EDUCATION SYSTEM

Otago Daily Times, Issue 25457, 11 February 1944, Page 2

EDUCATION SYSTEM

POST-PRIMARY SCHOOLS ft REMODELLING OF CURRICULUM (P.A.) WELLINGTON, Feb. 10. The printed report of the Consultative Committee on the post-primary school curriculum was made available to-day by the Minister of Education, Mr H. G. R. Mason. The committee was appointed in 1942 to report on the implications of accrediting for entrance to the University, and in particular to make recommendations regarding the choice of subjects for the school certificate examination, the content of these subjects, and any consequent modifications of the Public Service Entrance Examination and free place regulations. The report occupies 94 pages. In a foreword, Mr Mason says it will be understood that the Government in publishing the report is not committed to acceptance of its conclusions and recommendations. Nevertheless, it is clear that the committee’s proposals merit close attention, not only of teachers and administrators, but also of the general public. In a preface the committee makes it clear that its general view is that the State, as trustee for the community, has a duty to insist on certain mini-

mum requirements, and to encourage progressive developments, but that it exceeds its functions if it tries to impose a cut-and-dried philosophy on the schools or to control the curriculum in any detail. This principle was kept in mind throughout the inquiries. “ Hence much of what we say consists of suggestions to the teachers,’ the report states, “and we have nowhere recommended that anything should be made mandatory unless we were convinced there was a very strong case for it. Likewise, where we touch on philosophical issues we deliberately employ broad and general terms.”

Proposed Core of Studies The committee thinks it will be that the scheme proposed, while ensuring Ihat the common needs of all future citizens are met, will allow ampie scope for education in accordance with individual needs and aptitudes. The committee recommends that up to the school certificate stage the curricula of all full-time pupila in post-primary schools should include a core of studies and activities comprising the English language and literature, social studies (preferably an integrated course of history and civics, geography, and some descriptive economics), general science, elementary mathematics, music, a craft or one of the fine arts, and physical education for girls. The subject of home crafts is regarded as satisfying the requirement of a craft. Optional studies and activities, from which a choice could be made to suit the individual needs, should be provided for at appropriate stages, according to the resources of each school. The report sets out the minimum time allotments for core studies and activities' under the free place regulations, and emphasises that the freedom of schools to develop courses In terms of their own requirements is provided for, and a wide measure of freedom and flexibility is allowed. ... ~ The committee recommends that the school certificate should be awarded only to candidates who, in an approved school, have completed to the satisfaction of the school and the Education Department, a course of not fewer than three years in the studies and activities of the core, and have also satisfied the examination requirements as recommended by the committee. It should be regarded as a four years’ course for most pupils. Examination Requirement*

In its proposals on examinatioon requirements the committee suggests that with the exception of that part of the English covered by a special prescription, the core studies and activities, so as they are a ure-requisite to the school certificate, should be not examined externally. The committee proposes that pupils should be accredited in them by the schools in conjunction with officers of the department. It is assumed that in English (so far as pupils are to be accredited in it) social studies, general science and elementary mathematics, a definite, though not too exacting, standard of attainment would be required, while in physical activities, crafts, etc., the criterion would be merely that of reasonable progress. The suggestion of subjects as an approved list of optional subjects is given. Another recommendation is that in the future no special public service entrance examination should be held, and that, instead, the Public Service Commissioner should be asked to accept the school certificate examination as qualifying; The report says that the commissioner has indicated his willingness to obtain his order of merit for priority from the aggregate of marks obtained in English and any three optional subjects recommended, that the award of higher leaving certificates be discontinued and that instead the pupil’s school certificate be endorsed by the department so as to show the subjects studied in the post-certificate year or years and give an indication of the standard and quality of the work done in each. Wide Interpretation Possible “ The substance of the core permits of wide interpretation, and we expect it to be so interpreted,” the report says. "It contains what 1 any intelligent parent may expect a son or daughter to be given at school (apart from the studies indicated by soecial vocational needs or personal talents).” The committee deals with core studies one by one, stating what it believes to be their general aims and significance, and makes suggestions as to approach and content.