Publications

Ngā Haeata Mātauranga - The Annual Report on Māori Education, 2008/09

Publication Details

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

Summary Sheets

Ngā Haeata Mātauranga

Success in education is fundamental to the wellbeing of all people, whānau and communities, and to Aotearoa New Zealand as a whole. It is the responsibility of the education system to enable Māori to realise their inherent potential as Māori, as New Zealanders, and as citizens of the world. Historically, the education system has been underperforming for Māori students and their whānau, iwi and communities. This must urgently change.

“Māori enjoying education success as Māori “ is a key priority for this government, as highlighted by Minister of Education Hon Anne Tolley and Minister for Tertiary Education Hon Steven Joyce, Associate Minister of Education and Minister for Māori Affairs, Hon Dr Pita Sharples, and Secretary for Education, Karen Sewell.

Ngā Haeata Mātauranga is a series of annual reports prepared by the Ministry of Education about progress in education for and with Māori.

Ngā Haeata Mātauranga 2008/09 reports on the beginning of system change from the 2008 implementation of Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012. As such, it focuses on monitoring progress in achieving the goals of Ka Hikitia – Managing for Success in the period July 2008 to December 2009. This approach differs from previous reports which have been more a stocktake of activities.

Ngā Haeata Mātauranga 2008/09 covers progress in the four focus areas of Ka Hikitia – Managing for Success:

Foundation Years

A child’s life from birth through to the first few years at school.

Young People Engaged in Learning

The period in a Māori learner’s life when the evidence clearly shows they are most vulnerable – years 9 and 10 – and the tertiary and lifelong learning experience for Māori learners.

Māori Language in Education

Education settings where Māori language and culture make up some, or all, of the teaching and learning programme.

Organisational Success

The Ministry of Education’s role in leading and facilitating an education system that is effective for and with Māori.

In 2008/09, a number of key actions from Ka Hikitia – Managing for Success contributed to achieving its goals.  Highlights included:

  • an increase in early childhood education participation by Māori children and whānau;
  • a stronger focus on literacy and numeracy in early primary school;
  • continued improvement in achievement of Māori students in secondary school and progression to tertiary education; and
  • the introduction of new kura kaupapa Māori establishment processes.

The priority for everyone in the education sector is to ensure ‘Māori enjoy education success as Māori’ by giving effect to the intent and actions of Ka Hikitia – Managing for Success.

While there is progress towards many of the goals of Ka Hikitia – Managing for Success, most progress is limited to small pockets of success. There is still a significant challenge ahead to spread these successes more widely so that all Māori students are enjoying education success as Māori.

Key challenges ahead

There will be significant challenges for the Ministry of Education, other agencies and the education sector to ensure ‘Māori enjoy education success as Māori’ in 2010. Particular challenges for the Ministry of Education will be to:

  • Ensure that all its activities and investments take into consideration what works for Māori students.
  • Enable all staff to understand the imperatives behind the strategic objective ‘Māori enjoying education success as Māori’, and understand their roles and responsibility for Māori education success.
  • Maintain the focus on ‘Māori enjoying education success as Māori’ ensuring that everyone within the Ministry is able to take up the responsibility for embedding Ka Hikitia – Managing for Success in every aspect of their work.
  • Ensure that the Measurable Gains Framework becomes a key mechanism for reporting of and accountability for outcomes for Māori students. Ensuring it operates effectively and smoothly will be a significant challenge.
  • Extend the responsibility for engaging with iwi and working together to achieve shared goals into the wider Ministry (rather than just Group Māori) through implementation of the Iwi Relationships Framework.

Several education initiatives and programmes in 2010 will also pose challenges to agencies and the sector.  The main challenge will be to ensure that ‘Māori enjoying education success as Māori’ remains a key focus of all work.  Critical areas for 2010 will include:

  • Ensuring the National Standards in literacy and numeracy in English-medium schools and Ngā Whanaketanga Rūmaki Māori (National Standards in literacy and numeracy in Maori-medium schools) are implemented in ways that increase the effectiveness of teaching and learning for Māori students.
  • Focusing resources on improving the literacy and numeracy achievement of children during their first two years at school.
  • Focusing policy, research and investments on increasing the capability of teachers and school leaders to engage in culturally-appropriate and responsive practice.
  • Working to increase the effectiveness of school–whānau engagement.
  • Identifying ways to improve the transition to school for Māori children, parents and whānau.
  • Professional development initiatives which improve the literacy and numeracy achievement of year 9 and 10 students.
  • Identifying ways to improve the information available to Māori students, parents and whānau about subject and career choices.
  • Identifying ways to improve the retention and progression of Māori students in tertiary education.

The next Ngā Haeata Mātauranga report will demonstrate how effective all those involved in education have been in meeting these challenges for and with Māori in 2010.

Foundation Years 

What is Important in the  Foundation Years?

Attending high-quality early childhood education has positive effects  that can last a lifetime. It benefits children's literacy, numeracy and problem-solving  skills to at least age 16, as well as their  attitudes and approaches to learning  (Mitchell et al., 2008; Wylie et al., 2009b;  Chamberlain, 2008).

Gaining reading, writing and  mathematics foundations in the first  years at school is essential for future  success in education (Wylie and Hipkins,  2006). However, research on literacy and  numeracy teaching in years 1 and 2 shows  that the transition to school is not always  managed well, and teaching is not always  effective (eg, Education Review Office, 2009;  Davies, 2009; Irwin and Woodward, 2005  cited in Higgins et al., 2005).

Experiencing effective teaching and  learning where teachers and professional leaders are culturally responsive and have  high expectations for their students and of  themselves is critical. Culturally-responsive

Engaging in effective learning partnerships where parents, families and whānau, and teachers are involved together in children's learning is key. These partnerships can improve the wellbeing, behaviour and achievement of children right into adulthood (Biddulph et al., 2003; Education Review Office, 2008a&b; Robinson et al., 2009)1.

Highlights

Increase in early childhood education  participation - The Ministry of Education  has refocused its early childhood education resources on increasing participation  by groups with currently low levels of  participation, including Māori.

  • In 2009, 91.4% of Māori new entrants  had participated in early childhood  education. This is an increase from  90.4% in 2008 after a slight decline from 2007 (90.6%).
  • In 2009, just under a quarter  of Māori enrolments in early  childhood education were in  kōhanga reo. Enrolments in kōhanga  reo have now stopped their decline  since 2002, with 8683 in 2008 rising to  8829 in 2009.
  • The proportion (52.8%) of Māori  early childhood education teacher who are registered (ie, have the  required qualifications) has more than doubled since 2004 (23.2%).

The 2009 increase in the proportion of Māori new entrants who had participated in early childhood education suggests that activities such as the Counties Manukau Participation Project and Promoting Participation Project are working. In addition, the Government has allocated funding for more than 400 new places in early childhood education centres and for new capital works in Counties Manukau for 2010.

The focus on early literacy increased in 2009 with Reading Recovery funding targeted to support teachers and schools with high numbers of Māori learners, and additional literacy-focused professional development for teachers of years 1-3 in schools with high percentages of Māori and Pasifika learners. The Manurewa Literacy Project has been established as a large-scale campaign to raise literacy and education achievement in the area. This project includes Reading Together. The implementation of the National Standards in reading and writing will also increase this focus from 2010.

Participation by parents and whānau in education decision-making increased with the consultation on the National Standards and the implementation of the new curriculum documents. The New Zealand Curriculum and Te Marautanga o Aotearoa expect schools to develop their own school curricula that are responsive to their communities. There has been a specific focus on helping English-medium schools develop culturally-responsive contexts for learning.

Challenges

While there has been some progress, there are also some key challenges ahead:

  • Early childhood education participation - Recent early childhood education enrolment increases for Māori need to be accelerated by expanding and building on successful participation initiatives such as the Counties Manukau Participation Project and the Promoting Participation project.
  • National Standards and Ngā Whanaketanga Rūmaki Māori  the Māori-medium National Standards - To improve teaching and learning it is essential that the National Standards are implemented in ways that increase the effectiveness of teaching and learning for Māori students, especially in relation to cultural responsiveness.
  • Teachers proficient in te reo Māori - The supply of teachers proficient in te reo Māori in early childhood education and school settings is still insufficient to ensure that Māori-medium options are available for parents and whānau.
  • Literacy and numeracy - The education success of children is dependent on gaining the necessary literacy and numeracy skills in their first two years at school. There is a need to focus resources more urgently and specifically on this in the first two years of school.

Case study: Reading Together Reading

Together is a research-based programme which enables parents and whānau to help their children with reading at home. While families learn how to support; their children3s reading more effectively, teachers build deeper understanding of the child and whānau and what is  important for them. The result is learning partnerships that build on the strengths of both family and school. Twelve more schools in Manurewa are introducing Reading Together in 2010. Read more about Reading Together in the Foundation Years; section of the report at www.educationcounts.govt.nz More information about Reading Together can be found at  http://www.readingtogether.net.nz/

Looking Ahead

The key priorities for the next year will be:

  • increasing participation in early childhood education.
  • improving literacy and numeracy achievement.
  • better engagement with parents and whānau.
 Some of these actions will include:
  • evaluating the Counties Manukau Participation Project,  which is due to end by December 2010, and using the evaluation  to inform the replication of the project in another area.
  • extending 20 Hours ECE to all kōhanga reo from 1 July 2010.
  • creating more than 400 new places in early childhood  education centres, including more than $5 million for new  capital works in Counties Manukau.
  • establishing 30 new places at a kōhanga reo in South Taranaki,  and providing five other kōhanga reo with grants to plan new buildings or refurbishments for over 120 children. Planning  grants have also been given to projects that include supporting  the development of Māori immersion centres.
  • implementing the National Standards for years 1-8 in 2010,  with the first reports to parents expected by mid-year. Boards  must include National Standards targets in their 2011 charters and report against these targets in their annual reports.
  • in 2010, consulting on and trialling Ngā Whanaketanga  Rūmaki Māori the Māori-medium National Standards.
  • evaluating the Reading Together component of the Manurewa Literacy Project, which began in March 2010, and will continue in Manurewa until the end of 2011.

Young People Engaged in Learning

Ensuring Māori youth are present, engaged and achieving in their first years at secondary school (years 9 and 10) is a vital factor to ensure they remain engaged and achieving through secondary school.

This is important if young Māori are to gain essential qualifications and move on to tertiary education or training that will enable them to contribute to New Zealand’s economy, society, and the communities of which they are a part.

What is Important for Young People Engaged in Learning?

Achieving worthwhile qualifications begins with staying engaged and achieving at school in years 9 and 10. The costs of leaving school early are obvious. Strong literacy and numeracy skills are particularly important so that students can learn effectively in all their subjects, and achieve the literacy and numeracy requirements for the National Certificate of Educational Achievement (NCEA).

Effective teachers and leaders
who take responsibility for each student’s achievement and use ‘culturally-responsive’ practices to affirm and build on what students bring to their learning are crucial (Bicknell and Hunter, 2009; Alton-Lee, 2003; Robinson et al., 2009).

Choosing subjects from years 9 and 10 that open up or close off future opportunities has significant impact on student engagement and achievement. For example, to enter university from school, students need to choose specific ‘approved’ subjects for NCEA. Māori students often choose or are directed into less academic subjects early on, so they cannot enter university even when they achieve NCEA Level 3 (Madjar et al., 2009).

Students going straight into tertiary education from school achieve better and are more likely to go on to higher levels of study than other students (Ministry of Education, 2006). Achieving a diploma or degree-level qualification early in adult life provides better opportunities and benefits than doing so later in life (Earle, 2009).2

Highlights

The achievement of Māori students in secondary school and progression to tertiary education are improving.
  • In 2009, 45.8% of Māori students stayed at school until at least 17½ years, up from 40.3% in 2008. This compares with 72.2% for non-Māori students in 2009.
  • In 2009, 53.4% of Māori students gained NCEA Level 3 by year 13, up from 49.9% in 2002.
  • More Māori are now entering tertiary education at diploma and degree level.
  • Alternative pathways to worthwhile qualifications have been established.
  • Trades Academies are being established to provide students with a pathway into a trade while still at school. This will provide alternative pathways that might better engage some young people in learning.
  • The Youth Guarantee will provide 2000 fee-free places annually in tertiary education providers for 16- and 17-year-olds who have left school before achieving the essential learning required for further education and work.

Work to improve the effectiveness of teaching for Māori students has progressed.

  • Professional development providers have been actively using Ka Hikitia – Managing for Success to inform their planning and training. A number of professional development programmes have directly incorporated evidence about what works from the successful professional development programmes Te Kauhua and Te Kotahitanga.
  • 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.
  • Kiwi Leadership for Principals was launched in August 2008 and contains a number of resources to support a focus on Māori student engagement and achievement. He Kākano is a new professional development programme for up to 100 area and secondary school leaders and focuses on improving their performance and raising achievement for and with Māori students.

Support is increasing for Māori students and their families to make decisions about future education options.

  • The Ministry of Education, Career Services and Te Puni Kökiri have developed, piloted and evaluated the Whānau Career Decision-making Pilot Programme. 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. The New Zealand Qualifications Authority (NZQA) has also held hui with schools and whānau about the opportunities available for Māori students from the National Qualifications Framework and NCEA.

The Tertiary Education Strategy 2010–2015 was launched.

  • The strategy has ‘Māori enjoying education success as Māori’ as a key principle. It has a focus on increasing success for Māori students in tertiary education and promotes the role of tertiary sector research, particularly by wānanga, in supporting the development of the knowledge needed to manage cultural and economic assets and to maintain strong and prospering whānau, hapü and iwi.

Challenges

While there has been some progress, there are also some key challenges ahead:Secondary schools are not enabling enough Māori students to gain the foundations for worthwhile qualifications.
  • In 2008, 43% of all boys and 34% of all girls who left school in year 10 (aged 14) were Māori.
  • In 2008, 60% of Māori students achieved the literacy and numeracy requirements necessary to achieve NCEA Level 1 by the end of year 11 (compared with 73% of all students).
  • In 2008, only 53.2% of year 11 Māori students achieved NCEA Level 1.
Māori students are still not taking subjects that open up opportunities for higher-level tertiary education.
  • Of the students who studied for NCEA in year 13, Māori students were less likely than Pākehā and Asian students to achieve the requirements to enter university.
Achieving successful completions in tertiary education is still a major challenge.
  • Of those Māori students who did go on to tertiary education from school in 2008, most enrolled in Level 1–3 certificates. They had the lowest rates of progression from Levels 1 to 3, and the lowest first-year retention and five-year completion rates.

Case study: With a little help from your MATES


MATES, the Mentoring and Tutoring Education Scheme run by Great Potentials and the University of Auckland, targets promising school students who are at risk of falling short of their potential and provides them with a mentor currently studying at university. In 2006, over 90% of students in MATES had improved academic achievement and higher NCEA results than other students from the same schools. Around three-quarters of MATES students go on to university.3,4

Looking Ahead

Key priorities will be to ensure Māori students attain worthwhile qualifications, with a strong focus on literacy and numeracy. Actions will include:
  • a further 17 schools joining Te Kotahitanga from 2010, involving around 7000 more students and 900 more teachers. The programme will include a stronger emphasis on leadership and evidence-based practice. A review, due in mid-2010, will inform Ministry decisions about the direction of Te Kotahitanga and possible improvements.
  • developing a revised model for the professional development programme Te Kauhua based on the knowledge about partnerships with whānau and communities gained from the Te Kauhua schools.
  • providing support for Māori-medium secondary wharekura teachers in 2010 through Ako Panuku, based on a ‘visiting teacher – host school’ model, and supporting schools to work in partnership with iwi.
  • adding information to the Education Leaders website on leadership practices that support ‘Māori enjoying education success as Māori’.
Language is the essence of culture. Through te reo Māori, Māori learners can affirm their identities and access te Ao Māori and Māori world views.

Language provides the vehicle for the development of new knowledge and different perspectives which can add a rich dimension to educational activities and outcomes.

To achieve ‘Māori enjoying education success as Māori’, learners must have access to high-quality Māori language in education.

Māori Language in Education

What is Important for Māori Language in Education?

High-quality Māori-language providers are essential to meet local demand, contribute to realising community aspirations, and support the understanding and development of tikanga, mātauranga and te reo Māori.

Quality of teaching and leadership in kura Māori, wharekura and wider Māori-language settings is critical to ensuring education success, as in all education settings.

Māori-language teachers with a high level of capability in te reo Māori are important to ensure effective learning in and of the language, including the development of complex ideas and critical thinking. Revitalising te reo Māori also requires the use of fluent and complex language.

Using Māori language within all education settings affirms its value for children and young people from all cultural backgrounds. Both Te Whāriki – Early Childhood Curriculum and The New Zealand Curriculum emphasise the importance of the Māori language and culture for all learners.

Teachers need to know what works to teach effectively in any context. They therefore need strong evidence on which to base their teaching practice. This is a particular challenge in Māori-language education, and one that is slowly being addressed as New Zealand teachers and researchers take up opportunities to build the knowledge base.5

Highlights

The size of the Māori-language education sector is increasing.

Since 1992, the number of kura kaupapa Māori, designated character schools (established under s156 of the Education Act) and kura teina has increased from 13 to 88 in 2009: 70 kura kaupapa Māori, three kura teina and 15 designated character schools (s156).

In 2008, kura establishment processes were reviewed and a new process developed at the end of 2009 to ensure that new kura are more effective and more viable in the long term.

Achievement in Māori-medium schools is higher than in other schools.

  • In 2008, 84.4% of Māori-medium school candidates met both the literacy and numeracy requirements for the National Certificate of Educational Achievement (NCEA) Level 1 compared with 68.4% of Māori students at English-medium schools. This is up from 82.7% in 2007.
  • Years 11–13 Māori-medium school students were more likely to gain a typical level or higher NCEA qualification than Māori students at English-medium schools.
  • The number of school leavers from Māori-medium schools qualified to attend university is much higher than that of Māori students in English-medium schools.
  • A number of research reports have been started or published in 2008/09 to provide information about effective teaching and learning for Māori students.

Resources to support the sector are increasing.

Te Marautanga o Aotearoa was launched in October 2008 as the new curriculum for Māori-medium schools and settings. Professional support was provided in 2008/09 to help teachers develop and trial their marautanga ā kura based on Te Marautanga o Aotearoa. This support will continue in 2010.

Training was provided to clusters of kura in 2008/09 to strengthen governance and management capability, primarily for kura that are preparing for establishment or have recently been established.

Te Aho Arataki Marau mö te Ako I Te Reo Māori – Kura Auraki/Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools
was launched in March 2009 to support teachers in English-medium classrooms in teaching te reo Māori as an official language of Aotearoa New Zealand.

Throughout 2009–2012 Te Whakapiki i te Reo is being provided to strengthen the language proficiency of teachers and teaching effectiveness in Māori-medium classrooms.

In 2009, the Tü Rangatira Māori Leadership project was introduced to support the growth, strength and sustainability of Māori leadership within the Māori-medium sector.

Challenges

While there has been some progress, there are also some key challenges ahead:

The proportion of Māori students studying te reo Māori as a separate subject has decreased.


  • In 2008, there were 12,969 Māori students learning te reo Māori as a separate subject for three or more hours per week. This is 7.8% of all Māori students compared with 8.1% in 2007.

The demand for Māori-language education outstrips the supply of schooling options and effective Māori-language teachers.

  • In 2008, there were 28,733 students in Māori-medium schooling.
  • The number of Māori language teachers has grown over the years, but ensuring a sufficient supply of Māori teachers fluent in the Māori language is an ongoing challenge. In 2008, there were 528 Māori teachers teaching in kura kaupapa Māori.

The resources and support available for teachers in Māori-immersion settings are still limited.

The introduction of Ngā Whanaketanga Rümaki Māori – the Māori-medium National Standards will require additional assessment resources and professional support.

Case study: Increasing learning opportunities in kura kaupapa Māori

Professional isolation can be a problem for kura kaupapa and other Māori-immersion schools. LAMS,6 the ‘Learning Activities Management System’, enables teachers and school leaders to share knowledge, resources and teaching ideas on a daily basis. Available 24/7, the New Zealand LAMS7 is aimed at years 1–8 and designed specifically for Māori-immersion settings. It allows teachers to create lessons and monitor students’ progress online, and students to learn individually and collectively.

LAMS currently involves five geographically distant kura from the Whanganui, Ruapehu, Taranaki and Wellington regions.

Looking Ahead

Key priorities for 2010 will be to enhance teaching and learning through and of te reo Māori, with a focus on literacy and numeracy, and partnerships with whānau and iwi. Actions will include:

  • developing, trialling and implementing Ngā Whanaketanga Rümaki Māori – the Māori-medium National Standards to support the teaching and learning of literacy and numeracy within Te Marautanga o Aotearoa. In 2010, all Māori-medium schools will trial the standards with full implementation beginning from 2011.
  • refocusing the Ministry’s investments during 2010–2012 on the implementation of Ngā Whanaketanga Rümaki Māori. This will include:
    • programmes that support engagement with parents and whānau.
    • professional development programmes.
  • developing a set of policy principles to guide the direction for the provision and delivery of Māori Language in Education.
  • developing a Professional Leaders Plan as part of the Kaupapa Māori Leadership project.
Success for Māori students is the responsibility of everyone in the Ministry of Education. The effectiveness of Ka Hikitia – Managing for Success depends on how all staff within the Ministry and other agencies incorporate it in their daily work.

Achieving Organisational Success requires supporting people in the Ministry to increase their confidence and ability to connect with Māori, so they know why, where and how to focus work to get the best outcomes for and with Māori.

Organisational Success

What is Important for Organisational Success?

Leadership by the Ministry in implementing Ka Hikitia – Managing for Success that creates better opportunities to improve outcomes by encouraging better coordination with other sector and government agencies and sharing of expertise, operational capabilities and relationships is a key focus.

Better communication by the Ministry with iwi and Māori education groups that includes jointly developing new ways of working together is critical. In its communications, the Ministry is focusing on facilitating greater understanding of Ka Hikitia – Managing for Success and aligning all iwi and Māori organisation partners’ education plans with the strategy.

Staff in the Ministry are needed who can work confidently and capably for and with Māori and who know why, where and how to focus work to get the best outcomes for and with Māori. This includes better using and acting on evidence of what works for and with Māori for all of the Ministry’s work.

Relationships between the Ministry and iwi, and with other Māori education partners facilitate opportunities for these partners to be full participants in the education system alongside learners, parents, schools and the Ministry.8

Highlights

‘Māori enjoying education success as Māori’ is one of the Ministry’s key priorities in its Statement of Intent 2009–2014.

All letters of agreement with other agencies in 2009 included Ka Hikitia – Managing for Success.

  • All agencies undertook activities to support ‘Māori enjoying education success as Māori’.

Tertiary Education Commission (TEC)

TEC’s new specific performance measure now requires Investment Plans to reflect priorities outlined in the Tertiary Education Strategy and Investment Guidance for Māori.

Work with Te Wānanga o Aotearoa was initiated in 2008 on a forward-looking multi-component rangahau project that looks at the contribution of the Wānanga to Aotearoa New Zealand communities and society.

New Zealand Qualifications Authority (NZQA)

Ngā Kaitühono has been established as an advisory group to NZQA. It is made up of recognised experts in te reo Māori, tikanga Māori, and Māori education. Ngā Kaitühono hosted Hui Mana Tohu Mātauranga, which focused on how quality mātauranga Māori leads to higher educational achievement for Māori learners.

NZQA hosts the Māori Economic Development Forum, which provides advice to NZQA about its contribution to accelerating Māori economic growth and capability.

Education Review Office (ERO)

The Education Review Office developed He Toa Takitini – Outcomes for Māori: Strategy and Implementation Plan to establish a more strategic approach to improving education outcomes for Māori through its partnerships with iwi and the community. A number of reports have been published that focus on the performance of early childhood education and schools in enhancing Māori education success.

Career Services Rapuara

Career Services developed an internal Māori strategy that seeks to increase its understanding of and responsiveness to the requirements of Māori students.

New Zealand Teachers Council

The Council has focused on ensuring that teachers can use culturally-responsive practice through a range of initiatives throughout their careers. New requirements for entry to initial teacher training are followed by support at provisional registration and again at full registration. All teachers must meet the new criteria when they renew their practising certificates every three years.

Ministry of Education

All 2009/10 business plans for every group within the Ministry include Ka Hikitia–Managing for Success.

  • These specify how groups contribute to Ka Hikitia – Managing for Success goals and how to measure this contribution.

There is a strong focus on the development of organisational potential for and with Māori in the Ministry.

  • The Ministry has developed a Ka Hikitia – Managing for Success skills and development framework’ for Ministry staff.

Opportunities have been used for sharing information about ‘Māori enjoying education success as Māori’.

  • These included features in the Education Gazette; an improved Ministry website; the development of Ngā Haeata Mātauranga 2008/09 as a web document; and a range of new research reports and projects on Māori education issues.

Ministry–iwi and Māori organisation relationships have been enhanced.

  • A new approach to Ministry–iwi relationships resulted in an increase of 13 new iwi relationships, making a total of 32. A further 10 potential iwi relationships are under discussion.

Monitoring and reporting processes for and with Māori students have been strengthened through the Ministry’s Education Counts website, which reports progress against nine of the targets of Ka Hikitia – Managing for Success.

  • The Measurable Gains Framework has been developed to coordinate data and evidence that demonstrate progress against the goals and targets of Ka Hikitia – Managing for Success.
  • Ngā Haeata Mātauranga 2008/09 has been made a monitor of the effectiveness of the Ministry of Education and others in education in achieving the goals, actions and targets of Ka Hikitia – Managing for Success.

Case Study: Moko-Puna Te Ao Kapurangi – Ka Hikitia in action


A new Rotorua early childhood education centre with a distinctive iwi identity is already having positive effects on children’s learning and development. Open since April 2009, Moko-Puna Te Ao Kapurangi is run by Ngāti Whakaue, who has developed a special curriculum for the puna that expresses tribal knowledge and practices.

The Ministry and Ngāti Whakaue are working together to research the outcomes for children and whānau. Feedback so far suggests the puna is achieving positive effects for iwi identity, Māori language, and engagement of whānau in children’s education. A future step for Ngāti Whakaue is to establish a licensed education and care centre in addition to the puna, to better meet the early childhood education needs of different groups of parents and children.9

Looking Ahead

As one of the Ministry’s six priorities for 2009/10, the key focus for 2010 will be giving effect to ‘Māori enjoying education success as Māori’. Actions will include:

  • continuing to develop the Measurable Gains Framework, engage with cross-sector groups to gather information, and improve alignment with other cross-Ministry initiatives to implement Ka Hikitia – Managing for Success.

Key projects for other agencies will include:

  • NZQA implementing a Strategic Māori Capability Plan, developing criteria around qualifications and courses based on mātauranga Māori, and associated provider capability.
  • Career Services developing new and revised career planning group programmes for Māori in light of findings from the Whānau Career Decision-making Pilot Programme.
  • ERO releasing national reports in 2010 on ‘Success for Māori’ and ‘Success for Māori students in early childhood education’.
  • the New Zealand Teachers Council commissioning or continuing projects to support quality teaching in all settings and in initial teacher education, including a kaupapa-Māori-based Induction and Mentoring programme.

Footnotes

  1. Full reference details can be found at www.educationcounts.govt.nz
  2. Full reference details can be found at www.educationcounts.govt.nz
  3. Read more about MATES in the Young Peop e Engaged in  earning section of the report at www.educationcounts.govt.nz
  4. For more information about MATES, see http://www.greatpotentia s.org.nz
  5. Full reference details can be found at www.educationcounts.govt.nz
  6. For more information about  AMS, see http:// amsfoundation.org/
  7. Read more about  AMS in the Mäori  anguage in Education section of the report at www.educationcounts.govt.nz or http://mood e.minedu.govt.nz/tepataka
  8. More information about the Organisational Success focus area can be found at www.minedu.govt.nz/kahikitia or www.educationcounts.govt.nz
  9. Read more about Moko-Puna in the Organisational Success section of the report at www.educationcounts.govt.nz

 


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