Economics lesson partly understood

TED BENTON supplies a principal's report on the successes and failures of competition between today's schools.

Much of the change that has occurred since Tomorrow's Schools became Today's Schools has been for the better.

Charters, mission statements, a school vision, strategic plans, self review, the Education Review Office, performance management systems, accountability and so on have become second nature to us.

I like the idea of my entire school community -- staff, students and parents -- sharing a common vision for our school and eagerly launching themselves into each day with that tremendous sense of purpose that a shared vision can bring. I can sense the increasing value added in student achievement.

The only thing that brings a touch of hesitancy to my enthusiasm is the seeming lack of vision that comes from our politicians and their policy enactors in the Ministry of Education where too many policies conflict with each other rather than work together.

The policy of "parental choice" of school which is consistent with a more market-oriented approach to education creates conflict with other ministry policies.

In our area there is tremendous competition between schools and we all work extremely hard to provide the best possible education for the students who choose us.

Crucial to successful learning is a classroom environment where student learning is not disrupted by others who are badly behaved. We are required to provide a safe learning environment and want to provide a positive one as well.

Poorly behaved students are moved on and find it difficult to enrol at any other school. Providing innovative programmes for such students may be desirable and a goal that the ministry wants us to meet, but if their presence in the school means that other good students won't come, there is no choice.

The actual numbers of unplaced students under 16 years of age who are roaming our communities daily may never be known but competition in the education market has created an environment where we can't risk having them in our schools.

Compulsory education until age 16 may be policy but it is not reality for a growing number of poorly behaved young people.

Special Education 2000, the new policy for students with special needs, is also inconsistent with parental choice.

Funding for most special needs students goes to the local school. This is based on our roll size and decile rating (socio-economic rating). Only students with extremely high needs attract the funding to themselves and will carry it with them wherever they choose to go to school.

Parents who choose to send their special needs child to a school other than their local one will find it difficult if not impossible. At any other school, that child will be a drain on funds that belong to local students.

How might this work for schools which are already full and have enrolment schemes? Those schools are the ones doing the choosing, not the parents. Applicants from neighbouring streets who do not meet their academic and sporting criteria are turned down.

Good luck to the parents of a special needs child with learning or behavioural difficulties applying for entry under these conditions. Schools can use their funding for their able and gifted students instead. The idea that special needs students should be mainstreamed with support has merit but it does conflict with "parental choice," or more aptly "school choice."

As an economics graduate from the `70s I have often wondered whether my successors in the study of economics have failed to go beyond the first few chapters of the textbook. I wonder whether they have not got past "market theory" and have never explored the rationale behind "government intervention" nor the balance of "social policy."

There was a time when New Zealand parents could send their children to the local school secure in confidence that they would get a good deal because the Government wanted to provide equal opportunity for all irrespective of background. When was that, and where are we going?

* Ted Benton is principal of Northcote College.