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).
3 comments:
Thank you Elizabeth for an excellent series. So interesting as well .
I endorse your emphasis on accountability of teachers. An enormous issue we lost with the introduction of Progressive education in the 1950s-60s.
One aspect missing possibly here is the role of pupil teachers in Scottish Otago. My grandfather was one of these in the late 19th century . He came from an impoverished background , since he was the youngest of 10 children and his father was badly injured in an accident and then an invalid for the rest of his life .Being a gifted child my grandfather was selected to become a pupil teacher which came with a pittance of pay ,to support his secondary education. None of his siblings gained a secondary education , going out to work at13 years old. A pupil teacher was tutored by .the school master before school in Latin , higher maths. and geography , then for the rest of the day taught classes of 40 to 50 students including discipline. He did his own learning in the evening . My grandfather furthered his studies to university level , becoming a chief school inspector , and respected headmaster, and tutor at the Dunedin Normal school ,famous because of his many innovations in the district high school he was at. Gaynor .
So like my Scottish Otago ancestors, Gaynor.
I was fortunate to be financed to university education, but ,sadly, I do not see the same Scots respect for truth and scholarship at OU these days. We are fortunate indeed to have Elizabeth Rata in this age of blarney.
Certainly Otago University has gone to the dogs ,but the values and ideals of original Scottish education were what caused NZ to excel. up to mid last century. These were the elements of traditional education throughout NZ and which are now being revived to some extent with the recent crash of Progressive ( Traditional educations great antagonist) Educations Whole Language reading method.
Scotland itself has also had a sharp decline in standards this century, having , like NZ abandoned its traditional academic rigour , pursuit of truth, and high literacy standards.
Just look at the appalling decline in all the Wests great Universities. I await with anticipation to see how Eiizabeth approaches the decline we have experienced .in NZ. Gaynor
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