* Compulsory and Free Primary Education: The system remained largely based on the free, compulsory primary education established in the late 19th century. Children were required to attend school from age 7 to 14 (though enforcement wasn't always perfect, particularly in rural areas). The curriculum focused on basic literacy and numeracy, along with some history, geography, and nature study.
* Secondary Education Expansion, but not Universal: Secondary education was expanding during this period, but it was far from universal. While more students were attending secondary schools (either grammar schools or district high schools), it was still largely accessible to those from middle- and upper-class families. Access was often limited by geography, with rural students facing significant challenges. The curriculum at secondary level was more academically focused, preparing students for university or specific professions.
* Teacher Training: Teacher training colleges were crucial, producing teachers for the growing primary school system. These colleges offered a relatively standardized curriculum and training methodology.
* Religious Influence: While the state system was secular, the influence of religion was still present, particularly in some schools' ethos and in the availability of religious instruction. This varied regionally and depending on the school's specific character.
* Limited Opportunities for Girls: While formally girls had access to education, there remained a gendered bias in curriculum and opportunities. For example, there were fewer opportunities for girls in vocational training and higher education, and societal expectations often steered them toward domestic-related skills.
* Focus on Practical Skills (Slowly Growing): There was a growing recognition of the importance of practical skills, leading to the expansion of vocational training programs in certain areas, although these remained limited.
* Rural-Urban Disparities: A significant gap existed between urban and rural education. Rural schools often faced challenges including teacher shortages, inadequate resources, and larger class sizes. Transportation to school was a major issue for many rural children.
* Maori Education: The education system continued to marginalize Māori students. Many Māori children attended separate schools with limited resources and curricula geared towards assimilation rather than cultural preservation. The legacy of the Native Schools system continued to impact opportunities for Māori education.
In summary, the period from 1920 to 1930 saw a continued commitment to free and compulsory primary education in New Zealand, but significant inequities persisted in access to secondary education, particularly for girls and Māori students. The system was slowly evolving, with increasing attention to vocational training and a growing recognition of the need for improved rural education, but fundamental challenges remained.