BIOS and TOPICS
Topic: Evolution of the University of Otago’s Dunedin Multi-Disciplinary Health and Development Study
This groundbreaking New Zealand study into the lives of 1,000 New Zealanders born 46 years ago in Dunedin has been described as “the broadest and most in-depth study of human beings in the world”.
It demonstrates compellingly how the early years effect the later years and what educators and others need to know and act upon where possible to improve outcomes for young people.
Topic: Lifecourse research and graduate outcomes of Maori university students
Lifecourse research has already revealed a lot about the wider New Zealand population. Moana’s work leverages off this and uses longitudinal methods to understand more about the positive impact that education has on Māori health, social and economic outcomes.
She introduces some interesting preliminary findings from the Graduate Longitudinal Study New Zealand, which follows new university graduates from throughout New Zealand for 10 years. Moana’s focus is on the outcomes of the 600 Māori participants in the study to determine the benefits of university education not only for the graduates themselves (e.g. their careers), but for their whānau, communities and society more broadly.
The study suggests that success at university reduces inequalities in labour market outcomes for Maori and Pacific post-graduation. She relates these new findings to previous research with the Dunedin and Christchurch Studies etc.
Topic: Growing Up in New Zealand – -What makes us who we are?
Perspectives from the Growing Up in New Zealand study about “what shapes children’s early development and how interventions might be targeted at the earliest opportunity to give every New Zealand child the best start in life”.
Topic: All they need is love? The status and future of vulnerable children and young people in Aotearoa New Zealand. Current report card…C. Comment…We must try harder
Cross-sector collaboration between all who work with children and young people and intervention where necessary will make a positive difference to their life outcomes by early identification of areas of need, coordinated social investment in education and the provision of support services.
Topic: Investing in Early Intervention – Making a difference to children’s life stories
“Hope is necessary. It is a necessary concept. What do you give your kids if you can’t give them hope?” Michele Obama
Research and practice perspectives into the impact of trauma on children and young people, the experience of children in care and making a difference in the lives of children, young people and their families by investing in early intervention.
Topic: Preparing our Future Workforce: Change, Uncertainty and Unbundling Learning
The pace of technological change has fundamentally changed our world of work, but it is merely a ripple compared to the tsunami that is looming. The demands on the future workforce is rapidly evolving and continues to reshape the notion of a stable career prospect. More than two thirds of young children entering into primary schools today will work in roles that don’t exist currently.
How do tertiary institutions prepare learners for the world of work in such growing uncertainty where a qualification is no longer the passport to prosperity and rapidly acquired, ongoing skills development is becoming the new labour force currency? This conundrum is both an opportunity and a risk where institutional agility to respond effectively to evolving change and authentic stakeholder connectivity are the key building blocks to ensuring ongoing success.
Topic: How data can be used to inform decision-making across all levels of the education system
Educators are increasingly recognising the importance of measuring not just the attainment of students but the amount of learning progress they make from one time point to the next. Students and their parents need this information to understand how much progress students are making across the curriculum. Teachers need this information to understand where students are at in their learning progression so they know what to do to get students to the next level of their learning journey. School leaders need this information to understand the overall contribution the school is making to achievement and the impact of individual programs and policies. And education agencies need this information to understand what is working, for whom and under what conditions to make good investments that maximise student potential. This presentation will cover the various uses of learning progression and other data to inform decision-making across the education system.
Topic: Life passages and learning pathways? Rethinking individual and organizational assemblages
In this presentation I engage with longitudinal data to reflect on the concept of life passages and learning pathways. I proceed by offering two cases. The first case is at the level of the individual: the young parent and their child in the context of an educational journey. The second case is at the level of the organization: the ‘un-easy’ notion of collaboration as a social policy agenda, a mechanism to allow young people to ‘do better’. I will read these cases through sociological theory with a view to foregrounding the full range of factors that contribute to the development of passages and pathways before considering the implications of this foregrounding for policy and its implementation.
Topic: Children in early childhood care and education – how well does this work for children?
There has been a social and political shift from viewing parents as neglecting their children if they are in paid employment and use childcare to regarding them as harming their child’s future if they don’t. With more than 96% of children in licensed educational care services before they start school we need to consider more closely how this actually affects children. How much participation is too much, too little, too early, too late, is the quality right? As children progress through the school years and become young adults how can we be sure they have had the best start and what else could be done to make this possible?
This session will be part commentary and part audience discussion of evidence from the NZ longitudinal studies and other research, education and social policy, and experience within education.
Topic: “I’m not crazy I’m just not you!” – Discover where personality, neuroscience and learning connect in order to put human faces on the statistics
Topic: Evidence in action: Productive collaboration for educational improvement
Topic: Everyone has a career. Why should we leave career development- especially for our young people- entirely to chance?
View Programme – 11.30am Plenary Panel session on Thursday 24/8
Topic: What New Zealand children know when they start school in New Zealand
There is a wide range of assessment tools used by schools to assess children at school entry in New Zealand. The lack of consistency of uptake and reporting of results leads to sporadic national data. This highlights a need for a national standardised assessment which can be used as a reliable baseline of what New Zealand children know when they start school and how they progress in their first year. The Performance Indicators in Primary Schools (PIPS) assessment is a valid, reliable and internationally respected school entry assessment. The Centre for Evaluation and Monitoring at the University of Canterbury used PIPS to collect data on 3916 students’ early literacy and numeracy skills when they started school and followed up on their progress 12 months later. This paints a comprehensive national picture of what New Zealand children know when they start school. The data is useful for the early identification of special learning needs and can be used to gauge the effectiveness of year 1 programmes.
Topic: Helping young people manage their learning and career pathways
The Government’s vision is for a student-focused education system, underpinned by high quality information and strong links to the world of work. Young people need to be able to plan and manage their learning and career pathways, and are increasingly undertaking learning in mixed secondary-tertiary settings. Strengthening links between education and employment to support pathways is more important than ever.
Topic: Looking through social investment-tinted glasses
Social Investment is about providing the right services at the right time for New Zealanders in need. A child with problems at school is more likely to have concerns in other areas, such as health or welfare. In education, this means having better information about our children’s progress and challenges that can be analysed and linked with other social sector information.