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These pages contain the original text of the Tertiary Education Strategy documents. Only edit content if you notice the text is inconsistent with the final published document. Feel free to develop your own cross references and index structure. Robust options for kaupapa Māori tertiary education that reflect Māori aspirationsRefer to monitoring framework for Objective11?
By 2007, more Maori will be participating in tertiary education. A broad range of programmes from foundation to post-graduate level that reflect Maori community aspirations will be in place, and Maori will be participating and achieving in a broader range of subject areas. The range and depth of kaupapa Maori education will be better meeting the needs of Maori communities, and in particular will be able to meet the expectations of greater numbers of Maori learners leaving kaupapa Maori compulsory schooling environments. Specifically, there will be greater numbers of Maori achieving in fields critical to the development of Maori, and the wider New Zealand, community such as natural and applied sciences, information technology, and research based in Maori intellectual tradition. Maori learners who have commenced entry-level study will be supported and encouraged to continue into higher qualifications Maori will continue to innovate and challenge through the use of both Maori and western intellectual research traditions. The development of wänanga and growing Maori research capability (in terms of Maori researchers and Maori research excellence) will mean that Maori will be accessing higher levels of research funding for research relevant to Maori communities, and to wider research communities both in New Zealand and internationally. An increased Maori research capability will also be contributing to raising living and health standards as Maori researchers work with their communities in fields such as public health, education, and the sciences. The existing three wänanga will be working in partnership with the Crown to provide a growing range of quality learning opportunities and in the development of their research and teaching capabilities. These providers play an important role in supporting strong kaupapa Maori pathways at tertiary level. These wänanga will have grown and developed further collaborative arrangements with institutions nationally and overseas. The strengths of other Maori providers will be recognised through the work and focus of the TEC and more generally through wider tertiary education policies. Building quality and depth of provision rather than breadth will be a key focus for policy. Indicators will need to be developed that enable monitoring and evaluation of progress against this goal. Government agencies in particular will be working with Maori communities on quality management and performance indicators for Mätauranga Maori, tikanga Maori (Maori custom) and for tikanga a iwi (iwi custom). This is likely to include consideration of the best ways to develop effective quality assurance mechanisms for Maori qualifications and Te Ao Maori providers of tertiary education. « Objective 10 | Index | Objective 12 » |
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