Four more years of schooling lowers the probability of reporting oneself in fair or poor health … percent of incomes) reported that they have better physical and mental and emotional wellbeing (Figures 4.27 and 4.28). survey, which was conducted between May 2006 and March 2007. This can negatively affect self-esteem and wellbeing. Has the respondent accomplished less (in a physical sense)? First, we find an indirect effect of education on happiness through income and labour status. The Adult Literacy and Life Skills Survey is a powerful tool that enables international comparisons as well as trend analysis. How effective is the current Resource Teacher Learning & Behaviour cluster model? How can a man get to 85: Health & Wellbeing The Pulse 23/11/2006 Take two genes and call me: Health & Wellbeing feature Chores keep you living longer: Health & Wellbeing The Pulse 3/8/2006 The study provided evidence that education level, income and literacy skill are linked with wellbeing. with Māori. There is greater variation in wellbeing at the extremes of the document literacy scores due to the smaller number of respondents with these scores. Many programs focus on getting students more physically active, citing its benefits for their health both short and long term. In other words, those who completed their education at age 24 years or over tend to have a lower income. There are no significant relationships between mental and emotional wellbeing and being born outside New Zealand, leaving education before age 17 years, having English as an additional language, or identifying with Māori, Pasifika, Asians or the Other ethnic group. It’s true, 70 is the new 60… but only if you’re healthy. Is the respondent feeling calm and peaceful? In particular, people in income quintiles 1 and 2 (together representing the lowest 40 percent of incomes) reported lower physical and mental and emotional wellbeing. Analysis of the survey data showed that there are strong links between education level and literacy skills and between income and literacy skill (Satherley et al, Evaluation of the sustainability of ECE services during the implementation of Pathways to the Future: Ngā Huarahi Arataki, Impact of 20 Hours ECE on playcentres 2008, Literature review: Transition from early childhood education to school, Outcomes of early childhood education: Literature review, Quality early childhood education for under 2-year-olds, A literature review focused on Virtual Learning Environments (VLEs), From Targeting Problems to Tailoring Potential, Te piko o te māhuri, tērā te tupu o te rākau: language & literacy in marae-based programmes, Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa Māori, Te Piko o te Māhuri: Ngā āhuatanga matua o te Kura Kaupapa Māori whai angitu, Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu & Eke Panuku, Hangaia te mātāpuna o te mōhia: learning foundations for Māori adults, Hei titiro anō i te whāinga: Māori achievement in bachelors degrees revisited. and another is by using summary statistics of the self-assessed health of individuals (Ministry of Health, 2008). The link between education level and income is shown in Table 4.2, where people's incomes were ranked and divided into five equal groups called quintiles. The research project Identity, Socioeconomic Status and Wellbeing, which is funded by the ESRC’s Secondary Data Analysis Initiative, has investigated the psychological effect of differences in education. In effect, cognitive ability is crucial in creating and sustaining a high-achievement milieu, leading not only to economic growth and wealth, but also to a democratic and free society. The first part of the study looked at the relationships between education level, income and literacy –regardless of wellbeing. Deep Change: Applied post-graduate study, 7. (forthcoming) Analysis of Adult Literacy and Life Skills (ALL) Survey data to investigate relationships between education, age, income and wellbeing for New Zealand adults, Working Paper, Research Division, Wellington: Ministry of Education. ICCS: What do New Zealand students understand about civic knowledge & citizenship? It is equally important to look at the non-financial outcomes of education. People who are physically active and at a healthy weight live about seven years longer than those who are not active and are obese. There are no significant relationships between physical wellbeing and gender, being born outside New Zealand, living in an urban community, leaving education before age 17 years, or identifying with Pasifika, Asians or the Other ethnic group. 4 Religious discrimination may also be associated with a range of other negative social and economic impacts including reduced social cohesion and social connection, and reduced morale and productivity in the workplace and education. Figures 4.25 and 4.26 show the data from the physical and mental and emotional The percentages of the variance explained by the model for mental and emotional wellbeing were 6.9 percent at stage 1 of the model, 6.9 percent at stage 2 of the model and 7.8 percent at stage 3 of the model. Income measures the relationship between wellbeing and income. It is well known that education improves people's earning prospects and their ability to contribute to the economy. And the important part is that those extra years are generally healthier years! Linear regression was used to explore the relationship between the explanatory variables and each of physical and We find both direct and indirect effects of education on happiness. The study indicates that: Lawes, E. & Schagen, I. The statistical analysis was done in three stages: The items in the survey background questionnaire that addressed the respondents' assessment of their wellbeing are listed in Table 4.1 below. The survey was conducted in New Zealand in 2006 and also in 12 other countries. Wellbeing can be measured in various ways. What makes for effective teacher professional development in ICT? Human resource issues in education: A literature review, National trends in the ICTPD School Clusters Programme 2003-2005, National trends in the ICTPD School Clusters Programme 2004-2006, National trends in teacher participation in ICTPD Clusters Programmes 1999-2006, ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003, ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003: Supplement, Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up Study, Improving english language outcomes for students receiving ESOL services in NZ Schools, Incredible Years-Teacher Evaluation Summary, Incredible Years-Teacher NZCER Evaluation Report 3, Incredible Years-Teacher NZCER Evaluation Report 2, Incredible Years-Teacher NZCER Evaluation Report 1, Employment Based Initial Teacher Education Literature Reviews, Evaluation of exemplary post-graduate initial teacher education programmes, Exemplary features & early outcomes: Second Interim Report, Dispositions to teach: Review & synthesis of current components & applications, & evidence of impact, Initial Teacher Education: A summary of four studies, Initial Teacher Education: Policy & practice, Initial Teacher Education Outcomes: Standards for graduating teachers, Preliminary insights on Employment based initial teacher education in Māori-medium, Research on Initial Teacher Education in NZ 1993-2004, Review of evidence: Features of effective Associate Teachers in programmes of initial teacher education, Review of evidence: Features of effective Associate Teachers in programmes of initial teacher education (Summary Report), Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principals, Insights for Teachers: How teachers & principals of Year 7-10 students use their time, PISA 2012: Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievement, Instructed second language acquisition: A literature review, Intercultural communicative language teaching: Implications for effective teaching & learning, Ki te Aotūroa: Improving inservice teacher educator learning & practice, Learning from the Quality Teaching Research & Development Programme (QTR&D), Learning more about support staff in schools, Literacy Professional Development Project: Identifying effective teaching & professional development practices for enhanced student learning, Making a difference in the classroom: Effective teaching practice in low decile, multicultural schools, Massey University Early Literacy Research Project, National Education Findings of Assess to Learn (AtoL) Report, Paraprofessional practice in ESOL programmes: Part 1, Paraprofessional practice in ESOL programmes: Part 2, PISA 2012: Series on the Learning Environment Volume II: Delivery of Maths, Raising Māori students' achievement in Te Taitokerau, Recruitment & retention in New Zealand secondary schools, Report on secondary teacher workload study, Review of secondary school's use of NCEA professional development resources 2005-06, Review of the Specialist Classroom Teacher Pilot Full Report (2006), Review of the Specialist Classroom Teacher Pilot Summary Report (2006), School support staff: Collectively making resources count, Shifting the Focus: Achievement information for professional learning: Summary, Identifying Teacher Status, Its Impact & Recent Teacher Status Initiatives, Perceptions of teachers & teaching: A focus on ECE, Strategic Research Initiative Literature Review: Enterprised-based education & training, Supporting future-oriented learning & teaching: An NZ perspective, Te Reo Māori in the Mainstream Professional Development (PD) Pilot Programmes for primary school teachers: An evaluation, Teaching, School & Principal Leadership Practices Survey 2018, Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical education, Teaching & learning in middle schooling: A review of the literature, Teaching of international languages in NZ schools in years 7 & 8, The education of Years 7 to 10 students: Full Report, The education of Years 7 to 10 students: Summary Report, The effects of curricula & assessment on pedagogical approaches & on educational outcomes, The sustainability of professional development in literacy: Part 1, The sustainability of professional development in literacy: Part 2, Using e-Learning to build workforce capability: A review of activities, Evaluation of the Flaxmere Project: When families learn the language of school, Evaluation of the Home-School Partnership: Literacy Programme, Final report for the evaluation of the Parent Mentoring Project in Manukau, National Standards: Survey of parents & whānau 2011, Parents, families & whānau & their information needs, Pacific Islands School Community Parent Liaison Project Case Study, The impact of family & community resources on student outcomes, Whanau Toko I Te 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