Adam Mostogl

Immigration New Zealand announces significant reforms to the Skilled Migrant Category Resident Visa, effective August 2026. Key changes include two new residence pathways, reduced local work experience requirements, enhanced recognition of NZ qualifications (6 points for NZ Master and 5 points for NZ Degree) and updated wage criteria. There are several social media posts on this topic but every prospective student should keep in mind that change in policy won't get the job, it only streamline your future pathway. Following points are more relevant: 1.Select Relevant and Career oriented programme 2.Check the Learning outcomes 3.Check the Graduate outcomes from institute 4.Communicate with the students who are studying that programme or have graduated On top of this make sure you have following attributes- communication skills A+, Positive attitude and Team player.

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A co-designed research project funded by the National Centre and led by Professor Lynne McPherson, Centre for Children and Young People, Southern Cross University, has published its latest article. The project collaborated with victims and survivors to learn about what practices help or hinder disclosure, and critically, what support is needed at the point of disclosure and beyond.  The research found that only a very small number of victims and survivors had supportive and safe adults to disclose to - and even then, responses were often inadequate or dismissive. Most victim-survivors had to disclose multiple times over their lives before being heard and supported. These findings highlight the urgent need to improve responses to children, young people and adults who have experienced child sexual abuse. The project aims to advance understanding of disclosure processes, improving service systems capacity to listen, hear and respond appropriately. Read the article: https://lnkd.in/gEAyeb5b #HereForChange #Research #Disclosure 

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Teachers lead charge shaping classrooms Thank you to Peter Hanlon at The Australian Financial Review for this article. It was great to contribute to a piece that recognises the leadership, critical thinking, and responsible decision-making educators are demonstrating towards GenAI. The article reflects what many already know: teachers are leading innovation, resisting hype, and demanding responsible AI grounded in sound pedagogy. The article also points to organisations like Education Services Australia (ESA) and the eSafety Commissioner who are building capacity around digital safety and risk, and Wyndham Tech School, Brimbank Tech School and associated Communities and Practice empowering teachers and schools, which Smart Glasses Lab, coleader Dr. J Andrew Welsman has a wealth of knowledge about. What the article doesn’t point to, is academic integrity or assessment reform. With 72% of the teaching workforce identifying as women, and the rise of smart glasses, deepfakes, and covert surveillance through smartglasses, GenAI is not just a pedagogical issue - it’s a gendered workplace safety risk. This isn't down playing that work - it is uplifting the impacts GenAI has on student experience on placement. It demands we reconsider what 'classroom readiness' looks like. GenAI is reshaping student experience, and this shift cannot be ignored. To do so, is not only naïve - it is reckless. Further, in the article, I refer to www.AI4education.org, a free, open-access platform offering 40+ scenarios as a potential solution. The goal of these scenarios is simple: to improve student experience. Made possible thanks to Victoria University's Special Studies Program (SSP), these scenarios in 2025 alone, have been engaged with by educators from 29 countries and I hope they offer you practical activities to integrate into your curriculum too. Notably, however, this global interest, reinforces a broader truth: educators understand that the impact of GenAI on student experience is not limited to integrity or assessment reform. It includes digital safety, ethical innovation, protection from emerging harms, and inclusive, anticipatory governance. As universities prepare for the Code to Prevent and Respond to Gender-Based Violence, our AI strategies in teacher education must reflect the same principles: prevention, equity, care, and accountability. If practice about GenAI stays focused only learning outcomes, and plagiarism, it will miss deeper risks: deepfakes, biometric surveillance, and platform creep that impact student experience. Teachers are leading the way, lets do so in intital teacher education too. Our graduates must be equipped for a world where muck-up day this year could involve a deepfake of them, in a 'prank gone wrong'. This is the reality they are entering, and to equip them with anything less is a failure of duty of care. Massive thank you to Gemma Williams for VU research to have such great impact. #AIGE #AIgovernanceforEducation

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