EDSOC101-19B (NET)

The New Zealand Educational Context

15 Points

Edit Header Content
Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

Edit Staff Content

Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content
This paper examines the educational policies, ideas and processes shaping educational contexts in Aotearoa New Zealand

This paper will provide critical analyses of the contexts of learning, teaching and education in New Zealand from a variety of historical, philosophical, political and sociological perspectives. The paper will provide knowledge and understanding of political debates pertaining to education and the policies resulting from these, the historical events and political philosophies that shape the institutions New Zealanders work within and cultural and economic changes that impact the education of individuals and families in New Zealand. It will provide an examination of the nature and role of education as a major humanities and social sciences discipline. Bi-cultural, historical, philosophical and sociological perspectives will be applied critically to a broad spectrum of educational issues, activities, and organisations.

This paper will be a key paper for supporting academic literacy. To understand the New Zealand context students need to engage in a range of academic reading modes, critique policy and be able to interpret graphs, statistics and use different forms of information as evidence to support academic writing. There will be numerous opportunities to select readings and documents where these skills can be scaffolded in context. The paper will foster an awareness of how theory helps us to make sense of our world, of how and what happens and why. Theory enables us to become aware of and understand the often hidden assumptions underpinning practice, and is also necessary for the process of critical thinking.

Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This paper will be taught online. It includes a number of moodle based activities including online task sheets, panopto, moodle based quizzes and surveys, and links to readings and videos. Moodle work is broken up into modules, most of which will take a fortnight, that will include a short introductory panopto, a task sheet, readings, and a group discussion.

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • Explain and comment critically on educational policies, ideas and processes shaping educational contexts in Aotearoa New Zealand
    Explain and commnet critically on educational policies, ideas and process shaping educational contexts in Aotearoa New Zealand
    Linked to the following assessments:
  • Demonstrate an understanding of a range of philosophical ideas and theories that have influenced education policy and practice in Aotearoa New Zealand
    Linked to the following assessments:
  • Demonstrate an understanding of issues of equality of opportunity and social justice and how these have informed educational movements, policy and practice in Aotearoa New Zealand
    Linked to the following assessments:
  • Intepret and critique evidence, including graphs, statistics and other forms of information to support academic writing.
    Linked to the following assessments:
  • Show an understanding of education within the bicultural, multicultural, philosophical, political, economic and historical contexts of Aotearoa New Zealand
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

All assessments should be handed in using the doc.x format, 1/5 spacing and in 12 point font using Arial, New times roman or Calibri font.

You can get an office package including Word, and Excel for free from the library website if you require however this format can also be provided using google docs.

Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Researching a Policy
12 Aug 2019
11:30 PM
35
  • Online: Submit through Moodle
2. Letter to the Education Minister
16 Sep 2019
11:30 PM
40
  • Online: Submit through Moodle
3. Social issue presentation
11 Oct 2019
11:30 PM
25
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

There is no readings book for this paper. Required readings for each week. Most readings will be available online from academic journals through the library or other websites but students will be able to print these out if you prefer reading from hard copies.

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content
Recommended readings for each week will be listed on the library reading list along with some extra optional readings that may be placed on Moodle.
Edit Recommended Readings Content

Other Resources

Edit Other Resources Content
Other resources for each week will be listed on the library reading list and found in each module on Moodle. These will vary for each module but may include links to online videos, websites, surveys, and panoptos.
Edit Other Resources Content

Online Support

Edit Online Support Content
Online support will be available throughout this paper through Moodle or by email. If you have a question relating to your class content or if

you have a question relating to the paper overall, please contact your lecturer, Maggie Lyall. Contact details can be found at the beginning of this outline.

Edit Online Support Content

Workload

Edit Workload Content

This paper, as a 15-point paper, has an expected workload of 10 hours weekly or 150 hours across the semester. This will include time spent completing your module task sheet, writing assignments, readings and engaging in an online discussion for each module.

Edit Workload Content

Linkages to Other Papers

Edit Linkages Content

Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: PCSS101

Edit Linkages Content