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Christchurch / Canterbury Schools, Effecting Change, Government Policy, Protest - Have a Voice, SOSNZ

Christchurch Education Plan – The Teacher Council’s View

BUILDING AN EDUCATION PLAN THAT WORKS FOR CHRISTCHURCH 

The Christchurch education sector has now experienced its biggest aftershock.  Having shown true strength in the aftermath of the tragedy of a natural disaster, it now needs to respond to an educational renewal plan for the greater Christchurch region that challenges the integrity of its educational communities.

Whatever emerges as the educational renewal plan for the greater Christchurch region, it must reinforce the strength and connections early childhood services and schools have established with their local communities.  As we know, this has been the hallmark of numerous international and national educational successes.

battered streets

Christchurch after the quake

The NZ example includes:

– local communities that fully engage in the education of their children and young people;

– the contribution of community as the backbone of the administration of NZ schools;

– the engagement of early childhood education family and trustees, and Kōhanga Reo whānau development;

– Māori medium options in partnership with whānau, hapū, iwi and communities.

LOCAL COMMUNITY VIEWS CRITICAL   

In support of our Christchurch colleagues and learners, the Teachers Council urges all teachers and professional leaders to engage in the consultation in good faith.

It may be trite to say “it takes a village to raise a child”, but it remains a reality.

 We have not only numerous examples of the positive contribution and critical involvement of the community in our early childhood services, kura, primary and secondary schools, but a body of sound national* and international research findings in this area.

Any educational decision about a school or early childhood service in the greater Christchurch region must involve the views and perspectives of its local community.

*The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: BES Iteration (Fred Biddulph, Jeanne Biddulph and Chris Biddulph, 2003).”

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Article quoted from Kaimanga Issue 82, dated 29.9.12, received by email.

About Save Our Schools NZ

"One needs to be slow to form convictions, but once formed they must be defended against the heaviest odds." Gandhi

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