Part 7 cont'd.

7.2.1   Ministry of Education

The Taskforce understands this report's recommendations in relation to education are far-reaching and very demanding of the Ministry of Education, teacher training establishments and teachers in schools. However the Taskforce, following constant comment and support for these recommendations from a significant number of teachers throughout New Zealand, is adamant that these proposals must be urgently addressed and implemented. Bureaucratic, financial and industrial reasons for not doing so are unacceptable. There is an obligation on educators to ensure that all school leavers have an understanding of their bodies and a positive attitude towards ongoing physical activity. Defensive comments from some teachers and officials that there is a lack of time to cover the curriculum, are simply unacceptable and reflect an alarming misunderstanding of the significant part the Health and Physical Education Curriculum must play in the education of all New Zealanders attending our schools.

In the Taskforce's view the Health and Physical Education Curriculum is as significant as numeracy and literacy. Technology and the knowledge economy are also constantly emphasised by educators as being critical to education in this country and the Taskforce recognises this. However, there is a serious lack of curriculum time being spent on health and physical education and this subject is vital to the wellbeing of young New Zealanders. The Taskforce notes that many benefits were clearly gained from participating in physical activity. Adolescents who participate in sport report fewer mental and general health problems and fewer eating and dietary problems. Students will learn their mathematics, English, technology and other subjects more readily and effectively if they are fit and healthy. These young New Zealanders will be far more productive and positive people when they leave school and move successfully into the workplace and assume social roles.

A key recommendation that underscores the urgency of change is that the primary and intermediate school day be extended by one half-hour each day to allow for at least four daily half-hour sessions of active physical education each week. This extended day recognises curriculum delivery demands upon teachers, the need to be competitive internationally through a well-rounded education system, and ensures that all schools provide for the required four half hours of physical education/physical activity each week. The extended school day also allows the introduction of a set time for recreation and sport in which the skills and attitudes developed in physical education are applied in a supportive environment.

Compulsory schooling is a period in New Zealanders' lives when the nation requires particular learning experiences, the integrated growth of young people, the formative influences of knowledge, understanding, self-development and a positive lifestyle. Every school age New Zealander must have the opportunity to discover the range of recreation and sport experiences, the application of physical skills and knowledge in realistic settings and, above all, self-development and the opportunity to sustain positive values that can be affirmed through recreation and sport. New Zealanders, having had enjoyable and beneficial experiences of recreation and sport at school, should retain a commitment to positive physical activity for the remainder of their lives and in so doing enhance the nation's workplace and social environment - and save millions of dollars of taxpayers' money.

To achieve a more active and healthy New Zealand where young New Zealanders are educated in and through physical education, recreation and sport, the Taskforce makes the following recommendations.

Teacher Education

• In three year teacher education programmes there must be 120 hours of direct teaching of the Health and Physical Education Curriculum and its implementation.

• Active New Zealand will work in partnership with the Ministry of Education and relevant agencies to develop more effective monitoring and standardisation of recreation and sport studies programmes in secondary and post-secondary institutions.

• No teacher education institution should be accredited for teacher education without compulsory papers/courses in physical education and the provision of appropriately qualified staff to do this.

• At the pre-school, primary and intermediate school levels, Resource Teachers of Physical Education must be appointed to meet the needs of schools and teachers. These Resource Teachers must be professionally qualified and undergo intensive short-term training to build upon their professional skills with specific learning in physical education teaching. The Resource Teachers will need to:
  • work with groups of pre-schools and primary schools to facilitate the implementation of the curriculum
  • advise and assist teachers
  • run in-service courses
  • maintain ongoing understandings of physical education, recreation and sport
  • provide a link with the Secondary School Recreation and Sport Coordinators who are highlighted in Schools below.

Curriculum

• The objective of the present curriculum to place physical education in a socio-health setting is recognised by the Taskforce. There is however a lack of clarity and direction in the curriculum that often leads to students having little or no regular physical education. We repeat that evidence was frequently presented to the Taskforce of schools in which students went for weeks with no taught or organised physical activity. Sometimes students experienced a relatively brief spell of KiwiSport as their only activity. Teachers should immediately receive a handbook on the current health and physical education curriculum which clearly provides:
  • an explanation of the goals and objectives of the curriculum
  • clear guidance on appropriate content and experiences students will have at each broad level of growth and capability
  • direction on how to achieve effective implementation of the curriculum at all levels with prescribed minimum times for class or form lessons

• Kohanga reo and kura kaupapa must have distinctive modules and resources that reflect traditional Maori physical activities.

• The importance of physical education, recreation and sport in New Zealand should be reflected in Ministry of Education resources and publications, including websites.

• The Education Review Office must have clear criteria for the evaluation of all aspects of school physical education, recreation and sport programmes and must report upon those to the Minister responsible for the Education Review Office in a form that can be shared with the Minister for Recreation and Sport.

Schools

• Excellence in governance and leadership by Boards of Trustees is a key to the implementation of the recommendations for school recreation and sport in this report.

• The primary and intermediate school day must be extended by one half-hour each day to allow for four daily half-hour sessions of active physical education each week.

• Within the health and physical education curriculum each primary and intermediate school must have four compulsory physical education lessons weekly for each pupil. Secondary schools must have four teaching periods weekly of physical education at all levels.

• By 2005 primary and intermediate schools must provide a two-hour programme each week for recreation and sport. This programme must be mandatory for all students of Year Five and above. Students with disabilities must be fully supported in participation and access to these programmes.

• Secondary schools must introduce a two-hour afternoon recreation and sport programme by 2008. The Taskforce acknowledges that this approach implies many challenges:
  • a major mindset change in educators, employers, and families
  • an innovative approach by schools to provide creative recreation and sport programmes
  • the provision of adequate facilities
  • the resolution of transport issues
  • the need for all teachers to be upskilled in recreation and sport
  • the availability of officials and support personnel

  The Taskforce is unequivocal that this is a crucial step for all schools in moving towards a fit and healthy nation. Moreover, this will create a new dynamic partnership between schools, parents and the workplace.

• Area schools must be required to provide the mandatory time for physical education and the two hour weekly recreation and sport programme. The Taskforce notes the special character of these schools. A careful examination of how to best implement the mandatory two hours of recreation and sport in area schools by 2008 will need to be undertaken by Active New Zealand in conjunction with the Ministry of Education as a matter of urgency.

• Each secondary school with a roll of 300+ must have a School Recreation and Sport Coordinator appointed and fully funded. Secondary schools with under 300 pupils must have access to a proportionally funded School Recreation and Sport Coordinator. It is desirable the Coordinator has a relevant tertiary qualification and be a full staff member. The position will need to fit a career structure within the education sector. The Coordinator will be required to:
  • develop, where practicable, a weekly inter-school recreation and sport programme that ensures full participation by all pupils
  • work closely with the Regional Recreation and Sport Directors
  • work with teachers to ensure profitable links for student participants between health, physical education and recreation and sport
  • investigate the potential pool of recreation and sport volunteers in the community e.g. coaches, team managers, transport providers, camp supervisors
  • ensure close links exist with local clubs and regional organisations
  • develop recreation programmes that introduce students to the outdoors and foster an environmental stewardship ethic
  • explore potential employment in recreation and sport organisations, through widening student experiences
  • liaise with sport clubs and recreational organisations to ensure the seamless transition from schools to these groups
  • liaise with the school's Resource Teachers of Physical Education
  • ensure a seamless transition for pupils moving to secondary school so they maintain a full involvement in recreation and sport
  • liaise with post-secondary institutions to ensure a transition for students to a supportive and participative environment

• All teachers' contracts must contain a requirement for responsibilities currently considered as curricula and co-curricula activities. Teachers must be remunerated in a way that reflects these responsibilities.

• Secondary School groups presently have Regional Sport Directors who work closely with sports and Regional Trusts. These roles must be expanded to encompass recreation and sport across all schools i.e. the current Regional Sport Directors will be responsible for primary and intermediate schools as well as secondary schools as Regional Recreation and Sport Directors. These Directors will have appropriate qualification and be responsible for fostering, organising and developing regional recreation and sport participation.

• The Regional Recreation and Sport Director needs to:
  • work closely with School Recreation and Sport Coordinators to ensure the maximum involvement of secondary school students in recreation and sport
  • liaise with clubs and Regional Organisations to encourage a seamless transition of school leavers into club activities
  • develop a plan for coordinated regional school recreation and sport
  • work actively with Regional Trusts and local and regional recreational and sport providers to facilitate a wide provision of opportunities for youth participation
  • plan and operate special regional events
  • liaise appropriately with the Resource Teachers of Physical Education
  • liaise with each primary and intermediate school's representative who has responsibilities for their school's recreation and sport programmes

The Taskforce has reservations about the willingness of the Ministry of Education to implement the changes that are essential if the objectives of this report are to be achieved. The Taskforce's concerns are based upon its assessment of the education sector's failure over many years to ensure physical education, recreation and sport have received the priority it deserves.

Considerable thought and discussion has been given to determining the most effective way to compel the education sector to perform. The optimal model, and one which the Taskforce urges upon the Government, is for Active New Zealand to contract the Ministry of Education to deliver the changes and recommendations set out in this report which are within the direct power and control of the Ministry. The model advocates involving Active New Zealand in purchasing recreation and sport services from the Ministry from funding that might otherwise be allocated by government directly to the Ministry of Education.

It is not envisaged that Active New Zealand would need to develop a large bureaucratic structure to contract with the Ministry of Education. Monitoring of each school's performance will remain a primary function of the Education Review Office (ERO). Active New Zealand would however be able to monitor the progress of the Ministry by meeting with the Education Review Office and having direct access to reports and assessments made by the Education Review Office.

The model proposed would involve Active New Zealand being a "smart purchaser" of services, rather than a funder of recreation and sports services delivered by the Ministry.

Post-secondary

• Each post-secondary institution must develop an environment which encourages recreation and sport participation by all students and staff.

• The Taskforce has serious reservations about the standards of vocational training in recreation and sport and recommends that a stringent examination of practices, resourcing and the variability of courses be instituted.

• Research concerning recreation and sport in New Zealand by tertiary institutions must be better understood and disseminated. The Policy and Services Unit of Active New Zealand must ensure that a coordinated clearing-house approach is developed in order to ensure that applied research is disseminated to relevant bodies.

• Post-secondary institutions must consider the special situation of elite athletes in programmes of study just as they consider special needs of other students. This recognition may include for example:
  • developing flexible learning delivery
  • making maximum use of sport scholarships
  • enabling students to compete internationally and at the same time meet study requirements without compromising the latter
  • assisting career preparation