1 00:00:00,040 --> 00:00:03,640 Speaker 1: The long were waited regulatory review into our early childhood 2 00:00:03,720 --> 00:00:06,560 Speaker 1: education sector has now been released. This is just the 3 00:00:06,559 --> 00:00:09,440 Speaker 1: regulatory review, right, It's about all the regulations that cover 4 00:00:09,520 --> 00:00:11,760 Speaker 1: the sector. It found the Ministry for Education does not 5 00:00:11,840 --> 00:00:15,440 Speaker 1: have a compliance monitoring system and the Education Review Office 6 00:00:15,720 --> 00:00:19,520 Speaker 1: doesn't have enforcement powers when non compliance is identified. So 7 00:00:19,600 --> 00:00:22,560 Speaker 1: it's made fifteen recommendations which will be put together into 8 00:00:22,600 --> 00:00:24,920 Speaker 1: a report and then taken to Cabinet in the new year. 9 00:00:25,360 --> 00:00:27,600 Speaker 1: Now the review has been met all the way through 10 00:00:27,640 --> 00:00:31,120 Speaker 1: with criticism from both the sector and the opposition, concerns 11 00:00:31,160 --> 00:00:34,160 Speaker 1: that would impact the quality of education received by KIWI kids. 12 00:00:34,520 --> 00:00:37,919 Speaker 1: Kathy Wolf though is this is Kathy wolf Is the 13 00:00:37,960 --> 00:00:40,800 Speaker 1: Early Childhood New Zealand Chief Executive and joints. We now 14 00:00:40,800 --> 00:00:42,000 Speaker 1: thank you for waking up early. 15 00:00:41,840 --> 00:00:43,920 Speaker 2: Kathy more than Andrew. 16 00:00:43,960 --> 00:00:46,080 Speaker 1: No problem, you've welcomed the review. What do you make 17 00:00:46,080 --> 00:00:46,280 Speaker 1: of it? 18 00:00:48,320 --> 00:00:51,960 Speaker 2: Well, we really please that the Ministry of Regulation you 19 00:00:52,159 --> 00:00:55,160 Speaker 2: have listened to over the two thousand submissions that were made. 20 00:00:56,120 --> 00:00:58,160 Speaker 2: They did a great job in terms of engaging with 21 00:00:58,200 --> 00:01:00,840 Speaker 2: the sector. But as you just mentioned, it's now about 22 00:01:01,280 --> 00:01:04,280 Speaker 2: how those recommendations are in the land, because at the 23 00:01:04,360 --> 00:01:07,200 Speaker 2: end of the day, the priority is children's right to 24 00:01:07,319 --> 00:01:09,760 Speaker 2: education and making sure that the quality remains. 25 00:01:10,160 --> 00:01:14,360 Speaker 1: That's right, Well, there's fifteen recommendations. It's regulatory changes and 26 00:01:14,400 --> 00:01:18,880 Speaker 1: that range across licensing and workforce and compliance and regulation, 27 00:01:19,000 --> 00:01:21,480 Speaker 1: not curriculum as such, but you know, just those all 28 00:01:21,480 --> 00:01:24,440 Speaker 1: that sort of structures of putting together say a nearly 29 00:01:24,520 --> 00:01:27,880 Speaker 1: childhood care center. The Minister reckons this will promote innovation, 30 00:01:28,200 --> 00:01:30,800 Speaker 1: quality and growth, but the critics reckon that this means 31 00:01:30,800 --> 00:01:33,399 Speaker 1: that shonky operators will be able to slip through. What 32 00:01:33,440 --> 00:01:34,000 Speaker 1: do you reckon? 33 00:01:35,080 --> 00:01:38,200 Speaker 2: Well, there is the danger of that. So for us, 34 00:01:38,400 --> 00:01:41,000 Speaker 2: it's about making sure that we work with the Minister 35 00:01:41,080 --> 00:01:44,440 Speaker 2: to make you know, to recommendations of that land in 36 00:01:44,440 --> 00:01:46,920 Speaker 2: the right places and that are fit for purposes. Is 37 00:01:46,920 --> 00:01:49,240 Speaker 2: at the end of the day, we are focused on 38 00:01:49,320 --> 00:01:53,240 Speaker 2: quality education. So in all those areas that you just mentioned, 39 00:01:53,320 --> 00:01:55,720 Speaker 2: we need to make sure that it does make it 40 00:01:55,760 --> 00:01:58,280 Speaker 2: efficient for services to run and make good use of 41 00:01:58,360 --> 00:02:01,320 Speaker 2: public investments. We also need to make sure that every 42 00:02:01,360 --> 00:02:04,000 Speaker 2: child is a education free access. 43 00:02:04,440 --> 00:02:07,160 Speaker 1: Okay, Now, the report does say it will enable more 44 00:02:07,200 --> 00:02:09,680 Speaker 1: providers into what is a thriving market. You could say 45 00:02:09,680 --> 00:02:12,440 Speaker 1: it's a market short of centers. You know, their appearance 46 00:02:12,480 --> 00:02:14,680 Speaker 1: and there as kids and they want an EC near 47 00:02:14,760 --> 00:02:17,880 Speaker 1: them as soon as they can. Is that what is needed? 48 00:02:17,960 --> 00:02:19,639 Speaker 1: More providers in a thriving. 49 00:02:19,320 --> 00:02:25,520 Speaker 2: Market, providers are needed. There's definitely areas and regions around 50 00:02:25,560 --> 00:02:28,920 Speaker 2: New Zealand that don't have access to each older education 51 00:02:29,120 --> 00:02:31,720 Speaker 2: and that needs to be rectified. But unfortunately that was 52 00:02:31,760 --> 00:02:35,600 Speaker 2: what the network planning was meant to do and that 53 00:02:35,800 --> 00:02:39,959 Speaker 2: was abolished, which is probably the one part of the 54 00:02:41,680 --> 00:02:44,520 Speaker 2: system that actually needed to stay, but it just needed some. 55 00:02:44,720 --> 00:02:48,000 Speaker 1: Tweaks to it, all right, So you'll be watching closer 56 00:02:48,000 --> 00:02:49,760 Speaker 1: to see where what the government does with this. It 57 00:02:49,760 --> 00:02:52,320 Speaker 1: does seem like an awfully long process, doesn't it. Kathy Wolf, 58 00:02:52,960 --> 00:02:54,959 Speaker 1: the Early Childhood New Zealand TV executive, thank you so 59 00:02:55,080 --> 00:02:58,200 Speaker 1: much for your time. Here's the thing, the multi agency 60 00:02:58,280 --> 00:03:01,400 Speaker 1: confusion that we have in our system right now was highlighted. 61 00:03:02,160 --> 00:03:05,799 Speaker 1: Here's an example the height of door handles with incentive 62 00:03:05,840 --> 00:03:10,480 Speaker 1: based ECE services as a perfect example. Both fire and 63 00:03:10,560 --> 00:03:14,880 Speaker 1: emergency New Zealand and MB have differing requirements then overseen 64 00:03:15,000 --> 00:03:18,399 Speaker 1: by the Ministry of Education who have their own differing requirement, 65 00:03:18,680 --> 00:03:21,760 Speaker 1: resulting in both confusion and costs. It means that door 66 00:03:21,800 --> 00:03:26,320 Speaker 1: handles move up and down, depending on whose rules you 67 00:03:26,480 --> 00:03:30,280 Speaker 1: listen to. Isn't That Crazy? For more from Early Edition 68 00:03:30,360 --> 00:03:33,200 Speaker 1: with Ryan Bridge, listen live to News Talks at B 69 00:03:33,360 --> 00:03:37,160 Speaker 1: from five am weekdays, or follow the podcast on iHeartRadio.