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MonitoringReport2004 Te Rautaki Matauranga Maori ← Building Capability and Collaboration in Research | Home Page | Maori Participation At Higher Levels of Study and Across Disciplines →
The change required to achieve this strategyContributing to the achievement of Māori development aspirations requires that the tertiary education sector works in partnership with Māori whānau, hapū and iwi to improve the success of Māori students, be more responsive to diverse Māori realities and make an active contribution to Māori whānau, hapū and iwi development. The importance of this strategy is reinforced in the change messages, particularly developing effective partnership arrangements with Māori communities. In 2001, the Hui Taumata Mātauranga endorsed Mason Durie’s three goals for Māori educational advancement:
The success of this strategy needs to be assessed in terms of all three of these dimensions. While the contribution to Māori development is specifically addressed by this strategy, it is expected other strategies in the TES will also contribute to progress towards achieving this strategy. This strategy places particular emphasis on building management and staff capability within TEOs, further development of quality provision in te ao Māori, te reo Māori and kaupapa Māori options, and increased participation of Māori in a broader range of subjects and at higher levels. Progress to dateMāori participation at diploma and degree level continues to increase. However, at degree level, Māori participation is still below that of non-Māori and completion rates for Māori are notably lower. Māori have similar rates of participation and completion at diploma level to non-Māori. Māori remain significantly under-represented at postgraduate level, with a decrease in the number of Māori masters students from 2002 to 2003. Māori completion rates for masters and doctorates are considerably lower than those of non-Māori. Growth in higher-level te reo Māori courses is slowing. Most of the provision is at diploma and degree level (levels 5 to 7), with little growth in postgraduate studies in this area. There has been no growth in the numbers of students taking specialist qualifications in bilingual and immersion teaching, which reinforces concerns about the ongoing supply of new teachers in this area. TEOs are developing their engagement with Māori and iwi. Universities are building on consultation and relationship-building with plans to move more into partnership arrangements, mostly in relation to research. Polytechnics have varying degrees of relationship, with some moving forward into greater partnership arrangements. They are mostly focused on education programmes. For most ITOs, engagement with Māori and iwi is a relatively new area of activity. A major issue identified by them in their profiles is identifying which Māori and iwi groups to engage with and for what purposes. The enrolment growth at wānanga has continued, particularly at Te Wānanga o Aotearoa. Wānanga are achieving progression rates to further study from level 1 to 3 certificates that are similar to those of universities and substantially above those of polytechnics. The number of Māori students in Māori PTEs is stable. Mostly they are studying at certificate level. However, Māori PTEs have a significant proportion of the Māori students at degree and masters level within the PTE sector. The PBRF staff census confirms the low representation of Māori staff in teaching at degree level and above. Key challenges for moving forwardFrom the analysis of progress to date, the following key challenges for moving forward to achieve this strategy are evident:
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