Technical Education In N.Z. “Without Purpose”

Press, Volume XCVII, Issue 28700, 25 September 1958, Page 9

Technical Education In N.Z. “Without Purpose”

••Tite Press' Special Service

WELLINGTON, Sept. 24. “I think it would be fair to say that in many respects technical education in New Zealand has been growing in volume without any vitally active purpose or sense of urgency,” said Mr R. C. Savory, president of the New Zealand Technical Education Association, in his address to the association’s annual conference in Wellington today.

“Normal pressures—those from the growth of industry or from the establishment of new agencies such as the mangament organisations—have forced the system to expand, in many cases without adequate facilities and In these days, when technology and science are of supreme importance, to drift along is quite inadequate. All concerned, including our own association, must see that more vigour is infused into all agencies and institutions which can further technical education,’’ Mr Savory said. “There is a need to help parttime teachers with teaching methods by short courses and in other ways. The attraction and retention of part-time teachers who have direct, up-to-date contact with their specialists subjects are of the greatest importance, particularly to our senior work. It was disturbing to read in the report of the Director of Education that ‘apprentice education in the plumbing trade is at present in the doldrums.’ In other trades there have ben very successful refresher courses but none seem to have ben held for plumbing teachers. Both the department and the association may be at fault in this, but steps should be taken promptly to remedy this situation. “A much more difficult matter is the need for keeping full-time teachers of practical subjects up-to-date by secondment back to industry for short periods, say, three to six months. In view of the obvious difficulties to all parties concerned—teachers, schools, and industry—perhaps a pilot scheme could be tried out in at least one industry. “The council for Technical Education, working under the proposed provisions, can do a great deal to stimulate interest and to aid technical education,’’ said Mr Savory. “I was very glad when the conference rejected a proposal which would have placed a ceiling on the range of work carried out and would have prevented technical colleges doing any work at a professional level. It has been our happy tradition in New Zealand to provide alternative avenues of advancement for those who through economic or other reasons do not proceed to a University course on leaving postprimary school. A sensible degree of competition in appropriate fields is a useful protection against faults which can develop through monopoly and against educational procedures which could be too costly for our economy to bear. The technician and the apprentice must, of course, be fully catered for

in our school system, but It will be a good thing for New Zealand if in a few technological fields the major technical colleges go further and, thus encouraged, are able to hold superior staff and to earn higher public regard. “I hope that when conditions are laid down for the separated senior technical colleges, there will be ample provision for ancillary staff. It is foolish and costly for professional teaching staff to be engaged in laboratory preparation and demonstration work which can be carried out by less well paid ancillary staff. Sufficient account has not been taken in New Zealand of the cost involved by a teacher of science or professional subjects in going through his university course and his course In teaching training. He should occupy the teacher's rostrum in lecture room or laboratory for the maximum time compatible with the time required for him to keep up with his subject and specialty, and to prepare adequately his lectures,” said Mr Savory. .