"Teaching our children to understand the language of code to design their own solutions to tasks could take them from being consumers looking for a solution to creators designing a solution."
Every company in in the future will be a software company, to some extent, says Dr Daniel Playne of Massey's Institute of Natural and Mathematical Sciences. That means New Zealand's economy would also benefit from children learning coding.
"While information and communication technology is one of the fastest growing export areas for New Zealand, estimated at $1.5 billion annually, our exports in software royalties, licence fees and computer services are still well below our imports," he says. "This is going to be an important part of many New Zealand companies. We need to start addressing our shortage in qualified IT professionals now."
Civics
Preparing youth to be the effective leaders and decision-makers of the future is a key issue. For political observers, this is being undermined by the decline in voter participation - particularly younger voters - over the past several elections.
Associate Professor Richard Shaw, who heads Massey's politics programme, says the drums are sounding for the formal introduction of civics in our schools.
"Compulsory civics education has an intuitive appeal. After all, it seems hard to argue with the logic that if schools start producing people with a better understanding of our political system the problem of falling turnout will eventually go away."
He says that while civics education does take place, it's not offered as a standalone subject. The real issue is the calibre and content of civics education, not its compulsory status.
"What's needed is an approach to civics education that combines the transmission of information (about the political system) with activities allowing students to engage with decision-making processes within their schools. In short, citizenship education should be active, not passive. It should combine both knowing and doing."
Sustainability
Teaching our children about environmental sustainability is vital to ensuring current and future generations will be better equipped for dealing with the complex challenges facing humanity on multiple fronts, on a global scale, says Dr Corrina Tucker, a sociologist in the School of People, Environment and Planning.
"Teaching children in a hands-on, practical way about how to grow food, about the benefits of walking, cycling or pursuing other active modes of transport to get about, and about not only recycling but minimising their waste and conserving energy and water, are all simple yet important ways to engage children in more sustainable practices," she says.
The greatest challenge underpinning this need is "escalating resource consumption propelled by a society that is driven by economic, rather than social or environmental rationales, and where consumerism is king. Teaching children to enjoy life's simple pleasures - the company of their friends and family, outdoor discovery and play - should be the basis of a
reorientation toward simpler living and increased wellbeing that does not further degrade our environmental life support system."
Critical thinking
Dealing discerningly with torrents of information, and understanding the views of others in an increasingly complex, diverse society are among the compelling reasons for teaching critical thinking and ethics. So says philosophy professor Bill Fish, who has been championing the teaching of critical and analytical thinking via philosophy at intermediate and secondary school levels for years.
The benefits for learning, he argues, are profound, wide-ranging and long lasting. He cites international research on the effects of studying philosophy that shows it increases cognitive ability, verbal skills, self-esteem and confidence across all subjects, and for years after a student has studied it.
At secondary school level, philosophy classes tend to work best when run as guided conversations about specific issues or problems, allowing students to express and argue their views, and hear what others think and why. Perhaps the most important thing any young person can learn through philosophical debate is that the way they see the world is just one of many points of view.
"They learn to recognise that their view of the world is shaped by their upbringing, the country they live in, the culture they belong to, and that others see the world differently," says Professor Fish. "We need these skills more than ever."
Exposure to philosophy, he says, "not only creates brighter, more engaged people, but more tolerant, open-minded people".
Languages
Global citizenship isn't some vague catchphrase. We are now all global citizens thanks to technological and cultural interconnectivity.
"Given the need for New Zealand to trade into non-English speaking countries, the ability to speak a range of languages has become a priority," says Distinguished Professor Paul Spoonley.
Dr Leonel Alvarado, who heads Massey's Spanish language programme, says the benefits are both economic and personal.
"All the stories we hear about languages - that they open doors, turn you into a global citizen, help you understand other cultures, maximise trade, raise cultural awareness, and even help you earn a living - are true. This has been proven over and over. People's lives are changed when they are exposed to another language because it is not only the language we make contact with, but also the culture.
"Foreign languages are not alien to New Zealand, they are part of what makes the country diverse and vibrant. Exploring these connections at high school level - an age when language learning is often easier - can be the perfect way to start the journey."
