1 00:00:00,120 --> 00:00:02,960 Speaker 1: On the nca stuff that we were talking to Erica 2 00:00:03,000 --> 00:00:04,840 Speaker 1: Stanford about at the start of the program. I wouldn't 3 00:00:04,840 --> 00:00:06,120 Speaker 1: be surprised. In fact, I take a bit with you 4 00:00:06,200 --> 00:00:08,760 Speaker 1: right now that eric Is Stanford, the Education Minister's going 5 00:00:08,800 --> 00:00:11,879 Speaker 1: to scrap nca Level one because I can just see 6 00:00:11,880 --> 00:00:14,480 Speaker 1: the signs of it. She was already concerned enough to 7 00:00:14,640 --> 00:00:16,840 Speaker 1: order a review. She's ordered the review, the review has 8 00:00:16,840 --> 00:00:19,160 Speaker 1: come back. It's slammed NCAA Level one. So she's got 9 00:00:19,160 --> 00:00:20,840 Speaker 1: all the ammo that she needs to pull the trigger 10 00:00:20,880 --> 00:00:22,919 Speaker 1: if she if she wants to, and frankly, I hope 11 00:00:22,960 --> 00:00:25,239 Speaker 1: she does, because I think it's become apparent in the 12 00:00:25,320 --> 00:00:28,520 Speaker 1: last few years that NCA is a massively flawed system. 13 00:00:28,960 --> 00:00:31,040 Speaker 1: And I don't reckon this is just a level one problem. 14 00:00:31,080 --> 00:00:32,879 Speaker 1: I think it's a level two and three problem, but 15 00:00:32,880 --> 00:00:34,960 Speaker 1: it starts with level one. So that's what we're dealing with. 16 00:00:35,320 --> 00:00:37,879 Speaker 1: What's going on as schools. I had had a gutsful 17 00:00:38,000 --> 00:00:40,440 Speaker 1: of this nonsense, and they're dropping it. They're dropping it fast. 18 00:00:40,479 --> 00:00:42,880 Speaker 1: Right this year, only eighty seven percent of schools offered 19 00:00:42,960 --> 00:00:46,479 Speaker 1: NCAA Level one. Next year only seventy five percent of schools. 20 00:00:46,479 --> 00:00:48,600 Speaker 1: And so you can see this massive drop down. And 21 00:00:48,640 --> 00:00:51,040 Speaker 1: the problem here is that the ones predominantly dropping it 22 00:00:51,080 --> 00:00:53,840 Speaker 1: are the ones in the higher socioeconomic areas. Now that 23 00:00:53,960 --> 00:00:56,200 Speaker 1: is a problem because if it carries on like that, 24 00:00:56,200 --> 00:00:58,520 Speaker 1: what we're going to end up with is rich kids 25 00:00:58,560 --> 00:01:00,520 Speaker 1: and kids living in nice suburbs and going to high 26 00:01:00,520 --> 00:01:03,600 Speaker 1: dess our schools getting a better qualification, maybe coming out 27 00:01:03,600 --> 00:01:06,759 Speaker 1: with ib maybe coming out with Cambridge, but coming out 28 00:01:06,800 --> 00:01:10,039 Speaker 1: with a decent qualification, and everyone else and all the 29 00:01:10,040 --> 00:01:12,399 Speaker 1: other suburbs, the poor suburbs and the normal suburbs, are 30 00:01:12,440 --> 00:01:15,240 Speaker 1: going to come out with junk NCEEA at the end 31 00:01:15,240 --> 00:01:17,240 Speaker 1: of their schooling. And all that is going to do 32 00:01:17,280 --> 00:01:19,600 Speaker 1: if we let that continue going on for years is 33 00:01:19,600 --> 00:01:23,000 Speaker 1: can create an education gap where basically you've got rich 34 00:01:23,080 --> 00:01:26,560 Speaker 1: kids getting premium education qualifications that are recognized around the 35 00:01:26,560 --> 00:01:29,000 Speaker 1: world's world, and then everybody else coming up with this 36 00:01:29,160 --> 00:01:31,440 Speaker 1: nonsense that nobody recognizes. And that is not what this 37 00:01:31,520 --> 00:01:34,720 Speaker 1: country is about, right, because this country is actually about 38 00:01:34,800 --> 00:01:37,080 Speaker 1: all of us getting a decent education and the ability 39 00:01:37,080 --> 00:01:39,520 Speaker 1: to lift ourselves up by our bootstraps. Now, if you're 40 00:01:39,560 --> 00:01:41,679 Speaker 1: the parent of an NCA pupil, you do not need 41 00:01:41,720 --> 00:01:45,160 Speaker 1: me to tell you this. The problem is there's no consistency. 42 00:01:45,560 --> 00:01:47,840 Speaker 1: So your kid could hand in an essay to one 43 00:01:47,840 --> 00:01:49,680 Speaker 1: teacher or an internal assessment to one teacher, and the 44 00:01:49,720 --> 00:01:52,400 Speaker 1: teacher could go, oh, that's awesome, here's an awesome grade. 45 00:01:52,680 --> 00:01:54,640 Speaker 1: Or they could hand it into another teacher at another school. 46 00:01:54,640 --> 00:01:57,320 Speaker 1: Teacher in this but a mediocre, mediocre grade for you. 47 00:01:57,880 --> 00:02:00,520 Speaker 1: And it says a lot that employers don't rate inn 48 00:02:00,560 --> 00:02:03,720 Speaker 1: CEA level one, that increasing numbers of schools don't rate 49 00:02:03,760 --> 00:02:07,080 Speaker 1: in CEA level one, that the Education Review Office doesn't 50 00:02:07,120 --> 00:02:09,360 Speaker 1: rate in CEA level one. I, as a parent, do 51 00:02:09,440 --> 00:02:11,600 Speaker 1: not rate in CEA level one. And judging by the 52 00:02:11,600 --> 00:02:13,840 Speaker 1: noises coming from the Education Minister, I'm not getting the 53 00:02:13,840 --> 00:02:16,280 Speaker 1: feeling she rates in CEA level one. So I think 54 00:02:16,320 --> 00:02:18,640 Speaker 1: it's time to scrap it. I think scrap the whole lot, 55 00:02:18,919 --> 00:02:20,480 Speaker 1: because from where I'm sitting, it looks to me like 56 00:02:20,480 --> 00:02:21,400 Speaker 1: a failed experiment.