title: Creating a curriculum for indigenous and community languages: Te reo Māori as an example

authors: Bruce, Ian

subjects: linguistics

abstract: Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

text: Creating a curriculum for indigenous and community languages: Te reo Māori as an example Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

year: 2002

title: Community Based Coastal Monitoring: Developing Tools For Sustainable Management

authors: Rickard, Darcel

subjects: Science

abstract: Burgeoning coastal development, recreational use, and the future affects of climate change are placing increasing strain on regulators to manage risk associated with coastal hazards.  Low-lying coastal communities in particular are vulnerable to a range of natural hazards including coastal erosion, storm surge inundation, tsunami and water safety that come with varying levels of risk to life and property. New Zealand's coastal hazard monitoring network is patchy and resources are limited. As a consequence there is considerable potential for coastal communities are going to need to take a more active role in monitoring their environment and building data bases and knowledge that can be used to better manage their coast. This paper describes simple methodologies based on the needs of various community groups and sound science principles that can be used to monitor beaches and the coastal environment. By employing these tools councils, technical experts and community groups will be able to make better-informed decisions for managing activities in the coastal environment. 
One of the keys to the successful uptake of a monitoring programme by a community group is its relevance to the group. The programme and the tools provided must fit the interests, needs, capability and resources of the group. This project develops tools for coastal monitoring and targets coastal community groups such as Coast Care, Coastal Hapu, Secondary Schools, and Surf Life Saving Clubs. The monitoring methodologies have been developed in consultation with Tainui ki Whaingaroa hapu, Raglan Area School, and the Waikato Beach Care and Coast Care Bay of Plenty.
Successful methodologies for measuring changes on the coast are also those that are matched to the type of beach, use appropriate equipment, collect structured data, provide data to which analysis can be applied, incorporate local knowledge of the environment, and feed results back to the community and other interested parties such as councils and science organisations. This project provides the target groups with simple monitoring methodologies, field forms/checklists, and appropriate survey and measurement equipment (which have undergone field trials) to carry out coastal monitoring.  A web-based facility has been developed to input, check and store data; and provide immediate feedback using graphs and images. It also provides background information on coastal processes relevant to monitoring programmes.  In this manner, a scientifically robust data set is collected and stored within a secure and future proofed archive, providing valuable information to coastal groups for years to come.
Although the primary objective of this research is to develop a means for coastal communities to monitor changes in their environment, there are additional benefits associated with engaging communities in the study of their environment. These benefits include increasing awareness of coastal hazards, capacity building, providing valuable educational resources, and improving the temporal and spatial data coverage of information for the New Zealand coastline.

text: Community Based Coastal Monitoring: Developing Tools For Sustainable Management Burgeoning coastal development, recreational use, and the future affects of climate change are placing increasing strain on regulators to manage risk associated with coastal hazards.  Low-lying coastal communities in particular are vulnerable to a range of natural hazards including coastal erosion, storm surge inundation, tsunami and water safety that come with varying levels of risk to life and property. New Zealand's coastal hazard monitoring network is patchy and resources are limited. As a consequence there is considerable potential for coastal communities are going to need to take a more active role in monitoring their environment and building data bases and knowledge that can be used to better manage their coast. This paper describes simple methodologies based on the needs of various community groups and sound science principles that can be used to monitor beaches and the coastal environment. By employing these tools councils, technical experts and community groups will be able to make better-informed decisions for managing activities in the coastal environment. 
One of the keys to the successful uptake of a monitoring programme by a community group is its relevance to the group. The programme and the tools provided must fit the interests, needs, capability and resources of the group. This project develops tools for coastal monitoring and targets coastal community groups such as Coast Care, Coastal Hapu, Secondary Schools, and Surf Life Saving Clubs. The monitoring methodologies have been developed in consultation with Tainui ki Whaingaroa hapu, Raglan Area School, and the Waikato Beach Care and Coast Care Bay of Plenty.
Successful methodologies for measuring changes on the coast are also those that are matched to the type of beach, use appropriate equipment, collect structured data, provide data to which analysis can be applied, incorporate local knowledge of the environment, and feed results back to the community and other interested parties such as councils and science organisations. This project provides the target groups with simple monitoring methodologies, field forms/checklists, and appropriate survey and measurement equipment (which have undergone field trials) to carry out coastal monitoring.  A web-based facility has been developed to input, check and store data; and provide immediate feedback using graphs and images. It also provides background information on coastal processes relevant to monitoring programmes.  In this manner, a scientifically robust data set is collected and stored within a secure and future proofed archive, providing valuable information to coastal groups for years to come.
Although the primary objective of this research is to develop a means for coastal communities to monitor changes in their environment, there are additional benefits associated with engaging communities in the study of their environment. These benefits include increasing awareness of coastal hazards, capacity building, providing valuable educational resources, and improving the temporal and spatial data coverage of information for the New Zealand coastline.

year: 2008

title: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste.

authors: De Araujo, Lucia Guterres

subjects: Timor-Leste

abstract: Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

text: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste. Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

year: 2018