#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…

[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.

[faintvibes]

NZ Education System Facts

@delastiny come collect your facts!!

Fair warning that this was 7 1/2 pages on Google Docs, and written in a haze of efficiency. Proofreading is not a word in my vocabulary.

Basic Facts

The basic levels of New Zealand’s education system are as follows:

Kindergarten/Daycare- this is essentially an honorary level, considering that it is entirely optional. While it is to a degree dependent on the school, these tend to open their doors to anyone from 6 months to 5 years old. There can often be long waiting lists for entry, as they are often very small schools. 

Primary School- Primary school starts from 5 years of age, until the year the child turns 11. This is where basic learning begins, and covers Year 1 through to Year 6.

Intermediate School- Intermediate school is particularly short, holding students for only two years. (Age 11 to the year they turn 13- Years 7 and 8.) It is more of a transition period, to adjust students from expectations in primary to those in high school.

High School- High school covers the teenage years, from 13 to the year a student turns 18 (Years 9-13). Sometimes the first two years are separated into Junior High School- and taught at a different institution, or a “sub” institution designed to lead them into a specific high school.

Sometimes intermediate, and the high schools are combined into one school- where a student will attend from 11 to 18. These are called colleges (and as such, we do not refer to universities as colleges.)

Tertiary education- The standards here (for University) are about as you’d expect internationally. The only notable exception is that, if you’re from NZ and attending before 21, they expect you to have met certain requirements during your later three high school years. I cannot comment on trade schools/night schools because I do not know much about them. 

New Zealand schools will often differ quite a lot in curriculums, the national law providing a fair bit of leniency. As such, my experience will largely be what dictates what I share here, and might be wildly different to someone’s from another part of the country- or even just another school. 

Important Concepts

Compared to other countries (ergo: what I know about the American education system), New Zealand’s is much more lax. I didn’t even know what a grading system was until Year 7- and I only learnt then because I attend a college, and they focus a lot on building a path for you into later years. But when grading systems do begin to be used, there are two main ones that must be considered: the school’s internal grading system, and the NZ Curriculum Levels.

It is worth noting that from Year 11 onwards, these systems (though the language in the school’s internal grading system is inherited) become essentially obsolete. This is when NCEA is introduced (this will be expanded upon later)- the national standard from which tertiary education institutions will judge you by. These are only really used from Year 7 to Year 10.

Schools don’t use a letter grading system, instead using a four point system. This system, while the general structure is universally applied, differs in name across different schools. For example, my school uses Not Achieved (maths says Developing instead), Achieved, Merit, and Excellence. Think of them as about F/D, C, B, and A respectively. A friend who transferred to my school says her school instead named them Not Achieved, Achieved, More Work Required, and Satisfactory. You may be able to see how attitudes of schools alter these names. 

The NZ Curriculum Levels are a series of numbered levels that discern where a student should be operating at during any given year. An image helpfully explains it here:

A level doesn’t correlate to one year, and they overlap (which is why my teachers would always proudly tell us in Year 9 ‘you guys are working at Year 12 level!’) but it gives some understanding as to where a student should be operating, with teachers having rubrics explaining the criteria for each level.

Often, subjects will combine both grading systems to best explain what level a student is at, or their specific assignment’s grade. These are used to mark a student’s progress throughout their schooling. These grades might look like a 5 Merit, 6 Achieved, etc. Oddly enough, if you complete all the criteria for a, say 4 Excellence, but none of the additional requirements for a 5 Achieved, you might get graded 5 Developing (Not Achieved is never used in this context at my school, as you obviously achieved something).

There are three types of assignments you might receive, and be graded upon, during school. Assessments, Internal Assessments (often referred to as Internals), and External Assessments (referred to as Externals). The latter two categories only apply if the assignment is an NCEA assignment. 

Assessments take a variety of forms- from a term project that you have an extended period of time to work on, in and out of class, to a timed test. This is just the word used to describe anything that receives a grade from Year 7 to 10. 

The other two will be better described when describing NCEA as a whole.

NCEA

NCEA stands for National Certificate of Educational Achievement, and has 5 levels. The first 3 are used for the last 3 high school years- the other two are used in tertiary education, though from what I hear they’re much less of a deal. NCEA is based around procuring credits, which will then prove to anyone looking your skills in certain areas. Essentially, it eliminates the potential usefulness of any grades you achieved earlier.

I will not here that I have strong opinions about NCEA, but will do my best not to go in-depth and try to remain as unbiased as possible.

NCEA credits can be earned in either internal assessments or external assessments, though the buik are earned in internals. NCEA outlines certain ‘standards’ which are either internals or externals, and can earn a certain amount of credits for someone who completes them. To be clear, simply passing a standard will earn you all the credits it can offer. It’s not, like, a 3 credit standard means that achieving earns you one credit, a Merit earns two, and an Excellence earns 3. All credits are awarded to anyone who passes. This is because credits are meant to represent the effort you put into preparing for its assessment. Whether that be studying, in-class learning, essay writing, etc. Each credit is meant to represent 10 hours of work. Therefore, if you pass, you clearly have done all the preparation work and deserve all of the credits. 

Internal assessments are assessments where NCEA lays out the criteria for the standard, and the rubric for success at each level, however allows the specifics of its application to be determined by each school respectively. An example of this is a maths internal I did earlier this year- everyone who attempted the standard had to apply trigonometry to a real life situation, and then answer questions about it (using trigonometry). The school set up what that situation was, and determined the specifics of the questions (the contents they must include line up with the standards of the rubric), as well as the amount of time we had to spend on it. We had an hour to examine and measure aspects of the situation, and an hour to answer questions. Most schools (according to my teacher) had an hour maximum to complete both aspects. These, like assessments, can take the form of project worked on over a long period of time, or a timed test. 

External assessments, therefore, are entirely out of the hands of the school. They are run by NZQA, the government organisation that enforces NCEA, and determine everything about the exams. Externals all take place according to a schedule created by NZQA, and happen at the exact same time all across the country. These begin in November, and end in December. However, a practice period is run earlier in the year (September) to give the students an opportunity to see what the expectations are, and allow the assessments to get a test run to make sure they run smoothly on the actual day. The practice exams are often slightly harder than the real externals. Surrounding both the practice and actual externals, students in the appropriate years are given study leave for the whole period, in the hopes that they use it to be as prepared as possible. (This trust is often, unsurprisingly, abused.)

At each level of NCEA, a student is expected to earn 80 credits. Of these 80 credits, 20 can be carried over to the next year- meaning that after Level 1, a student who has fully completed the year only needs to earn 60 credits per year. Some schools (particularly after COVID) began changing how Level 1 is run in their school- somewhat controversially. In these schools, students are only required to earn 20 credits at Level 1- the max amount that can carry over. This means their first year getting used to NCEA is less stressful, and they still get the benefit of only having to earn 60 credits in their years forward. (In the words of the school official who announced its introduction at my school: “stressing you out for 2 years is okay, but 3 is too much”.)

Different trades have different requirements for students to earn before being able to apply for an apprenticeship, though most are at NCEA Level 2 and 3- which is why students are permitted to drop out from 16 years of age. However, there is a national expectation of what students should earn to be accepted into university before turning 21. 

Credits are divided into 3 types: numeracy, literacy (which has the sub-types of reading and writing), and general credits. Different standards have different types of credits. Literacy credits and general credits are very easy to come across, all subjects offering standards with one or both types. Meanwhile, numeracy credits are almost solely relegated to maths, with some sciences (particularly chemistry and physics) offering numeracy standards. In Level 1 or higher, for university entrance, you are expected to earn 10 numeracy credits. At Level 2 or higher, you are expected to earn 10 literacy credits, 5 of which are reading and 5 of which are writing. Then, at Level 3, you are expected to focus on 3 different subjects, where you must earn 14 credits in each. These subjects must be approved by NCEA as university entrance subjects. There is a list of what counts here. 

**While all these say ‘or higher’, schools strongly dislike students earning these credits at levels above the minimum.

It is worth noting that Auckland University (rated by far as New Zealand’s best university) has slightly different literacy requirements. At Level 2, they expect 14 literacy credits (7 of each type). These are all meant to be earned in English, as opposed to other subjects that offer literacy credits. This is often a clause not mentioned to students until they are already in Level 2, and cannot change their subjects. (No, I am not salty /s)

While Levels 1, 2 and 3 are intended to correlate to Years 11, 12, and 13, it’s not uncommon for students to be in classes of varying levels during these years. Often, a student is identified as excelling in a particular subject during Year 10, and offered the chance to skip a year, going straight to Level 2. This is most common in subjects such as English and Maths, however is not limited to those subjects.

Subjects and Extracurriculars

This is something that differs across schools, but my experience is the following:

Primary- Maths, English, Music, Singing, P.E., Art

In primary school, you have one teacher and stick to one classroom. This teacher teaches you all your subjects, and has a lot of leniency in when to apply them. For example, we might have a day of only Maths and English, or a day of only P.E. The only exception would be the music and singing classes- those happened once a week, where each class/year would have an appointment with the music teacher. Music was taught by class, where singing was taught by year.

My school would also hire a drama teacher to teach classes across year levels for a term. However, they were very much the employee of another organisation. The same happened with learning Māori- which is not compulsory across New Zealand, though my schools often taught it. My year also received skateboarding lessons for a term- we were a test to see if students would work well in those lessons. (To my knowledge, no other year ever received them.)

We would have weekly sports days, where the different houses (Matai, Kauri, Totara, and Rimu- named after native tree species) would compete against each other, earning points for the House Trophy, handed out at the end of the year. I’ve heard that this isn’t a thing in the US, so I wanted to make a note of it!

Other school events I can think of were Cross Country, the yearly gala, and athletics.

The only prominent extracurricular I can think of is Kapa Haka- essenitally, Māori performing arts. If you want to know what this is like, I recommend googling it (though, you’ll mostly find videos from farther on than primary school level).

Secondary-

**I’m grouping intermediate - high school together, as I attend a college and so my experience very much interlinks the years together. Though, my possible subjects did differ each year.

Mandatory from Y7 to Y10: English, Maths, Science, Social Science, P.E., Health

**Māori was mandatory during Y7 and 8

However, there were also optional subjects people could chose to take, which would differ across years. These tend to be called options.

In Y7 these are called tasters, and students are required to take part in certain subjects (which they may choose to pick as an option in a later year or years) for a 5 week period. There aren’t enough weeks for all possibilities to be explored, but many are. The ones I remember from my time in Y7 are Chinese, Food Technology, Drama, Art, Music, Sport. (Yes, Sport is different from P.E.)

In Year 8, options are taken for one term each, meaning you have 4 options over the course of a year. The possibilities are French, Chinese, Māori (this would focus more on the language, while the mandatory class focused more on culture and history), Art, Drama, Dance, Music, Fabrics, Design and Visual Communication, and Digital Technology.

In Year 9, options are taken for a two term long period, however you have two at any given time. So you have your 2 options in terms 1 and 2, as well as a different 2 in terms 3 and 4. So, still 4! The options are French, Chinese, Māori, Art, Drama, Dance, Music, Fabrics, Materials Technology, Design and Visual Communication, and Digital Technology.

In Year 10, the same options length and number are expected as Year 9. The option possibilities are French, Chinese, Māori, Art, Business Studies, Drama, Dance, Music, Fabrics, Materials Technology, Design and Visual Communication, and Digital Technology.

(Y10 and Y11 Business Studies would each have to run a market day at the school as an assessment, which was always a fun school event. Not because I ever went- it was too loud, crowded, and generally overwhelming- but because it got rid of all the lines at the tuck shop (basically the cafeteria, except it’s a window where you line up for food) so I treated myself with a bought lunch instead of bringing something from home on those days.)

Starting with NCEA, some core classes are divided up. Science becomes Chemistry, Biology, Physics, and Earth-Space Science. Social Science becomes History, Sociology, and Geography. In Maths, you must either choose the Statistics or Algebra pathway. English breaks into English Literature, and English Communication Studies. Students who particularly struggle with maths, and plan on entering a trade, also have the option of the Practical Maths pathway. All of the possible options in prior years are also possible class choices in all three levels.

In my school, only maths and pe (or dance- you can pick one) are mandatory at Level 1. All other subjects are optional, however you must pick five to be full courses (this means you have four lessons of them a week), maths required to be one of these, and two as half courses (2 lessons a week). Māori Performing Arts and Criminology are introduced as subjects. (Criminology is a Y11 only course, and was introduced a year too late for me to take it 😭)

Due to my school running limited Level 1, there are no requirements to enter Level 2 courses- except in maths. However, very few courses from Level 2 left you into the Level 3 equivalent without receiving certain grades in the prior year. 

Nothing, at my school, is mandatory at Level 2- however an English course is heavily recommended. Some new courses introduced are Media Studies, Sustainability, Photography, Outdoor Education, Gateway, Building and Construction, and Hospitality. The latter three are opportunities for students aiming for particular fields to get work experience and credits specifically wanted by those fields before leaving school. Gateway, in particular, is for a variety of trades. Students are required to pick six courses, all of which are full courses (4 lessons a week).

At Level 3, there are again no mandatory courses. The only course added is Classical Studies. A large quantity of students leave before or during Y13, due to having reached the criteria necessary to begin training in their trade. As such, class sizes are much smaller and things are generally more relaxed- bar exam season. 

My school still has houses, though they are Air, Water, Earth, and Fire (we use the ATLA symbols for each element!!), and house events are not strictly sport related. We have a yearly talent show, athletics, cross country, a beach day (the ocean is a 3 minute walk), and a game we call Chaos. It’s a bit too complicated for me to explain here!

The amount of extracurricular activities on offer are too great for me to list here, but some stand-outs are the EnviroGroup, Kapa Haka, various bands, the Junior Drama Club and Senior Drama Club, and various sporting groups (including Touch and Rugby League, because that’s the minimum requirement for a school in NZ). 

Misc school events, off the top of my head, are the Matariki Festival (began this year, in celebration of Matariki becoming a public holiday), the School Ball (for Y12 and 13s who get at least a 90% attendance rating; basically prom), and camps for Y7s, Y10s, and Y13s. (Y7 camp was introduced when I was a Y8, and Y10 when I was a Y11. You have not seen agony until you see sporty kids learn they just missed out on camp twice.) There’s also stuff like Pink Shirt Day, and various themed mufti days. As we are a uniform school (the standard in NZ), mufti days are when we are allowed to go wild.

Uniform

Uniform is used in a majority of NZ primary and secondary level schools, though the exact number is uncertain. These are typically very gendered (only a couple years back did my school allow girls to wear pants!! And that was only for Y11-13, anyone younger still has to wear skirts!), and tend to be made up of the same base objects. A shirt, a skirt/skort or shorts/pants, shoes, socks, and some cold weather clothing- it might be a raincoat, hoodie, sweater, or a mix. There also tend to be rules on stuff like accessories, hair dye, tattoos, etc. Notably, my school got rid of these rules recently- so there are only rules regarding the clothes they actually sell, and not anything else you might add.

As my school is a college, we have a junior and senior uniform. I mention this to highlight the absurd differences between these two. The junior uniform is for anyone from Y7 to 10, while the senior is for Y11 to 13. Between these two, the shoes, socks, and cold weather garments remain the same. 

The male senior uniform offers two shirt options- long sleeve and short sleeve. The shorts are the same as the junior uniform, and you’re allowed dress pants so long as they’re black and sufficiently formal.

The female senior uniform has two short sleece options- a blouse and a T-Shirt (both short sleeve). The uniform comes with a skirt- they’ve recently began offering the choice between a box pleat skirt and a skirt with a slit up the back, because not everyone was cool with the slit skirt. Here, the dress pant policy also applies. 

The junior male uniform has a short sleeve shirt, and shorts. The dress pants policy does not apply.

The junior female uniform has a short sleeve shirt, and a pleated skirt. The dress pants policy also does not apply.

Until this year, with the repealing of the accessories rules, stuff like stockings weren’t allowed under skirts. Which is. Nice.

(though I've worn black leggings under my skirt since Y8, and never been called out, so I don't think anyone realised it was against the rules...)

[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]

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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.

[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.

[novumtimes]

Empowering Growth: My Journey with the Cisco MentorMe Program

Have you ever been so inspired that you felt driven to give back? My involvement in Cisco’s MentorMe program was just that — a transformative experience of empowerment and growth that ignited my passion for guiding others toward success. Sadaf and her mentee, Maanya. This program embodies Cisco’s commitment to actively promoting diversity in Science, Technology, Engineering, and Math (STEM) by targeting underrepresented groups, particularly female tertiary students, in Australia and New Zealand. Women remain underrepresented in STEM fields, comprising only a fraction of the workforce, especially in technology-related roles. Recognising this disparity, MentorMe invites and encourages female students to explore educational and career paths in STEM. By providing hands-on exposure to the latest technology and diverse roles within Cisco, the program empowers these students to pursue opportunities in traditionally male-dominated fields. In my two years as a mentor within the MentorMe program, my role extended beyond simply imparting knowledge; it became a platform for building meaningful connection and nurturing potential with my mentees as well as being a cornerstone of my professional development. Throughout the program, we engaged in personalised 1:1 mentoring sessions where we discussed career aspirations, strengths, and areas for development. I facilitated networking opportunities for them within Cisco, connecting them with professionals from diverse backgrounds and roles to broaden their perspectives and build their professional networks. Additionally, I provided guidance on personal branding, helping them develop their online presence and professional image to stand out in the competitive job market. Together, we set SMART goals — Specific, Measurable, Achievable, Relevant, and Time-bound — and worked towards achieving them, fostering their confidence and independence in navigating their career paths. Through ongoing support, encouragement, and mentorship, these women built their brands and prepared for success in the professional world. Sadaf and her mentee, Wendi. Reflecting on these experiences, I realize that my mentees’ journeys have become a mirror to my own growth. The deep bonds formed with my Australia and New Zealand team members and witnessing the progress of my mentees throughout the program makes me incredibly proud. Celebrating their milestones, like my first mentee, Maanya’s completion of the program and my second mentee, Wendi’s graduation, reinforces my belief in the power of mentorship to shape futures. Wendi surprised me with flowers, which touched me deeply but highlighted our genuine connection and reminded me that mentorship is not just about professional development but also about the meaningful relationships we create. These connections extend beyond the program’s conclusion, as I am committed to staying in touch with my mentees to continue supporting their growth. They can always rely on me for guidance, support, and help with any questions, and I look forward to witnessing their achievements in the future. Cisco’s ethos of empowerment and inclusivity resonates deeply with me. The opportunity to participate in programs like MentorMe reaffirms my conviction that Cisco is more than just a workplace; it’s a community where individuals are empowered to make a difference. As I continue my journey at Cisco, I am inspired by the shared commitment to innovation and collaboration that defines our culture. From mentorship programs to technological advancements, Cisco offers a platform to contribute to something greater, making it a truly exceptional place to work. See how we’re powering an inclusive future for all. Subscribe to the WeAreCisco Blog. Share: Source link via The Novum Times

[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…

[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)

[nzconservationjobs]

Lecturer: Applied Ecology and Environmental Studies - EcoQuest Centre for Indigeneity, Ecology and Creativity - Kaiaua, Waikato

Teaching – Tertiary (Education & Training) Full-time position We are seeking a full-time Lecturer to join our team. The EcoQuest Centre for Indigeneity, Ecology and Creativity is a charitable entity registered with the New Zealand Qualifications Authority (NZQA) as a Private Training Establishment (PTE). We offer residential programmes at our centre in Whakatīwai, Kaiaua, on the Firth of…

[nisshant]

Exploring the New Zealand Education System

Nestled in the Pacific, New Zealand is not only celebrated for its stunning landscapes but also for its world-class education system. In this blog post, we embark on a journey through the intricacies of the New Zealand education system, uncovering its unique features, academic structure, and the values that make it stand out on the global stage.

Structure of the Education System:

The New Zealand education system is divided into several key levels:

Early Childhood Education (ECE): Focused on play-based learning, early childhood education in New Zealand is not compulsory but highly encouraged. It sets the foundation for a child’s holistic development.

Primary Education: Comprising Year 1 to Year 8, primary education emphasizes core subjects such as English, mathematics, science, and social studies. The curriculum also integrates key competencies like thinking, using language, and managing self.

Secondary Education: Secondary education covers Year 9 to Year 13 and offers a broad curriculum. In the senior years, students can choose between NCEA (National Certificate of Educational Achievement) and Cambridge International Examinations.

Tertiary Education: New Zealand’s tertiary education system includes universities, polytechnics, institutes of technology, and private training establishments. Universities, both research and teaching-focused, offer undergraduate and postgraduate degrees, while polytechnics provide vocational and applied learning.

NCEA and Cambridge Examinations:

The National Certificate of Educational Achievement (NCEA) is the main qualification for secondary students in New Zealand. It is renowned for its flexibility, allowing students to tailor their education to their interests. Additionally, some students opt for the Cambridge International Examinations, providing a pathway to international universities.

Focus on Holistic Development:

New Zealand’s education system places a strong emphasis on holistic development. The curriculum is designed to nurture not only academic skills but also social, emotional, and physical well-being. The goal is to produce well-rounded individuals prepared for the challenges of the modern world.

Inclusive and Bicultural Approach:

New Zealand celebrates its bicultural heritage, incorporating Maori language and culture into the education system. The commitment to the Treaty of Waitangi, the founding document of New Zealand, ensures a partnership between Maori and the Crown in education, fostering inclusivity and cultural diversity.

Hands-On Learning and Outdoor Education:

The New Zealand curriculum encourages hands-on learning experiences. Many schools incorporate outdoor education programs, leveraging the country’s stunning natural landscapes. This not only provides a unique learning environment but also instills a sense of environmental stewardship.

Internationalization of Education:

New Zealand welcomes students from around the world, creating a multicultural learning environment. International students contribute to the diversity of classrooms and have the opportunity to experience Kiwi culture firsthand.

Quality Assurance and Accreditation:

The New Zealand Qualifications Authority (NZQA) ensures the quality and integrity of the education system. Institutions offering tertiary education must go through a rigorous process of accreditation, guaranteeing that students receive a high standard of education.

Research and Innovation:

New Zealand’s universities actively engage in research and innovation. The country’s commitment to pushing the boundaries of knowledge is reflected in its world-class research facilities and contributions to various academic fields.

The New Zealand education system is more than a curriculum; it’s a philosophy that values individual growth, cultural diversity, and a holistic approach to learning. From the stunning landscapes that serve as classrooms to the inclusive bicultural foundation, studying in New Zealand is an immersive experience that not only imparts knowledge but also fosters personal and cultural enrichment.

-Jay Patil