Educational liaison supported

Press, Volume CXI, Issue 32589, 24 April 1971, Page 18

Educational liaison supported

The steps being taken to increase liaison among those involved in education in New Zealand were supported by the Minister of Education (Mr Taiboys) in Christchurch yesterday.

In an address to the thirtv-fourth annual conference of the New Zealand Federation of School Committees, Mr Taiboys said that these steps would make the most effective use of the s3oom to be spent by the Government on education this year.

Referring to the use of school buildings by the community, he said that school committees had the responsibility and opportunity to make these facilities available to their communities. “It is only by the acceptance of these responsibilities that we as a community can get full value. We, as a society, are made up of a number of communities, end we, as a society, must make sure that we get full value from the investment society has provided,” he said. Mr Taiboys praised the development of independent councils controlling New Zealand teachers’ colleges. University attitude The universities, he said, were developing a new attiture towards teacher training through their presentation on these councils. “The establishment of the councils is bringing together for the first time all those interested in teacher training,” he said. Mr Taiboys said he was delighted to see the same moves being taken by universities and technical institutes. Much of the responsibility for the development of technical institutes rested with industry, he said. The degree of interest could be gauged by the willingness of employers to release young people for training. Govt spending Referring to the restraints placed on Government spend-* ing, Mr Taiboys said that the! future of education in New; Zealand was dependent oni the success it had in dealing: with the inflationary spiral. I There were . not always l enough resources to meet! with the demands, and education, as an integrated part: of society, could not standback and say “count us out”! when financial constraints

were urged. Mr Taiboys drew attention; to the success in the transition to three-year training in: New Zealand teachers’ col-; leges.

“This year we will be at the end of this transitionperiod. It has taken six years instead of the 12 years envisaged by the Commission!

on Education in 1962.” It was realised when the transition began that there would be increasing expenditure, severe staffing problems, increased numbers of larger classes and a higher proportion of women teachers in the primary service.

School staffing

“But that is precisely what is meant by giving priority to an accelerated programme in teaching training,” he said. Staffing positions in primary schools were now very

much better than' were expected, he said.

“Schools as a whole have been kept fully staffed and every year has seen a drop in the number of classes with more than 40 pupils.

“Fifty-eight per cent of pri.mary classes have 35 pupils or less, so the move to the one-to-35 ratio is not some-

thing we are about to do, but something we are halfway through,”, Mr Taiboys said.

Teacher upgrading

Of school committee complaints of unstable staffing in primary schools, caused by teacher upgrading, Mr Talboys said that this was the result of more than 1500 teachers receiving promotions. This has caused some dissatisfaction to school headmasters and to some who have not won their positions under the new system, but let us make no mistake about it, the schools and the pupils will benefit for years to come under the new system.”