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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. Strong and balanced Māori staff profiles within the tertiary education systemRefer to monitoring framework for Objective9?
It is vital that Maori are a key part of tertiary teaching, administration, management and policy, building the capability of the system. A feature of the current tertiary environment in 2002 is the few Maori in positions of authority and decision-making right across the system - from government agencies to providers and institutions. This results in a high workload for those Maori who are working in the system. Also, Maori who are in positions of authority are often expected to assume greater, Maori-specific responsibilities; this should be recognised. It is incumbent upon government and the system to ensure that workforce development occurs within the tertiary education system that results in a strong and balanced Maori tertiary education staff profile, and ensures culturally safe working and learning environments for Maori. Professional development and training to promote Maori staff into leadership roles will be commonplace throughout the system and meaningful consultation with Maori communities will be conventional part of the process when recruiting Maori into representative roles. It will be vital that the new system enables a collective responsibility. All parts of the system have a role to play to ensure that the system is meeting the expectations of the Maori community. Shared decision-making and effective engagement with diverse communities, a broad range of system players and government agencies will demand people who are able to communicate, engage, deliver and be accountable to Maori. « Objective 8 | Index | Objective 10 » |
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