DOCSLIB.ORG

Hon Hekia Parata Minister of Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Hon Hekia Parata Minister of Education Briefing to: Hon Hekia Parata Minister of Education 3 November 2014 1 Contents Recommendations ............................................................................................ 2 Introduction ....................................................................................................... 3 About us ............................................................................................................ 4 Better together - inclusive education ................................................................ 5 Pluralism, choice and inclusive education ..................................................... 6 Inclusive education - Beyond principles and good intent .............................. 6 The time is right for change ........................................................................... 7 Data ............................................................................................................... 8 OSCAR Funding ........................................................................................... 9 Early childhood education ............................................................................... 10 Discrimination and barriers ......................................................................... 10 ECE Taskforce ............................................................................................ 10 Referral times for the early intervention service .......................................... 11 Support worker funding ............................................................................... 11 Data and National Student Numbers .......................................................... 12 Conclusion ...................................................................................................... 12 Bibliography .................................................................................................... 13 2 Recommendations CCS Disability Action recommends for primary and secondary education that: • The Ministry of Education runs a pilot programme where schools work together to form an inclusive community. • The Ministry of Education works with the Education Review Office to publish data on disabled students. • The Ministry of Education works with the Ministry of Social Development to develop realistic funding levels for disabled children accessing after school care. CCS Disability Action recommends for early childhood education that: • The Ministry of Education implements the special education recommendations of the ECE Taskforce. • The Ministry of Education works to lower referral times for the early intervention service. • The Ministry of Education increases support worker hours to give children the best possible start in life and to enable parents to work. • The Ministry of Education uses National Student Numbers to monitor the experiences of disabled children in early childhood education. 3 Introduction CCS Disability Action congratulates you on being re-appointed as Minister of Education. This briefing provides you with Our vision independent advice on education to complement the Disabled people are included in advice you receive from the Ministry of Education. the life of their community and family. Firstly, we acknowledge the progress that has been made since our briefing in 2012. The government is carrying out work to address several of the points we raised in 2012. Key facts about disabled The government’s work has included the Inclusive children and education Education Capability Building tools, the Intensive The 2013 Disability Survey Behavioural Wraparound Service and a review of red estimates that there are 95,000 tape in special education. The Ministry of Education disabled children aged under 15 has been working with principals and boards to build (11 per cent of all children aged their understanding of inclusive education (Ministry of under 15). Education , 2013, pp. 35-36). In 2012/13, the Ministry of Your party has also announced an expansion of Education provided specialist 800,000 teacher aide hours for non On-going support to approximately 35,000 Resourcing Scheme students. children and young people with special education needs. While there has been progress with inclusive education, challenges remain. This briefing will Approximately 96% of children discuss some of those challenges. and young people with special education needs attend regular schools, although some will be in special classes. 34 per cent of disabled children live in families that earn under $50,000 a year, compared to only 24 per cent of non-disabled children. 4 About us We work with over 5,000 people with disabilities and their families. Our services support disabled people to be included in the life of their family and community. We receive a mixture of government funding and private donations. We provide services and advocacy from 16 local branches and 25 offices throughout the country. We provide early intervention services in Auckland, Christchurch and Dunedin. We also help children and their families’ access good quality education at their local school. Our governance has strong disabled leadership and many of our staff members identify as disabled. Our advocacy is evidence-informed, honest and responsible. What unites and drives our organisation is a common philosophy. We believe that the community should value and include disabled people. 5 Better together - inclusive education Inclusive education is where all students learn together in the same classroom. With the right attitudes and support, disabled children can grow and thrive in regular classrooms. Inclusive education is about providing support to students in regular classes – not special units or schools. Evidence, passion and values There is firm evidence for the benefits of inclusive education for disabled students, other students and for teachers (MacArthur, 2009) (Bentley, 2010) (Peters, Inclusive education: an EFA strategy for all children, 2004) (Visser, Cole, & Daniels, 2010). The case for inclusive education is not solely based on evidence alone, however. Inclusive education is as much about values and passion. The debate is about who we are as a society and who we want to be. Evidence: Strong evidence supports inclusive education as providing better outcomes Inclusive Education Passion: We do Values: Everyone not leave students should have the behind, no matter right to learn the challenges. alongside their peers. 6 Pluralism, choice and inclusive education As a modern democratic society, people in New Zealand often hold different views. We do not always agree with each other. Some families believe a special school or unit is the best choice for their child. We respect and understand that choice. For choice to be real, however, there have to be viable alternatives and equity of funding. If families are choosing special education because their regular school was unwelcoming, this is not a real choice. If resources are locked up unfairly in special schools and units and not transferable to regular schools then this is also not a real choice. Unfortunately, research we carried out in 2011 on families with children who received the Ongoing Resourcing Scheme found that families often did not have a real choice. Nearly half of the 217 respondents felt they had not always had a real choice between schools . Almost a quarter of those who had not been able to enrol their children in the school of their choice reported an unwelcoming atmosphere, lack of special services and poor equipment and physical access (MacDonald & Gray, 2011). All students should be welcome in all schools and every classroom in the country. Once this is achieved, then real choice can occur. Inclusive education - Beyond principles and good intent The Education Act, the Human Rights Act, the New Zealand Disability Strategy and the Convention on the Rights of Persons with Disabilities all guarantee disabled children’s right to attend their local, regular school. Despite this, the experience of individual disabled students still varies wildly and more often than not depends on the individual school. Vulnerable students, such as disabled children, often lack representation on school boards. The self-managing nature of our schools and society’s attitudes toward disability means that discrimination is a reality for some disabled students and their families. Disabled students are still not welcome at some schools, especially if they do not come with extra resources (Wills & Rosenbaum, 2013, p. 35). 7 In our 2011 research 40% of disabled students attended a school they were not zoned for (MacDonald & Gray, 2011). This has negative effects on families and schools. Schools that welcome disabled students tend to attract more disabled students, becoming magnet schools. This puts pressure on their resourcing. By comparison, schools that are not welcoming to disabled students have less funding pressure and do not have to adapt their teaching methods to the same extent. Currently, schools are being, effectively, rewarded for discouraging disabled students from enrolling. The time is right for change All schools should be achieving across the board and be welcoming to all students, including disabled students We think the time is right to make changes to bring schools together to address the issues in inclusive education. We note that the Government is already planning to promote collaboration between schools through the Investing in Education Success initiative. We also note that resource teachers now work across schools in clusters. The
Load more

Recommended publications
  • Social Investment Panel Report 2016
    The Treasury Budget 2016 Information Release Release Document July 2016 www.treasury.govt.nz/publications/informationreleases/budget/2016 Key to sections of the Official Information Act 1982 under which information has been withheld. Certain information in this document has been withheld under one or more of the following sections of the Official Information Act, as applicable: to prevent prejudice to the security or defence of New Zealand or the [1] 6(a) international relations of the government to prevent prejudice to the maintenance of the law, including the prevention, [4] 6(c) investigation, and detection of offences, and the right to a fair trial to damage seriously the economy of New Zealand by disclosing prematurely [11] decisions to change or continue government economic or financial policies 6(e)(vi) relating to the entering into of overseas trade agreements. [23] to protect the privacy of natural persons, including deceased people 9(2)(a) to protect the commercial position of the person who supplied the information [25] 9(2)(b)(ii) or who is the subject of the information to prevent prejudice to the supply of similar information, or information from the [26] same source, and it is in the public interest that such information should 9(2)(ba)(i) continue to be supplied to protect information which is subject to an obligation of confidence or which any person has been or could be compelled to provide under the authority of [27] 9(2)(ba)(ii) any enactment, where the making available of the information - would be likely otherwise
    [Show full text]
  • Hon Hekia Parata Hon John Banks
    Hon Hekia Parata Minister of Education Hon John Banks Associate Minister of Education Media Statement Charter School Implementation Group Members Announced Education Minister, Hekia Parata, and Associate Education Minister, John Banks, are glad to announce the appointments for the New Zealand Model of Charter School Development and Implementation Group. “Our focus is unrelentingly on raising achievement, in particular for those groups of students who have historically been under-served by the system,’’ says Ms Parata. “We already have a number of different types of schools operating in New Zealand, such as kura, religious schools, single-sex schools, private schools and co-ed schools. Charter schools are just another option, giving parents and students more freedom to choose the type of education that best suits their learning needs. “The Group will consult with a wide range of people, including the teaching profession, unions, parents, businesses, communities and educational experts from around New Zealand and around the world, to determine what charter school model will work best for New Zealand. I look forward to their findings.’’ The New Zealand Model of Charter School Development and Implementation Group will be led by Wellington businesswoman Catherine Isaac. Ms Isaac has served on a number of Boards including school Boards of Trustees, and was a member of the Welfare Working Group in the previous parliamentary term. Also appointed are former Christchurch Mayor and founder of Discovery 1 and Unlimited Paenga Tawhiti, Vicki Buck, CEO of Te Aho o Te Kura Pounamu - The Correspondence School, Michael Hollings, and Dr Margaret Southwick of Whitireia Community Polytechnic. Founder of Onehunga Business School & Just Water International CEO, Anthony Falkenstein, University of Auckland Director of Alumni Relations and Development, John Taylor, and the Dean of Te Puna Wānaka and the Director of Māori and Pasifika Studies at the Christchurch Polytechnic Institute of Technology, Hana O’Regan complete the Group.
    [Show full text]
  • Directions for Education Renewal in Greater Christchurch AUGUST 2012
    SHAPING EDUCATION TE TĀREINGA MĀTAURANGA Directions for Education Renewal in Greater Christchurch AUGUST 2012 Opportunity plus innovation to enhance education across greater Christchurch Ma te angitu hou ka whakareihia te Ma-tauranga ki Waitaha wha-nui ‘Greater Christchurch’ comprises Christchurch City and Waimakariri and Selwyn districts Ministerial welcome E te tipua whakairo a Aorangi maunga, tū toka mai rā i runga i te The Canterbury earthquakes changed the landscape in Christchurch, āhuatanga o ngā aituā Waimakariri and Selwyn (greater Christchurch), and caused immense huhua. Whārikihia tōu loss and disruption for the community. korowai haumaru, ko te The extent of damage to early childhood education centres, schools and tertiary facilities, and the ensuing relocation of people, means manawarū o Ruaumoko kia we cannot restore the education network to its previous state. ārikarika, mauru noa. Kia What we can do is renew the network to meet changing community needs, and embrace opportunity and innovation to achieve better mārakerake te huarahi mo educational outcomes. Waitaha. O mātou koingo In this way we can address issues impacting educational o mātou nako, hikihikitia, performance prior to the earthquakes, and position greater Christchurch as a future leader in teaching and learning practice. hapahapainga, tau ai e, tau Renewal is about achieving multiple outcomes - for the young ai e! E ngā mana, e ngā reo, people of greater Christchurch, their families, whānau, and local e ngā kārangarangatanga communities, but also for Canterbury and New Zealand. maha, tēnā koutou, tēnā We need to plan for these outcomes in a fl uid environment and achieve them in a cost-eff ective manner.
    [Show full text]
  • Policy Design and Māori Development in Aotearoa New Zealand
    Accounting for Diversity: Policy Design and Māori Development in Aotearoa New Zealand Prepared by Dena Ringold With funding from the sponsors of the Ian Axford Fellowship in Public Policy July 2005 © Fulbright New Zealand 2005 ISBN 0-437-10213-7 i The Ian Axford Fellowships in Public Policy We acknowledge and thank the following corporate and government sponsors that support the programme: • ERMA New Zealand • LEK Consulting • The Department of Internal Affairs • The Department of Labour • The Department of the Prime Minister and Cabinet • The Ministry for the Environment • The Ministry of Agriculture and Forestry • The Ministry of Economic Development • The Ministry of Education • The Ministry of Foreign Affairs and Trade • The Ministry of Health • The Ministry of Justice • The Ministry of Research, Science and Technology • The Ministry of Social Development • The State Services Commission • The Treasury The Ian Axford Fellowships were named in honour of Sir Ian Axford, a New Zealand astrophysicist and space scientist. Since his education in New Zealand, England and later at Cornell University and the University of California, Sir Ian has been closely involved in the planning of several space missions, notably the Voyager probes to the outer planets. Since 1974, Sir Ian has been director of the Max Planck Institute of Aeronomy in Germany. He is the recipient of many notable science awards and was named “New Zealander of the Year” for 1995. In the world of space science, Sir Ian has emerged as one of the great thinkers and communicators, and a highly respected and influential administrator. Currently, he is working to create the first mission to interstellar space with the Voyager spacecraft.
    [Show full text]
  • Do We Need Kiwi Lessons in Biculturalism?
    Do We Need Kiwi Lessons in Biculturalism? Considering the Usefulness of Aotearoa/New Zealand’sPakehā ̄Identity in Re-Articulating Indigenous Settler Relations in Canada DAVID B. MACDONALD University of Guelph Narratives of “métissage” (Saul, 2008), “settler” (Regan, 2010; Barker and Lowman, 2014) “treaty people” (Epp, 2008; Erasmus, 2011) and now a focus on completing the “unfinished business of Confederation” (Roman, 2015) reinforce the view that the government is embarking on a new polit- ical project of Indigenous recognition, inclusion and partnership. Yet recon- ciliation is a contested concept, especially since we are only now dealing with the inter-generational and traumatic legacies of the Indian residential schools, missing and murdered Indigenous women and a long history of (at least) cultural genocide. Further, the United Nations Declaration on the Rights of Indigenous Peoples, with its focus on Indigenous self-determi- nation, has yet to be implemented in Canadian law. Canada’s Truth and Reconciliation Commission (TRC) presented over 94 recommendations and sub-recommendations to consider, outlining a long-term process of cre- ating positive relationships and helping to restore the lands, languages, David MacDonald, Department of Political Science, University of Guelph, 50 Stone Road East, Guelph ON, N1G 2W1, email: [email protected] Nga mihi nui, nya: weh,̨ kinana’skomitina’wa’w, miigwech, thank you, to Dana Wensley, Rick Hill, Paulette Regan, Dawnis Kennedy, Malissa Bryan, Sheryl Lightfoot, Kiera Ladner, Pat Case, Malinda Smith, Brian Budd, Moana Jackson, Margaret Mutu, Paul Spoonley, Stephen May, Robert Joseph, Dame Claudia Orange, Chris Finlayson, Makere Stewart Harawira, Hone Harawira, Te Ururoa Flavell, Tā Pita Sharples, Joris De Bres, Sir Anand Satyananand, Phil Goff, Shane Jones, Ashraf Choudhary, Andrew Butcher, Hekia Parata, Judith Collins, Kanwaljit Bakshi, Chris Laidlaw, Rajen Prasad, Graham White, and three anonymous reviewers.
    [Show full text]
  • POLITICAL COMMENTARY Reflection on the 2014 Election: Implications for Women
    88 POLITICAL COMMENTARY Reflection on the 2014 election: Implications for women SUE BRADFORD This has not been a good election for women, unless perhaps you’re white, wealthy and suf- ficiently lacking in empathy to believe that John Key and his mates are going to do a good job for us all over the next three years. Whether considering the gender makeup of Parliament and Cabinet, the likely consequences of a National government for women and children over the next few years, or the melancholy fate of the parties of the left, the aspiration of pre-election initiatives like the Women’s Election Agenda appear somewhat dimmed by reality. Parliament A noticeable feature of the 51st Parliament is the reduced number of women elected, down to 37 out of 84, meaning that women make up slightly under 32% of MPs. The 2011 Parliament had 39 women MPs. High hopes that the maturation of MMP and the legacy of the Helen Clark era would mean a steady increase in the numbers of women entering Parliament have clearly not been met. Apart from the Greens, it is hard to identify much success among the major political parties in achieving greater gender balance among their elected representatives. Just 34% of Labour’s MPs are women (11 out of 32), meaning that their goal of reaching 45% women MPs by this election has fallen sadly short. Turning to the makeup of the power holders in National’s third term Cabinet, a pitiful six out of 20 full Ministers are women, with the highest ranked being Paula Bennett at number five.
    [Show full text]
  • Opinion Hekia Parata Has Made Me a Liar to My Children
    A16 Wednesday, February 20, 2013 THE PRESS, Christchurch Opinion Hekia Parata has made me a liar to my children Hekia Parata has made me a liar. trying to make a hard situation was inevitable after the How does this fit with Parata‘s will happen is irrational and Worse, she has made me a liar to easier, I have made it worse. earthquakes. Change, though vision that the current school emotional. Focus of memory my children. My children can have no difficult sometimes, is a fact of life. closures and mergers are to ensure Several years ago Trevor My eldest was worried he confidence in anything I say about If all ministers heed Parata’s that Christchurch will have ‘‘the Mallard (yes, Labour) closed, would have to leave the school he this because I have lied to them example, we can proceed to a most modern school network in merged and restructured schools without obstruction gives it the omeone in the Ministry of is attached to; I told him he would once already. united future for the benefit of all. the country’’? throughout the country, including Culture and Heritage chance to choose a site that see out his primary school years I can thank Hekia for adding to MIKE DALY If the electorate of Wigram were all through the Grey Valley, inland knows their Christ- appropriately commemorates S there. My middle child was my family’s stress and for making Spreydon a National stronghold would this from Greymouth. church history. In announcing the dead and adds to the anxious he would be away from me as untrustworthy to my be happening? That most certainly did not the plan for an earthquake Christchurch cityscape.
    [Show full text]
  • The Prime Minister's Results for New Zealanders
    THE PRIME MINISTER’S RESULTS FOR NEW ZEALANDERS Prime Minister John Key has set 10 challenging results for the public sector to achieve over the next three to five years. Ministers and a public sector chief executive have been appointed to lead each result and will be accountable for demonstrating real progress against his or her result. These results fall into five themes: Reducing long-term welfare Reducing crime dependency 7. Reduce the rates of total crime, violent crime 1. Reduce the number of people who have and youth crime. been on a working age benefit for more than 8. Reduce reoffending. 12 months. Improving interaction with Supporting vulnerable children government 2. Increase participation in early childhood education. 9. New Zealand businesses have a one-stop online shop for all government advice and 3. Increase infant immunisation rates and support they need to run and grow their reduce the incidence of rheumatic fever. business. 4. Reduce the number of assaults on children. 10. New Zealanders can complete their transactions with the Government easily in a digital environment. Boosting skills and employment 5. Increase the proportion of 18 year olds with NCEA level 2 or equivalent qualification. 6. Increase the proportion of 25-34 year olds with advanced trade qualifications, diplomas and degrees (at level 4 or above). Specific and measurable targets for each result will be agreed and made public by 30 June 2012. THE PRIME MINISTER’S RESULTS FOR NEW ZEALANDERS REDUCING LONG-TERM WELFARE Lead CEO: Ministry of Social Development DEPENDENCY Chief Executive Brendan Boyle, supported by Ministry of Education Chief Executive Lead Minister: Paula Bennett Lesley Longstone Lead CEO: Ministry of Social Development Why this is important for New Zealand Chief Executive Brendan Boyle • In 2011, the participation rate for early childhood Result 1: Reduce the number of people education for the total population was 94.7 per cent.
    [Show full text]
  • Volume 16 AJHR 50 Parliament.Pdf
    APPENDIX TO THE JOURNALS OF THE House of Representatives OF NEW ZEALAND 2011–2014 VOL. 16 J—PAPERS RELATING TO THE BUSINESS OF THE HOUSE IN THE REIGN OF HER MAJESTY QUEEN ELIZABETH THE SECOND Being the Fiftieth Parliament of New Zealand 0110–3407 WELLINGTON, NEW ZEALAND: Published under the authority of the House of Representatives—2015 ARRANGEMENT OF THE PAPERS _______________ I—Reports and proceedings of select committees VOL. 1 Reports of the Education and Science Committee Reports of the Finance and Expenditure Committee Reports of the Government Administration Committee VOL. 2 Reports of the Health Committee Report of the Justice and Electoral Committee Reports of the Māori Affairs Committee Reports of the Social Services Committee Reports of the Officers of Parliament Committee Reports of the Regulations Review Committee VOL. 3 Reports of the Regulations Review Committee Reports of the Privileges Committee Report of the Standing Orders Committee VOL. 4 Reports of select committees on the 2012/13 Estimates VOL. 5 Reports of select committees on the 2013/14 Estimates VOL. 6 Reports of select committees on the 2014/15 Estimates Reports of select committees on the 2010/11 financial reviews of Government departments, Offices of Parliament, and reports on non-departmental appropriations VOL. 7 Reports of select committees on the 2011/12 financial reviews of Government departments, Offices of Parliament, and reports on non-departmental appropriations Reports of select committees on the 2012/13 financial reviews of Government departments, Offices of Parliament, and reports on non-departmental appropriations VOL. 8 Reports of select committees on the 2010/11 financial reviews of Crown entities, public organisations, and State enterprises VOL.
    [Show full text]
  • Ministerial List for Announcement (For Appointment on 20 December 2016)
    Ministerial List for Announcement (for appointment on 20 December 2016) Notes: 1. All Ministers are members of the Executive Council. 2. The Parliamentary Under-Secretary is part of executive government, but is not a member of the Executive Council. 3. Portfolios are listed in the left-hand column. Other responsibilities assigned by the Prime Minister are listed in the right-hand column. CABINET MINISTERS Portfolios Other responsibilities 1 Rt Hon Bill English Prime Minister Minister Responsible for Ministerial Minister for National Security and Services Intelligence 2 Hon Paula Bennett Deputy Prime Minister Minister of State Services Minister for Women Minister of Tourism Minister of Police Minister for Climate Change Issues 3 Hon Steven Joyce Minister of Finance Minister for Infrastructure 4 Hon Gerry Brownlee Minister supporting Greater Christchurch Leader of the House Regeneration Minister Responsible for the Earthquake Minister of Defence Commission Minister of Civil Defence 265056v1 1 CABINET MINISTERS Portfolios Other responsibilities 5 Hon Simon Bridges Minister for Economic Development Deputy Leader of the House Minister of Transport Associate Minister of Finance Minister for Communications1 6 Hon Amy Adams Minister of Justice Minister Responsible for Social Minister for Courts Investment Minister for Social Housing Minister Responsible for HNZC Associate Minister of Finance 7 Hon Dr Jonathan Coleman Minister of Health Minister for Sport and Recreation 8 Hon Christopher Finlayson QC Attorney-General Minister in Charge of the NZ Security Minister for Treaty of Waitangi Negotiations Intelligence Service Minister Responsible for the GCSB Associate Minister for Māori Development 9 Hon Michael Woodhouse Minister of Immigration Minister for Workplace Relations and Safety Minister for ACC 1 The Broadcasting portfolio has been disestablished.
    [Show full text]
  • The Politics of Maori Affairs Policy
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. , I I CLOSING THE GAPS? THE POLITICS OF - MAORI AFFAIRS POLICY A thesis presented in partialfulfi lment of the requirements for the degree of Doctor of Philosophy in Sociology at Massey University, Albany, New Zealand. Louise Virginia Humpage 2002 iii ABSTRACT In searching for ways to decolonise, indigenous peoples have promoted indigenous models of self-determination. Governments, in response, have attempted to protect state legitimacy through the depoliticisation of indigenous claims. An analysis of 'Closing the Gaps', a policy strategy introduced by the Labour-Alliance government in June 2000, illustrates that this has certainly been the case in Aotearoa New Zealand. The policy strategy provides an entry point into exploring the conceptual tensions contained within government policy for Maori, the indigenous peoples of Aotearoa New Zealand. Based on an analysis of government documents and interview data, the thesis focuses on three main initiatives incorporated under the 'Closing the Gaps' umbrella. Each initiative highlights a number of bureaucratic, political and conceptual factors that explain why the strategy failed to match political rhetoric. The thesis argues that, in its eagerness to demonstrate a 'commitment' to Maori, the Labour-Alliance government neglected to distinguish between two different socio­ political projects. The first, 'social inclusion' for all disadvantaged peoples, was framed by a broader 'social development' approach whose ultimate goal was 'national cohesion'.
    [Show full text]
  • Women Talking Politics
    Women Talking Politics A research magazine of the NZPSA New Zealand Political Studies Association Te Kāhui Tātai Tōrangapū o Aotearoa November 2018 ISSN: 1175-1542 wtp Contents From the editors .............................................................................................................................. 4 New Zealand women political leaders today ................................ 6 Claire Timperley - Jacinda Ardern: A Transformational Leader? ............................................. 6 Jean Drage - New Zealand’s new women MPs discuss their first year in Parliament ............. 12 The 148 Women in New Zealand’s Parliament, 1933 – 2018 ................................................. 21 Articles .............................................................................................................................. 25 Julie MacArthur & Noelle Dumo - Empowering Women’s Work? Analysing the Role of Women in New Zealand’s Energy Sector ............................................................................... 25 Igiebor Oluwakemi - Informal Practices and Women’s Progression to Academic Leadership Positions in Nigeria ................................................................................................................ 31 Gay Marie Francisco - The Philippines’ ‘Sexual Orientation and Gender Identity or Expression Equality’ Bill: Who Represents the LGBTQ? ........................................................ 33 Emily Beausoleil - Gathering at the Gate: Listening Intergenerationally as a Precursor to
    [Show full text]