Parental influence in schools may rise

Press, 9 December 1976, Page 17

Parental influence in schools may rise

PA Wellington. Parents soon may have more influence in the school classroom and .examination syllabuses. This was suggested by the Rev. G. M. Mills who is a member of the McCombs committee, the president of the Association of Heads of Independent Schools and retiring rector of St Patrick’s College. Examination syllabuses traditionally have dominated secondary school teaching and outlines for fifth and sixth form public examinations have decided the shape of third and fourth form studies.

But Father Mills believes recommendations from the McCombs committee’s review of secondary education may change this.

The new parental and community influence would come, he says, from proposed community school associations.

The committee proposed that each school elect an association from parents and students, teachers, or any adult in the local district.

This group would elect the majority of the school governors who would comprise a majority of parents. At present, boards were relatively isolated from their local community, the McCombs committee said.

Each association would meet at least once a term and “must have real powers to speak and advise rather than to compel or act if it is to be successful.” • “It should be able to •discuss such matters as ’uniform, discipline and the •curriculum, and to exercise a stewardship role for ‘the local community,” the ♦committee said.

• The committee hoped .that the new association *would revitalise schools,

boards of governors and par e n t-teacher associations, but “the framework alone can merely permit this, not guarantee

School governors have dismissed the proposed associations as “too structured.”

The national president of the Association of School Boards of Governors (Mr J. Edwards) said that “in many cases associations would be only a small group of enthusiasts with their special barrow to push.” Other associaations would be “a focus for battles and manoeuvering between factions.” The McCombs committee, said Mr Edwards, overlooked that “parents make up the bulk of representation on existing boards.”

Father Mills sees the proposed associations playing a major role in future.

“The association will say what should be taught at school,” he says. “Teachers will have to take notice.”

He envisages “a monthly meeting were a whole hall full of people will be having their say.” This would be easier to achieve in smaller towns, says Father Mills, and more difficult in urban areas.

At the St Patrick’s prize-giving last week he suggested that independent schools could afford to lead the change towards “the McCombs future.”

“We have an old tradition which allows parents and pupils to reply on the judgment of the school, which even allows for a few risks and experiments

“We have a community of supporters who are loyal but not so vociferous in their public acclamation of loyality as to make the school’s reputa-

tian brittle as if resting on one or two years successes.

“We have so many applications that if some did object, there would be many willing to take their places,” said Father Mills. He calls the McCombs committee’s report “the most important document in the history of New Zealand education.” He says it outlines “a real break” from nineteenth century English educational practice “where a pass in an examination marks a success, and education was a privilege.”

The other extreme of twentieth century American theory is that “a pupil can never do wrong. If he does not succeed, it is not his fault but a problem in his environment,” said Father Mills. He said that the McCombs committee decided for abolition of public examinations but could not agree on an alternative.

“Some factions in the teaching profession are too anxious to implement some form of internal assessment.” he said.

“I see plenty wrong with the exam, system as it is now but I am sure that internal assessment would be worse.”

Father Mills said principals’ testimonials may be developed and become “the important thing.” These would outline a student’s skills, his strengths and weaknesses without comparison to other pupils. Importance of various skills could be decided by the local community. But he says “at the moment we have not got an answer.”

Without a moderating public examination, there could be favour towards schools “with reputations,” he said.