Catching the Knowledge Wave? The knowledge society and the future of education Jane Gilbert Wellington: NZGER Press, 2005 (244pp). ISBN 1-877398-01-3. To ride or not to ride? Over the past decade one particularly powerful catch-cry--'the knowledge society'--has become a popular refrain amongst politicians, policymakers and the educational bureaucracy, not only in New Zealand, but in the United Kingdom, the United States and Australia as well as in an increasing number of European and Asian states. Just what lies behind the words, however, is considerably more problematic. Jane Gilbert's very readable introductory book attempts to clarify the various shades of meaning suggested by this enigmatic epithet, and to provide some answers to the problems and issues it poses for schools, teachers, parents, and the general reader. Gilbert begins the book in an engagingly provocative manner, drawing upon a 2001 book by American journalist Michael Lewis provocatively titled, The Future Just Happened. In his book, Lewis presents two case studies of boys who used the internet to cross the boundaries of learner and teacher, thereby challenging existing forms of educational authority. Citing these two case studies, Gilbert introduces what becomes in effect the central thesis of her book. This thesis has it that we are now in the midst of a major social and intellectual revolution typical of post-industrial societies. Gilbert contends that New Zealand educators should see the changes encapsulated in this and in other events, not as a threat, but rather as an opportunity to rethink what we currently attempt to do in our schools. She is particularly attracted to postmodernism, a world view that has been described as a response to the apparent erosion of traditional oppositions between such formerly well-defined entities of left and right, local and global, private and public, high and low cultures. Moreover, as an educator and former teacher of wide experience, Gilbert is particularly receptive to the view that different ways of thinking are both challenging and replacing older, seemingly more rigid ways of thinking, with potentially huge ramifications for schools. For educators not to acknowledge all this, she asserts, is to repeat much of the history of educational development in New Zealand and elsewhere. For those who care to heed the lessons, this history is replete with examples of how well-intentioned policy initiatives failed because they did not take account of what the world beyond the school thought and acted upon. Noting that much of what French philosopher Jean-Francois Lyotard predicted about knowledge becoming a commodity has since eventuated, Gilbert contends that what distinguishes contemporary knowledge societies from those that simply value knowledge in the traditional sense is that, in the former people, tend to see knowledge in economic terms as the main source of future economic growth. Noting that many educators have resisted this development, often seeing it as an assault on more traditional assumptions about what schools do, Gilbert argues that the education system needs to respond more positively to the challenges confronting it. This need not be done uncritically but through ensuring that we retain the original key purpose of state-funded mass education--the provision of equal opportunity and access. She supports inclusion but correctly in my view, resists the tendency of some postmodernist educators to uncritically embrace cultural relativism. Gilbert is also critical of those who argue that education is primarily an individual benefit to be funded by families, holding instead that an educated population is a public good. Moreover, in advocating a fresh approach to educational problems, Gilbert astutely acknowledges the complexity of New Zealand's educational past. As she notes, much of the impetus for a publicly funded mass primary education system in New Zealand came from decidedly mixed motives, including the need for an educated workforce respectful of hierarchy and authority. …

Catching the Knowledge Wave? the Knowledge Society and the Future of Education

Sticks and Stones May Break My Bones

Educators in many parts of the world are aware of a new spirit of revolt among students. Some of the older generation see it as mere anarchy and call for stricter discipline. Others hope that this new dynamism can be directed towards constructive ends by the students themselves. Either point of view is based on the assumption that profound changes are needed in the educational systems of today and that teachers at every level should be involved in planning the schools of tomorrow.

Youth and society

compellability of spouse witnesses, reporting restrictions, silences as evidence and evidence from computers. Rather confusingly, some provisions within the Act relating to Supervision Orders, Detention and Training Orders and Reparation and Action Plan Orders (schedule 5, described in Chapter 12), relate simply to amendments designed to expunge minor amendments, ambiguities or omissions prior to full-scale consolidation of the sentencing powers of the criminal courts. But these amendments were extremely short-lived and quickly overtaken by the Powers of the Criminal Courts (Sentencing) Act 2000. Suffice to say here that the authors describe such developments in a lucid and helpful manner: providing as good a route map to the constantly changing legislation as one would find anywhere. As the authors indicate, the 1999 Act is no less complex than previous legislation; what is so remarkable is that the authors make the legislative reforms so accessible to lawyers and non-lawyers alike. The commentary not only explains the new provisions very clearly, but places the legislative reforms in context of major debates and research reports. A good hundred pages of the book are devoted to the text of the Act itself: but rather than feeling cheated, this reader, at least, perceives it to be an enormous bonus to be able to consult the legislation so readily. In sum, this book is likely to be of considerable use not only to court clerks, judges, magistrates and lawyers practising in the criminal courts, but also social workers, probation officers, youth offending team workers and others involved in youth justice work and victim support, as well as academics desperately trying to keep up with the legislation.

Book Review: Young People and Social Change: Individualization and Risk in Late Modernity:

A feature of regional development in New Zealand over the last two decades has been ongoing skill shortages reported by employers at the same time as unemployment has been relatively high. This paper addresses that issue with findings from a five-year trans-disciplinary research programme on education employment linkages for young people. The author’s contribution to that programme focused on employer-led channels at the regional level, investigating how employment opportunities and requirements in a region are communicated to young people as they make education choices. This paper pays particular attention to the role of career offices in post-school education institution, drawing on the skill ecosystem metaphor introduced initially by David Finegold in 1999 and developed more recently by the NSW Board of Vocational Education and Training in Australia in collaboration with a research team led by John Buchanan at the University of Sydney.

/pdf/regional-skill-ecosystems-to-assist-young-people-making-1wc4svlbwc.pdf

Regional skill ecosystems to assist young people making education employment linkages in transition from school to work

Education employment linkages: an introduction to the research programme

3 Acknowledgements 4 Executive Summary 5 Chapter

A matter of perspective : mapping education employment linkages in Aotearoa New Zealand

Education employment linkages: international literature review

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Education employment linkages: an introduction to the research programme

A matter of perspective : mapping education employment linkages in Aotearoa New Zealand

Education employment linkages: international literature review