Figure 1.--The primary mission of New Zealand schools is of course academics. Must in fact their mission is to accomplish much more. |
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The mission statements of different schools provide some interesting insights on the values and goals and different New Zealand schools. The authors have compiled some representative statements fron a variety of different school types.
New Zealand's state school system has a number of different types of schools, including Catholic and other private schools integrated into the state system. This is reflected in the mission statements of the varying types of different schools. Representative mission statements are presented here, the links are to an explanation of the different school types.
Gonville School has a proud tradition of serving the educational needs of its community. It strives to involve the community, be part of the community, reflect community aspirations and provide resources which benefit the community. Their Mission Statement is: "Gonville School will provide a caring stable environment and academic excellence while preparing its pupils for lifelong learning. At Gonville School We Aim To ... 1) Reflect the multicultural nature of New Zealand Society by creating an harmonious, caring and sharing family atmosphere. This includes pupils, staff and parents as all are part of the Gonville School family/community. Provide a warm, secure environment with established routines. Such an environment will allow pupils to develop confidence and self esteem while developing a positive, inquiring attitude to learning. 2) Promote academic excellence through the mastery of skills in language, the arts, social sciences, mathematics, physical education,
technology and health and physical well being. 3) Foster the ability to cope with change by ensuring pupils are conversant with relevant technological aids to learning.
4) Lead children to an ever increasing acceptance of being responsible for their own actions. (The development of self discipline.) 5) Encourage pupils to be proud of their school, community and country and to take pride in their academic, cultural and sporting
achievements no matter how great or small. 6) Encourage independence and the development of sound work habits--a necessary prerequisite for life long learning. 7) Encourage respect for other people and their property and develop a respect and sense of responsibility for the natural environment. 8) Develop a keen sense of the worthwhile use of leisure time and the understanding of the importance of the need for rest and relaxation. 9) Encourage pupils to develop an understanding of personal health and hygiene and how these relate to their own physical and emotional well being." Their motto is: Nga te Matauranga te Mana/(Knowledge is Power.
Howick Intermediate school aims to encourage children to learn at their optimum level by recognising their individual needs, by building their confidence and self worth, by providing a wide range of worthwhile experiences and a balanced programme within a positive, stable and caring environment. Our current school philosophy is to: 1) Recognise the needs of the individual student, 2) Promote student's self esteem, 3) Emphasise learning how to learn, 4) Place an emphasis on participation and involvement rather than competition, 5)
Assist students in setting realistic goals, 6) Promote a sense of belonging, 7) Recognise the social needs of students, 8) Help students face the consequences of their actions, 9)
Provide programmes for differing needs, 10) Require continuing improvement and the achievement of qualitym and 11) Value people .
TO BE A COMMUNITY SCHOOL WITH A FOCUS ON QUALITY: Hornby High School, in partnership with its community, aims to establish a supportive environment which encourages students to work towards fulfilling their academic, social and physical potential as part of a continuing process of personal development. STATEMENT OF AIMS: 1) To work co-operatively with our Community, 2) To actively enhance educational opportunities for our students by using the strengths and resources of the school. 3) To enhance educational opportunities for the community by using the strengths and resources of the school. 4) To promote academic excellence and produce lifelong learners. 5) To provide a safe learning environment which includes a comprehensive pastoral care system as well as a pleasant
and stimulating physical environment. 6) To help each student achieve their potential by identifying and removing barriers to learning. 7) To broaden the range of teaching courses to cater for all student needs. 8) To develop and implement effective methods of teaching through in-service training for staff. 9) To recognise and celebrate student achievement.
10) To maintain a motivated, competent and talented staff for the benefit of students.
Ashburton College is a secondary school Community Learning Centre closely linked with its local community providing the opportunity of life4ong education which endeavours to meet the needs of the individual student and the community at large.
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New Zealand primary schools are coeducational. The secondary system is more varied. Boys education, especially secondary education, was considered much more important than girls education in the 19th century. Some of the most traditional New Zealand state secondary are the single gender schools. Most early secondary schools in New Zealand were established a single gender schools. Gender separation was considered appropriate at the secondary level. After World War II attitudes had changed. Almost all new secondary schools were opened as coed schools. Today in New Zealand coed schools outnumber the single gender schools. Most large New Zealand cities, however, have single gender schools, giving parents a choice as to their child's education.
In partnership with its community, Epsom Girls Grammar School seeks to provide
a wide range of learning opportunities and a quality environment to meet the
learning needs and aspirations of our students. We promote and affirm personal
excellence, achievement, confidence, respect and concern for others, and a sense
of community.
The modern New Zealand Educational System is composed of many different types of schools. Successive New Zealand Governments have pursued a policy of inegrating private schools into the state system. There are now a wide variety of state schools reflecting different areas, religions, and gender policy. The state has pledged to retain the distinctive nature of the Catholic and other private schools integrated into the state system. As a result of the Governments integration policy, New Zealand has a relatively small private sector. Parental concerns over standards in the state sector mean that many parents continue to opt for an independent education. Many different types of private schools, however, have been integrated into the state sector.
Sacred Heart Girls' College offers young women an education with a special Catholic Character. It provides a Christian environment, where learning takes place, where students aim for personal excellence and where the Catholic Faith is fostered.
Scacred Heart College says it is the leading catcholi boys' school in New Zealand. Scacred Heart College develops outstanding, mature young men by providing an education which balances spiritual foundation with academic, social, and physical achievement.
New Zealand has one of the smallest private or independent school system of all the western democracies. Successive governments have made a concerted effort to absorb private schools through policies of reducing state support to private schools and generous financial enducements to schools agreeing to integration. Many parents, however preceive decling standards in the state system which is creating continued demand for private school education.
The primary objects of a preparatory school like Southwell may be defined as follows:
1) To provide the spiritual, moral and physical foundations on which it is possible to build a life which is both useful to society and also satisfying to
the personality of the individual himself. 2) To stimulate the interest and imagination of students so that the pursuit of knowledge becomes a habit of mind instead of a duty.
3) To combine the attainment of knowledge and the power to think and reason with the discipline of hard work. 4) To prepare a student for the next step in their educational life. To attain these aims involves the consideration of a major challenge: The provision of a highly trained teaching staff who are themselves men and women of imagination and ability. Although it is recognised that great changes have taken place in education, Southwell cherishes certain fundamental principles which it is not likely to
surrender. The chief among these are: The determination to express and live the Christian Faith which is the basis of Southwell. The freedom to choose our own educational directions and to encourage a spirit of initiative by the use of many "out of school" activities. The
intelligent use of leisure may be of the greatest concern to society in the years to come.
A private secondary school, associated with the Presbyterian Church (St. Kentigern College) provides the following mission statement, "To create a place of learning where young people become inculcated with a desire for the acquisition of knowledge for the glory of God and the benefit of the human race through the proper discipline of mind and body and a life of service to others. Value Statements: We believe that the spiritual focus of the College is fundamental to all its endeavours. We believe in the Christian heritage of the College through a strong attachment to the Presbyterian Church and its ethos. We believe that students should have a strong sense of social responsibility for those around them while also having the right to respect and acceptance as individuals. We believe that students should have equal opportunity to strive for excellence in all they do ensuring their development spiritually, mentally, socially and physically. We believe in the bi-cultural heritage of Aotearoa/New Zealand and the acceptance of people of diverse cultures within our society as well as recognising our role as New Zealanders in a global community. We believe in providing quality education which will instil in young people an enthusiasm for life long learning and a desire to contribute positively to their community."
A non-denominational Christian school (Middleton Grange) provides the following mission satement, "To encourage students to accept the sole authority of the Bible and to develop a systematic approach to its study. To teach individual subjects so that students begin to learn what it means to be created in the image of God. To teach students that they are fallen creatures who require the salvation provided by the death and resurrection of Jesus Christ. To encourage the view of reality that rests upon an understanding of the creator God who is sovereign, unchanging, loving, holy and just. To impress upon the students the virtue that is to be found in loving God with all their heart, mind, soul and strength. To educate students about the importance of truth. To encourage students in their appreciation and enjoyment of their individual uniqueness and acceptance of their community responsibility.
To encourage an enthusiastic and balanced pleasure in intellectual, spiritual, physical, aesthetic, social, cultural, and psychological growth towards godly maturity. To develop in students a love of learning so that it continues for the rest of their lives. To develop confidence in, and the ability to, communicate effectively. To develop a delight in wisdom.
To encourage respect for the diverse ethnic and cultural heritage of New Zealand, with acknowledgement of the unique place of Maori and cultural diversity. To assist students in discovering the talents God has given them and to discuss how these talents may be used for
the glory of God. To encourage a perspective on life that appreciates the importance of historical understanding of scientific method and Western cultural roots. To equip students to evaluate critically their own experiences and the current preoccupations of the age in which they live. To provide a safe environment for all and to encourage students in a sensible and realistic attitude to their own personal health. To educate students concerning the power and limitations of human reason. To encourage students in relationship building and acceptance of others. In recognising that every individual is unique
and deserving respect, encourage students to be responsive to the needs of the weak, the poor and the disabled. To develop curriculum programmes with clear learning objectives so that they may be readily assessed, and attend to the needs of each student.
