The problem with making ‘educational attainment' the key objective for schools
At first glance, it might look straightforward. The government's Education and Training Amendment Bill (No 2) proposes to 'enshrine educational attainment as the paramount objective for state schools'. But scratch the surface of the bill, on which submissions close this week, and you quickly start asking, educational attainment for whom? Spoiler alert: it's not Māori or disabled tamariki.
It all gets alarming in section 127, which sets out the objectives for school boards in governing state and state-integrated kura and schools. That's where the government pulls apart education's current focus on inclusive, authentic, localised and culturally affirming schooling for all tamariki.
You can trace it back to Act's coalition deal with National. Act wanted (and National agreed to) 'amend the Education and Training Act 2020 to enshrine educational attainment as the paramount objective for state schools'. And so here we are, with almost that same wording typed into this bill.
The problem is that by promoting one objective as 'paramount', you demote all others – and the objectives we currently have are pretty bloody important.
They are:
That every student is able to attain their highest possible standard in educational achievement.
That schools are safe for students and staff and give effect to the New Zealand Bill of Rights Act 1990 and the Human Rights Act 1993. And, that they take steps to eliminate racism, stigma, bullying and other discrimination.
That schools are inclusive of and cater for students with 'differing needs'.
And, critically, that schools give effect to te Tiriti o Waitangi.
Educators, disability rights groups and Māori fought to have the current objectives introduced in order to reverse the equity gap and address institutional racism and ableism in education. The Act Party has no record of evidence-based education policy, but it does have a record of protesting loudly against te Tiriti and equity-based approaches.
When this bill was first proposed in October last year, Māori, as well those working in education and children's rights, scrutinised it and then tried to stop this rollback. The Ministry of Education's summary of consultation on the bill (prior to it heading to select committee) shows 80.5% of submitters opposed giving one objective 'paramount' status. Submitters said, 'educational achievement [was] already a key focus of schools and their core responsibility'. They felt the bill's changes 'would deprioritise the other objectives' and 'undermine the requirement to give effect to Te Tiriti'.
These submissions explained what should be obvious; that educational achievement can't occur without focus on te Tiriti o Waitangi, inclusion and wellbeing.
The consultation on the bill also proposed removing 'unnecessary references' to the Human Rights Act and the New Zealand Bill of Rights Act in the objectives. It was only submissions by Māori, educators and disability rights groups that saved the references.
As for demoting te Tiriti o Waitangi? Educator Kārena Ngata puts it simply: 'Our obligations to te Tiriti o Waitangi should be realised in every aspect of the school's systems, policies and practices.'
Māori tino rangatiratanga over Māori education has been sidelined, and the bill also weakens schools' responsibilities for engaging with mana whenua and local communities. Given the impact for Māori, you'd expect consultation would be solid, but the Regulatory Impact Statement for the bill said otherwise, noting there was 'inadequate time for comprehensive consultation with Māori, iwi and hapū'. Once again, the government has decided on a timeframe too short for real engagement.
Zoom out and this bill is just part of a wider pattern emerging in education. This government has already downgraded te Tiriti in the New Zealand curriculum, scrapped Te Ahu o Te Reo Māori language programme for teachers, and defunded resource teachers of Māori.
So, strap in, because here we go again. The government is taking another crack at putting Māori second in education. And that diminishes education for us all.
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