The New Zealand Education Union (NZEU) is calling for more child education experts to be given “more autonomy” to teach and train.
The report, released today, says that children in New Zealand, at the very least, need more teachers who are able to “give them a more informed and relevant experience”.
“A teacher who doesn’t know how to teach is not a good teacher,” said NZEU national director and education officer, Māori Education Officer, Maori education officer and Auckland University professor, Michael Dutton.
“It’s the education system’s fault for not being able to teach effectively.
We need more child educators who are competent, knowledgeable and who are working for the people they are working with.”
They have to have a passion for teaching and have experience of teaching.
“While NZEUs are concerned that some of New Zealands child education sector is at risk of a “turning point” because of the lack of resources, the report says that “we are not saying this is a bad thing.
We’re just saying that the best teacher should be someone who has done it before, and who can teach at a high level.
“And it includes creating an environment where the needs of children are respected, and where we can have the most effective and productive conversations about the challenges and opportunities children face,” said Ms Dutton, who is also chair of the NZEUC’s Education and Social Development Committee. “
“If we don’t, it’s going to be an uphill battle for the country.” “
And it includes creating an environment where the needs of children are respected, and where we can have the most effective and productive conversations about the challenges and opportunities children face,” said Ms Dutton, who is also chair of the NZEUC’s Education and Social Development Committee.
“If we don’t, it’s going to be an uphill battle for the country.”
The NZEUD report also criticises “a lack of information” about the quality of child education in New England.
The NZEP data shows that more than half of all children in England and Wales are not learning English as their first language, compared to just one in ten in New York.
“The situation is so bad that there are a lot of people in the New England region who are worried about the impact of this lack of education,” said the NZEP report’s author, Michelle Henningson.
“We’ve got to take this seriously.
We’ve got a problem in New Britain, and we need to start addressing it.”
The report also highlights “deep concerns” about New Zealanders “coping with the growing pressures and difficulties that accompany a changing culture”, with “growing awareness of the negative effects of the [child labour] laws”.
“We know that children are increasingly being exposed to the effects of labour-based child labour in New South Wales and Queensland, which means that children and families are in a situation where the risk of harm is increasing,” said Dr Hennieson.
The New York Times, which published the report, said the New Zealand education system is “underperforming” in areas such as the maths and science.
It added that a number of New York City schools are struggling to keep up with the number of children, while others have seen “no improvement”.
“The NZEUT report highlights how New Zealand has not yet seen the same kind of positive change in the way it delivers education as we have seen in other developed countries, with the result that New Zealand children are still not prepared to graduate from high school and many remain at risk for the long term,” said New York State Superintendent of Education, Barbara Weiser.
“In addition, there are still many New Zealand schools that struggle to meet the needs and needs of students.”
New York’s governor, Thomas A. Kean, has called for an investigation into the situation.
“There are no good answers.
It’s time for a thorough review,” he said.