The greatest revelation of the International Confederation of Principals (ICP) Congress this year, was not the differences between the 50 member countries, but how much they have in common. Principal and teacher wellbeing, insufficient staffing, post-Covid attendance, lack of support for learning needs, promoting indigenous cultures, the advance of Artificial Intelligence (AI), inequities, and insufficient Government investment were common factors for every country. A further shared concern was the inability of political parties to agree on a long-term vision, set long-term strategy and enact long-term plans for education. In the few cases where countries can achieve cross-party agreement, and build policy in partnership with the profession, education systems were far more successful.
We have always known that collaborating with a broad network of colleagues gives us greater insights, a wider range of perspectives and stimulates more effective responses than working in isolation. We have always maintained close relationships with our Australian colleagues, attended each other’s conferences, shared knowledge and experiences and debated the many system issues we have in common. As the Australians grapple with normalising Aboriginal and Torres Strait Island cultures in their schools, they look to us to emulate some of our initiatives for promoting biculturalism. In turn they shared the mechanics of their Leadership Advisory system with us which influenced the development of our own Leadership Advisory here. We are now proposing a Trans-Tasman coalition – an enduring structure which will further strengthen our ties. Our Trans-Tasman relationship demonstrates the power of collaboration among neighbouring nations. The exchange of ideas, best practices, and innovative solutions between New Zealand and Australian principals enriches both education systems, ultimately benefiting the students on both sides of the Tasman. By working together, principals can address common challenges, share resources, and learn from each other’s experiences.
A strong partnership with ICP is like our Australian relationship on steroids. The international stage takes debate to another level. As our own country has now gone to the polls to elect a Government for the future, we are reminded how education policy can change. At the ICP Congress, we were reminded by the UK delegation that accountability systems, where achievement results become a measure of a school’s performance, are dangerous and negatively affect the wellbeing of students, teachers and Head Teachers. In the UK, the Office for Standards in Education (OFSTED) ranks schools as excellent, adequate, requiring improvement or inadequate, then publishes these rankings for each school. In primary schools these are largely based on the Standard Assessment Tests (SATS) or in secondary, General Certificate in Secondary Education (GCSE) results. Australia shares the same problem with its NAPLAN system, where league tables of schools are published according to test results in literacy and numeracy. Aotearoa New Zealand had its share of this punitive system for a decade from 2008 to 2017 with the introduction of national standards, again narrowly focused on literacy and numeracy.
The ICP discussions promoted a broader understanding of these accountability systems, particularly from countries with long-term experience. Knowing that we have the strength of a global network behind us supports our resistance to Government policies that work against a broad curriculum and are not helpful for student learning. It encourages organisations like our own to point out the shortcomings of such systems to our politicians to avoid their reintroduction.
As members of the Oceania region of ICP, we share a responsibility to strengthen connections with our Pacific Island neighbours. Building bridges with educators in the Pacific also advantages our own New Zealand teaching profession. It helps us provide culturally appropriate teaching to Pacific Island children in our own country, grow a deeper appreciation of diversity, and create more inclusive and effective educational environments.
A new international opportunity is our partnership with the Ontario Principals’ Council. This introduces exciting opportunities for collaboration and growing our knowledge through a principal exchange programme. Such exchanges not only benefit the participating principals but also contribute to the growth and development of their respective schools and communities. This partnership exemplifies the spirit of nations coming together to foster mutual understanding and cooperation.
Initiatives like the Trans Tasman Coalition of Principals, collaboration with the Pacific Islands, exchanges with Canadian counterparts, and involvement with the ICP ensure that our education systems remain dynamic and responsive to the challenges of the 21st century.
International relationships are not just about networking; they are about creating a global community of educational leaders committed to excellence, innovation, and improving the lives of the students they serve. Through these connections, principals bring new ideas, perspectives, and practices to their schools, enriching the educational experiences of countless young minds and preparing them for a brighter, more interconnected future. By engaging with their global colleagues, principals are not only shaping the present but paving the way for a more promising tomorrow.