To evaluate its success he draws on the work of Cathy Wylie.
As head of the NZ Council for Educational Research she has studied these reforms since their inception and drawn this conclusion: "We remain unique in having standalone schools that operate on their own, without being part of a school district or a local authority.
"And we cannot point to any system-wide gains in student performance or learning, new approaches to learning or greater equity of educational opportunities that have clearly arisen from taking the radical path.
"School principals work harder and spend more time on non-academic matters than school leaders in most other countries because they're responsible for all aspects of the school including transportation and its physical plant."(2009P4)
He assesses student achievement. "NZ is a high achieving country by international standards.
"It has skilled teachers and school leaders.
"It also has a high degree of inequity in education outcomes connected mainly to social class and ethnicity."
He refers specifically to the problems faced by Maori and Pacifica pupils and notes the possibility that at current rates of growth they could become the majority of students in the foreseeable future.
He also states: "While NZ does not conduct National Assessments, the best available data show no change in achievement levels over recent years."
Outlining what he considers outstanding research projects completed by various agencies he questions why findings are not implemented in schools and states.
"New Zealand has both the knowledge and the potential to improve outcomes and reduce inequities.
"Difficulties are compounded by the decentralisation and unwillingness to build a national approach.
"Schools regard themselves as autonomous and resist anything that looks like an imposition from the Ministry.
"From a visitor's point of view the situation is frustrating.
"A country that has many positive elements to its schools and the evident capacity to improve outcomes for all students seems to be unwilling or unable to make a co-ordinated and systematic effort to take advantage of those attributes.
"From an international policy perspective the New Zealand story suggests that a decentralised and competitive system is not enough to improve student outcomes or reduce achievement gaps even in a small country with a skilled teaching force."
If we accept but half of this man's opinions it is obvious that our education services face a major challenge on equity issues which current practices and organisations have developed.
There appears to be a refusal by some of our education hierarchy to recognise, let alone do anything to attack, this problem.
R. Hicks, Napier
Mayor's adviser
Did anyone else notice the photo in Thursday night's paper of the iway network ceremony opening?
My attention was drawn to the Mayor and Cheryl Paget, adviser to the Mayor! What is this about?
How much do we ratepayers pay her and why does he need an adviser?
Do other mayors have an adviser, is this a new position?
And one he can do without along with some of the other unnecessary councillors.
Is it any wonder our rates are going up all the time when the mayor has to have an adviser, isn't that what council have meetings to confer on?
J.K. Pritchard, Hastings
