During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
Rt Hon WINSTON PETERS to the Prime Minister: Does he stand by all his statements?
DAVID SHEARER to the Prime Minister: Does he stand by all his statements?
PAUL GOLDSMITH to the Minister of Finance: What reports has he received on business and economic conditions in New Zealand?
Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his answer to written question 07314 (2013) when he said: "The inquiry team, itself, did not seek permission from Peter Dunne before it obtained his email logs" and does he think it should have?
SIMON O'CONNOR to the Minister of Transport: How will the Government progress the delivery of the next generation of transport projects for Auckland?
Hon DAVID PARKER to the Minister of Finance: Are the proceeds from selling power companies and other assets being used to pay down debt, to build schools and hospitals, to fund irrigation projects, to rebuild Christchurch, or to fund Auckland transport projects?
IAN McKELVIE to the Minister of Police: What updates has she received on how Police are using technology to prevent crime?
JACINDA ARDERN to the Minister of Finance: Does he agree with The Economist that "inequality is one of the biggest social, economic and political challenges of our time"; if so, what is his Government doing to address the fact that New Zealand now has the widest income gap since detailed records began?
PAUL FOSTER-BELL to the Minister of Justice: How is the Government improving its justice and other services to local communities?
Hon LIANNE DALZIEL to the Minister for Canterbury Earthquake Recovery: When was he first made aware of the September IANZ report which warned the Christchurch City Council that "Continued accreditation beyond May 2013 will depend on a satisfactory outcome of that assessment" and was he advised by CERA or a Ministerial colleague?
JONATHAN YOUNG to the Minister of Broadcasting: What progress has been made on the regional rollout of the digital switchover for New Zealand television viewers?
GARETH HUGHES to the Minister of Conservation: Will he implement the recommendations to protect Maui's dolphins contained in the report of this year's meeting of the International Whaling Commission Scientific Committee; if not, why not
Questions to Members
JACINDA ARDERN to the Chairperson of the Social Services Committee: On which date and time, if any, did he receive the Minister for Social Development's written responses to the pre-hearing questions for the 2013/14 Estimates review for Vote Social Development?
JACINDA ARDERN to the Chairperson of the Social Services Committee: On what date did the Minister for Social Development appear before the Committee to answer questions regarding the 2013/14 Estimates review for Vote Social Development?
Dr MEGAN WOODS to the Chairperson of the Education and Science Committee: Did he consider inviting the Minister to appear again to answer questions around responses to questions on the 2013/14 Estimates for Vote Education, if so, did he receive any advice about the Minister's willingness to appear again?
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
The city of Ōtautahi/Christchurch experienced a series of earthquakes that began on September 4th, 2010. The most damaging event occurred on February 22nd, 2011 but significant earthquakes also occurred on June 13th and December 23rd with aftershocks still occurring well into 2012. The resulting disaster is the second deadliest natural disaster in New Zealand’s history with 185 deaths. During 2011 the Canterbury earthquakes were one of the costliest disasters worldwide with an expected cost of up to $NZ30 billion.
Hundreds of commercial buildings and thousands of houses have been destroyed or are to be demolished and extensive repairs are needed for infrastructure to over 100,000 homes. As many as 8,900 people simply abandoned their homes and left the city in the first few months after the February event (Newell, 2012), and as many as 50,000 may leave during 2012. In particular, young whānau and single young women comprised a disproportionate number of these migrants, with evidence of a general movement to the North Island.
Te Puni Kōkiri sought a mix of quantitative and qualitative research to examine the social and economic impacts of the Christchurch earthquakes on Māori and their whānau. The result of this work will be a collection of evidence to inform policy to support and assist Māori and their whānau during the recovery/rebuild phases. To that end, this report triangulates available statistical and geographical information with qualitative data gathered over 2010 and 2011 by a series of interviews conducted with Māori who experienced the dramatic events associated with the earthquakes.
A Māori research team at Lincoln University was commissioned to undertake the research as they were already engaged in transdisciplinary research (began in the May 2010), that focused on quickly gathering data from a range of Māori who experienced the disaster, including relevant economic, environmental, social and cultural factors in the response and recovery of Māori to these events.
Participants for the qualitative research were drawn from Māori whānau who both stayed and left the city. Further data was available from ongoing projects and networks that the Lincoln research team was already involved in, including interviews with Māori first responders and managers operating in the CBD on the day of the February event. Some limited data is also available from younger members of affected whānau.
Māori in Ōtautahi/Christchurch City have exhibited their own culturally-attuned collective responses to the disaster. However, it is difficult to ascertain Māori demographic changes due to a lack of robust statistical frameworks but Māori outward migration from the city is estimated to range between 560 and 1,100 people.
The mobility displayed by Māori demonstrates an important but unquantified response by whānau to this disaster, with emigration to Australia presenting an attractive option for young Māori, an entrenched phenomenon that correlates to cyclical downturns and the long-term decline of the New Zealand economy. It is estimated that at least 315 Māori have emigrated from the Canterbury region to Australia post-quake, although the disaster itself may be only one of a series of events that has prompted such a decision.
Māori children made up more than one in four of the net loss of children aged 6 to 15 years enrolled in schools in Greater Christchurch over the year to June 2011. Research literature identifies depression affecting a small but significant number of children one to two years post-disaster and points to increasing clinical and organisational demands for Māori and other residents of the city.
For those residents in the eastern or coastal suburbs – home to many of the city’s Māori population - severe damage to housing, schools, shops, infrastructure, and streets has meant disruption to their lives, children’s schooling, employment, and community functioning. Ongoing abandonment of homes by many has meant a growing sense of unease and loss of security, exacerbated by arson, burglaries, increased drinking, a stalled local and national economy, and general confusion about the city’s future.
Māori cultural resilience has enabled a considerable network of people, institutions, and resources being available to Māori , most noticeably through marae and their integral roles of housing, as a coordinating hub, and their arguing for the wider affected communities of Christchurch.
Relevant disaster responses need to be discussed within whānau, kōhanga, kura, businesses, communities, and wider neighbourhoods. Comprehensive disaster management plans need to be drafted for all iwi in collaboration with central government, regional, and city or town councils.
Overall, Māori are remarkably philosophical about the effects of the disaster, with many proudly relishing their roles in what is clearly a historic event of great significance to the city and country. Most believe that ‘being Māori’ has helped cope with the disaster, although for some this draws on a collective history of poverty and marginalisation, features that contribute to the vulnerability of Māori to such events.
While the recovery and rebuild phases offer considerable options for Māori and iwi, with Ngāi Tahu set to play an important stakeholder in infrastructural, residential, and commercial developments, some risk and considerable unknowns are evident. Considerable numbers of Māori may migrate into the Canterbury region for employment in the rebuild, and trades training strategies have already been established.
With many iwi now increasingly investing in property, the risks from significant earthquakes are now more transparent, not least to insurers and the reinsurance sector. Iwi authorities need to be appraised of insurance issues and ensure sufficient coverage exists and investments and developments are undertaken with a clear understanding of the risks from natural hazards and exposure to future disasters.