by Rebecca Thomas
We are standing at a crossroads where multiple changes are coming at once and consultation deadlines are swamping us (most likely intentionally).
Amongst these changes is the Government’s recent proposed amendments to the Education and Training Act 2020. Presenting us with a crucial moment to reflect, question, and speak up.
Note this was opened for consultation on 2nd September and closes on 14th October
While these changes are framed as steps toward improving student achievement and ensuring our education system is fit for purpose, we must ask ourselves: why are these amendments necessary, and why the rush?
Understanding the Proposed Changes
Before we discuss the implications, let's examine what's actually changing.
The government proposes to amend Section 127 of the Education and Training Act 2020, which outlines the primary objectives and responsibilities of school boards.
Current Section 127 | Proposed Amendments |
Balanced focus on student well-being, achievement, and rights | Educational achievement as primary objective |
Emphasis on local curriculum | Shift to "teaching and learning programmes" |
Explicit references to student rights | Removal of explicit student rights references |
Treaty of Waitangi commitments | Reordering of Tiriti clause for visibility |
Boards must have regard to NELP (referenced in Section 127, defined in Section 5) | Proposal to remove NELP from the Act (affects Section 5 and related sections, not directly Section 127) |
New objective on standardised assessment | |
New objective on student attendance |
Unpacking the Implications
Prioritising Achievement: At What Cost?
The shift to make educational achievement the primary objective raises crucial questions:
Does this narrow focus truly serve our students' diverse needs?
What happens to creativity, critical thinking, and overall well-being in this model?
Why is an amendment to the Education Act necessary to prioritise achievement?
Centralisation vs. Local Needs: A Contradiction in Terms?
The move from "local curriculum" to "teaching and learning programmes" signals a concerning trend towards centralisation. This shift appears to contradict the government's claim of prioritising Te Tiriti o Waitangi commitments.
How can schools reflect local tikanga Māori, mātauranga Māori, and te ao Māori under a centralised system?
Are we risking cultural colonisation by prioritising dominant narratives over diverse local knowledge?
The Quiet Erosion of Student Rights
The removal of explicit references to student rights from the Education Act is particularly troubling. While these rights remain protected under other legislation, their absence from education-specific law raises concerns:
Will the lack of explicit mention lead to overlooking these rights in educational settings?
How does this align with our commitment to student well-being and empowerment?
Speed vs. Scrutiny: Why the Rush?
The rapidity with which these changes are being proposed and the short consultation period are red flags:
Is there sufficient time for thorough consideration and debate?
Are we prioritising political expediency over thoughtful, evidence-based policy-making?
Potential Impacts: A Balanced View
While the proposed changes aim to improve educational outcomes, it's crucial to consider potential drawbacks:
Pros:
Increased focus on measurable educational outcomes
Potential for improved accountability in schools
Heightened attention to student attendance
Cons:
Risk of neglecting non-academic aspects of student development
Potential marginalisation of local and Indigenous educational practices
Possible reduction in schools' ability to adapt to diverse student needs
What should our Board of Trustees be asking?
These changes represent a significant shift in the governance landscape for school boards. Trustees should carefully consider these implications and actively engage in the consultation process to ensure their concerns and the needs of their school communities are heard. Questions like the ones that follow might be worth consideration.
How will making educational achievement the primary objective affect our ability to address other crucial aspects of student development?
What specific metrics will be used to measure "educational achievement," and how will these impact our decision-making?
How will the shift from "local curriculum" to "teaching and learning programmes" affect our ability to cater to our community's specific needs and cultural context?
With the removal of explicit references to student rights, how can we ensure these rights remain protected and prioritised in our policies and practices?
What additional resources or support will be provided to help us meet the new objectives on student attendance and assessment?
How will the removal of the NELP from the Act affect our strategic planning and alignment with national priorities?
What processes will be in place to ensure equitable outcomes for Māori students under this new framework?
How will these changes impact our accountability to our community versus to the Ministry of Education?
Call to Action: Your Voice Matters
As educators, parents, and community members, we have both the right and the responsibility to shape the future of our education system. Here's how you can make your voice heard:
Participate in the Consultation: Submit your feedback through official channels.
Engage with Your MP: Schedule meetings, or write to your local representative.
Join Collective Actions: Work with unions, community groups, or start petitions.
Spread Awareness: Share information and encourage others to get involved.
The proposed amendments to the Education and Training Act 2020 represent a significant shift in our approach to education. While aiming for improved outcomes, they risk narrowing our educational focus and centralising control at the expense of local and cultural responsiveness.
As we respond to this recommendation, let's ensure our voices are heard.
We must ask the hard questions, demand transparency, and advocate for an education system that truly serves our students – not just in measurable achievements, but in fostering well-rounded, culturally grounded, and empowered individuals.
The future of New Zealand's education is in our hands. Let's use our collective voice wisely and effectively.
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