examining and enhancing classroom practice. Early classroom research undertaken in 1992-1994 showed that key aspects for teacher development programmes related to teachers’ developing robust concepts of technology and technology education, as well as developing an understanding of technological practice in a variety of contexts. Based on these aspects a national Technology Teacher Development Resource Programme was developed during 1995-1996. This programme included video material of technological practice and classroom practice, accompanying explanatory text and workshop activities. Further research undertaken in 1997 indicated that although teachers developed broader and more consistent concepts about the nature of technology through an examination of technological practice, they experienced difficulties effectively translating this into appropriate classroom strategies for sustaining student learning. The media based resources only took the teachers so far in their understanding of teaching technology. In 1998-2000 a research and intervention programme was undertaken in primary school classrooms aimed towards improving teachers’ understanding of teaching, learning and assessing in technology. A planning framework for assisting teachers to detail student technological learning outcomes in different domains was developed. The articulation of the learning outcomes enhanced teacher knowledges in technology education and assisted teachers’ formative interactions and summative assessment practices. Subsequently student learning was enhanced.

year: 2001

title: Te kōrero kāpehu whenua planning for Te Whakatōhea kai (food) security

authors: Davis, Shannon

abstract: Oral presentation from the Adaptation Futures Conference held at Te Pae Christchurch Convention Centre, Ōtautahi Christchurch.

text: Te kōrero kāpehu whenua planning for Te Whakatōhea kai (food) security Oral presentation from the Adaptation Futures Conference held at Te Pae Christchurch Convention Centre, Ōtautahi Christchurch.

year: 2025