title: Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic

authors: Toli, Raymond

subjects: Tertiary Education and Lifelong Learing

abstract: This study seeks to examine the extent of lifelong learning developments at one of the first polytechnic institutes in Papua New Guinea (PNG), with particular regard to how the existing traditional structure of vocational education and training (VET) can be redefined under the framework of lifelong learning. The notion of lifelong learning with regard to the larger framework of education is largely a foreign concept to PNG and this study examines how lifelong learning ideas are played out in one location. 
The research is primarily a qualitative case study and utilised semi-structured interviews as the main method for data collection in addition to acquiring government and institutional documents (e.g. policy and developmental plans). The research methodology was chosen to gain an in-depth understanding of tertiary education and lifelong learning from the perspective of the participants involved in the study. 
The findings of the study indicate a profound lack of understanding of the concept of lifelong learning and the potential impact it can have on the provision of education and training within the PNG tertiary education system. However, in an attempt to build knowledge on this educational concept, this study has analysed themes that emerged from the staff interviews with theoretical concepts from the literature review to conclude that lifelong learning is a potentially viable option for tertiary education, in particular at this polytechnic. 
As an educational model, lifelong learning has the benefit of serving both the individual, the government and the wider society. The implications for tertiary education would be considerable, because a diverse group of learners can be given more opportunities to engage in purposeful learning activities over a lifetime. The need to redefine the purpose and role of tertiary education in PNG is strongly recommended.

text: Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic This study seeks to examine the extent of lifelong learning developments at one of the first polytechnic institutes in Papua New Guinea (PNG), with particular regard to how the existing traditional structure of vocational education and training (VET) can be redefined under the framework of lifelong learning. The notion of lifelong learning with regard to the larger framework of education is largely a foreign concept to PNG and this study examines how lifelong learning ideas are played out in one location. 
The research is primarily a qualitative case study and utilised semi-structured interviews as the main method for data collection in addition to acquiring government and institutional documents (e.g. policy and developmental plans). The research methodology was chosen to gain an in-depth understanding of tertiary education and lifelong learning from the perspective of the participants involved in the study. 
The findings of the study indicate a profound lack of understanding of the concept of lifelong learning and the potential impact it can have on the provision of education and training within the PNG tertiary education system. However, in an attempt to build knowledge on this educational concept, this study has analysed themes that emerged from the staff interviews with theoretical concepts from the literature review to conclude that lifelong learning is a potentially viable option for tertiary education, in particular at this polytechnic. 
As an educational model, lifelong learning has the benefit of serving both the individual, the government and the wider society. The implications for tertiary education would be considerable, because a diverse group of learners can be given more opportunities to engage in purposeful learning activities over a lifetime. The need to redefine the purpose and role of tertiary education in PNG is strongly recommended.

year: 2015

title: Politics of imaging New Caledonia

authors: d'Hauteserre, Anne-Marie

subjects: postcolonialism

abstract: Advertisements for the international tourism market are examined using postcolonial discourse analysis to determine how tourism promoters represent New Caledonia. This article illustrates how the images used to promote New Caledonia on international markets continue to be a political statement that constructs the territory as a French enclave in the Pacific not shared with Kanak people and several minorities. The article demonstrates that these representations continue to translate unequal power relations that most of the French in New Caledonia (supported by tourism and its operators) wish to maintain with the Indigenous people. These representations also run counter to government decisions to restore the identity of Kanak people and to improve their economic well-being on the basis of tourism development.

text: Politics of imaging New Caledonia Advertisements for the international tourism market are examined using postcolonial discourse analysis to determine how tourism promoters represent New Caledonia. This article illustrates how the images used to promote New Caledonia on international markets continue to be a political statement that constructs the territory as a French enclave in the Pacific not shared with Kanak people and several minorities. The article demonstrates that these representations continue to translate unequal power relations that most of the French in New Caledonia (supported by tourism and its operators) wish to maintain with the Indigenous people. These representations also run counter to government decisions to restore the identity of Kanak people and to improve their economic well-being on the basis of tourism development.

year: 2010

title: ‘He reka te wai o te hua pango: The darker the berry the sweeter the juice.' The experiences of Māori women in educational leadership in mainstream secondary schools.

authors: Taukamo, Trudy

subjects: New Zealand leadership

abstract: Although there has been a growing interest in Māori women in educational leadership, the research base in New Zealand is still limited. This study provides insights into the challenges and experiences of four Māori women who occupy a formal leadership position in a mainstream secondary school. It used a qualitative kaupapa Māori research framework. Data were collected using semi-structured one-on-one interview with open-ended questions. The four women were selected from Māori women who currently hold a formal leadership position at a senior management level in a mainstream secondary school and who identify as Māori. The reason for the purposive sample was the critical under-representation of Māori women in formal educational leadership roles. This study revealed three important aspects. Firstly, a person’s upbringing and background has a significant impact on the principles and values which underpin leadership. Secondly, it was evident that a support system whether personal or professional was crucial in a leadership position. Finally, the influences of opportunities and appointments to leadership were important in educational leadership. Clearly, the findings point to a need for a stronger mentoring programme and effective networking of Māori women. Tertiary studies and leadership programs can aid the career pathways for aspiring leaders. However, what is clear is the need for more research specific to the New Zealand context and Māori women.

text: ‘He reka te wai o te hua pango: The darker the berry the sweeter the juice.' The experiences of Māori women in educational leadership in mainstream secondary schools. Although there has been a growing interest in Māori women in educational leadership, the research base in New Zealand is still limited. This study provides insights into the challenges and experiences of four Māori women who occupy a formal leadership position in a mainstream secondary school. It used a qualitative kaupapa Māori research framework. Data were collected using semi-structured one-on-one interview with open-ended questions. The four women were selected from Māori women who currently hold a formal leadership position at a senior management level in a mainstream secondary school and who identify as Māori. The reason for the purposive sample was the critical under-representation of Māori women in formal educational leadership roles. This study revealed three important aspects. Firstly, a person’s upbringing and background has a significant impact on the principles and values which underpin leadership. Secondly, it was evident that a support system whether personal or professional was crucial in a leadership position. Finally, the influences of opportunities and appointments to leadership were important in educational leadership. Clearly, the findings point to a need for a stronger mentoring programme and effective networking of Māori women. Tertiary studies and leadership programs can aid the career pathways for aspiring leaders. However, what is clear is the need for more research specific to the New Zealand context and Māori women.

year: 2011