Summary - Tertiary Education Strategy monitoring 2009

Kia whakamōhiotia, kia hikitia

Success through lifelong learning

From 1996 to 2006, the proportion of the Māori adult population with sufficient literacy skills to participate fully in a knowledge society increased. However, Māori were still more likely to have lower literacy or numeracy than Europeans and New Zealand-born Asians.

Gains have been made in the knowledge and use of te reo Māori, with fewer Māori having no or little knowledge of the language. However, this is only a first step to revitalising the language and ensuring its survival.

Much of the gain in participation in tertiary education has been by Māori entering study as adult students. Māori have remained underrepresented in tertiary education at degree level and above. Māori school leavers were less likely than Asians and Europeans to go on to tertiary education and much less likely to go on to degree-level studies. These patterns largely reflect their lower levels of school achievement.

Māori were about half as likely as the total population to achieve a level 4 qualification or above by the age of 25. They are only a third as likely to achieve a bachelors degree by this age.

Enrolments in te reo Māori courses peaked in 2003, with over 37,000 students enrolled. This was a result of new programmes being made available through the wānanga and extended provision in the polytechnics. Since 2006, around 17,000 students per year have enrolled in these courses. The decrease was due to slowing of initial demand, the improved labour market, changes in funding for polytechnics and restructuring within two of the wānanga.

Wānanga have provided important leadership in kaupapa Māori tertiary education. Enrolments in wānanga have decreased since the peak of 2004 for similar reasons to those listed above. The decrease has been in certificates. Enrolments in bachelors and above have been steadily increasing.

Creating and applying knowledge to drive innovation

In the 2006 Performance-Based Research Fund evaluation, the majority of Māori researchers were assessed by the Māori Knowledge and Development, Education, and Creative and Performing Arts panels.

Fourteen percent of Māori researchers were assessed as having produced work of significant national or international standing. This compares with 32 percent of all researchers. However, a larger proportion of Māori researchers (one third) were recognised as ‘new and emerging’ compared with all researchers (one fifth).

The number of Māori students enrolling in doctorates has been steadily increasing, from 235 in 2002 to 350 in 2008. Around 30 Māori students complete their doctorate each year.

Strong connections with iwi and Māori

Most tertiary education organisations have been developing relationships with Māori and iwi over the last 5 to 10 years. These relationships range in focus from increasing Māori learner participation to developing joint projects.

Implementing the strategy …

Most tertiary education organisations have included goals to improve Māori student success in their investment plans, which reflect their areas of distinctive contribution. These include commitments to increasing the number of Māori studying and achieving at higher levels. Other than wānanga, few organisations have included goals to create and apply knowledge relevant to Māori development. Most organisations continue to recognise iwi and Māori as important communities for engagement.

Wānanga have affirmed their contribution to Māori learner success and their unique role in creating and applying knowledge that contributes to mātauranga Māori.