On-line feedback: Shaping Education Engagement Process
October 2011 What should we retain?
Financial pressures must not crowd out the needs of vulnerable communities that are catered for in the education system; Family time and recreation time for children must be retained
What should we change?
The silos that separate education from health, social services, sport must be removed - the reality is that ECEs and schools provide an interface between the community and all of these areas and it is the interface that must be enhanced.
What innovation could we introduce?
We need to rethink our ECEs and schools as a community resource - a two way street so that the principles of life- long learning can be entrenched within communities
What should we retain?
We need to encourage centres of excellence and choice so that students can study in an environment that unlocks their potential in the trades, academia, performing arts so that we make the most of what we have.
What should we change?
We need the interface with the wider community through the restoration of adult and community learning and utilising outside resources - e.g. National Library, Canterbury Musem, the Art Gallery as places of learning for young and old.
What innovation could we introduce?
Think of places of learning rather than classrooms - LOTC could become the norm in a new environment.
What should we retain?
Because the eastern suburbs have suffered so much damage, it is vital that the affected communities are given the chance to settle before decisions are made about their future. Some of the communities around Parklands have been trying to get a local high school for many years. This is an opportunity to develop a process that establishes whether the community expectations are realistic or not. And if so how this is best achieved. Many parents remain commited to the choice of single sex education and this needs to be factored into the discussion.
What should we change?
There needs to be safe access to schools - walkways, cycleways and dedicated bus services.
What innovation could we introduce?
The community has proved that resources can be shared - should we build this into the education system? ECE must be the building block for the future - there must be a better way of increasing participation
We would welcome any other comments you would like to make around the future shape of education in greater
There are a number of issues that need to be resolved before we get a pictire of how the eastern suburbs of Christchurch can recover. The main issues relate to the land and the number of students that will remain in the area. It is a concern that so many schools have had to lay off staff and have their operational grants cut while they are facing significant personal pressures on staff and students alike. There needs to be a lot of extra support at this time. Internatonal student numbers are down - what are we losing as a result?
It would help us to know where you live
East Christchurch
Are you?
Other
Are you representing?
Group What should we retain?
Shirley Boys High School and Avonside Girls High should be retained as single sex boys and girls schools for the whole of the Eastern side of the city.
What should we change?
These schools could be relocated so that they were sharing a site and facilities such as gymnasiums, Hall, IT and sports grounds.
What innovation could we introduce?
Build two separate Year 7 to 13 schools on Burwood Park to cater for both schools separately but sharing Hall, gyms etc. This would allow the present liquifaction prone sites of Shirley Boys, Avonside Girls, Shirley Intermediate to be developed as the sports areas presently catered for in Burwood Park.
What should we retain?
We should retain single sex education options for the Eastern side of the city.
What should we change?
All the buildings for the schools should be changed to bring them in to line with the needs of the 21st century.
What innovation could we introduce?
Innovative use of IT and online learning facilities should be developed, with teachers acting as facilitators.
What should we retain?
Single sex boys and girls education system has been proven to give both sexes an advantage academically. The teachers in these schools have the expertise to tailor the work and play to their particular pupils.
What should we change?
Shirley Boys site is too small and damaged for the 1500 students it has been providing education for. Avonside Girls is the same.
What innovation could we introduce?
Single sex education has been proven to develop better performing students academically. There will be a huge demand for this with more central city residential areas being built. City should be divided into East and West for single sex state school zones.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch
Are you?
Interested member of the community Are you representing?
Individual What should we retain?
Community based schools and ECE so children can attend in their local area. Being a parent at Mt Pleasant Kindy we have really felt the hole that Mt Pleasant Kindy has made since it has not been open. We had a really good community at the kindy before the eq's and now I fear we may lose this. Part of the reason we moved to Mt Pleasant is so I could give my children the sort of childhood I had ie. go to the local kindy then onto the local school. We all walked to kindy./school and knew everyone in the area which I think is important as a lot of the 'community' aspect of life has been missing in the last 20 years and Mt Pleasant was one of the few places that retained it.
What should we change?
Length of travel for children. What happened to the days of walking or biking to your local school like I remember? Being in Mt Pleasant our 'local' high school is Linwood which is certainly not walking or even biking distance. Even if they were prepared to bike that far the traffic down Linwood Ave/Ferry Road so far too busy/dangerous for me to allow my children to do that.
What innovation could we introduce?
New high school
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain?
-
What should we change?
We currently live in postcode 8083, and brought our New Brighton property last year off a couple in their mid 40’s with two daughters approaching high school age. They were selling to move to Burnside purely for schooling reasons. I was currently pregnant with our son, now 10mths when we moved, and therefore we chose not to let the lack of high school options prevent us from buying this place. And now a year on and countless earthquakes later we still love living in the East and hope that we too won’t be forced to move suburbs in ten years time. We give our full support to the North East Secondary Education Committee’s proposal for a high school within post code area 8083.
What innovation could we introduce?
-
What should we retain?
-
What should we change?
What innovation could we introduce?
What should we retain?
The 20 free hours of early childhood care initiative is great and we hope it will still be on offer when our son approaches three. To maintain this benefit we have no issues with those care givers receiving the free hours encouraged or forced to actively seek work for a max of 20hrs per week, assuming that is they have no other younger children in their care.
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
As we only have the one child at present, aged 10mths, we are not yet aware of what Christchurch does or does not have to offer our child in regard to the current education system (other than those points made), therefore we can’t adequately comment any further, but would still like to be involved and keep updated with progress on the draft plan.
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain? move in Christchurch to accepting new ways of looking at Education. In the Central City we have Unlimited and Discovery 1, student focussed and utilising resources already in place
What should we change?
'Pods' around the city which have different focusses. Rather than have competition between schools providing the same sort of experiences have real difference and focus on strengths.
What innovation could we introduce?
Utilisation of the student voice. The world is changing so fast, business meetings are no longer confined to the Board room but happen anywhere - and often in a cafe. "Pods' with different focuses eg music, science, IT - look at bringing in centres of focus for the jobs that are needed tomorrow. Keep it fun, vibrant, forward thinking. Make it 24/7 - truly use resources. WiFi everywhere.
What should we retain?
University, CPIT, opportunities such as this to put forward ideas,
What should we change?
Being open to new ideas. Rather than putting obstacles in the way to keep things the way they are allow input from those the system is to serve - the students. Move away from stopping change with ticking boxes but find ways to encompass ideas.
What innovation could we introduce?
Student forums - online and meetings. Utilise places learning is happening 'all hours' Don't try to do everything - focus on different looking places that do things differently.
What should we retain?
The start to offering choice for students. Much of what is on offer is the same. Hagley, Unlimited and Discovery 1 have demonstrated a move from the 'one size'. There are some stunning parts of other schools but these are 'swallowed' in the rest of the school which is 'the same'
What should we change?
Change to allow pods of expertise. Allow students to move the ones that best suit their needs. Enable flexibility - students to work in different environments if this suits them, bring in different times (move outside 8.30-4). Fully unitlse the world of technology to extend the learning environment.
What innovation could we introduce?
Change the 'competitiveness' to excelling at different things not trying to do the same things. Allow students to choose which 'pod' best suits their needs. classes across all age groups - encourage students to follow the path that be suits their learning needs - work on every student on an IEP. Trust students to be able to have this input.
We would welcome any other comments you would like to make around the future shape of education in greater A model where schools move to become centres of learning, centres of expertise. Where the places they are located are used 24/7. Learning for engaged students is exciting - often this is a result of taking learning beyond the assessment requirements of NCEA. Christchurch has the opportunity to be a world leader with something really different. Last year I attended the OECD meeting on innovation in education. The common thread through the places innovating and obtaining the resulting hugely improved engagement and achievement were based on models that were student centred and used the community. They operated in a huge variety of environments and times. Christchurch has the opportunity to look at a new model - very exciting.
It would help us to know where you live
West Christchurch
Are you? Business owner
Are you representing? Individual What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
This very brief submission is being made at the eleventh hour. We are grandparents, lifelong learners and citizens of Christchurch.
We are deeply concerned to see that the quality of learning and teaching by people of all ages and backgrounds should be maintained and enhanced as we recover from the devastation of the past year.
We are concerned that children and adults in Christchurch at present may be severely disadvantaged as we see decreases in the funding of early childhood education, cuts in the number of teaching staff employed in schools and cuts to adult and community education. We also have no confidence that the newly introduced National Standards will do anything to enhance real standards of learning and teaching in the 21st century.
Although we believe in the importance of schools we do not have the time to address everything. Therefore the particular focus of this submission is not directed at schools but rather at adult and community education.
We believe that there is a real danger that the contributions which Adult and Community Education (ACE) has made to the life of this city over 100 years or more may be overlooked or forgotten at this time.
We want to stress that attention must be given to ensuring that ACE (in all its forms through universities, colleges, polytechnics, schools at all levels, community centres, NGO's and voluntary organizations) is able to continue to make these contributions. This includes providing recognition, funding and staff with the necessary ongoing training and support. We believe that ACE in all these forms has a major role to play in the recovery of Christchurch as well as contributing to the cultural, economic, social and political future of the city.
It would help us to know where you live
South Christchurch
Are you?
Interested member of the community
Are you representing?
Individual What should we retain?
Hinga atu tētē kura – hara mai tētē kura When one ferns frond succumbs another new frond will rise up
The recent Canterbury earthquakes have reduced a strong and vibrant city almost to its knees. However, despite the considerable physical, emotional and economic stress that has impacted many whānau and the widespread negative environmental impacts in the Canterbury region endured this severity of this disaster has created a rare window of opportunity to rebuild the city and retrofit the region for the future. Education is at the cornerstone of any successful society and Christchurch needs to respond in a timely fashion to not only restore confidence of the remaining community but also to create top-class and leading education institutions and facilities that will be a beacon in the resettlement process. This is an opportunity to showcase cutting edge education that is region proud, culturally and socially rooted, environmentally appropriate and economically feasible.
Mainstream education in Christchurch has a considerable history and arguably there are good examples where this has produced good outcomes. However, there exist many, if not more, examples of where this model has failed our children and youth. The establishment of alternative and innovative education institutions such as Steiner, A1 Discovery, Unlimited, Kura Kaupapa Māori and Kohanga Reo is, in many respects, the direct result of dissatisfaction with the mainstream model. Each of these alternatives fills a unique niche in the Christchurch education space whether it be Steiner’s balanced approach to the modern school curriculum - the academic, artistic and social aspects, or head, heart & hands; or the A1 Discovery and Unlimited’s approach of community participation in child’s self-managed and directed learning experience. Each of these alternatives has a function and purpose to a small percentage of the Christchurch population and this difference should be encouraged and supported. Similarly the Māori language immersions facilities (Kura Kaupapa and Kohanga Reo) whose philosophy and practice of reflecting Māori cultural values with the aim of revitalising Māori language, knowledge and culture have played an important role in meeting the educational aspirations of parents who have a strong language focus – although there has been limited growth in Canterbury Māori immersion schools in recent years. Bilingual units are also increasing in popularity which is a reflection of a heightened demand from parents who favor this model. However, these units still exist and function within a ‘mainstream’ non-kaupapa Māori environment which does compromise their effectiveness – particularly from a Māori perspective.
What should we change?
Ka pū te ruha ka hao te rangatahi As the old net withers and is compromised a new ‘fit for purpose’ net is made and employed
The growing disparity between Māori and non-Māori primary and secondary school children is a particularly disturbing blight on the Christchurch education landscape –even before the Canterbury quakes. This gap is likely to widen particularly in light of recent preliminary research that indicates that Māori families are more likely to be worse off as a result of the earthquakes. If the education landscape pre-earthquakes was ineffective at improving these poor statistics then rebuilding the ‘status quo’ will certainly NOT ameliorate this. We need a fundamental change and new philosophical approach in Canterbury – an alternative that captures Māori and non-Māori who feel disenfranchised by the current models and allows them to contribute to the community and the New Zealand society as a whole.
What innovation could we introduce?
I whakawhara hurahi tuatahi, whakaarohia, kimihia ara turua Should your intended pathway be perilous innovate and pursue an alternative route
A considerable weight of education research points to importance role of family and environment in education. I believe that a new approach needs to have at its center a strong focus on the student and have a broader objective of capturing whānau in the education and social fabric of that learning. Expending effort at a people level in the first instance will more likely produce positive education outcomes compared to focusing solely on obtaining positive education outcomes “people in education – not people AND education.”
This translates to different learning approach that is inclusive of and supportive of difference rather than enforcing conformity; acknowledging of family and community in the educational, social and economic wellbeing of our students and society as a whole.
The widespread damage and negative environmental impacts from an overreliance on centralized and antiquated philosophies of water use, waste disposal and energy capture and use. These earthquakes have highlighted the fragility of our built environment and subsequently the over-reliance of our communities on these systems. Surely the education re-build should take cognizance of these frailties and promote more self-reliance and sustainability in both the infrastructure and the incorporation and promotion of these philosophies in the education curriculum. This will raise an awareness of environmental responsibilities and connection with the environment in successive generations and promote the philosophy of ‘people in the environment and not people and the environment.’
What should we retain?
The question of what to retain does present me with a significant challenge particularly in view of the poor statistics of Māori from an education system that has historically and consistently failed them. This is further compounded by a resignation that much of the current education infrastructure and approach will remain thereby discounting a broad scale re-build/re-think of education in a post-earthquake Christchurch. Therefore, I believe that the question is not what we retain but more what and where are the opportunities to develop and build a new approach that tackles this issue head-on.
What should we change?
Support co-location of schools to minimise travel for families with children that attend different schools. More sustainable schools. Support dual-language institutions
What innovation could we introduce?
I am a member of an establishment committee of Te Pā o Rākaihautū – a group that has applied to the Ministry of Education to found a special character status facility here in Christchurch.
Our group formed early in 2010 primarily as a group of concerned parents who wanted an alternative to the currently available education models in Christchurch.
The defining features of our proposal are:
1. Co-location of different learning stages/sectors (pre-school through to tertiary) and intergenerational learning experiences are two new innovations that our group is advocating. I believe that these approaches strengthen the sense of family and community and are excellent vehicles to teach and reinforce a range of principles and values that are sadly missing from many education institutions. By creating a Māori Pā environment the notion that “it takes a village to raise a child” becomes a reality.
2. Placed based and enquiry-based learning that is firmly centered on the individual and the environment as determinant of well-being, identity, language and culture.
What should we retain?
The philosophy of enquiry based learning is becoming recognized as a best practice learning approach and one that resonates with traditional Māori practices and remains contemporarily relevant. Examples of this should be retained. Environmental education initiatives are becoming more widespread and should also be supported and promoted wherever possible. Approaches that incorporate the learning into the curriculum should be especially encouraged as this engages the students directly in the practical and theoretical teachings.
What should we change?
The delivery of education across the different age sectors remains inconsistent and disjointed. I believe that this is a consequence of each being managed at a central government level by different departments. That said serious consideration needs to be invested in how to break down these departmental barriers to create a more open and transparent environment that will translate into seamless learning between each sector.
Fundamental to the challenges of addressing the poor Māori educational statistics in Canterbury are those people charged with delivering an education to these students. What Te Pā o Rākaihautū proposes to achieve is dependent on having professionals with the necessary capabilities to effectively operate in this new environment. It is my belief that mainstream teacher training is insufficient to produce teachers that are effective in this new medium and therefore training methodologies should be re-evaluated along these lines.
What innovation could we introduce?
The establishment committee of Te Pā o Rākaihautū have deliberated and debated what it is that we believe are important for the education of our children and the key issues facing disenfranchised Māori and non-Māori moving forward. The thinking and philosophical underpinnings are detailed in our application to the Ministry of Education for special character status and as such we would be more than happy to take part in other aspects of the consultation process if required.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live West Christchurch
Are you? Parent
Are you representing? Group What should we retain?
Christchurch needs to retain their support in creating different innovative educational models. Character Schools such as Discovery, Steiner, Early Childhood Maori Education, Kohanga Reo, Kura Kaupapa, Bilingual units etc have proven to be an asset knowing that all children do not learn the same way and of course have different interests. These “schools’” eases the minds and worries of parents to where best to send their child/ren for their education. Often enough where parents send their child extends on the beliefs of what is taught and valued in the home. There is still room for improvement for the Maori education which currently does not fit the needs of most Maori families here in Canterbury. Whilst Te Kohanga Reo, Kura Kaupapa are needed here in Canterbury, they only have a small percentage of families that attend and support these schools. This is mainly due to a small percentage of families with little knowledge of the Maori language and their customs. Bi-lingual Units have more support for families as it caters for the language deprivation for most Maori families living in Christchurch, however it runs within a mainstream system which often does not coincide with the Maori philosophy (culture and customs).
What should we change?
We are needing an innovation that meets all these needs for a better Maori education way forward for Canterbury, Aotearoa and possibly all Indigenous countries. Whilst there is a popularity here in Christchurch for families to send their children to bi-lingual units, what cultural learning’s and Maori language the child gains there is then lost once they complete their education and continue their schooling at a mainstream intermediate school which is then only cemented when they attend High School as the Maori language becomes an optional language alongside French and other languages. What we also need to change here in Christchurch to benefit a better Maori Education is the importance of whanau involvement with the child’s learning. Many or most of the schools do not provide the innovation to fully allow parents and whanau to be part of their child's schooling education. Most families who benefit from this are those parents who decide to become teachers themselves and learn and teach beside their own children. More often these teachers are also learning and teaching beside their siblings children as parents find comfort in sending their child to a school where their child’s uncle or aunty are teaching. Also, many parents are reluctant to send their children back to school fearing from separation anxiety as a result from the quakes. With the Government now dictating how long parents should stay home with their child and now pressurising mothers to go back to the work-force after their child turns the age of one, shows that the child's first years in education is not fully supported with whanau support in mind. Families are seen more to be running around to meet the needs of an educational system with parents dropping off their children in the mornings to usually two – three different schools, opting only for schools that is close to home or work and not really having an option for which model best fits their own culture and home values. What needs to change is a innovative education that best fit the needs of families living here in Christchurch that adapts to meet the needs of the families and produces and achieves better learning outcomes for the child based on the child’s interests with family support in mind.
What innovation could we introduce?
I am involved with a group of Maori parents who are passionate about the education for their children but are currently working through problems as noted above. All the parents within this group are what we call “Pa Kids” in that we all grew up on our own marae learning, playing, caring, carrying out our cultural customs and hearing and speaking the Maori language. This type of learning was not taught by just one person (as seen in schools today) but by all the whanau (inter-generational learning) The innovative model that we are proposing falls back on the pre- european approach to learning where the child’s interest and talents are acknowledged and then a curriculum of learning is based around those interests and talents of the child. This way the child is always keen and interested to learn and learning outcomes are been met. We have opted for a “Pa” model where Early Childhood, Primary, Secondary and Tertiary are placed on one site. Whilst at times each sector will have its own learning and teaching time frames, there will also be allowances where knowledge is transmitted between generation to generation, where doors are open and each sector comes together and learning is involved by all (tuakana/teina at its best) This innovation draws on the theory that it takes a village to raise a child allowing parents to have only one area point to take their children to for their education, it does not require parents to buy three to four different sets of uniforms (also not feasible for low-socio economic families) and it also gives the opportunities for parents to further educate themselves with the Tertiary Education provided again on the same site. We are keen to launch this Pa by February 2013 and know that this innovation is well needed by families living here in Christchurch.
What should we retain?
There is still a need for Te Kohanga Reo, Kura Kaupapa, Te Whare Kura and Bi-lingual units as they meet the needs for families who do have strong Maori language and Maori customs in the home. The current system needs to ensure they retain these Maori educational learning models here in Christuchurch regardless of this model meeting the needs of a very small percentage of families living here in Christchurch. Again Christchurch is seen to support the need to provide families with more options to where to send their child based on what best fits their childs learning and family culture. This needs to be retained.
What should we change?
The fact that all Maori education are well spread throughout Christchurch means that families are having to move longer distances to gain access to Maori education. There needs to be a mindset change that consistency in the child’s learning environment is also an important key factor. Transitioning for a child and family is huge. Environment changes when moving the child from ECE to Primary Schools to Intermediate to High School then possibly Tertiary. Children have to adapt not only to a new learning environment but also new people and teachers when transitioning. Routines change and families have to change, adjust and adapt, change, adjust and adapt.
What innovation could we introduce?
In our Pa, the learning environment stays the same. This is ideal for children and families who begin this journey from Early Childhood and continue their education through to Tertiary at the Pa. Transitioning between each sector does not become an issue at the Pa as the children would already be familiar with all the kaiako, older children, parents, grandparents, aunties and uncles, cousins, friends who attend the Pa and of course no doubt within its community. Remembering there will times throughout the day the doors are opened, walls come down and the Pa functions as such. The childs education is not affected by the fear of parents separated from their children. This allows families and friends to learn side by side.
What should we retain?
The fact that Christchurch has supported the development of Special Character Schools to exist is positive. Unfortunately there are not enough of these school’s and I believe mainstream learning does not meet the learning needs and outcomes for children and families. Christchurch needs to retain the acceptance of creating more enquiry based learning.
What should we change?
The Pa would be delivered through the medium of the Maori language. Christchurch needs to change the mindset of assuming that learning delivered in the Maori language be only limited and provided for Maori families, this should not be the case as it only hinders Christchurch socially and culturally. Whilst Canterbury celebrates multi- Culturalism it is also important for all families to see bi-culturalism. Christchurch needs to change so that all families feel that they have a place (turangawaewae) in this type of learning model. Over the long-term with all peoples Maori, Pakeha and Tauiwi attending and feeling a belonging at the Pa can only be a positive move forward not only for Christchurch but Aotearoa.
What innovation could we introduce?
Right from Early childhood learning through to Primary and Secondary the child’s curriculum is based around what the child’s interest and talents are. This is seen as enquiry based so straight away this learning model caters for all peoples and not based around what ethnicity your child and family belongs to. The fact that the learning is delivered in the Maori language should be placed in a positive light allowing not only intergenerational learning but learning alongside other cultures. This Paa creates a positive and safe space for Pakeha, Tauiwi and those with Special needs to learn the Maori language and customs in an environment that will be inclusive for all. The Maori language at the Paa is seen as the “normal” language spoken at the Paa but not the focus for the child’s learning. The Maori language will not be the learning taking place, the importance is allowing the child to learn still through their own interests, and through discovery.
Learning will not only take place in the classroom. Children will learn on field trips as a school, as a sector. Teachers become Facilitators providing avenues, guidance in how children can conduct research on their own learning and where possible attain people who are experts in their field to extend on where the child’s interest lies. Where ever the child learning is taking place is where the child's classroom is.
We would welcome any other comments you would like to make around the future shape of education in greater
The innovative learning model of Te Paa o Rakaihautu is a positive way forward for all peoples. It meets the need Social, Economically, Culturally for all. An initiative like this is needed now in Christchurch. Thank you na Ahi Ataria.
It would help us to know where you live
West Christchurch
Are you?
Teacher
Are you representing?
Group What should we retain?
Strong, government funded local schools using the New Zealand Curriculum, with excellent teachers that are recognised as professionals. Places where children are recognised for the skills they have and encouraged to expand their learning. Boards of Trustees that come from the community.
What should we change?
Classes and assessments based on age or year level alone. Set maximum class sizes and fund accordingly.
What innovation could we introduce?
Build classrooms and schools with flexible teaching spaces and state of the art technology.
What should we retain?
Excellent New Zealand curriculum which recognises that students are individual and progress in individual ways.
What should we change?
Create central funding for support staff so that schools can rely on administrative and teacher aide numbers from term to term and year to year.
What innovation could we introduce?
Look for ways to maintain and existing links between schools at transition points - ECE to primary, primary to secondary, secondary to tertiary.
What should we retain?
Strong locally based schools that have strong ties to the community.
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
New Zealand has one of the best education systems in the world. Christchurch should be able to access the support they need to ensure that students have access to local schools which support them.
It would help us to know where you live
Canterbury
Are you?
Teacher
Are you representing?
Individual What should we retain?
The strength of education in Christchurch is the broad range of learning facilities that supports students and whanau in what they value about education. I am thinking along the spectrum of private preparatory schools to alternative education such as Tamariki School.
What should we change?
Every school community should challenge itself about how best to deliver education for the 21st century. This will lead to a whole range of changes from school buildings and facilities to how schools engage with the wider community.
What innovation could we introduce?
Innovation will fall out of embracing change. For example the proposed high speed broadband will provide students with opportunities probably not even imagined.
What should we retain?
The child and young person could answer this better. I think we have to take time to involve them in the process and ask their ideas and feedback.
What should we change?
I like the idea of learning in different places and times and the idea of learning hubs. Having said that I know some students also like to be 'secure and safe' in an environment with adults and students they know.
What innovation could we introduce?
Giving the child the opportunity to be involved in the decision making about how learning will work for them.
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
Both my children are now in tertiary education - one went to a co-ed state school and the other through Discovery and Unlimited Schools. They made their own choices about where to go. As a parent I really valued the opportunity to be involved in a school that was innovative and valued input from the student and family. It was forever challenging but has produced a young adult totally aware of herself as a life long learner. I value the vision and drive of those that made this type of schooling a reality in Christchurch.
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain?
• Local schools as focus - Physical sites • Self governance in some form • Quality education • Single sex/co-ed options • Qualified professional workforce • Be responsive to the community • Public education/public funding • NZC • Uniqueness and culture - sense of community
What should we change?
• Increased collaboration across schools – sectors • Funding models and policy to be flexible and accommodate a dynamic system • Inter government agency cooperation • Community perception/expectation • Seamless education • Remove competitiveness • Family involvement strengthened • Value investment in education – education not the cure all • Look at placement and size of schools • Flexibility for individual learners • Choices for parents and children • Sharing of resources and sites • Shared vision to support change
What innovation could we introduce?
• Local governance models • Greater resource sharing across schools and sectors – human resources, teachers ,expertise • Schools the hub of the community – one big educational community on one site. Support agencies to co-locate on site as well • Community owned facilities – stewardship/not ownership • Learning/education hubs – including virtual hubs • Bicultural innovation/more inclusiveness/all groups fully participating • Parents valued as first educators • Creativity in funding options to allow innovation • Special education – innovation for children with increasing complex needs • Personnel who can coordinate the connections • All providers work together for the student • ECE from 4 years • Be responsive to new innovations eg. buildings, future proofing/use of current technology • Research based initiatives only introduced not ideology
What should we retain?
• human interaction of teacher and students • Community participation • Curriculum focus – ie values, KC’s, learning areas • Bi/multi cultural focus • Personalized/individualized learning • Choice/flexibility • Best practice/BES/research • Expertise • Local curriculum/student focused • Cultural experiences currently offered • Place where people come together socially • Special character (but how would this be achieved if sharing resources?)
What should we change?
• Policy and funding – needs to enable - drivers not brakes • Variability of preservice training across the sector • Logistics – plan process/implementation – who runs it? • Bureaucratic processes – make them relevant – central MOE versus local MOE • Better understanding of educators of each other’s sector/sharing of information to overcome transition issues etc • Meet student needs • Research led • share resources eg. gyms, libraries, specialist sports facilities, pools
What innovation could we introduce?
• Community hub for schools, health, library, ICT etc – increase usage • Networks – systems to collaborate for: agency links; procurement of resources; • NZ based research; Take notice of it; Support research that takes account of NZ experience • Joint process- cant change education in isolation • Networks – fluid – cross sectored; multiple networks; geographical • Community mentors and community groups involved • Ways children travel to school • Educating parents about the NZ system
What should we retain?
• Parental choice and parental involvement • Quality teachers and support staff • Parents as first teachers • Professional standards • Quality teachers (fully trained) • Relationship between teacher and students • Grow the ability of children to do different stuff at different schools
What should we change? • High quality/consistent providers • Transitions (between different parts of the system) • Resourcing for children with special needs • Link between providers and context – understand the complexity of the role of a teacher • High quality PD • Strong sense of local identity • Quality - no matter what school a child attends – consistency across system • Funding flexibility • Regulation rigidity • Group sizes (teacher ratios) • Smooth transitions • Be evidence based
What innovation could we introduce?
• Community resourcing -shared resources -a hub • Online learning • Learning occurs in all sorts of places not just 4 walls • Appropriate assessment processes • Flexibility for thinking differently – school year, school day • Think as a whole system not in pockets/areas • Building design (MLE) - embrace new technology in design • Parental involvement and information flow
We would welcome any other comments you would like to make around the future shape of education in greater
• innovation will only happen if we are allowed to take risks • Suspend “Education Act” for ChCh for 2 years • Involve NZCER in long term research approach to innovation • Cant do this on our own – but mustn’t be stifled by bureaucracy and political agendas • Need to have time to think • Buy in from all stakeholders • Use of people outside the sector – because those in it are swamped and need/appreciate guidance and advocacy • Need a timeframe for development - agreed and announced before Christmas so people can feel they can have an indicative timeframe for 2012
Feedback from the MOE focus group: Education Associations
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Group What should we retain?
School swimming pools are a must.
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
Sumner / Redcliffs / Mt Pleasant really needs a high school
What innovation could we introduce?
What should we retain?
Retain Mt Pleasant Kindy
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
Apologies for not following the above, have already written a blog post based on my experience of working with school designers and educators which focusses on how social media should / could impact on "the physical buildings plus the pedagogical approaches in those spaces as well" - wanted to offer this as my 'feedback' and as you will read it covers several of the areas above plus some new ones to broaden your brain:
http://mediasnackers.com/2010/11/social-school-design/
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Individual What should we retain?
We should retain individual schools, but maybe share large campuses with 2 schools sharing central resources. I would still like to see single sex schools also retained as they cater for learning to a specific sex and are working well this way. There needs to be a mix of coed and single sex schools.
What should we change?
Maybe have 2 schools (secondary) sharing a campus and resources. I.e. having a main block housing central resources and maybe a hall etc, then having the 2 schools with their own classrooms either side of this block and also sharing playing fields. This way if subjects are unavailable at one school pupils could be offered it at the other school meaning they could take subjects they wanted without going off campus.
What innovation could we introduce? would like to see flexibility with timetables. Maybe shorter classes and shorter days. It has been proven teenagers learn better starting later and I think this should be taken into account when planning for the future. Also in primary schools maybe starting earlier at 8.30 and finish at 2.30?
What should we retain?
We should retain both single sex and co-ed schools as they each have a unique way of catering to children’s educational needs. We also need to retain special needs education schools and units as they cater best for children that need to be in them.
What should we change?
Our schools need bright and open classrooms and facilities with comfortable chairs and tables that will help with conducive learning. Technology needs to be fully incorporated in classrooms and throughout the school, but this shouldn’t come at the cost of the school it should come from government funding. Schools should be available in all suburbs with little travelling distance. They also need to be on a transport route so they can be easily accessed.
What innovation could we introduce?
Good sports facilities, halls and large libraries should be built into all schools that can not only be used by the school but also by the community. Giving all the community a chance to participate in sports or go to a library to borrow books or use the technology available in the library. The sports fields in schools could also be used at weekends for sports games as at the moment a lot of them are unused at the weekends. Schools should become hubs in their communities.
What should we retain?
Education in Christchurch is going pretty well. We do however need to retain our quality teaching staff and quality support staff. Without them our children’s educational needs would definitely suffer.
What should we change?
Things we need to change are we need to increase support staff hours to help the children who are struggling or they will not keep up with National Standards. Support staff hours should not be dependent on each individual schools operations budget as it is not enough and compromises children’s learning and children’s access to good quality education!!
What innovation could we introduce?
Innovation we can introduce is more freedom with teaching and not teaching to the test. If nothing, this earthquake has shown we are all different and have different needs and approaches to things just like the children of Christchurch. We need to be aware of children’s learning needs and the different ways they learn. This can be successfully implemented in our classrooms if there wasn’t as much pressure to analyse absolutely everything but to be given the freedom to teach. Children have naturally inquiring minds and we need to facilitate that with flexibility in our timetabling and learning styles. Yes technology needs to be a part of this but we also need to remember not all children learn best with technology and we need to be aware of this. Combining resources with other neighbouring schools can also benefit both children and staff. Governance and management of schools should still be left with the schools themselves as they know their children and their communities best and how to best implement educational needs and policies in their own schools.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live East Christchurch
Are you? Parent Are you representing? Individual What should we retain? What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
Christchurch has a unique science and technology education resource that is available to the public and schools. Science Alive! has been operating for almost 20 years providing our city with access to hands-on science education. Science Alive! faces a number of challenges over the next few months. Severe damage to the Science Alive! building on Moorhouse Avenue means we can no longer operate our public galleries or run classroom programmes onsite. We have worked very hard over the last six months delivering programmes in schools, libraries and temporary sites and the feedback from these programmes has been extremely positive. The redevelopment of Science Alive!, either at the Moorhouse Avenue site or a new location, will provide Christchurch with a world class science centre. Local and central government, along with the private sector should all have a role in the redevelopment of Science Alive!, as Christchurch has the opportunity to develop a centre for science and technology education.In April, the Prime Minister’s Chief Science Advisor Sir Peter Gluckman, released a paper entitled 'Looking Ahead: Science Education for the Twenty-First Century' and this report outlined a number of strategies to ensure New Zealand students receive valuable high quality science education. We believe Science Alive! is in a unique position to support the Christchurch education community in developing these strategies. Science Alive! already provides Christchurch students and their teachers with;
• learning activities that support the development of understanding of the Nature of Science and key concepts within the science curriculum. • programmes that enhance in-school learning experiences. • pre- and post-learning activities that support the integration of the experience into school learning programmes (links between science and other curriculum learning areas) • A new centrally located Science Centre would become a link between the science community, the compulsory education sector and the public. Science Alive! could facilitate the development of other strategies outlined in Professor Gluckman’s report; • become the hub for community involvement in the exploration and develop a shared understanding of the purpose of science education, and to explore what this will look like in a New Zealand context and how it can be supported. • support pre service teacher training, allowing student teachers opportunities in presenting science concepts. • provide teacher professional development to enable teachers to build up their knowledge and understanding of the programme context in order to more effectively integrate the experience into school learning programmes. • provide support to help communities, particularly Maori and Pasifika, place value on science education for young people and provide opportunities to support and encourage achievement in science. It would help us to know where you live South Christchurch Are you? Organisation
Are you representing? Group What should we retain?
• Focus on individual students • Choice - options • Number of schools – o 3 or 10? o Economy of scale o Small versus large
What should we change?
• Change and Innovate • Small and closer - sharing or larger and spread out (reference to studio schools – about 350 students (have outstanding results) but networked with other schools • Hubs – networked from ECE – secondary • One stop place – ECE – tertiary; family linked; health centre/library etc. • Age separation – some thought to doing this differently • Schooling that promotes social connection – o within school and across school o relationships across city not east/west divide (the divide perception – what is reality?) o minimize travel related problems • leadership responsibility to share resources/expertise o new leadership model – broad view • different governance model – super board – work alongside base school • central online/IT sharing resources • meeting challenging community needs/expectations eg. cultural diversity • ability to support transition of students (ECE/primary; primary/secondary • Identify vocational needs in community/NZ – matched/responsive…from/through the education system • Smarter use of facilities including private • Centres of excellence – teachers; educational leaders; researchers
What innovation could we introduce?
What should we retain?
• choice - co-ed, single sex, special character, options • School locally – neighborhood schools (friends locally; walk/bike safely)
What should we change?
• Home based school but access specialization from/through other sites eg. sport, music • More connected to strengths in community from early childhood to secondary
What innovation could we introduce?
• Networking improved – green corridors between schools • Studio school concept for example small schools within a larger network of schools • Do we have one approach? o Year 1 – 6 and year 7 – 13 o Year 1- 6, 7 -10, 11- 13 o Year 1- 8; 9 – 13 • Schools networked – working together • Decisions supported by research
What should we retain?
What should we change?
Change and Innovate
• Individual pathway plan analysis, negotiated with the students/family – relationship/partnership with school requires creative thinking • Think about timetabling, projects, seamless, real, targeted, individualized component…… • Service learning - benefit of others • Changes to teacher education – funding • Research backed sitting alongside any innovation • Shared expertise, expert models, smart thinking/planning • Sharing resources across schools • Brokerage – for all students, matching expertise with need • Tap into community resource • Flexible scheduling • Maybe a ChCh unique leavers diploma (altruism/humanities) • Community design – safety; service projects; connectedness • Environmental education – how will schools show that? • Work with CERA to develop ideas and principles that are fitted to community need
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
• Can’t ignore strategic views of CCC, CERA, etc • Choice versus balance – getting it right a challenge
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Group What should we retain?
• Trips/camps • Variety of option subjects • Keep same classes for core subjects • Keep schools the same (don’t mix them to keep school character and pride) • Teachers specializing in subjects • Keep resources for future pathways • Opportunity to try subjects Keep single sex and co-ed schools • Open spaces inside schools • before choosing a career pathway • Learning not restricted to classrooms
What should we change?
• More choices - Bigger variety of subjects for all schools • Expectations equal between different schools • More “real world” subjects • More “nice” landscapes; more light • Teaching methods varied for different people • Cater for poorer families if schools wan students to use technology • NCEA to be internationally recognised • More control over your timetables • More interaction between schools • School should start an hour later • Make classes more interesting (more hands on stuff) • Pay more attention to passion • Larger focus on students needs than curriculum make students aware of opportunities • Flexibility for school hours
What innovation could we introduce?
• Introduce everyday skills into the curriculum • Open classes to learn anything • Provide wide cultural perspectives • Bigger libraries • Technology – wireless; more modern resources; computers in every classroom ; unblock things – like UTUBE so students can watch videos to help them learn • More students involved in management – help staff) • School design – more open feeling; open spaces • Self directed learning but still with checks and discipline to make sure groups are still on task
What should we retain?
• Large open areas to sit • Keep schools separate - but hubs for schools to get together • Keep the mix/single sex schools - option to choose
What should we change?
• More practical in theory subjects • Monthly interschool visits • Cater for different needs • Share facilities and classes • Equality amongst schools • Natural environments • Get rid of zones • Sports clubs instead of school sports clubs
What innovation could we introduce?
• Sports hubs for lots of schools to share. Central so its easy to get to • Eco friendly schools • “Learning Plaza” – sort of mixed hub with all schools have equal share and wide range of activities and things available o 24/7 o Tertiary/staff/advisers available at all levels o Uni and schools and libraries etc o Bring in “nature” – trees and grass • Hubs around the city – you can pick what you want to go to • Schools still the centre – gives the feeling of being involved in things
What should we retain?
What should we change?
• Collaborate learning (tailor to fit)
What innovation could we introduce?
• New technology - Different options for people • Cater for different learning styles • Introduce life and financial skills • Make year 10 a year where you expand your horizons • Get people to do stuff about issues facing the nation/planet • Get students to help design buildings • Work experience available for all students • Teachers taught how to teach differently • Get students involved in community • Outdoor lessons • Career consultations for all students
We would welcome any other comments you would like to make around the future shape of education in greater
Feedback from MOE focus group for students
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Group What should we retain?
• Retaining qualified teachers in ECE • Ensuring funding appropriate to maintain and retain families in Canterbury and Christchurch (100% funding) • Retaining Te Whāriki and their whānau • The diversity of services through all education sector • Retain 20 hours ECE (as now) • Narrative assessment • Criteria for registered teachers • Existing aspirations for quality contained in the strategic plan for ECE • Don’t reinvent the wheel – retain what’s good, what works, what’s important • Connectiveness between colleagues and sectors • Education is about relationships
What should we change? • Provision and funding for good PD • Training for all people working with young people • Reinstate the ECE strategic plan – 100% ECE qualified and top two funding bands • Unified central government programme for funding (20 free hours) administration • Follow up children and whānau who have left Canterbury • Maximum group/class size. Teacher ratios for all sectors • More funding and support for children with learning needs • Attitudes between sectors and services to commit to one cause: Education of children/ learners/akonga
What innovation could we introduce? • Community hubs • Reinstate centres of innovation • Developing a research culture in NZ especially in ECE • Whānau focus – community approach • All children need funding and resources • Towns and communities planned around education needs and requirements • Recognising ongoing trauma for all children, teachers and children • Models of “community” hubs of learning (community of learners): ECE, school, secondary, library, services • Support for ECE teachers alongside the roles of RTLB’s and RTM’s within schools (developing a support role) • Holistic assessment of children throughout the whole of education sector (a seamless model) • Attention to infants and toddlers as a fast growing group moving into institutional care
What should we retain?
What should we change? • Have access for whānau • Site for education community rather than a school – becomes a hub for the community - Pools, gyms etc as part of the hub • Connecting with Pāpātuanuku • Sharing of spaces • Sustainability - environmentally friendly, finding a balance within the industrial areas • Flexibility of school day –Mechanism to engage “connectiveness” – such as community facilitator to bring sectors together • Diversity within the model
What innovation could we introduce? What should we retain?
What should we change?
Ako Life long learning – a vision to continue learning • Using community to facilitate learning • Sharing power with the learner – concept of “ako” • Redefine the role of the teacher • New ways to deliver timetable • Professional support for teachers needs to be available • Teacher training models need to change – uniquely Aotearoa curriculum • New teachers to NZ – Advice and guidance to support immigrant teachers into NZ context – retain our point of difference in the world
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
Feedback from the MOE Kaiapoi focus group (all ECE people)
It would help us to know where you live
Are you? Are you representing? Group What should we retain?
Inner city hub for High School - Unlimited and for Discovery 1 if they so wish. More forward thinking in terms of engaging people in life long learning. Use of resources, creating a grouping of educationalists with cross sections to allow students to work across disciplines, levels of learning. Vibrant inner city again to allow learning to happen anywhere rather than being confined to within buildings. The ability to see learning and experience it in a way that is meaningful rather than prescribed. Use of Art Gallery, Museum, Library and other facilities back again as part of a broader learning environment.
What should we change? More resourcing for learning - that would include high speed internet at affordable price. Links between city and learning. All reports for innercity have ignored the fact that UPT and Discover 1 were very much a part of the inner city and this needs to change NOW...... it is not acceptable to negate not only what we were in the inner city - what we GAVE to the city in terms of vibrancy, resources, purchasing and bringing people into the inner city to use facilities but also what we gained from the inner city. This included students liasing with businesses and other inner city dwellers, using the wider aspects and resources and creating our own positive and vibrant culture. We need to include them into the planning for the city rather than ignoring them as they have been there for 12 years.
What innovation could we introduce? High speed internet... facilities that are multi purpose - can be used by other community groups outside of school hours and add another depth of vibrancy tot he city and allow for continuous learning for other residents or just provide facilities for meetings and events.
What should we retain? while I have concentrated on inner city education as I am passionate about what it has provided my two children until Feb 22. it is imperative that a broader approach to education be retained. The variety of facilities from Early childhood to post graduate is imperative for us to have first class facilities and opportunities. Variety and cross border is important. Students able to cross from high school level to tertiary and back again during their progress through education is important.
What should we change? That is too broad a question. Traditional schooling and education is a process to churn out people who think like all others - providing opportunity for educating people to think for themselves and do their own research and follow their passions would be amazing but sadly is some time off for the general population.
What innovation could we introduce? Education provided based on individuals needs rather than the lowest common denominator in each group. Allowing students to move through their education at their own pace and to see learning as life long rather than something to endure and get out of - this needs a major shift in focus rather than tweaking.
What should we retain? Providing hubs that enhance technology learning. resources prevent many children from reaching their potential. Many girls are prevented from accessing technology in my experience even in forward thinking educational scenarios. The boys hog all resources and this is not dealt with. I have had one of each and know that my daughter has been severely limited in her access to technology. Providing computer hub that can be used outside of hours as part of a high school environment would be useful as if people are not computer literate they miss out on so many opportunities now and this is more than just typing a letter but working wtih the full ability of technology.
What should we change? more resources - even some third world countries are providing their students wiht access to technology and teaching.
What innovation could we introduce? Broader approach to teaching. All the teaching my children have experienced this year has been hampered by the earthquakes and then the lack of resources .... however lack of teaching skills has also seen a huge reliance on online education and experiences I have provided them with or their own initiative in entrepreneurial ways......
We would welcome any other comments you would like to make around the future shape of education in greater The use of Canterbury University, Polytechnic and other resources to provide a full and rounded educational opportunity for all students and to make it accessible....Innovation and leading trends in education with a responsive, well resourced base would be a major improvement. Greater social impact will come from our students coming out of their early schooling - to the end of high school with a comfort and opportunity to move beyond that in terms of training and education. More opportunity for interaction with business and mentoring as a norm rather than seen as some weird situation would be good.
It would help us to know where you live South Christchurch Are you? Parent Are you representing? Individual What should we retain?
On of our greatest strengths is the fact that Christchurch is a reasonably compact city, making it easy for students to get out and about explore their environment and interact with the wider community.
What should we change?
Schools being segregated pockets of "learning", hidden away in the community, competing against each other and using strategies that do not best meet the needs of students in 2011 and beyond.
What innovation could we introduce?
More interaction between schools, industry and other members of the community. Our whole city should be a place of learning. Let's use common resources, city libraries, city pools, cafes ... support our city whilst we learn. Have cultural exchange days at Hagley Park, student markets, shows for the community put on by students, a philosophy ampitheatre to inspire interesting conversations, an IT HUB where students AND industry come together. Lessen the gap between primary, secondary, tertiary and industry. These evolutions should flow together and not always in a linear manner.
What should we retain?
The sense of community we have built up as a result of the quakes.
What should we change?
Our attitudes. We need to become more diverse, more open-minded.
What innovation could we introduce?
To build stronger, safer communities, we need to focus on relationships. Vertically streamed, open learning is a far better approach and teaches that people of all ages have different things to offer. It also reduces bullying. Close the gap between child, teen and adult and lets work as a team to move our city forward.
What should we retain?
People with passion and VISION.
What should we change?
Everything. We need "Facilitators", not "teachers" to help bring out the best in young people. The information is out there and it's constantly changing. Students need to learn how to find the information they need and understand that information is ever-evolving. They need to be more in touch with the real world around them. Right now, it feels as if a lot of people want to squash education into a box that has no windows and only operates between 9am - 3pm. Learning is an experience, it's unpredictable, it's exciting, it's eternal.
What innovation could we introduce?
Learning and assessments could be done with real world purpose. For example, instead of a design student creating a portfolio to hand in to the teacher at the end of the year, why not get them to visit companies in the community, get a design brief, design, get feedback, redesign and use that for assessment and to build an online portfolio. Many students feel they have no purpose or direction with their assessments, and they have no idea what it's like to work with real clients. They're trying to make decisions about careers without having an understanding of what they're aiming for. Teachers need to become Facilitators that help to build relationships between students and mentors/industry/wider community.
We would welcome any other comments you would like to make around the future shape of education in greater
Let's do something amazing! We've got a wonderful opportunity to be cutting edge, to show the rest of the world some exciting possibilities, to push the boundaries.
Take advantage of our incredibly strong IT industry! For little investment, we could get young people from different cultural backgrounds learning how to make phone apps and designing social media campaigns for our companies. Give people some options to help transform our economy.
It would help us to know where you live
North Christchurch
Are you? Other
Are you representing? Individual What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
The request is for innovative ways to improve education, and it seems accepted that this will require investment. Yet the first government move to change Canterbury education has been to remove money. Where schools have lost pupils, funds to those schools have been reduced in accordance with the supposed lesser need for teachers. The teachers, having lost their local jobs, will then disappear, many into non-teaching jobs, unemployment, or overseas. They cannot follow the missing children, because the children do not pop up elsewhere in class-sized groups, but have scattered widely, a few into each of numerous schools. This reduction of funds to earthquake-affected schools is alarmingly short-sighted. The assumption seems to be that retaining all the teachers in pupil-depleted schools is throwing money away. It can more realistically be seen as an investment in the psychological and academic well-being of earthquake-affected children. Children distressed by the earthquakes, the loss of their homes and in some cases the death of parents or family friends, will benefit from additional support at school: the loss of many pupils through migration out of the area could be turned to an opportunity, allowing more effective teacher-child interactions through a better adult-to-child ratio.
A huge part of the reason for the persistent failure of our schools and, as a result, our children, is simply insufficient human resources: there are not enough teachers in schools to meet the varied and often vast needs of children, in a society where parents too are often inadequately resourced and supported. Schools all over the country are already struggling to cope with children whose difficulties range from a catastrophic home life, to undiagnosed disabilities; huge numbers deal regularly with stress due to insufficient money; or to the parents who after long hours in paid work, have insufficient time or energy for their children. Many – the children of the “working poor” – suffer both insufficient parental attention and insufficient money. Many parents – whether full-time parents or in paid work – treat their children inappropriately with the best of intentions, simply through repeating family patterns of parenting, not knowing basic things about children's needs. (Obviously it would be more logical to deal with this at an earlier stage, but often school is the first prolonged contact parents have with people knowledgeable about child development.) In Canterbury, and particularly in the worst-affected red-zone areas, all these normal, nation-wide difficulties are compounded by anxiety about the earthquakes, grief in some families, the disturbance caused by repeated aftershocks, and the uneasiness of children living in temporary homes or in their irreparably damaged homes with worried, financially distressed parents, unsure where they will live long-term.
Instead of forcing the schools to cut loose a number of their teachers, a proactive approach would be to retain all these teachers and encourage the schools to deploy them in whatever ways seem best. The most urgent need in schools is for enough adults, with enough time, to attend to the range of needs of the children in their care. A few obvious possibilities are support for children who struggle with school because of learning difficulties, home problems, or earthquake-related anxiety; individual or small-group tutoring for children who are developmentally behind or ahead of their age-group, or have missed a lot of work through illness, inattention, or truancy; mediation where children are being bullied. Schools need to ask for input from teachers, parents, and children as to what kind of practical and emotional support, and what new initiatives, they believe would be most helpful. It could be structured as an experiment, with careful monitoring of the kinds of additional duties performed by the “extra” teachers and the effects on the children in their care. Things could be learned in Canterbury about the kinds of problems children typically have, and how to help – both for the routine and long-term crises of children's lives across the nation, and the problems specific to natural disasters.
The Education Renewal Recovery Plan calls for ideas about schools as community hubs, and the kind of technology these might need. Technology has a useful place in schools, but it is not an intrinsic part of how a school functions. Questions about types of technology can be left for the future; some of the technology suitable for school use will change very quickly anyway. The most important factor in any school's function is its people, and next, the non- physical structures – the rules, ideals, and ideas to support and guide their work; the knowledge of individual needs, and the time and skills to work towards meeting those needs. Technology is a smaller detail, to be added as and when budget allows. The most important thing for Canterbury schools now is to maintain the human resources they had before the quakes, and build on that, giving support to enable those people to be better and more effective than ever in supporting the children. That is the urgent need. It is extraordinary, and sad, that the government is currently introducing a system of exams to identify how well children are doing. This type of system has been tried many times before, most recently in America and Britain, and all evidence is that it has little or no useful effects, and causes a cascade of damage. Good teachers, if they have enough time to observe the children, can say within the first weeks of a new school year, which children will do well and which will fail at school. There is no need for exams to reveal this. What is needed is, first, people with the time and dedication to find out why these children fail – there will be as many reasons for failure as there are failing children – and then the financial and other resources to do something about it.
An experimental initiative a few years ago gave a tiny number of schools access to the people and equipment to do basic physical and psychological checks on new entrants. The result were astounding: huge numbers of children and teenagers had conditions that could reasonably be expected to adversely affect their ability to learn, many of which were very easily corrected, and previously undiagnosed. At Linwood College, the Christchurch school in the pilot programme, 16% of new entrants had significant defects of vision – that is, they needed glasses and didn't have any, or had glasses that had become inadequate. These were children aged about thirteen, many of them already with an established history of truanting: some had never learnt to read because they could not see well enough. For these children, their first glasses brought them into a world they could function in, and an article about the programme described children coming eagerly to school after a history of reluctance and truancy. That is just one relatively simple and very common type of disability found. Some had more complicated and rare neurological conditions, learning disabilities, mental illnesses, or severe anxiety due to problems at home or at school; some were in constant pain from dental problems because neither they nor their parents knew either that dental care is free for teenagers, nor the improvement it brings to quality of life.
Some of the problems these children had were absurdly simple; some horribly complicated; but the overwhelming conclusion of the pilot programme is surely that these tests are essential as a normal part of every school, and need to be introduced without exception to primary schools as a permanent part of their function, for all new entrants for the foreseeable future; and to high schools at least until the last of the unassessed primary school children have been through. Ideally, basic medical tests should be repeated every few years. These medical tests, not academic tests, stand to give kids a head start in school life. A significant percentage of the long-term problems besetting school pupils could be stopped at source by simple health checks at school commencement.
It seems that the hastily introduced National Standards system was a reaction to parents' concerns that they, the parents, did not know how well their kids were doing. But there is no evidence that the teachers did not know about the kids' progress. The problem seems to be far more a matter of poor communication from teachers to parents. A big part of this is the nature of the school system itself: historically, there has been a barrier between parents and schools – parents were expected to hand their children over, step back, and keep well out of the way except on occasional, highly structured, meet-the-teacher evenings. The tendency to continue this still remains in many schools, often without a conscious intention on the part of teachers to maintain such a feeling; and parents often feel intimidated and shut out. Even where individual teachers want to break down the barriers, parents are often uneasy because of residual feelings about schools as uncomfortable and unwelcoming places.
The traditional report system is stilted and limiting: very little can be said in the space available, and it is often ambiguous. This is compounded by the lack of meaningful contact between teachers and parents: teachers often have a poor understanding of what parents want. Too many teachers write reports using jargon instead of plain English; make vague comments that are hard to interpret; and put an unnecessarily positive slant on their comments, on the assumption that the parents want only to hear glowing things about their children, when the reality is that most parents fervently want to know the bad as well as the good about their children's progress in school. Parents want to know when their children are struggling, and to know what they can do to help. Long-established psychological barriers between parents and teachers often prevent either from recognising that they all have the same goals – to improve the wellbeing of the children. The need is for better communication between parents and teachers. More time, and a chance to talk more freely, is necessary if parents and teachers are to become partners in supporting their children.
The idea of a school as a “community hub” is a particularly valuable one: the change in attitude implied by this could make a stupendous difference to the way parents interact with teachers. The idea of a school as part of normal life should go a long way to breaking down the barriers that prevent teachers and parents sharing their knowledge about the children. A more comfortable relationship between parents and teachers, and more time to talk, would also allow teachers to give useful information not directly related to schooling, but affecting it – such as advice about health problems that are affecting the child.
An immensely important step in the evolution of truly functional schools would be an honest look at the nature of the conventional school system itself.
The school classroom system is profoundly flawed, failing to recognise the vast range in different stages of maturity and in styles of learning, even among healthy, well-loved, well- supported children. The classroom system was designed centuries ago, when nothing was known about child development, psychology, or the learning process: inexplicably, the classroom remains, even though it is patently not an effective way to encourage learning. Many inspirational teachers struggle valiantly to fit child-centred, learning-centred methods into the classroom model, but they are always working to a great extent within that intractable and inappropriate model.
Teachers try to teach while simultaneously observing and worrying about problem children, making decisions about whether they need to contact other support authorities to help these children. Some children are inattentive because they are tired, hungry, need more exercise, or simply are not ready for the type or level of academic learning they are supposed to be doing. Teachers spend much classroom time controlling the behaviour of distressed and difficult children; repeating instructions because classroom noise and undiagnosed deafness prevent some from hearing; children eager to learn have to wait while the more pressing needs of others are attended to; some children are keen to learn but are at widely different stages from one other, or are being taught in a way that does not work for them.
Some years ago, a friend who taught a junior class said that, if only she could send twenty- nine of her children outside to play, and just teach one child for five minutes … then send that child out and work for five minutes with another … and so on, through the whole class – each child would learn more in its five minutes than any of them learned in an hour-long class lesson. Simply giving undivided attention increases a teacher's effectiveness hugely. Yet the traditional classroom automatically divides and scatters the teacher's attention. The idea of teaching a large group of children the same thing at the same time in the same way is based on the assumption that children of much the same age form a homogenous group that all function in the same way, that learning is a predictable, linear process, and that learning can be controlled entirely by someone outside the child, and must generally be instilled against the will of the learners. Yet we have known for half a century that none of this is true.
Children in fact are wildly diverse: every individual sees and responds to the world in a slightly different way; the order and pattern by which a child learns is unique to that child. The most effective way to help a child learn anything is to respond to that child's cues – about what it is interested in, what skills it is ready to learn, and how it learns best. Children learn through play, they learn through their own investigations, they learn by observing other people's behaviour, and by asking questions about things that intrigue them. They copy actions, form their own theories and perform their own experiments. The adult's role is to advise, suggest, guide; to explain why this works and that will not, why this behaviour is acceptable and that is not; to reinforce the child's good ideas and advise against the bad. The process varies from one child to another, and within one child from day to day: how a child learns is not always predictable; and what a child wants to learn will also change. Children learn best when their motivation comes from within; and they respond best to teaching when it is done by someone they have a close affectionate relationship with. All of this is how a mother at home – if she has the time to be there and the knowledge to respond and guide, not command and forbid – supports her pre-school child's learning. It is how parents and supervisors at PlayCentre support the children. None of it is provided for in the old-fashioned school classroom, or within a rigid curriculum. This is why good teachers typically detest the idea of standardised tests for young children: any form of standardising takes the personal motivation and the joy out of learning.
Many teachers do an extraordinary job of keeping children excited and enthusiastic in spite of the limitations of their environment, but there are always children who don't understand, don't learn, don't thrive in school. The system's basis on the idea of simultaneous learning inevitably leaves some children behind, and teachers with too many pupils cannot always recognise or meet every need. Another part of the problem is the standardised expectation of reading. We all know that “the average” baby learns to walk at twelve months; but we also know that a real baby may take her first steps at eight months or eighteen months. “The average” baby at eighteen months can say between ten and twenty words; but a real baby at eighteen months may be saying fifty or seventy words, or one or two. People vary.
Yet our culture tells us to expect our children to begin learning to read at the age of five; and if they are not reading by six, panic sets in, with remedial classes that have been shown to have disappointingly little effect. International studies show that among countries with a universal education system, those where formal schooling begins late have the best levels of literacy: the earlier schools begin teaching reading, the worse the country's literacy rate. This may be counter-intuitive, but one theory is that reading requires a kind of focus that the eyes become capable of at very different ages in different individuals – usually between three and eight years. Perhaps children who are persistently exhorted to perform a skill they are not ready for, may become so anxious about it that, by the time they are developmentally ready, they are too stressed to learn.
Part of recognising the uniqueness of every child is to recognise that some children will be reading confidently long before they start school, while others, equally intelligent and well- resourced at home, will not be ready to start reading till a few years after starting school. One size does not fit all. In addition, there are the inevitable effects of different resources in the early years, where one child lives in a house full of books, while another never sees his parents touch a book, newspaper, or magazine. Teachers have to deal with these differences among children, as well as the innate differences between individuals.
Much of what I have said is based around the inappropriateness of aspects of the conventional school system. One of the best available tools to change these would be to learn from schools that are founded on different ideals. Christchurch is unusual in being well- supplied with alternative schools.
Tamariki School, in Woolston was founded on PlayCentre principles, with additional influence from Scottish educationalist A.S.Neill's school Summerhill in England; Tamariki remains unique in the world (as, of course, are all alternative schools, as they respond to the ideas and needs of their communities). The idea and ideal, of a school as a community hub describes what Tamariki was to me when my children were there: in fact, it was my community. Parents are welcome there at any time, to be accessible to their child if the child needs this, to talk to a teacher about their children's or their own concerns, or to just sit companionably; they can contribute as much or as little time and skill to the school as they feel able. Parents, and their pre-school children, are as natural and inevitable a part of the school as the children. Children learn at the time and in the way that best suits them; their social, psychological, physical, and academic well-being is recognised as important and intertwined, and parents and teachers naturally share their knowledge about a child's problems and progress. The school's educational philosophy is so different from the conventional idea of a school, some people are simply bewildered by it; it is a functional school, teaching children to be functional people. Tamariki has been here for over forty years; more recently, other alternative schoools have developed – for similar reasons of concern about the unhealthy aspects of conventional schools. Discovery One and the high school Unlimited Paenga – though earthquake-shaken and currently without their own physical homes, are still functioning; and the very new Sevenoaks, as far as I know, quietly doing well. Each will be unique in its own way. In addition, Christchurch has both a Rudolf Steiner and a Montessori school – both part of distictive world-wide philosophies. We are fortunate in having so many alternative schools, and perhaps the most effective and straightforward way for conventional schools to improve would be to look at the alternatives, ask why the founders made the choice to make a new, completely different school, and why parents, often against the concerns of “status quo bias”, made the choice to enrol their children there. What is wrong with traditional schools is often shown most clearly by the contrast with what is right with alternative schools.
It would help us to know where you live
East Christchurch
Are you?
Interested member of the community
Are you representing?
Individual What should we retain?
The existing variety of provision - State Schools, Private Schools and Special Character Schools. We need innovative schools that are prepared to push the boundaries
What should we change?
At the same time as keeping the existing diversity we need a system wide approach that ensures the needs and challenges faced by every pupil can be met. Opportunities for gifted students and for students who fall through the cracks.
What innovation could we introduce?
We need a personalised and customised approach for every student in Christchurch. We then need a diversity of provision that is available to meet individual needs.
What should we retain?
Neighbourhood provision
What should we change?
The divisions between providers at the level of ECE to primary and primary to secondary. We also need fewer transition points and a more seamless progression through the system.
What innovation could we introduce?
ECE provision on school sites. More neighbourhood composite schools that go from ECE to primary and secondary to year 10. Specialist senior colleges with strong links to the tertiary providers in the city
What should we retain?
Current curriculum.
Existing partnerships between school e.g the developing GCSN network, inter school sports etc
What should we change?
Existing expectations about the school day. More flexible use of buildings - shifts and open for longer hours.
What innovation could we introduce?
A local authority to sponsor between school activities, collaboration and to ensure that no student misses out.
The authority to represent the clients of the system, drive innovation and respond to new and emerging opportunities across schools.
We would welcome any other comments you would like to make around the future shape of education in greater
An education authority that is charged with innovation and system wide cohehernce.
Less concern about a built environment and more PPP partnerships and flexible rented facilities.
Smaller units that operate as hubs of a cohesive and coherent system
It would help us to know where you live East Christchurch Are you? Principal
Are you representing? Individual What should we retain?
What should we change?
We need to somehow make use of the facilities for a greater period of the year. Currently (before site sharing) the facilities of a typical school were used 5 hours a day for 75% of the year. This is equivalent to 3.75 hours per day over a 12 month stretch, ie: less than half of a typical business working day. Given the value of new technologies coming into schools currently and the increased quality of buildings, it seems very wasteful to have such a low occupancy rate. Doubling the occupancy rate would allow each student to benefit from assets worth double the value (better buildings, better sports facilities, better IT facilities etc)
What innovation could we introduce?
Site sharing has been hard I think mainly from the perspective of it is always the same school using the afternoon shift. The good part has been that the facilities have been more extensively used. Could site sharing continue but alternating times for the different schools so it isn't always the same one in the afternoon. Or, for the expensive specialist gear, could it be shared in a communal facility somehow?
Bigger is better for schools (in general, some exceptions where special ed is involved). Use the largest schools in the country as examples (and overseas schools). Note the quality and professionalism of staff in large schools, and note the quality of their academic and extra-curric results. Note the long waiting lists to get into these schools. These factors show that economies of scale are very worthwhile. There are ways around the 'downsides'. People often say that big schools are 'unfriendly', but my experience working at the 2 largest schools in the country is the opposite. It is down to the quality of their leaders.
The level of Finance Management needs improving in general. More compulsory training for Principals in finance and a higher level of finance training amongst finance staff in school would be beneficial.
Bring in HR managers for schools - given that schools are 'people' orientated organisations, there is a real role for a true Human Resources Manager - distinct from a payroll administrator.
Bring in two senior leaders for a single school - an educational leader and an operational manager. They are equal in status, they support each other and they both report to the board. This way the educational principal would be able to concentrate on curriculum issues in which they are trained, rather than needing to deal with issues in which they are not trained (finance, HR etc). Don't set it up so that the operational manager reports to the educational manager.
Consider a national program that somehow enables all kids to own/rent a mobile device (internet access, Office suite of programs etc), and bring in a system so that exams can be taken electronically. It is especially hard to write essays by hand these days as most people type more than they write neatly.
Consider separating Years 12 and 13 (as per UK). In years 12 and 13 students attend colleges that are more specialised to their likely career pathway.
Introduce some accomodation options for international students. In Cambridge (UK) there are houses for international students at senior high school. About 8-10 students per house, with a live in couple who get paid to live there. One of the adults has to be in the house all the time. It provides an environment that is between a family environment and university hostel living. This would mean less homestay families were needed.
What should we retain?
What should we change?
What innovation could we introduce? What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch
Are you? Other
Are you representing? Individual What should we retain?
We need to retain a variety of education options at all levels, covering various pedagogical concepts, for example those found in special character schools such as Rudolf Steiner, Montessori, Unlimited Paenga Tawhiti.
What should we change?
Currently it is quite difficult to access a school with an education philosophy that is in line with the student's and the family's wishes, if this varies from the default local and zoned school. Especially students in East Christchurch are at a disadvantage, because there is little variety in schooling options in the East, and the difficulty of gaining access to other schools elsewhere is compounded by the difficulty of transport. Currently, local schools seem to make very little effort (at least it seems that way in East Christchurch) to appeal to the whole area they supposedly serve, rather than the immediate vicinity of where they are located. Note that I am not talking about schools in the NE; it is the whole of East Christchurch, especially the beach suburbs, that have very limited options for secondary schools, severely limiting the options for students with different learning needs and ambitions, not covered by the local schools. You may need to reconsider the whole concept of school zones and also examine the possibility of co-hosting different education providers together and at different locations than currently.
What innovation could we introduce?
Rethink the concept of zones, instead consider how to could work to offer different school concepts and ways of teaching and an independent information and selection system for students and their families, not driven by individual schools. That way, student learning will be enhanced as students are not just going to the default local school or the one their parents can afford and therefore think is best, but a school which works with the students needs and preferences. Co-locate for example secondary and tertiary providers to allow a seamless transition. Promote and actively help with project- and community-based learning, such as modelled by DiscoveryOne and Unlimited Paenga Tawhiti.
What should we retain?
Refer to purpose, question 1. Good that there currently are various options at all education levels; access and location are issues, as well as the complete separation between primary, secondary and tertiary education.
What should we change?
Create overlap and seamless transitions between preschool, primary, secondary and tertiary education. Make it easier to understand how each works, providing better information and greater links. Provide equal access to quality education regardless of location in Christchurch. Currently, East Christchurch students face much greater travel distances and much less choice than those in the West, and this has gotten even more pronounced since the earthquakes.
What innovation could we introduce?
Place education providers of different levels together at the same location and ensure they communicate and interact. Provide much better information to all students and their families. Map the current location of education providers, identify areas that are underserved and ensure equitable access to quality education across the whole of Christchurch, paying extra attention to those areas most severely affected by the earthquakes.
What should we retain?
As already covered. There are various education providers and options, which is good, and Christchurch has the population base to support a variety of education concepts.
What should we change?
Provide a fairer system for accessing the school and education philosophy of one's choice - not based on address or wallet. This means not only reconsidering the zoning system but also simply looking at where schools are currently located - perhaps shifting some or co-locating them. East Christchurch - everything East of Fitzgerald St - has extremely limited options for secondary and tertiary education.
What innovation could we introduce?
Mapping where schools currently are and where they are actually needed. Making this public and transparent. Co-locate education providers of all levels, so that transition is easy, links are developed instead of barriers, and providers share facilities. Take students' transport needs serious, set a target that no student travels more than 45 minutes one way to their chosen provider, and work with public transport providers to make this happen.
We would welcome any other comments you would like to make around the future shape of education in greater
While it is very nice to go back to the beginning and plan from scratch, I would like to make the point that there are students and schools currently, who are still displaced after the earthquake and severely affected and don't have the luxury to fit in with a couple of years planning and another few years reshaping and building - what is missing here are the immediate solutions, the quick wins, the needs analysis and making sure no student falls through the (earthquake) cracks right now. Example: DiscoveryOne and Unlimited Paenga Tawhiti where located in Cashel / High St, ie at ground zero, on 22 Feb 11. They have spent this year at Halswell Residential School and will be there for another full year. This school has no facilities for a secondary school - no library, no labs, very limited classrooms, no private and quiet study spaces for individual learning, certainly no highspeed broadband, not even a phone line that students can use to access correspondence school teachers. In my opinion, they simply cannot wait out another year or more while the fate of education in Christchurch and the rebuilding of the CBD is debated. I suggest that while you continue the planning and the consultation, that at the same time (NOW) you start a pilot programme to actually try some of these ideas, some of which have already been modelled by these schools, such as co-location of a primary and secondary school, involving the community in learning outside of the classroom, using community mentors and doing projects according to students' passions. Involve some tertiary providers, provide some actual physical resources like access to a library and labs, and find a more central location (or several) that are easily accessed. Currently, these students suffer from much longer travel to school (a lot of students are from the East of Christchurch) and unproductive time at school due to the lack of facilities or quiet spaces. To my knowledge, all other schools there were displaced after the earthquakes have returned or will return by term 1 2012 to their home location - these students seem to have been forgotten, and the issues are too big for the school itself to resolve, even though they are doing their best.
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain?
Within schools and ECE centres, the focus on learning and achievement. There are many cases of innovation - dedicated teachers, eg centres of innovations, supported by principals and PD programmes. There is a relatively stable teaching population, in conjunction with support and ancillary staff. Strong community support from parents and whanau, some businesses, and other community groups.
What should we change?
Use the NZ Curriculum to develop a greater focus on curriculum content relevant to the Canterbury region. 'Place-based' education is now more important - for us to understand what has gone before, what we have lost during the earthquakes, and what we need in order to live in our changed environment - cultural, historical, physical/material and social, and related to the learning areas of Te Whariki and the NZ Curriculum. Re-shape the resourcing systems so that we do not have such a gap between rich and poor schools. Stop using the existing funding formalae - this is an unprecedented situation and there needs to be more staffing resources (not less) for over-stretched teachers - not only are they teaching in difficult situations, they are also supporting children and students and their families. The next 2-3 years are likely to be just as demanding.
What innovation could we introduce?
Enhanced curricular resourcing for teachers - by developing the existing resources eg science hubs, libraries, etc. by initiating greater access to resources, providing time for teachers to focus on planning for teaching. Wrap around more resources for sharing between schools and centres. Develop a new staffing formula for the next 3 years - to retain the teachers in schools and centres
What should we retain?
Existing links between ECE services and schools within clusters and suburbs etc. The networks among educators such as CPPA, CSPA, ECE networks. Links with tertiary institutions, and other organisations such as core-education.
What should we change?
There are existing and emerging clusters of centres and schools working more closely and collaboratively. This is likely to continue, and needs to be supported. There will also be some very tough situations - more ECE centres and services will close down and/or move, some schools may become so small that there will be closures, mergers, and other arrangements. So we need to have better systems for supporting communities and the students, teachers and other staff during these times. We need to change the judgmental views about schools that are held by some people, often associated with socio-economic indicators.
What innovation could we introduce?
Listening to communities about what they see as possible ways forward as their schools and centres are changed due to rapidly changing community demographics. Encourage schools to respect each others' enrolment zones and monitor the situation. A sustainable city needs children attending their local centre or school, walking, scootering or biking. So every school needs to be the best possible for their local community. Richer schools and private schools can share their resources more generously.
What should we retain? As above - teachers that are well supported - with time, technology and material resources, and sustained professional development. The commitment of Ngai Tahu to education. The networks between educators and access to educational resources - research, professional expertise, and development opportunities.
What should we change?
There are already examples of collaboration between schools, moving between the sector boundaries, sharing of expertise from tertiary and others; these things are likely to accelerate BUT this may not proceed equitably. There is likely to be greater uptake of e-learning, if there is an equitable delivery of resources.
What innovation could we introduce?
Learning in schools that is focused on high expectations around critical aspects of learning - productive discussions, explicit teaching of curriculum material such as curriculum processes and tools, intentional and multimodal types of inquiry learning etc. Greater access to research knowledge about learning - there needs to be a re-shaping of relationships between tertiary (eg UC College of Education) and centres and schools. Beware of an over-reliance on the power of IT to change learning outcomes - early research focused on a deficit view of teachers, emerging research suggests that the potential of IT and e-learning may have been overstated.
We would welcome any other comments you would like to make around the future shape of education in greater
It is crucial that teachers, whanau and students are engaged in this important conversation. It is very difficult for busy and tired teachers to do any more in their overworked days to contribute to this process at the moment. Much of the momentum seems to be coming from consultants and other educators who have more time to contribute(eg suce). At this particular time in November, teachers are so busy I am worried that few teachers will have the time and energy to contribute to this consultation process. I hope to be proved wrong! It is also a very busy time for university staff. It would be great to have a more open forum - eg an education 'share an idea' event. I have heard others suggest this for education.
It would help us to know where you live
West Christchurch
Are you?
Other
Are you representing?
Individual What should we retain?
The same structure--schools still kept at the same staffing rolls as 2011.
What should we change?
Nothing! Chn in Ch Ch have suffered like no others in NZ. Some have lost parents,some have parents with life long injuries, some have lots their homes, some have parents who have lost jobs and some have parents who are suffering depression because of the earthquakes.
What innovation could we introduce?
Why would we when Ch Ch is just beginnig to take a few steps forward. Give it 1 a year!! Please! Ch CH has never hada year like 2011 how can we comment and how you who have not experienced it make decisions for us!
What should we retain?
What we have now in 2011!
What should we change?
Nothing!
What innovation could we introduce?
Give us a chance--we are only just getting our lifes back to some normality.
What should we retain?
The current schools in their suburbs! They reflect the community and that community in times of the major after shocks relied on their school to give them direction/
What should we change?
Nothing in 2011
What innovation could we introduce?
Nothing!--Status quo for 2012!!!!
We would welcome any other comments you would like to make around the future shape of education in greater
CH CH schools have a great reputation. Schools in the eastern suburbs have been badly hit, structure, roll drop and chn experiencing loss of homes and family members. Do they need more change to what is a safe place in their community! Keep the status qou for 2012!!! Please
It would help us to know where you live
West Christchurch
Are you?
Teacher
Are you representing?
Group What should we retain? purpose built early childhood Kindergartens that support communities, in the communities, and on school grounds if possible
What should we change? large class sizes in all levels of education All trained fully qualified teachers (especially early childhood) access to teacher-support aide with high educational needs of children -equity funding change to be inclusive of all
What innovation could we introduce?
Bringing into programmes the interests and skills that parents can contribute across all ages.
Smaller high schools
What should we retain?
`Green' ideas, gardens in grounds, schools hubs of communities, qualified teachers who have opportunities to continue their own learning, individual programmes for children, passionate teachers, low class sizes in early childhood and new entrant classes.
What should we change?
Linking education together...ie pre-school -primary - high school in one community (probably not possible!)
Child to have option of choice - invited into `sport' or music, experimental or exploration time an extension time instead of all lumped together with options they do not enjoy for two afternoons a week (yes! with experts teaching) possible visiting teachers.
What innovation could we introduce? possible choice for teachers - e.g.
Skills in science ....visit school where this is not a strength
What should we retain?
Teachers that see the child as an individual with strengths!
What should we change?
Looking more into the dispositional learning of the individual and getting rid of `standards' that create the `same' learning for all.
What innovation could we introduce?
Learning story model -what we notice- what we could do to extend- how could we achieve this- how this could be included in groups of learners and crossed throughout the curriculum. How children can be excited by learning and have fun alongside others in learning.
We could have more child ideas fed into classrooms
Visiting `experts' (parents contributing) We would welcome any other comments you would like to make around the future shape of education in greater
I think it would be great to see children walk or bike to school in groups or families. Keep schools in `communities' not long bus rides. Schools `green' environmentally from rainwater collection, to gardens and solar heating.
ERO to be visitors at any time and in supportive role
It would help us to know where you live
East Christchurch
Are you?
Teacher
Are you representing? Individual What should we retain?
Sorry secondary education needs to change totally. I know too many parents that dispair over their childs education at secondary level.
What should we change?
Ngāi Tahutanga and te reo māori needs to be visible in our schools. This is beneficial for all children.Although Ngāi Tahu signed a memorandum with the Ministry of Education this is not followed up or implemented to any degree in our schools (see the research). People need to be held accountable. There are many Ngāi Tahu that are second language learners that do not get the opportunity to use their te reo Māori.The language used in schools seem to just stay at a beginning level of te reo Māori. English Medium schools where the most of our Māori children are either don't use te reo Māori or use this at a very beginning level. Lots of research to support these facts. Time to listen to this and implement.
Secondary education-----The community factor and involvement of parents in education changes. Too many different teachers not checking up on where children are at. Children get lost in a culturally inappropriate environments.Teachers don't know their students, their whānau or the area. Bring back place based education and the complusory teaching of NZ history, and knowing who we are in a global society and the student's place in it.
What innovation could we introduce?
Secondary teaching needs to model itself on a pa site system that is have early childhood up to secondary (even tertiary on the same site) Share the expertise know the children from the beginning share the child's strengths.
What should we retain?
We need early childhood centres that are available for working parents, and those that use te reo māori from the beginning
What should we change?
Not enough choices in CHCH for bilingual education. There is a shortage of teachers . See the research...there are not enough training facilities for te reo Māori teachers in CHCH. All it needs is money input. There are people available that can do the training. If you want more numbers of teachers training make part of the requirements to become a teacher is to have a te reo māori degree or knowledge of te reo māori before they start.
What innovation could we introduce?
Have schools that are community based that is the schools go from early childhood to secondary in the same site. Then the child would be known and nurtered properly from the beginning.
What should we retain?
Schools that are inclusive of their communities like Tuahiwi. Relationships with the local hapū and marae establiahed.
What should we change?
Because bilingualism is good for all children then our schools should be bilingual. Te reo Māori should be taught from early childhood up not the tokenistic way it is taught now.
Have Ministry transport systems available for parents wishing to have their children brought up bilingually. At the moment parents get a small travel allowance.
What innovation could we introduce?
To implement what I have mentioned about now it could be compulsory to complete a te reo Māori degree or have knowledge of te reo māori before starting to train as a teacher in our colleges.
We would welcome any other comments you would like to make around the future shape of education in greater
Actually take note of the draft CERA report from Ngāi Tahu about education and our environment all this affects what our children see and do in our education systems.Create educational communities of care. Know the child from 0-18. You may need transport to get to these communitites of educational care. Please don't retain our current secondary school systems. The research has shown for years that our māori children are failing in these systems but we still keep doing it.
It would help us to know where you live East Christchurch
Are you? Parent Are you representing? Individual What should we retain?
Build upon the resiliency and collaboration that has resulted following the Canterbury earthquakes.
What should we change?
Ensure that the child is at centre of all decision making - where equity, diversity, inclusiveness, research underpins decision making Creating a shared vision for education that transcends all political parties and that goes beyond a three year political cycle. What innovation could we introduce?
The future education system in Canterbury must be: learner focused future focused system coherence sustainable What should we retain?
Continue to built on the importance of early childhood education
What should we change?
Plan for investment - sharing of resources, facilities, costs Planned network provision particularly for ECE What innovation could we introduce?
The concept of learning hubs - that cater not only for a mix of education providers (ECE through to adult education) but also take into account health, welfare, social services. Future focused - seek to establish new models of governance, leadership and roles of teachers Embrace and fund technology through all education sectors and interface with the home, community Engage with education leaders, visionaries, international thinkers What should we retain?
What should we change?
Improving transitions for children particularly from primary to secondary schooling - taking a holistic approach involving the child's family/whanau. Creation of individual pathways for children from ece through to tertiary/adult education Identification of optimum learning times for individual children e.g. having two timetables, two different teaching teams operating on the one site Improve transition from one year of learning to the next year Ensuring the highest level of professional development for teachers Public transportation to enable easier access to and from education institutions What innovation could we introduce?
Sharing expertise across the education sectors Allow for innovation practices in teaching and learning - providing funding, allowing for new ideas Teachers working in different ways, moving between the sectors, working in teams, working across age groups Hubs based on strengths, expertise e.g. science, arts etc Different sectors of education all on the same site. Define the roles of teachers by the needs of the learners
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live Canterbury Are you? Organisation Are you representing? Individual What should we retain?
Obviously we retain assets that are undamaged or can be brought up to the required standard.
What should we change?
I feel that the current education philosophy and style of content delivery is outmoded. Our schools are under utilised as a resource and many of our pupils are bored with the lessons they receive.We are educating as if we still live in the 20th century and are educating purely to provide workforce for the economic machine.
What innovation could we introduce?
Move our thinking into the 21st century where most of our pupils are already operating. Ask ourselves why pupils need to physically be at school every day. Create 'hubs' where pupils from a community could gather. A number of these hubs could be managed from a central location.
What should we retain?
I personally feel that the type of school - single sex, co- ed and their location has been driven by political / social / culture and economics. This has created the distinctive advantage so to not retain it would cause a major upheaval unless there are compelling reasons for change, such as population movement out of a suburb etc.
What should we change?
Again I would stress that schools could be smaller in size. Could this also be the time to bring in junior high schools for years 7,8,9,10.
What innovation could we introduce?
What should we retain?
What should we change? get rid of geographic zoning extend the school day so a school operates from 7 / 8 am through to 8/9 pm
Site sharing did work for a number of schools
What innovation could we introduce?
More use of technology and how we utilise that technology in our everyday teaching environment.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch Are you?
Teacher
Are you representing?
Individual What should we retain?
Opportunitiy for schools to locate hubs near major transport routes, cultural, sporting, and art venues. One of these sites may be the CBD. Continue to build on the site and resource sharing. Belonging to a learning cmmunity doesn't mean sitting in a 40m2 classroom.
What should we change?
The events of the last year have made Christcurch education institutions more flexible and encompassing towards their education partners. Sharing of resource centres can be done on a much larger scale-A light rail system must link the major learning support venues for all students so that intermediate can access high school and secondary access
What innovation could we introduce?
Careful planning of learning hub access to cheap transport will keep costs down so that the innovations such as STAR programme, ICT at Cashmere library, technology centres can become frequent sources of learning opportunity for children. Subsedized air travel to access national resources without a year of sausage sizzling! Should be able to go to major cities for the day-exhibitions/overseas speakers.
What should we retain?
The city should have secure large scale flexible spaces in each quadrant. For instance the fact that Nasa astronauts visited a handful of private schools last autumn I'll put down to logistics of space and time. However there are SO many wonderfully motivating adults that teach across institutions that could give an hour to interested children. Much of it doesn't happen because which school do you pick? We need to get around the mentality of choosing a class school.
What should we change?
Risk management plans for guest speaker attendance at that quadrant's flexible education space should be seamless. The education centre will be part of every schools on site learning. Simply accompanying adult/public transport timetable needs to be recorded.
What innovation could we introduce?
Education hubs could provide space for martial art, gymnastics/ dance/ performance music/ private tutors to use in the day. There are many fine arts students who could tutor at reduced rates. Usually expensive this will provide greater access to the poorer students. Let's expand the ideas of the Shirley music scheme. Let's tap into the respected Chisnallwood music department.
Education hubs need a 2 managers/ one to teach site protocol for adult/ student relationships and teaching protocols. The other to design programmes and keep up with who is in town teaching at other sites internationally.
What should we retain?
UPT and Discovery one. They have worked closely with Judith Aiken and are drivers in education. Allow them a voice.
What should we change?
Look at engagement and flexible programming, giving choice to learners as indicators of good providers of education.Opportunities to work across christchurch with all learners in one spot will be breath taking.
What innovation could we introduce?
Schools are under resourced in science and technology.
I would like to see the kinesthetic and auditory leaners catered for equally. Think what can learners do rather than be shown and copy into books- or read and process into a new print form. I would like to see manual skill centres open all the time so students can engage in building/mzaking/fixing. Again I don't think these need to be trained teachers but good at their job and supervised by teaching staff. Qualifications in teaching while on the job to get more builders , mechanics , engineers into schools to children agerd 8-9 because this is when the non print learners give up. These kids will go off site to making doing classes for a week at a time and then have onkine help with their design process thru video link.
We would welcome any other comments you would like to make around the future shape of education in greater
New Zealand has so much experitse. Risk management planning slow it down. Last minute offers from gurus are no use , so is the cost of hiring buses for several classes to attend events. I would expect 10 percent of schools to be off site learning at any one time in learning hubs.
It would help us to know where you live East Christchurch Are you? Teacher
Are you representing? Individual What should we retain?
We should retain the school being the heart of the community. So we still need a network of schools throughout the city so families have the choice of sending their children to their local school.
What should we change?
We should use this opportunity to phase out intermediate schools and replace them with Middle Schools. It makes sense for adolescents to be a school for four years and not have to change schools at the onset or early stages of puberty. As their has to be a rationalisation of schools this would be the optimum time to establish Years 7-10 Middle Schools and Years 11-13 Senior Colleges.
What innovation could we introduce?
One innovation that could be introduced if Senior Colleges are established is a far more broadly based curriculum could be established for the students of Years 11-13. If a present hight school of 1200 students was re-established as a Senior College of 1200 students imagine how broader the subject choice could be. Polytechnic type courses could be introduced for students with no desire to move in to University.and those who are intending to undertake a tertiary degree could be introduced to university courses such as psychology and architectural design so as to help them make their choice of a university pathway.
What should we retain?
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
West Christchurch
Are you?
Teacher
Are you representing?
Individual What should we retain? central city educational facilities
What should we change? extended to be cradle to grave facilities ie useable by any and all age groups; multifunctional (eg shared arts facilities - shared between MOE schools and others, tertiry, community schools of drama, dance etc; multicultural; central ie short walking distance from public transport, but also accessible by car for those for whom public transport is not practical green spaces abound - parks, tress, community gardens, sports facilities; use / availability of facilities (almost) round the clock; closer links vertically (ie nursey/preschool to tertiary) between educational facilities
What innovation could we introduce? extension of the likes of unlimited, Discovery 1 - extend to pre school, tertiary, community education; don't segregate these groups - could be overseen by the one organisation;
MOE financially supported IT learning opportunities;
What should we retain?
What should we change? lose boundaries between different 'levels' of education ie community, preschool, primary, secondary, tertiary should all be one system - seamless and not bound by facility, age, organisation
What innovation could we introduce? lose boundaries currently in place; learning should be available to all regardless of age, status, finances, ethnicity - entry should be by desire and ability; available to students at any age
What should we retain? schools such as D1 and Unlimitred Paenga Tawhiti who work around the students needs, not the school / systems agenda; accessible transport wise eg, easy cycle, public transport, car (therefore cheap or free parking) access
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live Canterbury Are you? Parent Are you representing? Group What should we retain?
1. Teachers and school support staff.
2. School swimming pools. Funds should be allocated to repair and get back into use before start of 2012 school year. It is ridiculous to claim they cannot be covered by insurance and use that as a reason to not only (nearly) eliminate school swimming, but also help support the lack of public pools wiped out by the earthquakes. It should be a win-win vs just rotating 3 tiny portable pools.
What should we change?
Class sizes. They are too big; despite a NZ "Academic" claiming otherwise, every teacher will tell you that sizes over 25 are too difficult to give full attention to each student; the worst and best end up missing opportunity
What innovation could we introduce?
The M of E wants to reduce school teaching staff/ support due to lower rolls. It is an incredible opportunity to use this experienced staff to do two things: reduce class sizes and use support staff or teachers for more attention to those students at the margins, bottom AND top.
There is no better investment in NZ's future than helping out those kids that may be saved from a lifetime of dependence to usefullness, as well as aiding our Best and Brightest
What should we retain?
What should we change?
Class sizes. As noted above. What an opportunity to use Christchurch as a practical template for the entire country to investigate what positive improvements smaller sizes can make -- as well as provide paid employment to experienced tax payers in a period of gloom and uncertainty (locally and nationally)
What innovation could we introduce?
Schools. I grew up in America. It was nearly unheard of for lower middle class to upper middle to leave school without a HS degree. Programs that focus on the nonacademic strivers from year 9 to get them into vocations or apprenticeships will pay back this investment many times over in the generations ahead. It is incredible that the past two governments have barely attempted to address this fact. Rather than programs for thousands, it should be for tens of thousands...
What should we retain? Existing Schools
What should we change?
More focus on ensuring schools get ALL kids involved in either swim, gym, or athletics basic programs to encourage physical fitness and learn lifelong needed skills and confidence. It is too easy, due to costs, and stretched teaching staff resources to not use existing programs. Each year should do at least one of these life skills, if not all three at the public level
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
I believe that the M of E is looking more at the money side of education than what it should be: investing in our Youth for NZ's future. Any well spent money now will payback much more than invested in the future
It would help us to know where you live East Christchurch Are you? Parent Are you representing? Individual What should we retain?
Discovery 1 and Unlimited Paenga Tawhiti in the central city.
What should we change?
Make these schools hubs of community learning after normal school hours.
What innovation could we introduce?
After hours community use such as Community hubs for learning, meeting, cafe, medical social outreach.
What should we retain?
What should we change?
What innovation could we introduce?
After hours community use such as Community hubs for learning, meeting, cafe, medical social outreach.
What should we retain?
Schools in the central city.
What should we change?
Open them up to everyone.
What innovation could we introduce?
After hours community use such as Community hubs for learning, meeting, cafe, medical social outreach.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
Canterbury
Are you?
Board of Trustee
Are you representing?
Individual What should we retain?
The heritage buildings that can be saved. Many students get a sense of belonging from the culture and history of a school and the icon buildings are an important physical element of this. They are building the Government owns and so can be saved without needing the complication of private ownerhip/insurance squabbles.
What should we change?
Clarify the training/education around the non-traditional subjects that schools now over. Schools are offering technology and trade/career realted subjects that are olso taught in Polytechs etc. There is wastage of resources.
What innovation could we introduce?
Programmes to attract International students that are linked to the New Zealand Brand - areas where we have competitive advantage and that appeal to other countries. eg Agriculture, adventure tourism, rugb, film making.
What should we retain?
What should we change?
Better performance management resource for teachers. There is a large focus on professional development but much less skill and appetitie for dealing with underperformance.
Staff and students still have very little faith in NCEA. It needs more work and a good PR campaign or ditch it.
What innovation could we introduce?
ChCh has high quality secondary schools. We could bridge the gap between private and public schools. Allow state schools to charge higher fees for students outside the zone. This would create more competition for students and increase quality of education.
What should we retain?
IB and Cambridge are becoming more popular. Can these be rolled out wider?
What should we change?
What innovation could we introduce?
Schools struggle to come up with the resources for learning assets. We could make more use of the assets by sharing high quality ones. eg CBHS has just invested in great cricket training facikities. Could other schools use them too? Burnside has a wonderful music suite - why not students from other schools go there for music. Eventually it might lead to more schools specialisaing in certain areas rather than try to be Jack of all things.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
West Christchurch
Are you? Board of Trustee
Are you representing?
Individual What should we retain? Christchurch has traditionally been quite innovative in the tertiary area and has had some world-changing successes but it tends to be somewhat backwards when addressing the other sectors; Primary and Secondary are still running on an outdated model based on the industrial era. Also, whilst there are Kohanga Reo and Kura Kaupapa in the city, they are run to a particular kaupapa and they should continue to be supported. However, Maori, like all others, are not all the same and need more options.
What should we change? The whole education system really. Our tamariki are not robots in a factory, to be tested for compliance. They are individuals, with passions and potentials to be realised. The tick box, one size fits all creates clones, not leaders.
What innovation could we introduce? A tailored education system that looks at the individual tamaiti, and then caters to his/her needs and aspirations. A system with REAL learning outcomes that make sense to the learner, who isn't just rote learning because he/she is told they have to, but who has a specific goal in mind and is learning what they want to because they want to, not because it will tick a box to make the school look better.
What should we retain? The strengths are the dedicated teachers who are trying to help their students succeed in a convoluted and restrictive system. Good kaiako who can see outside the box.
What should we change? The tick box system, the standards system that is not geared towards all cultures and mistakenly shows the minority cultures as being less than the dominant in intelligence. A level playing field regardless of race or economic stature would be a refreshing change.
What innovation could we introduce? Te Pa O Rakaihautu is a new innovative initiative that will deliver a new way of learning in a culturally appropriate manner to those who currently are shown by the country's statistics to be under-achieving to an alarming level. It is being developed by a group of highly motivated native South Islanders who have experienced what hasn't worked so far and who have researched a solution which we think will empower Maori and others to succeed in their own education, within their own cultural values-true indigenous place-based learning.
What should we retain? Buildings, if they are still standing.
What should we change? Change the system, retrain the teachers, listen to what whanau and tamariki need and want and then help them to tailor accordingly. Some may want the 'known' system-simply because they are afraid of change. But the current system is not working for Maori, and perhaps one of the biggest changes needs to be to stop trying to 'fix the Maori problem' and allow Maori to change the status quo for themselves. If the Maori problem is that Maori are not achieving in a system that was not written for them then whose problem is it?
What innovation could we introduce?
Apart from making Te Reo Maori compulsory in all schools- Support the initiative of Te Pa o Rakaihautu, help us to achieve and succeed on our own terms.
We would welcome any other comments you would like to make around the future shape of education in greater
Our tamariki are not cattle, to all be herded in one direction only; Christchurch is capable of being a community supported learning environment, leaders rather than followers. We need to support initiatives like Te Pa o Rakaihautu and embrace and celebrate our individuality and differences.
It would help us to know where you live East Christchurch
Are you? Teacher
Are you representing? Group What should we retain?
A good school in every neighbourhood. Schools are being shut down, or experiencing diminishing rolls. A good school should be the heart of the community. It is where the chn are.
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
Remove the failed experiment of intermediate school. Chch chn do not require the emotional burden of being placed at the bottom of 2 heaps, 2 years apart. This occurs at yr7, and again at yr 9. Chch schools should be positive learning environments.
What innovation could we introduce?
Schools structured to deliver learning for NE to yr 13. Schools should provide a positive learning environment for all chn. If a school is to be seen as a 'learning community', let it be seen to support the child throughout their school- life.
What should we retain?
What should we change?
Teach curriculum content 'just in time' rather than 'just in case'. Remove the pressure for teachers to deliver the curriculum to chn who are not developmentally ready.
What innovation could we introduce?
More place-based learning. Too much time is spent within the confines of the classroom or the school property. Have the chn experience real-world learning in the community. This will help reinforce a strong sense of community.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
North Christchurch
Are you?
Tertiary student
Are you representing?
Individual What should we retain? single sex secondary education in the eastern suburbs bi-lingual educational oppotunities in all sectors total immersion opportunities in education
What should we change? create a bi-lingual education option for secondary
What innovation could we introduce? a high quality matauranga maori education facility for secondary
What should we retain?
The buildings and schools that are currently funcational
What should we change? creat some distinctively maori facilities, particularly for those schools who have a functioning maori unit, eg freevile
What innovation could we introduce? more maori culture throughout
What should we retain? any effective educational delivery. If its good...keep it! particularly if it has maori content
What should we change?
There are some schools and units out there that are not functioning and are still not recovered, these schools either need dramatic change and support or should cease to exist, eg: avonside girls, i would not support them rebulding on that land another example is e tipu e rea early learning centre, they still! have no working toilet, and they have at least 30 children there! eek
What innovation could we introduce? maori bi lingual education, especially at the early childhood and secondary levels
We would welcome any other comments you would like to make around the future shape of education in greater
This is CHCH's opportunity to make a significant impact on the future of maori education i think this should be a major part of the redevlopment of christchurch's education system we have some amazing minds and people here in waitaha who could contribute to this, these resources need to be tapped into.
It would help us to know where you live East Christchurch
Are you?
Teacher
Are you representing? Individual What should we retain?
I've been a student of Montessori, then Discovery and now unlimited. I like the choice all these options provide and value that highly.They provide a high trust environment where I have been allowed to drive my own learning . Thats been fantastic and I have learned that students should be key in determining their learning and it should not be something that is done to them.
What should we change?
The speed at which our school is allowed to get back into town. None of the accidental learning that we love and value is available at a shut off school like Halswell. Let us get back in there and rebuild . And in the meantime we desperately want to go to the University hub so that the opportunities for tertiary education are there.For us 5 years is our whole school career and we see that time frame differently than adults.
What innovation could we introduce?
The system for reforming education is too slow. I'd like students to have a real say in it. Recently I have explored the TelstraClear Youth Survey and done that survey in Christchurch. 15-19 year olds are seriously worried about employment and yet the education system cuts out at that critical time. I look forward to the opportunities of being for a while at Canterbury -in law especially , but also in the many other things that we will make happen by being there- just as the UPT Digital group have.
What should we retain?
Not much to retain , and that doesn't worry me.Have no concern for traditions, definitely see uniforms as absurd. I suspect our buildings are all unavailable so we need to start again .. but please can we make that fast ?
What should we change?
Totally open to change on everything. Everything is changing so fast anyway. The current financial system won't survive...the ability to pay superannuation when I need it won't be there and the climate will change dramatically from carbon emissions . I'm going to live in that world that I think has been polluted and where the resources have been squandered. And it probably will be hard to find a job so I may have to create my own. I am totally open to change and the education system needs to change comprehensively. Adults do not know what we will need to know and we need to be able to learn on our own in our own way not in some mass model .
What innovation could we introduce?
Open cooperation so that schools are not separate from business. Its one of the reasons I really want the University hub for unlimited this coming year. Halswell has been horrible and for me one year of that is far , far too long. I want that experience before committing to a degree, and since I cant drive and the bus service is really bad I have no chance of doing that at Halswell . I hear tell now that the Ministry prefers for us to go to Hillmorton for extra space for some reason that we do not know. To me it feels like they just don't care about what the students want. That just wont work and for me solves none of my problems of transport and wanting some life and activity around my school. Last year I had the opportunity to attend and OECD conference on innovative learning . I was amazed that the OECD did not draw on students at all for their views and experiences. They clearly thought that they could make all the decisions. How wrong is that! But yet I fear that we may be subject to that here at unlimited by the Ministry even before the process is started. I would like students seriously able to make choices. Part of what I have learned in my education is that I am equal to adults and that i can and do drive my own learning .I never want that taken away. It has made me intolerant of slow cumbersome decision making processes that pretend to involve the public but really leave all the power in agencies of government. So lets not let that happen here in Christchurch .
What should we retain?
As much choice as possible in style, opportunities and options. I recognise that other people learn differently than I do and that many schools perform many functions which help cement the community. That's all good. Is the student at the centre of it ... sometimes !
What should we change?
Would be better if students were at the centre of the learning more often.
What innovation could we introduce?
I would introduce many...but I am worried that the system that is put in place will ask only headmasters and principals and the Ministry of Education, and that it will pretend at having a real input. I don't think they really know how to do things differently (without being rude) and if they get it horribly wrong they don't have to wear the consequences.
We would welcome any other comments you would like to make around the future shape of education in greater
For me a year is a long time . Do not condemn us to Halswell and Hillmorton without giving us the chance to show what cool things we can do at the University and at the linkages that can be made. In the big picture be prepared to surrender some of your power or create something that allows for real input from students.
It would help us to know where you live
(select option)
Are you?
School student
Are you representing?
Individual What should we retain?
The character that each school/ early learning centre possesses as that is what makes the setting what it is.
What should we change?
As little as possible - I know some settilngs may go due to the surrounding areas being either in the red zone or the bulk of the families in the red zone, or the buildings have been damaged then ok - but if they do not need to change then why?
What innovation could we introduce?
MORE technology throguhout the different areas and ages
What should we retain?
The supportive nature surrounding all - teachers, children and whanau
What should we change?
The price of education! Allowing for more support for those families who cannot pay - not excluding them because they do not have the money.
What innovation could we introduce?
More flow between the settings, allowing for the differing ages to be set in their own designated spaces yet allowing them to be situated near each other.
What should we retain?
The teachers!!!!!!!!!!!!
What should we change?
Improving the availiability of education to all areas of Christchurch - early learning centres, primary schools, secondary schools and tertiary institutions
What innovation could we introduce?
Every centre and school should have their own website and or cellphone to ensure that parents and teachers can keep in contact during the hard times - we closed not only due to the earthquakes but also the snow - so if we all had access to this sort of technology then it would be easy for all to be informed and communicate each others needs
We would welcome any other comments you would like to make around the future shape of education in greater
It would be nice to allow the teachers to stay where they are - not having to move on because the numbers have reduced, it is unsettling for all children teachers and whanau but its not the teachers fault that the families have moved on - so why should the teachers? Christchurch will rebuild it self, granted it may take time and may not be the same as before but if we cut jobs then whos needs are we meeting? It this support ing the needs of our next generation - as that is what it is all for isnt it? We are doing this for the children!
It would help us to know where you live East Christchurch Are you? Teacher
Are you representing? Individual What should we retain?
• Successful models of good practice and delivery; • Successful models of good practice and delivery; eg. E4E (enterprise education) • Choices and types of schools now available; eg Discovery 1/Unlimited
What should we change? • Move from a competitive model to a collaborative model • Develop a better working relationship between the Ministry and schools/teachers • Attitudes towards the provision of facilities; eg. the design and use of campuses and buildings • Move from a compliance model to an innovative model. • It should cater for all individuals • It should encourage innovation • It should have greater community involvement • It should be seamless ensuring opportunity for cradle to grave learning • An innovative, productive education system would help develop progressive attitudes towards education, attract people to Christchurch, and stimulate the current population towards furthering their own education and quality of life.
What innovation could we introduce? • Establish a learning commission of students which involves student led research and acknowledges this in deciding the future pathway for education • Focus the approach on learning across the city using the principles of learner focussed, future focussed, system coherence, sustainability to develop city wide goals for learning and achievement benchmarks. The goals and the benchmarks should be developed by an independent learning task force of leaders in education, business and community.
What should we retain? • Choice of schools available; eg, single sex/co-ed • Schools (especially primary schools/E.C.E. centres) locally sited to provide easy access to local communities • Programmes like STAR
What should we change? • Size of facilities and services • Design and quality of school buildings; eg. Three-wall principle (Stephen Heppell) • Make it possible through better delivery to enhance our reputation and academic record • Develop practices which acknowledge our different backgrounds and cultures
What innovation could we introduce? • Establish a series of “Learning Forums” to determine directions, initiatives and actions within the next few months and continuing through 2012 • Establish models of governance appropriate to schools in different situations • Revise how education is delivered in the ‘middle years’; i.e. years 7-10 • City wide transport systems must enable students to access city wide learning opportunities • Widen the breadth and mix of curriculum and make it accessible for all • Develop facilities which are available for use by whole communities including schools at all times and which are available for students from other schools • Schools which have developed well-performing learning hubs should be encouraged to develop these and to make them available to students beyond the boundaries of their own school – demonstration hubs • Encourage partnerships; eg. between high-performing and low-performing schools • Explore ways to better provide opportunities for education for all children and young people, including those with disabilities • Remove the silo approach to funding for children and families and adapt a more holistic approach centred on schools
What should we retain? Focus more on the document "N.Z. Curriculum"
What should we change? • Delivery should be more learner focused, future focused, system coherent and sustainable • Reassess current teacher training programmes to reflect future focus • Reassess the provision of professional opportunities for schools and teachers • The use of teacher skills so that they are utilised in many schools rather than one school
What innovation could we introduce? • Greater use of ultra-fast broadband to provide diverse approaches, e-learning, blended delivery, collaboration, and utilisation of expertise across networks locally, nationally and globally. Fund GCSN to do this properly. • Create opportunities for learning to happen across the city in a variety of learning environments • Further the opportunities for student interaction across the city including the opportunity for all students to research, produce and have their voices heard • Encourage opportunities for students to submit work for public and peer assessment • Encourage greater flexibility in school timetabling to develop better community connections and actively encourage students to engage with tertiary institutions and businesses • Investigate cluster, or city wide funding for pupils so that seamless education provisions become available.
We would welcome any other comments you would like to make around the future shape of education in greater
We would refer you to the document "Opportunities and Challenges: Creating a compelling vision and direction for education in Christchurch" September 2011, produced by the group S.U.C.E. (Shaking Up Christchurch Education). This document has been circulated to the Ministry of Education but can be further obtained electronically on request.
It would help us to know where you live East Christchurch
Are you? Organisation
Are you representing? Group What should we retain?
1. Our teachers. In my experience, the teachers in a school add the most to each student's learning expperience. We have many experienced and committed teachers in Christchurch schools and I believe it would be short-sighted to force them to seek jobs elsewhere when our children are so in need of security and strong teachers to support them through the earthquake trauma. If we lose too many teachers now we will be unable to attract them back once school numbers are replenished.
2. School zones. It is important to me that my children can access a school in our neighbourhood and that every other neighbourhood has that option too.
What should we change?
1. Reduce the stress of schools and teachers by providing more support aqnd a longer timeframe for them to ride out the earthquake challenges. Provide schools with more resources to support traumatised children in an attempt to reduce the impact of the earthquake aftermath on their studies.
What innovation could we introduce?
Continue some of the collaborative work that schools have done via site-sharing etc. Are there ways this spirit of cooperation can be continued once all students are back in their single school sites?
What should we retain?
1. A range of early childhood options for parents so that they can make choices that suit the temperament of their child/ren. 2. Subsidised fees for early childhood participation so that it is affordable for all. 3. Local community-focused schools that meet the needs of their neighbourhood families. 4. Successful and diverse tertiary education options so that students do not have to leave their community to study (makes it more affordable and provides them with personal support). Well-funded university and polytechnics.
What should we change?
1. Uncertainty about the future. Earthquakes and their personal outcomes are bad enough but the continual loss of one community function or asset after the other is demoralising and confidence- sapping. 2. Lack of communication with the wider community about educational decisions that affect our children. Parents need to know what is happening educationally (and what is planned for the future) so they can invest in a local area and be confident that there will be educational options available to their children.
What innovation could we introduce?
Trusting in the professionals who work at the coal-face of education. They are trained, they are experienced and, as a parent who works with teachers to assist my children's learning, I get frustrated that experienced teachers' or principals' advice and suggestions or feedback often seem to be ignored by decision-makers.
What should we retain?
1.The national curricula for early childhood and primary schools. They support the development of learners in a creative and wholistic way. 2. Experienced, qualified teachers who are committed, successful and enthusiastic about children and their job. I am disappointed that early childhood centres are being forced to reduce their numbers of qualified teachers for funding reasons. This is , in my view, counter-productive if we want to give under -5s the best possible start to their education. I am grateful my children received the quality of care of qualified teachers and credit them with much of the success my children are now experiencing at school. I want every other child to have accessto that opportunity also. 3. Open communication with parents and an open door policy in classrooms for family involvement in children's learning.
What should we change?
Remove compulsion to adhere to National Standards as currently written. I do not think the current national standards are needed as teachers already report on every child's progress. I do not think the potential for labelling youg children as failures is helpful to their learning or their personal development.
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
As a parent, I appreciate the work our schools and early childhood centres are doing. I hope that future decisions will incorporate parents' perspectives of what is working and not change things for the sake of change or simply for funding reasons. The expense of early childhood and primary education is the best investment we can make in the future.
It would help us to know where you live North Christchurch Are you? Parent Are you representing? Individual What should we retain?
• Accessible access…walking to ECE, school etc • Parent relationships • Sense of community • Outdoor spaces • Community organizations such as Youth Alive – social coordinators • Community engagement • The business infrastructure (in the area) • ECE/School networking/socializing What should we change?
• New facilities are placed within a community – cluster • Effective communication when possible around closing of early childhood centres (in a disaster).
• Guidelines from MOE to be included with primary • Staffing - when rebuilds happen and possible roll drops there is continuity and protection for staffing – planned
What innovation could we introduce?
• Secretary of education have power to “close” schools and ECE centres • Have a “response tool kit”
What should we retain?
• The same choices across the education network no matter what size • Teachers and support staff
What should we change?
• Transparency – what’s happening/what’s not/for whom? • Links between all sectors – circular not linear (ECE – primary- secondary)
What innovation could we introduce? • Not live in an environment of broken/mended long term • Funding model to allow for small organizations to remain viable • Maximize the potential whilst retaining the unique identity of the area • Specialist teachers being shared across the network of education facilities in a coordinated way • Pre-service training – more cultural content (wide range of cultures via immigration that need to be incorporated into NZ. Will need resources/support for non English speaking)
What should we retain?
What should we change? • Meaningful experiences – more hands on/visual • Using the environment – relevant learning experiences • Delivering in purpose built buildings • Knowing your families – keeping them as active participants
What innovation could we introduce? • Middle schooling year 7- 10 to meet needs of a specific age group / learning needs • Keeping families as active participants across the whole education sector – especially secondary • Reestablishing the school/education facility as the heart/centre of the community • Recognising the values parents bring multiple skills /ways of knowing/doing • Education takes place across many settings not just classroom and value that
We would welcome any other comments you would like to make around the future shape of education in greater
Greater Brighton MOE feedback
It would help us to know where you live
(select option)
Are you?
(select option)
Are you representing? Group What should we retain?
• Ratios – qualified staff • Strong community focus • Tomorrow Schools – BOT: self management • Green spaces • QE 11 • Children and needs at the forefront and as the focus What should we change?
• Linking between ECE, primary, intermediate, secondary • City wide zoning opportunities • What’s the place of intermediates in the 21st century? What innovation could we introduce?
• Better connectedness across sectors o Resources o ICT o Create safe cycle ways – other forms of transport links • Review enrolling in zoning • Post secondary – pathways o Make connections with others: secondary schools, ece centres etc) • Year 12/13 College system • Bigger facilities that can cope with school needs as well as the community What should we retain?
• Choice and diversity • Special character • Retain identity in communities – local facilities not mega centres • Investment – ensure equitable funding (no new super schools) • Green spaces What should we change?
• Stop east – west shift between schools • Sharing facilities across communities • Ensure communities have access to ECE, primary, secondary etc What innovation could we introduce?
What should we retain? • Create facilities for all community) eg. shared halls, libraries – public and schools) • Provide more cultural facilities (especially maraes) • Greater connectedness across sectors - Support for dialogue (development of shared vision) • Look at school hours etc – consider extra curricula activities What should we change?
What innovation could we introduce?
• ICT system used to create and consume -high speed internet broadband for all • Inquiry – how do we provide for this? Enable for teaching and learning • Shared resources to enable learners to access more often • Shared delivery • BYOD (bring your own device) – has implications for infrastructure, resources • Continue to focus children leading their learning • Enabling learning through ICT where appropriate • Consider the design of learning spaces to enable anywhere, anytime (future focused) learning
We would welcome any other comments you would like to make around the future shape of education in greater
Parklands/Burwood MOE focus group summary
It would help us to know where you live
(select option)
Are you?
(select option)
Are you representing?
Group What should we retain?
• Wednesday sport • A sense of belonging and identity at a school and regional level • The diverse nature of our schools • Diversity/Choice – single sex; co-ed; special character; differences in style • Excellent teaching and learning • Links with university, CPIT etc • Sport/cultural/music events • Rich co curricula life • NZC vision
What should we change? • Inequalities in the system • Resourcing – a better model • Get rid of intermediate schools – use land for community facilities eg. night school for non- achievers • Zoning? School hours - creating opportunities for students to learn in different places at different times • Constraints of property management • Super school - on 3 -4 sites/ a combo school • Cluster schools – intensive partnerships; combining resources and expertise • Factory model of schooling • MOE focus on instant results and compliance • Funding mechanisms – schools, locally, nationally • Parent understanding of what education is/means • Competition to sharing
What innovation could we introduce? • Develop IT eg. video conferencing model • School/community shared facilities • Explore opportunities for senior students to take courses at other ChCh schools or trades academies • Classrooms designed for the 21st century • Opportunities for clusters – leadership, teachers, students • Community links with learning – learning in context • Glide time for teachers/students • Parent education and involvement • Links to other schools, business and tertiary – sharing • Sharing resources and facilities • Opportunities for ChCh a s a very well funded research • Year 1 – 13 – improve pathways for non university students
What should we retain? • Diversity of provision • Homework hubs remain and add • Co – curricular life – set time built into structure for sport/cultural pursuits • Free education till 18 years • Flexible approach to the school day and greater use of schools’ facilities
What should we change?
• Need for us as schools to develop/manage changes etc. and not have change imposed on us • Shared resources eg. HR, IT etc – increased collaboration • Change competitive environment • Two layers not three (ECE – year 6; 7 – 13 or year 1- 6 and year 7 – 13 or year 1 – 8 and 9 -13 • More vertical/horizontal clusters within and across communities • Flexibility of provision, timings, transport • Loosen constraints: Education Act and collective (agreements) re day • Drop decile system • More flexibility – “stage not age” • Abandon NCEA level 1 @ year 11 – perhaps some literacy and numeracy • Funding via Schools Plus not Youth Guarantee. Money to schools not tertiary
What innovation could we introduce?
• Using IT o Teacher PD o Global connections o Equity between schools o Sustainability o Greater engagement • Aligning timetables for greater collaboration between schools • 0 – 18 seamless - year 7 – 13 schools • Education shared – resources, governance, o Collaborative learning process o Community access o Maintain provision of choice and diversity • Strengthen the interface with tertiary and business • Hubs in new communities
What should we retain?
• Quality teachers • Current staffing pool and share surplus positions across the city • Development of ICT as a tool of delivery • Teaching and learning clusters • Sport/co-curricula • Whole school PD
What should we change?
• Improved PD for staff - build up capacity for new environment • Greater student centred learning - more in context/real/community based • More seamlessness - 7 -13 versus 9 – 13 • Timetable constraints – blocks of learning eg. 2 hours - 5 hours
What innovation could we introduce?
• Further develop specialty “hubs” • Extend itinerant positions eg. Te Reo • Transform all ChCh schools to a 21st century teaching and learning environment ie. open, flexible spaces, IT capability, delivery models which meet needs of our learners, shared learning • Shared philosophies year 1 – 13 • Free transport system as enabler of choice • Schools/tertiary cooperating for blocks of complementary working time • VC delivery eg. scholarship, languages, music, hard to staff learning areas such as technology • “Packages” of learning – personalized and flexible • Flexibility – remove age progressions from learning – being mindful of social needs • Use CAPNA teachers – to allow teachers PD time o Research in pedagogy, IT, 21st century learning • Rent – not own plant • Create environments that are culturally responsive
We would welcome any other comments you would like to make around the future shape of education in greater
Secondary School principals Focus Group feedback
It would help us to know where you live
(select option)
Are you? (select option)
Are you representing? Group What should we retain?
• Sense of community
• Ease of talking – open, friendly, concern
• Curriculum flexibility
• Independence and autonomy of school BOT’s and not giving up that power (MOE seem to be micromanaging)
What should we change?
• Access to all schools programmes if that’s what they (students) want to do
• Open access – if you have a great programme - open it up eg. TV/film; gaming development; horticulture; agriculture; sustainability
• Emphasize excellence
• Let’s not have to employ registered teachers in areas where people have great skills that we need (ie. they may not be registered teachers)
What innovation could we introduce?
• Innovation that comes up, not down
• Education/learning of all sorts in the centre of the city
What should we retain?
What should we change?
• Model that is community focused and seamless from early childhood to tertiary – remove barriers – share community facilities and have business connected
• Open all hours 24/7
What innovation could we introduce?
• Sharing facilities and services eg. libraries, science alive
• Private/public partnerships
What should we retain?
What should we change?
• Glide time
• Use community resources – whānau; generations of family; community mentoring
• More collaboration between schools
What innovation could we introduce?
• Utilize buildings 24/7
• MOE to invite innovation and support (provide real opportunity for the community/ schools/ anyone to innovate - an innovation fund or something - maybe outside Ministry) • Emphasize learning (not teaching) and uniqueness of individual
• Deliver specialised education – eg TV/media
• Use the “Red Zone” as an education resource for sustainability
We would welcome any other comments you would like to make around the future shape of education in greater
City Group MOE focus group
It would help us to know where you live
(select option)
Are you?
(select option)
Are you representing?
Group What should we retain?
• Places of learning age appropriate
• MOE - recognise and commit to supporting schools as key organizations that build positive social outcomes for the community. (It will not do this if it encourages market forces to determine outcomes for schools).
• Maintain individual boards of each place of learning with the chance to form a committee to build relationships between all
• Maintain a sense of identity
• Literacy, numeracy, hands on learning
• Pastoral care need great now for some and will be so for some time
• Holistic educational focus – arts, sports, academic, technological, social, emotional, cultural
• Partnership approach to education with families and whānau
• Chances for special character and other schools of particular philosophies/forms etc.
What should we change?
We do NOT want to be an experiment for rest of ChCh or rest of NZ just because of earthquake
• Thought: Educational village – eg. Shut North Parade/Banks avenue 9 – 4pm. Develop pre school/ primary/intermediate/secondary hub. Children access site – all seen as an educational entity. Schools specialise (eg library) – community access as well – “A whole village to educate a child”. Thus schools cooperate but retain special character. These may include strengths in music, sport, cultural, language based, special needs. Could also have a performance venue, gym etc.
• Increase multiple pathways/possibilities
• Increase focus on early childhood support
• Increase cross sector alignment and relationships
• Stronger transitions
• Choices for parents re schools/centres not determined by where you live/income
• Enable different governance possibilities where school/centres cannot draw on suitable expertise
• Increase chance for school self management (increasing centrality presently)
What innovation could we introduce?
• Allow options re timing of school day
• Cross age possibilities
• Travel to school safely without cars
• Safe cycle ways
• Schools as city hub – one stop shop re agencies eg. medical, social welfare
• Shared resources - library, pool, gym – 24/7 use of facilities What should we retain?
• Focus on NZC
• opportunity to work cooperatively/collaboratively
• small size –
• low fees for wide access for families
• high quals for ECE providers
• diversity of opportunity - single sex, special character, large/small etc
• focus on holistic development – opportunities in schools – arts; sporting; cultural
What should we change?
• Ways we make sure success of school, staff, students eg. happiness quotient, engagement, emotional intelligence
• Increase collaboration between schools and other entities
• opportunities for all not based on cost
• greater access to meaningful trades
• more resources/tools to enable “hands on” interactive learning
• greater use of role models and mentors working in schools
What innovation could we introduce?
• Increased PD on Maori and Pasifika students and needs of students
• More interventions available for literacy and numeracy - best practice modeled
• Reduce barriers through access - increased social services, counselors, greater emphasis on pastoral needs. Mental health needs given greater consideration
What should we retain?
• Culture of schools
• Existing teachers, support staff etc
• Face to face contact
• Catering for individual learners
• ICT as a tool for learning
• GCSN
What should we change?
• Return to community education (night school)
What innovation could we introduce?
• Lose the competitive model
• Actual collaboration between schools
• Shared specialist teachers – language teachers etc
• Flexibility in teaching/learning times - Timetabling options – eg. Saturday mornings; length of teaching periods
• Ultra fast broadband (make special arrangements for schools not on the fibre optic cable
• Capital resources and PD fairly available
• Greater ChCh ECE network set up
• Distance learning options available
• Opportunities for work experience for seniors
• Learning through play and doing – meaningful for the learner – activity based
• Financial literacy programmes
We would welcome any other comments you would like to make around the future shape of education in greater
Avonside-Shirley MOE Focus Group summary
It would help us to know where you live
(select option)
Are you?
(select option)
Are you representing?
Group What should we retain?
• Collaboration between schools and community groups
• Opportunity of design and architecture
• Cluster sports coordinator
• Autonomy of Boards
What should we change?
Reconsider model of zoning
• Look city wide for opportunities for students with particular abilities –
• Before and after school care – higher quality and use educational resources
• Encourage more collaboration at all levels – governance, curriculum, procurement
• More assistance for lower decile school BOT’s
• More support/assistance/structure around employing principal
• Reconsider model of zoning
• Flexible school models to engage learners up to 13
• School and community sharing = less boundaries – combine funding for open sharing of assets
What innovation could we introduce?
More formalized mentoring and networking of principals
• Flexible school models to engage learners up to 13
• Shared campuses from ECE – year 13
• More clusters across schools
• Board training for aspirational board members
• Learn from other communities that have coped with disasters eg. New Orleans
What should we retain?
• Element of choice o Range of educational options eg. special character, levels
• Local school, local community
• School zoning?
What should we change?
• Research needs of the community in relation to the school network
• Modern learning environments
• Awareness of fuel/energy resources, traffic modeling, sustainability in planning – future local schooling less travel
What innovation could we introduce?
• Explore middle schools for Port Hills area (in partnership with local high schools)
• Cluster models across ChCh
What should we retain?
What should we change?
• Improve transitions between schools ECE, primary, intermediate, secondary)
• Less subject focus
• More collaboration between sectors
What innovation could we introduce?
• Explore different models –eg one day schools
• Use technology to deliver specialiasations across schools
• Review and improve governance models
• Changing school day/timetable
• Age based division – does it work?
We would welcome any other comments you would like to make around the future shape of education in greater
Port Hills Focus Group feedback
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Group What should we retain?
We should retain public schools because every Child in the greater Christchurch area has a right to a free education that is funded by the state. They should have the right to attend a public school or preschool to have all their educational needs met.Christchurch children have had the adversity of the earthquake and all the resourcing systems that have been in place previous to the quakes should be kept in place including funding for teachers, maintenance of public schools and equity funding.
What should we change?
We should change funding that is inadequate and discrimatory, meaning that all education centres should be able to provide quality education without the need for donations because this only results in inequities. We should not measure schools by single stand alone testing as learning is individual.We need to make sure that all schools and preschools in the greater christchurch area have access to the same prosperity.
What innovation could we introduce?
Show a model for a strong vibrant education system across all of the greater christchurch schools that will show an example to the rest of New Zealand that there is an investment in education.
What should we retain?
Every child able to attend a local public school and be assured that they are not disadvantaged through access to funds and resourcing.
What should we change?
An emphasis on competition between schools.
An emphasis that a child's learning can be determined by national data.
What innovation could we introduce?
Promote hristchurch as a place with challenges but that these challenges can be met with resourcing and innovative ideas that provides desirable and professional personal opportunities for all staff.
What should we retain?
The greater christchurch's existing cultural strengths, the links between the major city and the outlying rural areas. Quality public education so that every child can reach their potential.
What should we change?
Any thing that reduces the community strength that emerged during the earthquake and undermines the needs of children.
What innovation could we introduce?
When rebuilding or renovating schools plan for the requirements of 21st century schools across
the region and not leave any schools out.
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live South Christchurch Are you? Teacher Are you representing? Individual What should we retain?
• Communities/neighbourhoods
• Cultural complexity/identity
• Retaining schools/ed. centres as a community hub
• Skills base
• Connections that have been built
• Retain focus on quality teaching and learning
• Choice – parental and student
• Quality facilities to enable quality T and L
• An understanding that specific age groups require specific learning environments
What should we change?
• Social workers in all schools
• all preschoolers in EEC
• Being more collaborative across all sectors starting with BOT’s
• Sharing expertise and specialists
• Property – equity across all sectors
• better transitioning
• Elearning commitment from MOE/govt. as equitable and accessible for all
• Acknowledging global nature of education community
• Support for modern learning environments (flexible, learning anywhere, anytime focus)
What innovation could we introduce?
• Niche provision of opportunity on different sites
• Learning community as a shared resource - social wrap around for families
• Refresh teacher training and professional learning
• Different levels of education eg. start school at 4 or readiness stage/junior secondary schools/readiness for being a school leaver
• Elearning and technology throughout sector
• Investment in Maori and Pasifika and disengaged boys
• Seamless assessment throughout education
What should we retain?
“Know your student”
• Maintain choices: single sex/co-ed. Schools/age specific (ece, primary, pre adolescent, secondary)
• Choices – specialties of subjects; varieties of models
• Collaboration with other schools to maximize learning opportunities across all levels for all learners
• Physical school site in community
What should we change?
• Whole whānau learning
• Personalized learning
• Forum to discuss our strengths and needs/successes
• MoE policies and requirements (to be more flexible)
What innovation could we introduce?
• Provision of professional learning facilitators/mentors free at all levels of “expertise”
• Use of schools for longer hours
• Non competitive $ model
• Early intervention education from birth
• Infrastructure to allow for tailored personalized learning eg. funding, transport “school orbiter”
What should we retain?
• Structure of leadership and governance across schools
• Quality teachers
• Develop partnerships with community to help engagement and provide aspirations
• Learning that is authentic, flexible and relevant
• Support from Ngai Tahu
• Diversity/individual flavors
• Opportunity to be responsive to community needs
• Opportunity for guided personal pathways
What should we change?
• Community hubs – wrap around from birth
• Collaboration ofn all social systems working for all children and families
• Opportunity to be responsive to community needs
• Opportunity for guided personal pathways
• IT/elearning
What innovation could we introduce?
• Sharing of resources – physical, human
• Learning groups rather than form classes
We would welcome any other comments you would like to make around the future shape of education in greater
Feedback from the MOE Linwood/Aranui focus group
It would help us to know where you live
(select option)
Are you?
Other
Are you representing?
Group What should we retain? Keep asking this question - but in different ways to different people.
Play to our strengths - strong regional identity, bi-cultural history, fantastic natural environment and resources at our doorstep, an openness to innovative ideas.
What should we change? Stonger bi-cultural support for all levels of education from preschool to tertiary.
A greater commitment to making sure all students, regardless of school, suburb or decile rating, leaves high school with,not just a minimum, standard of literacy.
Much stronger support for those (and their families) with specific learning disabilites to ensure they reach their potential.
What innovation could we introduce? Ensure access for ALL to ICT technology not only at school but at home - funding, sponsorship
A musical instrument (ie Otara project) for every primary student
A more generous welcome and support for international students or recent arrivals - a centre for them to meet, get information, receive pastoral stupport, language support, mentoring by Kiwi students - an opportunity for real cultural exchange
What should we retain? The successful, committed and forward-looking principals, teachers, educators and support staff currently facing job losses or overwhelming challenges post-quake.
What should we change? The stigma attached to being educated on the east side of Christchurch. The ingrained snobbery attached to certain schools, despite the wonderful teaching & learning happening on my side of the city.
What innovation could we introduce?
What should we retain?
What should we change?
Let parents of kids with specific learning difficulties decide how their children need to be educated - not to be limited by funding constraints.
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
This format of submission is confusing and hard work. I have no idea if my comment actually relates to purpose, delivery or shape - often all 3 at the same time I suspect. I understand that more concrete questions may constrain respondents but I find the category labels unhelpful - except perhaps for those used to the language of 'education'. In the end I have responded despite your cues. This may be a reason that the response rate has been low - I suspect the responses will mostly be from people working in education, not the parents or students you may actually need to hear from most.
It would help us to know where you live
East Christchurch
Are you? Parent Are you representing? Individual What should we retain?
I think we should retain education to be accessable for every child and part of their childhood rights. That all children are able to learn in New Zealand from New Zealand designed curriculum. Retain the people and training establishments that work hard to train our upcoming teachers with forward thinking practise and research. Retain teacher registration requirements for all teachers and inclusion of Te Reo and Te Kanga Maori in teaching diplomas. I think we should retain inclusion of defferent abliliy able children in the mainstream. I think we should retain the focus that children need holistic education.
What should we change?
Schools are able to pull a huge economic advantage to an area, they provide employment and can boost business in surrounding areas. Focus on local schooling would limit traveling needs and put people in their own community for more of the day encouraging active transport and interaction with social connections, groups and afterschool activities. Change education to have a focus on several options for further education and skill ability but also to have a sound base of interaction with community. Change the good schools bad schools concept that is strong in CHCH, mix the barriers and boundaries more.
What innovation could we introduce?
Skill sharing through school sites being used as bases for various clubs and groups, sharing resources, promote working along side different aged students. Predict need for certain careers so that schools can able students with an employment opportunity but also encourage a personal learning goal, possibly based on a hobbie or dream, so that self learning is perpetuated life long.
What should we retain?
Early Childhood centres being in proximity of primary schools so siblings are near each other. Schools seen as heart of the community, school fairs, concerts, use of grounds in weekends. The physical buildings of an education centre are the home away from home for many children.We should retain childrens sense of pride and identity by being part of a centre/school family
What should we change?
That some schools have more or specialised resources and they are limited in use to the school who houses them. Change that so much of school is inside,indoors, in books. Project and community service learning has given my children a feeling of doing real tasks and doing things for others and has made the 'in book' skills valid for real use.
What innovation could we introduce?
An across sector co-ordinator of resources but still have governance of the school with community representitives. Teachers could be time shared to other schools to share specialist teaching skills. This could also prevent teachers being made redundant when school roll drops. This could be run like a time bank where an hour of each teachers time is seen as equal if teachers are paid different salaries, or a requirement for teacher registration so that the teachers get experience at schools in all areas.
Break down competition between schools with a counter to decile ratings, that has a holistic focus.
What should we retain?
We have some very dedicated teachers on the East side. They are working for more than their salary, I hope we can retain all our teachers.
What should we change?
Local is very important to us now after the earthquakes and because we love living here and want to raise our families here. We need to change the feeling that we are not able to access the resources that some other schools get to. We should change the focus of learning to be less vunerable to change. children should feel they are not going to be separated from friends and family because of 'better schooling options'
What innovation could we introduce?
Promote the education options as a package from early childhood to tertiary with interlinks so that children may choose different learning but will cross paths again with each other along the way. such as a preschool near some primary schools who group together for events and resource sharing, like music and sports, then a high school links these children together again. This can incorporate active transport and links with the community in a very strong way.
We would welcome any other comments you would like to make around the future shape of education in greater
I am very worried about children being split up into the good school bad school senario. I believe this gets seen as having a choice of schools. The majority of children from our school have no such 'choice' as it relies on financial ability in general. I find this appauling, that we separate children in this way, education should be available no matter who your parents are or what they have. The attitude is very strong even if we choose to stay at primary for year 7 &8. The children remaining get a sense of being the left behind ones even if we as parents feel it is a sound holistic view that makes us choose to continue at primary. I wish to see the education in the east strong and relevant to the communities here and as good an education as we can get anywhere in the city.
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain? Early Childhood Education to be valued and seen as a right of every child.Continued provision of free and low cost Early Education.
What should we change? Provide new Community Early Childhood Services to the communities that need them most. It would be wonderful if there is a community early childhood centre available for every child in their own neighbourhood. Have the focus of these early childhood centres developing the whole family in health, social well being and life long learning
What innovation could we introduce? Some centres having space and ability to promote learning for parents by having attached learning rooms for courses such as the community needs, promoting on going learning while raising children and bridging gaps to further secondary or tertiary education for parents
What should we retain? Community Based Early Childhood Centres, Governance by parents, located locally in residential areas in walking distance to primary schools. Registered teachers, holding teaching qualifications, attending regular professional development.
What should we change? Increase participation by increasing the number of services rather than increasing the number of children attending at one time. Establish more relationship between the E.C. services and the primary schools for ease of transition, also have secondary education in local areas so children can see and make links of their learning journeys. Students at secondary and tertiary may make links back to the E.C. centres also. E.C. education made very accessable to all children and their families so that learning and community well being are strongly linked. Resource sharing increased.
What innovation could we introduce? All new and residential areas have, in their design a consideration for local community Early Childhood Education.
What should we retain? Te Whariki Early Childhood curriculum. Half day sessions service as an option in all centres to accomodate all childrens needs. Great ratios.
What should we change? Links in the community especially with well being services. Local Early Childhood Centres that can bring community together, children have the opportunity to see older children and adults around them learning. Making a strong personal value of learning in each child early in life, that they develop a love of learning and see the relivance of learning in the lives of people around them.
What innovation could we introduce? Links between all levels of education across the sector. Links to the physical environment around learning places, utalising the environment to make a definition of life long learning. The more experiences a child has in their local environment the more chance they have to revisit their learning at any time of their life and share it with anybody.
We would welcome any other comments you would like to make around the future shape of education in greater We are very aware that there are less accessable learning opportunities for our children in our area especially in secondary education. Opportunities are reliant on being able to afford it or travel. We would like our children to have opportunities based on their skills and learning interests not on which school they get into. We would like the education they recieve in their own community to be considered as good as any place in Christchurch.
It would help us to know where you live East Christchurch
Are you? Board of Trustee
Are you representing? Group What should we retain?
My son attends Freeville School and I think its a fantastic school with wonderful teachers. I also have a 3year old which will also be attending in a couple of years
What should we change? we are lacking a High school in the area 8083 zone, we are out of zone for most schools and even if we get our children in they have to bus there, wouldnt it be nice to cycle or even walk
What innovation could we introduce?
What should we retain? my daughter attends NNBCC north new brighton community creche it was damaged in the earthquake but Im under the immpresion that they are getting a temp building sometime next year which is fantastic news for the staff the children and parents
What should we change?
What innovation could we introduce?
What should we retain?
What should we change?
What innovation could we introduce?
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
Individual What should we retain?
N/a
What should we change?
A new High School in the 8083 zone
What innovation could we introduce?
My parents moved to Parklands in 1975 because of a promise of a High School that was going to be built. Now it's 2011 (still no HS) and with the quake, damaged HS's nearest to us (all the way over several suburbs away to us). We now need more than ever a High School (we live in Queenspark). Our kids have to travel far to get a higher education, so wouldn't it make sense for all these kids in the 8083 zone to a High School of their own.
What should we retain? n/a
What should we change? n/a
What innovation could we introduce?
A new High School in the 8083 zone
What should we retain? n/a
What should we change? n/a
What innovation could we introduce?
A new High School in the 8083 zone
We would welcome any other comments you would like to make around the future shape of education in greater
A new High School in the 8083 zone
It would help us to know where you live
East Christchurch
Are you?
Parent
Are you representing?
(select option) What should we retain? the concept of tomorrow's schools that communities can determine their own destiny and education options
What should we change? the view that now prevails in Christchurch that this is somehow the responsibility of the Ministry of Education and that all initiatives should be stifled by them.
What innovation could we introduce?
So, so many!. Some of them we know now- and many will become clear later Some will come through this site and some that won't yet have been thought of. The opportunities to do things differently and to be able to create something better are huge. The opportunities in the Red Zone are enormous . It provides a real opportunity for a real and unique exercise in sustainability for a city that will need to adapt to climate change. In amongst there is the opportunity for urban farms, farmers markets, permaculture, beekeeping, some urban forestry to provide biodiversity and carbon sequestration , great new transport links, recreation possibilities, urban orchards and so much more .Around and at the forefront of all of this is a fantastic educational opportunity .
There is another fantastic opportunity in the West of the city as more businesses shift into what may remain stronger communities such as Riccarton and Addington. There is now space at the University that can provide so many linkages to tertiary education .
We have learned that we can open much much longer than 9am-4pm …and we know that it is grossly wasteful of public resources to only open some few hours each day. We can open 24/7 and invite the community into the school. The old separation can go. But there is a very serious barrier to it.
If the Ministry of Education in its current format is expected to drive innovation, change and take risks with dynamic innovative solutions it simply will NOT happen. That recipe is doomed to disaster.
Government agencies are by their very nature risk averse. That is not a criticism of their staff. That is a factual reflection of the inertia and the intolerance to risks that most governmental agencies have. That is how they are set up , so there is no personal criticism here.
So there is going to need to be something very different if we actually want to use this opportunity. At the very least there is going to need to be some structure or organisation outside of the Ministry that is allowed and free to try new things, new configurations , new collaborations and that isn’t afraid that some of them many not work.
There is going to need to be some deliberate and considered approach that allows for the very different styles of education that can happen .
What should we retain?
Innovation , humour, diversity and choice. And the ability to innovate and think .
Public private partnerships
What should we change? the separation from the community. The closing of public buildings at 4pm and the barring of the public.The refusal of schools, early childhood and tertiary to work together The difficulty there is in employing a non teacher even when that person has the IT skills or the particular skills that you are seeking
What innovation could we introduce?
Unlimited High School wants to create a hub at Canterbury University .The Ministry sat in this proposal for three months and then decided( unilaterally ) that its preferred option is at the back end of Hillmorton in some prefabs that are likely to be written off. It did so wiht no consultation with unlimited , and the propsoal meets none of Unlimited's needs and yet they act as though they are the sole arbiter of what happens to schools . .Its great that Unlimited want to do this and provide a good easy transition to university and use the enormous resources of the University . Its great that they are already working with 6 other parties on an Enterprise centre there for young people, from high school, the University, the community who want to create their own jobs .This is exactly the sort of thinking and innovation we need and the fact that the Ministry is actively blocking it is reprehensible.
There is another great environmental opportunity that there are about 10 immediate partners for in the East of Christchurch that would be so easy to put together.
The idea that schools work closely together -across age groups
Real initiatives on climate change since we have the ability to rebuild so much of the city
What should we retain?
The lovely open NZ curriculum
Internal assessment for NZQA the philosophy of Tomorrows schools
What should we change?
The idea that schools do not put the child at the centre of their own learning .
What innovation could we introduce? So ....so many ...but again the Ministry needs a counterfoil.At the moment they are not encouraging innovation and worse , they are giving completely wrong advice, claiming it is from Crown Law. Two recent examples .They told Unlimited High school that they would be liable for the first term of the lease and the renewal period . Wrong.Completely wrong.
They also insisted on seeing the submission that the BOT at unlimited wrote to the ChCh City Council on the City Plan, claiming that the BOT was a Crown Entity. While that is true for some things it is not true for this purpose and this is a gross infringement on civil liberties.
Having shown they are not capable of innovation leaving the Ministry with no balance on them would mean that schools are completely stifled . The thought of the Ministry of Education running the programme of renewal and innovation in Christchurch schooling is terrifying . And it dooms the programme to failure .
Schools doing new and exciting things with the private sector, the City Council , the tertiaries, the preschool sector, and the research sector and businesses all makes good sense to us
We would welcome any other comments you would like to make around the future shape of education in greater There is a serious need for innovation .So many good things are possible and we know we can do things better. But the barrier is the Ministry of Education. We have no faith that the Ministry will be able to provide quickly for the move back into the city for Discovery 1 and Unlimited and our fear is that they will make the process
It would help us to know where you live West Christchurch
Are you? Other Are you representing? Group What should we retain?
Issues that are relevant to CPIT
What should we change?
Young people leaving school without having achieved NCEA level 2
Educational underachievement by Maori and Pasifika populations
Other populations with educational underachievement(Disabilities, NESB)
Dysfunctional school/post school pathways for many students
Youth unemployment
Demands for physical capital investment
Demands for human capital investment
We should retain
A high quality provsion of eudcation for international students
What should we change?
The new model needs to focus on the industry, products, business etc. that are geared to recovery – 20 years.
All components of the education system should equip young people to fully engage in their communities, producing citizens that are innovative, flexible, adaptable and skilled.
Since a high percentage of those required for recovery are already in the work force provide opportunities for second chance learners to up-skill. Semi qualified should be given access to complete to become mentors of the next generation.
Promote a “Learning Society” to support the “Knowledge Economy”.
Extend international student engagement from an English language focus to obtaining a high level vocational or professional qualification.
What innovation could we introduce?
Opportunities include:
A focus on education as an essential part of recovery
A range of models for educational delivery at secondary/tertiary level
Governance arrangements across levels and institutions
Resource sharing across levels and institutions
A storng Canterbury education strategy
Greater industry engagment - www.workinspiration.com
What should we retain?
Strengths include:
A range of secondary school types across the City (Burnside model, Hagley model, Canterbury Tertiary College model)
Access to three Teritary institutions within easy distance of most homes in greater Christchurch
Christchurch has always been an employment destination of choice for highly skilled eudcational staff, leading to a high quality of education at all levels. Ensure that this becomes the norm again.
The strong tertiary contribution to the regions economic future
The reputation of Christchurch for high quality international student education and support.
What should we change?
Establish, maintain and increase links to established and emerging businesses and employers:
- this should include professional organisations, both those who currently offer workplace-based qualifications or training (eg. NZOQ, IANZ) and those who do not.
- internships & placements, and workplace-related research projects to further encourage vocational engagement
Extend the hours of operations of educational facilities through utilisation for other functions. Community /business/ organisational.
Enhance the strength of the school-tertiary-work pathways
What innovation could we introduce?
Modular, flexible, agile education with strong community engagement.
Collaborative approaches:
-the educational rebuild needs to ensure we can work on sustainable economies of scale
-integrated primary, secondary and tertiary systems ... with a secondary/ tertiary 'blur' (as already started).
Lateral as well as vertical integration and transformation - work with fellow tertiary's and seondary's to provide opportunities for learning rather than gand divides.
Enhancement of virtual laerning facilities to enable wider access including integrated development of resources
Curriculum staff: Secondary and Tertiary - a key need to ensure the opportunity is used to develop key fluencies for the 21st century.
Working with industries - education as learning on the job... encouraging SMEs with this (workplace education)
Supporting Secondary school integrated rebuilds and new developments as part of the recovery.
- Vocational education as an integral part of the pathways choices for senior secondary
-possiblities for vocational education type hub space and general ways of sharing resources.
Sustainability Education - integrated into disciplain specific delivery to enhance a future with the knowledge and skills to contribute to the planning, creation and/or operation of environmentally and socially sustainable society. What should we retain?
Christchurch as a destination of choice for international students
Secondary/tertiary pathways including CTC, youth guarantee, Maori & Pasifika trades training support, etc.
The governance and managment model implemented at systems level(NZQA, TEC, Ministry of Education ) after the earthquake. Strong control at the high level (higher accountabilityand reporting) over qualifications, with flexibility to meet those outcomes would enable CPIT to meet industry and students needs more effectively.
The switch to real Outcomes Delivery has enhanced the student experience and success.
What should we change?
The gap between secondary and vocational provision (in particular)
Provide strong levels of student support at all levels. Literacy and numeracy a focus at secondary, as it has been at tertiary levels 1-3 for the past 4 years.
Ensure that all funding streams are flexible enough to allow sound educational approaches to delivery to be undertaken (cost effectiveness can be a result)
Blended, flexible and targeted delivery can enhance the cost effectiveness of the system which requires a whole-of- region view and collaboration to achieve.
Equity in participation, outcomes and strategies will further support this.
What innovation could we introduce?
Expansion of the Canterbury Tertiary College options
Ensuring a range of curriculum and delivery options that meet all student needs are provided across the region including better access to virtual learning.
Other school/education /work pathways and pipelines developed
Embedding of collaborative career service and guidance activities
Collaboration through high level governance/advisory arrangements
Shared facilities
Collaborative professional devleopment - particularly at secondary/tertiary interface level
Collaborative learning resource development - particularly at secondary/tertiary inferface level
Expanded articulation arrangements
Up-skilling - institutions introduce more certificate to diploma level qualifications to meet industry specific needs. Amalgamation of courses from a range of existing programmes can offer industry streamlined 'in house' qualification options. The CPIT Certificate in Quality Systems is an example
We would welcome any other comments you would like to make around the future shape of education in greater
It would help us to know where you live East Christchurch Are you? Organisation
Are you representing? Group What should we retain?
What should we change?
• Tertiary system must retain more local domestic students, and attract more international and non- Canterbury domestic students
• All components of the education system must equip better people to fully engage in their communities
What innovation could we introduce?
What should we retain?
What should we change?
• Provide more obvious pathways from previous education, whether secondary school or tertiary level
• All institutions (thinking especially at tertiary level) need to have a clearly defined reason-for-being that is clearly communicated to the wider community. LU does very well in this regard with its “Land” focus, UC & CPIT less so
• Provide world-class scholarship (UC, in particular, needs to pick up its game in this regard)
• Establish, maintain, increase links to established and emerging businesses & employers (this is where CPIT needs to work hard) o This should include professional organisations, both those who currently offer workplace-based qualifications or training (eg NZOQ, IANZ) and those who do not o Internships & placements, and workplace-related research projects are really important at tertiary level
What innovation could we introduce?
What should we retain?
What should we change?
• Provide strong levels of student support o International student liaison/support staff (CPIT does well at this) o Accessible teaching staff o Encouraging implementation of new learning technologies
• Provide clear pathways for students re-entering the education system o Need to distinguish between “2nd chance” education, and professional development. I think that across the sector we do ok with the 2nd chance side, less well with the professional development side o For professional development, institutions could introduce more certificate-level qualifications “cherry- picking” courses from existing programmes. The CPIT Certificate in Quality Systems is a good example of this
• Apply and develop state of the art teaching approaches, and celebrate good teaching o Work hard at increasing the capacity for flexible delivery approaches for those unable to attend face-to-face o Teaching in the vocational part of the tertiary system needs to replicate the workplace as far as possible, by providing workplace-standard equipment