Pub Date : 2023-11-21DOI: 10.26686/nzaroe.v28.8592
Linda Mitchell
Aotearoa New Zealand’s policy shifts to an integrated system of early childhood education (ECE), its development of a bicultural curriculum for all children from birth to five years, and its progress towards a fully qualified, equitably paid, ECE teaching workforce, have partially transformed the ECE system. But there is still much to do. Four decades of neoliberalism have led to the rise of financialised corporate ECE, and weakened the sustainability of community and public provision. This paper analyses the people, politics and processes that facilitated and hindered reform, and proposes policy measures needed to make substantive transformations to a high quality, public and democratic ECE system.
{"title":"Transformative shifts in early childhood education systems after four decades of neoliberalism","authors":"Linda Mitchell","doi":"10.26686/nzaroe.v28.8592","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8592","url":null,"abstract":"Aotearoa New Zealand’s policy shifts to an integrated system of early childhood education (ECE), its development of a bicultural curriculum for all children from birth to five years, and its progress towards a fully qualified, equitably paid, ECE teaching workforce, have partially transformed the ECE system. But there is still much to do. Four decades of neoliberalism have led to the rise of financialised corporate ECE, and weakened the sustainability of community and public provision. This paper analyses the people, politics and processes that facilitated and hindered reform, and proposes policy measures needed to make substantive transformations to a high quality, public and democratic ECE system.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.26686/nzaroe.v28.8626
Alexandra Gunn, Helen Hedges
The Early Learning Action Plan 2019-2029 (Ministry of Education, 2019b) Objective 3 is “Teaching staff and leaders are well qualified, diverse, culturally competent and valued” (p. 3). Tensions, constraints, and possibilities arise from analysing historical developments and positionings of early childhood teacher knowledge amongst policy aimed to provide well qualified and valued teaching staff. We advocate for investment in what we conceptualise as ‘knowledgeable teachers’ who educate children at the most important time of their lives.
{"title":"Knowledgeable and qualified early childhood teachers: Tensions, constraints, and possibilities","authors":"Alexandra Gunn, Helen Hedges","doi":"10.26686/nzaroe.v28.8626","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8626","url":null,"abstract":"The Early Learning Action Plan 2019-2029 (Ministry of Education, 2019b) Objective 3 is “Teaching staff and leaders are well qualified, diverse, culturally competent and valued” (p. 3). Tensions, constraints, and possibilities arise from analysing historical developments and positionings of early childhood teacher knowledge amongst policy aimed to provide well qualified and valued teaching staff. We advocate for investment in what we conceptualise as ‘knowledgeable teachers’ who educate children at the most important time of their lives.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"728 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.26686/nzaroe.v28.8628
D. L. Le Fevre
Effective leadership is key to addressing enduring education issues in Aotearoa New Zealand. Our education system needs to be responsive within rapidly changing, uncertain, and complex contexts in which we face significant societal and global challenges. Key questions are provided to provoke critical and urgent conversations. These may lead to the development and implementation of effective policy and include an intentional focus on what we need to stop doing, what we need to keep doing, and what we need to start doing.
{"title":"Leading education into the future","authors":"D. L. Le Fevre","doi":"10.26686/nzaroe.v28.8628","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8628","url":null,"abstract":"Effective leadership is key to addressing enduring education issues in Aotearoa New Zealand. Our education system needs to be responsive within rapidly changing, uncertain, and complex contexts in which we face significant societal and global challenges. Key questions are provided to provoke critical and urgent conversations. These may lead to the development and implementation of effective policy and include an intentional focus on what we need to stop doing, what we need to keep doing, and what we need to start doing.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.26686/nzaroe.v28.8635
M. Berryman
How power influences the culture and structure of State schooling in Aotearoa has historically been set by the State and, although this has been particularly harmful for Māori, structural change continues to be imposed from the top. For example, the latest Education and Training Act came into effect in August, 2020. Changes through this Act are further supported by Ka Hikitia – Ka Hāpaitia, the National Education Learning Priorities (NELP), the Curriculum Refresh, and the Aotearoa New Zealand Histories Curriculum. Other major changes, across the system, are set to come into effect by 2024. This paper discusses some of the learning that is required if cultural changes for equity and belonging are to be achieved within these imposed structural changes.
{"title":"What will it take?","authors":"M. Berryman","doi":"10.26686/nzaroe.v28.8635","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8635","url":null,"abstract":"How power influences the culture and structure of State schooling in Aotearoa has historically been set by the State and, although this has been particularly harmful for Māori, structural change continues to be imposed from the top. For example, the latest Education and Training Act came into effect in August, 2020. Changes through this Act are further supported by Ka Hikitia – Ka Hāpaitia, the National Education Learning Priorities (NELP), the Curriculum Refresh, and the Aotearoa New Zealand Histories Curriculum. Other major changes, across the system, are set to come into effect by 2024. This paper discusses some of the learning that is required if cultural changes for equity and belonging are to be achieved within these imposed structural changes.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"107 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8277
Jenny Poskitt
Currently the focus of education provision in Aotearoa New Zealand is on successful school achievement in specified learning areas and provision of guidance for Kaiako. Yet, the real purpose of education is ako – to collectively equip ākonga with knowledge, skills, values, and capabilities for lifelong learning. Without clarity on the ‘why’ – the purpose for education – people in the system flounder in knowing what to teach, when, or how. This commentary proposes building assessment and learning capability to provide clarity on these important questions and thereby enable the education system to celebrate ākonga diversity and agency through life wide and lifelong learning.
{"title":"Improve education provision in Aotearoa New Zealand","authors":"Jenny Poskitt","doi":"10.26686/nzaroe.v28.8277","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8277","url":null,"abstract":"Currently the focus of education provision in Aotearoa New Zealand is on successful school achievement in specified learning areas and provision of guidance for Kaiako. Yet, the real purpose of education is ako – to collectively equip ākonga with knowledge, skills, values, and capabilities for lifelong learning. Without clarity on the ‘why’ – the purpose for education – people in the system flounder in knowing what to teach, when, or how. This commentary proposes building assessment and learning capability to provide clarity on these important questions and thereby enable the education system to celebrate ākonga diversity and agency through life wide and lifelong learning.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131636092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8278
S. McNaughton
The research, practice and policy communities in Aotearoa New Zealand know a lot about literacy; the what and how of development, and what works for whom, under what conditions. But two issues stand in the way of better meeting the national excellence and equity goals. One is solving system challenges of variability, scalability, sustainability and capability. Solving this requires taking a life course approach to the evidence, including what optimises enjoyment and criticality from early learning through schooling; and guaranteeing collective clarity and accountability for effective practices. Solving the second, too much selective and limited reasoning about what is needed, requires better understanding our histories of practice and outcomes, and the evidence about these; taking seriously the collective need for evidence-based reasoning; better understanding the nature of the sciences involved; and careful and collective reasoning to understand what is robust evidence and what is inaccurate and misleading. Both issues have implications for capability building through resourcing, initial teacher education, and professional learning and development.
{"title":"What we can do to realise our excellence and equity goals in literacy","authors":"S. McNaughton","doi":"10.26686/nzaroe.v28.8278","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8278","url":null,"abstract":"The research, practice and policy communities in Aotearoa New Zealand know a lot about literacy; the what and how of development, and what works for whom, under what conditions. But two issues stand in the way of better meeting the national excellence and equity goals. One is solving system challenges of variability, scalability, sustainability and capability. Solving this requires taking a life course approach to the evidence, including what optimises enjoyment and criticality from early learning through schooling; and guaranteeing collective clarity and accountability for effective practices. Solving the second, too much selective and limited reasoning about what is needed, requires better understanding our histories of practice and outcomes, and the evidence about these; taking seriously the collective need for evidence-based reasoning; better understanding the nature of the sciences involved; and careful and collective reasoning to understand what is robust evidence and what is inaccurate and misleading. Both issues have implications for capability building through resourcing, initial teacher education, and professional learning and development.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122976074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8271
Noeline Alcorn
Since 1990 Initial Teacher Education (ITE) in New Zealand has undergone significant change following organisational shifts across the education system. Yet key issues from earlier years are still contested, with ongoing debates over the locus and oversight of ITE, the nature of quality teacher education, and the establishment of national standards for ITE programmes and their graduates. The debates have been underpinned by changing social and cultural expectations, the establishment and development of new regulatory bodies, New Zealand and international research. This paper examines these debates and argues that policy makers and practitioners in ITE face contradictory pressures and challenges such as the continuing pressure for quick fix and uniform solutions and deficit thinking about ITE. Progress depends on ongoing dialogue at both national and local level, rigorous evaluation of new developments, an acknowledgement of complexity, and a need for mutual trust and accountability.
{"title":"‘contested enterprise’ of Initial Teacher Education","authors":"Noeline Alcorn","doi":"10.26686/nzaroe.v28.8271","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8271","url":null,"abstract":"Since 1990 Initial Teacher Education (ITE) in New Zealand has undergone significant change following organisational shifts across the education system. Yet key issues from earlier years are still contested, with ongoing debates over the locus and oversight of ITE, the nature of quality teacher education, and the establishment of national standards for ITE programmes and their graduates. The debates have been underpinned by changing social and cultural expectations, the establishment and development of new regulatory bodies, New Zealand and international research. This paper examines these debates and argues that policy makers and practitioners in ITE face contradictory pressures and challenges such as the continuing pressure for quick fix and uniform solutions and deficit thinking about ITE. Progress depends on ongoing dialogue at both national and local level, rigorous evaluation of new developments, an acknowledgement of complexity, and a need for mutual trust and accountability.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132730210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8273
R. Hipkins, Bronwen Cowie, Sara Tolbert, P. Waiti
International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculum Refresh currently underway, now is an opportune moment to revisit the use of competencies as a lever for curriculum change and ask how the type of transformative change they are intended to stimulate might be conveyed and implemented in more empowering ways. This paper introduces the idea of “enduring competencies” as an umbrella construct for more effective curriculum design conversations. Learning from what has proved problematic in the past, we show how this construct might refocus thinking about purposes for learning, while at the same time being more specific about how and why traditional curriculum “content” might need to change. We illustrate this potential by drawing on our recent collective endeavour to build a small set of enduring competencies for school science education. The paper briefly outlines these four enduring competencies and demonstrates how they build bridges between past (more traditional) and future-focused (more transformative) curriculum and assessment design for the science learning area.
{"title":"Designing for empowering curriculum implementation","authors":"R. Hipkins, Bronwen Cowie, Sara Tolbert, P. Waiti","doi":"10.26686/nzaroe.v28.8273","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8273","url":null,"abstract":"International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculum Refresh currently underway, now is an opportune moment to revisit the use of competencies as a lever for curriculum change and ask how the type of transformative change they are intended to stimulate might be conveyed and implemented in more empowering ways. \u0000This paper introduces the idea of “enduring competencies” as an umbrella construct for more effective curriculum design conversations. Learning from what has proved problematic in the past, we show how this construct might refocus thinking about purposes for learning, while at the same time being more specific about how and why traditional curriculum “content” might need to change. We illustrate this potential by drawing on our recent collective endeavour to build a small set of enduring competencies for school science education. The paper briefly outlines these four enduring competencies and demonstrates how they build bridges between past (more traditional) and future-focused (more transformative) curriculum and assessment design for the science learning area.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124788134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8270
R. McIntosh
Recent history of schooling in Aotearoa New Zealand has seen ongoing efforts to achieve improvement in learning outcomes, and particularly reduction in the inequity of outcomes between different groups of learners, without significant sustained progress. Over recent decades the literature on schooling system improvement has increasingly identified key factors that have contributed to improved learning outcomes in systems where this has been achieved. An assessment of Aotearoa New Zealand’s experience against both the “what” and the “how” of effective system improvement suggests that the Aotearoa New Zealand experience aligns with some, but not all, of the identified aspects of successful change. This points to areas for greater focus and new approaches to change management in order to achieve sustained improvement in learning outcomes in the future.
{"title":"Creating system change to improve schooling outcomes in Aotearoa New Zealand","authors":"R. McIntosh","doi":"10.26686/nzaroe.v28.8270","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8270","url":null,"abstract":"Recent history of schooling in Aotearoa New Zealand has seen ongoing efforts to achieve improvement in learning outcomes, and particularly reduction in the inequity of outcomes between different groups of learners, without significant sustained progress. Over recent decades the literature on schooling system improvement has increasingly identified key factors that have contributed to improved learning outcomes in systems where this has been achieved. An assessment of Aotearoa New Zealand’s experience against both the “what” and the “how” of effective system improvement suggests that the Aotearoa New Zealand experience aligns with some, but not all, of the identified aspects of successful change. This points to areas for greater focus and new approaches to change management in order to achieve sustained improvement in learning outcomes in the future.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128822440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.26686/nzaroe.v28.8272
C. Wylie
Repositioning school and system leadership was at the heart of the Tomorrow’s Schools Independent Taskforce recommendations in 2019 to tackle the longstanding and worsening issues of equity in our schooling system. This commentary traverses the current situation and moves towards improvement, in relation to the continuing challenges to ensure effective and sustainable school leadership in all of the country’s 2,306 schools, and government frameworks and support for school leadership.
{"title":"Promises and challenges for effective school and system leadership","authors":"C. Wylie","doi":"10.26686/nzaroe.v28.8272","DOIUrl":"https://doi.org/10.26686/nzaroe.v28.8272","url":null,"abstract":"Repositioning school and system leadership was at the heart of the Tomorrow’s Schools Independent Taskforce recommendations in 2019 to tackle the longstanding and worsening issues of equity in our schooling system. This commentary traverses the current situation and moves towards improvement, in relation to the continuing challenges to ensure effective and sustainable school leadership in all of the country’s 2,306 schools, and government frameworks and support for school leadership.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129519384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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