Administrative reform: its effects on secondary school outdoor education

Abstract

This research has been undertaken as a baseline study to ascertain what effects the administrative reform of Tomorrow's Schools' has had on secondary school outdoor education. The research was implemented through a postal questionnaire, issued to a total regional sample of 44 schools in the Central South Education District. Data from 12 schools were obtained from the Canterbury Education District. Responses from three pre-test questionnaires were also included. In total, information from 55 schools was analysed. The research found that the effects of administrative reform have been predominantly more detrimental than beneficial in terms of outdoor education provision. An absence of consistency between past curriculum practice, Charter content and the provision made within the school for outdoor education was discovered. Other discernable effects have been manifest in the areas of obtaining teacher relief for outdoor education, and increasing pupil participation costs. No clear associations between these effects and sample demographics such as school location, size, pupil socio-economic background and gender profile were distinguished. 1990 represents the first year of Tomorrow's Schools', therefore, these effects are the most immediate changes to outdoor education resulting from administrative reform. The outdoor competencies of staff, teacher enthusiasm, and the degree of internal staff and administrative support for outdoor education were important variables influencing outdoor education provision both prior to and after 'Tomorrow's Schools'. It is anticipated that these variables will assume greater importance in the future as determinants of outdoor education opportunities.