REVISED SYLLABUS FOR POST-PRIMARY SCHOOL WORK

Star (Christchurch), Issue 17906, 23 July 1926, Page 10

REVISED SYLLABUS FOR POST-PRIMARY SCHOOL WORK

PROPOSALS MADE FOR VOCATION TRAINING. (Special to the “Star.”) WELLINGTON, July 22. The Minister of Education announces in his report to Parliament that following the establishment of a few junior high schools in various parts of New Zealand a complete report is being made in order to show what would be involved in expenditure and administration in introducing the junior high school system generally. If the principle were adopted as a Dominion policy it is not expected that the cost of introducing the system throughout New Zealand would be much if any in advance of the present cost. The same number of pupils would have to be accommodated whatever the system might be. The junior high school system would merely redistribute pupils without requiring any final increase of accommodation. Salaries under the new system would be about the same as at present. Probably the chief item of increased expenditure would be the cost of conveyance of fifth and sixth standard pupils from schools in the near neighbourhood to junior high schools. Steps have already been taken to have a review made of the courses of practical, pre-vocational or vocational training that should be provided in technical day schools for children up to the age of fifteen or sixteen, and, on the other hand, older students attending night classes in trade subjects. It is hoped that as a result of securing the approval of those engaged in various trades, industries and forms of commerce it will be possible to secure for both day and evening pupils a certified recognition of a successfully completed course. This should provide greater inducement to students to take up such courses and better still, continue in them until the course is completed.

For the past year the department has been engaged on, and will shortly issue, new and revised courses and syllabuses governing work in the first two years of post-primary schools. These syllabuses will enable schools to offer improved rural, technical and other courses, giving better preparation for the life needs of the pupils. The revised courses provide for more liberalised and broadened education in agreement with modern educational development:

The total expenditure on education, including endowment revenue, amounts to £3,895,034 against £3,723,000 for the previous year, an increase of £172,034. This increase is largely accounted for by the natural increase in the number of school children and increased cost of school buildings. It is stated that the Department’s policy in school building is to give prior consideration to accommodation in backblock districts where no facilities exist. It is also intended to secure wherever possible sites for future school buildings in close proximity to towns and cities before the price of land rises excessively through close settlement. This is particularly necessary in certain areas at Auckland, Wellington and Christchurch, especially at the firstmentioned place, where population has been increasing at an extremely rapid rate.

Primary schools showed enrolments totalling 214,724, an increase of 1434., Regularity of attendance was again highly satisfactory, all districts showing creditably, in no case less than 90.4 per cent, though Otago again showed the best percentage.

Interesting deductions are drawn from statistics showing what occupations are adopted by pupils leaving secondary schools. It is shown that 46 per cent of boys embarked upon some professional or clerical occupation, while 17 per cent took up farming pursuits. Returns compiled by teachers also show the duration of the postprimary course taken by pupils who have now left school. Summarized, the position is that 30 per cent left within one year of entry, a further 31 per cent within two years and only 39 per cent had even entered upon their third postprimary year. Of boys who are shown as having taken up faming 42 per cent were in or at the end of their first year, and only 20 per cent had entered upon their third year at a secondary school.