Abstract:
This thesis examines the significance of New Zealand's educational changes as heralded by the Picot Report in the context of the fourth Labour government's attempt at addressing the crises faced by the New Zealand welfare state. It is argued that the significance of the Picot Report can only be appreciated by analysing New Zealand educational restructuring in a comprehensive and unsegmented manner by taking into consideration social, political and economic aspects. It also seeks to illustrate the intricacies, complexities and pressures borne by the government in making a particular educational policy. Thus in meeting these objectives, the thesis has focused on the development of New Zealand's education system in relation to the establishment, expansion, and the subsequent reform of the Keynesian welfare state.
In writing this thesis, the author has consulted numerous books, journals, newspaper articles, reports of various committees on educational issues, election manifestos and specific legislations. As a result, it has been found that the New Zealand education system had evolved in conformity to the needs of the Keynesian welfare state. In pursuing individual and collective interests simultaneously through the notion of equality of educational opportunity, the education system must ensure that the significant social and economic inequalities perpetuated by the workings of the welfare state were maintained. This was done at the expense of its capability to be responsive to particular educational needs which had arisen due to social, technological and economic changes. Hence, the Picot Report represents the fourth Labour government's effort at trying to make the education system more responsive, efficient and adaptive to the changes in needs and circumstances, by reforming its administrative structure. This has been a complex and intricate task given the social, political and economic pressures borne by the government. The success or failure of the Picot Report is not yet known. This is due to: (a) the time needed in translating policy into action; and (b) the everchanging political, social and economic circumstances, and the variation in their influences on the education system. What is certain at this stage, is that the debates over its interpretations will continue well into the future given the Picot Report's controversial nature.
