Schooling Structures and Governance Options
There are a range of schooling structures and governance options for education. This section describes the structures and governance options that are legally possible.
Community consultation
Community consultation is an important part of changes that take place in education. Because communities support their local schools it is important that they can voice their opinions about schooling in their area.
As part of any community consultation process it is important to consider:
- what the community wants
- the education needs in their area and
- how to achieve this.
Educational terms
Education can be unique to each community and still adhere to legal requirements. This means that, to a certain extent the schools and early childhood services in an area have their own way of doing things (their `culture') as do their communities.
When discussing your community's educational needs, include:
- early childhood education
- primary schooling (Year 1 - 8)
- secondary schooling (Year 9 - 13)
- tertiary education.
Questions to consider
| Topic |
Questions |
Discussions could include: |
| Effective education |
How is education currently provided?
Does it effective meet student needs?
What is working well?
What would you like your community's education opportunities to be like in the future? |
- students with disabilities
- gifted and talented students
- students in bilingual and immersion learning environments
- early childhood education
- tertiary education
- transition between early childhood education and school
- other cultural needs in the community
- the place of state integrated schools, Maori immersion schools and designated character schools.
|
| Types of schooling structure |
what are the governance possibilities?
what suits the community? |
|
School types
State integrated schools are state schools that provide education through their 'special character'. This is usually a particular religious tradition.
Kura or wharekura (Maori immersion schools) are state schools that provide education through a particular philosophy (Te Aho Matua). These schools are established under section 155 of the Education Act 1989.
Designated character schools are state schools that provide education through their particular 'designated character'. This is often a particular iwi's traditions, language and culture, or a particular educational approach.
Schooling structures found in New Zealand
| Year |
Known as a: |
| 1-6 |
Contributing primary school |
| 1-8 |
Full Primary School |
| 7-8 |
Intermediate School |
| 9-13 |
Secondary School (Year 9-13) |
| 7-13 |
Secondary School (Year 7-13) |
| 7-10 |
Middle School or Junior High School |
| 11-13 |
Senior High School |
| 1-10 |
Composite School (Year 1-10) |
| 1-13 |
Composite (Year 1-13) or Area School |
The way schooling is provided
The schools have a role to provide effective and relevant education for their students. This is governed by the board and managed by the principal and staff. Teaching and learning can be achieved these ways.
| Method |
How |
Example |
| Face-to-face learning |
- totally in English
- immersion classes. The curriculum is provided in English and one other language and culture. The degree of immersion is measured by the percentage of the other language in the classroom
- bilingual classes. The curriculum is taught in English and one other language
|
- level 1 immersion is 81-100%
- level 2 immersion is 51-80%
- level 3 immersion is 31-50%
- level 4 immersion is less than 30%
|
| Video conferencing |
- using computers to provide courses where the teacher and students are in different parts of the country
|
- Dunedin students may learn NCEA Level 1 Māori with a teacher in Kaitaia. Students usually have a support teacher at their school
|
| Correspondence School |
- distance learning for eligible students
|
|
School governance options
A state school's board of trustees is usually made up of:
- between three and seven parent-elected trustees
- one staff-elected trustee
- the principal
- a student-elected trustee - schools with students above Year 9.
Boards can also co-opt additional trustees. State integrated school boards also have up to four trustees appointed by the proprietors.
The benefits of this board constitution allow for representation from:
- parents and community
- staff and students
- professionals
- people co-opted to fill any skill gaps.
Alternative types of boards of trustees
How it works
A board can have an alternative constitution to give a school more flexibility where the standard board of trustees' constitution hasn't been the most effective governance form. The Minister can approve an alternative constitution if they believe it is in the school's best interests. A board may request it, 20% or more of the parent community may request it, or ERO may recommend it.
Alternative constitution examples
Examples of some alternative constitutions are where a board is made up of:
- up to 21 members of the community/whanau, the principal and 1 staff representative
- one person appointed by the Minister with community-based committees that feed into it
- two ministerial appointees with specific skills, one is the board chair, up to three trustees appointed by the runanga, the principal, three parent-elected representatives, one staff representative, one student representative and up to two other people co-opted by the board.
Benefits
An alternative constitution allows:
- the school community's particular character or identity is recognised
- ongoing partnerships between a school and other parties are recognised
- a workable or different mix and/or number of trustees.
Combined boards of trustees
All state schools in New Zealand have a board of trustees. Boards of two or more schools may combine if the Minister agrees. Before the Minister considers approving a combined board, the boards need to consult with their parent communities.
Example
An example of a combined board of trustees comprises:
- five parent-elected trustees (if two schools)
- six parent-elected trustees if more than two schools
- the principal of each school
- one staff-elected trustee
- one student-elected trustee (if the board governs at least one school with students above Year 9).
Benefits
A combined board offers these benefits:
- each school keeps its separate identity and separate funding entitlements. This also promotes economies of scale
- policies and procedures are aligned between the schools
- encourages schools to be shared learning communities rather than competitors
- where a combined board governs a primary and a secondary school, it helps to facilitate a seamless transition for students
- increased pool of potential people for election to the board
- resources are pooled.
To give even more flexibility, a combined board of trustees can also have an alternative constitution.
More information
For more information on topics on this page please contact your local or regional Ministry of Education office.