I didn’t hear the interview with Jessie Mulligan but on The Detail’s podcast on this topic Michael Johnson explicitly said he didn’t want to see kids being sorted in early secondary school but rather have more diversity of opportunities in the senior secondary school
The irony here is that NCEA was designed to allow this sort of flexibility (as Josh Williams pointed out on the same podcast) and I have in the past been part of research projects where some schools are already doing amazing things in that space. There might never have been a formal curriculum (as per Michael’s claim) but the space was there to design a local curriculum to suit local workplace needs.
The deeper malaise, as Karyn points out, is deeply embedded binary thinking that positions academic learning in opposition to vocational learning when we should be looking for both/and initiatives.
Gives me great cause for concern. I think we need to make thoughtful system and structural decisions to address the ‘academic v. vocational’ nonsense. It shouldn’t be either or. Don’t let this become a streaming exercise, an implicit hierarchy of knowledge or a point of no-return for students.
the underlying g Class & Race base is -by now - transparent to most teachers from Kiddie to post-graduate. Government want stop spend as little as possible on education for poor people & minority ethnic-language groups and neuri-divergent problem ADHD specialised often High IQ probable intellectuals and artists of the future. I don't know any artists or intellectuals who are not ADHD either personally or by reading g their biographies and difficulties - they nearly all like periods. I'm sure I'm somewhere on. that scale --- it's a measure. The only place they'll get real education instead of job-grains g will be in private schools for the rich & those schools will be designed to turn them into little fascists.
I am confused
I didn’t hear the interview with Jessie Mulligan but on The Detail’s podcast on this topic Michael Johnson explicitly said he didn’t want to see kids being sorted in early secondary school but rather have more diversity of opportunities in the senior secondary school
The irony here is that NCEA was designed to allow this sort of flexibility (as Josh Williams pointed out on the same podcast) and I have in the past been part of research projects where some schools are already doing amazing things in that space. There might never have been a formal curriculum (as per Michael’s claim) but the space was there to design a local curriculum to suit local workplace needs.
The deeper malaise, as Karyn points out, is deeply embedded binary thinking that positions academic learning in opposition to vocational learning when we should be looking for both/and initiatives.
Gives me great cause for concern. I think we need to make thoughtful system and structural decisions to address the ‘academic v. vocational’ nonsense. It shouldn’t be either or. Don’t let this become a streaming exercise, an implicit hierarchy of knowledge or a point of no-return for students.
the underlying g Class & Race base is -by now - transparent to most teachers from Kiddie to post-graduate. Government want stop spend as little as possible on education for poor people & minority ethnic-language groups and neuri-divergent problem ADHD specialised often High IQ probable intellectuals and artists of the future. I don't know any artists or intellectuals who are not ADHD either personally or by reading g their biographies and difficulties - they nearly all like periods. I'm sure I'm somewhere on. that scale --- it's a measure. The only place they'll get real education instead of job-grains g will be in private schools for the rich & those schools will be designed to turn them into little fascists.
This screams of social engineering.