Professional collaboration within schools, supporting ongoing adult learning, is one of the most promising ways to improve student performance. This paper charts teacher experiences of a range of collaborative activities in New Zealand schools. Although these schools enjoy considerable flexibility that should support such collaboration, national survey data shows that it varies widely and is not widespread at the high school level. The paper considers reasons for this, including the ...

The purpose of this literature review is to contribute to the New Zealand Council for Educational Research (NZCER) research project Engagement of Youth in Literacy, Language and Numeracy (LLN) Skills Development. As specified by the Department of Labour (the Department), the objective of the whole project is “to enhance the knowledge base on the engagement, recruitment, retention and support of youth in literacy, language, and numeracy (LLN) skills development”.

Literature ...

The Department of Labour (the Department) is responsible for a cross-government programme of research and evaluation on workforce literacy, language and numeracy skills. Its purpose is to build the evidence base to inform practice and policy development around improving adult literacy, language and numeracy skills. This is in partnership with the Tertiary Education Commission, the Ministry of Education and the Ministry of Social Development.

This report provides a summary of ...

The Department of Labour (the Department) is responsible for a cross-government programme of research and evaluation on workforce literacy, language and numeracy skills. Its purpose is to build the evidence base to inform practice and policy development around improving adult literacy, language and numeracy skills. This is in partnership with the Tertiary Education Commission, the Ministry of Education and the Ministry of Social Development.

Between February and October 2009, NZCER ...

Around 40% of adults in Aotearoa, New Zealand have literacy and numeracy skills below a level needed to use and understand the increasingly difficult texts and tasks that characterise a knowledge society and information economy: hence increasing Literacy, Language and Numeracy (LLN) is a key strategic priority for the government, and the nation.

In collaboration with the Ministry of Education, Ako Aotearoa commissioned a summary of nine LLN research reports ...

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