So the Government Wants to Be 'World-Leading'?
Let's Talk About What That Really Means
I’ve had the privilege of working in Canada and alongside educators in Finland and Singapore—countries recognised globally for their excellence. These are not just names on international league tables. They are nations that have invested deeply in building equitable, holistic, and future-ready education systems. Systems that trust their teachers, focus on student wellbeing, and prepare young people for an uncertain and complex world.
And here’s the thing. Everywhere I’ve gone, I’ve been met with respect and genuine curiosity—because I’m from New Zealand. There’s been an ongoing admiration for our unique, holistic approach to education, the strength of Te Whāriki, our early years curriculum, and the ways we’ve historically centred the learner in both policy and practice. The world has seen us as bold, innovative, and values-driven.
But lately, I feel like a fraud.
I no longer feel confident that we’re walking the talk. When I hear the Minister speak of “delivering a world-leading education system,” I don’t feel pride. I feel dismay. Because what’s being proposed—tightened control, a narrowed definition of achievement, and a punitive approach to attendance—is the very opposite of what world-leading systems are doing.
What World-Leading Education Systems Actually Do
1. They Trust and Respect Teachers
In Finland, teaching is one of the most highly respected professions. Initial teacher education is rigorous and requires a master’s degree. But with that comes trust—teachers are given the autonomy to make pedagogical decisions and are not micromanaged by central government. Contrast this with the New Zealand government’s proposal to increase control over teacher education and strengthen disciplinary measures. The tone is one of suspicion, not support.
2. They Focus on the Whole Child
Countries like Estonia and Canada understand that academic achievement is only one part of the puzzle. They invest in mental health, school culture, physical wellbeing, and identity development. In Singapore, there has been a deliberate shift toward ‘values in action’, character development, and creative thinking. Where in the Bill is the conversation about wellbeing, identity, or hauora?
3. They Prepare Students for the Future
The World Economic Forum has been clear about the skills young people need: creativity, collaboration, emotional intelligence, adaptability, and digital literacy. Switzerland’s dual system blends academic and vocational pathways seamlessly, valuing diverse kinds of success. Meanwhile, this Bill doubles down on attendance and standardised achievement as the main metrics for success.
4. They Embrace, Not Erase, Diversity
Canada’s commitment to Indigenous education, multilingualism, and inclusion is not just window dressing—it’s central to how their system functions. Contrast that with the removal of the Minister’s power to issue a National Education and Learning Priorities (NELP) statement here—an important lever for ensuring equity and inclusion stay visible.
5. They Limit, Not Expand, Standardised Testing
Global leaders in education have pulled back from standardised testing as the dominant measure of success. Instead, they assess students using a variety of tools that reflect critical thinking, problem-solving, and growth. Yet, the current government’s focus on ‘achievement’ is alarmingly narrow, tied to standardised outcomes that do not reflect the diversity of learners in Aotearoa.
So, What Are We Actually Seeing?
Instead of the hallmarks of world-leading systems, we are seeing:
Centralised control over teaching and learning
A punitive tone toward both students and families
Silence on wellbeing, cultural responsiveness, or inclusion
A prioritisation of ‘achievement’ without defining it beyond standardised metrics
An undermining of the teaching profession through lack of transparent consultation
If we want to claim the title of ‘world-leading’, then our policies must reflect the research, the practice, and the people that actually lead the world in education.
We need an education system that empowers, not punishes. That sees learners as complex, creative humans—not data points. That respects the profession enough to listen to it.
Until then, it may be best to retire the phrase ‘world-leading’ from our press releases—and look more closely at the quiet, sustainable leadership happening elsewhere.
Curious about the work I do in education around the world?
I’m currently working alongside educators and systems in Australia, Canada, Finland, Nigeria, India and Singapore—sharing learning, supporting innovation, and advocating for what truly matters in education: people, purpose, and professional trust. If you're interested in where I’m travelling, who I’m working with, or how this work might support your own context, here’s where you can learn more:
🎤 Professional Speaker Profile – Keynotes, consultancy and facilitation
🧠 P-BLOT – Evidence-informed support for behaviour and learning
🔗 Connect on LinkedIn – Reflections, resources and current projects