title: New Zealand jobs, 1976 - 1996: A demographic accounting

authors: Honey, Jeff

subjects: population

abstract: Over the last decade or so New Zealand has been through an era of radical political, economic, social and demographic change. In part this has been driven by economic restructuring. But in part, this had been an acceleration of a long-term industrial transformation, which had been a part of New Zealand culture for some time (Thompson 1985). This has taken the form of a long-term shift of employment out of the secondary sector and into the tertiary sector industries. Moreover, in the post-war period there has been a gradual further decline in the proportion of jobs in the primary sectors despite continuous economic improvements of agricultural activities. This is demonstrated proportionately more in terms of its contribution to exports and to the distribution of Gross Domestic Production across sectors, than in high percentages of the labour force in the primary sector. In this and other ways, New Zealand has been subject to the structural changes experienced by other developed countries. The major difference has been the speed of the policy-driven restructuring over the last decade in New Zealand.

This paper turns to some basic accounting methods to analyse increases and decreases in job numbers by industrial sector between 1976 and 1996. Analysis by gender, ethnicity and broad age groups will provide a more detailed picture of the major movements. Secondly, in order to assess whether there are gaps between employment and supply, these increases and decreases will be compared with data which indicate levels of "demographic supply". These data give, as it were, an "expected" figure for change in the numbers in each category. and this can be compared with the "observed" figures.

Demographic supply is defined here as the percentage growth between the periods analysed in the population at working ages (15-64 years). This paper also looks at the proportionate shifts between censuses in the number of workers by age, gender and ethnicity in a particular industry or broad sector. This analysis is strengthened by comparing the observed "gains and losses" which might have been expected through natural growth and attrition. What these data imply, therefore, is whether or not the labour market is dysfunctional in the way it can respond to a combination of gains and losses because of under- and over-supply of workers, plus the absorptive capacity of a given segment of the labour market.

text: New Zealand jobs, 1976 - 1996: A demographic accounting Over the last decade or so New Zealand has been through an era of radical political, economic, social and demographic change. In part this has been driven by economic restructuring. But in part, this had been an acceleration of a long-term industrial transformation, which had been a part of New Zealand culture for some time (Thompson 1985). This has taken the form of a long-term shift of employment out of the secondary sector and into the tertiary sector industries. Moreover, in the post-war period there has been a gradual further decline in the proportion of jobs in the primary sectors despite continuous economic improvements of agricultural activities. This is demonstrated proportionately more in terms of its contribution to exports and to the distribution of Gross Domestic Production across sectors, than in high percentages of the labour force in the primary sector. In this and other ways, New Zealand has been subject to the structural changes experienced by other developed countries. The major difference has been the speed of the policy-driven restructuring over the last decade in New Zealand.

This paper turns to some basic accounting methods to analyse increases and decreases in job numbers by industrial sector between 1976 and 1996. Analysis by gender, ethnicity and broad age groups will provide a more detailed picture of the major movements. Secondly, in order to assess whether there are gaps between employment and supply, these increases and decreases will be compared with data which indicate levels of "demographic supply". These data give, as it were, an "expected" figure for change in the numbers in each category. and this can be compared with the "observed" figures.

Demographic supply is defined here as the percentage growth between the periods analysed in the population at working ages (15-64 years). This paper also looks at the proportionate shifts between censuses in the number of workers by age, gender and ethnicity in a particular industry or broad sector. This analysis is strengthened by comparing the observed "gains and losses" which might have been expected through natural growth and attrition. What these data imply, therefore, is whether or not the labour market is dysfunctional in the way it can respond to a combination of gains and losses because of under- and over-supply of workers, plus the absorptive capacity of a given segment of the labour market.

year: 2001-09

title: Anthropogenic relief features in tropical northern Australia: A physical and chemical analysis of the Weipa shell mounds

authors: Fanning, P

abstract: Large mounded deposits of shell are prominent archaeological features across much of the north Australian tropical coast. Many of the shell mounds are composed almost entirely of the bivalve Anadara granosa (Linnaeus 1758), a food source for Aboriginal people in the past. They are identified in the field by their distinct mounded topographic form and the unique vegetation community growing on them. A relatively long history of inquiry into the nature and significance of the shell mounds has focused primarily on analysing the shell component as clues to Australian Aboriginal coastal economies in the past. This paper presents results of new analyses on the non-shell sediments of mounds located near Weipa in far north Queensland, examining the physical and chemical signatures of deposi- tional and post-depositional processes with a view to obtaining insights into how the mounds formed and for what purposes, and how their morphology, structure and content may have changed since they ceased accumulating. We also consider how such changes might relate to past and present environmental conditions. The mounds we studied are primarily located on topographic high points, such as cliffs, hillslopes and beach ridges, though a proportion are located on estuarine floodplains at low elevations. Terrestrial Laser Scanning (TLS) of a sample of 51 shell mounds demonstrates substantial variation in mound size and shape, and suggests patterning in mound form re- lated to age as well as position on the landscape. However, radiocarbon chronologies demonstrate that the mounds do not conform to a model of linear formation of a shell deposit, suggesting mound histories are variable in both the nature of shell deposition as well as post-depositional processes. Soil physical and chemical analyses indicate that post-depositional diagenetic alteration has strongly influenced the present day composition and form of the shell mounds, in particular the accession of carbon and silica to the mounds by environmental burning aided by strong leaching under seasonal high rainfall conditions. As such, mound chemistry is more likely to reflect modern environmental conditions rather than provide an archive of the past.

text: Anthropogenic relief features in tropical northern Australia: A physical and chemical analysis of the Weipa shell mounds Large mounded deposits of shell are prominent archaeological features across much of the north Australian tropical coast. Many of the shell mounds are composed almost entirely of the bivalve Anadara granosa (Linnaeus 1758), a food source for Aboriginal people in the past. They are identified in the field by their distinct mounded topographic form and the unique vegetation community growing on them. A relatively long history of inquiry into the nature and significance of the shell mounds has focused primarily on analysing the shell component as clues to Australian Aboriginal coastal economies in the past. This paper presents results of new analyses on the non-shell sediments of mounds located near Weipa in far north Queensland, examining the physical and chemical signatures of deposi- tional and post-depositional processes with a view to obtaining insights into how the mounds formed and for what purposes, and how their morphology, structure and content may have changed since they ceased accumulating. We also consider how such changes might relate to past and present environmental conditions. The mounds we studied are primarily located on topographic high points, such as cliffs, hillslopes and beach ridges, though a proportion are located on estuarine floodplains at low elevations. Terrestrial Laser Scanning (TLS) of a sample of 51 shell mounds demonstrates substantial variation in mound size and shape, and suggests patterning in mound form re- lated to age as well as position on the landscape. However, radiocarbon chronologies demonstrate that the mounds do not conform to a model of linear formation of a shell deposit, suggesting mound histories are variable in both the nature of shell deposition as well as post-depositional processes. Soil physical and chemical analyses indicate that post-depositional diagenetic alteration has strongly influenced the present day composition and form of the shell mounds, in particular the accession of carbon and silica to the mounds by environmental burning aided by strong leaching under seasonal high rainfall conditions. As such, mound chemistry is more likely to reflect modern environmental conditions rather than provide an archive of the past.

year: 2017

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017