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Speaker 1: Government's cracking down on pay equity deals. It says they've

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Speaker 1: gotten out of control. They've gone beyond what was originally

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Speaker 1: intended by Parliament. Apples are being compared with oranges. It's

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Speaker 1: not working past it. Second reading these changes last night

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Speaker 1: all under urgency. Third reading today, teacher aides are interesting.

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Speaker 1: They are upset because they did a deal in twenty twenty,

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Speaker 1: They had a payout and it had a clause saying

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Speaker 1: there was a review to happen within three years. Now

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Speaker 1: that review will no longer go ahead. Alie Kingy is

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Speaker 1: with the NZDI Union with me this morning.

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Speaker 2: Eli, Good morning, mor Dina Ryan, how are you doing good?

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Speaker 1: Thank you? Just quickly explain for us. This is not

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Speaker 1: male male teacherrades getting paid more than female teacher ades.

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Speaker 1: This is about comparing a female dominated in profession with

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Speaker 1: male dominated ones.

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Speaker 2: Right, that's right, that's right.

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Speaker 1: And you guys right now, because you obviously had a

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Speaker 1: settlement in twenty twenty, it has anything changed. I mean,

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Speaker 1: how do you know your or any worse off or

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Speaker 1: more discriminated against now than you were then.

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Speaker 2: We're deliberately built into into pay equity that there will

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Speaker 2: be a review because we didn't want to just win.

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Speaker 2: Have the wen Ya. We've finally equalized and now that's

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Speaker 2: going to be built in. It ended up being there's

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Speaker 2: there's a difference again between the male dominated industries that

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Speaker 2: we were compared against the government said they've done quiet

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Speaker 2: review and there isn't and we've had a look at

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Speaker 2: it and we've seen this up to a seventeen percent discrepancy.

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Speaker 1: Seventeen percent, So you reconez, since you did the deal

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Speaker 1: three years four years ago. Well what are we now

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Speaker 1: five years ago that the number has crept to seventeen percent? Again,

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Speaker 1: that's what it's looking like here. How do you calculate that?

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Speaker 1: Who are you comparing teacherades too?

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Speaker 2: Yeah, that's the difficulty with what happened yesterday is it's like, oh,

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Speaker 2: they've compared these people to these people and it's completely outrageous.

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Speaker 2: It's not because when we originally did pay equity, we

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Speaker 2: compared it line by line by line against what the

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Speaker 2: male dominated comparators were doing with our knowledge, skills and responsibilities.

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Speaker 1: But you compared teacher rades, did you not to civil engineers?

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Speaker 2: No? No, we didn't at all. I'm not sure where

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Speaker 2: you got that information from. We ended up being mostly

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Speaker 2: compared to correction stuff.

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Speaker 1: Right, who wear body vests and carry tasers. I mean

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Speaker 1: that they are very different jobs, are they not.

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Speaker 2: No, we looked at things like caring for vulnerable people,

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Speaker 2: about the special needs that it took to care for

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Speaker 2: vulnerable people, about the risks to our own selves and

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Speaker 2: our work places. But the run of it was I'm

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Speaker 2: not sure we got the civil engineers information from that

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Speaker 2: might be from them.

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Speaker 1: It was from the Ministry of Education website formed part

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Speaker 1: of your negotiations. That's cool.

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Speaker 2: No, it was the correction.

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Speaker 1: To the corrections officers. I mean, you say you faced

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Speaker 1: a similar a similar amount of danger. But if you're

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Speaker 1: dealing with I don't know, Brenton Tarrant versus a child,

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Speaker 1: I mean, it's it's different, isn't it.

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Speaker 2: Yeah. No, none of that is what would have come

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Speaker 2: from someone who had a full understanding of how pay

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Speaker 2: equity works.

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Speaker 1: But no, no, I'm going off what you just told me.

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Speaker 1: You said you compared safety between corrections offices and teacher ades.

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Speaker 2: No, no, that's not what I'm saying. What's being put

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Speaker 2: forth by the government is that, Oh, this thing compared

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Speaker 2: to that thing doesn't make any sense. Whatsoever. But what

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Speaker 2: we did was develop a really strong understanding of the

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Speaker 2: general areas of responsibility between the two groups. And we again,

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Speaker 2: as I said, we did it line by line of

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Speaker 2: what the responsibilities are. So what's being said now by

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Speaker 2: the government is a very like that's what that is,

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Speaker 2: and it's not it's not at all.

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Speaker 1: Okay, all right, Ellie, I appreciate you coming on the

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Speaker 1: program this morning. Elie Kingy, teacher aide and MZDI support

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Speaker 1: staff negotiations team leader with.

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Speaker 2: Us for more from early edition with Ryan Bridge.

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Speaker 1: Listen live to News Talks at B from five am weekdays,

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