Latest posts from Home Education Foundation
21-23 November 2014 Above Rubies Ladies Camp
Keswick Christian Camp, Rotorua
Heather Jones (NZ Director)
Val Stares (Australia Director)
and daughter Natalie Stripp
For more information and registration forms
Contact: Jane Hennessy
Phone 06 379 9066 or 021 100 8934
by Harvey and Laurie Bluedorn
Christian Classical Model and Christian Classical Method
From the Smiths:
Updated 2 February 2013: One year on (Craig Smith’s Health) page 7 click here
Needing help for your home schooling journey:
Here are a couple of links to get you started home schooling:
This link is motivational: http://hef.org.nz/2012/home-schooling-what-is-it-all-about/
Exemption Form online: http://hef.org.nz/2012/home-schooling-exemption-form-now-online/
“Remember, you will need to have a record of progress and achievement over time i.e weekly, termly, annually. This may also be needed when your child goes on to further education or training.”
This is enough to put anyone off home educating their children – well most people. Some people love to write up these sorts of reports on blogs and in diaries – most people don’t. So this needs to be clearer. It is enough to write up these reports for the ERO or for further education or training when required. I mean that, it is OK to forget about the “ERO, further education or training” and get on with “teaching our children as regular and well as a registered school” until we need the “record of progress and achievement”. At that point we can sit down and collect all the information that we need which will be different for each “ERO, further education or training”.
At a recent meeting with Jim Greening (Group Manager, Schools and Student Support), Sonja and Lucy Ambrose (Senior Advisor, Learner Engagement) we talked about this. I asked them if the advice I give out to people is correct. This is what I like to tell people.
Forget about the ERO. Just get on with “teaching your child/ren as regular and well as a registered school”.
UNTIL you get the letter from the ERO informing you of a review. There are only 35 reviews budgetted for each year and the ERO has been doing far less than this over the last few years (14 last year).
Then DON’T start suddenly doing a whole lot of bookwork with your child/ren, carry on as you have been doing. This is the time for you, as the parent, to get prepared for the review. You will have roughly two weeks to prepare. Here is something I wrote up about this a few years ago which might be helpful: http://hef.org.nz/2006/preparing-for-an-ero-review-2/. During this two week period there is plenty of time to write notes, collect photos, videos, samples of work etc, representing a “record of progress and achievement over time”.
They all nodded and said that this was a good and acceptable way to “keep a record of progress and achievement over time“.
Other helpful info on ERO reviews:
Youtube short clip: Book: Preparing for an ERO Review
Only some children moving to New Zealand need exemptions to be home educated. Check out this link from the MoE:
My family has just arrived in the country and we are applying for residency. We would like to homeschool in New Zealand, but we are unsure if we need to apply for an exemption for our children.
In this situation you will first need to determine if your children have ‘domestic student status’. If they do and they are between the ages of 6 and 16 years of age, then they must attend a registered school unless they have an exemption.
If your children do not have domestic student status then they will qualify as foreign students, and you do not have to apply to homeschool them as foreign students in New Zealand are not required to enrol or attend a school.
To determine if your child or children are foreign or domestic students, please read the following:
What’s the difference between a foreign and domestic student?
Under the Education Act 1989 a foreign student is anyone who does not fall into the category of domestic student.
A domestic student is defined as:
At any time, means a person who is then -
a New Zealand citizen; or the holder of a residence class visa granted under the Immigration Act 2009 who satisfies the criteria (if any) prescribed by regulations made under subsection (4); or
a person of a class or description of persons required by the Minister, by notice in the Gazette, to be treated as if they are not foreign students.
These categories are explained in Ministry of Education Circular Eligibilty to enrol in New Zealand schools. The link to this circular is: www.minedu.govt.nz/circular201201
This information is found in Appendix E of the exemption form online: http://www.minedu.govt.nz/Parents/AllAges/EducationInNZ/Homeschooling.aspx
July 23, 2014
Palmerston North, NZ – The Green Party yesterday announced as a key part of its election platform that it would be supporting families by seeking to extend the 20 hours’ free early childhood education (ECE) subsidy to 2-year-old children.
But Barbara Smith, National Director of the Home Education Foundation of New Zealand, is concerned that this policy could normalise what she believes is a misguided emphasis on ECE above parental care and interaction.
According to the Green Party press release, “Good-quality ECE helps children reach their full potential, both in education and in leading healthy and productive lives.”
“Where is their research?” asks Mrs Smith. “Quality education for most preschoolers begins in the home.”
The research, says Mrs Smith, demonstrates that ECE only tends to benefit vulnerable children who would otherwise be neglected at home.
According to Dr Jane Silloway Smith, of the Maxim Institute, “ECE has been shown to benefit children from disadvantaged backgrounds because these children often lack what their more advantaged peers have: a nurturing home environment. Educational researchers regularly report that a nurturing home environment will have a more profound impact on a child’s educational achievement than preschool programmes – a reason often stated for why more advantaged children are not often found to gain much, if anything, educationally from ECE.”
In fact, much of the research shows that ECE disadvantages most children. In one of the most rigorous studies available, the US National Institute of Child Health and Human Development found a strong link between long hours of non-maternal care and behavioural problems such as aggression, demanding behaviour, cruelty, fighting, and so on, even in children coming from usually privileged backgrounds.
In a 2013 Canadian study, researchers from the University of Montreal and the Sainte-Justine Hospital Research Centre said that children who attend daycare were more likely to become obese between the ages of 4 and 10. More seriously, Canadian behavioural psychologist Dr Gordon Neufeld believes that early preschool is causing a socialisation crisis. “When you put children together prematurely before they can hold on to themselves, then they become like [the others] and it crushes the individuality rather than hones it.”
Preschool is also linked to low academic achievement. A 2011 study from the Massachusetts Institute of Technology found that early childhood education “comes at a cost: children are less likely to discover novel information” and inhibits “exploration and discovery”. Sociologist J Conrad Schwartz found in 1986 that group care was associated with lower intelligence, poorer verbal skills and shorter attention spans.
“The fact is that when children have a lot of one-on-one interaction with adults at home, they do better than at preschool interacting with peers,” says Mrs Smith. “For children with engaged parents who provide learning in the home, preschool is only a drawback.
“Instead of hurting children by pressuring them into ECE, let’s support families by helping parents to do what they do best.”
More research on early childhood education can be found at www.hef.org.nz.
About the Home Education Foundation
The Home Education Foundation has been informing parents for 28 years about the fantastic opportunity to de-institutionalise our sons and daughters and to embrace the spiritual, intellectual and academic freedom that is ours for the taking. Through conferences, journals, newsletters and all kinds of personal communications, we explain the vision of handcrafting each child into a unique individual, complete with virtuous character, a hunger for service to others, academic acumen and a strong work ethic. For more information, please visit www.hef.org.nz.
NZ Yahoo News: Will the Greens’ ECE policy really benefit children?
More Links concerning ECE:
The MoE has recently had some major changes.
“These new positions will be our key local leadership roles from 1 July, responsible for coordinating all Ministry services and support to their local communities. The aim is to have more senior leaders closer to the sector geographically and to have one senior person coordinating Ministry services. This will ensure greater responsiveness to local needs.”
There are now 10 areas. So new exemption applications need to be sent to your nearest MoE office:
Director of education for: Appointed: Tai Tokerau Hira Gage Waikato Paula Rawiri BOP/Rotorua/Taupo Ezra Schuster (12 months) Hawke’s Bay/Gisborne Marilyn Scott Taranaki/Whanganui/Manawatu Jann Marshall (6 months) Wellington Pauline Cleaver Nelson/Marlborough/West Coast Erika Ross Canterbury Coralanne Child Otago Southland Julie Anderson (start date 4 August)
The recruitment process for the Director of Education for Auckland
still underway, and we’ll update you on that once an appointment is confirmed.
The other new appointment that concerns home educators is Jim Greening
(Group Manager, Schools and Student Support). Home Education is one of his responsibilities.
This link has the profiles of all those mentioned above: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue9/~/media/MinEdu/Files/EducationSectors/MinistryBulletin/Issue9/Keyleadership.pdf
Those in the MoE Head Office in Lower Hutt who are responsible for Home Education are:
Jim Greening (Group Manager, Schools and Student Support)
Lucy Ambrose (Senior Advisor, Learner Engagement)
The Green Party today announced that its key social platform for this election will be to tackle child poverty and inequality by ensuring every child in New Zealand has enough to thrive. The Green Party will make a series of policy announcements in the run up to the election which will cumulatively form a plan to ensure that every child has enough of what they need to thrive.
This aim by the Green Party seems reasonable until we continue reading the
press release below.
This is an investment in families and our kids’ education and in reducing poverty.
In the first of these announcements, made today, the party has announced a package to support families by extending access to free early childhood education and improve the quality of all ECE.The key policy points in the Green Party’s plan for supporting families’ access to ECE are:
- Extend the 20 Hours free early childhood education subsidy to cover two-year-olds, at an initial cost of $255 million. As the benefits of this successful scheme are opened up to at least another 40,000 children, more kids will get a good start in life and the burdens on their families will be eased.
- Provide $32 million a year to restore funding for 100 percent qualified teachers, as part of an ambitious plan to boost the quality of early childhood education and make sure every child gets the right care and support.
This does NOT give MOST children a “good start in life” and most parents do not see their children as “burdens needing to be eased”. The “right care and support” for most children is in their own homes. This press release does not help most families feel that they are doing the best for their own children.
“The total package will cost $297 million a year immediately rising to $367 million in four years.”Every child should have enough to thrive. Any less is a failure of our society,” said Green Party Co-leader Metiria Turei. ”One in four children lives in poverty, and 205,000 Kiwi kids are now living in severe poverty, and going without the basics.
“The cost of ECE in New Zealand is too high. According to a 2010 OECD study, New Zealand working families pay 28 percent of their net income on childcare – the fourth highest percentage of family income in the group.Extending 20 hours free ECE to two-year-olds will make a real financial difference to thousands of families. We estimate that families with two-year-olds in ECE could be up to $95 a week better off under our policy.
There is a need for some families to be using an ECE for their preschoolers when parents are working, for other personal needs etc. Families should be able to use these facilities without the rhetoric that ECE is better for their young children. The use of an ECE will not bring MOST children out of poverty – it will keep them there.
“By reducing the high cost of ECE in New Zealand we can both help struggling families access ECE and directly assist in reducing their weekly outgoings.The Green Party will help families out financially by reducing ECE costs, at the same time as improving access to quality education.
“Quality education” for most preschoolers happens in the home.
“It is a major investment in our kids. About two thirds of all two-year-olds are currently enrolled in ECE, but their parents miss out on the ’20 Hours’ subsidy given to three and four year olds. We will make the system fair by extending the same subsidy to the large number of two-year-olds in ECE. Despite the relatively low level of current subsidy, around 40,000 two-year-olds are still enrolled in ECE, significantly more than a decade ago. Our policy helps will make a big difference to those families straight away. This is an investment in families and our kids’ education and in reducing poverty.
As mentioned earlier the best children’s education is in the home not in an ECE. Keeping children in the home not sending them to an ECE is the best way to reduce poverty.
“Good-quality ECE helps children reach their full potential, both in education and in leading healthy and productive lives.
This statement is plainly wrong. It is designed to erode parents’ confidence in their parenting skills and encourage them to use ECE instead, for their preschoolers down to the age of 2 and, as seen in some articles, even younger.
“It can even make the difference, according to recent research, between being in or out of poverty in later life.
Where is their research? Here is some research that I have found:
“ECE has been shown to benefit children from disadvantaged backgrounds because these children often lack what their more advantaged peers have: a nurturing home environment. Educational researchers regularly report that a nurturing home environment will have a more profound impact on a child’s educational achievement than preschool programmes – a reason often stated for why more advantaged children are not often found to gain much, if anything, educationally from ECE. http://hef.org.nz/2012/should-preschool-be-compulsory/“Investment in ECE is a great education spend today, but it can also reduce poverty and inequality overtime. Supporting families by extending free ECE provides more choice for all families with young children. All the evidence shows that to get the full benefit of improved access to ECE it must be good quality. That’s why we’re also including an ambitious plan to boost the quality of early childhood education at the same time.
I believe that we can stretch this research out way beyond pre-school though to the end of school years. “So making preschooling compulsory for the children of beneficiaries actually dodges the most critical factor for a child’s future – their home environment. Most child development experts will tell you children need a good home in which they are able to form an attachment to their parents for proper development. For that to occur, parents need to be nurturing and interacting with their children: talking to them, cuddling them, and generally taking an interest in their lives.”http://hef.org.nz/2012/should-preschool-be-compulsory/
“An early start in formal institutionalized schooling deprives children of the free exploration so crucial to the development of genius.” http://hef.org.nz/2012/14177/
“Neufeld is against four-year-old kindergarten. He’s also against five year-old kindergarten. And possibly even six-year-old kindergarten. Unless, of course, kindergarten is all about play and not at all about results.” http://hef.org.nz/2012/ece-preschool-is-no-good-for-4-5-and-possibly-6-year-olds-expert-says/
“We found that children whose primary care arrangement between 1.5 and 4 years was in daycare-center or with an extended family member were around 50 per cent more likely to be overweight or obese between the ages of 4-10 years compared to those cared for at home by their parents,” lead researcher Dr. Marie-Claude Geoffroy said in a statement Monday. “ http://hef.org.nz/2012/ece-linked-to-obesity-in-kids-study/
” The Swedish Government claims that research shows that children in day care develop and learn much better than home cared children. But the Swedish statistics tell another story. Psychosomatic symptoms such as regular headaches, tummy aches, worries and anxiety tripled for girls and doubled for boys during the years 1985-2005. A Government investigation quoted a study showing that Sweden has the worst development in psychological health among our youth in relation to eleven comparable European countries. The school results went down during the same period and are now, in some scholastic subjects, below the OECD average. The quality of parenthood has deteriorated, and adult sick leave is high, especially for women. As Sweden is materially rich with a wealth of public social insurances and good wealth distribution and low child poverty this is hardly the cause. The most realistic cause is the early separation of children and parents for too many hours per working day as strongly encouraged by our Government.” http://hef.org.nz/2012/about-early-child-care-in-sweden/
“METIRIA TUREI to the Prime Minister: When he said “we don’t want to see any New Zealand child suffer … children don’t get to make choices, they’re often the victim of circumstance” does that mean he will take tangible steps to ensure children don’t suffer because of circumstances beyond their control?” http://hef.org.nz/…/new-zealand-sweden-and-the-johanssons/ I am not sure we can trust the Government to “ensure children don’t suffer because of circumstances beyond their control.” The Government is more interested in policy, money and their own philosophy – which is at odds with the majority of New Zealanders – read the link to see what has happened in Sweden where the Swedish Government thinks that they know what is best.
“Long hours in nurseries or with childminders lead to mental health problems and difficulties at school for children, a leading expert claimed yesterday.
According to researcher Jonas Himmelstrand, falling educational standards and a wave of disorder and bullying in schools are directly connected to state subsidies for daycare.” http://hef.org.nz/2013/long-days-at-nursery-or-with-childminders-raising-a-generation-of-school-tearaways/
“Daycare or preschool stress can be measured by the levels of cortisol-—a stress hormone—-that children produce during the day. In normal, healthy people, cortisol levels follow a daily rhythm, peaking when they wake and then falling over the course of the day. Cortisol levels are the lowest just before sleep (Sapolsky 2004). But stress changes the pattern. If you are under stress, your cortisol level rises, regardless of the time of day. In the short term, this helps your body respond to the crisis. But chronic stress, and chronically elevated levels of cortisol, can cause health and developmental problems (Sapolsky 2004). Because cortisol levels are easy to measure in young children, researchers have collected samples from children who attend daycare and children who stay home. In study after study, the results are the same. When children stay home, their cortisol levels show the healthy pattern–rising at waking and decreasing throughout the day. When children attend daycare, the pattern changes. Cortisol levels increase during the day (Geoffroy et al 2006). See more at: http://www.parentingscience.com/preschool-stress.html#sthash.DxbP97o1.dpuf
The July 12-18 2014 Listener has a balanced article in it: http://www.listener.co.nz/lifestyle/the-best-start/. Dame Lesley Max wrote in Endangered Species “if parents-to-be learnt nothing more than the crucial importance of talking to and with their children, something greatly significant would have been achieved.” Once a teacher herself, she is dismayed that the impact parents could have as early educators is still being “studiously ignored”, and makes the point in the foundations’s annual report: “Currently, education policy is build around the fallacious principle that teachers have more influence on educational outcomes than parents and the home do.”
Read more here…
The Greens would be doing far better by helping parents to have the confidence and skills to parent their own children rather than separating parents and children
Some interesting facts on Home Education in the USA
Homeschooled – How American
Homeschoolers Measure Up
Read the rest of these statistics in the link below:
Homeschooling In Real Life
Hosts: Andy and Kendra Fletcher
Discussing the topics that you might not find covered at your local homeschooling convention, veteran homeschooling parents and bloggers, Andy and Kendra Fletcher, use humor and honesty to pull the veil back on Christian homeschooling.
These witty podcasters like to poke sticks at the conventional and with heaps of grace they will confront a few of the sacred cows that Christian homeschoolers like to worship. Their love for the Gospel will remind their listeners on every episode of the freedom that Christ pours out in generous amounts. Grace Wins!
Join Fletch (from theMangoTimes) and Kendra (from Preschoolers and Peace) every two weeks as they interview guests and talk through some of the goofiness they have experienced in nearly two decades of Homeschooling In Real Life.
7/18/14 – Homeschooling Through Hard Times
8/1/14 – Homeschooling in New York City
July 15, 2014 By Barbara
An education expert from Chile says charter schools will not set Maori up to succeed.
Ernesto Trevino is giving lectures in New Zealand on the similarities in educating disadvantaged children in Aotearoa Zealand and Chile and what he sees as the dangers of charter schools.
The schools have been operating in Chile for 30 years and Professor Trevino said moves to introduce more of them in New Zealand them will have a negative effect.
Mr Trevino said Maori have a holistic approach to learning which is not prized in what he describes as a market-style education system.
Research shows charter schools tend to select students that are more able to keep costs down, he said.
He said the philosophy behind charter schools means competition between schools is encouraged which only widens educational inequalities.
July 11, 2014 By Barbara
Mireille Consalvey of the Ministry of Education has contacted a number of people in the Homeschool community who may be interested in contributing to the project called ‘The Red Tape Cluster Buster’, which aims to ‘reduce or stop those “red tape” activities that deliver little or no value; and to streamline and improve existing processes’. This will include looking at forms and online templates, with the intention of simplifying them.
This is a great opportunity for us to have input in an area that directly affects all of us.
One home education mother on FB said to me:
Barbara, can we all just share our thoughts and ideas with yourself and NCHENZ, rather than lots of Groups contacting this lady? And you can compile and present to them to the MoE? The thing with policy people (I used to be one!), is that the more opinions (especially differing ones) that are received, the more likely there is to be increased regulation as the policy people end up uncovering what they consider loopholes and gaps in the current implementation of the legislation. For example, one major issue our homeschooling community has is the subjectivity of assessors across the regions with regards to obtaining exemptions. It just depends who you get, right? If we gripe about this, we are more likely to end up with a checklist of things we must cover in our exemption (which the assessors use, thus achieving the consistency we apparently want), taking the ‘as well and as regularly as school’ legislation further than what we want. We definitely do not want prescribed checklists of what we must include in our exemption (ie. in our curriculum plans). If we present a united front, we are much more likely to get what we want!
PS. I realise this is about forms and not an overhaul of the regulations. But the forms should reflect what is actually required, and nothing ‘more’ added in. Less is more! It has been suggested that as well as different homeschooling support groups having direct input to the Ministry of Education in this, we also, as the homeschool community of NZ, co-ordinate some discussion and united response. This option might be particularly of interest to those that are part of the larger support networks HEF and NCHENZ, and wish to have their viewpoints expressed via these vehicles.
The advantage of having a co-ordinated approach and discussion, is that we avoid the potentially dozens of different viewpoints from every angle that then have to be considered by policy-makers. The final result may in fact limit choices or impose a prescribed approach on the homeschool families (particularly with regards to exemptions), as creators of policy attempt to find consistent implementation of the primary legislation. For example, with an intention of providing consistency and simplicity, what we don’t want is some form of ‘checklist’ that takes the current primary legislation too far, and assumes or requires homeschool families to meet certain prescribed curriculum guidelines in their exemptions.
Although this is not an overhaul of regulations as such, we desire the forms and processes to best reflect the current primary legislation which is simply that children are taught ‘as regular and as well” as a registered school. Regular and Well are not defined by the MoE and we do not want them to define these terms.
Simplifying would certainly be a welcome outcome whereby only what is actually required is included in the forms and processes.
So if you have heard from Mireille or your support group would like to meet with Mireille please contact either Meredith of NCHENZ email@example.com or myself firstname.lastname@example.org so that we can add you into the discussions. I think what would be best is an email discussion where we all reply to “reply to all” so that we all get the discussions. (not everyone has Facebook, not everyone wants to sign into yahoo). So this is probably the best option.
Here is an opportunity to express all of our views with regard to this – to have discussions and understand others points of view as well. Anyone can join this group even more so if you are not a part of a support group and want to have your voice heard. Now I understand the impossibility of what I am asking. No two home educators think alike – we have found that out in the past. But if we can at least have discussions together then we will be a little more unified than if we all have individual meetings not knowing what others are saying.
So once again if you are a home educator (or looking into home education or have finished home educating your children and are thinking about your up and coming home educated grandchildren) or if you are a support group committee member and would like to have a say and are meeting with the MoE “The Red Tape Cluster Buster” for a meeting and want to have a unified voice with other home educators then please contact Meredith or me so that you can begin to get the emails:
Meredith of NCHENZ email@example.com
Barbara of HEF firstname.lastname@example.org
To read more on this please check out this link: MoE discussions
July 10, 2014 By Barbara
There has been a reshuffle in the MoE. It seems like this could be a very good reshuffle – time will tell.
Today I received this email. I would love any comments you have to make.
I hope that this finds you well.
Lucy Ambrose at the Ministry of Education (MoE) provided me with your details. BUT first introductions.
My name is Mireille Consalvey and I am helping to coordinate a project being led by Megan Reid here at MoE. The aim of this project – called the Red Tape Clutter Buster – is to reduce or stop those “red tape” activities that deliver little or no value; and to streamline and improve existing processes. In addition we are looking at resourcing forms and online templates. Our intention is to simplify forms, and retire ones that are low value.
We would be delighted if you/and others as appropriate might be willing to meet with us. Typically meetings last no more than an hour and whilst we have some questions (below) to set the creative juices flowing what we really want is a “free and frank” conversation about red tape around homeschooling.
If you are keen/able might I would then suggest some dates and we are flexible and naturally can come to you.
With best wishes, Mireille
DISCUSSION STARTERS FOR MEETING:
• What would the ideal process look like?
• What needs to be included in the process?
• How can forms, funding allocations, timing etc be improved to ensure the process works best?
• What types of activity is seen as entirely compliance driven for you?
• Do you have any specific examples of best practice that you believe should be considered in an improved model?
Mireille Consalvey | Project Coordinator – Contractor | Sector Enablement and Support
Ministry of Education | Te T?huhu o te M?tauranga