title: Clean and green with deepening shadows? a non-complacent view of corruption in New Zealand

authors: Gregory, Robert

subjects: New Zealand

abstract: New Zealand has long been regarded as a country with little or no governmental corruption. In recent times it has been ranked consistently as one of the five least corrupt countries in the world, on Transparency International’s (TI) Corruption Perceptions Index (CPI). In 2009 and 2011 it was ranked as the single most corruption-free country on the CPI, and in 2012 it shared first place with Denmark and Finland. This paper examines the reasons why historically New Zealand has been largely free of governmental corruption, using widely accepted definitions of what constitutes corrupt behaviour. It goes on to argue that, at least by its own normal standards, the country might now be more susceptible to corruption, for a variety of reasons, in both the public and private sectors, and that more political and administrative attention may need to be paid to this issue. The paper discusses New Zealand’s surprising tardiness in ratifying the United Nations Convention against Corruption, an apparent reluctance that leaves the country sitting alongside other non-ratifying countries which have endemic levels of corruption in all its forms. In this context, the paper also notes some international dissatisfaction with New Zealand’s anti-money laundering legislation, enacted in 2009.

text: Clean and green with deepening shadows? a non-complacent view of corruption in New Zealand New Zealand has long been regarded as a country with little or no governmental corruption. In recent times it has been ranked consistently as one of the five least corrupt countries in the world, on Transparency International’s (TI) Corruption Perceptions Index (CPI). In 2009 and 2011 it was ranked as the single most corruption-free country on the CPI, and in 2012 it shared first place with Denmark and Finland. This paper examines the reasons why historically New Zealand has been largely free of governmental corruption, using widely accepted definitions of what constitutes corrupt behaviour. It goes on to argue that, at least by its own normal standards, the country might now be more susceptible to corruption, for a variety of reasons, in both the public and private sectors, and that more political and administrative attention may need to be paid to this issue. The paper discusses New Zealand’s surprising tardiness in ratifying the United Nations Convention against Corruption, an apparent reluctance that leaves the country sitting alongside other non-ratifying countries which have endemic levels of corruption in all its forms. In this context, the paper also notes some international dissatisfaction with New Zealand’s anti-money laundering legislation, enacted in 2009.

year: 2013

title: Young children reflecting on their learning: teachers’ conversation strategies

authors: Carr, Margaret

subjects: early years

abstract: A two-year research project with teachers in nine different early childhood centres was designed to explore and extend opportunities for young children to reflect on their learning. This was described as children becoming ‘wise’ about their learning journeys; the aim was to find ways to assist them to articulate their understanding of what they had learned and how they had learned it. The location for extending these abilities and dispositions was children and teachers talking together as they revisited and reviewed documented learning events. This paper highlights the strategies that worked well for thoughtful conversations, and comments on those strategies that did not. It argues for the value of children as co-authors in conversations about their learning; these conversations can contribute to their developing views about how they learn and assist them to construct continuities of the learning that is valued in this place.

text: Young children reflecting on their learning: teachers’ conversation strategies A two-year research project with teachers in nine different early childhood centres was designed to explore and extend opportunities for young children to reflect on their learning. This was described as children becoming ‘wise’ about their learning journeys; the aim was to find ways to assist them to articulate their understanding of what they had learned and how they had learned it. The location for extending these abilities and dispositions was children and teachers talking together as they revisited and reviewed documented learning events. This paper highlights the strategies that worked well for thoughtful conversations, and comments on those strategies that did not. It argues for the value of children as co-authors in conversations about their learning; these conversations can contribute to their developing views about how they learn and assist them to construct continuities of the learning that is valued in this place.

year: 2011

title: Applying the Ka Awatea model to Māori students’ experiences at university

authors: Derby, Melissa

abstract: Understanding key factors that contribute to (or negatively impact on) Māori student success can: 
• Promote the development of better policy that supports Māori students to achieve educational success; 
• Aid in targeting resources to support success; 
• Encourage a move away from deficit insinuation that the challenges some Māori face in education are based on ethnicity; and 
• Promote better understanding of contextual factors and the myriad of things that contribute to the outcomes we experience.

text: Applying the Ka Awatea model to Māori students’ experiences at university Understanding key factors that contribute to (or negatively impact on) Māori student success can: 
• Promote the development of better policy that supports Māori students to achieve educational success; 
• Aid in targeting resources to support success; 
• Encourage a move away from deficit insinuation that the challenges some Māori face in education are based on ethnicity; and 
• Promote better understanding of contextual factors and the myriad of things that contribute to the outcomes we experience.

year: 2022-11-16