title: Adult literacy and numeracy in Aotearoa New Zealand: How does current research and organisational reporting align with the Living Standards Framework?

authors: Hockings, Nicki Samantha

subjects: Literacy

abstract: Literacy and numeracy are foundational skills that are important in everyday life. Dominant western perspectives of literacy and numeracy focus on skills attainment for economic benefit and international comparison; this is a neoliberal approach that influences policy development in developed countries worldwide. However, there is growing recognition that high rates of economic productivity do not provide an accurate indicator of success for either individuals or nations. In support of this position, this thesis favours a sociomaterial approach to literacy and numeracy, prioritising people’s abilities to communicate and navigate their world effectively, while engaging in meaningful social practices that allow them to participate in family and community. This master’s research sought to understand the connections between adult literacy and numeracy learners, wellbeing outcomes, and the Living Standards Framework. The New Zealand Treasury’s Living Standards Framework (LSF) was developed to provide a view of intergenerational wellbeing in Aotearoa New Zealand; it underpins the government’s wellbeing focus for budgetary and policy decisions. A community psychology and Kaupapa Māori lens was applied to critically evaluate whether the LSF aligns with community psychology values and principles in Aotearoa New Zealand, and, most importantly, whether it reflects Māori cultural views and values. The value of the LSF in the adult literacy and numeracy education context was also examined, with particular emphasis on similarities between the LSF, literacy and numeracy learning opportunities, and learner outcomes; and whether the use of the LSF in adult education programmes and policies would complement the existing approach. The study involved a document analysis of six key LSF documents and six literacy and numeracy research reports. Each document was analysed using deductive and inductive means, which enabled the identification of themes and subthemes that reflected underlying values, approaches, and outcomes. To augment the document analysis, six interviews were held with report authors and key personnel from relevant organisations; these added value to the research by exploring the values that underpin literacy and numeracy research and reporting in Aotearoa New Zealand. The findings conclude that the 2018 LSF was based on sound international principles, but lacked a genuine perspective of wellbeing in Aotearoa New Zealand. A recently-launched 2021 LSF has undergone an ‘evolution’ and is presented in a much more holistic style, acknowledging its previous shortcomings in addressing concepts of wellbeing in Aotearoa New Zealand. Two accompanying Māori-led documents: An Indigenous Approach to the Living Standards Framework, and He Ara Waiora, both offer a holistic, te ao Māori perspective of wellbeing. The document analysis highlighted a sociomaterial, values based approach to adult literacy and numeracy education that prioritised holistic wellbeing outcomes for learners and their whānau. These findings were supported by the interview data. The final discussion and conclusion posited that the 2021 Living Standards Framework provides a welcome update and potential for genuine, Aotearoa-specific wellbeing considerations in policy-making and governance; however, it remains to be seen whether this will translate into changes in policy-making and programme delivery for the literacy and numeracy sector.

text: Adult literacy and numeracy in Aotearoa New Zealand: How does current research and organisational reporting align with the Living Standards Framework? Literacy and numeracy are foundational skills that are important in everyday life. Dominant western perspectives of literacy and numeracy focus on skills attainment for economic benefit and international comparison; this is a neoliberal approach that influences policy development in developed countries worldwide. However, there is growing recognition that high rates of economic productivity do not provide an accurate indicator of success for either individuals or nations. In support of this position, this thesis favours a sociomaterial approach to literacy and numeracy, prioritising people’s abilities to communicate and navigate their world effectively, while engaging in meaningful social practices that allow them to participate in family and community. This master’s research sought to understand the connections between adult literacy and numeracy learners, wellbeing outcomes, and the Living Standards Framework. The New Zealand Treasury’s Living Standards Framework (LSF) was developed to provide a view of intergenerational wellbeing in Aotearoa New Zealand; it underpins the government’s wellbeing focus for budgetary and policy decisions. A community psychology and Kaupapa Māori lens was applied to critically evaluate whether the LSF aligns with community psychology values and principles in Aotearoa New Zealand, and, most importantly, whether it reflects Māori cultural views and values. The value of the LSF in the adult literacy and numeracy education context was also examined, with particular emphasis on similarities between the LSF, literacy and numeracy learning opportunities, and learner outcomes; and whether the use of the LSF in adult education programmes and policies would complement the existing approach. The study involved a document analysis of six key LSF documents and six literacy and numeracy research reports. Each document was analysed using deductive and inductive means, which enabled the identification of themes and subthemes that reflected underlying values, approaches, and outcomes. To augment the document analysis, six interviews were held with report authors and key personnel from relevant organisations; these added value to the research by exploring the values that underpin literacy and numeracy research and reporting in Aotearoa New Zealand. The findings conclude that the 2018 LSF was based on sound international principles, but lacked a genuine perspective of wellbeing in Aotearoa New Zealand. A recently-launched 2021 LSF has undergone an ‘evolution’ and is presented in a much more holistic style, acknowledging its previous shortcomings in addressing concepts of wellbeing in Aotearoa New Zealand. Two accompanying Māori-led documents: An Indigenous Approach to the Living Standards Framework, and He Ara Waiora, both offer a holistic, te ao Māori perspective of wellbeing. The document analysis highlighted a sociomaterial, values based approach to adult literacy and numeracy education that prioritised holistic wellbeing outcomes for learners and their whānau. These findings were supported by the interview data. The final discussion and conclusion posited that the 2021 Living Standards Framework provides a welcome update and potential for genuine, Aotearoa-specific wellbeing considerations in policy-making and governance; however, it remains to be seen whether this will translate into changes in policy-making and programme delivery for the literacy and numeracy sector.

year: 2022

title: Outcomes from colonoscopy following referral from New Zealand general practice: a retrospective analysis

authors: Lawrenson, Ross

subjects: Science & Technology

abstract: Background: New Zealand has high rates of colorectal cancer (CRC) but poor outcomes. Most patients with CRC are diagnosed following referral from general practice, where a general practitioner (GP) assesses symptoms according to national guidelines. All referred patients are then re-prioritised by the hospital system. The first objective of this study was to identify what proportion of patients referred by general practice to surgical/gastroenterology at Waikato District Health Board (DHB) had a colonoscopy. The second objective was to determine what proportion of these referrals have an underlying CRC and the factors associated with the likelihood of this diagnosis. 
Methods: This study is a retrospective analysis of e-referral data for patients aged 30–70+ who were referred from 75 general practices to general surgery, gastroenterology or direct to colonoscopy at Waikato DHB, 01 January 2015–31 December 2017. Primary and secondary outcome measures included the proportion and characteristics of patients who were having colonoscopy, and of those, who were diagnosed with CRC. Data were analysed using chi square and logistic regression. 
Results: 6718/20648 (32.5%) patients had a colonoscopy and 372 (5.5%) of these were diagnosed with CRC. The probability of having CRC following a colonoscopy increased with age (p value < 0.001). Females (p value < 0.001), non-Māori (p value < 0.001), and patients with a high suspicion of cancer (HSCan) label originating from their GP were more likely to have a colonoscopy, while the odds ratio of Māori having a colonoscopy was 0.66 (95% CI 0.60–0.73). The odds ratio of a CRC diagnosis following colonoscopy was 1.67 (95% CI 1.35–2.07) for men compared to women, and 2.34 (95% CI 1.70–3.22) for those with a GP HSCan label. Of the 585 patients referred with a GP HSCan, 423 (72.3%) were reprioritised by the hospital and 55 patients had their diagnosis unnecessarily delayed. 
Conclusions: If a GP refers a patient with an HSCan, and the patient receives a colonoscopy, then the likelihood of having CRC is almost 15.0%. This would suggest that these patients should be routinely prioritised without further triage by the hospital. Further research is needed to understand why Māori are less likely to receive a colonoscopy following referral from general practice.

text: Outcomes from colonoscopy following referral from New Zealand general practice: a retrospective analysis Background: New Zealand has high rates of colorectal cancer (CRC) but poor outcomes. Most patients with CRC are diagnosed following referral from general practice, where a general practitioner (GP) assesses symptoms according to national guidelines. All referred patients are then re-prioritised by the hospital system. The first objective of this study was to identify what proportion of patients referred by general practice to surgical/gastroenterology at Waikato District Health Board (DHB) had a colonoscopy. The second objective was to determine what proportion of these referrals have an underlying CRC and the factors associated with the likelihood of this diagnosis. 
Methods: This study is a retrospective analysis of e-referral data for patients aged 30–70+ who were referred from 75 general practices to general surgery, gastroenterology or direct to colonoscopy at Waikato DHB, 01 January 2015–31 December 2017. Primary and secondary outcome measures included the proportion and characteristics of patients who were having colonoscopy, and of those, who were diagnosed with CRC. Data were analysed using chi square and logistic regression. 
Results: 6718/20648 (32.5%) patients had a colonoscopy and 372 (5.5%) of these were diagnosed with CRC. The probability of having CRC following a colonoscopy increased with age (p value < 0.001). Females (p value < 0.001), non-Māori (p value < 0.001), and patients with a high suspicion of cancer (HSCan) label originating from their GP were more likely to have a colonoscopy, while the odds ratio of Māori having a colonoscopy was 0.66 (95% CI 0.60–0.73). The odds ratio of a CRC diagnosis following colonoscopy was 1.67 (95% CI 1.35–2.07) for men compared to women, and 2.34 (95% CI 1.70–3.22) for those with a GP HSCan label. Of the 585 patients referred with a GP HSCan, 423 (72.3%) were reprioritised by the hospital and 55 patients had their diagnosis unnecessarily delayed. 
Conclusions: If a GP refers a patient with an HSCan, and the patient receives a colonoscopy, then the likelihood of having CRC is almost 15.0%. This would suggest that these patients should be routinely prioritised without further triage by the hospital. Further research is needed to understand why Māori are less likely to receive a colonoscopy following referral from general practice.

year: 2021-12-15

title: Towards a TCT-inspired electronics concept inventory

authors: Scott, Jonathan B.

subjects: threshold concepts

abstract: This study reports on the initial work on the use of Threshold Concept Theory (TCT) to develop a threshold-concept inventory – a catalogue of the important concepts that underlie electronics and electrical engineering (EE) – and an assessment tool – to investigate the depth of student understanding of threshold and related concepts, independent of students’ numerical ability and knowledge mimicry in the first-year course in electrical engineering. This is both challenging and important for several reasons: there is a known issue with student retention (Tsividis, 1998; 2009); the discipline is relatively hard for students because it concerns invisible phenomena; and finally it is one that demands deep understanding from the very start (Scott, Harlow, Peter, and Cowie, 2010). Although the focus of this research was on electronic circuits, findings regarding teaching and learning of threshold concepts (TCs) will inform lecturers in three other disciplines who are part of our project on threshold concepts.

text: Towards a TCT-inspired electronics concept inventory This study reports on the initial work on the use of Threshold Concept Theory (TCT) to develop a threshold-concept inventory – a catalogue of the important concepts that underlie electronics and electrical engineering (EE) – and an assessment tool – to investigate the depth of student understanding of threshold and related concepts, independent of students’ numerical ability and knowledge mimicry in the first-year course in electrical engineering. This is both challenging and important for several reasons: there is a known issue with student retention (Tsividis, 1998; 2009); the discipline is relatively hard for students because it concerns invisible phenomena; and finally it is one that demands deep understanding from the very start (Scott, Harlow, Peter, and Cowie, 2010). Although the focus of this research was on electronic circuits, findings regarding teaching and learning of threshold concepts (TCs) will inform lecturers in three other disciplines who are part of our project on threshold concepts.

year: 2014