The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Learner Access and Pathways includes admission policies and practices, transition from secondary to tertiary education, and educational pathways within the tertiary sector.
Most recent resources about Learner Access and Pathways
VOCEDplus is a free international research database containing over 44,000 English language records, many with links to full text documents. The particular focus of VOCEDplus is research and statistics as it relates to education for work and beyond.
This paper explores the variables that may influence persistence or dropout of students at the Open Polytechnic. These include socio-demographic variables such as age, gender, ethnicity, education, work status, and disability as well as variables related to the study environment such as course faculty.
This Ministry of Education analysis looks at the association of school subject and school achievement on university performance. The school subjects considered are those on the ‘approved list’ of subjects for the New Zealand university entrance requirement.
This study looks at the likelihood of people leaving school for bachelors level study, and how the decision to go on to bachelors-level study was affected by the students’ standard of performance in NCEA, their ethnic group and gender, the socio-economic ranking (decile) of the school they attended, and whether or not they progressed directly to tertiary study after leaving school.
The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.
Adolescence involves a wide variety of transitions to adult roles and responsibilities. These transitions include leaving home and school, getting a job, forming relationships, and sometimes having children. This paper reports on research that has investigated the changing nature of youth transitions in New Zealand over the last 30 years.
A portal for an Australian Learning and Teaching Council (ALTC) Senior Fellowship Program awarded to Professor Sally Kift, Queensland University of Technology. This Senior Fellowship Program focuses on the national learning and teaching priority of enhancing the first year experience (FYE) of Australian higher education students.
This report examines which type of tertiary institution are successful in attracting young Māori males who leave school with no or very few level 1 National Certificate of Educational Achievement credits, and what more might be done to support them.
The aim of this study was to generate teaching practice narratives from stage one early childhood student teachers based on their experiences in a field-based teacher education programme. This research documents the experiences of first year students. It is important to acknowledge their limited and perhaps idealized view of their experiences to date.
With 23 locations, 200 staff, 3,000 volunteers and 1,000 new volunteers trained each year, English Language Partners (formerly ESOL Home Tutors) is Aotearoa | New Zealand's largest organisation working with migrants and refugees.
The Australian Flexible Learning Framework (Framework) is the e-learning strategy for the vocational education and training (VET) sector. Their ePortfolios site includes useful resources, news, events and a blog.
Launched in February, 2009, the Centre is a research centre established to facilitate the study of student equity policy and practice in Australian higher education and in related fields, and to lead the development of new knowledge in these fields.
This analysis examined the predictive correlations between NCEA (and as a comparator) Cambridge International Examinations results and the first year grade point averages at one large New Zealand university.
This report looks at the extent to which tertiary students change qualifications or providers during the course of their study, and the impact this has on overall tertiary system performance. The report shows that around 5% of students change to and complete higher-level qualifications, while between 5% and 10% change to and complete lower-level qualifications.
This report reviews and synthesises research literature on decision-making by prospective students on whether, where and what to study at a tertiary level. The report is based on findings from New Zealand and overseas literature and will contribute to knowledge and understanding of the factors that influence student-decision making.
These links lead to the indicators from education and learning outcome domain. This domain covers the 'results' of the education system. Results include the skills, knowledge, attitudes, and values gained through the education system.
This review draws on New Zealand an international literature and was commissioned by the Department of Labour to inform the Upskilling Partnership project, which is researching approaches to engage employers in workplace literacy, language and numeracy programmes. It includes in its findings information about the role of government, unions, and other stakeholders in LLN skills development, the barriers for employers to investing in workplace LLN training, industries that have issues with employees not having LLN skills, the links between productivity and LLN skills, and the benefits to employers and employees of enhancing LLN skills.
This report identifies and discusses the many interwoven factors that impact on students’ decision making with regard to the ongoing study of sciences, both in the final year of secondary school, and on transition to tertiary level studies.It addresses two closely related key questions:Why do students choose to continue with sciences in Year 13 of their school studies?Why do students plan to take up (or not take up) sciences in their tertiary level studies?
Pathways and Prospects is a 4-year study of young people's pathway and career experiences and perspectives after leaving school and entering study/training and the workforce. This report analyses two years worth of in-depth interviews with 114 young people in employment, the army, apprenticeship, university, and youth training. It focuses on how they make career choices in relation to the different dimensions of security and exploration in their outlooks. The analysis suggests we support young people by shifting our focus away from tracking people and pathways to understanding career and identity production.