Johansen, Peter Joseph2011-02-152022-10-252011-02-152022-10-2519591959https://ir.wgtn.ac.nz/handle/123456789/22862The Education Act of 1877 was passed immediately after the abolition of the Provincial Councils. Up to this time each province had its own ordinance for education and because of this the Act had to be a compromise. Many divergent interests had to be reconciled as each was committeed to local procedures. Because of these considerations the respective powers of the Boards and Committees were not clearly defined. By the Act, education was entrusted to the Education Department, the Education Boards and School Committees. Under this arrangement the powers of the Department were limited, although on the surface there were extensive powers granted it. The Department was under the control of a Cabinet Minister and a Permanent Secretary. Its chief duty, in addition to other powers, was to distribute to the Boards, the statutory capitation grant, and other moneys voted by Parliament for special purposes. For this study, the relevant powers of the Department were: (1) To define the principle on which daily average attendance was calculated. (2) To examine and classify teachers. (3) To employ, educate and examine pupil teachers. (4) To issue certificates of competency to teachers. (5) To establish and manage normal or training colleges. (6) To define the standards of education which under the provisions of the Act could be prescribed by regulations. (7) To prescribe the times and manner of auditing the accounts of Boards and Committees. (8) To make such, other regulations as were necessary to secure the due administration of the Act.pdfen-NZTeachers selection and appointmentNew Zealand teachersPrimary schoolText