Policy Has Been Stable

Press, Volume CI, Issue 29767, 9 March 1962, Page 9

Policy Has Been Stable

The policy of the New Zeeland Sehoti Committees’ Federation has been remarkably stable over the laat 25 years. This was emphasised in its evidence to the Education Commission. Some major pointe are summarised below:— The federation believes there should be an outside consultative body to make representations to the Government on educational matters. It is only by these means that a non-departmental view can be obtained, it says. The federation does not doubt the integrity and the motives of senior officials of the Education Department but feels that their conducting of any inquiry into educational prob, lems put them in the position of being advocates and judges at one and the same time. It suggests a committee composed of the Minister and representatives of the New Zealand Council for Educational Research, teachers, school committees and parents. Education In Rural Areas The federation is perturbed at the handicaps that beset the country child. It feels that the district high school has tailed to keep up with the standards prevailing in the high schools of the towns in choice of subjects offered and quality of teachers available, and that the time to bring about a better balance between the two is overdue. It feels that the proposal for reorganising rural schooling by building a central high school and intermediate school surrounded by a number of decapitated rural schools should be regarded with caution. Such a scheme might be applicable to only a few areas. It would also have the effect of reducing a number of primary schools to sole charge status.

The federation feels that the answer to this problem is to improve school conveyance services by making higher transport allowances and also to improve boarding allowances. The parents’ right of choice of school must be safeguarded whether they live in town or country. Unsatisfactory conditions in the country have penalised less affluent parents and have, to some extent, had the effect of driving families away from rural areas.

Bearing the above facts in mind the Federation makes the following suggestions:— Full high schools should be sited in rural areas where possible—if necessary children on the perimeters of large towns could be conveyed into the country. District high schools should be translated to full high schools where possible. Transport costs should not adversely affect the quality of schooling available. Boarding allowances should be increased from 15s a week to cover the difference between the cost of keeping the child

at home and boarding it out Hostel accommodation should be improved. Teaching Profession Housing shortages have adversely affected the staffing position in country schools. It is recommended that in country service schools, where grading requires that the first assistant should be a male teacher, houses should be supplied for the headmaster and for the first assistant Staff changes should be kept to a minimum. The federation cites a finding by a committee set up by the General Assembly of the Presbyterian Church that frequent changes of teachers have tended to increase juvenile delinquency and one instance of a class having 17 teachers in a year is quoted. Private Contribution It is the duty of the State to bear the full cost of providing education. Much “optional equipment” should be provided by the State — pianos, radios, swimming baths, sports equipment would appear to be “necessary” rather than “optional.” The federation feels that private contributions should be made where items of equipment are regarded by responsible teaching organisations and the department as being "unnecessary." Private contributions are also necessary where schools operate outside the public system. Private or religious groups wishing to provide their own schools should be permitted to do so, provided that such schools reach a required standard; but any obligations which such groups feel towards opening their own schools are self-imposed and the federation is strongly opposed to the granting of any further financial assistance to such schools by the State. Inter-Relationship The federation supports administration by elected school committees and education boards working in co-opera-tion with a central authority. However, it feels that the department has taken over too many powers and responsibilities which are the prerogative of the boards. The boards are able to attend with expedition and efficiency to any matters which may suddenly arise whereas referring to the department produces further delay, the federation says. The functions of school committees should be safeguarded and in the opinion of the federation, no powers held by the committees are being abused. Among these important functions of the committees are the right to elect board members, the right to refuse or permit religious instruction under the Nelson system, and the right to refuse or permit the use of school grounds and buildings for purposes other than school use.