The first syllabus of 1881, the 1885 improvements, funding, property, teachers, examinations – were all the inspectors' responsibility. They went into every school, examined every teacher and every pupil. Years of experience produced trained eyes that missed nothing. Problems were revealed, achievements were celebrated, wise advice was given along with stern criticism when required.
It meant a remarkable level of accountability for what was going on. That culture of accountability was matched with an attitude of 'let's identify the problem and solve it'. In this way, the system contained within it the means of self-regulation and change. A high quality standardised and accountable education system was the result. Remarkably it was achieved by the end of the 19th century, only 23 years after the 1877 Education Act.
It meant a remarkable level of accountability for what was going on. That culture of accountability was matched with an attitude of 'let's identify the problem and solve it'. In this way, the system contained within it the means of self-regulation and change. A high quality standardised and accountable education system was the result. Remarkably it was achieved by the end of the 19th century, only 23 years after the 1877 Education Act.
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Professor Elizabeth Rata is a sociologist of education in the School of Critical Studies, Faculty of Education and Social Work at the University of Auckland where she is Director of the Knowledge in Education Research Unit (KERU).
Professor Elizabeth Rata is a sociologist of education in the School of Critical Studies, Faculty of Education and Social Work at the University of Auckland where she is Director of the Knowledge in Education Research Unit (KERU).
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