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This strategy is examined using the broad themes of:

• increasing Māori participation and achievement at higher levels of tertiary education
• quality provision that supports te ao Māori and te reo Māori
• development of kaupapa Māori provision
• active contribution to Māori, whānau, hapū and iwi development
• recruitment, support and retention of Māori staff.

Overall Pattern

As stated in the overview, most TEOs had change-focused objectives relating to this strategy in their profiles in both years. This pattern was consistent across sub-sectors.

The two theme areas most commonly covered in profile objectives were ‘participation and achievement at higher levels’ and ‘contributing to Māori development’.

Percentage of TEOs with change-focused objectives relating to ‘Te Rautaki Mātauranga Māori’ by theme area

No relationship was found between having objectives relating to this strategy and the number¹ or proportion of Māori students at the TEI. There was also no relationship to the size of the TEI in terms of students or EFTS.

Increasing Māori participation and achievement at higher levels of tertiary education

In 2005/07 profiles, ITOs and wānanga were most likely to have change-focused objectives in this area. In 2006/08, a larger proportion of ITPs and universities had change-focused objectives in this area.

Percentage of TEOs with change-focused objectives relating to ‘Māori participation and achievement at higher levels’ by sub-sector

In both years, the most commonly expressed approach was monitoring Māori participation, retention and achievement, including setting targets of some kind. This was generally expressed in quite broad terms in the objectives, with only a few TEOs having a specific focus on higher levels of study.

In 2005/07 profiles, ITOs mostly focused on working with industry to increase participation of Māori in industry training. In some cases this focused on getting more Māori into the industry itself. Several also had objectives around increasing Māori achievement and progression to higher qualifications. The approaches to achieving these objectives covered individual training plans, mentoring, developing culturally appropriate training materials and working with a wider range of stakeholders.

In 2006/08 ITO profiles, the objectives were less specific and often just referred to putting in place strategies or initiatives. Some ITOs planned to consult with Māori and iwi on ways to support participation. One was developing links with targeted training providers and one was reviewing course materials.

In 2005/07, the most common intervention for ITPs was providing various kinds of study support services for Māori students. Only one was looking at options for programme development, such as short courses, and foundation and trades programmes. Two mentioned working and consulting with community and iwi to achieve results in this area.

In 2006/08, study support services continued to be a common response from ITPs. A couple of ITPs were looking at the broader teaching and learning environment and one was working with iwi to provide scholarships.

In 2005/07 profiles, the universities with objectives in this area were largely focused on general monitoring, although one did have specific targets for postgraduate enrolments. Two mentioned support services and one was looking at programme development in foundation education and pathways to diploma and degree study.

In 2006/08 profiles, the focus on monitoring continued. There were two universities developing strategies and programmes to improve Māori participation and achievement and three referred to student support programmes.

In 2005/07, the wānanga were nearly entirely focused on achieving results in this area through the ongoing development of their programmes. This included development of a doctoral qualification, a focus on transition courses for second chance learners and academic pathways leading to employment and educational outcomes.

In 2006/08, there was a similar focus, with providing pathways for learners being a key theme.

Quality provision that supports te ao Māori and te reo Māori

This area was mostly a focus for wānanga, although there was also some focus on this area from ITPs and from one university.

Percentage of TEOs with change-focused objectives relating to ‘quality of te ao and te reo Māori provision’ by sub-sector

In 2005/07, most of the objectives in this area were focused on the quantity and range of programmes offered. One ITP was looking at flexible learning strategies to support introductory te reo courses. One wānanga mentioned the establishment of a specialist Māori language centre.

In 2006/08, there was a similar focus on the programmes offered, mostly in te reo Māori. One wānanga referred to developing a ‘Māori body of knowledge’ and research into the ‘Māori world view’.

As with development of specialist skills and key competencies, this is not to say that there are not more things happening across TEOs. Rather it shows a lack of focus on this area at an organisational level.

Development of kaupapa Māori provision

This was an area of focus for wānanga in both years, reflecting their nature as kaupapa Māori institutions. A few ITOs, ITPs and universities also had a change-focus in this area.

Percentage of TEOs with change-focused objectives relating to ‘kaupapa Māori provision’ by sub-sector

In 2005/07, two of the ITOs selected for analysis had objectives relating to kaupapa Māori provision. One was going to investigate the possibility of developing qualifications specifically for Māori staff in the industry. The other was well down the track of developing kaupapa Māori qualifications and having kaupapa Māori unit standards available within all of its qualifications. This focus continued for one of the ITOs in 2006/08.

In 2005/07, two of the ITPs that had objectives in this area were looking at the general development of a kaupapa Māori approach to learning within their institution. One described this as a wānanga approach and the other as developing a strong sense of whanaungatanga and a dynamic and vibrant learning environment for Māori. In the other two ITPs the focus was on ‘indigenisation’ of the curriculum (in one case) and strengthening pathways for learners from Māori PTEs.

A similar focus continued in 2006/08. Two ITPs talked about developing a wānanga approach within their institution.

In 2005/07, the university focus on this area was on developing kaupapa Māori qualifications in the areas of education and resource management. In 2006/08, one university had objectives focused on specific subjects with a kaupapa Māori focus and the other two were looking at increasing Māori-specific curriculum content.

In both years, specific objectives in wānanga covered Māori cultural standards and criteria for indigenous programme development, promotion of mātauranga Māori and embedding kaupapa Māori approaches more deeply into degree programmes.

Contributing to Māori development

In 2005/07, most ITOs, ITPs and universities had objectives in this area. In 2006/08 profiles, all universities had objectives in this area. While this area relates to the overall mission of wānanga, wānanga were counted here only if they had specific objectives in their profiles.

Percentage of TEOs with change-focused objectives relating to ‘contributing to Māori development’ by sub-sector

In 2005/07 profiles, most ITOs were 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 or communities. This pattern was similar in the 2006/08 ITO profiles.

In 2005/07 TEI profiles, the objectives were generally expressed in broad terms with less sense of what exactly would be achieved. Some TEIs did include some specific, but limited, actions. These included research projects, involvement of Māori in course design and delivery, and development of specific courses.

The objectives were much clearer on the process side, with many TEIs developing relationships and partnerships with Māori and iwi organisations. A number also mentioned consultation and involvement of Māori in decision making, including through advisory groups. There were not any notable differences in approach between universities and ITPs.

Again, this pattern continued in the 2006/08 profiles. Many TEIs 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.

As with some of the areas above, this area was not so explicit in the wānanga profiles in 2005/07, but rather was an underlying theme across their organisation. In 2006/08 two of the wānanga were developing relationships with whānau, hapū, iwi and Māori communities within their objectives.

Support and recruitment of Māori staff

This area was picked up only within TEI profiles. ITOs employ relatively few staff and rely on contracted providers and assessors to deliver industry training. From 2005/07 to 2006/08 there was an increase in the number of universities with objectives in this area.

Percentage of TEOs with change-focussed objectives relating to ‘support and recruitment of Māori staff’ by sub-sector

In 2005/07 profiles, the most common type of objective in this area was expressed in terms of monitoring the proportion and/or number of Māori staff in the institution. Some TEIs also talk about developing support for Māori staff through support networks and, in one case, more flexible employment arrangements. Some mentioned staff development, although much of this was focused on developing Māori staff towards management and leadership. Only two TEIs talked about developing a recruitment and retention strategy.

In 2006/08 profiles, more TEIs, particularly universities, mentioned development of strategies and initiatives to improve recruitment and retention of Māori staff. Others mentioned staff development and monitoring of recruitment and staff data.

¹ The median-scores test did show a significant relationship for 2006/07 profiles, but this was not confirmed by the rank-sums test and therefore may be an aberration of the data. (↑)

← Strengthen Research, Knowledge Creation and Uptake for our Knowledge Society | Home Page | Educate for Pacific Peoples’ Development and Success →

• Contents

• Background
• Purpose
• Methodology

• Overall findings
• Alignment across the six strategies

• Foundation skills
• Skills for a knowledge society
• Research and knowledge creation
• Te rautaki mātauranga Māori
• Pacific Peoples’ development and success
• Capability and quality

*Appendix 1: Mapping of analysis areas to TES and STEP Δ

*Appendix 2: Results of statistical tests Δ