title: Riding the knowledge wave: An examination of recent work-based learning in New Zealand

authors: Piercy, Gemma Louise

subjects: industrial relations

abstract: This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

text: Riding the knowledge wave: An examination of recent work-based learning in New Zealand This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

year: 2005

title: Mark making: Asemic art

authors: Schott, Gareth R.

abstract: This set of works reflect an exploration of the expressive capacity of penmanship in a space between script and image.

They belong to the practice of 'asemic writing art’ – asemic referring to the lack of specific semantic content or meaning. As an artistic style, asemic works celebrate unhindered explorations of handwriting.

Mark Making reflects the unique style, gestures and personal visual vocabulary of the mark maker, a process that is also susceptible to inner states, muscle memory, fatigue, involuntary movements, vision blur and ink flow!

While hand-written documents possess less authority and relevance today, the tactile experience of a smooth nib glide, the satisfying weight of a pen and the aesthetic quality of ink on paper has not diminished. This collection is testament to the absorbing practice of placing marks, ticks and dots on paper until they culminate into a recognizable forms.

text: Mark making: Asemic art This set of works reflect an exploration of the expressive capacity of penmanship in a space between script and image.

They belong to the practice of 'asemic writing art’ – asemic referring to the lack of specific semantic content or meaning. As an artistic style, asemic works celebrate unhindered explorations of handwriting.

Mark Making reflects the unique style, gestures and personal visual vocabulary of the mark maker, a process that is also susceptible to inner states, muscle memory, fatigue, involuntary movements, vision blur and ink flow!

While hand-written documents possess less authority and relevance today, the tactile experience of a smooth nib glide, the satisfying weight of a pen and the aesthetic quality of ink on paper has not diminished. This collection is testament to the absorbing practice of placing marks, ticks and dots on paper until they culminate into a recognizable forms.

year: 2025

title: An evaluation of Te Rau Puawai workforce 100: Academic mentor's perspectives

authors: Nikora, Linda Waimarie

subjects: Maori students

abstract: To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
As an integral component of the Te Rau Puawai programme and as a specialised
source of support, academic mentors were identified as an important group to receive
comment from. This report documents the evaluative exchange that occurred by way
of email questionnaire, that we had with 18 out of 46 academic mentors of Te Rau
Puawai bursars in the College of Humanities and Social Sciences responded to our
questionnaire.

text: An evaluation of Te Rau Puawai workforce 100: Academic mentor's perspectives To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
As an integral component of the Te Rau Puawai programme and as a specialised
source of support, academic mentors were identified as an important group to receive
comment from. This report documents the evaluative exchange that occurred by way
of email questionnaire, that we had with 18 out of 46 academic mentors of Te Rau
Puawai bursars in the College of Humanities and Social Sciences responded to our
questionnaire.

year: 2002-05-01