Tinetti JanEDUCATION (NATIONAL EDUCATION AND LEARNING PRIORITIES) AMENDMENT BILLThird ReadingJAN TINETTI (Labour): I move That the Education (National Education and Learning Priorities) Amendment Bill be now read a third time. I'm delighted to present this bill for its third reading and I'm really excited that it strongly complements the wonderful work that this Government is doing in prioritising the rebuilding of the New Zealand education system. The statement of National Education and Learning Priorities—otherwise known as NELPs—sets the high priorities to guide the planning for the early childhood and compulsory education sectors. The NELPs are our guiding statements in the education sector. The NELPs were first introduced not so long ago. They were part of the Education (Update) Amendment Bill which gained Royal assent only a year ago on 15 May. So it's not that far removed that it is a good time to actually look and see how we can make the NELPs a lot better than they are. When the National Education and Learning Priorities were first introduced there were 286 submissions that were made to the then Education and Science Committee. While there was general agreement in principle about the value of the NELPs and how good these NELPs were there was widespread concern around the wording of the NELPs and how at the time they didn't actually align to the New Zealand Curriculum and also concern about the lack of an explicit approach to the consultation. To the sector and in those 238 submissions there seemed to be that there was a little bit of uncertainty around consultation and generally people at the time wanted that to be tidied up. Originally this particular current amendment bill sought to amend the Education Act 1989 to enable statements about the diversity of education provision to be included in the statement of National Education and Learning Priorities. The amendments proposed in the bill aimed to align both the NELPS and the New Zealand Curriculum together. They aimed at an alignment between the two which as I've already said was really seen to be really important. But I outlined in the second reading of this bill why I suggested that we didn't actually progress that particular part of the amendment bill. The changes to the objectives need to—and should—take account of the findings of the Government's Education Conversation / Kōrero Mātauranga. That is really important. This is high-level work that this Government is carrying out in the education space. It is an ambitious work plan and I'm really excited about some of the work that's coming out of it. I've actually been invited to some sessions in that particular conversation and I am excited to hear what the sector have to say so it is only right then that if there are changes to be made the enduring objectives take account of what comes out of that particular consultation but where we can we should make changes around the consultation and formalising the consultation around the NELPs. When original submissions were heard on the NELPs the overwhelming majority of submitters were concerned about the consultation process. They wanted surety around that process. They wanted to know that there was going to be a partnership between Government and stakeholders in determining the NELPs. They were unsure with the way that it was written at the time that that would happen and—unlike what the Opposition have been saying throughout this particular bill's journey—it is important to the sector and at that time they told us that it was important to them. We've also heard throughout this journey that maybe we as a Government are taking account too much of what education unions are telling us but I reiterate that our unions are actually a big part of the sector because they are our teachers. But it wasn't just the unions back when the NELPs were introduced that told us this; it was places like the Education Council. It was places like the New Zealand Council for Educational Research who are not only highly regarded in New Zealand but are also internationally highly regarded. At the time this is what they had to say: We see the Statement of National Education and Learning Priorities as being crucial to the motivation of educators to keep improving their practice to parents to really engage with their child's learning and to the achievement of national strategic goals to improve education and learner outcomes. This priority setting process provides an opportunity for the education system in Aotearoa New Zealand to become the agile 'learning system' that is needed in our complex and swiftly changing world. However it requires strong working partnerships between the government and its agencies the education sector iwi and key community stakeholders. The work in forming these priorities and the measures that will relate to them must be based on solid evidence and analysis. The nature of the consultation process for developing the priorities is therefore very important and we think [this bill] needs to be explicit about the consultation approach." Even though there were strong submissions like that at the time that suggested that we needed to formalise that consultation approach sadly changes weren't made and this bill is about to fix that. The changes in this bill will ensure that the Minister will consult widely on the statement of National Education and Learning Priorities and they identify a wide range of groups that the Minister must consult with. Submitters on this bill welcomed the direction of consultation especially with children and young people in this process. There was general agreement that it is heartening to see children and young people as the first group the Minister must consult with in the development of the NELPs. One of our strongest submitters the Children's Commissioner Judge Andrew Becroft stated that there had been a previous reluctance to hear from children and that future and similar provisions should become the norm. He stated "Hearing from and incorporating the views of children and young people delivers better and more robust decisions." and "We support the intention to create a more equitable system that supports children to develop to their full potential and that ensures our children and young people deliver better and more robust decisions." Other submitters endorsed these sentiments stating that the voices of young people are essential when developing law and as an educator of nearly 30 years I know the power of children and young people's voices. If we as adults can be brave enough to listen they will make a difference. Well today we say that we are brave enough and we will listen. A number of submitters requested that new representative organisations be added to the list in the bill but there is a fear that if you name absolute organisations there will be some that miss out. So this is why the list of those who must be consulted are not specific organisations but are generic descriptions. Not only does this bill ensure consultation with children and young people; it also ensures consultation with sector groups to ensure their voices are highly valued when determining the National Education and Learning Priorities—the voice of teachers principals governing bodies of schools early childhood services parents the disability community support staff Māori Pacific and proprietors of State integrated schools and character schools. It is important that a wide voice has to be heard so that we are truly showing that we are working in partnership. Rather than seeing this as a trivial change—as the Opposition have stated through this bill's journey—we are today saying to those groups that their voices matter and that it is important that we work together in partnership during the priority-setting process. I would like to take this opportunity to thank all the members of the Education and Workforce Committee but especially the members from the Government benches who have understood the whole way through the enormity of the changes that this bill makes. I started my formal journey as an educator over 30 years ago and then spent 30 years as a primary school teacher and principal. During that time I wanted to know that my expertise was valued and that my voice mattered and sometimes unfortunately that never seemed to be the case. But today I am so proud to see this bill through its third reading. That acknowledges the expertise and voice of my colleagues. It acknowledges that it takes a village to raise a child and that we are prepared to talk and listen to that village and I am also proud to confirm that we will hear and we will incorporate the views of our children and young people who are at the heart of our education system so that they can realise their dreams and be the best that they can be. I commend this bill to the House."