‘Urban drift’ deplored

Press, 26 August 1977, Page 3

‘Urban drift’ deplored

Front

MARGARET BUTLER

in Wellington

I It is essential that the Government, teachers’ associations, and the community, at this stage in the development of New Zealand education, be more aware of the importance of equal education for rural children. This is advocated in a report on rural secondary education, presented to the Post Primary Teachers’ Association conference yesterday by the Southland-Otago regions. In the United States it had been proved that the devei(Opment of good secondary educational institutions was J I the significant factor in re-i versing the “urban drift,”; said the report. "Rural communities are dying in New Zealand now; and will continue to do so! at an increasing rate unless I a positive programme of! regional development, which'l must include the upgrading of our rural secondary; i schools, is implemented,” it. said. , Adequate buildings andji finance, plus improvements! ■ in curriculum range and job! 1 satisfaction would encourage I teachers of all ages to apply Is for rural positions, said the;! report. s

In rural communities where the secondary school was revitalised by these provisions, young people would remain and take their proper place in the life of the district. "It is a sad commentary on New Zealand attitudes and values that cultural .activities which have at least moderate chances of (survival in urban areas, have almost no such chances in rural areas. i “The expansion of cultural activities in country districts would logically be centred on the local secondary [school and its qualified [staff,” said the report. "Music, art, and technical subjects, if adequately : staffed, would provide ait [immediate impetus to the i development of cultural [activities throughout the i country areas of New Zealand.” Included in the report are ' [results of a survey of about' [l7OO rural and urban teachers and principals. Opinions on rural education from the survey showed two areas of i vital concern which should be acted on immediately, i since the report. These were finance and staffing for rural schools.

> Papers on rural secondary 1 education have also been presented to P.P.T.A. conferI ences in 1966, 1969. 1970 1 and 1971. The need for an- ■ other paper in 1977 proved | problems still existed, and ' that urgent action was "long > overdue," the report said. ' Speaking to the report. Mr . E. H. W. Laytham (South land region) said that al- 1 though all State secondary < schools wanted and needed 1 improved finance and staffing. the survey had shown ‘ clearly that rural secondary schools had greater prob- i lems. Another delegate spoke of ' the difficulty rural teachers 1 have in getting appointments 1 in an urban centre. Mr D. Patterson (King , Country region) said country [ teacher's fell disadvantaged j when they applied for posi- ( lions in country or city t schools. The conference agreed to set up a standing committee of the association to deal f with rural secondary educa- I tion matters and to effect e “improved conditions in r rural secondary schools.” It was also agreed that s the standing committee, 8 maintain close contact with ti

Federated Farmers’ and other organisations "con cerned with the quality of rural lite." The recommendations passed were: That the general purposes grant be increased for all State secondary schools, and that in addition to the increase given, "remote" secondary schools receive an additional 10 per cent and other rural secondary schools an additional 7| per cent: That travel costs incurred for social, cultural and sporting exchanges by rural secondary schools should be reimbursed at a level of 25 per cent of the total cost, by special grant; That principals in rural secondary schools be given greater discretion in the distribution at P.R. (positions of responsibility such as heads of department) units in their schools; and That present regulations governing smaller classes in forms VI and VII be extended to include the total roll of rural secondaryschools. to ensure staffing allows for specialist subject teaching.