title: Implementation of Nepal’s Education Policy in ICT: Examining current practice through an Ecological Model

authors: Rana, Karna

abstract: Educational policy implementation can be conceptualised in terms of an ecological model that explores roles and relationships within a complex evolving environment. This article draws on an ecological model to examine Nepal's implementation of its policy for information and communication technology in education. The policy is developed by government and mandated to schools, but government does not commit funding to resource infrastructures or train teachers in information and communication technology (ICT) use. Instead, nongovernment organisations (NGOs) have stepped in and provided resources and training. Thus, two separate systems have evolved. This article examines their actions and interactions as components within an ecology. It utilises a methodological approach that involves qualitative case studies of particular rural schools, analysed through interpretive phenomenological analysis and the lens of an ecology model. It reports findings of how a largely symbiotic relationship has evolved that is somewhat successful in meeting immediate needs and examines changes that are developing in the ecology and that may impact on the future of ICT implementation in Nepal. The study contributes to practical understanding of the potentially symbiotic roles of NGOs and government in ICT provision to rural schools in Nepal. It further contributes to ways policy implementation in developing countries may be theorised.

text: Implementation of Nepal’s Education Policy in ICT: Examining current practice through an Ecological Model Educational policy implementation can be conceptualised in terms of an ecological model that explores roles and relationships within a complex evolving environment. This article draws on an ecological model to examine Nepal's implementation of its policy for information and communication technology in education. The policy is developed by government and mandated to schools, but government does not commit funding to resource infrastructures or train teachers in information and communication technology (ICT) use. Instead, nongovernment organisations (NGOs) have stepped in and provided resources and training. Thus, two separate systems have evolved. This article examines their actions and interactions as components within an ecology. It utilises a methodological approach that involves qualitative case studies of particular rural schools, analysed through interpretive phenomenological analysis and the lens of an ecology model. It reports findings of how a largely symbiotic relationship has evolved that is somewhat successful in meeting immediate needs and examines changes that are developing in the ecology and that may impact on the future of ICT implementation in Nepal. The study contributes to practical understanding of the potentially symbiotic roles of NGOs and government in ICT provision to rural schools in Nepal. It further contributes to ways policy implementation in developing countries may be theorised.

year: 2019

title: Riding the knowledge wave: An examination of recent work-based learning in New Zealand

authors: Piercy, Gemma Louise

subjects: industrial relations

abstract: This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

text: Riding the knowledge wave: An examination of recent work-based learning in New Zealand This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

year: 2005

title: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga

authors: Dewes, Te Kuru o te Marama

subjects: Reo Māori

abstract: Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

text: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

year: 2017