title: New Zealand Industry Training Policy in the 2008-2010 Environment

authors: Batters, Taryn

subjects: Industry Training

abstract: This study is broadly concerned with the changing nature of industry training policy in New Zealand between the mid-1980s and mid-2010. It sets the two-year period subsequent to the 2008 election against this broader background. Using key elements of the process of change within industry training policy – ideology and prevailing perceptions of skills and their contribution to economic and social goals – this research sought to investigate the extent to which the National-led Government’s policy approach and practices demonstrate ideological and policy change from the previous two decades. This study used a qualitative approach involving in-depth interviews with representatives of key organisations in industry training. These organisations include the Department of Labour, Ministry of Education, Tertiary Education Commission, Business NZ, Council of Trade Unions and the Industry Training Federation. Thematic analysis of interview data was combined with a review of existing literature in order to argue that the National-led Government’s claims of pragmatic orientation were not substantiated. Rather, it is argued here that the Government’s industry training policies aligned more closely with the neo-liberal policies of the 1990s, than with the Third Way of 1999-2008. For example, there was a deliberate retrenchment of government funding for industry training in some respects, and a significantly lessened role of the non-governmental key organisations in policy development. In addition, it is argued here that the National-led Government has demonstrated a narrow focus on skill development that contradicts wider advice and trends in favour of a multi-faceted view of skill that prioritises skill utilisation as well. Overall, it is argued that the National-led Government’s policy approach and practices are likely to be ineffective at addressing enduring issues in industry training as well as new issues.

text: New Zealand Industry Training Policy in the 2008-2010 Environment This study is broadly concerned with the changing nature of industry training policy in New Zealand between the mid-1980s and mid-2010. It sets the two-year period subsequent to the 2008 election against this broader background. Using key elements of the process of change within industry training policy – ideology and prevailing perceptions of skills and their contribution to economic and social goals – this research sought to investigate the extent to which the National-led Government’s policy approach and practices demonstrate ideological and policy change from the previous two decades. This study used a qualitative approach involving in-depth interviews with representatives of key organisations in industry training. These organisations include the Department of Labour, Ministry of Education, Tertiary Education Commission, Business NZ, Council of Trade Unions and the Industry Training Federation. Thematic analysis of interview data was combined with a review of existing literature in order to argue that the National-led Government’s claims of pragmatic orientation were not substantiated. Rather, it is argued here that the Government’s industry training policies aligned more closely with the neo-liberal policies of the 1990s, than with the Third Way of 1999-2008. For example, there was a deliberate retrenchment of government funding for industry training in some respects, and a significantly lessened role of the non-governmental key organisations in policy development. In addition, it is argued here that the National-led Government has demonstrated a narrow focus on skill development that contradicts wider advice and trends in favour of a multi-faceted view of skill that prioritises skill utilisation as well. Overall, it is argued that the National-led Government’s policy approach and practices are likely to be ineffective at addressing enduring issues in industry training as well as new issues.

year: 2010

title: Far-flung markers

authors: Lowe, David J.

abstract: Tephras are fragmentary materials that are blasted explosively into the air during volcanic eruptions. Distributed throughout Zealandia, tephras provide useful markers for connecting and dating land surfaces, sediment layers, and archaeological sites.

text: Far-flung markers Tephras are fragmentary materials that are blasted explosively into the air during volcanic eruptions. Distributed throughout Zealandia, tephras provide useful markers for connecting and dating land surfaces, sediment layers, and archaeological sites.

year: 2008

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024