National President, New Zealand Principals’ Federation
This year I opened the NZPF conference with a speech is the purpose of education now? entitled, ‘The purpose of Education’. It is a topic which has We might agree that it is to acquire skills, knowledge and values resonated with many including Murray Jack, author of the report and to socialise children. But most would argue that today’s recommending amendments to the Education Act. Jack says students need to be empowered to be life-long learners and to in his report that enshrined in the Act itself there should be a manage their own learning so that they can adapt to the changing statement of the, ‘Purpose for Education.’ landscape. The skills they might need today are more likely to What prompted me to choose be creativity, problem solving, this topic was examining the Nelson Mandela once said, communication, being a team myriad reforms, initiatives and player and critical thinking. To system changes that have come ‘Education is the most achieve these skills, a personalised our way in the past year and approach to learning and teaching realising that they represent little powerful weapon which you would be more appropriate than more than an eclectic scattering can use to change the world.’ the mass standardised, rote of policies and procedures. In learning model of old. most cases they have no relationship whatsoever to each other or Employers would agree that a holistic approach to education to a collectively shared direction or vision. Indeed they have no based on a broad curriculum would be more appropriate for the connection to a purpose for providing education in the first place. The latter, I realised, was because there isn’t one. There is no A PD package for educational centres current purpose for education to be found anywhere! And if we A critical guide to Māori and Pākehā histories of Aotearoa have no purpose for education then we cannot draw a vision for it nor set a direction. In turn if we do not have a direction, we cannot have a coherent system, strategy or plan. We are all flying rudderless. Nelson Mandela once said, ‘Education is the most powerful weapon which you can use to change the world.’ I agree, and as long as we do not share a common purpose, we are wasting the power of education to make a difference for our children and our world. In thinking about the purpose of education, I floated a few This curriculum programme resource (CPR) is now available ideas from several different sources. First, I looked at the history for all educators. of education in New Zealand and it quickly became evident that Is your school still struggling to effectively meet the wider goals back in the time of the industrial revolution, we had a very clear of the Ministry and other policies, to provide responsive education purpose for education. It would take tens of thousands of workers for Māori as Māori with Te Tiriti o Waitangi as part of the context? to make the wheels of industry spin and the masses needed to Or to teach NZ histories to all ethnicities effectively? The CPR can practically support implementing these policies and NZ histories be work-ready for the factories and the fields. What the masses curriculum more effectively. needed were the basics of reading, writing and arithmetic and Mainstream and Māori pathways can successfully use the CPR. socialising children into the ways of work and social conformity. Schools can choose from a range of timeframes for reading & That meant teaching punctuality, obedience, knowing one’s delivery. The CPR covers these topics in 6 Unit Booklets for staff to read and create their own unit plans, lesson plans, and assessments place and respect for authority. The purpose was economic and to deliver. controlling. Rote learning was common. Clock towers and flag poles were erected in myriad prominent places as symbols of For PD information, rave testimonials and punctuality and allegiance. There was intolerance of difference costings view www.criticalhistories.nz or and strict disciplinary codes. There would be no invasion of contact tamsinhanly@xtra.co.nz at 09 630 2188 creativity or innovation into this system! Leap forward to today and we are immersed in the ‘Information The CPR is a single programme to help schools plan and teach their Age’ where children are preparing to be global citizens and might approach to New Zealand’s Māori and Pākehā cultures and histories change careers several times during their working lives. So what in a cohesive way.
demands of the world of work today. Educational experts such as Sir Ken Robinson, one of the most influential voices in education in the modern world sees four basic purposes of education and he lists them as the personal, cultural, social and economic. To achieve these purposes, Robinson also recommends a broadbased curriculum.
It is so important that we get this right for the sake of our children, their future prospects and our nation’s prosperity. I believe we need to launch a public debate on this topic. Next year NZPF will be seeking input from the regions on this issue at the annual Moot. Engaging our communities and allowing their voices to be heard in this debate is essential. There will be those with differing views and those with views that support models of standardised practice. There will also be those that see education as a commodity to be bought and sold in the market place. If we do not want to see such views become embedded in the purpose statement for education, the time to act is now. It is so important that we get this right for the sake of our children, their future prospects and our nation’s prosperity.
Resilience for Educators: Professional Development A growing body of evidence suggests that the difficult conditions in some of our work environments, the excessive demands on a teacher’s time, and the heightened job pressures too often grind these professionals down, distort their ideals of professional practice, and erode their commitment to their chosen profession; as well as taking a toll on their personal wellbeing. (Dr. Paula Barrett)
Resilience for Educators teaches skills and strategies that are evidenced based and scientifically proven to help professionals build resiliency, specifically; • Self-Reflection • Mind based strategies – Attitude & Paradigm Shifting, Positive Psychology & Mindfulness • Brain based strategies – for understanding & accessing our ability to stay calm under pressure • Body based strategies for dealing with stress – self regulation, self-soothing, movement & relaxation • Communication strategies that build relationships and enhance problem solving while respecting boundaries • Presents ideas for preventing, releasing and dealing with stress • Long term skills for staying fresh and preventing burnout
Contact us to Book your PD or for further information. Contact: Jenny Bell – p: 027 245 2749 e: jenny@jennybell.co.nz w: www.jennybell.co.nz
Enviroschools A nationwide programme working in early childhood education centres and schools to create sustainable, resilient communities. The aim of Enviroschools is to empower a generation of innovative and motivated people who instinctively think and act sustainably.
A nationwide census was undertaken from October 2014 to January 2015 of all the schools and early childhood education (ECE) centres that are part of the Enviroschools Programme. The aim of the census was to ascertain a clear picture of Enviroschools activities and related outcomes. It’s wonderful to be able to share with you a summary of the key findings from the largest Education for Sustainability survey conducted in New Zealand.
Participation in Enviroschools om
7 3 % of o
se
ur
Waste
97% Food Production 69% Energy
96%
Biodiversity
83% Other projects and practices
91% Food distribution
67% EcoBuilding
rk
946 schools / ECE centres were sent the census, 688 responded.
wo
R e spon
100%
75%
et
31% of NZ schools are involved in Enviroschools
Proportion of schools / centres engaging in each of the Enviroschools theme areas
Water
n
s
fr
Environmental actions and practices
Broader outcomes of Enviroschools and young people actively 100,000 children participating managers and support 9,000 teachers, staff actively participating 85 partners across every region
Why Enviroschools works → Collaborative, scalable model → Facilitated, long-term approach → Community participation → Flexible, adaptive framework → Engaging learning model → Whole school / centre approach → School / centre vision
Citizenship and ecology such as global connection, connection with nature, interdependence, community responsibility. Educational such as curriculum, engagement, motivation, whole person development. Social such as healthy eating and physical activity, community, caring, ethics. Cultural such as connection with tangata whenua, integrating Māori perspectives, pronunciation. Economic such as financial savings, financial literacy, shifting patterns of spending.
Highlights from the census • Depth of practice in Enviroschools increases with time. • Collaborations with the community are linked to deeper levels of practice. • Enviroschools works for all deciles. • The level of support for Enviroschools within the school or ECE centre is linked to increased outcomes.
Please contact us if you’d like a copy of the full report.