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Billionaire Steven Jennings has blamed teachers as the cause of lower rates of achievement in low decile schools. Not only is the whole education system ‘failing’ according to Mr Jennings, but poor teaching and nasty unions are entrenching inequality for (predominantly) Maori and Pasifika students.

Of course, the facts suggest otherwise. Participation, retention and achievement for Maori and Pasifika learners is improving every year, while international surveys show that New Zealand teachers rate amongst the highest in the world. Further, Ministry of Education statistics actually show that when socioeconomic factors are controlled for, the achievement of students in lower deciles is comparable to those in higher decile schools.

While nobody would suggest that everything is rosy for all Maori and Pasifika learners (or, for that matter, all low decile, alternative education and special education students), a blanket pillorying of teachers because statistics show a percentage of these learners aren’t achieving at the same level as kids in higher decile schools is not only unjustified – it is deliberately misleading.

Prior to New Zealand’s entry into the ‘free market’ (where Mr Jennings began accumulating his massive wealth through his involvement in the selling down of state assets), 50% of secondary school students failed their national examinations. That was how the system worked. Nevertheless, many of these students had access into trades and employment in local industries which are now largely gone (a result of the deregulated ‘global market’ which moved manufacturing to the lowest wage economies in order to return the greatest profit). The greatest impact of such ‘free market reforms’ were of course on those groups who had previously worked in these industries – predominantly those who had not been on the right side of the bell curve at school.

While an education system that provided pathways into the types of work the society needed probably made some sense – sadly, the deregulation and competition that these reforms engendered saw a massive increase in inequality. That is, those who benefitted (such as Mr Jennings) did so at a time where the employment of ‘lower status’ workers became much more precarious.

Where were teachers in all of this? They, (through their unions), worked to change the system.

The development of a broader Curriculum in the early 2000s (with a focus on students being able to demonstrate their competencies against a range of objectives across and within curriculum areas rather than in a high stakes exam) paved the way for more students to achieve – (However, no assumption was made that this would mean all students would subsequently achieve all of them: The strengths and interests of learners are of course diverse). Sadly, the great strides taken by ‘lower decile’ students since this change have not yet been able to offset the entrenched deprivation of those communities whose jobs have been moved offshore because the labour is cheaper or who have found themselves victims of casualised and unsavoury employment practices.

The impacts of entrenched poverty should need little explanation: students whose families cannot afford food, uniforms, access to technological devices, students who arrive at school carrying the burden of stressed and at times help-less parents who exist from week to week and are afraid to check the letterbox for fear of the next bill - preparing these students for assessment is often not the same job.

Despite this, teachers are having an impact: the engagement and achievement of many of these students is increasing at a time where house prices make it difficult for even white collar workers to get on the ladder, by individualising learning programmes, building culturally responsive pedagogy and sharing best practice. And largely, they are doing it themselves (continuing with strategies to meet the needs of groups of learners even when the Ministry of Education stops funding proven programmes such as Te Kotahitanga).

Sadly, when billionaires are given a soapbox these facts don’t seem to be examined too closely. Instead, Mr Jennings suggests that 10% of teachers are failing (likely a calculation based on the fact that a tenth of teachers are in the lowest decile schools) and has even taken aim at teacher appraisal, saying 99% of teachers are promoted every year – a figure he appears to have plucked out of the air.

Here again Mr Jennings seems happy not to let the facts get in the way of a good time. Teachers are appraised against the 12 Professional Teacher Criteria every year (which involves classroom observations of their practice and providing evidence of their competency against these criteria), they undertake Professional Inquiry, must participate in Professional Development (which they often have to find and fund themselves – in their term breaks) and are increasingly held to account for the achievement rates of their akonga. In fact, the steadily increasing bureaucracy involved in teaching is causing some teachers to leave the profession – because it takes them away from teaching, exponentially increases the scope of their professional role (without providing access to professional support) and increasingly holds them accountable for redressing factors outside their control.

While those of us in the bottom 90% of earners might see it as pretty cynical to interpret high rates of promotion as suggesting we need more appraisal to weed out more teachers - it appears Mr Jennings has no such scruples. He, and other ‘educational experts’ such as Mainfreight Chairman Bruce Plested, suggest that Performance Pay for teachers is the answer. (One wonders how much extra teachers might be offered. Starting salaries are in the $40,000s -no wonder teachers can’t afford to live in Auckland). Ironically, if a Performance Pay model was implemented in New Zealand that took account of the additional hours teachers put in to provide education to students from diverse, impoverished and challenging backgrounds it would bankrupt the country. (An alternative economic model would be bulk funding where you cap how much $ there is and take the extra for the crème de la crème from those at ‘the bottom’: not so helpful in generating collaboration or retaining new grads one would imagine).

In contrast, Teachers and unions want all teachers to be supported to be great teachers. We take the view that this requires professional development and collaboration.

Even if you could create a set of criteria to gauge top performance that took account of the complexities of the job and the variance in what learners from different backgrounds bring, without access to mentoring, professional development, a significant reduction in bureaucracy and space to collaborate and share best practice the idea is fraught.

Where highly paid ‘expert’ teachers have been marketed in other countries they have failed spectacularly to bootstrap professional practice. Borrowing a model that says you rain money onto the top echelons at the expense of those at the bottom simply doesn’t work – it means you have less teachers willing or able to put themselves through the ringer, lower trust and a pecking order that erodes collective endeavour. Mssrs
Plested and Jennings need only look around to see what happens when you run this market ideology – you end up in precisely the situation they decry as our nation’s shame: massive inequality.

If you summarily dismiss 10% of the workforce as Mr Jennings does, or implement a more competitive model as Mr Plested sees fit to endorse, you increase class sizes for everyone left, create barriers (on top of the financial ones that currently exist) for our brightest and best to consider teaching as a career and continue the precedent of blaming teachers for things outside their control.

Of course, vilifying teachers as the cause of inequality and suggesting they need to be held to account with more draconian appraisal (for the princely sums they receive) is unlikely to help recruit and retain good teachers – there is already a supply crisis for teachers who can’t afford to live in Auckland and it appears that the Education Council are bumbling their way to erecting further barriers for relievers, itinerant teachers and new grads who can’t get permanent employment.

Surely as someone who has benefitted from deregulation, Mr Jennings’ can understand that increasing bureaucracy, demanding additional barriers to advancement and blaming teachers for social ills is unlikely to improve recruitment and retention of high quality teachers.
Unfortunately, this understanding is missing from his oligarchic pronouncements to our nation.

While it is acceptable for a man who surfed the wave of privatisation in the 1980s to have a personal view of the power of the market, perhaps he should turn his focus to ‘fixing’ Auckland housing – and let teachers teach.


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With employees becoming "workers" and employers now "persons conducting a business or undertaking" (PCBUs) I have received a lot of questions about the new Health and Safety at Work Act:

Frequently Asked Questions

Q    Am I now liable for accidents/incidents that happen in my teaching area?

A    No more than you have been since HSE 1992, and only when you have been negligent or failed in a duty of care so no change

Q    Does this mean the end of Education Outside the classroom (EOTC)?

   The intent is not to curtail any EOTC, what it means is that qualifications/experience etc are current for staff who run trips and external providers need to be consulted and have their qualifications etc confirmed. You should have been doing this anyway so no change.

Q    Will we have to close access to school facilities after hours?

A    No, the requirement is for the facilities to be fit for purpose at all times, if the facilities are safe during the day, then public use outside of school hours is fine. Case law has prosecuted boards when facilities have been deficient causing serious harm or death outside of school hours but this should have no effect on staff, it is a  board issue.

Q    What about school pools and access?

A    Provided that the pool is properly fenced and locked when not in authorised use, processes are in place for supervised out of hours use and these processes are signposted then there are no issues.  The school cannot be held responsible if someone scales a fence with a locked gate and harms themselves in unauthorised use of a pool (or any other facility).
There is no liability for anyone on site for illegal purposes.

Q    Am I personally liable for Health and Safety of my outdoor education classes?

   No it is the duty of the board to ensure the safety of all workers and others ( this is where students fall under the new Act) this would include practices and processes for staff to follow that ensure Health and Safety for all in its care, however if the policies and processes are ignored then the liability may fall on the teacher.
This has been the case previously, no change.

Q    Do I need to have risk analysis and managment systems (RAMs) for all experiments that I do every time I do them?

A    No, they should have been verified before they go into the management doc/scheme/planner or whatever you call your existing planning programme. This is best practice and should be currently being done so no change.

Q    Should we let kids climb trees?

   Do you let them already? Yes then no change. It has to be contextual, 50m tall Norfolk Pine probably not, 6m Apple tree probably, just apply common sense.

Q    Will I need to close or limit my hard materials workshop classes?

A    If you have sound teaching practice regarding machinery use then there is nothing to worry about. It may be advisable to update your record keeping of when and how you have approved students to use certain machines. It would pay to have a record of what machines were demonstrated and the safe use of them and when this took place.

Q    Am I now financially liable for incidents?

A    No you are not suddenly now liable. You have been liable since the 1992 Health and safety in Employment Act introduced 3 tiers of fine with a maximum of $500k for death or    serious harm, interestingly nobody batted an eyelid at this figure which is now inflation adjusted to $808k but now the $600k has been announced everyone is up in arms and talking houses in trust etc. Nobody in the Education sector has been prosecuted since the 1992 Act was introduced and unless you are negligent and fail in your duty of care leading to serious harm or death then nobody will be fined this amount in the education sector. This has been the case previously so no change.

Q    What responsibilities as a Teacher do I now have?

A    Teachers must:

Take reasonable care for their health and safety

Take reasonable care that their behaviour does not adversely affect the health and safety of others       

Report any incident, risk or hazard to an officer or health and safety representative   

Comply with any reasonable instruction form the PCBU* (Board) to allow the PCBU to comply with the Act               

Cooperate with the PCBU’s health and safety policies or procedures inform visitors etc of any known hazards or risks in the workplace (*A PCBU is a ‘person conducting a business or undertaking’. )

Q    What is the role of a Health and Safety Rep?

A    A Health and Safety Representative (HSR) performs a number of functions including:

Representing school workers generally on health and safety matters

Investigating complaints from school workers about health and safety issues at the school

Representing a school worker on a specific health and safety matter (including a complaint) if asked to do so by that worker

Monitoring health and safety measures taken by the Board of Trustees and providing feedback to the Board about health and safety compliance

Inquiring into anything that appears to be a health and safety risk to school workers arising from the activities of the school and making recommendations to the Board of Trustees on work health and safety 

Promoting the interests of school workers who have been harmed at work, including arrangements for rehabilitation and return to work

Issuing provisional improvement notices in the school workplace 

Being able to direct workgroup members (school workers the HSR represents) to cease work. 

Q    What is the role of a Health and Safety Committee?

A    A Health and Safety Committee:

Facilitates co-operation between the Board of Trustees and school workers in instigating, developing, and carrying out measures designed to ensure the school workers’ health and safety at work

Assists in developing any standards, rules, policies, or procedures relating to health and safety that are to be followed or complied with at the school 

Makes recommendations to the Board of Trustees about work health and safety.

Q    How many Health and Safety reps (HSRs) may we have?

A    The prescribed minimum ratio of HSRs for a work group is 1 representative for every 19     workers. If the number of workers divided by 19 does not equal a whole number, the number of health and safety representatives to be elected is increased to the next whole number. e.g. 10 workers = 1 HSR,   23 workers = 2 HSRs

Q    How do we get the Health and Safety reps?

   Any 1 worker may request elections for Health and Safety Representatives (HSRs) or the PCBU may decide to call for elections (regulations apply as to how this happens)
Q    How do we get a Health and Safety Committee?

A    Any 5 workers or 1 HSR may call for formation of a Health and Safety Committee (HSC) or the PCBU may decide to appoint one (regulations apply as to how this happens)

Any other questions email This email address is being protected from spambots. You need JavaScript enabled to view it.



More information:

STCA Part 12 Health and Safety

ASTCA Part 10 Health and Safety

Better provision for due diligence: Health and Safety at Work Act (page from PPTA News April 2016)

New legislation raises the stakes (Health and Safety Act 2015) (page from PPTA News October 2015)

weblink Health and Safety at Work Act 2015

weblink Ministry of Education health and safety resources

This email address is being protected from spambots. You need JavaScript enabled to view it.


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Classrooms are complex places. Perhaps more than ever before teachers are responsible not just for the transfer of knowledge in the academic sense but also for the pastoral care and social development of young people. Added to this, the growing expectation that teachers will quickly learn to harness new technologies and implement the latest techniques for engaging, supporting and challenging the learners in their charge, makes the job ever more complex and demanding.

Of course, such expectations are not baseless: In fact, teachers themselves place great value on their professionalism and ongoing learning and, despite their ballooning workload, most somehow manage to find the time to hunt down, ingest and implement what they need so they can ensure that the interactions that occur in their classrooms are transformational for their students – that is, after all, their role.

However, there is a difference between expecting teachers to acquire additional skills and strategies and creating the environment for this to occur.

Unfortunately, this is often a stumbling block.

Because many teachers have had to be heroes – finding, building and sharing strategies to meet the needs of their learners – there seems to be an expectation that this should continue without having to resource it. Subsequently, approaches to professional learning by the Ministry of Education have typically involved system level priorities -and funding – which largely requires individual teachers to access their own professional learning (PLD), outside these mandated areas, on their own steam.

Further complications arise when centrally funded PLD that is available is often disconnected from the needs of teachers. In fact, instead of supporting on-going learning for teachers, Ministry funded PLD has been used in many cases as a fulcrum for Ministerial pet projects or system changes that may make sense on paper -in the broadest terms- but have varying degrees of relevance for those teaching students in our schools. …Sadly, schools often jump to sign up for any PLD which is centrally funded – putatively so that they can provide something for their teaching staff without blowing the meagre PLD resources they have.

Educational guruism, in the form of externally provided initiatives for purchase by schools, has also run rampant over the past decade, resulting in myriad (sometimes conflicting) professional learning opportunities that occupy teacher time and energy. Unfortunately, many of these too are ‘nice to haves’ rather than ‘need to haves’, providing something new rather than what teachers need to do the best job they can with the kids in their classrooms. Instead, private interests such as CORE and Cognition appear to have generated a cottage industry in new approaches for teachers to try (and Senior Managers to implement to pad out their CVs) that are often just another thing teachers have to make space for – on top of trying to do the best for their learners. (Jut ask teachers participating in CORE’s Academic Mentoring programmes whether this has helped them access Subject Specific PLD).

Of course, some of these programmes are robust and some of the gurus reputable – but, sadly, ‘one size fits all’ approaches to PLD still leave the teachers who need (or simply want) particular professional learning having to find (and fund) it themselves.

This tension, between what teachers need, what the Ministry choose to prioritise and what market providers and gurus are selling is unlikely to be assuaged without a wholesale reconstruction of the PLD framework.

Happily, we are told this is currently underway. (However, only the very naïve would expect that a sudden change of outlook will occur, where teachers’ ongoing professional learning becomes needs based, teacher centred and well resourced). Ironically, exactly what is needed is least likely to result from the new PLD framework. Instead it will likely prioritise the system level goals du jour, provide a new set of parameters for private providers and gurus and likely leave the mechanism for accessing needs based or teacher identified PLD as the status quo.

In short, it will be a lost opportunity.

Expecting that a ‘heroic’ model should continue is simply unsustainable – teacher time is not infinite – rather, all teachers should have access to funded and proven PLD to bootstrap their practice. If we are all to be great teachers such access should be a given. At the same time, professional autonomy needs to be protected – mandated participation in centrally provided PLD is not the answer.

How then, should the PLD Reference Group enable teachers to continue developing their practice without placing unattainable expectations on them?

One way might be identifying the expertise that already exists within the system and creating the time and space for this to be shared. Certainly, the dismantling of the competitive Tomorrows Schools model may well lead to increased opportunities for teachers to collaborate on what is best practice, likewise the Communities of Learning. But there are still substantial hurdles:

One. The premise that teachers will find the time themselves to do this collaboration.

Two. The reality that schools’ purchasing power to ‘buy in’ the professional learning their schools and teachers need is limited.

Three. The preponderance of private professional learning providers who have not always demonstrated the flexibility to tailor their products to what is needed for the teachers in schools.

Four. A draconian ‘compliance’ approach that seeks to mandate participation in professional learning without targeting professional learning to the identified needs of the teacher.

Certainly, in the current context, with greater emphasis on each student reaching their potential through analysing evidence and the latest focus on personalised learning, it is a given that teachers will need to engage in further on-going learning to ensure the best learning opportunities are there for their students. But, while teachers are almost always supportive of evidence based, well-resourced and effective professional learning, they are also likely to baulk at another set of forced changes and expectations – especially if they cannot see that they actually need them or if they are going to have to find the time and training to do it without sufficient support.


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I am  surprised at the comments made by some Principals over recent days. I have sat on a cross sector Health and Safety Forum that was formed on 9 December 2014 and has met regularly since.

Every agency involved in any aspect of education in NZ has been represented. This group has cooperated, debated, argued and resolved issues that suddenly have reared their heads again.

The liability and ability to sue individual teachers and principals has been around since the 1992 Health and Safety in Employment Act was passed and continues through various amendments until the present day.

These fines were for failure to provide duty of care and gross negligence and where serious harm was caused, as such nothing much has changed.

1992 penalties

(a) imprisonment for a term of not more than 2 years; or
(b) a fine of not more than $500,000; or
(c) both.


a fine not exceeding $250,000, who fails to comply with the requirements of……….


Every person who fails to comply with section 16(3) commits an offence, and is liable on conviction to a fine not exceeding $10,000.

So what has changed?

2015 penalties

The Act creates three offence tiers relating to breaches of the health and safety duties. The offences and the respective maximum penalties can be summarised as follows:

Reckless Conduct (has a duty and exposes any person to whom the duty is owed to risk of death or serious injury/illness and is reckless as to that risk) – fines up to $3 million
(or $600,000 and/or up to five years’ imprisonment for individuals).

Failure to comply with a Duty (with exposure to risk of death or serious injury/illness) –
fines up to $1.5 million (or $300,000 for individuals).

Failure to comply with a Duty (no exposure to death or serious injury/illness) – fines up to $500,000
(or $100,000 for individuals).

So let me see prior to the new act fines of up to $500,000 caused no issues ($500k is approx. $808K now) but $600,000 now is a problem? That means individual houses have to be put in trust?


Who is kidding who?

The new law clarifies and tightens up lines of responsibility and that post Pike River is a good thing but in order to qualify for these fines you must have done something reasonably (extremely) bad.

Today saw the launch of a health and safety practical guide for boards of trustees and school leaders. The guide provides clear explanations, example policies, procedures and checklists. The Ministry have also separated out the individual tools and put write enabled versions under the appropriate sections on the webspace.

The dual NZSTA and Ministry resource, the guide has been peer reviewed by over 80 schools and the Health and Safety Sector Reference Group, (the forum) made up of your principal associations, PPTA, NZEI and NZSTA. NZSTA have also committed to printing and sending all schools a copy of this guide.

To ensure a positive health and safety culture, as well as compliance, at all workplaces the general expectation is that schools will review their practices in this area to ensure they are meeting the requirements. Our practical guide and factsheets will support principals and boards to meet their obligations.

As the forum have said all along, if you have sound robust current systems then you have nothing to worry about. Do ensure that you get feedback from your organisation representative at the very informative forum.

If you are a PPTA member get the latest updates by contacting us at This email address is being protected from spambots. You need JavaScript enabled to view it.


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PPTA teachers have voted not to support charter schools – their staff and their operation – it was well publicised at the time and the PPTA discussion is available on our website.


Our opposition to charter schools is evidence-based and well documented.   Countries that have gone down the charter schools route, including Chile and Sweden, are seeing inequality increase and results declining. PPTA members have chosen not to divert resources from state schools or their students in order to prop up a model that threatens to weaken our public education system. It might well be that given the funding advantages and smaller class sizes in charter schools, we will see pockets of success in New Zealand - but the costs to the rest of the system, and the students served by it, remain too high.

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Posted by on in Teaching Profession

What teachers do

Nearly everyone has been to school so nearly everyone is an expert on schools and expert on the subject of  teachers and teaching.

So they say.

And while we grump about that saying and love Taylor Mali for his rebuttal  - we just sigh and flip the page or move on from the person trying to “bait the teacher.”  

It is incredibly important that we start and join conversations about our schools – about teaching and learning - and that we start doing this right away. 

We must not assume that people know what our secondary schools do. 

We must identify the strengths of our local secondary schools. 

We must identify the strengths of our teachers and of our students.

We should know the whakapapa of our school.

We should be able to explain how important our school  is to our community and explain what secondary schools do. 

We must be able to explain about teacher training – why teachers are expert in their fields and why they are expert in understanding how learning happens.

We must know what teacher registration requires and what it means.

We should also be clear that being expert in a subject isn't enough, caring about children isn't enough – you need to be a qualified teacher to be teaching our tamariki in our schools every day.

We should be uncompromising on the subject of teaching as a profession - and that we have the absolute right to be treated as trusted  and respected professionals.

We should expect no less for our students.

We should expect no less a valuing of our own work as secondary teachers. 

Leave no room for myths and anecdote, no longer remain silent, amenable and imply consent. Then we will see what value the government places on teachers, students, teaching and learning.


(with thanks to Edward Berger for his post "Saving community schools" http://edwardfberger.com/)


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My experience with Novopay has been a deeply fraught, frustrating, and indeed frightening narrative.  Qualifying as a PRT in 2012 I began work as a day relief teacher and then ongoing work in fixed term relief positions.

The process of becoming a registered teacher is straightforward and robust, as it should be.  The process of becoming a paid teacher is akin to mating elephants.  A complicated courting, accompanied by high level squealing and trumpeting and taking nearly 18 months to see any results.  Since February 2013 I have either not received the complete amount of money owing to me or the taxation on my earnings has been incorrect.

Teaching is not easy Minister Parata. I reflect constantly if not hourly on how to help all the children and young people that I deal with. I plan and read, I travel 140 kms daily to do this. If I so chose I could qualify to be on a benefit.

Minister Parata, I live in a three bedroom home that belongs to the Ministry of Education, it has no insulation, an open fire for heating.  I need a regular and correct salary so that I can move into a warm well heated home so that my children and I do not get sick. 

Minister Parata  I am doing it by myself .

Minister Parata I have been in the situation where I cannot pay my rent properly, put petrol in my car, go to the doctor, physiotherapist or dentist or buy the shoes I need because Novopay does not pay me properly, or worse still takes money from me unlawfully.

I am running out of energy to fight any more.  I have had to threaten to go on a hunger strike in the last year, make constant phone calls and emails and speak to some outstanding idiots at Novopay in an attempt to get my correct pay.

Minister Parata, I am a quintessential kiwi battler, and my needs are very simple.

Minister Parata I do not want to be anxiously waiting for my pay advice every Tuesday,  I want to be able to trust that Novopay pays me correctly, taxes me correctly and puts the money in my bank account.  Not much to ask for is it?
Can you tell me when this might occur? Why must I use the Union, the press, a hunger strike, embarrassment for this to occur?

When I say that is all I want, that is not completely correct Minister Parata. I am a member of a profession that values education, we recognize the difference it makes in our children’s and young peoples lives.  We strive for excellence and success, it is a collective so the things that I want for myself Minister Parata are those that I want for all members of our profession.

I want our principals to be freed up from having to be worried about the ongoing effects that this absolute shameful debacle has on their, teachers, their absolutely essential and just as valuable support staff.  I want our executive officers to be freed from the petty mindless bureaucracy that Novopay is and allow them to concentrate on the areas that they really need to.  I want our Boards of Trustees to be free from becoming a bank and personal lending institution, I want our creditors to not have to hear I am sorry I can’t pay this week because of Novopay.  We don’t want charity Minister Parata, we want justice.

If this was the parliamentary pay system it would be sorted in a day, if not a week.

Minister Parata, it is a disgrace and it reflects on your governance and the National led government's impotence and incompetence.

If your advisers are telling you all is well at Novopay, Minister Parata, and you believe them, then it appears that the emperor really believes that they have  new clothes.


This is a guest post from PPTA member Paul Cronin. 

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The Ministerial Inquiry into Novopay found problems with governance, with the process, with accountabiliity, with implementation, with trust - with the system.

8 months later the Minister 'bought in' to fix Novopay - Minister Fix-it Joyce - hasn't fixed 'it'. 

The explanation Minister Joyce made  to the teachers and support staff who were, thanks to Novopay, left without pay - or without the right pay - was that the problem is the:

"huge amount of pointless data entry required at the start of every school year."

Apparently schools like to "make work".

Minister Joyce believes it is "time to reform other parts of the education system to prevent this happening again."

So in order to meet the needs of an Australian software company the Government is going to reform the education sector.

By May 2014 Novopay will have been stuffing up for 2 years – 24 months - a whole lot of pay periods, a whole lot of heartache and whole lot of work for a huge number of school communities.

But you know what - according to the Minister - it’s your fault not Novopay’s …


Afterthought - would this call to reform the education sector, to fit Novopay, have anything to do with an ex Talent2 shareholding Minister and a 'red tape' taskforce provided for in ACT’s Confidence and Supply Agreement with National?

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