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MonitoringReport2005 Contributing to Maori and Iwi Development ← Provision of Kaupapa Māori Tertiary Education | Home Page | Māori Staff in Tertiary Education → TEO approaches to contributing to Māori and iwi developmentThe analysis of profiles found that most ITOs, ITPs and universities had change-focused objectives relating to Māori development in 2005/07. There was a similar pattern in 2006/08, with all universities having change-focused objectives in this area.  Percentage of TEOs with change-focused objectives relating to contributing to Māori and iwi development in profiles 2005/07–2006/08 In both years, ITOs were mostly focused on consultation and engagement with Māori as a means of increasing Māori participation and meeting the needs of Māori trainees. A few were looking at partnerships with Māori providers and communities. In 2005/07 TEI profiles, the objectives were generally expressed in broad terms with little clarity of what would be achieved. Some did include specific, but limited, actions, such as research and involvement in course design and development. The objectives were often more focused on the processes of engagement, with many developing relationships and partnerships with Māori and iwi organisations and/or involving Māori in consultation and advisory processes. The 2006/08 TEI profiles also talked about developing relationships and partnerships with iwi and Māori. ITPs had a focus on improving teaching and learning that contribute to Māori development. Universities had a stronger focus on research projects. In the case of wānanga, contributing to Māori development is an underlying theme for the organisations. Where they had explicit objectives, these focused on developing relationships with whānau, hapū, iwi and Māori communities. The research on stakeholder engagement found that wānanga had the greatest frequency of mention of active engagement with Māori in their profiles, followed by universities and ITPs. Universities had a particular engagement around research, while ITPs were focused more on skill development. Of all stakeholder groups included in the research, Māori were the ones that providers appeared to have most engagement with. Tertiary providers were generally satisfied with their levels of engagement with Māori organisations and most thought they were making moderate contributions to Māori social and economic goals. Māori views on provider engagementThe research on stakeholder engagement found that Māori stakeholders reported considerable engagement with providers. In the case of an ITP, it was more student and programme driven. With universities the engagement was student and research driven, while with wānanga it was more iwi driven and focused. The quality of engagement was mixed. Some reported difficulties successfully articulating their views and aspirations through engagement at governance level. There seemed to be somewhat better engagement at programme level. Māori stakeholders reported that succesful engagement relied on the quality of individual connections and relationships, a mutual understanding of kaupapa, principles and values and the relevance of the education being delivered or planned. Barriers to engagement included narrowly defined contractual arrangements between Māori organisations and providers, frustration over providers’ inability to meet the needs of Māori students and changing personnel within providers. The Māori stakeholders see tertiary education making a strong and vital contribution to Māori achievement of economic and social goals. Their engagement with the tertiary education sector is driven by their aspirations, research and planning. It is clear that Māori stakeholders have a large stake, and commitment to, education, particularly at the tertiary level and this drives their engagement with providers. ← Provision of Kaupapa Māori Tertiary Education | Home Page | Māori Staff in Tertiary Education → Page last modified on 26 November 2006, at 06:29 PM |
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