The Atmore Report, 1930 was a parliamentary report into the New Zealand education system which became a landmark document and akin to progressive educationists' charter.
The Atmore Report, 1930 was a parliamentary report into the New Zealand education system which became a landmark document and akin to progressive educationists' charter.
In November 1929 saw the appointment of a New Zealand Parliamentary Committee, with a wide range of reference to sit during the recess-the so-called Parliamentary Recess Education Committee-and "consider all matters relating to education and public instruction generally". [1]
The Recess Education Committee's Report was presented in August 1930. The committee recommended that both primary and secondary education should become more practical and less academic; less tethered to examinations. It also proposed that section 10 of the Education Amendment Act 1920 (which would make school attendance compulsory for every child from seven to fifteen) become operative. [2]
Harry Atmore, the New Zealand Minister of Education, was anxious to realise the policy and ideas set out in the Recess Committee's Report.
Before it appeared in print Atmore had already sanctioned revision of the primary school syllabus in a manner designed to allow "teachers as much freedom as they are competent to take to organise their teaching in anyway that most appeals to them". [3]
In September 1931, the progressive Harry Atmore resigned. He was replaced as Minister of Education by Robert Masters who cut expenses to the bone. In the next fifteen months teachers' salaries were reduced, the school admission age was raised from five to six, and many students left school to assist their parents in the economic crisis.
Atmore's plans for creating a new order in the schools had been swamped by the wave of retrenchment of the early 1930s. But Peter Fraser, as Labour's Minister of Education in the later 1930s supported many of the measures, including making school attendance compulsory from seven to fifteen which occurred in 1944. [4]
The Atmore Report was a very important document in the development of the New Zealand Education System and is recognised by many as a progressive educationists' charter.
The education system in New Zealand is a three-tier model which includes primary and intermediate schools, followed by secondary schools and tertiary education at universities and polytechnics. The academic year in New Zealand varies between institutions, but generally runs from early February until mid-December for primary schools, late January to late November or early December for secondary schools and polytechnics, and from late February until mid-November for universities.
Secondary education in the United States is the last six or seven years of statutory formal education, including grade 6 or grade 7 through grade 12. It occurs in two phases. The first is the ISCED lower secondary phase, a middle school or junior high school for students grade 6 through grade 8. The second is the ISCED upper secondary phase, a high school or senior high school for students grade 9 through grade 12. There is some debate over the optimum age of transfer, and variation in some states; also, middle school often includes grades that are almost always considered primary school.
Sir Robert Stout was a New Zealand politician who was the 13th premier of New Zealand on two occasions in the late 19th century, and later Chief Justice of New Zealand. He was the only person to hold both these offices. He was noted for his support of liberal causes such as women's suffrage, and for his strong belief that philosophy and theory should always triumph over political expediency.
Catholic schools are pre-primary, primary and secondary educational institutions administered under the aegis or in association with the Catholic Church. As of 2011, the Catholic Church operates the world's largest religious, non-governmental school system. In 2016, the church supported 43,800 secondary schools and 95,200 primary schools. The schools include religious education alongside secular subjects in their curriculum.
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Compulsory education refers to a period of education that is required of all people and is imposed by the government. This education may take place at a registered school or at other places.
Harry Atmore was a New Zealand Independent Member of Parliament for Nelson in the South Island.
Frank Tate was an Australian educationist who is best remembered for his efforts in expanding secondary education in Victoria, Australia.
The Jules Ferry Laws are a set of French laws which established free education in 1881, then mandatory and laic (secular) education in 1882. Jules Ferry, a lawyer holding the office of Minister of Public Instruction in the 1880s, is widely credited for creating the modern Republican school. The dual system of state and church schools that were largely staffed by religious officials was replaced by state schools and lay school teachers. The educational reforms enacted by Jules Ferry are often attributed to a broader anti-clerical campaign in France.
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The development of state education in New Zealand has been shaped by social and political interactions between Māori as tangata whenua of the land, missionaries, settlers, voluntary organisations and those charged with consolidating central state control. While the initiatives and systems were driven by colonial ambitions to protect and civilise the indigenous people through assimilation, and install a model of education based on European concepts of the purposes and delivery of learning, there have been times when Māori actively engaged with the process to retain their traditional knowledge and language. Examples of this were Māori participation in the early missions schools, contestation and resistance against many processes of Native schools and the establishment of Kura Kaupapa Māori. Following the signing of the Treaty of Waitangi in 1940, New Zealand became a British Crown Colony, and by 1852 the state of New Zealand had assumed a full legislative role in education. A series of acts of parliament have attempted to resolve differences between competing interests as the country faced social, cultural and economic challenges. This has continued, arguably, as a desire for democratic and progressive education and the creation and ongoing reform of an education system that aims to reduce inequalities and enable social mobility. As a response to criticism of the education system and the role of the state in managing and delivering equitable learning, there were radical reforms in the late 1980s. These changes resulted in the establishment of self-managing schools and a decentralization of the system, with the Department of Education being replaced by the Ministry of Education whose role has been to implement government reforms. Some of these, in governance models for schools, assessment and reporting, class sizes, payroll, school closures and building maintenance, have been controversial.
The First Labour Government of New Zealand was the government of New Zealand from 1935 to 1949. Responsible for the realisation of a wide range of progressive social reforms during its time in office, it set the tone of New Zealand's economic and welfare policies until the 1980s, establishing a welfare state, a system of Keynesian economic management, and high levels of state intervention. The government came to power towards the end of, and as a result of, the Great Depression of the 1930s, and also governed the country throughout World War II.
Education in Zimbabwe
Kura Kaupapa Māori are Māori-language immersion schools in New Zealand where the philosophy and practice reflect Māori cultural values with the aim of revitalising Māori language, knowledge and culture. Kura kaupapa Māori are established under the Education Act (1989). The term kaupapa Māori is used popularly by Māori to mean any particular plan of action created by Māori to express Māori aspirations, values and principles.
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010. The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.17.
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