Notes of Māori Advisory Hui held Te Waipounamu House, Ōtautahi 21 September 2004After a PowerPoint presentation on the project, there were questions and comments from those in attendance. ClarityMonitoring needs to be longitudinal, with check points. Both quantitative and qualitative measures need to deliver the key messages. Issues regarding disaggregation need to be addressed. In particular, the South Island needs to be viewed and reported in relation to its own whānau, hapū and iwi. Usefulness and connection to South Island whānau, hapū and iwi needs to be demonstrated. Meetings to date with MāoriHui had mixed results at the start of the process. Overall results have been positive. In the early meetings it took longer to work through issues raised and was harder to keep to the agenda. The process is now working well and is providing an opportunity for various groups (in addition to providers) and individuals to express their thoughts. Do officials here today view this as a successful meeting with iwi? The fact that this meeting is co-hosted by Ngai Tahu Development Corporation and Te Tapuae o Rehua makes it a significant first step along the way. Extent of monitoringThe fact that we are monitoring only a portion of the Māori student population, i.e. tertiary students was raised as a limitation. How do we interest young Māori (who have left school) in education? Many leave secondary as young as 13, 14 and 15 and don’t enrol in tertiary. The need to link this work with monitoring of the school sector was noted. Student debtIt’s a big issue for students. For those who have chosen to work for a few years, the cost of tertiary and the issue of debt may be stopping many from engaging in tertiary. Potential students who have children are particularly concerned with debt. The benefits of increased Māori participation are offset by increased Maori debt. However, statistics show that an individual with a degree earns an average of $500/week more that an individual without a degree. This seems like a good investment on an average student debt of just over $13,000. But are these number valid for Māori? The Ministry will be releasing a series of reports this year on student debt, which will provide much more indepth information on debt, income and repayment than has been available to date. This work will provide a basis for looking at where student debt and repayment is a significant problem for Māori. Māori engagement with decision makingThe need for better Māori participation in governing bodies was raised - such as Māori representation on university councils. Seen to tokenistic. Māori student voice is often not represented at all. Māori. whānau, hapū and iwi need to be resourced to engage with the tertiary education system in terms of decision making and putting forward their priorities. Currently doing it on limited resources, if at all. Monitoring successSuccess has to be monitored against something –- retention, participation, completion, progression. However, we have to ensure that we don’t get locked into these definitions. It is important to have another point of reference. For example, where does a particular iwi want to go in terms of its development? Indicators of success need to be derived from the constituency. Indicators for one iwi may differ from another - there are a range of iwi aspirations and development goals. Nevertheless, we need a framework. ParticipationIf young Māori (13, 14, 15) could get into polytechnic (without debt) they wouldn’t be dropping out. Many Māori students do not get through secondary school (expulsions, withdrawals, etc.) and are not entering the tertiary system. We need incentives to keep Maori students in education. (Maori graduates are being poached into government jobs after their 3-year degree at $65,000/year instead of going on into post-graduate studies.) Maybe a credit system should be developed for level 1 – 3 courses so that young Māori could continue studies with tertiary providers without incurring debt. We have created an industry out of our kids. They should have achieved levels 1 – 3 at secondary school, but didn’t because they left. Now they have to enrol in tertiary and incur debt. Also need to support Māori who have completed certificates into higher levels of study that will have a better outcome. Need to encourage growth at the postgraduate level - financila support and scholarships, as well as internal incentives to move more people onto postgraduate study. Current demand for Maori graduates works against retaining them for postgraduate study. Recognition of Māori studiesThere needs to be better recognition of the work done by Māori studies departments - both in teaching te reo me ona tikanga and support for Māori students. Funding for te reo should be greater than funding for other languages, as teaching includes building up a body of resources, which are readily available for other languages. ResearchSupport is needed in research areas of universities in terms of involving iwi, i.e., research that is relevant to iwi and has iwi involvement. We need to motivate young Māori into research. Views on ongoing engagementYes, outcome information is fundamental. We need baseline sets of data that is particular to the South Island. Te Tapuae o Rehua would like to see these forums continue. Yes, but interested in looking at a specific aspect, such as career services. Yes, but could a wider group be involved. Yes, reinforce the importance of baseline information. Ministry Pouwhakataki willing to take a role in making connections. Yes, but iwi in Te Tauihu would prefer to engage TEC and MOE independently. Offer to set up a meeting. Maybe, this process is too far ahead of where we are (Dunedin COE). We need to get more students through secondary and into COE. Also, a lack of male role models. Yes, students think this is quite a good forum. Looking for policies to react to the issue of student debt. Need to link it with secondary and primary education. ← Presentation to hui in Ōtautahi, 21 September 2004 | Maori Advisory Process | Preparation Materials → |
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