/news/education/rss 九一星空无限 Keep up with the latest in primary, secondary, and tertiary education news with 九一星空无限talk ZB. Wed, 15 Oct 2025 17:57:10 Z en /news/education/concerns-raised-as-hundreds-of-learning-support-roles-remain-vacant/ /news/education/concerns-raised-as-hundreds-of-learning-support-roles-remain-vacant/ Hundreds of learning support roles remain vacant across New Zealand, raising questions about whether new government-funded positions will actually reach schools in need. New data shows more than 128 positions have gone unfilled each year since 2020, peaking at 284 nationwide in 2023. This year there are 169 vacancies. Psychologists and speech-language therapists are in highest demand, making up 40% of all openings over the past five years. Auckland has the most gaps in 2025 (45), followed by Bay of Plenty (27) and Waikato (20). The Government is attempting to tackle the shortage, allocating $747 million in this year’s budget to boost learning support. Education Minister Erica Stanford called it the largest investment “in a generation” and has since announced 1,451 schools will have access to a Learning Support Coordinator from next year. Stanford said the role will allow a dedicated staff member to screen for common neurodiverse needs like dyslexia and put strategies in place, giving teachers more time for quality classroom teaching. NZEI delegate and speech-language therapist Conor Fraser said schools welcome the extra support, but doubts the roles can be filled. She said recruiting from the private sector would simply move skilled staff around, creating gaps elsewhere. The Ministry of Education is publishing guidance this week to help schools hire, including suggested interview questions and skills matrices. Learning Support Coordinators must be registered teachers with a practising certificate and relevant qualification. The Ministry said schools can pool resources to support multiple schools or hire part-time staff. Fraser said these measures don’t address long-term workforce concerns. “We need effective workforce planning and conditions that attract and retain specialist workers. Right now, it’s just stretching a thin workforce further, which I think is evident in the number of vacancies,” she said. She added that docking pay for specialists who stick to contracted hours only worsens retention issues. Fraser said Ministry learning support workers will join teachers and principals on strike October 23, warning that waitlists will grow longer without a proper plan. “When kids miss out on support and teachers are unsupported, behaviour and patterns of communication are compounded,” she said. “We might come in a year later and we’ve got a much bigger issue to try and work through with a whanau than we might have if we’d been able to provide an earlier intervention.” She said the investment and learning support from the Government is progress, but believes “there is a significant gap in what they have put forward in the budget compared to what’s needed.” “It needs a significant correction after years and years of underfunding across successive governments.” Jaime Cunningham is a Christchurch-based reporter with a focus on education, social issues and general news. She joined 九一星空无限talk ZB in 2023, after working as a sports reporter at the Christchurch Star. Sun, 12 Oct 2025 16:00:04 Z /news/education/ministry-considers-first-parent-prosecutions-over-school-absences/ /news/education/ministry-considers-first-parent-prosecutions-over-school-absences/ Months after announcing tougher school attendance rules, the Ministry of Education is now considering prosecutions against parents in about 15 cases - and says the threat alone is working in some instances. Associate Education Minister David Seymour announced the tougher stance in May, targeting parents who won’t send their children to school, rather than those who can’t. Parents face fines of $30 a day, up to $300 for a first offence, and as much as $3000 for repeat cases. It comes after an ERO report found 60% of students attended school regularly - the highest since 2020. The Government aims to lift that to 80% by 2030. Seymour says prosecutions will send a message to parents neglecting their legal duty. “Children who don’t attend school get less opportunities. In some cases it’s actually parents who are costing children their future,” he said. “For some parents, the threat of prosecution will be enough to make them take attendance seriously. For others, it will take actual prosecution.” “Once the first prosecutions are made, I suspect the latter will change their minds.” Ministry operations leader Sean Teddy said no cases have yet been confirmed for 2025, but several are being reviewed. “There have already been cases where the deterrent effect of a potential prosecution has resulted in children being re-enrolled and attending school.” “These were long-running, complex and challenging cases for schools, attendance services and Ministry regional staff,” Teddy added. The Ministry’s new guidance outlines the evidence required before cases can proceed, including attendance records, school support plans and any warning notices issued. Teddy said the Ministry’s role is to support schools and attendance services by working with families to re-engage children in education. “Prosecution is considered a last resort, used only when all other efforts have failed and there is clear evidence of parental or guardian unwillingness to comply with their legal obligation to ensure their children attend school.” Teddy said the rules around prosecutions for non-attendance have not changed. “However, as part of our work to improve attendance, we’ve received feedback from school leaders that they would like the Ministry to take a more active role in leading prosecutions for serious cases of non-attendance and/or non-enrolment.” Seymour and the Ministry were unable to comment on specific prosecution cases. Jaime Cunningham is a Christchurch-based reporter with a focus on education, social issues and general news. She joined 九一星空无限talk ZB in 2023, after working as a sports reporter at the Christchurch Star. Thu, 09 Oct 2025 16:00:08 Z /news/education/universities-give-up-using-software-to-detect-ai-in-students-work/ /news/education/universities-give-up-using-software-to-detect-ai-in-students-work/ By John Gerritsen of RNZ Several universities have given up using software to detect the use of artificial intelligence in student work. Massey University made the decision recently, and the University of Auckland and Victoria University also did not use it. For Massey, it followed a decision to stop using automated systems to monitor for cheating in online exams after a major tech failure last year. It told RNZ detection was unreliable and it let students use AI responsibly in much of their work anyway. One of the presidents of Massey’s Tertiary Education Union branch, Dr Angela Feekery, told RNZ academics had not used AI detection consistently. Some used the results as a guideline but others would accuse students of cheating if the tool suggested their work consisted of more than a certain percentage of AI-generated content. “There’s been a lot of research coming out basically saying that AI detection doesn’t work overly well. There’s a lot of tools that students can use to check if their work is going to be detected by AI and they can fool it anyway,” she said. “Pretty much a decision’s been made to turn it off because it’s ineffective.”. Feekery said there were other ways to spot AI use, such as checking a document’s version history to see if it was created in two minutes rather than over several days, or simply using professional judgment. “I’ve been teaching for 25 years. I’ve been marking student writing for years. I know what it looks like, and it’s not what they are submitting now. In many of the cases, when you’ve got students who can write better than I can in first year, there is an issue.” Feekery said academics were still trying to figure out the best ways to assess students in the age of AI. “We don’t have the solution yet, but there’s certainly a lot of conversation around it and students are at the centre of those conversations. I can hand on heart say that the student experience is at the centre of the conversations we’re having around this,” she said. University of Auckland graduate teaching assistant Java Grant was organising a conference on AI for the Tertiary Education Union next month. He said Massey’s decision made sense from a technical standpoint. “It’s really hard to differentiate what might be generated by an AI tool, unless there’s some telltale signs, something like ‘I can’t answer this because I’m a large language model’,” he said. He said many academics were choosing to use forms of assessment where AI cannot be used. Academics are choosing to use forms of assessment where AI cannot be used. Photo / 123rf “There is so much sensitivity around falsely accusing students of using the tools and so currently the best solution that we’ve found at the course level, with instructors and tutors working together to think about how we might make sure students are learning the content, we’ve personally gone to in-person, on-paper tests, but it’s increased the workload hugely.” University of Auckland computer science senior lecturer Dr Ulrich Speidel said relying on student honesty for remote assessments was open to abuse. “Absolutely nothing stops them from having a second device floating around or a friend or a helper. With exams like this I would probably look at, depending on the class and the background and the demographics of the class, I would look at probably between 30 and 60% of the class availing themselves to illicit help,” he said. Speidel said the figure was based on his experience and on research. However, he said automated monitoring of digital exams could be hacked, as could supposedly secure on-campus digital exams. Speidel said Auckland debated the use of automated AI detection several years ago and decided it wasn’t worth it because it could not definitively prove whether a student had used AI for their work. Massey University said its online assessments such as online essay submission or quizzes were not scrutinised. “These are part of a wider assessment approach that ensures that students’ work is appropriately validated at key points in their study,” it said. “The impact of Generative Artificial Intelligence [GenAI] means that all universities are reviewing their approaches to assessment. Like many others, Massey no longer uses AI detection as significant concerns have been raised about the reliability of the approach. “Rather than using unreliable detection tools, the university is prioritising preventative measures such as secured assessments for those assessments where GenAI is not allowed. As part of this process, Massey is currently undertaking a process of consultation to determine future approaches to the delivery of examinations.” Massey said students were permitted to use AI in all assessments, except those that could be secured in ways that prevented, rather than detected, AI use. These included laboratory and studio-based activities, oral assessments and examinations. “Turning away from detection does not mean we are simply delegating thinking, reasoning and rigorous academic practice to AI. Rather, it signals that we recognise our environment is shifting, and we must adapt accordingly. “We are working to develop AI literacies across the university so we can effectively support students to use AI as part of their academic toolkit, ensuring they engage with it in ways that are ethical, learning-centred, and uphold academic integrity.” Approaches to AI How the eight universities approach online exam security and detection of AI in student work: Auckland Uses online invigilation for remote exams. Does not endorse AI-detection tools. AUT Does not run remote, online examinations. Unclear whether it uses AI detection software for student work. Waikato Conducts some exams online and some remotely. Uses AI-writing detection tool. Massey Offers remote, online open-book assessments and tests without automated monitoring. Does not use software to check for AI use in student work. Canterbury Uses monitoring tools for online assessments. Lincoln Uses videoconferencing technology to monitor remote online exams. Uses software to check for AI use in student work. Victoria Seldom uses digital exams and does not use online proctoring. Does not use AI detection. Otago Has very few digital exams. Uses plagiarism detection software, but RNZ understands some academics do not use its AI detection function. - RNZ Tue, 30 Sept 2025 01:33:08 Z /news/education/schools-out-teachers-start-a-week-of-strikes-class-cancelled-for-thousands/ /news/education/schools-out-teachers-start-a-week-of-strikes-class-cancelled-for-thousands/ Thousands of senior secondary school students have no classes today as teachers begin a week of industrial action. The union voted last week to reject the Government’s latest offer and begin partial strikes. Year 12 and 13 students up and down the country will not be taught, instructed, or supervised on Monday by union members. The rolling strikes will affect students in Year 11 on Tuesday, Year 10 on Wednesday, and Year 9 on Thursday. The Post Primary Teachers’ Association (PPTA) said teachers wanted pay and conditions that would attract and keep staff, and were striking over stalled negotiations. The Public Service Commissioner said its offer was strong and fair, and the union was choosing strikes over students. Meanwhile, the Ministry of Education has criticised the union for “placing additional pressure on families and schools”. Education workforce leader Anna Welanyk said she was disappointed by the decision to strike, which would disrupt student learning. “Each school will assess its staffing capacity to determine whether it can safely remain open for instruction for affected year levels.” PPTA president Chris Abercrombie said teachers were sending a clear message to the Government that they wanted an offer that met the needs of both teachers and students. He said the union was yet to hear from the Government since the strike’s announcement last Friday, and currently there were no negotiating days booked. Auckland art teacher and union representative Paul Stevens said the job had become increasingly difficult in the decade he’d been in the classroom with more students with complex needs. He said pastoral care was as central to the union’s claim as pay. “The cohort of students that are coming through the secondary system at the moment are also those – that are to a certain degree ... most affected by Covid in terms of their learning. “So, it is fair to say the job has become more challenging that’s absolutely the case – but it’s still really rewarding.” Public Service Commissioner Sir Brian Roche urged the union to return to the bargaining table, and said negotiation, not escalation, was the way forward. “Industrial action affects not only classrooms, but also the overall wellbeing of students and working parents,” he said. “The offer made to teachers was a very good one, and teachers have an opportunity to settle and get extra money into their pockets quickly.” He argued that the offer on the table was strong, fair and addressed cost-of-living pressures without ignoring the fiscal pressures facing the country. It would have cost taxpayers an additional $361 million over four years, he said. It represented a pay increase of 4.7% within 12 months for secondary teachers already at the top of their pay scale, Roche said. “In difficult economic times, pay settlements must be affordable and responsible.” The Commission said secondary teachers received pay advances of up to 14.5% in the past three years. -RNZ Sun, 14 Sept 2025 19:15:33 Z /news/education/nz-language-learning-at-crisis-point-call-for-compulsory-classes/ /news/education/nz-language-learning-at-crisis-point-call-for-compulsory-classes/ Language learning is at “crisis point” in New Zealand and should be compulsory for students from years seven to 10, according to a new report coming out of the Language Learning for New Zealand’s Future Forum. The report found that fewer students are studying languages now than in the 1930s and New Zealand lags behind much of the English speaking world where second language study is required. “Language learning makes students smarter — boosting literacy, problem solving and academic performance across the board" said the president of the New Zealand Association of Language Teachers (NZALT), Juliet Kennedy. “It fosters cultural identity and belonging, and it strengthens New Zealand’s ability to succeed in global trade, diplomacy and business. We cannot afford to fall further behind.” Kennedy told the Herald she would “personally recommend languages to be compulsory or be a core requirement from Year 1 to Year 11″ but the current language teacher workforce “is not yet big enough to be able to teach all students between Years 1-11 another language”. The NZALT president said this was a realistic recommendation and a starting point for “positive change”. The Education Ministry welcomed the report and acknowledged “the importance of equipping young people with the skills to thrive in a multilingual and globally connected world”. “At this stage, there are no plans to make additional language learning compulsory. However, the ministry continues to engage with educators, communities, and stakeholders to explore ways to strengthen language learning across the country.” The report also recommended increasing the supply of qualified teachers and claimed that the language teaching workforce is at risk. It stated that many of these teachers were lost to other subjects or left the profession altogether because of low demand. “While we value second language learning and recognise its cognitive and cultural benefits, making it compulsory in Years 7-10 isn’t currently feasible due to New Zealand’s teacher shortage” said Post Primary Teachers’ Association Te Wehengarua president Chris Abercrombie. “Before we can consider expanding compulsory curriculum requirements, we need to address the fundamental issue of teacher supply and retention. “Our members are already stretched thin, with many schools unable to offer the full range of subjects they would like to due to staffing constraints.” As part of the Teacher, Demand and Supply 2024 Report released by the Education Ministry, the Government has several ongoing initiatives to ease teacher supply shortages such as providing funding to encourage former teachers to return to the profession and providing more support to overseas teachers looking to relocate to New Zealand. Sun, 31 Aug 2025 21:20:52 Z /news/education/ncea-overhaul-wellington-student-supports-changing-flawed-education-system/ /news/education/ncea-overhaul-wellington-student-supports-changing-flawed-education-system/ A Wellington student has welcomed an overhaul of the “flawed” NCEA curriculum, although most of his fellow pupils are less enthused about the shift away from internal assessments. The Government announced sweeping changes to New Zealand’s education system today, which includes replacing the NCEA system with two new qualifications at Year 12 and 13. NCEA Level 1 will also be scrapped in favour of what’s being called a “Foundational Skills Award”, with Year 11 students prioritising lessons in literacy and numeracy. Brynn Pierce, a Year 12 student at Newlands College and the Youth MP for Andy Foster, told the Herald it’s been “overly confusing” trying to navigate the NCEA system in his first year using it. “That kind of confusion impacts immigrants, it impacts vulnerable communities who might not have been through that system or might not understand it,” he said. “Also, it’s very vague in terms of course endorsement. “Different schools have different standards as part of different courses ... I know for a fact universities don’t really value course endorsement.” Brynn Pierce is a Year 12 student at Newlands College and the Youth MP for Andy Foster. Newlands College stopped accrediting students with NCEA Level 1 last year, raising concerns that some would no longer receive any qualification if they chose to leave school after Year 11. Yet the introduction of the Foundational Skills Award fixes that, Pierce said. “One of the massive challenges with NCEA at the moment is it tries to be a jack of all trades. It’s our qualification for seeing if you do well in school. “Hopefully the new standard and the new system, with a little more structure, will mean that universities have a more standardised qualification to go by in each individual subject.” Pierce praised the revised Year 11 certificate for prioritising “basic competency in English and maths and the skills that they might need”. However, others’ attitudes to the overall reforms have been mixed. “There is certainly an appetite for it. Some are saying, ‘Can it come sooner?’ Because they want a standard which they can use overseas, which is trusted in different areas. Wellington student Brynn Pierce has welcomed an overhaul of the "flawed" NCEA curriculum. “Whilst others are just concerned about passing the year.” Pierce said most people his age would “agree that NCEA is very, very flawed in its own ways”, yet Education Minister Erica Stanford would still have to contend with ensuring the new qualification is flexible enough for all students. The main concern for students has been the curriculum pivoting away from internal assessments. “I’d be lying if I said that students were happy about the lesser focus on internals. Most students are quite unhappy about it.” In his experience, Pierce said internals were “very prone to misuse and to misconduct, in particular with AI”, which had created irregularities between schools and left teachers providing students with excessive help. “That’s something which simply can’t really be avoided and schools aren’t really equipped to deal with.” The reforms were an opportunity to create a more structured curriculum that standardised the expectations for students nationally, Pierce said. While the curriculum overhaul won’t be implemented until after Pierce leaves school, he was excited about what it offered those younger than him. “By giving students a greater opportunity to do well in school and by giving them an opportunity to prove their worth, that will actually change a lot of others’ pathways for the better,” he said. “I still care very much about the changes because my little sister will go through it, a lot of my friends will go through it and they deserve a really good quality education.” Mon, 04 Aug 2025 03:21:57 Z