HIGHER EDUCATION

Wanganui Chronicle, Volume 88, Issue 36, 12 February 1944, Page 3

HIGHER EDUCATION

MAIN FEATURES OF A SPECIAL REPORT FREEDOM FOR SCHOOLS RECOMMENDED (P.A.) Wellington, Feb. 10. How is post-primary education ’in New Zealand likely to be remodelled now that it has been relieved o£ the handicap of the over-riding demands of the University entrance examination? The new tendencies are discussed in a 90-page report prepared after a year's intensive work by the advisory committee appointed by the Minister of Education (Mr. Mason). The proposals are all recommendations and the whole subject is now open for discussion and decision. This carefully chosen committee of 12 members included the representatives of the professions, with education in the majority. Sir Thomas Hunter, Vice-Chancellor of the University of New Zealand, was a member, and the chairman was Mr. W. Thomas, formerly rector of the Timaru Boys’ High School. “COMMON CORE.” While it is impossible to adequately summarise all the proposals a fair idea can be obtained in a newspaper article by dealing with whbt the comtnittee terms its major recommendations—the "common core." It is suggested that up to the Sohoi Certificate stage, the curricula of all full-time pupils in post-primary schools should include a core of studies and activities comprising 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, home crafts are regarded as satisfying the requirement of a “craft." Optional studies and activities, which a choice could be made to suit individual needs, should be provided for at appropriate stages according to the resources of each school. These would sometimes consist of additional work of higher or more extensive kind than the core studies. It is assumed that physical education will be continued at the post-certificate stage. The report sets out the minimum time allotments for core studies under the Free Place Regulations, and emphasises that the freedom of schools to develop courses in terms of their own requirements is provided for in the wide measure of freedom and flexibility allowed. "In short, states the report, "we think our recommendations give schools as much freedom as they would wish to claim.’’ The report goes on to recommend that the School Certificate be awarded only to candidates who, in an approved school, have completed to ’he 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 who have also satisfied examination requirements which are thus defined:— “That, with the exception of that part of English covered by the prescription later recommended, the core studies and activities (so far as they are prerequisite to the School Certificate) be no examined externally; we propose that pupils be accredited in them by the schools, in conjunction with the officers of the department.” It is assumed, states the report, 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 and crafts the criterion would be merely that of reasonable progress. Candidates for the School Certificate should be required to present for examination English and at least three, but not more than four, optional subjects. A pass should be determined on an aggregate of marks in English and in three optional subjects, with a minimum of .50 per cent, of total possible marks required for a pass. OPTIONAL SUBJECTS. No fewer than 32 optional subjects are enumerated in the report, the languages including French, German, Maori, and others which may be approved. Examination papers, states the report, should be such as to (a) sample the candidate’s knowledge as effectively as possible; (b) offer him a reasonably wide choice of questions; and (c> give him adequate time to read anfl study the paper and complete hid answers. A further recommendation is that in future no Special Public Service entrance examination be held, and that instead, the Public Service Commissioner be asked to accept the School Certificate examination as qualifying for entrance to the Service. “The Public Service Commissioner,” states a note to this recommendation; “has indicated to the committee his willingness to obtain his order of merit for priority of appointment from the aggregate marks obtained in English and in any three optional subjects.” The report also recommends that a pass in the School Certificate examination in English, in shorthand, and in typewriting be accepted in lieu of a pass in the junior Government shorthand typists’ examination for entry into the Goverment service as a shorthand typist. NO HIGHER LEA VING CERTHTCATES. "That the award of Higher Leaving Certificates be discontinued,” is another recommendation, “and that instead, the pupil's School Certificate be endorsed by the department to show the subjects studied in the post-certifi-cate year or years, and to give an indication of the standard and quality of the work done in each.” What the committee terms "the common core” is thus formally set out, but it carefully points out, in more than one place in the report, that the schools should be free within wide limits to make their own decisions. “The substance of the core,” says the report, "permits of wide interpretation, and we expect it to be so interpreted. It contains what any intelligent parent might expect his son or daughter to be given at school (apart from studies indicated by special vocational needs or personal talents).”