#New Zealand tertiary education

[thisisgraeme]

New Zealand Tertiary Education: Unveiling the Hidden Dangers of Overlooking Critical Aspects

New Zealand Tertiary Education: Current Risks I’ve written about this before, but at the expense of sounding like a broken record I’m going to say it again: When we overlook essential aspects of tertiary education like adult literacy, language and numeracy (LLN), Māori cultural capability, Pacific cultural centeredness, and neurodiversity support, we’re courting trouble at various levels in…

[thewater]

bringing this back to say that victoria univeristy of wellington hates ME personally !!!!! provided me with a timetable that was perfect and had no problems, and then THREE WEEKS out from the start of my third and final year of this GODFORSAKEN degree they decide to CHANGE MY TIMETABLE to make it MUCH WORSE adorned with clashes. so now i will have to watch a lecture online, and i dont FUCKING WANT TO !!!!! online learning is SO HARD and i wanted to do well this year and its not fucking fair that they get to declare they are 33 million dollars in debt, whilst building new buildings and renovating areas for the STEM kids, but also have to cancel all my classes and fire all my lecturers and STILL PUT 30 FUCKING GRAND IN DEBT

VUW stop cancelling arts and humanities courses challenge: impossible

[sandumilfshou]

i feel like im being purposefully misunderstood in my uni discussions, like i will say "i wonder what tertiary education/universities would look like in an uncolonized aotearoa new zealand considering that traditionally te reo māori is an oral language not a written one, so what would a university structure look like with such a fundamental difference?" and i am being interpreted as saying "i dont think maoris would have higher education without colonisation teaching them writing" ?????

[waimumuwai]

NZ Recycling -- Glass - Aluminum

The conversation of infrastructure is a prevalent problem and lacking conversation in New Zealand todays’ day and age, or at least not to the extent that the idea is required to be expanded on too the wider community. The recycling departments of glass and aluminum recycling and repurposment is a harsh reality we all need to wake up too, 10 cent collection is printed on all of the cans we drink out of readily yet our closest depot which executes this recycling of this material is in Australia, do we even ship our waste there.

Though our government and local government bodies are lacking, this is an easily enough addressed problem. The execution of this problem is the establishment of lacking infrastructures and industries, decreasing our dependence on bloating infrastructures that are sinking our economy, non renewable is not the resolution. If properly replenished financially these said industries could provide secure and feeding part time jobs for young youth to have whilst entering into tertiary education or providing stepping stones for those whom choose to abstain from tertiary for independent reasoning. Not limiting one role to one human being for the rest of their lives, providing diversity like our population and ecosystems.

However in order to tackle the idea and to establish more finical pathways in our economy we need to address the opinions that’s are associated to certain jobs. The opinion of lesser jobs or a source of income being a reflection of ones intellects takes away the idea that a source of income is that of choice. Jobs and sources of income are intertwined with big ideas in society, influenced by race and also the media, the Simpsons rubbish men and accents are an example of this being a perpetual problem in America alone. No Pigs… a sign that used to be depicted in bars and pubs in America to satirize Irish Immigrants and those that descend from the Isles.

Further examples of this are the narrative that are currently perpetrated against those that work in waste management and traffic control industries, Lollipop people. Those jobs and industries are places where qualifications are learnt on site, however should be redeemed through an apprenticeship that is offered by employers. If this problem is not properly addressed it is going further the issue of “pigeon holing” those that may feel and experience financial or educational insecurity because of a lack of these established and verified path ways.

The lacking element which adds to the feelings of insecurities is the non provided qualifications of independent educational providers, that are approved and upheld too governments educational standards, so non private or singular. This narrative can be applied to a variety of industries and jobs, such as office work, cleaners, hospitality and the list goes on. They are not properly acknowledged for their skills, thought processes and work executed further creating psychological insecurity. People may choose not to or be incapable of entering tertiary study in these or adjacent fields, as the qualification may not offer further trajectory or the burdens do not reap the rewards that are required, financial and time burdens are not worth the burdens qualification may reap, reward wise.

Further complexities with our current economy from a job distribution view is the heavy reliance on road works, though understandable for maintenance. Our lack of understanding on waste management, water works and pipe laying, inhibits New Zealand from hiring New Zealand citizens and residents for the infrastructural checks to our port industry, which New Zealand is heavily reliant on for a variety if reasons. New Zealand doesn’t need tunnels we need further expansion and maintenance too our ports without financially burdening us, its overdue now it the time our road men enter tertiary education now… Every cog in the machine needs to comprehensively understand the engine for this to be executed, physical and societal.

This idea is not a new one but further highlights our short comings when it comes too our waste management and consumption level in New Zealand. The lacking glass and aluminum recycling makes us heavily reliant on our import and exports to the point where it is blinding us, trade treaties and contracts. This can have a multitude of consequences, such us medication alliances, international conflict bullied in by trade and drug trafficking. All things that have detrimental side effects to a societies psychological health when trying to gain and maintain independence from a corrupted past.

The expansion of this waste management further sets up independent industries, evolving opportunities of New Zealanders to have a monopoly over our food production and waste management, both of these ideas work together interchangeably, decreasing the circus that is currently going on in the parliament. For these acts too go into through the correct pathways from local body to a national government body could take unto 15 years. This would require the correct education in all fields, of basic English for all New Zealanders, tackling our media issue. Then through communication too our communities, schools, posters and communicative initiatives it would be a collective set forwards. Why I believe Hilmorton hospital and all psychiatric hospitals should have a composting plan implemented into there infrastructure, our first step is green waste.

Waimumuwai…

DFW

[mybeautifulchristianjourney]

Today in Christian History

Today is Thursday, February 22nd, 2024. It is the 53rd day of the year in the Gregorian calendar; Because it is a leap year, 313 days remain until the end of the year.

1072: (or the 23rd) Death of Peter Damian, in Faenza, Italy. A reforming monk of the Benedictine order, he will be remembered chiefly for De divina omnipotentia which questioned the limits of the omnipotence of God (e.g.: can God change the past?) and will be declared a doctor of the church in the nineteenth century.

1225: Hugh of St. Cher dons the habit of the Dominican order. He will become a notable Bible scholar and head a team that will create the first really useful Bible concordance.

1297: Death in Cortona, Italy, of St. Margaret of Cortona, a Franciscan tertiary, who had established a hospital for the poor.

1632: Zuni Indians (tribe pictured above) kill Francisco de Letrado and dance with his scalp on a pole. He had been among Spanish missionaries attempting to impose a Christian regime on the Pueblo Indians.

1649: The Westminster Assembly adjourns, having held one thousand one hundred and sixty three sessions over a period of five years, six months, and twenty-two days. They were known for their solemn fasts and long hours of prayer.

1703: General Codrington bequeaths two plantations in Barbados for medical mission work to the Society for the Propagation of the Gospel, on condition that professors and scholars be maintained there to study and practice medicine, surgery, and divinity in order to “endear themselves to the people and have the better opportunities of doing good to men’s souls whilst they are taking care of their bodies.”

1822: Samuel and Catherine Clewes Leigh sail into a New Zealand Bay to begin work among the Maori. Samuel’s Ill health will force them to leave the following year, but the mission will continue under other workers.

1845: Death in London of Rev. Sydney Smith, wit and literary critic, author of The Letters of Peter Plymley. He had once tied some antlers to donkeys to pretend they were deer when an aristocratic lady was visiting. His daughter wrote, “My father died in peace with himself and with all the world; anxious to the last to promote the comfort and happiness of others. He sent messages of kindness and forgiveness to the few he thought had injured him. Almost his last act was bestowing a small living of £120 per annum on a poor, worthy, and friendless clergyman, who had lived a long life of struggle with poverty on £40 per annum.”

1870: Missionary James Gilmour sails from Liverpool to work in China and Mongolia. Made chaplain of the ship on which he is sailing, he shares the gospel with every member of the crew during the night watches.

1892: W. T. Satthianadhan, a leader of the Church Mission Society in Madras, relapses into a serious medical condition and will die within days. He had been a representative to Anglican councils in England, author of books in Tamil and English, an educator at Madras University, vice-president of the Tamil Central Church Council, and founder of benevolent associations.

1901: Charles and Lettie Cowman arrive in Japan where they will become co-founders of the Oriental Mission Society.

1911: Death in Philadelphia, Pennsylvania, of Frances E. W. Harper, an African-American woman who had labored in the anti-slavery cause alongside workers such as Julia Ward Howe and Frederick Douglas. She had published a volume of poems when twenty-one years of age.

1930: Soviet agents arrest more than sixty Orthodox clergy and laity in Tomsk for “counter-revolutionary agitation” and “grouping of church people.” They will execute fifty of these individuals.

1954: The first “Voice of Tangier” program airs over a 2,500-watt transmitter. Programming is broadcast in Spanish and English. Within two years, the station will be broadcasting in more than twenty languages.

[fumblingmusings]

Will we be seeing Leon anytime soon? I always felt like if any of Evelyn's kids would truly be her own it would have been Leon but the opium would have made her an erratic parent (well she is anyway but even more so now this kids her own plus its with a man -yao - she doesn't even love)

He will not, unfortunately! And I dont think Leon is hers in any meaningful way, aside from a colony that was won in a very cruel manner.

The main trio of the fic really are England, Canada, and America, with Australia, Scotland, Wales, Germany, and Japan being secondary, then ones like New Zealand, France, Prussia etc being tertiary. It's already so squished...

He gets mentioned twice, though, once back in 1851 and in the 1942 chapter, which I may have already written completely out of order.

I don't know if it's all that clear in the fic, but I reference that Alfred is the only one she took home in person herself. She found him, she stayed with him, she took him back to England too early and was in general in complete control of his wellbeing until the Revolution. Matthew was introduced to her by Francis, and she did genuinely fight to have him, albeit the permanent handover was done with Alasdair as the middle man.

After the Revolution, her ability to move around and go places becomes extremely restricted, both in terms of being in no state to travel or that the second wave of Empire is a different monster to the first, and her position within it is a bit different. She gets away for a few weeks here and there to Canada and Europe, but aside from the War of 1812, she's kind of stuck in England for the next century. Oz and Zee were literally handed to her, and neither was she desperate to have them like she was her older boys until they literally got dumped in her arms. Then she fell in love, because they were completely dependent on her.

There's a deliberate hierarchy involved with the settler colonies versus the others. In the early chapters, she does have some sort of relationship with the Caribbean, but that is strangled and left in the lurch, and anytime someone it crosses her mind she becomes a guilty mess, so she stops thinking about them after the 18th century. You may have noticed she has, not once, shown concern or interest in India. She tried with what would become South Africa but got such a firm 'no' she left it alone... Evelyn is very much a 'if I don't acknowledge the problem, it does not exist' kind of person. She knows full well the problem exists.

If Oz and Zee had not been given to her, if they had remained and spent their entire lives in their own nations, she would not have cared beyond a passing thought here and there. Her head genuinely only has space for the people right in front of her there and then. Repeatedly, it's mentioned that she won't see a kid hurt in front of her. Behind her... oh well. She really isn't the most empathetic or thoughtful person. Evelyn complains that to be ignored by Francis is the most painful thing in the world, blissfully unaware that she is capable of the exact same thing.

It's the same thing with Leon. She saw a little of him when he was a young boy immediately after the war, ensured his household was more than sufficient for his care and education, then did not seek him out again until she passed through in the 1890s on her way to Japan.

Essentially, she feels guilt over how Hong Kong came to be British, so much guilt that looking at Leon makes her uncomfortable, so she decides not to get involved to save herself from dealing with a difficult moral quandary. She knows it's wrong, but only enough to put a blindfold over herself, rather than actually confront what happened. By the time she gets over it and gets her head out of her arse, he doesn't need nor want a mother figure. Which is a shameful situation, but nowadays, she does sneak behind Yao's back.

Imperialism is bad, essentially. It poisons her brain and rots any healthy relationship she tries to build. She can't have a functioning relationship with any of them until that factor has been stripped clean. The fact that, in that time when they first won Leon and he was briefly brought to the UK for parading around, that Evelyn did sit up with him all night, holding his hand as he cried and missed Yao... there's a good person in there. It's buried until 3000 levels of bullshit, but there is a good person in there.

Sometimes.

[river-oceanus]

The NZIC (New Zealand Institute of Chemistry) has issued a press release about the situation.

Chemistry is one of the subjects being looked at for staff cuts at VUW. This is despite millions of dollars of funding being pouring into our city to support the sciences.

As another union member put it, we're "cutting off our tertiary education nose to spite our R&D face". These cuts will harm our entire country's ability to conduct scientific research for years to come.

[dogsliampaynedoesntinstagram]

This has nothing to do with anything but I thought it might be interesting. Do you have any thoughts on labor based grading in schools and whether or not it increases equity among students?

I love random questions anon. I'd never heard of labour-based grading - but I've read a bit about it now and

I definitely have sympathy for the problems they're trying to fix. I don't think grading - taking in work and giving it a value is justifiable in terms of education. It's really clear that it focuses people's attention on outcomes rather than the process of learning. So I think the starting point of anyone who is even a little bit interested in education (including from positions of education and social justice) that grading is wrong and its about upholding power structures and not learning.

My experience is in New Zealand - which has a comprehensive university system. Everyone who goes to university in New Zealand goes to one of eight universities that are basically the same. These ideas were developed in the US, where you have a lot of stratification between universities, Ivy League, state schools, community college and so on. In New Zealand, all those students are in the same institutions. In addition, everyone over the age of 20 New Zealand also has limited and inadequate state support for students, very few scholarships, doesn't have a strong culture of parents putting aside money for their children's education and a housing crisis.

What this means is that you have students who are living at home, with significant responsibilities for their family members and working part time, students who are responsible for their own living costs working long hours in terrible housing, in the same classroom of students with rich parents who are paying for them to stay in a hall of residence where all their food is taken care of.

I took a first year law class in my 30s as I was reconsidering my life path (in New Zealand first year law classes are open entry and selection into a law degree is based on how well you do in the first year - so this class was everyone who wanted to be a lawyer in my city). In that class it was incredibly clear to me that inequity of time (which in turn is about inequity of resources) was one of the core inequities in tertiary education.

Now I understand that this model was developed in a very different context and it may be a step forward in that context. But I think it overclaims for what is possible within the system (and I did read a chapter about how the person who developed it worked in practice - and despite the rather bold claims - it still involved giving a fixed group of students bonuses in a way that hadn't been disclosed). I think the path towards equity in education - starts with the material conditions - free education and state support for students and the acknowledgement that grading is harmful to education.

I think educational advantages of such a system (or a less complicated and more flexible one - I was entirely not sold on the level of detail and therefore control in the model described) are probably much more convincing than the equity advantages. In my experience of the intersection of academia and radical politics - is that generally it's most effective when everyone involves understands how limited they are by the structures they work under.

[beststudyabroadconsultants]

Melbourne University Scholarship in Australia 2024–2025

The Melbourne International Undergraduate Scholarship for 2024–2025 is an exceptional opportunity for academically outstanding students from around the globe, excluding Australia and New Zealand. This scholarship aims to alleviate financial burdens, enabling recipients to pursue their educational aspirations at one of the world’s leading universities.

Key Details

‣ Host Country: Australia

‣ Host University:University of Melbourne

‣ Study Level: Undergraduate

‣ Program Duration: 4 Years

‣ Eligible Regions: All countries except Australia and New Zealand

Benefits of the Scholarship

‣ First — Year Tuition Fee Coverage:Recipients receive a full coverage of the $10,000 tuition fee for the first year.

‣ Subsequent Fee Remission: Students are eligible for a 50% fee remission for the next three years, or they may qualify for a 100% fee remission, ensuring a fully‣ funded education.

‣ Financial Relief: This scholarship significantly reduces the financial burden of pursuing higher education, allowing students to focus on their studies.

Eligibility Criteria

To be considered for the Melbourne International Undergraduate Scholarship, applicants must meet the following criteria:

‣ Nationality:Must be a citizen of a country other than Australia and New Zealand.

‣ Academic Excellence: Applicants should have achieved top high secondary school grades, placing them in the top 3% of their class.

‣ Unconditional Offer:Must have received an official unconditional offer for an undergraduate program at the University of Melbourne.

‣ No Previous Tertiary Studies:Applicants should not have undertaken any previous tertiary studies, ensuring the scholarship supports those starting their first undergraduate degree.

Important Dates for applying Melbourne University Scholarship in Australia 2024–2025

‣ Semester 1, 2024 (Mid‣ Year, July Intake): Application deadline is 31 May 2024.

‣ Semester 2, 2025 (Start Year February/March Intake):Application deadline is 30 November 2024.

How to Apply ?

Secure an Unconditional Offer: First, obtain an unconditional course offer from the University of Melbourne for an undergraduate program.

2. Submit Admission Application: Follow the standard admission procedure to apply for the undergraduate program, ensuring all necessary documentation is included.

3. Automatic Consideration for the Scholarship: Once you receive your unconditional offer and meet the academic criteria, you will be automatically considered for the Melbourne International Undergraduate Scholarship — there’s no need for a separate application.

Conclusion

The Melbourne International Undergraduate Scholarship offers an incredible chance for talented students worldwide to pursue their studies in Australia without the financial strain typically associated with higher education. With substantial support and access to a world‣ class learning environment, recipients of this scholarship are well‣ positioned to excel academically and professionally. For more information, visit the University of Melbourne’s official scholarship page.

[iteamanz]

School Cleaning Equipment For a Cleaner Future

Throughout Australia, New Zealand and Papua New Guinea our educational facilities are viewed as safe places to be. But like anywhere that many people gather, cleaning must go beyond appearances and be looked at as a matter of community health. For students and those who work in early learning, childcare, primary schools, secondary schools or tertiary level education, it’s crucial that educational environments are kept clean and hygienic to prevent the rapid spead of illness. With our educational facility cleaning tools it’s possible to regularly deep-clean large, communal spaces, fast. Tools like i-mop put technology to work for safety, making it easy to keep hard surfaces clean even throughout the semester, while reducing the risk of slip & fall incidents with immediate recovery of scrubbing water for quick drying.

5 Common Challenges in Education Facilities.

Most people in education facilities management are looking for solutions to the following problems:

1

Needs of classrooms, stairs & large spaces

2

Gum removal from floors, tables & chairs

3

Mobility for cleaning hard to reach areas

4

Operating in lower light after-hours

5

Fast sanitisation of dozens of bathrooms

Get gum gone in six seconds.

i-remove

Chewing gum removal machine

Remove gum on carpet, pavers, concrete, tiles and metal — 6 seconds is all it takes.

9.4kg (without batteries)

2.5L Tank Capacity

100min Runtime (i-power 14)

[thisisgraeme]

Tapatoru's Fresh Take on Professional Learning: Shaping the Future of Education

Ready to dive into how this programme is revolutionising professional learning for tertiary educators in Aotearoa New Zealand? Let's go!

Ready to dive into how this programme is revolutionising professional learning for tertiary educators in Aotearoa New Zealand? Let’s go! Tapatoru – A Fresh Approach to Teaching Picture this: a programme that’s not just about learning stuff, but also about weaving Māori and Pacific values right into the heart of education. We’re talking literacy, numeracy and neurodiversity, all rolled into…

[pratiksha-more]

A Guide to the New Zealand Education System: What Indian Students Need to Know

When it comes to choosing an international study destination, New Zealand stands out for its high-quality education system, supportive learning environment, and globally recognized qualifications. For Indian students considering this pathway, understanding the structure and nuances of the New Zealand education system is crucial. Whether you’re planning to pursue undergraduate or postgraduate studies, or even vocational training, studying in New Zealand offers diverse opportunities tailored to your academic and career goals. To make the most of these opportunities, consulting with an overseas education consultancy can provide valuable guidance throughout the application and admission process.

1. Overview of the New Zealand Education System

New Zealand’s education system is renowned for its emphasis on research, practical learning, and fostering critical thinking. It is structured into different levels, allowing students to choose a pathway that best suits their academic background and future aspirations.

Primary and Secondary Education: Before entering tertiary education, students in New Zealand complete 13 years of schooling. The primary and secondary education system is designed to build a strong foundation in various subjects, with the National Certificate of Educational Achievement (NCEA) serving as the main qualification for secondary students. NCEA is recognized internationally, ensuring that students are well-prepared for higher education.

Tertiary Education: The tertiary sector in New Zealand includes universities, institutes of technology and polytechnics (ITPs), private training establishments (PTEs), and industry training organizations. Universities in New Zealand are globally recognized, with all eight ranked among the top 3% worldwide. They offer a wide range of undergraduate, postgraduate, and doctoral programs in various fields of study.

2. Types of Qualifications

New Zealand offers a range of qualifications that cater to different educational needs and career paths. These qualifications are registered on the New Zealand Qualifications Framework (NZQF), ensuring they meet high-quality standards.

Certificates and Diplomas: These qualifications are typically offered by ITPs and PTEs and are designed to provide practical skills and knowledge in specific fields. They are ideal for students looking to enter the workforce quickly or for those who want to upskill in a particular area.

Bachelor’s Degrees: Universities and some ITPs offer bachelor’s degree programs, which usually take three to four years to complete. These programs are academically rigorous and prepare students for professional careers or further study.

Postgraduate Qualifications: For those who already hold an undergraduate degree, New Zealand offers a variety of postgraduate options, including graduate certificates, diplomas, master’s degrees, and doctoral degrees. These programs are research-intensive and designed to enhance specialized knowledge and skills.

3. Admission Requirements for Indian Students

The admission requirements for Indian students vary depending on the level of study and the institution. However, some general criteria include:

English Language Proficiency: Most universities and tertiary institutions require proof of English proficiency, typically through tests like IELTS or TOEFL. The required scores may vary depending on the course of study.

Academic Qualifications: For undergraduate programs, students need to have completed 12 years of schooling. For postgraduate programs, a relevant bachelor’s degree is usually required. Some courses may have specific prerequisites, so it’s essential to check with the institution.

Application Process: The application process generally involves submitting academic transcripts, proof of English proficiency, a statement of purpose, and letters of recommendation. An overseas education consultancy can assist in ensuring that all required documents are correctly prepared and submitted.

4. Work Opportunities During and After Studies

One of the significant advantages of studying in New Zealand is the ability to work while studying. Indian students can work up to 20 hours per week during the academic year and full-time during holidays. This not only helps manage living expenses but also provides valuable work experience.

After completing their studies, students can apply for a post-study work visa, allowing them to work in New Zealand for up to three years, depending on their qualifications. This visa can be a stepping stone to permanent residency, making New Zealand an attractive option for those looking to build a long-term career.

5. Student Support Services

New Zealand is committed to the well-being of its international students. Universities and institutions offer a range of support services, including academic advising, counseling, and career guidance. Many institutions also have dedicated support staff for international students, helping them adapt to life in New Zealand and succeed academically.

Conclusion

Studying in New Zealand offers Indian students a world-class education, diverse qualifications, and excellent post-study opportunities. With its safe and welcoming environment, New Zealand is an ideal destination for those looking to enhance their academic and professional prospects. To navigate the complexities of the New Zealand education system and ensure a smooth application process, partnering with an overseas education consultancy can provide the expertise and support needed to make informed decisions and achieve your educational goals.

[desn512-shanaflett]

Final Introduction

My name is Shana Flett, and I am an 18-year-old Christian designer born and raised in Auckland, New Zealand. This year I have begun my tertiary education at Auckland University of Technology, studying a Bachelor of Design, majoring in Communication Design. I chose to start this degree because I believe it will help me broaden my design knowledge and skills, making me more valuable to companies in the future.

Ever since I was little I would draw and create things whenever I got the chance and I started a mini clay shop in 2020 but stopped due to schoolwork taking up my time. My passion for art continued to develop throughout high school as I studied Art Design, Art Painting, and Design and Visual Communications. I graduated at the end of year 12 continuing my art journey, doing one semester at Whitecliffe, getting a certificate in Digital Media and Design, and I got top of my class. I see design everywhere and how it impacts people's everyday lives, everywhere you look is design, posters, signs, newspapers, apps and so much more. You could see an advertisement and decide to buy the product because of it, I want my designs to be just as impactful, whether from a children's book that teaches good values or brand designs that make people want to stay loyal. I want to start my own business and would love to see my designs across the globe.

[joieyx]

Bio..

Hi, my name is Joie Ting and I am a Chinese-Malaysian who has embarked on the journey to study design in New Zealand.. The allure of design for me was the passion and intention that one needs to produce visually stunning graphics. For myself,  I was intrigued because of the use of technology and AI’s introduction to create stunning visuals which constantly brings ideas to life.The interaction between the human and technological aspects for me is something that can only be fully explored in design. 

As a symptom of this passion, digital illustration and communicative design are my particular areas of interest. The ability to experiment with various textures, colours and shapes to communicate a special message has quite the draw for me.  I have a firm belief that while these designs have to satisfy the eye, it must be easy to understand and memorable. These messages while visually appealing, to me should also be informative, persuasivie and engaging. 

From this, one is able to create a connection with their audience, leaving a long lasting impression. With that being said, the future excites me as I will be able to continue exploring both digital illustration and communication design in greater and thorough detail through my tertiary education. I have confidence that the skills and knowledge I acquire and develop in these areas will equip me to meet my goals. It will enable me to create powerful, impactful and meaningful designs which convey the messages i want and capture the imagination of the viewer. 

[studyabroad23]

Education System In New Zealand - Collegepond

New Zealand's education system is renowned for its high-quality and innovative approach to teaching and learning. It is characterized by a strong emphasis on individualized learning, cultural diversity, and a holistic approach to education. Here's an overview of the key aspects of the education system in New Zealand:

Early Childhood Education (ECE):

Early childhood education is highly valued in New Zealand, with a focus on providing quality care and education for children from birth to five years old. There is a mix of government-funded and privately-run early childhood centers, including kindergartens, play centers, and childcare centers. The curriculum for early childhood education is guided by Te Whāriki, the New Zealand Early Childhood Curriculum, which emphasizes holistic development and acknowledges the importance of cultural identity. Primary and Secondary Education:

Compulsory education in New Zealand begins at age six and continues until age 16. Primary education covers Years 1 to 8, while secondary education spans Years 9 to 13. New Zealand has a diverse range of schools, including state schools, state-integrated schools (which may have a special character or affiliation), and private schools. The national curriculum, called the New Zealand Curriculum, provides a framework for teaching and learning in primary and secondary schools. It emphasizes key competencies, including thinking, using language, symbols, and texts, managing self, relating to others, and participating and contributing. Schools have flexibility in how they deliver the curriculum, allowing for a range of teaching styles and approaches tailored to the needs of individual students. Tertiary Education:

New Zealand offers a wide range of tertiary education options, including universities, polytechnics, institutes of technology, and private training establishments. The tertiary education sector is regulated by the New Zealand Qualifications Authority (NZQA), which ensures quality and consistency across institutions. New Zealand's eight universities are known for their research-led teaching and offer a range of undergraduate and postgraduate programs in various fields. The government provides financial support for tertiary education through schemes such as the Student Loan Scheme and the Fees Free initiative, which offers one year of fees-free study for eligible first-time tertiary students. Inclusivity and Diversity:

New Zealand's education system places a strong emphasis on inclusivity and celebrates cultural diversity. Efforts are made to ensure that education is accessible to all students, regardless of background or ability, through initiatives such as special education services and English language support for speakers of other languages. The education system acknowledges the importance of Māori culture and language, with initiatives to promote the revitalization of te reo Māori (the Māori language) and incorporate Māori perspectives across the curriculum. Assessment and Evaluation:

Assessment in New Zealand focuses on both formative and summative approaches, with an emphasis on providing constructive feedback to support student learning. National standards are used to assess student progress in literacy and numeracy, but there is also recognition of the importance of broader learning outcomes. Schools use a range of assessment tools, including standardized tests, teacher observations, and student portfolios, to evaluate student achievement and progress. Overall, the education system in New Zealand is characterized by a commitment to providing high-quality education that meets the needs of individual students while promoting inclusivity, cultural diversity, and lifelong learning.

[desn512charlotteharris]

Introduction Draft

( Week 4 )

In our week 4 class we begun to brainstorm ideas that we can include in our introduction for our formative assessment. I have wrote up a quick draft of this!

My Introduction Draft:

My name is Charlotte Harris, I am 18 years old, and am from Auckland, New Zealand. This year I have begun my tertiary education at AUT, studying a Bachelor of Design, majoring in Communication Design. I was drawn towards this degree as I believe it will expand my design skills, develop my confidence, and give me a direction for the future.

I’ve always considered myself to be a creative person. Growing up, I liked participating in crafty activities and was fascinated with how things are visually presented. My passion for art developed throughout high school as I studied Design, Photography, Design and Visual Communications, and Art History. In my personal time, I love to work in analogue by journaling, scrapbooking, and sending letters to my pen pals. I also enjoy photography and am interested in creating content for social media platforms. Recently, a video of my creative work got over 90,000 views which I found to be an unexpected achievement. In addition, I was also recently approached to design graphics for my church. These recent accomplishments have made me reflect on how wonderful it is that my designs can reach thousands of people. I would love for my work to inspire or influence others.

(204 words)