Tomorrow's Schools

The provision of State Education in New Zealand developed from ideas about democratic and progressive education in the late nineteenth century. The creation of an education system that aimed to reduce inequalities and enable social mobility was an important goal for New Zealand's early educational reformists.

The passing of the Education Act 1877 established New Zealand's first secular, compulsory and free national system of primary education. Under the Act it became compulsory for children from ages 7 to 13 to attend primary school. The Act also sought to establish standards of quality of education as schools varied greatly in their resources and approaches. Before this time children attended schools governed by provincial governments or church or private schools. As with all legislation, the Act's effectiveness depended on its practicability and the resources to enforce it. Many children continued to face difficulties with attending school, especially those from rural areas where their manual labour was important to families.

The 1877 Act made some difference to Maori and women, enabling a small proportion to proceed to higher education. For example, over 500 Maori girls went to Hukarere Native Girls' School in the Hawkes bay between 1877 and 1900. Apirana Ngata went to Te Aute College at the age of 10 in 1884, won a scholarship, and became the first Maori to graduate in a New Zealand university and a leading politician.

Around 1900, secondary schooling was generally for the wealthy elite who intended to go to university or enter professional careers, and it was not free. In 1901, less than 3 percent of those aged between 12 and 18 attended public secondary schools. An additional 5 percent attended district high schools (as they were known) or a Standard 7 class. Educational opportunities improved from around 1902 when secondary schools were given grants to admit more pupils.

The Education Act 1914 required secondary schools to offer free education to all those who passed a Proficiency examination. The Certificate of Proficiency thus became the major determinant of job and career opportunities. By 1921 nearly 13 percent of 12- to 18-year-olds attended a secondary institution (usually for at least two years) and five years later in 1926, and still in 1939, 25 percent did so.

Most schools continued to attempt to offer a curriculum with strong traditional and authoritarian elements. Schools attempted to balance a 'civilising' cultural and moral education with 'utilitarian', vocational training needs. This frustrated those who urged a greater focus on workforce preparation. The battle between vocational and cultural educational imperatives continues today.

...
Wikipedia