Literaturnachweis - Detailanzeige
| Autor/in | Macpherson, R. J. S. |
|---|---|
| Titel | The Reconstruction of New Zealand Education: A Case of "High Politics" Reform. |
| Quelle | (1990), (21 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Decentralization; Educational Change; Elementary Secondary Education; Foreign Countries; Higher Education; Intervention; Political Influences; School Based Management; New Zealand |
| Abstract | In 1988 and 1989 there was extensive political intervention into New Zealand's education system. In 1988, as part of the Labour Government's wide ranging reform program, broader social values were deployed against "provider capture" in education. The Picot Taskforce recommended the radical devolution of power, resources, and responsibilities to education institutions and local communities. As a result, a large department of education was replaced by a new compact ministry, a national review agency was established to provide systemic accountability, and the terms of professional service, leadership, and governance in education were redefined. This paper, written from a participant-observer's viewpoint, discusses the Guthrie and Koppich model of high political reform in education. In essence, Guthrie and Koppich assert that significant political reform hinges on three preconditions: alignment, initiative, and mobilization. New Zealand's national education service, in existence since 1877, evolved into a system of sectored incrementalism. In contrast, traditional political action has been primarily regional or local in nature. The Picot Taskforce noted that the combined effects of new technology, changing pluralistic values, new cultural sensitivity, and the intensifying demands on educational services had outstripped the system's administrative capacities. Picot opted for radical devolution to reinforce the professionalism of individual teachers, parents, and community participants. In the case of New Zealand, the Guthrie and Koppich model was employed to determine significance and realign social reality. (42 references) (MLH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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