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Education: Robertson PDF Print E-mail

Education – Ages 16 to 24 Years – 1983 – 2005
E I Robertson – October 2006

Published by: New Zealand Futures Trust
Box 12 008
Wellington  6144
New Zealand

This 14 page report by E I Robertson follows his earlier report on New Zealand Youth Unemployment (1986 – 2000) and focuses on the educational statistics for the 22 year period from 1983 to 2005 for young people aged from 16 to 24 years.  The graphs and tables illustrate the probable links between unemployment levels, full-time and part students, university and polytechnic students to explain the changes in the numbers of young people in the various categories over the period.

The data is a very sound base for policy makers to use when considering the educational and support needs for this age group over the next twenty years.

Special Members/Subscribers offer of $7 until the end of April 2007.

Retail price (includes GST and postage) $15

 

 

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A Tribute to Michael King PDF Print E-mail

        

A Tribute to Michael King - died 30 March 2004

By Anthony Haas and Richard Hill
31 March 2004

 

On 12 November 2003 Anthony Haas and Richard Hill presented a paper to the New Zealand Futures Trust on the theme of the challenging interface between biculturalism and multiculturalism. It was a paper informed not only by the direction of our own work, but also by the life and work, over three decades, of Michael King - who was referred to a number of times in the course of the presentation.

 

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The Future of Rangatiratanga PDF Print E-mail

 

by Richard S Hill*
e-Future Times, March 2003

Historians are seldom asked to look into the future, and they even more rarely oblige. They are even loath to engage in 'counterfactual history' about what might have been in the past if a circumstance or circumstances had been different. Generally, they argue that the present cannot be fully understood without knowledge of the past, and that without full knowledge of the present, the future cannot be properly and rationally planned. Insofar as they look to that future with any specificity, they argue - usually implicitly - that a better future can come about through taking heed of the lessons that can be learnt from the past.

 

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