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This Country Note on New Zealand forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
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This Country Background Report for New Zealand was prepared by the Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
This study shows how knowledge-intensive services activities (KISAs) contribute to the acquisition and growth capabilities of firms and public sector organisations.
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2006, contains information about the progress in implementing reforms in line with the 2005 priorities for New Zealand. In addition to passing of legislation or other decisions to implement reforms, the note records earlier stages of reform, such as government announcements and draft legislation presented to parliaments.
This book presents case studies on innovation policy governance in Australia, Austria, Belgium (Flanders), Finland, Greece, Ireland, Japan, Korea, Netherlands, New Zealand, Norway and Sweden. It provides fresh insight into how governments are striving to make innovation policy more coherent.
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In this report, the country summarizes the main developments in competition law and policy in 2004-2005.
Studies of the Mexico-USA avocado trade; Australian dairy industry; Chilean agro-food sector; Kenyan cut flower sector; agricultural reform in New Zealand; fisheries in Denmark and seafood in Thailand.
NZAID is committed to sharpening the focus of its assistance for better development results. This in practice involves “bigger, fewer, deeper and longer” engagements both with developing country partners and international agencies.
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Information on the administration, legal framework and other aspects of fisheries management in New Zealand.
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Presented at "Taking Fear out of Schools", an International Policy conference co-organised by the OECD, the Norwegian Ministry of Education and Research, the Directorate for Primary and Secondary Education and Stavanger University College, (5-8 September 2004, Stavanger, Norway)