Small schools are an icon of New Zealand’s schooling system, but little attention has been focused on them outside the context of rural education. This historical study addresses the relationship between administrators and small schools in New Zealand to examine the part of small schools in the gradual centralisation of education. It examines how a centre-periphery framework contributes to an understanding of the relationship between the educational State and schools within the context of the relationship between the Auckland Education Board and small schools between 1877 and 1914. It suggests that systemic factors apart from peripheral geographical location contributed to tensions caused by the persistent numerical domination by small schools of the educational landscape. It proposes that small schools were gradually relegated to the periphery as part of the growth of central government within a nationalising discourse of uniformity and efficiency.

Peripheralisation within a centralised state education system: Small schools and the Auckland Education Board, 1877-1914

Building yesterday's schools

This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades. The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible. This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according

/pdf/demography-of-nineteenth-century-new-zealand-education-308q5itof4.pdf

Demography of Nineteenth Century New Zealand Education: Gender and Regional Differences in School Retention

This chapter examines the concept of ‘educational efficiency’ with particular reference to the historical origins and subsequent development of junior high and intermediate schools in Aotearoa/New Zealand. Although this concept has been a central feature of educational policy and practice for decades, its historical and institutional context has been all but ignored by educationists. Designed ostensibly to ‘bridge the gap’ between the primary and post-primary schools by offering specialist courses aligned to the perceived educational and vocational needs of young adolescents, the junior high and intermediate schools rapidly became embroiled in the ‘early specialisation’ versus ‘exploration of aptitudes’ debate. Seeking guidance and direction from successive Directors and Ministers of Education, these schools found neither a clear nor consistent educational philosophy to justify their existence. With the schools left to develop in their own ways, hoping somehow that a role would be found for them, politicians became obsessed with extracting greater efficiency from all institutions within the nation’s schooling system. However, with the restructuring of New Zealand education at a time when school enrolments were declining and with more primary schools seeking approval to recapitate, the intermediate school sector has been forced to reassess both its place and viability in the education system.

Between Two Islands: Experimenting with Educational Efficiency in New Zealand Junior High and Intermediate Schools

Glorious Enterprise: The History of the Auckland Education Board 1857-1957

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Glorious Enterprise: The History of the Auckland Education Board 1857-1957