It is astounding the list of wrongs done to the Kiwi education system in a few short years. I’m not exaggerating – it is just beyond belief. To the point that when I try to think of it all, my head hurts and a thousand conflicting issues start fighting for prominence rendering me unable to sort through the spaghetti of information and in need of a big glass of Wild Side feijoa cider.
I live and breathe this stuff, and if I find it bewildering I can only imagine what it does to the average parent or teacher, grandparent or support staff.
So I am truly grateful that Local Bodies today published a post listing the long list of things public education has had thrown at it since National came to power.
This is the list. It needs to be read then discussed with friends, colleagues, family, teachers, students, MPs and the guy on the train. Because this is it – this is what has been thrown at education in a few short years. It is no overstatement to say that New Zealand Public education is under attack.
Take a breath, and read on:
A National led Government was elected and New Zealand’s public education system came under heavy attack:
You can add to the list the change to teacher training that allows teachers to train in 6 weeks in the school holidays and then train on the job in one school without varied practicums, just as Teach For America does to bring in low cost, short term, untrained ‘teachers’. (Coincidentally great for charter schools, especially those running for profit.)
The full Local Bodies article is here. It is well worth sharing and discussing (share the original, not this – the full article is better)
Please be aware that what has already gone on is just the preamble to far more extensive measures getting increasing more about Milton Friedman’s “free market” than about good, equal, free public education for all.
Unless you want NZ to descend into the horrors being seen now in England and the United States, you need to act. How?
Because three more years like this and the list above will look like child’s play.
This is reposted from Local Bodies, with the kind permission of the author, bsprout.
The Ministry of Education is tightening the National Standards net. Until now it was largely the comprehensive ERO reports that determined the performance or success of a school, now it is mostly about achievement levels in literacy and numeracy.
It was recently revealed that schools have been placed into three categories, those doing particularly well were to be called “no touch” schools, some were going to receive a “light touch” and the worst performing would need a “firm touch” from the Ministry. Principal Pat Newman caused some hilarity when he asked where the touching would happen and who would do it, and “what legal recourse will a touchee have if the touching doesn’t come up to expectations”.
In reality it is no joke, while the original titles for each group no longer exist, many Principals have discovered (around 800) that they meet the criteria for a firm touch. It became clear that practically all those notified were low decile schools. The key factor, despite all the other triggers listed (ERO reports and Charter compliance), it was the school’s National Standards achievement levels that were the main determining factor.
There is a high level of anger and outrage from the recipients of these damning notifications. One principal I know was particularly upset, her Decile 2 school is well regarded and recently received a good ERO report that places it in the normal 3 year cycle. The majority of the pupils in her school are Pasifika and the rest are Maori or recent migrants. For a large proportion English is their second language and some speak up to three languages. The school is a happy, vibrant place, the children are enthusiastic learners, the teachers highly dedicated, but it is unlikely that the literacy and the numeracy achievement targets set by the Minister will ever be reached.
The notifications in many cases have been delivered in an almost apologetic manner, but the message is clear, these narrow, ideological targets (based on ropey assessments) are determining what success looks like in our primary schools. According to this Government socio-economic factors have little bearing on teaching and learning and a child who speaks three languages (but none of them English) cannot be considered competent in literacy. By bulldozing through this highly ideological system we are creating winners and losers and the collateral damage will include many wonderful children and schools.
Thank you to bsprout for giving me permission to share. The original article is here.