] NEWS: Educational standards target of latest billboard - Rt Hon John Key
News release

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09 September 2008
NEWS: Educational standards target of latest billboard

National Party billboardThe complacency with which Labour treats educational achievement has been targeted in National's latest billboard, says National Party Leader John Key.

Ten billboards are going up in Auckland, Wellington, and Christchurch.

"One in five students leaves school without even basic NCEA qualifications," says Mr Key. "This is completely unacceptable."

"In order to ensure students finish school with a useful educational qualification, we must address the failure in their early school years.

"National has already announced that we will set national standards in reading, writing, and maths.

"We will assess all primary and intermediate school pupils against these standards.

"If a child is finding it hard learning how to read, write, and do maths, and the problem isn't addressed, they have no chance of leaving school in their teens with a qualification.

"That is robbing them of opportunities, and we owe it to our children to do something about this major issue.

"National is far more ambitious for our children, and will campaign on delivering them the brighter future they deserve.

"Since Monday last week National has launched a number of billboards on the issues we believe New Zealanders are concerned about.

"National will be resolutely focused on the issues that matter. I believe the public is ready for a fresh start from a new government."

To view the billboard as a large image, click here
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#1 - Leonie Bennett 2008-09-12 22:42 - (Reply)

How are you planning to address the issue of children not meeting standardised benchmarks for Reading, Writing, Maths etc.Not all children start school equal either. I teach in a decile 1 school and many children come to school not knowing colours, shapes ,numbers how to handle a book or recognise their name. No experience holding pencils or scissors etc. Orally well behind in speech, poor coordination etc. These children have a "catch up" time and when assessed nationally against children of their own age within the first few years,fall far short of children who have had preschool experiences etc or opportunities. Do you then judge the schools/teachers for the children's lack of progress? They score lower generally against higher decile schools. An example being the STAR standardised Reading tests. Children at our school knew what a waiata was but not a saucer or a pheasant. I am interested in what plans you have in relation to this Thanks Leonie

#1.1 - maic 2008-09-29 13:29 - (Reply)

Leonie and Lianne both have valid points but I nevertheless favour the testing of maths and literacy skills. The curriculum for deprived children could be drastically adapted during the first two years to establish basic skills and concepts and teachers given the resources to do this. Perhaps testing could start in Year 3. If children are not acquiring the skills at this stage let's find out why not and do something about it. You don't have to test everything. I believe that there are definite priorities in education and the early acquisition of maths and literacy skills are among them. Some other things could wait their turn. For a start establish school libraries with thousands of books and full time qualified staff. Look at other factors in the school system which inhibit learning - such as teacher overload and disruptive pupil behaviour. Parents are entitled to know that their children will acquire the necessary skills - teachers are entitled to be given the resources and working environment to effectively teach their pupils. Let's put first things first!

#1.2 - Bruce McKenzie 2008-11-01 11:40 - (Reply)

So your children know what a waiata is but not a pheasant or a saucer. Our kids know what all three are becasue we TEACH them. I don't understand where you are coming from with your comments. Are you suggesting that kids who dont know what saucers and pheasnats are should be treated differently? How hard is it to teach kids what a saucer and a pheasant is? What govts need to do is increase vote education especially in the area of teacher training, raise teacher salaries to attract high school graduates who are more than C grade students, employ people who have passionate interests in more than social/liberal artsy stuff and let those who teach decide what should be taught. There are two main blocks to an effective education system in NZ. One is the lack a quality leadership in schools and the second is the lack of value the general public place on a good education.

#2 - Lianne Coates 2008-09-13 18:03 - (Reply)

I believe NZ needs a change but concerned with national testing of our kids at primary and intermediate level. Having taught in the UK system myself I have seen the disadvantages of testing (SATS they have there) at this level. I believe in a change but do question national testing...you end up teaching to these tests and learning is not meaningful. The curriculum become restricted and rather boring....I believe that we have just started to make progress taking away so much standardised testing. Assessment for learning is much more effective and meaningful for children. How will this standardised testing fit in with the new currcilum that we are in the middle of implementing into schools now?

#3 - Maria 2008-09-14 23:13 - (Reply)

John I welcome the election in November and believe this country needs a change. I feel like I have being penalised for working hard, having an education and a career to be charged higher taxes and higher fees if I want to receive health care. I also want to see the police in this country being respected for the amazing job they do and feel the present government do not value the police and what they do on our streets. I also want to see tougher sentences to criminals. Often criminals in this country are treated better then the victims of these criminals. Where's the sense there? Something needs to be seriously done with the P problem. How will you deal with these if you are prime minister?

#4 - carol patterson 2008-10-09 08:08 - (Reply)

GOOD MORNING, I AM A 63 YR OLD WHO HAS NEVER VOTED AS I HAVE NOT FELT COMFORTABLE WITH ANY OF THE PARTIES.I WOULD LIKE TO MEET JOHN KEY IN PERSON, JUST BRIEFLY FOR A HAND SHAKE SO ON VOTING DAY I CAN PUT FACE TO PAPER.NO BIG DEAL, JUST MY HUSBAND AND MYSELF, WHO KNOWS COULD BE JUST THE 2 EXTRA VOTES HE NEEDS. REGARDS CAROL AND MIKE.

#5 - Shelley Lock 2008-10-14 20:34 - (Reply)

Dear John I want you to be aware of an artist in Whakatane by the name of John Meadows. He has an international reputation, holds a Degree in Fine Arts and Diploma in Teaching and is an awesome teacher, and artist. He has completed a painting I think of interest to the National Party... I believe it to be of Helen Clark, and entitled the Mickey Mouse Club. I don't think I can paste it here so the link is: www.creativeeastbay.org.nz/ html/artist.php?id=1070&creativeArea =212&medium=142# If you scroll down the painting is there, as is another entitled Timebomb... I think of interest too. I also believe there is a great opportunity for a marketing poster for you. A picture of you, with the wording: "What you see IS what you get... No Airbrushing Required! Good luck, please look at the link. It's a great painting for the National Party. Regards Shelley Lock

#6 - Virendra Verma 2008-10-18 13:42 - (Reply)

Dear John I have been watching the financial turmoil in the world for last few days. I am not much interested in where the stock markets are going as those people just reacts on sentiments based on short terms losses or gains. Today I had an idea of comparing the population clocks of NZ with US. US has an addition of one person every 11 sec, whereas NZ has a gain of 1 person every 11min and 47 sec, hence an increase of 1.04% per year. In my opinion with an increase of consumers of industrial products at this rate, you cannot expect the economy to grow at more than 1% per year(whether boom or recession) which is not a healthy growth. To grow economy at a rate of say 5% pa, the average spendings of the consumers should also grow at the same rate, whether it is boom or recession. To have that increase you can either increase the average spendings of consumers or number of consumers. A Govt. can't control how much the consumers spend, but it has some control on the number of consumers. The increase/decrease in population or I would say consumers depends on three factors: (a) Birth Rate, (b) Death Rate and (c) Net migration. The Govt. doesnot have much control on (a) and (b) but can effectively control (c). Again the only way to solve the problems of economy instantly will be to find and implement the steps to increase inward migration. And please do not forget the migrants also bring overseas money with them to spend in NZ. And that is what NZ economy need now. regards Virendra Verma

#7 - Andrew 2008-10-30 14:39 - (Reply)

Is it possible to have a (*public*) education system that is 100% successful? I would like to see this in practice.

#8 - Bruce McKenzie 2008-11-01 11:58 - (Reply)

John, so you've spent a heap of money on designing tests, tested the kids and found that for x percent there has been little change, in fact x-a percent have gone backwards!! Now what? You'd be best putting your resources into attracting more zippy, funky, interesting, commited, zany, controversial, passionate people into teaching then improving the quality of leadership in schools which is by my experience appalling and encouraging NZer's to value education the way it is valued in countries such a South Korea or Switzerland or India. Finally be brave enough to let teachers decide what to teach, after all that's what they are good at!

#8.1 - Christopher 2008-11-03 11:59 - (Reply)

The tests are already designed, its just that schools can chose which of the different tests to use. The actual test doesn't matter so much as the standardised application of it. This policy will be largely time /cost neutral as it is already happening but without a structure. Why would people be afraid of this - we insist on it for car WOF, airline pilot ratings, tertiary degrees, building inspections (woops - not really under the current government). One reasn the sector is in decline is that you can't make good fit-for-purpose policy with irrelevant, or incomplete, information.

#8.1.1 - Bruce McKenzie 2008-11-03 15:59 - (Reply)

So what's your "fit for purpose policy" when it comes to education? If the tests are already designed and no doubt already in use there is no need for a policy. Nobody is afraid of testing, least of all me! As I alluded to in my posting, after the testing what happens next? It's time wasting nonsense. What are you hoping to do, sack incompetent teachers? It's not going to make any difference to the policies - there are truckloads of standardised information out there on teaching/learning performance from educational groups such as Universities and the NZCER, even international standardisation through the UN!! How much more do we need? I see kids being tested out of existence where I work now - do we need more? Google TKI - you will find research documents on numeracy and literacy in NZ schools coming out your ears. Teachers know what needs to be done, why not use the $ to support them in getting on and doing it. Check out what has happened in Britian and parts of the US with standardised testing regimes. Talk to teachers who have worked in those systems and listen carefully to their concerns. Who was it who said that the definition of stupidity is repeating the same thing and expecting a different result. Politicians want it for political reasons... any motivation to do with improving teaching and learning for our kids is a secondary consideration to them. It's vote catching nonsense!

#9 - Bruce McKenzie 2008-11-03 18:38 - (Reply)

Dear John, please read this... Quote from Black and Wiliam, London School of Education research article "INSIDE THE BLACK BOX...Raising Standards Through Classroom Assessment" Raising the standards of learning that are achieved through school education is an important national priority. Governments have been vigorous in the last ten years in making changes in pursuit of this aim. National curriculum testing, the development of the GCSE, league tables of school performance, initiatives to improve school planning and management, target setting, more frequent and thorough inspection; these are all means to the end. But the sum of all of these doesn’t add up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Here, teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures amongst a group of 30 or so youngsters in order to help them to learn now, and to become better learners in the future. Standards can only be raised if teachers can tackle this task more effectively—what is missing from the policies is any direct help with this task.


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