Life isn't fair!

We have all been told at some time or other that 'Life simply isn't fair', usually followed by a pragmatic 'get over it!'. But when it comes to the education of New Zealand tamariki, it needs a concerted effort by teachers to try and level the playing field. 

In the twenty-first century, Inequality is one of the most powerful trends affecting education in New Zealand. There are several different elements of the inequality which exists. It is impossible to say which will continue and which might deteriorate in the future, but it is clear that they are currently having a severely negative impact on the achievement of akonga. 

In New Zealand the gap between our highest and lowest academic achievers is continuing to grow (ERO 2012). This is not the trend across the OECD, so while some issues are world-wide, it is apparent that NZ also has its own set of problems to deal with.

CHILD POVERTY

The gap between the rich and poor is at the highest level in 30 years, however this is expected to reverse over the next 20 years as the world's population creeps up to over 8 billion (Global Trends 2030, Nov 2012). In New Zealand Child Poverty is a political 'hot potato' as successive governments attempt to improve the appalling statistics in our country. The number of kiwi children living in income-related poverty has DOUBLED since the 1980s ( Child Poverty Monitor 2016), and this has a direct impact on the educational achievement of those children. Sadly, whilst 1 in 6 of those children are European/NZ, a staggering 1 in 3 are Maori or Pasifika. No wonder then that these akonga are amongst our priority learners.

The impact of poverty on education is well-documented: hunger and poor nutrition resulting in inability to concentrate; absence through sickness and disease; lack of quality sleep due to poor living conditions; social isolation due to lack of cleanliness or increased mobilisation around the country, and a lack of educational resources, including computers.

I work at a high-decile school with no obvious child-poverty. However, the students are encouraged to consider those who are less fortunate than themselves, and they participate in a 'Breakfast for Schools' programme at a local, lower-decile primary school. We are also affiliated to a school in Tonga, and our students regularly fund-raise to help support them. Visits are arranged every few years, when senior students are able to offer more concrete help.  This year I am excited to work as part of a Community of Learning across 12 local primary and secondary schools. I am hoping for the opportunity to make a difference myself to those students who need help to achieve in line with their peers.

FAMILY MATTERS

Obviously some students will come from a wealthier background than others, but if we are looking to improve the achievement of New Zealand's children, it goes deeper than money. Research has shown that pre-primary education plays an important role in children's educational achievement later in life. Across the OECD countries, public expenditure in this area has increased by 55% from 1998 - 2011 (Trends Shaping Education, 2016) New Zealand has significantly increased spending to be almost on par with Finland. New Zealand spends more on pre-primary education than either Japan or Germany, and double that of Australia (per capita).

But early nurturing isn't simply the responsibility of schools. Rich learning environments can be created at home. Research suggests that varied language and literary experiences, including reading to your child, and meaningful maths activities help to create high achievers (Education Counts, BES). Unfortunately not every child will experience that at home. Today most parents work full time and blended families are becoming the norm, with all the stresses that entails. Research suggest that 20% of 15 year-olds experience some kind of metal health disorder (Education Counts, BES).

PRIORITY LEARNERS

Maori and Pasifika akonga are often disadvantaged culturally. Evidence shows that teachers are failing in their understanding of the Treaty of Waitangi (Evaluation at a Glance, 2012) and the fragmented, subject-based curriculum often bears no relation to their backgrounds. Akonga learn best when the educational experience is in context that has relevance and meaning (Ka Hikitia) . The NZ government has set targets for improving the educational outcomes for these students, and some initiatives are already in place to deliver the curriculum in a more meaningful way. Dr Bobbi Hunter has done some exceptional work in developing Mathematical Communities of Inquiry, aimed specifically at raising the standard of maths amongst low-achieving Maori and Pasifika students.

RACISM

By 2030 it is expected that the growing world's population will be 35% Chinese or Indian (Future State 2030). Historically New Zealand has discriminated against Asian communities but with China expected to become an increasingly important economic player, it is imperative that New Zealand's education system encourages positive relationships with all Asian communities. Encouraging students to learn foreign languages will help to break down barriers and provide potential employment opportunities for young New Zealanders at a time when India is expected to release 1 million young people into the work force every year (Future State 2030). 

The list of inequalities across students in New Zealand is almost endless: poverty, family set up, Maori, Pasifika or Asian, or gender differences or religion. In addition where students go to school, and what school their parents send them to all stack the cards against certain children and increase the gap between our highest and lowest achievers. 

REFERENCES:

'Child Poverty Monitor: 2016 Technical Report'. Retreived from www.childpoverty.co.nz (25/2/17)

KPMG (Australia) (5/22/14), 'Future State 2030 - Global Megatrends' [video file] Retrieved from https;//www.youtube.com/watch?v=im5SwtapHI8

Ministry of Education, Education Counts 'The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Iteration (BES), June 2003 

ERO 'Evaluation at a Glance: Priority Learners in New Zealand schools (Aug 2012)

Ministry of Education 'Ka Hikitia' 2008 - 2012

OECD (2016) 'Trends Shaping Education 2016'

Pearson, (26/4/13) 'Global Trends: The world in changing faster than at any time in human history' [video file] Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g