Relevant bibliographies by topics / Cook Islands. Ministry of Education

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Academic literature on the topic 'Cook Islands. Ministry of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Cook Islands. Ministry of Education"

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Milner, George. "South-East Asia - Jasper Buse and Raututi Taringa: Cook Islands Maori dictionary. Edited by Bruce Biggs and Rangi Moeka'a. viii, 564 pp. Rarotonga, Cook Islands: Ministry of Education; London: SOAS; Suva, Fiji: Institute of Pacific Studies, University of the South Pacific; Auckland: Centre for Pacific Studies, University of Auckland; Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, ANU, 1995. £25." Bulletin of the School of Oriental and African Studies 60, no. 2 (June 1997): 412–13. http://dx.doi.org/10.1017/s0041977x00037058.

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Blattner, Katharina, Kiki Maoate, Trevor Lloyd, Elizabeth Iro, Scott Davidson, and Mareta Jacob. "Initial perspectives of New Zealand doctors: developing capacity and a training programme in the Cook Islands." Journal of Primary Health Care 9, no. 1 (2017): 16. http://dx.doi.org/10.1071/hc16025.

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ABSTRACT From 2012 to 2014, 18 New Zealand general and rural medical practitioners worked in the Cook Islands on a visiting programme to achieve the following objectives: (1) assess and assist with the capacity of the Cook Islands medical workforce; (2) assist with the infrastructure to improve clinical records and audit; (3) assist with developing a General Practice training programme for the Cook Islands; and (4) develop a training post for the Division of Rural Hospital Medicine in the Cook Islands. Each visiting doctor spent a minimum of 4 weeks in the Cook Islands. This study presents the results of a questionnaire undertaken to evaluate their experiences. There were challenges, but for most, the experience was overwhelmingly positive. There were synergies with rural practice in New Zealand. Working alongside local clinicians and being immersed in the Cook Islands health system led to better understanding of the Cook Islands perspective of rural and remote medicine. The findings provide insight into the early phase of an ongoing programme between the Cook Islands Ministry of Health and New Zealand, which has led to the development of a reciprocal training programme for generalist doctors.
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Te Ava, Aue, and Christine Rubie-Davies. "Cook Islands students' attitudes towards physical education." Australian Journal of Teacher Education 41, no. 4 (April 20, 2016): 126–36. http://dx.doi.org/10.14221/ajte.2016v41n4.8.

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Te Ava, Aue, and Angela Page. "How the Tivaevae Model can be Used as an Indigenous Methodology in Cook Islands Education Settings." Australian Journal of Indigenous Education 49, no. 1 (September 18, 2018): 70–76. http://dx.doi.org/10.1017/jie.2018.9.

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This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The article will argue that the cultural values embedded within its framework allow for the successful implementation of this Indigenous methodology. The model draws from tivaevae, or artistic quilting, and is both an applique process and a product of the Cook Islands. It is unique to the Cook Islands and plays an important part in the lives of Cook Islanders. The tivaevae model will be explained in detail, describing how patchwork creative pieces come together to create a story and can be used as a metaphor of the past, present and future integration of social, historical, spiritual, religious, economic and political representations of Cook Island culture. Further, the paper will then make links with the model to teaching and learning, by exploring secondary schools’ health and physical education policy and practices. Finally, the efficacy of the model in this context and its research implications will then be discussed.
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Page, Angela, Christopher Boyle, Kathy McKay, and Sofia Mavropoulou. "Teacher perceptions of inclusive education in the Cook Islands." Asia-Pacific Journal of Teacher Education 47, no. 1 (February 12, 2018): 81–94. http://dx.doi.org/10.1080/1359866x.2018.1437119.

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Te Ava, Aue, Christine Rubie-Davies, Airini, and Alan Ovens. "Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 32–43. http://dx.doi.org/10.1017/jie.2013.12.

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This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.
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Crocombe, Ron, and Marjorie Tuainekore Crocombe. "Scale, Sovereignty, Wealth and Enterprise: social and educational comparisons between the Cook Islands and the Solomon Islands." Comparative Education 29, no. 3 (January 1993): 307–19. http://dx.doi.org/10.1080/0305006930290307.

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Aung, Yin Yin May, Martin Sowter, and Timthoy Kenealy. "TITLE Hepatitis B screening, outcomes and management of pregnant women and infants in the Cook Islands. SHORT TITLE Antenatal screening for hepatitis B in the Cook Islands." Pacific Journal of Reproductive Health 1, no. 2 (December 30, 2015): 74. http://dx.doi.org/10.18313/pjrh.2015.912.

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<p align="left"><strong>TITLE</strong></p><p align="left"><strong> </strong></p><p>Hepatitis B screening, outcomes and management of pregnant women and infants in the Cook Islands.</p><p align="left"> </p><p align="left"> </p><p><strong>SHORT TITLE</strong></p><p>Antenatal screening for hepatitis B in the Cook Islands</p><p align="left"> </p><p align="left"> </p><p align="left">Dr. Yin Yin May Aung, Ministry of Health Cook Islands, Rarotonga, Cook Islands. Email <a href="mailto:m.aung@health.gov.ck">m.aung@health.gov.ck</a></p><p align="left"> </p><p align="left">Dr. Martin Sowter, Consultant Obstetrician and Gynaecologist, National women’s Health, Auckland New Zealand. Email martinsowter@xtra.co.nz</p><p align="left"> </p><p align="left">Dr. Timothy Kenealy, Associate Professor of Integrated Care, University of Auckland. Email t.kenealy@auckland.ac.nz</p><p align="left"> </p><p align="left"> </p><p align="left">Funding</p><p align="left">Ministry of Health, Cook Islands.</p><p align="left"> </p><p align="left">Competing interests</p><p align="left">All authors declare they have no competing interest.</p><h1>ABSTRACT</h1><h2>Introduction</h2><p>To describe current Cook Islands practice for screening and management of Hepatitis B (HB) in pregnant women and their newborns and to consider the implications of an updated screening and management strategy.</p><h2>Methods</h2><p>Retrospective study of pregnant women booked for antenatal care in Cook Islands from January 2010 to December 2014 was conducted. Data were collected on maternal Hepatitis B serology status, timeliness of hepatitis B immune globulin given if indicated and the completion of hepatitis B immunisation for newborns who were due their vaccinations, special service referral and contact tracing from the electronic health information system. Simple descriptive statistics were used to report the data.</p><h2>Findings</h2><p>All women who attended the antenatal clinics accepted Hepatitis B screening in pregnancy. Data from 803 women were analysed. Hepatitis B surface antigen (HBsAg) was detected in 23 of 803 (2.9%) of women of which 21 were Antibody-HBs (Anti-HBs) positive and two were hepatitis B e antigen (HBeAg) positive. Hepatitis B DNA viral load was unable to be tested. Hepatitis B immune globulin was given to 21 of the 23 babies within one day, one was given on day 3 but one was missed. None of the 23 mothers and their babies had any ongoing follow up.</p><p>The first Hepatitis B vaccine, due within 24 hours of birth, was given within a day to 743 of the 803 (93%) of babies. The second, due at 6 weeks, was given by 8 weeks to 645 of the 778 babies due for their six week vaccination (83%). The third, due at 3 months, was given by 4 months to 648 of the 744 (87%). The fourth, due at 5 months was given by 6 months to 553 of the 712 (78%). Of the 712 babies over 6 months of age, 601 (84%) were recorded as having completed four HB vaccines at any time.</p><h2>Conclusion</h2><p>The hepatitis B screening and immunisation in the Cook Islands appears effective but this study indicates that the follow up of both the mother and their infants needs to be improved.</p><p> </p><p align="left">he research question, interpreted the data and revised the manuscript. TK reviewed the research question, analysed and interpret the data and revised the manuscript.</p>
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Ava, Aue Te. "Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting." Waikato Journal of Education 25 (November 24, 2020): 31–41. http://dx.doi.org/10.15663/wje.v25i0.714.

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The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
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Connell, John. "A Nation in Decline? Migration and Emigration from the Cook Islands." Asian and Pacific Migration Journal 14, no. 3 (September 2005): 327–50. http://dx.doi.org/10.1177/011719680501400304.

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The Cook Islands is the largest of several Pacific island microstates experiencing absolute population decline, raising questions over national viability. Since its peak of 21,300 in 1971 the population has almost halved, mainly through depopulation of the twelve outer islands. The population of the main island, Rarotonga, has remained constant. Decline has been particularly rapid following economic problems and restructuring in the mid-1990s, while return migration has been slight. Skilled migrants, especially health workers, have been most prone to migration, for educational, economic and social reasons, facilitated by unimpeded entry into Australia and New Zealand. Workers increasingly join the health system with the intention of subsequent migration. Both the education and health system are short of skilled workers, and service delivery is worsening. Economic growth through tourism may slow migration, but will not prevent it, and further overall population decline seems probable.
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Dissertations / Theses on the topic "Cook Islands. Ministry of Education"

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Puna, Repeta. "Ko Marouna te toa the effects of the Cook Islands public sector reform on the delivery of education : a thesis submitted to Auckland University of Technology in fulfillment of the requirements for the degree of Master of Philosophy (MPhil), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/415.

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The effects of the public sector reform impacted on all aspects of public services including the performance of the economy. Central to this argument was the re-organization of the operations of the public service from the traditional administration system to the new public management (NPM). Education, a critical service in any economy was not spared. Literatures around the application of NPM (a derivative of market principles and practices) to education (which was value based) suggested that NPM was dangerous for education and could deplete the value system of education and replace that with a focus on accounting for money by individuals who were self-interested and who would seek to maximize their benefit with guile. Arguments against NPM suggested that the human factor was neglected and that education had led to chaos among professionals, stakeholders and students. However, those who argued for the introduction of NPM suggested that it had made the provision of education more efficient, effective and relevant to the needs to the clients. It held those working in the education sector accountable for the resources used and made the system more responsive to the needs of the clients of education. Education in the Cook Islands experienced many changes since western type education was introduced by the Missionaries in the late 1800s. Cook Islands people have always regarded education as a right and also believed their participation in education would improve their lives as well as positively contribute to economic growth. As the public sector reform was a global phenomenon, the currents of NPM also converged on the Cook Islands and affected the delivery of education. Those changes revolutionalized education in ways that was not commonplace in the Cook Islands. However, professionals and stakeholders within education made the most of the system and diverged some of the practices to suit the need, the environment and the culture of the Cook Islands people. Change also refocused education from teachers teaching to student learning reinforcing the dedication of many teachers and education administrators to ensure NPM served the best interest of their clients; the students, despite the workload placed on them. The challenge in this thesis was to understand how the NPM system affected education and how the Cook Islands education professionals worked within the system in their favour. The stories of teachers and Ministry of Education professionals demonstrated that there was no resistance to the application of NPM system in the Cook Islands. In fact, the system was embraced by the education sector suggesting it was a positive change from their previous system of traditional administration. Much of their system was inherited from New Zealand where the environment, layers of bureaucracy and economic status of the country was different. Instead, it appeared the Cook Islands took much of what others deemed as dangerous for education and turned it into a positive opportunity for the Cook Islands education. This thesis presents the story of the revolution in the Cook Island education system.
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Books on the topic "Cook Islands. Ministry of Education"

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Cook Islands. Ministry of Education. Cook Islands Ministry of Education statement of intent 2010-2015. Cook Islands]: Ministry of Education, 2010.

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Cook Islands. Ministry of Education. Cook Islands Ministry of Education business plan, 2005/2006. [Cook Islands: Ministry of Education, 2006.

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Education, Cook Islands Ministry of. Education for all: Cook Islands report : draft. Rarotonga, Cook Islands: Ministry of Education, 2008.

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Australia. National Office of Overseas Skills Recognition. Pacific Islands II: Cook Islands, Kiribati, Western Samoa : a comparative study. Canberra: Australian Government Publishing Service, 1995.

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Marshall Islands. Policy Advisory Team for Economic Management. Organizational analysis of the Ministry of Education. Marshall Islands]: The Team, 1996.

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Education Assignments Group (Cook Islands). Tupuanga okotai: Growing as one : Cook Islands education sector review : priorities for action. Cook Islands: Education Assignments Group, 2001.

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Resources, Cook Islands Ministry of Marine. Strategy and business plan, 2005-2006. Rarotonga, Cook Islands: Government of the Cook Islands, Ministry of Marine Resources, 2007.

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Cook Islands. Ministry of Justice. Budget submission 2005/2006. Rarotonga, Cook Islands?]: Ministry of Justice, 2007.

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Marshall Islands. Ministry of Education. Invest in children: An agenda for change : Ministry of Education, Republic of the Marshall Islands strategic plan: 2013-2016. Majuro, Marshall Islands]: [Ministry of Education, Republic of the Marshall Islands], 2013.

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Cook Islands. Ministry of Finance and Economic Management. Cook Islands public sector budget planning & reporting: Strategy and business plan. [Cook Islands]: Ministry of Finance & Economic Management, 2007.

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Book chapters on the topic "Cook Islands. Ministry of Education"

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Te Ava, Aue, and Yogeeta Devi. "Culturally Responsive Pedagogy, Creating Opportunities for Teacher Professional Development in the Cook Islands." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_246-1.

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"the forge rather than the normal sources of the ministry. Their deficiencies in formal education would not be inhibiting, since a knowledge of the dead languages was not necessary to the communication of the truth in living ones, and their practical skills would be a positive advantage. And find them they did; not less than 30 missionaries, with some wives and children, went off to the Pacific together in 1796. Four were ordained as ministers, one was a surgeon, most of the rest were artisans or labourers. One was so anxious to go that he worked his passage on the ship and was accepted as a missionary on arrival. The voyage took eight months, so the group naturally formed a gathered congregation on board ship (and had the sadness of having to excommunicate some of their number on doctrinal grounds). A short period in the islands produced a drastic thinning of the ranks by death and deser-tion, though one of the labourers went on to devote 48 years to the service of the mission and one of the artisans to give 45. Another group of 23 mis-sionaries was sent to the Pacific in 1798 but never got there, being intercepted by a French warship. By 1799, the year that saw the foundation." In The Rise of the Laity in Evangelical Protestantism, 190–91. Routledge, 2003. http://dx.doi.org/10.4324/9780203166505-91.

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Conference papers on the topic "Cook Islands. Ministry of Education"

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Catlow, F., and G. M. Reeves. "Education in Nuclear Decommissioning in the North of Scotland." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7209.

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This paper describes the work covered and experience gained in the first two years of operation of DERC, a Centre for Decommissioning and Environmental Remediation in the Highlands of Scotland. The Centre is a unique development which was set up to teach nuclear decommissioning as a separate discipline, address the problem of a declining skills base in the field of nuclear technologies and to take advantage of the unique and exceptional innovative, technical and research opportunities offered through the decommissioning of Britain’s fast reactor site at Dounreay. The Centre is an offshoot from North Highland College which is a member of UHI, the University in embryo of the Highlands and Islands. The Centre currently supports ten PhD students completing various diverse projects mainly in the field of nuclear environmental remediation. In addition there are a number of full and part time MSc students who participate in NTEC (Nuclear Technology Education Consortium) a consortium of British Universities set up specifically to engender interest and skills in nuclear technology at postgraduate level. At undergraduate level, courses are offered in Nuclear Decommissioning and related subjects as part of Electrical and Mechanical degree courses. In addition to our relationship with the United Kingdom Atomic Energy Authority (UKAEA) the Dounreay site licensee, we have links with Rolls-Royce and the Ministry of Defence who also share the Dounreay site and with other stakeholders such as, the UK regulator (HSE/NII), the Scottish Environmental Protection Agency (SEPA), local and international contractors and we liaise with the newly formed Nuclear Decommissioning Authority (NDA), who provide some sponsorship and support. We possess our own equipment and laboratories for taking and analysing soil samples and for conducting environmental surveys. Recently we commissioned an aerial survey of contamination in the locality from natural sources, other background levels such as Chernobyl fall out and any local activity from Dounreay.
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