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Academic performance of first-year bachelors students at university

admin — Tue, 18 May 2010 22:07:52 +0000

The report looked at first-year bachelors-degree students at universities, who had all achieved the National Certificate of Educational Achievement (NCEA) level 3 and attained the University Entrance standard.

While academic achievement at school was the strongest predictor of first-year university success for these students, not all higher-achieving school students performed equally well at university, and some who had lower school achievement out-performed students with higher school achievement. The report looks at the factors that might explain these differences.

The study considered a population of first-year bachelors-degree students at university, who had all achieved the National Certificate of Educational Achievement (NCEA) level 3 and attained the University Entrance standard.

While academic achievement at school was the strongest predictor of first-year university performance for these students, not all higher-achieving school students performed equally well at university, and some who had lower school achievement out-performed students with higher school achievement.

Among higher-achieving school students, those who:

studied part-time or for only part of the year, or
were from the sole-Pasifika¹ ethnic group, or
were low-decile school students from ethnic groups other than sole-European

showed lower levels of university performance than other higher-achieving school students.

Among those with lower school achievement, students who took a year off before starting their tertiary studies—particularly students from low-decile schools—showed higher levels of performance at university than those who progressed directly to tertiary study after leaving school.

But this better performance among those who took a gap year was not seen in European, or sole-Pasifika students.

Lower-achieving students from low-decile schools performed better in their first-year of tertiary studies than similar students from high-decile schools. This suggests that among lower achieving students, NCEA underestimates the ability of those from lower decile schools. And conversely, NCEA overestimates the ability of those from higher decile schools.

View the full report: http://www.educationcounts.govt.nz/publications/tertiary_education/76374

Benefits of Tertiary Certificates and Diplomas – exploring economic and social outcomes

admin — Tue, 18 May 2010 22:07:26 +0000

This analytical report from the New Zealand Ministry of Education examines the economic and social benefits of tertiary certificates and diplomas and provides new evidence of the value of a significant part of the tertiary education system. It makes use of a range of data to look at the association of tertiary certificates and diplomas to economic outcomes (employment and income) and social outcomes (well-being, social participation and inter-generational benefits).

Key Findings

Level 1 to 3 tertiary certificates are of most benefit to people with no or low school qualifications and are best seen as a pathway to higher levels of study
Level 4 certificates have better economic outcomes than school qualifications, particularly for men. There is some evidence of improved social outcomes for women
The economic outcomes from diplomas are close to those of bachelors degrees. Diplomas are associated with improved social outcomes, more so for women than for men
The clearest evidence of social outcomes from tertiary certificates and diplomas is for greater parental support for children’s learning

View the full report: Benefits of Tertiary Certificates and Diplomas – exploring economic and social outcomes

Is eLearning a viable option to face-to-face workshops for generating and sharing information within the New Zealand sheep and beef industry?

admin — Tue, 20 Apr 2010 01:38:20 +0000

Abstract:

Attendance at traditional face–to-face workshops for New Zealand sheep and beef farmers has been dropping steadily over the past few years. FeedSmart, an industry and government funded research program, was charged with identifying the most effective elearning approaches to use to assist New Zealand farmers to feed plan more effectively.

As a result of investigating the ways farmers preferred to learn, eLearning was identified as worthy of investigation.

This paper reports on a small-scale, exploratory, action research study designed to determine the viability and effectiveness of generating and delivering information to farmers via a video-conferencing approach, supported by the use of other digital technologies such as video-cameras.

Key learnings from this study are that: the farmers enjoyed and increased their knowledge using this approach; eLearning of this type has potential as a learning approach for farmers; and that eLearning as a learning approach for farmer education is worthy of further investigation.

View and download the .pdf here: http://www.csu.edu.au/faculty/science/saws/afbmnetwork/efsjournal/volume5/number2/research/EFS_09_vol_5_no_2_article08.pdf

Youth Training – New Report from the Ministry of Education (NZ)

admin — Sun, 18 Apr 2010 22:03:28 +0000

The Ministry of Education has released a new report on Youth Training. This follows last years’ report on Training Opportunities.

Youth Training – Statistical Profile 1999 to 2008

This report provides participation and labour market outcome analysis of the Youth Training programme between 1999 and 2008, using the Youth Training administrative dataset. This is the first time this information has been made available in a single analysis.

The report provides analyses of participation in the programme, and provides statistical modelling of the factors related to transition to Youth Training from school, and the factors associated with labour market outcomes two months after leaving placements.

The report is available on the Education Counts website.

Appointments to 20 polytech councils announced

admin — Wed, 14 Apr 2010 22:07:00 +0000

Tertiary Education Minister Steven Joyce has today announced Ministerial appointments to the new councils of all 20 polytechnics.

The changes to councils come with the introduction of the Education (Polytechnics) Amendment Act, which requires new polytechnic councils to be appointed by 1 May 2010.

The 78 appointments comprise 33 existing council members and 45 new appointees. A further two appointments will be made in due course.

As well as four Ministerial appointees, each new council is to have four members appointed by the polytechnic’s council.

A number of cross-appointments have been made to geographically related councils. The most significant of these are in the Wellington area where three Ministerial appointees sit on the boards of both Whitireia Polytech and Weltec.

"The government is keen to encourage Polytechs to work together in a complementary way and the cross-appointments we have made will encourage that," says Mr Joyce.

Mr Joyce says he is impressed by the experience that these council members will bring to the governance of polytechnic councils.

"These appointments will help strengthen the performance of the polytechnics which play such a vital role in our educational and economic future.

"This means the polytechnics’ current councils are able to decide their non-ministerial-appointed members based on their knowledge of the needs of their communities and the issues they face.

"The Act equips polytechnics with the potential for strong and effective councils that are well placed to respond to the challenges faced by the sector in a tight fiscal environment.

"Councils will need to address the call of the Tertiary Education Strategy for greater efficiency and improved educational and financial performance to deliver the best possible return on the public investment.

"An important first task for the new councils will be to participate in the process for the development of polytechnics’ next round of Investment Plans for 2011.

"I look forward to working with councils to ensure their students meet the future skill needs of New Zealand," says Mr Joyce.

ITP_appointments.pdf (pdf, 91 Kb)

SOURCE: http://www.beehive.govt.nz/release/appointments+20+polytech+councils+announced+1

Download: E-Learner Survival Guide

admin — Thu, 18 Mar 2010 22:59:19 +0000

Everything you need to succeed in the wild and wooly world of mobile learning and e–learning, and hybrid college, K–12 and career courses. By Susan Smith Nash

Download PDF: http://zenzebra.net/elearner-survival-guide.pdf

Minister releases NZ tertiary education briefings

admin — Tue, 16 Mar 2010 19:31:12 +0000

From the the Beehive website: www.beehive.govt.nz

Tertiary Education Minister Steven Joyce has released the Briefings to the Incoming Minister from the Ministry of Education, the Tertiary Education Commission and the New Zealand Qualifications Authority.

These documents are available below in pdf format.

Download: Populating the LearnScape: e‐Learning as Strategy

admin — Thu, 11 Mar 2010 22:45:33 +0000

Populating the LearnScape: e‐Learning as Strategy. Quinn, C. (2009).

In M. Allen, Ed. Michael Allen’s eLearning Annual: 2009. Pfeiffer: San Francisco.

While adaptation and change are necessary for continued success, neither organizations nor individuals find them easy. Information, communication, and learning technologies offer assistance, although no single solution fits all organizations or all individuals. Author Clark Quinn explores e-learning, information portals, and e-communities in a quest for a coherent understanding of the options and a schema for effective deployment.

Download: Populating the LearnScape: e‐Learning as Strategy (.pdf)

Download:E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

admin — Tue, 09 Mar 2010 01:51:14 +0000

From the Education Counts website of the New Zealand Ministry of Education:

This report was commissioned by the Ministry and undertaken by Massey University in collaboration with the Nelson Marlborough Institute of Technology, The Open Polytechnic of New Zealand and Otago Polytechnic.

The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:

Demographics.
Learning orientations (learning styles).
Readiness for e-Learning, and;
Experience of and attitudes to e-Learning.

It identified structural trends in the tertiary student body in recent years and changes in the students themselves in terms of attitudes, approaches to study, needs and aspirations.

Author: Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann
Date Published: October 2006
Released on Education Counts: 16 November 2009

View the Executive Summary online: http://www.educationcounts.govt.nz/publications/ict/57985

Download the full report (.pdf): E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

Download: Using e-Learning to build workforce capability: A review of activities

admin — Wed, 30 Dec 2009 02:33:37 +0000

This report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology in collaboration with the Industry Training Federation. The report’s main objectives were to:

Identify how e-Learning is employed in work-based and work-placed learning both internationally and nationally.
Describe the impact of e-Learning on building workforce capability globally and nationally.
Assess the demand from employers, providers and learners for e-Learning in improving individual and organisational capability.
Demonstrate how, and in what ways, e-Learning can aid particular industry sectors in building workforce capability.
Examine reasons why e-Learning is not being used in particular industry sectors to support work-based and work-placed learning.
Recommend further activities that could be taken to promote and embed the effective use of e-Learning in work-based and work-placed e-Learning.

Download the full report: Using e-Learning to build workforce capability: A review of activities (.pdf 1.2MB)

Author: John Clayton, Richard Elliott, Sarah-Jane Saravani, Nicholas Huntington, Nicholas Greene
Date Published: October 2008
Released on Education Counts: 16 November 2009