Latest news with #UniversityofAuckland
Scoop
a day ago
- Health
- Scoop
Study Finds Māori, Pacific Communities Can Reshape Media Narratives
Article – RNZ The success of Brown Buttabean Motivation shows how initiatives can use media stereotypes to create their own narrative. , Māori News Journalist A new study shows Māori and Pasifika community initiatives can use media stereotypes to create their own narrative. The University of Auckland study, 'Taking the mic: Māori and Pacific voices in the media' examined the success of Brown Buttabean Motivation (BBM), New Zealand's largest community-based fitness and well-being organisation throughout the Covid-19 pandemic. According to the study's lead author Dr Sandra Smith, senior marketing lecturer at the University of Auckland, over time, and especially during lockdowns, BBM became 'much more than just a bootcamp and how to eat healthy'. 'It became an extension of whānau and a safe space where support could be provided to members in need. This finding echoes the notion that Māori and Pacific people are likely to seek help from family and community rather than from formal health providers,' she said. Structural inequities and media framing Outlined in the report, Māori and Pacific peoples in Aotearoa face entrenched socio-economic and health gaps, including lower life expectancy and higher obesity rates. 'Māori have experienced socio-economic deprivation because of colonisation and racism, manifesting in their significantly reduced life expectancy compared to non-Māori. Similarly, Pacific people also experience socio-economic and health inequities,' the study said. 'These health inequities were exacerbated by the Covid-19 pandemic, requiring a consideration of the changing experiences and requirements of diverse communities.' Smith said these disparities can be worsened by mainstream media that frame health as an individual's responsibility, rather than a societal one. 'Media narratives can shape how others view Māori and Pacific people and how Māori and Pacific people view themselves,' Smith said, noting past decades of biased coverage. 'So, we were interested in whether the media was actually reflecting the community in an accurate way, in a truthful way, or in a biased way.' BBM's community, Māori and Pacific led innovation Using the kaupapa Māori framework, Te Whare Tapa Whā and Pacific framework Fonofale, the researchers analysed 102 media articles and interviews (27 before Covid-19, 75 during) via computer-assisted tools and member checks with BBM. They tracked shifts in top media themes, such as Letele, people, weight, life and boxing, food, health, lockdown, children, and community support. 'Covid-19 created different issues for the community. BBM adapted… New themes such as food, lockdown and children are reflective of this adaptation,' Smith said. 'It became more than just a bootcamp, but a community [and] a whānau.' The study found that as gyms shut due to lockdown restrictions, BBM's strong social-media presence which let it livestream workouts, share health information and organise food parcels – became a safe space for whānau. 'That's where they reach out to each other. That's how they perhaps coped when people were being locked down, losing their jobs, not knowing where their next healthy meal was coming from. That was a place where people obviously used those channels to connect.' Smith said from previous research in the health space, specific communities – including Māori and Pacific – will respond better to their own people when it comes to disseminating important information or getting advice. 'They're a lot more trusting of people within their own community. So, I think BBM then became a very important conduit for perhaps some of the health messaging helping people to navigate through some of the confusions around the time of the pandemic.' Despite some lingering stereotypes, media coverage of BBM was 'reasonably friendly… and reasonably accurate', the researchers found. 'It's good to see that the media was reasonably friendly towards this community and was reasonably accurate. It wasn't perfect, but that was one of the key findings,' Smith said. Creating your own narrative Letele's ability to co-create his own media narrative was a stand out finding, Smith said. 'Dave's own celebrity status… he was quite proactive and quite good at co-creating the narrative with the media rather than just having the media telling his story.' Smith hopes this study will inspire other community-based groups to pick up the mic and tell their own stories. 'I saw that Dave was very proactive in actually reaching out to the media, ensuring that the community's story was told accurately… I think communities can take a more proactive stance,' she said. 'Not necessarily waiting for mainstream media to create your narrative, but using the media channels that they're using themselves to tell their story.' She said this specific study is a great way of learning about how Māori and Pacific people benefited from having a community like BBM. 'I think we can all take something out of this story.' The paper is published in the Pacific Health dialogue – a journal dedicated to health issues in the Pacific region – and is connected to a larger post-doctoral research project led by co-author, Dr Fa'asisila Savila (Pacific Health) and funded by the Health Research Council.
Scoop
a day ago
- Health
- Scoop
Study Finds Māori, Pacific Communities Can Reshape Media Narratives
A new study shows Māori and Pasifika community initiatives can use media stereotypes to create their own narrative. The University of Auckland study, 'Taking the mic: Māori and Pacific voices in the media' examined the success of Brown Buttabean Motivation (BBM), New Zealand's largest community-based fitness and well-being organisation throughout the Covid-19 pandemic. According to the study's lead author Dr Sandra Smith, senior marketing lecturer at the University of Auckland, over time, and especially during lockdowns, BBM became 'much more than just a bootcamp and how to eat healthy'. 'It became an extension of whānau and a safe space where support could be provided to members in need. This finding echoes the notion that Māori and Pacific people are likely to seek help from family and community rather than from formal health providers,' she said. Structural inequities and media framing Outlined in the report, Māori and Pacific peoples in Aotearoa face entrenched socio-economic and health gaps, including lower life expectancy and higher obesity rates. 'Māori have experienced socio-economic deprivation because of colonisation and racism, manifesting in their significantly reduced life expectancy compared to non-Māori. Similarly, Pacific people also experience socio-economic and health inequities,' the study said. 'These health inequities were exacerbated by the Covid-19 pandemic, requiring a consideration of the changing experiences and requirements of diverse communities.' Smith said these disparities can be worsened by mainstream media that frame health as an individual's responsibility, rather than a societal one. 'Media narratives can shape how others view Māori and Pacific people and how Māori and Pacific people view themselves,' Smith said, noting past decades of biased coverage. 'So, we were interested in whether the media was actually reflecting the community in an accurate way, in a truthful way, or in a biased way.' BBM's community, Māori and Pacific led innovation Using the kaupapa Māori framework, Te Whare Tapa Whā and Pacific framework Fonofale, the researchers analysed 102 media articles and interviews (27 before Covid-19, 75 during) via computer-assisted tools and member checks with BBM. They tracked shifts in top media themes, such as Letele, people, weight, life and boxing, food, health, lockdown, children, and community support. 'Covid-19 created different issues for the community. BBM adapted… New themes such as food, lockdown and children are reflective of this adaptation,' Smith said. 'It became more than just a bootcamp, but a community [and] a whānau.' The study found that as gyms shut due to lockdown restrictions, BBM's strong social-media presence which let it livestream workouts, share health information and organise food parcels – became a safe space for whānau. 'That's where they reach out to each other. That's how they perhaps coped when people were being locked down, losing their jobs, not knowing where their next healthy meal was coming from. That was a place where people obviously used those channels to connect.' Smith said from previous research in the health space, specific communities – including Māori and Pacific – will respond better to their own people when it comes to disseminating important information or getting advice. 'They're a lot more trusting of people within their own community. So, I think BBM then became a very important conduit for perhaps some of the health messaging helping people to navigate through some of the confusions around the time of the pandemic.' Despite some lingering stereotypes, media coverage of BBM was 'reasonably friendly… and reasonably accurate', the researchers found. 'It's good to see that the media was reasonably friendly towards this community and was reasonably accurate. It wasn't perfect, but that was one of the key findings,' Smith said. Creating your own narrative Letele's ability to co-create his own media narrative was a stand out finding, Smith said. 'Dave's own celebrity status… he was quite proactive and quite good at co-creating the narrative with the media rather than just having the media telling his story.' Smith hopes this study will inspire other community-based groups to pick up the mic and tell their own stories. 'I saw that Dave was very proactive in actually reaching out to the media, ensuring that the community's story was told accurately… I think communities can take a more proactive stance,' she said. 'Not necessarily waiting for mainstream media to create your narrative, but using the media channels that they're using themselves to tell their story.' She said this specific study is a great way of learning about how Māori and Pacific people benefited from having a community like BBM. 'I think we can all take something out of this story.' The paper is published in the Pacific Health dialogue – a journal dedicated to health issues in the Pacific region – and is connected to a larger post-doctoral research project led by co-author, Dr Fa'asisila Savila (Pacific Health) and funded by the Health Research Council.
Scoop
a day ago
- Health
- Scoop
Study Finds Māori, Pacific Communities Can Reshape Media Narratives
A new study shows Māori and Pasifika community initiatives can use media stereotypes to create their own narrative. The University of Auckland study, 'Taking the mic: Māori and Pacific voices in the media' examined the success of Brown Buttabean Motivation (BBM), New Zealand's largest community-based fitness and well-being organisation throughout the Covid-19 pandemic. According to the study's lead author Dr Sandra Smith, senior marketing lecturer at the University of Auckland, over time, and especially during lockdowns, BBM became "much more than just a bootcamp and how to eat healthy". "It became an extension of whānau and a safe space where support could be provided to members in need. This finding echoes the notion that Māori and Pacific people are likely to seek help from family and community rather than from formal health providers," she said. Structural inequities and media framing Outlined in the report, Māori and Pacific peoples in Aotearoa face entrenched socio-economic and health gaps, including lower life expectancy and higher obesity rates. "Māori have experienced socio-economic deprivation because of colonisation and racism, manifesting in their significantly reduced life expectancy compared to non-Māori. Similarly, Pacific people also experience socio-economic and health inequities," the study said. "These health inequities were exacerbated by the Covid-19 pandemic, requiring a consideration of the changing experiences and requirements of diverse communities." Smith said these disparities can be worsened by mainstream media that frame health as an individual's responsibility, rather than a societal one. "Media narratives can shape how others view Māori and Pacific people and how Māori and Pacific people view themselves," Smith said, noting past decades of biased coverage. "So, we were interested in whether the media was actually reflecting the community in an accurate way, in a truthful way, or in a biased way." BBM's community, Māori and Pacific led innovation Using the kaupapa Māori framework, Te Whare Tapa Whā and Pacific framework Fonofale, the researchers analysed 102 media articles and interviews (27 before Covid-19, 75 during) via computer-assisted tools and member checks with BBM. They tracked shifts in top media themes, such as Letele, people, weight, life and boxing, food, health, lockdown, children, and community support. "Covid-19 created different issues for the community. BBM adapted… New themes such as food, lockdown and children are reflective of this adaptation," Smith said. "It became more than just a bootcamp, but a community [and] a whānau." The study found that as gyms shut due to lockdown restrictions, BBM's strong social-media presence which let it livestream workouts, share health information and organise food parcels - became a safe space for whānau. "That's where they reach out to each other. That's how they perhaps coped when people were being locked down, losing their jobs, not knowing where their next healthy meal was coming from. That was a place where people obviously used those channels to connect." Smith said from previous research in the health space, specific communities - including Māori and Pacific - will respond better to their own people when it comes to disseminating important information or getting advice. "They're a lot more trusting of people within their own community. So, I think BBM then became a very important conduit for perhaps some of the health messaging helping people to navigate through some of the confusions around the time of the pandemic." Despite some lingering stereotypes, media coverage of BBM was "reasonably friendly… and reasonably accurate", the researchers found. "It's good to see that the media was reasonably friendly towards this community and was reasonably accurate. It wasn't perfect, but that was one of the key findings," Smith said. Creating your own narrative Letele's ability to co-create his own media narrative was a stand out finding, Smith said. "Dave's own celebrity status… he was quite proactive and quite good at co-creating the narrative with the media rather than just having the media telling his story." Smith hopes this study will inspire other community-based groups to pick up the mic and tell their own stories. "I saw that Dave was very proactive in actually reaching out to the media, ensuring that the community's story was told accurately... I think communities can take a more proactive stance," she said. "Not necessarily waiting for mainstream media to create your narrative, but using the media channels that they're using themselves to tell their story." She said this specific study is a great way of learning about how Māori and Pacific people benefited from having a community like BBM. "I think we can all take something out of this story." The paper is published in the Pacific Health dialogue - a journal dedicated to health issues in the Pacific region - and is connected to a larger post-doctoral research project led by co-author, Dr Fa'asisila Savila (Pacific Health) and funded by the Health Research Council.
Scoop
3 days ago
- Science
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
Press Release – Science Media Centre The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will support teachers to confidently deliver practical science learning, aligned with the new science curriculum. The new national Science Curriculum is expected to become available later this year, after a rewrite was paused in 2024. The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.'
Scoop
3 days ago
- Science
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
Press Release – Science Media Centre The new national Science Curriculum is expected to become available later this year, after a rewrite was paused in 2024. The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.'
