Figure 1.--Primary-level classrooms reflect the desore of the teachers to create a stimulating atmphere. The walls are covered with maps, posters, aticles, and other items, including of course the children's work. The children here are lisening gto a story the teacher is reading. |
New Zealand schools offer a wide range of learning enviromments. There are some very large secondary schools as well as one room primaries. Some schools are very new while others have already a substantial tradition. There are several different types of schools in New Zealand. The basic division is the state and private sectors. There are other types based on gender, residential arrangements, and religious affliliation. New Zealand has one of the smallest private sectors of any modern democratic country. This is in part because many private sector schools abnd the Catholic system have been integrated into the state system. This was done with the understanding that the schools could retain their traditional character such as the religious affliliation and program. There are no little red school houses in New Zealand. The rural elementary schools are normally white wooden buildings. Many of the older secondaru schools show the enduring influence of the British public schools. Newer schools have the increasingly universal look of subruban one-story schools common in America and Europe. Some of the traditional preparatory and secondary schools have, like their counterparts in England, lovely grounds.
New Zealand schools offer a wide range of enviromments. There are some very large secondary schools as well as one room primaries. Parents and students can choose small family oriented institutions or larger schools as might be found in large cities around the world. There are a range of pros and cons and parents can select the school environment which they believe is best suited for their child. Some schools are very new while others have already a substantial tradition. New Zealand is a very young country, but of course the educational sysdtem draws upon the substantiasl educationasl tradition of Britain.
Future Shock was a term used by Alvin Toffer to describe the feeling of unease, disoeientation, insecurity and uprootedness which we exerience when change comes at us to quickly. One of the antidotes for future shock is the sense of security and stability engendered by deep-rroted ideals, institutions or relationships. Our school has stability--the stability born of deep roots drawing susstenance from our English heritage and from the history of Canterbury; born of the continuity of traditions such as ANZAC day service; born of the number of families whose members have attended our School over a number of generations; and born of the large number of Staff who give a large part of their lives to the service of our School.
Graeme Ash, "The school we magnify," (1991). Christchurch Boys' High School
There are several different types of schools in New Zealand. The basic division is the state and private sectors. There are other types based on gender, residential arrangements, and religious affliliation. New Zealand has one of the smallest private sectors of any modern democratic country. This is in part because many private sector schools abnd the Catholic system have been integrated into the state system. This was done with the understanding that the schools could retain their traditional character such as the religious affliliation and program.
There are no little red school houses in New Zealand. The rural elementary schools are normally white wooden buildings. Many of the older secondaru schools show the enduring influence of the British public schools. Newer schools have the increasingly universal look of subruban one-story schools common in America and Europe. Some of the traditional preparatory and secondary schools have, like their counterparts in England, lovely grounds.
New Zealand education was for many years following British educational approaches. This begun to change, especially afyer World War II. Education in New Zealand in the late 20th century is a matter of substantial discussion. There are traditionalists as well as other who advocate substantial reforms. The News Zealand Government has instituted major changes at schools during the 198-0s and 90s. This has required tht schools make a range of changes. In large measure this involved the schools taking on a larger degree of local mangement. In ddition to the administrative changes, schools are considering a range of changes in methods and curriculum.
The students had quite a range of views about their schools.
