McLaren, IanMarshall, George Nairn2026-06-162026-06-161989https://hdl.handle.net/10289/18368This study traces the evolution of secondary education in New Zealand from 1935 to 1970, with special reference to questions of curriculum and control. Within the framework of contemporary social, political, and economic developments, it describes the transformation of a system comprising sixty-five schools offering a restricted, specialised curriculum to a mainly selected and limited clientele into one with 210 multilateral schools each catering for an entire age-range of pupils. Data were obtained from official documents and reports, journals, school histories and magazines, newspapers, and other published sources; from unpublished material, especially university theses; from interviews with prominent educationists of the period; and from personal observation and experience. Except for some reference to the Maori denominational boarding schools, the study is confined to state post-primary schools. It includes an examination of the literature related to the topic, and puts forward some theoretical considerations. In 1936, the newly-elected Labour Government set about promoting its ideal of providing equality of educational opportunity for all. However, the post-primary schools were slow to change, even though they were now enrolling increasing numbers of pupils for whom their existing curricula were totally unsuitable. The raising of the school leaving age to fifteen, the introduction of accrediting and the transferring of University Entrance to the sixth form, the release of the Thomas Report, and the inauguration of the new School Certificate all contributed to jolting the post-primary schools from their conservative stance. By the late 40’s, the system was contending with massive roll increases, completely inadequate facilities and resources, and a drastic shortage of teachers. No radical changes in educational policy occurred in the 50’s. The post-primary schools, continued with their struggle to adjust to the post-Thomas era, with its emphasis on catering for individual differences, advancing the social education of pupils, and encouraging greater pupil participation in school affairs. The decade also witnessed the emergence of post-primary teachers as a political force, a revival of the controversy over state aid to private schools, the beginnings of the demise of the technical high school, and the setting up of a Commission on Education in New Zealand to enquire into a wide range of educational issues. As well as ushering in the age of educational technology, the 60’s were characterised by constantly expanding pupil numbers, an increasing need for counselling services in the schools, persistent teacher shortages, the growth of teacher militancy, the rise of ‘pupils’ rights’ movements, the establishing of the Curriculum Development Unit, forward moves in rural education, the general acceptance of the concept of the comprehensive school, and the appearance of the first complete consolidation of the law on education since 1914. These events, trends, and issues provide the raw material of this thesis. Also, at four stages of the period under review, the study examines, in some detail, the policies, practices, and characteristics of the schools themselves, and attempts to present a picture of what it was like to be a principal, a teacher, or a pupil at a New Zealand post-primary school at that time.enAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.Thesis