MonitoringReport2004 Higher Level Te Reo Maori Provision
 

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One of the aspects of this strategy is developing quality programmes to support the revitalisation of te reo Māori. This section looks at growth in higher-level te reo Māori courses (i.e. level 5 and above). The provision of foundation-level te reo Māori courses is reported in the foundation skills chapter. It also looks at the contribution of the tertiary education sector to bilingual and immersion education in schools.

Growth in higher-level te reo Māori courses slowing

From 2002 to 2003, the overall growth in higher-level te reo Māori courses has slowed down. Most of the growth has been in courses contributing to diplomas and bachelors degrees (levels 5 to 7). There has been little growth in the number of students studying te reo Māori at postgraduate level (levels 8 to 10).


Formal domestic students in higher-level te reo Māori courses by course level 2000–2003

Half of the students taking higher-level te reo Māori courses were enrolled in universities in 2003 and a further 36 percent were enrolled in wānanga.

Te Panekiretanga o te Reo - Institute of Excellence in the Māori Language
Te Panekiretanga o te Reo is an institute established in 2004 within Te Wānanga o Aotearoa, with a focus on “extending all levels of fluency in te reo Māori, from high competence to extremely fluent”.
The institute’s goals are to:
* facilitate collaboration between language experts and speakers of the language
* build a critical mass of speakers with excellent language
* build a national repository of language resources
* establish language postgraduate and research programmes
* develop an indigenous language excellence model
* be a well-managed, independent entity focused on the continuation and perpetuation of language excellence.

Bilingual and immersion teacher education

There continues to be a critical shortage of teachers in the bilingual and immersion school sector who have high levels of ability to teach in te reo.

The following indicator looks at people enrolled in specialist qualifications in Māori bilingual and immersion teaching 1. These numbers do not include students undertaking a general teaching qualification with a specialisation in bilingual and immersion teaching.

The number of students enrolled in these qualifications has fluctuated from year-to-year. Underlying the overall numbers are year to year differences in intake by large providers and changes in course provision between providers.

In terms of education sectors2, the largest area of provision is for early childhood education. Qualifications leading to primary school teaching is the next largest group. There are no qualifications of this type designed for secondary school teaching. A qualification in tertiary teaching has been established.


Formal domestic students in immersion and bilingual teaching qualifications by educational sector of the qualification 2000–2003

These figures suggest that the supply of new teachers with high-quality te reo skills will continue to be an issue in the bilingual and immersion school sector.

 

1 The numbers may include some students who are studying for bilingual and immersion education in other languages. Qualifications focusing on Pasifika languages have been specifically excluded. (↑)

2 Determination of the sector is based on the NZSCED code for the qualification and keywords in the title where qualifications have been placed under general codes. (↑)

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