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The first part of this section looks at access and opportunity for Māori and Pasifika learners in level 1 to 3 certificates, bachelors and masters degrees in 2002 and 2004 in terms of:

• participation rates (participation)
• the proportion of students at these levels who either completed a qualification or remained in study from 2001 to 2002 and 2003 to 2004 (first-year retention)
• the proportion of students completing a qualification in 2001 or 2003 who moved on to further study at a higher level the following year (progression).

Little relative movement for Māori students

From 2002 to 2004 there has been little change overall in participation, retention and progression for Māori students relative to all students. The notable changes have been:

• reducing participation rates at levels 1 to 3, from the historically large participation in 2002
• some improvement in retention rates at bachelors level
• significantly increased progression from masters to doctorate, possibly in response to the additional funding for Māori doctorate completions available under the PBRF.

Comparison of participation, first-year retention and direct higher-level progression rates for Māori and all domestic students 2002 and 2004

Note: Rates are represented on an index for comparison, where the rate for all students in each year is set to 100.

Improving participation and retention for Pasifika students relative to all students

From 2002 there have been noticable increases in participation, retention and progression of Pasifika students. In level 1 to 3 certificates, participation and progression rates of Pasifika students exceeded that of all students and their retention level approached that of all students. At bachelors level there was an increase in participation, although at a lower rate than for all students, and retention rates are now close to those of all students. However, progression rates have slipped relative to all students. Participation at masters level continues to be much lower than for all students, and retention rates somewhat lower. However, there has been a jump in progression rates to doctorate studies, again probably in response to additional PBRF funding for Pasifika doctoral completions.

Comparison of participation, first-year retention and direct higher-level progression rates for Pasifika and all domestic students 2002 and 2004

Note: Rates are represented on an index for comparison, where the rate for all students in each year is set to 100.

Greater proportion of women in industry training

In most parts of the tertiary education system, participation of women is greater than that of men. The one exception is industry training.

The proportion of women in industry training increased from 24 percent in 2002 to 28 percent in 2005. The proportion in Modern Apprenticeships was 8.5 percent in 2005, up from 7.0 percent in 2002.

Slight decline in number of students with disabilities

The number and proportion of students with a reported disability¹ has decreased slightly in 2005 compared with 2004, following a period of sustained growth. The growth in students in disabilities from 1998 to 2004 may, in part, be due to greater participation of students in older age groups in tertiary education over this time period. In 2005, there were 26,000 students with disability, making up 5.7 percent of all students.

Number and percentage of domestic students with a disability 1998–2005

In 2004, information on students accessing disability services was collected for the first time. This information showed that 4,500 students accessed disability services in 2004 , representing 1.0 percent of all students. This number fell to 3,750 in 2005, representing 0.8 percent of all students. This change may be more a reflection of improving data quality as this new piece of information is implemented.

Continuing increase in number of first-time students 25 and over

The number of first-time students aged 25 and over continued to increase in 2005, but at a lower rate than in previous years. In 2005, an estimated 56,400 students aged 25 years and over started tertiary education for the first time. The majority (43,200) enrolled in level 1 to 3 certificates. The largest number were in ITPs (31,500), followed by wānanga (10,400).

Domestic students aged 25 and over in tertiary education for the first time by qualification level 1997–2005

TEO approaches to improving equity of access and opportunity for under-represented groups

The analysis of 2005/07 and 2006/08 profiles found that around 70 percent of TEOs had change-focused objectives relating to equality of access and opportunity in their 2005/07 profiles, decreasing to just over 60 percent in 2006/08 profiles.

In ITO profiles, the focus has been on equality of access for all workers. A number have specific focus on increasing participation and achievement of women. Several have a specific focus on Māori and Pasifika. Actions to achieve these objectives include removing barriers to participation, improving appropriateness of training materials and flexible learning provision.

The main focus in TEI profiles is on improving representation of Māori, Pasifika and students with disabilities. Some TEIs are also addressing access for students in remote areas. The most common way of improving access is through student support services, particularly in the first year of study. Quite a few TEIs are looking at how to improve their programme structure to prepare students for study and encourage progression to higher levels. Some also see flexible learning as a means to improving access for some students.

¹ These numbers are based on students who self-reported having a disability to their provider as part of the enrolment process. The recommended question for providers is “Do you live with the effects of significant injury, long-term illness, or disability?”. However, the actual question used may vary across providers. (↑)

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• Table of Contents

• The State of Play

• Cross Strategy Indicators

• Raise foundation skills

• Skills for our knowledge society

• Strengthen research and knowledge creation

• Te rautaki mātauranga Māori

• Pacific people’s development and success

• Capability and quality

• Technical and Data Definitions