by Rebecca Thomas
Conversations about charter schools often ignite heated debates, creating a sense of division in our education system.
At the heart of this discussion lies a critical truth we all agree we can not escape: many tamariki and whānau feel disconnected from the current system, and their voices deserve to be heard. While it’s clear that change is needed, we must tread carefully. Experience and experiments from around the world indicate that charter-like schools have the potential to destabilise the very system we aim to improve.
One of the most concerning findings from England’s free schools programme is its role in increasing social segregation. A University College London study revealed that free schools fostered more uniform student populations, exacerbating divides along ethnic and socioeconomic lines.
For New Zealand, where diversity is a strength, the risk of such segregation cannot be ignored. If charter-style schools encourage “self-segregation” or disproportionately attract advantaged students, the goal of equity will remain out of reach.
Free schools were found to reduce enrolment and funding for nearby schools, particularly in areas of deprivation. As one UK headteacher explained:
“We had less money coming in. It had a significant impact on the curriculum we were able to offer.”
New Zealand’s education reforms must safeguard against similar outcomes. Competition should not come at the expense of resources for the schools that serve our most vulnerable communities.
While charter schools remain a small part of the landscape for now—their impact could grow. International evidence, particularly from the UK’s Free Schools Experiment, warns us that systemic shifts may take years to fully surface. In the UK, it took 4–6 years for the consequences to become clear, and the effects continued to ripple for over a decade.
Do we risk repeating history, or can we chart a different course?
We all agree that the status quo isn’t working for everyone.
Innovation is necessary.
Rather than leaning on models that have caused fractures overseas, we have an opportunity to lead with foresight, creating a system that works for all tamariki, whānau, and educators.
As we think about reform, it’s important to acknowledge that “utopia” is a concept—a vision of what could be, not a destination we can ever fully reach. No education system will ever be perfect, and that’s okay. The goal isn’t perfection but continual improvement. Our focus must remain on creating a system that evolves to better meet the needs of all learners, knowing that challenges will always exist.
The recently published "Searching for Utopia" report by Koi Tū sheds light on the urgency for reform, noting that "there is a growing gap between the design and structure of the schooling system and what is currently expected of schools." Today’s schools are expected to prepare rangatahi for a rapidly evolving world, yet they often operate within frameworks that haven’t significantly changed for decades—or even a century.
Are our current structures truly equipped to meet the needs of our young people?
The "Searching for Utopia" report concludes that New Zealand’s three-year electoral cycle limits long-term planning in education, a familiar issue for education systems throughout the world. However places like Japan and Finland have successfully found ways to safeguard this being a problem for them.
We all know that the political cycle we face fosters reactive policy-making, leaving us vulnerable to short-sighted decisions. To create a truly transformative system, we need bold, inclusive, and enduring reforms.
My 5 step map to Edutopia might look something like this:
#1 Think Beyond Elections: Establish cross-party agreements that prioritise education reform beyond electoral cycles. Stable, long-term strategies can ensure we focus on equity and innovation, regardless of political shifts.
#2 Bring Communities to the Table: Reform must reflect the aspirations of tamariki, whānau, iwi, and educators. Regional education panels could co-design solutions, ensuring decisions are rooted in the lived experiences of communities.
#3 Rethink Schooling Structures: Challenge outdated practices like fixed timetables and age-based cohorts.
#4 Collaborate, Don't Compete: Instead of dividing schools through competition, foster collaboration within the state system. Pilot new models that allow innovation to grow alongside shared learning.
#5 Protect Equity: Ensure any new school models, including charter schools, uphold standards of inclusivity and equitable funding. We cannot afford to drain resources from state schools or marginalise vulnerable communities.
The "Searching for Utopia" report reminds us that “children are our best investment for the future.” It asks whether we are truly preparing our children for the future, or simply maintaining a system that no longer serves them.
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