This article engages with current debates in New Zealand over the legitimacy of various young people’s activities within a transition-to-work framework based around the metaphor of ‘pathways’.
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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.
This article argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross ‘vocational thresholds’ to new ways of being. A notion of ‘vocational thresholds’ is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs).
This is the submission from NZCER's Research team on the Update of the Education Act. It draws on NZCER's deep expertise, particularly in curriculum and assessment, school leadership and governance, and future-focussed education, to respond to the discussion document.
This report is the second annual evaluation report for the Teach First NZ pilot programme. The first report focused on the programme’s first year, Cohort 13. This second report focuses on Year 2 for Cohort 13 and Year 1 for Cohort 14.
The full report can be found at: www.educationcounts.govt.nz/publications/schooling/2014-annual-evaluation-report-for-the-teach-first-nz-programme
How do people learn to become general practitioners, carpenters and engineering technicians? This report is based on the Knowing Practice project and explores practice-based learning (apprenticeship or vocational immersion) across three different fields. It is based on observations and interviews with 41 learner-practitioners and their workplace-based mentors, teachers, and advisors:
Part of experiencing success as Māori within schools depends on having opportunities to learn and use te reo Māori and tikanga Māori. But how well do we provide for Māori students in English-medium schools? This report looks at whether provision differs in relation to the level of Māori enrolment in a school, using data from NZCER's National Surveys of primary and intermediate schools in 2013, and secondary schools in 2012. The report concludes that the level of Māori enrolment in a school does make a difference to the learning opportunities Māori learners are able to access.
This report outlines the findings of the evaluation of a pilot initiative known as the Manaiakalani Digital Teaching Academy. The project paired first year teachers with teacher mentors to help them develop skills and knowledge in digital teaching methods and modern learning environments. The evaluation drew on the perspectives of the different participants, including teachers, mentors and principals.
Science capabilities are a set of ideas for teachers to think with about science education. There are five: gathering and interpreting data, using evidence, critiquing evidence, interpreting representations of science, and engaging with science. This paper explores what student progress in developing capabilities might look like. It draws on student responses from a small research project with students from Years 1-10 in a range of New Zealand schools. The appendix includes a number of thinking objects developed from the student responses.