Pathways and Prospects is a 5-year study of young people's pathway and career experiences and perspectives after leaving school and entering study/training and the workforce.
AERU Research Unit of Lincoln University; New Zealand Council for Educational Research
Research report
This report is concerned with the key transition support system of school-based career education. We argue that long-standing deficiencies in career education require a new framework to address young people’s needs. We discuss exploratory research with two schools on how career management competencies can be put into practice to provide this new framework. We suggest that career management competencies have the potential to be a transformative “core service” in career education.
This paper is an initial exploration of the integration of work and learning and is intended to inform NZCER's Learning at Work research programme. It shows how the traditional separation between work and learning is being challenged and looks at what that means for education professionals, institutions and programmes. The paper considers the major formal learning spaces and how they broadly map to models of integration with particular drivers for learning, theories of learning and favoured pedagogical approaches.
The guide presents a set of four high-level principles for developing and maintaining good assessment structures and systems for Industry Training Organisations (ITOs). The guide is a resource based on the best available evidence from a research project involving an analysis of New Zealand and international literature, a survey of ITOs, and focus groups with ITO assessors and ITO staff. The primary intended audience for the guide is quality assurance and assessment staff at Industry Training Organisations (ITO).
School-based careers advisors have been given a key role in assisting young people in transition from school to work and further education. Their role is especially significant in light of the strategic importance attached to career development for workforce preparation and development policies. However major changes in the nature of work and in contemporary transitions from school, as well as shifts in career education theory and delivery, mean that careers advisors are often left playing continual “catch up” challenge in terms of knowledge and expertise.
Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability.
Karen Vaughan, Hazel Phillips, Paul Dalziel and Jane Higgins
2009
AERU Research Unit, Lincoln University
Research report
This report is the third in the Education Employment Linkages (EEL) Research Report series. It attempts to “map” or document some of the important dimensions of the various systems involved in young people’s transition from school.
This article shows how one longitudinal youth transition study has attempted to draw on the idea of ‘working the hyphen’ of researcher-researched relations by paying attention to a second hyphen-that of policy-research.
The aim of the Secondary-Tertiary Alignment Resource (STAR) programme is to enable schools to facilitate smooth transition and access from schooling to assist student transition to further education or employment.
This evaluation of STAR was undertaken to provide sound information on the operation of STAR in schools and gather the views of key stakeholders (students, teachers, tertiary providers, and industry/employers) on how successfully STAR achieves its aims.
This literature review focuses on international and New Zealand research into the involvement of small to medium-sized enterprises (SMEs) or small businesses in formal training.
The review identifies a number of barriers to formal training, which are:
Four small focus groups of adults were observed while they interacted with material related to a science-technology issue. The results shed light on some basic issues in science teaching, such as how teachers can instil the confidence that “significance” can be open to critical scrutiny, and help their students to become more discriminating about the validity of “evidence”.
