labour's problem with education

so whilst achievement levels of children leaving school is the lowest ever, the PPTA is focussed on much more important matters
But as their conference papers show, alas their focus is on the much more important topics of:
  Stopping Red Unions from gaining members
  Removing all references to gender from their constitution and replacing she/he with they
  Replace all references to The Treaty of Waitangi with Te Tiriti o Waitangi
  Lobbying for taxpayers to fund Queer Community Liaison roles in all schools whose jobs will be to campaign for Queer Rangatahi and their rights
  PPTA to become a peace organisation and lobby the Government on foreign policy
  Change the name of Canterbury Region of PPTA to Waitaha
  Change the name of Hutt Valley Region to Te Awa Kairangi
  Change the name West Coast region to Te Tai o Poutini
  Opposing refocusing the curriculum on academic achievement and not ideology

DPF - Fills you with confidence, doesn’t it.

This is now Nationals problem with edumacation.

That last one I've highlighted almost makes my head explode...

www.kiwiblog.co.nz/2024/11/marsden_fund_goes_even_more_woke.html#comments


Marsden Fund goes even more woke

In September I looked at the proportion of Marsden Fund grants that go towards actual science over time. The summary was:



2008 2017 2023

Science 88% 80% 72%

Humanities 8% 11% 13%

Maori 3% 5% 8%

Identity 1% 2% 5%

Political 0% 3% 2%

We now have 2024 grants, and the big winner is of course anything to do with Maori.



2008 2017 2023 2024

Science 88% 80% 72% 73%

Humanities 8% 11% 13% 7%

Maori 3% 5% 8% 17%

Identity 1% 2% 5% 3%

Political 0% 3% 2% 1%

Some examples include:



We all aspire for a future that is fair, just and sustainable. And in Aotearoa, this future should be based on the foundational document, Te Tiriti o Waitangi. But how do we transition to a decolonised nation that respects and upholds collective Indigenous rights?


This study will be the first to systematically study how mōteatea (traditional chants or laments) can be used as either alternative modes of therapy, or to compliment existing clinical approaches. This is a move toward centring the promotion of wellbeing as opposed to the treatment of illness.


This study will use wānanga, workshops, and interviews to reveal the importance traditional clothing making has in transmitting knowledge, preserving traditions, and fostering connection.


This research will develop a new model of Aotearoa New Zealand’s economy, challenging assumptions around safe depletion. It will do this by combining concepts from Te Ao Māori and contemporary economic methods.


This research project will investigate current and historical relationships between Māori people and government tax, with the aim of proposing new, Te Tiriti-affirming tax systems.


I can only imagine what a Te Tiriti-affirming tax system looks like! And thanks to taxpayers we will find out.

This post from KB discusses the Ellis case and its impact on 2 areas of society, the legal and educational.
www.kiwiblog.co.nz/2024/11/guest_post_peter_ellis_case_blows_up_new_zealand_twice.html
this excerpt on the educational side
One immediate effect of the Ellis saga was a clear message to males that working in childcare and teaching was unsafe. Consequently, from this and other such signals, the male share of childcare and teaching professions fell off the cliff. At primary school, I had male teachers in every standards class. Now they are exceeding rare with 85% of primary school teachers being female (2022).
This matters because boys need male role models- even more so because approaching 20% of NZ boys now live in female only households. Consequences are societal dysfunction and rising crime.
It matters even more because female teachers are interested in art, music and other soft subjects, while males tend to be more interested in science, technology, engineering and math. This difference is inherent and observable in all cultures, as evidenced by the proportion of women who qualify in STEM subjects being higher in countries where women are repressed (Pakistan and Iran for example), and lowest in countries where women have the greatest equality (like Norway and Denmark). Where women are shackled to domesticity, STEM careers provide an escape. Where women have more equality, they’re less likely to choose STEM subjects because this is not where their interests lie.
Female domination of the teaching profession is not only contributing to the widening educational gap between girls and boys (because boys are not being taught what they are interested in) but is damaging our economy by constraining the supply of STEM educated boys.