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These pages contain the original text of the Tertiary Education Strategy documents. Only edit content if you notice the text is inconsistent with the final published document. Feel free to develop your own cross references and index structure. Promotion of specialist skills that contribute to New Zealand’s development
New Zealand needs a proportion of people who are highly-skilled technical specialists, researchers, entrepreneurs and managers, and who are capable of seeing, creating and implementing the opportunities for improved productivity and innovation in many fields. These people will be engaged in postgraduate study in many fields, some of which will include the areas Government has identified as critical to continued economic development, such as bio-technology, ICT and the creative disciplines. We will need postgraduates in a wide range of disciplines and a proportion of talented people engaged in serendipitous research areas (in both ⦡mp;#8364;˜blue skies⦡mp;#8364;™ and applied research), who will help to generate new and emerging areas of research specialisation and excellence. Our liberal arts and humanities researchers will continue to contribute to our cultural development, national development, social well-being and economic growth. There will also be an increasing incidence of convergent or synergistic research that breaks down the traditional barriers between the arts and sciences. Many of these highly-specialised graduates are likely to spend a period of their working lives abroad, and as a result their programmes of study will include an international emphasis. The offshore networks established by such graduates are important to New Zealand⦡mp;#8364;™s international trade and image, and the regular return of these graduates will be assured by the existence of world class centres of research excellence, clusters and specialist companies in these fields. By 2007, the quality of postgraduate courses and research skills will be have improved, due in part to partnerships between tertiary providers and other sectors. For example, universities will be responding more effectively to the needs of CRIs for specialist researchers. Providers will ensure improved progression for individual learners within the tertiary system, from programmes providing high-level generic skills into the study of more specialist skills and postgraduate qualifications. « Objective 23 | Index | Strategy 5 » |
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