Shifting responsibility is not the answer 5 November 2025 Education leaders strongly oppose Government‘s intention to move core functions of the teachers’ professional body, the Teaching Council of Aotearoa New Zealand, into the Ministry of Education (MoE). Under the proposal, initial teacher education (ITE) standard-setting and programme approval functions currently held by the council would shift to the MoE, under the powers of the Secretary for Education. “We and most of the sector disagreed with this proposal when it was first mooted in 2024,” says Kathy Wolfe, CE Te Rito Maioha. “The sector put forward clear and rationale arguments for the council to retain its functions which the Minister of Education Erica Stanford accepted and the proposal was dropped. What has changed in the last year? “The intended changes place professional standards within direct ministerial influence and at risk of being driven by the political ideology of the day. Teaching, like law, medicine and nursing, is a self-regulating profession, and it needs to remain that way.” “Early childhood education policy is committed to ensuring 100% qualified teachers in services and in front of tamariki. To achieve that aim, we need to continue to attract and retain teachers. Direct ministerial oversight of professional teacher education is a heavy-handed response to an undefined problem,” says Mrs Wolfe. “It has the potential to erode trust, slow down innovation, and devalue the profession - and to undermine our attempts to attract people into the teaching profession.” “The Teaching Council is an independent professional body and maintains high standards for teacher registration, professional ethics and conduct, and ITE programme approval, assuring the public that teachers remain fit to teach and current in their teaching practice. Its independence ensures stability for the profession, regardless of the government in power.” The council works closely with iwi and Māori educators to embed Mātauranga Māori across ITE and professional standards. These relationships are critical to ensure our teachers are culturally competent and our system honours Te Tiriti o Waitangi. “Quoting the Teaching and Learning International Survey, which shows 62 per cent of graduate teachers were not confident in teaching content of all subjects they teach, needs to be put into context. When teachers graduate, their journey is only halfway complete. Like in other professions once qualified, graduates spend time applying learned theory to their practice. Graduate teachers spend a further two years teaching under supervision and mentoring before becoming fully certificated. This is part of a five-year process that ensures every teacher in Aotearoa New Zealand is well prepared to teach. “Shifting responsibility to the Ministry of Education could weaken teacher preparation, creating long-term consequences for children, families, and communities. The people most affected will be our tamariki,” says Mrs Wolfe “Every decision about teacher education ultimately affects the quality of learning and care our children receive. Politicising that process is not in their best interests.” New Zealand’s ITE system is already world-class. If there are concerns about quality, these should be addressed through existing review, monitoring processes and continuous improvement initiatives, not by dismantling an effective system. “The Minister already has powers to influence and collaborate with the Teaching Council if there are problems to resolve. Working together with us, adequately resourcing and supporting the Teaching Council to be successful for ITE and for the profession, is the best way to achieve an enduring resolution, not by weakening the very body designed to uphold professional standards,” says Mrs Wolfe. Media Contact Rob McCann - Lead Communications Advisor | Kaitohutohu Whakapā Matua 022 411 4560 rob.mccann@ecnz.ac.nz
