By Bob Dey, Critic

The Auckland delegation at the Education Commission of Winter Council opened a new era in NZUSA with the presentation of a model education system.

But the other delegates did not enthuse to the same degree as the Aucklanders did at the plan.

A motion was accepted "That each constituent prepare a critique of, and additions to. AUSA's education policy draft and OUSA's paper "Some Thoughts for Discussion on NZUSA's Education Policy" and forward them to the education vice-president, who shall present the ideas in a form suitable for discussion as national policy, to the March seminar."

The Auckland plan was set out in four phases of educational development for the individual.

All children would pass through the first two phases as they do now: primary school and post-primary school.

The third phase would be the terminal point, where students branched out into the different sections of educational institutes, with the community college as the starting point.

They could then go to the university area, which would include teachers' colleges, or to the technical and techological area, at the polytechnic.

In the preamble to the plan, Auckland said: "We believe that the present education system is suffering from bureaucratic overkill and, coupled with the fact that repeatedly it is the whipping-boy of politics, is at present in more than a critical position."

Relevant To Society

Underlying the attempt to advance a philosophy of education for the Auckland association was the understanding of the manner in which the present education system in New Zealand had come about.

"We assume that an education system must be relevant to the needs of a society, and the needs of the individuals within it.

"As we understand it, the education system in New Zealand society has been developed pragmatically in response to social and economic pressures.

"Further expansion in response to social pressures, most importantly the increase in numbers, and political expediency has obscured the idea of 'direction' in the education system and qualitative considerations."

Few attempts had been made by the government or any planning body to develop a coherent plan for consistent education development, the report said.

Thus the association had taken upon itself to try to rectify this situation, tailoring it "to the needs of our future society, and which can be used as a long-term end to justify and guide change in the present system."

The Auckland model considers two needs of the individual—personal and vocational.

Personal Needs

"As far as personal needs are concerned the individual will have to be educated to a level where he is able to take his place in a society in which the persuasive element will be rapid, and often confusing, change."

The model expects the individual would need a reasonably high level of general education on to which a high-level occupational or technical skill could be grafted.

"Flexibility and adaptability in the vocational situation must be an integral feature of the educative process," the report said.

It had been appreciated in the Auckland proposal that this model need not have any absolute validity, "but we also feel that to develop a planned programme for education, and an education department, in New Zealand, we must have a model to which we can relate the present system."

Within the broad spectrum of the four phases of the proposed education model, AUSA has defined certain objects and specific uses to which each phase would be directed.

In phase one, the model would have present primary and pre-primary schools integrated.

The second phase would cater for those at present in intermediate schools to the fifth form level.

This proposal would include a curriculum "completely devoid of the present unhealthy 'examination syndrome'." At this level, emphasis would be completely on the development of the general education of the individual.

Phase three would start with the community college and what is at present the polytechnic or technical institute.

The first year at the community collge would be compulsory, with the first terminal point at that stage.

Such colleges could be developed in the smaller population centres to provide a focus for community education.

"We would envisage that these colleges would also provide much wider adult education and vocational retraining programmes in both the larger and smaller population centres." the report said.

Students would be prepared at this stage for subsequent progression to higher levels and there would be provision for individual differences, such as acceleration of gifted students.

The technical institute would continue to function as the provider of technical skills at both the present trade and technician levels.

"There would need to be 'considerable liaison between the technical institutes and the community colleges," the report said.

This would ensure minimum duplication of courses and optimum utilisation of resources.

National System

"We could envisage the development of a national system of technical institutes in both large centres such as Auckland and in regional centres such as Napier. Invercargill and Whangarei.

"There would be provision for movement, cross-crediting from the technical institute to relevant university levels, as can be done at present."

In the fourth phase, the university level would comprise undergraduate universities at the main population centres. These could be developed from existing universities.

It is also envisaged that the major university complexes would develop research school facilities, aimed at reducing duplication of expensive research facilities as far as possible.

In a summary, the AUSA report points out that it has two principal aims: to outline a total, coherent, integrated education system; and to utilise the current and probable resources of New Zealand to the optimum level, by not duplicating expensive facilities.

"To this end New Zealand educational planners at all levels must move from the present petty parochialism which is at present having such deiterious effects upon the existing system and its development.

"We hope that coherent educational planning at a national level planning for all aspects of the system from pre-primary to research school level will ensue.

"This will result in a reasonable system catering to the needs of a developing New Zealand."