Approvedforpublication–15Aug2017 1 DrAcushlaSciascia

Māorilearnersuccessintertiaryeducation:HighlightsfromAkoAotearoaprojects

ReportpreparedbyDrAcushlaSciasciaNgāruahineRangi,NgātiRuanui,TeAtiAwa

POSTPRINTVersion–Awaitingfinaldesignandpublication

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Contents

Purpose......................................................................................................................3

Māorilearnersuccessintertiaryeducation..............................................................3

Keyfindings................................................................................................................9

Projecthighlights.......................................................................................................16

Thematicanalysistable..............................................................................................36

Conclusionandrecommendations............................................................................38

References.................................................................................................................40

Appendix....................................................................................................................46

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Purpose

ThisreportpresentshighlightsandkeyfindingsfromprojectsthathavebeenfundedbyAko

Aotearoainthepastdecade.Projectshavelargelyfocusedonsupportinganddeveloping

Māorilearnersuccess;practitionerdevelopmentintertiaryeducation;andinstitutional

supportforlearnerstoengagewithTeAoMāoriinlearningenvironmentsthatareculturally

inclusiveandmeaningful.Thepurposeofthisreportisto:

§ ProvideareferenceguideofallMāorilearnersuccessprojectsfundedbyAko

Aotearoa;

§ Providearesourceforpractitionersseekingstrategiesandapproachestolearning

thatsupportanddevelopMāorilearnersuccess;and

§ ProvidearesourceforTEOs(tertiaryeducationorganisations)andpolicymakers

seekingtobestsupportlearnersandpractitionerstoengagewithconceptsin

tertiaryeducation.

Keyhighlightsfrom45fundedprojectsprovidearangeofinsights,discoveriesandstrategies

thatpractitionerscanutiliseandlearnfrom,aswellasprovidingsomeindicationofthegaps

inresearchwherefurtherworkisrequired.

Māorilearnersuccessintertiaryeducation

ToprovidesomecontextaroundMāorilearnerswithintertiaryeducation,thissection

presentskeycontextualelementsintegraltounderstandingtertiaryeducationforMāori

includingstatisticsrelatingtoMāorilearnersintertiaryeducation,andGovernment

prioritiesandcommitmenttoMāorilearnersuccess.

WhatisMāorilearnersuccess?

Previousliteraturehasacknowledgedthatitisdifficulttodefineasingledescriptionof

Māorilearnersuccess,ordescribewhatitmightlooklikeassuccesscomesinmanyforms,

canbeexpressedindifferentwaysandisopentointerpretation(Chauvel&Rean,2012).

However,whilewemightnotbeabletoidentifyonesingleformof‘success’,wecandiscuss

inbroadtermsthetypesofcontexts,environmentsandtoolsthatcanfoster,supportand

developMāorilearnersuccessacrossthevariousformsitmaytake.Theseincludearangeof

elementsthatsupportbothMāorilearnersandpractitionersinachievingsuccessful

educationaloutcomes,suchasthepractisingandprivilegingofculturallyresponsiveand

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inclusivepedagogies,supportinganddevelopingcareerpathways,andresourcingand

supportingpractitioners(bothMāoriandnon-Māori)tomeettheneedsoflearners.

ToaspiretoMāorilearnersuccessistoprovidelearnerswiththerightsupportandtoolsto

fullyrealisetheirownsuccessfuleducationaloutcomes.Thismeansensuringthatall

elementssurroundingthelearningareconsidered,supportedanddeveloped.These

elementsincludethepractitioner,organisation,whānau/hapū/iwiandcommunity,learning

environment,toolsandresources,curriculumandassessment,supportandpastoralcare,

andqualitycareeradviceandguidance.

Māorilearnerstatistics

AccordingtoEducationCounts(MinistryofEducation)data,theage-adjustedparticipation

rateofMāorienrolledintertiaryeducationwas15percentin2014,whichwasatahigher

ratethanotherethnicgroups(8.2percentfortheAsianethnicgroup,9.9percentfor

Europeansand11percentforthePasifikaethnicgroup)(Wensvoort,2015).Despitethis

higherrate,generallyspeaking,Māorienrolmentnumberssignificantlydecreasedbetween

2010and2015forcertificatelevels1-4anddiplomas5-7.

Withinthissamefive-yearperiodtherewerepeaksandtroughsofenrolmentnumbers,for

exampleCertificates1-3increasedsignificantlybetween2012and2013(by3,510),which

wasduetotheYouthGuaranteeprogramme(previousYouthTraining).Accordingto

EducationCounts,Māoriareover-representedinfoundation-focusedlevel1-2certificates,

reflectingdisparitiesinschoolachievementsforMāori(Wensvoort,2015).

Table1:Māorienrolmentnumbersfrom2010-20151(EducationCounts,2016)

Qualificationlevel 2010 2011 2012 2013 2014 2015

Certificates1-3 39,935 35,465 33,650 37,160 38,155 36,755

Certificates4 20,090 19,105 19,530 18,065 17,840 17,735

Diplomas5-7 13,315 11,775 10,735 10,900 10,580 10,980

Bachelors 16,370 17,200 17,620 17,720 18,155 18,425

Graduatecertificates/diplomas 1,135 1,025 940 970 970 1,030

Honoursandpostgraduate

certs/dips

1,970 1,970 2,060 1,985 2,005 2,230

Masters 1,225 1,235 1,320 1,395 1,425 1,575

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Doctorates 450 455 450 485 485 515

In2014,9.5percentofMāoriemployees1participatedinindustrytraineeshipsand

apprenticeships(Wensvoort,2015),“thehighproportionofMāoriundertakingindustry

trainingreflectshightake-upofindustrytraininginsomeindustrieswithlargenumbersof

Māoriemployees”(Wensvoort,2015:4).

Table2:Participationinindustrytrainingin20092(EducationCounts,n.d.)

Ethnicgroup Numberof

IndustryTrainees

Percent

European 120,256 59.6%

Māori 34,624 17.2%

Pasifika 14,034 7.0%

Other 21,590 10.7%

NotStated 11,106 5.5%

Total 201,610 100.0%

MinistryofEducationnumbersreportedanincreaseinthecompletionofBachelor’sdegrees

byMāori–a43percentincreasefrom2009to2014(Wensvoort,2015).Acrossalllevelsof

study,theincreaseinthenumberofqualificationscompletedbyMāorihasincreased

accordingtothecompletionratesshownintable3.However,incomparisontocompletion

ratesofthetotalpopulation,Māoriratesarebelowaverageathigherlevelsofstudy;62%of

Māoricompletedaqualificationatlevel4orabovewithinfiveyearsafterbeginningfull-time

studyin2007,comparedto74%ofthetotalpopulation(TertiaryEducationCommission,

2014).

1 Industry training is designed by, and delivered in conjunction with, industry, and counts towards recognised qualifications. The costs of training are jointly covered by government and industry (Ministry of Education, 2010). 2 These figures are for 2009 and are the most recent statistics that could be found through Education Counts regarding industry training.

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Tables3:CompletionratesforMāoriintertiaryeducation2010-2015.(EducationCounts,

2016)

Completion 2010 2011 2012 2013 2014 2015

No.ofMāoristudentswho

completedaqualification 27,410 28,405

30,020 32,230 33,105 31,560

PartofthestrategicapproachtoaddressingMāoriparticipationandcompletionintertiary

educationisaddressedthroughseveralstrategicapproachesbytheGovernment,including

theTūMāiaeteĀkongaTECstrategy(discussedinthenextsection).Aspartoftheongoing

commitmentfromGovernmenttoMāorilearnersuccess,partoftheirfocusisforan

increaseinMāoripursuinghigherlevelsoftrainingandeducation.

GovernmentcommitmenttoMāorilearnersuccess

Culturallyresponsivepedagogicalapproachestoteachingandlearning,programmedelivery,

curriculumandassessmentarewaysinwhichMāoriculturalvaluesandwaysofknowingcan

beembeddedintolearning,“culturallyresponsiveprovisionbetterengagesMāori–this

improvesMāoriachievementandsupportsthewiderdevelopmentofMāorilanguageand

tikangaMāori”(MinistryofEducation,2014:13).SuchapproachessupportMāorilearners

andnurturethemtowardssuccessfuleducationaloutcomes.Anumberofstrategic

documentsidentifythatMāorilearnersuccessisanintegralpartofongoinggovernment

commitmentstoMāoriineducation.

TheTertiaryEducationStrategydevelopedbytheMinistryofEducationiscommittedto

furtherstrengtheningandsupportingimprovedachievementfromMāoriandPasifika

learners,“by2030,30%ofNewZealanderswillbeMāoriorPasifika,andassuchitis

essentialthattertiaryeducationimprovesitsdeliverytothesegroups”(Ministryof

Education,2014:12).Thestrategytalksabouttheneedforeducationproviderstocontinue

improvingtheirsupportandencouragementofMāoriparticipationandachievement

throughprovidinghigh-qualityinformation,supportandadvicetoschoolstudentsandtheir

whanau.Meaningfulandvaluedrelationshipsbetweenprovidersandwhānau,hapū,iwiand

Māoricommunitiesisimportantindevelopingandsharinginformationaboutwhatworks

forMāoristudentsintertiaryeducation.

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TheMāoriTertiaryEducationFrameworkcreatedin2003wasdevelopedbytheMāori

TertiaryReferenceGroupandweavestogetherMāoriaspirationsandprioritiesfortertiary

educationthatbuildsontheTertiaryEducationStrategy.Theframeworkseekstoidentify

synergiesbetweenMāoriaspirationsandexpectationsofthetertiarysystemandcurrent

governmentdirectionswiththefollowingthreecorevisions:

1. ToliveasMāori;

2. Toactivelyparticipateascitizensoftheworld;and

3. Toenjoyahighstandardoflivingandgoodhealth.

(MāoriTertiaryReferenceGroup,2003).

Fig1:MāoriTertiaryEducationFramework–nihotaniwhavisual(MāoriTertiaryReference

Group,2003)

Theframeworkvisualinfigure1isunderpinnedbyasetofguidingprincipleswhichaffectall

areasoftheframework.Atthebaseoftheframeworkarethesevenpriorityareaswhichare

supportedandguidedbytheprinciples.Priorityareaseachhaveasetofobjectivesthat

contributetostrengtheningthepositionofMāoriwithinthetertiarysystem.Theframework

identifiestheshapingvisionsforMāorieducationaladvancementandisastructurethatcan

operateatandinformalllevelsofMāoriinteractionwithinthetertiarysector.

TheKaHikitia2013-2017Framework(developedbytheMinistryofEducation)hasafocus

onMāorisucceedingintertiaryeducationandacknowledgesthatmoreisneededto

improveparticipationandachievementforMāori–thisiscriticalforaddressing

participationratesforMāoriintertiaryeducation.Throughseverallong-andshort-term

Toi Te Mana

Provision Whänau

Hapü Iwi

Advancement of

Whakanui

Mäori leadership

Lifelong

Kaupapa Mäori

Learning Pathways

Mäori-centred

Visions for Mäori Advancement

knowledge creation

Learning Environments

Mäori as wealth creators

Tino

Rangatiratanga Ahu

Käwanatanga

Ngä Kawenga

Te Ao Mäori

To live as Mäori

To

enjoy good health &

high standard of living

To actively

participate as

citizens of the world

Life-long

Guiding Principles for a Healthy

System

Priority Areas

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goals,itenvisionsthatMāoriareenabledtoparticipateandachieveatalllevelsoftertiary

education,settingthemupforsuccessfulworkemploymentandthatmātaurangaMāori,te

reoMāoriandtikangaMāoriareprivilegedwithintertiaryeducation(MinistryofEducation,

2013).

TheTūMāiaeteĀkongastrategyidentifiestheCollectiveActiononPathwaysplanasaway

tobuildonexistingprogrammesandrelationshipsandstrengthentheeffectivenessof

initiativessupportingyouthwithnoorlowqualifications(TertiaryEducationCommission,

n.d.).Thisstrategicvision,inparticular,seekstoaddresstheparticipationandcompletion

ratesofMāoriandincreasingthesetoenablelearnerstoaccessgoodinformation,access

academicandpastoralsupportandenterandgraduateintertiaryeducationathigherlevels.

OtherstrandsofthestrategyalsoincludetheKuratoCareerPilot(strengtheningregional

tertiaryprovisionandvocationalpathways);theQualityEducatorsInitiative(embedding

effectiveteachingpracticeintoeducationandprofessionaldevelopment);and

StrengtheningthefocusonMāorilearners(ensuringthatallareasofTūMāiacontributeto

Māorilearnersuccess).

ProjectKāmehamehaisaprogrammeofresearchthatinformsdesignanddeliveryofcareer

resources.ItsaimistoliftMāoriandPasifikaparticipationintheworkforcetothesamelevel

astherestofthecountry(CareersNewZealand,2016).Specifically,theprogrammeworks

to“strengthenpathwaysforMāorilearnersthroughtheimprovementofdigitaltoolsand

resourcesforrangatahi,whānauandteachers”(CareersNewZealand,2016:1).The

programmewillenableMāoriandPasifikaparticipationandenthusiasmtothriveinthe

workforce.

TherearearangeofstrategicvisionsanddirectionsforMāoriintertiaryeducationthat

supportlearnersandpractitionersinarangeofways.Atthecoreofallstrategiesisa

commitmenttoensuringMāorisucceedasMāori,throughmātaurangaMāori,throughte

reomeōnatikangaandthroughtheknowledgeandunderstandingthatMāoriconcepts,

valuesandpracticeshaveaplacewithintheeducationsystemthatmustbeprivilegedand

upheldtoenableMāorilearnersuccess.

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KeyFindings

EngagementwithMāoripedagogies

Themainfindingacrossthemajorityofthe45projectssynthesisedinthisreportislargely

centredaroundtheimportanceandrelevanceofMāoripedagogicalapproachesintertiary

educationthatcontributetoMāorilearnersuccess.Manyprojectfindingsindicatethat

Māoripedagogicalapproachesenhanceandimprovelearnerexperiences,theycontributeto

successfuleducationaloutcomesandoften,havefar-reachingimplicationsforthelearner

thatgobeyondthecourseofstudy.Strategiessuchastuakana-teinamethods,

whanaungatangamethods,culturallyembeddedandresponsivemethodsthatencourage

culturalidentity,senseofplaceandbelongingandMātaurangaMāorirelevanceincourse

contextsareallareasthatprojectsfoundwereintegralfortheirlearnerstosucceed.

ThisinsightisalsoexpressedintheliteratureinthatMāoripedagogicalapproachesto

teachingandlearningareconducivetoenhancinglearnerexperiencesandcontributing

towardsMāorilearnersuccess.3ThroughincorporatingMāoripedagogicalapproachesto

learning,practitionersareexposedtodifferentwaysofthinking,beinganddoing.Learning

becomesaholisticexercisethatensuresthattheindividualandthecollectivearenurtured

throughthelearningprocess,theirneedsarecateredtoandthelearningenvironmentis

conducivetoreciprocalinteractionandcommunication.Learningisshiftingfromthe

‘traditional’westernmodeloftheteacherpossessingalltheknowledgetoamodelthat

placesteacherandstudentatthesamelevel,wherecross-examinationandinvestigation

occursandwheretheteachercanalsolearnfromthestudent(Lee,2005)2.Thisiswhat

Māorirefertoas‘ako’.Akoisaholisticconceptthatincorporateswaysofknowing,

knowledgesystems,beliefs,valuesandpracticesthatarestronglyconnectedandrelatedto

conceptssuchaswhanaungatanga,wairuatanga,manaakitanga,kaitiakitanga.Thesevalues

(andothers)arewhatunderpinakoandwillbeexploredmoreinthenextsection.

Valuesthatunderpinpractice

Whatguidesandinformspedagogicalapproachestolearningandteachingareasetof

underpinningvalues.ValuesareuniversalinthattheyarenotexclusivelyMāorivalues,they

3 See Pihama (et al, 2004); Tahau-Hodges (2010); Bevan-Brown (2005); and Bishop (2008).

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arevaluesbothMāoriandnon-Māoripractitionersmorethanlikelyholdandpractice.These

valuesareintegraltocreatinganddevelopingsuccessfullearningexperiences.

AnexampleofutilisingMāoriconceptsandvalueswithinatertiarycontextistheAkoAronui

Framework(AkoAronui,n.d.).ThisframeworkisunderpinnedbyMāoriphilosophies,

worldviewsandvaluesandisusedtosupporttertiaryteachingstafftobecomeHEA

accredited4throughprovidingprofessionaltertiaryteachingrecognition.DevelopedbyAUT

(AucklandUniversityofTechnology),staffengageintheprofessionaldevelopment

programmeand,formany,areengagingwithMāoriconceptsandvaluesforthefirsttime.

WhiletheaccreditationderivesfromtheUK,theframeworkhasbeenappropriately

contextualisedtotheuniqueAotearoaNewZealandcontext.Itenablespractitionersto

engagewithMāoriconcepts,philosophiesandvaluesandequipsthemwithtoolstoutilise

thesevaluesandideasintheirpractice.

Someprojectsdonotexplicitlydiscussvaluesasbeingintegraltotheirpractice.However,

oncethepurposeandoutcomesoftheprojectswereunderstood,itwascleartoseethat

valuesarewhatunderpinspracticeandwhatguidesgoodpractice.Someofthevaluesof

AkoAotearoaprovidesomeunderstandingofhowvaluesplayaroleinlearningandcan

informapproachestoteaching–manyofwhichmayoverlapwithpractitionervalues.These

valuesaredescribedinthecontextofeducationfromanorganisationalperspectiveandcan

befoundasanappendixinthisreport.

Howcanvaluesunderpinandguidepractice?

Manyoftheprojectsreportonthesuccessofpedagogicalapproachesasbeingconduciveto

thelearnerwithinalearningcontext.Inthissection,specificexamplesofprojectsthat

4TheHigherEducationAcademy(HEA)isaninternationallyrecognisedinstitutionthatworkswithhighereducationproviderstoimprovetheprofessionalexperienceofteachersthroughfellowshipaccreditation,providingprofessionalrecognition.TheAkoAronuiprogrammesupportsAucklandUniversityofTechnology(AUT)stafftobecomeHEAaccreditedthroughaseriesofworkshopsofferedbytheCentreforLearningandTeaching.

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demonstratevalues5asbeingintegraltopracticeintertiaryeducationarepresented.Three

keyvaluesfromAkoAotearoa’sTeTauākīAkoframeworkareusedheretoanchorsomeof

thekeyexamplesfromprojectsthatexpresshowvaluesinformpracticeandhowvalues

translateintopractice:6

§ Whanaungatanga

§ Manaakitanga

§ Whakapapa

Itishopedthatthefollowingsummaryofkeyfindingswillprovideausefulreferenceand

resourcetounderstandinghowvaluesinformandguidegoodpracticeintertiaryeducation.

Whanaungatanga

Thisvalueiscentredonrelationshipsthatarefamilialorthatrepresentfamilial

connectedness.Relationshipsaremeaningfulandensurethatconnectednessbetween

peopleandgroupsaremanagedandmaintainedthroughnotionsofwhānau.

§ Meaningfulandvaluedrelationshipsareimportant.Learnersfeelasenseof

belongingandresponsibilitytothemselves,theirpeersandpractitionersinways

thatresemblewhānauconnections(Tomoana,2012;Rawlings&Wilson,2013;

Curtisetal.,2012;Baxteretal.,2015;Frielick&Sciascia,2016).

§ Encouragingwhānauconnections,underpinnedbythequalitiesofconnectedness

andsustainablerelationships,promoteandsupportthehighsuccessofMāori

students(Karena&Fenton,2015).

§ Ofequalimportancearelearner-practitionerrelationshipswhichhavefar-reaching

impactsonthelearner(Greenhalghetal.,2011;Schofieldetal.,2011;Tomoana,

2012;Lillisetal.,2015).Throughthesekindsofrelationships,learnersfeel

supportedandnurtured.

§ Whanaungatangabetweeninstitutionsandkeystakeholders(iwi,hapū,marae)are

alsoimportantastheseconnectionswillenableMāoriorganisationsand

communitiestoplaygreaterrolesinsupportingrecruitment,retentionandcareer

developmentofMāorilearners(Curtisetal.,2012;Frielick&Sciascia,2016).

5Valuesinthecontextoftertiaryeducationarecontextualisedandarespecificallyrelatedtohowthebroaderconceptofthesevaluesrelatetoeducationalsettings,practitionersandlearners.However,itshouldbenotedthatthereareotherinterpretationsandperspectivesonthesevaluesandhowtheyareunderstoodandused.6Itisimportanttonotethatwhileonlythreevaluesareincludedinthekeyfindings,therewereothervaluesthatweredrawnoninsomeoftheprojects.Thethreeselectedhererepresentthekeyvaluesthatwereengagedwiththroughthemajorityoftheprojects.

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Manaakitanga

Manaakitangaexpresslydemonstratesrespect,kindnessandcareforothers.Asavalue,it

informshowwetreatpeopleandhowwewishtobetreatedinreturn.Withinaneducation

context,itrepresentshowwenurtureandcareforlearnersthroughcreatingalearning

space,pastoralcare,sharingknowledge,supportingtheirneedsandensuringtheir

wellbeing.

§ Ensuringthatlearningismaderelevanttothelearneriscateringtothelearners’

needs.Astudywithanumeracyandliteracyfocustrialledaspecificprojectthat

exploredwakadesigns,historyanduseswithitslearners–thiswasinanattemptto

relatecontenttothecontextsoftheirlearners(Minaa&Howarth-Jarratt,2015).

§ Tuakana-teinamodelsofmentoringarealsoprevalentacrosstheprojectsand

demonstratethatforMāorilearnerstosucceed,appropriatesupportstructures

shouldbeinplace.Tuakana-teinarepresentsafamiliarmodelofoldersibling,

youngersiblinglearningfromeachother.Itisnon-threateningandsafeandiswidely

usedacrosstertiaryeducationforMāorilearners(Ngawati,2013;Kerehomaetal.,

2013;Greenhalghetal.,2011;Rawlings&Wilson,2013;Minaa&Howarth-Jarratt,

2015;Henley,2014;Pukepuke&Nash,2009;Frielick&Sciascia,2016).

§ Manaakitanga,fromaninstitutionalperspective,isensuringthatpractitionersand

learnersareequippedwiththetoolsandresourcestheyrequiretoreachsuccessful

educationaloutcomes(includingbothinfrastructuresuchasadequatelearning

spaces,technologiesandwifi,andmoreconceptualresourcessuchasfreedomto

adaptcurriculumandassessmentmodelstocatertolearners).Thereisaneedfor

greatersupportfrominstitutionsregardingpedagogicalchange,philosophicalshift

andsupportingofnewandinnovativeapproachestolearning(McCawetal.,2012;

Apanui&Kirikiri2015;Hohapata,2011;Jonesetal.,2008;Frielick&Sciascia,2016).

Whakapapa

Whakapaparepresentsthehistoryandoriginsofsomethingandacknowledgesthoserich

beginnings.TeTauākīAkodescribeswhakapapa(fromanorganisationperspective)as

“understandingthewhakapapaofknowledgeandourplaceinthatwhakapapae.g.Tāne-

nui-a-Rangi.Understandingandrecognisingthevalidityofthehistory,perspectives,beliefs

andvaluesofMāoriinAotearoa”(AkoAotearoa,2011).Withinthecontextofeducation,

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whakapapareferstoacknowledgingourplaceinhistoryandhowhistoryhasshapedour

culture,languageandidentityand,thatthroughknowledge(mātaurangaMāori),weare

abletotracebackthoseoriginsandforgenewpathwaysintothefuture.

§ Inrecognisingthevalueofwhakapapa,educationacknowledgesthatMāorilearners

derivefromalonghistoryofcolonisation,subjugationanddiscrimination.Through

theselivedhistories(bothinter-generationallyandpersonally),learnersare

navigatingthisverydifficultterrainastheyengagewithlearningandeducation.

Acknowledginghistoriccontextsisimportantforpractitionerssotheycan

understandandappreciatethecontextsthatMāorilearnersareoperatingin.These

contextscanoftenproducechallengesandobstaclesforlearners.Through

understanding,practitionerscanbepreparedtonurturelearnersthroughtheir

learningexperienceinwaysthatareholisticandsupportive(Tarauetal.,2009;

Baxteretal.,2015;Greenhalghetal.,2011)

§ WhakapapaalsorecognisesthevalidityandrelevanceofmātaurangaMāoriinan

educationalsetting.PractitionersaccessmātaurangaMāoriandutilisethese

knowledgesystemswithintheircoursestoproviderelevantlearningcontextsand

content.ManyprojectscommentedonthesuccessofembeddingmātaurangaMāori

intotheircontentinthatitisinstrumentalinsustaininglearningenvironmentsthat

valuediversity(Macfarlane,2010;Campetal.,2013;Hanrahan,2009)

§ Furthermore,mātaurangaMāoriprovidesauniquelenswhichMāori(andnon-

Māori)learnerscanusetounderstandandmakesenseoftheworld.Thatlens

privilegestheenvironment,people,placeandspiritualityandisanchoredthrough

culture,languageandidentity.Thislensempowerslearnerstodrawontheirown

knowledgeandcontextstomakesenseoftheirsurroundingsinculturallyrelevant

ways(Mercier,2010;Minaa&Howarth-Jarratt,2015;Mihaka,2008;Karena&

Fenton,2015;Kingetal.,2011)

§ TheprivilegingoftereoMāorimeōnatikanga(languageandprotocols)iscriticalto

educationandrecognisesthewhakapapaoflanguageunderpinningaculture.7A

smallnumberofprojectsexploredtereoMāoriinvariousaspectsincluding

developingnewlearningstrategiesfortereoMāori(Mihaka,2008;Keihaetal.,

2008;Ka’aietal.,2009;Rātima,2013)andassessmentoftereoMāoriprogrammes

7Historically,tereoMāorihasbeenseverelyimpactedthroughcolonisationtothepointofprobablelanguagedeath.Fortunately,effortsfromarangeofdifferentgroupshavemadeattemptstorevitalisethelanguagetoahealthystateandtoencourageandresourcemorepeopletospeakthelanguage.Tertiaryeducationalsohasacommitmenttocontributetothisrevitalisation.

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atthetertiarylevel(Mataamua,2016).Projectsthatfocusedonlearningstrategies

fortereoMāoriareimportanttothedevelopmentandrevitalisationofthe

language.

Fig3:Valuesunderpingoodpracticetosupportthelearner.Thelearnerissupportedbythe

practitioner,institutionandcommunity.

Asoutlinedinfigure3,valuesarewhatunderpinsgoodpractice.Bothpractitionerand

learnercometogetherwiththeirownsetsofvalues,manyofwhichalignandoverlap.There

aremultiplerelationshipsatworkandeachmustbereciprocalandbemaintained.The

learneriscentretothisprocess,aswellastheprocessoflearning.Thepractitionerand

learnercanatanytimeswitchplaces;theteachercanbecomethelearnerandviceversa.

Keyvaluessuchaswhanaungatanga,manaakitangaandwhakapapa(therearemanyothers)

areimportanttounderstandwhenengagingwithMāorilearnersandwillprovideasafe,

comfortableandinteractivelearningenvironmentbetweenpractitioner,learnerand

institution.Themajorityoftheseprojectsattributelearnersuccesstotheengagementand

implementationofMāoripedagogicalpracticesandapproachestoteachingandlearning.

LEARNER&

LEARNING

Practitioner

InstitutionIwi/hapū/community

Values

Māori pedagogical approaches to teaching and learning

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Projecthighlights

Thissectionprovidesbriefsummariesofthe45Māorilearner-focusedprojectswithafocus

onhighlightingtheprojectpurposeandfindings.Thesesummariesareorganisedintothree

keysubsectionstoassistthereaderinidentifyingmaterialusefultotheircontext:

§ Māoripedagogicalapproachestolearning(ako)

§ AccesstomātaurangaMāoriandintegrationintocontent

§ Bridgingtertiaryeducation

Māoripedagogicalapproachestolearning(ako)Thissectionwasbyfarthemostprevalentthemeacrossall45projectsandnotsurprising

wasthesimilarityoffindingsemergingfromthoseprojectsregardingtheimportanceand

relevanceofMāoripedagogicalapproachesplayingakeyroleinthesuccessofMāori

learners.Theseapproachesarerelevantforanypractitionerwhoseeksapproachesthatare

underpinnedwithcommonvalues.

Greenhalgh,A.,Walker,S.,Tipa-Rogers,K.&Hunter,R.(2011).TutorpracticesthatincreasecompletionforMāoriPTEstudents.RHPFCentral.

Thisprojectfocusedontheidentificationofkeytutorpractices,inrelationtodeliveryofcontent,studentengagement,andculturalawarenessthatcorrelatedtosuccessfuloutcomesforMāoristudentsinaPTE.Theresultshighlighttheeffectivenessofabiculturalapproachtotutoringadultstudents.Theprojectsuggeststhattobehealthy,Māorineedaccesstolearningtheirlanguage,toeducationandqualifications,toemploymentandtohavetheirculturevalued.TheresultsofthisresearchindicatethatmanyoftheidentifiedneedsinthisprojectarebeingprovidedtostudentsatWorkforceduetothesupportiverelationshipstheyformwiththeirtutorsandtheinteractivedeliverymethodsused.TheresearchhighlightstheeffectivenessofabiculturalapproachtotutoringadultstudentsandindicatesthatthepracticeofWhanaungatangainclassdynamics,theinclusionoftikangainclassprotocolsandtheuseofpeersupportteachingmethods,tuakana-teina,haveapositiveimpactontheretention/completionsuccessratesofMāoristudentsinthePTEenvironment.

Rawlings,C.&Wilson,K.(2013).HowMāoridistancestudentscanhaveasenseofbelonging.RHPFCentral.

Thisprojectevaluatestheeffectsofacyber-WhareandaKaupapaMāoripeermentoringinitiativeonfirst-yearfirst-timeMāoristudentsattheOpenPolytechnic.Thestudyindicatedthatthevaluesunderpinningtuakana-teinae-BelongingcouldprovidethekeytosettingupawhānaucommunitytogivetheMāorilearnerasenseofbelonging(whanaungatanga)andaplaceofbelonging(tūrangawaewae).Theprojectwasmeasuredoveronetrimesterandasaresultbothtuakanaandteinawereasked,throughaninterviewprocess,theirperceptions,opinions,beliefsandattitudesrelatingtotheirexperiencesduringtheproject.Theywere

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alsofreetodiscusswhattheyidentifiedasbeingimportanttothem.TheresearchsuggeststhatoneoftheessentialfoundationsofaMāori-centredapproachtolearningistoincludeculturalinclusivitywithafocusonenablinglearnerstoaccesslearningresourcesinamannerthatiscongruentwithMāorivalues,beliefsandstylesoflearning.

Tomoana,R.(2012).SuccessfulteachingandlearningstrategiesforMāori,Pacificandyouthlearners.RHPFCentral.

Thisstudyaimedtoidentify,withspecificregardtoMāori,Pacificandyouthlearners,activitiesandapproachesthatenablehighsuccessratesforthesetargetedgroups.Theprojectwasintwoparts:partonewasaresearchpaper/reportandparttwowasthedevelopmentofateachingresourceforstaff.Theresearchwasexploratoryandstrengths-based.UsinganAppreciativeInquirymethod(Cooperrider&Whitney,2005),staffwereencouragedtosharewhat‘they’consideredtobeusefulandsuccessfulteachingandlearningstrategies.Studentswerealsointerviewedtoinvestigatewhattheyconsideredwasusefulandhelpfulintheirlearningjourney.TheprojectuncoveredanddocumentedtheteachingstrategiesatWhitireiaNewZealand,whichhavebeensuccessfulwithMāori,Pacificandyouthlearners.Theresearchidentifiedasetoffiveenablersthatcanbeutilisedbyotherpractitionerswhoareseekingsuccessfulteachingandlearningstrategies:

§ Strongrelationshipswithinthelearningspace(necessarytohavetrust,notjustbetweentutorandstudents,butalsobetweenstudents);

§ Beliefbythetutorthatallstudentshavetheabilitytoachieve;§ Beingmindfulthateverystudentisdifferent,evenwithinthecategoriesofMāori,

Pacific,andyouth.It’sabouttryingtofindthespaceinyourteachingtoallowallstudents’differencestobevalued/acknowledged/reflected;

§ Theneedforthetutortobereflectiveintheirpractice;and§ Theuseofgoodteachingprinciples.

AttheheartofstaffexperienceswastheimportanceofrelationshipdevelopmentandculturalresponsivenessparticulartoMāori,Pacific,andyouthlearners.

Mete,H.(2013).AMāoriPerspectiveforEmbeddingLiteracyandNumeracywithinAdultEducationProgrammes.RHPFCentral.

ThisillustratedresourcedescribesthetrainingexperiencesofadulteducatorswhoattendedworkshopsaimedatembeddingliteracyandnumeracyincoursesdesignedforMāorilearners.Itconcludeswithguidelinesandpracticalsuggestionsforlearnersuccess.ItwillbeofuseforMāoriteachersandanyoneworkingwithMāoristudents.Inthisproject,20educatorssharedtheirstoriesandachievementsfromparticipatinginHeManaAko.Theyoutlinedthetoolsandtechniquesthatworkedforthemandhowthesewereappliedwithintheirownstudent-focusedliteracyandnumeracyskilldevelopmentstrategies,throughthedeliveryoftheireducationalprogramme.Theseincluded;

§ Whakapapa(attitude)§ ManaMotuhake(assessment)§ Kaitiakitanga(responsibilitiesandrolesofeducators)§ Tinorangatiratanga(potential)

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Greenhalgh,A.,Tipa-Rogers,K.&Hunter,R.(2011).KeytutorpracticesthatarepositivelyassociatedwithsuccessfulcompletionforMāoriPTEstudents.RHPFCentral.

ThisprojectfocusedonrevealingpracticesconsistentlydemonstratedbytutorswhohaveongoingsuccessindeliveringcoursestoMāorilearners.RecommendationswillbeusedtodriveprofessionaldevelopmentfortutorsworkinginthePTEsector.Thisprojectprovidedfurtherinsightsintotheimportanceofrelationshipsbetweentutorandstudent.TheresultsindicatethattutorsaredeliveringusingbiculturalpedagogicalapproachesalmostintuitivelyandthatthemaindriverbehindthissuccessisinengagingMāorilearners.However,thereisadeep-seatedculturaltabooaroundtreatingpeopledifferentlybasedonculturalidentity.Apreferenceforrecognisingpeopleasindividualsandtakingintoaccounttheirculturewithinthatholisticpictureofrecognition,wasstronglyvoiced.WhilethemajorityofHighlySuccessfulTutorsidentifiedthemselvesasutilisingsoundpracticeindifferingscenarios,theydidnotappeartolinkthesetogethertoformacohesivemodelofpracticethatsupportedMāorilearners.Itisintendedthatamodelofpractice'TePuangaMatapaeOranga'willbedevelopedasatoolkittosupporttutorsinunderstandingtheirpedagogicalapproachesandpracticesandlinkingthesetoMāoriworldviewsandapproachestolearning.

Lillis,D.,FisoT.,Henricksen,S.&Storz,S.(2015)MotivationandengagementofMāoriandPacificstudentsatPTEs:Lessonsforimprovedteachingandlearningstrategies.RHPFCentral.

ThisstudyfocusedontheengagementandmotivationoftertiarystudentsattendingthreePrivateTrainingEstablishmentsinNewZealand.WithaprimaryfocusonMāoriandPacificstudents,thepurposewastoelicitfeedbackfromstudentsonwaysofenhancingteachingandlearningatPTEs.Thestudyincludedbothquantitativeandqualitativecomponents,includingasurveyofstudentsandfocusgroups.Theprojectemphasisedtheimportanceforacademicsuccessofpositivetutor-studentrelationships,culturalresponsiveness,theuseofvariedteachingandlearningapproaches(emphasisingpracticalwork)andattractivephysicalenvironments.Thestudyspecificallyfoundthat:

§ Onlyminorsystematicdifferencesinengagementandmotivationacrossethnicity,genderandsocio-economiclevelwereidentified,indicatingthatMāoriandPacificstudentsarenotgreatlydifferentfromothersineitherengagementormotivation;

§ Thesinglesocio-economics-baseddifferenceidentifiedinthestudyrelatedtolearningmoreifthetutorcareshowthestudentisdoing;

§ MāoriandPacificIslandrespondentsspendmoretimeinprovidingcarefordependentsthanothers;

§ MāoriandPacificstudentsspendmoretimeinstudy-relatedactivityweeklythanotherstudents;and

§ ParticipatingstudentsprovidedverypositivefeedbackontheparticipatingPTEsinmeetingtheculturalneedsofallstudents,butparticularlyofMāoriandPacificstudents.

Minnaa,A.&Howarth-Jarratt,P.(2015).ProjectBasedLearningFocusedonNumeracyandLiteracySkillswithMāoriSecondChanceLearners.RHPFCentral.

TheaimofthisstudywastocreatetwointegratedProjectBasedLearning(PBL)lessonsthatengagedMāorisecondchancelearners.Theprojectincludedastrongnumeracyandliteracyfocusasthisisthemajorbarrierprohibitingtheirlearnersgainingaqualification.Thecreatedprojectsinclude:TheWakaProject–thisprojectexplorediwiapproachestowakadesigns,historyanduses–andTheStreamProjectthisprojectexploredtheecologyof

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riversandcanbeappliedtoanylocalandconvenientstreamorriver.Learners’experiencesandtutors’observationswererecorded,aswellasachievementrecords.Theprojectidentifiedsixprincipalfactorsthatsupportstudents’success:

§ Makingthelearningrelevanttothelearner§ Focusingonyourgoalswhendesigningtheprojectcontent§ Includingpracticalactivitiesandgroupworktoengagestudents§ Celebratingstudentsuccess§ IncludingMāoriperspectivesandtikanga,e.g.theroleoftheatuainecology§ IncludingMāoripedagogysuchastuakana-teinaandako

Ross,C.(2008).CulturallyRelevantSupportforFirst-YearMāoriandPasifikaStudentEngagement,RetentionandSuccess.RHPFCentral.

Thisprojectisbasedonevidencethatshowsthatatthebeginningofthefirstyearoftertiarystudy,studentswhoaresupportedhaveamorepositiveexperienceandsuccessfuloutcome.Itisbasedonapilotprogrammethatimplementstheuseofculturallyrelevantpeersupport.Onehundredandfiftystudentswerecontactedviatelephoneduringsemesterone2008andofferedsupport.TheprogrammewasinformedbyKaupapaMāoriTheoryandprinciplesofinclusiveteachingpracticeandaimedtoenhancestudentengagementandsuccess.Thisresearchrevealedthatfirst-yearMāoriandPasifikastudentsstudyingatadistancevaluetheopportunitytohaveregularcontactwithknowledgeablepeersinadditiontotheirtutors.Theyfindthecontactencouragingandmotivational;itenablesthemtodealmoreeffectivelywiththedemandsofstudyandtofeelpartofalearningcommunity.Thiscontact,whichoccursatkeydecision-makingpointsinstudents’progressthroughtheircourses,assistsintheidentificationofissuesthatmightbeabarriertosuccessfulcompletionandprovidesopportunitiestoresolvetheseinatimelymanner.Students,particularlyMāoristudents,placedgreatimportanceonbelonging–thenotionoftātautātoutātou.Theyconsideredthattheregularcontactwithpeersupportershadcontributedpositivelytotheirsenseofbelonging.Thisresponsefromstudentsisanindicationofhowculturallyrelevantthepeersupportprogrammeisevenwhendepartureisimminent.

Apanui,N.&Kirikiri,T.(2015).HeiTokoiteTukunga:EnablingMāoriLearnerSuccess.ProfessionalDevelopmentFund.

ThepurposeoftheprojectwastointroducetertiaryeducatorstothedesignandevaluationofteachingstrategiesandpracticesthatleadtoenhancedoutcomesforMāorilearners.TheHeiTokoprojectconfirmedthatgoodKaupapaMāori-basededucationpracticeneedstobelearner-centred,whole-of-organisation,dynamic,responsiveandhighlyadaptivetomeetthedemandsofourhighlycontextualisedandfluidtertiaryeducationsector.KaupapaMāori-basedgoodeducationpracticeincludedthefollowingfactors:support;beinglearner-centred;whakawhanaungatanga;organisationalbuy-in;agencysupport;empowermentofpractitionerstodevelopthemselvesprofessionally;evidencefromgoodpracticeresearchtoenhanceandinformpractice;andevaluation.

McCaw,C.,Wilson,J.,Huakau,G.,Camp,J.,Egan,V.,TeWhaiti-Henry,T.&Henry-Ryan,M.(2013).ThePathofNexus:Māoristudentsuccessinadesignschoolcontext.GoodPracticePublicationGrants.

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TheCommunicationDesigndegreeprogrammeatOtagoPolytechnichasdevelopedastudent-centredlearningenvironmentwithanumberofpracticesthathavebeenparticularlyrewardingforMāoristudents.Thelearningenvironmentincludesstudentsworkinginpeerandstudent-staffteamsoncommercialandcommunityprojects.Threepracticesareidentifiedascontributingtoanenhancedlearningenvironment:

1. encouragingstudentstokeepcultureatthecentreoftheirlearning2. encouragingstudentstoworktogetheringroups3. valuingtheimportanceofstudents’ownidentities.

Theprojecthasencouragedcollaboration,ledtoanumberofrewardingintegrationsofculturalpracticesforacohortofMāorilearnerswithlocalcommunities,andsupportedthedevelopmentoflearnerleadershipandpersonalskills.Theprojectispresentedasavideopublication.

Mihaka,R.(2008).TeReoMāoriCanBeEasilyLearnedThroughWaiataTamariki.GoodPracticePublicationGrants.

ThisprojectfocusedoneffectivewaysforstudentteachersandcolleaguesinearlychildhoodeducationtolearntereoMāori(Māorilanguage).TeTariPunaOraoAotearoa/NewZealandChildcareAssociationdevelopedtheapproachafterobservinghowwaiatatamariki(children’ssongs)areanintegralcomponentofMāorilanguageacquisitioninearlychildhoodeducationsettings.Thisprojectinvolvedidentifyingarangeofcurrentwaiatafortamarikithatarereadilyaccessibleanddesignedforuseinearlychildhoodeducationcontextsforlanguagedevelopment.

Macfarlane,A.(2010).Huakinamai:Doorwaystowardculturallyresponsiveeducation.GoodPracticePublicationGrants.

Thisstudyinvestigatedasummertertiarycoursewhichhighlightedtherelationshipsthatexistbetweendiversity,equity,engagementandeducationalsuccess,bydrawingonculturallyresponsiveapproachesinlectures,professionalconversations,workshopsandassignments.Thesummerschoolcourseofferedwasbasedonfourprinciplesthatopenthedoorwaytowardsculturallyresponsivepedagogy–whakanuia(success),hononga(connectedness),pūmanawatanga(ambiance),andmātauranga(scholarship)–whichhavebeeninstrumentalinsustainingalearningenvironmentthatvaluesdiversity.Thiscoursehasmodelledaninclusivelearningjourney,providedrelevantandauthenticculturallyresponsivelearningexperiences,andhasbeenepitomisedbywayoftheMāoriconceptofwhaiwāhitanga(participationinandacrossculturalcontexts).Thisinturnhasfosteredstudents’confidenceinprofessionalandscholarlyperformance.

Ngawati,T.(2013).WhaiAkeIteAraTika-AlivingmodelofMāorisuccess.GoodPracticePublicationGrants.

MāoristudentleadershipcapabilityandcapacityisgrowingatUnitecandisbeingsupportedthroughaMāorimentoringscholarshipprogrammebasedontuakana-teinavaluesandpractices.Theprogrammeisrunthroughthepolytechnic’sMaiaMāoriCentre.Studentsintheirsecondorfinalyearofstudybecometuākana(mentors),andstudentsintheirfirstyearofstudyaretherecipientsofthescholarshipandaretheprogrammestēina(mentees).Scholarshipsandfundingweresoughtthroughvarioussourcesandtheprogrammehas

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gainedsteadyprogressinretentionratesofitsMāorilearners.Someofthekeybenefitsandsuccessfactorsaredescribedbyparticipantsoftheprogramme.

Henley,M.(2014).TargetedLearningSessionstoenhancetheassessmentperformanceoffirst-yearMāoriandPasifikastudents.GoodPracticePublicationGrants.

Thisprojectdevelopedapracticalteachingsupportinitiative,TargetedLearningSessions(TLS),whichincorporatedpastoralandacademicsupporttogethertoprovideanon-threateningpathwayforallstudentstoseekdiscipline-specificassessmentadvice.ThedesignandapplicationofTLSandthestrategiesdevelopedtoengageMāoriandPacificfirst-yearlearnersinthissystemofacademicsupportarethecentralfocusofthisproject.ThefirstTargetedLearningSessionfoundthatMāoriandPasifikastudentsincreasinglybecameregularandcommittedattendees.Thecollaborativeapproachbecamethecatalystforamoreeffectivedeliveryofteachingandlearningexpertise.WhereMāoriandPacificstudentswerethemajority,TLSsessionsweresupportedbyMāoriandPacificprofessionalandacademicstaff.Spacesformeetingwerenegotiatedforthetargetgroupofstudentstoensurethattheyfeltcomfortableenteringintothatspace.

Gordon-Burns,D.,Campbell,L.&Ruru,R.(2014).Inakitiarawatiaheikakanomōāpōpō:Studentsencounterwithbiculturalcommitment.RHPFCentral.

Thisstudyfocusedongainingadeeperunderstandingofandbeingbetterinformedabouttheimportanceoftrulyintegratingabiculturalcomponentininitialteachereducation.ApilotstudyindicatedthatstudentsenterInitialTeacherEducation(ITE)trainingwithavarietyofvaluesandbeliefsregardingtereoMāoriandheaoMāori,andthattheseappeartobeaproductofthesocialandeducationalenvironmentsinwhichtheyhavebeenimmersed.Morecommonly,thesestudentshadparticipatedinkapahaka(Māoriperformingarts)atschoolorhadattendedaschool-organisedvisittoamarae.Thishighlightedthattherewasminimalinvolvementand/oropportunitytobepresentatortointeractwithMāoriculturalevents.Forthosestudentswhohadexperiencedthisopportunity,theschoolenvironmentwastheinitiatoroftheoccasion.ThisstudyfoundthatsometeacherslackedtheconfidenceandcompetencetointegratetereoandtikangaMāoriintotheirpractice.Thisisanareaforservicemanagerstoaddressthroughprofessionallearninganddevelopment.

Karena,T.&Fenton,C.(2015).Māpangomāwherokaotitemahi:DiggingforMāoriValuesatTeTaioPoutiniPolytechnic.RHPFCentral.

ThisprojectexploredfactorsunderpinninghistoricallyhigherMāoriparticipationandcompletionratesatTaiPoutini’sDiggerSchoolsincomparisontotheinstitutionalaverage.Thisprojectindicatedthattherewerethreemainconcepts/valuesfromteaoMāori(theMāoriworld)thatwereclearlymanifestedinthiseducationalenvironment.Thesevalueswere:

1. manaakitanga;2. whanaungatanga;and3. whakapapa.

EncouragingaconnectiontofamilyandtothegroupunderpinnedbythequalitiesofconnectednessandsustainablerelationshipsappearstohavepromotedandsupportedthehighsuccessofMāoristudentsinthisparticulartertiarysetting.

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King,N.,Hunia,R.&Fitzpatrick,L.(2011).NgāRingaRaupāoPikiaoWaiarikiAgriculturalCollaboration.NationalProjectFund.

Theresultofthiscollaborativeprojectwasthecreationofaqualification–TeTaumataRaukura–withtheexpressaimofofferingākonga-centred,meaningful,relevant,hands-onlearningwithbothgeneralandspecificcareerknowledge.Thisprojectconsistedoffourmainfoci:aliteraturereview,theexplorationofthepossibilities,designingthequalification,andtheevaluationframework.Anevaluationframeworkwascreatedaroundhowako(teachingandlearningpractice)isimplementedwithinthequalificationTeTaumataRaukura.Theevaluationframeworkcanbeusedbothasaguidelineforthekaiako(tutor)andtheirpracticeandasanevaluativetoolthatisunderpinnedwiththefollowingfourkeyprinciples:whanaungatanga(respectfulrelationshipsandconnections),ako(living,learningandteaching),aro(reflectivepracticeandevaluation),andtehiringa(spirituality,passionandmotivation).

Curtis,E.,Wikaire,E.,Lualua-Aati,T.,Kool,B.,Nepia,W.,Ruka,M.,Honey,M.,Kelly,F.&Poole,P.(2012).TātouTātou-SuccessforAll:ImprovingMāoristudentsuccess.NationalProjectFund.

ThisprojectinvestigatedMāoristudentsuccessusingtheCriticalIncidentsTechniqueandidentifiedkeyfactorsthathelpedorhinderedlearnersuccess.Thesewereidentifiedacross3non-lecturecontexts:Māoristudentsupportservices,undergraduateprogrammes,andMāoristudentwhanaungatanga(peerrelationships).ThefindingssupporttheneedfortertiaryinstitutionstoprovideadditionalMāoristudentsupportservices,withaparticularfocusonfosteringculturalbondingbetweenstudentsandtheirpeers.Thefindingsalsohighlighttheimportantroleoftheeducatorasthisrolecanbebothhelpful,andhindering,withinnon-lecturecontexts.Keysuccessfactorsincludedtheabilityofeducatorstodeveloprelationaltrust,demonstrateculturalsafetyandutilisehighqualityteachingandlearningmethodswhilsthavinganexcellentgraspofthecontentrequired.Basedonthefindings,qualitytertiaryteachingforMāoristudentswithinhealthprogrammesshould:

1. Useeffectiveteachingandlearningpractices;2. Provideacademicsupportthatisculturallyappropriate;3. Providepastoralsupportthatisculturallyappropriate;4. Provideaculturallysafelearningenvironment;and5. Encouragecohortcohesiveness.

Williams,N.,Broadley,M.E.&LawsonTe-Aho,K.(2012).BuildingKaupapaMāoriintoEarlyChildhoodEducation.NationalProjectFund.

ThisprojectexaminedhowbiculturalcompetenceisappliedintheeducationofearlychildhoodteacherswithregardstoMāoripedagogies,identities,languagesandculturalbeliefs,andhowMāoripedagogiesarevaluedintheprovisionofearlychildhoodeducationinAotearoa.AKaupapaMāorimethodologywasadopted,drawinguponqualitativetechniques.Thestudyidentifiedthatbiculturalcompetencehadnotbeenattaineduniversallyinmainstreamservices,despitegoodintentions.ResearchdatarevealedperceptualdifferencestowardteTiritioWaitangi.ForMāori,itisapartnershipdocumentbindingbothparties,whilemanyPākehāperceiveitasadocumentjustforMāori.DataindicatedtheneedforbiculturallearningandbiculturalresourceswithaKaupapaMāoribasetosupportdevelopmentofbiculturalteaching.Arisingfromtheresearchwereseveral

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implicationsincludingthatteachersneedtoacquirefurtherknowledgeofkaupapaMāoritheoryandthattheyneedtoknowtheirownculturebeforebiculturalunderstandingcanbeembeddedinearlychildhoodcontexts.

Hutchings,J.,Yates,B.,Isaacs,P.,Whatman,J.&Bright,N.(2013).HeiAraAkokiteOranga-TheKaupapaMāoriWellbeingAssessmentModel.NationalProjectFund.

ThiscollaborativeprojectbetweenLiteracyAotearoaandTeWāhanga,NZCERdevelopedanassessmentmodel,thatdemonstratesalinkbetweenliteracylearningandwellbeingforMāorilearners.ItaddressestheneedofMāoriliteracyprovidersforrelevantandappropriateassessmentmodelsofwellbeingforMāori,anditcomplementstheLiteracyandNumeracyAssessmentToolforAdults.ThemodelhasaKaupapaMāoriunderpinningandgathersinformationabouttheprogressofthelearneratdifferentstagesinthelearner’sprogramme.Themodelcomprisesasetofquestionsforthelearnerthataddresstheirprogresstowardstheirgoals.Italsoinvolvesthelearnerandthetutorengaginginaconversationandmayinvolvewhānaumembers.Themodelhasfourstages:

1. Theinitialassessmentprocesswherethegoalsofthelearnerareidentifiedandalearnerplanisdevelopedtoprovideafocusforthetuition.

2. Aformativeassessmentwherethelearnerandtutorreviewprogressandbothcontributetothelearner’sresponsestothreequestionsabouttheirprogress.

3. Thesummativeassessmentwheretheprogresstowardsachievingthelearner’sgoalsarediscussedandvalidated.

4. Theexitstatementswherethelearnerscompletetheirprogramme(s)withtheprovidercommentsagainstaLikertscaletothreequestionsthatfocusonachievementandfuturedirection.

Schofield,A.,Walker,L.&Going,N.(2011).Supportingacademicsuccessbyminoritygroupstudentsinaprivatetrainingestablishment.RHPFNorthern.

Thisstudyaimedtoidentifylearningandteachingstrategiesthatweresuccessfulwithculturallyandlinguisticallydiversestudentsandmakerecommendationsforgoodpracticetothetertiarysector.Theresearchsuggeststhattherearefourkeyfactorsthatareimportantforoptimaltertiaryteaching:

1. Tutor-studentrelationships2. Thelearningenvironment3. Learningresourcesandpracticalapplicationoflearning4. Widercontextforacademicsuccess

Thefindingsindicatethathavingstrongtutor-studentrelationshipsfostersanappropriatelearningenvironmentandwhencombinedwithappropriatematerialscanproducelearningforminoritygroupsthatreachesfarwiderthanthelearningoutcomesofthecourse.

Smith,A.&Crane,T.(2011).Culturalconfluence–challengesforatrainingproviderintendingtoworkcross-culturallywithinMāoriandPasifikacontexts.RHPFNorthern.

ThisprojectsoughttoexplorepedagogicalmodelsandresearchmethodologiesspecifictoMāoriandPasifikacontextsinorderto:

a) IdentifytheculturalperspectivesandtheworldviewofstaffandstudentsatBTI(BethlehemTertiaryInstitute).

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b) ExploreareasofconcerntoPasifikaandMāoristudentsandstakeholders.c) Hearexperiencesandperceptionsofstaffandstudent'sworkinmulticultural

contexts.

Thefindingsidentifiedthecentralityofconnectionindevelopingtheabilitytoworkacrossculturalgroupsandtheawarenessthatconnectionisprimarilyaheartissue.Whilestructuralmatters(e.g.environment,time)andacademicknowledgecontribute,theyarebothsecondarytotheissueofattitude,specificallyattitudesofopennessandwillingnesstobuildbridges.

Kerehoma,C.,Connor,J.,Garrow,L&Young,C.(2013).Māorilearnersintheworkplacesetting.NationalProjectFund.

ThisprojectfocusedonunderstandingtheexperiencesofMāorilearnersinindustrytrainingorganisations,andusedtheseexperiencestounderstandhowtobestsupportMāorilearnersintheworkplace.Findingssuggestthattheenablersandbarrierstoworkplace-basedlearningforMāoritraineesaremulti-layered,involvingacomplexmixofthefollowingelements,whichtheprojectteamhavecreatedintotheTeAkoTiketikemodelfeaturedbelow(Fig.#):

§ personalcommitment,attitudeandmotivation§ tuakana-teina(peermentoring,peerlearningandrolemodels)§ connectedness(totheemployer,colleaguesandITO)§ whānausupportandencouragement§ strongfoundationsforworkplacelearning

ThroughagreaterunderstandingofhowMāoriexperiencetrainingandthefactorsthataffectcompletion(eithernegativelyorpositively),theITOsinvolvedareinabetterpositiontotakeactionsthataddressanyexistingbarrierstocompletion,andtodevelopnewsystemsandprocessesthatcanenhancecompletion.IndustrytraininghasasignificantroleincontributingtoMāorienjoyingeducationandworkplacesuccessasMāori.

Fig#:TeAkoTiketikemodel

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Baxter,J.,Bristowe,Z.,Fruean,S.,Meager,J.&Dawson,A.(2015).Weavingourworlds:Māorilearneroutcomesfromanequity-focusedstrengths-basedprogrammeinHealthSciences.NationalProjectFund.

Fig#.Weavingourworldsprogrammeandevaluationmap

Thisprojectfocusedonenhancingandevaluatingoutcomesfromastrengths-plus-evidence-basedapproachtoincreaseacademicachievementofMāoriHealthSciencesFirstYear(HSFY)studentsthroughaprogramme,TeWhakapuāwai.ThisprogrammewasprovidedtoMāoriHSFYstudentsin2014asapilottoacceleratestudents'learningstrategyacquisitioninanenvironmentthatfosterswhanaungatanga(belonging),kotahitanga(unity),ako(reciprocalteachingandlearning),hauora(holisticwellbeing)andacademicexcellence.

Processandoutcomesevaluationafterthefirst18monthsindicatedthatTeWhakapuāwaiwassuccessful,withanincreasednumberofMāoristudentspassingHSFYpapersandgainingentryintoHealthProfessionaldegreeswhencomparedtopreviousyears.Therewasalsoahighdegreeofstudentparticipationandsatisfaction.However,despiteatrendofimprovedMāoristudentoutcomesoverall,thisimprovementhasnotbeendistributedevenlyacrossMāoristudents,andthosestudentswhoarerelativelyeducationallyandsocioeconomicallydisadvantagedhaveremainedlesslikelyonaveragetosucceed

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academicallyinHSFY.Despitethis,researchersbelievethattheprojectanditsfindingshavethepotentialforapplicationtoothereducationalareasandinstitutions.

Pukepuke,T.&Nash,S.(2009).Peermentoringofat-distancestudents:Aresourcefortertiaryinstitutions.RHPFCentral.

Thisprojectaimedtoassistachievementandretentionthroughpeermentoringandmaximisestudentuseofexistinguniversitysupportsthroughthedevelopmentofaresourceforat-distancepeermentoring.Theresourceisapracticalguidefortertiaryinstitutionsestablishingastudentpeermentoringproject.Thisprojectproducedkeyfindingsaroundthebenefitsof,andpracticalstrategiesandrecommendationsfor,establishingpeermentoringprogrammesincludingtoolsforintervention,keyrelationships,workingwithdifferentstudents(includingMāorilearners),modesofcommunicationandvaluesthatunderpinmentoringprogrammes.Mentorsworkedasateam,operatingonweekdayevenings,communicatingwithstudentsbyphone,email,text,andoccasionallyinperson.Datawererecordedthroughouttheprocessandused,alongwithcurrentliterature,achievementandretentionrates,toinformfindings.Thisresourceisvaluableforinstitutionsseekingtocreateandundertakementoringprogrammes.

Harrison,G.,Marshall,G.&Beckham,A.(2009).ImprovingParticipation,RetentionandProgressionofMāoriTertiaryLearnersintheWhanganuiRegion.RHPFCentral.

ThisprojectinvestigatedhowtwoPrivateTrainingEstablishmentscouldimprovetheparticipation,retentionandprogressionofMāoriTertiaryLearnersintheWhanganuiRegion.TheprojectfindingsindicatethatthetwoPTE'sadheredtoacommonkaupapaanddevelopedrelationshipsbasedonpartnershipprinciples.Theirskillsweredistinctwithcomplementarystrengthsthatwouldenablethedevelopmentofcollaborativeandcomplimentaryprogramming.Benefitswereidentifiedinengaginginforwardplanningandimplementingjointprogramming.Examplesincludedengaginginjointprofessionaldevelopment;sharingtutorstoprovideprofessionaldevelopmentandtrainingadultliteracytutors;sharingresourcesanddevelopingotherresourcestomeetthespecificneedsoffoundationlearners.ThePTEsdevelopedtheknowledgetoadvancenewprojectsandnewwaysofworkingwithlearners.Anaddedstrengthwastheircommoninterestintrackinglearnerstodeterminetheenablersanddisablersforfoundationlearnersinadvancingtheirvocationalgoals.

§ Theprojectbenefitedbothpartiesandthecohortsoflearnersengagedintheprocessintheorganisations.

§ Timespentininitialconsultationanddevelopmentiscritical.Supportatbothamanagerialandgovernancelevelwasvitaltothesuccessoftheproject.

§ Acommonvaluebasewasdeterminedwhich,intheviewoftheprojectpartners,wasacriticalelementofsuccess.

§ Therelationshipbetweentheorganisationsrespectedpartnershipprinciples,andtheneedforautonomyandconfidentialityaroundemergingbusinessopportunitiesforeachPTE.

§ CollaborativeactionwasnotlimitedtothetwoPTEs.Otherswerepivotalintheprocessofenablingandimprovingstudentparticipation,retentionandprogression;mostnotably,thelocalIwiEducationalAuthority(TePunaMataurangaoWhanganui).

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Goh,T.T.,ChongSeet,B.&Rawhiti,L.(2011).AffectiveMobileLearningSupportSystemforMāoriStudents.RHPFCentral.

ThisreportpresentstheoutcomeofanexperimentaldesigntoinvestigatetheimpactofpersuasiveandaffectiveSMStextmessagesonstudents’self-regulatedlearningstrategieswhileattendinganintroductoryinformationsystemscourse,withafocusonsupportingMāoriandPacificlearners.

Asetofquestionnaires(motivatedstrategiesforlearningquestionnaires-MSLQ)weredevelopedandusedtomeasurethreegeneraltypesofstrategies:cognitive,meta-cognitiveandresourcemanagement.

ThestudyfoundthatpersuasiveSMSmessagesareaviableandeffectivestrategyformaintaining,improvingandenhancingstudents'self-regulationstrategies.Aswell,practitionerscancomplementthisstrategywithothermotivationalstrategiestoenhancestudents'learningexperiences,especiallyforfirstyearcoursesandstudents.Despitethesefindings,MāoriandPacificparticipationwasreportedlylowandtherefore,arepresentativesamplewasnotadequatelyportrayedinthisstudy.

Savage,C.,McConnell,N.,Clifford,L.,Tarena,E.,Kamilton,K.,Inia,H.,Pitama,M.,Confait,A.&London,P.(2016).AkoWhakaruruhau–ImplementingandEvaluatingGoodPracticeforMāoriTradeTraining.NationalProjectFund.

Thisprojectwascentredontheimplementationofthemodel‘TeAkoTiketike-MāoriasSuccessfulWorkplaceLearners’intoaHawkinsConstruction’sapprenticeshipssupportschemeandtheHeTokikiteMahiGroupTrainingScheme.WithafocusonlearningpathwaystobringaboutanorganisationalfocusonMāoriapprenticeshipsuccess,thestudyanalysedcurrentapprenticesupportpracticesforMāoriinapprentices,implementedTeAkoTiketikeandevaluatedtheexperiencesandoutcomesforapprentices.SystemssupportandguidelineswereprovidedforHawkinsConstructionemployersandsubcontractorstoworksuccessfullywithMāoriapprentices,andtodemonstratehowthemodelworksasacomprehensiveorganisationalframeworkwithintheGroupTrainingScheme.Thestudyfoundthat:

§ Sub-contractorvariabilityaddscomplexitytotheimplementationofsupportinitiatives.

§ Raisingawarenessinthesectorbroughtaboutademandfornewlearning.§ StereotypinganddeficitattitudesaboutMāoriwereevidentandembedded.§ Highstaffturnoverandchangeimpactsonrelationships–theprovisionforthe

mentorneedstobeongoingbutnotalwaysonsite.§ Theabilitytorecogniseandrespondtoculturaldifferenceneedstobeapartofthe

cultureoftheorganisation.§ Wherepossible,placingMāoriapprenticestoworktogetherisbest.§ Providingapprenticeswithleadershipopportunitiespositivelyimpactstheir

performance.

Hohapata,H.(2011).IntegratedassessmentforMāoriyouthlearnersenteringtertiaryeducationforthefirsttime.RHPFCentral.

ThisstudywasdevelopedtohelpMāoriyouthwhostrugglewithassessmentusingonlyaworkbook.ThefocuswastogathernaturallyoccurringevidencetowardsachievementofunitslinkedtotheNationalCertificateinEmploymentSkills(NCES)Level1whilestudents

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engagedinday-to-daycourseactivities.Activitiesrangedfrombeinginterviewedforthecourse,fillingoutforms,listeningandengagingindiscussionsbefore,duringandafteranactivity,reading,writing,speakingandlisteningandengagingingrouplearningsuchaswānanga,nohomaraeandpōhiri.ThekeyobjectiveoftheprojectwastodevelopexplicitresourcesandtosharethelearninggainsandresourceswithothertertiaryproviderswithahighMāoriyouthprofile.Thestudyfoundthat:

§ Collaborationbetweenmanagement/staff/students–requiredinputacrosstheorganisation.

§ Studentachievementincreasedby20-30creditsforlearnersinthetrialsduringthetrialtimeframe.

§ MāoriachievingsuccessasMāori–engagementwithlearningwassignificantlyincreasedwhenlearninglinkedtoacknowledgementofTeAoMāoriandMāoripedagogies,e.g.mentoring.

§ Teachingpracticeforthisprojectrequiredmoreeffortandtime,e.g.recordingofdata.

§ Themethodologyforthisprojectdidnotcatertoalltypesoflearners.

Frielick,S.&Sciascia,A.(2016).Learnersandmobiledevices(#NPF14LMD):Aframeworkforenhancedlearningandinstitutionalchange.NationalProjectFund.

Thistwo-yearprojecthadaprimaryemphasisonstudentbenefitsthroughstaffprofessionallearningandthebroadercontextofinstitutionaldigitalstrategyandtransformation.Theunderpinningaimoftheentireprojectwascentredonenhancinglearnerexperiencesthroughtheuseofmobilelearningandmobiledevices,throughacross-institutionalprojectaimedatpedagogicaltransformation.

OneofthekeyoutputsofthisprojectfocusedonMāorilearnersunderstandingwhateffectiveengagementlookedlikethroughmobiledevicesandm-learning.AcomprehensiveliteraturereviewofMāorilearnersandpedagogieswasconductedaswellasthedevelopmentofaframework.TheframeworkwasunderpinnedwithconceptsofakoandKaupapaMāorivaluesandinterwovenwithmobilelearningtheories,approachesandpractices.Throughthisframework,practitionersareabletounderstandtherelationshipbetweenvaluesandpracticeandhowconceptsofakoareunderstoodandappliedwithinaclassroom(eitheraphysicalorvirtualclassroom).

Theframeworkenablespractitionerstofreelynavigatethe‘whare’andutiliseareasoftheframeworkthatspecificallyrelatetothem.Theframeworkisnon-exclusive,user-friendlyandhelpstoremovebarriersthatcanoftenintimidatepractitionersfromwantingtoengageinprocessesofako.Theframeworkhasalsobeenconvertedintoanappthatenablesuserstonavigatethevariousareasoftheframework.AccesstomātaurangaMāoriandintegrationintocontent

ThissectionincludesprojectsthatincorporateorenableaccesstoMātaurangaMāoriin

variousways.MātaurangaMāorialsoincorporatestereoMāorimeōnatikanga(Māori

languageandprotocols).Anumberofprojectsareincludedinthissectionthathaveastrong

focusontereoMāoriorenvironmentsandspacesforlearningthatareconduciveto,and

nuruturingof,mātaurangaMāori.Manyoftheseprojectsalsointersectthesectionabove

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aroundMāoripedagogicalapproachestolearning.

TeKupengaMātaurangaoTaranaki.(2011).TahiateMarae,TahiateWānanga–Adultlearningonthemaraeandinthecommunity.NationalProjectFund.

Thepurposeoftheprojectwastoexaminehowregionaleducationprogrammesmeetcommunityaspirations.TheteammembersappliedkeyTaranakiMāoriprinciplesintheirapproachtotheresearch.ReportfindingsindicateasignificantvalueininformaladultteachingandlearningonmaraeorinMāoricommunitysettingsforMāorifromandwithintheTaranakiregion.ThisresearchdemonstratestangiblewaysinwhichmaraeandMāoricommunity-basedcoursescontributetomeetingTaranakiMāoriaspirations.FiveareasinwhichmaraeorMāoricommunity-basedadulteducationcontributetoTaranakiMāoriaspirationsarediscussedinthisreport:identity,development,knowledge,cohesionandsustainability.ThelocationofcourseswithinMāoricommunitycontextscontributestoreinforcingasenseoflocalisedidentity.Coursescontributetobuildinglocalcapacitythatmayenablecommunitiestotakeonotherprojectsandtherebyfacilitatecommunitydevelopment.Tarau,R.,Langdon,Y.,Kohunui,H.&McKinnon,D.(2009).ReflectionsofAttendingWaitangiDay2009.RHPFNorthern.

TheprojectisanexplorationofcontemporarydeliberationsthatoccurredattheWaitangiCommemorationsatWaitangi2009andprovidesthewhakapapaofcolonialimpactsinAotearoa.LinkswerecreatedbetweenthepresentandpastWaitangievents,whichhighlightmanyoftheissuesofthepast,whichremainrelevanttoday.ItisimportantthatstudentsareexposedtothehistoryofourpastinorderforthemtounderstandtherelevanceTeTiritioWaitangihasintoday’ssociety.Thestudyrevealedthatteachingpracticecanbeenhancedthroughutilisingthisresearchasaguidetoprovideanenvironmentforvigorousandhealthydebatewithoutprejudicewithinteachingdisciplines.Kingi,T.K.,Hall,M.&Taiaroa,H.(2009).TeHonongaMātauranga.NationalProjectFund.

TeHonongaMātaurangaprovidesasuiteofon-lineaudio-visualresourcesforMāoripost-graduatestudents.Theseresourcesofferinformationontopicssuchaseffectivewriting,research,ethics,Māoridevelopment,tereoMāori,reviewingliterature,andcataloguing.Morethan30resourceshavebeendevelopedandarepromotedthroughweeklypānuitoMāoristaffandstudents.Todate,theseresourceshaveprovedpopularwithstaffandstudents.Theprojecthasalsoencouragedongoingcollaborativerelationshipsbetweenthethreeorganisationsinvolvedinthiswork.TeHonongaMātaurangaisavaluableresourceofpresentationsonthePhDprocess,researchmethods,dataanalysis,collection,writingandreporting,aswellasotherissuesofinteresttopost-graduatestudents.Theportalisaccessibleatanytimefromanylocationandprovidesrichmediaandinformationtosupportpost-graduatestudents. Rātima,M.(2013).Kiamatataukitereo:FactorsinfluencingthedevelopmentofproficiencyintereoMāoriwithadultlearners.NationalProjectFund.

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Thisdoctoralthesissoughttoanswerthequestion:whatfactorshelporhinderadultMāorisecondlanguagelearnerstobecomeproficientspeakersoftereoMāori?Inparticular,thethesisexaminedwhatkindofconcertedeffortisneededandhowcanindividuallearnersoptimisetheireffortstolearntereo?Keyfindingsrevealedthatforlearnerstherewerethreeessentialfactorstotheirsuccess:

1. ThequestfortheirownidentityasMāori.2. TheirabilitytoestablishandmaintainrelationshipswithotherMāorispeakers.3. Theirdesiretoservewhānau,hapū,iwiandtheircommunities.

Theresearcherinterviewed17highlyproficientsecondlanguagespeakersoftereo,whichmadeupthedataforthisthesis.Camp,J.,Sunderland,J.,Russell,K.&Flack,B.(2013).Simpā–AVeryUsefulToolkit.GoodPracticePublicationGrants.

Simpā,isatoolkitthatmergesMāorihistoryandcomputergamingtechnologyasawayofteachingMāorihistoryinaninteractiveandinterestingway.Thistoolkitprojecthasbeenasuccessfulcollaboration,includingitsexemplaryrelationship,whichhasarisenoutofaformalagreementbetweentheTeRūnakaoKāiTahu(TribalCouncilofKāiTahu)andOtagoPolytechnic.ThedevelopmentofTreaty-basedMāoriintellectualpropertyasaprocesshasaddedtothelearningofOtagoPolytechnics’researchersandstaff.TheuseofSimpāasbothacomplementtoandawayoftellingandrecordinghistoryandwhakapapaisinnovative.Itprovidesaplatformthatcansendhistorytopeoplewhoarebasedanywherearoundtheglobe,creatingandstrengtheningtheirconnectionwithNgāiTahuandNewZealand.Aswellastheconnection,Simpāisawayofpassingonwhakapapatofuturegenerationsinaninteractiveandinterestingway,ensuringtheretentionofimportantaspectsofourhistory.Itisalsoafunwaytosharehistorywithgroupswhocometoexperiencenohomarae.Keiha,P.,Moorfield,J.,Ka‘ai,T.&Spooner,H.(2008).TeWhakapakariiteRautakiPūnahaRorohikoHeiAkoiTeReoMāori:AdvancingaDigitalStrategyforLearningandTeachingtereoMāori.GoodPracticePublicationGrants.

ThisprojectwasaimedatcreatingablendedplatformfortheteachingandassessmentoftereoMāorithatenhanceslearnerengagementandoutcomes.EvidenceisprovidedtosupporttheclaimthattheplatformanditsteachingandlearningpracticeswillrevolutionisethewaytereoMāori,andindeedanyothersecondlanguage,isformallyacquired. Hanrahan,F.(2009).TePuawaitangaoTeKakano:NurturingtheSeedsofLearningWithinRuralMāoriWomen.GoodPracticePublicationGrants.

ThisprojectfocusedontheearlychildhoodMāorimanagement/learningmodelof'AtawhāingiaTePaHarakeke’,whichhasbeenincorporatedintoAdultandCommunityEducation(ACE)practices.ThismodelwasdesignedtobettermeetthelearningneedsofMāoriwomenandindicatesthepossibilitiesaroundadaptingmodelsofparticipativemanagementthatareunderpinnedwithvaluesandphilosophiesthatalignwiththeneedsoflearners.TheprojectrevealedgreaterunderstandingaroundissuesoftheroleofcommunitiesandorganisationsinrelationtoACE.

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Mercier,O.(2010).LearningwithGoogleEarthintheTeKawaaMāuiAtlasProject.GoodPracticePublicationGrants.

Thisprojectwasaimedatenhancingthelearningexperiencesofstudentswithinanever-growingdigitalmap-basedenvironmentthroughstudentworkandgroupandindividualassessment.Findingsoftheprojectindicatethatstudentsratedtheirengagementwithmappinghigherthantheirengagementwithtechnology.Theprojectensuresthatvariouskaupapa(topic)remaincentral,andthatthemappingandrelatedtechnologiessimplycomplementstudents’coreMāoristudieswork.ThewaythatstudentshaverespondedtothesetechnologiesencouragesTeKawaaMāui–SchoolofMāoriStudies–tocontinueexploringhowplace-basedworksupplementsandenhancesthelearningexperiencesofthestudents.Map-basedassessmenthasthepotentialtoenhancelearninginanyMāoristudiesprogramme,andtobeusedmorewidelyinhistoryandculturalstudies.Ka’ai,T.,Higgins,T.R.,Kāretu,T.,Mataira,K.,Milroy,W.,Moorfield,J.,O’Regan,H.&Waikerepuru,H.(2009).TeKāwaiKūmara.NationalProjectFund.

ThisprojectaimedtobuildtheresearchcapabilityandcapacityofMāorilearnersbysupportingthemthroughadvanceddigitaltechnologies.Firstly,thisprojectpilotedacomprehensivesuiteofinteractiveteachingandlearningtechniquesacrossmultiplesites.Secondly,bestpracticetechniquesweredevelopedtosupporttheteachingandlearningoftereoMāoriatthepostgraduatelevel.Ultimately,thisprojectdevelopedacohortofMāorisupervisorscapableofsupervisingthesesstudentsintereoMāori.TeKāwaiKūmarahasprovidedanopportunitytosuccessfullyexploretheintegrationofvideoconferencingandinteractivesmartboardtechnologyintopostgraduateprogrammedelivery.Studentswantingtopursueapostgraduate-levelqualificationinTeReoMāori,whilebeingtaughtbysomeofthecountry’smosthighlyregardedreoMāorienthusiasts,couldnowdosowithouthavingtoleavetheirhometown.Studentscouldcontinuewiththeirday-to-daylivesandroutines,andmaintainemploymentandwhānauobligations,whilesimultaneouslyincreasingtheirknowledgeoftereoMāori. Margaret,J.,Herzog,C.,Radford,D.&Stephens-Wilson,K.(2011).TreatyofWaitangiEducationKit.RHPFNorthern.

Thisprojectproducedteachingguidesandresources,including24individualactivities,tosupporttheprovisionofTreatyofWaitangieducationinthetertiarysector.Thebenefitofthisprojecttoteachingandlearningisembodiedintheconceptof‘ako’,becausetheactivitiespublishedhavebeendevelopedovermanyyearsofteacher-learnerinteraction. McCaw,C.,Wakes,S.&Gardner,T.(2012).Māoridesignandtertiaryeducation.RHPFSouthern.

ThisresearchprojectsoughttoinitiatedialogueabouttheteachingofdesignwithinthebroadercontextofAotearoa/NewZealandsocio-politicalrelationsinordertoidentifygoodpracticesfortertiaryeducators.Throughidentifyingandcollatingspecificmethods,practicesandstrategiesforuseintertiarydesignteaching,thestudyaimedtodisseminateimportantideasrelatingtoTeAoMāoriandMāoridesignprinciples,practicesandprocessestotertiarydesigneducators.Theneedfortheongoingdevelopmentandmaintenanceofaresearchwhānauwasaclearoutcomeofthisproject.Manyofthelecturersindicatedthattheywereworkingwithoutasupportnetworkintheirschool.Changewithininstitutionsalsorequiresa

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dedicatedresponseandawell-resourcedandintegratedapproachtoimprovedesigncurricula.Withclearconsultationandguidanceandpartnershipwithlocaliwi,theresearchersbelievethattheopportunityexiststodeveloptertiaryleveldesigncurricularelevanttotheNewZealandcontext.Mataamua,R.(2016).HeiTaunakiiteAko:AssessmentandmoderationfortereoMāoriinthetertiarysectorinAotearoaNewZealand.NationalProjectFund.

ThisstudyinvestigatedgoodpracticeintermsofassessingandmoderatingtereoMāoriatthetertiarylevel.ThescopeoftheresearchwastodevelopasummaryofgoodpracticethatrelatestoassessmentandmoderationstandardsfortereoMāoriinthetertiarysector,basedonthestudyoffoursuccessfultereoMāoritertiaryprogrammes.Thefourprovidersinvolvedintheprojecteachhasitsownuniqueorganisationalstructure,vision,andgoals.Thekeyfindingsofthisstudyindicatewhatsuccessfulassessmentandmoderationlooklike:

§ § Whānau,hapū,andiwiaspirationsneedtobepartofsuccessfulassessmentand

moderation.§ Successfulassessmentandmoderationreflecttheorganisation'svaluesandgoals.§ Successfulassessmentandmoderationneedstobemodernandrelevanttothe

studentsenrolledonthetereoMāoriprogramme.§ SuccessfultereoMāoriassessmentandmoderationatthetertiarylevel

concentratesonfourmainareas:speaking,listening,reading,andwriting.§ Constructivefeedbackisvitalinsuccessfulassessmentandmoderation.§ TimeavailabilitymustbeapartofsuccessfultereoMāoriassessmentand

moderationwithinthetertiarysector.

Jones,R.,Barrow,M.,Poole,P.,Reid,P.,Crengle,S.,Hosking,J.&Shulruf,B.(2008).AssessingHauoraMāoriinMedicalStudentsinClinicalSettings.NationalProjectFund.

Thisprojectaimedtodevelopeffectiveassessmentmethods,toolsandstaffdevelopmentprocessestoassessMāorihealthcompetenciesinclinicalsettings.Findingspointtosomeofthelimitationsofthe‘apprenticeship’modeloflearning,oratleastinthewaythismodelisoperationalisedintheeducationalcontext.Whenclinicalsupervisorsprivilegetheknowledgeandclinicaldomains,whileatthesametimefailingtoaddresstheHauoraMāoridomain,itsendsapowerfulmessagetostudentsabouttherelativevalueofdifferentfacetsofprofessionalcompetence.ConsiderableworkisrequiredtolookathowtodevelopacadreofclinicalsupervisorswhoarebetterpreparedtofacilitatelearningandundertakeassessmentintheHauoraMāoridomain.Findingssuggestthatwithouthigher-levelacknowledgementoftheimportanceofHauoraMāori,competingdemandsonclinicalteacherswillcontinuetoinhibiteffectiveparticipationinstaffdevelopmentactivities.ItisclearthatlearnerswanttodevelopexpertiseinHauoraMāoriandenjoyassessmenttasksthatemphasisereflection.However,thislearningneedstobescaffoldedbystructurededucationaltasksand,critically,tobevaluedbytheorganisationandteachingstaff.

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BridgingtertiaryeducationEquallyimportantishowMāorilearnersareaccessingandenteringintotertiaryeducation,

orexitingtertiaryeducationintoemployment.Someoftheprojectsbelowfocusonthese

transitionswithacommittedviewthatwide-reachingsupportiscriticaltoMāorilearner

successwithintertiaryeducation.

Chinlund,E.,Shaw,A.,McKay,J.,Appleby,P.,Davis,K.,Manderson,M.&Kirkland,G.(2011).RegionalCollaborativeDevelopmentofaDegreePreparationProgrammeSupportingLearners.NationalProjectFund,

Thepurposeoftheprojectwasdrivenbythecurrenttertiaryeducationpolicysettingsthathavepromptedmanyprovidersofbridgingeducationtoreduceorstreamlinetheprogrammestheyoffer,includingprogrammeswhereMāoriandPasifikaparticipationratesarehigh.IthasresultedinthecollaborativedevelopmentofanewCertificateofDegreePreparationthattakesacohesive,student-focusedapproachthatvaluespreparinglearnersforthemostrelevantpathway,andpromotesthebestpossibleeducationaloutcome.

Pene,S.&Ashley,M.(2009).EnhancinglearningandconfidenceforMāorithroughcommunityparticipation.GoodPracticePublicationGrants.

Thisprojectfocusedonembeddingcommunityactivitiesintothecurriculum,whichresultedinenhancedlearningandemployabilityoflearners.Thisinnovativeteachingpracticesuccessfullyallowsstudentstoachievepositivechangesintheirbehaviourandattitude,whilelearningandgainingskillsinworkenvironments.Thispracticeenabledstudentstobuildtheirself-confidencewhichhasresultedinstudentsmovingintoemploymentorhavingtheconfidencetocontinueintofurthervocationalstudy.TheMāoristudentsontheprojectarenowincreasinglybeingrecognisedasfutureleadersandrolemodelsinPaeroa.

Nock,S.&Johnson,D.(2015).Bridgingtotertiarystudy:AsupportresourceforacademicwritinginEnglishforMāoristudents.RHPFNorthern.

ThisprojectaimedtoprovidesupportforMāoristudents,particularlythoseinvolvedinstudyatfirst-degreelevel,whoneedtodevelopskillsinwritingassignmentsinEnglishinarangeofacademicsubjects.TheintentionofthisworkwastomakeacontributiontothecapacityofMāoristudentstorespondappropriatelytotheEnglishwritingdemandsthataremadeofthemintertiaryeducationcontextsandtosupportstaffwhoassistthemindoingso.Afour-unitinstructionalresource,foundedincurrentbestpracticeingenrebasedapproachestoEnglishacademicwriting,wasdevelopedfortheproject.Thedatagatheredinthisfinalphaseoftheprojectindicatedthatthestudentsfoundthisapproachtosupportingengagementin,andenhancementof,academicwritinginstructioninEnglishveryusefulandinterestingeventhough,asmembersofthedigitalnativegeneration,theydidnotalwaysfindthedeliverymodeideal.

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Thematicanalysistable

Avisualtableindicatingprojectsthatalignswithspecificdetailedthemes.

ProjectTitleTeacher

professionaldevelopment

Vocational MātaurangaMāori

Māoripedagogies/Ako/

Culturallyrelevant

approaches

TereoMāorimeōnatikanga(Māori

language&protocolsinlearning)

Tuakana-teina

(mentoring)

Whanaungatanga(importanceofrelationships)

Importanceofidentityinlearning

Marae-basedlearning

pedagogies

Values-basedlearning

Strengths-based

approachesAssessment Student

achievement

Bridgingand

transitionseducation

eLearning&

mLearning

Evaluationand

reflection

1 Chinlund,etal(2011) ✔ ✔ ✔ ✔

2 Harrison,etal(2009) ✔ ✔ ✔ ✔

3 Goh,etal(2011) ✔ ✔

4 Hohapata(2011) ✔ ✔ ✔ ✔ ✔ ✔ ✔

5 Greenhaigh,etal(2011) ✔ ✔ ✔

6 Greenhaigh,etal(2011) ✔ ✔ ✔

7 Rawlings&Wilson(2013) ✔ ✔ ✔ ✔ ✔

8 Tomoana(2012) ✔ ✔ ✔ ✔ ✔ ✔ ✔

9 Mete(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔

10Lillis,etal(2015) ✔ ✔ ✔ ✔

11Minaa&Howarth-Jarratt(2015)

✔ ✔ ✔ ✔ ✔ ✔ ✔

12Ross(2008) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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13Tepora&Nash(2009) ✔ ✔ ✔ ✔ ✔ ✔

14Kingi,etal(2009) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

15Apanui&Kirikiri(2015)

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

16Rātia(2013) ✔ ✔ ✔ ✔ ✔ 17McCaw,et

al(2013) ✔ ✔ ✔ ✔ 18Camp,etal

(2013) ✔ ✔ ✔ ✔ 19Keiha,etal

(2008) ✔ ✔ 20Mihaka

(2008) ✔ ✔ ✔ ✔ 21Hanrahan

(2009) ✔ ✔ ✔ ✔ ✔ ✔ 22Pene&

Ashley(2009) ✔ ✔ ✔ ✔

23Macfarlane(2010) ✔ ✔ ✔ ✔ ✔ ✔ ✔

24Mercier(2010) ✔ ✔

25Ngāwati(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔

26Henley(2014) ✔ ✔ ✔ ✔ ✔ ✔

27King,etal(2011) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

28Curtis,etal(2012) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

29TeKāwaiKūmara ✔ ✔ ✔ ✔ ✔

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30TeKupengaMātaurangaoTaranaki(2011)

✔ ✔ ✔ ✔ ✔ ✔

31Williams,etal(2012) ✔ ✔ ✔ ✔ ✔

32Hutchings,etal(2013) ✔ ✔ ✔ ✔ ✔ ✔

33Mataamua(2016) ✔ ✔ ✔ ✔ ✔ ✔

34Tarau,etal(2009) ✔ ✔ ✔ ✔

35Schofield,etal(2011) ✔ ✔ ✔ ✔

36Smith&Crane(2011) ✔ ✔

37Margaret,etal(2011) ✔ ✔ ✔ ✔

38Nock&Johnson(2015) ✔ ✔ ✔ ✔

39Kerehoma,etal(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

40Baxter,etal(2015) ✔ ✔ ✔ ✔

41Savage,etal(2016) ✔ ✔ ✔ ✔

42Jones,etal(2008) ✔ ✔ ✔

43Māoridesignandtertiaryeducation

✔ ✔ ✔ ✔ ✔ ✔ ✔

44Gordon-Burns,etal(2014)

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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45Karena&Fenton(2015) ✔ ✔ ✔ ✔ ✔

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Conclusion

The45fundedprojectspresentedhereprovideasummaryofthequalityworkthathasbeen

completedoverthepast10years.ThefocusonMāoripedagogicalapproachestolearning

andteachingisprominentwithinthese45projectsandhaveproducedsomekeyfindings

thatwillbeusefulforpractitionersandinstitutions.Overall,organisationsandinstitutions

needtotakegreaterresponsibilityforeducationalchangethatensuresMāorilearnersand

theiruniquewaysofthinking,being,anddoingareprivilegedwithinWesternacademic

paradigms.Thisismadethroughpedagogicalchange,throughresourcingandthrough

ensuringpractitionershaveamplesupport.Furthermore,practitioners(bothMāoriornon-

Māori)canbenefitfromincorporatingandpractisingvaluesintotheirteachingandlearning

approaches;specifically,non-exclusivevaluestowhichbothlearnerandteachercanrelate.

Recommendationsforfuturework

Basedonabriefanalysisofthe45AkoAotearoafundedprojects,anumberofgapshave

beenidentifiedthatwouldbenefitfromfutureinvestigationandresearch.Theseinsightsare

presentedhereasthreekeyrecommendationsforfuturework.

Recommendationone–Practitionerreflectionandevaluation

Veryfewprojectscapturedinthissynthesisreportindicateafocusonpractitionerreflection

andevaluationofpracticeinrelationtosupportingsuccessforMāori.Projectscan

sometimesincludeasmallcomponentthatfocusesonreflectionofpractice,howevermore

workisrequiredwherepractitionersandinstitutionsactivelytakearoletoreflectand

evaluateontheirpracticetoidentifywhatworksandwaysinwhichtheirpracticecanbe

improvedanddeveloped.Throughrobustandregularpractitioner/institutionreflectionand

evaluationandcontinuedrefiningofone’spractice,thepotentialimpactsofgoodpractice

willbeexperiencedbythelearner.

Recommendationtwo:e-Learning,m-Learningandsocialmedia

Basedoncurrentliterature,thereisashortageofqualityandrobustresearcharoundMāori

learnersuccessandnewtechnologiesforlearning.e-Learning,mobiledevicesandsocial

mediaareallareasinwhichresearchneedstobefocusedasMāorilearnersareincreasingly

Approvedforpublication–15Aug2017 38 DrAcushlaSciascia

becominghigh-usersofthesedevicesandspaces(O’Carroll,2013a,2013b;CareersNew

Zealand,2016).Asmallnumberofprojectshadane-Learningfocus;however,therecould

bemoreinthisspacetoensurethatpractitionersarekeepingupwithlearners,theirneeds,

theirpreferredlearningstylesandmethods,andusinglearningtoolsoutsidetheclassroom.

Recommendationthree:Learningenvironments

Moreresearchisrequiredintothebenefitsoflearningspacesthatsupportandnurture

culturaldiversity,identity,protocols,practicesandlanguage.Maraeandwānangaarekey

spacesforlearningandmanytertiarycoursesandpapersaretaughtwithinthesespaces,

suchasTeWānangaoAotearoalanguageprogrammes.Learningwithinappropriate

environmentssuchasthemāra(garden),moana(ocean)orngahere(forest)providea

practicalaspecttothelearningexperience(Pihamaetal.,2004).Researchintotheeffectof

space/environmentonthelearnerandtheirlearningexperiencecouldprovidesome

interestinginsightsintotheimportanceofplaceandspacewithinthelearningcontextand

potentiallyinformtheshiftfromthetraditionalWesternclassroomtoculturallyrichspaces

oflearningandpractice.Inadditiontospaces,communityinvolvementandparticipationin

learningislargelyabsentfromtertiaryeducation.Engagingwithvariouscommunitiesfor

learningpurposesprovidesdifferentbenefitstothelearnerandsupportsthenotionthat

learningoccursfromavarietyofdifferentsourcesandthateveryoneistheteacher,

includingthecommunity.

Approvedforpublication–15Aug2017 39 DrAcushlaSciascia

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Appendix

AkoAotearoa’sTeTauākīAko–OurAkoFramework–drawnfromearlierworkintokaupapaMāoriandmātaurangaMāoriframeworksbymanynotableMāorieducatorsincludingGrahamSmith,LindaSmith,LeoniePihema,MereanaSelby,andAkoAotearoa’sMāoriCaucus.

Whakapapa Genealogy,heredity• Understandsandcelebratestheoriginsofthe

widerorganisationandthewhakapapaoftheindividualswithinit

• Understandingtheorganisationanditsplaceinthesector

• Understandingthewhakapapaofknowledgeandourplaceinthatwhakapapai.e.Tane-nui-ā-Rangi

• Understandingandrecognisingthevalidityofthehistory,perspectives,beliefsandvaluesofMāoriinAotearoa

Wairuatanga Spirituality,belief,faith• Isinclusiveofmoemoeāandmatakitetanga–vision

• Recognisesandrespectsotherbeliefsystems• Recogniseswairuatangaasanintegral

componentofanindividualalongwithtahatinana(physical),tahahinengaro(intellectual),andtahaMāori(family)

• Integrateswairuaintoallpractices

Whanaungatanga Kinship,relationships• Understandstherelationshipsbetweenindividuals,iwi,hapūandpanMāorigroupsandhowtopromote,establishandmanagemutuallybeneficialrelationships

• Strongsupportsystemsformembersoftheorganisation

• Maintainingstrongrelationshipswithkeystakeholders

Mana Authority,reputation• Building,valuing,promotingandprotectingthereputationofAkoAotearoa

• Recognisingandrespectingtheauthorityandreputationofwhānau,hapū,iwiandMāorigroupsaroundthecountry

TeReo • RespectandvaluefortereoMāori• PromotingandusingtereoMāori• Promotingandsupportingexcellenceinthe

teachingandlearningoftereoMāori

MātaurangaMāori MāoriKnowledge • PromotingMātaurangaMāoritothetertiarysector

• PromotingdiscussionanduseofMāorilearningframeworks

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Kaitiakitanga Guardianship,

conservation,sustainability

• Sourcesofknowledgeacknowledgedandrespected

• Valuingthelongevityoftheorganisation• Establishingsystemstoensurethe

sustainabilityoftheorganisation• Ensuringthatpracticesareconsistentwith

conservationandsustainabilityofnaturalresources

Manaakitanga Hospitality,generosity• Manaakitangaisintegratedintoallaspectsofourservice

• Educatorsandlearnersarethefocus• Guidelinesandprocessesareculturally

appropriate,userfriendlyandaccessibletoclientgroups

• Isinclusiveandreadilysharesinformation

Whakanui Respect,value • Valuingourpeopleandstakeholders• Valuingthecontributionswereceivefromall

partsofthesector• Valuingexcellentandgoodteachingandgood

learningpractice

Kotahitanga Unity • Promotesandencouragescollaboration• IsfocussedonpositiveoutcomesforMāori

learnersandnationalMāoridevelopment

Whakamana Empowerment • EmpoweringMāoribyaspiringandworkingtowardsbeingaTOWbasedorganisationandincreasingcapabilitytoserviceMāori

• Empoweringteachersandlearners• EmpoweringthesectortodobetterforMāori

teachersandlearners

Akoranga&whakaakoranga

Learning&teaching • Beinglearnerfocussed• Understandinglearnerneeds• Identifying,encouragingandpromoting

excellence/emancipatorypraxisinteaching

Taunaki Evidencebased • Basingresearchonsoundmethodology• Researchhasapracticefocus• Allassertionsandframeworksaresupported

byrobustevidenceparticularlyaroundoutcomesforlearners

Kairangi Excellence,highstandards

• Maintaininghighstandardsofprojectandresearchevaluation

• Maintainingandvaluinghighstandardsintheworkwedo

Downloadat:https://akoaotearoa.ac.nz/ako-hub/our-work-m%C4%81ori-educators-and-learners/resources/pages/te-tau%C4%81k%C4%AB-ako-our-ako-framework