Signposts: Resource for staff developers

This guide is for staff developers who work with new tertiary teachers, and provides guidelines on how to use 'Signposts: A professional development resource for new teaching staff in the tertiary sector'. It is the result of a project funded by the Ako Aotearoa Northern Hub

Tertiary activities and informality: quantitative importance and interconnections within the economy in Brazil

This paper studies the importance of the Tertiary sector and the informal sector for the Brazilian economy, making an interconnection between them and with them and the rest of the economy and the formal sector. To do so, this work makes use of the data presented in the System of National Accounts and the National Survey of Households (PNAD), both from IBGE, and the Leontief model. The results show: a) the importance of the Tertiary sector for the Brazilian economy in terms of employment (around 61% of the occupied persons), and income generation (around 67% of the economy Value Added); b) the high share of the informal sector in the Brazilian economy (around 58% of the occupied persons and 34% of the income); c) the combination of these factors results in an economy with low wages and salaries and with an high concentration of income; and d) that the present productive structure of the Brazilian economy contributes to the concentration of income in the country.Tertiary Activities; Informality; Input-Output; Employment

The role universities can play in supporting the state sector

Over recent decades most of the developed world has invested significantly in lifting the proportion of the population that has a tertiary education, with a view to increasing what is commonly referred to as human capital. The OECD defines human capital as ‘the knowledge, skills, competencies and attributes embodied in individuals that facilitate the creation of personal, social and economic well-being’ (OECD, 2001) New Zealand spends around 1% of its the proportion of the population with a GDP on tertiary education (OECD, tertiary qualification over the past couple 2014) and has seen a significant rise in the proportion of the population with a tertiary qualification over the past couple of decades. In 1991, 8.2% of the working-age population had a degree at bachelor’s level or higher (Statistics New Zealand, 1991). By 2013 this had risen to 26.1%. In 1991, having a degree was a way of differentiating oneself to an employer; now it is an expectation for many jobs, including an increasing number in the state sector. This article considers the educational profile of the state sector’s employees at the time of the 2013 census, and examines the ways universities are contributing to this profile and to lifting the human capital available to the state sector. • Chris Whelan is the Executive Director of Universities New Zealand – Te Päkai Tara

Creative writing, literary studies and global thinkers

There has been growing interest in how to make tertiary education more global and international not only in context but, also, in approach and methodology. One area of the education sector that has come under specific focus is the higher education sector curriculum and its design. This paper addresses the process of ‘internationalising’ the curriculum through the specific example of designing a new literary unit for undergraduate students, mainly literary studies and creative writing students. The literary unit entitled: Imagining the Americas: Contemporary American Literature and Culture, has the added complexity of being a unit about national fiction. This paper explores the practical problems and obstacles encountered in setting up this unit while using a framework of internationalisation. The case study examines the practicalities in implementing strategies that reflect the overall objective of creating global thinkers within a tertiary environment

Taxation and education investment in the tertiary sector

In this paper we briefly report some key data on educational expenditure and output in OECD countries and then turn to the motivations for public education. Public education can be important for equal opportunities and has a number of redistributional aspects within and between generations. We further discuss possible externalities of education, the issue of intersectoral investment neutrality and a fundamental time consistency problem of optimal taxation that may make public expenditure on tertiary education desirable from an efficiency point of view. Further we discuss whether and how globalization changes the picture. Mobility changes the analysis of optimal taxation and may make public expenditure less important. We also emphasize insurance aspects and the role of mobility differences. -- Wir berichten zunächst einige wesentliche Daten zu öffentlichen Ausgaben für Bildung in den OECD-Ländern und zu deren Wirkung. Im Zentrum der Arbeit steht eine Diskussion der unterschiedlichen Begründungen für öffentliche Bildungsinvestitionen. Zunächst wird auf die Argumente der Chancengleichheit und auf die intragenerationalen und intergenerationellen Umverteilungswirkungen von öffentlichen Bildungsinvestitionen eingegangen. Sodann wird das Zusammenspiel von Besteuerung und öffentlichen Bildungsinvestitionen problematisiert. Es zeigt sich, dass öffentliche Bildungsinvestitionen die staatliche Korrektur für eine Form von Staatsversagen sein können, das darin besteht, dass der Staat bei zeitkonsistenter optimaler Besteuerung Bildungsinvestitionen ex-post zu stark besteuert. Wir diskutieren ferner die Wirkungen der Globalisierung, besonders der zunehmenden Mobilität von Humankapitalträgern für die Frage öffentlicher Bildungsinvestitionen und konzentrieren uns dabei auf den Zusammenhang von Besteuerung und öffentlichen Bildungsausgaben. Mobilität kann das Zeitkonsistenzproblem lösen und kann einen der Gründe für öffentliche Bildungsinvestitionen eliminieren. Zu berücksichtigen sind zudem Versicherungsaspekte und der Aspekt von Mobilitätsunterschieden für verschiedene Berufsgruppen.Taxation,education,human capital investment

Digital preservation in the Tertiary education sector : management implications

This paper assesses the future of long-term curation and preservation of digital assets with particular reference to Further Education (FE) in the UK. Reviews current requirements of digital preservation and the efforts underway to support them. Drawing on other recent work and the author's experience in a recent development project it subsequently comments on these efforts in the context of FE. Argues that the long-term curation and preservation of digital assets produced by further education colleges should not be the responsibility of those colleges

Information systems planning and management in New Zealand tertiary education institutions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Computer Science at Massey University

The strategic use of information systems for competitive advantage is a subject of current information systems research. This thesis examines the application of this view of the organisation on tertiary education institutions in New Zealand, and its impact on their information systems planning process. Recent changes in the legislation governing the tertiary education sector are reviewed, and their effects on New Zealand tertiary institutions are examined. A number of models of information systems development are summarised and used as a framework to position the current state of information systems in tertiary institutions. The results of a survey, which gathered information about the information systems planning in New Zealand's tertiary education institutions, are presented. Several models of information systems planning are examined and their applicability to the organisations involved in tertiary education is determined. A suggested development of information systems planning within tertiary institutions is presented

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

Unions and the ‘knowledge society’

The purpose of this paper is to examine the outcomes of the 1999 Labour Party Manifesto Skills for 21st Century: the Tertiary Education Strategy (TES), the Statement of Tertiary Education Priorities (STEP) 2003-2004, and the industry training review. Specifically, the paper evaluates the role of unions within the post-compulsory education and training sector (PCET). Thus the paper: analyses the policy changes in post-compulsory education and training, particularly that relating to industry training; reviews, briefly, international literature which focuses on the role of unions in post-compulsory education and training; and assesses the extent to which the re-introduction of unions can contribute to the necessary capacity building needed to overcome 10 years of marginalisation

Ketimpangan Distribusi Pendapatan dan Faktor-Faktor yang Mempengaruhinya di Kabupaten Purbalingga

The purposes of this research are to analyze level of inequality income distribution and factors influencing per capita income change in Purbalingga. The research method of this research is case study with descriptive analysis using secondary data include per capita income, amount of population, economic sectoral contribution to GDRP of Purbalingga, and development expenditure during 1990-2003. To analyze level of inequality income distribution it use Williamson Index Analysis method. The results of this research indicate that: 1) Average of Williamson Index value during 1990-2003 is 0.07 » 0.1. 2) Simultaneously, amount of population, primary sector contribution, secondary sector contribution, tertiary sector contribution, and development expenditure have a significant effect to per capita income change. Partially, amount of population, primary sector contribution, secondary sector contribution, and tertiary sector contribution have a significant effect with regression coefficient value for each variable is 4,809, 12,007, 4,511, and 15,273. While development expenditure is not having a significant effect to per capita income change. The conclusions of this research are level of inequality income distribution in Purbalingga during 1990-2003 is low inequality income distribution category, and per capita income change is influenced significantly by amount of population, primary sector contribution, secondary sector contribution, and tertiary sector contribution. The tertiary sector contribution has a biggest influence