Te Pae Ako i te Reo me nga Tikanga Maori Incorporated ... - NZQA

Summary of Results
Statement of confidence on educational performance
NZQA is Confident in the educational performance of Te Pae Ako i te Reo me ngā
Tikanga Māori Incorporated Society.
The Society offers one programme of learning, Te Reo me ona Tikanga Māori, centred on
Māori language and customs. This is a specialist programme designed to teach the use of
the language within the context of its epistemology (whakapapa) in a holistic manner. The
programme begins from elementary Māori language and can extend up to level 4 on the
New Zealand Qualifications Framework, although the significant majority of learners work
at levels 1 and 2.
The evaluation has found that learners are acquiring useful skills which contribute to
improved well-being. Evidential information that supports this conclusion was found in
student evaluations of programmes, student interviews, and agency and employer feedback.
This evaluation found evidence of strong stakeholder relationships between the Society and
iwi, marae, kōhanga reo, and prominent Māori community leaders. The positive resulting
influence of this approach was evident. For example, Ngāti Kahungunutanga (local tribal
custom) is embedded within the programme, and there is a demonstrable, strong focus on
whakapapa and whakawhānaungatanga (kinship).
The Society undertakes both goal-setting and needs assessment exercises for all students
upon their commencement, to ensure there is a match between the learning experience
offered and the desires of individual learners. The Society maintains an appropriate library
of Māori language learning resources for students, and also develops its own materials.
There is a focus on “real-world” learning, whereby students practise their skills in
community settings such as at tangi and hui. This approach demonstrates a sound matching
of the programme to learner and broader stakeholder needs.
The programme offered by the Society follows a clear plan which identifies the resources
required, the teaching approach, and desired learning outcomes. Tutors are highly
knowledgeable in their subject areas and have complementary delivery skills. Students
indicated that they found the delivery of programmes by educators to be of a high standard.
Evidence sighted by the evaluation team shows assessment processes are fair and consistent.
The Society participates in moderation exercises as required. ‘ako’ – whereby educators
also learn from students – is practised.
There was limited evidence on the effectiveness of the governance of the Society, and in
particular the role of members in guiding and leading the organisation. There is a need for
more active governance, as most of the leadership activity is falling on the chief executive,
who is also the full-time tutor. This situation places the Society at some risk of not
achieving its purpose through the provision of Māori language.
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