When thinking about CORE’s Ten Trends it’s important to recognise the changes we’ve seen in education and in society over the past 15 years. Also, to consider the changes that are continuing in our social-political contexts, and the impact of the things we’ve identified as drivers of this change, or as responses to it. It is important for us as educators to be fully aware of the picture this builds of our current and future education system, and of the broader society it operates within, as it's these things that shape the future that our young people will grow to be a part of.
|Clusters and Kāhui Ako||Incentivising greater collaboration between clusters of education providers with a focus on creating better learning pathways for learners, and improving internal support processes for educators.||
About Kāhui Ako/
|Review of Tomorrow’s Schools||Designed to put more frontline support closer to schools to give every child the best chance to succeed, and to create a better balance between local and national responsibilities for school property and network provision.|
|Creation of an Education Service Agency (ESA)||Part of a redesigned Ministry of Education, to provide more support for principals and school boards, including through a new centre of leadership and local leadership advisor roles, with management of school property simplified and/or transferred to the Ministry to free up boards’ time.||
Beehive Govt: Supporting all schools to succeed
|Redesign of learning spaces||The government wants to ensure that all New Zealand schools provide quality learning environments by 2030. The industrial classroom is no longer fit for purpose.||
education.govt.nz: Designing learning environments
OECD ILE Project: Innovative Learning Environments
|Giving effect to Te Tiriti o Waitangi||The Education and Training Bill proposes a new clause that sets out the expectations of schools, as well as education agencies, to give practical effect to Te Tiriti o Waitangi. Currently, there is no such clause in the Education Act 1989. If passed into law, this objective is intended to take effect on 1 January 2021.||
The Office for Māori Crown Relations: Te Ara Whiti
|Wellbeing||Wellbeing is important for empowering and equipping individuals to engage with and solve local and global challenges. There has been increased investment for wellbeing support, with specific training also needed for teachers.||
NZCER Nat-Survey-Report 3. Promoting students’ wellbeing
Education.govt.nz: Student and Staff health: Wellbeing for staff
New Zealand Curriculum Online: Te Whāriki Wellbeing Webinar – Mana whenua/Belonging
Ministry of Education: Wellbeing for home and school
|Culturally responsive practices||Cultural responsiveness is a way of being and of thinking that requires teachers to confront their own personal beliefs and their relationships with learners and communities. The diversity of learners and educational communities makes this an essential capability for teaching.||
Te Whakamānawa: developing cultural competencies in learning communities
|Equity across all areas of the system||Government expanding work to replace school deciles, to look more broadly at what’s needed to ensure all children get the support they need to learn.||
Beehive govt: Focusing school funding on equity for kids
Educational Equity in New Zealand: Successes, Challenges and Opportunities: Prepared by Sarah W. Bolton
Education Review Office, MoE: Equity and excellence in student outcomes
|Focus on addressing cultural bias and racism in education||As part of the Wellbeing Budget (2019), Te Hurihanganui is a new initiative that builds on the success of the previous Te Kotahitanga programme. There is a government investment of $42 million over three years to boost the capability of the education workforce, and to target bias and racism.|
|Focus on te reo Māori||Investment into new te reo Māori initiatives is intended to increase the use of the language within the education workforce as well as across the public service.||
Te Ahu o Te Reo Māori
Press release - Minister Davis 15 July 2019
|Focus on NZ histories||Introduction of NZ histories, including NZ Māori history, as a distinct part of the NZ Curriculum to be compulsory by 2022.||
Beehive.govt.nz: NZ histories to be taught in all schools
Podcast: NZ History - why is it important?
|Focus on inclusion||Focus on enabling all learners to experience success in the context of a regular learning environment, regardless of any challenges they may have.||
Education.govt: Inclusive education | Education in New Zealand
TKI: Inclusive Education
|Meeting the needs of the changing workforce in NZ||Examining how Aotearoa New Zealand can maximise opportunities and manage the risks of disruptive technological change on the future of work and the workforce.||
Productivity.govt: Technological change and the future of work
PWC Research: How will automation impact jobs
|Review of NCEA||Strengthening of the national qualification so that it is better valued and respected both in Aotearoa New Zealand and overseas; includes a review of achievement standards, and inclusion of mātauranga Māori.|
|Education Workforce Strategy||Identification of the mix of professionals, paraprofessionals, and the executive, administrative, and technology support for early learning through to the end of secondary schooling.|
Focusing on supporting local schools, kura and Kāhui Ako to use the framework of the NZC as the basis for the design of their local curriculum or marau ā-kura, and the progress and expectations associated with this learning.
Proposed updates to Te Marautanga o Aotearoa Māori to more strongly reflect te ao Māori approaches used in Māori-medium kura.
|New Code and professional standards for the teaching profession||
Intended to provide a set of shared aspirations and expectations to guide the teaching profession, and to help raise the status and quality of teaching in Aotearoa New Zealand.
|Changes to professional learning and development (PLD)||
Greater agency for learning communities to select PLD providers to meet their individual or cluster needs and goals.
|Improving equity in education and success for Māori||
New local and national initiatives to increase engagement and success in education by Māori learners, whānau and iwi.
Te Mataaho-ā-Iwi - data tool for iwi
Press release - Hon Kelvin Davis - 2 Sept 2019
New future Māori leaders programme announced - April 2019
|Digital Technologies and Hangarau Matihiko||
A greater focus on learners building their skills so they can be innovative creators of digital solutions, moving beyond solely being users and consumers of digital technologies. Includes design, programming, and understanding digital responsibility.
Requires public-private collaboration to ensure that learning settings have both the infrastructure to enable digital learning and the job market insight into the technology skills that will be most relevant.
World Economic Forum: Schools of the Future
|Focus on strengthening connectivity and services provision for all schools.||
The Government is undertaking a significant IT upgrade to provide more seamless internet access to 200 schools around the country. Te Mana Tūhono – Technology in Schools work programme will launch with a pilot of 10 smaller state schools early in 2020.
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