论文代写:新西兰的社会阶层及其对教育的影响
论文代写:新西兰的社会阶层及其对教育的影响
新西兰1877年教育法案被认为是一个非常重要的工具在国内教育的改善(尤因,1970)。博士教育法案通过的法案的詹姆斯·沃利斯。1877年的教育法案的关键亮点如下:
教育部:部门的核心职责分配资金所授予教育部国家的议会。也负责招聘、分类、评估和检查教师和维持最佳教育标准的性能通过一个集中的系统控制的教育课程和考试的要求。教育部直接向国家教育部的报告。
教育委员会:在初始水平,教育系统是由12个板。他们的核心重点是实施的教育和管理工作的省份和地区。这包括选择、招聘和留住教师和学校任命地区核查人员访问。每个成员组成的董事会已经完全由学校委员会选举产生。
学校委员会:每个公立学校需要有一个成员学校由当地居民当选。学校的核心功能委员会组成的综合管理的重要教育问题在学校的前提。1877年教育法案,法案要求学校委员会收集管理税收来自父母以后可以用于教育目的。
用小环装饰报告中发挥了非常重要的作用提高新西兰的教育制度。据麦克弗森(1989),曾试图改革提出一个非常重要的、愤世嫉俗的描述一个教育系统,最初认为是呆板,无答复的,还强调了一些不必要的法规需要妥善解决。改革已经表示,大部分的规章制度只是存在了令人沮丧的普通公民,也避免决策在不同的教育机构。
论文代写:新西兰的社会阶层及其对教育的影响
New Zealand’s 1877 Education Act has been considered as a very important tool in the betterment of education in the country (Ewing, 1970). The bill for the Education Act was passed by Dr James Wallis. The key highlights of the 1877 Education Act are as follows:
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.
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.
