Editor
It is heartening for the teaching profession when Key note speakers at the recent NZPF conference in Invercargill mainstream media pick up government policy and give it a (see p.10 for the full coverage) similarly warned against jolly good shake out in public. We expect our media to be at the policies that were directed at increasing exam pass rates and sharp end of examining Government policy. Congratulations publishing them as if they were the only measure of a school’s to the NZ Listener (Nov 1–7, 2014) for critiquing the policy to performance. Richard Gerver is well known in the UK for his increase NCEA pass rates and showing how the same policy transformational leadership and turning the failing school of failed in the UK. Grange town into a buzzing success story. The distinguished The NZ Listener editorial explained that the UK has recently leader warned his audience that obsession with data and results back-tracked on its drive to follow a policy identical to ours. In NZ was detrimental to children’s learning and that those countries it is about increasing the pass rates of NCEA level 2 to 85 per cent, struggling to find employment for their young people were whilst in the UK it’s been about increasing A-levels passes. There those fixated on formal qualifications. He urged his audience of is now ample evidence that school principals to remember the policy failed miserably in If current policies can be shown to lead that they are in education the UK. The editorial explains to prepare children for their that it resulted in grade- to student disadvantage then future, including their future inflation in secondary school surely the Minister must be held to as employees and citizens. Thus exams and no improvement schools have a duty to ensure in educational standards. account. that the education they give The UK’s performance in children is both relevant and international studies stagnated and students were leaving useful. That means honing children’s ability to listen and distil school without the necessary work skills. Even more disturbing, information and apply thinking skills, yet these skills tend not to it further disadvantaged the already disadvantaged students. It be taught, said Gerver, at least not in the UK. Similarly he pointed has now been declared that the system was aspiring to the wrong to interpersonal skills and the ability to adapt and change saying outcomes. Does anything here sound familiar? they too were missing from the curriculum. These are not the How much more evidence does our Government need to skills of focus but they are the skills for the future. convince them that we are following a direction that is destined As the 2014 year comes to a close, we look to the year ahead. to fail our students? There is little to be excited about, unless the current Minister It’s hard work to maintain high levels of enthusiasm and of Education takes on board the very real and evidence based passion for children’s learning and that is what the vast majority arguments being espoused by educational leaders both at home of teachers and principals generate every day because something and from the other side of the world and acts accordingly. It is in them believes in kids and their future. They want all of their hard to imagine that the arguments are not convincing. Equally students to become good caring citizens with the skills and it is hard to imagine after pursuing this direction for the past six motivation to make their own way in life, be successful and leave years, that the Minister will swerve from her policy line unless the world a better place for their having been here. pressured by the public to change course. Without reading the UK experience, principals already know Perhaps it is time for the media to step up its pressure and that current policy is creating the wrong incentives. Gary demand explanations of the Minister. If current policies can be Yeatman principal of Awatapu College, Palmerston North (see shown to lead to student disadvantage then surely the Minister p.20) is very clear that there is an over-emphasis on NCEA must be held to account. If students are coming out of secondary results which is unhelpful to his teachers and students and gives schools without the appropriate work skills to take their place in the public the wrong perception of what counts as quality in a society as independent adults, then the Minister needs to explain school. As Yeatman says his school can reach the Government’s why that is the case. Only when the media asks the questions pass rate target, but how does that help create the right pathway will these critical issues have a chance to be publicly debated. for the student’s future? Just as in the UK, we are seeing schools in NZ encouraging students who are traditionally less likely to pass exams, to take soft options rather than challenging them to reach their full potential.