NCEA vs other systems: the downside of picking sides

The 10th anniversary of NCEA reveals there is still division in the ranks, with many elite schools offering alternative options for students.

iPads: do they have a place in ECE?

The debate continues on the use of ICT in early childhood education. JUDE BARBACK looks at the New Zealand stance.

Qualification necessary in ECE

A letter published in the New Zealand Herald some time ago conveyed the author’s sentiments effectively.

Saving our billion-dollar kiwifruit industry

The effects of the Psa virus have crippled New Zealand’s kiwifruit industry, but research efforts are aiding its recovery and providing glimmers of hope for the future of kiwifruit. JUDE BARBACK reports.

The role of the ECE teacher

How can we do the best we can for young children in early childhood services?

Does a masters mean more money?

JUDE BARBACK takes a closer look at whether postgraduate qualifications really increase students’ earning potential when they join the workforce.

PTEs and the watchdog

Private training establishments catering for international students have rarely strayed from the media spotlight in recent years as concerns over corrupt and ill-equipped institutions continue to grow.

A Steiner education

No plastic toys, no TV, no reading until seven years old: Rudolf Steiner education is one of the most intriguing educational approaches around. JUDE BARBACK looks at the origins, methods, providers, and students of Steiner education.

Growing strides for footsteps

footsteps provides in-home education to pre-school children for free. JUDE BARBACK talks to footsteps’ managing director Kevin Christie about this remarkable organisation’s rapid growth and future plans.

School boom in the bay

What prompts the building of new schools? Who makes the decisions and how are they made? JUDE BARBACK looks at one of the fastest growing areas in the country for answers.
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Response: Stephen Newnham – in defence of 21st century learning

Head of Technology at Lawrence Area School Stephen Newnham encourages anyone to produce the evidence that modern learning environments, pedagogies, digital technologies and other hallmarks of 21st century learning are adversely affecting outcomes.