Department of education: The department’s core responsibility was allocating money that had been granted to the ministry of education by the country’s parliament. It was also responsible in recruiting, classifying, evaluating and examining performance of teachers and maintaining optimum educational standards by making a centralized system of control for the educational curriculum and examination requirements. The education department reported directly to country’s Ministry of Education.
Board of education: At an initial level, the educational system was comprised of 12 boards. Their core emphasis was carrying out the chunk of their educational and administrative work in their provinces and districts. This included selecting, recruiting and retaining teachers and appointing district inspectors for school visits. Each board had comprised of members that had been exclusively elected by school committees.
School committee: Every public school needed to have a member school which was elected by local householders. The core functions of the school committees had comprised of general management of crucial educational matters within the premises of the school. The Education bill of 1877 Bill had required school committees for collecting administrative tax from parents that could be later used for educational purposes.
The Picot Report played a very important role in the improvement of the educational system of New Zealand. According to Macpherson (1989), the reforms had tried to present a highly important and cynical portrayal of an educational system which was initially thought to be inflexible, irresponsive and also highlighted several unnecessary rules and regulations which were needed to be properly addressed. The reforms had stated that most of the rules and regulations had merely existed for frustrating the common citizens and had also prevented decision-making at various educational institutions.