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Nueva Zelanda: KPMG: Maori kids to learn skills of future leaders

Nueva Zelanda: KPMG: Maori kids to learn skills of future leaders

Nueva Zelanda/ Mayo de 2016/Nueva Zelanda Herald

RESUMEN: Los autores Joe Hanita y Riria Te Kanawa de KPMG y Jamie Rihia de ASB, expresaron su preocupación en torno a la educación, en particular, y la medida en la que se fomenta la creatividad, la curiosidad y el descubrimiento personal. El enfoque tradicional ha sido la de pedir a los niños lo que querían hacer y luego ayudarles a adquirir habilidades técnicas para darles la mejor oportunidad de éxito. Ahora esas habilidades técnicas se están volviendo obsoletas debido a la influencia de la automatización, la robótica y la tecnología digital. Muchas de las carreras de hoy van a desaparecer y muchas nuevas funciones surgirán. Nuestra responsabilidad es asegurar que fomentamos características y habilidades blandas en nuestros niños que ayudan a que participen plenamente en una sociedad donde el cambio es la única constante. En pocas palabras, tenemos que evitar caer en la trampa de educar a nuestros hijos para los puestos de trabajo atractivos de la actualidad que bien podría desaparecer mañana.
Maori children need to avoid the trap of being educated for the attractive jobs of today that might not be available tomorrow.
That’s one of the conclusions of Maui Rau, the new report by consultancy firm KPMG. Education is a persistent theme of the report, as it attempts to chart a fresh course for Maori businesses and organisations, reflecting the sentiments and suggestions from a series of hui held across the country with Māori leaders in January and February.
The report, by authors Joe Hanita and Riria Te Kanawa of KPMG and Jamie Rihia of ASB, says: «Contributors expressed concern around education in particular, and the extent to which it fosters creativity, curiosity and self-discovery.»
That was backed up by Ariana Paul and her husband, Tama Potaka, who had concerns about their children’s education three years ago.
«We could see the education system wasn’t getting our kids interested and hooked, particularly around the areas of science and physics and engineering,» Paul recalls.
Talks with family, friends and other parents revealed others shared their concerns; Paul’s research led her to Young Engineers, an international suite of education programmes focusing on STEM (science, technology, engineering and mathematics).
Young Engineers is taught in 13 countries and Paul secured the rights to roll it out in New Zealand. With business partner Jeanne Kerr, she also set up a second company, Squiggle, to run school holiday programmes as another way to engage children in educational activities that are fun and interactive.
Paul believes Young Engineers and Squiggle have the potential to have a major impact on the statistics for Maori education, which lag behind those of the general population.
Maui Rau’s authors say achieving Maori aspirations «will require courageous approaches to improving educational attainment» and may involve looking further than the existing school system.
The traditional approach has been to ask children what they wanted to do and then help them to acquire technical skills to give them the best chance of success.
«Now those technical skills are becoming obsolete due to the impact of automation, robotics and digital technology. Many of today’s careers will disappear … and many new roles will emerge.
«Our responsibility is to ensure we foster characteristics and soft skills in our tamariki (children) that help them to participate fully in a society where change is the only constant. Simply put, we need to avoid falling into the trap of educating our children for the attractive jobs of today that might well disappear tomorrow.»
Paul agrees: «All young kids start out with naturally inquisitive minds. But if they become institutionalised by the school system – and this is especially the case with Maori kids – those enquiring minds can be dimmed very quickly.»
In contrast, STEM programmes encourage innovative learning and problem-solving based on real-world applications. According to Paul, those are precisely the skills future leaders will need.
«Research shows we will need more innovative thinkers and people in the science field. We’re going to need these kids to drive our economy forward, so we have to start teaching those skills at a young age.»
Paul and Kerr’s strategy is to use the Squiggle programme as a vehicle to take Young Engineers to their communities. Both businesses are growing steadily; Paul says she and Kerr are now able to relinquish their initial, highly hands-on approach to concentrate on strategic issues.
One is nurturing links between Young Engineers programmes and Maori business. She says there are numerous places for Maori businesses to seek new opportunities, across different sectors, within other iwi, and through global networks.
«For instance, if I’ve got this programme for Young Engineers – and you’re having a problem getting young people into your sector – let’s talk about working together to develop young farmers or environmentalists or whatever it may be.»
«We should also be open and brave enough to explore how we can work with other iwi. A classic example is Ngai Tahu working with Tainui – you would never have thought that would happen 10 or 20 years ago.
Paul says aspiring Maori businesses must think globally and connect with those living around the world – a thought echoed by the report’s authors.
«As the Maori Diaspora continues,» the report says, «cities, both within Aotearoa and overseas, are likely to be hotbeds of additional tribal talent. Engaging with this group to drive positive tribal outcomes is something to consider seriously and plan for now.»
Por: nzherald

Photo / Supplied


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Nueva Zelanda: Principals react with mixture of cautious optimism and concern to Budget 2016


Nueva Zelanda/Por: Daisy Hudson/May 27, 2016

RESUMEN: Los presupuestos de funcionamiento de la escuela al sur de Canterbury se congelarán para orientar la financiación hacia los estudiantes en desventaja. Un aumento de fondos para el sector de la educación fue uno de los artículos de precio elevado en el presupuesto. La noticia ha sido recibida con cauto optimismo por un director  al Sur de Canterbury, mientras que otro expresaron preocupación por la falta de financiación adicional para los presupuestos de las operaciones de escuela.
South Canterbury school operating budgets will be frozen to target funding towards disadvantaged students.

A funding boost for the education sector was one of the big ticket items in a Budget that provided few major surprises.

However targeting children at the greatest risk of under-achieving was the main focus of the funding, while the majority of schools will receive nothing extra in their day-to-day funding.

The news has been greeted with cautious optimism by one South Canterbury principal, while another raised concerns about a lack of extra funding for school operations budgets.

Timaru Girls’ High School principal Sarah Davis said an increase in funding for the special education Ongoing Resourcing Scheme (ORS), which will get an extra $16.5 million over the next four years, was «great».

The additional funding means the total number of children on the scheme will rise to 8600.

It was a «really rigorous» process to get ORS funding for students, and Davis hoped the new funding would mean students who really needed the assistance would be able to get it.

However, details about just how the funding would impact schools in South Canterbury were still vague, she said.

South Canterbury Primary Principals Association president Jane Culhane said schools were already struggling to meet the demands on their budgets, and no additional funding for operations budgets was not ideal.

«We were hoping there were going to be some signs of moving forwards.»

The increased ORS funding was pleasing, she said.

Rangitata MP Jo Goodhew said she had been visiting schools recently and heard they wanted more funding for at-risk students. She said a $43 million spend in coming years «answers their plea in that respect».


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Nueva Zelanda: La emotiva Haka de unos estudiantes en el funeral de su profesor

Nueva Zelanda/ 16 de Mayo de 2016/Universia

Alumnos del Palmerston North Boys’ High School rindieron un especial homenaje a su querido profesor

Durante casi 30 años, Dawson Tamatea fue profesor de matemáticas y educación física en el Palmerston North Boys’ High School en  Nueva Zelanda. Este padre, esposo y profe se durmió en su cama una noche y nunca más despertó. Tenía 55 años.

Sus alumnos y compañeros quisieron rendirle un emotivo homenaje cuando el coche fúnebre entró en las inmediaciones de su colegio, lugar donde se iba a instalar la capilla ardiente.

Esta tradicional danza de guerra Maorí se ha convertido en viral por su fuerza, su sentimiento y su respeto. Sin duda, Dawson debía de ser un magnífico profesor.


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Nueva Zelanda: A day in the digital life of teenagers

Nueva Zelanda: A day in the digital life of teenagers

Nueva Zelanda/mayo de 2016/

Resumen: Cada generación de jóvenes evoca un nuevo temor en la conciencia pública: donde antes era el rock ‘n’ roll, hoy en día la preocupación es que las vidas de los adolescentes están dominados por los medios digitales. La preocupación es que el diluvio digital puede afectar su capacidad de aprender, conversar, deletrear, y más. ¿No tienen tiempo para las pausadas conversaciones cara a cara, para pasar tiempo con la familia, o incluso para una buena noche de sueño, el cual es interrumpido por la brillante pantalla de un teléfono inteligente?
Pasé un año con una clase de jóvenes de 13 años de edad para averiguar. Este año de trabajo de campo significaba pasar tiempo con ellos en la escuela, en casa, con los amigos y en línea. En lugar de preocuparme por su bienestar, me encontré animada de lo bien que manejan la enorme afluencia de dispositivos digitales y contenidos que ahora llenan sus vidas. Esta visión de la vida de 28 adolescentes revela cómo es de diversa sus vidas y sus enfoques. Hay muchas razones para esto, pero cuanto más sabemos acerca de la vida de los adolescentes, más claro se ve que los jóvenes no estan más interesados en estar constantemente conectados con los adultos que los rodean. Lo que quieren es tener la opción de cuándo y dónde para desconectarse, a menudo, del mundo conflictivo de los adultos en el que se encuentran.

With each generation the public consciousness conjures up a new fear for our youth: where once it was rock ‘n’ roll, today the concern is that teenagers’ lives are dominated by digital media.
The worry is that the digital deluge may affect their capacity to learn, to converse, to spell, and more besides. Have they no time for the leisurely face-to-face conversations of old, for spending time with family, or even for a good night’s sleep uninterrupted by the glowing screen of a smartphone? I spent a year with a class of 13-year-olds to find out.
This year of fieldwork meant spending time with them at school, at home, with friends and online. Rather than concern for their welfare, I found myself encouraged at how well they managed the huge influx of digital devices and content that now fill their lives.
Writing up my research findings and thoughts in The Class: Living and Learning in the Digital Age, I found what teenagers wish for most is control over how they spend their time and with whom – not just to use digital media for its own sake.

At school
Arriving at school in the morning was stressful as the teenagers made the transition from sleepiness and comfort at home to being on full alert and constrained by the stringent rules of school. One teenager, Fesse, was usually late – partly because he played Xbox till late into the night and partly because he relied on his older sister to chivvy him out of the house each morning. Another, Salma, arrived neat and calm, having texted her friends early to synchronise walking to school together, chatting all the way.
For much of the day the class faced the smart whiteboard at the front, through which teachers integrated YouTube clips and other electronic resources into their lessons. It’s clear that teachers are still working out how to do this and what the value might be. We witnessed a fair number of struggles to make the technology work, or sometimes to engage pupils with digital media in the classroom. For instance, the teaching of music technology at school didn’t really build on Fesse or Giselle’s enthusiastic experimentation with music in their leisure time.
More successful was the routine use of SIMS, the school’s information management system, in which students’ attendance or absence, good or bad behaviour, grades and progress were recorded by teachers throughout the day.
In-between times
Let’s face it, it’s not only teenagers that can’t put their phones down. WhisperToMe
The walk home from school turned out to be a significant moment for the teenagers – a relaxed time in between one thing and another, away from adult scrutiny. It was often the last chance to talk to friends face-to-face before returning home – where the teenagers would reconnect online. They liked to stretch this journey out, unwinding from the demanding rhythm of the school day. While their phones were in hand frequently checking for messages and sharing updates and jokes, the point was to spend time together, face to face.
At home
Homework was often accompanied by Facebook, partly as a distraction and partly for summoning help from friends. Some became quickly absorbed in computer games. Nick played with the schoolmates he had spent all day with, Adam with people from the online multi-player game in which he could adopt an identity he felt was truly himself. Giselle, meanwhile, played with friends and family in the incredibly popular world of Minecraft.
Abby’s lively family enveloped her in a world of talk against a constand backdrop of music playing. Megan worked on creating her private online space in Tumblr – hours passing by unnoticed. Max, Jenna and Alice would gather at Alice’s house to chat, mess around and talk about Harry Potter. Shane would cycle out on his bike whenever he could.
Each found themselves drawn, to varying degrees, into their parents’ efforts to gather as a family, at supper, through shared hobbies, looking after pets, or simply chatting in front of the television – albeit each with phones or tablets at the ready – before peeling off in separate directions.
Switching on and off – as they choose
This insight into the lives of 28 teenagers reveals how diverse their lives and approaches are. While most possess phones and use Facebook, they use them differently to pursue different interests, sometimes deployed to connect with others and sometimes to tune them out. There are many reasons for this, but the more we know about teenagers’ lives the clearer it becomes that young people are no more interested in being constantly plugged in than are the adults around them. What they want is to have the choice of when and where to disconnect from the often rulebound and conflicted world of grown-ups they find themselves in.
Digital devices and the uses they put them to have become teenagers’ way of asserting their agency – a shield from bossy parents or annoying younger siblings or seemingly critical teachers, a means to connect with sympathetic friends or catching up with ongoing peer «drama». In fact the overriding importance of agency to teenagers is shown in the way they avoid the growing digital embrace of their schools – teachers’ use of digital media in class or email or the internet to contact them at home is met with whispers and even slower walks home, so as to extract the maximum time spent with friends and unobserved by adults.
As adults and parents, we might spend less time worrying about what they get up to as teenagers and more time with them, discussing the challenges that lie ahead for them as adults in an increasingly connected world.
Sonia Livingstone


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Nueva Zelanda: Classy additions to North Canterbury schools

Nueva Zelanda: Classy additions to North Canterbury schools

Nueva Zelanda/mayo de 2016/NZ News Suk

RESUMEN: Corbel, una empresa con sede en Christchurch, tiene una larga y exitosa asociación con el Ministerio y está trabajando en una serie de proyectos en las escuelas. Las reformas tienen por objeto asegurar que las escuelas tengan entornos de aprendizaje seguros y estimulantes y sean capaces de adaptarse al crecimiento actual y futuro. El trabajo en la escuela municipal Rangiora, tiene una tirada de alrededor de 560 estudiantes, se extiende la construcción de cuatro nuevas aulas, la sustitución de un bloqueo permanente de seis aulas y la adición de dos salones móviles. Oxford escuela del área, con alrededor de 530 estudiantes, se beneficiará de seis nuevas aulas y dos nuevos edificios reubicables, mientras que Ashgrove con alrededor de 515 estudiantes está en la línea de tres nuevas aulas y cinco salones móviles adicionales. Southbrook, la más pequeña de las escuelas con un rollo de alrededor de 350, recibe cuatro nuevos espacios docentes, dos nuevas aulas y un nuevo edificio de administración de la escuela y la biblioteca.

As modern learning goes these are all about the use of flexible learning spaces, a central feature of the Ministry of Education’s $16 million upgrade programme at four north Canterbury schools.
With Corbel Construction having already commenced work at Oxford Area, Rangiora Borough, Ashgrove and Southbrook schools, more than 2,000 children and teachers are looking forward to testing out the new layouts from first term 2017.
Work on the Rangiora Borough School, which has a roll of around 560 students, extends to the construction of four new classrooms, the replacement of a six-classroom permanent block and the addition of two relocatable classrooms. Oxford Area School, with around 530 students, will benefit from six new classrooms and two new relocatable buildings, while Ashgrove with around 515 students is in line for three new classrooms and five additional relocatable classrooms. Southbrook, the smallest of the schools with a roll of around 350, gets four new teaching spaces, two new classrooms and a new school administration building and library.
The refurbishments are intended to ensure schools have ‘fit for purpose’, safe and inspiring learning environments and are able to accommodate current and future growth.
Corbel managing director Craig Jones says the project is progressing well across all four sites with demolition work able to be completed during the last holiday period. “All four of these projects overlap school terms so our overriding focus is on ensuring safety and minimising disruption.”
Jones says this extends to use of separate entrances, no deliveries during drop off and pick up times and strict adherence to local noise control regulations. “Our project team also communicates regularly with the school principals and other stakeholders so everybody is aware of progress. Where feasible and safe, we like to bring the kids into the construction area, using assembly areas with child friendly hoardings. This not only shows them what we’re doing and what their new school will look like, but links back to the parents and the community.”
Corbel, a Christchurch based company, has a long and successful association with the Ministry and is working on a number of projects in the Christchurch Schools Rebuild Programme. This includes the $5 million refurbishment of Shirley Primary School.

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Nueva Zelanda: Más de 1000 escuelas son Comunidades de Aprendizaje

Nueva Zelanda, Oceanía/10 May 2016/ Fuente: nznewsuk

La  Ministra de Educación,  Hekia Parata considero como un  importante hito el  haber alcanzado  más de 1000 escuelas como Comunidades de Aprendizaje, dando apoyo a más de 320.000 niños.

Parata anunció hoy que otras 21 comunidades han sido aprobadas, alcanzando el número total a 117. «Ahora tenemos más de 1000 escuelas que participan como comunidades de aprendizaje que viene a ser el  40 por ciento de todas las escuelas.

«Esto es magnífico. Estas comunidades ayudarán a impulsar hacia arriba a todos los niños en el camino a lo largo de la vía de aprendizaje primaria hasta la  alta secundaria.

«Tenemos las comunidades a través de todo el país, desde la tierra del norte de Otago, Southland, y eso es algo que beneficiara a los niños, los padres, los maestros, las escuelas y sus comunidades locales”  dice la Sra. Parata.

De las comunidades de aprendizaje que ya se han establecido, 19 han tenido sus desafíos de rendimiento aprobadas y 10 han nombrado líderes COL. Además poco más de 200 maestros se han nombrado en los nuevos roles de enseñanza dentro de las Comunidades de Aprendizaje.

Las 21 comunidades adicionales aprobados se encuentran en Auckland (7), Waikato (4), Bahía de Plenty-Waiariki (1), Taranaki-Whanganui-Manawatu (1), Wellington (4), Costa Nelson-Marlborough-Oeste (1), Canterbury (2) y Otago-Southland (1). Cubren 175 escuelas y más de 56.000 estudiantes, incluyendo más de 13.000 maoríes y 7.600 estudiantes pasifika.

«Quiero dar las gracias a todas las escuelas que han decidido trabajar juntas para levantar de forma sistemática los logros de cada estudiante y sé que muchos más están buscando  hacer lo mismo», dice la Sra Parata.

Las comunidades, financiados mediante la inversión del Gobierno $ 359 millones en la iniciativa , reciben fondos adicionales para permitir a los maestros y directores  compartir conocimientos,  enseñanza y el liderazgo.



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Nueva Zelanda: College choirs add voices to Spectacular

Nueva Zelanda: College choirs add voices to Spectacular

Nueva Zelanda/mayo de 2016/Wairarapa Times-Age

Coros de varias escuelas de Masterton iluminarán el escenario este viernes en la inauguración del Espectáculo Vocal del Colegio Wairarapa.
Belinda Carey, cabeza de la Universidad de la Música, dijo que cuatro coros de la escuela y coros de los Colegios Chanel y Rathkeale de San Mateo, ofrecerán un concierto junto al conjunto de escuelas en la sala del Colegio Wairarapa el viernes por la noche a partir de las 7 pm. Dijo que durante el concierto hasta 80 estudiantes de WaiCol subirá al escenario, coro por coro, junto con numerosos estudiantes de las otras escuelas participantes. El Colegio Wairarapa actúa para ayudar a celebrar el Mes de la Música en Nueva Zelanda. Los conciertos se ejecutan de lunes a miércoles y contará con todo, desde el baile de Bollywood, hasta un grupo de Samoa con composiciones originales y la banda de jazz de la escuela. «La escuela siempre ha hecho algo por Nueva Zelanda en el Mes de la Música, pero esta vez, pensamos ampliar las cosas y abarcar los aspectos multiculturales de la escuela también”
Choirs from several Masterton schools will light up the stage on Friday at the inaugural Vocal Spectacular at Wairarapa College.
College head of music Belinda Carey said four choirs from the school and choirs from Chanel College and Rathkeale/St Matthew’s Senior College will together offer a combined schools concert at the Wairarapa College hall on Friday night from 7pm.
She said the students rehearsing for the Vocal Spectacular will be competing at the annual two-day Big Sing New Zealand Choral Federation Secondary Schools Choir Festival at the Micheal Fowler Centre in the capital from Wedenesday, June 8.
«The students in the choirs are rehearsing for the Big Sing in a few weeks so this is a chance to get on stage beforehand and see what other Masterton colleges are doing as well.»
She said during the concert up to 80 students from WaiCol will take the stage, choir by choir, along with numerous students from the other participating schools.
Entry will be by gold coin donation.
The combined concert comes ahead of a series of lunchtime concerts at WaiCol spotlighting 15 acts to help celebrate New Zealand Music Month. The concerts will run Monday to Wednesday and will feature «everything from Bollywood dancing, to a Samoan group, to original compositions, to the school jazz band».
«Each item will have a New Zealand theme.
«The school has always done something for New Zealand Music Month but this time we thought we’d broaden things out and encompass the multi-cultural aspects of the school as well. We’re hoping that this will grow and will be even more inclusive, and have food and all sorts of things.»
By Nathan Crombie

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