September 17, 2024 • 10 mins
Tonight on The Huddle, Phil O'Reilly from Iron Duke Partners and AUT Chancellor Rob Campbell joined in on a discussion about the following issues of the day - and more!
Teachers are concerned about implementing the new maths and literacy curriculum and have urged the Government to delay the changes. Is this a fair thing to ask?
According to documents seen by Newstalk ZB, AUT's point-based system of determining who can go on international trips comes with an equity consideration - with Pacific and Maori staff members getting extra points added. Is this worth a review?
Wellington mayor Tory Whanau revealed she had to sell her car to make ends meet. Do we have any sympathy?
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:07):
Saty five.
Speaker 2 (00:07):
We've got Phill O'Riley and Rod Campbell with us this
evening after six o'clock. We're talking about building insulation. There's
a bruhaha developing here. I'm going to run you through
the details. And ozempic. Now you know about ozembic. Everybody's
taken the ozembic, Oprah's taken the Ozmpic. They all are.
And because ozembic is doing so well internationally, there is
a key we company that's actually kind of writing on
(00:28):
the coattails of that and doing well as well. They
are called Callo Curb and it's kind of like I
think they pitched themselves a little bit as kind of
a natural alternative to ozebic, right created ozembic creat and lab.
These guys developed with help of plant and food and
so on and naturally reduces cravings and stuff. Anyway, they're
going to talk to us about the success story after
half past six. Right now, it's twenty four away from
(00:50):
six ever duel, So we have more concern from teachers
this time. They're worried along with principles, that they're not
going to be ready next year to teach the new
primary school maths and Inish curricula. Lemon would Grove Principal
Bled Rivitski is with us now.
Speaker 3 (01:03):
Hope Lair curly, how are you well?
Speaker 2 (01:06):
Thank you? Are you worried you're not going to have
enough time?
Speaker 1 (01:09):
Yeah?
Speaker 3 (01:09):
The worries the pace of implementation. That's a big concern
at the moment.
Speaker 2 (01:13):
Okay. So let's say with the maths curriculum that you
get given the curriculum in October and then you need
to teach it in February. How is that not enough time?
Speaker 3 (01:23):
Yeah, we're not opposed to the strengthening our curriculum that
we're okay with. It's the fact that we're running to
curriculums at the same time. So it's the English in
the mass curriculum being I guess required to be implemented.
Schools of Difference.
Speaker 1 (01:36):
The huddle with New Zealand Southerby's international Realty, local and
global exposure.
Speaker 4 (01:41):
Like no other.
Speaker 2 (01:42):
I'm huddled with me this evening. We have got Rob Campbell,
auc Chancellor, former Health end z cha and also fellow
Raley Iron. You partner is a former Boss of Business
New Zealand. Hello, lads, hey, go well, thank you. Phil
does do the teachers and the principals have a point
or are they maybe winging a little bit much.
Speaker 5 (01:58):
I think it's important to understand teachers do actually work
pretty hard, so I've got some sympathy with that. But
if you're going to make a change, make a change.
I thought I thought the interview interviewe there made a
good point about keeping keeping those feedback loops open because
as you launch this thing, maybe things don't work so
well in some areas, and say some feedback and I'm
sure going to work on the basis officials and the
(02:18):
minister will be up for that. But we didn't need
to move on and make change, because what will happen
is we'll go another year and say, oh, we're not
ready yet. We're not ready yet, and we have another
couple of years of leakage. So the other thing is
that this hasn't come out of the blue. This has
been underway for some time now. So and it's useful
also that the both of the interview all saying we
hate the change, They're just saying we need to make
(02:39):
sure it works. So I think with a bit of
good will we can move on and get there. But
I certainly would do it next year.
Speaker 2 (02:44):
Yeah, what do you reckon Phil rob I'm with Phil
on this one.
Speaker 4 (02:48):
Well, I didn't think there's any great hurry for it. Personally,
it's better if you're going to make a curriculum change,
which is a critically important development and education, the people
have got the time to debate it, to think about it,
to prepare for it. It's not just a matter of
pressing a button and chundering it out to your students
and hoping they absorb it. There's a febit of thinking
to do about how to teach it. It's not simply
(03:09):
what's the content of the paper?
Speaker 2 (03:11):
So right, it's just primary school?
Speaker 4 (03:14):
Well you must one one plus.
Speaker 2 (03:16):
One is two, you know what I mean?
Speaker 4 (03:18):
Well, you wait till you try and do young edgies
primary school work. You might find it you mart harder
than your imagine. But Peter Gudgy is quite important at
these young ages, and it does need preparation. It's not
simply a matter of reading out the curriculum and hoping
it sticks in the kids kids. So I think it's
undervaluing what the teaching possession does to some extent not
(03:40):
to give some time to prepare for this and to
make sure we're teaching it well in our scho Well,
I feel.
Speaker 2 (03:46):
Like I've got to I've got to push back on
you on this because you said there's not that much
of a rush. But for a parent whose child is
in primary school and who's not getting a decent education
right now, they only get one crack at it, it
might feel like there's a bit of a rush.
Speaker 4 (03:58):
Well, might feel there's a bit of a rush, but
I'd contest that they're not getting a decent education. The
clearly are issues with curriculum. I think teachers pretty much
all agree about that. There are issues in many schools
about how it's been taught. Yeah, but don't solve that
just by pressing a button saying okay, Eve, Ryan, line
up back over there and teach this new list of things.
(04:18):
It's more, it's there's more to it than that. Teachers
are actually trained professionals and should be regarded and treated
as not just they're not just a means of communication.
Speaker 2 (04:27):
Yeah, do you ever do you want to write a
reply here?
Speaker 4 (04:29):
Phil?
Speaker 5 (04:30):
Oh?
Speaker 1 (04:30):
No?
Speaker 5 (04:30):
I think I sort of half with Rob. I mean,
but I think you can do it. I think you
can't make the change so long as there's a good
feedback look for those teachers to come back and say, actually,
this but it's not working. To we change it for
next year?
Speaker 4 (04:41):
Yea.
Speaker 5 (04:41):
But to delay the whole thing is I think is
we didn't move on there. There's an urgency about this
government I think is right, and you know that the
risk is worth the table. It was worth the effort,
I think. Yeah.
Speaker 2 (04:51):
I tend to agree with you as a parent. I
just want to see this thing get a ring along.
All right, we'll take a break, come back very shortly.
It's quarter two with the huddle is not primary with
so the.
Speaker 1 (05:00):
Best international realty, local and global exposure like my world.
Speaker 2 (05:04):
It's all right back with the huddle. We've got Filerali
and Rob Campbell. Okay, Rob, listen, you're the Chancellor of
aut I want you to explain to me why are
staff members ethnicity should determine whether they whether they get
an overseas trip or not.
Speaker 4 (05:17):
I'd have to explain it to you. That's not what
determines that. There's a whole series of factors that go
into determining the allocation of mine. It's part of it.
There's a whole series of requirements that are imposed on
staff to meet that and staff do travel there, but
it's part of the normal university work and we have
(05:38):
issues as every university does in terms of how our
Mari and Pacific Island staff are developing and coming through
to the right sort of numbers, just as we do
with students, and we have programs to support that. It's
based on men the need for support.
Speaker 2 (05:56):
So some of the some of the qualifications, some of
the things that would qualify them for the trip is
the prestige of the conference, how farther going with the cost,
is the risk of the travel, who the trip would
be funded by, but also their ethnicity. So you could
essentially have an Asian teacher and a PACIFICA teacher who
are both going to exactly the same trip, and based
on how the criteria stack up, maybe only the PACIFICA
(06:16):
person goes because of their ethnicity.
Speaker 4 (06:18):
Yes, well, that's a purely theoretical hypothetical example. Well it's
your example, not mine. Has anybody said there is such
a trip?
Speaker 5 (06:29):
What?
Speaker 2 (06:29):
No, I'm just using I'm using yours.
Speaker 4 (06:33):
It's a purely hypothetical.
Speaker 2 (06:34):
Very defensive about trying to justify your criteria here.
Speaker 4 (06:38):
Rob, Well, they're not my criteria. I'm Chancellor of the
university criteria developed to support staff for all different types
in different situations. This is one which applies. I don't
think it's remotely unusual. There'd be plenty of similar things
in businesses all around the place, and universities, after all,
are independent organizations. So I really don't think there's anything
(06:59):
here unless one can show that they've been prejudiced by
that by some situation. I don't believe you can say
it's weird.
Speaker 2 (07:05):
Okay, what do you reckon film?
Speaker 5 (07:07):
Well, actually, I'm going to be a controversial support Robie.
I actually would.
Speaker 2 (07:10):
Think about that you've been too long on Wellington's.
Speaker 5 (07:14):
When if it's probably I mean it's probably put uncomfortably
in the way that the university talks about it. But
the short point is that we need more Marian Pacific academics.
We need them to be supported. And part of the
support for any academics, any anybody with this salt, is
to do some of the international stuffs are very very
important that New Zealand does that. So it's probably put
(07:34):
rather uncomfortably. But if it was put like, I want
to make sure that we get more more academics from
non traditional backgrounds to do these overseas trips and to
actually learn and to engage globally. Then that's a good thing.
So it might be uncomfortably worded, but I agree with
the premis. I agree with the idea.
Speaker 2 (07:50):
So if David Seymour was an aut academic, he would
get to go on these trips more than more than
you know, the Asian and Indian and Pacific equivalents, because
he's Mari, right.
Speaker 5 (08:01):
But I think the point what's making is is not
just that because it's got to be sure about the
conference and so on.
Speaker 2 (08:08):
This is the problem with these things is that he
you we'd be giving him special trips to help Mary academics.
But the guy, I mean, do you see where I'm
going with this? He doesn't need assistance.
Speaker 5 (08:19):
We actually he does because what you want is that
is that academics not talking about David Seymore. We're talking
about academics who are We're trying to get more Marian
Pacific academics. That's a good thing. Why because demographics say
they be more Marin Pacific kids. We need we need
them to succeed otherwise you know the country will go backwards.
So we actually need to lean into this. It's how
(08:39):
you do it. That's the issue, and sometimes these kinds
of policies are uncomfortably worded as clearly this one is.
But the general idea that you want to help these
academics from up and non traditional backgrounds to become more
exposed to what technic globally is a good idea.
Speaker 2 (08:54):
Yeah, okay, well we're going to say, Phil.
Speaker 4 (08:56):
Right at is an opportunity, is a university of opportunity.
We're trying to create and support people who need opportunities.
This is one aspect of many ways in which we
do it. Then, I think's being taken quite out of
context and the hyder factical arguments being raised about it,
and so let's just relax about this sort offy.
Speaker 2 (09:14):
I totally disagree with the pair of you, but I
do need to I can keep hammering this, but I
have to talk about something has gripped me today. Phil.
Why did Tory really sell her cart?
Speaker 5 (09:23):
I don't know. She says she moved into the city
into a flat, as I understand what.
Speaker 2 (09:27):
Let's tell what she said, but of course that she
can't thank him one hundred and ninety thousand.
Speaker 5 (09:31):
There's a very livable city. There's lots of cycle ways,
there's lots of bedestrianization, there's lots of bus routes, and
she's built most of them. So good for her for
taking the leap and going into the city. I must
say when I when I looked at her salary, she's
apparently paid one hundred and ninety thousand dollars, which too
many people will be out of money, but compared to
many of the bureaucrats in this town, is not. And
I actually thought, gee, are we sure that there's anargument
(09:54):
for paying the mauror wenagement bit more if we want
decent performance? I must say, but given pay it, people
get this jap Now.
Speaker 3 (10:00):
I don't know.
Speaker 5 (10:01):
I look good for her. She she's living the dream
of doing cycleways and bleys and living in the city.
Speaker 2 (10:06):
I lost your mind. Thank you for you've lost your mind.
If you're arguing that Tory Fino needs a pay rise
because she can't make ends meet on one ninety, I'm
going to push right back. Guys really appreciate it. Fellow
Riley Rob Campbeller Huddle seven away from.
Speaker 1 (10:19):
Six for more from Hither Duplessy Allen Drive listen live
to news talks. It'd be from four pm weekdays or
follow the podcast on iHeartRadio,
Saty five.
Speaker 2 (00:07):
We've got Phill O'Riley and Rod Campbell with us this
evening after six o'clock. We're talking about building insulation. There's
a bruhaha developing here. I'm going to run you through
the details. And ozempic. Now you know about ozembic. Everybody's
taken the ozembic, Oprah's taken the Ozmpic. They all are.
And because ozembic is doing so well internationally, there is
a key we company that's actually kind of writing on
(00:28):
the coattails of that and doing well as well. They
are called Callo Curb and it's kind of like I
think they pitched themselves a little bit as kind of
a natural alternative to ozebic, right created ozembic creat and lab.
These guys developed with help of plant and food and
so on and naturally reduces cravings and stuff. Anyway, they're
going to talk to us about the success story after
half past six. Right now, it's twenty four away from
(00:50):
six ever duel, So we have more concern from teachers
this time. They're worried along with principles, that they're not
going to be ready next year to teach the new
primary school maths and Inish curricula. Lemon would Grove Principal
Bled Rivitski is with us now.
Speaker 3 (01:03):
Hope Lair curly, how are you well?
Speaker 2 (01:06):
Thank you? Are you worried you're not going to have
enough time?
Speaker 1 (01:09):
Yeah?
Speaker 3 (01:09):
The worries the pace of implementation. That's a big concern
at the moment.
Speaker 2 (01:13):
Okay. So let's say with the maths curriculum that you
get given the curriculum in October and then you need
to teach it in February. How is that not enough time?
Speaker 3 (01:23):
Yeah, we're not opposed to the strengthening our curriculum that
we're okay with. It's the fact that we're running to
curriculums at the same time. So it's the English in
the mass curriculum being I guess required to be implemented.
Schools of Difference.
Speaker 1 (01:36):
The huddle with New Zealand Southerby's international Realty, local and
global exposure.
Speaker 4 (01:41):
Like no other.
Speaker 2 (01:42):
I'm huddled with me this evening. We have got Rob Campbell,
auc Chancellor, former Health end z cha and also fellow
Raley Iron. You partner is a former Boss of Business
New Zealand. Hello, lads, hey, go well, thank you. Phil
does do the teachers and the principals have a point
or are they maybe winging a little bit much.
Speaker 5 (01:58):
I think it's important to understand teachers do actually work
pretty hard, so I've got some sympathy with that. But
if you're going to make a change, make a change.
I thought I thought the interview interviewe there made a
good point about keeping keeping those feedback loops open because
as you launch this thing, maybe things don't work so
well in some areas, and say some feedback and I'm
sure going to work on the basis officials and the
(02:18):
minister will be up for that. But we didn't need
to move on and make change, because what will happen
is we'll go another year and say, oh, we're not
ready yet. We're not ready yet, and we have another
couple of years of leakage. So the other thing is
that this hasn't come out of the blue. This has
been underway for some time now. So and it's useful
also that the both of the interview all saying we
hate the change, They're just saying we need to make
(02:39):
sure it works. So I think with a bit of
good will we can move on and get there. But
I certainly would do it next year.
Speaker 2 (02:44):
Yeah, what do you reckon Phil rob I'm with Phil
on this one.
Speaker 4 (02:48):
Well, I didn't think there's any great hurry for it. Personally,
it's better if you're going to make a curriculum change,
which is a critically important development and education, the people
have got the time to debate it, to think about it,
to prepare for it. It's not just a matter of
pressing a button and chundering it out to your students
and hoping they absorb it. There's a febit of thinking
to do about how to teach it. It's not simply
(03:09):
what's the content of the paper?
Speaker 2 (03:11):
So right, it's just primary school?
Speaker 4 (03:14):
Well you must one one plus.
Speaker 2 (03:16):
One is two, you know what I mean?
Speaker 4 (03:18):
Well, you wait till you try and do young edgies
primary school work. You might find it you mart harder
than your imagine. But Peter Gudgy is quite important at
these young ages, and it does need preparation. It's not
simply a matter of reading out the curriculum and hoping
it sticks in the kids kids. So I think it's
undervaluing what the teaching possession does to some extent not
(03:40):
to give some time to prepare for this and to
make sure we're teaching it well in our scho Well,
I feel.
Speaker 2 (03:46):
Like I've got to I've got to push back on
you on this because you said there's not that much
of a rush. But for a parent whose child is
in primary school and who's not getting a decent education
right now, they only get one crack at it, it
might feel like there's a bit of a rush.
Speaker 4 (03:58):
Well, might feel there's a bit of a rush, but
I'd contest that they're not getting a decent education. The
clearly are issues with curriculum. I think teachers pretty much
all agree about that. There are issues in many schools
about how it's been taught. Yeah, but don't solve that
just by pressing a button saying okay, Eve, Ryan, line
up back over there and teach this new list of things.
(04:18):
It's more, it's there's more to it than that. Teachers
are actually trained professionals and should be regarded and treated
as not just they're not just a means of communication.
Speaker 2 (04:27):
Yeah, do you ever do you want to write a
reply here?
Speaker 4 (04:29):
Phil?
Speaker 5 (04:30):
Oh?
Speaker 1 (04:30):
No?
Speaker 5 (04:30):
I think I sort of half with Rob. I mean,
but I think you can do it. I think you
can't make the change so long as there's a good
feedback look for those teachers to come back and say, actually,
this but it's not working. To we change it for
next year?
Speaker 4 (04:41):
Yea.
Speaker 5 (04:41):
But to delay the whole thing is I think is
we didn't move on there. There's an urgency about this
government I think is right, and you know that the
risk is worth the table. It was worth the effort,
I think. Yeah.
Speaker 2 (04:51):
I tend to agree with you as a parent. I
just want to see this thing get a ring along.
All right, we'll take a break, come back very shortly.
It's quarter two with the huddle is not primary with
so the.
Speaker 1 (05:00):
Best international realty, local and global exposure like my world.
Speaker 2 (05:04):
It's all right back with the huddle. We've got Filerali
and Rob Campbell. Okay, Rob, listen, you're the Chancellor of
aut I want you to explain to me why are
staff members ethnicity should determine whether they whether they get
an overseas trip or not.
Speaker 4 (05:17):
I'd have to explain it to you. That's not what
determines that. There's a whole series of factors that go
into determining the allocation of mine. It's part of it.
There's a whole series of requirements that are imposed on
staff to meet that and staff do travel there, but
it's part of the normal university work and we have
(05:38):
issues as every university does in terms of how our
Mari and Pacific Island staff are developing and coming through
to the right sort of numbers, just as we do
with students, and we have programs to support that. It's
based on men the need for support.
Speaker 2 (05:56):
So some of the some of the qualifications, some of
the things that would qualify them for the trip is
the prestige of the conference, how farther going with the cost,
is the risk of the travel, who the trip would
be funded by, but also their ethnicity. So you could
essentially have an Asian teacher and a PACIFICA teacher who
are both going to exactly the same trip, and based
on how the criteria stack up, maybe only the PACIFICA
(06:16):
person goes because of their ethnicity.
Speaker 4 (06:18):
Yes, well, that's a purely theoretical hypothetical example. Well it's
your example, not mine. Has anybody said there is such
a trip?
Speaker 5 (06:29):
What?
Speaker 2 (06:29):
No, I'm just using I'm using yours.
Speaker 4 (06:33):
It's a purely hypothetical.
Speaker 2 (06:34):
Very defensive about trying to justify your criteria here.
Speaker 4 (06:38):
Rob, Well, they're not my criteria. I'm Chancellor of the
university criteria developed to support staff for all different types
in different situations. This is one which applies. I don't
think it's remotely unusual. There'd be plenty of similar things
in businesses all around the place, and universities, after all,
are independent organizations. So I really don't think there's anything
(06:59):
here unless one can show that they've been prejudiced by
that by some situation. I don't believe you can say
it's weird.
Speaker 2 (07:05):
Okay, what do you reckon film?
Speaker 5 (07:07):
Well, actually, I'm going to be a controversial support Robie.
I actually would.
Speaker 2 (07:10):
Think about that you've been too long on Wellington's.
Speaker 5 (07:14):
When if it's probably I mean it's probably put uncomfortably
in the way that the university talks about it. But
the short point is that we need more Marian Pacific academics.
We need them to be supported. And part of the
support for any academics, any anybody with this salt, is
to do some of the international stuffs are very very
important that New Zealand does that. So it's probably put
(07:34):
rather uncomfortably. But if it was put like, I want
to make sure that we get more more academics from
non traditional backgrounds to do these overseas trips and to
actually learn and to engage globally. Then that's a good thing.
So it might be uncomfortably worded, but I agree with
the premis. I agree with the idea.
Speaker 2 (07:50):
So if David Seymour was an aut academic, he would
get to go on these trips more than more than
you know, the Asian and Indian and Pacific equivalents, because
he's Mari, right.
Speaker 5 (08:01):
But I think the point what's making is is not
just that because it's got to be sure about the
conference and so on.
Speaker 2 (08:08):
This is the problem with these things is that he
you we'd be giving him special trips to help Mary academics.
But the guy, I mean, do you see where I'm
going with this? He doesn't need assistance.
Speaker 5 (08:19):
We actually he does because what you want is that
is that academics not talking about David Seymore. We're talking
about academics who are We're trying to get more Marian
Pacific academics. That's a good thing. Why because demographics say
they be more Marin Pacific kids. We need we need
them to succeed otherwise you know the country will go backwards.
So we actually need to lean into this. It's how
(08:39):
you do it. That's the issue, and sometimes these kinds
of policies are uncomfortably worded as clearly this one is.
But the general idea that you want to help these
academics from up and non traditional backgrounds to become more
exposed to what technic globally is a good idea.
Speaker 2 (08:54):
Yeah, okay, well we're going to say, Phil.
Speaker 4 (08:56):
Right at is an opportunity, is a university of opportunity.
We're trying to create and support people who need opportunities.
This is one aspect of many ways in which we
do it. Then, I think's being taken quite out of
context and the hyder factical arguments being raised about it,
and so let's just relax about this sort offy.
Speaker 2 (09:14):
I totally disagree with the pair of you, but I
do need to I can keep hammering this, but I
have to talk about something has gripped me today. Phil.
Why did Tory really sell her cart?
Speaker 5 (09:23):
I don't know. She says she moved into the city
into a flat, as I understand what.
Speaker 2 (09:27):
Let's tell what she said, but of course that she
can't thank him one hundred and ninety thousand.
Speaker 5 (09:31):
There's a very livable city. There's lots of cycle ways,
there's lots of bedestrianization, there's lots of bus routes, and
she's built most of them. So good for her for
taking the leap and going into the city. I must
say when I when I looked at her salary, she's
apparently paid one hundred and ninety thousand dollars, which too
many people will be out of money, but compared to
many of the bureaucrats in this town, is not. And
I actually thought, gee, are we sure that there's anargument
(09:54):
for paying the mauror wenagement bit more if we want
decent performance? I must say, but given pay it, people
get this jap Now.
Speaker 3 (10:00):
I don't know.
Speaker 5 (10:01):
I look good for her. She she's living the dream
of doing cycleways and bleys and living in the city.
Speaker 2 (10:06):
I lost your mind. Thank you for you've lost your mind.
If you're arguing that Tory Fino needs a pay rise
because she can't make ends meet on one ninety, I'm
going to push right back. Guys really appreciate it. Fellow
Riley Rob Campbeller Huddle seven away from.
Speaker 1 (10:19):
Six for more from Hither Duplessy Allen Drive listen live
to news talks. It'd be from four pm weekdays or
follow the podcast on iHeartRadio,
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