Now we've known for some time that New Zealand's once world class education system is no longer – that it is failing. And I really, really feel for the teachers. Education has been hijacked by ideologues who want children to share their world view and care little for the fact that our kids have no idea how to spell world or view. Our literacy is bad, our numeracy is even worse.  

According to international studies, we are now one of the least numerate countries in the developed world. In the 2019 Trends and International Maths and Science study, New Zealand's 9-year-olds, the Year 5s, ranked 40th out of 64 countries. Year 9s were even worse - their scores fell by the largest margin since the study began in 1994. Māori and Pasifika students ranked lowest of all.  

In 2021, a report published in New Zealand by the Royal Society of Mathematics Advisory Panel, which advised the Education Ministry, noted that 1/4 of preschoolers cannot count from 1-10. That's not on the ideological educators at the ministry, that's not on teachers, that is on parents. By Year 9, fewer than one tenth of students are working at their age-appropriate level. Massey University Distinguished Professor of Mathematics Gaven Martin described maths education in this country as a “goddamn mess”.  

Families with money or access to money or the desperation to find money from somewhere, anywhere, have been sending their kids to after school tutoring. The NumberWorks’nWords franchises and the Kip McGraths that you'll see around the country. One parent in a New Zealand Herald story from 2021 said if you have the money, the kids go to Kumon, which is a another one of those franchises, or NumberWorks, two to three times a week. It's like a form of wealth separation, he said, as only the wealthier families can afford it. And at around about $700 a term, they’re right. The wealthy families will do it, but they seldom talk about it. The other kids just languish in the school system and remain at the bottom of the class. And so the gap between the haves and the have-nots gets wider and wider and wider.  

Now the Government has announced a form of after school maths tuition, but actually in school, and free. They're starting with intermediate students in terms 1 and 2 next year – around 2000 Year 7 and 8 students who are behind in their learning will take part in an intensive support program to bring them up to the required curriculum level in maths. The trial will use small group tutoring and supervised online tuition for 30 minutes, up to four times a week for each child. Basically, your Kip McGraths, Your NumberWorks, and what have you. There will be $30 million for high quality curriculum aligned workbooks, teacher guidance and lesson plans to be provided into every primary and intermediate School, $20 million for professional development and structured maths for teachers as well as (hip hip hooray) getting the Teaching Council to agree to lift maths entry requirements for new teachers.  

Education Minister Erica Stanford spoke to Heather du Plessis-Allan last night, saying intensive tutoring is one of the best things you can do if you're behind in maths.  

“We know that all of the international evidence tells us that if you are really far behind, especially in mathematics, one of the best interventions you can do is intensive tutoring in small groups to get up to where you need to be. Because a lot of our students have missed big chunks of their learning and mathematics, and we are particularly targeting those in Year 7 and 8 who are not going to see all of the benefits of our amazing new curriculum and all of our new materials and they're going to go off into high school and, you know, not be where they need to be. So we've had reading interventions in the past, we've never had one for maths, and my intention is that we put this trial up, see what it does and then roll it out.” 

Yes, yes, yes, yes and more yes! We know the tutoring works. Anyone who has sent their child to one of the expensive but efficient after school tuition programs knows that it works. You've got that one-on-one – and I'm quite sure that our teachers, if they had one-on-one time sufficiently with kids who were falling behind, would be able to raise them up as well, but they simply do not have the time or the resources. Now they will.  

To be fair to the previous administration, they understood that education was failing our children, they were not getting the education they deserved. The gap between the haves and the have nots, those who could and those who couldn't, was getting wider and wider and wider. In fact, I think we managed to top one aspect of the Trends in Science and Maths by having the biggest gap between those who were succeeding and those who were not. The vast majority of parents cannot afford that kind of one-on-one tuition, but we had Labour tinkering with the curriculum and bringing into Te Ao Māori into maths and science, and it was all very localised and communities could kind of pick and choose how they wanted to teach, with no resources teachers were left floundering as well. They basically had to do the work of the many thousands of bureaucrats and the Ministry of Education and come up with a curriculum.  

As Professor Elizabeth Rata at Auckland University said, the draft of the new curriculum, as devised by Labour, was a national disgrace. It's a curriculum without content, it's an ideological manifesto. Children in the Far North should receive the same education as children in the far south. It should not be left to chance. And that's what happened. That's exactly what has been happening now. We've got an Education Minister who is a) passionate about giving our children what they deserve and b) has ideas about how to make it happen.  

It shouldn't be left to chance, as Professor Rata says, it shouldn't be left to teachers to come up with some kind of vague curriculum which they have precious little time to do. And it shouldn't be left to parents to find $700 a term to shore up the gaps in our education system. It shouldn't be that those who can and those who have are able to circumvent our education system and be better and do better, leaving the others languishing. That is not the way we make a better New Zealand. That is not the way we make a productive of New Zealand and that's not the way we make a New Zealand that gives every child the opportunity to fulfil their potential.