Mā te huruhuru ka rere te manu: how can language and literacy be optimised for Māori learner success?

6. Significant chapter observations

  “Iti rearea teitei, kahikatea ka taea”
(Even though you are a small bird,
you are still able to reach a pinnacle)


We have drawn all significant observations from Chapters 2, 3, 4 and 5. The key findings presented at the beginning of the report are a synthesis of these observations.

6.1: Private Training Establishment tutors

• It is important to train tutors to implement tikanga Māori (karakia, whakawhanaungatanga, language).
• There is a need for more training and resourcing of quality, specialised Māori tutors in literacy and language.
• Better support mechanisms are needed for students (childcare/kōhanga and funding) towards retention.
• Students come with their own inherent knowledge and skills, which need to be recognised and valued as unique – they are not homogeneous.
• Tutors multi-task to meet necessary contractual requirements and ensure the environment is conducive to good learning success and practice.
• PTE tutors reveal concerns over finishing students being able to “cope” and be “retained” in a new learning environment. This has implications for student follow-up and retention. 
• There is a sense of isolation and alienation from an education system that is clinical and aligned to measuring success via tools that are not geared to value the students’ identity, customs and language.
• PTE tutors can be more flexible in the delivery of learning and aim to ensure students can gain a vocation.
  

6.2: Current Students

• Students’ difficulties in engaging with learning are a product of their prior education experiences, rather than individual deficits.
• Students’ disengagement from learning and early withdrawal from mainstream state education is influenced by the impacts of dealing with negative stereotypes and racism.
• Students recognised when Māori pedagogical practices were not present, and as a consequence they often felt disconnected. 
• Students preferred holistic Māori pedagogical perspectives and practices. 
• Students expressed raised awareness and validation of their prior skills and how these were relevant to their course of study. 
• Students preferred a smaller ratio of students to tutor. This was seen as important to establishing learning contexts that engendered a more personal tutor-student relationship, and individual attention.
• Tutors need to be upskilled in making the language of texts accessible to students. 
• Tutors need to be skilled in planning, facilitating and managing the learning experiences that are unique to foundation learners. They need to understand where these students have come from and how this influences their learning needs.
  

6.3: Current tutors

• The design and development of the iwi rūnanga programme took into consideration factors like fees, transport, terminology, previous academic achievement and experiences that impacted on students’ success.
• The design and development of the iwi rūnanga programme took into account the different ‘learning levels’ of all students and created teaching strategies that supported the students’ learning levels.
• Importance of preparing students for academic readiness in a tertiary setting.
• Tutors were selected because of their connectedness to the iwi rūnanga as well as their complementary skills in the building industry and teaching, along with their cultural expertise.
  

6.4: Potential Learners

• Aligning organisational teaching systems and processes with whānau, hapū and iwi aspirations can make a significant difference to student achievement.
• Teaching and support by Māori for Māori can reinforce cultural habitus. 
• Teaching and learning professional development which effectively engages Māori students in the learning process using best practice models is critical to student success.
• Placing a high value on ‘Māori student centredness’ is critical to providing excellent customer service.
• Validate Māori literacies or bi-literacies within a dominant majority culture. 
• Adopt Māori culture and practice within a monocultural organisation.