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Speaker 1: Now, as we've discussed the government's not ruling out bimming

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Speaker 1: NCEEA altogether. The Education Minister has received a report It

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Speaker 1: says that schools and students are gaming the credit system.

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Speaker 1: It needs substantial change. Here's Auckland Grammer Headmaster Tim O'Connor.

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Speaker 2: I think you change it to an examination based system.

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Speaker 2: We make it pretty simple.

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Speaker 3: Here's the thought.

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Speaker 2: We assess it against the National Curriculum, because currently NCAA

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Speaker 2: doesn't do that.

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Speaker 1: Doctor Michael Johnston is a senior fellow at the New

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Speaker 1: Zealand Initiative and with us.

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Speaker 4: Hey Michael, hey, how are you doing.

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Speaker 1: I'm very well, thank you. Do you think we've been

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Speaker 1: it all together?

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Speaker 3: I wouldn't be opposed if that's the way it goes.

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Speaker 3: I think that NCAA has had a twenty year run

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Speaker 3: and it's really failed to deliver on its promise and

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Speaker 3: it is time to rethink.

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Speaker 1: Do you think if we been it all together, which

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Speaker 1: I think is a great idea, what do we replace

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Speaker 1: it with.

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Speaker 3: That's a really good question. I mean I probably before

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Speaker 3: with Tom O'Connor a little bit in that I wouldn't

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Speaker 3: want us to go back to solely a time limited

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Speaker 3: exam at the end of the year, but I do

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Speaker 3: think that we should probably have one result per subject

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Speaker 3: rather than multiple standards, So we might have several assessments

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Speaker 3: playing into that, one of which would be a time

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Speaker 3: limited exam at the end of the year, and maybe

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Speaker 3: some other assessments along the way to assess those things

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Speaker 3: that are hard to assess in an exam, like what well,

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Speaker 3: I mean, say you're doing a science experiment and you

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Speaker 3: want to assess how students can conduct a science experiment

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Speaker 3: in the laboratory that you Oh, so the kind of

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Speaker 3: practical side of things.

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Speaker 1: I guess is this controversial? Because this to me, Michael,

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Speaker 1: in the first year that it was brought in, my

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Speaker 1: little brother was doing it, and I remember very clearly thinking, geez,

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Speaker 1: I dodged able at not having to do this this

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Speaker 1: thing as a joke. Is it controversial? If some of

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Speaker 1: us have known for twenty plus years that.

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Speaker 4: It's nonsense, is it controversial? I mean, ensure Rich, I'm

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Speaker 4: sure that we some who oppose it, but I think

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Speaker 4: a lot of teachers and schools have probably had a

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Speaker 4: guts full of it, to be honest. Yeah, it imposes

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Speaker 4: a very heavy workload on teachers with a lot of

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Speaker 4: internal assessment marking and all kinds of logistical overheads and

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Speaker 4: being moderated, and.

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Speaker 3: There's a lot that schools have to do. And you know,

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Speaker 3: as Tim O'Connor said, I completely agree with them on this.

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Speaker 3: You know, let's base it on a new knowledge rich

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Speaker 3: curriculum that gives a real steer as to what needs

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Speaker 3: to be assessed because at the moment, really the achievement

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Speaker 3: standards for NCAA do all the heavy lifting in terms

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Speaker 3: of curriculum and the senior secondary and that's not how

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Speaker 3: it should be. We need a solid curriculum behind whatever

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Speaker 3: we do.

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Speaker 1: Michael, would we design our own one again or would

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Speaker 1: we just simply go for ib or Cambridge?

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Speaker 3: Well, I would think that we want to have our own.

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Speaker 3: I think you know, all the other developed countries in

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Speaker 3: the world have their own qualification systems and if we've

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Speaker 3: got our own New Zealand curriculum it really is a

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Speaker 3: solid curriculum, which you know, I believe that Minister Stanford

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Speaker 3: will deliver, then we should base our assessment system on that.

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Speaker 1: Michael, thanks for your time. It's Michael Johnston New Zealand Initiative.

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Speaker 1: For more from hither Duplessy Allen Drive.

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