Reforming New Zealand secondary education: the Picot Report by Roger Openshaw

By Roger Openshaw

Through the overdue Eighties, the record Administering for Excellence (the Picot Report), and the Labour Government’s definitive coverage reaction, Tomorrow’s colleges, ushered in a brand new period in New Zealand. In what was once noticeable as a decisive stroke, New Zealand’s a hundred and ten yr outdated three-tiered schooling method was once swept away to get replaced through a two-component process, such as a brand new Ministry of schooling and person studying associations. This well timed e-book argues that the hot Zealand academic reforms have been the fabricated from longstanding unresolved academic concerns that got here to a head through the profound financial and cultural obstacle of the Nineteen Seventies and early Eighties. As such, they mirrored a fancy mix of either right-wing and left-wing beliefs, and native and overseas affects during which no unmarried team emerged triumphant. In hence viewing academic reform in the wider context of public coverage making, this e-book goals to make a much broader contribution to the worldwide coverage debate.   

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The New Zealand Chamber of Commerce set up a special Education Committee and secondary education faced considerable criticism from regional branches. In 1947 the Dunedin Chamber of Commerce convened a special meeting to which prominent local educationalists were invited. The discussion focused on the entire direction of modern post-primary education and a number of papers were presented and subsequently published in several consecutive issues of New Zealand Commerce, along with invited responses by selected educationalists.

117 In adhering to this view, it could count on two major factors. The majority of educational professionals, while sometimes critical of secondary education in practice, were not prepared to totally abandon the 1940s reforms. H. Murdoch, the author of The High Schools of New Zealand, expressed general support for the notion of a common core of subjects, but conceded that, “its compulsory application to all and sundry, now that the general position has been gained, surely calls for re-examination .

The majority of educational professionals, while sometimes critical of secondary education in practice, were not prepared to totally abandon the 1940s reforms. H. Murdoch, the author of The High Schools of New Zealand, expressed general support for the notion of a common core of subjects, but conceded that, “its compulsory application to all and sundry, now that the general position has been gained, surely calls for re-examination . . (now that) . . ”118 Furthermore, in the early 1960s secondary schooling could still derive some benefit from the conviction that increased educational expenditure could be justified in terms of its economic payoff.

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