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One of the aspects of this strategy is developing quality programmes that recognise te ao Māori perspectives and support the revitalisation of te reo Māori. This section looks at the provision of all te ao Māori and higher-level te reo Māori courses. The provision of foundation-level te reo Māori courses is reported in the foundation skills chapter.

The analysis of profiles found that few TEOs, other than wānanga, had an organisational focus on this area of provision.

Numbers in te ao Māori courses decreasing

This indicator covers courses which fit in a subject code descriptor with an explicit te ao Māori aspect. It does not include all courses taught from, or including, te ao Māori perspectives. However, it does given some indication of the strength of provision in this area.

The number of students enrolled in this area grew rapidly from 2001 to 2003 and has since decreased. From 2003 to 2005, the main decrease has been in level 1 courses, while the numbers in level 2 to 5 courses grew from 2004 to 2005.

Formal domestic students in Student Component-funded te ao Māori courses by course level 2001–2005

In 2005, three-quarters of the students in te ao Māori courses were Māori. Around three-quarters of the students (73 percent) enrolled in these courses were enrolled in wānanga, 13 percent were enrolled in universities and 11 percent in ITPs. The overall decline from 2003 to 2005 reflects the decreased enrolments in wānanga in that period.

Numbers in te reo Māori courses decreasing

The following indicator looks at students taking more than 0.3 EFTS in a year in te reo Māori courses at level 4 and above. This provides a measure that is consistent with participation at foundation level te reo Māori courses, reported earlier in this report.

In 2005, around 40 percent of students in higher-level te reo Māori courses were taking more than 0.3 EFTS. The number of students taking more than 0.3 EFTS in higher-level te reo Māori courses peaked in 2004 and declined in 2005, similar to the numbers enrolled in 2003. While the biggest drop in numbers were in level 4 courses, there was a decline at all other levels from 2003 to 2004.

Formal domestic students in Student Component-funded higher-level te reo Māori courses undertaking more than 0.3 EFTS by course level 2000–2005

In 2005, 86 percent of the students in these courses were Māori. Four out of five students (81 percent) in these courses were studying at wānanga, 11 percent at universities and 8 percent at ITPs.

As with te ao Māori courses, the decline from 2004 to 2005 reflects decreased enrolments in wānanga. It suggests that students who might have enrolled in these courses in wānanga are not seeking out courses in other sub-sectors. There may also have been a ‘waiting list’ effect, where the wānanga have taken a large intake of prospective students who had been wanting this kind of provision for some time. Now that the ‘waiting list’ is clearing, the numbers enrolling each year might be expected to settle down. Recent publicity about difficulties at Te Wānanga o Aotearoa will also have had an impact on the 2005 student numbers.

Māori bilingual and immersion teacher education increasing for early childhood and decreasing for schools

One of the critical areas where the tertiary education system contributes to the revitalisation of the Māori language is through the training of teachers for bilingual and immersion education.

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

There was a steady increase in the number of students enrolled in early childhood qualifications in this area, reflecting the new quality requirements for early childhood education providers. The numbers enrolled in school bilingual and immersion teaching qualifications have fluctuated and show an overall decline. There is a small but steady number of students taking a qualification in bilingual and immersion tertiary teaching.

Domestic students in Māori immersion and bilingual teaching qualifications by educational sector of the qualification 2000–2005

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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