Tomorrow’s Skills: Action Now

July 13, 2016

“…we’re about to be late for tomorrow.”  Alvin Toffler
 Toffler, the author of Future Shock who died at the end of June, issued the famous wake-up call above to an earlier generation. Will  too many learners currently in New Zealand’s education system be late for tomorrow’s  new world of work?

Education Leaders Forum 2016 Tomorrow’s Skills will help educators  understand the implications for all learners of technological , economic  and social Shift and the  fragmented future of work , which will bring both threats and opportunities.  Forum participants will also access timely strategies and resources  for preparing learners now to adapt to the future by developing an appropriate skills portfolio.

Yesterday’s Schools?

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn,” Alvin Toffler
 “Tomorrow’s Schools” was implemented a quarter of a century ago in a world which no longer exists. Drones, electric cars, 3d printing, hover boards and virtual reality will all be our collective reality as we move into in the Fourth Industrial Revolution which transcends the digital revolution of the last 50 years.

Wireless farming  is a reality in the Waikato and an example of much more than number 8 wire ingenuity. My stepfather, who immigrated as a 10 Pound Pom in 1951 and got his first job as a tie-wearing herd tester in the Waikato, would be flabbergasted.

In a digitised and globalised new world the nature of work is changing rapidly in terms of what is done, where and by whom, with huge implications for education and training. As technology becomes more pervasive, traditional trades disappear and a different mix of skills is demanded by employers .

The ability to anticipate and prepare for future skills requirements is increasingly critical for education and training organisations in order to seize the opportunities presented by these trends and to mitigate undesirable outcomes.

21st Century Skills: A different mix

In today’s world, technical and digital literacy is of equal importance to English literacy and it is essential that progress be made in the way we educate and prepare our children.” Ian McCrae CE, Orion Health
The term “21st Century skills” contains the idea that the demands of the 21st century are sufficiently distinct from those of the previous century to make educational reform a necessity. Instantaneous access to information and the speed at which it dates have rendered an information-based education system redundant.

Education is not only about preparing people for the world of work, but employment readiness and adaptability are imperatives. Laying and strengthening the foundations for transferable cognitive, social and ICT skills is a lifelong journey from early childhood.

A 2015 Economist Intelligence Unit report sponsored by Google Driving the skills agenda: Preparing students for the future shows how evolving business needs, technological advances and new work structures are redefining what are considered to be valuable skills for the future.

The EIU’s extensive research programme examined to what extent the skills taught in education systems around the world are changing. It inquired into the extent to which 21st Century skills, such as digital literacy (including coding), creative problem solving and live and distance teamworking and collaboration are complementing traditional skills such as reading, writing and arithmetic.

The recent – and some would say belated -announcement that digital technology is to be formally integrated into the New Zealand Curriculum picks up on the importance of preparing children and young people for a future where digital fluency will be critical for success .

The integration of skills

“Teachers need to understand that these are not taught skills but modelled skills,” B. Schreuder
Are young people learning the skills they need to adapt to New Zealand’s rapidly changing workplace?
21st Century skills cannot be taught in isolation: they must be integrated into every learning area via group projects, not bolted on as additional subjects for individuals, so that social and cognitive skills development becomes inseparable from knowledge sharing.

To be work ready students need to understand deadlines, to be able to work under pressure and to prioritise. They also need ongoing opportunities to gain experience of public speaking, networking, multimedia production and non-digital creative pursuits in music and the arts.

Opportunities and Threats

“Recent discussions about the employment impact of disruptive change have often been polarized between those who foresee limitless opportunities in newly emerging job categories and prospects that improve workers’ productivity and liberate them from routine work, and those that foresee massive labour substitution and displacement of jobs. Both are possible. It is our actions today that will determine whether we head towards massive displacement of workers or the emergence of new opportunities.’  World Economic Forum report The Future of Jobs 2015

People are on the move, changing jobs more often and switching careers or taking a portfolio approach to how they earn their living.

Work changes bring both opportunities and threats. There is the obvious risk of increased employment insecurity. More than half of the new jobs in advanced economies since the 1990s have been temporary, part-time or self-employed. At the same time the “portfolio economy”, self-employment and new business startups present big opportunities not available a generation ago.

Up to two thirds of new job entrants are getting their first job in roles that will either look very different or be completely lost in the next 10 to 15 years due to automation.

The changing economy certainly creates risks for individuals as well as organisations. As business models change, often abruptly because of disruptive technology, people will have to master multiple skills if they are to survive in such a world—and keep those skills up to date.

Microcosm or Time Capsule?

L > C  For an organisation to survive its rate of learning must be equal to, or greater than, the rate of change in its external environment.” Reg Revans
How well is the education system preparing young people for the future of work? It would seem that many young people are not being prepared for the right jobs and roles. Many are enrolled in fields of study that will be radically affected by automation.  They will need to learn how to learn and how to unlearn.

For all the outlier progress in some pockets of educational innovation, the world of education is not changing at the same pace as the world of work and the rate of technological disruption. Education at all levels needs to be a microcosm of the changing world not an anachronistic time capsule.

All involved in education and training need to reinterpret the world through new lenses not extrapolate the future from past experiences and present perceptions. Only then will they be able to truly help learners navigate their personal pathways to the future.

*Upcoming Event The tenth annual Education Leaders Forum Tomorrow’s Skills-Pathways to the Future will be held on 23 & 24 August 2016 at the Waipuna Conference Centre in Auckland. ELF16 is about the seismic shifts happening in the world of work, the demand for different skills and the implications for education at all levels. More at http://www.smartnet.co.nz/ 

Lyall Lukey, Convener of Education Leaders Forum 2016- Tomorrow’s Skills

 

 

 

 

 


Novopay: An Incis-ive Report from Muddle-earth?

June 16, 2013

“The problems with Novopay have affected public trust and confidence in the Ministry of Education and also the wider public sector.”                  Novopay Report

Apart from those numerically numinous teachers who like an activity-based approach to the study of statistics and probability, Novopay’s game of unders and overs has been very annoying, especially for many of their colleagues. But it’s time to come in spinner and get some perspective.

So far the Novopay system has cost $24 million more than expected, though the blowout was likely to increase even further. But on the political Richter scale it is a mere 3.4 compared to an INCIS 9.1

INCIS was the name of the Integrated National Crime Information System designed to provide information to the New Zealand Police in the 1990s, but which was abandoned in 1999. By then it wasn’t integrated, it wasn’t national and it certainly wasn’t a system providing much timely information, but it really raised the bar in being a criminal waste of taxpayers’ money. By some estimates NZD$110 million swirled down the INCIS gurgler in the 1990s. Though the project was abandoned, parts of its hardware and software infrastructure are still in use today.

Edge of Chaos

At least Novopay lumbered into flight, if somewhat prematurely. Post-Report it is no dead duck, despite the guns being pointed collectively skyward from early May with people waiting for a different kind of report. There was plenty of ducking for cover.  Not getting all the ducks in a row in the first place was the big problem, as the Novopay Report makes clear.

Not Novopay ducks

Not Novopay ducks

There is a web-footed welcome to the finished product: “Welcome to the Ministerial Inquiry into Novopay website. The Minister responsible for Novopay, the Hon. Steven Joyce established the inquiry to address the issues and concerns surrounding Novopay – the education payroll system.”

Joyce is, of course,  the Minister responsible for the Novopay mop-up, not the cock-up. The role of the Ministerial Inquiry was to conduct a fact-finding investigation into Novopay from the outset to the present day and was led by the Lead Inquirers, Mr Murray Jack and Sir Maarten Wevers, to the accompaniment of Goodnight, Irene.*

Educhaos

The inquiry found Talent2, the Australian contractor tasked with implementing the system, has been swamped with technical difficulties which built up a tsunami of compounding errors. This was not entirely news: “The impacts of the well-publicised Novopay failures have reverberated across New Zealand”  for months. Those at the whiteboard face have not been backward in forwarding their error ridden payslips to the media*.

It has all very annoying and very time-wasting, but it is not quite in the league of, say, formerly Solid-as coalminers being wrenched from the coalface by sudden redundancy.

Just after the report was released Anne Jackson Ministry of Education Deputy Secretary (tertiary, international and system performance)  chose walking over planking by responsibly tendering her resignation. She said the decision to resign was hers alone and that there was no pressure put on her to quit. “I remain deeply committed to education and the principles of public service. That is why I have taken this step today…” A colleague followed last Friday. In fact there have already been three major MoE resignations, counting Secretary of Education Lesley Lonsgtone, though that was not solely Novopay inspired, nor pressure free.

Other colleagues will be squirming. Even if they weren’t trying to string along their political masters and mistresses, it does seem that the advice proffered to ministers was, to coin a phrase, ropey. Some advisers obviously gave themselves more than enough rope.

Unsurprisingly, responsible ministers of all persuasions since the Novopay behemoth lurched out of the laboratory were not fingered; it was all down to dodgy advice, the biggest sin for any public servant.

A Class Action?

The class action by the Post Primary Teachers’ Association on behalf of 18,000 members against Ministry of Education acting secretary Peter Hughes is a further waste of time and resources which should never have been started. In the wake of the latest resignations, it should be abandoned forthwith.

The Association is fighting to have a statutory declaration from the court that Hughes, who has only been in the acting role a few months,  has breached his Education Act obligations to pay school staff.  The union said it wants the ministry to shoulder the blame for the fiasco. Vampire movies are inexplicably still popular, but how much blood is enough?

Perhaps it’s really a classic class warfare action ahead of next year’s general election.  On a National Radio  item on Novopay PPTA president Angela Roberts talked about “the workers” as if she’d forgotten who she was representing. “Education professionals” and “support staff” would have sounded better.

Perspective

It really is time for a bit of perspective. Frustrating though the Novopay saga has been it is not payola. There has been some accountability, with at least two out for the count, even if the lighthouse keeper’s role of the State Services Commission hasn’t really been  put under the spotlight.

It is a fact that one teacher’s bungled pay slip was just 1c.  But alongside people facing the challenge of school closures and mergers, or those suffering genuine hardship in Christchurch because of EQC and/or insurance battles, these indubitably annoying errors pale into insignificance, especially given that many schools made temporary arrangements for those whose pay was cocked up. They should be compensated for wasted administration time, but litigation is a different matter.

The Biggest Issue

The biggest issue is why in the first place the Ministry looked off-shore for a tweaked, out of the box system when clever Kiwi IT and payroll firms could have delivered the goods in a more timely and user-friendly fashion.

That’s not to say there would have been any teething problems, both system and training, which is par for the course in any large change like this which shifts a largely manual system onto an integrated digital platform. All IT systems would be absolutely fine if it weren’t for the users. But at least the support would have been at hand and the chosen IT partner better vetted.

When she resigned Anne Jackson’s role was the development of strategic direction for the education system, including links with economic policy, skills and innovation. It’s a pity that MoE didn’t activate those links closer to home. As I said in an earlier Novopay blogpost* we have talent too.

Give Kiwi skills and innovation a chance!

*Blinks

http://inquiry.novopay.govt.nz The Ministerial Inquiry
http://www.stuff.co.nz/national/politics/8782110/Novopay-claims-major-Education-Ministry-scalp
http://www.stuff.co.nz/dominion-post/news/politics/8782186/Education-Ministry-manager-quits-over-Novopay
http://www.stuff.co.nz/national/politics/8799149/Off-to-court-as-teachers-pay-rounded-to-1c
http://www.youtube.com/watch?v=OLvk-qsKonQ    Vid  The Weavers Goodnight, Irenefrom their historic re-union concert in 2008.-about the time Novopay kicked off.
Education Novovirus spreads in Muddle-earth My earlier blogpost on this.

#Lyall Lukey  16 June 2013
http://www.lukey.co.nz/  http://www.smartnet.co.nz
https://bluggerme.wordpress.com  My other less serious blog


Education Novovirus spreads in Muddle-earth

February 3, 2013

 “Talent2 multiplies the power and productivity of people… to deliver end-to-end talent management solutions that put people first.”  Novopay provider’s puffery*

Noroviruses are the most common cause of viral  gastroenteritis in humans and affect people of all ages, causing nausea, forceful vomiting, watery diarrhea, abdominal pain, lethargy, headache, coughs and low-grade fever. The disease is usually self-limiting, and severe illness is rare.

Not so the dreaded Novovirus, generated by the new on-line pay system for teachers called Novopay, known in some quarters as Nopay, which is somewhat harder to stomach.

It will be interesting to watch as Dr Novopay, aka Steven Joyce, Minister of Most Things, seeks to enforce Aussie provider Talent2’s bond. To date the company appears so far to be neither shaken nor stirred by the well brewed brouhaha at the Ministry of Education, the epicentre of Muddle-earth. Only after departing Secretary of Education Lesley Longstone made a tough phone call did Talent2 unleash some more call centre talent prior to the big Xmas pay.

No PayPal
Despite that beefing up many teachers still have legitimate beefs and for them the new on-line system is no PayPal.  It was to be 90% online, 10% service centre. The Parata Principle* has probably seen these ratios reversed.

There is even talk of former provider Datacom, one of our largest and most successful technology companies, being placed on standby to pick up the pieces. (DataSouth won’t be on any new shortlist).

Fire Proof?
“My definition of an expert in any field is a person who knows enough about what’s really going on to be scared.” PL Plauger

Norovirus is rapidly inactivated by either sufficient heating or by chlorine-based disinfectants. The heat is now really on Talent2’s Novovirus but our trans Tasman neighbours can be fairly phlegmatic in the face of conflagration. Will Joyce fire them?

On the disinfecting front  he’s already called a Ministerial enquiry which should be reframed as an enquiry into the Labour Ministers involved in the initiation of the long-winded and bug bound development process and the three National Ministers who signed off on all systems go when they palpably weren’t. The planned pilot fell off the radar well before this so the resulting systems crash shouldn’t be a surprise to those in the know. They should be really scared.

NZ has Talent Too
Our education system and support systems like pay ought to be indigenous. There has been a post colonial binge of off-shore recruiting for many public sector posts, including in education. Top people shouldn’t be helicoptered from elsewhere and dropped in it, as were Janice Shiner, erstwhile TEC boss and Lesley Longstone -or Pippi Longstocking, as she was unkindly called by some.

 Dramatic change in education doesn’t require imports. The important thing is the synergy between  reforming ministers of education and the chief civil servant: think Dr Clarence Beeby, longserving Director of Education from 1940 and Education Ministers like Peter Fraser and Terence McCombs.

Systematic change should be organic and come from within rather than being grafted on. It’s fine to study other education systems like Finland’s, not for facile answers but for the purpose of asking questions about our own system and challenging its practitioners. Answers need to be refracted through the lens of our own culture to meet our own needs and goals and implementation needs to engage all those involved.

Digital Divide or Digital Dividend?

One question: if it had been a new  Kiwi on-line pay system, with local support and fewer bugs,  would there still have been at least in some schools, a culture gap and a training gap in moving to a largely on-line system? Would any such gaps  correlate to the digital divide between Yesterday’s Schools and Today’s Schools. What would the digital dividend have been overall?

The solution: Avon Yap
A home grown solution for the Minister is to immediately contract the newly set up HR PR company Avon Yap, operating under the corporate umbrella of the TalentToo brand.

As the name suggests, Avon Yap is an outspoken Christchurch-based consultancy which has learnt from recent seismic and the city episodes* and is not afraid to work with Wellington’s movers and shakers. Avon Yap also knows nothing about payroll systems but can offer a better class of PR to tarseal over the cracks and flossy up financial fissures with flair.

Its  corporate missionary position is: “TalentToo divides the power and productivity of people in order to create new jobs… to deliver start to start public relations solutions that put people out first so we can handle the fallout.”

The service centre is in Brisbane. Who are you going to call….?

*Blinks

http://www.talent2.com/home
http://www.stuff.co.nz/national/education/8254079/Teachers-owed-12m-thanks-to-Novopay
https://lukeytraining.wordpress.com/2012/10/01/the-education-cluster-bomb/ The Parata Principle
http://www.youtube.com/watch?v=ETxmCCsMoD0  Money Money Money Music video by Abba (C) 1976, possibly the year Novopay was first mooted.
Seismics and the City -When a City Rises  21 March-Be there!

 #Lyall Lukey 3 February 2013
http://www.lukey.co.nz/  http://www.smartnet.co.nz
https://bluggerme.wordpress.com  My other (even) less serious blog

 

 


The Education Cluster Bomb and the Parata Principle

October 1, 2012

 ”This will enable decisions about the schooling network to consider housing developments and surrounding infrastructure. It will also facilitate engagement with parents and learners to ensure they play a significant role in deciding the type of education provision that meets their community’s needs,”  Hekia Parata, Minister of Education

Engagement with parents and learners? What about principals and teachers?  More like enragement over the last fortnight because of the way the seismic shake up in education in greater Christchurch has been mismanaged.

There have been enough recent Big Brother announcements on the wider earthquake front without a Big Sister pronouncement to boot. Still feeling rather bruised and fragile, citizens have had to be passive recipients of recent proclamations on the 100 day Central City Recovery Plan, more residential red zoning and the off hand extension of the timeline within which democracy is going to be returned to regional government in Canterbury. The latest shock waves affect several schools, the hearts of their communities for young families and the not so young.

Missed the Cluetrain

As the tsunami of letters to The Press attests the natives are restless but not voiceless about “we know best” decisions, especially if information on which they are made is partly withheld rather than being fully shared. The Cluetrain Manifesto is now 17 years old but some organisations still haven’t got a clue.

Ministers like opening schools, not closing them-ask Trevor Mallard. But for obvious geological, geographic, and demographic reasons there has to be some major post quakes rationalization of education provision in the wider city, with 4400 unused desks.  Many families have left the region; others have moved west and teachers and resources have to follow.

It would be unreasonable to expect a continuation of the post quakes moratorium on staffing changes. Resources have to flow to where the people are now-and where they’ll be when the much vaunted rebuild gets into full gear, with more than 20,000  new workers in the city, many with families.

The sad thing is that the bungled announcement of the initiatives may have inoculated some school communities against some real education changes needed, earthquakes or no earthquakes.

The Pareto Principle

The Pareto principle, also known as the 80–20 rule and the law of the vital few, states that, for many events, roughly 80% of the effects come from 20% of the causes. The principle helps manage those things that really make a difference to results. Business management consultant Joseph Juran named the principle after Italian economist Vilfredo Pareto, who observed in 1906 that 80% of the land in Italy was owned by 20% of the population.

The Parata Principle

The Parata Principle states that 20% of each Ministry of Education policy announcement will cause so much smoke and fury by the way it is arrived at and delivered that it will be difficult to see any virtues, let alone necessities, in the other 80%.

So it was with the withdrawn class size averaging proposal earlier in the year when the Minister was given a statistical hospital pass by her ministry. Parata initially said that about 90 per cent of schools would either gain or have a net loss of less than one full time equivalent teacher as a result of the combined effect of the changes, hardly justifying the-sky-is-falling-again response in some quarters, but omitted to point out the somewhat larger effects on the other 10%.

So it also was with Canterbury education shake up announcement on 13 September. 173 schools out of 215 were not affected by the announcement-exactly 80%.

Schools assembly
…Blue’s the colour of the sky In the mornin’ when we rise … Green’s the colour of the sparklin’ corn In the mornin’ when we rise…”
Colours  Donovan & Joan Baez 1965*

When they rose that morning, many principals had little idea of the scale of changes about to be detonated. As they arrived at the schools assembly to hear an announcement marred by confusion and mired in bureaucratic terminatorology, principals were given colour coded name tags according to whether their schools were in the proposed optional (or optional proposed) categories of purple “rejuvenate” ( eu-than-ase); orange “consolidate” and green “no change”. The use of colourful weasel words didn’t help schools given a Don’t Come 2013. The blues were soon on parade.

In a (very) mixed media combo consisting of a starter video, ministerial miniseries from Earthquake Minister Brownlee and Education Minister Hekia Parata, it was announced that 13 Christchurch schools would close and 18 could merge. Five Aranui schools would also combine into an education “cluster”. Since they are going to physically be on one site in Hampshire Street a “huddle” or “mob” would have been more appropriate.*

Then principals were then engaged in a DIY breakout activity Find out the Fate of Your School by flicking through the folder of bumf. Look there it is, right at the end!

Feedback and feedforward
”As we move from recovery to renewal, we have an opportunity to realign services with changing community needs and ensure our investment delivers better outcomes for learners and the wider community…’In line with community feedback, we are taking the time to get this right because the benefits to Christchurch and wider New Zealand are tremendous…”  Gerry Brownlee

Community feedback was just about to start, though a lot of people would have appreciated the opportunity for feedforward. Minister Parata said the region’s education sector and wider community had “signaled” support for new approaches to education and this included greater sharing of resources and capital. To achieve that, schools had been grouped into clusters based on their geographic location.

 The Thinking?
…Freedom is a word I rarely use without thinkin’.. Colours 

Just how much thought had gone into the proposals and where was the vision, the big picture? These had been the strengths of the rather draconian 100 Day Central City Plan V1 launched by Minister Brownlee only a few weeks earlier to reconfigure the city after the last of 1600 commercial buildings is demolished. While this was a totally top down process, it picked up on the earlier CCC run Share an Idea exercise in 2011 which allowed thousands of people to initiate ideas not merely respond to them. The 30 July CCDU launch had sold the big picture by articulating clear design principles without getting bogged down on the details, which included some tricky property time bombs.

Now the Earthquake Minister was telling the principals that the region’s education sector had experienced huge disruption since the earthquakes. This was not an entirely novel insight. It certainly had and the sector had shown great flexibility in coping, from site and resource sharing and running learning shifts to more use of mobile information technology.  Teachers and students at the electronic whiteboard and Blackboard face did very well: NCEA results for the region were outstanding despite the dislocation at home and at school.

The Education Minister followed by stating that a strong education system, from early childhood to tertiary, will be critical to the redevelopment of greater Christchurch and its economy in the wake of the earthquakes of 2010 and 2011:
“This is why the Ministry of Education has worked with the community and the sector to develop a Plan for renewal that will meet the educational needs of children and young people, and support social, cultural and economic recovery.
This will involve an investment of up to one billion dollars to develop greater Christchurch as a leading education community positioned to set new standards of excellence in teaching, learning and research.
It also offers a unique opportunity to take an innovative course of action that will improve the delivery of education, extend the options available for learners, and lift student achievement.
The plan for education renewal considers the needs of Learning Community Clusters …”

Post quakes education in Canterbury has been a fascinating laboratory of locally generated ingenuity and innovation. John Laurenson, the Head of Shirley Boys’ High School had posted some innovative post quake ideas for education in East Christchurch on YouTube in June .* Three months later, as top down met bottom up head on like two colliding tectonic plates,  he was blindsided and blindfolded like several of his fellow principals.

Media management: out to launch?
How to set the Cat among the Pigeons and Scare the Horses 101

The devil wasn’t just in the detail, it was also flagged right up front in capital letters in the inept way the announcement was planned and executed in both its professional and media dimensions.

Media management or lack of it was all straight from the manual of How to set the Cat among the Pigeons and Scare the Horses 101, with no obvious  subsequent credits having being earned for the companion programme How to Shelter from Fallout from Panicked Pigeons and Bolted Horses 201.

There was confusion between firm “proposals” and various “options”. The inclusion of the “option” of possibly merging SBHS and CBHS –leaked by NBR and picked up by Stuff before the optimistic embargo expiry time-was rated an emphatic “Not Achieved” in Geography, History and School Culture and brought into question the credibility of other options and proposals (or were they proposed options and optional proposals?)

There had been two rounds of post-quakes education shake up meetings held over the last year or so with hand-picked people, but there seems to have been no meaningful segue to the Renewing Education in Greater Christchurch launch.

Some schools down for closure or amalgamation as firm proposals had prior briefing (a whole one hour prior to the launch), but not CBHS and SBHS, whose geotechnical status had not yet been made available.  Media management on the day fell short. The Ministry didn’t make it easy for participants and media to access online information in real time. In an age of mobile social media and 24/7 news outlets placing an unrealistic 4pm publication embargo only encouraged some media outlets to also go off half cocked while denying principals and Board of Trustees Chairs with the information to pass onto their colleagues.

Not in my schoolyard
“It’s sad for those schools that are involved in closing and merging and we’ve got to sit down, we’ve got to talk about how we can positively work with those proposals and ensure we’ve got a good strong, efficient, effective network for learning in Christchurch.”  Trevor McIntyre, Headmaster of Christchurch Boys’ High *

On Newstalk ZB  and Radio New Zealand the day after the announcement Trevor McIntyre said that while the shake up of Canterbury’s education sector will be difficult for many, a reassessment was needed. Before the announcement, he said, Christchurch principals had been fully aware of the need for changes in the region. But specific proposals for individual schools, he said, are a lot different than generalised discussion about change and renewal across the region.

Banks Avenue School could either be relocated or close as part of the proposals. Principal Murray Edlin said while it will be hard for many, the reorganisation is needed: “Because we’ve had an earthquake, there needed to be a reassessment of what the education provision is for Christchurch. What is really pleasing to see is that this is [only] a proposal, so it certainly gives us an opportunity to have some reaction to it.”*

Some of the other initial comments were less printable. The repercussions of the percussion were suddenly far wider than envisaged. Schools in the west and elsewhere were now on Death Row, not just those in the more affected east.

That Certain Feeling? No Minister

“Christchurch has been very tired but I think suddenly there is a new energy and feel … “I expected people would get upset but we had to give certainty and that’s what we’ve done,” Education Mininster Hekia Parata.

Expectations are very important in education. The Minister ensured that hers were self-fulfilled by managing to simultaneously panic parents, alarm students and irritate principals- the whole trifecta- and provoke calls to the ramparts with banners and posters trivialising the issues but providing a useful steam releasing valve for people sick off fighting earthquake battles and wanting their children’s schools to be havens of normalcy in the new post quakes  abnormal .

In the following days she wouldn’t be drawn on whether schools targeted for closure or amalgamation could hold onto hope. “We’re going to go through a process,… The point of consultation is to explain why their schools are on the proposal . . . hear what people have to say, for them to hear the detail, and then to reach a decision.”

The overhaul was “definitely, emphatically, unequivocally not a cost-cutting measure”. But to fit new needs surely it’s very appropriate for it to be at least a cloth cutting exercise, though one which appreciates the role of schools, especially in rural areas since they are often the last vestige of community now the post offices, the general store and the local church have closed. The same hold true in some suburbs.

Follow Up to Launch
“We have relied on your feedback during consultation on the Education Renewal Recovery Programme ‘Directions for Education Renewal in greater Christchurch’ Lesley Longstone, Ministry of Education Secretary

The Secretary featured two days after the launch in a full page Press ad looking inordinately cheerful in what could have been an old colour holiday snap. At least it was  in red and black. Entitled “To the people of greater Christchurch” the ad started: “As you will have seen or heard, the Government is investing up to ONE BILLION dollars in the renewal of education across greater Christchurch”.

ONE BILLION. What a capital idea! The timeframe of 10 years wasn’t mentioned and it’s not clear how much of this is new money.

 The secret  in strategy formulation is the sequence. Rather than the stages of Preparation, Response, Recovery and Renewal in terms of handling a natural disaster there is the clumsy omnibus concept “Education Renewal Recovery Programme” which scrambled the scale of changes and timelines for implementation. It all seemed rather confused not focused. Opportunities for some broadbased professional and community prior input would have been good, not just feedback.

The next day I couldn’t find anything on the MinEdu site pointing to the announcements, though Saturday’s ad provided an obviously non-hyperlinked url.*  Parata’s  subsequent “stepping back” clarification was a belated exercise in barn door closure. Since Announcement Day a flurry of phone calls, meetings and revised consultative time-lines has brought much less certainty than the Minister averred.

Over a fortnight later a letter regarding the now revised consultation period was hand delivered to the principals of affected schools last Friday. The next day there was a new Press ad under the heading Greater Christchurch Education Renewal (no mention of recovery now): “More community consultation-the next step for schools proposed to be merged or closed.”

More?  I didn’t know we had had any yet.  At least there is now a more realistic timeline for the “consultation process”. Each affected school is left to run its own process “in the way that best suits their school and their school community.”  If they want assistance Minedu will pay for an independent facilitator. “This is your chance to influence what happens.”  Not much chance of that with an atomised process but better late than never I suppose.

Beyond the Status quo

People will support what they help to create.” Marvin Weisbord

With the shift in population westwards from the munted east, there had to be more than a degree of rationalization in the provision of education in the wider city. The issues in the west, especially in Selwyn County-where the launch meeting was held-are about handling population expansion already happening apace pre quakes and accelerating since. Scaling up not scaling down is the challenge there.

The Minister’s statement that there is the opportunity to make education in Christchurch better, not just restore the status quo is fair enough, even if it got lost on the day. While some people fear a New Orleans post Katrina privatisation of education in Christchurch, given the scale of the challenges, not to mention the run on Banks, the Charter or “Partnership” school concept is a horse of the stalking rather than the Trojan variety.

This is not the time to merely paper over the physical and metaphorical cracks in education in the region. This is the opportunity to build deep and strong new foundations for differently configured learning communities based on strengthening present and new communities as they respond to seismic and other shocks, including fully coming to terms with the mobile digital revolution and with the implications of a new understanding of the principles and practices of effective learning and teaching from the work of Christchurch educator the late Graham Nuthall  and others.

It is also an opportunity to and explore new methods of governance and the sharing of educational plant and overheads both within learning clusters and with other community organisations. Many schools would benefit from sharing overheads: keeping the professional autonomy bestowed by the original Charter Schools 23 years ago but working more collegially in clusters to share resources and ideas and looking at new forms of governance and overhead cost sharing by taking the burden of property maintenance and other administration off individual principals and boards of trustees so schools can focus on the 20% of the causal factors which leads to 80% of learning outcomes.

 Not Clusters Last Stand
“If you don’t like change you’ll like irrelevance even less”.

Earthquakes or not, all learning communities throughout the country should all be open to self-generated efforts to give 1950’s educational arrangements a shake up in a more mobile and connected age with quite different cultural dynamics.

There is a unique opportunity to pick up on some of the exciting experiments post quakes generated by school communities themselves and sometimes facilitated by regional Ministry of Education people, rather than foisted on them from Head Office.

The challenge is to make the shotgun clusters viable while still keeping community identities. Large school aggregations such as that proposed for Aranui will be like scaled up rural area schools in the city. But, whatever the savings through facility and resource sharing, for many small is beautiful. More than 150 in any community and the social dynamics change markedly.

Distributing the Future
”The future is already here, it’s just not evenly distributed”. William Gibson

The shame is that the furious furore resulting from the patronizing approach may inoculate some people against a measured and timely response to the demographic and geographic shifts caused by the four major Canterbury quakes and to the real changes needed in teaching and learning, education governance and leadership focused on diverse learning provision appropriate to the second decade of the third millennium not the 1950s..

Of course, some schools are already there and the key to their success is organic self-generated professional development attuned both to the local community and national imperatives. 

MinEdu Report Card: Not Achieved
“The ministry must improve the analysis; the poorest papers lacked a clear problem definition or a coherent framework and failed in identifying major risks,”… Review of the Ministry of Education by the New Zealand Institute of Economic Research.

There are lingering question marks over the performance of the Ministry of Education. An independent review of the ministry’s policy advice about the time Hekia Parata took over suggests a third of its papers are “poor or borderline” and only one-tenth are “good”. The results were no better than an earlier review in 2007.  Papers from the Ministry needed to be “far shorter” and “less repetitive”. Policy advice in the Ministry was graded low. “The ministry should act as a trusted adviser, recommending the best option rather than – more often than not – asking the minister to pick from a long list of options.”*

English import Education Secretary Lesley Longstone was expected to shake things up when she started in 2011.   Parata, also new to the job of Education Minister, said then: “I’ve made my expectations really clear to the new secretary about what it is I want and the pace at which I want it,”… “I’m driving in a particular direction and I need the support and the information and the reliable data in order to be able to do that.” …. My role is to tell her what my expectations are, what success is going to look like, what that means in terms of accountabilities for her.” *

The Ministry of Education needs to accept responsibility at the top level for a poorly orchestrated launch and learn from it. When it comes to dealing with both professionals and the public  it seems that the EQC demonstrates more EQ than the Ministry of Education. More importantly there are also big question marks over the substance of the proposals in terms of their formation and their strategic articulation.

Two successive glitches in the last 3 weeks with the new education payroll, which cost schools throughout the country lots of extra administration time, didn’t help the Ministry’s credibility. But what is needed more than efficiency is effectiveness. Perhaps its time to inject some more new people into the Ministry of Education. Some local Christchurch principals, who are demonstrating beyond their own patch leadership qualities in the present kerfuffle, commend themselves as likely candidates who could balance calls for top down change with an appreciation of the need for bottom up engagement.

Bottoms up to bottom up!

Did I just hear a (very faint) cry of Bring back Anne Tolley…?

*Blinks

http://www.stuff.co.nz/national/education/7675704/Principals-in-tears-as-ministry-swings-axe
http://www.youtube.com/watch?v=0O87fFRizZY   Vid  Colours Donovan & Joan Baez Classic 1965 recording. Worth a play! 
http://www.stuff.co.nz/the-press/news/7678838/Cluster-schools-out-of-left-field
http://www.stuff.co.nz/national/education/7669918/13-Canterbury-schools-to-close-18-to-merge
http://www.minedu.govt.nz/theMinistry.aspx   Find the MinEdu’s change paper
http://shapingeducation.minedu.govt.nz   Oh here it is.
http://www.stuff.co.nz/national/education/7682703/Little-hope-of-Canterbury-school-plan-backdown
http://www.newstalkzb.co.nz/auckland/news/regch/792333415-earthquakes-forced-education-rethink—principals
http://www.stuff.co.nz/national/education/6869627/Staff-being-lost-in-big-reforms-of-Education-Ministry
http://www.ssc.govt.nz/sites/all/files/pif-moe-review-june2011.PDF   Review of Ministry of Education
http://www.youtube.com/watch?v=Rwtm2-S95xg  John Laurenson, SBHS Principal. Earlier innovative post quake ideas 11/6/12
http://www.stuff.co.nz/national/education/7690199/Schools-lodge-Waitangi-Tribunal-complaints
http://www.stuff.co.nz/science/7712305/Cooperative-people-quicker-to-act 

#Lyall Lukey 1 October 2012
http://www.lukey.co.nz/  http://www.smartnet.co.nz
https: //bluggerme.wordpress.com  My other less serious blog

 


CPIT Strikers On Shaky Ground

August 7, 2011

“It is regrettable for students that this action has been taken on the first day of semester two given the disruptions they have already faced so far this year…We are offering what we consider to be more than fair conditions and a 6% across the board pay rise over two years. “
 Patsy Gibson  CPIT Director of Human Resources

Last Monday was the first day of the second semester at the Christchurch Polytechnic Institute of Technology, in an academic year already disrupted by earthquakes and their aftermath.

But the vacation wasn’t over for some staff and students. About 30 classes at the CPIT were cancelled  when some staff walked off the job for the day with no prior warning, leaving their students to their own devices (which some may find more interesting anyway).
 
Tertiary Education Union-led staff were protesting against proposals by the CPIT management, still in negotiation, for a more flexible workload which may involve some staff teaching more hours on more days of the year.

TEU organiser Phil Dodds said about 96 per cent of the 60 members at a paid stopwork meeting on the Monday morning-interesting timing- voted to take industrial action and 75 per cent voted to strike immediately. The union has 230 members at the polytechnic out of a total of 1329 staff, but neither the union or CPIT management seems to know how many took part in the precipitate action*. Obviously no one took the roll.

Dodds said that taking immediate action “sent a strong message” to CPIT management. It certainly did: that it was dealing with a dinosaur that was prepared to treat students dismissively in a year already fragmented.

It also sent a message to non-members of the TEU, many of whom might like to view themselves as professionals able to argue a convincing case, rather than a pedagogic proletariat which needs to be manipulated by union organisers using anachronistic cloth cap tactics.

CPIT chief executive Kay Giles said the polytechnic had tried to minimise disruption to students, and fewer than 30 afternoon and night classes had been cancelled. She said she was keen to continue negotiations with the union. I would have thought that she would have added the caveat “if they eschew silly stunts like striking”, which are counterproductive and simply disrupt and alienate students and their parents and others who may otherwise be more sympathetic.

Meanwhile Dodds said that the union hoped to meet with CPIT management on this coming week, but “further strike action was possible”.

The TEU obviously hasn’t learnt from the PPTA’s clumsy salary negotiations during 2010 and 2011, which were also preceded by the threat of “industrial action” before they even started.*

After an unnecessarily drawn out negotiation process, featuring unrealistic demands by the PPTA and  punctuated by walkouts and no talkies, a “paid stopwork meeting” was scheduled for 1pm on 22 February. The lethal Christchurch quake got in first by 9 minutes, before the PPTA meeting started in the now badly damaged Christchurch Town Hall.

Those teachers actually at school–mainly primary teachers-did a great job handling their pupils during the destructivel quake and its immediate aftermath. No child in the care of Christchurch schools died or was seriously injured. 

However, hundreds of secondary teachers were not at school and nor were many of their students. At least one secondary school pupil, who would normally have been at school and in the care of the school, was a tragic quake victim. It was reported at the time that he had gone to the inner city because school was finished for the day because of the PPTA meeting

At the same time, as I observed in my slow drive from my office in the CBD, many other secondary pupils were out and about on the streets unsupervised. They used their ubiquitous cell-phones to good advantage and sorted themselves out, with the help of parents and others, including teachers not attending the stopwork meeting.

Many Christchurch learning communities, from early childhood to tertiary, have responded magnificently to the challenges thrown up by close to 8,000 quakes in almost 12 months. Site-sharing, resource sharing, flexible time-tabling, a mix of working from home and teaching in temporary class spaces, sometimes canvas, have all helped to keep a strong routine going in a time of crisis.

Old ways of thinking and traditional ways of doing things no longer cut it in the “new abnormal”. As a new organization at the early childhood stage the TEU needs to take a good look at its modus operandi and grow up quickly before it sidelines itself by inappropriate strategies and actions.

In an age where social media partly redresses the balance of power formerly wielded by the mass and crass media, there are plenty of more effective ways to articulate a case than the blunt, prematurely wielded strike weapon, as the recent Playcentre protests showed*.

But theatre and publicity stunts need to be accompanied by a strong case well argued in live and virtual forums which mobilises public support rather than alienating it by engaging people in intelligent and productive dialogue.

*Blinks
http://www.stuff.co.nz/the-press/news/5371483/ChCh-polytech-staff-walk-out
http://www.stuff.co.nz/national/education/5354328/CPIT-teachers-mull-strike 
https://lukeytraining.wordpress.com/2010/10/10/secondary-symptoms-can-the-ppta-dinosaur-adapt/ 
http://www.stuff.co.nz/national/education/5357106/Playcentre-takes-on-Parliament         

 #Lyall Lukey 7 Aug 2011
http://www.lukey.co.nz/  http://www.smartnet.co.nz https://bluggerme.wordpress.com  My other less serious blog


The $64 Billion Question: How to Turn Knowledge into Wealth?

February 9, 2011

“We work hard, we have a good quality education system, but we lack prosperity commensurate with our effort…Our way forward must be based on honest analysis, ditching self-serving myths, and embracing a long term vision with relentness commitment to make this a just, equitable and prosperous country, worthy of our children, and a place where talent wants to live.”.” Prof. Paul Callaghan*

2011 New Zealander of the Year Professor Sir Paul Callaghan is one of New Zealand’s best known living scientists. He is also a marvellous communicator, as the videos below demonstrate.

He was the Royal Society of New Zealand’s Distinguished Speaker in 2007 and he laid down a timely challenge  at the third annual Education Leaders Forum in 2009 with a stimulating and provocative presentation Education and culture change: New Zealand’s challenge for the 21st century.*His persuasive argument is laid out in his book From Wool to Weta*, which challenges us to look beyond the farm and the theme park in order to transform New Zealand’ s culture and economy.

 He argues that if New Zealand keeps relying on tourism and farming we will fall all the way to the bottom of OECD rankings pretty quickly. In a word, we are poorer because we choose to work in low-wage activities: “Tourism may provide valuable employment for underskilled New Zealanders, but it cannot provide a route to greater prosperity”.*

What’s the alternative? He argues that New Zealand’s future lies in emerging industries based on science, technology, and intellectual property exemplified by companies like WETA, Fisher and Paykel Healthcare , Gallagher, Tait Electronics and Rakon generating wealth through science and technology-based businesses and a whole host of small, smart companies we’ve never heard  doing stuff that’s incomprehensible to many of us, but the way forward for the country..

His education and science founded vision for New Zealand’s future emphasises that we should utilise science and technology to grow prosperity and a sustainable future. He argues that our landscape is magnificent and helps define who we are, but as a nation we have the potential to be a great deal more besides than a commodity farm and, in David Lange’s words, a theme park for tourists.

He advocates a shift in New Zealand from a reliance on natural resources to knowledge and innovation.  He believes there are unlimited opportunities, but one of  the challenges  is providing students with the skills required to both work in and  create innovative new businesses.

He avers that  “we fail our children through defeatist advice at school, encouraging kids to drop maths and physics because it might be ‘too hard.’ This not only ensures that those children will never be part of the emerging NZ technology sector; they will also never be an engineer, pilot, veterinarian, scientist, doctor or architect.

If we are to build the society we want our children to thrive in we must enhance our prosperity through sensible investment in education, science and technology, coupled with culture change. The first part is the easy bit. The second requires self-belief and a sense of purpose, especially when it comes to scientific research and innovation.

He quotes approvingly David S. Landes from his “The Wealth and Poverty of Nations: Why Are Some So Rich and Others So Poor? “*“Rich economies must defend themselves by remaining on the cutting edge of research, moving into new and growing branches, learning from others, finding the right niches, by cultivating and using ability and knowledge.”  David S. Landes

Paul Callaghan was born in Wanganui. He obtained his Doctor of Philosophy degree from Oxford University, working in low temperature nuclear physics. On his return to New Zealand he began researching the applications of magnetic resonance to the study of soft matter at Massey University, and in 2001 was appointed Alan MacDiarmid Professor of Physical Sciences at Victoria University of Wellington. He also heads the multi-university MacDiarmid Institute for Advanced Materials and Nanotechnology.

 He has published around 220 articles in scientific journals, as well as Principles of Nuclear Magnetic Resonance Microscopy (Oxford University Press, 1994). He is a founding director of Magritek, a small Wellington-based company that sells NMR (nuclear magnetic resonance) instruments.

Professor Callaghan’s many awards include the Blake Medal for Leadership and he is a Fellow of the Royal Society of London. He is a Principal Companion of the New Zealand Order of Merit (PCNZM). His latest accolade comes at a time when he has been battling a serious illness for many months* while keeping up his manifold contributions to the world of science and the wider community.

As a nation can we lift our sights and shift up a gear in the way we cultivate and share knowledge and tap the talents of our people?

#Feel free to add a comment below and share this post.

*Blinks
http://www.stuff.co.nz/the-press/opinion/perspective/4628388/Technology-offers-route-to-prosperity
http://edtalks.org/video/turning-knowledge-wealth   Professor Paul Callaghan speaking at Education Leaders Forum 2009 Vid
http://www.macdiarmid.ac.nz/news/video/callaghaninterviews.php  Vid
http://www.ecasttv.co.nz/program_detail.php?program_id=1608&channel_id=84&group_id=73 
From Wool to Weta, Paul Callaghan – Shop Online for Books in NZ http://www.ecasttv.co.nz/program_detail.php?program_id=1608&channel_id=84&group_id=73    Slideshare
http://www.j-bradford-delong.net/econ_articles/reviews/landes.html  Review of Landes The Wealth and Poverty of Nations…”
http://www.stuff.co.nz/national/4623135/NZer-of-the-Year-battles-aggressive-cancer 

#Lyall Lukey 9 Feb 2011
http://www.lukey.co.nz/  http://www.smartnet.co.nz https://bluggerme.wordpress.com  My other less serious blog


The Hobbit Hoohah

November 6, 2010

Little Jack Warner
Sat in the corner,
Eating a Christmas pie;
He put in his thumb,
And pulled out a plum,
And said, What a good boy am I!
   
         Trad.(almost)

 Warner garnered an extra subsidised plum or two and some early Christmas presents after meetings in Wellywouldbe two weeks ago to discuss the production locale for the The Hobbit, Parts I&II due for release in 2012 and 2013.

Forbes, a US publication for the financially well endowed, headlined Prime Minister John Key’s announcement   “Labor Dispute Resolved, New Zealand Economy Saved”.   Certainly the $630 million movies were worth keeping, but are subsidies the way to save the economy? Farmers and manufacturers might have a different view.

On the surface the hoohah was more Extras than Star Wars and Andy Millman would have had a field day.  JR Tolkien, now third on the current deceased entertainers earning list, would be somewhat surprised to have his children’s book in the middle of all the hoopla-and even more surprised at being treated like royalty with his latter day royalties  (Michael Jackson 1,  Elvis 2, Elvish 3).

The talent for the parallel B movie HamsTo Be or not To Be,  shot in 1D and black and white was  a line up of the usual celluloid goodies, baddies and uglies.

 Slimdog millionaire Sir Peter Jackson scored the twin roles of St Peter and a cameo reincarnation of Elliot Ness  from The Untouchables;  Robyn Malcolm aka Cheryl West was cast-and then outcast- as a gangster’s moll after she tried to crack the Whipp and get a more equitable status for her non luminary colleagues; while Helen Kelly, President of the Council of Trade Unions, played first her own father, with her personal “spoilt brat” attack on Peter Jackson, then Ginger Rogers, with her backwards  fancy  fast  footwork. Prime Minister John Key was cast as his former self, a consummate dealmaker and gladhander after coaching in how to avoid fluffing his lines.

But were bit part actors really in danger of being paid an outrageous fortune? Or as Malcolm delicately put it, no doubt harking back to her own acting roots,   “Would I really, in the words of Cheryl West, want to root my own industry?”   

It did all look a little incestuous for a while. The Government  and key industry players were afraid that the movies would go west-or maybe east-depending on the size of the filmic inducements offered. On all sides the truth was stretched further than a Hollywood limo. On TV1’s Hobbit poll the Hoi polloi was split virtually 50/50 over the Government’s hobbledehoy  approach.

Labour couldn’t be too critical. They’d been big Lord of the Rings patrons. Pete Hodgson, one time Minister of LOR, could still land a role in Hobbit I as the Wizard of Was without the need for any makeup.

It was not just multinational Warner versus battling Kiwi actors. The union boycott also had an international aspect too with the temporary presence of Australian actors union import Simon Whipp who tried to whip up a frenzy using the high profile target of Peter Jackson. All he did was provide a convenient whipping boy for the government.

It was hard to be immune to Ian Mune’s  grizzled actor charms in a post-Paul Henry Breakfast  appearance. His Chicken Little piece put the industrial relations issue into perspective. The sky was not going to fall if there were good faith discussions on pay and conditions and on getting a fair suck of the residual royalties sav.  The players needed to be wary of being outfoxed (or, in this case, outwarnered) while clutching their heads and running for cover.

The game of chicken was suddenly halted  but it was too late. The attempted union boycott had handed Warner the plump plum duff on a plate. They wanted and got a guarantee that future industrial action would not jeopardise the Hobbitt productions. The law change from employee to independent contractor was faster than Burt Munro and suited the chief suits if not the thespian Indians.  But other factors, especially the higher kiwi dollar and subsidy sweeteners, weighed more heavily in the likely balance sheet . The main creative talents  of Hollywood  are exhibited by accountants and their legal sidekicks. It’s all about the money, stupid.

Given to quick decision making, Jack Warner once commented, “If I’m right fifty-one percent of the time, I’m ahead of the game”-a sentiment with which our dealmaker  PM would be quick to concur. The film industry is worth about $3 billion a year and could have sunk like the Titanic if the Hobbitt production been shifted, though Titanic producer James Cameron has just announced that Avatar 2 is set to be filmed in New Zealand.

All this helps the tourist industry, all though just how much and in which ways, is debatable. Middle Earth at the bottom of the globe (or the top, if you refer to the Wizard of Christchurch’s upside down map) will attract new tourists to have a gander at parts of wan Gondor land as well as some remnants of Gondwanaland.

The DVDs of the two Hobbit movies will have an NZ tourist promo. At least there will be people in both even if the long and the short of it is that some will be vertically challenged.  But even a population of hobbits is in stark contrast to some of the pristine people-less 100% Pure New Zealand avid advids which have sublime sets but no human stars, let alone any extras.

Of course, in an age of computer generated special effects  live actors and natural scenery are being augmented and in some cases replaced digitally. The film industry  provides young IT people with a marvelous mix of creative projects and deadline discipline at Weta Workshops and elsewhere working on big budget movies with a high quotient of digital visuals.

This burgeoning  industry must have been a big if unstated factor in keeping the Hobbits here and points to the real salvation of the New Zealand economy: productive innovation through teamwork and technology. The presence of such a creative and productive digital galaxy, built up through the LOR trilogy and other big budget blockbusters, is a great asset for the future-and not just for movies-when the Hobbits are history.

Now Secretary of State Hillary (not President) Clinton has come and gone, apart from the defence effects of the still unclear nuclear policy thaw, the big question is how far did the PM get behind the scenes  with advancing a free trade timetable? This is much more important to the country’s  future economic strategy than  domestic subsidies  piled on thick like a premiere red carpet.

Middle Earth has already done the deal with the Middle Kingdom but a free trade agreement with the USA would really be The Deal of the Century .

Perhaps the APEC meeting next weekend will get the Asia-Pacific free trade ball rolling faster.  Russia might even want to play.

Relevant Warner  Movies
The Country Kid meets the Gold Diggers,  The Big Shakedown  Dark Victory  Looney Tunes  Yankee Doodle Dandy  Damn Yankees , Dirty Harry  A Piece of the Action  The Fiendish Plot of Dr. Fu Manchu   Independence Day  Risky Business  Deal of the Century  Strictly Business  The Hudsucker Proxy  Godzilla Raids again  Free Willy 3: The Rescue  The Devil’s Advocate  Eyes Wide Shut  Looney Tunes: Back in Action  Superman Returns  Cop Out  Clash of the Titans   

  *BLINKS
The Hobbit, Part I (2012, co-production with New Line Cinema, Metro-Goldwyn-Mayer, WingNut Films and Spyglass Entertainment)
The Hobbit, Part II (2013, co-production with New Line Cinema, Metro-Goldwyn-Mayer, WingNut Films and Spyglass Entertainment)
http://www.stuff.co.nz/entertainment/film/4268360/Why-would-I-      want-to-root-my-industry 
http://www.stuff.co.nz/business/industries/4279251/Jackson-I-feel-enormous-gratitude [see poll results]http://www.stuff.co.nz/business/industries/4280779/Hobbits-its-all-about-the-money 

 #Lyall Lukey 6 Nov 2010
http://www.lukey.co.nz/  http://www.smartnet.co.nz
https://bluggerme.wordpress.com  My other blog