Te pakeke hei ākonga: Māori adult learners

The following recommendations arise from this report.

• That foundation programmes have low staff /student ratios.
  It is imperative that class numbers are kept small to enable the tutors to form positive one-to-one relationships with Māori learners and to work to the specific needs of diverse learners.
• That adult Māori learners in foundation programmes be  charged no fees or minimal fees.
  There is an equity issue here. Māori students on foundation programmes still require advanced tertiary qualifications that will entail commitment of a further three years or more of study plus fees or loans.Therefore the pre-degree year should be at minimal cost.
• That providers employ staff who have a passion for foundation studies, and who have special skills to form strong, positive relationships with Māori learners.
  All the tutors interviewed in this study had a passion for their work and their Māori students attested to the strong qualities of their tutors.
• That funding and development of resources to support teaching and learning in foundation programmes be ongoing, particularly in relation to the foundation learning progressions for listening, speaking, reading, writing and numeracy. · That the Tertiary Education Commission provide ongoing staff professional development in literacy, language and numeracy.
  Feedback from the tutors on the government-funded professional development was very positive. 
• That tutors be given professional learning opportunities to increase their understanding of theories of learning. Tutors are involved in professional development about what to teach and how to teach Māori learners but they should be able to articulate why they are teaching the way they are. Tutors could benefit from understanding about cognitive constructivism, social constructivism, and Māori learning theories.
  Opportunities exist for this in the new Adult Literacy Educator qualifications, which attract study grants. Tutors, whether they are part time or full time, should be supported by their organisations to enrol.
• That barriers for Māori learners moving into higher education from foundation programmes be eliminated.
  There appears to be a gap or a gatekeeping issue, in staircasing into further tertiary education at diploma or degree level.Gaining a level 4/5 foundation certificate does not necessarily provide entry to university or polytechnic degree courses.
• That successful completion of a foundation programme at level 4/5 ease the transferability and entry into another provider.
  This is a further issue of gatekeeping and restricted access for Māori students in moving from one provider to another.
• That mentoring schemes for Māori learners in their early years of tertiary study or higher education be supported with funding.
  While providers appear to be providing an effective basis as laid down in the foundation programmes, some Māori learners still appear to have a measure of dependency. Further mentoring at the beginning of degree-level courses would ensure sustainability of the benefits of the foundation programmes so Māori learners are scaffolded into independence.
• That the Tertiary Education Commission provide funding for some release time for staff as part of the professional development package.
  There is a cost to the provider for staff absences on courses and professional development. Providers are willing to support their tutors but, particularly for the smaller providers, this cost is difficult to find in an already decreasing budget.
• That tutors have opportunity to attend relevant conferences and to network with staff from other providers.
  Conferences on bridging programmes, and accelerated learning as an example are useful venues for tutors from small providers to network and to exchange ideas.
• That iwi providers have opportunities to gain access to appropriate support and funding to enhance their aim of developing capacity and leadership among their people.