Exploring educational partnerships: a case study of client–provider technology education partnerships in New Zealand primary schools

Abstract

This paper explores the notion of educational partnerships and reports on research on client–provider partnerships between full primary schools and external technology education providers for Year 7 and 8 New Zealand students (age range approx. 12 to 13 years). Educational reforms in New Zealand and the introduction of a more holistic technology education curriculum in 1995 changed the nature of the relationship between the technology education partners. The research sought to identify, from the perspective of the primary schools (clients), factors that contribute to successful partnerships between them and their technology education provider. A mixed methods approach consisting of a survey of client schools, in‐depth interviews and a series of four in‐depth case studies (drawing on issues derived from the survey) was employed. Issues relating to teacher subculture, leadership roles and inflexibility of official processes all surfaced. The research points to an absence of commitment, shared understanding, shared power, leadership, communication and accountability in many educational partnerships that were the focus of this work.

Notes

1. Cater solely for Year 7 and 8 students and include specialist facilities and teachers for technology education.

2. Cater for students from Years 9–13.

3. Attached to some primary schools to provide specialist facilities and teachers for technology education to outlying schools.

4. A decile rating is a measure of socioeconomic status for a school, with a low rating – e.g., 1, being a school in poor socioeconomic environment and 10 being a high socioeconomic environment.