Submission questions

My thoughts on the draft Education Renewal Recovery Programme

As part of the consultation, we looked for your comments on the proposals in the draft document that will guide the overall direction for education, from early childhood to tertiary, and how it should be delivered across greater Christchurch in the future. While decisions on land, buildings and where people live are still being made, it is too early to talk about which school or ECE services are needed where.

Here’s a list of the questions we asked as part of the consultation. Consultation closed on 31st May 2012.


Proposal 1.1: That an education advisory board be established [PDF; 622kb]

  1. Do you think we should establish an advisory board to oversee the implementation of the renewal programme?
  2. What would be the benefits of such an advisory board? What disadvantages and risks do you foresee?

Proposal 1.2: That Waitaha Education Authority be established by Ngāi Tahu [PDF; 622kb]

  1. How can you see the voice of iwi and Māori in greater Christchurch better represented in education?

Proposal 1.3: That a Pasifika advisory group be established [PDF; 622kb]

  1. How can you see the voice of Pasifika communities in greater Christchurch better represented in education?


Proposal 2.1: To ensure that demand for ECE services is met in the short and long term [PDF; 622kb]

  1. How can we ensure ECE services respond to rapid changes in demand?

Proposal 2.2: To endure that the identities, languages and cultures of learners continue to be valued and supported [PDF; 622kb]

  1. What can the ECE sector do to ensure that all learners’ identities, languages and cultures are valued and supported?

Proposal 2.3: To encourage ECE participation by families from priority groups [PDF; 622kb]

  1. What will it take to ensure that vulnerable and isolated families are able to participate in ECE?


Proposal 3.1: To plan educational provision as a network of community-situated campuses/facilities [PDF; 622kb]

  1. How important is it to plan for fewer but larger schools where learners may get a richer experience, even if it means children may have to travel a bit further
  2. How important is it to retain the identity and traditions of a school following significant damage and/or when located in an area where the population is much reduced?
  3. One way of accelerating new school building projects would be to opt for greater standardisation of design. (All buildings would conform to current Ministry of Education policies, and all classrooms would be built as modern, flexible learning environments.) Would you support such an approach?
  4. What benefits, risks and advantages do you see in schools entering into arrangements to share facilities with other schools, with tertiary education providers or community groups?
    11b. How might the risks be managed?
  5. What  advantages do you see in creating education campuses that span ECE, primary, secondary and tertiary education?
    12b. What are the difficulties and risks this proposal raises?

Proposal 3.3: To implement a digital strategy for learning in greater Christchurch [PDF; 622kb]

  1. What will it take for greater Christchurch to lead New Zealand in the use of ICT infrastructure and digital technologies in ways that advantage learners?

Proposal 3.4: To develop better approaches to managing transitions and career guidance [PDF; 622kb]

  1. How can schools, tertiary providers, Careers New Zealand and employers better support learners into further education or work?

Proposal 3.5: To ensure that the identities, languages and cultures of learners continue to be valued and supported [PDF; 622kb]

  1. What can schools do to better foster te reo Māori?

Proposal 3.6: To improve outcomes for learners with special needs [PDF; 622kb]

  1. How can local schools better support children and young people with disabilities to learn?


Proposal 4.3: To put in place coordinated leadership of the post-compulsory education system [PDF; 622kb]

  1. What areas of strength in the local institutions are well aligned to the needs of the local economy?
  2. Are there areas that institutions need to strengthen (or reduce) to improve the connections with local employers and to make a stronger contribution to the regional economy?

Proposal 4.4: To improve secondary-to-tertiary and education-to-work transitions [PDF; 622kb]

  1. What can tertiary education organisations do to strengthen their links with schools?
    19b. How can schools better connect with tertiary education organisations?
  2. What information can we provide to parents that will help them support their children to make wise choices as school leavers?
    20b. How can schools improve careers and vocational support for senior students and parents?
  3. What can tertiary education providers do to better help their graduates find employment?
  4. How can we encourage employers to support young workers to engage in training?

Proposal 4.6: To build on existing tertiary initiatives to meet the vocational and economic priorities of Canterbury [PDF; 622kb]

  1. How can tertiary education organisations increase their efforts to train people for the reconstruction?
    23b. What do tertiary providers need to do to ensure their graduates can contribute to the long-term evolution of the Canterbury economy?


Proposal 5.1: To develop an international education strategy [PDF; 622kb]

  1. What are the priorities for international education in greater Christchurch during the recovery phase?
  2. What are the benefits of an international education strategy for greater Christchurch?
    25b. Are there any risks in such a strategy?

Finally, we would welcome any other comments you would like to make around the future direction of education in greater Christchurch.

Comments are closed.