Maximum Damage

Evidence? Why would I need evidence after accumulating 50 years of National Party prejudices? Education Minister, Anne Tolley, refuses to defend New Zealand's national curriculum or its national qualifications system. When confronted with Auckland Grammar's full-scale attack on the NCEA, her response was: "Where's the harm?"

HOW STUPID do they think we are? Do they really expect us to believe that the week in which tens of thousands of young New Zealanders received their NCEA certificates, the headmaster of Auckland Grammar just happened to announce that, in 2011, only his "weaker students" will be sitting the official New Zealand exam?

Come on! Doesn’t it make more sense that the announcement Auckland Grammar will be directing 90 percent of its pupils towards the Cambridge International Examinations (CIE) – a decision the school’s Board of Trustees made several months ago – was deliberately timed to inflict the maximum damage to the NCEA?

But, to what purpose? Who are these mysterious "they"? And what is it they’re hoping to achieve? Well, let’s answer those questions by making it very clear who "they" are not.

They are not experts in the field of education. The overwhelming consensus of expert opinion both here and overseas is that the NCEA examination is a highly effective educational response to the cultural and vocational challenges confronting young New Zealanders in the 21st Century.

They are also very far from being representative of the overwhelming majority of school principals and teachers who have worked tirelessly, alongside the New Zealand Qualifications Authority, to correct the inevitable malfunctions and address the (surprisingly few) conceptual and/or procedural shortcomings exposed during the introduction of the new system.

No, the NCEA is not being attacked on educational grounds. The objections "they" have with our national secondary school qualifications are entirely political.

There’s a certain type of New Zealander who views this country’s young people in the same way that a farmer views a mob of ewes and lambs. For these New Zealanders, our school qualifications regime is supposed to operate like the farmer’s drafting race. The kids are funnelled-in, and, as they pass through, the examination system slams the drafting-gate to the left or to the right, sorting out the sheep (to be returned to green pastures) from the lambs (to be sent to the works).

Except this educational sorting system is nowhere near as objective as the farmer’s. At least the cockey divides his flock according to an objective test: is this a sheep, or a lamb? The opponents of NCEA, however, aren’t interested in a system which sorts young New Zealanders according to their abilities. What they're after is one which sorts students according to the socio-economic status of their parents.

And how better to signal to your children’s prospective employers that they have been educated at a private school, or at one of the elite state secondary schools (like Auckland Grammar) than by substituting the CIE for the NCEA? After all, it’s only the very wealthy who can afford to pay the fees of the most prestigious private institutions. Just as it’s only the very wealthy who can afford to own a house in the highly-prized "Grammar Zone".

The CIE is certainly no better, and arguably a marginally less effective predictor of academic success, than the NCEA. But, of course, that’s not it’s purpose. Like the star on the belly of Dr Seuss’s infamous "Sneetches", the CIE qualification is supposed to signal that the bearer is "One of Us": a superior form of life; someone to be preferred over all those unfortunate, plain Sneetches with "none upon thars".

Now, you don’t have to be a genius to see where New Zealand’s going to end up if the CIE becomes associated with high social status, and the NCEA is reserved for "weaker students". In no time flat, this country’s education system will be driven almost entirely by considerations of class (and in New Zealand that all-too-often comes down to issues of race and ethnicity).

Since the 1930s, New Zealand’s education system has been driven by the determination that: "every person, whatever the level of his academic ability, whether he be rich or poor, whether he live in town or country, has a right, as a citizen, to a free education of the kind for which he is best fitted, and to the fullest extent of his powers."

The keepers of that promise: the guardians of educational equality in this country; have traditionally been New Zealand’s Ministers of Education. And that is why, when the headmaster of Auckland Grammar made his deeply offensive announcement, parents and teachers across New Zealand turned to National’s Anne Tolley. Surely, they reasoned, the Minister of Education will not stand back and watch the NCEA reduced to something only "weaker students" sit? Surely, she will instruct Auckland Grammar, as part of the state secondary system, to step back into line.

But that’s not what Anne Tolley did. The Minister of Education’s extraordinary response was: "Where’s the harm?"

Well, Minister, of one thing I’m certain. The harm unleashed by your unconscionable refusal to defend the NCEA will not be found in your neighbourhood.

This essay was originally published in The Press of Tuesday, 25 January 2011.