Analysis of Feedback from the Shaping Education Engagement Process


Key findings: 

This report is organised into five main sections. It begins with an executive summary. Then follows an outline of the data categories, an analysis of the data, a section on methodology and finally the appendices. All participants and submitters were invited to share their thoughts under three overarching categories about the future of education in Greater Christchurch. A total of 229 submissions were made to the Shaping Christchurch Education engagement process from a variety of groups and individuals. Respondents were asked to share their ideas via three main categories of Purpose, Shape and Delivery.Within each of these categories, they were asked three questions: What should we change? What should we retain? What innovation could we introduce?

The categories above, while potentially useful in stimulating discussion and ideas were unhelpful in categorising the data, as responses gathered did not correspond to either the broad categories or the three sub-headings. Therefore the data was rearranged into 7 categories and 24 sub categories. The largest proportion of ideas originate from East Christchurch teachers and parents.

The synthesis of ideas about education in Canterbury can be distilled into three common themes than run through all the categories. Respondents strongly expressed the desire to be able to choose from diverse options of education. This included alternative models, single-sex options and Kura Kaupapa. There was a strong sense that one size does not fit all and that parents and students ought to be able to choose for themselves from various options. The ability to choose a local pathway from ECE through to Year 13 also featured.

Another common theme is the idea of sharing and collaborating in many different ways. The rebuilding of the city is seen as an opportunity to break down notions of ‘good’ and ‘bad’ schools, and to pave the way to more cooperation and sharing of human and physical resources. There were many ideas about how this could be done, including sharing specialist facilities between all educational sites in the city. Also, learning hubs that were set up after the February earthquake could be continued and extended to provide ways for the community to collaborate more with educational sites. The respondents also want to see more integration with organisations outside the education sector, such as health services.

Running through all the categories of ideas is the appeal to consider the unique post-disaster situation in which Canterbury finds itself. This call manifests itself in such requests as retaining the entire workforce until the region settles down. This would minimise disruption and further trauma to children and teachers. The need to rebuild and redesign is also seen as an opportunity to ensure that equality of resourcing and opportunity is created and maintained in all areas of the region. There is a sense that people are ready to see changes and regard the impacts of the earthquakes as an opportunity to try some new things that will help the region to not only recover but thrive.