scholarly journals Inclusive education strategies in New Zealand, a leader in inclusive education

2016 ◽  
Vol 4 (2) ◽  
pp. 19-29 ◽  
Author(s):  
David Mitchell
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Educational Situation ◽  
High Level

Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level.

scholarly journals Inclusive Education is a Multi-Faceted Concept

2015 ◽  
Vol 5 (1) ◽  
pp. 9-30
Author(s):  
David Mitchell
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Regular Classes

With the impetus of the UN Convention on the Rights of People with  disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

scholarly journals INCLUSION AS AN INNOVATIVE WAY OF EDUCATIN DEVELOPMENT

2021 ◽  
Vol 1 (194) ◽  
pp. 24-29
Author(s):  
Olha Komar ◽  
◽  
Valentina Pisnyak ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Innovation System ◽  
Educational Practice ◽  
Education Economics ◽  
Inclusive Practices ◽  
Cultural Conditions ◽  
Analysis And Synthesis ◽  
Systemic Innovation ◽  
High Level

The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclusive education. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnienie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most important directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclusive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.

scholarly journals An Interpretation of New Zealand’s Education System through PISA Reports

2017 ◽  
Vol 7 (1) ◽  
pp. 154
Author(s):  
Santiago Nieto Martín ◽  
María Luisa Sevillano García
Keyword(s):  
New Zealand ◽  
Education System ◽  
Educational Systems ◽  
Educational Performance ◽  
The World ◽  
Pisa 2006

In this article, I attempt to show the characteristics of the education system in New Zealand, doing so based on the educational performance revealed in different countries through the PISA 2006 Report. I describe the characteristics obtained by carrying out a comparison with other countries in the world, and I clearly define the benefits through four models that define the educational systems of the world to address their heterogeneity.

Plutella maculipennis, Curt., its natural and biological Control in England

1938 ◽  
Vol 29 (4) ◽  
pp. 343-372 ◽  
Author(s):  
J. Eliot Hardy
Keyword(s):  
New Zealand ◽  
Adult Stage ◽  
High Humidity ◽  
Natural Control ◽  
Moth Population ◽  
Large Numbers ◽  
The World ◽  
High Level ◽  
High Degree ◽  
Eventual Control

1. Plutella maculipennis, Curt., a widespread Lepidopterous pest of Brassica was introduced into New Zealand about sixty years ago. In most countries a high degree of natural control is maintained, but in New Zealand the moth population is permanently maintained at a high level. Investigation showed that in New Zealand there were no natural enemies of importance, while in other areas these are constantly associated with Plutella.2. The distribution of the moth throughout the world is exceedingly wide, but in England it only occasionally reaches pest proportions.3. Preliminary work indicated that two Campoplegines, Angitia cerophaga and A. fenestralis, constantly parasitized large numbers of the Plutella larvae. Initial efforts were devoted to collecting and breeding a large supply of these in England for introduction into New Zealand as controlling agents.4. From several thousand specimens of Plutella, fourteen species of parasites were recovered, of which eight were hyperparasites. The only parasites which were numerically important were the two parasites, Angitia cerophaga and A. fenestralis. Their efficiency is not impaired to any appreciable extent by hyperparasites. A key showing the diagnostic differences of the parasites and hyperparasites of Plutella is given.5. These two species of Angitia are commonly recorded as parasites of Plutella throughout the world, although under different names. A large quantity was bred in the laboratory and despatched to New Zealand after overcoming certain difficulties connected with transport. It appears that both species of parasite must overwinter in other hosts than Plutella.6. Certain experiments were performed in an endeavour to assess some of the effects of climate. The upper limiting temperature of Plutella is approximately 40°C. and the lower limit for breeding purposes about 10°C. All stages of the moth can survive short periods of cold greater than 10°C., but it is believed that hibernation is normally accomplished in the adult stage. As the immature stages of the moth live in a specialised microclimate of high humidity, changes in the moisture content of the general atmosphere have little effect. Rain, if appearing at certain critical times in the life-cycle, may be a controlling agent.7. The most favourable areas for multiplication of the moth appear to be in the sub-tropics and warmer temperate zones. It is suggested that Plutella originated in the Mediteranean region.8. Even in the cooler temperate countries the climate would allow an indefinite increase in the moth. It is believed that an effective check on this multiplication is supplied by parasites.9. As the climate of England and New Zealand are essentially similar there is reason to suppose that the introduction of parasites from the former country will lead to eventual control being obtained in New Zealand.

Evolutionary Biogeography of New Zealand

2020 ◽  
Author(s):  
Hamish G. Spencer ◽  
Nicolas J. Rawlence
Keyword(s):  
New Zealand ◽  
New Caledonia ◽  
Glacial Refugia ◽  
Oceanic Islands ◽  
The South ◽  
The North ◽  
Aotearoa New Zealand ◽  
The World ◽  
A Chain ◽  
High Level

Ever since the first western scientists visited Aotearoa New Zealand, biologists have been fascinated by the relationships of New Zealand’s biota to that of the rest of the world. (Aotearoa is the usual Māori name for New Zealand; increasingly, the combination Aotearoa New Zealand is also used to refer to the country.) The presence of notable vertebrates (e.g., tuatara), together with a high level of endemism among plants and invertebrates, was clearly a consequence of the islands’ long geological isolation. However, some elements showed clear affinities with taxa elsewhere—Australia and South America, most prominently. Explaining the evolutionary history of this biodiversity was (and is) an attractive driver for much scientific research. Leading vicariance biogeographer Gareth Nelson even claimed that, from a biogeographic standpoint, New Zealand’s biota was the most important in the world: “Explain New Zealand and the world falls into place around it.” Biologist Jared Diamond described New Zealand’s biodiversity as “the nearest approach to life on another planet.” Part of the reason for New Zealand providing so many biogeographic puzzles and exemplars lies in its active geology, a consequence of its position across the boundary of the Australian and Pacific tectonic plates. Unlike most oceanic islands, New Zealand comprises continental crust, remnants of the now largely submerged continent of Zealandia, which extended beyond present-day New Caledonia to the north, Campbell Island to the south, and Chatham Island to the east. In addition, New Zealand has periodically been subject to marine transgressions of varying degree. This geological history has been conducive to in situ geographical speciation, which has made a major contribution to the current levels of biodiversity, with some groups (e.g., punctid landsnails) remarkably speciose. In addition, the fluctuations in sea level have resulted in an excellent marine fossil record (especially in the Cenozoic era). Quaternary ice ages rapidly changed the New Zealand landscape, repeatedly isolating plants and animals in glacial refugia. Finally, the late arrival of humans in Aotearoa New Zealand resulted in widespread extinctions and biological turnover events. New Zealand’s biodiversity is enhanced by its geographical and consequent climatic range. It consists of a chain of islands extending over ~2800 km, from the subtropical Kermadec Islands in the north, via the three main temperate islands (North, South and Stewart Islands) to a number of subantarctic islands (Snares, Auckland, Bounty, Antipodes and Campbell Islands) in the south, as well as the Chatham Islands in the east. The politically Australian subantarctic Macquarie Island is often also considered biogeographically neozelanic. Various debates in biogeography, most notably the disputes between the dispersalist school and the vicariance-panbiogeographers, have cited New Zealand examples and, indeed, involved New Zealand scientists. Obviously, the arguments for and against so called “Oligocene drowning”—whether or not all of proto-New Zealand was submersed ~27 million years ago (mya)—involved New Zealand scientists and examples. More generally, the resolution of this latter debate illustrated how to evaluate dispersalist and vicariance hypotheses using modern techniques and integrative approaches.

scholarly journals DIALECTIC INTERACTION OF EDUCATION AND SUBJECTIVITY AS A SUBJECT OF PHILOSOPHICAL ANALYSIS

2017 ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Critical Analysis ◽  
Multidisciplinary Approach ◽  
Social Economic ◽  
Main Attention ◽  
System A ◽  
The World ◽  
Educational Situation ◽  
And Performance

It is necessary to have information about the internal and external determinants of educational system for the efficiency and performance its functioning. The method of system and critical analysis, the multidisciplinary approach, allowed the explication of the postmodern educational situation in the context of the problem of the essence and existence of subjectivity in the ontological conditions of globalization and the internationalization of the world process. On the basis of the analysis of the genesis of the education system, a transformation of subjectivity was revealed, interconnection of social, economic, cultural and educational factors were identified, a philosophical assessment of changes educational trends in postmodern conditions was conducted. The main attention is paid to the issue of spirituality, the relation between spiritual and social, language and practice in the structure of subjectivity and place of education in the system of socialization.

scholarly journals Special Education 2000: Developing a Policy for Inclusive Education in New Zealand

1996 ◽  
Author(s):  
Sue Brown
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Social Contexts

Special education has had a complex history in New Zealand. The Ministry of Education’s document Special Education 2000 is the latest attempt by Government to make policy and provision clear, fair and consistent. This paper examines Special Education 2000 in its historical, political and social contexts, with particular reference to the claim of the policy to be part of a government strategy for an inclusive education system.

scholarly journals DIALOGICAL COMPETENCE OF A PERSON WITH DISABILITIES IN INCLUSIVE EDUCATIONAL DIALOGUE

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 313-321
Author(s):  
G. K. Kassymova ◽  
M. A. Spizhenkova ◽  
R. M. Gimazov ◽  
G. A. Bulatova ◽  
A. A. Kulakova ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Human Life ◽  
Theoretical Models ◽  
Human Interaction ◽  
Semantic Relationships ◽  
Educational Dialogue ◽  
The World ◽  
Educational Situation ◽  
Different Parts

In modern and classical pedagogy and psychology, a significant place is given to the problems of subjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relation-ships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of a person with himself and the world (meaningfulness of his being). In dialogue with another in an educational situation, building an understanding of the world, a person simultaneously develops an understanding of himself. In educational dialogue with each other, people test, explore, transform, coordinate different parts of their experience that cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogical competence of a person with disabilities as a phenomenon of readiness and ability to build and develop semantic relationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysis and integration of data from various empirical and theoretical models of understanding a person's dialogical competence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competence is a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships with oneself and with the world. The concept of dialogical competence implies an understanding of the processes and learning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic human interaction with himself and the world. The study proposes a theoretical model of inclusive education aimed at the formation and development of the participants' dialogue competence.

scholarly journals Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy

2007 ◽  
Author(s):  
Nancy Higgins ◽  
Jude MacArthur ◽  
Missy Morton
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Inclusive Education ◽  
Education System ◽  
Consumer Choice ◽  
Ministry Of Education ◽  
Human Right ◽  
Special Schools ◽  
Special Education Policy ◽  
Inclusive Education Policy

In 1996 the New Zealand Ministry of Education stated its aim to develop a “world class inclusive education system”. Through an analysis of current legislation and policy documents, this article argues that this policy has shifted, and the “clock is being wound back”. More children are enrolling in Special Schools, in keeping with neoliberal ideologies focused on consumer choice, outcomes, and the view that education is a private good and not a human right. There are unclear and at times contradictory messages about “special” and “inclusive” education that result in an education system that has no clear path forward towards inclusion. The focus is instead on “special” education policy, the maintenance of placement choice, and the surveillance and management of disabled students. It is suggested that the way forward is for radical systemic change, the development of a clear inclusive education policy, and an ideological focus on social justice.

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