Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
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Ko te Amorangi ki mua...<br />
Ngāti <strong>Kahungunu</strong> <strong>Iwi</strong><br />
Mātauranga Plan<br />
2003 - 2005<br />
by<br />
Huia Tomlins Jahnke<br />
2003 - 2005<br />
Mātauranga Plan
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> Inc. <strong>Matauranga</strong> Board. Left to right:<br />
Christine Teariki (Convener), Heke Huata (Heretaunga), Warren<br />
Chase (Tamaki Nui A Rua), Marama Ngawhika (Whanganui A<br />
Orotu), Connie Oneroa (Wairarapa), Meagan Joe (Pouwhakataki),<br />
Hawea Tomoana (Pouwhakataki), Reihana Sciascia (Tamatea),<br />
Jane Karauria (Te Wairoa).<br />
Masterton Intermediate School Kapa Haka 2002.<br />
Nga Mokopuna.<br />
Back L – R Shaqaila Uelese, Leilani Wong, Roshan Uelese,<br />
Analisa Tipu<br />
Front L – R Hemi Wong, Khaleal Uelese, Tangaroa Teariki,<br />
Te Manea Teariki<br />
UCOL Masterton; Health, Science & Technology Course,<br />
Level 3. Left to right:<br />
Joanne Miller, Terrilee Govenor, Tuihana Babbington, Linda Hamilton,<br />
Ramari Namana and others.<br />
Dannevirke High School Head of Maori Whetu Rangihaeata and<br />
the school’s kapa haka group, who competed at the national<br />
championships in Christchurch last year.<br />
The winning Young Mastermind of the Year team<br />
from Dannevirke South School. From left:<br />
Hayden Little, Tessa Williams and Mark Hansen
Ko te Amorangi ki mua...<br />
Ngāti <strong>Kahungunu</strong> <strong>Iwi</strong><br />
Mātauranga Plan<br />
2003 - 2005<br />
Profile of Mäori Education in Ngäti <strong>Kahungunu</strong><br />
&<br />
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> <strong>Matauranga</strong><br />
Plan 2003 – 2005<br />
by<br />
Huia Tomlins Jahnke<br />
A report to Ministry of Education<br />
for Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong><br />
Hastings, VKA Advertising, April 2003<br />
1
Contents<br />
MIHI 4<br />
PREFACE 5<br />
INTRODUCTION 6<br />
EXECUTIVE SUMMARY 7<br />
METHODOLOGY 13<br />
1.0 Statistical Profile of <strong>Iwi</strong> in the rohe of Ngäti <strong>Kahungunu</strong> 14<br />
1.1 Ngäti <strong>Kahungunu</strong> boundaries 14<br />
1.2 A population profile of iwi living in the Ngäti <strong>Kahungunu</strong> rohe 15<br />
1.3 Description of the Maori household 15<br />
2.0 Education Access and Participation 16<br />
2.1 Early childhood services 16<br />
2.2 Te Kohanga Reo 17<br />
2.3 Early Childhood Participation Project 18<br />
2.4 Early Childhood Education Parenting Programmes 20<br />
2.5 Home Instruction Programmes for Pre-school Youngsters (HIPPY) 21<br />
2.6 Parents as First Teachers (PAFT) 21<br />
2.7 Family Start 22<br />
2.8 Whänau Toko I te Ora 22<br />
3.0 Primary Education 25<br />
3.1 Participation 25<br />
3.2 Achievement 26<br />
3.3 Kura Kaupapa Mäori and Mäori medium 27<br />
4.0 Mäori Membership on Boards of Trustees 31<br />
5.0 Specialist Education Services/Group Special Education 33<br />
6.0 Secondary School 35<br />
6.1 Enrolments-retention and attrition 35<br />
6.2 Qualifications 39<br />
6.3 School Suspensions 42<br />
6.4 Suspensions Reduction Initiative 2003 42<br />
6.5 Alternative Education 44<br />
7.0 He Ara Tika: Youth Mentoring Programme 47<br />
8.0 The Flaxmere Project 48<br />
9.0 Rangatahi Maia Skill Enhancement Programmes: Skills New Zealand 50<br />
10.0 Youth Training: Skills New Zealand 51<br />
2
11.0 Pouwhakataki and the Te Mana Programme 52<br />
12.0 Tertiary Education 53<br />
12.1 Eastern Institute of Technology (EIT) 53<br />
12.2 Te Wänanga Whare Täpere o Takitimu Performing Arts School 54<br />
12.3 Other tertiary institutions 54<br />
12.3.1 Massey University 54<br />
12.3.2 Waikato University 54<br />
12.3.3 Te Whare Wänanga o Raukawa 55<br />
12.3.4 Te Whare Wänanga o Aotearoa 55<br />
13.0 Hapu <strong>Iwi</strong> Initiatives 56<br />
13.1 Wänanga 56<br />
13.2 Ngäti <strong>Kahungunu</strong> Knowledge Wave Summit 56<br />
14.0 Scholarships and Awards 57<br />
15.0 Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan 59<br />
BIBLIOGRAPHY 66<br />
3
He Karakia<br />
Ko te Amorangi ki mua, ko te häpai o ki muri<br />
Te tüturutanga mahi pono, o te Mäori Mana Motuhake<br />
Whaia e koe te iti kahurangi, ki te tuohu koe me he maunga teitei<br />
Ehara taku toa i te toa takitahi, engari taku toa he toa takitini<br />
I runga i te ingoa o te tokotoru tapu<br />
Te Atua Matua tö tätau kaihanga<br />
Te Atua Tama tö tätau kaiwhakaora<br />
Te Atua Wairua Tapu to tatau kai whakama<br />
E whakamatorutoru te tömairangi atawhai ki roto i a tätau<br />
Te hau oranga taha tinana, te hau oranga taha hinengaro<br />
Te hau oranga taha wairua<br />
Ake ake ämine<br />
He Mihi<br />
He mihi tënei ki a koutou ki te hunga i äwhina, i tohutohu, i whakaarahi i tënei kaupapa. Ko<br />
te tumanako, anei ngä mahi tïmata hei häpai, hei hikitia, hei tautoko, hei whakapakari hoki i<br />
a ngai tätau i roto i te mätauranga.<br />
‘Anö te pai, anö te ahuareka o te nohonga o nga teina, o ngä tuakana I roto I te whakaaro<br />
tahi.’<br />
Ki te whai ao, ki te ao märama.<br />
Tënä tätau katoa<br />
4
Preface<br />
Whaia Te Iti Kahurangi O Te Waka Takitimu<br />
Search for the treasures of our tipuna.<br />
Te Waka Tapu O Täkitimu is a symbol of the spiritual and physical endeavours of our tüpuna<br />
to enhance the well-being and mana of the people… ki te whaio ao, ki te ao märama!<br />
It is a metaphor of how that mission motivated the existing capabilities, skills and courage of<br />
our people across uncharted oceans - to where we are today - and inspires and encourages<br />
us to move positively and with confidence into the future.<br />
Notwithstanding that over 50% of Mäori living in the Ngäti <strong>Kahungunu</strong> rohe are not <strong>Kahungunu</strong><br />
and that the bulk of Mäori tamariki / rangatahi attend mainstream educational institutions, there<br />
have been / are many positive Mäori educational developments and achievements, especially<br />
over the last 10 years or so, throughout Ngäti <strong>Kahungunu</strong>, that uplift all Mäori and all peoples.<br />
Within the rohe of Ngäti <strong>Kahungunu</strong> there are 62 Te Kohanga Reo and 7 Kura Kaupapa Mäori.<br />
Te Wänanga Whare Täpere O Täkitimu delivered the first tertiary degree in Hawkes Bay and<br />
Te Manga Mäori at the Eastern Institute of Technology delivers the BA (Mäori) and an honours<br />
degree based on Pine Pine Te Kura. Fortnightly kaumätua hui are held in the Heretaunga<br />
Taiwhenua and hapu are holding regular wänanga. This year, the <strong>Kahungunu</strong> Economic<br />
Summits have been held in Napier, Wairoa and in the Wairarapa, and a Knowledge Wave<br />
Summit was held in Hastings. The academic scholarship applications reflect increasing numbers<br />
of Ngäti <strong>Kahungunu</strong> tauira seeking a wide range of graduate and post-graduate qualifications<br />
all over the country and offshore.<br />
At the other extreme, too many of our babies are living/dying in pain through violence and<br />
neglect and unless we exhibit and practice intolerance of even one more such life or death,<br />
the mana and well being of Ngäti <strong>Kahungunu</strong> is not being enhanced. This crisis situation<br />
demands that environmental and personal changes need to be made and that we work towards<br />
developing physical and emotional security for our pëpi, our rangatahi, our wähine, our täne,<br />
our whänau.<br />
The role of the current Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> (NKII) Mätauranga Board, with<br />
representation of the 6 Taiwhenua, the 2 <strong>Kahungunu</strong> Pouwhakataki and the NKII Board, is to<br />
maintain the overview of the iwi, to further develop the mätauranga strategic plan and to action<br />
agreed strategic objectives as soon as practicable. The mahi has begun building on what was<br />
already in place.<br />
<strong>Matauranga</strong> underpins all areas of the Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> 25 year Vision and we adopt and<br />
adapt the matauranga goals given by Mason Durie at the 2001 Hui Taumata in Taupo. That<br />
is,<br />
To be <strong>Kahungunu</strong>.<br />
To participate as contributing citizens in the world.<br />
To be healthy and enjoy a high standard of living.<br />
Christine Teariki<br />
Convenor<br />
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> <strong>Matauranga</strong> Board<br />
November 2002<br />
5
Profile of Mäori education in Ngäti <strong>Kahungunu</strong><br />
Report to the Ministry of Education<br />
4 November 2002<br />
Introduction<br />
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> (NKII) agreed to prepare a summary document on the status<br />
of Mäori in education in the Ngäti <strong>Kahungunu</strong> rohe. The main aim of this report is to provide<br />
base line data as a basis for consultation with stakeholders, to guide the initial direction for<br />
an iwi education strategy and to seek possible intitative/partnerships in education.<br />
The report purposively avoids a deficit approach to an analysis of the statistical data. This<br />
means that comparisons between Mäori and non-Mäori that characterise the reduction of<br />
disparities or closing gaps are not emphasised. Instead the priority in this report is very much<br />
on a development approach, on comparisons between Mäori and between Taiwhenua in an<br />
attempt not only to identify the needs but also to promote opportunities for change and for<br />
creating alternative pathways as Mäori or as Ngäti <strong>Kahungunu</strong>.<br />
This is the first time that an attempt has been made to profile Mäori education in Ngäti<br />
<strong>Kahungunu</strong>. It is by no means complete. On the contrary, there are many areas that need<br />
further investigation and closer reporting. Such investigations will need to be undertaken in<br />
order to provide a more complete picture, the area of tertiary education is one example.<br />
The writing of this report would not have been possible without the invaluable contributions<br />
of the two Pouwhakataki Meagan Joe and Häwea Tomoana who were largely responsible for<br />
gathering the statistical data. We were also supported in our efforts by Christine Teariki who<br />
provided historical information relating to NKII, the Taiwhenua and other Ngäti <strong>Kahungunu</strong><br />
institutions. We wish to thank the Ministry of Education for their support in producing the<br />
information for this report.<br />
6
Executive Summary<br />
Early Childhood Services<br />
• The launch of the Government’s 10 year early childhood education plan is an opportune<br />
time for NKII, the Taiwhenua or individual hapu to seek closer involvement in setting goals<br />
and priorities for the early education of Mäori children in Ngäti <strong>Kahungunu</strong>.<br />
• Generally Hawkes Bay 1 has one of the highest ECE participation rates in the country.<br />
Mäori children aged 0-4years constitute 26.85% of all enrolments (Maori & non-Maori) in<br />
Early Childhood services across the Ngäti <strong>Kahungunu</strong> rohe.<br />
• Wairoa records a significant level of participation, 67% of total ECE (Maori and non-Maori)<br />
enrolments in the Wairoa district, compared with the enrolment levels in all other areas<br />
which are low when compared with the general ECE population.<br />
• Information on participation rates according to each age group is probably necessary to<br />
determine the target set in <strong>Strategy</strong> 6 of the NKII strategic plan. This may allow for more<br />
meaningful targets to be set by NKII or individual Taiwhenua, in consultation with the<br />
Ministry of Education to ensure that such targets are realised.<br />
• The data suggests the participation of Mäori children in early childhood education in Ngäti<br />
<strong>Kahungunu</strong> is satisfactory in most Taiwhenua rohe. What is not known is the quality of<br />
education Mäori children are receiving both within mainstream services and kohanga reo,<br />
and whether or not the outcomes for children are positive.<br />
Te Kohanga Reo<br />
• Over half of Mäori enrolments in early childhood services in <strong>Kahungunu</strong> are located in<br />
kohanga reo which corresponds with national trends.<br />
• Little is known about the quality of service provision and the outcomes for children. In<br />
particular the long term affects of kohanga on their education and achievement in Mäori<br />
medium schools such as Te Kura Kaupapa Mäori or mainstream.<br />
Early Childhood Education Parenting Programmes<br />
• Early parenting programmes were identified as an education priority in Ngäti <strong>Kahungunu</strong>.<br />
This priority recognises the crisis among Ngäti <strong>Kahungunu</strong> whanau where the number of<br />
cases of violent child abuse and child killings are among the highest and most extreme<br />
in the country (HBDHB 2002). Such cases are high profile examples that have galvanised<br />
local iwi and community groups into some form of collective action.<br />
• Four significant parenting programmes are offered in <strong>Kahungunu</strong>, targetted in those areas<br />
considered high risk. All four parenting programmes are offered to families in Flaxmere<br />
with three programmes delivered from within Flaxmere at Kimiora Community School. By<br />
contrast only PAFT in Napier and Wairoa, and Family Start in Wairarapa, are offered<br />
outside the Heretaunga Taiwhenua.<br />
1 Hawke’s Bay generally consists of five taiwhenua - Te Wairoa, Te Whanganui a Orotu, Heretaunga, Tamatea<br />
and Tamaki nui a Rua.<br />
7
Whänau Toko i te Ora<br />
• This is the only parenting programme designed by Mäori specifically for Mäori families that<br />
are at risk and have high needs.<br />
• The Kaitiaki for Ikaroa however warned that by focussing only on supporting High Needs<br />
families in Flaxmere, extraordinary demands in terms of time, energy and support were<br />
placed on Kaiäwhina and that they would therefore need to be monitored to avoid burnout.<br />
Recommendation<br />
It is recommended that Mäori children in Ngäti <strong>Kahungunu</strong> continue to have access to a<br />
range of early childhood and te kohanga reo services and that parents be provided with<br />
sufficient information to enable them to exercise an informed choice on behalf of their<br />
children.<br />
Primary Education<br />
Participation<br />
• Most primary aged Mäori children in Ngäti <strong>Kahungunu</strong> are enrolled in mainstream schools<br />
yet little is known about what happens to them in terms of their progress and achievement.<br />
• The development of an integrated curriculum across subject areas that is culturally<br />
appropriate to Mäori children, and therefore all children living in Ngäti <strong>Kahungunu</strong>, will<br />
require negotiated effort between the MOE, NKII, Taiwhenua and other relevant stakeholders<br />
in the development of appropriate resources and any associated inservice training<br />
requirements.<br />
Achievement<br />
• There is no formal information gathered by the MOE about the levels of achievement of<br />
Mäori children in mainstream primary and intermediate schools in Ngäti <strong>Kahungunu</strong>.<br />
• However, results of numeracy and literacy achievement research projects (NEMP, SEA<br />
& ENP 2 ) indicate that the disparity between Mäori and non-Mäori is considerable. Assessment<br />
procedures that emphasise disparities between Mäori and non-Mäori based on non-Mäori<br />
norms, while helpful to gain an overall perspective, is of limited value if the aim is for Mäori<br />
to advance as Mäori or as Ngäti <strong>Kahungunu</strong>.<br />
• At present there is no way of assessing the effects of primary education on Mäori children<br />
in mainstream schools generally and in Ngäti <strong>Kahungunu</strong> in particular.<br />
• Targets set according to Mäori primary and intermediate school population by Taiwhenua<br />
aimed at ensuring successful outcomes for each child, could offer a way for NKII and the<br />
MOE to monitor the efficacy of schools to deliver.<br />
Of value to NKII would be the development of statistical databases that allow comparisons<br />
between Mäori children according to Taiwhenua which emphasise participation and retention<br />
levels, and quality of education programmes, rather than endorsing Government policy<br />
aimed at reducing disparities with non-Mäori. The database could act as a tracking<br />
mechanism for all Mäori children in each Taiwhenua.<br />
2 School Entry Assessment (SEA), Early Numeracy Project (ENP), National Education Monitoring Project (NEMP).<br />
8
• The Government announced its intention to put 3,700 full-time teacher equivalents into<br />
classrooms by 2006. This could be an opportunity for NKII or Taiwhenua and the MOE to<br />
set relevant targets for increasing the number of kura kaupapa Mäori and immersion levels<br />
in schools, retaining Mäori medium teachers, increasing the level of Mäori staff and<br />
increasing teacher proficiency in te reo Mäori for each Taiwhenua. Further research is<br />
also necessary to investigate the impact of Mäori medium education on Mäori children in<br />
kura kaupapa and bilingual schools within Ngäti <strong>Kahungunu</strong>.<br />
Mäori Membership on Boards of Trustees<br />
• In their report to the Ngäti <strong>Kahungunu</strong> Mätauranga Board, Te Taiwhenua o Tamaki Nui a<br />
Rua highlighted the need for Mäori whänau in their district to increase their involvement<br />
in schools, particularly as Board of Trustee (BOT) members. They reported that of the 34<br />
schools in their district, 17 had no Mäori board members, representing 50% of the schools<br />
without Mäori participation in governance. In 2001 the number of Mäori BOT members<br />
totalled 15.<br />
• The pattern of BOT membership in 1999 indicates that Mäori remain under-represented<br />
on most boards, such as in Hastings where Mäori represented only 22% of board membership<br />
but 48% of the Mäori population. However in Wairoa Mäori comprised over half of all BOT<br />
members.<br />
Group Special Education<br />
• Inconsistencies in the collection of data between offices proved problematic. Only one of<br />
the four offices holding information on Mäori living in Ngäti <strong>Kahungunu</strong> was able to supply<br />
information specifically for the <strong>Kahungunu</strong> rohe that their office serves, including a breakdown<br />
by age, gender and ethnicity. Unfortunately the data provided by this office was compromised<br />
by the use of two categories to describe Mäori ethnicity as Mäori/European and NZ Mäori, and<br />
the organisation of data into three ethnic categories, the third category being Päkeha.<br />
• The inability of three offices to extract information specifically for Mäori living in Ngäti<br />
<strong>Kahungunu</strong> does indicate the need for the MOE to work with NKII to provide further statistical<br />
information that is both useful and relevant.<br />
Recommendation<br />
It is recommended that aggregated progress reports on the achievement levels of Mäori<br />
children attending primary and Mäori medium schools within the Ngäti <strong>Kahungunu</strong> rohe, be<br />
made available to NKII on a regular basis and where necessary appropriate programmes to<br />
strengthen the numeracy and literacy achievements of Mäori children in Ngäti <strong>Kahungunu</strong> be<br />
initiated.<br />
9
Secondary schools<br />
Enrolments-retention and attrition<br />
• There is clear evidence of a crisis in Mäori secondary education when retention rates are<br />
compared alongside the attrition levels of Mäori students at post-compulsory ages 16-18.<br />
Of all Mäori students aged 16 to 18 years, an estimated 62.4% (the median across<br />
<strong>Kahungunu</strong>) have left school essentially reducing their access to national qualifications,<br />
entry to tertiary education and assured employment opportunities. Taking into account<br />
tertiary education providers, there is only a slight reduction in attrition rates during these<br />
years.<br />
Qualifications<br />
• The unacceptable levels of retention and attendant attrition rates of Mäori students in<br />
<strong>Kahungunu</strong> have enormous implications including the distribution of grades because fewer<br />
students are leaving school with basic state qualifications.<br />
• Over half of the Mäori students who sit school certificate examinations achieve results<br />
below a C grade.<br />
• Levels of retention and attrition rates impact significantly on the highest attainment levels<br />
of Mäori school leavers.<br />
• In <strong>Kahungunu</strong>, there are disproportionately more students who leave school unqualified<br />
than there are students who gain the highest qualifications - again reflecting national trends.<br />
School Suspensions<br />
• At a national level, Mäori are traditionally over-represented in suspension statistics. In<br />
<strong>Kahungunu</strong> this is no exception.<br />
• In Hastings and Napier 1 in 5 Mäori student suspensions are girls.<br />
• Approximately 58% of all Mäori suspensions in <strong>Kahungunu</strong> were male students.<br />
• Mäori boys feature negatively in all suspension and expulsion statistics which is cause<br />
for great concern. This indicates that Mäori boys in particular are at risk and are not catered<br />
for in compulsory schooling in Ngäti <strong>Kahungunu</strong>.<br />
• Concern among schools has led them to seek collaborative relationships with the local<br />
Mäori community in an attempt to address suspensions and other issues.<br />
Alternative Education<br />
• There is some encouraging indication that students are either returning to school, proceeding<br />
on to further training programmes or finding employment.<br />
• Most Alternative Education programmes on offer are either manual skills-based (eg kitchen<br />
hand, fieldworkers, meat-processing), clerical and computing, or numeracy and literacy<br />
courses.<br />
• Most youth training courses offer a narrow range of training for Mäori youth.<br />
10
The Flaxmere Project<br />
• A central focus of this project is providing assistance to children and their families in the<br />
home. This is the main role of the HSLP’s. While this is an excellent idea, the focus on<br />
homes must also be balanced by an assurance from schools that their programmes, the<br />
curriculum that they offer and their measurements of success are relevant to these children<br />
and their families. Not to do so would simply render an otherwise admirable project, a<br />
deficit model.<br />
Recommendation<br />
It is recommended that, in association with NKII, the Ministry of Education develop a zero<br />
tolerance strategy in respect of secondary school suspensions, attrition rates and exiting school<br />
without a meaningful qualification.<br />
Tertiary education<br />
Eastern Institute of Technology (EIT)<br />
• In Ngäti <strong>Kahungunu</strong>, EIT is the single largest tertiary provider. In 2002 the participation of<br />
Mäori mirror several national trends where women consitute the majority of the Mäori<br />
student population and Mäori are less likely to be located in the sciences, compared to<br />
education related fields.<br />
• More information is required regarding levels of participation, qualifications attained, success<br />
rates, graduations, destination, retention and attrition.<br />
Te Wänanga Whare Tapere o Takitimu - Takitimu Performing Arts<br />
School<br />
• Established approximately 20 years ago as the first modern Mäori centred tertiary education<br />
provider in Ngäti <strong>Kahungunu</strong>, Te Wänanga Whare Täpere o Täkitimu has since that time<br />
established multiple partnership arrangements across several distinct groups. The wänanga<br />
has a major focus on the performing arts.<br />
• Other iwi partnerships are pending and await ratification to provide Mäori Performing Arts<br />
qualifications.<br />
Other tertiary institutions<br />
• At least five other tertiary institutions offer local-based courses within Ngäti <strong>Kahungunu</strong>,<br />
representing both mainstream universities (Massey, Victoria, Waikato universities) and<br />
whare wänanga (Raukawa and Aotearoa)<br />
• More information is required regarding levels of Ngäti <strong>Kahungunu</strong> participation rates in<br />
institutions outside of Ngäti <strong>Kahungunu</strong><br />
Hapu, <strong>Iwi</strong> Initiatives<br />
• Te Taiwhenua o Heretaunga hold quarterly wänanga at each marae in turn within the rohe.<br />
Underpinning this approach is the enhancement of inter-whanau/hapu relationships.<br />
11
• The Knowledge Wave Summit in September was an opportunity to focus specifically on<br />
identifying the education needs of <strong>Kahungunu</strong> and to provide a platform to strategise and<br />
set clear goals to plan a way forward. Work from these Summits is in progress under the<br />
guidance of the Ngäti <strong>Kahungunu</strong> Economic Summits Committee.<br />
• NKII give annual scholarships in three categories that acknowledge Ngäti <strong>Kahungunu</strong><br />
educational initiatives at Te Wänanga Whare Täpere o Täkitimu, at the Eastern Institute<br />
of Technology and students studying fulltime in institutions in New Zealand and overseas.<br />
Next year all scholarships will be contestable.<br />
Recommendation<br />
It is recommended that, the implications for tertiary education arising from the Knowledge<br />
Wave Summit, be further reviewed and where appropriate recommended for implementation<br />
by a joint MOE/NKII working party.<br />
NKII <strong>Matauranga</strong> Plan and Options for Structure<br />
• The Mätauranga Plan is based on the information and data analysis contained in the Profile<br />
of Mäori Education in Ngäti <strong>Kahungunu</strong> report (2002) that forms the first part of this<br />
document.<br />
• There are four parts to the Mätauranga Plan: The education levels, a set of recommendations,<br />
strategies, desired educational outcomes, performance targets and/or indicators and<br />
timeframes by which the strategies are to be initiated.<br />
• In terms of options for structure, it will be necessary for NKII to enter into a partnership<br />
arrangement with the MOE if the plan is to be seriously considered and acted upon.<br />
• A coordinated approach to the implementation of the plan is more likely to ensure positive<br />
educational outcomes for Mäori learners and their whanau in the Ngäti <strong>Kahungunu</strong> rohe.<br />
Recommendation<br />
It is recommended that, NKII enter a partnership arrangement with the Ministry of Education<br />
aimed at strengthening the education outcomes for all Mäori children, Mäori students and their<br />
families in the Ngäti <strong>Kahungunu</strong> rohe.<br />
It is recommended that an Education Coordinator be appointed to facilitate the implementation<br />
of the NKII Mätauranga Plan.<br />
12
Methodology<br />
• Research reports and other documents relevant to this report were reviewed and applied<br />
as a context for the data analysis.<br />
• This report is based on statistical data supplied by the Ministry of Education. The two<br />
Pouwhakataki based in Hastings and Napier were largely responsible for gathering the<br />
data from a range of sources. These included Group Mäori, Schools Monitoring and Support,<br />
Data Management and Analysis Division of the Ministry, MOE Regional Offices, Census<br />
New Zealand, Statistics New Zealand and Te Puni Kökiri. Other information was obtained<br />
directly from schools, providers and other relevant community links in the Ngäti <strong>Kahungunu</strong><br />
rohe.<br />
• The data was then collated and analysed, and as much as possible contextualised by the<br />
author with reference to the research literature.<br />
• Inevitably comparisons between Mäori and non-Mäori have been made, but the intention<br />
was to describe the educational characteristics of Ngäti <strong>Kahungunu</strong> regardless of their<br />
standing alongside other populations.<br />
• A draft report was prepared and this was tabled at a consultative meeting for comment<br />
with the Pouwhakataki and a member of the NKII Mätauranga Board.<br />
• After ammendments were made the final report was completed for presentation to the<br />
MOE.<br />
• Dissemination of information will be a process agreed upon by the NKII Mätauranga Board.<br />
13
1.0 Statistical Profile of <strong>Iwi</strong> in the Rohe of<br />
Ngäti <strong>Kahungunu</strong><br />
1.1 Ngäti <strong>Kahungunu</strong> Boundaries<br />
The customary boundary of Ngäti <strong>Kahungunu</strong> extends from the Whareräta Hills north of Te<br />
Wairoa, down through Napier, Hastings, Central Hawkes Bay, Dannevirke, Woodville and the<br />
Wairarapa to Cape Palliser in the south. These areas are bounded by the corresponding<br />
eastern coastline and inland to the western ranges that include the Käweka, the Ruahine and<br />
the Tararua ranges.<br />
Part of the <strong>Kahungunu</strong> rohe extends over the Käweka ranges into Taihape, the main hapu<br />
being Ngäti Hinemanu to which Omähu also belongs. There are three marae in Taihape that<br />
are part of Te Taiwhenua o Heretaunga - Winiata, Moawhango and Oruamätua. Traditionally<br />
the entire area of Ngäti <strong>Kahungunu</strong> was known as <strong>Kahungunu</strong> ki te Wairoa, <strong>Kahungunu</strong> ki<br />
Heretaunga and <strong>Kahungunu</strong> ki Wairarapa.<br />
In the early 1980’s <strong>Kahungunu</strong> elders established six Taiwhenua to allow for regional<br />
distinctiveness, fairer distribution of resources and wider representation on Te Rünanganui o<br />
Ngäti <strong>Kahungunu</strong> - the iwi authority of the time. The six taiwhenua are Te Taiwhenua o Te<br />
Wairoa, Te Taiwhenua o Whanganui ä Orotu which encompasses Napier and the immediate<br />
surrounds, Te Taiwhenua o Heretaunga, Te Taiwhenua ö Tamatea in the Central Hawkes Bay<br />
district, Te Taiwhenua o Tamaki nui a Rua in the Dannevirke area and Te Taiwhenua ö<br />
Wairarapa.<br />
Each Taiwhenua is a legal entity either as an <strong>Incorporated</strong> Society or a Charitable Trust<br />
operating separately in quite distinct and localised ways (Jackson, Moana 1999:21). Each has<br />
an elected Board of Trustees whose members are drawn from local individual marae or cluster<br />
of marae. Two representatives from each Taiwhenua serve on the Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> Inc.<br />
Board which is the iwi authority.<br />
One difficulty in providing a statistical profile of Ngäti <strong>Kahungunu</strong> within any social sector is<br />
that customary boundaries do not align with the various state sector boundaries under which<br />
statistical information is gathered (territorial local authorities, health boards, education offices<br />
etc). Information in the Report on Mäori Regional Diversity by Te Puni Kökiri illustrates this<br />
point. <strong>Iwi</strong> affiliation by region is drawn according to territorial local authorities (TLA’s). Information<br />
on Ngäti <strong>Kahungunu</strong> spans at least two territorial local authorities - Hawke’s Bay and Wellington<br />
regions and three regional councils. Education statistics are collected according to MOE zones<br />
which loosely align with regional council boundary’s. However, in some cases such as information<br />
and analysis related to Group Special Education Services, the GSE boundaries are maintained<br />
to ensure accuracy because these boundaries are inconsistent with general MOE zones and<br />
regional council districts. <strong>Kahungunu</strong> falls within the Gisborne, Hawkes Bay, Manawatu and<br />
Wellington areas.<br />
As much as possible the profiles in this report are provided to reflect each Taiwhenua in an<br />
attempt to ensure that the information is useful for hapu who wish to determine their own<br />
educational needs and pathways.<br />
3 The Hawke’s Bay region consists of four territorial local authorities, Wairoa District, Hastings District, Napier City<br />
and Central Hawke’s Bay District. TPK (2001). Te Maori i nga Rohe. Wellington, Te Puni Kokiri, Ministry of Maori<br />
Development.<br />
14
1.2 Population profile of <strong>Iwi</strong> living in the Ngäti <strong>Kahungunu</strong> rohe<br />
(Hawkes Bay /Wairarapa regions)<br />
Approximately 31, 653 Mäori or 6.1% of the total Mäori population reside in the Hawkes Bay<br />
region. According to the 1996 Census over a third or 39% of the responses by Mäori in Hawkes<br />
Bay affiliated to a Ngäti <strong>Kahungunu</strong> iwi - Rongomaiwahine, Ngäti <strong>Kahungunu</strong> ki Te Wairoa,<br />
Ngäti <strong>Kahungunu</strong> ki Heretaunga, Ngäti <strong>Kahungunu</strong> ki Wairarapa and Rangitäne. Significantly<br />
though, Ngäti Porou, Tühoe, Ngäpuhi and Tüwharetoa were the largest identified iwi affiliated<br />
to from outside the Hawke’s Bay region (TPK 2001)p78-9.<br />
In 1996, 48% of the Mäori population in Hawkes Bay lived in the Hastings District while 27%<br />
lived in the Napier City. Mäori population in the Masterton, Carterton and South Wairarapa<br />
District totalled 6,000, some 11.7% of the total Mäori population in the Wellington Region.<br />
1.3 Description of the Mäori household<br />
The formation of the modern Mäori household appears to reflect the western single nuclear<br />
family type and not the customary extended family arrangement associated with the broader<br />
concept of whänau. In 1996, the majority of the Mäori population in the Hawkes Bay district<br />
lived in single nuclear families as couples with children (52%). Single parent families accounted<br />
for 39% of the population. Mäori children were more likely to be living in one-family households<br />
with either both their parents (53%) or in one-parent families (47%). Mäori youth were more<br />
likely to be living in households other than one-family households either with both parents<br />
41%, in one-parent families (41%) or living as couples only (52%) (ibid:77).<br />
Over half of all Mäori in the region (51%) owned their own homes thus reflecting the national<br />
level for Mäori of 52%. Mäori youth however, were more likely to be in rental accommodation<br />
(56%), the median weekly household rent amounting to $135 compared to the national median<br />
of $152 (ibid: 78).<br />
In terms of personal income levels, 38% of Mäori 15 years and over earned between $5,000<br />
and $15,000. Only 3% of Mäori in Hawkes Bay earned over $40,000 compared to 6% of Mäori<br />
nationally. The median income for Mäori adults over 25 was between $14,000 - $14,300.<br />
The major industries in the Hawkes Bay region are primarily agriculture and horticulture which<br />
is the basis of an export based economy. In 1996 the labour force participation rate for Mäori<br />
was 65%, similar to the national rate for Mäori. Mäori teens, 15-17years and Mäori youth were<br />
most likely to be unemployed (24%) reflecting the low levels of educational attainment by these<br />
age groups upon leaving school. Most Mäori who were employed were either wage or salary<br />
earners (85%) in the agriculture, forestry, fishing and manufacturing industries. This reflects<br />
the regions economic focus particularly in agriculture, forestry and fishing so it is not surprising<br />
that the percentages of Mäori employed in these industry’s (21%) was more than twice the<br />
national level for Mäori (9%) (ibid: 81). At the other end of the scale, 3% of Mäori were<br />
employers, 4% were self-employed and 3% were running a family business.<br />
Mäori women were more likely to be employed as service and sales workers (19%), as unskilled<br />
labourers, caretakers, cleaners and packers (15%), as skilled workers in agriculture and<br />
fisheries (14%) or in clerical positions (12%). Mäori men were mainly employed as plant and<br />
machine operators and assemblers (26%), agricultural and fishery workers (22%) or as unskilled<br />
labourers (13%) (ibid: 82). Within the national context, Mäori women are less likely to participate<br />
in the labour force in paid work (58% compared to 73% of Mäori men). Income levels are not<br />
only lower for Mäori women than Mäori men but as a result of the levels of participation, women<br />
draw proportionally less from wages and salaries (TPK 2001)p16.<br />
p76. Masterton District, Carterton District and South Wairarapa which completes the Ngäti <strong>Kahungunu</strong> rohe, fall<br />
under the Wellington region (ibid:102).<br />
15
2. Education Access and Participation<br />
2.1 Early Childhood Services<br />
Government’s 10 year plan for early childhood entitled ‘Pathways to the Future: Nga Huarahi<br />
Arataki’ was launched in September 2002 by the Minister of Education. The Plan outlines a<br />
long-term vision for early childhood education which includes new funding levels, increased<br />
support for community-based ECE services and the requirement by ECE professionals to be<br />
registered with a Diploma of Teaching (ECE). ECE service providers include Kindergarten,<br />
Childcare, Playcentre, Te Kohanga Reo and Ministry funded playgroups. This is an opportune<br />
time for NKII, the Taiwhenua or individual hapu to seek closer involvement in setting goals<br />
and priorities for the early education of Mäori children in Ngäti <strong>Kahungunu</strong>.<br />
Generally Hawkes Bay has one of the highest ECE participation rates in the country. Mäori<br />
children aged 0-4years constitute 26.85% of all enrolments in Early Childhood services in the<br />
Ngäti <strong>Kahungunu</strong> rohe (Table 2).<br />
Regionally, Wairoa records a significant level of participation, 67% of total ECE enrolments,<br />
compared with the enrolment levels in all other areas which are low when compared with the<br />
general ECE population. This may be due to the large Mäori population, high numbers of<br />
kohanga reo (there are 13) and ECE services such as playcentre and Ministry funded playgroups<br />
particularly in the rural areas. Provision of transport for children to kohanga provides a further<br />
incentive and access.<br />
At the other end of Ngäti <strong>Kahungunu</strong>, less than 10% of the total ECE enrolments (0-4years)<br />
in South Wairarapa were Mäori children and could be the reason why the Early Childhood<br />
Participation Project is only offered in this area of <strong>Kahungunu</strong>. Significantly however, Mäori<br />
participation rates were 87.4% of all Mäori children eligible to start school (Table 3). In July<br />
2000 just 14.4% of Mäori children were not enrolled in an ECE centre. In Carterton, the<br />
participation rate was 100% and in Napier almost 97%. Similarly in South Wairarapa, the<br />
participation rate was almost 90% of all Mäori children prior to starting school. Here Mäori<br />
enrolments in kindergarten in 2000 were significantly high at 93% of the total enrolments for<br />
that area (Table 4). This contrasts with the Tamatea rohe of Central Hawkes Bay where Mäori<br />
enrolments (0-4years) in Kindergarten were about 26%. In Wairoa only 32.8% of Mäori children<br />
were enrolled in Kindergarten. The lower numbers of Mäori children enrolled in kindergarten<br />
in Tamatea and Wairoa may reflect the unusually large number of kohanga reo 4 per Mäori<br />
population in these rohe.<br />
While participation rates of Mäori children provided in this report take account of the collective<br />
group of Mäori children aged 0-4years, information on participation rates according to each<br />
age group is probably necessary to determine the target set in <strong>Strategy</strong> 6 of the NKII strategic<br />
plan, which is to ‘increase participation in early childhood learning by 1% minimum annually’,<br />
for each Taiwhenua and their ECE districts. This may allow for more meaningful targets to be<br />
set by NKII or individual Taiwhenua, in consultation with the Ministry of Education to ensure<br />
that such targets are realised. The data here suggests the participation of Mäori children in<br />
early childhood education in Ngäti <strong>Kahungunu</strong> is satisfactory in most Taiwhenua rohe. However,<br />
what is not known is the quality of education Mäori children are receiving both within mainstream<br />
services and kohanga reo, and whether or not the outcomes for children are positive.<br />
4 In 2001 there were 4 kohanga reo and 2 child care centres.<br />
16
2.2 Te Kohanga Reo<br />
Since 1984 and the rapid growth in kohanga reo services, the numbers of Mäori children<br />
accessing early childhood education has increased dramatically. In 1999 there were 600<br />
licensed and 50 license-exempt kohanga reo in Aotearoa providing early childhood services<br />
to 12,483 children (MOE 2000,p19). However, since the mid 1990’s participation rates for<br />
kohanga reo appear to have reached a plateau (ibid:21). Mäori birth rates are still higher than<br />
those for non-Mäori. Over time an increasing proportion of children in New Zealand will be<br />
Mäori. This has implications for the provision of early childhood education generally and<br />
kohanga reo in particular.<br />
As at July 1 2002, there are 62 kohanga reo throughout Ngäti <strong>Kahungunu</strong> with enrolments<br />
totalling 1160. Approximately 280 are under two years of age and 880 over two (Huata 2002).<br />
Table 1 shows the distribution of enrolments across the iwi. The total enrolments represent<br />
% of all Mäori children enrolled in early childhood and % of all pre-school aged Mäori children<br />
in Ngäti <strong>Kahungunu</strong>.<br />
There are 60 licensed centres of which 35 are receiving Rate 2 funding of $6.00 for under<br />
two’s and $3.00 for over two’s as these centres contain Kaiako who have completed their 3<br />
year Tino Rangatiratanga Whakapakari training course. Two kohanga are yet to be licensed<br />
and are on the exempt rate of $1.13. The remaining 25 are licensed on the Rate 1 funding<br />
level of $5.46 for under two’s and $2.74 for over two’s. Two kohanga choose to remain<br />
unlicensed preferring instead to operate outside of the Ministry of Education but chartered to<br />
the Te Kohanga Reo National Trust. Most kohanga graduates will either enter Kura Kaupapa<br />
Mäori (KKM) or Mäori immersion programmes.<br />
Table 1<br />
Number of Kohanga and approx. % of children continuing Kura<br />
Kaupapa Mäori or Mäori Immersion<br />
Taiwhenua Kohanga open ✓ approx. % children continuing<br />
in recess x<br />
with KKM or Mäori immersion<br />
Te Wairoa 9 ✓ operate under <strong>Kahungunu</strong> 25% -> Kura Kaupapa Mäori<br />
4 ✓ operate under Tairäwhiti<br />
Te Whanganui-a-Orotu 13 ✓ 40% -> Mäori Immersion/Kura<br />
Kaupapa<br />
Heretaunga 27 ✓ 55% -> Mäori Immersion/Kura<br />
Kaupapa<br />
2 not funded by MOE<br />
Tamatea 4 ✓ 25% -> Kura Kaupapa Mäori<br />
Tamaki nui ä rua 4 ✓ 50% -> Kura Kaupapa Mäori<br />
Wairarapa 3 ✓+ 1 x 50% -> Mäori Immersion/Kura<br />
Kaupapa<br />
Source: Heke Huata, Hastings<br />
Over half of Mäori enrolments in early childhood services in <strong>Kahungunu</strong> are located in kohanga<br />
reo which corresponds with national trends. Yet little is known about the quality of service<br />
provision and the outcomes for children. In particular the long term affects of kohanga on their<br />
education and achievement in Mäori medium schools such as Te Kura Kaupapa Mäori or<br />
mainstream.<br />
17
2.3 Early Childhood Participation Project (ECPP)<br />
The aim of this project is to increase the participation of children in Early Childhood Education<br />
(ECE). In <strong>Kahungunu</strong>, Te Rätonga Mätauranga Mäori ö Wairarapa is contracted for one year<br />
to deliver the programme, or when the target number of sixty children is reached. There is one<br />
Mäori woman fieldworker in the Wairarapa area whose role it is to support families and to link<br />
all Mäori children who are not currently enrolled in an early childhood centre, with an early<br />
childhood education service. The decision to enrol a child however, remains the choice of the<br />
parents and whänau. Among barriers to Mäori parents enrolling their children in ECE services<br />
identified by the ECE working party in 2000 5 were: perceived high costs and affordability,<br />
transport, lacking confidence to approach a centre, dissatisfaction with ECE services in their<br />
area and lack of parent motivation. To date (November 2002), the fieldworker has successfully<br />
identified a number of children and linked some of them in kohanga reo, daycare and playcentre.<br />
All enrolled children are monitored by the Fieldworker for retention levels.<br />
The targets reached to date may reflect the reasonable levels of Mäori participation in ECE<br />
in the Wairarapa rohe. For example the participation rate of Mäori children prior to starting<br />
school in July 2000 (see Table 3) was 78.3% in Tararua, 85.5% in Masterton, 100% in Carterton<br />
and 89.3% in South Wairarapa, a total of 84.7% overall. All of these figures align favourably<br />
with the levels of participation of Mäori in ECE in other areas of <strong>Kahungunu</strong> shown in Table<br />
2 and certainly well above the national levels. The national participation rate of all 0-4 year<br />
olds increased overall from 42% in 1990 to 60% in 2001(MOE, July 2001) 6 . The high participation<br />
rates of Mäori in ECE in Wairarapa may also account for the short-term contract (one year)<br />
offered by the MOE for this project although it is not clear what the benefits are of monitoring<br />
retention levels of children successfully linked to an ECE service over such a short period of<br />
time.<br />
Table 2<br />
Percentage of Mäori ECE enrolments 0-4 years in<br />
Ngati <strong>Kahungunu</strong> rohe - 2000<br />
District Mäori 0-4 yrs Total enrolments % Maori<br />
Wairoa 345 515 67<br />
Napier 698 2939 23.75<br />
Hastings 1099 3786 29.02<br />
Central H.B. 270 995 27.13<br />
Tararua 199 983 20.24<br />
Masterton 276 1193 23.13<br />
Carterton 53 257 20.62<br />
South Wairarapa 42 438 9.58<br />
TOTAL 2982 11,106 26.85%<br />
(Source: Ministry of Education 2001)<br />
5 ECE working Party Strategic direction for ECE 2000-2001, Pers. Comm. Maori Convenor, Hastings October,<br />
2002.<br />
6 http://www.minedu.govt.nz/web/document/document_page.cfm?id=6750&p=1037.3832.6121<br />
18
Table 2: Percentage of Maori ECE enrolments 0-4 years in Ngati <strong>Kahungunu</strong><br />
4000<br />
80<br />
3500<br />
70<br />
3000<br />
60<br />
2500<br />
50<br />
Enrolments<br />
2000<br />
1500<br />
1000<br />
40<br />
30<br />
20<br />
500<br />
10<br />
0<br />
0<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
Series 2<br />
Series 1<br />
Series 3<br />
District<br />
Table 3<br />
Mäori Participation in ECE prior to starting school July 2000<br />
District Mäori in ECE Not in ECE<br />
Participation rate %<br />
Wairoa 122 32 79.2<br />
Napier 218 7 96.9<br />
Hastings 382 54 87.6<br />
Central H.B. 61 13 82.4<br />
Tararua 72 20 78.3<br />
Masterton 59 10 85.5<br />
Carterton 27 0 100<br />
South Wairarapa 25 3 89.3<br />
TOTAL 966 139<br />
(Source: Ministry of Education 2001)<br />
Table 3: Maori Participation in ECE prior to starting school July 2000<br />
Participants<br />
450<br />
400<br />
350<br />
300<br />
250<br />
200<br />
150<br />
100<br />
50<br />
0<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
%<br />
Wairoa<br />
Not in ECE<br />
Maori in ECE<br />
Participation rate %<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
District<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
19
Table 4<br />
Mäori enrolments (0-4) in kindergartens and quality<br />
funded centres – 2000<br />
District Enrolments Total enrolments<br />
% in Kindergartens<br />
& quality funded centres<br />
Wairoa 113 345 32.8<br />
Napier 413 698 59.2<br />
Hastings 477 1099 43.4<br />
Central H.B. 70 270 25.9<br />
Tararua 101 199 50.8<br />
Masterton 131 276 47.5<br />
Carterton 27 53 50.9<br />
South Wairarapa 39 42 92.9<br />
TOTAL 1371 2982 45.97<br />
(Source: Ministry of Education 2001)<br />
2.4 Early Childhood Education Parenting Programmes<br />
At the Ngäti <strong>Kahungunu</strong> Knowledge Wave Conference in September 2002, early parenting<br />
programmes were identified as an education priority in Ngäti <strong>Kahungunu</strong> 7 . It is a priority that<br />
recognises the crisis among Ngäti <strong>Kahungunu</strong> whanau where the number of cases of violent<br />
child abuse and child killings (Horwood, 2000 #82) (Masters 2000), are among the highest<br />
and most extreme in the country (HBDHB 2002). Cases such as those in Heretaunga 8 and<br />
Wairarapa 9 are high profile examples that have galvanised local iwi and community groups<br />
into some form of collective action 10 .<br />
Four significant parenting programmes are offered in <strong>Kahungunu</strong>, targetted in those areas<br />
considered high risk (See Table 5). Flaxmere in Hastings is one example. All four parenting<br />
programmes are offered to families in Flaxmere with three programmes delivered from within<br />
Flaxmere at Kimiora Community School. By contrast only PAFT in Napier and Wairoa, and<br />
Family Start in Wairarapa, are offered outside the Heretaunga Taiwhenua.<br />
7 Ngäti <strong>Kahungunu</strong> Knowledge Wave Workshop Summary, p5.<br />
8 The death of 3 year old James Whakaruru beaten and killed by his stepfather took place in Heretaunga.<br />
9 The death by beating and neglect of 23 month old Hinewaoriki Karatiana-Matiaha took place in Carterton,<br />
Wairarapa.<br />
10 Following the deaths of 8 toddlers in less than 18 months in Wairarapa, the Mayor of Masterton and Wairarapa<br />
MP Georgina Beyer launched a 3 year project aimed at combating domestic violence in the district (The New<br />
Zealand Herald, 1 May, 2002).<br />
20
2.5 Home Instruction Programme for Preschool Youngsters<br />
(HIPPY)<br />
This is a two year support programme for parents and their preschool aged children (3-5yrs).<br />
Parents are assisted in teaching their children at home with basic reading mathematics and<br />
problem solving skills prior to entering school. Resources such as books and matrix games<br />
specifically developed in the United States for the programme are provided by the HIPPY<br />
Coordinator from the Centre. Cost per family is $1.00 per week. In Hastings, HIPPY operates<br />
out of Kimi Ora Community School in Flaxmere which has a high Mäori population. The current<br />
Coordinator is a Mäori woman and she is assisted by 3 home tutors who are also Mäori. There<br />
are currently (September 2002) 59 children (27 families) receiving the programme and 50<br />
children are Mäori. There is some anecdotal evidence to suggest that the success rate of this<br />
programme is considered to be high. Teachers in new entrant classes in primary schools for<br />
example have reported that children who have experienced this programme are able to identify<br />
colours, basic shapes and numbers, to listen well and to show active skills of enquiry 11 .<br />
2.6 Parents as First Teachers Programme (PAFT)<br />
Linked to Family Start, PAFT is a three year programme targeted to the needs of medium risk<br />
families, and aimed at providing child development knowledge, activities and parenting<br />
information for the babies first three years. Parents enrolled in the programme can expect an<br />
average of one hour personal visit per month. The programme includes home visits, parent<br />
group meetings, developmental and health checks, and referrals to other family support<br />
agencies with specialist expertise. Introduced to New Zealand from the United States 10 years<br />
ago, the programme has been adapted to include a Mäori dimension - Ahuru Mowai (ECD<br />
1999). In order to work effectively with Mäori parents, the Mäori PAFT kaimahi incorporate<br />
Mäori values and tikanga into an otherwise prescriptive western orientated programme. Within<br />
<strong>Kahungunu</strong>, the programme is delivered in three locations. Plunket is contracted to provide<br />
services in the Wairoa area. Currently there are 51 Mäori families receiving the programme<br />
about 82.25% of the target numbers which also includes the Gisborne area. Napier Kindergarten<br />
Assoc is contracted to provide services to the Napier/ Hastings area. Currently 109 Mäori,<br />
34.8% of the target number are receiving services. Plunket provides PAFT services to the<br />
Wairarapa district of which 43 Mäori or 34% of the total target are receiving the programme.<br />
The PAFT programme in the Gisborne Wairoa area appears to have a significant proportion<br />
of Mäori in the target numbers. The low percentages in Napier/Hastings and Wairarapa may<br />
reflect the high numbers of children enrolled in ECE in these areas in contrast with Wairoa/<br />
Gisborne which has fewer Early Childhood Centres and parent/whänau support programmes<br />
on offer but larger numbers of kohanga reo.<br />
11 Pers.Comm. Tatiana Greening, Director HIPPY, Kimi Ora Community School, Flaxmere, Hastings. 29 August,<br />
2002.<br />
21
2.7 Family Start<br />
Family Start offers high risk families guidance, support and advice to improve their health,<br />
welfare, education and general wellbeing. The programme aims to assist parents improve the<br />
life-chances and long term outcomes for their children. Mothers are offered the programme<br />
from the last 6 months of pregnancy up to the child turning 6 months of age. The Ahuru Mo<br />
Wai and Born to Learn Curriculum is the education component of Family Start which is jointly<br />
funded by Child, Youth and Family, Ministry of Education and the Health Funding Authority.<br />
Currently, Te Taiwhenua o Heretaunga is contracted to deliver to families within the boundaries<br />
of Hastings West - Flaxmere, Camberley, St Leonards, Raureka, Mahora and Tomoana. Of<br />
the 130 families currently enrolled (Sept 2002), 95% are Mäori. The majority of kaimahi are<br />
Mäori, 7 of the 11, however, only 1 of the seven staff members is male. In Wairarapa, the<br />
provider is contracted for 82 families and currently delivers to 32 families, 60% of whom are<br />
Mäori. All of the 6 staff are Mäori females. The lack of Mäori men working as kaimahi probably<br />
reflects the nature of the programme which relies on initial contact with the mothers. A statistical<br />
breakdown by iwi affiliation of the Mäori families enrolled in Family Start was not available at<br />
the time of the publication of this report.<br />
2.8 Whänau Toko i te Ora<br />
First launched in late 1999, Whanau Toko i te Ora is a national parenting programme that is<br />
delivered under the auspices of the Mäori Women’s Welfare League. The programme is<br />
currently delivered in six regions - Tairawhiti, Ikaroa, Tamaki Makaurau, Aotea, Te Waipounamu<br />
and Taitokerau. The Ikaroa region follows the old Mäori Land Court boundaries, however the<br />
programme is only delivered out of Kimi Ora Community School in Hastings and concentrates<br />
on those high-risk families in the Flaxmere vicinity. Unlike most other parenting programmes<br />
adopted from the USA and modified to suit the New Zealand context, this programme is<br />
designed by Mäori, delivered by Mäori kaimahi to address the particular needs of Mäori whanau<br />
at risk. The targets for all the regions are set by the MOE and MWWL. In <strong>Kahungunu</strong> the target<br />
number of families is 35.<br />
The service focuses on whänau, is child-centred, with a specific emphasis on the first five<br />
years. Aimed at whänau with medium to high needs, the programme is structured around three<br />
strands - home visits, education and learning, and group support, with each strand adapted<br />
to the specific needs of individual whänau. Rather than setting overall prescriptive criteria -<br />
the one size fits all approach, Whänau Toko i Te Ora is purposely flexible for each region to<br />
develop it’s own criteria to determine the level of need for entry into the programme under<br />
three categories - high need/priority, medium need/priority and low need/priority.<br />
Among the high need/ priority entry criteria identified by kaimahi in <strong>Kahungunu</strong> includes - family<br />
violence and child abuse, mental health and serious disability, alcohol and substance abuse,<br />
accomodation difficulty, custody issues and child safety (MWWL 2001)p6. Referrals are<br />
generally through Mäori community networks either from whänau, friends, community or<br />
government agencies, health or education professionals. All staff are Mäori and comprise one<br />
kaitiaki, one kaiäwhina (both women) and an administrator (male). All members of the<br />
management committee are also Mäori women.<br />
22
Services provided by the programme include networking with appropriate health and social<br />
service agencies, advocating on behalf of whanau and role modelling positive parenting<br />
behaviour. The whänau learning programme covers a range of topics including adult literacy<br />
and communication skills, whänau relationships and tikanga related to Mäori parenting practices,<br />
and parenting advice. The level of need of each whänau is agreed upon between the programme<br />
kaimahi and whänau members. Whänau decide which strands they wish to participate in.<br />
Some opt for all three, others prefer to enrol in one or two strands.<br />
Table 6 shows the number of whanau enrolled in each of the strands for the period June/July<br />
2002. During this period, Learning Programme topics focussed on adult literacy and<br />
communication, tikanga aspects of Mäori parenting practices and parenting advice (Johnson<br />
2002)p2. While there are a large number of whanau enrolled, significantly less whanau (approx<br />
2%) regularly attended.<br />
The 2001 Evaluation Report on Whänau Toko I Te Ora based on interviews with 15 whänau<br />
and the kaimahi from Tairäwhiti, Ikaroa and Tamaki Makaurau, found that attendance at the<br />
Whänau Learning Programme was the main form of education for families. For most adults<br />
it was the only type of training or education they had experienced since secondary school<br />
(MWWL 2001)p12. The provision of transport was a major contributor to whänau change by<br />
making it possible for members to attend courses (ibid).<br />
The report also found that during the programme most whänau identified more strongly with<br />
Mäori culture and heritage, were learning the Mäori language and using it freely in conversation<br />
(ibid:17).<br />
In terms of parenting practices, almost all whänau attributed changes in the method of disciplining<br />
their children to their involvement in the programme (ibid:15). Of the 15 people interviewed,<br />
12 described positive changes in “behaviour management practices, establishing routines,<br />
making sure the children were fed and safe, spending more time with the children and doing<br />
a variety of activities with them and in one case, breaking a drug habit” (ibid:17).<br />
The report concluded that the programme is achieving good results with those whänau who<br />
are enrolled by strengthening the family unit while connecting family with extended whänau<br />
and the wider Mäori community (ibid: 24).<br />
The Kaitiaki for Ikaroa however warned that by focussing only on supporting high needs families<br />
in Flaxmere, extraordinary demands in terms of time, energy and support were placed on<br />
Kaiäwhina and that they would therefore need to be monitored to avoid burnout (Johnson<br />
2002)p4.<br />
23
Table 5<br />
Enrolments in ECE parenting programmes September 2002<br />
Programme Location Staff Mäori Contractors Targets<br />
numbers<br />
enrolments<br />
HIPPY Flaxmere Hastings 50 Early Childhood Develop.<br />
Target<br />
1x Mäori coordinator<br />
3x Mäori home tutors<br />
PAFT Wairoa Gisborne 51 Plunket - target 62<br />
Napier 109 Kindergarten - target 313<br />
Wairarapa - Plunket 43 Plunket - target 125<br />
Family Start<br />
CYF / ECE / HFA<br />
Te Taiwhenua o 130 families target 130<br />
Heretaunga 95% Mäori target ?<br />
7 Mäori staff, 11 x staff<br />
Wairarapa 32 families target 82<br />
4 Mäori staff, 6 x staff 60% Mäori<br />
Whanau Toko i Flaxmere Hastings 20 high needs Mäori Women’s Welfare<br />
Te Ora 15 medium League<br />
0 low needs target 35<br />
1x Kaitiaki<br />
1x Kaiäwhina<br />
1x Mäori Administrator<br />
Table 6<br />
Whänau participation in Whänau Toko i Te Ora - Ikaroa,<br />
June/July 2002.<br />
Programme strand<br />
whänau enrolled<br />
Home Visits 33<br />
Learning Programme 143<br />
Group Support 57<br />
Source: Ikaroa Monthly Report July 2002<br />
24
3.0 Primary Education<br />
3.1 Participation<br />
With reasonably high levels of participation of Mäori children in early childhood education in<br />
<strong>Kahungunu</strong>, there is some expectation that these levels are positively reflected in children<br />
entering school with the necessary skills and language to cope. Most primary aged Mäori<br />
children in Ngäti <strong>Kahungunu</strong> are enrolled in mainstream schools and located in the low decile<br />
1 to 3 schools which probably reflects national trends. Yet little is known about what happens<br />
to them in terms of their progress and achievement.<br />
Research shows that among factors that impact on and often determine the status of Mäori<br />
children in education include racist practices in primary schools (Benton 1987; McDonald<br />
1989), low teacher expectations (Simon 1984; Ennis 1987) and peer pressure (Mitchell 1988).<br />
Patterns of truancy (Jacka 1997) or absenteeism are often linked to whänau in crisis (Jefferies<br />
1997)p30. But there are no nationally collated measures of attendance and suspension levels<br />
for children in the upper primary school, at least from year 6 (age 9 -10years) through to<br />
intermediate level -years 7 and 8 (age 11-12 years). Attendance levels are one indicator which<br />
would provide a measure of the likely outcomes for a child.<br />
Participation in education however, does not necessarily guarantee successful outcomes.<br />
Important factors include what counts as knowledge and the validity of knowledge (Smith 1997)<br />
associated with the school curriculum, the school habitus, and the community it serves. This<br />
was confirmed at the Ngäti <strong>Kahungunu</strong> Knowledge Wave Summit where among the needs of<br />
<strong>Kahungunu</strong> identified by workshop participants were<br />
“...a system of education where the culture of the people is valued and the culture has<br />
recognised capital...an environment where the student feels worth while...” And that a way<br />
forward for <strong>Kahungunu</strong> was “...the need for Ngäti <strong>Kahungunu</strong> to develop its own <strong>Kahungunu</strong><br />
curriculum” (NKESC 2002)p1.<br />
This is demonstrated in NKII’s Mätauranga Stategic Plan and underpins the emphasis in Goal<br />
One ‘to be <strong>Kahungunu</strong>’ (NKII 2002)p2. <strong>Strategy</strong> 6 includes incorporating Takitimu and <strong>Kahungunu</strong><br />
language, cultural heritage and history within the school curriculum (ibid:5). The development<br />
of an integrated curriculum across subject areas that is culturally appropriate to Mäori children,<br />
and therefore all children living in Ngäti <strong>Kahungunu</strong>, will require negotiated effort between the<br />
MOE, NKII, Taiwhenua and other relevant stakeholders in the development of appropriate<br />
resources and any associated inservice training requirements 12 .<br />
12 The Professional development pilot for teachers of Mäori children in mainstream schools working in clusters has<br />
worked on pedagogies appropriate for Mäori learners incorporating Ngäti Whakaue’s strategic education plan<br />
in Rotorua schools and in Ngai Tahu, the Greymouth cluster has based professional development on Kaupapa<br />
Mäori philosophy and teaching methodologies and includes a Ngai Tahu perspective on history, tikanga and<br />
identity MOE (2002). Nga Haeta <strong>Matauranga</strong>: Annual Report on Maori Education 2000/2001 and Direction for<br />
2002. Wellington, Ministry of Education.<br />
25
3.2 Achievement<br />
There is no official information collected by the MOE about the levels of achievement of Mäori<br />
children in mainstream primary and intermediate schools in Ngäti <strong>Kahungunu</strong>. National<br />
measures of achievement for children in primary school are limited to the Six Year Net, the<br />
Record of Oral Language, and the PAT test from about year 5 up to year 9, where some high<br />
schools use the tool to assess new entrants and to assist with streaming. Running Records<br />
and other assessment tools are used by Primary teachers particularly for reading, language<br />
and mathematics (Mallard, 2002). Although, evidence of achievement in the essential skills<br />
at Year 4 and Year 8 is available indirectly through an analysis of NEMP tasks (ibid).<br />
Some secondary teachers place the blame on primary school education for the high numbers<br />
of Mäori students entering high school with inadequate knowledge and skills required to work<br />
at third form level. Others point to the child-centred focus, and holistic integrated approach<br />
of primary teaching being more suited to the learning styles and needs of Mäori children<br />
(Jefferies 1997).<br />
However, results of numeracy and literacy achievement research projects indicate that the<br />
disparity between Mäori and non-Mäori is considerable. For example results from the School<br />
Entry Assessment (SEA) from 1997-2000 indicate that Mäori students are less successful on<br />
SEA tasks than other students. Furthermore, the proportion of students with relatively underdeveloped<br />
literacy and numeracy skills is higher in lower decile schools where Mäori are<br />
predominantly located (Mallard, 2002). The National Education Monitoring Project (NEMP)<br />
has found that on average Mäori students’ achievement is still lower then others particularly<br />
in comprehension which remains a concern (ibid). Mäori children are less likely than Päkehä<br />
children to remain at senior levels of secondary school, or attain formal qualifications (TPK<br />
1998). However assessment procedures that emphasise disparities between Mäori and non-<br />
Mäori based on non-Mäori norms, while helpful to gain an overall perspective, is of limited<br />
value if the aim is for Mäori to advance as Mäori or as Ngäti <strong>Kahungunu</strong>.<br />
Although evidence of achievement in the essential skills at Year 4 and Year 8 is available<br />
indirectly through an analysis of NEMP tasks (Mallard, 2002) which could be accessed to<br />
assess the effects of primary education on Mäori children in mainstream schools generally<br />
and in the Ngäti <strong>Kahungunu</strong> rohe in particular. Targets set according to Mäori primary and<br />
intermediate school population by Taiwhenua aimed at ensuring successful outcomes for each<br />
child, could offer a way for NKII and the MOE to monitor the efficacy of schools to deliver.<br />
Particularly if each child is linked to funding levels. Furthermore, of particular value to NKII and<br />
taiwhenua would be the development of statistical data-bases that allow comparisons between<br />
Mäori children according to Taiwhenua which emphasise participation and retention levels,<br />
and quality of education programmes, rather than endorsing Government policy aimed at<br />
reducing disparities with non-Mäori. The data base could act as a tracking mechanism for all<br />
Mäori children in each Taiwhenua.<br />
26
3.3 Kura Kaupapa Mäori and Mäori medium education<br />
Kura kaupapa Mäori schools developed, in part, as a response by Mäori to the deficient<br />
educational outcomes of Mäori children in predominantly mainstream Päkehä centred schools.<br />
Central to kura kaupapa Mäori schools are Mäori language, culture and ways of being Mäori,<br />
that serve Mäori interests and aspirations. The language of instruction is predominantly Mäori<br />
underpinned by a Mäori approach to pedagogy, knowledge, customs and values.<br />
There is some evidence that in the Mäori language immersion sectors kura kaupapa and<br />
wharekura 13 do not experience problems associated with participation and achievement as<br />
Mäori children seem to do in mainstream programmes. For example, suspensions and expulsions<br />
appear not to occur at all 14 . Preliminary results of a national survey comparing 1000 Year 8<br />
students in Mäori immersion settings with those Mäori students in English language settings<br />
suggest kura Kaupapa Mäori children are doing as well as children in mainstream English<br />
language settings (Crooks and Flockton 2002) (Tomlins Jahnke 2002).<br />
According to Jefferies, there is also substantial anecdotal evidence that report students are<br />
“...highly motivated, exhibit positive peer pressure, achieve to high standards, have few<br />
attendance or behavioural problems, exhibit high self esteem, do not suffer from racism, receive<br />
positive support and high expectations from their teachers and are surrounded by positive role<br />
models”(Jefferies 1997).<br />
In 1999 there were 59 kura kaupapa Mäori nationally with 21,344 students involved in Mäori<br />
medium education for over 30% of the time (7.5 hours or more per week). This represents<br />
14.7% of all Mäori students (MOE 2000)p37.<br />
In 2002 there are seven funded kura kaupapa Mäori in Ngäti <strong>Kahungunu</strong> with a total roll of<br />
approximately 497 children. However, other schools that are not offically designated kura<br />
kaupapa Mäori offer various levels of immersion as bilingual, partial or full.<br />
Table 8 shows that at 1 March 2002, there were 10 Full primary schools in the Wairoa Taiwhenua<br />
that offer Mäori medium education to approximately 592 children, about 50% of all primary<br />
aged Mäori children in the rohe. Although only 50% of the schools provide high levels of<br />
immersion (Levels 1 and 2), this represents 73% (433) of all children receiving immersion<br />
education.<br />
In Whanganui ä Orotu, seven schools including two intermediate schools, provide Mäori<br />
medium education to 511 children. One school offers Level 1 (81-100%) with the majority of<br />
schools providing at least 30% immersion levels or more.<br />
Over a thousand children within Heretaunga are receiving Mäori medium education, approximately<br />
38.6% of all Mäori children in this taiwhenua. The number of kura kaupapa (there are two),<br />
and evidence that there is twice the number of children represented in immersion schooling<br />
in Heretaunga than in any other region, probably reflects the large population of Mäori, 48%<br />
of all Mäori living in the Ngäti <strong>Kahungunu</strong> rohe, who live in Heretaunga.<br />
13 The low number of enrolments in Mäori medium language schools compared to Mäori enrolments in mainstream<br />
Päkehä schools caution against making definitive generalisations.<br />
14 Pers.comm. Toni Waho, Past Chairperson National Kura Kaupapa Mäori Committee. Principal. Te Kura Kaupapa<br />
Mäori o Mana Tamariki, Palmerston North, NZ. 12/01/02.<br />
15 This does not include enrolment figures for Kura kaupapa Mäori in Wairarapa. However, figures for 1999 were<br />
40 (Hood, 1999:16).<br />
27
In Tamatea three of 16 schools, and in Tamaki nui ä rua two of 22 schools, are listed as<br />
providing 30% or more immersion education. This is possibly due to the large numbers of<br />
small isolated rural schools scattered throughout these taiwhenua. Kohanga reo tend to be<br />
located close to the kura kaupapa and schools offering bilingual education.<br />
The NKII Strategic Plan envisages te reo Mäori taught at all levels in all schools (p3). The<br />
vision of the Ngäti <strong>Kahungunu</strong> Knowledge Wave Conference was that every <strong>Kahungunu</strong> family<br />
would be fluent in te reo by 2020 (p2). This is a long-term target as the capacity to deliver,<br />
increases both within the schools and local communities.<br />
In 1998, the percentage of teachers proficient in Mäori 16 was extrememly low (see Table 7).<br />
In Hastings for example where the majority of the Mäori population in <strong>Kahungunu</strong> is located,<br />
only 10% of all teachers are Mäori and 9.2% of all teachers proficient in Mäori language. By<br />
contrast 34.7% of all teachers in Wairoa are Mäori with 30% of all teachers proficient in te reo.<br />
The significance of Mäori teachers teaching Mäori children is supported by recent research<br />
by Bishop et als. Their study looked at effective teaching and learning strategies for improving<br />
the reading and writing in te reo Mäori in Mäori medium primary schools. Their research found<br />
that the teachers in the study created culturally appropriate and culturally responsive contexts<br />
for learning. Such a context allows Mäori children to be Mäori and to make sense and meaning<br />
of the world to learning interactions, as Mäori (Bishop 2001).<br />
The Government announced its intention to put 3,700 full-time teacher equivalents into<br />
classrooms by 2006 (NZPA 2002). This could be an opportunity for NKII or Taiwhenua and<br />
the MOE to set relevant targets for increasing the number of kura kaupapa Mäori and immersion<br />
levels in schools, retaining Mäori medium teachers, increasing the level of Mäori staff and<br />
increasing teacher proficiency in te reo Mäori for each Taiwhenua. Further research is also<br />
necessary to investigate the impact of Mäori medium education on Mäori children in kura<br />
kaupapa and bilingual schools within Ngäti <strong>Kahungunu</strong>.<br />
16 These figures are not broken down by ethnicity so not all proficient teachers are necessarily Maori.<br />
28
Table 7<br />
Percentage of teachers proficient in Mäori<br />
(bilingual, partial and full immersion) 1998<br />
District Proficient Total Teachers % Proficient Mäori Teachers % of Maori<br />
Teachers<br />
Wairoa 42 138 30.4 48 34.7<br />
Napier 49 680 7.2 50 7.3<br />
Hastings 71 775 9.2 77 9.9<br />
Central H. Bay 19 178 10.7 22 12.3<br />
Tararua 8 231 3.5 14 6.0<br />
Masterton 22 363 6.1 21 5.8<br />
Carterton 2 44 4.5 3 6.8<br />
South Wairarapa 6 86 7 6 6.9<br />
Percentage of teachers proficient in Maori (bilingual, partial and full immersion) 1998<br />
Number<br />
900<br />
800<br />
700<br />
600<br />
500<br />
400<br />
300<br />
200<br />
100<br />
0<br />
40<br />
35<br />
30<br />
25<br />
20<br />
15<br />
10<br />
5<br />
0<br />
Percentage<br />
Wairoa<br />
Proficient<br />
Total Teachers<br />
Mäori Teachers<br />
% Proficient<br />
% Teachers<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
District<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
29
Table 8<br />
Mäori medium and Kura Kaupapa Mäori school enrolments<br />
as at 1 March 2002<br />
Taiwhenua *Te Kura Kaupapa Mäori.... Student no’s School Type<br />
#Mäori medium/bilingual School<br />
Wairoa *Ngati <strong>Kahungunu</strong> o Te Wairoa 38 Full Primary<br />
#North Clyde-L1/L3 126 Full Primary<br />
#Nuhaka School-L1/L4 52 Full Primary<br />
#Öpoutama -L4 20 Full Primary<br />
#Möhaka-L4 44 Full Primary<br />
#Ruakituri-L4 17 Full Primary<br />
#Te Mähia-L4 68 Full Primary<br />
#Te Reinga-L4 10 Full Primary<br />
#Wairoa Primary-L2/L4 185 Full Primary<br />
#Whakakï-L1 32 Full Primary<br />
Total 592<br />
Whanganui a Orotu *Te Ara Hou 114 Composite<br />
#Maraenui Bilingual-L1/L2/L4 223 Full Primary<br />
#Bledisloe-L4 76 Contributing<br />
#Napier Intermediate -L4 28 Intermediate<br />
#Richmond-L2 86 Contributing<br />
#Riverslea-L4 65 Contributing<br />
#Te Häroto-L2/L3/L4 7 Full Primary<br />
#Wycliffe Intermediate-L2 26 Intermediate<br />
Total 511<br />
*Ngäti <strong>Kahungunu</strong> ki Heretaunga 110 Composite<br />
Heretaunga *Te Wänanga Whare Täpere o Takitimu 33 Full Primary<br />
#Paki Paki-L1/L3 173 Full Primary<br />
#Mangateretere-L1/L3 109 Full Primary<br />
#Ömähu-L3 55 Full Primary<br />
#Flaxmere-L2 132 Full Primary<br />
#Haumoana-L4 38 Contributing<br />
#Kimiora Community-L4 51 Full Primary<br />
#Peterhead-L3/L4 332 Full Primary<br />
#Te Hauke-L1/L2 31 Full Primary<br />
#Waimärama-L4 5 Contributing<br />
Total 1069<br />
Tamatea *Takapau 32 Full Primary<br />
#Ötäne-L3 19 Full Primary<br />
#The Terrace School-L2 43 Full Primary<br />
Total 94<br />
Tamaki nui a Rua *Tamaki Nui ä Rua 72 Full Primary<br />
#Woodville School-L4 32 Full Primary<br />
Total 104<br />
Wairarapa *Wairarapa 98 2468<br />
(Source: MOE 2002)<br />
Levels of immersion are determined by the approximate time spent teaching in Te Reo Mäori. Thus<br />
the levels are as follows:<br />
Level 1 (81-100%) immersion<br />
Level 2 (51-80%) immersion<br />
Level 3 (31-50%) immersion<br />
Level 4 (12-30%) immersion<br />
30
4.0 Mäori Membership on Boards of Trustees<br />
In their report to the Ngäti <strong>Kahungunu</strong> Mätauranga Board, Te Taiwhenua o Tamaki Nui ä Rua<br />
highlighted the need for Mäori whänau in their district to increase their involvement in schools,<br />
particularly as Board of Trustee (BOT) members. They reported that of the 34 schools in their<br />
district,17 had no Mäori board members, representing 50% of the schools without Mäori<br />
participation in governance. In 2001 the number of Mäori BOT members totalled 15 (Chase<br />
2001). The issue of Mäori under-representation on school BOT’s has been an ongoing problem<br />
nation-wide since the education reforms of Tomorrow’s Schools were first introduced by the<br />
fourth Labour Government in 1989. Very often Mäori are the single voice for their community<br />
on these committees with little or no chance of advancing Mäori interests in a context where<br />
non-Mäori dominate (Johnston 1992).<br />
Table 9 shows the BOT membership across Ngäti <strong>Kahungunu</strong> in 1999. The pattern of<br />
membership indicates that Mäori remain under-represented on most boards such as in Hastings<br />
where Mäori represented only 22% of board membership. However in Wairoa Mäori comprised<br />
over half of all BOT members.<br />
Issues relating to Governance and management structures particularly of schools located in<br />
small rural communities has led to the formation of Cluster Schools such as the Wairoa West<br />
Cluster Schools (WWCS). Among the central aims in the formation of WWCS are to share<br />
ideas and best practice, of combining boards on a small scale and the appointment of a<br />
Schools’ Director for a fixed term period to assist with the management and governance of<br />
schools generally (WWCSSC 2002). This is an attempt to address issues such as board<br />
disharmony, recruitment of sufficient numbers of board members to ensure strong competent<br />
boards. It is also seen as a way of reducing school governance requirements and obligations<br />
and reducing the pressure on principals to guide boards (ibid) 17 .<br />
Table 9<br />
Mäori Membership on Boards of Trustees 1999<br />
District<br />
Elected /appointed parent<br />
Co-opted member<br />
Mäori % of Total Mäori % of Total<br />
Wairoa 59 55.7 12 70.6<br />
Hastings 62 22.3 18 38.3<br />
Napier 21 13.7 7 30.4<br />
Central HB 18 18.2 4 20<br />
Tararua 13 8 7 23.3<br />
Masterton 8 6.5 2 11.1<br />
Carterton 7 21.2<br />
Sth Wairarapa 3 7.5 1 16.7<br />
Source: MOE, March 2000<br />
17 See also MOE (2000). Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools<br />
on Engaging with Maori Parents, Whanau and Communities. Wellington, Ministry of Education.<br />
31
Maori members of Boards of trustees<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
Number<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Percentage<br />
Elected/appointed parent Maori<br />
Co-opted member Maori<br />
elected/appointed parent % of total<br />
Co-opted member % of total<br />
District<br />
32
5.0 Specialist Education Services/ Group Special<br />
Education 18<br />
The collection of data for Group Special Education (GSE) has been especially problematic<br />
because Ngäti <strong>Kahungunu</strong> spans four GSE offices - Gisborne, Napier, Palmerston North and<br />
Wellington. Added to this is the inconsistency between offices in terms of how statistical<br />
information is collected and defined in their computer databases. For example, only one of the<br />
four offices holding information on Mäori living in Ngäti <strong>Kahungunu</strong> was able to supply us with<br />
information specifically for the <strong>Kahungunu</strong> rohe that their office serves, including a breakdown<br />
by age, gender and ethnicity. Unfortunately the data provided by this office was compromised<br />
by the use of two categories to describe Mäori ethnicity as Mäori/European and NZ Mäori, and<br />
the organisation of data into three ethnic categories, the third category being Päkehä.<br />
The inability of three offices to extract information specifically for Mäori living in Ngäti <strong>Kahungunu</strong><br />
and the inconsistent definitions of ethnicity by the one office that was able to, has meant that<br />
an analysis of the data from all four offices that would produce a reliable profile of GSE in Ngäti<br />
<strong>Kahungunu</strong> could not be assured and so has not been undertaken. Therefore this section of<br />
the report remains incomplete. But it does indicate the need for the MOE to work with NKII<br />
to provide further statistical information that is both useful and relevant.<br />
What follows therefore, is a brief discussion on Mäori staffing capacity and a description of<br />
each of the strands of GSE.<br />
There are four strands in the delivery of SES/GSE services - Inclusive, Behaviour, Communication<br />
and Early Intervention Services. The national focus for GSE is to enhance its capability in<br />
meeting the needs of Mäori children and their whänau. The level of Mäori staff in the GSE<br />
workforce that serves Ngäti <strong>Kahungunu</strong> is extremely low which reflects a national problem.<br />
In the Central Area for example, Mäori staff figures total eight, seven of the staff are in the<br />
Behaviour Services and one is located in the Behaviour strand. There are no Mäori staff in<br />
the Communication or Inclusive Services. 19 In the Greater Wellington area which also services<br />
Wairarapa, there are 15 Mäori staff working across three strands. There are no Mäori staff in<br />
the Communication services. Details from the Gisborne office which services the Wairoa<br />
Taiwhenua, show there are six Mäori staff including two administrators. Two vacancies exist<br />
for a Mäori focus behaviour support worker and a Mäori focus special education advisor.<br />
Mäori women dominate the GSE workforce and comprise 19 of the 29 positions across the<br />
four offices - Gisborne, Hastings, Palmerston North and Wellington.<br />
Despite the recruitment of Mäori to Mäori focus/cultural advisory positions which has assisted<br />
in increasing GSE capability, workforce recruitment and development and the retention of<br />
Mäori remain a critical area of concern. One strategy has been through the development of<br />
Memoranda of Understanding with iwi in an attempt to also forge close links with Mäori<br />
providers. A reciprocal arrangement means increasing the capabilities of GSE and the providers<br />
in reponding to the special education needs of Mäori children, young people and their families<br />
(S.E.S 2001) p11.<br />
18 The Specialist Education Services integrated with the Ministry of Education on 28 February 2002 and is now<br />
Group Special Education Services.<br />
19 Carol Trail, Admin Coordinator GSE Palmerston North.<br />
33
Inclusive Services “..provides a range of specialist and therapy services designed to facilitate<br />
the inclusion of students verified under the Ongoing and Reviewable Resourcing Scheme<br />
(ORRS), and specified students with on-going needs, to participate successfully in their school<br />
community” (ibid:29). Up to March 2002 Mäori children made up 19.17% of the total number<br />
of students provided with this service, nationally.<br />
Behaviour Services are provided for “students presenting with the most difficult behavioural<br />
and emotional challenges. The service [is]...designed to reduce behaviour problems and help<br />
students to successfully continue their education..” p 31. Delivered through the Behaviour<br />
Support Teams, the programmes and interventions are designed specifically to meet the<br />
individual needs of the student and their schools. In the main, students are provided with<br />
services in their school settings although in some circumstances, students are withdrawn from<br />
school to a Centre for Extra Support. During the period July 2001 to 27 February 2002, Mäori<br />
students made up 32.4% of the total number of students provided with this service.<br />
Communication (Speech-language Therapy) Services “provide specialist identification,<br />
assessment and intervention services for students with communication disorders and<br />
delays...focussing on students in years 1-3 of compulsory schooling and their communities.”<br />
p 33. Priority is given to students with higher level needs as determined by initial screening<br />
procedures. Mäori students were 19.74% of the total number of students provided with this<br />
service. The absence of qualified Mäori speech language therapists means that children who<br />
are in Mäori language medium environments may not be identified early enough. There were<br />
9 Kura Kaupapa Mäori who received training in the Kawea Te Rongo Programme, an oral<br />
language assessment kit written in te reo. No kura in the Ngäti <strong>Kahungunu</strong> rohe were included<br />
in this training.<br />
Early Intervention Services involve “the provision of a range of services to meet a child’s<br />
physical, cognitive, communication and social/emotional needs within the context of their<br />
family...”p35. National figures show that Mäori children made up 16.9% of the total number<br />
of students provided with this service which is restricted to children aged 1 to 7 years. They<br />
also comprise 58% of all enrolments with the number of boys out numbering girls by 3:1.<br />
Specific targets for Mäori are contained in Outcome Five of the Annual Report 2001/2002.<br />
These include 3 performance indicators aimed at improving learning outcomes for the students<br />
(at least 75% of students), increasing the skills of families to support their child (at least 75%<br />
of families) and increasing the skills of educators (at least 75% of educators) in regular and<br />
Mäori immersion settings. The main focus is to provide support to children with special needs.<br />
Information received from one office shows that workshop courses have been held for Mäori<br />
parents and their whanau, and for educators across early childhood, schools and kaupapa<br />
Mäori contexts. Following negotiation, one school will commence participation in the Eliminating<br />
Violence programme 20 . Further information is required on the outcomes of these performance<br />
indicators for Mäori in the Ngäti <strong>Kahungunu</strong> rohe.<br />
20 Grant Gunning, Gisborne.<br />
34
6.0 SECONDARY SCHOOL<br />
6.1 Enrolments-retention and attrition<br />
There are 18 state secondary schools (Table 10) and 12 integrated schools (Table 11) in Ngäti<br />
<strong>Kahungunu</strong>. Of the thirty schools, less than half are co-ed schools perhaps reflecting the large<br />
number of single-sex boarding schools (there are 15) that have traditionally attracted students<br />
from isolated rural areas throughout New Zealand.<br />
The three Mäori boarding schools - Hukarere, Hato Hohepa and Te Aute are among the oldest<br />
in the region, and have a predominantly Mäori student population from many different iwi.<br />
Hukarere and Hato Höhepa remain focussed on providing secondary education for Mäori girls<br />
with Te Aute also accepting female enrolments into what had been originally an all boys’ school<br />
for well over a century until the early 1990’s. Historically Mäori boarding schools have consistently<br />
produced high calibre leaders in all fields of endeavour both in New Zealand and abroad<br />
(Jenkins and Morris-Mathews 1995). Despite the challenges highlighted by recent adverse<br />
publicity (Smith 1996) these schools provide a Mäori centred environment singularly focussed<br />
on the development of Mäori student potential. There is also a small but growing number of<br />
Mäori students enrolled in high decile (9-10) integrated, private and state schools 21 in<br />
<strong>Kahungunu</strong> that seem to provide a positive environment for Mäori student achievement.<br />
As with national trends, state schools in the lower decile areas in Ngäti <strong>Kahungunu</strong> have high<br />
Mäori student populations - Wairoa and Flaxmere are examples. The pattern of Mäori school<br />
enrolments (table 12) however, shows a dramatic decrease in retention rates of students after<br />
aged 16 which supports national trends where Mäori are over represented among early school<br />
leavers (TPK 1998) p11. However, since 1994 Mäori retention rates, which had more than<br />
doubled in the decade since 1984 (Davies and Nicholl 1993), have shown a steady downward<br />
trend. Among reasons given for the persistently high levels of Mäori student attrition, include<br />
the practice of retaining some Mäori children from promotion to the standards at primary<br />
(McDonald 1988) ultimately increasing the ages of Mäori students at entry to secondary. Many<br />
students leave around their 16th birthday, the age at which compulsory attendance ends (Hood<br />
1999)p18.<br />
The attrition rates (table 13) indicate Mäori students are leaving well before their senior years<br />
thus reflecting national trends (ibid). There is clear evidence of a crisis in Mäori secondary<br />
education when retention rates are compared alongside the attrition levels of Mäori students<br />
at post-compulsory ages 16-18. Wairoa and Central Hawkes Bay are the only areas where<br />
attrition levels of 16 year olds are below 30%, although Wairoa rates increase expeditiously<br />
for 17 and 18 year olds - 63.1% and 96.7% respectively. Of all Mäori students aged 16 to 18<br />
years, an estimated 62.4% (the median across <strong>Kahungunu</strong>) have left school essentially reducing<br />
their access to national qualifications, entry to tertiary education and assured employment<br />
opportunities. Taking into account tertiary education providers, Table 14 shows a slight reduction<br />
in attrition rates during these years.<br />
21 See for example, Kimberley Taylor Head Girl and Dux at Woodford House 2001 and is now at Medical School.<br />
2002 Raukura Huata at Iona College, Havelock North won the Korimako Senior English title.<br />
NKII (2002). <strong>Kahungunu</strong> Speaking Talents. Hoea Ra: <strong>Iwi</strong> Newsletter, August. Hastings.<br />
In 2001 Sean Tomlins Y11 at Lindisfarne College, Hastings received high marks in School Certificate and was one<br />
of 20 boys invited to proceed to Y13 and sit bursary exams Lander, G.W. (2002).<br />
Academic Tie. Lindisfarne college Newsletter. Hastings.<br />
In 2001 Mahea Tomoana was Head Prefect at Havelock North High. In 2002 Corey Solomon is Head Prefect at St<br />
Johns College.<br />
35
Table 10<br />
List of Secondary State Schools and Mäori roll 2001<br />
Taiwhenua School Decile Roll Mäori Roll % Mäori<br />
Heretaunga Karamu High 3 611 166 27.2<br />
Flaxmere College 1 441 288 65.3<br />
Hastings Girls High 2 637 202 31.7<br />
Hastings Boys High 2 638 290 45.5<br />
Havelock North High 8 1045 136 13<br />
Tamatea Central Hawkes Bay College 4 572 163 28.5<br />
Tamaki nui Dannevirke High 5 558 120 21.5<br />
Tararua College 5 592 73 12.3<br />
Wairoa Wairoa College 1 495 377 76<br />
Whanganui Napier Girls High 6 794 123 15.5<br />
Napier Boys High 5 921 207 22.5<br />
Tamatea High 5 499 99 19.8<br />
Taradale High 9 779 92 11.8<br />
Colenso High 3 486 149 30.65<br />
Napier Community 1<br />
Sacred Heart College 5 322 74 23<br />
Wairarapa Wairarapa College 1006 169 16.8<br />
Makoura 363 104 28.65<br />
Kuranui 340 130 38<br />
(Source: MOE 2002)<br />
Table 11<br />
Integrated Secondary Schools<br />
Taiwhenua School Decile Roll Mäori Roll % Mäori<br />
Heretaunga Iona College 10 245 14 5.7<br />
Lindisfarne College 9 245 14 5.7<br />
St John College 4 374 85 22.7<br />
Taikura (Rudolf Steiner) 7 364 50 13.7<br />
Woodford 10 276 15 5.4<br />
Whanganui Hukarere Girls College 1 67 65 97<br />
St Josephs Mäori Girls College 3 199 199 100<br />
Tamatea Te Aute College 3 211 209 99.1<br />
Wairarapa Chanel 265 30 11.3<br />
Rathkeale 245 7 2.8<br />
St Mathews College 316 25 7.9<br />
Solway College 10 155 13 8.4<br />
(Source: MOE 2002)<br />
36
Table 12<br />
Mäori School enrolments 2000 with % for all ages<br />
District<br />
Under 16 Age 16 Age 17 Age 18 Over 18 Total for all<br />
No. % No. % No. %<br />
ages<br />
Wairoa 1,436 76 4.8 42 2.7 4 0.25 3 1,560<br />
Napier 2,540 161 5.7 92 3.2 22 0.77 11 2,826<br />
Hastings 4,424 177 3.7 122 2.5 42 0.88 9 4,774<br />
Central H.Bay 807 42 4.7 27 3.0 9 1.00 885<br />
Taraua 826 41 4.6 15 1.6 4 0.44 3 889<br />
Masterton 963 53 5.0 26 2.4 9 0.80 3 1,054<br />
Carterton 179 179<br />
South Wairarapa 346 11 2.9 16 4.2 3 0.80 2 378<br />
Total 11,521 561 4.8 34 2.7 93 0.80 31 12,546<br />
(Source: MOE 2002)<br />
5000<br />
Mäori School Enrolments 2000<br />
Enrolments<br />
4000<br />
3000<br />
2000<br />
1000<br />
Under 16<br />
Age 16<br />
Age 17<br />
Age 18<br />
Over 18<br />
0<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
District<br />
Mäori School Enrolments 2000 % for all ages<br />
Percentage<br />
6<br />
5<br />
4<br />
3<br />
2<br />
1<br />
0<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
District<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
Total<br />
Age 16 %<br />
Age 17 %<br />
Age 18 %<br />
37
Table 13<br />
Estimated retention and attrition rates of Mäori students in school<br />
at post-compulsory ages, 2000<br />
District Mäori Students staying in school (%) – Mäori students leaving school (%)<br />
Age 16 %<br />
Age 17 %<br />
Age 18 %<br />
Age 16 –18 %<br />
Retention Attrition<br />
Retention Attrition<br />
Retention Attrition<br />
Retention Attrition<br />
Wairoa 73.1 26.9 36.9 63.1 3.3 96.7 36.1 63.9<br />
Napier 70.0 30.0 44.2 55.8 10.2 89.8 42.2 57.8<br />
Hastings 61.0 39.0 44.5 55.5 13.9 86.0 39.4 60.2<br />
Central H.Bay 76.4 23.6 45.8 54.2 11.1 90.0 40.0 60.0<br />
Taraua 69.5 30.5 26.8 73.2 6.9 93.0 34.7 65.3<br />
Masterton 56.4 43.6 31.7 68.3 10.8 89.2 34.0 66.0<br />
Carterton<br />
South Wairarapa 42.3 57.7 48.5 51.5 12.5 87.5 36.1 63.9<br />
Median 64.1 35.9 39.7 60.2 9.8 90.3 37.5 62.4<br />
(Source: MOE 2002)<br />
Estimated retention rates of Mäori students<br />
in school at post-compulsory ages, 2000<br />
Number<br />
100<br />
50<br />
0<br />
16<br />
17<br />
18<br />
16-18<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
Meedian<br />
District<br />
Table 14<br />
Estimated retention and attrition rates of Mäori students in education<br />
(including tertiary education providers) at post-compulsory ages, 2000<br />
District Mäori Students staying in education (%) – not staying in education (%)<br />
Age 16 %<br />
Age 17 %<br />
Age 18 %<br />
Age 16 –18 %<br />
Retention Attrition<br />
Retention Attrition<br />
Retention Attrition<br />
Retention Attrition<br />
Wairoa 75.0 25.0 40.5 59.5 25.8 74.2 46.0 51.0<br />
Napier 73.5 26.5 50.5 49.5 34.7 65.3 53.4 46.6<br />
Hastings 62.8 37.2 48.9 51.5 26.5 73.5 45.7 54.3<br />
Central H.Bay 80.0 20.0 49.2 50.8 19.8 80.2 45.6 54.4<br />
Taraua 71.2 28.2 28.6 71.4 24.1 75.9 41.6 58.4<br />
Masterton 61.7 38.3 34.4 65.6 28.9 71.1 42.9 57.1<br />
Carterton<br />
South Wairarapa 42.3 57.7 54.5 45.5 25.0 75.0 42.2 57.8<br />
Median 66.6 33.3 43.8 56.2 22.8 73.6 45.3 54.2<br />
38
Estimated retention rates of Mäori students in education<br />
(including tertiary education providers)<br />
at post-compulsory ages, 2000<br />
Number<br />
100<br />
50<br />
0<br />
16<br />
17<br />
18<br />
16-18<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
Carterton<br />
South<br />
Wairarapa<br />
District<br />
6.2 Qualifications<br />
Important outcome measures of state schooling and the level of participation of Mäori students<br />
are the qualifications that they gain in the senior years of secondary education. The introduction<br />
of NZQA unit standards has added to the complexity of the situation. The unacceptable levels<br />
of retention and attendant attrition rates of Mäori students in <strong>Kahungunu</strong> have enormous<br />
implications on a number of levels including the distribution of grades because less students<br />
are leaving school with basic state qualifications. Table 15 demonstrates that on average, over<br />
half of the Mäori students who sit school certificate examinations achieve results below a C<br />
grade. While fewer Mäori students get to sit higher state examinations - UE, scholarship and<br />
University Bursaries, over half of those students who do sit these exams score medium grades<br />
of C or higher. Central Hawkes Bay students, 81.4% in 2000 were significantly higher at this<br />
level compared to less than 50% (46.2%) of students in Hastings and 13% in South Wairarapa.<br />
However, other factors need to be taken into account such as student numbers entering higher<br />
state exams and school policy related to student readiness or capability. Some schools only<br />
allow students most likely to achieve successful outcomes to sit national exams.<br />
Levels of retention and attrition rates impact significantly on the highest attainment levels of<br />
Mäori school leavers. In <strong>Kahungunu</strong>, Table 16 shows that there are disproportionately more<br />
students who leave school unqualified than there are students who gain the highest qualificationsagain<br />
reflecting national trends. A comparison of school leaver statistics of individual schools<br />
in the Wairoa and Whanganui-ä-Orotu taiwhenua in 1999- Table 17, indicates an inconsistent<br />
level of educational outcomes for Mäori students across the region. For example 68.8% of<br />
school leavers from St Josephs Mäori Girls left school with Form 7 qualifications and 52.6%<br />
from Sacred Heart College. At St Josephs, 99% of the girls and 25% of the student population<br />
at Sacred Heart are Mäori. The results from these schools contrast significantly with Colenso<br />
High where 31% of the school roll is Mäori and more than half- 58.7% leave school without a<br />
qualification. Researchers have found that students who reach the 7th Form are more likely<br />
to go to university and that this was also the case for Mäori students who reached this level<br />
(Chapple, Jefferies et al. 1997).<br />
39
Table 15<br />
The % distribution of grades for Mäori students on SC and University<br />
Bursaries/Entrance Scholarship papers excluding school cert results<br />
for Te Reo Mäori 2000<br />
District<br />
School Certificate<br />
University Bursaries /<br />
Entrance Scholarship<br />
C or higher % below C<br />
C or higher % below C<br />
Wairoa 37.9 62.1 66.7 33.3<br />
Hastings 46.8 53.2 46.2 53.8<br />
Napier 46.5 53.5 64.1 35.9<br />
Central HBay 40.1 59.9 81.4 18.6<br />
Tararua 35.2 64.8 70.0 30.0<br />
Masterton 39.3 60.7 59.6 40.4<br />
Carterton<br />
South Wairarapa 33.3 66.7 13.3 86.7<br />
Median 39.87 60.12 57.32 42.67<br />
Table 16<br />
School leavers by Highest Attainment, 2000<br />
(Source: MOE 2002)<br />
District<br />
No quals S.Cert 6Fm Cert U.E/HSC A/B bursary<br />
No. % No % No. % No. % No. %<br />
Wairoa 32 32.7 7 7.1 34 34.7 21 21.4 4 4.<br />
Hastings 71 24.7 73 25.4 80 27.4 55 19.2 8 2.8<br />
Napier 56 26.2 44 20.6 64 29.9 35 16.4 15 7.0<br />
Central HB 8 14.3 11 19.6 28 50.0 5 8.9 4 7.1<br />
Tararua 22 44.9 12 24.5 12 24.5 2 4.1 1 2.0<br />
Masterton 30 34.9 21 24.4 15 17.4 16 18.6 4 4.7<br />
Carterton<br />
South Wairarapa 7 35 1 5 11 55 1 5<br />
Table 17<br />
(Source: MOE 2002)<br />
Mäori School leavers 1999 Wairoa and Te Whanganui ä Orotu<br />
Mäori With Form 7 No Qualification<br />
Schools Roll (%) Qualifications or < 12 Credits Level 1<br />
(%) (%)<br />
Wairoa College 73.50 36.40 27.10<br />
Napier Girls High 13.90 20 24<br />
Napier Boys High 19.90 35.7 17.90<br />
Tamatea High School 16.40 2.9 20<br />
St Josephs Mäori Girls 99.40 68.8 0.00<br />
Sacred Heart College 24.40 52.6 5.3<br />
-Napier<br />
Colenso High 30.90 19.60 58.70<br />
Taradale High 5.40 23.5 29.4<br />
Hukarere 98<br />
(Source: MOE Sept 2001)<br />
40
Table 18<br />
State Benchmark Indicators: Mäori Boarding Schools<br />
School<br />
School<br />
Certificate<br />
2000<br />
University<br />
Bursary 2000 (%)<br />
All School<br />
Leavers 2000<br />
Mäori School<br />
Leavers 2000<br />
% B grade<br />
or higher<br />
B or<br />
high<br />
C or<br />
high<br />
St Josephs 30.8 29.4 63.2 15.8 50.0 0.0 50.0 0.0<br />
Hukarere - - - - - - - -<br />
Te Aute 17.3 28.6 85.7 4.8 21.5 3.6 21.4 3.6<br />
A<br />
Bur<br />
w/FM 7<br />
Quals<br />
No.<br />
Quals<br />
w/FM 7<br />
Quals<br />
No.<br />
Quals<br />
(Source: MOE Sept 2001)<br />
6.3 School Suspensions<br />
Indicators to assess the status of Mäori education include levels of participation, retention,<br />
attrition, attainment, suspensions and expulsions. In 1997 Mäori students accounted for 41.7%<br />
of all students who were suspended or expelled (TPK 1998)p10 -11. By 2001 Mäori accounted<br />
for 49%, but made up only 21% of school students. Schools can also opt to stand-down<br />
students where they are formally removed for a specified period. Figures for the 2001 school<br />
year till June show that stand-downs were applied to 8565 students overall.<br />
Most students described in this report are located in mainstream non-Mäori centred schools.<br />
Some argue that the disjunction between the Päkehä centred school habitus and the social<br />
and cultural realities of Mäori students is alienating and becomes so intolerable that many<br />
Mäori students resist and simply opt out (Peters and Marshall 1989) (Tomlins Jahnke 1997)<br />
(Tomlins Jahnke 2002). Jefferies highlights the views of Mäori secondary teachers who suggest<br />
that it is the inability of some teachers to deal with Mäori students in a reasonable manner<br />
which has very often “...acted as precursors leading up to suspensions..” and that these were<br />
“...in most cases the fault of insensitive teachers.”(Jefferies 1997)p46. Such views are also<br />
supported by the work of Mitchell and Mitchell (Mitchell and Mitchell 1993).<br />
The Wellington Community Law Centre (WCLC), a service that advises parents of suspended<br />
students, has called for an independent review of Mäori suspensions and expulsions. The<br />
WCLC maintain that students are not always treated fairly. They list procedural problems<br />
including breaches of natural justice, school boards taking the Principals word over that of the<br />
child and not informing parents of their rights to challenge a stand-down or expulsion as<br />
examples of unfair practice (Haines 2001). Significantly, in the Mäori language immersion<br />
sector, suspensions and expulsions appear not to occur at all (Tomlins Jahnke 2002:5).<br />
Table 19 indicates that in the year 2000 suspension and expulsion levels in <strong>Kahungunu</strong> were<br />
generally high for all districts and particularly in the Tararua and Masterton areas per rate of<br />
enrolment. Approximately 58% of all Mäori suspensions in <strong>Kahungunu</strong> were male students,<br />
although figures in Wairoa and Tararua were similar in number for both gender. In Hastings<br />
and Napier 1 in 5 suspensions are Maori girls. At a national level, Mäori are traditionally overrepresented<br />
in suspension statistics. In <strong>Kahungunu</strong> this is no exception. Mäori boys feature<br />
negatively in all suspension and expulsion statistics which indicates that Mäori boys in particular<br />
are at risk and are not catered for in compulsory schooling in Ngäti <strong>Kahungunu</strong>.<br />
41
Table 19<br />
School Suspensions, 2000<br />
District Mäori Non - Mäori<br />
M F total M F total<br />
Mäori rate<br />
per 1000<br />
enrolled<br />
Non - Mäori rate<br />
per 1000<br />
enrolled<br />
Wairoa 19 18 37 1 1 23.7 2.2<br />
Napier 50 10 60 33 10 43 21.2 5.2<br />
Hastings 53 12 65 14 10 24 13.6 2.5<br />
Central H.Bay 12 5 17 4 3 7 19.2 4.1<br />
Tararua 17 14 31 11 4 15 34.9 4.9<br />
Masterton 20 14 34 36 4 40 32.3 9.1<br />
South Wairarapa 2 2 3 3 5.3 2.5<br />
Total 173 73 246 102 31 133<br />
(Source: MOE 2002)<br />
School Suspensions, 2000<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Wairoa<br />
Napier<br />
Hastings<br />
Central<br />
H.B.<br />
Taraua<br />
Masterton<br />
South<br />
Wairarapa<br />
Number of<br />
Mäori Male Non-Mäori Male Mäori rate per 1000 enrolled<br />
Mäori Female Non-Mäori Female Non-Mäori rate per 1000<br />
District<br />
6.4 Suspensions Reduction Initiative 2003<br />
The unacceptably high levels of Mäori student representation in suspensions is the incentive<br />
behind the MOE’s Suspensions Reduction Initiative (SRI). The aim of the SRI is to reduce the<br />
rate of Mäori suspensions and to improve the retention rates and achievement levels of all<br />
students, especially of Mäori students. Participating schools sign a Memorandum of<br />
Understanding, submit a Project Plan and receive direct funding from the MOE.<br />
A major thrust of SRI is the geographical clustering of schools to work together at addressing<br />
suspension issues and developing reduction strategies. This has required schools to identify<br />
key factors in the suspension of Mäori students. These include issues facing suspended<br />
students, reasons why suspensions are taking place and identifying effective-practice models<br />
for dealing with suspension issues.<br />
42
In Hawkes Bay, Table 20 and Table 21 show the suspensions and stand-down numbers for<br />
cluster schools and some non-cluster schools for the period 1999 to 2001. Although the figures<br />
are not specified according to ethnicity, it is highly likely that the majority of students are Mäori.<br />
The outcomes in Table 20 appear inconsistent across Cluster Schools. There are significant<br />
reductions in suspensions at Central Hawkes Bay and Hastings Boys High and in the case<br />
of Central Hawkes Bay a corresponding reduction in stand-downs. Most other schools remain<br />
either at the same level or show an increase in both suspensions and stand-downs such as<br />
Napier Boys High School and Tamatea.<br />
Concern among schools about the delivery of education to Mäori students, has led to a number<br />
of schools seeking collaborative relationships with the local Mäori community in an attempt<br />
to address suspensions and other issues. The MOE has assisted these schools by enlisting<br />
the help of <strong>Kahungunu</strong> kaumätua, particularly experienced educationalists, to facilitate meetings<br />
between the school, the Board of Trustees and the Mäori community (Munro 2001).<br />
Recommendations resulting from a series of meetings held between one school and the Mäori<br />
community has resulted in the school beginning the implementation process (Savage, Arnold<br />
et al. 2002).<br />
Table 20<br />
Number of Suspensions and Stand-downs in Cluster Schools, 1999-2001<br />
1999 2000 2001<br />
Cluster Schools Suspension Stand-down Suspension Stand-down Suspension Stand-down<br />
Wairoa 16 94 18 72 17 59<br />
Central Hawkes 12 29 18 32 5 22<br />
Bay<br />
Colenso 23 60 25 83 21 77<br />
Hastings Boys 13 23 12 38 2 29<br />
High<br />
Havelock North 5 47 14 59 3 42<br />
Napier Boys High 17 45 21 36 27 52<br />
Tamatea 19 52 22 95 26 98<br />
Total 105 350 130 415 101 332<br />
Table 21<br />
Number of Suspensions and Stand-downs in Non-Cluster Schools, 1999-<br />
1999 2000 2001<br />
Non Cluster Schools Suspension Stand-down Suspension Stand-down Suspension Stand-down<br />
Flaxmere 12 26 30 51 5 30<br />
Hastings Girls 5 32 9 44 9 44<br />
High<br />
Karamu 1 25 4 26 3 30<br />
Napier Girls High 3 9 2 8 0 19<br />
Sacred Heart 0 2 2 3 0 4<br />
St Johns 6 26 4 49 15 41<br />
St Josephs 0 0 0 0 0 3<br />
Taradale 3 15 0 17 1 14<br />
Te Aute 1 3 5 1 6 1<br />
Total 31 138 56 200 39 186<br />
43
6.5 Alternative Education<br />
Alternative Education (AE) was the Governments response in 1999 to the large numbers of<br />
13 to 16 year old students who, for various reasons were excluded from participation in<br />
mainstream schooling. The purpose of AE is<br />
“...to provide new learning opportunities for young people who are outside of, and alienated<br />
from, the education system. Either they are unwilling to attend a regular school or schools are<br />
unwilling to enrol them in a mainstream setting”(ECAET 2002:2).<br />
The Ministry of Education pays funds directly to secondary schools at the same rate as pupils<br />
enrolled at school and in line with the 40 week school year. In 2000, Skill New Zealand was<br />
contracted to manage AE for the Hawkes Bay Consortium of schools and to interpret the<br />
consortium’s vision for AE into a functional working model (ibid:3). The predominance of Mäori<br />
and particularly young Mäori males referred to the programme, an average of 81% of the<br />
placements over the two years since it’s inception, influenced the contracting of appropriate<br />
providers versed in tikanga Mäori and whose tutors were good role models.<br />
Such providers were deliberately selected over trained secondary school teachers (ibid:4). In<br />
their report to the General Manager of Skills NZ, the East Coast Alternative Education Team<br />
(ECAET) raised their concern at the predominance of young Mäori males in the programme<br />
and that they were not being catered for within the compulsory education sector (ibid: 15).<br />
The coordinator of one Mäori provider in the Ngäti <strong>Kahungunu</strong> rohe offering three placements<br />
in an administration and computing course, was positive about the students they have received.<br />
Among reasons for the expulsion of students on her courses were fighting, drugs and nonattendance.<br />
She described the AE programme as not only an opportunity to offer skills<br />
enhancement but also to provide a secure environment for students whose experiences of<br />
schooling are negative and hostile. Many are reluctant to leave her course and some stay until<br />
they reach 18 years when they must either transfer to a Youth Programme or enter the<br />
workforce. The coordinator suggested that the low student/tutor ratio and a focus on work<br />
experience and life-skills are major reasons why the programme works so well for her<br />
organisation. However, school holidays consistently disrupted routines and students were<br />
generally unable to cope without regular and directed support. This was also confirmed in the<br />
ECAET report.<br />
There are five models of training in AE. These include supervised correspondence at home,<br />
small and large group training, and attached places for a small number of students who have<br />
succeeded in previous AE placements. Here, there is a strong vocational focus ultimately<br />
aimed at employment or further education in industry training outside of AE such as the course<br />
described above. Attached Places is also the model brokered by Flaxmere College in Hastings.<br />
In evaluating their management of AE over the two years since 2000, ECAET concluded that<br />
they had not achieved the best outcome for the ‘excluded’ student to a satisfactory degree in<br />
Hawke’s Bay. Reasons for this include:<br />
“The tension between the negative effects created for providers from the payment system and<br />
the desire of Skill NZ to satisfy the Consortium, by maximising purchasing power, had a<br />
damaging effect on our ability to produce better result [sic] for learners in terms of delivery and<br />
pathway planning outcomes...” (ibid: 14).<br />
44
The report gives this, and the inclusion of Skill NZ as part of the Tertiary Education Commission,<br />
as principle reasons for withdrawing from the programme.<br />
In terms of the referral system, the report claimed that<br />
“ the integrity of the referral system was always under attack...providers sought to maximise<br />
their numbers, agencies sought to place unverified students, mainstream students sought<br />
perceivedly more attractive learning contexts and schools sought ways to short cut the alienation<br />
criteria. This created a continuing need for the micro-management, for continual monitoring,<br />
evaluating and adjusting of provision, based on patterns of student referral over the year” (ibid).<br />
They concluded however, that successful outcomes for students who came through AE can<br />
be measured by tracking their achievements and mapping their subsequent pathways.<br />
Schools managing the AE consortium of schools and the programme providers in Ngäti<br />
<strong>Kahungunu</strong> are shown in Table 22. A closer analysis of the participation of Mäori in AE across<br />
Ngäti <strong>Kahungunu</strong> are highlighted in Table 23. Mäori tutors in the programmes number 27 with<br />
an even mix of Mäori men and women. Predictably Mäori men are well represented in the<br />
Trade and adventure based programmes. Mäori women on the other hand are located mainly<br />
in the hospitality, numeracy and literacy programmes. Mäori students occupy 102 of the 119<br />
AE places, with equal numbers of male and female students. The average age of the students<br />
is 14.5 years. The length of programmes vary from a 6 weeks numeracy and literacy course<br />
to sports and health programmes that run for 20 months. Student destinations post AE show<br />
that the outcomes vary as well. But there is some encouraging indication that students are<br />
either returning to school, proceeding on to further training programmes or finding employment.<br />
Most AE programmes on offer are either manual skills based (eg kitchen hand, fieldworkers,<br />
meat-processing), clerical and computing, or numeracy and literacy.<br />
Table 22<br />
Alternative Education in the Ngäti <strong>Kahungunu</strong> rohe - August 2002<br />
Managing School<br />
Wairoa College<br />
Dannevirke High<br />
Flaxmere College<br />
Makoura College<br />
Provider<br />
Waikaremoana Trust Board<br />
Rangitäne ö Tamaki nui a Rua<br />
College of Future Learning<br />
Agriculture NZ<br />
Te Taiwhenua o Heretaunga<br />
Whanganui Wharewänanga<br />
Te Marama Learning Centre<br />
TeTaiwhenua ö Te Whanagnui ä Orotu<br />
Te Wero Studios<br />
Treadmills Trust<br />
Trade & Commerce Centre<br />
Te Whatuiapiti Trust<br />
Workforce Consultants<br />
Wairarapa Youth Choices Trust<br />
(Source: MOE Te Kete Ipurangi)<br />
45
Table 23<br />
Mäori Participation in Alternative Education in the Ngäti <strong>Kahungunu</strong> rohe<br />
Provider & Alternative No of Mäori No of Places No of pupils Ave Age of pupils Ave length of Student Destination<br />
Education Programme Tutors programme<br />
College of Future 3 female 18 9 male<br />
Learning 9 female 14-15 years 18 months • 3 returned to school<br />
hospitality - kitchen<br />
• 3 fulltime employment<br />
hand<br />
• 1 drug rehabilitation<br />
• 11 other training<br />
programmes<br />
Te Marama Learning 3 female 20 15 female 13-15 years 20 months • 2 returned to school<br />
Centre 1 male • 6 other training<br />
sports, health, literacy programmes<br />
& numeracy<br />
• 1 remained<br />
• 1 correxpondence<br />
• 4 pregnant<br />
• 1 overseas<br />
Treadmills Trust 1 female 6 2 male 14 years 18 months • 2 training programme<br />
Correspondence<br />
1 male<br />
Trade & Commerce 4 male 9 4 female 14-15 years 6 months • further training and<br />
Centre 1 female 2 male employment<br />
Automotive, computing,<br />
customer service,<br />
hospitality, food and<br />
meat processing,<br />
work place learning<br />
Te Whatuiapiti Trust 1 male 6 3 male 15 years 6 weeks • 6 returned to school<br />
numeracy & literacy<br />
3 female<br />
Workforce Consultants Ltd 2 male 26 10 male 14-15 years 4.5 months • re netted<br />
numeracy & literacy 2 female 13 female • training<br />
• employment<br />
Te Wero Studios 4 male 18 13 male 14-15 years 18 months • 2 returned to school<br />
Adventure base 4 female 5 female • 6 training programmes<br />
programme and tikanga<br />
Maori<br />
Agriculture New Zealand 0 16 12 male 12 months • agriculture training<br />
agricultal practices,<br />
• return to school<br />
workplace safety, maths,<br />
• other training<br />
english, arts, physical programmes<br />
and health education,<br />
life-skills<br />
(Source: Pouwhakataki Napier Sept, 2002)<br />
46
7.0 He Ara Tika: Mäori Youth Mentoring<br />
Programme<br />
This programme is targeted towards Mäori secondary-school students aimed at increasing the<br />
participation and achievement levels of students, guided and supported by community volunteers<br />
who are not education professionals. Mentoring is the central focus of this programme and is<br />
provided to students individually or in a small group setting. The purpose is to encourage<br />
students to remain and succeed at school and enter tertiary study.<br />
Students enter the programme for one year with a right to continue in a subsequent year. Risk<br />
indicators are used to gauge a student's eligibility. Students are nominated for mentoring by<br />
the school, whänau, community workers or other government agencies and contracted providers<br />
(Rïmene 2001a). The aim is to have 1000 Mäori secondary students in a mentoring relationship<br />
by the end of 2002(Rimene 2001b).<br />
The mentors are community volunteers who work with students for at least one 2 hour session<br />
per fortnight for at least a period of one year. The core role of mentor is to be a trusting, caring<br />
and mature adviser to students and to provide social and academic support. Likely mentors<br />
are kaumätua, kuia, tertiary education students, professional people, people with special talents<br />
in tikanga, sports or arts or those people with a general empathy for youth. All mentors receive<br />
training before and during their time as a mentor based around the National Qualifications<br />
Framework at level 3 (Rimene, 2001a).<br />
In Ngäti <strong>Kahungunu</strong>, Te Taiwhenua o Te Whanganui ä Orotu is contracted by the MOE to<br />
facilitate Te Ara Tika mentoring services in the Napier area. The target figures for 2001 were<br />
15 mentors and approximately 30 students drawn from St Josephs Mäori Girls College, Hukarere<br />
College, Napier Boy’s High, Tamatea High, Colenso High, Taradale High, Sacred Heart College<br />
and Napier Girl’s High (Rimene 2001b).<br />
47
8.0 The Flaxmere Project<br />
The concept for this project evolved out of regular meetings held over a period of five or so<br />
years, between the principals of the five Flaxmere schools. Education Review Office reports<br />
indicate that the schools are well managed but student achievement remains below national<br />
norms. Their concern was to find collaborative solutions to removing external barriers to learning<br />
experienced by some children in Flaxmere that prevent them reaching their educational<br />
potential. Although the project is not specifically aimed at Mäori children, all five schools are<br />
decile 1A and the Flaxmere community consists of a substantial Mäori population. Thus, any<br />
project interventions offered in Flaxmere are likely to benefit Mäori children and their families<br />
as indicated by Table 24 below 22 .<br />
Table 24<br />
Students numbers on any project intervention<br />
Total student number Mäori numbers % of total Non-Maori<br />
(Pakeha/Pacific Is)<br />
204 158 77.5 52<br />
(Source: J.Marshall, Project Manager)<br />
The project is unique in that it consists of multiple partnership arrangements between the<br />
Flaxmere community, <strong>Iwi</strong> groups, the Flaxmere schools and the Ministry of Education. Each<br />
group is represented on the Overall Project Group which has an advisory function. The project<br />
is managed however, by the Flaxmere Management Group which consists of the five Flaxmere<br />
school principals, the project manager and a local MOE representative.<br />
The project is still in the implementation phase but at present there are three components that<br />
are currently operating. Home School Liaison Personnel, computers in homes and a large<br />
research project.<br />
The role of the Home School Liaison Personnel (HSLP) is to strengthen links between home<br />
and school by administering a range of initiatives relevant to the needs of the child and their<br />
family. Such activities include parenting education, assisting with homework routines, numeracy<br />
and literacy, learning support and information dissemination between home and school. Of the<br />
eight Home School Liaison personnel, five are Mäori thus reflecting the character and composition<br />
of the community.<br />
22 The Project Manager states that numbers may be even higher as some interventions occur in the home and have<br />
a potential affect on other families members including mum and dad.<br />
48
The Computers in Schools project is funded by the Flaxmere Licensing Trust at the level of<br />
$180,000 over the next two years. During this period, the aim is to not only place 200 computers<br />
into the homes of selected Flaxmere families but to provide training to clusters of families in<br />
order to achieve maximum benefit from the computer resource. Mäori students constitute 77%<br />
of those involved in the Computers in Homes project (Marshall 2002).<br />
A central focus of this project is providing assistance to children and their families in the home.<br />
This is the main role of the HSLP’s. While this is an excellent idea, the focus on homes must<br />
also be balanced by an assurance from schools that their programmes, the curriculum that<br />
they offer and their measurements of success are relevant to these children and their families.<br />
Not to do so would simply render an otherwise admirable project, a deficit model 23 .<br />
23 the deficit model refers to the placing of blame for underachievement on parents and the home. In New Zealand<br />
this was the model promoted in the Hunn Report, 1960. The emphasis on comparisons with non-Maori is another<br />
dimension of the model. The TPK’s Closing the Gaps Report 1998 is an example. This perspective assumes a<br />
non-Mäori norm to which Mäori must be brought up to. Refer Tomlins Jahnke, H. (2002). Reclaiming power. The<br />
Politics of Delivering Education Services to Mäori by Mäori. Presented at the American Educational Research<br />
Association Annual Meeting, New Orleans, USA, Unpublished paper.<br />
49
9.0 Rangatahi Mäia Skill Enhancement<br />
programmes: Skills New Zealand<br />
Research shows that students who have experienced some success in their schooling are<br />
more likely to do well in Skill New Zealand programmes (Hood 1999). Rangatahi Mäia, vocational<br />
training and education for young Mäori is designed to “...develop the skills required for an<br />
identified industry, leading to qualifications recognised by the industry and incorporating<br />
workplace learning in the industry”(SkillNZ 2002). In <strong>Kahungunu</strong> providers of Rangatahi Maia<br />
(Table 25) are located in Hastings (Future COL) and Napier (EIT and Workforce Consultants)<br />
and aimed largely at the service industry. In 2002, Workforce Consultants attracted 13 young<br />
Mäori (1 male and 12 female) to their tourism and travel course. The average age of the<br />
students is 23. Most students leave the course to either continue further training or to take up<br />
part-time of full-time employment (McClean 2002).<br />
Table 25<br />
Rangatahi Mäia Providers and Programmes - 2002<br />
Provider Course Length NC Target Industry<br />
Level<br />
Future COL Mana Mäori & Computing 42 wks 3 &4 admin & management<br />
EIT Mental Health Support 33 wks L4 mental health workforce<br />
EIT Social Services 33 wks L4 social services industry<br />
Workforce Tourism and Travel 40 wks L3 travel & tourism industries<br />
Consultants<br />
(Source: SkillNZ Prospectus 2002)<br />
50
10.0 Youth Training: Skills New Zealand<br />
Most youth training courses are offered by both private and government providers. The courses<br />
are generally short term training options (23-47weeks) which include trade training, computing<br />
and clerical, industry training, retail and hospitality, social services and Mäori language. Mäori<br />
trainees are spread throughout the training courses, but they make up the majority of trainees<br />
on courses offered by Mäori providers. Table 26 gives an example of the narrow range of<br />
training on offer by Mäori providers in 2001. Most courses on offer are Mäori language and<br />
computing skills.<br />
Table 26<br />
Training Opportunities 2001; Napier, Hastings, Wairoa and Central Hawke’s Bay<br />
Provider Courses Length of Course No. of trainees<br />
Tamatea Te Kohanga Reo Unit, Te Reo Mäori 23 weeks 4 - 5<br />
Waipukurau<br />
Te Pae Ako i Te Reo Mäori me nga Te Reo Mäori 47 weeks 11-14<br />
Tikanga Mäori Inc. Napier<br />
Te Poho O Tangiianui Marae Trust Inc. Wood Related 24 weeks 8-10<br />
Napier<br />
Industry Training<br />
Liba Ltd, Kimiora Community School, Computer and 23 weeks 14-16<br />
Hastings<br />
Office Skills<br />
Te Taiwhenua o Heretaunga, Hastings *NC in Business & 46 weeks 15-17<br />
Computing -Level2<br />
*Te Kura Reo Mäori 46 weeks 10-12<br />
*Whakatipuranga Tamariki 46 weeks 10-12<br />
Whakato Te Maatauranga:, Wairoa Warehousing Hastings 20 weeks 12-14<br />
Waikaremoana Mäori Trust Board,<br />
Wairoa.<br />
(Source: Skill NZ, 2001)<br />
51
11.0 Pouwhakataki and the Te Mana programme<br />
The establishment of Pouwhakataki - community liaison officers and the associated Te Mana<br />
information programme by the MOE is a multi-level approach to supporting Mäori children,<br />
students and their whänau in education. This initiative was a response by Government in 1997<br />
to calls by Mäori for greater access to education, to information, and for strengthing relations<br />
between Mäori communities and the education sector.<br />
There are 22 Pouwhakataki throughout the country who are placed in areas where there is a<br />
significant Mäori population and where there are schools with large Mäori student numbers.<br />
Three Pouwhakataki serve the Ngäti <strong>Kahungunu</strong> rohe based in the Hutt Valley (encompassing<br />
the Wairarapa), in Heretaunga and in Whanganui ä Orotu. An important consideration in the<br />
appointment of Pouwhakataki is their strong links and networks to the Mäori communities<br />
within which they serve. In Ngäti <strong>Kahungunu</strong> each Pouwhakataki is grounded by whakapapa<br />
to whänau and hapu of <strong>Kahungunu</strong>. Their strong family ties enable them to access Mäori<br />
community networks across the rohe. In addition all members have considerable experience<br />
in the education sector.<br />
A major aspect of their work is to promote the Te Mana information programme aimed at<br />
encouraging Mäori to engage as learners, to make educational choices that can change lives<br />
dramatically.<br />
52
12.0 Tertiary Education<br />
At a national level the participation rate of Mäori in the tertiary sector is higher than for non-<br />
Mäori. In 1997 Mäori were heavily represented in Training Opportunities Programmes (TOPS)<br />
and Polytechnic skill development programmes (38%)(TPK 1998). In 2002, this position remains<br />
the same but more Mäori are choosing to study at Wänanga or with Mäori education providers<br />
offering Mäori centred education and training programmes. The effect has been a dramatic<br />
decline in participation rates at Universities and Colleges of Education particularly in Mäori<br />
language courses. The majority of Mäori students are over 25 years of age, are studying parttime<br />
at sub-degree level in an education related field rather than in the sciences. A good<br />
proportion of Mäori students are women 24 .<br />
12.1 Eastern Institute of Technology (EIT)<br />
In Ngati <strong>Kahungunu</strong>, EIT is the single largest tertiary provider. In 2002 approximately 1218<br />
Mäori students were enrolled. Table 27 shows the participation of Mäori that mirror several<br />
national trends described above. For example, women consitute the majority of the Mäori<br />
student population 62%. Mäori students are less likely to be located in the sciences 14.8%<br />
compared to education related fields of business computing 26.3%, health sport sciences<br />
20.7%, and Mäori studies 21.8%. There are appoximately the same numbers of Mäori who<br />
are tutors or allied staff totalling 46. More information is required regarding levels of qualifications<br />
attained, success rates, graduations, destination, retention and attrition.<br />
Table 27<br />
Mäori staff and students at Eastern Institute of Technology<br />
Student Numbers<br />
Faculty/Department<br />
Female Male Total % of Total Tutors Allied staff<br />
Business/computing 97 124 321 26.3 1 1<br />
Health Sports Science 187 65 252 20.7 5 1<br />
Arts Social Science 148 50 198 16.25 3 5<br />
Mäori Studies 157 109 266 21.8 12 5<br />
Science Technology 70 111 181 14.8 1 0<br />
Corporate Services 6<br />
Marketing 3<br />
Academic Section 1<br />
Education Services 2<br />
Total 759 459 1218 22 24<br />
62% 37.68%<br />
24 Paula Rawiri, Manager Mäori Tertiary education, MOE. Presentation to the Mäori in the University Sector Conference<br />
2002, 4th October, 2002, Victoria University.<br />
53
12.2 Te Wänanga Whare Täpere ö Takitimu - Takitimu Performing<br />
Arts School<br />
Established approximately 15 years ago as the first modern Mäori centred tertiary education<br />
provider in Ngäti <strong>Kahungunu</strong>, Te Wänanga Whare Täpere o Takitimu has since that time<br />
established multiple partnership arrangements across several distinct groups. Although the<br />
main focus of the Wänanga is the Performing Arts, one partnership is with a local hapu, Ngäti<br />
Mihiroa of Paki Paki where, as a PTE accredited by NZQA to teach Certificate and Diploma<br />
courses, a Diploma in Whakairo is offered. In 2002 there are 20 male students enrolled and<br />
one male tutor in the whakairo programme.<br />
The second partnership is a Memorandum of Understanding with Massey University which<br />
has led to Whare Täpere offering the Bachelors degree in Mäori Performing Arts within the<br />
College of Design, Fine Arts and Music. There are 30 students enrolled in this degree, 9 are<br />
studying full-time and 21 students are enrolled in one or more papers. Six staff teach the<br />
programme.<br />
A third partnership has only recently been formed with Toimairangi, a Mäori visual arts progamme<br />
based in separate premises in Hastings. At present there are two staff and 19 students with<br />
only five of the students male.<br />
Other iwi partnerships are pending and await ratification to provide Mäori Performing Arts<br />
qualifications.<br />
12.3 Other tertiary institutions<br />
12.3.1 Massey University<br />
Although there are many Mäori within the Ngäti <strong>Kahungunu</strong> rohe who are enrolled in extramural<br />
study through Massey University but study from home, Massey also has a physical presence<br />
both at the Ruawharo Campus in Napier and at EIT. Currently the preservice Bachelor of<br />
Education (Teaching) degrees in Primary and Early Years and the inservice Whakapiki Reo<br />
course, are offered out of Ruawharo. The Whakapiki Reo programme is an MOE initiative<br />
aimed at improving the competency of existing teachers in te reo and in curriculum areas.<br />
The Whakapiki reo contracts vary slightly with some being more heavily focussed on language<br />
acquisition and others with emphasis on increasing the teacher’s knowledge of curriculum<br />
statements. All those undertaking these programmes are mature students who for a variety<br />
of reasons (most often family and financial commitments) are not able to relocate and study<br />
at the College of Education in Palmerston North.<br />
12.3.2 Waikato University<br />
Among three teacher education courses provided in Ngäti <strong>Kahungunu</strong> is the Bachelor of<br />
Teaching - Primary multi-media programme offered by the College of Education at Waikato<br />
University. This is a full-time on-line learning programme which requires pre-arranged, regular,<br />
specific time in a school. The course has particular appeal for rural students. Currently two<br />
mature male students in Mahia and Nukaha are undertaking this programme.<br />
54
12.3.3 Te Whare Wänanga ö Raukawa<br />
Te Whare Wänanga ö Raukawa offers a number of programmes in <strong>Kahungunu</strong>. Among such<br />
programmes is Rangakura, a preservice kura kaupapa Mäori teacher education programme<br />
in Heretaunga and Wairoa.<br />
The hapu of Porangahau - Ngäti Kere, Ngäti Manuhiri and Ngäti Pihere, in partnership with<br />
Te Wänanga ö Raukawa offer marae based study (MBS) at Rongomaraeroa Marae. Courses<br />
include the Diploma in Mätauranga Mäori Yr1, the Bachelor Degree in Mätauranga Mäori Yr<br />
2 and the Diploma in Design and Art Yr 1. All studies are comprised of four distinct areas -<br />
Te Reo, iwi and hapu, a specialist subject and computer studies. The specialist areas include<br />
foundation in Mäori Art, marae performance, oral traditions and the Treaty of Waitangi. While<br />
whänau of these hapu drive the initiative, they attract people from other marae such as<br />
Korongata in Bridge Pa.<br />
12.3.4 Te Whare Wänanga ö Aotearoa<br />
One of the reasons Te Whare Wänanga ö Aotearoa is one of the fastest growing tertiary<br />
providers, particularly in the area of Mäori language, is that there is no cost to the student to<br />
undertake the introductory course - Te Ara Reo Mäori. Currently the Te Ara Reo Mäori courses<br />
are offered in Heretaunga, Ahuriri and Dannevirke with further plans to operate in Wairarapa,<br />
Wairoa and Tamatea. There are approximately 200 students in the Heretaunga and Ahuriri<br />
area and 60 in Dannevirke totalling 260 students across these three taiwhenua. Three tutors<br />
and three pouäwhina are contracted to tutor the course. The course is 36 weeks in duration<br />
and successful completion is awarded with a certificate of proficiency - Te Whare Wänanga<br />
ö Aotearoa Certificate.<br />
55
13.0 Hapu, <strong>Iwi</strong> Initiatives<br />
13.1 Wänanga<br />
Te Taiwhenua ö Heretaunga hold quarterly wänanga at each marae in turn within the rohe.<br />
There are two main themes of each wänanga. One theme focusses on the whakapapa of the<br />
host marae highlighting the strong links between whänau and hapu in Heretaunga. Underpinning<br />
this approach is the enhancement of inter-whänau/hapu relationships. The other theme relates<br />
to any current issues or challenges facing whänau and hapu. These discussions usually revolve<br />
around ways of working collectively to find solutions.<br />
Similarly, the marae of Te Taiwhenua ö Whanganui A Orotu have also begun whakapapa<br />
wananga this year.<br />
Te Reo wänanga are also held regularly such as those run from Waipatu marae and the<br />
national Taurawhiri reo wänanga held at Waimärama. Te Kohanga Reo National Trust also<br />
hold regular wananga in marae throughout <strong>Kahungunu</strong>.<br />
A series of tikanga and rümaki wänanga have commenced recently in the Wairarapa at Ngä<br />
Tau E Waru Marae. Others will be held at other marae (Tuhirangi, Papawai and Hurinuiarangi)<br />
through to November 2002. Mihiroa has a partnership with Te Wänanga Whare Täpere to offer<br />
the whakairo diploma based at Mihiroa marae.<br />
Winiata marae in Taihape and Ömähu marae have independent harakeke programmes.<br />
13.2 Ngäti <strong>Kahungunu</strong> Knowledge Wave Summit<br />
The Knowledge Wave Summit in September, followed on from three highly successful Ngäti<br />
<strong>Kahungunu</strong> Economic Summits held earlier in the year in Heretaunga (February), Wairoa<br />
(May) and Wairarapa (July). While the Economic Summits focussed on the development of<br />
an economic strategy for Ngäti <strong>Kahungunu</strong>, education remained a significant theme. The<br />
Knowlege Wave Summit was an opportunity to focus specifically on identitifying the education<br />
needs of <strong>Kahungunu</strong> and to provide a platform to strategise and set clear goals to plan a way<br />
forward. Work from these Summits are in progress under the guidance of the Ngäti <strong>Kahungunu</strong><br />
Economic Summits Committee.<br />
56
14.0 Scholarships and Awards<br />
NKII give annual scholarships in three categories that acknowledge Ngäti <strong>Kahungunu</strong> educational<br />
initiatives. Te Wänanga Whare Täpere ö Täkitimu scholarships are offered to fulltime students<br />
enrolled in the Bachelor of Mäori Performing Arts degree. Te Manga Mäori EIT recognises<br />
those students enrolled fulltime in the BA Mäori programme at the Eastern Institute of Technology.<br />
The third category is the 12 contestable scholarships offered to students studying fulltime in<br />
institutions in New Zealand and overseas. Next year all scholarships will be contestable. Tables<br />
28 and 29 show the range of tertiary instutitions in which successful applicants are studying<br />
and the range of qualifications sought.<br />
Te Taiwhenua ö Heretaunga also offer annual scholarships for tertiary study which are also<br />
constestable. Other scholarships within <strong>Kahungunu</strong> are attached to land corporations 25 .<br />
In 2001, Te Whare Täpere ö Täkitimu chose to honour four experts in their fields by conferring<br />
them membership in Te Whare Pukenga as Tohunga Huarewa. The first of these are Piri<br />
Sciascia, Ngapo and Pumia Wehi, and Pita Sharples for their contribution to Mäori performing<br />
arts.<br />
Table 28<br />
Successful scholarship recipients 2002<br />
Institutions attended<br />
Number of Successful<br />
Recipients<br />
Waikato University 5<br />
Massey University Palmerston North 10<br />
Massey University Wellington 1<br />
Massey University Ruawharo 3<br />
EIT 9<br />
Canterbury University 1<br />
Auckland College of Education 1<br />
Otago University 4<br />
Victoria University 2<br />
Waikato Polytech 1<br />
Tairawhiti Polytech 1<br />
Christchurch Polytech 1<br />
Bay of Plenty Polytech 1<br />
Te Wananga o Raukawa 3<br />
Christchurch College of Education @ Waiariki 1<br />
Te Wananga Whare Tapere o Takitimu 5<br />
Central Queensland University Distance Education 1<br />
TOTAL 50<br />
25 Further information on all scholarships available for Mäori including those in Ngäti <strong>Kahungunu</strong> are available from<br />
the Pouwhakataki at Napier.<br />
57
Table 29<br />
Scholarship Recipient Qualifications Sought 2002<br />
Qualification<br />
Number of students<br />
receiving scholarships<br />
Bachelor Social Science 3<br />
Bachelor of Computer Systems 2<br />
Bachelor of Business Studies 2<br />
Bachelor of Social Welfare 1<br />
Bachelor of Commerce 1<br />
Bachelor Business Managment 1<br />
Bachelor of Education 7<br />
Bachelor of Nursing Studies 2<br />
Bachelor of Mäori Studies 2<br />
Bachelor of Engineering Technology 1<br />
Bachelor of Resource Planning 1<br />
Bachelor of Medicine /Bachelor of Surgical 2<br />
Bachelor of Arts Mäori 1<br />
Bachelor of Law-LLB and Bachelor of Arts 2<br />
Bachelor of Technology 1<br />
Bachelor of Therap. Des 1<br />
Bachelor Inter. Des. 1<br />
Bachelor of Science 1<br />
Bachelor of Midwifery 1<br />
Bachelor of Leisure and Sport 1<br />
Master Mäori Management 2<br />
Master of Education 1<br />
Master of Social Welfare 1<br />
PhD Law 1<br />
Mental Health Support Workers Certificate 1<br />
Graduate Diploma Human Resources 1<br />
Certificate Woolhandling 1<br />
Diploma Business Studies 1<br />
Diploma Visual Arts 2<br />
Diploma Whakairo 5<br />
TOTAL 50<br />
58
15.0 Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong><br />
Mätauranga Plan<br />
The NKII Mätauranga Plan 2003-2005 is a framework which provides the strategic direction<br />
for the education of Mäori children, students and their families in the Ngäti <strong>Kahungunu</strong> rohe.<br />
The framework is arranged in four discrete levels – early childhood education, primary education,<br />
secondary education and tertiary education.<br />
The NKII Mätauranga Plan is informed by the information and statistical analysis in the Profile<br />
of Mäori Education in Ngäti <strong>Kahungunu</strong> Report 2002 which forms the basis of the<br />
recommendations. The education outcomes are the priorities identified from the Report, and<br />
which align with the NKII Draft Strategic Plan and issues raised at the Ngäti <strong>Kahungunu</strong><br />
Education Summit. The education outcomes fall into a number of broad themes which seek<br />
to address issues related to participation, progress and achievement, whanau and parenting<br />
support, provision and access, measures of quality, relevant curriculum and te reo Mäori.<br />
The performance targets and indicators provide negotiated measures against estimated timeframes<br />
(2003-2005) for the commencement or completion of the education strategies.<br />
In terms of options for structure, it will be necessary for NKII to enter into a partnership<br />
arrangement with the MOE if the Mätauranga plan is to be seriously considered and acted<br />
upon. Furthermore, a coordinated approach to the implementation of the Mätauranga plan is<br />
more likely to ensure positive educational outcomes for Mäori learners and their whänau in<br />
the Ngäti <strong>Kahungunu</strong> rohe.<br />
59
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Early<br />
Childhood<br />
Education<br />
1. It is recommended<br />
that Ngäti <strong>Kahungunu</strong><br />
(NK) children<br />
continue to have<br />
access to a range of<br />
Early Childhood<br />
services and that<br />
parents be provided<br />
with sufficient<br />
information and<br />
support to enable<br />
them to exercise an<br />
informed choice on<br />
behalf of their children.<br />
1.1 MOE & NKII/Taiwhenua<br />
set targets for recruitment<br />
of chn into ECE centres<br />
1.2 Establish ECPP in<br />
Heretaunga, Whanganui<br />
a Orotu/ Tamaki nui a<br />
Rua, Wairoa, Tamatea<br />
1.3 Increase the provision of<br />
Whänau Toko i te Ora &<br />
Kohanga reo whanau<br />
programmes<br />
An increase in the<br />
participation of<br />
Mäori children and<br />
their whänau in<br />
early childhood<br />
education<br />
services/kohanga<br />
Whänau are<br />
supported to<br />
participate in the<br />
education and<br />
development of<br />
their children in<br />
their early years<br />
Tbn<br />
x2 contracts<br />
offered<br />
Tbn<br />
2003 – 2004<br />
1.4 NKII/Taiwhenua & MOE<br />
set targets for HIPPY,<br />
PAFT/ Family Start<br />
Tbn<br />
1.5 NKII/Taiwhenua establish<br />
relationship links with<br />
providers of parenting<br />
programmes<br />
100% links<br />
established<br />
with providers<br />
funded by<br />
MOE<br />
2003<br />
1.6 NKII/Taiwhenua establish<br />
relationship links with key<br />
ECE stakeholders<br />
A range of Early<br />
Childhood Services<br />
relevant and/or<br />
appropriate for<br />
Mäori children in<br />
Ngäti <strong>Kahungunu</strong><br />
are provided<br />
100% links<br />
established<br />
2003<br />
1.7 NKII/Taiwhenua support<br />
the kohanga reo whanau<br />
in their decisions<br />
regarding the devolution<br />
of governance of kohanga<br />
reo in <strong>Kahungunu</strong> to a<br />
relevant body<br />
Tbn<br />
1.8 NKII/Taiwhenua develop<br />
cultural standard<br />
measures relevant to<br />
Ngäti <strong>Kahungunu</strong><br />
Measures of<br />
quality and cultural<br />
standards are<br />
established and<br />
applied to early<br />
childhood<br />
educational<br />
services and<br />
kohanga reo in<br />
Ngäti <strong>Kahungunu</strong><br />
Tbn<br />
2004<br />
1.9 Establish Early Education<br />
Status & Achievement<br />
Profiles (ESAP) data base<br />
Measureable<br />
outcomes are<br />
provided to NKII<br />
from<br />
ECE/kohanga<br />
providers<br />
Data base<br />
programme<br />
complete<br />
2003<br />
60
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Primary<br />
Education<br />
2. It is recommended<br />
that aggregated<br />
progress reports on the<br />
achievement levels of<br />
Mäori children<br />
attending primary<br />
schools and Kura<br />
Kaupapa Mäori within<br />
the NK rohe, be made<br />
available to NKII on a<br />
regular basis, and<br />
where necessary<br />
appropriate<br />
programmes to<br />
strengthen the<br />
numeracy and literacy<br />
achievements of<br />
Mäori children in NK<br />
are initiated.<br />
2.1 Establish Education<br />
Progress & Achievement<br />
profiles (EPAP) data base<br />
2.2 NKII/Taiwhenua & MOE<br />
set specific &<br />
achievement (P &A)<br />
targets<br />
2.3 Analyse progress &<br />
achievement data to<br />
inform classroom practice<br />
2.4 Support the<br />
implementation of a<br />
professional development<br />
programme for teachers<br />
of Mäori children<br />
incorporating pedagogy<br />
relevant to Mäori<br />
children<br />
Achievement<br />
measures are<br />
provided to NKII<br />
for monitoring<br />
<strong>Iwi</strong> targets for<br />
progress &<br />
achievement are<br />
met<br />
Professional<br />
development<br />
programme for<br />
teachers of Mäori<br />
children initiated<br />
Data base<br />
complete<br />
Tbn 2003<br />
x2 taiwhenua<br />
2003<br />
2004<br />
2004<br />
2.5 Establish relevant literacy<br />
programmes that involve<br />
whanau where necessary<br />
throughout the NK rohe<br />
Literacy<br />
programmes<br />
involving whänau<br />
are established<br />
x3 programs<br />
establishd<br />
2003 – 2005<br />
2.6 Expand Whänau Toko i te<br />
ora programme to include<br />
a focus on children 6-10<br />
years and their whänau<br />
Whänau are<br />
supported to<br />
participate in the<br />
education and<br />
development of<br />
their chn in schools<br />
Tbn 2004<br />
2.7 NKII/Taiwhenua negotiate<br />
with MOE to initiate a<br />
Mäori focussed specialist<br />
education team to work<br />
with Mäori chn, their<br />
whänau and schools they<br />
attend, with an emphasis<br />
on child management<br />
Whänau with chn<br />
with special needs<br />
receive culturally<br />
appropriate<br />
support to make<br />
informed<br />
educational<br />
decisions for the<br />
benefit of their<br />
children<br />
Tbn<br />
Tbn<br />
2005<br />
2.8 Initiate a regular<br />
recruitment and training<br />
programme for Mäori<br />
members of Boards<br />
of Trustees, in association<br />
with the School Trustees<br />
Association<br />
2.9 NKII/Taiwhenua and<br />
CERSTA set targets for<br />
Mäori BOT membership<br />
in schools in the NK rohe<br />
Mäori participation<br />
in governance is<br />
increased in<br />
schools in the NK<br />
rohe<br />
Targets for Mäori<br />
BOT membership<br />
in NK are met<br />
Tbn 2003<br />
Tbn<br />
2003<br />
2.10 Establish a Curriculum<br />
Project Team to develop<br />
relevant resources on<br />
Ngäti <strong>Kahungunu</strong> history<br />
for Mäori medium and<br />
mainstream primary<br />
schools & ECE in<br />
the Ngäti <strong>Kahungunu</strong> rohe<br />
<strong>Kahungunu</strong>tanga<br />
curriculum for<br />
Mäori medium,<br />
mainstream<br />
primary schools &<br />
ECE developed &<br />
resourced<br />
Tbn<br />
2005<br />
61
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Primary<br />
Education<br />
cont...<br />
2.11 Support the<br />
implementation of a<br />
Professional Development<br />
Programme for teachers<br />
of Mäori children<br />
incorporating<br />
Ngäti <strong>Kahungunu</strong>tanga<br />
and cultural standard<br />
measures<br />
Tbn<br />
2005<br />
2.12 NKII & MOE set targets to<br />
increase Mäori medium<br />
schools<br />
The number of<br />
Mäori medium<br />
schools has<br />
increased<br />
Tbn 2003<br />
2.13 NKII & MOE set targets<br />
for Te Reo in mainstream<br />
schools<br />
Te Reo Mäori is<br />
offered in all<br />
schools in<br />
Ngäti <strong>Kahungunu</strong><br />
Tbn 2003<br />
2.14 Establish a Steering<br />
Group to develop and<br />
initiate a Te Reo in Homes<br />
programme<br />
Te Reo in Homes<br />
programme<br />
established<br />
x2 taiwhenua<br />
2004<br />
2.15 Establish a Steering<br />
Group to develop a<br />
Te Reo strategic plan for<br />
Ngäti <strong>Kahungunu</strong><br />
2003<br />
62
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Secondary<br />
Education<br />
3. It is recommended<br />
that, in association<br />
with NKII, the Ministry<br />
of Education develop<br />
a zero tolerance<br />
strategy in respect of<br />
secondary school<br />
suspensions, attrition<br />
rates and exiting<br />
school without a<br />
meaningful<br />
qualification.<br />
3.1 Establish Education<br />
Progress & Achievement<br />
profiles data base<br />
3.2 NKII & MOE set specific<br />
progress & achievement<br />
(P &A) targets<br />
3.3 Analyse progress &<br />
achievement data to<br />
inform classroom practice<br />
Achievement<br />
measures are<br />
provided to NKII<br />
for monitoring<br />
<strong>Iwi</strong> targets for<br />
progress &<br />
achievement are<br />
met<br />
Data base<br />
complete<br />
2003<br />
Tbn 2003<br />
2004<br />
3.4 Support the<br />
implementation of a<br />
professional development<br />
programme for teachers<br />
of Mäori children<br />
incorporating pedagogy<br />
relevant to Mäori children<br />
Professional<br />
development<br />
programme for<br />
teachers of Mäori<br />
children initiated<br />
Initiated<br />
across x2<br />
taiwhenua<br />
2003 – 2004<br />
3.5 Establish relevant literacy<br />
programmes that involves<br />
whänau where necessary<br />
throughout the<br />
Ngäti <strong>Kahungunu</strong> rohe<br />
Literacy<br />
programmes<br />
involving whänau<br />
are established<br />
x1 program<br />
establishd<br />
3.6 NKII, MOE & key<br />
stakeholders establish a<br />
joint working party to<br />
develop a zero tolerance<br />
strategy in respect of<br />
secondary school<br />
suspensions, attrition rates<br />
and exiting school without<br />
a meaningful qualification<br />
Joint working party<br />
established<br />
Zero tolerance<br />
strategy developed<br />
Tbn 2003<br />
3.7 NKII & MOE set targets<br />
for attrition, suspension<br />
and expulsion reduction<br />
rates NKII & MOE set<br />
targets for retention rates<br />
Attrition rates,<br />
suspension &<br />
expulsions have<br />
decreased<br />
significantly<br />
Tbn<br />
2003<br />
3.8 NKII & MOE set targets<br />
for retention rates<br />
Retention rates<br />
increased<br />
significantly<br />
Tbn<br />
2004<br />
3.9 NKII establish relationship<br />
links with key stakeholders<br />
(Principals Association,<br />
BOT’s, HB Business<br />
Association, etc)<br />
3.10 Extend He Ara Tika: Mäori<br />
Youth Mentoring<br />
Programme to include<br />
high profile<br />
Ngäti <strong>Kahungunu</strong><br />
mentors across<br />
Ngäti <strong>Kahungunu</strong> rohe<br />
Key stakeholder<br />
links established<br />
Whanau are<br />
supported to<br />
participate in the<br />
education and<br />
development of<br />
their children<br />
Tbn 2004<br />
Tbn<br />
2004<br />
3.11 Expand Whänau Toko i te<br />
ora programme to include<br />
a focus on students 11-16<br />
years and their whanau<br />
Tbn<br />
2003<br />
3.12 NKII/Taiwhenua & MOE<br />
set targets for Alternative<br />
Education initiatives<br />
including school<br />
accountability<br />
mechanisms<br />
Alternative<br />
education aligns<br />
with iwi strategies<br />
for secondary<br />
education of Mäori<br />
students in<br />
Ngäti <strong>Kahungunu</strong><br />
Tbn<br />
2004<br />
63
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Secondary<br />
Education<br />
cont...<br />
3.13 Extend Alternative<br />
Education initiatives to<br />
include high level<br />
business, science or<br />
education opportunities for<br />
Mäori students at risk<br />
Tbn 2005<br />
3.14 Initiate a regular<br />
recruitment and training<br />
programme for Mäori<br />
members of Boards<br />
of Trustees, in association<br />
with the School Trustees<br />
Association<br />
Mäori participation<br />
in secondary<br />
school governance<br />
is increased in the<br />
Ngäti <strong>Kahungunu</strong><br />
rohe<br />
Tbn<br />
2003<br />
3.15 NKII/Taiwhenua and<br />
CERSTA set targets for<br />
Mäori BOT membership<br />
in secondary schools in<br />
the NK rohe<br />
Targets for Mäori<br />
BOT membership in<br />
Ngäti <strong>Kahungunu</strong><br />
are met<br />
Tbn<br />
2003<br />
3.16 NKII/taiwhenua & MOE<br />
set targets to increase the<br />
provision of Mäori medium<br />
education based on<br />
student rolls<br />
3.17 NKII/taiwhenua & MOE<br />
set targets for the<br />
provision of te reo Mäori<br />
in schools<br />
3.18 Establish a joint working<br />
party to coordinate the<br />
development of a Mäori<br />
language strategy for<br />
Ngäti <strong>Kahungunu</strong><br />
3.19 Support regular reo<br />
wänanga for teachers of<br />
te reo<br />
3.20 Initiate local reo wänanga<br />
for whänau of te reo Mäori<br />
students<br />
The number of<br />
Mäori medium<br />
schools have<br />
increased<br />
The capacity of<br />
te reo Mäori in<br />
schools and<br />
whänau has<br />
increased<br />
Tbn<br />
Tbn 2003<br />
Tbn<br />
Implemented<br />
across x6<br />
Taiwhenua<br />
2004<br />
2003<br />
2003<br />
3.21 Establish a steering group<br />
to develop and initiate a<br />
Te Reo in Homes<br />
programme<br />
Te Reo in Homes<br />
programme<br />
established<br />
2004<br />
3.22 Establish a Curriculum<br />
Project Team to develop<br />
relevant resources on<br />
Ngäti <strong>Kahungunu</strong> history,<br />
culture, visual and<br />
performing arts for Mäori<br />
medium and mainstream<br />
secondary schools in the<br />
Ngäti <strong>Kahungunu</strong> rohe<br />
Takitimu waka<br />
history<br />
incorporated in<br />
secondary school<br />
curriculum<br />
Tbn<br />
2005<br />
3.23 Support the Implementation<br />
of a Professional<br />
development programme<br />
for teachers of Mäori<br />
students incorporating<br />
Ngäti Kahunguntanga and<br />
cultural standard measures<br />
Takitimu waka<br />
history incorporated<br />
in secondary school<br />
curriculum<br />
Tbn 2005<br />
3.24 Establish a Working Party<br />
to explore and undertake<br />
a feasibility study on<br />
incorporating secondary<br />
schooling in the context of<br />
a whare wänanga<br />
Te Whare<br />
Wänanga ö Ngäti<br />
<strong>Kahungunu</strong><br />
incorporates a<br />
secondary<br />
schooling division<br />
Feasability<br />
report<br />
2004<br />
64
Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Tertiary<br />
Education<br />
4. It is recommended<br />
that the implications<br />
for tertiary education<br />
arising from the<br />
Knowlege Wave<br />
Summit, be further<br />
reviewed, and where<br />
appropriate<br />
recommended for<br />
implementation by a<br />
joint MOE/NKII<br />
working party.<br />
4.1 Negotiate joint venture<br />
arrangements between<br />
NKII, tertiary institutions<br />
and other stake holders<br />
4.2 Continue Ngäti <strong>Kahungunu</strong><br />
study awards &<br />
scholarships programme<br />
Joint venture<br />
arrangements<br />
established<br />
between NKII and<br />
tertiary institutions<br />
and other stake<br />
holders<br />
<strong>Iwi</strong> targets (degree<br />
status, programme<br />
enrolments) met<br />
Tbn 2003 – 2004<br />
Tbn 2003<br />
4.3 Link Ngäti <strong>Kahungunu</strong><br />
economic development<br />
priorities with study awards<br />
and relevant tertiary<br />
programmes<br />
Study Awards &<br />
scholarship<br />
programmes linked<br />
to economic<br />
priorities & relevant<br />
tertiary programmes<br />
Tbn 2004<br />
4.4 Support the waiver of fees<br />
for Te Reo Mäori<br />
programmes at the tertiary<br />
level in Ngäti <strong>Kahungunu</strong><br />
Te Reo Mäori<br />
capacity increased<br />
Tbn 2003<br />
4.5 Establish wänanga status Whare wänanga Tbn 2004<br />
established<br />
Options for<br />
Structure<br />
5. It is recommended<br />
that NKII enter a<br />
partnership<br />
arrangement with the<br />
Ministry of Education<br />
aimed at<br />
strengthening the<br />
education outcomes<br />
for all Maori children,<br />
students and<br />
their families in the<br />
Ngäti <strong>Kahungunu</strong><br />
rohe<br />
5.1 NKII & the MOE negotiate<br />
terms of a joint partnership<br />
arrangement<br />
NKII & MOE joint<br />
partnership<br />
established<br />
Tbn<br />
2003<br />
6. It is recommended<br />
that an Education<br />
Coordinator be<br />
appointed to facilitate<br />
the implementation of<br />
the Ngäti <strong>Kahungunu</strong><br />
<strong>Matauranga</strong> Plan<br />
5.2 NKII in consultation with the<br />
MOE develop a job profile<br />
and specification for an<br />
Education Coordinator<br />
5.3 Increase the number of<br />
Pouwhakataki servicing the<br />
Ngäti <strong>Kahungunu</strong> rohe<br />
Education<br />
Coordinator<br />
appointed<br />
Number of<br />
Pouwhakataki in NK<br />
increased<br />
Tbn<br />
x4<br />
Pouwhakataki<br />
appointed<br />
2003<br />
2005<br />
65
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67
Ngati Hamua Te Kohanga Reo.<br />
Nanny Marcia Matihaha, Cheryl Tepu me etahi mokopuna.<br />
Three of the four Dannevirke High School Kapa Haka group<br />
members. (from left):<br />
Reniera Hauiti, Shane Luke and Troy Tawhai, missing is Garth Hawkins,<br />
chosen to do a three-year course.<br />
Young warriors from Maraenui Bilingual School,<br />
Kapa Haka Festival, 2002<br />
Rangatahi attending <strong>Kahungunu</strong> Economic Summit, Wairarapa 2002.<br />
Pictured with the group is Farrah Palmer, former captain of the NZ Womens<br />
Rugby Team. Farrah, one of the keynote speakers at the summit, greatly<br />
inspired our rangatahi with her address and mere presence.<br />
Mayfair School Kapa Haka seniors after<br />
performing at the <strong>Kahungunu</strong> School Kapa<br />
Haka Festival, Te Hauke School, 2002<br />
Shannon Bell doing a fine job of art on her<br />
friend Kristina Wallace’s face.
509 Orchard Road, Hastings, Hawke's Bay, NEW ZEALAND<br />
• Phone: 06 876 2718 • Fax: 06 876 4807 • Free Phone: 0800 524 864