Landscape values in the New Zealand education system

Abstract

The main function of this paper is as a pilot study. It suggests potential areas of activity and profitable avenues to investigate within the Education System. As the professions of landscape architecture and teaching are constantly evolving new methods and insights, the flow of information between the two should be seen as an on going thing. The NZILA has recognised the importance of education in it's broadest sense, as outlined in it's philosophy. This paper examines only one aspect of that broad spectrum; that occurring within the formal Education System of New Zealand. Although it is considered here in isolation, it should be seen in the context of the overall promotional framework outlined here. It is the contention of this paper, that the Education System, has the potential to be used by the landscape profession to help spread an awareness of landscape values, as well as a knowledge of the work that it carries out. To use the Education System effectively, any approaches made to it should be selective and co-ordinated. Curriculum developers within the Education Department are faced with constant pressure to widen the range of material taught in schools, especially at the primary and secondary levels. This paper seeks to determine the most appropriate levels of input for information; levels where a receptive response will be met, which will lead to useful and effective action in the classroom. The specific objectives of the paper are as follows: 1. To assess current activites of the NZILA and its' members within the Education System in New Zealand. 2. To locate potential avenues by which a greater awareness of landscape values can be introduced into the Education System. 3. To assess the likely effectiveness of these avenues. 4. To recommend a strategy for introducing greater landscape awareness into the New Zealand Education system.