title: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment

authors: Stolte, Ottilie Emma Elisabeth

subjects: Training

abstract: This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

text: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

year: 2006

title: Exploring the virtual classroom: What students need to know (and teachers should consider)

authors: Falloon, Garry

subjects: online

abstract: Technological improvements in many countries have meant that institutions offering distance education programmes now have more options available to them to communicate and interact with their students, and increasingly, attention is being turned to the potential of Web2 technologies to facilitate synchronous interaction. This study explores the affordances and limitations of an online virtual classroom, Adobe Connect Pro, when used in the learning programmes of two groups of undergraduate and postgraduate education students. Results indicate that while both groups gained value from using the classroom, they also found it a completely new environment, and one to which many had trouble transferring the interaction and communication skills developed in other contexts. The reasons for this related to three specific areas of knowledge – technical, procedural and operational, that were identified as being critical to student performance in this environment. The study suggests that educators and course designers need to embed strategies into their online offerings to enable students to develop these, if they are to gain substantial benefit from the availability of virtual classrooms. Additionally, the study identified that when making design decisions about online learning environments, it is very much a matter of horses for courses when selecting tools for specific purposes. While the virtual classroom proved useful for developing social connection and a sense of community, it may not be so beneficial for supporting deeper learning.

text: Exploring the virtual classroom: What students need to know (and teachers should consider) Technological improvements in many countries have meant that institutions offering distance education programmes now have more options available to them to communicate and interact with their students, and increasingly, attention is being turned to the potential of Web2 technologies to facilitate synchronous interaction. This study explores the affordances and limitations of an online virtual classroom, Adobe Connect Pro, when used in the learning programmes of two groups of undergraduate and postgraduate education students. Results indicate that while both groups gained value from using the classroom, they also found it a completely new environment, and one to which many had trouble transferring the interaction and communication skills developed in other contexts. The reasons for this related to three specific areas of knowledge – technical, procedural and operational, that were identified as being critical to student performance in this environment. The study suggests that educators and course designers need to embed strategies into their online offerings to enable students to develop these, if they are to gain substantial benefit from the availability of virtual classrooms. Additionally, the study identified that when making design decisions about online learning environments, it is very much a matter of horses for courses when selecting tools for specific purposes. While the virtual classroom proved useful for developing social connection and a sense of community, it may not be so beneficial for supporting deeper learning.

year: 2011

title: When Two Worlds Collide: Mātauranga Māori, Science and Health of the Toreparu Wetland

authors: Robb, Mahuru Joyce Gordon

subjects: Mātauranga Māori

abstract: Much of our understanding of wetland health and function comes from scientific-based monitoring and methodologies. However, there is a wealth of knowledge to be gained from Māori-value based assessment methods for monitoring wetlands in New Zealand. I used the Wetland Cultural Health Index (WCHI) and a variety of scientific wetland survey methods to examine how these two approaches complement each other. For this research, I worked with the people from Mōtakotako marae at the Toreparu wetland (Waikato), developing a set of site specific cultural indicators. 
Comparative analysis revealed a range of similarities and differences between the WCHI indices and scientific parameters. We found that as Wetland Cultural Health Measure (WCHM) scores increased, there was also an increase in dissolved oxygen concentration, SQMCI-sb values, and total nitrogen concentrations. Cultural indices provided an overall indication of site health. It was apparent, however, that scores of contributing indicators could vary markedly at any one site. As such, high scores for some indicators (e.g., vegetation values) may obscure low values for other variables (e.g., water quality), providing an index that depicts site health as being of average condition. 
Capacity and resourcing issues were also highlighted as being an issue for Māori to be able to successfully carry out wetland monitoring, but also for staff in councils and other research and environmental governing bodies to build and maintain relationships with tangata whenua. Other challenges around site access provided a unique opportunity to develop and trial new WCHI assessment techniques. The use of video assessment to carry out WCHI monitoring was of varying success. Indicators that could be scored by visual assessment were useful, but indicators that relied on sound or felt sensation were difficult to assess. The use of mauri (life force) as an indicator had benefits when applied to the whole catchment, but the volunteer participants challenged its validity when used at the smaller site scale. Volunteers found assigning a numerical value to mauri very difficult, and felt that reducing mauri to a single number may diminish the significance of this holistic and metaphysical concept.  Mauri has been used successfully as a measure of environmental health but it is important to communicate and understand what mauri is and why it is measured.
Overall, the WCHI provided a wealth of information that could not be captured through scientific sampling, such as the presence of dye source, loss of bird/fish species and baseline information on the past condition of the Toreparu before the surrounding land was converted for agricultural use. This confirms that our understanding of wetland health is enhanced through the inclusion of cultural values.
As the New Zealand government and Māori move towards a future of collaborative research and management of freshwater ecosystems, there is a need for greater understanding around cultural values and priorities. By using both scientific and Māori-value based wetland monitoring methods, Māori can articulate a range of values, goals and priorities to help inform environmental decision makers and empower iwi and hapū to have a meaningful and sustainable role in the management of wetlands.  There needs to be a foundation of mutual understanding and relationships built between environmental governing bodies and Māori for the future success of collaborative research and management of New Zealand's wetlands.

text: When Two Worlds Collide: Mātauranga Māori, Science and Health of the Toreparu Wetland Much of our understanding of wetland health and function comes from scientific-based monitoring and methodologies. However, there is a wealth of knowledge to be gained from Māori-value based assessment methods for monitoring wetlands in New Zealand. I used the Wetland Cultural Health Index (WCHI) and a variety of scientific wetland survey methods to examine how these two approaches complement each other. For this research, I worked with the people from Mōtakotako marae at the Toreparu wetland (Waikato), developing a set of site specific cultural indicators. 
Comparative analysis revealed a range of similarities and differences between the WCHI indices and scientific parameters. We found that as Wetland Cultural Health Measure (WCHM) scores increased, there was also an increase in dissolved oxygen concentration, SQMCI-sb values, and total nitrogen concentrations. Cultural indices provided an overall indication of site health. It was apparent, however, that scores of contributing indicators could vary markedly at any one site. As such, high scores for some indicators (e.g., vegetation values) may obscure low values for other variables (e.g., water quality), providing an index that depicts site health as being of average condition. 
Capacity and resourcing issues were also highlighted as being an issue for Māori to be able to successfully carry out wetland monitoring, but also for staff in councils and other research and environmental governing bodies to build and maintain relationships with tangata whenua. Other challenges around site access provided a unique opportunity to develop and trial new WCHI assessment techniques. The use of video assessment to carry out WCHI monitoring was of varying success. Indicators that could be scored by visual assessment were useful, but indicators that relied on sound or felt sensation were difficult to assess. The use of mauri (life force) as an indicator had benefits when applied to the whole catchment, but the volunteer participants challenged its validity when used at the smaller site scale. Volunteers found assigning a numerical value to mauri very difficult, and felt that reducing mauri to a single number may diminish the significance of this holistic and metaphysical concept.  Mauri has been used successfully as a measure of environmental health but it is important to communicate and understand what mauri is and why it is measured.
Overall, the WCHI provided a wealth of information that could not be captured through scientific sampling, such as the presence of dye source, loss of bird/fish species and baseline information on the past condition of the Toreparu before the surrounding land was converted for agricultural use. This confirms that our understanding of wetland health is enhanced through the inclusion of cultural values.
As the New Zealand government and Māori move towards a future of collaborative research and management of freshwater ecosystems, there is a need for greater understanding around cultural values and priorities. By using both scientific and Māori-value based wetland monitoring methods, Māori can articulate a range of values, goals and priorities to help inform environmental decision makers and empower iwi and hapū to have a meaningful and sustainable role in the management of wetlands.  There needs to be a foundation of mutual understanding and relationships built between environmental governing bodies and Māori for the future success of collaborative research and management of New Zealand's wetlands.

year: 2014