Post on 25-Jan-2015
description
Māori Success StrategyAcademic Advisors Strategic hui – TPA 14 April 2011
The Purpose of Education Royal, Te Ahukaramu.2007
“The purpose of education is to facilitate the flow and experience of mana In the individual and in his/her community. The ‘fullness’ of life was Considered to be a function of the degree and quality of mana at playIn a person’s life. The outward expression of mana in the life of the Individual is evidenced not only in the skills, attributes and talents – Expertise and skill is widely celebrated – but finally in their ‘spiritual authorityTheir intuitive and wisdom filled knowledge and insight of knowing what,When, how and why to do something.”
mana tangata, mana whenua, mana atua
Contacts
Project Sponsors David Coltman, Executive Director, Student and
Community Engagement Scott Morrison, Director Maori Student and
Community Engagement
Project Co-ordinators Carol Ngawati, Educational Partnerships
Manager Nika Solomon, Strategic Engagement Projects
Manager
Context: Why do this?
Māori Success Strategy
Government tertiary education strategy: Success
for Maori
Unitec Strategic directions:
Identified as key shift project
Te Noho Kotahitanga: Our
bicultural responsibility
Persistent statistical gaps in retention and
successFindings from
Student Life Cycle Project + other
relevant research + community needs
Project Overview - Approach
Strengths based approac
h
•Looking for what works•Not about fault or failure•Development of sustainable and workable actions and strategies
•Adds value to existing initiatives and curriculumBicultu
ral approa
ch
•Partnership – working together•The practice of TNK•Takes everyone to make the ‘waka’ go forwardAction
approach
•Concrete•Specific•Measurable•Not another report!•Transformative institutional change
feedback from staff interviews
What is your vision for Unitec Graduates?
Employable/work ready
Growth as a person
in confidence, skills
and resilience
Widening of
horizons with a greater
appreciation of
diversity
Making a contributi
on to society
What is your vision for Maori Graduates?
Achieving success as
Maori
Being supported in their identity
That all students
benefit from a bicultural
perspective
feedback from staff interviews
In what ways do governance, leadership and evaluation arrangements at Unitec ensure that Māori students are successful?
Top-down modelling
(walking the talk) and
backing up the rhetoric with policy
and resourcing is
required
Current processes and structures are predominantl
y mono-cultural and
frequently act as barriers
The emotional commitment to the partnership
(which is strong and real) is not
supported by practical,
measurable actions,
policies or resourcing
feedback from staff interviews
How many Māori are in leadership positions or key decision making positions in your department?
None or minimal Maori in leadership roles where they have power to
effect change
Mana is bestowed
upon Maori staff who are
seen as knowledgeabl
e and they become the ‘mouthpiece’
for things Maori
Maori staff therefore take
on extra responsibilitie
s for things Maori
feedback from staff interviews
What is your understanding of the term Matauranga Māori? (Answers ranged along a continuum)Maori staff seen as key resource in departments
Don’t know
Adding a Maori ‘dimension’ to
curriculum
Understanding of te reo, tikanga,
partnership, history, issues, philosophy and ways to engage
feedback from staff interviews
Are you able to identify or point out elements of Matauranga Māori in your programme?
Inconsistent application across the institution
and a general sense of not
being too sure what it is
Pockets of good practice that utilise te reo, tikanga,
historical critique, icons,
inclusive pedagogies
etc
Others have not
incorporated it as they lack
confidence and don’t wish to be
tokenistic in their
approach
feedback from staff interviews
How are you supported to include Matauranga Māori in your programme to add value to the Living Curriculum?
A general consensus that there
is no specific targeted
support for adding MM
to curriculum, but people want the guidance
Only those who have a
personal relationship with other Maori staff members said they felt they
could access support
Maori staff often take the lead on things Maori but
it is in addition to their role and workload
Staff initiatives to develop
their knowledg
e and understanding are entirely
self-directed
feedback from staff interviews
How do you engage Māori students to ensure they are participating, are successful, and are progressing to higher qualifications?
Good Practice examples
•Having high expectations of Maori students•Believing that all students including Maori are inherently capable of success•Taking time to build positive relationships with students, especially in a 1:1 context•Utilising a range of inclusive pedagogical practices
Developmental challenges•Deficit thinking about Maori :•‘at risk’•tactile learners •problems at home•health issues•Tokenistic ‘tick box’ additives to practice•No specific strategy, approach or resource allocated to engaging with Maori
feedback from staff interviews
How are you supported to ensure that you have the capacity to successfully engage with Māori?
(Support can consist of: management support, professional training, mentoring, modelling, sharing of good practice, resourcing, policies, cohesive targeted strategies.)
General consensus is that staff are not supported
Personal development of staff is self
driven because of their own interest to
learn/change
Staff support each other in their efforts
feedback from staff interviews
In what ways are the Māori community involved in the planning, delivery, and evaluation of your programme?
Pockets of good
practice evidenced
by collaborative projects, advisory
boards and other
educational partnership
s
Other areas
exhibit little or no external
community input and what does happen is
often initiated by Maori staff
A cohesive communit
y engageme
nt framework for the institution is required
An unclearness exists
of WHO is the
community
feedback from staff interviews
DRAFT GOAL - Subject to feedback from consultation hui participants
OVERARCHING GOAL
Maori students are succeeding as Maori and their success and retention rates are equal to or better than other Unitec students cohorts.
What I value about MSS
• Maori participation, retention and success is everyone’s business• A Maori strategy to truly articulate the
principles of TNK/TOW• A genuine desire to build the leadership of
Maori students and staff• The vision of becoming a Bicultural Institute
of Technology unique to the urban context• An acknowledgement of matauranga Maori• An attempt to be more explicit and
consistent• The new Maori positions • Active involvement of Maori community
What have we got?
Te Noho Kotahitanga: The Partnership Vision
Te Noho Kotahitanga marae
Maia Maori Development Centre
Highly qualified Maori staff
Maori research capability
Legitimate Maori groups in place - Runanga, TNK committee, TRM staff association, TWAC,
Bicultural curriculum in small pockets of the InstituteRelationships with community in the form of MOU’s (Ngati Whatua, Awanuiarangi Te Rau Matatini)
What do we need?
Major Resourcing
More qualified Maori staff to deliver Unitec’s strategies (eg. Elearning strategy)
What was missed?
Design of project team
Limited vision - What does it mean in practice to be a bicultural Institute of Technology
Revitalisation of Te Reo Maori through programme development
recognition of existing Maori groups to inform strategy– transformative change requires wider design group
foresight to resource immediate application of MM (Curriculum renewal process)
Clarity of the authority/ autonomy Maori will have in the new matauranga Maori positions to drive bicultural strategy
strength of the student voice is absent
.
What we can do now?
• More doey then hui•Areas to strengthen through PD
•how to construct strong Maori identity in the classroom
•How best to revitalise Te Reo Maori at Unitec?
•What does Matauranga Maori mean for staff and students at UNITEC?
•How do we embed / integrate matauranga Maori respectfully?
•Identify the key assets already in place to inform MSS. How can they be most•Useful to the strategy?
Mana tangata, mana atua, mana whenua
Its all about the relationships . What type of relationship do we need to grow acaring community to motivate, empower, and
restore themana of Maori