title: Does increasing national happiness require decreasing freedom or determining social values?

authors: Weijers, Dan M.

abstract: Some academics and policymakers have argued that happiness (or subjective well‐being) should be used as a goal for public policy. An important criticism of policy‐based attempts to increase happiness is that they will decrease the options for citizens to pursue their own version of the good life. I will argue that the pursuit of any reasonable policy goals necessarily involves some restrictions on freedom and some determining of social values. I will also argue that a comparison of the plausible goals for public policy reveals that happiness is no more a threat to freedom and reasonable pluralism about the good life than other plausible policy goals.

text: Does increasing national happiness require decreasing freedom or determining social values? Some academics and policymakers have argued that happiness (or subjective well‐being) should be used as a goal for public policy. An important criticism of policy‐based attempts to increase happiness is that they will decrease the options for citizens to pursue their own version of the good life. I will argue that the pursuit of any reasonable policy goals necessarily involves some restrictions on freedom and some determining of social values. I will also argue that a comparison of the plausible goals for public policy reveals that happiness is no more a threat to freedom and reasonable pluralism about the good life than other plausible policy goals.

year: 2017

title: Partnership experiences in developing the Preparation for Tertiary Learning course in the Teachers in Training programme.

authors: Maneipuri, Roselyn

subjects: partnership

abstract: This article is a collection of three partnership voices: Roselyn Maneipuri, Immaculate Runialo and Noeline Wright. The first two, lecturers in the Arts and Languages Department at the School of Education (SOE), Honiara, Solomon Islands, found themselves working with a New Zealander who was tasked with helping them review and develop new courses for a new cohort of teacher education students. The three had never met before, but within about three weeks had to build a professional relationship, build some contextual understanding, establish what elements the course needed, and develop it in time for Roselyn and Immaculate to teach the first cohort of students (currently teaching in schools but without any teacher education background), who were due to arrive in less than three months' time.

text: Partnership experiences in developing the Preparation for Tertiary Learning course in the Teachers in Training programme. This article is a collection of three partnership voices: Roselyn Maneipuri, Immaculate Runialo and Noeline Wright. The first two, lecturers in the Arts and Languages Department at the School of Education (SOE), Honiara, Solomon Islands, found themselves working with a New Zealander who was tasked with helping them review and develop new courses for a new cohort of teacher education students. The three had never met before, but within about three weeks had to build a professional relationship, build some contextual understanding, establish what elements the course needed, and develop it in time for Roselyn and Immaculate to teach the first cohort of students (currently teaching in schools but without any teacher education background), who were due to arrive in less than three months' time.

year: 2011

title: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?

authors: Hill, Richard Kenneth

subjects: Māori medium

abstract: Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

text: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education? Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

year: 2017