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Speaker 1: Saty five.

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Speaker 2: We've got Phill O'Riley and Rod Campbell with us this

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Speaker 2: evening after six o'clock. We're talking about building insulation. There's

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Speaker 2: a bruhaha developing here. I'm going to run you through

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Speaker 2: the details. And ozempic. Now you know about ozembic. Everybody's

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Speaker 2: taken the ozembic, Oprah's taken the Ozmpic. They all are.

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Speaker 2: And because ozembic is doing so well internationally, there is

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Speaker 2: a key we company that's actually kind of writing on

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Speaker 2: the coattails of that and doing well as well. They

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Speaker 2: are called Callo Curb and it's kind of like I

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Speaker 2: think they pitched themselves a little bit as kind of

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Speaker 2: a natural alternative to ozebic, right created ozembic creat and lab.

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Speaker 2: These guys developed with help of plant and food and

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Speaker 2: so on and naturally reduces cravings and stuff. Anyway, they're

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Speaker 2: going to talk to us about the success story after

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Speaker 2: half past six. Right now, it's twenty four away from

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Speaker 2: six ever duel, So we have more concern from teachers

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Speaker 2: this time. They're worried along with principles, that they're not

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Speaker 2: going to be ready next year to teach the new

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Speaker 2: primary school maths and Inish curricula. Lemon would Grove Principal

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Speaker 2: Bled Rivitski is with us now.

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Speaker 3: Hope Lair curly, how are you well?

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Speaker 2: Thank you? Are you worried you're not going to have

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Speaker 2: enough time?

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Speaker 1: Yeah?

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Speaker 3: The worries the pace of implementation. That's a big concern

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Speaker 3: at the moment.

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Speaker 2: Okay. So let's say with the maths curriculum that you

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Speaker 2: get given the curriculum in October and then you need

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Speaker 2: to teach it in February. How is that not enough time?

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Speaker 3: Yeah, we're not opposed to the strengthening our curriculum that

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Speaker 3: we're okay with. It's the fact that we're running to

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Speaker 3: curriculums at the same time. So it's the English in

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Speaker 3: the mass curriculum being I guess required to be implemented.

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Speaker 3: Schools of Difference.

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Speaker 1: The huddle with New Zealand Southerby's international Realty, local and

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Speaker 1: global exposure.

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Speaker 4: Like no other.

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Speaker 2: I'm huddled with me this evening. We have got Rob Campbell,

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Speaker 2: auc Chancellor, former Health end z cha and also fellow

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Speaker 2: Raley Iron. You partner is a former Boss of Business

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Speaker 2: New Zealand. Hello, lads, hey, go well, thank you. Phil

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Speaker 2: does do the teachers and the principals have a point

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Speaker 2: or are they maybe winging a little bit much.

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Speaker 5: I think it's important to understand teachers do actually work

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Speaker 5: pretty hard, so I've got some sympathy with that. But

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Speaker 5: if you're going to make a change, make a change.

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Speaker 5: I thought I thought the interview interviewe there made a

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Speaker 5: good point about keeping keeping those feedback loops open because

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Speaker 5: as you launch this thing, maybe things don't work so

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Speaker 5: well in some areas, and say some feedback and I'm

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Speaker 5: sure going to work on the basis officials and the

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Speaker 5: minister will be up for that. But we didn't need

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Speaker 5: to move on and make change, because what will happen

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Speaker 5: is we'll go another year and say, oh, we're not

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Speaker 5: ready yet. We're not ready yet, and we have another

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Speaker 5: couple of years of leakage. So the other thing is

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Speaker 5: that this hasn't come out of the blue. This has

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Speaker 5: been underway for some time now. So and it's useful

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Speaker 5: also that the both of the interview all saying we

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Speaker 5: hate the change, They're just saying we need to make

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Speaker 5: sure it works. So I think with a bit of

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Speaker 5: good will we can move on and get there. But

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Speaker 5: I certainly would do it next year.

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Speaker 2: Yeah, what do you reckon Phil rob I'm with Phil

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Speaker 2: on this one.

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Speaker 4: Well, I didn't think there's any great hurry for it. Personally,

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Speaker 4: it's better if you're going to make a curriculum change,

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Speaker 4: which is a critically important development and education, the people

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Speaker 4: have got the time to debate it, to think about it,

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Speaker 4: to prepare for it. It's not just a matter of

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Speaker 4: pressing a button and chundering it out to your students

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Speaker 4: and hoping they absorb it. There's a febit of thinking

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Speaker 4: to do about how to teach it. It's not simply

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Speaker 4: what's the content of the paper?

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Speaker 2: So right, it's just primary school?

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Speaker 4: Well you must one one plus.

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Speaker 2: One is two, you know what I mean?

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Speaker 4: Well, you wait till you try and do young edgies

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Speaker 4: primary school work. You might find it you mart harder

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Speaker 4: than your imagine. But Peter Gudgy is quite important at

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Speaker 4: these young ages, and it does need preparation. It's not

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Speaker 4: simply a matter of reading out the curriculum and hoping

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Speaker 4: it sticks in the kids kids. So I think it's

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Speaker 4: undervaluing what the teaching possession does to some extent not

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Speaker 4: to give some time to prepare for this and to

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Speaker 4: make sure we're teaching it well in our scho Well,

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Speaker 4: I feel.

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Speaker 2: Like I've got to I've got to push back on

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Speaker 2: you on this because you said there's not that much

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Speaker 2: of a rush. But for a parent whose child is

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Speaker 2: in primary school and who's not getting a decent education

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Speaker 2: right now, they only get one crack at it, it

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Speaker 2: might feel like there's a bit of a rush.

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Speaker 4: Well, might feel there's a bit of a rush, but

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Speaker 4: I'd contest that they're not getting a decent education. The

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Speaker 4: clearly are issues with curriculum. I think teachers pretty much

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Speaker 4: all agree about that. There are issues in many schools

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Speaker 4: about how it's been taught. Yeah, but don't solve that

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Speaker 4: just by pressing a button saying okay, Eve, Ryan, line

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Speaker 4: up back over there and teach this new list of things.

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Speaker 4: It's more, it's there's more to it than that. Teachers

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Speaker 4: are actually trained professionals and should be regarded and treated

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Speaker 4: as not just they're not just a means of communication.

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Speaker 2: Yeah, do you ever do you want to write a

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Speaker 2: reply here?

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Speaker 4: Phil?

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Speaker 5: Oh?

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Speaker 1: No?

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Speaker 5: I think I sort of half with Rob. I mean,

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Speaker 5: but I think you can do it. I think you

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Speaker 5: can't make the change so long as there's a good

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Speaker 5: feedback look for those teachers to come back and say, actually,

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Speaker 5: this but it's not working. To we change it for

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Speaker 5: next year?

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Speaker 4: Yea.

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Speaker 5: But to delay the whole thing is I think is

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Speaker 5: we didn't move on there. There's an urgency about this

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Speaker 5: government I think is right, and you know that the

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Speaker 5: risk is worth the table. It was worth the effort,

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Speaker 5: I think. Yeah.

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Speaker 2: I tend to agree with you as a parent. I

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Speaker 2: just want to see this thing get a ring along.

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Speaker 2: All right, we'll take a break, come back very shortly.

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Speaker 2: It's quarter two with the huddle is not primary with

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Speaker 2: so the.

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Speaker 1: Best international realty, local and global exposure like my world.

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Speaker 2: It's all right back with the huddle. We've got Filerali

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Speaker 2: and Rob Campbell. Okay, Rob, listen, you're the Chancellor of

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Speaker 2: aut I want you to explain to me why are

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Speaker 2: staff members ethnicity should determine whether they whether they get

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Speaker 2: an overseas trip or not.

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Speaker 4: I'd have to explain it to you. That's not what

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Speaker 4: determines that. There's a whole series of factors that go

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Speaker 4: into determining the allocation of mine. It's part of it.

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Speaker 4: There's a whole series of requirements that are imposed on

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Speaker 4: staff to meet that and staff do travel there, but

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Speaker 4: it's part of the normal university work and we have

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Speaker 4: issues as every university does in terms of how our

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Speaker 4: Mari and Pacific Island staff are developing and coming through

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Speaker 4: to the right sort of numbers, just as we do

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Speaker 4: with students, and we have programs to support that. It's

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Speaker 4: based on men the need for support.

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Speaker 2: So some of the some of the qualifications, some of

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Speaker 2: the things that would qualify them for the trip is

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Speaker 2: the prestige of the conference, how farther going with the cost,

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Speaker 2: is the risk of the travel, who the trip would

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Speaker 2: be funded by, but also their ethnicity. So you could

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Speaker 2: essentially have an Asian teacher and a PACIFICA teacher who

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Speaker 2: are both going to exactly the same trip, and based

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Speaker 2: on how the criteria stack up, maybe only the PACIFICA

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Speaker 2: person goes because of their ethnicity.

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Speaker 4: Yes, well, that's a purely theoretical hypothetical example. Well it's

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Speaker 4: your example, not mine. Has anybody said there is such

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Speaker 4: a trip?

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Speaker 5: What?

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Speaker 2: No, I'm just using I'm using yours.

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Speaker 4: It's a purely hypothetical.

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Speaker 2: Very defensive about trying to justify your criteria here.

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Speaker 4: Rob, Well, they're not my criteria. I'm Chancellor of the

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Speaker 4: university criteria developed to support staff for all different types

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Speaker 4: in different situations. This is one which applies. I don't

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Speaker 4: think it's remotely unusual. There'd be plenty of similar things

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Speaker 4: in businesses all around the place, and universities, after all,

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Speaker 4: are independent organizations. So I really don't think there's anything

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Speaker 4: here unless one can show that they've been prejudiced by

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Speaker 4: that by some situation. I don't believe you can say

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Speaker 4: it's weird.

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Speaker 2: Okay, what do you reckon film?

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Speaker 5: Well, actually, I'm going to be a controversial support Robie.

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Speaker 5: I actually would.

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Speaker 2: Think about that you've been too long on Wellington's.

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Speaker 5: When if it's probably I mean it's probably put uncomfortably

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Speaker 5: in the way that the university talks about it. But

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Speaker 5: the short point is that we need more Marian Pacific academics.

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Speaker 5: We need them to be supported. And part of the

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Speaker 5: support for any academics, any anybody with this salt, is

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Speaker 5: to do some of the international stuffs are very very

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Speaker 5: important that New Zealand does that. So it's probably put

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Speaker 5: rather uncomfortably. But if it was put like, I want

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Speaker 5: to make sure that we get more more academics from

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Speaker 5: non traditional backgrounds to do these overseas trips and to

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Speaker 5: actually learn and to engage globally. Then that's a good thing.

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Speaker 5: So it might be uncomfortably worded, but I agree with

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Speaker 5: the premis. I agree with the idea.

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Speaker 2: So if David Seymour was an aut academic, he would

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Speaker 2: get to go on these trips more than more than

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Speaker 2: you know, the Asian and Indian and Pacific equivalents, because

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Speaker 2: he's Mari, right.

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Speaker 5: But I think the point what's making is is not

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Speaker 5: just that because it's got to be sure about the

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Speaker 5: conference and so on.

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Speaker 2: This is the problem with these things is that he

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Speaker 2: you we'd be giving him special trips to help Mary academics.

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Speaker 2: But the guy, I mean, do you see where I'm

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Speaker 2: going with this? He doesn't need assistance.

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Speaker 5: We actually he does because what you want is that

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Speaker 5: is that academics not talking about David Seymore. We're talking

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Speaker 5: about academics who are We're trying to get more Marian

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Speaker 5: Pacific academics. That's a good thing. Why because demographics say

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Speaker 5: they be more Marin Pacific kids. We need we need

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Speaker 5: them to succeed otherwise you know the country will go backwards.

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Speaker 5: So we actually need to lean into this. It's how

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Speaker 5: you do it. That's the issue, and sometimes these kinds

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Speaker 5: of policies are uncomfortably worded as clearly this one is.

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Speaker 5: But the general idea that you want to help these

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Speaker 5: academics from up and non traditional backgrounds to become more

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Speaker 5: exposed to what technic globally is a good idea.

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Speaker 2: Yeah, okay, well we're going to say, Phil.

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Speaker 4: Right at is an opportunity, is a university of opportunity.

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Speaker 4: We're trying to create and support people who need opportunities.

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Speaker 4: This is one aspect of many ways in which we

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Speaker 4: do it. Then, I think's being taken quite out of

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Speaker 4: context and the hyder factical arguments being raised about it,

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Speaker 4: and so let's just relax about this sort offy.

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Speaker 2: I totally disagree with the pair of you, but I

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Speaker 2: do need to I can keep hammering this, but I

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Speaker 2: have to talk about something has gripped me today. Phil.

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Speaker 2: Why did Tory really sell her cart?

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Speaker 5: I don't know. She says she moved into the city

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Speaker 5: into a flat, as I understand what.

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Speaker 2: Let's tell what she said, but of course that she

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Speaker 2: can't thank him one hundred and ninety thousand.

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Speaker 5: There's a very livable city. There's lots of cycle ways,

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Speaker 5: there's lots of bedestrianization, there's lots of bus routes, and

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Speaker 5: she's built most of them. So good for her for

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Speaker 5: taking the leap and going into the city. I must

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Speaker 5: say when I when I looked at her salary, she's

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Speaker 5: apparently paid one hundred and ninety thousand dollars, which too

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Speaker 5: many people will be out of money, but compared to

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Speaker 5: many of the bureaucrats in this town, is not. And

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Speaker 5: I actually thought, gee, are we sure that there's anargument

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Speaker 5: for paying the mauror wenagement bit more if we want

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Speaker 5: decent performance? I must say, but given pay it, people

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Speaker 5: get this jap Now.

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Speaker 3: I don't know.

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Speaker 5: I look good for her. She she's living the dream

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Speaker 5: of doing cycleways and bleys and living in the city.

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Speaker 2: I lost your mind. Thank you for you've lost your mind.

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Speaker 2: If you're arguing that Tory Fino needs a pay rise

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Speaker 2: because she can't make ends meet on one ninety, I'm

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Speaker 2: going to push right back. Guys really appreciate it. Fellow

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Speaker 2: Riley Rob Campbeller Huddle seven away from.

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Speaker 1: Six for more from Hither Duplessy Allen Drive listen live

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Speaker 1: to news talks. It'd be from four pm weekdays or

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