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Item The role of the private sector in providing access to educational and employment opportunities in PNG : a case study of the Work Readiness Institute, Lihir Island, PNG : a research project presented in partial fulfillment of the requirements for the degree of Master of International Development, Institute of Development Studies, Massey University, Manawatu, New Zealand(Massey University, 2020-06) Tyro, Sophie LynneDespite Papua New Guinea being resource rich, the country has struggled to turn these revenues into positive development results with PNG still lagging behind in all development indicators. Mining companies within the country have made effort to contribute positively to development, and are increasingly held to account through critical evaluation and measuring effects by way of social impact assessments. This paper seeks to look specifically at the role of the Work Ready Institute, situated within the special mining lease of Newcrest Mining Ltd., Lihir Island, New Ireland Province. The WRI has been developed by the mining company as a training and development program that provides trainees with the skills necessary to access employment opportunities available within Newcrest and is specifically aimed at young Lihirians. The aims of this research project are, firstly, to investigate the obstacles to educational success that exist for students at the Work Ready Institute, an educational training facility administered by Lihir Gold Limited (LGL). In understanding these challenges, the second aim is to explore how the mine, the WRI, and the trainees can work together for better educational outcomes. The overall context of this research project is to critically examine the education system in PNG by looking at the history of education in PNG and how this history relates to recent curriculum reforms. The research considers the available literature surrounding education in PNG as well as the extractive industries and the way in which the latter can partner with the government to improve educational outcomes in the country. This research considers these through the framework of Corporate Social Responsibility, particularly looking at the motivations of CSR within the mining industry and its influence on outcomes and sustainability of social performance initiatives. Broadly speaking, the conclusion of this research project speaks to the need for social performance initiatives to be well considered in partnership with the very people the project is aimed at through effective social assessment and monitoring. There needs to be a clear objective for the program, and all stakeholders need to understand the objective in order to find success. Most importantly, the outcome of the initiative needs to satisfy business objectives in order to ensure continuity and sustainability during the mine life, as social performance requires long-term investment in order to deliver effective social change. And herein lies the difficulty: placing priority on business outcomes, like social performance, while also prioritising the needs of the community. True partnerships in sustainable development are when interests of all stakeholders are met.Item How do social work students perceive their fieldwork supervision experiences? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatū, New Zealand(Massey University, 2013) Moorhouse, Leisa MareeMa te whakaatu, ka mohio Ma te mohio, ka marama Ma te marama, ka matau Ma te matau, ka ora Through discussion comes understanding Through understanding comes light Through light comes wisdom Through wisdom comes wellbeing Fieldwork practice is a vital component of social work education. Positive fieldwork supervision, based on principles of adult learning is vital to the integration of theory and practice during the fieldwork experience. A student’s experiences of fieldwork supervision can shape the value they place on future supervision, thus it is essential that fieldwork supervision is experienced positively. This research focuses on the understandings seven social work students formed about their fieldwork supervision experiences. This study explores what these experiences might mean for those involved in fieldwork supervision in Aotearoa New Zealand. This study is qualitative, utilising a phenomenological approach. Data was gathered from semi-structured interviews, and an inductive approach was used for thematic explication. Eight key findings were identified which revealed three themes which signalled the importance of; knowledge, skill, and relationship. The findings endorse current literature about the place of fieldwork supervision in student learning, and the value of knowledge, skill and relationship in supervision. They also underscore the need for further research into cultural supervision, including the need for a review of how cultural supervision is understood and resourced in fieldwork education in the Aotearoa New Zealand context. The study also reinforces the need for contributions to the literature on fieldwork supervision, particularly exploring the student perspective. On the basis of this research six main implications are identified. This research identifies six key implications from this study, the first concerns the transferability of the findings, four concern the preparation of key stakeholders in fieldwork (namely students, fieldwork educators, external supervisors and fieldwork coordinators), and the fifth concerns the cultural supervision and Kaupapa Maori supervision needs of all social work students in Aotearoa New Zealand. Thus, like the opening whakatauki above suggests, it is hoped that discussion on which this study is founded provides light, understanding, and ultimately wellbeing for all those involved in and impacted by fieldwork supervision.