International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(6) 324-354

The Growth of Independent Education Alternatives in New Zealand

Lucila Rudge

pp. 324 - 354   |  DOI: https://doi.org/10.29329/ijpe.2021.382.22   |  Manu. Number: MANU-2107-02-0002

Published online: December 03, 2021  |   Number of Views: 24  |  Number of Download: 81


Abstract

The New Zealand schooling system is well-known for its progressive and innovative approach to education (Couch, 2012; Mutch, 2013; Wells, 2016). Their national curriculum is inclusive and flexible, allowing schools and teachers to select the content they deem necessary to meet the competencies in the designated learning areas (Ministry of Education, 2007). Additionally, the NZ education system provides choice to parents by offering a range of alternative approaches to schooling, such as Steiner Schools, Montessori Schools, Catholic Schools, or Kura Kaupapa Mãori (Mãori language immersion schools). Within such progressive public schooling system, one would not expect that there would be interest in alternative private schools. Yet, this study found the opposite. To examine the growing interest in independent alternative programs in New Zealand, this study uses a qualitative multiple-case study design of four independent educational programs in the North Island of New Zealand.

Keywords: Alternative Education, Progressive Education, Holistic Education, Independent Schools, Private School


How to Cite this Article?

APA 6th edition
Rudge, L. (2021). The Growth of Independent Education Alternatives in New Zealand . International Journal of Progressive Education, 17(6), 324-354. doi: 10.29329/ijpe.2021.382.22

Harvard
Rudge, L. (2021). The Growth of Independent Education Alternatives in New Zealand . International Journal of Progressive Education, 17(6), pp. 324-354.

Chicago 16th edition
Rudge, Lucila (2021). "The Growth of Independent Education Alternatives in New Zealand ". International Journal of Progressive Education 17 (6):324-354. doi:10.29329/ijpe.2021.382.22.

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