What would you like to include in education policy

@colinengland that's the thing, I'm sure the best methods can be researched and taught to teachers, especially regarding pedagogy, and even applied in schools and in independent contexts. When talking about the way curriculum is structured, however, the end goals in mind really determine the way that curriculum is structured and this can be very variable and according to all sorts of preferences and opportunities available.
The govt has set some ideal goal about the purpose of education being to enable citizens to become successful participants in the economy - and this is important in some aspects however it could still be more comprehensive to include many more aspects such as areas of human rights that have yet to be catered to.
Sometimes it does take a bit of research & development to figure out how best to cater to gaps in the human rights economy, and sometimes that knowledge can only be discovered through trial and experience in the field. In which case, perhaps if the govt were to delve into "partnership teachers", then maybe they would also be experimental radicals overseen by universities just like the partnership schools.

Whether we have much of a say in it or not, it looks like the govt is transitioning the education sector towards one where teachers are more or less "learning facilitators" anyway. Still in schools though. From there it wouldn't be much of a far cry for the teachers also to become more independent from affiliation with traditional education establishments:
http://www.stuff.co.nz/national/education/73042309/Top-schools-give-multi-million-dollar-classrooms-a-fail-grade

According to great Aunt Google, education has two meanings.
1) the process of receiving or giving systematic instruction, especially at a school or university.
2) an enlightening experience.

In my own early education (1-18), I believe that 1 was largely the enabler of 2. Note that enlightening has the meaning of,"give (someone) greater knowledge and understanding about a subject or situation." but I feel school should also include challenges to thought patterns and expansions of.

In fact, I believe modern schooling should be a high tech bi directional investigation of the student and the world around him/her.

I think they should have medical checks, brain scans, guest talks, teachers, philosophy, have to argue the other side as well as their own, critical thinking, other ways of thinking, cultural studies, religious and atheist studies, rigorously tested on which methods of learning work best on them and that they should (from the very start) own their own data and (apart from mind tricks, communications, mathematics, anti-manipulation, and philosophy) should be able to self direct their own learning from year zero.

As part of education, any action to mould the minds of the young for present or future profit would be banned (see advertising) until an age where they are well versed in the methods that will be used on them.

...well, that sort of thing anyway. :)

Modern education is a lot more like that than what it was when I was at school. It's no longer simply about memorising stuff as it was when I went to school. It's now about teaching the children to think and view critically.

National seems to hate it.

This is it. (From https://desktopregulatorystate.wordpress.com/)

Chapter Seven–Fundamental Infrastructures: Education and Credentialing
Introduction: Whom Do Present-Day Schools Really Serve
Alternative Models
Potential Building Blocks for an Open Alternative
Open Course Materials
Open Textbooks
Open Learning Platforms
Credentialing

Got this awesome email back from toku Minita Nikki Kaye too fyi:

Dear William

Minister Kaye has asked me to thank you for your email and transcript about the future of education and the growing influence of digital technologies on the way education is delivered in New Zealand.

On 3 December Minister Kaye released an outline of work underway to harness the power of digital technologies to transform teaching and learning, which I’ve attached.

You’ll see that many of the themes you describe in your email are reflected in these initiatives. The Ministry of Education will continue to develop and adapt their plans as digital technologies are adopted by students and educators, and as new technologies emerge.

Thank you for taking the time to email.

Kind regards

Margaret-Anne

Margaret-Anne Barnett | Private Secretary

Hon Nikki Kaye | Associate Minister of Education

Parliament Buildings, PO Box 18041, Wellington 6160, New Zealand

T: 04 817 9769| F: 04 817 6537 | Mob: 027 224 6911

E: [email protected] ( [email protected] )

www.nikkikaye.co.nz ( http://www.nikkikaye.co.nz/ ) | www.beehive.govt.nz ( http://www.beehive.govt.nz/ )

The globalist policy of charging Australia citizens large fees for tertiary education is geared to creating future debt slaves according to Noam Chomsky of MIT. Do we want a future of slavery for our future generations? We need to go back to the focus of Australia being the clever country. Tertiary education needs to be free, especially in a fiat currency system, where the central bank is free to print money at their whim. Free tertiary education is pivotal in allowing Australia to compete and operate in ever more technical markets.

Free tertiary education is pivotal in allowing Australia to compete and operate in ever more technical markets.

It's pretty much pivotal for every country to develop both their economy and their culture.

And every country can create it's own money. As long as that doesn't go beyond local resource availability there won't be any inflation from it. Need to stop the private banks from creating their own money though.