title: Do industry training reforms meet the needs of a medium sized electrical manufacturer? A case study

authors: Piercy, Gemma Louise

subjects: Industry Training Act 1992

abstract: The Industry Training Act 1992 introduced significant changes to vocational education and training in New Zealand. Based on a case study of a Waikato firm, this paper investigates whether the changes resulting from the Industry Training Act 1992 have enabled a medium-sized electrical manufacturing firm to meet its training needs. The paper also examines questions relating to wider issues in regard to vocational education and training in New Zealand. Specifically, it discusses the issue of voluntarism, as it relates to the finding of Industrial Training Organisations (ITOs), the creation of qualifications, and the proposed removal of developmental funding that is presently provided through the Education and Training Support Agency (ETSA).

text: Do industry training reforms meet the needs of a medium sized electrical manufacturer? A case study The Industry Training Act 1992 introduced significant changes to vocational education and training in New Zealand. Based on a case study of a Waikato firm, this paper investigates whether the changes resulting from the Industry Training Act 1992 have enabled a medium-sized electrical manufacturing firm to meet its training needs. The paper also examines questions relating to wider issues in regard to vocational education and training in New Zealand. Specifically, it discusses the issue of voluntarism, as it relates to the finding of Industrial Training Organisations (ITOs), the creation of qualifications, and the proposed removal of developmental funding that is presently provided through the Education and Training Support Agency (ETSA).

year: 1998

title: How aligned are we? Assessment procedures and practices between early childhood and early intervention

authors: Caulcutt, Toia

subjects: Assessment

abstract: Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these differences and consider the possibility of addressing a possible alignment through the early childhood curriculum Te Whariki (Ministry of Education, 1996).

text: How aligned are we? Assessment procedures and practices between early childhood and early intervention Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these differences and consider the possibility of addressing a possible alignment through the early childhood curriculum Te Whariki (Ministry of Education, 1996).

year: 2011

title: Indigenous psychologies globally – a perspective from Aotearoa/New Zealand

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Discusses indigenous psychology from a global perspective and then from the perspective of Aotearoa/New Zealand.

text: Indigenous psychologies globally – a perspective from Aotearoa/New Zealand Discusses indigenous psychology from a global perspective and then from the perspective of Aotearoa/New Zealand.

year: 2004-06