ACE Aotearoa Winter Newsletter 2017 (6.8MB)
ACE Aotearoa Summer Newsletter 2017 (PDF 563KB)
Koia Koia Towards a Learning Society.pdf
The Working Party on Adult Education and Community Learning was established in August 2000 to provide the New Zealand Government with advice on a new policy and funding framework for adult and community education (ACE). As part of its education policy, the government intended to formally recognise and support the ACE sector, which was in need of reform and adequate funding. This report from the Working Party provides a blueprint for the implementation of a comprehensive policy for the ACE sector. It analyses the issues confronting the sector, identifies clear goals for the future and develops a coherent set of recommendations. These will enable ACE at both the local and the national level to grow and develop, meeting the educational needs of those for whom this form of education, at any point in their lives, is best suited. The report outlines current needs and recommendations under the following goals for a revitalised ACE sector: (1) sector recognition; (2) meeting community needs; (3) Maori development; (4) funding; and (5) sector capability.
ACE Aotearoa Spring Newsletter 2017 (820KB)
Fifty-Years-of-Learning.A history of Adult & Community Education in Aotearoa from the 1960s to the present day (980 KB)
This monograph aims to provide a brief but critical history of adult and community education in Aotearoa over the past fifty years. It draws on a substantial body of research much of which has yet to be published. The field of adult and community education is very broad and it may be approached from many different perspectives (R. M. Tobias, 1996b). For the purpose of this monograph, however, we have not attempted to embrace all forms and aspects of the field but instead have focused primarily on those activities which have had adult learning as their main purpose and ‘community’ as their contexts. This implies that our focus has not been on learning by children and teenagers, or on institutional, credentialled or industrial learning. This does not mean, however, that all such learning has been excluded from our history, but rather that our focus has not been on these forma of learning.