ORDER FROM CHAOS

Dominion, Volume 28, Issue 114, 7 February 1935, Page 13

ORDER FROM CHAOS

Reforms in Education

THE NEEDS SURVEYED Educational Institute s Proposals In a pamphlet covering some twentysix pages the Executive of the New Zealand Educational Institute presents its case for the reform of the administration of the present education system. The executive is of the opinion that a complete reorganisation' of the education system is long overdue an that it is too big and important a ta-k to entrust to any one individual, either Ministerial or Departmental.. It points to the similar chaotic condition into which the Railways Department had fallen under the system of inexpert and ever-changing political control and to the remarkable imprvoement that has been effected in the railway system since it was placed under the control of a national board. A Recommendation Ignored. The executive recalls the fact that the recent Minister for Education, Hon. R. Masters, was one of those chiefly responsible for this change, and it invites the Government to apply a similar remedy to the admittedly cumbrous and costly administrative system under which the Education Department is working at the present time and asks why the Government has not put into effect the National Expenditure Commission’s major educational recommendation, viz.—

“In our view, the most important of the recommendations made in our interim report is the creation of a National Board of Education, which should have full control of education administration and be directly responsible to Parliament. The first duty of such a board should be to make a survey of all the educational facilities throughout the Dominion, with a view to the elimination of over-lapping and the introduction of a system which would secure co-or-dination, tlius abolishing the waste of effort which characterises the present system. We have suggested the setting-up of a special board for the reason that we believe that the Education Department, with its heavy expenditure, its large staff, and everincreasing activities, is tob extensive an undertaking for control by. one administrative head, in view of the academic, administrative and financial questions involved.” In Line With Modern Ideas. It is argued by the executive that the establishment of such a board would fall into line with one of the most powerful trends now operating in democratic communities. “There is a growing conviction,” says the executive, “that social progress lies in the growth and recognition of semi-auto-nomous bodies withiiuthe State, bodies which, while necessarily subject in the last resort to the authority of Parliament, are permitted in practice a large measure of freedom to promote the public good as they see it. If de-politi-calisation is an advantage in the case of the authorities controlling the railways and broadcasting we feel justified in claiming that it would prove at least equally advantageous when applied to the government of the education system. “The present system falls short of requirements on two main grounds. In the first place there is the lack of permanence of the ostensible authority that determines policy, i.e., the Minister. He is a political officer liable to removal at any time. In the second place the administrative headship is too permanent and exclusive. The administrative department tends to become the personal domain of an individual, more or less impervious to new ideas and new men—except those ideas that may appeal to the occupant of the office for the time being and those men already in the department who have the good fortune to make themselves acceptable to the head. The result is a probable, if not actual, narrowness of vision, and a disposition to hedge about the status quo with prescriptions and regulations. The system does not ensure that any proposed measure will be discussed on its merits, since only those measures are brought to light which appeal to the individual mind of the official head. A board of, say, six members would afford six means of ingress for new ideas, and would at least secure for these the opportunity of discussion and consideration. “It is not proposed to enter into a detailed discussion of the constitution of the board, but it is suggested that it might comprise the following six members:—(l) The Minister for Education as chairman, (2) nominee ot the district education boards, (3) nominee of the teaching profession, (4) nominee of the University Senate, (p) nominee of the Governor-General-m-Council (to be a recognised educationist), and (6) the permanent head of the department. The tenure of . office should be such as to ensure continuity of policy and at the same time allow for progress as educational theory advances. The Board’s Powers. “’The powers of such a board should be wide and widely used—that is to say, it would not concern itself overmuch with detail. The board would be responsible for the suggestion ol courses of study in the various schools; it would revise all regulations and be the responsible body for authorising them; it would direct, through the district education boards, the operation of the system; it would lay down the conditions of service for teachers and would direct their training and certification (this last perhaps in collaboration with the university); it would make general rules to regulate the staffing of schools; it would have the responsible task of appointing the holders of the higher offices of the department.” ' . A correct balance between central and local control, it is held, would be maintained by the retention of district boards. “On the one hand, provision is made, through the national, board, for a Dominion education policy outlined and directed by persons closely connected and conversant with educational problems, and in touch with the Government of the day, through its iepresentatives on the board. This would secure both economical administration, in that all schools would be brought under unified control, and reasonable continuity of policy freed from the vagaries of direct political influence. On the other hand, local interest would be maintained, in that all sections of the community would be represented on the district boards and school committees.