This study sought to understand more about how literacy, language, and numeracy (LLN) skills gained in workplace literacy and numeracy courses are developed, utilised, and transferred within workplaces. A literature review on the transfer of workplace learning (Cameron et al, 2010) provided a framing for the analysis of six case studies that were conducted during 2010. These ‘cases’ were a variety of workplaces that offered LLN courses funded by the ...

This literature review is the first stage of a two-stage research project by the New Zealand Council for Educational Research (NZCER) for the Department of Labour. The project addresses the ways employees transfer, utilise, and develop literacy, language, and numeracy (LLN) skills in the workplace; the conditions that enable this to happen; and the short- to medium-term outcomes for employees and workplaces. The second stage will consist of case studies ...

This summary gives some key findings from the age-20 phase of the Competent Learners study. If you would like to know more, please look at our main report (Forming Adulthood: Past, present and future in the experiences and views of Competent Learners @ 20 ), and our follow-up report (Tracks to Adulthood—Post-school experiences of 21-year-olds: The qualitative component of Competent Learners @ 20 ).

http://www.educationcounts.govt.nz/publications/ece/2567/competent-learners-at-age-20

Chapter 37 of International Handbook of Leadership for Learning: Developing a leadership for learning capability throughout a system, where schools exercise considerable autonomy, challenges policymakers to work with principals and researchers to develop coherent approaches. This chapter outlines the shift in New Zealand from a focus on the principal as the school chief executive to a current focus on the principal’s pivotal role in leadership of the ways teachers work together to improve student ...

Notes can be seen at http://www.ppta.org.nz/index.php/events-info-forms/cat_view/112-events-professional-learning/223-edscapes

Water Safety New Zealand (WSNZ) contracted NZCER to conduct a survey of schools and create a database containing information about schools’ learn-to-swim/ aquatic-education programmes (AEPs) and pools. In order to generate the most complete database possible, we used a four-phase approach. The survey covered all state, state-integrated, private, special and kura kaupapa Māori schools in the primary and secondary sectors and we received a 99 percent response rate. NZCER provided ...

This paper describes some of the findings from an evaluation of the Fruit in Schools (FiS) initiative. It outlines how the community development and health promotion approaches used by FiS schools offered students increased leadership opportunities.  Findings are presented which show how supporting students to lead change can contribute to a range of positive outcomes.

Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, USA ...

Schools in the Curriculum Implementation Exploratory Studies (CIES) project evolved effective ways for teachers to learn together as they gave effect to The New Zealand Curriculum. Some common patterns were found in the ways learning networks formed within schools and evolved over time as curriculum understanding deepened and learning needs shifted. Ideas about dynamic complexity suggest specific factors to keep in mind as networks of learners are strategically shaped and guided to maximise the ...

Rosemary Hipkins presented this session at the CORE Breakfast seminar in Dunedin, 29 March 2011.

The session:

• sketched the overall shape of curriculum change in CIES schools
• described typical professional learning actions and decisions in these schools
• outlined the early benefits of curriculum change in response to the NZC
• signaled emergent challenges and possible future directions for ongoing change
• suggested resources that could help achieve next steps towards building a ...

A short discussion of key findings from the Curriculum Implementation Studies (CIES) project.

This short report discusses the overall shape of curriculum change as experienced by the schools we tracked over a period of several years as part of the Curriculum Implementation Exploratory Studies (CIES) project. Some interesting change dynamics appear over this longer time frame. We would not have found these dynamics if we had stopped at the end ...