The Key Issues Of New Zealand 's Education Sector Essay

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

The author compares today’s school system to that of the past, which concerned itself with teaching students,

Center convictions and qualities are gone from folks to kids and schools, places of worship, organizations and the Government is strengthened by. New Zealand is a multicultural country lives in the nation in each and every gathering so they put their things as per the gathering, as per the Group on the particular's chicagos pizza sort to use with a mixed bag of beverages so made.

This report aims to analyse a current issue in New Zealand and discusses a proposed business idea to try and prevent the issue. The problem we have identified as a group relates to the lack of protection from sun exposure which have led to high rates of skin cancer in New Zealand. A description about the problem, the relation to capitalism, business concept on solving the problem and how the problem affects the business environment has been detailed in this report.

Life in New Zealand in the late 1800’s was looking quite grim. Section 89 presented in the 1877 Education act, was considered important at the time because the government wanted the notion of building a nation and society, improving the lives of individuals, developing an economy, and to integrate different groups into ‘the social contract’ (Codd, J., & Openshaw, R, 2005) Education was perceived as a formula for this to happen. The reasons for exemptions, was firstly as stated by Charles Bowen (1877) “that it was not the intention to encourage children whose vocation is that of honest labour to waste in higher schools time which might be better spent in learning a trade” (Stephenson,2009 p.9). It was considered enough to gain basic skills in

Political ideologies are the beliefs, morals and ethics held on what is the optimum way of governing a country (Jost, Federico, & Napier, 2009). They have long guided the elected governments behaviour, particularly in effect to Social Policy decisions; determining what policy initiatives will be elected and what is the best way of implementing such policies. New Zealand has had various political ideologies brought in by different governments; such as Social Democracy, Social Liberalism, Neo liberalism, Neo Conservatism and Conservatism. For the basis of this Essay, the focus will be on two of the most significant influences; Social Democracy and Conservatism. Both ideologies have had period 's of dominance in New Zealand 's Social policy history where they have impacted the general functioning of society. Their view of the state, and general morals have been strongly reflected in the policy initiatives there exponents have brought in. For Social Democracy, it being the 1938 Social Security Act and the various implementations of Keynesian Economic Management in the 1940s and 1980s; and for Conservatism, the Pensions for miners and returned servicemen, and the introduction of private prisons. The both having considerable impact not only on New Zealand society but the development of more progressive forms of political ideology. It will be argued that the resulting policies from the Social Democracy and Conservatism ideologies most notable influence is

Social wellbeing is contingent upon equitable social policy addressing all varieties of demographics and needs. One highly contested social policy issue in Aotearoa is that of tertiary education. Tertiary education policies are proposed by multiple parties, however the most contentious of these can be drawn from the Greens and ACT who hold highly opposing social wellbeing ideologies. Essentially, to reveal binary oppositions between these policies, market and state ideologies must be considered, in addition to the opposing views of individualism and collectivism which form the cornerstone of how social wellbeing will be met. Moreover, the differences ACT and the Greens see in what tertiary education should offer, ultimately reveal their opposing ideologies in policy, and their perspectives towards social wellbeing.

Neoliberalism is defined as the way in which our government approaches the economics and social hierarchy in our society. (Neoliberalism, 2015) states that it is an approach to economics and social studies in which control of economic factors is shifted from the public to the private sector. Neoliberalism are giving more attention towards schools that do not necessarily need this as much as the other schools, in order to make the government look better and are more in support of neoliberalism. Schools that are not getting as much funding and support from the government may start to wonder why that is the case. This issue may cause competitions between the schools in New Zealand. Capitalism is how a government chooses to use money as a power to control or sway people’s decisions; this is done in a way where the result is usually beneficial to one group within a society. Codd (2004) describes that education in New Zealand has changed as it has begun to be strongly influenced by capitalistic and economic policies. Peter McClaren (Tristan, 2013.), says that, “teachers need to support sustainable alternatives to neoliberal capitalism with its emphasis on economic growth; protect nature’s resources for future generations; protect ecosystems and help support biodiversity; support a community-based economics, and a grass roots democracy that includes participatory and direct forms, embody anti-racist, anti-ablest and anti-homophobic pedagogies that respect diversity and work from a

Regardless of the financial costs of education, statistics show in the years from 1983 to 1996 numbers of students in tertiary education doubled and retention rates within secondary schooling reached new heights, rising from 40.6% in 1983 to 71.3% in 1996 (Jamrozik, 2009), clearly placing education as a high value within the Australian society and becoming a lifetime pursuit for many people. However historically, the changes that have occurred over the years, have reinforced Australia’s problem with social inequalities within the education system.

The Purpose of this report is to understand the culture and values of New Zealand culture in terms of their living condition, behaviour, society, aspect, ethics, rules, regulations, greetings, treating, food and environment. I will be focusing on the main cultures of New Zealand as it is a multi cultural society.

This essay will be discussing the social inequalities within New Zealand. These inequalities can include unequal income, education and healthcare. Through extensive research of academic resources, I will be discussing how educational, family, social and political factors contribute to the development of these inequalities. I will also be providing a line graph that shows the unequal income between classes and a second line graph that demonstrates the difference in student success between high decile and low decile schools.

New Zealand is one of the countries in the world that has unwritten consititution and it is vital because it is the base of a government on how to govern a country based on it. Having a written constitution in New Zealand will give New Zealanders more access about certain documents on the consitution itself. On the other hand, if New Zealand continuously having an unwritten constitution, the citizen may not have knowledge on it due to limited access on it. This essay will clarify on constitution and what is a written constitution. This essay also covers the need to include the Constitution Act 1986, the Public Finance Act 1989 and the Arms Act 1983 and removing the Public Sector Act 1988 from it.

(New Zealand Government, 2015, para. 1). Prime Minister John Key, the main advocate for change, officially launched such discussion last year in a public address he gave at Victoria’s University in Wellington. One of the main points presented in Key’s (2014) speech were his views on how he believes Moreover Key (2014) also argued (para. 88). So far the Prime Ministers proposal failed to inspire the public. On the contrary, it has produced a substantial amount of controversy. The main arguments seem to revolt around the issues of cost, process, national symbol, history and change. This paper will look more closely into each of these aforementioned public differences and close with my own view concerning this debate.

Culture in sport is a very controversial topic as there are two types of perspectives on how it impacts on New Zealand society. There are both positive and negative perceptions creating a more complex issue. The purpose of this argument is to identify the different sides of the issue and to examine whether culture in sport positively impacts New Zealand society. Firstly culture in sport can have a positive influence on our society as it sets an example for other countries to be multicultural and appreciate the indigenous races within their nation. Secondly, culture in sport plays a significant role and without it we would never be able to perceive the culture of our country. However, these perspectives are met with conflicting opinions as culture in sport can also consequently have negative impacts on New Zealand’s society. Alternatively, the inclusion of culture on the sports field can lead into commodification, and sporting brands taking advantage of our cultural heritage. Lastly, cultural dances such as the New Zealand haka are often seen as aggressive and lead other countries to believe it insights violence, putting the historical intentions at risk of being misinterpreted, negatively affecting New Zealand’s culture and society. However, this is only a minimal analysis on a greater and more complicated argument.

Dawn raids of the 1970s in New Zealand were undertaken by the police at the direction of the Department of Immigration.