What’s going on in education policy?

What’s going on in education policy?

Dr Liz Gordon, QPEC convenor, says that QPEC supports the concerns of many other groups about two recently announced policy proposals.

“The first is that additional special education support be given to the early childhood sector. We strongly support the policy of providing early intervention.

“However it is also proposed that this be a zero-cost policy, with funding taken from later stages of education to fund the early interventions. The government is well aware that there is already inadequate funding for special needs in school, and taking from Peter to pay Paul will leave ‘Peter’ with inadequate support.

“QPEC supports additional funding for special needs in education, to give all children the best chance at a full life in the community”.

Dr Gordon notes that the second issue is the introduction of “yet another category of school” into the Education Act.

“The notion of an online school needs much further investigation before it is placed into our Education Act. There are some extremely difficult problems to be overcome before a ‘school’ of this kind can be developed.

“The New Zealand curriculum, which is compulsory in most schools, is not yet available in an online format and this would need to happen (unless the school is to be a private school, which would be a missed opportunity)

“We know that only certain children learn well in an online environment. These are usually high-achieving young people who have the support of well-educated families and communities. This group is not the target of the government’s policy goals, which are to lift the achievement of under resourced children.

“It therefore seems extraordinary that the Minister would champion this policy at this time”.

QPEC is concerned that once again, as with the partnership schools, the Minister is pursuing models that will lead to further privatisation and fewer opportunities in practice.

Dr Gordon concludes: “There is nothing wrong with extra resources in special education or pursuing models of online learning, but the approaches signaled appears out of step with the realities of schooling in Aotearoa.

ENDS

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