13 February 2018
The Government’s 100 day gallop is over and education got the trifecta.
First, tertiary free fees for the first year of tertiary study introduced at speed and free of any targeting.
Secondly, National Standards go out the door replaced by nothing at all, leaving parents to wonder if their children are on track.
Thirdly, and this was no surprise, Partnership Schools will go or perhaps remain in some other form, or perhaps…… Whatever they will be wrapped back into the very system to which they offered an alternative.
These changes were each signaled in the election campaign, an event that inevitably sees a scramble of ideas is tossed into the fray by all and sundry, underpinned by little policy and even less consultation other, perhaps than with a chosen few people and organisations.
The Government’s reported reasons for dealing to the Partnership Schools are somewhat puzzling; while claiming that they were abolishing them because they were introduced for ideological reasons, they now appear to be taking these steps for their own purely ideological reasons. Let’s see a robust argument that will counter the considerable evidence internationally that would support the view that they are well worth supporting – the best of them are superb. In fact, just as there are excellent, struggling and indifferent public schools, there are excellent, struggling and indifferent charter schools. To characterize them all as unworthy is misleading and unfair.
Right across the English-speaking world, Partnership Schools were seen as a different way of working which could bring success to students who were not catered for in the mainstream system. In New Zealand this included significantly, Māori and Pasifika students. New Zealand has a variety of school types; State, State Integrated, Independent, Special Character, Kura Kaupapa, Special Needs, Alternative Schools, each cater for different sets of students in different kinds of communities.
Partnership Schools with their capability of working differently, offering a changed curriculum, using different organizational approaches, offering students different ranges of teachers, and so on. The different business model that Partnership Schools were able to use might have informed the mainstream system had it been allowed to flourish but it now seems likely to be dampened by the conventional and outdated resourcing structures that hold schools back.
And what is so frightening about this tiny number of schools prepared to be different?
The mainstream schooling system in New Zealand might no longer be fit for purpose into the 21st Century. It does the conventional well for the 33% who go on to university or into degree programmes at Institutes of Technology and Polytechnics. But it serves the rest in a very patchy manner. It has taken the development of Secondary / Tertiary Programmes to show that with motivation, different programmes, using NCEA to its full capability all based on sound working relationships between secondary schools and tertiary institutions which results in a very significant number of students succeeding where once they had mixed results.
The conventional secondary schools of the English-speaking education systems will always face difficulties in trying to achieve equitable results simply because they have for the past 60 years never had to. Current secondary schools are simply not equipped to do so. The scale of disengagement from the school system escalated when schools saw the industrial arts go into postsecondary settings blocking off the valuable pathways to employment that schools had once provided for so many.