Current Recognised New Zealand Social Work Qualifications

Total Page：16

File Type：pdf, Size：1020Kb

SCHEDULE 1 CURRENT RECOGNISED NEW ZEALAND SOCIAL WORK QUALIFICATIONS SCHEDULE 1 CONTAINS: Current qualifications that have been recognised by the Social Workers Registration Board (SWRB) for the purpose of registration. If you intend to enrol in a social work qualification these are the qualifications that are accepted by the SWRB. RECOGNITION INSTITUTION QUALIFICATION RENEWAL DATE Ara Institute of Canterbury Bachelor of Social Work 31 December 2020 Bethlehem Tertiary Institute Bachelor of Social Work 31 December 2021 Eastern Institute of 31 December 2021 Technology Bachelor of Social Work Bachelor of Social Work (may be awarded with Honours) Massey University 31 December 2018 Master of Applied Social Work Manukau Institute of Bachelor of Applied Social Work 31 December 2021 Technology NorthTec Bachelor of Applied Social Work Contact Registrar Open Polytechnic Bachelor of Social Work 31 December 2022 Te Wānanga o Aotearoa Ngā Poutoko Whakarara Oranga - Bachelor of Bicultural Social Work 31 December 2019 Te Wānanga o Raukawa Poutuārongo Toiora Whānau Contact Registrar Bachelor of Social Work The University of Auckland Bachelor of Social Work (Honours) 31 December 2021 Master of Social Work ( Professional) (may be awarded with Honours) Unitec New Zealand Bachelor of Social Practice 31 December 2019 Bachelor of Social Work (may be awarded with Honours) University of Canterbury 31 December 2018 Master of Social Work (Applied) Bachelor of Social Work University of Otago Bachelor of Social Work (Honours) 31 December 2022 Master of Social and Community Work (Applied) University of Waikato Bachelor of Social Work (may be awarded with Honours) 30 June 2018 Toi Ohomai Institute of Bachelor of Social Work 31 December 2020 Technology Whitireia New Zealand Bachelor of Social Work 31 December 2020 Wintec Bachelor of Social Work 31 December 2019 .

Copy Link

Recommended publications

Defining Social Work in Aotearoa New Zealand Forty Years of Pioneering Research and Teaching at Massey
Intelligent, relevant books for intelligent, inquiring readers Defining Social Work in Aotearoa New Zealand Forty Years of Pioneering Research and Teaching at Massey MICHAEL DALE, HANNAH MOONEY AND KIERAN O’DONOGHUE HOW SOCIAL WORK HAS TRACKED SOCIETAL CHANGE IN NEW ZEALAND Massey University was the first New Zealand university to offer a social work degree, 40 years ago. This book is published to mark that milestone. Relevant to all social workers today, its chapters highlight the political and social backdrop against which the social work profession worked and changed over the past four decades. It also casts a critical eye over the key issues and trends that continue to preoccupy the profession, policy-makers, politicians, the media and, indeed, the general populace. Its detailed bibliography highlights the remarkable and influential body of work of Massey social work students, staff and alumni since 1976. ABOUT THE AUTHORS Dr Michael Dale has been a senior lecturer in the Social Work and Social Policy $45.00 Programme at Massey’s School of Social Work since 2011. He is a registered social worker, and has 33 years’ work experience within the social services sector. He has CATEGORY: Society worked for central government, local government and the NGO sector. He is a member of the Academic Programmes Committee of the Massey’s College of Health. ISBN: 978-0-9941300-9-9 Hannah Mooney (Ngāti Raukawa ki te tonga, Te Ātiawa, Te Atihaunui a Pāpārangi, eSBN: N/A Ngā Rauru) is a lecturer at Massey University’s School of Social Work. She completed BIC: JKSN, JF her Bachelor of Social Work at Massey in 2004 and went on to work for Māori mental BISAC: BUS012000, SOC000000, health with children, youth and their families.
[Show full text]
RESEARCH REPORT: Hei Tauira: Teaching and Learning for Success for Māori in Tertiary Settings
Hei Tauira: Teaching and Learning for Success for Māori in Tertiary Settings Associate Professor Janinka Greenwood & Lynne-Harata Te Aika Te Whare Wānanga o Waitaha: The University of Canterbury Final Report 28 July 2008 A Teaching Matters Forum project funded by the Ministry of Education Summary guide and reference card published by Ako Aotearoa and available at: http:/akoaotearoa.ac.nz/heitauira Greenwood & Te Aika: Hei Tauira 2 Hei Tauira literally means ‘for example, by example’. The term hei tauira is also used in weaving to show the continuation of a design or pattern that is relevant to or representative of a particular whānau, hapū or iwi from a tribal region in Aotearoa. The tauira or pattern on the front cover is one of the most recognised in Māori weaving. It is the poutama or stairway to heaven pattern, illustrating growth in knowledge and learning and reaching for the sometimes unobtainable. The word tauira is also a commonly used word for students. This is an apt title for the focus of our project, which is a series of case studies of teaching and learning excellence for Māori in tertiary settings. Greenwood & Te Aika: Hei Tauira 3 MIHI E rere taku manu kura i ngā maunga tapu! Timata i te hiku o te ika, koutou o te Te Taitokerau wānanga ka mihi. Ko ngā mahi hāpai whānau i te oranga hinengaro,i te oranga wairua me te oranga tinana, mai i Kaitaia ki Whangarei tēnā koutou! Piki ake rā ki te Tai Rāwhiti, Te Toihoukura, ngā iwi o Horouta waka, Ngā toi o neherā; ngā toi o te ao hōu; hei tā moko rangatira i uhi mai hei tauira mō ngā iwi o Aotearoa whānui! Haere tonu rā mā runga tae atu ki te rohe o Ngāti Raukawa, Te Ati Awa me Ngāti Toa Rangatira.
[Show full text]
Māori Pedagogy, Pedagogical Beliefs and Practices in a Māori Tertiary Institution
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. Māori Pedagogy, Pedagogical Beliefs and Practices in a Māori Tertiary Institution by Paul Stucki A thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Education, Massey University 2010 Abstract This thesis seeks to describe a Māori pedagogy, i.e., Māori preferred ways of teaching and learning. It argues that the pedagogy described in the literature and reflected in the reported practice of the small cohort of research participants teaching at a Māori tertiary institution emerges from a “relational ontology”. This is because it privileges discourses around the primacy of the student and the student-teacher relationship, group work, multisensory approaches and reflection among many others. Theories of student learning, teacher characteristics, learning environments and curriculum content are also described within a model that enables the synthesis of previously disparate elements. The study utilises Kaupapa Māori and Narrative Enquiry methodologies. It hopes to make a contribution to the ongoing transformative praxis of kaupapa Māori institutions such as Kohanga Reo, Kura Kaupapa Māori and Wānanga as well as mainstream institutions involved in remediating historic Māori underachievement in education. i Mihi and Acknowledgements Ehara i te mea nāku anake i oti ai tēnei tuhinga. Heoi anō, na te tautoko mai o ētahi āhua tini nei me tā rātou whakamanawa i a au – ā-hinengaro, ā-wairua, ā-tinana, ā- whānau i oti pai mai ai.
[Show full text]
Teatinga Book.Pdf
Edited by Nigel Borell CONTENTS 9 Foreword Cliff Whiting 11 Mihimihi Ngataiharuru Taepa 13 Te Ātinga 25 Years of Contemporary Māori Art Nigel Borell 33 Ngā Ngaru e toru, Robert Jahnke The three waves of tertiary intervention in Māori art 47 Ko Te Rā Pūhoro – Te Ātinga Gatherings Chris Bryant-Toi 59 Te Ahi Kaa: Anna-Marie White A Future for Te Ātinga and contemporary Māori art 66 Appendices 69 Acknowledgements 4 5 FOREWORD Te Ātinga is a mainstream Māori arts funding body that focuses on supporting individual Māori artists to explore, experiment, develop and share their creative interests. What makes it different from mainstream New Zealand art is that our Māori art forms can come together to create whānau, hapū, iwi and group events. These rely on individual artists who can help to establish style, identity and standards to give expression to the collective needs. Te Ātinga polices have helped artists to focus on their art forms and their needs. This encourages innovation and initiatives for cultural exploration that can lead into the use of new materials, technologies and inter-cultural exchanges that modernise and challenge the status quo. It also does simple support processes like helping an artist buy materials to do their mahi. That Te Ātinga still works for its clients, after 25 years, is a measure of its achievements. It is a credit to its leaders and committee members who have retained its purpose, credibility and integrity. Ka nui te mihi, Dr Cliff Whiting ONZ Previous page: Tawera Tahuri Ngā Ariki Kaiputahi, Te- Whakatōhea, Atihaunui-a-Pāpārangi
[Show full text]
2019 Annual Report
2019 ANNUAL REPORT Whangārei Kaikohe 51 Raumanga Valley Road, Whangārei, 0110 18 Memorial Ave, Kaikohe, 0405 Private Bag 9019, Whangārei, 0148, New Zealand Telephone +64 9 405 3494 Telephone +64 9 470 3555 Facsimile +64 9 405 3493 Facsimile +64 9 470 3556 Freephone 0800 162 100 Kaitaia 6 Oxford Street, Kaitaia, 0410 Future Trades P O Box 622, Kaitaia, 0441, New Zealand 19 Dyer Street, Raumanga, Whangārei, 0110 Telephone +64 9 408 6117 Private Bag 9019, Whangārei, 0148, New Zealand Facsimile +64 9 408 6118 Telephone: +64 9 470 3980 Facsimile: +64 9 459 7218 Auckland 155 Queen Street, Level 10, Acrossia House Bay of Islands Auckland, 1010 135 Hone Heke Road, Kerikeri, 0230 PO Box 3446, Shortland Street PO Box 332, Kerikeri, 0245, New Zealand Auckland, 1140 Telephone +64 9 407 5855 Telephone +64 9 309 2965 Facsimile +64 9 407 5669 Facsimile +64 9 470 3781 CONTENTS Welcome to NorthTec 02 Our 2019 Council 03 Our role in Te Tai Tokerau 05 Message from the Council Chair 06 Our 2019 Senior Leadership Team 09 2019 at a Glance 11 Summary of financial information 12 Summary of non-financial information 13 Occupational health and safety 14 2019 Student surveys 15 2019 Highlights 16 Statement of Service Performance 19 The NorthTec Strategy 20 Tertiary Education Commission priorities 21 Statement of Service Performance 22 2019 Financial Reporting 45 Audit report 46 Statement of responsibility 49 Financial statements and notes 50 Equity Statement and Research 85 Equity statement Mana Taurite 86 Research outputs 2019 88 Graduates 2019 94 1 KIA ORA WELCOME TO NORTHTEC He mihi tēnei nā te Kaumātua As the Kaumātua here at our place of learning, it is both my honour and great pleasure to join with the Chief Executive/Te Ahurei, Wayne E ngā mana, e ngā reo, e ngā kārangaranga tāngata tēnā koutou katoa Jackson, and Council Chair, Jane Hindle, to express my greetings, kua huri kanohi mai ki tō tātou kuratini ki Te Tai Tokerau Wānanga.
[Show full text]
Future of the Tertiary Education Sector 2019
Voices of the Sector 2019 The Future of Tertiary Education Gallagher Academy of Performing Arts, University of Waikato 9.30am to 5pm, 13 August Key note addresses Michael Gilchrist TEU; Neil Quigley, UoW; James Ranstead, NZUSA; and, Chris Hipkins, Minister of Education This forum looks at whether the structures of the sector (many designed 25 years ago) enable us to meet society's needs; are consistent with the government’s education strategy; and, are providing for the sustainability of institutions. Short interventions from provocateurs will challenge participants to think about and debate the key issues facing the tertiary education sector. Janette Kelly and Ānahera Mōrehu Forum Facilitators 9 am Registration 9.30 am Whakatau Whakawhanaungatanga | getting to know each other Janette Kelly and Ānahera Mōrehu, Forum Facilitators 10 am Paramanawa | Morning tea 10.15am Opening panel What really is the purpose of the tertiary education? How do we structure the tertiary education sector to deliver on that purpose? Neil Quigley, University of Waikato VC; James Ranstead, NZUSA President; and Michael Gilchrist, NZTEU President. 10.45 am Table top conversations. 11.30 am Hon Chris Hipkins, Minister of Education 12.15 pm Kai o te rānui | Lunch 1 pm What structures are needed in the tertiary education sector to support transformative life-long learning? Josh Williams, Industry Training Federation; Pam Fleming, Academic, Toi Ohomai; Vicky Young, Senior Tutor in Student Learning, University of Waikato; Poihaere Whare, Former President SAWIT. 1.30 pm Table top discussions 2 pm What structures are needed in the tertiary education sector in order for teaching, research, and innovation to meet the needs of industry, iwi, and communities? Provocateurs - Rachel Simpson, BusinessNZ; Steve Elers, Academic, Massey University; Raewyn Mahana, General Manager Education & Pathways Waikato-Tainui.
[Show full text]
National Survey of Alternative Assessment Arrangements Policy and Practice in Tertiary Education with Reference to International Policy and Literature
National Survey of Alternative Assessment Arrangements Policy and Practice in Tertiary Education with Reference to International Policy and Literature A Research Report Martha G. Bell, PhD Media Associates April 2015 © 2015 ACHIEVE, The National Post-Secondary Education Disability Network Incorporated National Survey of Alternative Assessment Arrangements Policy and Practice in Tertiary Education with Reference to International Policy and Literature: A Research Report For further information, please contact: ACHIEVE, c/o University of Otago PO Box 56 Dunedin 9054 New Zealand Email [email protected] Web www.achieve.org.nz ISBN: 978-0-473-31119-3 2 Executive Summary New Zealand’s 29 tertiary education institutions (TEIs) are mandated in the Education Act 1989 to provide access to education guaranteeing equal educational opportunities to students with impairments who enroll for academic study in public providers. In 2013, the number of students with impairments rose to 5% of all students. The proportion of students with impairments in the tertiary population has almost doubled since these statistics were first recorded in 1998. ACHIEVE, the National Post-Secondary Education Disability Network Incorporated (ACHIEVE), is concerned that there be continuity in professional practice across the sector. This study was contracted to survey and compare policy and practice of alternative assessment arrangements to accommodate diverse needs for extra time in examinations and tests for students with impairments in tertiary education institutions in New Zealand. The study findings illustrate how alternative assessment arrangements for accessing, allocating and evaluating extra time supports are provided in the 28 TEIs which set examinations as a mode of assessing student achievement of learning outcomes.
[Show full text]
What Is Knowledge
These proceedings have been published by the Knowledge Exchange Programme of Ngā Pae o te Māramatanga (The National Institute of Research Excellence for Māori Development and Advancement) www.maramatanga.co.nz Contact details: Waipapa Marae Complex The University of Auckland 16 Wynyard Street Private Bag 92019 Auckland 1142 New Zealand [email protected] Printed in November 2007 by PRINTSTOP+, Auckland, New Zealand Cover design by Len Hetet (Ocean 64 Ltd) ISBN 0-9582610-5-9 © Ngā Pae o te Māramatanga holds copyright for these proceedings. However, individual authors are free to republish with attribution to Ngā Pae o te Māramatanga. This publication cannot be reproduced and sold for profit by others. Proceedings of the Indigenous Knowledges Conference Reconciling Academic Priorities with Indigenous Realities Held: 22-25 June 2005 Wellington, New Zealand Organisers: He Pārekereke Institute for Research and Development for Māori and Pacific Education Victoria University of Wellington www.vuw.ac.nz/indigenousknowledges Convenor: Dr Joanna Kidman Editors: Dr Joanna Kidman, Dr Joseph Te Rito & Dr Wally Penetito Ngā Pae o te Māramatanga Ngā Pae o te Māramatanga is one of seven Centres of Research Excellence that were funded by the New Zealand Government in 2002. It was established as The National Institute of Research Excellence for Māori Development and Advancement and is hosted by the University of Auckland. Its participating entities are spread throughout New Zealand. The Institute offers three distinct but intersecting programmes: Research,
[Show full text]
PDF (919KB, 52 Pages)
B.29[20j] Tertiary education institutions: 2019 audit results and what we saw in 2020 Presented to the House of Representatives under section 20 of the Public Audit Act 2001. December 2020 ISBN 978-0-9951409-3-6 Contents Auditor-General’s overview 3 Audit results at a glance 6 Financial and enrolment results at a glance 7 Types of tertiary education institutions 8 Part 1 – Introduction 10 Part 2 – Reforms of vocational education 12 Te Pūkenga – New Zealand Institute of Skills and Technology 12 Unified funding system 14 Workforce Development Councils 15 Progress on supporting aspects of the reform programme 15 Part 3 – Covid-19 response and recovery plans 16 Initial Covid-19 response 16 Longer-term recovery strategies and priorities 18 Conclusion 22 Part 4 – Audit results for 2019 23 Audit opinions and audit reports 23 Timeliness of reporting 26 Preparing for audit 27 Audit recommendations 28 Part 5 – Universities’ financial results and enrolments 30 Main financial results 30 Enrolments 35 Conclusion 37 Part 6 – Wānanga financial results and enrolments 38 Main financial results 38 Enrolments 39 Conclusion 40 Part 7 – Institutes of technology and polytechnics’ financial results and enrolments 41 Main financial results 41 Enrolments 43 Conclusion 47 Figures 1 – Revenue for universities, 2018 and 2019 30 2 – Total university surpluses, 2018 and 2019 31 3 – University cash flows from operations, 2018 and 2019 32 4 – University equity, 2018 and 2019 33 5 – University current ratios, 2018 and 2019 34 6 – Total full-time student enrolments in
[Show full text]
International Eligibility Criteria
Eligibility and Participation in International Events International programme - Athlete Eligibility Criteria University and Tertiary Sport New Zealand (UTSNZ) applies the following criteria when selecting and ratifying student athletes to represent New Zealand at International events. International Federation Sports Universities (FISU) Criteria Only the following may participate as competitors in a FISU WUG sporting event: a) Students who are currently officially registered as proceeding towards* a degree or diploma at a university or similar institute whose status is recognised by the appropriate national academic authority of their country; b) Former students of the institutions mentioned in a) who have obtained their academic degree or diploma in the year preceding the event. All competitors must satisfy the following conditions: a) be a national of the country they represent; b) be at least 18 and no older than 25 years of age on 31 December the year of the event. (*Proceeding towards means enrolled and actively studying) University and Tertiary Sport New Zealand (UTSNZ) Criteria 1. General 1.1 You must be a New Zealand citizen and hold a current, full NZ passport. 1.2 If studying in NZ, you must be attending a New Zealand Tertiary Education Institution as recognised by the Ministry of Education and endorsed by University and Tertiary Sport New Zealand. 1.3 If studying overseas you must be studying at a University or similar Tertiary Education Institution that is recognised as holding Tertiary status by the appropriate academic authority of that country and approved by University and Tertiary Sport New Zealand. 2. Graduates 2.1 You must have successfully completed and graduated from your Tertiary Institution and course as per the University and Tertiary Sport New Zealand General Criteria in the twelve (12) months preceding the FISU event.
[Show full text]
CONFLICT and CULTURE a Discourse Analysis of Public Texts on an Indigenous New Zealand Tertiary Institution
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. CONFLICT AND CULTURE A discourse analysis of public texts on an Indigenous New Zealand tertiary institution A thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy In Psychology Massey University, Palmerston North New Zealand Guenevere E. W. Weatherley 2009 ABSTRACT This current project begins with a brief history of Māori education since colonisation, and creates a picture of TWOA and its students and the struggle they undertook to develop into a first class education institution. Then, using Laclau and Mouffe’s discourse theory, I offer some deconstructive possibilities which provide alternative interpretations of the media discourse that ignited the public’s vilification of the institute. I describe what transpired over the time of 2005-2006 and critically examine and analyse the language used to express the two-party attack on TWOA and its Tūmuaki, Rongo Wetere. I find that the language used by politicians and media commentators positioned TWOA as an inefficient and corrupt Māori institution in need of Pākeha (NZ European) governance and management. Through an investigation of the selection and promulgation of particular tropes, the interests of the political elite are shown as serving to marginalise the institution, limit its growth and channel its students into Pākeha educational institutions. The Wānanga brought tertiary education to those New Zealanders who had hitherto been excluded or who had failed in mainstream education.
[Show full text]
Wananga Capital Establishment Report Title Pages
THE WANANGA CAPITAL ESTABLISHMENT REPORT THE WANANGA CAPITAL ESTABLISHMENT REPORT WAI 718 WAITANGI TRIBUNAL REPORT 1999 The cover design by Cliä Whiting invokes the signing of the Treaty of Waitangi and the consequent interwoven development of Maori and Pakeha history in New Zealand as it continuously unfolds in a pattern not yet completely known A Waitangi Tribunal report isbn 1-86956-249-6 © Copyright Waitangi Tribunal 1999 Edited and produced by the Waitangi Tribunal Published by GP Publications, Wellington, New Zealand Printed by GP Print, Wellington, New Zealand Text set in Adobe Minion Multiple Master Tables set in Adobe Cronos Multiple Master LIST OF CONTENTS Letter of transmittal. .vii EExxxeeecccuuutttiiivvvee SSuuummmmmmaaarrryy . ix es.1 Purpose . ix es.2 The claimants’ position. ix es.3 The Crown’s position . x es.4 The principle of partnership . xi es.5 The principle of rangatiratanga . xi es.6 The principle of active protection . .xii es.7 Conclusion . .xii es.8 The structure of the report . .xii CChhhaaapppttteeerr 11:: TThhhee CClllaaaiiimm . 1 1.1 Introduction. 1 1.2 Findings and recommendations sought . 1 1.3 The Hearings . 2 CChhhaaapppttteeerr 22:: MMaaaooorrrii EEddduuucccaaatttiiiooonn iinn NNeeeww ZZeeeaaalllaaannnddd:: A HHiiissstttooorrriiicccaaall OOvvveeerrrvvviiieeeww . 3 2.1 Introduction . 3 2.2 Background. 4 2.3 Dr Simon’s evidence . 5 2.4 The Education Ordinance 1847 and Native Schools Act 1858 . 5 2.5 The native schools system. .6 2.6 The modern era . 9 CChhhaaapppttteeerr 33:: MMooodddeeerrrnn WWaaannnaaannngggaa . 11 3.1 Introduction . 11 3.2 Statutory recognition of wananga . 11 3.3 Whakatupuranga Rua Mano . 12 3.4 Te Wananga o Raukawa.
[Show full text]