Figure 1.--In many ways New Zealands schools are not unlike schools in other English-speaking democracies. There are, however, some destinctly New Zealand approaches to education. |
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The New Zealand education system is a fascinating case study in the approasch of a small democratic country toward education. Except for the distinctive uniforms, schools in New Zealand will not look too different from schools in other English-speaking western democracies like Canada, England, and the United States. There are, however, some destinctive New Zealand approaches to education. In many ways New Zealands schools are not unlike schools in other English-speaking democracies. The New Zealand curriculum has been strongly influenced by the British curriculum and for the most part students and teachers coming to New Zealand will easily adjust. American curriculum has also had some influence. While the New Zealand curriculum is very similar to that in that in Britain. There are some differences, reflecting New Zealand's economy and geographic location. The center of the New Zealand economy has been agriculture. This has begun to change in New Zealand as other industries including fisheries, high-tech, tourism, and other industries become more important. Outdoor education is an important element in the program of New Zealand schools, especially secondary schools. New Zealand is a small country of only about 3 million people. Outside of the major cities like Auckland and Wellington, many New Zealanders live in small towns or rural areas. Many children go to the same schools their parents attended. It is not unusual for the teachers to know a child's family. These personal relations give many New Zealand schools a family-like atmosphere. The New Aealand approach to extra- or co-curricular activities is similar. Many schools around the world have programs for stydying abroad or hosting exchange students. Many other countries have addressed the needs of student diversity through multi-cultural education. New Zealand is not unique in requiring school uniforms. Many other countries also require school uniforms. New Zealand has been notable, however, in the emphasis placed on uniforms.
In many ways New Zealands schools are not unlike schools in other English-speaking democracies. The New Zealand curriculum has been strongly influenced by the British curriculum and for the most part students and teachers coming to New Zealand will easily adjust. American curriculum has also had some influence. In particular the extensive avaiabiity of American teaching materials have been influential. American students and teachers also for the most part easily adjust to New Zealand, although students may have to get used to the uniforms. Except for the uniforms, New Zealand classrooms look much like classrooms in America and Britain. The common European heritage of most New Zealanders also make New Zealand stidents look much like Americans and British students, although America is becoming much more diverse.
While the New Zealand curriculum is very similar to that in that in Britain. There are some differences, reflecting New Zealand's economy and geographic location. The center of the New Zealand economy has been agriculture. This has begun to change in New Zealand as other industries including fisheries, high-tech, tourism, and other industries become more important. New Zealand schools have given considerable attention to agriculture and some schools outside the main urban centers still give some attention to agriculture. We do not note fisheries significicantly affecting the curriculum, but tourism certainly has had some impact. An increasingly important part of the New Zealand economy in recent years has become tourism and that has begun to be reflected in the curriculum. Geography and demographics has also affected the curriculum. Thus Maori and Japanese are part of the curriculum at many schools.
Outdoor education is an important element in the program of New Zealand schools, especially secondary schools. The programs vary, but typically there is a camp for the the new Year 9 students just beginning secondary school. It is designed to help them make friends before they begin school. Often the older students help prepare the program to help prepare them for the school year. Sone schools also have a camp for students in the middle of the school, often Year 11 students. Most schools also sponsor a camp for senior students in Year 13. These camps often stress outward bound experiences to build confidence.
New Zealand is a small country of only about 3 million people. Outside of the major cities like Auckland and Wellington, many New Zealanders live in small towns or rural areas. Many children go to the same schools their parents attended. It is not unusual for the teachers to know a child's family. These personal relations give many New Zealand schools a family-like atmosphere. Primary schools in rural areas and small towns are important neigborhood institutions and families are very involved in supporting them. It is not unusual for the children of alumni to be taught by the same teachers. There are some large high schools which have been built in recent years. Many of these schools are not unlike an American highschool or an English comprehensive. There are also many medium sized and small high schools in which have much more of a family atmpshere.
The facilities at New Zealand schools are comparable to those at Canadian, English, and United States schools. One difference is that most New Zealands schools do not have cafeterias. This is probably due in part to the mild New Zealand climate. Students usually bring their lunches and eat outside. Most schools also have snack shops wear the children can buy sandwiches and other snacks. The schools often have excellent libraries, here they seem more similar to American than British schools. They also tend to have excellent sports facilities, although not the large stadiums for spectator sports found at many American highschools. Other facilities seem quite similar.
New Zealand schools tend to have strong athletic programs. Some might describe the New Zealanders as posessed with sport--especially rugby. Schools in many countries do not have similar sports programs. There is virtually no sports program, for example, in French, Germman, Italian, and Japanese schools, and a relatively weak program in English state schools. American schools do place similar emphasis on sport. But the same might be said of Texas high school football. The really unique aspect of the New Zealand sport program is the schools efforts to provide opportunities for youths of all ages to enjoy sport and develop their abilities. New Zealand high schools will not only have one team to represent the school, but many teams will be formed so boys and girls of all abilities can enjoy sports and not just the most athletically talented. Some large New Zealand schools may have 10 or more rugby teams and many teams for other sports.
The New Aealand approach to extra- or co-curricular activities is similar. Many schools have multiple teams for activities like debate as well as many musical groups so there are opportunities for virtually every child to pursue his or her interests. Again there are often opportunities for both extremely gifted students as well as those who want to pursue an activity as a diversion.
Many schools around the world have programs for stydying abroad or hosting exchange students. New Zealand schools, both public and private, in the 1990s gave great attention to attracting foreign fee paying sdtudents. Public schools instituted such programs to supplement Government funding. Private schools used foreign students to help fill rolls. Large numbers of students were attracted from mostly Asian countries. This was a major departure for New Zealand. Although located in Oceania, until recently there was only limited contacts with Asian countries. The Japanese were especially unpopular as a result of World War II. This has changed. Many Japanese youths participated in the foreign student programs. Japan is now a major trade partner. Japanese tourists are a mainstay for the important tourist industry. Not only do Japanese students attend New Zealand schools, but the Japanese language has become a major part of the foreign language program.
Many other countries have addressed the needs of student diversity through multi-cultural education. This New Zealand effort is notable for a variety of reason. The indigenous people, the Maori, are a minority of about 15 percent. New Zealand is one of the few examples where the colonial European immigrants became the majority of the population. There are some examples of the immigrants largely replacing the indigenous population (Australia, Canada, and the United States). In other countries, immigrants were only a minority (Kenya, Rhodesia, South Africa, and other countries). Since the Maori were marginalized and many dispossed from heir land through a variety of shady practices, the Maori were marginalized in New Zealand. They were not wanted in New Zealand schools nor were their parents anxious to send them. New Zealand schools virtually ignored the Maori. The art, histioy, and literature studeied were little different than what English students studied. This did not began to change until the 1960s. New Zealand schools have since implemented an extensive multi-cultural program. Maori art is a mainstay in elementary schools and is clearly apparent in student work in secondary schools. Maori history and folk tales are taught. Schools have Maori language and cultural programs. Schools perform the hauka--a kind of Maori war dance.
New Zealand is not unique in requiring school uniforms. Many other countries also require school uniforms. New Zealand has been notable, however, in the emphasis placed on uniforms. Most European countries have shied away from school uniforms--except for the British, which of course are the inspiration for New Zealand school uniforms. Even in Britain the where school uniforms essentially were developed, the wearing of uniforms have declined. New Zealand schools tend to place a much more emphasis on school uniform than Britain or any other country. The British influence is still strong, although some destinctive more casual styles have been adopted at many schools.
