Equality of opportunity is key
While lecturing the United Nations recently, Prime Minister Jacinda Ardern failed to acknowledge that we have, statistically, one of the most racist education systems in the OECD. Collectively we barely lift a finger in protest and/or to seek change.
Equality of educational outcome is never a reasonable objective.
Equality of opportunity, regardless of ethnicity or wealth, should be the foundation stone of our education system. Outcomes should not differ for groups in accordance with ethnicity and/or wealth.
That is why we have a public education system. Every time a ‘‘teacher’’ uses those two demographics as an excuse for their outcomes they are a discredit to their profession.
The key qualification to bring about change is University Entrance UE). Our economy is split in two; highly qualified individuals and successful entrepreneurs earn high incomes and have vast life opportunities. Lowly qualified individuals are either supported by benefits or earn incomes around the minimum wage and are locked out of opportunities such as home ownership or travel.
On average those with degrees earn $1.4 million in a lifetime above those without.
Recent statistics show just how ‘racist’ our system is.
University study is key (or UE as a qualification is a good lead into higher-paid starting jobs) so UE is the key school qualification.
In 2017 our education system failed Ma¯ ori and Pasifika youth. Only 19 per cent of Ma¯ ori school leavers achieved UE, 22 per cent of Pasifika students and 44 and 67 per cent respectively of European and Asian students. Our teachers and schools failed this cohort. In Programme for International Student Assessment scores, NZ European and Asian students rank well above OECD averages, while Maori and Pasifika students rank well below.
PISA results also showed: ‘‘Socio-economic advantage has a stronger impact on achievement in New Zealand than many OECD countries.
There is a larger difference in achievement between students from advantaged and disadvantaged backgrounds in New Zealand compared to the OECD average.’’
Teacher unions in New Zealand have one job – to fight for the best income and conditions of their current members.
When New Zealand had a world class system this was quite close to also fighting for the best outcomes for children.
Now all we are hearing is how difficult the job is and how horrible children are.
This will not bring in highly able, qualified, positive and passionate young people.
A pay rise may be merited for some teachers but unions claiming it will solve the recruitment problem is nonsense. They may kill the profession.
Why would any young person take another year of unpaid study to become a secondary teacher? Why would any rational young person go into a position that would associate them with a group of ‘professionals’ that can be seen describing their jobs in such negative terms? Our model is no longer fit for purpose.
The solutions?
❚ Lift the entry standards into primary training and make secondary training on the job and paid. Teachers also have to stop whinging about their jobs.
❚ Scrap the typical NZ model of six years (primary), two years (intermediate), five years (secondary). The year 7-10 phase in New Zealand is where so many trends are down and highquality middle-schooling can turn that around. A dedicated three-year qualifications programme is manageable for youth – many of whom are currently completely bored after four to five years in the one high school.
❚ Focus on genuine UE pathways for all young people – not dead-end NCEA Level 2 goals.
❚ Completely dispose of the ‘‘deficit theorising’’ in our society. Public schools are funded to be change agents – there are no excuses.
❚ For all decile 1-3 schools, have resourcing and reorganise resources for 15 children in a class with differentiated learning/teaching models to match.
❚ Promote significant programmes for ‘‘first in family’’ to tertiary study.
❚ Scrap the $2.5 billion free fees middle-class welfare mistake and have a targeted and intervention programme for student fees, living costs and debt management. Break down the barriers.
❚ Have a ‘‘Business Manager’’ in all decile 1–3 schools to take the resourcing/contracting/ policy work off the principals and allow them to focus on academics.
❚ Decile 1-3 schools should have a fully-funded Community Liaison Manager to take the welfare work out of the hands of academic staff and engage families more effectively.
❚ Ditch the $359m Communities of Learning.
They are ineffective. Instead put in place direct equal year level partnerships for decile 10-1, decile 9-2, decile 3-8.
Alwyn Poole is the Principal of Mt Hobson Middle School in Auckland and Academic Adviser for the Villa Education Trust.