Posted by: blogger
on 09, Dec, 2009
Tagged in:
vouchers ,
Tomorrow's Schools ,
teachers ,
privatisation ,
private schools ,
power ,
politics ,
Performance pay ,
education spending ,
education ,
Don Brash ,
2025 taskforce
Don Brash is famous for two things
By ToilandTrouble
- His willingness to use race in order to advance his campaign for political power in 2005, and:
- His ability to survive for many weeks on a diet of corned beef and frozen peas.
He is also an economist and we know how many of them it takes to change a light bulb (none, the darkness will cause the light bulb to change itself). In sum he is overwhelmingly under-qualified to comment on educational matters. That doesn't matter though because economists are immune to intellectual humility, untroubled by their own ignorance and always ready to draw a crooked line from an unproved assumption to a forgone conclusion.
Posted by: blogger
on 14, Aug, 2009
By The Flying Pig
Has anyone else noticed how much school property money goes into flash administration blocks these days?
You arrive at a school and are greeted by a receptionist behind a huge counter in a spacious area with soft couches, huge pot plants and a groaning cups cupboard. This admin area can be miles from the rest of the school, and sometimes without even an internal connection between it and the rest of the school.
Posted by: blogger
on 12, May, 2009
By Hawkeye
On March 26 the City of Manukau Education Trust (COMET) convened a group to discuss the difficulties schools face collaborating across the boundaries created by Tomorrow's Schools. This is a particular problem in Manukau where a number of experiments with school structures are going on. As well as year 7 to 13 schools and year 9 - 13 schools, Manukau has a large urban area school, combined boards of multiple schools, collaborative boards on shared campuses and the possibility of a tertiary high school.
COMET Director, Bernardine Vester set out the problem. "Though not yet at system crisis levels, restrictions provided by ‘class' and ‘designation' that currently shape schooling design are outdated. The legislation as it is offers a single constitutional model as a template. This results in all other constitutional arrangements becoming ‘exceptions' or ad hoc arrangements to fit emerging needs, rather than a planned approach to shifts in the environment." Boards, principals and teachers working in less common school structures can find their vision for student learning constantly compromised and undermined by governance and legislative arrangements that do not facilitate collaboration.
