title: The New Zealand social studies curriculum struggle 1993-1997: An "insider" analysis.

authors: Hunter, Philippa Anne

subjects: curricula (courses of study)

abstract: The development of Social Studies in the New Zealand Curriculum over the 1993-1997 period was highly contested. The authors were directly involved in the social studies development over this period, and this paper reflects on some of the major events in the development, from our "insiders" viewpoint. The paper argues that the contest was strongly influenced by two major "dominant voice groups with very different views on what a social studies curriculum should be like and by key elements of the political and economic reform agenda of the day. The paper traces the rise and fall in influence of each "dominant voice" group and also examines the way in which the reform agenda changed throughout the development. It argues that in the end the inclusive and liberal-democratic voice was dominant over the neo-liberal and educationally conservative one. It also suggests that a return to a more cooperative, negotiated style of curriculum development, rather than a pure "market-contract model" approach, was needed to bring the development to a satisfactory conclusion.

text: The New Zealand social studies curriculum struggle 1993-1997: An "insider" analysis. The development of Social Studies in the New Zealand Curriculum over the 1993-1997 period was highly contested. The authors were directly involved in the social studies development over this period, and this paper reflects on some of the major events in the development, from our "insiders" viewpoint. The paper argues that the contest was strongly influenced by two major "dominant voice groups with very different views on what a social studies curriculum should be like and by key elements of the political and economic reform agenda of the day. The paper traces the rise and fall in influence of each "dominant voice" group and also examines the way in which the reform agenda changed throughout the development. It argues that in the end the inclusive and liberal-democratic voice was dominant over the neo-liberal and educationally conservative one. It also suggests that a return to a more cooperative, negotiated style of curriculum development, rather than a pure "market-contract model" approach, was needed to bring the development to a satisfactory conclusion.

year: 2001

title: A mentoring approach to learner centred education in Tanzania : a case from the grass roots

authors: Collin, Anney

subjects: Mentoring

abstract: Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

text: A mentoring approach to learner centred education in Tanzania : a case from the grass roots Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

year: 2019

title: He Pikinga Waiora: Supporting Maori health organisations to respond to pre-diabetes

authors: Beaton, Angela

subjects: Science & Technology

abstract: Background
Type 2 Diabetes (T2D) is a common long-term condition affecting the health and wellbeing of New Zealanders; one in every four New Zealanders is pre-diabetic. Māori, the Indigenous people of New Zealand, are at an increased risk of developing pre-diabetes and T2D and there are significant inequities between Māori and non-Māori for T2D complications. The purpose of this study was to explore the questions of how the strengths of Māori heath organisations may be leveraged, and how the barriers and constraints experienced by Māori health organisations may be negotiated, for the benefit of Māori; and from a systems perspective, to identify strategic opportunities that may be considered and applied by Māori health organisations, funders and policy makers to respond more effectively to pre-diabetes and reduce health inequities between Māori and non-Māori.

Methods
Utilising case study methodology, a range of data sources were triangulated including nine semi-structured interviews, documents, and a diabetes system map to identify possible strategic opportunities for key stakeholders to respond more effectively to pre-diabetes.

Results
Key themes and possible actions to improve health outcomes for Māori with pre-diabetes include: (1) Recognising Māori health organisations as conduits for the community voice and influential partners in the community to effect change; (2) Strengthened partnerships with Māori health organisations for community benefit and to support measurable, evidence-based change and service delivery, particularly when Māori knowledge systems are viewed alongside a Western scientific approach; and (3) Intersectoral integration of health and social services to support provision of whānau-centred care and influence the social determinants of health and local environment.
Conclusions
Māori health organisations are important actors in systems seeking to improve outcomes and eliminate health inequities. Support from funders and policy makers will be required to build on the strengths of these organisations and to overcome system challenges. To realise improved health outcomes for Māori, the value placed on whānau and community perspectives not only needs to be acknowledged in the implementation of health interventions, health and social policies and funding arrangements, but performance measures, service design and delivery must evolve to accommodate these perspectives in practice.

text: He Pikinga Waiora: Supporting Maori health organisations to respond to pre-diabetes Background
Type 2 Diabetes (T2D) is a common long-term condition affecting the health and wellbeing of New Zealanders; one in every four New Zealanders is pre-diabetic. Māori, the Indigenous people of New Zealand, are at an increased risk of developing pre-diabetes and T2D and there are significant inequities between Māori and non-Māori for T2D complications. The purpose of this study was to explore the questions of how the strengths of Māori heath organisations may be leveraged, and how the barriers and constraints experienced by Māori health organisations may be negotiated, for the benefit of Māori; and from a systems perspective, to identify strategic opportunities that may be considered and applied by Māori health organisations, funders and policy makers to respond more effectively to pre-diabetes and reduce health inequities between Māori and non-Māori.

Methods
Utilising case study methodology, a range of data sources were triangulated including nine semi-structured interviews, documents, and a diabetes system map to identify possible strategic opportunities for key stakeholders to respond more effectively to pre-diabetes.

Results
Key themes and possible actions to improve health outcomes for Māori with pre-diabetes include: (1) Recognising Māori health organisations as conduits for the community voice and influential partners in the community to effect change; (2) Strengthened partnerships with Māori health organisations for community benefit and to support measurable, evidence-based change and service delivery, particularly when Māori knowledge systems are viewed alongside a Western scientific approach; and (3) Intersectoral integration of health and social services to support provision of whānau-centred care and influence the social determinants of health and local environment.
Conclusions
Māori health organisations are important actors in systems seeking to improve outcomes and eliminate health inequities. Support from funders and policy makers will be required to build on the strengths of these organisations and to overcome system challenges. To realise improved health outcomes for Māori, the value placed on whānau and community perspectives not only needs to be acknowledged in the implementation of health interventions, health and social policies and funding arrangements, but performance measures, service design and delivery must evolve to accommodate these perspectives in practice.

year: 2019