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

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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. 6
Statement of confidence on capability in self-assessment NZQA is Not Yet Confident in the capability in self-assessment of Te Pae Ako i te Reo me ngā Tikanga Māori Incorporated Society. The Society has not yet fully positioned itself to reflect on learner achievements. Although student programme evaluations are undertaken, collation of this data and reporting of learning outcomes through to members of the Society is not systematically occurring. The tracking of student outcomes, including formal qualification completions, is at an initial development stage, typically anecdotal in nature. The Society is not currently well positioned to determine the proportion of students achieving its own level 1 or 2 certificates, and overall the Society was not aware of the educational/employment outcomes of its learners after programme completions. Members acknowledge that self-assessment is not yet fully integrated within the operational approach, and goals for the current academic year have yet to be finalised. There is, however, a comprehensive quality management document which is ready to be more actively applied (currently it does not guide the Society) when more fully developed. Teaching practices, such as formal appraisals, peer reviews, teaching observations, formal learner feedback, and other evaluative tools have yet to be implemented as reflective practice tools and are undertaken for more regular compliance reasons. Regular Society meetings were not achieved in 2010, and possibly as a consequence of this, members are not fully engaged in ensuring the success of the educational activities at present. There is a need for more active governance to improve self-assessment activities. 7
Page 1 and 2: Report of External Evaluation and R
Page 3 and 4: Purpose of this Report The purpose
Page 5: • An iwi representative supportiv
Page 9 and 10: 1.2 What is the value of the outcom
Page 11 and 12: 1.5 How well are learners guided an
Page 13 and 14: Focus Areas This section reports si
Page 15 and 16: Appendix Regulatory basis for exter

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

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