Editorial: Standards essential for our children

OPINION: In its year-and-a-bit in office the National-led Government has been adept at dodging conflict.

It's almost become a trademark. But it isn't ducking a fight with the teacher unions over the introduction of national standards in primary and intermediate schools. The standards came into effect with the beginning of the school year yesterday. Teacher opposition is entrenched, with some schools, notably in Northland, saying they'll boycott the change and the primary teachers' union, the New Zealand Educational Institute, threatening to take strike action mid-year when the collective employment contract expires. In the face of that, Prime Minister John Key and Education Minister Anne Tolley are standing firm. They've picked their battle and it is in the best interests of New Zealand's young people that they win it.

Many teachers and some principals are critical of the Government's move. They argue that applying national standards for literacy and numeracy runs the risk of harming the education of underperforming pupils and that efforts to prevent the establishment of "league tables" ranking schools are doomed to fail, setting the scene for schools to tailor their performance to doing well in national standards at the expense of broader education. Both arguments are passionately made yet neither stands up to scrutiny.

If there is to be a clearly defined improvement in individual results, children and their parents need to know how they measure up against national standards and the performance of others. And if schools are to do their job properly, they must demonstrate the ability to provide a uniform standard of education – and be held to account if they do not. An Education Review Office report at the end of last year said that three-quarters of primary principals did not set expectations of high achievement, almost two-thirds weren't properly monitoring pupils' progress and that 30 per cent of year 1 and 2 primary teachers weren't up to scratch. How can that be acceptable?

Many people outside the education system will struggle to understand why tables comparing schools have become such an ogre. Schools are already judged on their reputations. After all, getting the best education for children is a vital part of parenthood – so much so that some families will move to a different area if they think their children will benefit. Aren't proper comparisons preferable to unsupported whispers? Shouldn't schools seek to be measured, so that they can be assured that they are doing the best for their pupils, and shouldn't parents expect to be properly informed?

If there is any surprise in this saga, it is the suggestion that schools will cover up their problems to avoid being cast in a negative light. If that were to happen, it would be an indictment on principals and boards. The point of the exercise is to lift standards, and that can't be achieved without adequate measurement of performance. The opposition to the scheme, particularly from the unions, can only lead to speculation that the unmasking of poor performance is at its root.

- © Fairfax NZ News

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