LIST MP HEKIA PARATA based in Mana - Press Release

No funding cuts for the Ministry of Pacific Island Affairs

nospam@example.com (admin) — Mon, 20 May 2013 19:12:08 +1200

There has been no cut to the baseline funding of the Ministry of Pacific Island Affairs in the 2013 Budget despite reports suggesting otherwise says Minister of Pacific Island Affairs Hekia Parata.

“It has been reported that the Ministry’s funding has been reduced by $861,000 in this year’s Budget,” says Ms Parata.

“This is incorrect. Last year’s Budget included $653,000 of underspends from the previous two years’ budgets that were transferred forward to 2012/2013 due to delays in some projects. In addition it included $208,000 for special one-off projects funded by other agencies.”

Vote Pacific Island Affairs budget remains $8.7 million.

Budget 2013 sees a number of funding boosts for areas that will benefit Pacific people. These include:

•    Housing - $100 million over three years to the Warm Up New Zealand: Healthy Homes programme, targeting low-income households for home insulation
•    Social Development - $1.5 million for Budgeting Services to help our Pasifika families and $35 million set aside in contingency for extended family members caring for children
•    Education - $41.3 million in equity funding to support vulnerable children to participate in early childhood education
•    Health - $21 million for rheumatic fever prevention and $35.5 million for diabetes and heart disease

“We are working hard to ensure that Pacific people are given the tools to succeed and that outcomes are improved across the board for all Pacific people,” says Ms Parata.

Strengthening teaching and leading for the 21st Century

nospam@example.com (admin) — Mon, 20 May 2013 11:18:34 +1200

Education Minister Hekia Parata has today announced the next phase of consultation on transforming the New Zealand Teachers Council into a professional body fit for the 21st Century.

Ms Parata has released the New Zealand Teachers Council review report together with a discussion document proposing the establishment of a new professional body for teaching and education leadership.

“A skilled, ethical, well researched and well led education profession is vital for New Zealand’s future. Educational success does not happen without great teachers and leaders and both require our best and brightest people, and all deserve a strong professional body to support them,’’ says Ms Parata.

“It is in the interests of all New Zealanders that we have a strong and universally respected education profession that delivers the values, skills and knowledge that our children and young people need to be successful in the 21st century economy and society.”

The Government has a critical interest in ensuring that all young New Zealanders are getting the best education possible.

“Achieving this is not something the Government can or should do alone. We need the education profession with all the knowledge, expertise, and professional capabilities it can bring to the development of the highest quality teaching, and the highest quality education leadership.’’

The Teachers Council Review Committee took into account 177 submissions, interviews with individuals and groups from throughout the education sector, considered New Zealand and international research, and looked at similar professional bodies in the health, legal, and engineering sectors.

It made 24 recommendations which fall into four key themes: a new professional body, the regulatory framework for teachers, the disciplinary framework, and resourcing to support a strong, professional body.

In addition, the Ministerial Cross Sector Forum on Raising Achievement made recommendations about strengthening the quality of education leadership in early childhood centres and schools.

The Government has appointed a Ministerial Advisory Group to lead consultation with the sector and the public on the proposals over the next two months.

The Group will be headed by Dr Graham Stoop and is made up of eight other educational leaders.

“I’m delighted Dr Stoop has agreed to be seconded to the Ministry of Education from his duties as Chief Executive of the Education Review Office to chair this group.

“His experience and standing in the education sector will be hugely valuable.’’

One of the key findings in the review was that the Council “as it is currently structured, governed and positioned, can’t effectively set and enforce standards for entry, progression and professional accountability with the full support of the profession. It lacks a distinctive brand or effective public voice.’’

“The Government will work with the sector to transform the Council into a professional body for the 21st Century, geared to support a well led professional workforce that is skilled, flexible and culturally intelligent.

“My vision is for a strong New Zealand professional body that provides leadership and is owned and driven by the education profession. The proposed new body would drive changes to improve the quality of teaching and education leadership, and ensure robust processes are in place to protect children.’’

The review made a number of recommendations on a new regulatory framework. It recommended clearer separation between becoming registered as a teacher and the issuing of practising certificates, which certify the ongoing competence of teachers.

It also recommended that in addition to the current Limited Authority to Teach, a broader Authority to Educate is introduced to allow individuals with proven expertise to complement the teaching workforce.

The review also endorsed a move to post graduate entry to the profession for school teachers.

“We know the most important thing we can do to raise achievement is to raise teaching and leadership quality throughout the whole education system,’’ says Ms Parata.

“This is a priority for our Government. That’s why in Budget 2013 we announced we are investing $37.5 million over four years to lift the quality of teaching and leadership. This is on top of $352 million we are already planning to spend on professional learning and development for our education profession over the next four years.

“As the review found, to improve outcomes for all students and to address equity issues, New Zealand must have a flexible, skilled and culturally intelligent and well-led workforce.”

Notes to Editors:

The review of the New Zealand Teachers Council was instigated in 2010 following recommendations from the Workforce Advisory Group’s report: A Vision for the Teaching Profession. The Government made a commitment to carry this work through in 2011.

The review started in July and took into account the findings of the Ministerial Report into the Employment of a Convicted Sex Offender in the Education Sector.

The review committee comprised Pauline Winter (chair), Dr Judith Aitken, John Morris, and Robyn Baker.

The New Zealand Teachers Council was established in 1989 following the disestablishment of the Teacher Registration Board. It currently regulates over 100,000 registered teachers across the schools and early education sectors. Most of these (70 per cent) are fully registered with the remaining 30 per cent some way towards full registration.

The Review of the New Zealand Teachers Council; A Teaching Profession for the 21st Century, the discussion document about the establishment of a new professional body, the members of the Ministerial Advisory Group, and the terms of reference are available here: www.minedu.govt.nz/NZTCReviewProposals

More early childhood education in places of highest need

nospam@example.com (admin) — Wed, 15 May 2013 18:53:38 +1200

Education Minister Hekia Parata has announced that nearly 700 more children will have access to quality early childhood education thanks to the Targeted Assistance for Participation Fund.

The Fund has allocated $9.3 million to early childhood education in communities of high-need in this financial year.

“More than half of all children that start school without an early childhood education live in the lowest socio-economic areas. That’s why we have focused this funding on areas identified as having the greatest need and where the biggest impact in early childhood education participation can be made.

“We must do all we can to make sure all children participate in quality early childhood education so they get the best start in life,” Ms Parata says.

Ms Parata says many families do not access quality early childhood education simply because there is not enough provision in their communities.

“This funding will help create places for children in very specific areas,” she says.

The areas to benefit from the investment include Auckland City, South Auckland, Rotorua City, Hamilton City and Porirua City.

“We know from New Zealand and international research that the early childhood years are vital to a child’s development and their future ability to learn. That is why the Government has set a target of 98 per cent of children starting school will have participated in quality early childhood education in 2016,” Ms Parata says.

“We want all children to start school confident, ready to engage, and eager to learn.’’

The Targeted Assistance for Participation Fund, which was established in 2010, creates new early childhood education opportunities by providing grants, incentives and partnership opportunities in areas that have the highest number of children not participating in early childhood education.

Applications for the 2013/14 Targeted Assistance for Participation Fund are expected to open in August 2013.

Top scholars recognised

nospam@example.com (admin) — Wed, 15 May 2013 18:14:46 +1200

Wellington College students Thomas Leggat and Nicholas On have been jointly awarded this year’s Prime Minister’s Award for Academic Excellence.

Education Minister Hekia Parata attended an event where Prime Minister John Key presented the award at the Top Scholar Award ceremony at Government House today.

“This Award recognises the top-achieving student in the annual New Zealand Scholarship awards and is the highest academic accolade students can aim for at secondary school,” says Ms Parata.

“Thomas and Nicholas each achieved such outstanding results in last year’s Scholarship exams, choosing between the two was impossible.”

Thomas achieved Outstanding Scholarships in Classical Studies, History, and Media Studies and Scholarships in Economics, English, Geography, and Statistics and Modelling.

Nicholas achieved Outstanding Scholarships in Chemistry, Mathematics with Calculus, Physical Education, and Statistics and Modelling and Scholarships in Biology, and Physics.

“Both students not only reached the pinnacle of academic success in their school careers, but also displayed strong leadership qualities and all-round achievement in areas such as sport and debating.

“Thomas and Nicholas’ achievements across the board show a work ethic and desire to succeed that will hold them both in good stead for future success.”

Thomas is now studying towards a conjoint Bachelor of Laws and Bachelor of Arts at the University of Auckland, while Nicholas is studying Health Sciences at the University of Otago.

Earlier at the ceremony 35 Top Subject Scholar Awards and 10 Premier Scholar Awards were presented by the Governor-General, Lt Gen The Rt Hon Sir Jerry Mateparae and Minister of Education Hekia Parata, respectively.

Winners of Premier Awards and the Prime Minister’s Award for Academic Excellence are recommended to the New Zealand Qualifications Authority by an expert panel of academics.

The recipients can be found here: http://www.nzqa.govt.nz/about-us/news/announcing-the-2012-new-zealand-scholarship-award-winners/

Education Amendment Bill provides further opportunities for the New Zealand education system

nospam@example.com (admin) — Tue, 14 May 2013 18:01:30 +1200

The Education Amendment Bill has passed its second reading in Parliament today.

Education Minister Hekia Parata says the Bill will help more young New Zealanders to thrive in the education system.

“We have an education system that is among the best in the world. On average, four out of five of our kids are successfully getting the qualifications they need from school and going on to lead the lives they want to.

“But our plan is about getting five out of five and that requires a deeper look at all that we’re currently doing in the education system and being prepared to make changes to help all our young people get the better future they deserve,” says Ms Parata.

The measures in this Bill will help achieve the Government’s Better Public Service target is for increasing participation in early childhood education and raising achievement in NCEA Level 2.

It also enables changes and clarifications to be made to such areas as the functions and powers of school boards, alternative board constitutions, the allocation of National Student Numbers and the use of Crown land for building ECE centres.

“Many vulnerable students are from Maori, Pasifika and low socio-economic backgrounds, and those with special needs and are not as well served by the current system. It is vital we bring fresh approaches, so they have an approach to learning that works best for them.”

Ms Parata says Partnership Schools will allow the education, business and community sectors to work together to create new opportunities for student achievement.

“By introducing a new type of school that improves results by our vulnerable children in schools, and by enabling schools to deliver safe learning environments, the Bill will bring positive changes to our education system.

We have strengthened the compliance process for Partnership Schools following feedback from submitters, making them accountable to the Ombudsman for disciplinary decisions. They are also required to set up an independent review process to manage disputes.

“This recognises how important it is for parents to be able to access an independent review of decisions made, and the Bill sets out a clear process which ensures that schools are accountable to all their stakeholders,” says Ms Parata.

The Bill also clarifies powers for teachers or authorised staff members in the search, surrender and retention area.

“The Bill provides schools the legal backing they need to protect the safety of their students and classrooms while at the same time protecting the dignity and respecting the rights of students.

“We want to ensure the well-being of our school community as a whole and provisions in this Bill help support that.”

The Education Amendment Bill is expected to progress through its final stages by the middle of the year.

Notes for editors:

Partnership schools

•   The Bill creates the legal framework for a third type of school within the schooling network: partnership schools/kura hourua. The other two types of schools are State schools (including State integrated schools) and private schools.

•   Partnership schools/kura hourua are one of a number of new initiatives targeted towards addressing educational underachievement. The Bill provides parents and students with another option to choose from, when considering the type of education that works for them.

•   Under the Bill, partnership schools/kura hourua will have more flexibility to make decisions about how they operate and use funding to deliver specific school level targets.

•   Partnership schools/kura hourua will have a sponsor that the Minister of Education will approve to operate the school. The sponsor will sign a contract with the Crown that sets out the responsibilities and obligations of both parties.

Search, Surrender and Retention

The Bill creates appropriate legal powers of search, surrender and retention which can be used in the schooling context.

•   Schools have developed a range of practices for responding to students bringing harmful items onto school property. The Bill gives schools specific powers, relating to the surrender and retention of property, while providing clarity about methods of search and seizure in schools to avoid practices which are considered overly intrusive or invasive.
•   The proposed approach will contribute to safer learning environments, which in turn will better enable schools to focus on the goals the Government has set in relation to the achievement of their students, including the goal of 85% of 18 year olds achieving NCEA Level 2 (or an equivalent qualification) in 2017.
•   A teacher or authorised staff member will be able to require a student to hand over any item, including electronic devices, to ensure the physical or emotional safety, or to effectively manage the learning of those under their supervision.
•   Teachers or staff members will be able to confiscate items for a reasonable period and dispose of items (where appropriate).
•   A teacher or authorised staff member is prohibited from:
o   Physically searching a student
o   Using physical force, against a student
o   Requiring a student to provide a bodily sample (ie pre-suspension, but can request a student to participate in voluntary programmes that require drug tests as a condition)
o   Carrying out random or blanket searches

•   Under the bill, a contractor may bring a trained search dog onto school premises to search school property such as lockers and desks.
•   The Ministry will be required to issue rules and guidelines having worked with the sector, covering the practical aspects of the new search and seizure regime. These will be issued at the same time as the relevant provisions in the Bill come into force (1 January 2014).

The objectives underpinning this amendment are to:
•   Provide schools with surrender and retention powers which contribute toward learning environments that are both safe and conducive to positive student behaviour
•   Balance the needs of teachers to effectively manage their students and provide safe learning environments, with the rights of the students to be free from unreasonable search, surrender and retention
•   Prohibit methods of search, surrender and retention that are considered to be overly intrusive and invasive.

As reported back, the Select Committee recommended in response to concerns expressed by the education sector in submissions. They are as follows:

•   Create a power for school boards to authorise appropriate staff other than teachers, such as guidance counsellors, to exercise the powers of surrender and retention of property.
•   A teacher or other staff member can require a student to hand over a bag or other container and allow it to be searched if they believe the student is in possession of a harmful item.
•   Where a student in these circumstances refuses to hand over a harmful item which is concealed in clothing, the teacher or staff member can require the student to remove their outer clothing, or any head covering, gloves, footwear, and socks for the purpose of a search for those items
•   Searches must be carried out with sensitivity and afford the student the maximum privacy and decency, and where practicable the search is to be carried out by a teacher of the same sex as the student, in the presence of another teacher or authorised staff member of the same sex.
•   Where a student refuses to comply with a request, the teacher or authorised staff member may take disciplinary steps to manage the student’s behaviour.
•   Schools will be able to encourage a student to be involved in a voluntary drug programme that involves testing of bodily samples, including those that require students to provide drug tests as part of a pre-suspension disciplinary process.   (Boards can already require a student to undergo drug tests as part of a post suspension disciplinary process under other provisions in the Education Act)
•   A student cannot be forced to undergo the drug test or provide a bodily sample if they do not wish to – in that case the Boards of Trustees need to consider other options which may include alternative disciplinary processes or referral to drug counselling.
•   Schools will be able to engage contractors to conduct searches of school property through the use of dogs. The select committee recommendation specifies what property the dogs should be able to search.
•   Schools are still able to contact the Police if they suspect a student is under the influence, or in the possession, of drugs. In certain situations the Police can exercise search and seizure powers in schools with regard to students and their bags including the use of drug dogs into schools.
•   A teacher or an authorised staff member will be prohibited from:
o   physically searching a student
o   using physical force against a student
o   Requiring a student to provide a bodily sample (ie pre-suspension, but can request a student to participate in voluntary programmes that require drug tests as a condition)

•   Under the bill, a contractor may bring a trained search dog onto school premises to search school property such as lockers and desks.
•   The Secretary for Education will be required to issue rules and guidelines for the sector, covering the practical aspects of the new search, surrender and retention. The guidelines will be prepared in consultation with the sector and boards must give regard to these in forming their policies. These will be issued at the same time as the relevant provisions in the Bill come into force (1 January 2014).

Minister invites Australia to International Summit on the Teaching Profession in 2014

nospam@example.com (admin) — Fri, 10 May 2013 13:02:22 +1200

Education Minister Hekia Parata profiled New Zealand’s educational achievement at the Australian Standing Council on School Education and Early Childhood Education in Sydney today.

“New Zealand has much to be proud of in our education system including year on year improvements in achievement. We also have a number of challenges,” says Ms Parata.

“Given the close relationship with Australia it is very helpful to have these opportunities to share information and thinking and learn from each other.’’

Ms Parata took the opportunity to invite Australia to the fourth International Summit on the Teaching Profession in March 2014, which New Zealand won the right to host last month.

The Standing Council comprises State, Territory, Australian Government and New Zealand Ministers with responsibility for the portfolios of school education, early childhood development and youth affairs.

The Council meets around three times a year. New Zealand has been a member since 1993.

Budget 2013: Supporting parents and communities to lift educational achievement

nospam@example.com (admin) — Wed, 08 May 2013 10:23:49 +1200

Education Minister Hekia Parata has announced the Government is investing $80.5 million of operating funding over four years in Budget 2013 to help support parents and communities play their role in lifting the educational achievement of young people.

Of that $80.5 million, $63.6 million over four years will go towards the Positive Behaviour for Learning suite of programmes targeted at parents, teachers and schools, to address problem behaviour in children and young people.

“Ensuring each and every child gets a good education is the most important thing our Government can do to raise living standards and create a more productive and competitive economy,” Ms Parata says.

“At the moment, on average, four out of five kids are successfully getting the qualifications they need from school. Our plan is to get five out of five.

“To help us achieve that we have set Better Public Service targets for early childhood education participation and secondary school achievement, and have also set a target at the critical bridge of National Standards.

“In Budget 2013 we are continuing to invest in all the areas that contribute to lifting achievement for young New Zealanders, including helping parents and communities support their children.’’

Budget 2013 operating initiatives include:

• $63.6 million over four years for Positive Behaviour for Learning
• $14.5 million over four years to support Boards of Trustees
• $2.4 million over four years for Connecting Communities to help support families to confidently engage with their early childhood services and schools.

Positive Behaviour for Learning was introduced in 2009 to improve behaviour in children and young people, increase educational engagement and achievement, and decrease the long-term costs of difficult behaviour continuing into adulthood.

“Preliminary reporting shows the majority of children involved in the programme are experiencing sustained improvements in their behaviour,’’ says Ms Parata.

“When we address the behaviour of children it helps families, and schools.’’

The Government had already committed $81.7m over four years to the Positive Behaviour for Learning Programme. The $63.6 million investment over four years in Budget 2013 means that funding for Positive Behaviour for Learning will rise to $145.3m over four years, that’s a 78 per cent increase.

“The $63.6 million investment over four years means an extra 200 primary and intermediate schools will be able to access Positive Behaviour for Learning School-Wide programme over the next four years. It will also be available to all secondary schools by 2016.

“The funding will also ensure that the Positive Behaviour for Learning Incredible Years Parent and Teacher programmes will continue to be available for parents, teachers, and communities.’’

“Kids behaving have a better chance of doing better throughout their education, and are better behaved at home and in their community, as well as their schools.”

The Government is also piloting two new programmes as part of the Prime Minister’s Youth Mental Health initiative: Check and Connect and My FRIENDS Youth.

Check and Connect is a long-term mentoring programme for students at risk of disengaging, underachieving or dropping out early from school.

“Up to a fifth of our teenagers fall out of the education system at Years 10 and 11. That’s unacceptable,’’ says Ms Parata.

Check and Connect will be piloted in some secondary schools in South Auckland, Hawke’s Bay, Wellington and Tai Tokerau over the next 18 months.

The My FRIENDS Youth programme aims to build students’ self-esteem and resilience and help them cope with depression and anxiety. The programme will be piloted in ten secondary schools this year.

The Government recognises the contribution parents make to their children’s school through serving on Boards of Trustees. Over 16,000 trustees are elected and voluntarily carry out a full range of governance roles aimed at raising achievement so $14.5 million is being invested over four years to help support them.

“We currently invest around $4.2 million per year in Boards of Trustees. I am pleased to announce that in Budget 2013 we are increasing that funding by around $3.6 million per year to around $7.8 million per year, that’s an 86 per cent increase.

“We will be working with the New Zealand School Trustees Association to strengthen its capacity and capability fit for 21st century governance so that they can best support Boards to support their schools with this funding.’’

The Government wants to ensure all parents are informed and engaged in their children’s learning so is investing $2.4 million over four years into a new Connecting Communities initiative.

“There are a number of reasons why some parents are not involved in their children’s learning, but often it is because they have limited time and want to be sure they know where best to put their efforts,’’ says Ms Parata.

“The Connecting Communities initiative will focus on providing information to families, whānau, aiga, and communities so they can confidently engage with their early childhood services and schools.

“It is vital that everyone with a role in a child’s education – parents and caregivers, whānau, communities, early childhood services, schools, Boards of Trustees, teachers and other school staff – are supported to do the best possible job.

“We all need to work together to ensure each and every child gets a great education and the skills they need to reach their potential in a modern economy.”

Notes to Editors

Positive Behaviour for Learning is a response to sector and wider public concerns about behaviour difficulties in schools. It reflects the priorities agreed to by over 150 people who attended the behaviour summit Taumata Whanonga – from evidence to action in March 2009.

Positive Behaviour for Learning is made up of a number of programmes targeted at parents, teachers and schools including:

• Positive Behaviour for Learning School-Wide – helps schools develop a positive culture that supports learning and behaviour. Currently 408 schools are participating in this programme.

• Incredible Years Parent – for parents of children aged between 3- 8 years to help them better manage children with behaviour problems. Nearly 7500 parents have participated in the programmes.

• Incredible Years Teacher – for teachers of children aged 3-8 years. Strengthens teacher classroom management strategies, promotes children’s pro-social behaviour and school readiness and reduces classroom aggression and non-cooperation with peers. Around 5000 teachers have participated in the programme.

• Wellbeing@school website and tool kit – provides school leaders with guidance on promoting positive behaviour and addressing challenging behaviour within schools.

• Positive Behaviour for Learning Restorative Practice – helps build respectful relationships across schools to encourage positive changes in behaviour. A model is being piloted in 24 secondary schools in 2013.

• Intensive Wraparound Service – for students in years 3-10 who have significant complex social, behaviour learning needs to complex needs linked to intellectual impairment.

• Positive Behaviour for Learning has evaluated two Kaupapa Māori behaviour programmes and hopes to trial them in 2013.

Youth Mental Health Project:

• Check and Connect – a long term mentoring programme for Years 8-10 students at risk of disengaging, under achieving, or dropping out early from school. It will be piloted in some secondary schools in South Auckland, Hawkes Bay, Wellington and Tai Tokerau over the next 18 months.

• My FRIENDS Youth – is a programme delivered to Year 9 students. It aims to build young people’s self-esteem. The programme will be trialled in 10 secondary schools in 2013.

Minister announces New Zealand will host the 4th International Summit on the Teaching Profession

nospam@example.com (admin) — Wed, 24 Apr 2013 10:49:32 +1200

Education Minister Hekia Parata welcomes the news that New Zealand has been successful in the bid to host the fourth International Summit on the Teaching Profession (ISTP) in March 2014.

“The Summit is a great opportunity for the top performing education systems from around the world to hear how other countries manage and develop the critical area of teaching quality. I am delighted that New Zealand’s bid to host this prestigious event for the teaching profession has been accepted,” says Ms Parata.

The Summit is a unique forum where the top 20 education systems as measured by the OECD through PISA (the Programme of International Achievement) plus the five fastest rising, come together. Ministers of Education, together with professional leaders, and union leaders meet and discuss common interests.

The Summit is jointly convened by the OECD, Education International and the host country.

"On behalf of New Zealand I welcome this as an opportunity to showcase the great things happening in the New Zealand education system and to share the experiences and ideas that a summit such as this provides.

“We will be able to learn from international experience to help with our challenges, while promoting the high quality of the New Zealand education system to the world.

In March Ms Parata led the New Zealand delegation to the Summit in Amsterdam comprising NZEI President Judith Nowotarski, PPTA President Angela Roberts, NZPF President and Paparoa Street School Principal Phil Harding and Manurewa Intermediate Principal, Iain Taylor.

“The Summit showed that New Zealand is highly regarded for our education system, which is a great credit to the nearly 100,000 professionals who work in it,” says Ms Parata.

"I look forward to working with our Ministerial Cross-Sector Forum on Raising Achievement to plan for and host the 2014 Summit. It is a highly representative body with key participation by the NZEI, PPTA, professional bodies and individuals from early childhood, primary, secondary, and post-secondary sectors.”

Speech House Debate: Pacific Parliamentary and Political Leaders’ Forum

nospam@example.com (admin) — Fri, 19 Apr 2013 09:25:38 +1200

Mr Speaker, we are joined today in the House by a number of special guests, the delegates attending the inaugural Pacific Parliamentary and Political Leaders’ Forum. I would like to extend a very warm Aotearoa New Zealand welcome to each of them.

In particular, I welcome the Pacific Ministers here with us today. With your busy schedules and various domestic pressures, it’s a great honour for New Zealand to host you, as your cousins in the Pacific.

I also acknowledge the other members of the delegation - you represent the leaders and decision makers of tomorrow. It is a privilege to have you here, and I look forward, together with our Members of Parliament, to meeting many of you over the coming days.

I would also like to acknowledge the Foreign Affairs Defence and Trade Select Committee who in 2010 unanimously recommended to the House this interaction between our Pacific parliaments. I would like to congratulate my colleague, John Hayes MP as chair of the Committee for the work he has led to bring the original recommendation to fruition. And to all those who have helped – ngā mihi nui.

Mr Speaker, I would also like to take this opportunity to acknowledge my colleagues across the House who are of Pacific descent and whose presence here adds richness not only to their respective parties and communities, but to our Parliament as a whole.

Cultural and economic links
Mr Speaker, the Pacific is a key priority for the National-led Government, as it has been for successive New Zealand Governments over many decades.

We are a Pacific nation. First and foremost we are united by the great ocean Te Moananui-a-Kiwa that joins us and that is central to understanding our history, culture, and world view.

Cultural links
Culturally, New Zealand owes much to other Pacific nations. Around 7% of New Zealanders are of Pasifika origin. At the time of the 2006 census, New Zealand’s population included some 58,000 Cook Islanders, 22,500 Niueans, 6,900 Tokelauans, 131,000 Samoans 50,000 Tongans, 9,900 Fijians, 8,900 other Pacific peoples.

In the cases of the Cook Islands, Niue and Tokelau, - with whom we share particular constitutional relationships - the New Zealand based populations are significantly higher than those based in their home countries. All of these Pacific peoples add to the social and economic fabric of this great country, and we are richer for their presence.

The many ties which link New Zealand across the Pacific make the fate of other Pacific island countries a matter of personal interest to many New Zealanders.

Not least because of the significant contributions that Pasifika people make [whether Pacific or New Zealand-born] to the strength of our economy, the dynamism of our communities, and the richness of our culture.

Pacific Island nations have gifted us – and pushed out boundaries in - art, literature, dance, music, film, fashion; experts in health, education, finance, the economy; leaders and politicians at community, local and central government; and of course sport in every arena.

New Zealand’s universities, hospitals, art galleries, government agencies, schools, businesses, and Parliament, have much to be thankful for in terms of the contribution made by our Pacific communities - all wrapped and delivered through language, identity and culture. And long may it continue.

Economic links
Mr Speaker, economically, our exports to Pacific Island countries total nearly $1 billion. The region, considered in its entirety, represents New Zealand’s seventh largest export market and twentieth largest trading block. Trade with the region has grown more than 30% in the last 10 years, and our exports have grown by 50%. New Zealand industry is working hard to provide the goods and services the economies of the Pacific need.

At the same time, demand in New Zealand for Pacific goods, and particularly Pacific agricultural products is on the rise too. Imports in this sector have nearly doubled since 2000, and are expanding to include a greater range of quality products. Moving forward, Pacific engagement in PACER Plus negotiations will strengthen economic relationships, and enhance regional capacity for trade.

NZ’s Foreign Policy Priorities in the Pacific
Mr Speaker, this Government has an absolute focus on, and commitment to, supporting Pacific countries, and New Zealand’s Pacific communities, in achieving their development aspirations.

Not only are we committed to working with our Pacific partners to achieve success, our results tell us we are making a real and meaningful difference in people’s lives.

The most readily visible demonstration of this Government’s commitment to the Pacific is that we spend more than half of our annual overseas development budget, more than $250 million, in the Pacific.

Every day, staff from the Ministry of Foreign Affairs and Trade are working alongside their Pacific counterparts to deliver programmes that will assist Pacific countries improve their economic performance and support them to achieve sustainable economic growth.

Key recent successes that serve as examples of the progress being achieved by the Government include:

Renewable energy
The Pacific Energy Summit, held in Auckland last month, underlined the commitment New Zealand has made to working with the Pacific to assist in channelling international funding to areas of greatest need.

Over 600 delegates attended the Summit, including eight Prime Ministers, three Presidents and 75 CEOs. A key outcome of the Summit included securing donor commitments of $635 million to advance renewable energy projects across the Pacific.

In addition to working with developed partners to secure and channel development assistance, New Zealand announced $65 million of funding to assist Pacific Island countries realise their renewable energy and energy efficiency plans. Support was announced for the Cook Islands, Kiribati, Papua New Guinea, Samoa, Tonga and Tuvalu.

Fisheries
The Pacific tuna stock represents the Pacific region’s greatest shared resource. It continues to be a main source of income in the Pacific – contributing US$260 million to combined gross domestic product (GDP), and providing over 13,000 jobs to Pacific Island people.

During the 2012 Pacific Islands Forum, Prime Minister Key announced New Zealand would invest additional funding into fisheries support programmes, bringing our total commitment over the next four years to $50 million.

Our support is aimed at upgrading the Pacific’s fisheries training institutions, fostering seafood business enterprise development, helping people in the industry gain formal globally-recognised qualifications, and up-skilling fisheries officials in areas like international commerce and investment appraisal. These are all areas that have been identified as priorities by Pacific Island countries and match the particular expertise held by New Zealand industry.

Recognised Seasonal Employer Scheme
The RSE Scheme is helping to address seasonal labour and skill shortages in the horticulture and viticulture industries that cannot be filled from the available New Zealand labour pool.

For the last three years, between 6,000 and 7,000 RSE workers have arrived in New Zealand annually, around 75% of whom are from Pacific Island countries.

The scheme is a win/win for the New Zealand horticultural industry and Pacific sending countries. Industry is receiving the critical workforce required to improve results while Pacific Island workers are receiving training and solid economic returns. The scheme is delivering $25 million annually in take-home earnings.

Mr Speaker, these are but three examples of the way in which this Government is working with our Pacific neighbours to deliver tangible results that are of benefit to the entire region.

Mr Speaker, in addition to the important work we are doing abroad, the Government is also committed to improving the lives of the more than 280,000 Pacific people in New Zealand. To do so we are focusing on three areas; education, Pacific languages, and work skills.

Education
It is a great honour to me, and a wonderful opportunity to hold both the Pacific Island Affairs and Education portfolios. As Minister I have been able to ensure that our three priorities are education, education, education! 1) quality early pre-school learning; 2) achieving national standards at primary school; 3) securing NCEA2 at secondary school before going on into meaningful work choices.

We have had some encouraging results over the last year with the final NCEA Level 2 results for 16 year olds announced yesterday.

We have seen a 3.5 per cent increase for our Pasifika young people.

And we will continue to do what it takes to raise achievement for all our Pasifika students.

Quality education is an important catalyst to improving outcomes for Pacific people across the board and it is one of our Government’s top priorities.

In November 2012, I launched the Pasifika Education Plan 2013-17. The Plan covers all levels of education from early childhood to compulsory and tertiary level. It targets improving early learning for Pacific children, raising national standards, and improving Pacific students’ NCEA level 2 achievement.

There is strong evidence to show that participation in quality early learning improves future educational outcomes. For this reason there is a strong focus on getting more Pacific children participating in pre-school options.

Earlier this month I announced that the provisional data for Pasifika children for this year shows that the participation rate increased by 1.9 per cent to around 88 per cent, or 6,700 (of the 7,600) children, who started this year. Or about 250 more kids than last year. This is very encouraging. But there is much more to do.

Pacific languages
The Government also puts a strong emphasis on supporting communities to preserve and promote Pacific languages. We are supporting a growing number of Pacific Language Weeks. 2012 saw the largest number of Language Weeks yet as we celebrated the inaugural Cook Islands Māori, Tokelauan and Niuean language weeks as well as Samoan and Tongan Language Weeks.

Pacific Language Weeks provide an opportunity for Pacific communities to share, celebrate and educate others about their language and culture. We consider the preservation and promotion of Pacific languages is an enabler of social, economic and educational achievement. They are also a tangible demonstration of the Government’s commitment to follow the leadership of Pacific language communities to reverse the decline of heritage languages and support their unique cultures.

Work skills
Pacific young people already make up a significant proportion of New Zealand’s future workforce. Supporting young Pacific people once they have left compulsory education is another priority for us.

Ensuring successful transition from education to employment means young Pacific people have the opportunity to contribute positively to New Zealand’s economic growth and to while creating a better life for themselves and their aiga.

The Pasifika Trades Training initiative has been developed by government agencies to attract Pasifika students into trades training to support the Canterbury rebuild. The initiative has been well supported in the community. Pacific church leaders across the country have helped to mobilise over 300 young Pacific people who were awarded trade scholarships.

Many of these young people have now completed their first year of training and are in Christchurch working on the rebuild. These young people have learnt new skills which will set them up for a career in the trades.

These are just some of the initiatives that will support young Pacific people into employment and training. We will be putting more focus and resource into this priority area in the near future.

Supporting Pacific democracy
Mr Speaker, before closing I would like to touch briefly on the issue of democracy, a key theme of the upcoming Pacific Parliament.

One of the values we share with our Pacific neighbours is a commitment to parliamentary democracy. In the Pacific context different states have devised their own ways to shape and scale the democratic model and style to suit their situation. New Zealand is proud to stand by our Pacific partners and actively support the functioning of democracy in the Pacific.

For example, New Zealand frequently contributes observers and logistics assistance to Pacific countries holding elections. This was done last year in Papua New Guinea when New Zealand provided three RNZAF helicopters to help deliver ballot boxes to the most remote parts of the country. This helped ensure that all Papua New Guineans had the opportunity to cast their vote.

Supporting democracy was also a primary driver behind New Zealand’s significant contribution to the Regional Assistance Mission to the Solomon Islands (RAMSI). This mission has been a great Pacific success and has included personnel from many Pacific nations. RAMSI has enabled the people and government of the Solomon Islands to continue in their democratic traditions, free from destabilising forces and security threats.

New Zealand is, and will remain, a committed supporter of the Pacific’s democratic traditions, and I have no doubt we will remain ready to support Pacific countries as and when our assistance is requested.

Mr Speaker, it would be unconscionable however, not to raise the issue of the low representation of Pacific women in their parliaments. Just as ours in New Zealand has been the better for the strong participation by women Members of Parliament, so too will the parliaments of the Pacific island nations. We should all work towards that goal.

Conclusion
Mr Speaker, I would again like to thank our distinguished guests for their attendance at the inaugural Pacific Parliamentary and Political Leaders’ Forum. [Address the delegates] We want you to know that we are committed to working with you, as our Pacific partners, to improve the lives of people throughout the Pacific. We are also committed to working to improve the lives of our Pacific Community here in New Zealand.

This Government is mindful of New Zealand’s place as a Pacific country. We are honouring that by working to build a brighter Pacific future in which all Pacific people can share.

Minister welcomes Pacific Parliamentary and Political Leaders Forum delegation

nospam@example.com (admin) — Thu, 18 Apr 2013 15:48:29 +1200

Pacific Island Affairs Minister Hekia Parata welcomes the first Pacific Parliamentary and Political Leaders Forum hosted by the Government today in Parliament. Around 70 Pacific Members of Parliament from across the Pacific region arrived in Wellington last night to participate in the 4-day programme.

“I am excited about this great opportunity where we can come together as Pacific colleagues to learn from each other and share our stories in order that we can build a brighter and better future for all Pacific people across the region.

“I congratulate my colleague John Hayes MP, Chair of the Foreign Affairs, Defence and Trade Committee, for administering a fantastic gathering of Pacific leaders in the House.

The Forum is a result of a unanimous recommendation made in 2010 by the Foreign Affairs Defence and Trade Committee. It encouraged the House to expand its relations with Pacific Parliamentarians by setting aside a week of New Zealand Parliament’s time to host them and focus on “Pacific issues” of concern to both the greater Pacific region and domestically in New Zealand.

The core objective is to promote stronger governance, cooperation and political cohesion amongst new and emerging political leaders from the Pacific region and to strengthen relations with NZ parliamentarians.

“My colleagues in our National-led Pacific Caucus and I look forward to an engaging and vibrant time with our Pacific leaders.

NCEA results show more Māori and Pasifika students achieving

nospam@example.com (admin) — Thu, 18 Apr 2013 13:39:28 +1200

Education and Pacific Island Affairs Minister Hekia Parata has welcomed new figures which show more students are achieving NCEA Level 2, particularly Pasifika students.

The final NCEA results from 2012 show that 68 per cent of 16 year-olds achieved NCEA Level 2 last year – up 2 per cent.

They show a 3.5 per cent increase in Pasifika achievement with 52.5 per cent of 16 year-old Pasifka students achieving NCEA Level 2 last year – up from 49 per cent in 2011.

That means 3,054 of the 5,820 Pasifika 16 year-old students who started the 2012 school year had achieved NCEA Level 2 by the end of that year.

The results also show a 2 per cent increase in Māori achievement with 54 per cent of 16 year-old Māori students achieving NCEA Level 2 last year – up from 52 per cent in 2011.

That means 5,857 of the 10,841 16 year-old Māori students who started the 2012 school year had achieved NCEA Level 2 by years end.

"This is great news and a credit to not only the students themselves but to all the parents, principals, teachers and the wider communities that played a role in this increase.

“We know that NCEA Level 2 or an equivalent qualification allows better opportunities for further education, employment, health outcomes and an improved quality of life generally.

“That’s why our Government has set a better Public Service Target of 85 per cent of all 18 year olds having achieved NCEA Level 2 or an equivalent qualification in 2017.

“Seeing these improvements in NCEA Level 2 achievement by 16 year olds augurs well for our BPS target.

“We have set it at all 18 years old because we want to capture everyone, including those students who have not achieved it in school but gained it in another learning environment that suits their learning. The foundation qualification which opens doors to a brighter and better future needs to be in place by the time our children turn 18. We are serious about raising achievement for all our kids.

Ms Parata says it is great to see that these results are being gained across all deciles and all types of schools.

It is the quality of teaching that makes the difference and the strength of engagement between schools and their parent community.

The NCEA results follow provisional ECE data released last week which showed a nearly two per cent increase in the number of Māori and Pasifika children participating in early childhood education.

“Making sure each and every child gets a good education is the most important thing our Government can do to raise living standards and create a more productive and competitive economy for all New Zealanders. To do this, we must raise achievement for all kids.”

Speech to the Tamaki Learning Provider's Hui in Auckland

nospam@example.com (admin) — Fri, 12 Apr 2013 10:26:07 +1200

Tēnā koutou katoa, Talofa lava, Kia orana, Mālō e lelei, Ni sa bula vinaka, Taloha ni, Fakaalofa lahi atu, and greetings to you all.

Good morning everyone.

He aha te mea nui o te ao? He tangata, he tangata, he tangata
What is the most important thing in the world?

People, people, people...... babies, infants, toddlers, our youngest learners, who will grow up to be our school students, go on to be interns, apprentices, trainees, scholars, our young adults, parents, leaders.

How do we make sure that they get the very best start in their early years? How do we make sure that they begin their early learning in the best possible environment? That they are sociable, engaged, ready to learn as new entrants?

Well, we have to have work in and with the communities of which these youngest New Zealanders are a part; with their families, whanau, aiga, neighbourhoods, congregations.

We have to work with people like you, Tamaki Learning Champions; people who are serious about learning, people who have passion and conviction and commitment; people who care that our kids get the best start in life.

We have to support initiatives like yours, rooted in your community, connected to the parents and grandparents, aunties and uncles, prepared to recognise the different approaches you bring, respect the contributions you each can make, and united in your common belief in the importance of a strong, safe, loving, learning, early childhood.

You are a vibrant community collective of providers made up of many of the licensed centres, programmes and services, language nests, kohanga, playgroups, and home-based providers in the Tamaki area.

With much hard work, and fired by a passion for making things better for Tamaki's children, their families, whanau, aiga, you have shown, and are showing, what can be achieved when communities come together in the interest of our kids.

Using your local knowledge, understanding and relationships, together you have made early learning a priority for Tamaki, and encouraged as many families and children to feel included in the ECE opportunities, whether home or centre provided.

Thank you.

Ma nga huruhuru ka rere nga manu - it is with feathers that birds fly

The work you do, along with over 5,000 other providers around the country, requires resourcing and support. Our Government has demonstrated its commitment to early and on-going learning by increasing the funding in Vote Education every year since we have been in government, despite the very difficult challenges of the global financial crisis.

We know how valuable early childhood education is, and our on-going funding showing that. In this financial year we have invested $1.4 billion dollars. That includes:

20 hours ECE subsidy, for both teacher and parent led centres
$47.9 million in equity funding supporting initiatives such as yours

In fact, in Vote Education the biggest per child subsidy happens in ECE. Our annual expenditure per child is the second highest in the OECD. Our Government is serious in its commitment.

Whaia te iti kahurangi, ki te tuohu koe me he maunga teitei - aspire to the highest possible, and bow only to the impossible

We are so serious about raising achievement for five out of five kids, we have set some very ambitious targets. Of our ten Better Public Service targets, three are education. They are:

   98% of new entrants will have participated in early childhood education in 2016
   85% of all 18 year olds will have NCEA2 in 2017
   55% of 25-34 year olds will have a Level 4 qualification in 2017
   And I have set a target at primary school that 85% of students will be at or above National Standards in 2017

These targets recognise that education is a process and a journey, and that our children must be supported to be successful at every part of the sector. And that each child's experience will be better for a stronger early start.

We know that too often those who start behind stay behind. We do not have a generation to waste. We must have an education system that moves beyond performing for most, to one that performs for all.

Early learning puts our kids in the starting blocks of a great life.

Ma to rourou, ma taku rourou, ka ora te iwi - with your food basket and mine, our future is assured

It is through partnerships like this one between the Ministry of Education and the Tamaki Learning Champions that will make the difference.

We have been focusing on what works and how to get that. We know that different models work in different communities and we want to find and support those.

We also expect that new models will arise, particularly ones that are based on the identity, language and culture of our children. We want to encourage and grow those.

New Zealand has a long and successful tradition of providing different options in education. This gives real choice to parents. This happens at all levels of our education system, including in ECE.

Our Government does not have a preference for one kind or another - we have a focus on what works. And it is clear that the Tamaki Learning initiative works.

In fact, quite a lot is working.

This week I announced that the provisional data for the year to March 2013 shows that the national participation rate has increased to about 95.5 per cent, which means that 2,500 more early learners are participating than at the same time last year. This is very encouraging.

Of course there is more to do, especially if we are to achieve our very ambitious 98 per cent target. In fact that target means that we need to be getting at least this number and more every year for the next four years.

For Maori children the participation rate increased by 1.4 per cent to just under 92 per cent, or about 14,000 (of the 15,300) children, who started school this year.

For Pasifika children the participation rate increased by 1.9 per cent to around 88 per cent, or 6,700 (of the 7,600) children, who started this year.

That's what their parents have told their enrolling school, and that's how we know.

So, we are seeing success. But we must see more!

Together with initiatives such as yours, Tamaki Learning Champions, and the over 5,000 others around the country, we will see more.

Tihei mauriora! And so we have life!

Speech to Auckland Principals Association in Taupō

nospam@example.com (admin) — Thu, 11 Apr 2013 13:11:26 +1200

Tēnā koutou katoa, Talofa lava, Kia orana, Mālō e lelei, Ni sa bula vinaka, Taloha ni, Fakaalofa lahi atu, and greetings to you all.

Good morning everyone. Thanks for inviting me to be a part of your conference again this year.

As principals, you have a vital role to play as leaders of our education sector, and I’d like to thank you all for your hard work and dedication.

Your conference topic is “All about Auckland”, so let’s take a look at the challenges facing Auckland, and what that means for the challenges of delivering education.

Challenges to Auckland

Auckland is New Zealand’s largest city, and with an estimated population of 1.5 million people, it’s home to a third of all New Zealand’s residents.

Auckland is growing, and quickly; Auckland Council is projecting that, by 2041, the city’s population will have reached 2.5 million. This is a faster growth rate than the country as a whole.

Auckland’s population is young – with a median age of 34, compared to 37 nationally. Parts of the city, particularly in the south, have high concentrations of children and young people.

Auckland is also the most ethnically diverse region in New Zealand, with people from more than 180 different ethnic backgrounds. Almost 40% of Aucklanders were not born in New Zealand.

Auckland is also home to New Zealand’s largest Māori and Pacific Island populations – reflecting the title it has as the “biggest Polynesian city in the world”. This is a predominantly youthful population, with almost half under the age of 20.

Plus, over a third of all New Zealand’s students are located in Auckland.

So Auckland is a big city, with a lot of students, and a population that is younger, more diverse and growing at a much faster rate than the rest of New Zealand.

It is a city that the rest of New Zealand needs to be successful because what happens in Auckland economically, socially, culturally impacts upon the rest of the country. It is in all our interests that those impacts are positive.

Education with its transformative potential is one of the keys to that success. How well our kids learn, achieve, and succeed is the measure of that success. Successful contributing young New Zealanders grow the potential of our country; disengaged, dislocated, disappointed young folk don’t. We do not have a generation to waste.

Ours is a small country, physically distant from our markets, rich in natural resources, peopled by adventurers, navigators, with a can-do culture, traders by tradition. How we think, imagine, create and innovate is one of the biggest resources a small nation can develop and trade upon.

Education is the catalyst and the crucible – how you as professional leaders and pedagogical experts create the conditions for quality teaching and learning matters at the level of the individual student all the way through to the health and wealth of a nation.

Nowhere is that more pressing than Auckland. It is our economic power house, our largest collection of communities, with the biggest social and cultural capital and the opportunities are huge. And exciting.

These are the overarching challenges facing Auckland, reflected in smaller dimension in Christchurch and Wellington and matched by the energy and vigour of our provinces.

They are also the challenges facing our education system.

We have the architecture of a world leading education system, and the performance of a world class education system. This has not happened by accident and nor will it continue without attention.

Generations of education professionals such as yourselves have been the designers, developers, contributors who have made this possible.

We have a national curriculum and marautanga that combine the strength of being competency based with the permissiveness to develop meaningful, relevant, local curriculum capable of reflecting the language, culture and identity of the diversity of your rolls.

We have assessment models of national standards and national certificates of educational achievement that ensure consistency of quality without uniformity of content, and that are flexible and responsive to the student.

We have an assessment and evaluation process based on high trust, the integrity and professionalism of teachers and principals.

We have a national qualifications framework that anticipates that everyone can be educationally successful at any time in their life. And that does not rely on someone else failing.

We have a best evidence synthesis that uses information, research, nationally and internationally to inform best practice.

We have the largest democratic practice in the country that engages parents in the direct management and influence of our schools through our boards of trustees.

We have high quality professionals who lead and teach, who engage and inspire, explore and demand, push and cajole, who cause learning to occur, for students up and down the length and breadth of our country.

We do indeed have the infrastructure of a world class education system. It is top performing for most but not for all. That is our challenge and our obligation.

We must ensure that every part of our education system is doing the best that it can in its part of the sector. We cannot simply relocate the difficulties to the next part of the system.

At early childhood we must ensure that our infants and toddlers are sociable, engaged, ready to learn.

At primary and intermediate we must build a strong, general foundation for learning through a rich programme of cross-curriculum and co-curricula activity embedded with literacy and numeracy.

At secondary we must deliver pathways for educational achievement that can be reflected in a national certificate at level 2 as a minimum.

And in the secondary tertiary transition we must give young people choices that set them off on real and meaningful options for further education, training, or employment.

You know how serious our Government is about this. We have set three Better Public Service targets for education, almost a third of our 10 targets representing how important education is.

And it’s your responsibility, as principals, to make sure that your school, and your curriculum, can not only anticipate, but meet these challenges.

We expect a lot from principals. We expect you to provide strong leadership that puts the student at the centre of teaching and learning, and wraps the schools’ practices and processes around them.

We expect leadership that draws on, and values the cultures, identities, and languages of all students, but particularly those that are systematically falling below or out of our system, too many of whom are Māori and Pasifika students.

And we expect you, as leaders, to be constantly engaging with your students, staff, parents, families, whānau, aiga, Boards of trustees, and the wider community.

The Government strongly believes that reliable and valid information about student progress and achievement is fundamental to the drive to improve the education system, and to inform both parents and decisions about how and where assistance should be targeted.

That is why it is important that we have documents like charters and annual reports available to parents. Charters enable you to set real, attainable goals and targets, to raise learning achievement.

And annual reports allow you to review the targets that were set, against what has actually been attained.

Charters and annual reports will ensure that raising student achievement, in the best, most focused way possible, is always at the forefront of your minds. And they are ways of consistently informing and engaging with parents about what is happening and how they can support their child and their school.

National Standards data contributes to a range of other information available to schools, in the context of school-review.

We have published your National Standards data alongside Education Review Office reports, schools’ annual reports and NCEA records on our Education Counts website.

Together, this information provides a rich and comprehensive body of Public Achievement Information (PAI).

This will give both you and your parents, together with the Ministry, a clear picture of what has been accomplished, what is achievable, and what next we need to do.

It will help you to decide what needs to happen in the context of school planning, teacher appraisal and professional learning and development.

It will allow you as school leaders, and your boards, to see how your students are progressing in relation to other schools, and compared to national expectations.

And it will allow parents, whānau and the community to see clearly, and unequivocally, how their children are progressing and achieving in their learning.

Involving parents and communities in their learning

The work that we are doing to lift achievement in our system is not possible without the help and support of parents, whānau and wider communities. We need to work for, and with, all these people, as no one group can achieve the necessary shift alone.

21st Century Learning Environments

We have over 760,000 students in primary and secondary education. We need to ensure that we get it right for every single one.

A primary and secondary education system that provides access to high-quality, modern learning environments that embrace new technology and digital literacy.

Investing in the right infrastructure gives teachers and students the platform on which to build innovation, share knowledge, and engage with learning in new ways.

I am delighted to have been joined in this endeavour by my associate Minister of Education, Nikki Kaye – an Aucklander! She is a smart, energetic, capable digital native absolutely committed to our vision of equipping our young people with the skills, values, knowledge – and tools – to successfully navigate the challenges of 21st century learning and living.

As you know our Government is investing $1.5 billion in the roll out of ultrafast broadband infrastructure across New Zealand. Together with Minister of ICT, Amy Adams, we are committed to speeding up the connection of schools.

We expect three main benefits from ultrafast broadband as it is rolled-out to schools. It will:
•    support effective teaching and learning
•    enable more efficient school administration, and
•    provide better value for money for schools, as it will allow internet content and services to be procured centrally.

It’s going to be the biggest of its kind in New Zealand, with potentially up to 2,500 schools and up to 800,000 users reaping the benefits of being joined to a managed network.

It will allow us to change how students access and engage in learning. And it will challenge principals and teachers to keep up!

With access to digital networks, appropriate ICT tools and the skills and knowledge to use these effectively, learning can be done anywhere, anytime, with anyone.

It will put young New Zealanders at the very centre of learning.

Effective integration of digital technology with teaching can significantly improve educational success, particularly for previously disengaged and underperforming students.

Digital literacy is an increasingly important skill in the modern world. With the right policies and environment, we have an opportunity to help the next generation of New Zealanders become the most digitally literate in the world.

Concluding Remarks

Across the education system, we are taking action to make it work for all of our students. But it cannot, will not, and should not work without you.

You are the pivotal part of a world class system that must continue to transform to remain at the top. This is not an easy role you have. But I respect and support your professional leadership and your pedagogical and management abilities.

As with every generation of educationalists there are challenges. But there are also opportunities. And there is the excitement of nation-building.

Before I leave, I thought it would be useful to put some context around some issues that arise from time and time.

I want to do some myth-busting.

Myth: Christchurch is the model for change of school networks in other parts of the country

The reality: There may be parts of the Christchurch education rebuild that the rest of the country would benefit from. Notably the collaboration of learning communities whether cross-sectoral such as technology or te reo Māori provision, or whole of sector neighbourhood provision from early childhood to secondary; or co-location of ancillary health and social services; or planned and shared civic amenities such as libraries and swimming pools and green spaces.

There are other parts that will not because Christchurch had a 7.1 magnitude earthquake on 4 September 2010; and the Canterbury region has since experienced more than 11,000 earthquakes and aftershocks.

The circumstances that led to a review of the schools network in Christchurch were very specific and we would not want to see those circumstances repeated.

There are no network reviews planned or on the books as it were. That does not mean that there will not be school closures.

The process of individual schools closing when there are capacity or performance issues, and there are more sustainable alternative options will continue where it is warranted. The Ministry will be looking at how to continue to improve the processes surrounding these.

There are around a hundred and fifty fewer schools in New Zealand than there were in 2000. Most of these closures took place before 2005.

The reality is that there are fewer young people than there were due to demographic change. Shifts in the structure and location of the population will continue and we will need to manage schools and access to schools to keep pace with this change.

Christchurch Statistics

There were already about 5,000 places available in greater Christchurch schools before the earthquakes, a further 4,300 students have not re-enrolled, meaning there are now 9,300 places available – that’s roughly equivalent to the entire student population of Gisborne.

Just like we won’t rebuild the CBD exactly the same, the schooling network needs to adapt to the changes in Canterbury.

More than 80 per cent, or 177 of the 215 schools in greater Christchurch, are not affected by the Government’s proposals for greater Christchurch schools.

The rebuild has provided us with an opportunity to have a look at all the schools across greater Christchurch and see what we could do better.

A number of factors have been looked at when making decisions about schools, including earthquake damage, declining rolls, population movement and future growth, building issues, school locations, and what opportunities there are to create better, more modern schools, and grow achievement for five out of five kids.

We have a chance to build brighter, more modern schools in better locations, with great new facilities, and to ensure all children are getting access to good, quality education within a close distance of where they live.

Myth:     The Government is introducing “Performance Pay”

The Government is simply interested in strengthening performance. We know that high quality teaching and strong professional leadership are crucial elements of a successful learning environment.

Our approach is to provide clear expectations around the outcomes we think the system is capable of achieving and strengthening and supporting the profession to achieve these.

While performance pay has and should be discussed as we seek ways to constantly improve our system there is no proposal at this time. However it is worth noting that the use of management units in schools, worth on average $4000 each, is indeed a way of rewarding performance.

There is a misinformed or mischievous view that the implementation of the Progression and Consistency Tool, PaCT, to assist with improving Overall teacher Judgements in relation to National Standards is intended to create the conditions for performance pay.

The reality is that the Government has implemented National Standards so that teachers and parents can have the best information available to them on student achievement through the education system, rather than in the last years of schooling when it may be too late to improve.

PaCT is being developed to help standardise and make consistent the exercise of making objective teacher judgements. This same kind of moderation process that has seen NCEA quality raise to the high standard it is and the international respect it garners.

Myth:    The Government has an agenda to progressively privatise education in New Zealand

The only agenda the Government has is to improve the quality of teaching and raise achievement for 5 out of 5 kids in whatever kind of school parents choose to send their kids.
There are around 2,500 schools in New Zealand and the vast majority of those are State school including about 11 per cent that are integrated schools. Less than 4 per cent are independent, or private, schools.

Parents who choose to send their children to independent schools both pay taxes that fund state schools and pay the bulk of the schooling costs at the independent school.

Since 2008, this Government has integrated into the state system, around about the same number of private schools as happened under the previous administration. There are significantly fewer private schools now, than there were in 2000. That is unfortunate given the tension to raise performance that different schools create.

New Zealand has a system of diverse schooling options. The Government is seeking to introduce a small number of partnership schools to add to the mix of schooling options.

These partnership schools will be contracted for outcomes and are funded on the same basis as other schools.

There will be no compulsion for any parent to send their child, no fees will be imposed, and no child can be turned away up to the roll cap.

A partnership school can be closed if it does not meet its performance expectations.

Myth – The Government intends to increase competition between schools

The reality: Our Government is interested in increasing the publicly available information on education performance by schools that are public institutions, publicly funded.

The competition that exists between schools is based on roll entitlements which are part of our system. Even so that does not, nor should it preclude collaboration that will see better use of resources, and best practice becoming common practice.

Myth - Schools are Underfunded

The reality - New Zealand is in the top five countries [of the 65 countries measured by the OECD] for the investment we make in education as a proportion of GDP. Our investment in schools is the largest part of the investment in education. 89% of Vote Education in 2012/13 is non-discretionary.

That means that it is committed to school staffing, school property, school transport and early childhood education subsidies primarily. In broad terms, for every $5 education dollars $2 go on salaries; $1 on property; $1 on operations; and $1 on extra resourcing such as professional learning and development.

Schools get their funding by way of the operational grant. They make the key decisions over how they expend that.

Over the last decade the government has made adjustments to schools operational costs over and above the costs of inflation.

Myth:    There’s nothing wrong with the education system we have

The reality: Recent data indicates that we are not making the gains comparatively with other countries that we can and should make. New Zealand has made significant gains ranked [in 2009] seventh internationally in PISA (Programme for International Student Assessment) reading and literacy proficiency levels at Year 11. However, while Pakeha were ranked second of the 65 countries. , Maori were 34th equal and Pacific students were ranked 44th.

In TiMMS and PIRLS – international studies at primary school level, Years 5 and 8 - there are worrying signs of decline in both numeracy and literacy, and science education.

We are aiming to get 85 per cent of primary and intermediate school students at, or above, the national standards by 2017. At the moment 76 per cent of children reached or exceeded the national standard for reading, 72 per cent of children for mathematics, and 68 per cent for writing. So, on average and indicative only out of first year reporting, 70 per cent at or above, 30 per cent below and well below.

Myth:    The Government is taking away schools power in Search and Retention - The Education Amendment Bill

No, the Bill aims to ensure schools can maintain a safe environment for kids, by setting out surrender and retention powers for schools.

The Education and Science Select Committee is about to make its recommendations and I anticipate that those will reflect the interests of the sector.

The Ministry will work with a group of education sector representatives on new rules and guidelines relating to the exercise of surrender and retention powers in schools that will complement Police guidelines.

Myth:    The Government is targeting Partnership Schools / Kura Hourua to be the models of all NZ schools

The reality: No. Partnership Schools│Kura Hourua will play their part in meeting our target of five out of five students achieving success in education. They will be established in areas where kids are currently underserved by the existing education system.

A key feature of Partnership Schools is the greater flexibility given to sponsors (the organisations that will govern Partnership Schools) in the operation of the school, including how they manage their funding. This will enable sponsors to use different approaches to teaching and learning, property and school organisation.

Appropriate and robust accountability measures will be critical to the success of Partnership Schools. Partnership Schools will have a fixed-term funding contract with the Crown that will include specific school-level targets and they will be required to report on an annual basis against these.

They will also be required to report regularly to parents on the progress of their students.

I expect these schools to have strong leadership and vision, and to be held to account for raising achievement through innovative programmes that effectively engage their students.

Applications for sponsorship of Partnership Schools are currently being accepted, and will close on 16 April 2013.

An Authorisation Board has been appointed, which will provide advice and recommendations on which applications should be considered for contracts. These appointments are provisional until the passage of the Education Amendment Bill 2012.

No final decisions will be made, or contracts entered into, until the enabling legislation is passed.

All engagement with potential sponsors will be on the grounds that Partnership Schools are subject to the will of Parliament and the passing of legislation.

Thank you once again for your time.

Lifting educational achievement through increased early childhood education participation

nospam@example.com (admin) — Tue, 09 Apr 2013 12:08:28 +1200

Education Minister Hekia Parata has welcomed new provisional figures which show an increase in the number of children participating in early childhood education, particularly Māori and Pacific Island children.

Provisional data for the first quarter of 2013 shows around 95.5 per cent of children that started school this year had participated in early childhood education. That’s up from 94.7 per cent at the same time last year.

The provisional data also shows increases in participation rates for Māori and Pasifika children.

Around 91.7 per cent of Māori children and around 88.1 per cent of Pasifika children starting school had participated in early childhood education.

That’s an increase of about 1.4 percentage points for Māori and nearly 2 percentage points for Pasifika children compared to the same period last year.

Ms Parata says the upward trend continues to support the Government’s focus on making sure that as many children as possible are participating in some form of early learning as part of our wider investment in Kiwi kids.

“Making sure each and every child gets a good education is the most important thing our Government can do to raise living standards and create a more productive and competitive economy.

“We know from New Zealand and international research that the early childhood years are vital to a child’s development and their future ability to learn.

“New Zealand’s annual expenditure per child in early childhood education is the second highest in the OECD and this Government is committed to continuing that investment in our future.

“We know that too many of our children who start behind stay behind. This Government will not tolerate that.

“We want all our children to get the best start to their education, and early childhood education will help them be confident, ready to engage, and eager to learn. That is why the Government has set a target of 98 per cent of children starting school will have participated in quality early childhood education in 2016,” Ms Parata says.

“We are investing $1.4 billion in ECE, which includes 20 hours ECE funding for all families. In the last Budget we invested an additional $48 million in equity funding which supports priority learners and communities who would otherwise find it more difficult to access early childhood education.’’

Ms Parata says the Government is determined to transform the education system to ensure all children leave school with the skills they need to reach their potential in a modern world.

“That means making sure everyone who has a role in a child’s education – early childhood education services, schools, teachers, parents and caregivers, whānau, aiga and communities – are supported to lift educational achievement for those who are being left behind, and encourage those who are doing well to do even better. It also means our children are engaged in their learning and have the best environment and tools they need for this.”

The Government has also invested in the development of an Early Learning Information (ELI) system that will better capture information about participation and engagement and assist in making more targeted investments in this important pre-school education sector. It is expected that ELI will come on stream in 2015 and begin replacing the paper-based systems that over 4,000 early learning providers currently use.

Uniting For A Healthier Porirua

nospam@example.com (admin) — Mon, 08 Apr 2013 09:22:10 +1200

The Government wants to work with the Porirua community to reduce the number of local people being admitted to Wellington Hospital with preventable conditions.

Health Minister Tony Ryall says patients with avoidable admissions coming into Wellington Hospital, are almost twice as likely to come from Porirua as the other areas that Capital and Coast DHB is serving, and the Government wants to focus on this disparity.

“A lot of people could avoid going to hospital if they have improved living conditions and earlier intervention to prevent illnesses,’’ says Mr Ryall.

“There is already a lot of frontline work in disease prevention happening in the community – like the Government’s Rheumatic Fever Prevention Programme. The health sector wants to work with other government departments, agencies and local groups to build on those efforts to improve the health of Porirua people.”

Mr Ryall says Porirua is one of 10 new communities chosen to be a part of the Social Sector Trials aiming to test new ways of delivering better social and health services to New Zealanders.

“Social sector trials recognise that change is best driven by the people who know their own communities. Government agencies can best contribute by working closely with those communities and ensuring they too adopt a joined-up approach.’’

Each Trial location develops a local Advisory Group with representatives including Iwi, local government, central government agencies, community representatives and social services providers.

A Porirua Trial Lead will be selected over the coming weeks with the Trial beginning in July and will also be expected to work closely with the local district health board, Capital and Coast DHB, and local health providers to ensure services and goals are joined-up.

The Trial lead works with the Advisory Group to develop a local Social Sector Trials Plan.

“If we can make good progress with reducing avoidable hospital admissions by preventing health problems earlier, we’d really be making a difference for people in Porirua,” says Education Minister and Mana National List MP, Hekia Parata.

Social Sector Trials began in 2011 in six locations and focused on achieving youth outcomes in these communities.

The Government’s decision to expand the Trials to 10 new communities provides more opportunities to test the model and what works best in different places and situations.

Ms Parata says the Ministries of Education, Health, Social Development, Justice and The New Zealand Police are working together to deliver this approach in partnership with communities and will be in touch with community leaders and service providers about the next steps.

“The launch of a health-focused Social Sector Trial in Porirua is a show of support for those who live and work in the area and who work to make a difference. This is a commitment from the Government to provide the support to get there,” says Ms Parata.