English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In 1989 the Tomorrow’s Schools reforms brought in self-managing schools asthe unit for educational administration. The government’s stated aims includeda mix of outcomes and processes, which were to: improve educationalopportunities, meet Māori needs more effectively, give local knowledge realresponsibility, and encourage flexibility and responsiveness. The system was tobe more efficient, and provide greater accountability.After 20 years, progress towards these aims is, at best, mixed. This articleprovides a broad overview of the frameworks for school self-management overthis period, identifying two main phases from 1989 to 2009. The first led schoolsto develop inward-looking identities. The second introduced a greater emphasison capability development. The ongoing legacy of the initial phase is discussed,since reform phases do not so much replace one another as build on what hasalready been established. It also discusses the shortcomings of each of thesephases in relation to the aims of Tomorrow’s Schools, and the kind of framingschool self-management might need if it is to realise the aims of improvededucational opportunities, particularly for Māori, given that this was an initialdriver for the reforms.

Tomorrow's schools after 20 years: can a system of self-managing schools live up to its initial aims?