Ngā Haeata Mātauranga - The Annual Report on Māori Education, 2008/09
Ngā Haeata Mātauranga is a series of annual reports that monitor the achievement of government’s key priorities for the education success of Māori learners.
Author(s): Education Information and Analysis Group / Group Māori [Ministry of Education]
Date Published: May 2010
Table of Actions
Ka Hikitia – Managing for Success sets out key actions in each of the focus areas to improve the performance of the education system for and with Māori learners, and to ensure they are able to enjoy education success as Māori.
This page lists all of the actions in the strategy with key activity taken to progress them between July 2008 and December 2009.
|Goal||Action||Progress July 2008–December 2009|
|Goal 1 |
Continue to increase Māori children’s participation in early childhood education
|Strengthen national communications and engagement campaigns and programmes to promote early childhood education participation to whānau and support them to make informed choices about early childhood education options||Work is underway to develop a new web-based resource for parents, families and whānau.|
Pouwhakataki (community liaison officers)have been working with whānau and education providers to share information and promote informed decision making
|Focus Ministry of Education resources on establishing new community based early childhood education services to meet the needs of Māori in areas of low early childhood education participation||Counties Manukau Project announced the development and funding forhree new centres and established three new playgroups|
Discretionary Grants Scheme: Funding from the discretionary grants scheme will create more than 400 new places in early childhood education centres. The grants include more than $5 million for new capital works in Counties Manukau.
|Review and focus the Promoting Participation Project to increase demand by whānau in areas of lowest participation||Promoting Participation Project. 1411 Māori children were enrolled in the Project between July 2008 and December 2009.|
Improve the quality of early childhood experiences and education services attended by Māori children
|Review referral and assessment systems to ensure equitable access for Māori children to quality special education early intervention services||Development of an external review process for Specialist Service Standards which includes the evaluation of access, engagement and assessment for Māori clients eligible for, or receiving, special education services. Additionally work has been completed, and shared with kaitakawaenga, on a model of practice that focuses on supporting culturally-appropriate engagement and access for Māori clients.|
|Establish evaluative reviews of the quality of provision for Māori children in early childhood education services||The Education Review Office (ERO) has included questions relating to Ka Hikitia – Managing for Success into reviewer questions for its evaluations of services.|
The ERO undertook a pilot study of the effectiveness of early childhood education services for Māori in 2008 and is shortly to release a national evaluation report.
|Strengthen regulatory processes for licensing early childhood education services that better reflect quality provision for Māori||The new ECE regulatory framework came into force on 1 December 2008. All new ECE services will be licensed under the new framework, which requires them to implement the principles and strands from the bi-cultural curriculum Te Whāriki.|
|Integrate the best evidence of what works for Māori children into all early childhood education professional development programmes to support effective teaching and learning||In 2008/09, early childhood education professional development was focused on better supporting services to promote and reinforce Māori cultural distinctiveness in the context of teaching and learning.|
|Increase support for Māori whānau and their children with special needs to access assessment and intervention programmes as early as possible||In special education, kaitakawaenga worked alongside specialists, helping them provide culturally-appropriate services to Māori children and young people, and their families, whānau and educators. Local partnerships were established with kōhanga reo, Māori health providers, and iwi to improve knowledge of and access to early intervention services.|
|Goal 3 Strengthen the quality of provision by Māori-language early childhood education services||Develop an agreed set of outcomes that define Ministry of Education support to enable Te Kōhanga Reo National Trust to provide leadership to kōhanga reo||Work with Te Kōhanga Reo National Trust continued. A working group was convened to look at funding, sustainability and quality of kōhanga reo. It has identified shared objectives, and options on funding, quality and sustainability. A report from the working group is currently under development and is expected to be completed by June 2010.|
|Support teachers in Māori-language early childhood education services to upgrade their qualifications to meet teacher registration requirements||In 2008/09 the Government continued to offer awards to help teachers gain qualifications. |
In 2009, 23 Māori students applied for study grants. The grants help students to gain their first ECE teaching qualification. In 2009, 330 Māori teachers received incentive grants. Incentive grants support ECE services to meet the qualification requirements for licensing. Of these, 31 incentive grants went to Māori immersion or bilingual ECE services (where Māori is used at least 51% of the time). In 2009, 97 Māori students received TeachNZ Scholarships. Of these 24 received a scholarship which is mainly for those students who will enter a bilingual/immersion setting.
700 TeachNZ ECE Scholarships are available annually for students from low income backgrounds or students undertaking specific programmes equipping them to teach in kaupapa Māori or Pasifika settings. In 2008, 244 Māori students received a scholarship. In 2009, 329 Māori students received a scholarship.
|Develop exemplars of what quality looks like in Māori language early childhood education services, to support the quality of teaching and learning||Te Whatu Pōkeka: Kaupapa Māori Assessment for Learning has been developed to support early childhood education teachers and whānau in assessing children’s learning from a Māori perspective and context.|
|Invest in research and development initiatives that gather evidence to support continuous improvement in Māori-language early childhood education centres||In 2008, Te Kōpae Piripono became an early childhood education Centre of Innovation and a report was published on this project. The Centre of Innovation programme ended in June 2009 due to the need to reprioritise funding to focus more on increasing participation.|
Furthermore, as part of the tripartite agreement between the Ministry of Education, Te Puni Kōkiri and Te Kōhanga Reo National Trust the parties agreed to invest time and effort into research and development to ensure the ongoing funding, quality and sustainability of kōhanga reo.
Improve transitions to school
|Support whānau and their children to make an effective transition to school through the provision of resources and information programmes to whānau||A new research project is underway examining transitions for Māori learners between early childhood education and school, and between schools. This research will inform further work and advice to teachers, principals and parents to assist them support this transition for learners as well as possible|
|Develop a ‘transition toolkit’ and, through professional development, support teachers in early childhood education and schools to work with whānau and improve the transition from early childhood education to school for Māori learners||Advice for parents, whānau, and teachers will be developed as part of the research project mentioned above.|
|Establish evaluative reviews to report on the effectiveness of the transition to school for Māori children as a priority in 2008/09 and 200910||The upcoming Education Review Office evaluation report on early childhood services included some information about transitions, although this is not yet a strong focus of reviews.|
|Support schools to use the best evidence about effective teaching and learning in early childhood education settings to influence quality teaching in the first years of school||This has not been actioned yet|
Improve teaching and learning of literacy and numeracy for Māori students in their first years of schooli
|Review Reading Recovery funding to ensure equitable access at a national level for learners with the greatest needs||In 2009, Reading Recovery funding was targeted to support teachers and schools with high numbers of Māori students.|
|Extend provision of the Literacy Professional Development Programme (LPDP) with a focus on learners at years 1 and 2 in schools with a higher proportion of Māori leaners, and ensure that the focus on literacy in years 1 and 2 is supported by regional Ministry of Education Literacy Development Officers||In 2009, additional literacy-focused professional development was provided for teachers of years 1–3 in schools with high percentages of Māori and Pasifika learners. This will not be continued in 2010. |
An upcoming report on 100 schools in the Literacy Professional Development Programme (LPDP) during 2008/09 will contain data on year 1 and 2 learner progress. LPDP will be retendered in 2010.
Funding from both these projects will be reprioritised to support National Standards.
In 2009, Literacy Development Officers targeted schools with high proportions of Māori learners.
|Focus schooling improvement initiatives on literacy achievement in years 1–4 in decile-1–3 schools||In 2008/09 there were 23 schooling improvement clusters involving 277 schools and 96,000 learners, of whom 40% were Māori. |
Ka Hikitia – Managing for Success was embedded in planning and reporting processes for 22 schooling improvement initiatives that focus on literacy and numeracy in decile-1–3 schools, years 1–4.
|Develop an equivalent Literacy Professional Development Programme for Māori-medium settings||The introduction of Ngā Whanaketanga Rumaki Māori from 2011 will be supported by new assessment tools and professional support for years 1–8 Māori-medium learners.|
|Develop an ‘early years’ assessment tool for literacy learning at years 1–4 to support teachers to set clear expectations of learner progressions in literacy||Literacy tools for years 1–4 have been scoped and will be aligned to the National Standards.|
|Continue to strengthen numeracy development for Māori learners in years 1 and 2||Most schools have now participated in the Numeracy Professional Development Project. Māori learners were among those who made the most significant progress. These gains are sustained over time. (Tagg and Thomas, 2007)|
|Integrate the best evidence of what works for Māori learners into all professional development programmes||In 2008/09, the Ministry of Education has been strengthening the way it evaluates professional development programmes to ensure that they identify how they are improving outcomes for and with Māori learners.|
There is evidence that schools with high numbers of Māori learners are being prioritised for school support services. The providers have been using Ka Hikitia – Managing for Success to inform their planning and training development.
Strengthen the participation of Māori whānau in their children’s learning in the early years
|Integrate the evidence that supports involving whānau in the teaching and learning process into all professional development contracts, evaluations and quality teaching and leadership programmes||In 2010 there will be an increased emphasis for School Support Services contracts and professional development to focus on Māori-language programmes by liaising with families and whānau, hapū and iwi.|
|Strengthen home–school partnerships by supporting schools to identify and access effective home-based literacy programmes; for example, the Reading Together programme||Reading Together has now been piloted in Rotorua and is being expanded to up to 20 schools in the Manurewa area as part of the Manurewa Schooling Improvement Literacy Initiative.|
|Support effective whānau participation in the implementation of The New Zealand Curriculum and Te Marautanga o Aotearoa over the next two years||In 2008/09, professional development supported schools to develop their own school curriculum, based on The New Zealand Curriculum and Te Marautanga o Aotearoa, that is responsive to their communities. There was a specific focus on helping English-medium schools develop culturally-responsive contexts for learning.|
|Develop a home-based literacy programme to support whānau with children in Māori-medium education||This has not been actioned yet|
|Use existing communications programmes and other resources to clarify what whānau can expect quality early childhood education services and schools to provide in terms of teaching and learning and their rights as parents and whānau||In 2008/09, in addition to working with families and whānau in communities, pouwhakataki, community liaison officers, supported families and whānau to contribute to the nationwide consultation process on Reporting to Parents on Proposed National Standards.|
|Through the iwi partnerships programme, support iwi to build the capacity of hapū and whānau to engage and participate in early childhood education and early years schooling||Professional development was available for iwi and community providers through Atawhaingia te Pā Harakeke to support active whānau engagement and participation in education.|
The Ministry is supporting iwi to undertake a variety of projects to engage whānau in the education of their children, through the Ministry/iwi partnerships.
|Goal||Action||Progress July 2008–December 2009|
Increase the effectiveness of teaching and learning for Māori students in years 9 and 10
|Integrate the best evidence of what works for and with Māori students into all professional development programmes||Professional development providers have been actively using Ka Hikitia – Managing for Success to inform their planning and training development.|
|Work with the New Zealand Teachers Council to set initial teacher education standards that increase effective teaching and learning for and with Māori students||The New Zealand Teachers Council has focused on ensuring teachers can use culturally-responsive practice through new requirements for entry to initial teacher training, followed by support at provisional registration and again at full registration.|
|Investigate the provision of language learning support for Māori students transferring from kura Māori to English-medium schooling||This has not been actioned yet.|
|Undertake an analysis of the effectiveness of particular professional development programmes that show significant improvements in Māori students’ achievement and extend those programmes to all year 9 and 10 teachers in schools with high proportions of Māori students||Both Te Kauhua and Te Kotahitanga have been evaluated in 2008/09. A number of professional development programmes have directly incorporated evidence about what works from those projects into their programmes. Te Kotahitanga has been expanded with 17 new schools from the North Auckland, Waikato, Tairawhiti and Bay of Plenty regions to be included in the programme from 2009 to 2012.|
|Require all professional development evaluations to identify effectiveness of professional development in improving outcomes for and with Māori||All professional development programmes must focus and report on effectiveness and outcomes for Māori students.|
Support professional leaders to take responsibility for Māori students’ presence, engagement and achievement
|Implement the Kiwi Leadership for Principals programme, with a specific focus on improving Māori student presence, engagement and achievement||Kiwi Leadership for Principals was launched in August 2008 and contains a number of resources to support a focus on Māori student presence, engagement and achievement.|
|Focus professional leadership development on improving Māori student presence, engagement, and achievement||The Experienced Principals Development Project, First Time Principals’ Programme and He Kakano all have a focus on improving Māori student presence, engagement and achievement.|
|Ensure better sharing of best practice by high-performing professional leaders who are improving Māori student presence, engagement, and achievement||The Ministry’s school leadership website, Educational Leaders, provides a means of sharing best practice through online forums and reviewed professional readings on school leadership.|
|Strengthen school planning and reporting processes by increasing the expectation that schools will have an explicit focus on Māori student presence, engagement and achievement||The Education Review Office has embedded Ka Hikitia – Managing for Success into the questions it asks all schools during its evaluations. |
Ka Hikitia – Managing for Success hasalsobeen embedded in planning and reporting processes for 22 Schooling Improvement Initiatives that focus on literacy and numeracy in decile-1-3 schools.
Improve support for year 9 and 10 Māori students to make decisions about future education pathways
|Collaborate with Career Services and other agencies to build on existing career decision-making work with Māori. Consider and pilot new approaches to support Māori students and their whānau to make decisions about future education choices. Evaluate the effectiveness of these approaches||The Ministry of Education, Career Services and Te Puni Kōkiri have developed, piloted and evaluated the Whānau Career Decision-making Pilot Programme to support Māori students and their families to make decisions about future education choices.|
|Increase parental and whānau understanding of NCEA and the choices necessary for building useful qualifications||Pouwhakataki from South Auckland have been holding presentations, workshops and forums with students, parents, families and whānau about NCEA in most secondary schools in the Auckland region.|
Support Māori students to stay at school and stay engaged in learning
|Strengthen existing communications programmes with whānau and highlight benefits of attending school regularly and that staying at school for longer leads to better learning outcomes for their children||Te Mana and TeamUp have been discontinued. New support for parents, families and whānau is being developed.|
|Develop best practice guidelines for student engagement, based on evidence, and support schools to share information with each other and their Māori communities||This has not been actioned yet.|
|Provide schools with resources to increase their capability to analyse and use student attendance data to strengthen student engagement practices||A student attendance data system eAR is being used with schools in the Schooling Improvement Initiative.|
|Identify schools with high early-leaving exemptions, and implement strategies at years 9 and 10 to ensure that students remain engaged in education||The Student Engagement Initiative continues to target schools with high suspensions and poor retention of students.|
|Investigate strategies to support engagement and achievement of Māori students in years 7 and 8 in order to determine future policy priorities||In 2009 the Ministry of Education funded a middle schooling research/literature review to build the evidence base about middle schooling (years 7–10). In 2008, the Ministry published a research report on the transition of a diverse group of students from primary to secondary school.|
|Support schools to include student voices in school improvement decisions by developing innovative Information and Communication Technology (ICT) tools||This has not been actioned yet.|
|Goal||Action||Progress July 2008–December 2009|
|Goal 1 |
Kura are established so that they are viable, sustainable, and have quality teaching and learning environments and the supply/network of kura and wharekura matches demand over the long term
|Review processes for establishment of kura to ensure funding, teaching, learning resources and support provide the best conditions for teaching and learning||Kura establishment processes have been reviewed and a new process is being introduced in 2010.|
A research project examining successful kura is due for completion in mid 2010. The research will investigate what success means for kura and how they go about achieving success.
|Strengthen the processes to enable whānau, hapū, and iwi involvement in the establishment of kura and wharekura||Work is being done with clusters of kura to strengthen governance and management capability. The training provided to these clusters in 2008/09 has been aimed at meeting the needs of kura that are preparing for establishment or have recently been established.|
|Goal 2 |
Increase effective teaching and learning of, and through, te reo Māori
|Develop and implement a strand within the Kiwi Leadership for Principals programme to support principals in Māori-medium education to lead the learning in their kura||The Tū Rangatira Māori leadership project began in 2009 to support the growth, strength and sustainability of Māori leadership within the Māori-medium sector. It is based on a kaupapa Māori leadership model.|
|Support the implementation of Te Marautanga o Aotearoa and the development of relevant resources||In 2009, professional support was provided for Māori-medium schools and settings to help them develop and trial their Marautanga a kura based on Te Marautanga o Aotearoa. This support will continue to 2010.|
In 2008/09 the Ministry of Education developed supplementary professional support materials to assist teachers to understand and deepen their pedagogical content knowledge of the learning areas of Te Marautanga o Aotearoa.
A review of all curriculum-related standards for NCEA is also underway to ensure that they are aligned to The New Zealand Curriculum or Te Marautanga o Aotearoa.
|Support decision-making by whānau with information about quality provision in Māori-language education options||In 2009, the Ministry of Education has been developing Ngā Whanaketanga Rumaki Māori, the Māori-medium standards, for all children from years 1–8 in Māori-medium schooling. |
Ngā Whanaketanga Rumaki Māoriwill provide information for parents, families and whānau to inform their discussions with teachers about their children’s progress and their decisions about their schooling.
They will be consulted in 2010.
|Strengthen professional development approaches and the range of assessment tools to lift the quality of teaching and assessment in Māori-medium education||In 2008/09 the Ministry continued to support a range of professional development programmes to build the capability of teachers in Māori-medium schooling. For example, in 2008–09 the Ministry of Education has been working collaboratively to pilot Tatari, Tautoko, Tauawhi (TTT), an effective phonological awareness programme, in three Rotorua kura. The Ministry is currently working with Waikato University to develop a model to deliver Tatari, Tautoko, Tauawhi (TTT) to schools in Manurewa as part of the Manurewa Literacy Project to support the teaching of literacy in te reo Māori. |
In early 2009, the Ministry began developing the National Standards for Māori-medium schooling, Ngā Whanaketanga Rumaki Māori to support effective teaching and learning in Kōrero, Pānui, Tuhituhi and Pāngarau (oral language, reading, writing and maths) for students in years 1–8.
|Consolidate and build evidence around second language teaching to enhance the effectiveness of professional development programmes and lift the quality of teaching te reo Māori as a second language||Te Whakapiki i te Reo is a programme to strengthen the language proficiency of teachers and teaching effectiveness for Māori medium classrooms. It is being provided in a range of Māori-medium schools throughout 2009–12.|
TheTe Reo Māori in English-medium Schools Advisory Group was established in 2009 to provide feedback and advice on the Ministry’s work to support the teaching and learning of Māori language in English-medium schools.
The Ministry of Education’s Schooling Group is conducting a literature review of effective teaching and assessment practices for linguistically diverse learners in bilingual/immersion education settings.
|Support Māori-medium providers to develop local resources for local needs||In 2009, professional support was provided to Māori-medium schools and settings to help them develop and trial their marautanga ā kura. This support will continue to 2010.|
Community-based language initiatives (CBLI) have been developed to enhance parent and caregiver Māori language skills and provide for the development of localised Māori language teaching and learning resources. CBLI funding supports iwi to develop education resources for use in both whānau and kura learning settings that enable students to access quality and appropriate iwi based learning. This provision will continue in 2010.
|Explore using ICT to support Māori-language teaching and learning||The Learning Activities Management System (LAMS) is a new information technology resource that enables teachers and school leaders in Māori-medium settings to share knowledge, resources and teaching ideas on a daily basis.|
|Goal 3 |
Increase the number of quality Māori teachers proficient in te reo Māori
|Work with the New Zealand Teachers Council to set standards to improve the quality of initial Māori-medium teacher education||The New Zealand Teachers Council has been carrying out a review of the approvals and requirements for initial teacher education for the last two years. The Māori-medium teacher education sector is an important aspect of that review process.|
The Council is also undertaking a three-phased te reo Māori research project with the principal aim to enhance the proficiency levels of graduates from initial Māori-medium teacher education programmes.
|Work with the Tertiary Education Commission to increase access and options available for teacher training in immersion education||This is part of ongoing work of the Tertiary Education Commission.|
|Revise incentives and scholarships to attract and retain quality teachers in Māori-medium settings||TeachNZ has a range of scholarships to support Māori-medium teacher education as well as the Māori Immersion Teacher Allowance for teachers who use te reo Māori as the language of communication and instruction.|
|Support schools to develop a five-year plan for teachers, linked to Te Taura Whiri i te Reo Māori proficiency levels, to meet the graduating standards for te reo Māori set by the New Zealand Teachers Council||Not actioned yet.|
|Strengthen the range of programmes and incentives for schools so teachers can engage in high quality professional development to improve their proficiency in te reo Māori||Te Whakapiki i te Reo is a new programme to strengthen the language proficiency of teachers and teaching effectiveness for Māori-medium classrooms. Te Whakapiki i te Reo is being provided in a range of Māori-medium schools throughout 2009–12.|
The Te Reo Māori in English-medium Schools Advisory Group also supports the teaching and learning of Māori language in English-medium schools and contributing to the development of a professional development framework for te reo Māori.
In 2010, six primary teachers/principals, six secondary teachers and two area teachers were awarded TeachNZ study awards to complete te reo Māori and other qualifications related to te reo me ona tikanga Māori.
|Goal 4 |
Develop a strategic Māori-language Education Outcomes Framework that supports a strategic investment approach
|Develop and implement a policy framework to inform investment priorities for Māori-language education over the next 10 years||The Māori-language Education Framework has been finalised and sets out areas for investment that are based on what research and experience show make the greatest difference to raising learner achievement. A set of strategic policy principles are now being developed to guide the direction for the provision and delivery of Māori Language in Education.|
Increase visibility of te reo Māori in nationwide media and schools to promote the currency and relevance of te reo Māori.
|Increase the visibility of te reo Māori across children’s television programmes on week nights by partnering with Te Taura Whiri I te reo Māori and working with Television New Zealand through its State Charter||In 2008/09, the Ministry initiated scoping the action from Ka Hikitia – Managing for Success to increase the visibility of te reo Māori across children’s television programmes. This work is now on hold due to the removal of the State Charter.|
|Support state schools to look for more opportunities for te reo Māori to be visible||Several resources have been published to support schools make te reo Māori more visible. Te Aho Arataki Marau mō te Ako I Te Reo Māori – Kura Auraki/Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools was particularly significant in highlighting the status of te reo Māori as an official language of Aotearoa New Zealand. It provides guidance to teachers of te reo Māori as a second language in English-medium schools.|
|Goal 6 |
Strengthen Māori-language education research
|Ensure that a Māori-language education focus is integral to developing a Ministry of Education research and development strategy||In 2009, the Ministry initiated new research projects to increase the knowledge base around Māori-language education. These focus on: |
The development of language proficiency progressions in Māori-medium education is a research project designed to make explicit the progress students could be expected to make at the different ages and stages of their reo Māori development and how this can be measured.
|Strengthen links with other research agencies and tertiary institutions to build knowledge of mātauranga Māori further||The Tertiary Education Strategy 2010–2015 promotes the role of tertiary sector research, particularly by wānanga, in supporting the development of the knowledge base needed to manage cultural and economic assets and to maintain strong and prospering whānau, hapū and iwi. This provides a strong basis for tertiary education organisations to allocate funding to support research to build mātauranga Māori.|
|Facilitate and support iwi to continue research and development of mātauranga Māori||All iwi/Ministry relationships, whether long-established or new, contain projects that enable iwi to revitalise and re-connect with their own tribal knowledge. The development of a local curriculum based on Te Marautanga o Aotearoa provides another opportunity to revitalise local knowledge.|
|Goal||Action||Progress July 2008–December 2009|
Provide strong leadership among government agencies for Māori education
|Incorporate Ka Hikitia – Managing for Success priorities into Ministry of Education priorities and all agreements with other agencies for their activities and services||Māori enjoying education success as Māori is one of the Ministry’s key priorities as set out in its Statement of Intent 2009–13|
In 2009, all letters of agreement with other agencies included reference to implementing the goals of Ka Hikitia – Managing for Success. All agencies undertook activities to support Māori enjoying education success as Māori in their Statements of Intent.
Be better informed and communicate better with the education sector and within the Ministry itself
|Develop and implement communications strategies to increase effective sharing of information that will lead to a step up in the performance of the education system for Māori students||The Ministry has used the Education Gazette to promote Māori enjoying education success as Māori. The Ministry began to summarise the key findings of the Best Evidence Syntheses [link to]to publish on the Ministry website from 2010 for educators, parents, families and whānau and wider communities. |
In 2008/09 the Ministry improved its website to make important educational information more accessible. Developing Ngā Haeata Mātauranga as a web document with a printed summary also makes information more accessible to the sector.
The Measurable Gains Framework is being developed to identify progress against the goals and targets of Ka Hikitia – Managing for Success. Key messages about progress will be published online in 2010 for internal and later, external audiences.
|Strengthen Ministry leadership and relationships across government and across the education sector, emphasising the importance of making substantial educational gains for Māori students a priority||The Ministry developed an Organisational Potential Group to focus on implementing and monitoring Ka Hikitia – Managing for Success. This group includes representatives from the education agencies as well as from the Ministry of Education.|
Build the Ministry’s capacity and confidence to lift performance for, and with, Māori
|Develop and implement a Māori human resources strategy to build the Ministry’s capacity, confidence and capability||Ministry of Education senior managers will be appraised on how they implement Ka Hikitia – Managing for Success. A professional development programme to strengthen cultural cognition [link to next cell in table]will enhance staff knowledge of the Treaty of Waitangi, the Māori Potential Approach, and key evidence of what works for and with Māori in education success. |
An Organisational Potential Framework has been developed to support teams in identifying their current capability and seeing the progressions required to strengthen their contribution to ‘Māori enjoying education success as Māori’. The Organisational Potential Group members have developed an action plan for 2010–2012 for all business groups. The action plan has clear goals and activities for how they plan to build capability and capacity.
|Create more opportunities for Ministry staff to work with Māori teams within the Ministry and stakeholders, and build the capability of managers to be effective in bringing about change for and with Māori||A ‘Cultural Cognition’ professional development programme is being developed to strengthen each individual’s understanding of why the Ministry (and Government) has a focus on ‘Māori enjoying education success as Māori’, and what that means personally and professionally and to connect and apply it to all their work.|
Special Education has introduced and trained staff on Te Hikoitanga: Pathway to Success, its bicultural responsiveness strategy to improve service delivery. Schooling Group has developed a Treaty of Waitangi Workshop exploring the Treaty’s application in 2010 as a State servant. People and Business Capability have developed the cultural cognition skills and knowledge framework to be rolled out throughout 2010, along with a pilot of an online Treaty of Waitangi module with links to korero Māori language sites. Early Childhood and Regional Education has been developing the skills and knowledge of their frontline staff who work with parents, families, whānau and local iwi.
Embed Ka Hikitia – Managing for Success in all Ministry business planning processes and documents
|Develop tools and processes to support business planning which leads to improved outcomes for Māori students||All groups included how they contributed to Ka Hikitia – Managing for Success goals and how to measure this in their 2009/10 business plan. All groups have an action plan for 2010-2012.|
|Strengthen monitoring and reporting processes on improvements in the education system for Māori students||The Ministry’s Education Counts website reports progress against nine of the targets of Ka Hikitia – Managing for Success. |
The Measurable Gains Framework is being developed as a way to coordinate data and evidence that demonstrate progress against the goals and targets of Ka Hikitia – Managing for Success.
Use evidence deliberately to focus decisions and investments on what works for, and with, Māori students
|Focus research and evaluation on student achievement rather than the implementation of programmes, and improve the use of evidence for developing policy||Commitments to use and build evidence have now been incorporated into the performance agreements of group managers, and many new initiatives are using this evidence. In 2009, the Ministry began and completed a number of research projects designed to increase the evidence about effective teaching and learning for Māori students.|
|Strengthen Ngā Haeata Mātauranga to report on improvements in the education system for and with Māori and develop additional approaches to share evidence and progress||Ngā Haeata Mātauranga 2008/09 has shifted its emphasis from a stocktake of activities to monitoring the effectiveness of the Ministry of Education and others in education in achieving the goals, actions and targets of Ka Hikitia – Managing for Success. |
Ngā Haeata Mātauranga 2008/09 has been developed as a web-based document to enable links to be made to up-to-date information about progress.
Over the next year, the introduction of the Measurable Gains Framework will enable the 2010 report to provide a more substantive picture of progress.
Continue to invest in relationships with iwi and national Māori education groups
|Support developing and implementing iwi and Māori organisation partnership education plans that align with the priorities of Ka Hikitia – Managing for Success||In 2008/09, Whakapumautia, Papakowhaitia, Tau Ana was introduced as framework for conducting excellent relationships between the Ministry of Education and iwi. It will be implemented in 2010.|
There has been an increase of 13 new iwi relationships to a total of 32, with 10 more potential iwi relationships under discussion.
The Ministry also progressed relationships with national Māori education organisations including Te Matatini, Ngā Kura ā Iwi and Te Ataarangi .
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