Introducing Education for Enterprise within island and immigrant Pacific communities: Capacity building lessons from the New Zealand experience

How can the ‘Education for Enterprise’ (E4E) movement be adapted and focussed to raise enterprise thinking, enterprise culture, and achievement in less privileged Pacific communities? Needs & opportunities Discoveries/Lessons so far Support for the journey What next/option one/Lucy? Sanity chec

Student learning experiences as they interact with assessments

PROBLEM: Theoretical learning does not prepare students to be work ready. Today, in contrast, employers want fresh graduates whom they don’t have to train. That means students must learn and apply their knowledge at the same time, inside and outside the classroom, all without adding extra months or years to their studies. Trends in teaching Literature review Theoretical model Solution we adopted Connecting the solution to theoretical mode

Participatory video and the Pacifica Mamas : a pilot project

Emerging literature highlights that in the Pacific, the use of participatory video (PV) is a new trend in research and community action. It can be employed as a tool to empower communities to have agency over their media outputs, meaning that they have full control of the content creation, production and distribution processes. But to date there is still a dearth of studies that fully explore its potential use in different contexts, especially within diasporic networks. To address this gap, a pilot project was undertaken where PV methodologies were tested in collaboration with a diasporic Pacific community group based in West Auckland, New Zealand. This report feeds back on the overall process of developing the pilot project

An analysis of assessment methods in practice-based vocational education: Is memory-based assessment valid for vocational students?

RESEARCH QUESTIONS Research questions • Do the current assessments methods in vocational education institutes meet learner abilities? • Are learner abilities and learning styles considered in the assessment methods? • Are there any international practices that can be used as a model to improve assessments in trades-based vocational education

Linking the spaces between : an interdisciplinary media content production project for community engagement

Beginning with the question “How can the process of developing, producing and disseminating community stories, interests and issues via broadcast and social sharing of digital content be used to engage and mobilise community interests in shared endeavours that will help drive social cohesion?” - research staff, production staff, students and community groups in a tertiary education institute’s urban environs are working together during 2014 to create a series of programmes for broadcast on Face TV. We are interested to assess how, in the process of creating content for wider audiences, a strategic approach to the dissemination of this content may facilitate better communication across community stakeholders and beyond. Influenced by the view that “a strong storytelling network is essential to creating effective reach, outreach, and mobilisation of residents, community organisations and...media” (Annenberg School for Communication USC, 2013), as well as research on the uses and limitations of digital storytelling for empowerment of marginalised voices in community-based projects (Podkalicka and Campbell, 2010, Spurgeon et al., 2009), this paper explains the rationale for a multi-layered, complex methodology, the methods being used and the longer-term vision of outcomes for this type of collaboration involving a variety of shareable as well as “broadcast-able” digital content as tools in community communication strategy