Comments on: The top ten problems with National Standards http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/ hopping along the corridors of power Fri, 10 Feb 2012 11:23:33 +0000 hourly 1 http://wordpress.org/?v=3.1.3 By: tomfarmer http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104461 tomfarmer Fri, 05 Feb 2010 08:43:15 +0000 http://blog.greens.org.nz/?p=9296#comment-104461 I'm a little reluctant to add something to Samiam's articulation and greenfly's empathy, but find myself seeing <i>creating a sustainable future.</i> as the goal of greens endeavor. And I'm saying that because today I was struck by the big corporation, Kraft's, announcement of installing its whole fleet of refrigerated and air-conditioned vehicles with new machinery to drive 50 percent more efficiency to freight haul with diesel-hybrid combos. Saving money, too. And they, like samiam, said for a more sustainable future. What could that have to do with drivers of those vehicles or indeed the teamster unions? Persuasion, their persuasion upon the management. I think so. Especially these days when some of those guys/gals and families are sharper* than their managers. Not, I would add, competitively — so as to take advantage — but collaboratively. Jobs are the deal. Given the context and bigger picture choices - American reliance on the ME and/or China - independence, self-reliance etc those guys are the framers and sustainers of their own future. * not a green-type issue (yet .?) but a drivers' dialogue has recently saved a company from one sizeable derivatives-based financial scam. Which had been designed to closedown the company. And its jobs. All of its jobs. I was pleased to see greenfly point to "overlaps" - mebbe I can align to it best by declaring a longheld belief in education. But generalist, more than specialist. Specialism it appears to me is a way of losing ourselves. Over-reliance, over-capacitied. If national educational standards would contribute to that or worsen community dependence on those things then I'm agin. If, OTOH, they serve to aid sustainable individual and community self-reliance then I'd be for. Mebbe someone could suggest a time when enzed had either position. For those like me in need of guidance.

I’m a little reluctant to add something to Samiam’s articulation and greenfly’s empathy, but find myself seeing creating a sustainable future. as the goal of greens endeavor.

And I’m saying that because today I was struck by the big corporation, Kraft’s, announcement of installing its whole fleet of refrigerated and air-conditioned vehicles with new machinery to drive 50 percent more efficiency to freight haul with diesel-hybrid combos. Saving money, too. And they, like samiam, said for a more sustainable future.

What could that have to do with drivers of those vehicles or indeed the teamster unions? Persuasion, their persuasion upon the management. I think so. Especially these days when some of those guys/gals and families are sharper* than their managers. Not, I would add, competitively — so as to take advantage — but collaboratively. Jobs are the deal. Given the context and bigger picture choices – American reliance on the ME and/or China – independence, self-reliance etc those guys are the framers and sustainers of their own future.

* not a green-type issue (yet .?) but a drivers’ dialogue has recently saved a company from one sizeable derivatives-based financial scam. Which had been designed to closedown the company. And its jobs. All of its jobs.

I was pleased to see greenfly point to “overlaps” – mebbe I can align to it best by declaring a longheld belief in education. But generalist, more than specialist.

Specialism it appears to me is a way of losing ourselves. Over-reliance, over-capacitied. If national educational standards would contribute to that or worsen community dependence on those things then I’m agin. If, OTOH, they serve to aid sustainable individual and community self-reliance then I’d be for.

Mebbe someone could suggest a time when enzed had either position. For those like me in need of guidance.

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]]> By: greenfly http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104451 greenfly Fri, 05 Feb 2010 05:46:23 +0000 http://blog.greens.org.nz/?p=9296#comment-104451 samiam - your aspirations for education match mine. I agree that 'we' can't fight every fight, that sometimes we should keep our opinions to ourselves and when we do speak, talk 'green'. However, there are many 'over-laps', where seemingly non-green issues connect to and influence green ones. It's often difficult to know which they are. Nevertheless, your advice is a good rule of thumb for Greens, MP and rank'n'file. Difficult though, for the green political animals who revel in the absurdities of politics and love to talk about <i> that </i> madness.

samiam – your aspirations for education match mine.
I agree that ‘we’ can’t fight every fight, that sometimes we
should keep our opinions to ourselves and when we do speak, talk ‘green’.
However, there are many ‘over-laps’, where seemingly non-green issues connect to and influence green ones. It’s often difficult to know which they are. Nevertheless, your advice is a good rule of thumb for Greens, MP and rank’n'file. Difficult though, for the green political animals who revel in the absurdities of politics and love to talk about that madness.

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]]> By: samiam http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104450 samiam Fri, 05 Feb 2010 05:34:31 +0000 http://blog.greens.org.nz/?p=9296#comment-104450 Greenfly... I want schools to produce confident, articulate, independent thinking, empathetic, people. I'm sure we all do. It just winds me up that the Green party could do so much better for our nation by sticking to green issues, gathering green support, getting green votes , getting into government (gasp) and .... wait for it.... creating a sustainable future. You can't fight every fight, the environment needs us. It really does. The other stuff is a distraction and a turn-off to those who might otherwise support.

Greenfly… I want schools to produce confident, articulate, independent thinking, empathetic, people.
I’m sure we all do.
It just winds me up that the Green party could do so much better for our nation by sticking to green issues, gathering green support, getting green votes , getting into government (gasp) and ….
wait for it….
creating a sustainable future.
You can’t fight every fight, the environment needs us. It really does.
The other stuff is a distraction and a turn-off to those who might otherwise support.

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]]> By: katie http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104374 katie Fri, 05 Feb 2010 01:30:03 +0000 http://blog.greens.org.nz/?p=9296#comment-104374 There are so many things wrong with the National Standards proposal for primary schools that I'm impressed with Cath's succint and to-the-point criticisms. To the parents in the room: <b>curriculum development</b> and <b>assessment</b> are very closely linked, in fact the Exams and Assessments Unit used to keep track of the old District Inspectors' reports (precursor to the ERO), as well as administering our national exams (5th-7th form). After all, you have to know what is expected to be known before you can tell if anyone has learnt it yet! I realise I'm quoting ancient history, for anyone who was involved in the policy loops in those days will instantly recognise the acronyms are well out of date; but it's an interesting feature of public service that while the nomenclature is updated, a lot of the machinery still grinds the same way.

There are so many things wrong with the National Standards proposal for primary schools that I’m impressed with Cath’s succint and to-the-point criticisms.

To the parents in the room:

curriculum development and assessment are very closely linked, in fact the Exams and Assessments Unit used to keep track of the old District Inspectors’ reports (precursor to the ERO), as well as administering our national exams (5th-7th form). After all, you have to know what is expected to be known before you can tell if anyone has learnt it yet!

I realise I’m quoting ancient history, for anyone who was involved in the policy loops in those days will instantly recognise the acronyms are well out of date; but it’s an interesting feature of public service that while the nomenclature is updated, a lot of the machinery still grinds the same way.

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]]> By: tomfarmer http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104357 tomfarmer Fri, 05 Feb 2010 00:17:05 +0000 http://blog.greens.org.nz/?p=9296#comment-104357 Greenfly, great medicine, ta! You reckon with the right coach we could get the talka into ventriloquy?

Greenfly,

great medicine, ta! You reckon with the right coach we could get the talka into ventriloquy?

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]]> By: greenfly http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104227 greenfly Thu, 04 Feb 2010 19:12:58 +0000 http://blog.greens.org.nz/?p=9296#comment-104227 samiam - stab away. I have a question. You are pushing for 'green' only issues for discussion on Frogblog. What of topical issues that impact indirectly on the environment? Do you not see a connection between education and environment and if not, how do you view Enviroschools, for example, or Fruit in Schools or school garden projects or the tuck shop isues? No connection?
samiam – stab away.

I have a question. You are pushing for ‘green’ only issues for discussion on Frogblog. What of topical issues that impact indirectly on the environment? Do you not see a connection between education and environment and if not, how do you view Enviroschools, for example, or Fruit in Schools or school garden projects or the tuck shop isues?
No connection?

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]]> By: samiam http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104222 samiam Thu, 04 Feb 2010 18:56:07 +0000 http://blog.greens.org.nz/?p=9296#comment-104222 Toad. Edjamukashun is a social issue. What is being discussed here is standards, what you are talking about is curriculum. They aren't the same It is acknowledged that the current system is producing failures. I want the NRS to identify them sooner and do something about it. If it treads on the toes of lousy teachers, so be it. Greenfly... I was stabbing at academics, not teachers.

Toad. Edjamukashun is a social issue. What is being discussed here is standards, what you are talking about is curriculum. They aren’t the same
It is acknowledged that the current system is producing failures. I want the NRS to identify them sooner and do something about it. If it treads on the toes of lousy teachers, so be it.
Greenfly… I was stabbing at academics, not teachers.

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]]> By: SPC http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104190 SPC Thu, 04 Feb 2010 11:37:16 +0000 http://blog.greens.org.nz/?p=9296#comment-104190 BP We agree then National is out to smash a union - and of course introduce teacher competition for bulk funding of pay. Others will try and defend national standards as something of value of their own but ... Of course you got the 30% figure from Key who used it from an ERO report which merely mentioned a problem in year 1 and 2 where they noted that an issue related to 30% of teachers at that level. "ERO found that about 70 percent of teachers made good use of a range of effective reading and writing teaching practices in Years 1 and 2 classes. Effective teachers were more likely to inquire into ways of improving their teaching, and work collaboratively with other staff to share good practice. These teachers had a sense of urgency about developing the child as a reader and writer. Their teaching was evidentially based, deliberate and gave children opportunities to practise new skills and knowledge during the instructional classroom programme. In contrast, the remaining 30 percent of teachers had little or no sense of how critical it was for children to develop confidence and independence in early reading and writing. These teachers had minimal understanding of effective reading and writing teaching, set inappropriately low expectations and did not seek opportunities to extend their own confidence in using a wider range of teaching practices. In these classrooms learning opportunities to motivate, engage or extend children were limited." The figure only applies to this context. And it speaks to what the ERO does it identifies systemic problems and school problems and then allows focus on them so they can be resolved.
BP

We agree then National is out to smash a union – and of course introduce teacher competition for bulk funding of pay. Others will try and defend national standards as something of value of their own but …

Of course you got the 30% figure from Key who used it from an ERO report which merely mentioned a problem in year 1 and 2 where they noted that an issue related to 30% of teachers at that level.

“ERO found that about 70 percent of teachers made good use of a range of effective reading and writing teaching practices in Years 1 and 2 classes. Effective teachers were more likely to inquire into ways of improving their teaching, and work collaboratively with other staff to share good practice. These teachers had a sense of urgency about developing the child as a reader and writer. Their teaching was evidentially based, deliberate and gave children opportunities to practise new skills and knowledge during the instructional classroom programme.

In contrast, the remaining 30 percent of teachers had little or no sense of how critical it was for children to develop confidence and independence in early reading and writing. These teachers had minimal understanding of effective reading and writing teaching, set inappropriately low expectations and did not seek opportunities to extend their own confidence in using a wider range of teaching practices. In these classrooms learning opportunities to motivate, engage or extend children were limited.”

The figure only applies to this context. And it speaks to what the ERO does it identifies systemic problems and school problems and then allows focus on them so they can be resolved.

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]]> By: photonz1 http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104188 photonz1 Thu, 04 Feb 2010 11:16:13 +0000 http://blog.greens.org.nz/?p=9296#comment-104188 Perhaps that should be Top Ten Falacies about National Standards 1. They could label some children as losers and failures. Assessment can be nearly identical to current assessment. 2. They are narrowly focused and won’t support the diversity of children including Maori, Pasifika and other children, particularly those with disabilities. They are simply a measure of literacy and numeracy. Diversity will still be supported in the same way it is now. 3. The Government is refusing to allow a pilot to show how they will improve literacy and numeracy and the overseas evidence is not reassuring. UK had a completely different scheme, which while overly prescriptive, still led to some improvements in literacy. Better measurement and communication with parents is PROVEN to increase learning. 4. The standards compare schools and could lead to league tables which will undermine vulnerable schools and communities. Parents already choose schools based on ERO reports. Bad schools currently go down hill (our nearest school has 6 empty classrooms out of 8 and is rumoured to be closing). With extra resources budgeted to turn around poorly performing schools, they are LESS likely to close than before. 5. Teachers already know which children need help and they need the resources to help them. Wrong. I know of a number of children that teachers have missed, particualrly problems with hearing, sight, dyslexia problems - that have gone unnoticed for long periods. Some schools have good resources to help underachievement, while other schools need MORE help but get LESS. Currently there is no measurement of how much help a school needs, so it is dished out without knowing actual relative needs. 6. Children and teachers will be labelled failures leading to teachers avoiding taking on the tough classes. Teachers currently take on tough classes who fail. Teachers are far more professional than you assume. NS can identify the tough classes or problem areas that need more resources, more teacher training, or additional specialist teachers (all of which are to be increased form current levels under National Standards)) 7. They are a rush job and are being imposed without proper consultation. All that needs to happen is for national assessments to replace local assessments. They can be tuned and tweaked as time goes on, just like what happens with current assessments. 8. Leading educational academics don’t support them e.g. Professor John Hattie, Professor Terry Crooks, Professor Ivan Snook. And other educational academics say they have some very good points. In fact Professor John Hattie has also decribed National Standards as a quote "wonderful opportunity" - it's all in how they are implemented and used. 9. Assessment and reporting tools already exist. So that means there's very little difference to what happens now, except everyone will use the SAME assessment and reporting tools.(instead of making up dozens of different ones, and teachers having to relearn every time they change schools). 10. If the public system is perceived as failing then we are softened up for privatisation. What's wrong with some privatisation. Currently private schools generally do a VERY good job, and free up funding so there is more money per child in public schools than there would be with no private schools. Imagine how streched public schools would be if in addition, they had to also teach all the private students with little extra budget. Private schools are effectively a huge education tax on the rich.

Perhaps that should be Top Ten Falacies about National Standards

1. They could label some children as losers and failures.

Assessment can be nearly identical to current assessment.

2. They are narrowly focused and won’t support the diversity of children including Maori, Pasifika and other children, particularly those with disabilities.

They are simply a measure of literacy and numeracy. Diversity will still be supported in the same way it is now.

3. The Government is refusing to allow a pilot to show how they will improve literacy and numeracy and the overseas evidence is not reassuring.

UK had a completely different scheme, which while overly prescriptive, still led to some improvements in literacy. Better measurement and communication with parents is PROVEN to increase learning.

4. The standards compare schools and could lead to league tables which will undermine vulnerable schools and communities.

Parents already choose schools based on ERO reports. Bad schools currently go down hill (our nearest school has 6 empty classrooms out of 8 and is rumoured to be closing). With extra resources budgeted to turn around poorly performing schools, they are LESS likely to close than before.

5. Teachers already know which children need help and they need the resources to help them.

Wrong. I know of a number of children that teachers have missed, particualrly problems with hearing, sight, dyslexia problems – that have gone unnoticed for long periods.

Some schools have good resources to help underachievement, while other schools need MORE help but get LESS. Currently there is no measurement of how much help a school needs, so it is dished out without knowing actual relative needs.

6. Children and teachers will be labelled failures leading to teachers avoiding taking on the tough classes.

Teachers currently take on tough classes who fail. Teachers are far more professional than you assume. NS can identify the tough classes or problem areas that need more resources, more teacher training, or additional specialist teachers (all of which are to be increased form current levels under National Standards))

7. They are a rush job and are being imposed without proper consultation.

All that needs to happen is for national assessments to replace local assessments. They can be tuned and tweaked as time goes on, just like what happens with current assessments.

8. Leading educational academics don’t support them e.g. Professor John Hattie, Professor Terry Crooks, Professor Ivan Snook.

And other educational academics say they have some very good points. In fact Professor John Hattie has also decribed National Standards as a quote “wonderful opportunity” – it’s all in how they are implemented and used.

9. Assessment and reporting tools already exist.

So that means there’s very little difference to what happens now, except everyone will use the SAME assessment and reporting tools.(instead of making up dozens of different ones, and teachers having to relearn every time they change schools).

10. If the public system is perceived as failing then we are softened up for privatisation.

What’s wrong with some privatisation. Currently private schools generally do a VERY good job, and free up funding so there is more money per child in public schools than there would be with no private schools.

Imagine how streched public schools would be if in addition, they had to also teach all the private students with little extra budget.

Private schools are effectively a huge education tax on the rich.

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]]> By: BluePeter http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104170 BluePeter Thu, 04 Feb 2010 09:32:52 +0000 http://blog.greens.org.nz/?p=9296#comment-104170 30% of teachers are failing students. Students leave school unable to read and write. **** the unions, and **** 30% of teachers. It's about time they were measured. It's high time the cartel was broken.

Hidden due to low comment rating. Click here to see.

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]]> By: wat dabney http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104169 wat dabney Thu, 04 Feb 2010 09:32:21 +0000 http://blog.greens.org.nz/?p=9296#comment-104169 icehawk, You mean there may be more establishments like the UK's Summerhill? http://en.wikipedia.org/wiki/Summerhill_School Great! Such diversity is a wonderful and precious thing and is crushed by the state dictating a single national curriculum and standards.

icehawk,

You mean there may be more establishments like the UK’s Summerhill?

http://en.wikipedia.org/wiki/Summerhill_School

Great!

Such diversity is a wonderful and precious thing and is crushed by the state dictating a single national curriculum and standards.

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]]> By: pentwig http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104168 pentwig Thu, 04 Feb 2010 09:30:51 +0000 http://blog.greens.org.nz/?p=9296#comment-104168 Samiam You have stated it all more succinctly than I could have and I totally endorse your comments. The toad realises the green mistake and so is now throwing in red herrings. Fortunately he's the fool and we can read him like a book.

Samiam

You have stated it all more succinctly than I could have and I totally endorse your comments.

The toad realises the green mistake and so is now throwing in red herrings. Fortunately he’s the fool and we can read him like a book.

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]]> By: greenfly http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104166 greenfly Thu, 04 Feb 2010 09:19:52 +0000 http://blog.greens.org.nz/?p=9296#comment-104166 samiam - “Those that can, do. Those that can’t, teach. Those that REALLY CAN’T become academics” Am I being too cynical? Yes. You certainly are. Most of the teachers I know are experts in their fields, battle-hardened through daily exposure to challenge and presently under attack. What is it you think they <i> can't </i> do?
samiam – “Those that can, do. Those that can’t, teach. Those that REALLY CAN’T become academics” Am I being too cynical?

Yes. You certainly are. Most of the teachers I know are experts in their fields, battle-hardened through daily exposure to challenge and presently under attack. What is it you think they can’t do?

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]]> By: icehawk http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104163 icehawk Thu, 04 Feb 2010 09:17:07 +0000 http://blog.greens.org.nz/?p=9296#comment-104163 <blockquote>3 pilot? why bother, just get on with it and review it later.</blockquote> Yeah, why bother testing something that's going to cost a few hundred million before you do it. Testing's for wusses.
3 pilot? why bother, just get on with it and review it later.

Yeah, why bother testing something that’s going to cost a few hundred million before you do it. Testing’s for wusses.

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]]> By: toad http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104162 toad Thu, 04 Feb 2010 09:15:20 +0000 http://blog.greens.org.nz/?p=9296#comment-104162 icehawk said: <i>...with vast keenness for govt-funded courses that trained you to be a scuba dive instructor which included field trips to Fiji?</i> Did the scuba courses include instruction in democratic process from Commodore Bainimarama?
icehawk said: …with vast keenness for govt-funded courses that trained you to be a scuba dive instructor which included field trips to Fiji?

Did the scuba courses include instruction in democratic process from Commodore Bainimarama?

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]]> By: icehawk http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104160 icehawk Thu, 04 Feb 2010 09:07:41 +0000 http://blog.greens.org.nz/?p=9296#comment-104160 <blockquote>National standards and national curriculums are only being introduced because of the state monopoly on education. If parents had a choice of where they send their children there would be no need for such bureaucracy and box ticking: the bad schools with bad teachers would simply close down rather than continuing to blight the lives of so many. The solution is a voucher system – a scholarship for every child to attend the private school of their parents’ choice.</blockquote> Yeah! Like, if the parents' gang decides to run its own school for kids of gang-members, which happens to be a school where the 'teachers' sit around and drink and play pool while the kids hang out smoking, the parents should be funded by the government for that! Wat, all sane, sensible voucher systems include something a lot like a required curriculum, and an ERO that reviews the schools. Govt-funded private institutions need supervision. Didn't you notice that the "consumer-choice"-driven voucher system was a disaster in NZ when they tried at the tertiary level, with vast keenness for govt-funded courses that trained you to be a scuba dive instructor which included field trips to Fiji?
National standards and national curriculums are only being introduced because of the state monopoly on education. If parents had a choice of where they send their children there would be no need for such bureaucracy and box ticking: the bad schools with bad teachers would simply close down rather than continuing to blight the lives of so many.

The solution is a voucher system – a scholarship for every child to attend the private school of their parents’ choice.

Yeah! Like, if the parents’ gang decides to run its own school for kids of gang-members, which happens to be a school where the ‘teachers’ sit around and drink and play pool while the kids hang out smoking, the parents should be funded by the government for that!

Wat, all sane, sensible voucher systems include something a lot like a required curriculum, and an ERO that reviews the schools. Govt-funded private institutions need supervision. Didn’t you notice that the “consumer-choice”-driven voucher system was a disaster in NZ when they tried at the tertiary level, with vast keenness for govt-funded courses that trained you to be a scuba dive instructor which included field trips to Fiji?

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]]> By: greenfly http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104155 greenfly Thu, 04 Feb 2010 09:03:21 +0000 http://blog.greens.org.nz/?p=9296#comment-104155 tomfarmer - you've got a talking arm !? Respect! Wat - you know your local school is below par? Astonishing! We're being told such things can't be known unless we embrace national standards! People move catchments to chase a better school, you say? That will please you, no doubt, being a great promoter of people exercising their choice and free will. Surely, given that everybody can choose, those who stay simple don't choose to go? I'm for staying and improving the school, strengthening my community and supporting those children whose parents choose to stay.

tomfarmer – you’ve got a talking arm !?
Respect!

Wat – you know your local school is below par?
Astonishing! We’re being told such things can’t be known unless we embrace national standards!
People move catchments to chase a better school, you say?
That will please you, no doubt, being a great promoter of people exercising their choice and free will.
Surely, given that everybody can choose, those who stay simple don’t choose to go?
I’m for staying and improving the school, strengthening my community and supporting those children whose parents choose to stay.

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]]> By: toad http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104147 toad Thu, 04 Feb 2010 08:25:11 +0000 http://blog.greens.org.nz/?p=9296#comment-104147 samiam said: <i>How about sticking to green issues. </i> Um, isn't edumakashun a Green issue? If kids don't learn the skills to critique politics on the basis of ecological sustainability and social justice, won't the kids grow up to vote for National or Labour and condemn future generations to their myth that the world has infinite natural resources for the exploitation of all (but because it doesn't in reality, the Devil of capitalism takes the hindmost)?

samiam said: How about sticking to green issues.

Um, isn’t edumakashun a Green issue?

If kids don’t learn the skills to critique politics on the basis of ecological sustainability and social justice, won’t the kids grow up to vote for National or Labour and condemn future generations to their myth that the world has infinite natural resources for the exploitation of all (but because it doesn’t in reality, the Devil of capitalism takes the hindmost)?

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]]> By: wat dabney http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104142 wat dabney Thu, 04 Feb 2010 07:48:21 +0000 http://blog.greens.org.nz/?p=9296#comment-104142 greenfly, Yes, actually. The local "college" is a byword for poor standards and poor behaviour. Pity the children who don't manage to escape it on the ballot of a decent alternative. Why do you think people spend vast amounts of money moving to catchment areas for particular schools?

greenfly,

Yes, actually. The local “college” is a byword for poor standards and poor behaviour. Pity the children who don’t manage to escape it on the ballot of a decent alternative.

Why do you think people spend vast amounts of money moving to catchment areas for particular schools?

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]]> By: tomfarmer http://blog.greens.org.nz/2010/02/04/the-top-ten-problems-with-national-standards/#comment-104141 tomfarmer Thu, 04 Feb 2010 07:47:32 +0000 http://blog.greens.org.nz/?p=9296#comment-104141 wat dabney, are you suggesting that there will be no national standards and national curricula (or curriculae) in a non-state monopoly on education.? excuse the brief question folks.. i have a very painful dose of rsi throughout one arm and the other arm says be brief..

wat dabney,

are you suggesting that there will be no national standards and national curricula (or curriculae) in a non-state monopoly on education.?

excuse the brief question folks.. i have a very painful dose of rsi throughout one arm and the other arm says be brief..

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