Rather than let off a few sky rockets on yet another silly day we remember, hard on the heels of that even sillier day called Halloween, I thought I would throw a few ideas up in the air as we head towards the end of the year. These are called game-changers. They would lift educational performance in New Zealand. We have known most of these for a long time but other things get in the way. On Thursday I will give a complementary list of show-stoppers.
Principals of secondary schools are welcome to use these lists as they put the final touches to their prize-giving addresses.
The “Game Changers” List
1. Access to early childhood education
It astounds me that in this rich country we still have uneven distribution of opportunity for early childhood education. I do not need to repeat the evidence, it is over whelming. And the lack of equity in the area is hidden by two factors – quirky gatherings of information about actual participation (likely to be lower than reported) and the evening out of statistics into regional and national figures.
A stark statistic: In the Tamaki suburb in Auckland there are 7,000 youngsters under the age of five and there are 2,000early childhood education places.
A quick but excellent fix: In areas of low participation, add an early childhood facility to each primary school – same Board, same management, shared outdoor facilities, great savings. Best of all, it would be goodbye to the entangling bureaucracy that surrounds the development of conventional centres.
2 Greater attention to basic skills in primary schools
I might be naïve but it is bizarre that in the country that led the world not only in reading performance but also in the teaching of reading that so many children fail to reach a safe standard in the eight years of primary schooling. The same can be said of mathematics (sometimes called numeracy). Add to the list the development of knowledge, social skills, preparedness for further education, and exposure to arts and practical skills all in a context of new technologies and you would have not only an interesting programme but one which didn’t place so many students on a trajectory of failure.
A stark fact: Students show a decline in learning in key areas between Year 4 and Year 8.
A quick but excellent fix: Demand that primary schools do less but that they do it to higher standards. The foundation skills are taught in primary schools. Isn’t it ironic that the term “foundation skills” has been transferred to the first several years of post-secondary education and training for those who have failed to accrue such skills and this is clearly too late.
3. See a clear distinction between junior and senior secondary schools.
Education systems that we admire and would wish to emulate invariably have a clear distinction between what is in New Zealand Year 10 and Year 11. The first two years of high school are years of finishing off the processes started in primary school and the preparation for discipline focussed study that is in a context of future employment. Years 11 and 13 in these overseas systems are clearly differentiated with the availability of clear vocational technical opportunities emerging to complement the university track (which is working well in New Zealand). In other words, young students have choices about their futures.
Another shared feature is that at that age students are credited with much greater maturity but also supported to a much greater degree. The style and organisation of schooling is more akin to a tertiary institution than to the primary schools from which the secondary schools evolved.
A stark statistic: By age 16 years 21% of 16 year olds have dropped out of New Zealand schooling system.
A quick but excellent fix: Sorry folks, but there isn’t one. This area is where the most comprehensive reforms are needed. Put simply, apart from the track to university, the New Zealand senior secondary school is broken. That style of education no longer suits too many of our young people. Don’t despair – we share this with our sibling systems in Australia, the United States, the UK and most of Canada. WE need to look elsewhere for evidence of what works and then craft our own responses for our particular circumstances.
4 Cement the output of graduates from tertiary education to employment.
There needs to be a clear line of sight between tertiary programmes and employment. I know that the universities resist any such notion – I have been told by those who know that such a connection is not helpful – “We do not train people, we educate them.” Just think of it, all those untrained doctors, ophthalmologists, engineers, lawyers – what rubbish such a claim is. And in light of the unrelenting marketing of universities as the place to secure a future, to get high earning powered positions it is simply not sense.
Tertiary education is expensive both for the taxpayer and for the students who are the sons and daughters of taxpayers. They have a right to know that their investment in education at a tertiary level be it at a university, an ITP, a PTE a Wananga or wherever will lead to a job. If a degree in business has prepared you to look after the valet parking desk at the airport (as was a case I came across recently) then it can only be concluded that the programme offered little in the way of access.
A stark statistic: About one half of those who start a post-secondary qualification actually complete it.
A quick but excellent fix: it seems as if we are drifting towards a situation where tertiary providers are to be held accountable for the progress into employment of their graduates. If this were applied to all levels and types of tertiary education it might well be a good thing. Of course it would have to be first accepted that a key purpose of post-secondary education and training is to get the appropriate job. This might also require a better connection between demand and supply in the labour market. Consideration of these a matters need to be sped up.