Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research - Summary Report

Publication Details

The Schooling Improvement team of the Ministry of Education sought to examine the current state of Pasifika academic achievement in Schooling Improvement initiatives and in individual schools. Part of the examination was to identify aspects of Schooling Improvement (SI) work that has been shown to enhance or hinder academic achievement for Pasifika students and to offer some recommendations. This report is a summary of a detailed technical report from Auckland UniServices Limited prepared by the Woolf Fisher Research Centre. Details of each of the sections summarised here are contained in ‘Ua aoina le manogi o le lolo: Pasifika Schooling Improvement Full Technical Report’ (Amituanai-Toloa, McNaughton, Lai, & Airini, 2009).

Author(s): Meaola Amituanai-Toloa, Stuart McNaughton, Mei Kuin Lai and Airini

Date Published: February 2010

2. How the Project was Conducted

The project was conducted in Auckland, Wellington and Napier in three Phases:

  • Phase One – A literature review to inform the research and a profile of the nine initiatives.
  • Phase Two – Focus Clusters (n = 2). The two Focus Clusters (one primary, one secondary) were identified from the summary analyses of Phase One as being highly effective and having quality data in addition to showing keen interest in being part of the Focus Clusters examination.
  • Phase Three – Case Study Schools (n = 6), two Focus Cluster Schools (one primary, one secondary), two Schooling Improvement schools not in Focus Clusters (one primary, one secondary), and two non-Schooling Improvement schools (one primary, one secondary).

2.1 Data Collection and Analysis

Achievement data

Refer to Section 2 of the Full Technical Report for detail.

Classroom observations

Refer to Section 2 of the Full Technical Report for detail.


  • A leadership survey was conducted with school principals and literacy leaders in addition to their being interviewed.
  • A pedagogical content knowledge (PCK) survey was administered to teachers.
  • A language survey was given to students to gauge home language.


In addition to Principals and Literacy Leaders, interviews with students identified from selected classrooms and their parents were conducted. This was to represent students’ and parents’ views and beliefs on learning and teaching and what education in SI schools meant for them. The interviews were transcribed and coded for analysis.

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