{"id":14844,"date":"2021-11-12T18:18:15","date_gmt":"2021-11-12T17:18:15","guid":{"rendered":"https:\/\/world-education-blog.org\/?p=14844"},"modified":"2022-01-24T13:34:01","modified_gmt":"2022-01-24T12:34:01","slug":"environmental-education-policy-in-new-zealand-is-not-reaching-schools","status":"publish","type":"post","link":"https:\/\/world-education-blog.org\/2021\/11\/12\/environmental-education-policy-in-new-zealand-is-not-reaching-schools\/","title":{"rendered":"Environmental education policy in New Zealand is not reaching schools"},"content":{"rendered":"

He P\u0101keh\u0101 ahau<\/em><\/p>\n

N\u014d Airani, n\u014d Ingarangi, n\u014d\u00a0K\u014dterani, n\u014d\u00a0Bohemia,\u00a0no\u00a0Moravia\u00a0hoki \u014dku t\u016bpuna<\/em><\/p>\n

I wh\u0101nau mai ahau i Whakat\u0101ne<\/em><\/p>\n

I tupu ake au i Rangiora<\/em><\/p>\n

Kei Waiheke t\u014dku k\u0101inga in\u0101ianei<\/em><\/p>\n

He whaea ahau<\/em><\/p>\n

He kaiako ahau<\/em><\/p>\n

Ko\u00a0Sarah\u00a0Hoult\u00a0t\u014dku ingoa<\/em><\/p>\n

I\u00a0am\u00a0P\u0101keh\u0101.\u00a0My\u00a0ancestors\u00a0came\u00a0from\u00a0Ireland,\u00a0England,\u00a0Scotland,\u00a0Bohemia\u00a0and\u00a0Moravia. I\u00a0was\u00a0born\u00a0in\u00a0Whakat\u0101ne. I\u00a0grew\u00a0up\u00a0in\u00a0Rangiora.\u00a0My\u00a0home\u00a0now\u00a0is\u00a0on\u00a0Waiheke\u00a0Island. I\u00a0am\u00a0a\u00a0mother. I\u00a0am\u00a0a\u00a0teacher.\u00a0My\u00a0name\u00a0is\u00a0Sarah\u00a0Hoult.<\/em><\/p>\n

Five years ago, I wrote a dissertation entitled \u2018The Place of Environmental Education in New Zealand Schooling: Policy, practice and possible futures\u2019. In those five years, I have seen little positive progress from \u2018the top down\u2019, but a growing sense of urgency and energy from the \u2018flaxroots\u2019. Recent attendence of Education International Asia Pacific\u2019s online conference, \u2018Mobilising Educators for Climate Change Education\u2019 motivated me to re-engage with what I see as the most pressing issue in education.<\/p>\n

<\/figcaption><\/figure>\n

The GEM Report\u2019s new country profile for New Zealand<\/a> on Climate Change Communication and Education hosted on its PEER website<\/a>, provides a thorough summary of climate change in current\/recent legislation and policy. The report highlights that there is no requirement for teacher training programmes to provide climate change education, and that ongoing professional development for teachers is inadequate. Some curriculum resources are available for motivated schools and teachers to use. The profile reflects the findings of Rachel Bolstad for NZCER<\/a> (New Zealand Council for Educational Research): while there is some support for New Zealand schools to actively engage with climate change, the onus to take active steps sits with individual schools, teachers, or students.<\/p>\n

New Zealand\u2019s profile on the PEER website<\/a> alerted to me to the existence of the document \u2018M\u0101taranga Whakauka Taiao \u2013 Environmental Education for Sustainability: Mauhere Rautaki \u2013 Strategy and Action Plan, 2017-2021 (EefS Strategy)\u2019<\/a>. The profile<\/a> describes it as \u2018(o)ne of the most important strategies\u2019 (p.3), and \u2018the equivalent to a national education sustainability strategy for formal education\u2019 (p.4). It is telling that the profile<\/a> states \u2018(t)he Strategy<\/a> indicates the intention to establish an on-going cross-sectoral governance group\u2019 but that, \u2018(a)t the time of data collection, this review was not able to find publicly information on the initiative\u2019s status\u2019 (p.3). Bolstad (p.32) notes<\/a> that this EEfS Strategy \u2018is not visible on, or linked to from, the Ministry of Education website\u2019. It is an understatement to say this document is not prominent with educators.<\/p>\n

The EEfS Strategy gives a brief history, explaining that in 2016, the Minister for Conservation released a proposal to refresh New Zealand\u2019s Environmental Education strategy, and that this report is the result of that work. While the claim is made that in 1998, \u2018government agencies set priorities for environmental education \u2013 and this focus remains nearly two decades later\u2019, I would argue that the 1998 Guidelines for Environmental Education in New Zealand Schools were similarly ineffective in being adopted by teachers and schools, and embedded in practice.<\/p>\n

Why wasn\u2019t the EEfS Strategy effectively disseminated?<\/strong><\/p>\n

For starters, arguably it was never supported by the Ministry of Education in the first place. The Ministry publication one year earlier, \u2018Education Plan 2016 -2020\u2019 overlooked environment and climate altogether.<\/p>\n

There was also a change of goverment in 2017, bringing changes in educational priorities. Under the current Labour-led government, we have more of a focus on student wellbeing as well as student achievement. The curriculum is currently being \u2018refreshed\u2019<\/a>. \u00a0The GEM Peer profile<\/a> comments that \u2018it is expected that more opportunities will be explicitly provided for climate change learning\u2019 (p.5). Perhaps the statement that \u2018M\u0101tauranga M\u0101ori . . . as foundational learning, will be explicitly woven throughout\u2019 is what has fed this expectation. The refresh will make sure \u2018it is bicultural, inclusive, clear and easy to use\u2019\u2013 but will this include climate? A \u2018refresh\u2019 of Science is probably the best hope for communicating a sense of urgency and call to action. Let\u2019s hope it is not a missed opportunity.<\/p>\n

The Ministry of Education provides some resources to support teaching about sustainability and climate change, notably via Te Kete Ipurangi online (tki) and Education Gazette \u2013 Tukutuku K\u014drero.<\/p>\n

The GEM Peer profile<\/a> also highlights the 2020 Ministry-published teacher resource, \u2018Climate Change: Prepare Today, Live Well Tomorrow\u2019<\/a>, describing it as \u2018the most concrete teacher resource published by the Ministry of Education about climate change at the time of this review\u2019 (p.6) This is the most comprehensive resource I have seen, however, I am skeptical on how widely known and used it is, and I am concerned that it is a resource for Years 7 and above, and does not address learning for children in their formative years.<\/p>\n

My experience suggests such resources are accessed by motivated individuals who seek them out. They are not shared in a way that is effective in reaching all schools and all teachers.<\/p>\n

Based on my research and two decades of teaching practice, this is how I would describe the range of scenarios we see currently in New Zealand schools:<\/strong><\/p>\n

There are some pockets of \u2018flourishing practice\u2019 where school leadership and the community prioritise and support sustainability and climate education. Funding, staffing and resourcing are directed to achieving clear goals. Organisations, resources and programmes such as Enviroschools, Te Aho T\u016b Roa, Garden to Table, Kids Greening Taup\u014d, hap\u016b and iwi, local councils, Ministry for the Environment, and others make this mahi (work) possible. It happens more in spite of the Ministry of Education rather than because of it.<\/p>\n

In other schools, kaitiakitanga (care for the environment) may be a stated value of the school. Groups of committed individuals within and around the school commit to taking on environmental projects on top of everything else. There is support from school leadership, however, funding, staffing and resourcing is limited (i.e. never enough). This implicitly results in this mahi being marginal rather than central. It is tiring to be an activist and people become burnt out.<\/p>\n

In other schools, not much is happening. It is not required or directed by the Ministry of Education, the board of trustees or school leadership. Busy teachers already have enough on their plates.<\/p>\n

What are some possible future scenarios?<\/strong><\/p>\n

Things could continue as they are \u2013 business as usual, variable practice, lack of coherent messaging \u201cfrom the top\u201d.<\/p>\n

Or maybe the curriculum refresh currently underway will present a new vision and direction. Based on Ministry of Education policy and practice since 1998, I hold little hope for change of the scale needed to face up to current climate challenges.<\/p>\n

The Ministry of Education could take its role seriously in facing up to and preparing for climate challenges ahead. We could see a radical transformation of schools as sites that model and teach sustainable, low-emission ways of living. The adults working in the education could put in place the supports and infrastructure that make a measurable difference.<\/p>\n

The calls made in Education International\u2019s Manifesto on Quality Climate Change for All<\/a> need to be acted upon, albeit with an ingoa M\u0101ori (M\u0101ori name) for the kaupapa (agenda\/concept). If climate isn\u2019t taken seriously by the Ministry of Education in 2022, it may be too late.<\/p>\n

As stated in the UNECSO Berlin Declaration on Education for Sustainable Development, \u2018(t)ransformative learning for people and the planet is a necessity for our survival and that of future generations. The time to learn and act for our planet is now\u2019.<\/p>\n

*Featured image credit UN Photo\/Evan Schneider<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

He P\u0101keh\u0101 ahau N\u014d Airani, n\u014d Ingarangi, n\u014d\u00a0K\u014dterani, n\u014d\u00a0Bohemia,\u00a0no\u00a0Moravia\u00a0hoki \u014dku t\u016bpuna I wh\u0101nau mai ahau i Whakat\u0101ne I tupu ake au i Rangiora Kei Waiheke t\u014dku k\u0101inga in\u0101ianei He whaea ahau He kaiako ahau Ko\u00a0Sarah\u00a0Hoult\u00a0t\u014dku ingoa I\u00a0am\u00a0P\u0101keh\u0101.\u00a0My\u00a0ancestors\u00a0came\u00a0from\u00a0Ireland,\u00a0England,\u00a0Scotland,\u00a0Bohemia\u00a0and\u00a0Moravia. I\u00a0was\u00a0born\u00a0in\u00a0Whakat\u0101ne. I\u00a0grew\u00a0up\u00a0in\u00a0Rangiora.\u00a0My\u00a0home\u00a0now\u00a0is\u00a0on\u00a0Waiheke\u00a0Island. I\u00a0am\u00a0a\u00a0mother. I\u00a0am\u00a0a\u00a0teacher.\u00a0My\u00a0name\u00a0is\u00a0Sarah\u00a0Hoult. Five years ago, I wrote a dissertation entitled \u2018The Place of Environmental Education in […]<\/p>\n","protected":false},"author":177997448,"featured_media":14845,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[16897],"tags":[34918988,5833,372902633],"class_list":["post-14844","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-climate-change","tag-climate-change-2","tag-new-zealand","tag-target-4-7"],"acf":[],"yoast_head":"\nEnvironmental education policy in New Zealand is not reaching schools - World Education Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world-education-blog.org\/2021\/11\/12\/environmental-education-policy-in-new-zealand-is-not-reaching-schools\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Environmental education policy in New Zealand is not reaching schools - World Education Blog\" \/>\n<meta property=\"og:description\" content=\"He P\u0101keh\u0101 ahau N\u014d Airani, n\u014d Ingarangi, n\u014d\u00a0K\u014dterani, n\u014d\u00a0Bohemia,\u00a0no\u00a0Moravia\u00a0hoki \u014dku t\u016bpuna I wh\u0101nau mai ahau i Whakat\u0101ne I tupu ake au i Rangiora Kei Waiheke t\u014dku k\u0101inga in\u0101ianei He whaea ahau He kaiako ahau Ko\u00a0Sarah\u00a0Hoult\u00a0t\u014dku ingoa I\u00a0am\u00a0P\u0101keh\u0101.\u00a0My\u00a0ancestors\u00a0came\u00a0from\u00a0Ireland,\u00a0England,\u00a0Scotland,\u00a0Bohemia\u00a0and\u00a0Moravia. 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