NZPF executive committee
The Rural Education Reference Group (RERG) is a collaborative sector group advocating for equality of opportunity in rural education. The group’s vision is for rural learners to enjoy lifelong access to a vibrant and well-resourced formal education network of high-quality learning opportunities. Its core functions are: 1. To address issues affecting rural education and present commentary and advice to educational agencies and to the government. 2. To provide a forum for issues concerning rural learners, educators and communities to be identified and addressed in a nationally coherent framework. 3. To promote equity of access and quality education for rural areas. 4. To ensure that access to lifelong learning opportunities is available to rural people. 5. To establish and maintain open communication with Māori through RERG representative groups. 6. To act as an information broker/conduit/linkage for org anisations with educational interests in the rural sector. RERG member organisations represent rural communities, schools (trustees, principals, teachers), area schools, proprietors of state integrated schools, Te Aho o Te Kura Pounamu (The Correspondence School), early childhood education (ECE), lifelong learning providers such as Rural Education Activities Programmes (REAPs), tertiary institutions and service providers. For equality to apply for rural children, policies need to be different. One funding formula and one set of policies constructed on an understanding of town environments will not deliver equitable solutions for students in remote areas and will undermine the sustainability of rural education and rural communities. There are issues for rural folk that are different from their urban counterparts. These include long distances, small numbers, inflexible cost structures and lack of access to timely and costeffective support services, such as tradesmen or IT support. Parents often face the loss of several hours’ work time just to transport their children to a school or to a school bus route. There are also barriers for recruiting rural teachers such as lack of peer support networks and access to professional development. It may also be difficult for a teacher’s partner to find work in a remote country area. Further, there are the insecurities of fluctuating school rolls. For instance, in dairy farming areas, as contracts roll over, families move from one area to another (commonly known as ‘gypsy week’) These fluctuations in the
school rolls make planning and reporting especially difficult. Teachers may be unable to take sick leave or make use of their principal release time because there is no one available to take on part-time work and there may be housing issues if there is no school house available.
The group’s vision is for rural learners to enjoy lifelong access to a vibrant and wellresourced formal education network of high-quality learning opportunities. Another important issue is the rollout of high speed broadband to rural schools. It is critical if rural children are to enjoy a 21st century curriculum. The reality is that some schools are still on dial-up and some are part of a trial which will not be sustainable. For others the costs of connecting and lack of on-going technical support will prevent them from accessing e-learning opportunities. In the RERG’s view, current policies for rural schools do not match the needs of learners in rural areas. The RERG supports a number of critical changes if rural schools are to provide educational opportunities that are equal to their urban counterparts. These include: 1. Remote schools should have a minimum of two full-time equivalent teachers to address safety issues, maintain equity of access for students in remote areas and to reduce isolation for staff. 2. Broadband connection should be made available at affordable rates and be supported by technical services to allow rural students, especially those dependent on correspondence school and subject delivery through the virtual learning network to access learning. 3. Access to school should be provided by state-funded school transport and should be sufficiently flexible to ensure all rural children can get to their nearest school. 4. Government policy should be formulated and implemented with explicit reference to its effectiveness and sustainability in rural contexts.
FUELLED4LIFE – HEALTHIER FOOD, HEALTHIER BODIES, HEALTHIER MINDS Good nutrition, particularly in the early years of life, is fundamental to health. A healthy diet during childhood and adolescence promotes optimal health, growth and cognitive development and may contribute to prevention of disease later in life. Children’s health and well-being have also been shown to influence a child’s ‘opportunity to learn’ and achieve optimal education outcomes. It is acknowledged that ensuring children receive adequate nutrition during childhood optimises their opportunity to grow to their full potential and participate in society. Some current statistics reveal why we need to be concerned about what children eat. • New Zealand ranks 29th/30 OECD countries for child health and safety. • One-third of children aged 2–14 years are either overweight (21%) or obese (8%) with the greatest burden found among Ma¯ori and Pacific children. • Children who are obese in childhood are more likely to go on to be obese in adulthood. • Overweight and obesity are major risk factors for type 2 diabetes, cardiovascular disease, stroke and common cancers.1 The Food and Beverage Classification System (FBCS) is a tool to assist schools to improve nutrition environments.
Developed by the Ministry of Health in 2007, the FBCS is a way of classifying foods and beverages that are recommended for sale or provision at schools. For people involved in selecting foods and drinks for catered meals, tuck shops and canteens, vending machines, sponsorship deals, fundraisers and other special events, the FBCS identifies the healthier options. Last year the Heart Foundation was contracted by the Ministry of Health to manage the FBCS and has redeveloped aspects of the system. A fresh new look has been developed as part of the redevelopment. The new name, fuelled4life, conveys the importance of young people getting a good start to life through eating healthier food. Schools are encouraged to join this free, streamlined system to receive the fuelled4life Buyers’ Guides each year. The website www.fuelled4life.org.nz allows schools to access product listings, tips, catering advice and recipes. Fuelled4life is aimed at making it easier to make healthier food choices and develop an environment that supports nutrition to instil lifelong healthy habits. For more information contact FBCS Manager Sally Hughes: sallyh@heartfoundation.org.nz or 09 526 8425
Contact the Heart Foundation for references
GIVE YOUR SCHOOL A HEAD START IN PROVIDING HEALTHIER FOOD. Fuelled4life – the new name for the Food and Beverage Classification System – provides an easy guide for schools to choose healthier options. Managed by the Heart Foundation, fuelled4life is a collaborative programme that involves the education, health and food industry sectors working together to make it easier to have healthier food in schools. Join fuelled4life now and your school will receive the 2012 Buyers’ Guide.
Other benefits of joining include: •
resources to support a nutritious and delicious school canteen menu
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attend professional development workshops
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regular fuelled4life newsletters – to keep you up to date with the latest healthy products
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competitions and promotions
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nutritious and delicious recipe ideas.
Be part of fuelled4life. Contact Sally Hughes at sallyh@heartfoundation.org.nz or 09 526 8425 to get more information and join fuelled4life today.
www.fuelled4life.org.nz