As promised folks, here are some thoughts on the Labour Party’s education policy.
It starts at an excellent place, reminding us of the Fraser / Beeby commitment to have an education system that offered choice, that offered equity and which respected all learners. This is a mighty aspiration for an education system to have and action is needed now if it is to fade away to become simply the rosy glow of Shangri La.
So with this in mind, what are the highlights as identified by the Labour Party and featured on the front page of what is a bulky document and will these key policy planks significantly contribute to those aspirations? Yes, A Little, Maybe, or No.
1. Reduce class sizes
We have been over this before. They need to change the tune from “Kumbaya” to “When will they ever learn?” on this one. Let me repeat myself – more teachers doing the same thing will get the same results. It is not the number of teachers that will make the difference but what they do. It is not the number of children in the room but what the teachers do and how well they do it that will lift the quality of the outcomes. Class sizes as an argument has no credence any longer.
2. All school children to have access to digital devices
This seems a big ask but do we have an accurate idea of the current levels of access across the different communities that goes beyond wild guesses and untested assumptions? It might be able to be achieved easily and quickly. On the other hand….. And again see above. The impact of this, which is inevitable somewhere ahead of us, will largely be the result of the use teachers make of the technology. Using new technology to replicate old practices will not work. But the excitement and possibilities of this policy are huge.
A key issue might turn out to be the provision of equipment using public funds that could well have even greater use outside of school and in that sense could be seen as public funding of private activity. But perhaps that would be an excellent thing as well.
3. Funding schools that can’t get “voluntary” donations (aka School Fees)
I would have preferred to see this “inequity illness” being tackled directly rather than seeing the symptoms being treated. Yes, the schools that can’t get school fees out of parents will benefit a bit but this will not address the inequities created by the practice of flouting the rules and laughing all the way to the bank or the trust fund.
4. 25 hours quality ECE for all 3-5 year olds
There is no argument about it – quality ECE makes a difference. But Labour has done it before and could be about to do it again. A resource of this kind that is untargeted will increase inequities of access. Just observe the growth of palatial ECE centres being built
5. Fund education to maintain it ahead of inflation and population growth
There is a fairness about maintaining funding at levels that reflect inflation and population growth but this is simply prudent management of the system. Actually it is a little absurd to bring population growth into the equation when schools are funded substantially on the basis of roll numbers!
So those are the “highlights” identified by the Labour Party. But in the excitement of The Shopping Channel – “Wait! There’s more folks!
· Cancelling the Investing In Education Success (IES).
The Labour Party perceives issues with this Government programme which will see top teachers and principals helping schools to lift their performance through best practice, proven management experience and demonstrated extra flair that such IES persons will be expected to display and indeed will have been chosen on that basis. The real trouble that the Labour Party has with it is that the teaching unions and some other teacher organisations don’t like it and when it comes to Labour Party policy they like to have things as they would wish them to be. And their wish is their command.
When IES is rolled out, wait for those who now are strong on their condemnation crying out “Pick me! Pick me!”
Ironically a Labour Policy is to establish a comprehensive school advisory service to share best practice and act as a mentor and advisor to teachers throughout New Zealand. And, what’s more they will “establish a College of School Leadership that will operate as part of the school advisory service, establish the minimum qualifications required of those applying for school leadership positions, ensure that quality professional development programmes are available for all new and existing school leaders, have the power to second up to 100 existing school leaders into the College for a period of up to 2 years to act as mentors and trainers.”
Finally, there is a commitment that will see it “RAISING THE STATUS OF THE TEACHING PROFESSION!” A great first step in achieving this worthy idea would be to ask the education organisations and especially those who work for them to stop lowering the status of the profession by their déclinologiste behavior (i.e. adopting a constant anti-everything-that-is-suggested stance and their concerted ad hominum (and ad feminum) attacks on people).