Whakatinanatia: Translating Aspirations into

ActionsMason Durie

The Two Main Questions

1. How can full Māori participation in tertiary education be achieved ?

The Two Main Questions

2 How can tertiary education

contribute to the realisation of

Māori aspirations ?

Tuaropaki Trust

Participation vs ContributionAcquisition of

knowledge and skills

Personal gainEducational

merit Institutional

leadershipTertiary

education as an endpoint

Transfer of knowledge and skills

Societal gainTranslational

meritMāori leadership

Tertiary education as a means to an end

Understanding the Two QuestionsHow can full

Māori participation in tertiary education be achieved ?

How can tertiary education contribute to the realisation of Māori aspirations ?

The Two Questions are related but the first is primarily about student

learning while the second is focussed on the translation of TEIs’ broader objectives into gains for te ao

Māori

Unpacking the two questions

Four goals for the first question

(‘… full participation in tertiary education’) Māori entry into Tertiary Education Māori student success Māori staff at all levels and across

all TEIs Māori knowledge in the curriculum

Unpacking the two questions

Four goals for the first question

(‘… full participation in tertiary education’) Māori entry into Tertiary Education Māori student success Māori staff at all levels and across

all TEIs Māori knowledge in the curriculum

Case Studies will be used to

identify success

factors for both

questions

Four goals for the second question (‘..contribute to the realisation of Māori aspirations’)

A well qualified workforce Flourishing Whānau Iwi strategies Māori participation in the globe

Full Participation in Tertiary EducationFour Case Studies

1. Māori entry into Tertiary Education• Tu Toa – bridging the secondary - tertiary

divide2. Māori student success• Te Rau Puawai – fostering high student

achievement3. Māori staff at all levels and in all

institutions• Te Rau Whakapūmau – well qualified Māori

academics4. Māori knowledge in the

curriculum• MKD – incorporating mātauranga Māori

Participation in Tertiary EducationBridging the secondary - tertiary divide Tertiary Scholarships Ngarimu VC Scholarships 1945 Māori Education Foundation 1960 Iwi scholarship programmes

Training Porgrammes Teacher Training Colleges Hospital based Nursing

Diversity in Tertiary Education Institutions Universities, Polytechnics, Wānanga, PTEs

Secondary School Initiatives

EXCELLENCE in academic

attainment

EXCELLENCE in Sporting

accomplishmentSTRONG &

CONFIDENT as Maori

Participation in Tertiary EducationTŪ TOA – bridging the secondary - tertiary divide 2005

Integrating Health, Sport, Tikanga & Whānau Engagement with Education

TŪ TOA – EXPECTATIONS FOR ALL STUDENTS

National Representation in sport

100% NCEA Pass rates

TEI Partnerships

Marae engagement

Progression to Tertiary Education

Participation in Tertiary Education2 Te Rau Puawai – student achievement

Established in 1999 at Massey University

Scholarship ProgrammeHealth-related academic

programmeExtramural students, mostly

working fulltimeFunded by Health Workforce

NZ (formerly Ministry of Health)

Te Rau PuawaiThe Formula

Whānau approach to learning

Group commitment to kaupapa Māori and health

Dedicated core staff▪ Kirsty Maxwell-Crawford, ▪ Monica Koia, & Robyn

RichardsonRegular telephone

contactAcademic counsellingFull fee + travel

scholarships

Te Rau PuawaiContractual Affirmation TargetsYear

Contract Expectations Results

1999 – 2003

100 graduates by 2003

104 graduates

2004 – 2006

50 additional graduates by 2006

68 graduates

2007 – 2009

30 additional graduates by 2009

54 graduates

2010 – 2012

30 additional graduates by 2012

62 graduates

Total 1999 - 2012 288

Paper Pass Rates 90%

Grade average B+ - A

47 Masters degrees

5 PhD grads

5 D Clin.Psych grads

Participation in Tertiary Education3 Te Rau Whakapūmau – well qualified Māori academics

Established at MU in 2001Building Māori academic

capacity  

Te Mata o te Tau (Academy Māori Research &

Scholarship)Enhanced Doctoral programmeResearch across a wide range

of subject areas 

The Goal: 25 PhD graduates by the end of

decade one (2010)

Te Rau Whakapūmau - Results

Māori Massey doctoral completions 1990 – 1999 - 5 2000 – 2010 - 65

Academic staff doctorates Massey & other TEIs 16

Subject Areas Education, Science, Māori

Studies, Business, History, Nursing, Psychology

Participation in Tertiary Education4 MKD - Māori in the Curriculum Māori in Universities

Te Reo Māori, Anthropology The impact of Whare

Whakairo Wānanga

Tikanga Māori: curriculum & pedagogy

Māori focus in various subjects E.g. law, health, science,

commerce Research protocols Kaupapa Māori research

PBRF

Te Kupenga o te Mātauranga

A.T. Ngata

Te Rangi Hiroa

Te Wānanga o Raukawa

Awanui-a -rangiAotearoa

Māori in the Curriculum PBRF & MKDPerformance Based Research Fund

(PBRF) introduced to measure research outputs in 2003

Māori Knowledge and Development (MKD) recognised as a separate panel

Based on the methodology used in the research (rather than the subject area)

Assessed by Māori academics from a range of TEIs

Māori Knowledge & Development Panel

‘The guiding principle for coverage is that the panel will consider all evidence portfolios

where there is evidence of research based on Maori world-views … and Maori methods of

research.’

‘the broad theme areas covered by the panel will include: te reo Maori, Tikanga Maori,

wairuatanga, cultural development, social development, economic development, political

development and environmental sustainability.’

Māori Knowledge & Development PanelThe Significance

Building on earlier efforts to include te reo Māori and tikanga Māori within

academic agendas, PBRF has recognised mātauranga Māori as a distinctive knowledge system that

has merit alongside other systems of knowledge

Addressing Question Two (‘contributions to realising Māori aspirations’)

1. A well qualified workforce• Medical affirmation programme

2. Families of Mana• Pāharakeke Research Priority

3. Iwi strategies• Hopuhopu MBA

4. Global participation• First Nations Futures Institute

Stanford University

A Well Qualified WorkforceMedical Affirmation

Introduced at Otago University Medical School in 1900

Priority entry for 2 Māori students The first students:

Te Rangi Hiroa (Peter Buck) & Tutere Wirepa

Later applied to Auckland University

(Maori and Pacific Admission Scheme - MAPAS)

Te Rangi Hiroa

Tutere Wirepa

100 years of Māori participation in the Otago Medical School

1913 2 Māori medical students (1%)

1963 6 Māori medical students (1%)

2013 137 Māori medical students (14%)

Current approachMāori students required to

have: the minimal qualification - 4xBs. there is no quota systemThe pass rates are nearly 100%

Māori Health Workforce

Development UnitAssoc. Prof. Jo Baxter

Māori Learning Support Te Huka

MataurakaPearl Matahika

Jo Baxter

Māori Medical GraduatesThe rationale for the

affirmative action is not only based on equitable representation in the workforce but (more importantly) on accelerating gains in Māori health

More Māori doctors may (or may not) achieve higher standards of health for Māori but early evidence is promising.

Te ORA

Peter TapsellHenry Bennett

Paratene Ngata Eru Pomare

‘Families of Mana’Nga Pae o te Māramatanga

Māori Centre of Research Excellence

Established in 2002Research Priorities 2010

1. Optimising Māori economic performance

2. Sustaining Māori distinctiveness3. Fostering Te Pā Harakeke:

understanding, achieving and maintaining healthy and prosperous families of mana and the lessons this may hold for New Zealand families overall.

Linda Tuhiwai Smith

Michael Walker

Tracey McIntosh

Charles Royal

Pā Harakeke‘Te Puawaitanga o te Whānau’

A Massey University Whanau Research Programme with

The Institute for Maori Lifestyle Advancement (Te Wananga o Raukawa)

Committed to a translational approach

Aims: 1. To identify the critical factors

that enable whānau to flourish?

2. To develop strategies that will enable whānau to flourish.

Te Kani Kingi

Nga Purapura, Te Wānanga o Raukawa

Massey, Wellington

Iwi Strategies for DevelopmentWaikato Tainui College for Research & Development

MBA Degree offered at Hopuhopu in conjunction with Waikato University

Focus is on Iwi and Māori development

Students include senior Māori managers, trustees, corporates

Māori-relevant case studies and exemplars expose students to a wide range of Māori leaders (Iwi, academic, business)

Dr Sarah-Jane Tiakiwai

Māori Global Participation

The Declaration on the Rights of Indigenous Peoples (46 articles)

Recognises the common bonds between indigenous peoples across the globe

Has been agreed by the United Nations

The Declaration on the Rights of Indigenous Peoples (46 articles)

‘The Declaration on the Rights of Indigenous Peoples provides a

global benchmark for indigenous heritage, justice, and future

planning.’

Article 31

Declaration on the Rights of Indigenous Peoples

Article 31 1. Indigenous peoples have the right to:

maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions,

as well as the manifestations of their sciences, technologies and cultures,

including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts.

They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.

Kamehamehsa Schools

University of Hawaii Ngai Tahu &

University of Canterbury

Stanford University (Woods Institute)

Indigenous Futures Institute Stanford University

A common mission To promote the wellbeing of indigenous peoples and

their resources with a particular focus on the natural environment

A common sense of identity A special and enduring relationship with land and the

value system that flows from that relationship A common expectation Tomorrows indigenous leaders will lead our peoples into

the 22nd century and will do so through access to two systems of knowledge – indigenous knowledge and the knowledge arising from the academic disciplines of science, economics, humanities, jurisprudence …

Indigenous Futures Institute Building Leadership for the Future

Case Studies: The Common Themes

High Expectations

Cultural affirmation

Strategic Partnerships

TEI commitment

Kaupapa Champions

How can full Māori participation in tertiary education be achieved ?

How can tertiary education contribute to the realisation of Māori aspirations ?

Full Māori ParticipationSuccess Factors

Tu Toa Te Rau Puawai

Te Rau Whakapumau

MKD

High expectations

√√√ √√√ √√√ √√

Cultural affirmation

√√√ √√ √ √√√

Strategic Partnerships

√√√ √√√ √√ √√√

TEI commitment √ √√ √√ √√

Kaupapa Champions

√√√ √√√ √√√ √√√

TE Contributing to Te Ao MāoriSuccess Factors

Med. Schoolentry

Flourishing Whanau

Hopuhopu MBA

Indigenous

Futures Institute

High expectations

√√√ √√√ √√√ √√

Cultural affirmation

√√ √√√ √√√ √√

Strategic Partnerships

√√ √√ √√ √√√

TEI commitment √√√ √√ √√ √√

Kaupapa Champions

√√√ √√√ √√√ √√√

Tuia te Ako 2013

TENA KOUTOU

The Main PointsTwo questions about tertiary education

full Māori participation in tertiary education ?

tertiary education contribute to te ao Māori ?Eight case studies identified success

factors for: Māori participation in tertiary

education Tertiary education contributions to

MāoriFive key themes (success factors) emerged:* High Expectations * TEI Commitment* Cultural affirmation * Kaupapa Champions* Strategic Partnerships