Education, leisure and cultural activities - UNCROC - Sixth Periodic Report by the Government of New Zealand 2021
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Reply to 25(a)
The Education Act 1989 has been replaced by the Education and Training Act 2020. Policy changes in the new Act were informed by feedback heard in consultation processes with children and young people.
Kōrero Mātauranga (Education Conversation) is an ongoing series of engagements with New Zealanders to capture the views of the population on how to build a world class education system. The engagements have had a particular focus on capturing diverse perspectives that may otherwise go unheard, especially children and young people, Māori, Pacific peoples, parents, and people with learning support needs. 43,000 New Zealanders have engaged with the Education Conversation process.
Peak bodies and organisations representing children were also consulted during the development of the Education and Training Act 2020, including the Office of the Children’s Commissioner, Barnardos New Zealand, and the Human Rights Commission.
Human rights curriculum
The Social Sciences learning area contains achievement objectives which focus on human rights at Levels 2, 5, 6, 7 and 8 of the curricula.
The Health and Physical Education learning area includes a set of achievement objectives titled “rights, responsibilities and laws” which include learning about a child’s own rights and the rights of others.
There is currently work underway to determine a scope and process for updating the New Zealand Curriculum. Consultations with children as part of an update may include looking at human and children’s rights role in the curriculum.
This learning area and accompanying curriculum resources allow for human rights to be examined and considered in a local and global context.
Reply to 25(b)
MOE leads Te Marautanga o Aotearoa, which describes the essential knowledge, skills, values, and attitudes appropriate to Māori-medium schools and settings. One of the key values is that the learner is respectful of the mana and spirituality of each person and each whānau, and their attitudes and values, even if these differ from their own. This is consistent with the core values and underpinning principles of He Tamaiti Hei Raukura, which is an ākonga (learner) centred and holistic framework that is being developed for implementation through the refresh of Te Marautanga o Aotearoa. Through this underpinning value, human rights education can be taught and weaved throughout the curriculum and learning experiences.
The learning and teaching of Te Takanga o Te Wā (Aotearoa New Zealand’s histories) is explicit within Tikanga ā-Iwi and is an important part of Te Marautanga o Aotearoa. Te Takanga o Te Wā gives learners the opportunity to develop knowledge and understanding of people, places and events that have influenced and shaped Aotearoa New Zealand historically through to the present day.
Curriculum resources based on the Tikanga-ā-Iwi Wāhanga Ako (learning area) allow students to develop knowledge of the diverse and dynamic nature of society and gain an understanding of the complexity of human behaviour. The Treaty of Waitangi and its historical and contemporary relevance is a major underlying principle in this learning area.
TPK led the work on the development of Te Ture Mo Te Reo Māori 2016 (the Māori Language Act 2016). Part of this work brought about the Maihi Karauna (Māori Language Revitalisation 2019–2023) that sets out a vision for te reo Māori in the future. It outlines what the Crown will do to support a strong, healthy, thriving Māori language in New Zealand to support the cultural identity of Māori and all New Zealanders, so the profile of te reo Māori is lifted to national status and is a source of pride for everyone.
The National Library’s Services to schools has promoted te reo Māori (Māori language) with children by:
- making available te reo books suitable for supporting literacy and learning available in New Zealand schools
- including te reo Māori material wherever possible in learning resources and programmes to support our work with schools
- developing Māori learning resources and content in priority areas – in collaboration with MOE.
Reply to 25(c)
There are a range of mechanisms embedded in New Zealand’s education legislation that ensure children are enabled to have meaningful input into decisions that affect them at school. These include consultation requirements, representation, and forums such as disputes panels.
Consultation requirements
The Education and Training Act 2020 sets consultation requirements in a number of key areas, ensuring that children’s views are considered throughout their education journey.
Representation
Boards of State schools (where students are enrolled full-time in year levels above age 13) must have a student representative.
The New Zealand Institute of Skills and Technology (NZIST) Council must establish a students’ advisory committee and is required to consult it about significant matters related to the council’s strategic direction that are relevant and consider the advice. The NZIST must also have one member who is a member of and elected by the student’s advisory committee.
Dispute mechanisms
The Education and Training Act 2020 enables the establishment of dispute resolution panels. Students in the primary and secondary school system will have an accessible, independent, mechanism to resolve matters where the board has refused to resolve a dispute, or they are not satisfied with the process or outcome of a board’s resolution. These include disputes related to:
- rights to education
- stand-downs, suspensions, exclusions and expulsions
- learning support, racism and other types of discrimination
- physical and emotional safety and
- physical restraint.
If the student or a parent requests it, schools are also obliged to hold a meeting to discuss the suspension, and how to resolve the situation with the student.
Reply to 25(d)
Where a crisis or other issue develops or can be reasonably predictable, then the Government will adjust its spending priorities as required and seek authority from Parliament for any consequential changes to appropriations. If there is an emergency that requires additional spending then section 25 of the Public Finance Act 1989 allows for new expenditure to be incurred in an emergency without Parliamentary authority (e.g. funding was approved for MOE for the provision of resources to allow students to continue learning from home and funding to support wellbeing and engagement with education when restrictions eased).
Reply to 25(e)
In 2019, over 99% of students were educated in local schools. 3,786 students (36% of students supported by the Ongoing Resourcing Scheme) were enrolled in special schools or their satellite units.
MOE has started implementing a new Learning Support Delivery Model to organise learning support based on what best meets the needs of local children and young people. A National Learning Support Network Plan 2030 is being designed to align MOE’s network practices with the strategic direction for learning support expressed in the Learning Support Action Plan 2019-2025 (see reply to paragraph 9(a) of the list of issues) and the Learning Support Delivery Model through more active and deliberate network design, planning and management. The Learning Support Network Plan will focus on responding to growth and shifting towards a more integrated network of learning support provision linked to the local school.
Reply to 25(f)
The Government has made significant investments in learning support over the last three Budgets. This includes $283.8 million in Budget 2018, $335.8 million in Budget 2019, and $251.6 million in Budget 2020.
In 2018/19, MOE delivered specialist learning support services to approximately 41,700 children and young people.
Reply to 25(g)
here are a number of initiatives focussed on supporting schools and education providers to address the gap between girls’ and boys’ achievement.
MOE provides guidance on improving boys’ achievement through the Success for Boys website. This brings together research, governance information, and teaching and learning resources to support schools to improve engagement and achievement for male students.
A number of programmes also support girls’ increased participation in science, technology, engineering and mathematics subjects. These include projects funded through the Curious Minds science education initiative.
Reply to 25(h)
All schools and other forms of State provided education (for example Alternative Education, Youth Justice and Oranga Tamariki Residential Schools) are periodically reviewed by the Education Review Office.
The Government removed the legislative provisions for partnership schools through the Education Amendment Act 2018. MOE worked with each school on a case-by-case basis to disestablish all partnership schools.
Reply to 25(i)
See reply to paragraph 9(a) of the list of issues about Ka Hikitia – Ka Hāpaitia and The Action Plan for Pacific Education. One of the domains of Ka Hikitia is Te Tangata (Māori are free from racism, discrimination, stigma and bias). Recognising and understanding the impacts of racism, discrimination and bias on access to schooling is a first step.
The Learning Support Action Plan 2019-2025 commits MOE to reviewing the guidelines on stand-downs, suspensions, exclusions and expulsions in schools in 2020. This process was delayed due to the need to respond to COVID-19; however, the review has started. We expect new guidelines to be in place for the second half of 2021.
Reply to 25(j)
MOE is continuing to work with the cross-agency Bullying Prevention Advisory Group (BPAG) and to implement actions from the Bullying Prevention and Response Work Programme 2019 -2022 (BPAG Programme).
MoE has made progress on a number of student voice and agency actions from the BPAG Programme. They:
- reviewed the approach to the annual Bullying-Free NZ Week and Competition and changed the objectives and criteria in order to increase the focus on student-led action and initiatives
- have been working with Sticks ‘n Stones, the Central Otago based youth-led anti-bullying organisation, to develop two Student Action Packs – one for primary-level students and one for secondary-level students. The aim of the packs is to encourage and enable students to take action in their schools to prevent and respond to bullying behaviour as well as build a positive school culture
- partnered with the Office of the Children’s Commissioner to undertake engagements with schools that have been identified as effectively implementing bullying prevention and response approaches. The aim of the engagements is to talk to students, school staff, and parents and whānau to understand what enables safe and inclusive learning environments where every child feels accepted, respected and connected, and bullying is prevented
- provided the Wellbeing@School (W@S) survey tools to all schools. These tools support schools to take an in-depth look at the factors that support safe and positive school climates that deter bullying and ensure that student perspectives and experiences can inform positive strategic change
- contracted the New Zealand Council for Educational Research to develop video webinars, an information brochure and provide some advisory hours to support the use of the W@S tools.
In August 2020, MOE delivered the New Zealand Council for Educational Research’s published text, Mental Health Education and Hauora: teaching interpersonal skills, resilience and wellbeing to all schools with year 7 students and above, including Activity Centres, alternative education providers, Teen Parent Units and Resource Teachers: Learning and Behaviour clusters. This resource aims to support students to develop knowledge, understandings and skills in areas that have particular relevance to bullying prevention and response including communication and relationships with others, personal identity and wellbeing, social issues and social justice (especially against discrimination and exclusion).
Reply to 25(k)
Subsidised early childhood education
The Government subsidises all children aged 0-5 years old who attend early childhood care and education for up to 6 hours a day to a maximum of 30 hours a week. Within this, 20 Hours Early Childhood Education provides fees free early childhood education and care for all children aged 3, 4 or 5 years old for up to 6 hours per day, up to a maximum of 20 hours a week.
The Government further reduces the cost of early childhood education and care via the Childcare Subsidy. This offsets the parental fees for children aged 0-4 years of age from low income families for up to 50 hours a week.
Additional funding is targeted to services with high proportions of children from low socio-economic backgrounds
MOE provides additional funding to approximately 40% of services with the highest proportions of children from low socio-economic backgrounds.
Services can use this funding to remove or reduce barriers to accessing early childhood education and care, such as providing transport, food, clothing or providing additional fees free hours. They can also use this funding to improve the quality of the education and care in their service, for example through purchasing additional resources, engaging specialist services such as a Speech-Language Therapist or providing excursions.
Training for staff on Māori and Pacific culture
The Teaching Council introduced new requirements for initial teacher education (ITE) which took effect from July 2019. ITE providers have until 1 January 2022 to have their programmes approved by the Council under the new requirements, which cover ITE programmes in early childhood, primary and secondary, in English medium and Māori medium.
As part of its programme approval, monitoring and review process under the new requirements, the Council will particularly look at how ITE providers integrate culturally responsive teaching into their programmes. Providers must also ensure that ITE programmes are preparing graduates to meet the Code and the Standards (described in the section below).
MOE funds a number of professional learning and development (PLD) opportunities and programmes focused on developing the schooling workforce’s cultural capabilities. These include centrally funded PLD to develop Cultural Capability, with specially accredited facilitators with expertise in Kaupapa Māori, the Treaty of Waitangi, Critical Consciousness and Inclusion. This PLD is available to all schools and targeted at beginning and overseas-trained teachers additionally has a particular focus on strengthening knowledge of the Treaty of Waitangi and cultural capability. PLD is also available for school leaders through the Māori Achievement Collaborative initiative to promote Māori achieving educational and cultural success as Māori.
Requirements for registered and certificated teachers
Our Code Our Standards guides the teaching profession in New Zealand in terms of the high standards for ethical behaviour that are expected of every teacher (the Code) and the expectations of effective teaching practice (the Standards).
These includes specific commitments to upholding the partnership expectations outlined in the Treaty of Waitangi in the learning environment, to respecting the diversity, heritage and culture of all learners, their families and communities, including Māori learners as tangata whenua (indigenous people). The Standards set the expectation that teachers use culturally responsive teaching and learning approaches to reflect the diverse identities, languages and cultures of learners in the learning environment.
Government-funded professional learning and development
The Government funds the Whakapiki i te reo Māori, a professional development initiative for teachers who work in Māori immersion and bilingual services (speaking te reo Māori 51-100% of the time). The initiative aims to strengthen their existing skills and knowledge. The Whakapiki programme is currently delivered to 23 Māori immersion services annually, with an annual budget of approximately $0.5m.
Training is also provided via the Strengthening Early Learning Opportunities (SELO) professional learning and development initiative. The programme focuses on community specific professional development to support services to be responsive to identity, language and culture. The annual budget is approximately $3.0 million.
