Matauranga Strategy - Ngāti Kahungunu Iwi Incorporated

Ko te Amorangi ki mua...
Ngāti Kahungunu Iwi
Mātauranga Plan
2003 - 2005
by
Huia Tomlins Jahnke
2003 - 2005
Mātauranga Plan

Ngäti Kahungunu Iwi Inc. Matauranga Board. Left to right:
Christine Teariki (Convener), Heke Huata (Heretaunga), Warren
Chase (Tamaki Nui A Rua), Marama Ngawhika (Whanganui A
Orotu), Connie Oneroa (Wairarapa), Meagan Joe (Pouwhakataki),
Hawea Tomoana (Pouwhakataki), Reihana Sciascia (Tamatea),
Jane Karauria (Te Wairoa).
Masterton Intermediate School Kapa Haka 2002.
Nga Mokopuna.
Back L – R Shaqaila Uelese, Leilani Wong, Roshan Uelese,
Analisa Tipu
Front L – R Hemi Wong, Khaleal Uelese, Tangaroa Teariki,
Te Manea Teariki
UCOL Masterton; Health, Science & Technology Course,
Level 3. Left to right:
Joanne Miller, Terrilee Govenor, Tuihana Babbington, Linda Hamilton,
Ramari Namana and others.
Dannevirke High School Head of Maori Whetu Rangihaeata and
the school’s kapa haka group, who competed at the national
championships in Christchurch last year.
The winning Young Mastermind of the Year team
from Dannevirke South School. From left:
Hayden Little, Tessa Williams and Mark Hansen

Ko te Amorangi ki mua...
Ngāti Kahungunu Iwi
Mātauranga Plan
2003 - 2005
Profile of Mäori Education in Ngäti Kahungunu
&
Ngäti Kahungunu Iwi Incorporated Matauranga
Plan 2003 – 2005
by
Huia Tomlins Jahnke
A report to Ministry of Education
for Ngäti Kahungunu Iwi Incorporated
Hastings, VKA Advertising, April 2003
1

Contents
MIHI 4
PREFACE 5
INTRODUCTION 6
EXECUTIVE SUMMARY 7
METHODOLOGY 13
1.0 Statistical Profile of Iwi in the rohe of Ngäti Kahungunu 14
1.1 Ngäti Kahungunu boundaries 14
1.2 A population profile of iwi living in the Ngäti Kahungunu rohe 15
1.3 Description of the Maori household 15
2.0 Education Access and Participation 16
2.1 Early childhood services 16
2.2 Te Kohanga Reo 17
2.3 Early Childhood Participation Project 18
2.4 Early Childhood Education Parenting Programmes 20
2.5 Home Instruction Programmes for Pre-school Youngsters (HIPPY) 21
2.6 Parents as First Teachers (PAFT) 21
2.7 Family Start 22
2.8 Whänau Toko I te Ora 22
3.0 Primary Education 25
3.1 Participation 25
3.2 Achievement 26
3.3 Kura Kaupapa Mäori and Mäori medium 27
4.0 Mäori Membership on Boards of Trustees 31
5.0 Specialist Education Services/Group Special Education 33
6.0 Secondary School 35
6.1 Enrolments-retention and attrition 35
6.2 Qualifications 39
6.3 School Suspensions 42
6.4 Suspensions Reduction Initiative 2003 42
6.5 Alternative Education 44
7.0 He Ara Tika: Youth Mentoring Programme 47
8.0 The Flaxmere Project 48
9.0 Rangatahi Maia Skill Enhancement Programmes: Skills New Zealand 50
10.0 Youth Training: Skills New Zealand 51
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11.0 Pouwhakataki and the Te Mana Programme 52
12.0 Tertiary Education 53
12.1 Eastern Institute of Technology (EIT) 53
12.2 Te Wänanga Whare Täpere o Takitimu Performing Arts School 54
12.3 Other tertiary institutions 54
12.3.1 Massey University 54
12.3.2 Waikato University 54
12.3.3 Te Whare Wänanga o Raukawa 55
12.3.4 Te Whare Wänanga o Aotearoa 55
13.0 Hapu Iwi Initiatives 56
13.1 Wänanga 56
13.2 Ngäti Kahungunu Knowledge Wave Summit 56
14.0 Scholarships and Awards 57
15.0 Ngäti Kahungunu Iwi Incorporated Mätauranga Plan 59
BIBLIOGRAPHY 66
3

He Karakia
Ko te Amorangi ki mua, ko te häpai o ki muri
Te tüturutanga mahi pono, o te Mäori Mana Motuhake
Whaia e koe te iti kahurangi, ki te tuohu koe me he maunga teitei
Ehara taku toa i te toa takitahi, engari taku toa he toa takitini
I runga i te ingoa o te tokotoru tapu
Te Atua Matua tö tätau kaihanga
Te Atua Tama tö tätau kaiwhakaora
Te Atua Wairua Tapu to tatau kai whakama
E whakamatorutoru te tömairangi atawhai ki roto i a tätau
Te hau oranga taha tinana, te hau oranga taha hinengaro
Te hau oranga taha wairua
Ake ake ämine
He Mihi
He mihi tënei ki a koutou ki te hunga i äwhina, i tohutohu, i whakaarahi i tënei kaupapa. Ko
te tumanako, anei ngä mahi tïmata hei häpai, hei hikitia, hei tautoko, hei whakapakari hoki i
a ngai tätau i roto i te mätauranga.
‘Anö te pai, anö te ahuareka o te nohonga o nga teina, o ngä tuakana I roto I te whakaaro
tahi.’
Ki te whai ao, ki te ao märama.
Tënä tätau katoa
4

Preface
Whaia Te Iti Kahurangi O Te Waka Takitimu
Search for the treasures of our tipuna.
Te Waka Tapu O Täkitimu is a symbol of the spiritual and physical endeavours of our tüpuna
to enhance the well-being and mana of the people… ki te whaio ao, ki te ao märama!
It is a metaphor of how that mission motivated the existing capabilities, skills and courage of
our people across uncharted oceans - to where we are today - and inspires and encourages
us to move positively and with confidence into the future.
Notwithstanding that over 50% of Mäori living in the Ngäti Kahungunu rohe are not Kahungunu
and that the bulk of Mäori tamariki / rangatahi attend mainstream educational institutions, there
have been / are many positive Mäori educational developments and achievements, especially
over the last 10 years or so, throughout Ngäti Kahungunu, that uplift all Mäori and all peoples.
Within the rohe of Ngäti Kahungunu there are 62 Te Kohanga Reo and 7 Kura Kaupapa Mäori.
Te Wänanga Whare Täpere O Täkitimu delivered the first tertiary degree in Hawkes Bay and
Te Manga Mäori at the Eastern Institute of Technology delivers the BA (Mäori) and an honours
degree based on Pine Pine Te Kura. Fortnightly kaumätua hui are held in the Heretaunga
Taiwhenua and hapu are holding regular wänanga. This year, the Kahungunu Economic
Summits have been held in Napier, Wairoa and in the Wairarapa, and a Knowledge Wave
Summit was held in Hastings. The academic scholarship applications reflect increasing numbers
of Ngäti Kahungunu tauira seeking a wide range of graduate and post-graduate qualifications
all over the country and offshore.
At the other extreme, too many of our babies are living/dying in pain through violence and
neglect and unless we exhibit and practice intolerance of even one more such life or death,
the mana and well being of Ngäti Kahungunu is not being enhanced. This crisis situation
demands that environmental and personal changes need to be made and that we work towards
developing physical and emotional security for our pëpi, our rangatahi, our wähine, our täne,
our whänau.
The role of the current Ngäti Kahungunu Iwi Incorporated (NKII) Mätauranga Board, with
representation of the 6 Taiwhenua, the 2 Kahungunu Pouwhakataki and the NKII Board, is to
maintain the overview of the iwi, to further develop the mätauranga strategic plan and to action
agreed strategic objectives as soon as practicable. The mahi has begun building on what was
already in place.
Matauranga underpins all areas of the Ngäti Kahungunu Iwi 25 year Vision and we adopt and
adapt the matauranga goals given by Mason Durie at the 2001 Hui Taumata in Taupo. That
is,
To be Kahungunu.
To participate as contributing citizens in the world.
To be healthy and enjoy a high standard of living.
Christine Teariki
Convenor
Ngäti Kahungunu Iwi Incorporated Matauranga Board
November 2002
5

Profile of Mäori education in Ngäti Kahungunu
Report to the Ministry of Education
4 November 2002
Introduction
Ngäti Kahungunu Iwi Incorporated (NKII) agreed to prepare a summary document on the status
of Mäori in education in the Ngäti Kahungunu rohe. The main aim of this report is to provide
base line data as a basis for consultation with stakeholders, to guide the initial direction for
an iwi education strategy and to seek possible intitative/partnerships in education.
The report purposively avoids a deficit approach to an analysis of the statistical data. This
means that comparisons between Mäori and non-Mäori that characterise the reduction of
disparities or closing gaps are not emphasised. Instead the priority in this report is very much
on a development approach, on comparisons between Mäori and between Taiwhenua in an
attempt not only to identify the needs but also to promote opportunities for change and for
creating alternative pathways as Mäori or as Ngäti Kahungunu.
This is the first time that an attempt has been made to profile Mäori education in Ngäti
Kahungunu. It is by no means complete. On the contrary, there are many areas that need
further investigation and closer reporting. Such investigations will need to be undertaken in
order to provide a more complete picture, the area of tertiary education is one example.
The writing of this report would not have been possible without the invaluable contributions
of the two Pouwhakataki Meagan Joe and Häwea Tomoana who were largely responsible for
gathering the statistical data. We were also supported in our efforts by Christine Teariki who
provided historical information relating to NKII, the Taiwhenua and other Ngäti Kahungunu
institutions. We wish to thank the Ministry of Education for their support in producing the
information for this report.
6

Executive Summary
Early Childhood Services
• The launch of the Government’s 10 year early childhood education plan is an opportune
time for NKII, the Taiwhenua or individual hapu to seek closer involvement in setting goals
and priorities for the early education of Mäori children in Ngäti Kahungunu.
• Generally Hawkes Bay 1 has one of the highest ECE participation rates in the country.
Mäori children aged 0-4years constitute 26.85% of all enrolments (Maori & non-Maori) in
Early Childhood services across the Ngäti Kahungunu rohe.
• Wairoa records a significant level of participation, 67% of total ECE (Maori and non-Maori)
enrolments in the Wairoa district, compared with the enrolment levels in all other areas
which are low when compared with the general ECE population.
• Information on participation rates according to each age group is probably necessary to
determine the target set in Strategy 6 of the NKII strategic plan. This may allow for more
meaningful targets to be set by NKII or individual Taiwhenua, in consultation with the
Ministry of Education to ensure that such targets are realised.
• The data suggests the participation of Mäori children in early childhood education in Ngäti
Kahungunu is satisfactory in most Taiwhenua rohe. What is not known is the quality of
education Mäori children are receiving both within mainstream services and kohanga reo,
and whether or not the outcomes for children are positive.
Te Kohanga Reo
• Over half of Mäori enrolments in early childhood services in Kahungunu are located in
kohanga reo which corresponds with national trends.
• Little is known about the quality of service provision and the outcomes for children. In
particular the long term affects of kohanga on their education and achievement in Mäori
medium schools such as Te Kura Kaupapa Mäori or mainstream.
Early Childhood Education Parenting Programmes
• Early parenting programmes were identified as an education priority in Ngäti Kahungunu.
This priority recognises the crisis among Ngäti Kahungunu whanau where the number of
cases of violent child abuse and child killings are among the highest and most extreme
in the country (HBDHB 2002). Such cases are high profile examples that have galvanised
local iwi and community groups into some form of collective action.
• Four significant parenting programmes are offered in Kahungunu, targetted in those areas
considered high risk. All four parenting programmes are offered to families in Flaxmere
with three programmes delivered from within Flaxmere at Kimiora Community School. By
contrast only PAFT in Napier and Wairoa, and Family Start in Wairarapa, are offered
outside the Heretaunga Taiwhenua.
1 Hawke’s Bay generally consists of five taiwhenua - Te Wairoa, Te Whanganui a Orotu, Heretaunga, Tamatea
and Tamaki nui a Rua.
7

Whänau Toko i te Ora
• This is the only parenting programme designed by Mäori specifically for Mäori families that
are at risk and have high needs.
• The Kaitiaki for Ikaroa however warned that by focussing only on supporting High Needs
families in Flaxmere, extraordinary demands in terms of time, energy and support were
placed on Kaiäwhina and that they would therefore need to be monitored to avoid burnout.
Recommendation
It is recommended that Mäori children in Ngäti Kahungunu continue to have access to a
range of early childhood and te kohanga reo services and that parents be provided with
sufficient information to enable them to exercise an informed choice on behalf of their
children.
Primary Education
Participation
• Most primary aged Mäori children in Ngäti Kahungunu are enrolled in mainstream schools
yet little is known about what happens to them in terms of their progress and achievement.
• The development of an integrated curriculum across subject areas that is culturally
appropriate to Mäori children, and therefore all children living in Ngäti Kahungunu, will
require negotiated effort between the MOE, NKII, Taiwhenua and other relevant stakeholders
in the development of appropriate resources and any associated inservice training
requirements.
Achievement
• There is no formal information gathered by the MOE about the levels of achievement of
Mäori children in mainstream primary and intermediate schools in Ngäti Kahungunu.
• However, results of numeracy and literacy achievement research projects (NEMP, SEA
& ENP 2 ) indicate that the disparity between Mäori and non-Mäori is considerable. Assessment
procedures that emphasise disparities between Mäori and non-Mäori based on non-Mäori
norms, while helpful to gain an overall perspective, is of limited value if the aim is for Mäori
to advance as Mäori or as Ngäti Kahungunu.
• At present there is no way of assessing the effects of primary education on Mäori children
in mainstream schools generally and in Ngäti Kahungunu in particular.
• Targets set according to Mäori primary and intermediate school population by Taiwhenua
aimed at ensuring successful outcomes for each child, could offer a way for NKII and the
MOE to monitor the efficacy of schools to deliver.
Of value to NKII would be the development of statistical databases that allow comparisons
between Mäori children according to Taiwhenua which emphasise participation and retention
levels, and quality of education programmes, rather than endorsing Government policy
aimed at reducing disparities with non-Mäori. The database could act as a tracking
mechanism for all Mäori children in each Taiwhenua.
2 School Entry Assessment (SEA), Early Numeracy Project (ENP), National Education Monitoring Project (NEMP).
8

• The Government announced its intention to put 3,700 full-time teacher equivalents into
classrooms by 2006. This could be an opportunity for NKII or Taiwhenua and the MOE to
set relevant targets for increasing the number of kura kaupapa Mäori and immersion levels
in schools, retaining Mäori medium teachers, increasing the level of Mäori staff and
increasing teacher proficiency in te reo Mäori for each Taiwhenua. Further research is
also necessary to investigate the impact of Mäori medium education on Mäori children in
kura kaupapa and bilingual schools within Ngäti Kahungunu.
Mäori Membership on Boards of Trustees
• In their report to the Ngäti Kahungunu Mätauranga Board, Te Taiwhenua o Tamaki Nui a
Rua highlighted the need for Mäori whänau in their district to increase their involvement
in schools, particularly as Board of Trustee (BOT) members. They reported that of the 34
schools in their district, 17 had no Mäori board members, representing 50% of the schools
without Mäori participation in governance. In 2001 the number of Mäori BOT members
totalled 15.
• The pattern of BOT membership in 1999 indicates that Mäori remain under-represented
on most boards, such as in Hastings where Mäori represented only 22% of board membership
but 48% of the Mäori population. However in Wairoa Mäori comprised over half of all BOT
members.
Group Special Education
• Inconsistencies in the collection of data between offices proved problematic. Only one of
the four offices holding information on Mäori living in Ngäti Kahungunu was able to supply
information specifically for the Kahungunu rohe that their office serves, including a breakdown
by age, gender and ethnicity. Unfortunately the data provided by this office was compromised
by the use of two categories to describe Mäori ethnicity as Mäori/European and NZ Mäori, and
the organisation of data into three ethnic categories, the third category being Päkeha.
• The inability of three offices to extract information specifically for Mäori living in Ngäti
Kahungunu does indicate the need for the MOE to work with NKII to provide further statistical
information that is both useful and relevant.
Recommendation
It is recommended that aggregated progress reports on the achievement levels of Mäori
children attending primary and Mäori medium schools within the Ngäti Kahungunu rohe, be
made available to NKII on a regular basis and where necessary appropriate programmes to
strengthen the numeracy and literacy achievements of Mäori children in Ngäti Kahungunu be
initiated.
9

Secondary schools
Enrolments-retention and attrition
• There is clear evidence of a crisis in Mäori secondary education when retention rates are
compared alongside the attrition levels of Mäori students at post-compulsory ages 16-18.
Of all Mäori students aged 16 to 18 years, an estimated 62.4% (the median across
Kahungunu) have left school essentially reducing their access to national qualifications,
entry to tertiary education and assured employment opportunities. Taking into account
tertiary education providers, there is only a slight reduction in attrition rates during these
years.
Qualifications
• The unacceptable levels of retention and attendant attrition rates of Mäori students in
Kahungunu have enormous implications including the distribution of grades because fewer
students are leaving school with basic state qualifications.
• Over half of the Mäori students who sit school certificate examinations achieve results
below a C grade.
• Levels of retention and attrition rates impact significantly on the highest attainment levels
of Mäori school leavers.
• In Kahungunu, there are disproportionately more students who leave school unqualified
than there are students who gain the highest qualifications - again reflecting national trends.
School Suspensions
• At a national level, Mäori are traditionally over-represented in suspension statistics. In
Kahungunu this is no exception.
• In Hastings and Napier 1 in 5 Mäori student suspensions are girls.
• Approximately 58% of all Mäori suspensions in Kahungunu were male students.
• Mäori boys feature negatively in all suspension and expulsion statistics which is cause
for great concern. This indicates that Mäori boys in particular are at risk and are not catered
for in compulsory schooling in Ngäti Kahungunu.
• Concern among schools has led them to seek collaborative relationships with the local
Mäori community in an attempt to address suspensions and other issues.
Alternative Education
• There is some encouraging indication that students are either returning to school, proceeding
on to further training programmes or finding employment.
• Most Alternative Education programmes on offer are either manual skills-based (eg kitchen
hand, fieldworkers, meat-processing), clerical and computing, or numeracy and literacy
courses.
• Most youth training courses offer a narrow range of training for Mäori youth.
10

The Flaxmere Project
• A central focus of this project is providing assistance to children and their families in the
home. This is the main role of the HSLP’s. While this is an excellent idea, the focus on
homes must also be balanced by an assurance from schools that their programmes, the
curriculum that they offer and their measurements of success are relevant to these children
and their families. Not to do so would simply render an otherwise admirable project, a
deficit model.
Recommendation
It is recommended that, in association with NKII, the Ministry of Education develop a zero
tolerance strategy in respect of secondary school suspensions, attrition rates and exiting school
without a meaningful qualification.
Tertiary education
Eastern Institute of Technology (EIT)
• In Ngäti Kahungunu, EIT is the single largest tertiary provider. In 2002 the participation of
Mäori mirror several national trends where women consitute the majority of the Mäori
student population and Mäori are less likely to be located in the sciences, compared to
education related fields.
• More information is required regarding levels of participation, qualifications attained, success
rates, graduations, destination, retention and attrition.
Te Wänanga Whare Tapere o Takitimu - Takitimu Performing Arts
School
• Established approximately 20 years ago as the first modern Mäori centred tertiary education
provider in Ngäti Kahungunu, Te Wänanga Whare Täpere o Täkitimu has since that time
established multiple partnership arrangements across several distinct groups. The wänanga
has a major focus on the performing arts.
• Other iwi partnerships are pending and await ratification to provide Mäori Performing Arts
qualifications.
Other tertiary institutions
• At least five other tertiary institutions offer local-based courses within Ngäti Kahungunu,
representing both mainstream universities (Massey, Victoria, Waikato universities) and
whare wänanga (Raukawa and Aotearoa)
• More information is required regarding levels of Ngäti Kahungunu participation rates in
institutions outside of Ngäti Kahungunu
Hapu, Iwi Initiatives
• Te Taiwhenua o Heretaunga hold quarterly wänanga at each marae in turn within the rohe.
Underpinning this approach is the enhancement of inter-whanau/hapu relationships.
11

• The Knowledge Wave Summit in September was an opportunity to focus specifically on
identifying the education needs of Kahungunu and to provide a platform to strategise and
set clear goals to plan a way forward. Work from these Summits is in progress under the
guidance of the Ngäti Kahungunu Economic Summits Committee.
• NKII give annual scholarships in three categories that acknowledge Ngäti Kahungunu
educational initiatives at Te Wänanga Whare Täpere o Täkitimu, at the Eastern Institute
of Technology and students studying fulltime in institutions in New Zealand and overseas.
Next year all scholarships will be contestable.
Recommendation
It is recommended that, the implications for tertiary education arising from the Knowledge
Wave Summit, be further reviewed and where appropriate recommended for implementation
by a joint MOE/NKII working party.
NKII Matauranga Plan and Options for Structure
• The Mätauranga Plan is based on the information and data analysis contained in the Profile
of Mäori Education in Ngäti Kahungunu report (2002) that forms the first part of this
document.
• There are four parts to the Mätauranga Plan: The education levels, a set of recommendations,
strategies, desired educational outcomes, performance targets and/or indicators and
timeframes by which the strategies are to be initiated.
• In terms of options for structure, it will be necessary for NKII to enter into a partnership
arrangement with the MOE if the plan is to be seriously considered and acted upon.
• A coordinated approach to the implementation of the plan is more likely to ensure positive
educational outcomes for Mäori learners and their whanau in the Ngäti Kahungunu rohe.
Recommendation
It is recommended that, NKII enter a partnership arrangement with the Ministry of Education
aimed at strengthening the education outcomes for all Mäori children, Mäori students and their
families in the Ngäti Kahungunu rohe.
It is recommended that an Education Coordinator be appointed to facilitate the implementation
of the NKII Mätauranga Plan.
12

Methodology
• Research reports and other documents relevant to this report were reviewed and applied
as a context for the data analysis.
• This report is based on statistical data supplied by the Ministry of Education. The two
Pouwhakataki based in Hastings and Napier were largely responsible for gathering the
data from a range of sources. These included Group Mäori, Schools Monitoring and Support,
Data Management and Analysis Division of the Ministry, MOE Regional Offices, Census
New Zealand, Statistics New Zealand and Te Puni Kökiri. Other information was obtained
directly from schools, providers and other relevant community links in the Ngäti Kahungunu
rohe.
• The data was then collated and analysed, and as much as possible contextualised by the
author with reference to the research literature.
• Inevitably comparisons between Mäori and non-Mäori have been made, but the intention
was to describe the educational characteristics of Ngäti Kahungunu regardless of their
standing alongside other populations.
• A draft report was prepared and this was tabled at a consultative meeting for comment
with the Pouwhakataki and a member of the NKII Mätauranga Board.
• After ammendments were made the final report was completed for presentation to the
MOE.
• Dissemination of information will be a process agreed upon by the NKII Mätauranga Board.
13

1.0 Statistical Profile of Iwi in the Rohe of
Ngäti Kahungunu
1.1 Ngäti Kahungunu Boundaries
The customary boundary of Ngäti Kahungunu extends from the Whareräta Hills north of Te
Wairoa, down through Napier, Hastings, Central Hawkes Bay, Dannevirke, Woodville and the
Wairarapa to Cape Palliser in the south. These areas are bounded by the corresponding
eastern coastline and inland to the western ranges that include the Käweka, the Ruahine and
the Tararua ranges.
Part of the Kahungunu rohe extends over the Käweka ranges into Taihape, the main hapu
being Ngäti Hinemanu to which Omähu also belongs. There are three marae in Taihape that
are part of Te Taiwhenua o Heretaunga - Winiata, Moawhango and Oruamätua. Traditionally
the entire area of Ngäti Kahungunu was known as Kahungunu ki te Wairoa, Kahungunu ki
Heretaunga and Kahungunu ki Wairarapa.
In the early 1980’s Kahungunu elders established six Taiwhenua to allow for regional
distinctiveness, fairer distribution of resources and wider representation on Te Rünanganui o
Ngäti Kahungunu - the iwi authority of the time. The six taiwhenua are Te Taiwhenua o Te
Wairoa, Te Taiwhenua o Whanganui ä Orotu which encompasses Napier and the immediate
surrounds, Te Taiwhenua o Heretaunga, Te Taiwhenua ö Tamatea in the Central Hawkes Bay
district, Te Taiwhenua o Tamaki nui a Rua in the Dannevirke area and Te Taiwhenua ö
Wairarapa.
Each Taiwhenua is a legal entity either as an Incorporated Society or a Charitable Trust
operating separately in quite distinct and localised ways (Jackson, Moana 1999:21). Each has
an elected Board of Trustees whose members are drawn from local individual marae or cluster
of marae. Two representatives from each Taiwhenua serve on the Ngäti Kahungunu Iwi Inc.
Board which is the iwi authority.
One difficulty in providing a statistical profile of Ngäti Kahungunu within any social sector is
that customary boundaries do not align with the various state sector boundaries under which
statistical information is gathered (territorial local authorities, health boards, education offices
etc). Information in the Report on Mäori Regional Diversity by Te Puni Kökiri illustrates this
point. Iwi affiliation by region is drawn according to territorial local authorities (TLA’s). Information
on Ngäti Kahungunu spans at least two territorial local authorities - Hawke’s Bay and Wellington
regions and three regional councils. Education statistics are collected according to MOE zones
which loosely align with regional council boundary’s. However, in some cases such as information
and analysis related to Group Special Education Services, the GSE boundaries are maintained
to ensure accuracy because these boundaries are inconsistent with general MOE zones and
regional council districts. Kahungunu falls within the Gisborne, Hawkes Bay, Manawatu and
Wellington areas.
As much as possible the profiles in this report are provided to reflect each Taiwhenua in an
attempt to ensure that the information is useful for hapu who wish to determine their own
educational needs and pathways.
3 The Hawke’s Bay region consists of four territorial local authorities, Wairoa District, Hastings District, Napier City
and Central Hawke’s Bay District. TPK (2001). Te Maori i nga Rohe. Wellington, Te Puni Kokiri, Ministry of Maori
Development.
14

1.2 Population profile of Iwi living in the Ngäti Kahungunu rohe
(Hawkes Bay /Wairarapa regions)
Approximately 31, 653 Mäori or 6.1% of the total Mäori population reside in the Hawkes Bay
region. According to the 1996 Census over a third or 39% of the responses by Mäori in Hawkes
Bay affiliated to a Ngäti Kahungunu iwi - Rongomaiwahine, Ngäti Kahungunu ki Te Wairoa,
Ngäti Kahungunu ki Heretaunga, Ngäti Kahungunu ki Wairarapa and Rangitäne. Significantly
though, Ngäti Porou, Tühoe, Ngäpuhi and Tüwharetoa were the largest identified iwi affiliated
to from outside the Hawke’s Bay region (TPK 2001)p78-9.
In 1996, 48% of the Mäori population in Hawkes Bay lived in the Hastings District while 27%
lived in the Napier City. Mäori population in the Masterton, Carterton and South Wairarapa
District totalled 6,000, some 11.7% of the total Mäori population in the Wellington Region.
1.3 Description of the Mäori household
The formation of the modern Mäori household appears to reflect the western single nuclear
family type and not the customary extended family arrangement associated with the broader
concept of whänau. In 1996, the majority of the Mäori population in the Hawkes Bay district
lived in single nuclear families as couples with children (52%). Single parent families accounted
for 39% of the population. Mäori children were more likely to be living in one-family households
with either both their parents (53%) or in one-parent families (47%). Mäori youth were more
likely to be living in households other than one-family households either with both parents
41%, in one-parent families (41%) or living as couples only (52%) (ibid:77).
Over half of all Mäori in the region (51%) owned their own homes thus reflecting the national
level for Mäori of 52%. Mäori youth however, were more likely to be in rental accommodation
(56%), the median weekly household rent amounting to $135 compared to the national median
of $152 (ibid: 78).
In terms of personal income levels, 38% of Mäori 15 years and over earned between $5,000
and $15,000. Only 3% of Mäori in Hawkes Bay earned over $40,000 compared to 6% of Mäori
nationally. The median income for Mäori adults over 25 was between $14,000 - $14,300.
The major industries in the Hawkes Bay region are primarily agriculture and horticulture which
is the basis of an export based economy. In 1996 the labour force participation rate for Mäori
was 65%, similar to the national rate for Mäori. Mäori teens, 15-17years and Mäori youth were
most likely to be unemployed (24%) reflecting the low levels of educational attainment by these
age groups upon leaving school. Most Mäori who were employed were either wage or salary
earners (85%) in the agriculture, forestry, fishing and manufacturing industries. This reflects
the regions economic focus particularly in agriculture, forestry and fishing so it is not surprising
that the percentages of Mäori employed in these industry’s (21%) was more than twice the
national level for Mäori (9%) (ibid: 81). At the other end of the scale, 3% of Mäori were
employers, 4% were self-employed and 3% were running a family business.
Mäori women were more likely to be employed as service and sales workers (19%), as unskilled
labourers, caretakers, cleaners and packers (15%), as skilled workers in agriculture and
fisheries (14%) or in clerical positions (12%). Mäori men were mainly employed as plant and
machine operators and assemblers (26%), agricultural and fishery workers (22%) or as unskilled
labourers (13%) (ibid: 82). Within the national context, Mäori women are less likely to participate
in the labour force in paid work (58% compared to 73% of Mäori men). Income levels are not
only lower for Mäori women than Mäori men but as a result of the levels of participation, women
draw proportionally less from wages and salaries (TPK 2001)p16.
p76. Masterton District, Carterton District and South Wairarapa which completes the Ngäti Kahungunu rohe, fall
under the Wellington region (ibid:102).
15

2. Education Access and Participation
2.1 Early Childhood Services
Government’s 10 year plan for early childhood entitled ‘Pathways to the Future: Nga Huarahi
Arataki’ was launched in September 2002 by the Minister of Education. The Plan outlines a
long-term vision for early childhood education which includes new funding levels, increased
support for community-based ECE services and the requirement by ECE professionals to be
registered with a Diploma of Teaching (ECE). ECE service providers include Kindergarten,
Childcare, Playcentre, Te Kohanga Reo and Ministry funded playgroups. This is an opportune
time for NKII, the Taiwhenua or individual hapu to seek closer involvement in setting goals
and priorities for the early education of Mäori children in Ngäti Kahungunu.
Generally Hawkes Bay has one of the highest ECE participation rates in the country. Mäori
children aged 0-4years constitute 26.85% of all enrolments in Early Childhood services in the
Ngäti Kahungunu rohe (Table 2).
Regionally, Wairoa records a significant level of participation, 67% of total ECE enrolments,
compared with the enrolment levels in all other areas which are low when compared with the
general ECE population. This may be due to the large Mäori population, high numbers of
kohanga reo (there are 13) and ECE services such as playcentre and Ministry funded playgroups
particularly in the rural areas. Provision of transport for children to kohanga provides a further
incentive and access.
At the other end of Ngäti Kahungunu, less than 10% of the total ECE enrolments (0-4years)
in South Wairarapa were Mäori children and could be the reason why the Early Childhood
Participation Project is only offered in this area of Kahungunu. Significantly however, Mäori
participation rates were 87.4% of all Mäori children eligible to start school (Table 3). In July
2000 just 14.4% of Mäori children were not enrolled in an ECE centre. In Carterton, the
participation rate was 100% and in Napier almost 97%. Similarly in South Wairarapa, the
participation rate was almost 90% of all Mäori children prior to starting school. Here Mäori
enrolments in kindergarten in 2000 were significantly high at 93% of the total enrolments for
that area (Table 4). This contrasts with the Tamatea rohe of Central Hawkes Bay where Mäori
enrolments (0-4years) in Kindergarten were about 26%. In Wairoa only 32.8% of Mäori children
were enrolled in Kindergarten. The lower numbers of Mäori children enrolled in kindergarten
in Tamatea and Wairoa may reflect the unusually large number of kohanga reo 4 per Mäori
population in these rohe.
While participation rates of Mäori children provided in this report take account of the collective
group of Mäori children aged 0-4years, information on participation rates according to each
age group is probably necessary to determine the target set in Strategy 6 of the NKII strategic
plan, which is to ‘increase participation in early childhood learning by 1% minimum annually’,
for each Taiwhenua and their ECE districts. This may allow for more meaningful targets to be
set by NKII or individual Taiwhenua, in consultation with the Ministry of Education to ensure
that such targets are realised. The data here suggests the participation of Mäori children in
early childhood education in Ngäti Kahungunu is satisfactory in most Taiwhenua rohe. However,
what is not known is the quality of education Mäori children are receiving both within mainstream
services and kohanga reo, and whether or not the outcomes for children are positive.
4 In 2001 there were 4 kohanga reo and 2 child care centres.
16

2.2 Te Kohanga Reo
Since 1984 and the rapid growth in kohanga reo services, the numbers of Mäori children
accessing early childhood education has increased dramatically. In 1999 there were 600
licensed and 50 license-exempt kohanga reo in Aotearoa providing early childhood services
to 12,483 children (MOE 2000,p19). However, since the mid 1990’s participation rates for
kohanga reo appear to have reached a plateau (ibid:21). Mäori birth rates are still higher than
those for non-Mäori. Over time an increasing proportion of children in New Zealand will be
Mäori. This has implications for the provision of early childhood education generally and
kohanga reo in particular.
As at July 1 2002, there are 62 kohanga reo throughout Ngäti Kahungunu with enrolments
totalling 1160. Approximately 280 are under two years of age and 880 over two (Huata 2002).
Table 1 shows the distribution of enrolments across the iwi. The total enrolments represent
% of all Mäori children enrolled in early childhood and % of all pre-school aged Mäori children
in Ngäti Kahungunu.
There are 60 licensed centres of which 35 are receiving Rate 2 funding of $6.00 for under
two’s and $3.00 for over two’s as these centres contain Kaiako who have completed their 3
year Tino Rangatiratanga Whakapakari training course. Two kohanga are yet to be licensed
and are on the exempt rate of $1.13. The remaining 25 are licensed on the Rate 1 funding
level of $5.46 for under two’s and $2.74 for over two’s. Two kohanga choose to remain
unlicensed preferring instead to operate outside of the Ministry of Education but chartered to
the Te Kohanga Reo National Trust. Most kohanga graduates will either enter Kura Kaupapa
Mäori (KKM) or Mäori immersion programmes.
Table 1
Number of Kohanga and approx. % of children continuing Kura
Kaupapa Mäori or Mäori Immersion
Taiwhenua Kohanga open ✓ approx. % children continuing
in recess x
with KKM or Mäori immersion
Te Wairoa 9 ✓ operate under Kahungunu 25% -> Kura Kaupapa Mäori
4 ✓ operate under Tairäwhiti
Te Whanganui-a-Orotu 13 ✓ 40% -> Mäori Immersion/Kura
Kaupapa
Heretaunga 27 ✓ 55% -> Mäori Immersion/Kura
Kaupapa
2 not funded by MOE
Tamatea 4 ✓ 25% -> Kura Kaupapa Mäori
Tamaki nui ä rua 4 ✓ 50% -> Kura Kaupapa Mäori
Wairarapa 3 ✓+ 1 x 50% -> Mäori Immersion/Kura
Kaupapa
Source: Heke Huata, Hastings
Over half of Mäori enrolments in early childhood services in Kahungunu are located in kohanga
reo which corresponds with national trends. Yet little is known about the quality of service
provision and the outcomes for children. In particular the long term affects of kohanga on their
education and achievement in Mäori medium schools such as Te Kura Kaupapa Mäori or
mainstream.
17

2.3 Early Childhood Participation Project (ECPP)
The aim of this project is to increase the participation of children in Early Childhood Education
(ECE). In Kahungunu, Te Rätonga Mätauranga Mäori ö Wairarapa is contracted for one year
to deliver the programme, or when the target number of sixty children is reached. There is one
Mäori woman fieldworker in the Wairarapa area whose role it is to support families and to link
all Mäori children who are not currently enrolled in an early childhood centre, with an early
childhood education service. The decision to enrol a child however, remains the choice of the
parents and whänau. Among barriers to Mäori parents enrolling their children in ECE services
identified by the ECE working party in 2000 5 were: perceived high costs and affordability,
transport, lacking confidence to approach a centre, dissatisfaction with ECE services in their
area and lack of parent motivation. To date (November 2002), the fieldworker has successfully
identified a number of children and linked some of them in kohanga reo, daycare and playcentre.
All enrolled children are monitored by the Fieldworker for retention levels.
The targets reached to date may reflect the reasonable levels of Mäori participation in ECE
in the Wairarapa rohe. For example the participation rate of Mäori children prior to starting
school in July 2000 (see Table 3) was 78.3% in Tararua, 85.5% in Masterton, 100% in Carterton
and 89.3% in South Wairarapa, a total of 84.7% overall. All of these figures align favourably
with the levels of participation of Mäori in ECE in other areas of Kahungunu shown in Table
2 and certainly well above the national levels. The national participation rate of all 0-4 year
olds increased overall from 42% in 1990 to 60% in 2001(MOE, July 2001) 6 . The high participation
rates of Mäori in ECE in Wairarapa may also account for the short-term contract (one year)
offered by the MOE for this project although it is not clear what the benefits are of monitoring
retention levels of children successfully linked to an ECE service over such a short period of
time.
Table 2
Percentage of Mäori ECE enrolments 0-4 years in
Ngati Kahungunu rohe - 2000
District Mäori 0-4 yrs Total enrolments % Maori
Wairoa 345 515 67
Napier 698 2939 23.75
Hastings 1099 3786 29.02
Central H.B. 270 995 27.13
Tararua 199 983 20.24
Masterton 276 1193 23.13
Carterton 53 257 20.62
South Wairarapa 42 438 9.58
TOTAL 2982 11,106 26.85%
(Source: Ministry of Education 2001)
5 ECE working Party Strategic direction for ECE 2000-2001, Pers. Comm. Maori Convenor, Hastings October,
2002.
6 http://www.minedu.govt.nz/web/document/document_page.cfm?id=6750&p=1037.3832.6121
18

Table 2: Percentage of Maori ECE enrolments 0-4 years in Ngati Kahungunu
4000
80
3500
70
3000
60
2500
50
Enrolments
2000
1500
1000
40
30
20
500
10
0
0
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
Carterton
South
Wairarapa
Series 2
Series 1
Series 3
District
Table 3
Mäori Participation in ECE prior to starting school July 2000
District Mäori in ECE Not in ECE
Participation rate %
Wairoa 122 32 79.2
Napier 218 7 96.9
Hastings 382 54 87.6
Central H.B. 61 13 82.4
Tararua 72 20 78.3
Masterton 59 10 85.5
Carterton 27 0 100
South Wairarapa 25 3 89.3
TOTAL 966 139
(Source: Ministry of Education 2001)
Table 3: Maori Participation in ECE prior to starting school July 2000
Participants
450
400
350
300
250
200
150
100
50
0
120
100
80
60
40
20
0
%
Wairoa
Not in ECE
Maori in ECE
Participation rate %
Napier
Hastings
Central
H.B.
District
Taraua
Masterton
Carterton
South
Wairarapa
19

Table 4
Mäori enrolments (0-4) in kindergartens and quality
funded centres – 2000
District Enrolments Total enrolments
% in Kindergartens
& quality funded centres
Wairoa 113 345 32.8
Napier 413 698 59.2
Hastings 477 1099 43.4
Central H.B. 70 270 25.9
Tararua 101 199 50.8
Masterton 131 276 47.5
Carterton 27 53 50.9
South Wairarapa 39 42 92.9
TOTAL 1371 2982 45.97
(Source: Ministry of Education 2001)
2.4 Early Childhood Education Parenting Programmes
At the Ngäti Kahungunu Knowledge Wave Conference in September 2002, early parenting
programmes were identified as an education priority in Ngäti Kahungunu 7 . It is a priority that
recognises the crisis among Ngäti Kahungunu whanau where the number of cases of violent
child abuse and child killings (Horwood, 2000 #82) (Masters 2000), are among the highest
and most extreme in the country (HBDHB 2002). Cases such as those in Heretaunga 8 and
Wairarapa 9 are high profile examples that have galvanised local iwi and community groups
into some form of collective action 10 .
Four significant parenting programmes are offered in Kahungunu, targetted in those areas
considered high risk (See Table 5). Flaxmere in Hastings is one example. All four parenting
programmes are offered to families in Flaxmere with three programmes delivered from within
Flaxmere at Kimiora Community School. By contrast only PAFT in Napier and Wairoa, and
Family Start in Wairarapa, are offered outside the Heretaunga Taiwhenua.
7 Ngäti Kahungunu Knowledge Wave Workshop Summary, p5.
8 The death of 3 year old James Whakaruru beaten and killed by his stepfather took place in Heretaunga.
9 The death by beating and neglect of 23 month old Hinewaoriki Karatiana-Matiaha took place in Carterton,
Wairarapa.
10 Following the deaths of 8 toddlers in less than 18 months in Wairarapa, the Mayor of Masterton and Wairarapa
MP Georgina Beyer launched a 3 year project aimed at combating domestic violence in the district (The New
Zealand Herald, 1 May, 2002).
20

2.5 Home Instruction Programme for Preschool Youngsters
(HIPPY)
This is a two year support programme for parents and their preschool aged children (3-5yrs).
Parents are assisted in teaching their children at home with basic reading mathematics and
problem solving skills prior to entering school. Resources such as books and matrix games
specifically developed in the United States for the programme are provided by the HIPPY
Coordinator from the Centre. Cost per family is $1.00 per week. In Hastings, HIPPY operates
out of Kimi Ora Community School in Flaxmere which has a high Mäori population. The current
Coordinator is a Mäori woman and she is assisted by 3 home tutors who are also Mäori. There
are currently (September 2002) 59 children (27 families) receiving the programme and 50
children are Mäori. There is some anecdotal evidence to suggest that the success rate of this
programme is considered to be high. Teachers in new entrant classes in primary schools for
example have reported that children who have experienced this programme are able to identify
colours, basic shapes and numbers, to listen well and to show active skills of enquiry 11 .
2.6 Parents as First Teachers Programme (PAFT)
Linked to Family Start, PAFT is a three year programme targeted to the needs of medium risk
families, and aimed at providing child development knowledge, activities and parenting
information for the babies first three years. Parents enrolled in the programme can expect an
average of one hour personal visit per month. The programme includes home visits, parent
group meetings, developmental and health checks, and referrals to other family support
agencies with specialist expertise. Introduced to New Zealand from the United States 10 years
ago, the programme has been adapted to include a Mäori dimension - Ahuru Mowai (ECD
1999). In order to work effectively with Mäori parents, the Mäori PAFT kaimahi incorporate
Mäori values and tikanga into an otherwise prescriptive western orientated programme. Within
Kahungunu, the programme is delivered in three locations. Plunket is contracted to provide
services in the Wairoa area. Currently there are 51 Mäori families receiving the programme
about 82.25% of the target numbers which also includes the Gisborne area. Napier Kindergarten
Assoc is contracted to provide services to the Napier/ Hastings area. Currently 109 Mäori,
34.8% of the target number are receiving services. Plunket provides PAFT services to the
Wairarapa district of which 43 Mäori or 34% of the total target are receiving the programme.
The PAFT programme in the Gisborne Wairoa area appears to have a significant proportion
of Mäori in the target numbers. The low percentages in Napier/Hastings and Wairarapa may
reflect the high numbers of children enrolled in ECE in these areas in contrast with Wairoa/
Gisborne which has fewer Early Childhood Centres and parent/whänau support programmes
on offer but larger numbers of kohanga reo.
11 Pers.Comm. Tatiana Greening, Director HIPPY, Kimi Ora Community School, Flaxmere, Hastings. 29 August,
2002.
21

2.7 Family Start
Family Start offers high risk families guidance, support and advice to improve their health,
welfare, education and general wellbeing. The programme aims to assist parents improve the
life-chances and long term outcomes for their children. Mothers are offered the programme
from the last 6 months of pregnancy up to the child turning 6 months of age. The Ahuru Mo
Wai and Born to Learn Curriculum is the education component of Family Start which is jointly
funded by Child, Youth and Family, Ministry of Education and the Health Funding Authority.
Currently, Te Taiwhenua o Heretaunga is contracted to deliver to families within the boundaries
of Hastings West - Flaxmere, Camberley, St Leonards, Raureka, Mahora and Tomoana. Of
the 130 families currently enrolled (Sept 2002), 95% are Mäori. The majority of kaimahi are
Mäori, 7 of the 11, however, only 1 of the seven staff members is male. In Wairarapa, the
provider is contracted for 82 families and currently delivers to 32 families, 60% of whom are
Mäori. All of the 6 staff are Mäori females. The lack of Mäori men working as kaimahi probably
reflects the nature of the programme which relies on initial contact with the mothers. A statistical
breakdown by iwi affiliation of the Mäori families enrolled in Family Start was not available at
the time of the publication of this report.
2.8 Whänau Toko i te Ora
First launched in late 1999, Whanau Toko i te Ora is a national parenting programme that is
delivered under the auspices of the Mäori Women’s Welfare League. The programme is
currently delivered in six regions - Tairawhiti, Ikaroa, Tamaki Makaurau, Aotea, Te Waipounamu
and Taitokerau. The Ikaroa region follows the old Mäori Land Court boundaries, however the
programme is only delivered out of Kimi Ora Community School in Hastings and concentrates
on those high-risk families in the Flaxmere vicinity. Unlike most other parenting programmes
adopted from the USA and modified to suit the New Zealand context, this programme is
designed by Mäori, delivered by Mäori kaimahi to address the particular needs of Mäori whanau
at risk. The targets for all the regions are set by the MOE and MWWL. In Kahungunu the target
number of families is 35.
The service focuses on whänau, is child-centred, with a specific emphasis on the first five
years. Aimed at whänau with medium to high needs, the programme is structured around three
strands - home visits, education and learning, and group support, with each strand adapted
to the specific needs of individual whänau. Rather than setting overall prescriptive criteria -
the one size fits all approach, Whänau Toko i Te Ora is purposely flexible for each region to
develop it’s own criteria to determine the level of need for entry into the programme under
three categories - high need/priority, medium need/priority and low need/priority.
Among the high need/ priority entry criteria identified by kaimahi in Kahungunu includes - family
violence and child abuse, mental health and serious disability, alcohol and substance abuse,
accomodation difficulty, custody issues and child safety (MWWL 2001)p6. Referrals are
generally through Mäori community networks either from whänau, friends, community or
government agencies, health or education professionals. All staff are Mäori and comprise one
kaitiaki, one kaiäwhina (both women) and an administrator (male). All members of the
management committee are also Mäori women.
22

Services provided by the programme include networking with appropriate health and social
service agencies, advocating on behalf of whanau and role modelling positive parenting
behaviour. The whänau learning programme covers a range of topics including adult literacy
and communication skills, whänau relationships and tikanga related to Mäori parenting practices,
and parenting advice. The level of need of each whänau is agreed upon between the programme
kaimahi and whänau members. Whänau decide which strands they wish to participate in.
Some opt for all three, others prefer to enrol in one or two strands.
Table 6 shows the number of whanau enrolled in each of the strands for the period June/July
2002. During this period, Learning Programme topics focussed on adult literacy and
communication, tikanga aspects of Mäori parenting practices and parenting advice (Johnson
2002)p2. While there are a large number of whanau enrolled, significantly less whanau (approx
2%) regularly attended.
The 2001 Evaluation Report on Whänau Toko I Te Ora based on interviews with 15 whänau
and the kaimahi from Tairäwhiti, Ikaroa and Tamaki Makaurau, found that attendance at the
Whänau Learning Programme was the main form of education for families. For most adults
it was the only type of training or education they had experienced since secondary school
(MWWL 2001)p12. The provision of transport was a major contributor to whänau change by
making it possible for members to attend courses (ibid).
The report also found that during the programme most whänau identified more strongly with
Mäori culture and heritage, were learning the Mäori language and using it freely in conversation
(ibid:17).
In terms of parenting practices, almost all whänau attributed changes in the method of disciplining
their children to their involvement in the programme (ibid:15). Of the 15 people interviewed,
12 described positive changes in “behaviour management practices, establishing routines,
making sure the children were fed and safe, spending more time with the children and doing
a variety of activities with them and in one case, breaking a drug habit” (ibid:17).
The report concluded that the programme is achieving good results with those whänau who
are enrolled by strengthening the family unit while connecting family with extended whänau
and the wider Mäori community (ibid: 24).
The Kaitiaki for Ikaroa however warned that by focussing only on supporting high needs families
in Flaxmere, extraordinary demands in terms of time, energy and support were placed on
Kaiäwhina and that they would therefore need to be monitored to avoid burnout (Johnson
2002)p4.
23

Table 5
Enrolments in ECE parenting programmes September 2002
Programme Location Staff Mäori Contractors Targets
numbers
enrolments
HIPPY Flaxmere Hastings 50 Early Childhood Develop.
Target
1x Mäori coordinator
3x Mäori home tutors
PAFT Wairoa Gisborne 51 Plunket - target 62
Napier 109 Kindergarten - target 313
Wairarapa - Plunket 43 Plunket - target 125
Family Start
CYF / ECE / HFA
Te Taiwhenua o 130 families target 130
Heretaunga 95% Mäori target ?
7 Mäori staff, 11 x staff
Wairarapa 32 families target 82
4 Mäori staff, 6 x staff 60% Mäori
Whanau Toko i Flaxmere Hastings 20 high needs Mäori Women’s Welfare
Te Ora 15 medium League
0 low needs target 35
1x Kaitiaki
1x Kaiäwhina
1x Mäori Administrator
Table 6
Whänau participation in Whänau Toko i Te Ora - Ikaroa,
June/July 2002.
Programme strand
whänau enrolled
Home Visits 33
Learning Programme 143
Group Support 57
Source: Ikaroa Monthly Report July 2002
24

3.0 Primary Education
3.1 Participation
With reasonably high levels of participation of Mäori children in early childhood education in
Kahungunu, there is some expectation that these levels are positively reflected in children
entering school with the necessary skills and language to cope. Most primary aged Mäori
children in Ngäti Kahungunu are enrolled in mainstream schools and located in the low decile
1 to 3 schools which probably reflects national trends. Yet little is known about what happens
to them in terms of their progress and achievement.
Research shows that among factors that impact on and often determine the status of Mäori
children in education include racist practices in primary schools (Benton 1987; McDonald
1989), low teacher expectations (Simon 1984; Ennis 1987) and peer pressure (Mitchell 1988).
Patterns of truancy (Jacka 1997) or absenteeism are often linked to whänau in crisis (Jefferies
1997)p30. But there are no nationally collated measures of attendance and suspension levels
for children in the upper primary school, at least from year 6 (age 9 -10years) through to
intermediate level -years 7 and 8 (age 11-12 years). Attendance levels are one indicator which
would provide a measure of the likely outcomes for a child.
Participation in education however, does not necessarily guarantee successful outcomes.
Important factors include what counts as knowledge and the validity of knowledge (Smith 1997)
associated with the school curriculum, the school habitus, and the community it serves. This
was confirmed at the Ngäti Kahungunu Knowledge Wave Summit where among the needs of
Kahungunu identified by workshop participants were
“...a system of education where the culture of the people is valued and the culture has
recognised capital...an environment where the student feels worth while...” And that a way
forward for Kahungunu was “...the need for Ngäti Kahungunu to develop its own Kahungunu
curriculum” (NKESC 2002)p1.
This is demonstrated in NKII’s Mätauranga Stategic Plan and underpins the emphasis in Goal
One ‘to be Kahungunu’ (NKII 2002)p2. Strategy 6 includes incorporating Takitimu and Kahungunu
language, cultural heritage and history within the school curriculum (ibid:5). The development
of an integrated curriculum across subject areas that is culturally appropriate to Mäori children,
and therefore all children living in Ngäti Kahungunu, will require negotiated effort between the
MOE, NKII, Taiwhenua and other relevant stakeholders in the development of appropriate
resources and any associated inservice training requirements 12 .
12 The Professional development pilot for teachers of Mäori children in mainstream schools working in clusters has
worked on pedagogies appropriate for Mäori learners incorporating Ngäti Whakaue’s strategic education plan
in Rotorua schools and in Ngai Tahu, the Greymouth cluster has based professional development on Kaupapa
Mäori philosophy and teaching methodologies and includes a Ngai Tahu perspective on history, tikanga and
identity MOE (2002). Nga Haeta Matauranga: Annual Report on Maori Education 2000/2001 and Direction for
2002. Wellington, Ministry of Education.
25

3.2 Achievement
There is no official information collected by the MOE about the levels of achievement of Mäori
children in mainstream primary and intermediate schools in Ngäti Kahungunu. National
measures of achievement for children in primary school are limited to the Six Year Net, the
Record of Oral Language, and the PAT test from about year 5 up to year 9, where some high
schools use the tool to assess new entrants and to assist with streaming. Running Records
and other assessment tools are used by Primary teachers particularly for reading, language
and mathematics (Mallard, 2002). Although, evidence of achievement in the essential skills
at Year 4 and Year 8 is available indirectly through an analysis of NEMP tasks (ibid).
Some secondary teachers place the blame on primary school education for the high numbers
of Mäori students entering high school with inadequate knowledge and skills required to work
at third form level. Others point to the child-centred focus, and holistic integrated approach
of primary teaching being more suited to the learning styles and needs of Mäori children
(Jefferies 1997).
However, results of numeracy and literacy achievement research projects indicate that the
disparity between Mäori and non-Mäori is considerable. For example results from the School
Entry Assessment (SEA) from 1997-2000 indicate that Mäori students are less successful on
SEA tasks than other students. Furthermore, the proportion of students with relatively underdeveloped
literacy and numeracy skills is higher in lower decile schools where Mäori are
predominantly located (Mallard, 2002). The National Education Monitoring Project (NEMP)
has found that on average Mäori students’ achievement is still lower then others particularly
in comprehension which remains a concern (ibid). Mäori children are less likely than Päkehä
children to remain at senior levels of secondary school, or attain formal qualifications (TPK
1998). However assessment procedures that emphasise disparities between Mäori and non-
Mäori based on non-Mäori norms, while helpful to gain an overall perspective, is of limited
value if the aim is for Mäori to advance as Mäori or as Ngäti Kahungunu.
Although evidence of achievement in the essential skills at Year 4 and Year 8 is available
indirectly through an analysis of NEMP tasks (Mallard, 2002) which could be accessed to
assess the effects of primary education on Mäori children in mainstream schools generally
and in the Ngäti Kahungunu rohe in particular. Targets set according to Mäori primary and
intermediate school population by Taiwhenua aimed at ensuring successful outcomes for each
child, could offer a way for NKII and the MOE to monitor the efficacy of schools to deliver.
Particularly if each child is linked to funding levels. Furthermore, of particular value to NKII and
taiwhenua would be the development of statistical data-bases that allow comparisons between
Mäori children according to Taiwhenua which emphasise participation and retention levels,
and quality of education programmes, rather than endorsing Government policy aimed at
reducing disparities with non-Mäori. The data base could act as a tracking mechanism for all
Mäori children in each Taiwhenua.
26

3.3 Kura Kaupapa Mäori and Mäori medium education
Kura kaupapa Mäori schools developed, in part, as a response by Mäori to the deficient
educational outcomes of Mäori children in predominantly mainstream Päkehä centred schools.
Central to kura kaupapa Mäori schools are Mäori language, culture and ways of being Mäori,
that serve Mäori interests and aspirations. The language of instruction is predominantly Mäori
underpinned by a Mäori approach to pedagogy, knowledge, customs and values.
There is some evidence that in the Mäori language immersion sectors kura kaupapa and
wharekura 13 do not experience problems associated with participation and achievement as
Mäori children seem to do in mainstream programmes. For example, suspensions and expulsions
appear not to occur at all 14 . Preliminary results of a national survey comparing 1000 Year 8
students in Mäori immersion settings with those Mäori students in English language settings
suggest kura Kaupapa Mäori children are doing as well as children in mainstream English
language settings (Crooks and Flockton 2002) (Tomlins Jahnke 2002).
According to Jefferies, there is also substantial anecdotal evidence that report students are
“...highly motivated, exhibit positive peer pressure, achieve to high standards, have few
attendance or behavioural problems, exhibit high self esteem, do not suffer from racism, receive
positive support and high expectations from their teachers and are surrounded by positive role
models”(Jefferies 1997).
In 1999 there were 59 kura kaupapa Mäori nationally with 21,344 students involved in Mäori
medium education for over 30% of the time (7.5 hours or more per week). This represents
14.7% of all Mäori students (MOE 2000)p37.
In 2002 there are seven funded kura kaupapa Mäori in Ngäti Kahungunu with a total roll of
approximately 497 children. However, other schools that are not offically designated kura
kaupapa Mäori offer various levels of immersion as bilingual, partial or full.
Table 8 shows that at 1 March 2002, there were 10 Full primary schools in the Wairoa Taiwhenua
that offer Mäori medium education to approximately 592 children, about 50% of all primary
aged Mäori children in the rohe. Although only 50% of the schools provide high levels of
immersion (Levels 1 and 2), this represents 73% (433) of all children receiving immersion
education.
In Whanganui ä Orotu, seven schools including two intermediate schools, provide Mäori
medium education to 511 children. One school offers Level 1 (81-100%) with the majority of
schools providing at least 30% immersion levels or more.
Over a thousand children within Heretaunga are receiving Mäori medium education, approximately
38.6% of all Mäori children in this taiwhenua. The number of kura kaupapa (there are two),
and evidence that there is twice the number of children represented in immersion schooling
in Heretaunga than in any other region, probably reflects the large population of Mäori, 48%
of all Mäori living in the Ngäti Kahungunu rohe, who live in Heretaunga.
13 The low number of enrolments in Mäori medium language schools compared to Mäori enrolments in mainstream
Päkehä schools caution against making definitive generalisations.
14 Pers.comm. Toni Waho, Past Chairperson National Kura Kaupapa Mäori Committee. Principal. Te Kura Kaupapa
Mäori o Mana Tamariki, Palmerston North, NZ. 12/01/02.
15 This does not include enrolment figures for Kura kaupapa Mäori in Wairarapa. However, figures for 1999 were
40 (Hood, 1999:16).
27

In Tamatea three of 16 schools, and in Tamaki nui ä rua two of 22 schools, are listed as
providing 30% or more immersion education. This is possibly due to the large numbers of
small isolated rural schools scattered throughout these taiwhenua. Kohanga reo tend to be
located close to the kura kaupapa and schools offering bilingual education.
The NKII Strategic Plan envisages te reo Mäori taught at all levels in all schools (p3). The
vision of the Ngäti Kahungunu Knowledge Wave Conference was that every Kahungunu family
would be fluent in te reo by 2020 (p2). This is a long-term target as the capacity to deliver,
increases both within the schools and local communities.
In 1998, the percentage of teachers proficient in Mäori 16 was extrememly low (see Table 7).
In Hastings for example where the majority of the Mäori population in Kahungunu is located,
only 10% of all teachers are Mäori and 9.2% of all teachers proficient in Mäori language. By
contrast 34.7% of all teachers in Wairoa are Mäori with 30% of all teachers proficient in te reo.
The significance of Mäori teachers teaching Mäori children is supported by recent research
by Bishop et als. Their study looked at effective teaching and learning strategies for improving
the reading and writing in te reo Mäori in Mäori medium primary schools. Their research found
that the teachers in the study created culturally appropriate and culturally responsive contexts
for learning. Such a context allows Mäori children to be Mäori and to make sense and meaning
of the world to learning interactions, as Mäori (Bishop 2001).
The Government announced its intention to put 3,700 full-time teacher equivalents into
classrooms by 2006 (NZPA 2002). This could be an opportunity for NKII or Taiwhenua and
the MOE to set relevant targets for increasing the number of kura kaupapa Mäori and immersion
levels in schools, retaining Mäori medium teachers, increasing the level of Mäori staff and
increasing teacher proficiency in te reo Mäori for each Taiwhenua. Further research is also
necessary to investigate the impact of Mäori medium education on Mäori children in kura
kaupapa and bilingual schools within Ngäti Kahungunu.
16 These figures are not broken down by ethnicity so not all proficient teachers are necessarily Maori.
28

Table 7
Percentage of teachers proficient in Mäori
(bilingual, partial and full immersion) 1998
District Proficient Total Teachers % Proficient Mäori Teachers % of Maori
Teachers
Wairoa 42 138 30.4 48 34.7
Napier 49 680 7.2 50 7.3
Hastings 71 775 9.2 77 9.9
Central H. Bay 19 178 10.7 22 12.3
Tararua 8 231 3.5 14 6.0
Masterton 22 363 6.1 21 5.8
Carterton 2 44 4.5 3 6.8
South Wairarapa 6 86 7 6 6.9
Percentage of teachers proficient in Maori (bilingual, partial and full immersion) 1998
Number
900
800
700
600
500
400
300
200
100
0
40
35
30
25
20
15
10
5
0
Percentage
Wairoa
Proficient
Total Teachers
Mäori Teachers
% Proficient
% Teachers
Napier
Hastings
Central
H.B.
District
Taraua
Masterton
Carterton
South
Wairarapa
29

Table 8
Mäori medium and Kura Kaupapa Mäori school enrolments
as at 1 March 2002
Taiwhenua *Te Kura Kaupapa Mäori.... Student no’s School Type
#Mäori medium/bilingual School
Wairoa *Ngati Kahungunu o Te Wairoa 38 Full Primary
#North Clyde-L1/L3 126 Full Primary
#Nuhaka School-L1/L4 52 Full Primary
#Öpoutama -L4 20 Full Primary
#Möhaka-L4 44 Full Primary
#Ruakituri-L4 17 Full Primary
#Te Mähia-L4 68 Full Primary
#Te Reinga-L4 10 Full Primary
#Wairoa Primary-L2/L4 185 Full Primary
#Whakakï-L1 32 Full Primary
Total 592
Whanganui a Orotu *Te Ara Hou 114 Composite
#Maraenui Bilingual-L1/L2/L4 223 Full Primary
#Bledisloe-L4 76 Contributing
#Napier Intermediate -L4 28 Intermediate
#Richmond-L2 86 Contributing
#Riverslea-L4 65 Contributing
#Te Häroto-L2/L3/L4 7 Full Primary
#Wycliffe Intermediate-L2 26 Intermediate
Total 511
*Ngäti Kahungunu ki Heretaunga 110 Composite
Heretaunga *Te Wänanga Whare Täpere o Takitimu 33 Full Primary
#Paki Paki-L1/L3 173 Full Primary
#Mangateretere-L1/L3 109 Full Primary
#Ömähu-L3 55 Full Primary
#Flaxmere-L2 132 Full Primary
#Haumoana-L4 38 Contributing
#Kimiora Community-L4 51 Full Primary
#Peterhead-L3/L4 332 Full Primary
#Te Hauke-L1/L2 31 Full Primary
#Waimärama-L4 5 Contributing
Total 1069
Tamatea *Takapau 32 Full Primary
#Ötäne-L3 19 Full Primary
#The Terrace School-L2 43 Full Primary
Total 94
Tamaki nui a Rua *Tamaki Nui ä Rua 72 Full Primary
#Woodville School-L4 32 Full Primary
Total 104
Wairarapa *Wairarapa 98 2468
(Source: MOE 2002)
Levels of immersion are determined by the approximate time spent teaching in Te Reo Mäori. Thus
the levels are as follows:
Level 1 (81-100%) immersion
Level 2 (51-80%) immersion
Level 3 (31-50%) immersion
Level 4 (12-30%) immersion
30

4.0 Mäori Membership on Boards of Trustees
In their report to the Ngäti Kahungunu Mätauranga Board, Te Taiwhenua o Tamaki Nui ä Rua
highlighted the need for Mäori whänau in their district to increase their involvement in schools,
particularly as Board of Trustee (BOT) members. They reported that of the 34 schools in their
district,17 had no Mäori board members, representing 50% of the schools without Mäori
participation in governance. In 2001 the number of Mäori BOT members totalled 15 (Chase
2001). The issue of Mäori under-representation on school BOT’s has been an ongoing problem
nation-wide since the education reforms of Tomorrow’s Schools were first introduced by the
fourth Labour Government in 1989. Very often Mäori are the single voice for their community
on these committees with little or no chance of advancing Mäori interests in a context where
non-Mäori dominate (Johnston 1992).
Table 9 shows the BOT membership across Ngäti Kahungunu in 1999. The pattern of
membership indicates that Mäori remain under-represented on most boards such as in Hastings
where Mäori represented only 22% of board membership. However in Wairoa Mäori comprised
over half of all BOT members.
Issues relating to Governance and management structures particularly of schools located in
small rural communities has led to the formation of Cluster Schools such as the Wairoa West
Cluster Schools (WWCS). Among the central aims in the formation of WWCS are to share
ideas and best practice, of combining boards on a small scale and the appointment of a
Schools’ Director for a fixed term period to assist with the management and governance of
schools generally (WWCSSC 2002). This is an attempt to address issues such as board
disharmony, recruitment of sufficient numbers of board members to ensure strong competent
boards. It is also seen as a way of reducing school governance requirements and obligations
and reducing the pressure on principals to guide boards (ibid) 17 .
Table 9
Mäori Membership on Boards of Trustees 1999
District
Elected /appointed parent
Co-opted member
Mäori % of Total Mäori % of Total
Wairoa 59 55.7 12 70.6
Hastings 62 22.3 18 38.3
Napier 21 13.7 7 30.4
Central HB 18 18.2 4 20
Tararua 13 8 7 23.3
Masterton 8 6.5 2 11.1
Carterton 7 21.2
Sth Wairarapa 3 7.5 1 16.7
Source: MOE, March 2000
17 See also MOE (2000). Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools
on Engaging with Maori Parents, Whanau and Communities. Wellington, Ministry of Education.
31

Maori members of Boards of trustees
70
60
50
40
30
20
10
0
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
Carterton
South
Wairarapa
Number
80
70
60
50
40
30
20
10
0
Percentage
Elected/appointed parent Maori
Co-opted member Maori
elected/appointed parent % of total
Co-opted member % of total
District
32

5.0 Specialist Education Services/ Group Special
Education 18
The collection of data for Group Special Education (GSE) has been especially problematic
because Ngäti Kahungunu spans four GSE offices - Gisborne, Napier, Palmerston North and
Wellington. Added to this is the inconsistency between offices in terms of how statistical
information is collected and defined in their computer databases. For example, only one of the
four offices holding information on Mäori living in Ngäti Kahungunu was able to supply us with
information specifically for the Kahungunu rohe that their office serves, including a breakdown
by age, gender and ethnicity. Unfortunately the data provided by this office was compromised
by the use of two categories to describe Mäori ethnicity as Mäori/European and NZ Mäori, and
the organisation of data into three ethnic categories, the third category being Päkehä.
The inability of three offices to extract information specifically for Mäori living in Ngäti Kahungunu
and the inconsistent definitions of ethnicity by the one office that was able to, has meant that
an analysis of the data from all four offices that would produce a reliable profile of GSE in Ngäti
Kahungunu could not be assured and so has not been undertaken. Therefore this section of
the report remains incomplete. But it does indicate the need for the MOE to work with NKII
to provide further statistical information that is both useful and relevant.
What follows therefore, is a brief discussion on Mäori staffing capacity and a description of
each of the strands of GSE.
There are four strands in the delivery of SES/GSE services - Inclusive, Behaviour, Communication
and Early Intervention Services. The national focus for GSE is to enhance its capability in
meeting the needs of Mäori children and their whänau. The level of Mäori staff in the GSE
workforce that serves Ngäti Kahungunu is extremely low which reflects a national problem.
In the Central Area for example, Mäori staff figures total eight, seven of the staff are in the
Behaviour Services and one is located in the Behaviour strand. There are no Mäori staff in
the Communication or Inclusive Services. 19 In the Greater Wellington area which also services
Wairarapa, there are 15 Mäori staff working across three strands. There are no Mäori staff in
the Communication services. Details from the Gisborne office which services the Wairoa
Taiwhenua, show there are six Mäori staff including two administrators. Two vacancies exist
for a Mäori focus behaviour support worker and a Mäori focus special education advisor.
Mäori women dominate the GSE workforce and comprise 19 of the 29 positions across the
four offices - Gisborne, Hastings, Palmerston North and Wellington.
Despite the recruitment of Mäori to Mäori focus/cultural advisory positions which has assisted
in increasing GSE capability, workforce recruitment and development and the retention of
Mäori remain a critical area of concern. One strategy has been through the development of
Memoranda of Understanding with iwi in an attempt to also forge close links with Mäori
providers. A reciprocal arrangement means increasing the capabilities of GSE and the providers
in reponding to the special education needs of Mäori children, young people and their families
(S.E.S 2001) p11.
18 The Specialist Education Services integrated with the Ministry of Education on 28 February 2002 and is now
Group Special Education Services.
19 Carol Trail, Admin Coordinator GSE Palmerston North.
33

Inclusive Services “..provides a range of specialist and therapy services designed to facilitate
the inclusion of students verified under the Ongoing and Reviewable Resourcing Scheme
(ORRS), and specified students with on-going needs, to participate successfully in their school
community” (ibid:29). Up to March 2002 Mäori children made up 19.17% of the total number
of students provided with this service, nationally.
Behaviour Services are provided for “students presenting with the most difficult behavioural
and emotional challenges. The service [is]...designed to reduce behaviour problems and help
students to successfully continue their education..” p 31. Delivered through the Behaviour
Support Teams, the programmes and interventions are designed specifically to meet the
individual needs of the student and their schools. In the main, students are provided with
services in their school settings although in some circumstances, students are withdrawn from
school to a Centre for Extra Support. During the period July 2001 to 27 February 2002, Mäori
students made up 32.4% of the total number of students provided with this service.
Communication (Speech-language Therapy) Services “provide specialist identification,
assessment and intervention services for students with communication disorders and
delays...focussing on students in years 1-3 of compulsory schooling and their communities.”
p 33. Priority is given to students with higher level needs as determined by initial screening
procedures. Mäori students were 19.74% of the total number of students provided with this
service. The absence of qualified Mäori speech language therapists means that children who
are in Mäori language medium environments may not be identified early enough. There were
9 Kura Kaupapa Mäori who received training in the Kawea Te Rongo Programme, an oral
language assessment kit written in te reo. No kura in the Ngäti Kahungunu rohe were included
in this training.
Early Intervention Services involve “the provision of a range of services to meet a child’s
physical, cognitive, communication and social/emotional needs within the context of their
family...”p35. National figures show that Mäori children made up 16.9% of the total number
of students provided with this service which is restricted to children aged 1 to 7 years. They
also comprise 58% of all enrolments with the number of boys out numbering girls by 3:1.
Specific targets for Mäori are contained in Outcome Five of the Annual Report 2001/2002.
These include 3 performance indicators aimed at improving learning outcomes for the students
(at least 75% of students), increasing the skills of families to support their child (at least 75%
of families) and increasing the skills of educators (at least 75% of educators) in regular and
Mäori immersion settings. The main focus is to provide support to children with special needs.
Information received from one office shows that workshop courses have been held for Mäori
parents and their whanau, and for educators across early childhood, schools and kaupapa
Mäori contexts. Following negotiation, one school will commence participation in the Eliminating
Violence programme 20 . Further information is required on the outcomes of these performance
indicators for Mäori in the Ngäti Kahungunu rohe.
20 Grant Gunning, Gisborne.
34

6.0 SECONDARY SCHOOL
6.1 Enrolments-retention and attrition
There are 18 state secondary schools (Table 10) and 12 integrated schools (Table 11) in Ngäti
Kahungunu. Of the thirty schools, less than half are co-ed schools perhaps reflecting the large
number of single-sex boarding schools (there are 15) that have traditionally attracted students
from isolated rural areas throughout New Zealand.
The three Mäori boarding schools - Hukarere, Hato Hohepa and Te Aute are among the oldest
in the region, and have a predominantly Mäori student population from many different iwi.
Hukarere and Hato Höhepa remain focussed on providing secondary education for Mäori girls
with Te Aute also accepting female enrolments into what had been originally an all boys’ school
for well over a century until the early 1990’s. Historically Mäori boarding schools have consistently
produced high calibre leaders in all fields of endeavour both in New Zealand and abroad
(Jenkins and Morris-Mathews 1995). Despite the challenges highlighted by recent adverse
publicity (Smith 1996) these schools provide a Mäori centred environment singularly focussed
on the development of Mäori student potential. There is also a small but growing number of
Mäori students enrolled in high decile (9-10) integrated, private and state schools 21 in
Kahungunu that seem to provide a positive environment for Mäori student achievement.
As with national trends, state schools in the lower decile areas in Ngäti Kahungunu have high
Mäori student populations - Wairoa and Flaxmere are examples. The pattern of Mäori school
enrolments (table 12) however, shows a dramatic decrease in retention rates of students after
aged 16 which supports national trends where Mäori are over represented among early school
leavers (TPK 1998) p11. However, since 1994 Mäori retention rates, which had more than
doubled in the decade since 1984 (Davies and Nicholl 1993), have shown a steady downward
trend. Among reasons given for the persistently high levels of Mäori student attrition, include
the practice of retaining some Mäori children from promotion to the standards at primary
(McDonald 1988) ultimately increasing the ages of Mäori students at entry to secondary. Many
students leave around their 16th birthday, the age at which compulsory attendance ends (Hood
1999)p18.
The attrition rates (table 13) indicate Mäori students are leaving well before their senior years
thus reflecting national trends (ibid). There is clear evidence of a crisis in Mäori secondary
education when retention rates are compared alongside the attrition levels of Mäori students
at post-compulsory ages 16-18. Wairoa and Central Hawkes Bay are the only areas where
attrition levels of 16 year olds are below 30%, although Wairoa rates increase expeditiously
for 17 and 18 year olds - 63.1% and 96.7% respectively. Of all Mäori students aged 16 to 18
years, an estimated 62.4% (the median across Kahungunu) have left school essentially reducing
their access to national qualifications, entry to tertiary education and assured employment
opportunities. Taking into account tertiary education providers, Table 14 shows a slight reduction
in attrition rates during these years.
21 See for example, Kimberley Taylor Head Girl and Dux at Woodford House 2001 and is now at Medical School.
2002 Raukura Huata at Iona College, Havelock North won the Korimako Senior English title.
NKII (2002). Kahungunu Speaking Talents. Hoea Ra: Iwi Newsletter, August. Hastings.
In 2001 Sean Tomlins Y11 at Lindisfarne College, Hastings received high marks in School Certificate and was one
of 20 boys invited to proceed to Y13 and sit bursary exams Lander, G.W. (2002).
Academic Tie. Lindisfarne college Newsletter. Hastings.
In 2001 Mahea Tomoana was Head Prefect at Havelock North High. In 2002 Corey Solomon is Head Prefect at St
Johns College.
35

Table 10
List of Secondary State Schools and Mäori roll 2001
Taiwhenua School Decile Roll Mäori Roll % Mäori
Heretaunga Karamu High 3 611 166 27.2
Flaxmere College 1 441 288 65.3
Hastings Girls High 2 637 202 31.7
Hastings Boys High 2 638 290 45.5
Havelock North High 8 1045 136 13
Tamatea Central Hawkes Bay College 4 572 163 28.5
Tamaki nui Dannevirke High 5 558 120 21.5
Tararua College 5 592 73 12.3
Wairoa Wairoa College 1 495 377 76
Whanganui Napier Girls High 6 794 123 15.5
Napier Boys High 5 921 207 22.5
Tamatea High 5 499 99 19.8
Taradale High 9 779 92 11.8
Colenso High 3 486 149 30.65
Napier Community 1
Sacred Heart College 5 322 74 23
Wairarapa Wairarapa College 1006 169 16.8
Makoura 363 104 28.65
Kuranui 340 130 38
(Source: MOE 2002)
Table 11
Integrated Secondary Schools
Taiwhenua School Decile Roll Mäori Roll % Mäori
Heretaunga Iona College 10 245 14 5.7
Lindisfarne College 9 245 14 5.7
St John College 4 374 85 22.7
Taikura (Rudolf Steiner) 7 364 50 13.7
Woodford 10 276 15 5.4
Whanganui Hukarere Girls College 1 67 65 97
St Josephs Mäori Girls College 3 199 199 100
Tamatea Te Aute College 3 211 209 99.1
Wairarapa Chanel 265 30 11.3
Rathkeale 245 7 2.8
St Mathews College 316 25 7.9
Solway College 10 155 13 8.4
(Source: MOE 2002)
36

Table 12
Mäori School enrolments 2000 with % for all ages
District
Under 16 Age 16 Age 17 Age 18 Over 18 Total for all
No. % No. % No. %
ages
Wairoa 1,436 76 4.8 42 2.7 4 0.25 3 1,560
Napier 2,540 161 5.7 92 3.2 22 0.77 11 2,826
Hastings 4,424 177 3.7 122 2.5 42 0.88 9 4,774
Central H.Bay 807 42 4.7 27 3.0 9 1.00 885
Taraua 826 41 4.6 15 1.6 4 0.44 3 889
Masterton 963 53 5.0 26 2.4 9 0.80 3 1,054
Carterton 179 179
South Wairarapa 346 11 2.9 16 4.2 3 0.80 2 378
Total 11,521 561 4.8 34 2.7 93 0.80 31 12,546
(Source: MOE 2002)
5000
Mäori School Enrolments 2000
Enrolments
4000
3000
2000
1000
Under 16
Age 16
Age 17
Age 18
Over 18
0
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
Carterton
South
Wairarapa
District
Mäori School Enrolments 2000 % for all ages
Percentage
6
5
4
3
2
1
0
Wairoa
Napier
Hastings
Central
H.B.
Taraua
District
Masterton
Carterton
South
Wairarapa
Total
Age 16 %
Age 17 %
Age 18 %
37

Table 13
Estimated retention and attrition rates of Mäori students in school
at post-compulsory ages, 2000
District Mäori Students staying in school (%) – Mäori students leaving school (%)
Age 16 %
Age 17 %
Age 18 %
Age 16 –18 %
Retention Attrition
Retention Attrition
Retention Attrition
Retention Attrition
Wairoa 73.1 26.9 36.9 63.1 3.3 96.7 36.1 63.9
Napier 70.0 30.0 44.2 55.8 10.2 89.8 42.2 57.8
Hastings 61.0 39.0 44.5 55.5 13.9 86.0 39.4 60.2
Central H.Bay 76.4 23.6 45.8 54.2 11.1 90.0 40.0 60.0
Taraua 69.5 30.5 26.8 73.2 6.9 93.0 34.7 65.3
Masterton 56.4 43.6 31.7 68.3 10.8 89.2 34.0 66.0
Carterton
South Wairarapa 42.3 57.7 48.5 51.5 12.5 87.5 36.1 63.9
Median 64.1 35.9 39.7 60.2 9.8 90.3 37.5 62.4
(Source: MOE 2002)
Estimated retention rates of Mäori students
in school at post-compulsory ages, 2000
Number
100
50
0
16
17
18
16-18
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
Carterton
South
Wairarapa
Meedian
District
Table 14
Estimated retention and attrition rates of Mäori students in education
(including tertiary education providers) at post-compulsory ages, 2000
District Mäori Students staying in education (%) – not staying in education (%)
Age 16 %
Age 17 %
Age 18 %
Age 16 –18 %
Retention Attrition
Retention Attrition
Retention Attrition
Retention Attrition
Wairoa 75.0 25.0 40.5 59.5 25.8 74.2 46.0 51.0
Napier 73.5 26.5 50.5 49.5 34.7 65.3 53.4 46.6
Hastings 62.8 37.2 48.9 51.5 26.5 73.5 45.7 54.3
Central H.Bay 80.0 20.0 49.2 50.8 19.8 80.2 45.6 54.4
Taraua 71.2 28.2 28.6 71.4 24.1 75.9 41.6 58.4
Masterton 61.7 38.3 34.4 65.6 28.9 71.1 42.9 57.1
Carterton
South Wairarapa 42.3 57.7 54.5 45.5 25.0 75.0 42.2 57.8
Median 66.6 33.3 43.8 56.2 22.8 73.6 45.3 54.2
38

Estimated retention rates of Mäori students in education
(including tertiary education providers)
at post-compulsory ages, 2000
Number
100
50
0
16
17
18
16-18
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
Carterton
South
Wairarapa
District
6.2 Qualifications
Important outcome measures of state schooling and the level of participation of Mäori students
are the qualifications that they gain in the senior years of secondary education. The introduction
of NZQA unit standards has added to the complexity of the situation. The unacceptable levels
of retention and attendant attrition rates of Mäori students in Kahungunu have enormous
implications on a number of levels including the distribution of grades because less students
are leaving school with basic state qualifications. Table 15 demonstrates that on average, over
half of the Mäori students who sit school certificate examinations achieve results below a C
grade. While fewer Mäori students get to sit higher state examinations - UE, scholarship and
University Bursaries, over half of those students who do sit these exams score medium grades
of C or higher. Central Hawkes Bay students, 81.4% in 2000 were significantly higher at this
level compared to less than 50% (46.2%) of students in Hastings and 13% in South Wairarapa.
However, other factors need to be taken into account such as student numbers entering higher
state exams and school policy related to student readiness or capability. Some schools only
allow students most likely to achieve successful outcomes to sit national exams.
Levels of retention and attrition rates impact significantly on the highest attainment levels of
Mäori school leavers. In Kahungunu, Table 16 shows that there are disproportionately more
students who leave school unqualified than there are students who gain the highest qualificationsagain
reflecting national trends. A comparison of school leaver statistics of individual schools
in the Wairoa and Whanganui-ä-Orotu taiwhenua in 1999- Table 17, indicates an inconsistent
level of educational outcomes for Mäori students across the region. For example 68.8% of
school leavers from St Josephs Mäori Girls left school with Form 7 qualifications and 52.6%
from Sacred Heart College. At St Josephs, 99% of the girls and 25% of the student population
at Sacred Heart are Mäori. The results from these schools contrast significantly with Colenso
High where 31% of the school roll is Mäori and more than half- 58.7% leave school without a
qualification. Researchers have found that students who reach the 7th Form are more likely
to go to university and that this was also the case for Mäori students who reached this level
(Chapple, Jefferies et al. 1997).
39

Table 15
The % distribution of grades for Mäori students on SC and University
Bursaries/Entrance Scholarship papers excluding school cert results
for Te Reo Mäori 2000
District
School Certificate
University Bursaries /
Entrance Scholarship
C or higher % below C
C or higher % below C
Wairoa 37.9 62.1 66.7 33.3
Hastings 46.8 53.2 46.2 53.8
Napier 46.5 53.5 64.1 35.9
Central HBay 40.1 59.9 81.4 18.6
Tararua 35.2 64.8 70.0 30.0
Masterton 39.3 60.7 59.6 40.4
Carterton
South Wairarapa 33.3 66.7 13.3 86.7
Median 39.87 60.12 57.32 42.67
Table 16
School leavers by Highest Attainment, 2000
(Source: MOE 2002)
District
No quals S.Cert 6Fm Cert U.E/HSC A/B bursary
No. % No % No. % No. % No. %
Wairoa 32 32.7 7 7.1 34 34.7 21 21.4 4 4.
Hastings 71 24.7 73 25.4 80 27.4 55 19.2 8 2.8
Napier 56 26.2 44 20.6 64 29.9 35 16.4 15 7.0
Central HB 8 14.3 11 19.6 28 50.0 5 8.9 4 7.1
Tararua 22 44.9 12 24.5 12 24.5 2 4.1 1 2.0
Masterton 30 34.9 21 24.4 15 17.4 16 18.6 4 4.7
Carterton
South Wairarapa 7 35 1 5 11 55 1 5
Table 17
(Source: MOE 2002)
Mäori School leavers 1999 Wairoa and Te Whanganui ä Orotu
Mäori With Form 7 No Qualification
Schools Roll (%) Qualifications or < 12 Credits Level 1
(%) (%)
Wairoa College 73.50 36.40 27.10
Napier Girls High 13.90 20 24
Napier Boys High 19.90 35.7 17.90
Tamatea High School 16.40 2.9 20
St Josephs Mäori Girls 99.40 68.8 0.00
Sacred Heart College 24.40 52.6 5.3
-Napier
Colenso High 30.90 19.60 58.70
Taradale High 5.40 23.5 29.4
Hukarere 98
(Source: MOE Sept 2001)
40

Table 18
State Benchmark Indicators: Mäori Boarding Schools
School
School
Certificate
2000
University
Bursary 2000 (%)
All School
Leavers 2000
Mäori School
Leavers 2000
% B grade
or higher
B or
high
C or
high
St Josephs 30.8 29.4 63.2 15.8 50.0 0.0 50.0 0.0
Hukarere - - - - - - - -
Te Aute 17.3 28.6 85.7 4.8 21.5 3.6 21.4 3.6
A
Bur
w/FM 7
Quals
No.
Quals
w/FM 7
Quals
No.
Quals
(Source: MOE Sept 2001)
6.3 School Suspensions
Indicators to assess the status of Mäori education include levels of participation, retention,
attrition, attainment, suspensions and expulsions. In 1997 Mäori students accounted for 41.7%
of all students who were suspended or expelled (TPK 1998)p10 -11. By 2001 Mäori accounted
for 49%, but made up only 21% of school students. Schools can also opt to stand-down
students where they are formally removed for a specified period. Figures for the 2001 school
year till June show that stand-downs were applied to 8565 students overall.
Most students described in this report are located in mainstream non-Mäori centred schools.
Some argue that the disjunction between the Päkehä centred school habitus and the social
and cultural realities of Mäori students is alienating and becomes so intolerable that many
Mäori students resist and simply opt out (Peters and Marshall 1989) (Tomlins Jahnke 1997)
(Tomlins Jahnke 2002). Jefferies highlights the views of Mäori secondary teachers who suggest
that it is the inability of some teachers to deal with Mäori students in a reasonable manner
which has very often “...acted as precursors leading up to suspensions..” and that these were
“...in most cases the fault of insensitive teachers.”(Jefferies 1997)p46. Such views are also
supported by the work of Mitchell and Mitchell (Mitchell and Mitchell 1993).
The Wellington Community Law Centre (WCLC), a service that advises parents of suspended
students, has called for an independent review of Mäori suspensions and expulsions. The
WCLC maintain that students are not always treated fairly. They list procedural problems
including breaches of natural justice, school boards taking the Principals word over that of the
child and not informing parents of their rights to challenge a stand-down or expulsion as
examples of unfair practice (Haines 2001). Significantly, in the Mäori language immersion
sector, suspensions and expulsions appear not to occur at all (Tomlins Jahnke 2002:5).
Table 19 indicates that in the year 2000 suspension and expulsion levels in Kahungunu were
generally high for all districts and particularly in the Tararua and Masterton areas per rate of
enrolment. Approximately 58% of all Mäori suspensions in Kahungunu were male students,
although figures in Wairoa and Tararua were similar in number for both gender. In Hastings
and Napier 1 in 5 suspensions are Maori girls. At a national level, Mäori are traditionally overrepresented
in suspension statistics. In Kahungunu this is no exception. Mäori boys feature
negatively in all suspension and expulsion statistics which indicates that Mäori boys in particular
are at risk and are not catered for in compulsory schooling in Ngäti Kahungunu.
41

Table 19
School Suspensions, 2000
District Mäori Non - Mäori
M F total M F total
Mäori rate
per 1000
enrolled
Non - Mäori rate
per 1000
enrolled
Wairoa 19 18 37 1 1 23.7 2.2
Napier 50 10 60 33 10 43 21.2 5.2
Hastings 53 12 65 14 10 24 13.6 2.5
Central H.Bay 12 5 17 4 3 7 19.2 4.1
Tararua 17 14 31 11 4 15 34.9 4.9
Masterton 20 14 34 36 4 40 32.3 9.1
South Wairarapa 2 2 3 3 5.3 2.5
Total 173 73 246 102 31 133
(Source: MOE 2002)
School Suspensions, 2000
60
50
40
30
20
10
0
Wairoa
Napier
Hastings
Central
H.B.
Taraua
Masterton
South
Wairarapa
Number of
Mäori Male Non-Mäori Male Mäori rate per 1000 enrolled
Mäori Female Non-Mäori Female Non-Mäori rate per 1000
District
6.4 Suspensions Reduction Initiative 2003
The unacceptably high levels of Mäori student representation in suspensions is the incentive
behind the MOE’s Suspensions Reduction Initiative (SRI). The aim of the SRI is to reduce the
rate of Mäori suspensions and to improve the retention rates and achievement levels of all
students, especially of Mäori students. Participating schools sign a Memorandum of
Understanding, submit a Project Plan and receive direct funding from the MOE.
A major thrust of SRI is the geographical clustering of schools to work together at addressing
suspension issues and developing reduction strategies. This has required schools to identify
key factors in the suspension of Mäori students. These include issues facing suspended
students, reasons why suspensions are taking place and identifying effective-practice models
for dealing with suspension issues.
42

In Hawkes Bay, Table 20 and Table 21 show the suspensions and stand-down numbers for
cluster schools and some non-cluster schools for the period 1999 to 2001. Although the figures
are not specified according to ethnicity, it is highly likely that the majority of students are Mäori.
The outcomes in Table 20 appear inconsistent across Cluster Schools. There are significant
reductions in suspensions at Central Hawkes Bay and Hastings Boys High and in the case
of Central Hawkes Bay a corresponding reduction in stand-downs. Most other schools remain
either at the same level or show an increase in both suspensions and stand-downs such as
Napier Boys High School and Tamatea.
Concern among schools about the delivery of education to Mäori students, has led to a number
of schools seeking collaborative relationships with the local Mäori community in an attempt
to address suspensions and other issues. The MOE has assisted these schools by enlisting
the help of Kahungunu kaumätua, particularly experienced educationalists, to facilitate meetings
between the school, the Board of Trustees and the Mäori community (Munro 2001).
Recommendations resulting from a series of meetings held between one school and the Mäori
community has resulted in the school beginning the implementation process (Savage, Arnold
et al. 2002).
Table 20
Number of Suspensions and Stand-downs in Cluster Schools, 1999-2001
1999 2000 2001
Cluster Schools Suspension Stand-down Suspension Stand-down Suspension Stand-down
Wairoa 16 94 18 72 17 59
Central Hawkes 12 29 18 32 5 22
Bay
Colenso 23 60 25 83 21 77
Hastings Boys 13 23 12 38 2 29
High
Havelock North 5 47 14 59 3 42
Napier Boys High 17 45 21 36 27 52
Tamatea 19 52 22 95 26 98
Total 105 350 130 415 101 332
Table 21
Number of Suspensions and Stand-downs in Non-Cluster Schools, 1999-
1999 2000 2001
Non Cluster Schools Suspension Stand-down Suspension Stand-down Suspension Stand-down
Flaxmere 12 26 30 51 5 30
Hastings Girls 5 32 9 44 9 44
High
Karamu 1 25 4 26 3 30
Napier Girls High 3 9 2 8 0 19
Sacred Heart 0 2 2 3 0 4
St Johns 6 26 4 49 15 41
St Josephs 0 0 0 0 0 3
Taradale 3 15 0 17 1 14
Te Aute 1 3 5 1 6 1
Total 31 138 56 200 39 186
43

6.5 Alternative Education
Alternative Education (AE) was the Governments response in 1999 to the large numbers of
13 to 16 year old students who, for various reasons were excluded from participation in
mainstream schooling. The purpose of AE is
“...to provide new learning opportunities for young people who are outside of, and alienated
from, the education system. Either they are unwilling to attend a regular school or schools are
unwilling to enrol them in a mainstream setting”(ECAET 2002:2).
The Ministry of Education pays funds directly to secondary schools at the same rate as pupils
enrolled at school and in line with the 40 week school year. In 2000, Skill New Zealand was
contracted to manage AE for the Hawkes Bay Consortium of schools and to interpret the
consortium’s vision for AE into a functional working model (ibid:3). The predominance of Mäori
and particularly young Mäori males referred to the programme, an average of 81% of the
placements over the two years since it’s inception, influenced the contracting of appropriate
providers versed in tikanga Mäori and whose tutors were good role models.
Such providers were deliberately selected over trained secondary school teachers (ibid:4). In
their report to the General Manager of Skills NZ, the East Coast Alternative Education Team
(ECAET) raised their concern at the predominance of young Mäori males in the programme
and that they were not being catered for within the compulsory education sector (ibid: 15).
The coordinator of one Mäori provider in the Ngäti Kahungunu rohe offering three placements
in an administration and computing course, was positive about the students they have received.
Among reasons for the expulsion of students on her courses were fighting, drugs and nonattendance.
She described the AE programme as not only an opportunity to offer skills
enhancement but also to provide a secure environment for students whose experiences of
schooling are negative and hostile. Many are reluctant to leave her course and some stay until
they reach 18 years when they must either transfer to a Youth Programme or enter the
workforce. The coordinator suggested that the low student/tutor ratio and a focus on work
experience and life-skills are major reasons why the programme works so well for her
organisation. However, school holidays consistently disrupted routines and students were
generally unable to cope without regular and directed support. This was also confirmed in the
ECAET report.
There are five models of training in AE. These include supervised correspondence at home,
small and large group training, and attached places for a small number of students who have
succeeded in previous AE placements. Here, there is a strong vocational focus ultimately
aimed at employment or further education in industry training outside of AE such as the course
described above. Attached Places is also the model brokered by Flaxmere College in Hastings.
In evaluating their management of AE over the two years since 2000, ECAET concluded that
they had not achieved the best outcome for the ‘excluded’ student to a satisfactory degree in
Hawke’s Bay. Reasons for this include:
“The tension between the negative effects created for providers from the payment system and
the desire of Skill NZ to satisfy the Consortium, by maximising purchasing power, had a
damaging effect on our ability to produce better result [sic] for learners in terms of delivery and
pathway planning outcomes...” (ibid: 14).
44

The report gives this, and the inclusion of Skill NZ as part of the Tertiary Education Commission,
as principle reasons for withdrawing from the programme.
In terms of the referral system, the report claimed that
“ the integrity of the referral system was always under attack...providers sought to maximise
their numbers, agencies sought to place unverified students, mainstream students sought
perceivedly more attractive learning contexts and schools sought ways to short cut the alienation
criteria. This created a continuing need for the micro-management, for continual monitoring,
evaluating and adjusting of provision, based on patterns of student referral over the year” (ibid).
They concluded however, that successful outcomes for students who came through AE can
be measured by tracking their achievements and mapping their subsequent pathways.
Schools managing the AE consortium of schools and the programme providers in Ngäti
Kahungunu are shown in Table 22. A closer analysis of the participation of Mäori in AE across
Ngäti Kahungunu are highlighted in Table 23. Mäori tutors in the programmes number 27 with
an even mix of Mäori men and women. Predictably Mäori men are well represented in the
Trade and adventure based programmes. Mäori women on the other hand are located mainly
in the hospitality, numeracy and literacy programmes. Mäori students occupy 102 of the 119
AE places, with equal numbers of male and female students. The average age of the students
is 14.5 years. The length of programmes vary from a 6 weeks numeracy and literacy course
to sports and health programmes that run for 20 months. Student destinations post AE show
that the outcomes vary as well. But there is some encouraging indication that students are
either returning to school, proceeding on to further training programmes or finding employment.
Most AE programmes on offer are either manual skills based (eg kitchen hand, fieldworkers,
meat-processing), clerical and computing, or numeracy and literacy.
Table 22
Alternative Education in the Ngäti Kahungunu rohe - August 2002
Managing School
Wairoa College
Dannevirke High
Flaxmere College
Makoura College
Provider
Waikaremoana Trust Board
Rangitäne ö Tamaki nui a Rua
College of Future Learning
Agriculture NZ
Te Taiwhenua o Heretaunga
Whanganui Wharewänanga
Te Marama Learning Centre
TeTaiwhenua ö Te Whanagnui ä Orotu
Te Wero Studios
Treadmills Trust
Trade & Commerce Centre
Te Whatuiapiti Trust
Workforce Consultants
Wairarapa Youth Choices Trust
(Source: MOE Te Kete Ipurangi)
45

Table 23
Mäori Participation in Alternative Education in the Ngäti Kahungunu rohe
Provider & Alternative No of Mäori No of Places No of pupils Ave Age of pupils Ave length of Student Destination
Education Programme Tutors programme
College of Future 3 female 18 9 male
Learning 9 female 14-15 years 18 months • 3 returned to school
hospitality - kitchen
• 3 fulltime employment
hand
• 1 drug rehabilitation
• 11 other training
programmes
Te Marama Learning 3 female 20 15 female 13-15 years 20 months • 2 returned to school
Centre 1 male • 6 other training
sports, health, literacy programmes
& numeracy
• 1 remained
• 1 correxpondence
• 4 pregnant
• 1 overseas
Treadmills Trust 1 female 6 2 male 14 years 18 months • 2 training programme
Correspondence
1 male
Trade & Commerce 4 male 9 4 female 14-15 years 6 months • further training and
Centre 1 female 2 male employment
Automotive, computing,
customer service,
hospitality, food and
meat processing,
work place learning
Te Whatuiapiti Trust 1 male 6 3 male 15 years 6 weeks • 6 returned to school
numeracy & literacy
3 female
Workforce Consultants Ltd 2 male 26 10 male 14-15 years 4.5 months • re netted
numeracy & literacy 2 female 13 female • training
• employment
Te Wero Studios 4 male 18 13 male 14-15 years 18 months • 2 returned to school
Adventure base 4 female 5 female • 6 training programmes
programme and tikanga
Maori
Agriculture New Zealand 0 16 12 male 12 months • agriculture training
agricultal practices,
• return to school
workplace safety, maths,
• other training
english, arts, physical programmes
and health education,
life-skills
(Source: Pouwhakataki Napier Sept, 2002)
46

7.0 He Ara Tika: Mäori Youth Mentoring
Programme
This programme is targeted towards Mäori secondary-school students aimed at increasing the
participation and achievement levels of students, guided and supported by community volunteers
who are not education professionals. Mentoring is the central focus of this programme and is
provided to students individually or in a small group setting. The purpose is to encourage
students to remain and succeed at school and enter tertiary study.
Students enter the programme for one year with a right to continue in a subsequent year. Risk
indicators are used to gauge a student's eligibility. Students are nominated for mentoring by
the school, whänau, community workers or other government agencies and contracted providers
(Rïmene 2001a). The aim is to have 1000 Mäori secondary students in a mentoring relationship
by the end of 2002(Rimene 2001b).
The mentors are community volunteers who work with students for at least one 2 hour session
per fortnight for at least a period of one year. The core role of mentor is to be a trusting, caring
and mature adviser to students and to provide social and academic support. Likely mentors
are kaumätua, kuia, tertiary education students, professional people, people with special talents
in tikanga, sports or arts or those people with a general empathy for youth. All mentors receive
training before and during their time as a mentor based around the National Qualifications
Framework at level 3 (Rimene, 2001a).
In Ngäti Kahungunu, Te Taiwhenua o Te Whanganui ä Orotu is contracted by the MOE to
facilitate Te Ara Tika mentoring services in the Napier area. The target figures for 2001 were
15 mentors and approximately 30 students drawn from St Josephs Mäori Girls College, Hukarere
College, Napier Boy’s High, Tamatea High, Colenso High, Taradale High, Sacred Heart College
and Napier Girl’s High (Rimene 2001b).
47

8.0 The Flaxmere Project
The concept for this project evolved out of regular meetings held over a period of five or so
years, between the principals of the five Flaxmere schools. Education Review Office reports
indicate that the schools are well managed but student achievement remains below national
norms. Their concern was to find collaborative solutions to removing external barriers to learning
experienced by some children in Flaxmere that prevent them reaching their educational
potential. Although the project is not specifically aimed at Mäori children, all five schools are
decile 1A and the Flaxmere community consists of a substantial Mäori population. Thus, any
project interventions offered in Flaxmere are likely to benefit Mäori children and their families
as indicated by Table 24 below 22 .
Table 24
Students numbers on any project intervention
Total student number Mäori numbers % of total Non-Maori
(Pakeha/Pacific Is)
204 158 77.5 52
(Source: J.Marshall, Project Manager)
The project is unique in that it consists of multiple partnership arrangements between the
Flaxmere community, Iwi groups, the Flaxmere schools and the Ministry of Education. Each
group is represented on the Overall Project Group which has an advisory function. The project
is managed however, by the Flaxmere Management Group which consists of the five Flaxmere
school principals, the project manager and a local MOE representative.
The project is still in the implementation phase but at present there are three components that
are currently operating. Home School Liaison Personnel, computers in homes and a large
research project.
The role of the Home School Liaison Personnel (HSLP) is to strengthen links between home
and school by administering a range of initiatives relevant to the needs of the child and their
family. Such activities include parenting education, assisting with homework routines, numeracy
and literacy, learning support and information dissemination between home and school. Of the
eight Home School Liaison personnel, five are Mäori thus reflecting the character and composition
of the community.
22 The Project Manager states that numbers may be even higher as some interventions occur in the home and have
a potential affect on other families members including mum and dad.
48

The Computers in Schools project is funded by the Flaxmere Licensing Trust at the level of
$180,000 over the next two years. During this period, the aim is to not only place 200 computers
into the homes of selected Flaxmere families but to provide training to clusters of families in
order to achieve maximum benefit from the computer resource. Mäori students constitute 77%
of those involved in the Computers in Homes project (Marshall 2002).
A central focus of this project is providing assistance to children and their families in the home.
This is the main role of the HSLP’s. While this is an excellent idea, the focus on homes must
also be balanced by an assurance from schools that their programmes, the curriculum that
they offer and their measurements of success are relevant to these children and their families.
Not to do so would simply render an otherwise admirable project, a deficit model 23 .
23 the deficit model refers to the placing of blame for underachievement on parents and the home. In New Zealand
this was the model promoted in the Hunn Report, 1960. The emphasis on comparisons with non-Maori is another
dimension of the model. The TPK’s Closing the Gaps Report 1998 is an example. This perspective assumes a
non-Mäori norm to which Mäori must be brought up to. Refer Tomlins Jahnke, H. (2002). Reclaiming power. The
Politics of Delivering Education Services to Mäori by Mäori. Presented at the American Educational Research
Association Annual Meeting, New Orleans, USA, Unpublished paper.
49

9.0 Rangatahi Mäia Skill Enhancement
programmes: Skills New Zealand
Research shows that students who have experienced some success in their schooling are
more likely to do well in Skill New Zealand programmes (Hood 1999). Rangatahi Mäia, vocational
training and education for young Mäori is designed to “...develop the skills required for an
identified industry, leading to qualifications recognised by the industry and incorporating
workplace learning in the industry”(SkillNZ 2002). In Kahungunu providers of Rangatahi Maia
(Table 25) are located in Hastings (Future COL) and Napier (EIT and Workforce Consultants)
and aimed largely at the service industry. In 2002, Workforce Consultants attracted 13 young
Mäori (1 male and 12 female) to their tourism and travel course. The average age of the
students is 23. Most students leave the course to either continue further training or to take up
part-time of full-time employment (McClean 2002).
Table 25
Rangatahi Mäia Providers and Programmes - 2002
Provider Course Length NC Target Industry
Level
Future COL Mana Mäori & Computing 42 wks 3 &4 admin & management
EIT Mental Health Support 33 wks L4 mental health workforce
EIT Social Services 33 wks L4 social services industry
Workforce Tourism and Travel 40 wks L3 travel & tourism industries
Consultants
(Source: SkillNZ Prospectus 2002)
50

10.0 Youth Training: Skills New Zealand
Most youth training courses are offered by both private and government providers. The courses
are generally short term training options (23-47weeks) which include trade training, computing
and clerical, industry training, retail and hospitality, social services and Mäori language. Mäori
trainees are spread throughout the training courses, but they make up the majority of trainees
on courses offered by Mäori providers. Table 26 gives an example of the narrow range of
training on offer by Mäori providers in 2001. Most courses on offer are Mäori language and
computing skills.
Table 26
Training Opportunities 2001; Napier, Hastings, Wairoa and Central Hawke’s Bay
Provider Courses Length of Course No. of trainees
Tamatea Te Kohanga Reo Unit, Te Reo Mäori 23 weeks 4 - 5
Waipukurau
Te Pae Ako i Te Reo Mäori me nga Te Reo Mäori 47 weeks 11-14
Tikanga Mäori Inc. Napier
Te Poho O Tangiianui Marae Trust Inc. Wood Related 24 weeks 8-10
Napier
Industry Training
Liba Ltd, Kimiora Community School, Computer and 23 weeks 14-16
Hastings
Office Skills
Te Taiwhenua o Heretaunga, Hastings *NC in Business & 46 weeks 15-17
Computing -Level2
*Te Kura Reo Mäori 46 weeks 10-12
*Whakatipuranga Tamariki 46 weeks 10-12
Whakato Te Maatauranga:, Wairoa Warehousing Hastings 20 weeks 12-14
Waikaremoana Mäori Trust Board,
Wairoa.
(Source: Skill NZ, 2001)
51

11.0 Pouwhakataki and the Te Mana programme
The establishment of Pouwhakataki - community liaison officers and the associated Te Mana
information programme by the MOE is a multi-level approach to supporting Mäori children,
students and their whänau in education. This initiative was a response by Government in 1997
to calls by Mäori for greater access to education, to information, and for strengthing relations
between Mäori communities and the education sector.
There are 22 Pouwhakataki throughout the country who are placed in areas where there is a
significant Mäori population and where there are schools with large Mäori student numbers.
Three Pouwhakataki serve the Ngäti Kahungunu rohe based in the Hutt Valley (encompassing
the Wairarapa), in Heretaunga and in Whanganui ä Orotu. An important consideration in the
appointment of Pouwhakataki is their strong links and networks to the Mäori communities
within which they serve. In Ngäti Kahungunu each Pouwhakataki is grounded by whakapapa
to whänau and hapu of Kahungunu. Their strong family ties enable them to access Mäori
community networks across the rohe. In addition all members have considerable experience
in the education sector.
A major aspect of their work is to promote the Te Mana information programme aimed at
encouraging Mäori to engage as learners, to make educational choices that can change lives
dramatically.
52

12.0 Tertiary Education
At a national level the participation rate of Mäori in the tertiary sector is higher than for non-
Mäori. In 1997 Mäori were heavily represented in Training Opportunities Programmes (TOPS)
and Polytechnic skill development programmes (38%)(TPK 1998). In 2002, this position remains
the same but more Mäori are choosing to study at Wänanga or with Mäori education providers
offering Mäori centred education and training programmes. The effect has been a dramatic
decline in participation rates at Universities and Colleges of Education particularly in Mäori
language courses. The majority of Mäori students are over 25 years of age, are studying parttime
at sub-degree level in an education related field rather than in the sciences. A good
proportion of Mäori students are women 24 .
12.1 Eastern Institute of Technology (EIT)
In Ngati Kahungunu, EIT is the single largest tertiary provider. In 2002 approximately 1218
Mäori students were enrolled. Table 27 shows the participation of Mäori that mirror several
national trends described above. For example, women consitute the majority of the Mäori
student population 62%. Mäori students are less likely to be located in the sciences 14.8%
compared to education related fields of business computing 26.3%, health sport sciences
20.7%, and Mäori studies 21.8%. There are appoximately the same numbers of Mäori who
are tutors or allied staff totalling 46. More information is required regarding levels of qualifications
attained, success rates, graduations, destination, retention and attrition.
Table 27
Mäori staff and students at Eastern Institute of Technology
Student Numbers
Faculty/Department
Female Male Total % of Total Tutors Allied staff
Business/computing 97 124 321 26.3 1 1
Health Sports Science 187 65 252 20.7 5 1
Arts Social Science 148 50 198 16.25 3 5
Mäori Studies 157 109 266 21.8 12 5
Science Technology 70 111 181 14.8 1 0
Corporate Services 6
Marketing 3
Academic Section 1
Education Services 2
Total 759 459 1218 22 24
62% 37.68%
24 Paula Rawiri, Manager Mäori Tertiary education, MOE. Presentation to the Mäori in the University Sector Conference
2002, 4th October, 2002, Victoria University.
53

12.2 Te Wänanga Whare Täpere ö Takitimu - Takitimu Performing
Arts School
Established approximately 15 years ago as the first modern Mäori centred tertiary education
provider in Ngäti Kahungunu, Te Wänanga Whare Täpere o Takitimu has since that time
established multiple partnership arrangements across several distinct groups. Although the
main focus of the Wänanga is the Performing Arts, one partnership is with a local hapu, Ngäti
Mihiroa of Paki Paki where, as a PTE accredited by NZQA to teach Certificate and Diploma
courses, a Diploma in Whakairo is offered. In 2002 there are 20 male students enrolled and
one male tutor in the whakairo programme.
The second partnership is a Memorandum of Understanding with Massey University which
has led to Whare Täpere offering the Bachelors degree in Mäori Performing Arts within the
College of Design, Fine Arts and Music. There are 30 students enrolled in this degree, 9 are
studying full-time and 21 students are enrolled in one or more papers. Six staff teach the
programme.
A third partnership has only recently been formed with Toimairangi, a Mäori visual arts progamme
based in separate premises in Hastings. At present there are two staff and 19 students with
only five of the students male.
Other iwi partnerships are pending and await ratification to provide Mäori Performing Arts
qualifications.
12.3 Other tertiary institutions
12.3.1 Massey University
Although there are many Mäori within the Ngäti Kahungunu rohe who are enrolled in extramural
study through Massey University but study from home, Massey also has a physical presence
both at the Ruawharo Campus in Napier and at EIT. Currently the preservice Bachelor of
Education (Teaching) degrees in Primary and Early Years and the inservice Whakapiki Reo
course, are offered out of Ruawharo. The Whakapiki Reo programme is an MOE initiative
aimed at improving the competency of existing teachers in te reo and in curriculum areas.
The Whakapiki reo contracts vary slightly with some being more heavily focussed on language
acquisition and others with emphasis on increasing the teacher’s knowledge of curriculum
statements. All those undertaking these programmes are mature students who for a variety
of reasons (most often family and financial commitments) are not able to relocate and study
at the College of Education in Palmerston North.
12.3.2 Waikato University
Among three teacher education courses provided in Ngäti Kahungunu is the Bachelor of
Teaching - Primary multi-media programme offered by the College of Education at Waikato
University. This is a full-time on-line learning programme which requires pre-arranged, regular,
specific time in a school. The course has particular appeal for rural students. Currently two
mature male students in Mahia and Nukaha are undertaking this programme.
54

12.3.3 Te Whare Wänanga ö Raukawa
Te Whare Wänanga ö Raukawa offers a number of programmes in Kahungunu. Among such
programmes is Rangakura, a preservice kura kaupapa Mäori teacher education programme
in Heretaunga and Wairoa.
The hapu of Porangahau - Ngäti Kere, Ngäti Manuhiri and Ngäti Pihere, in partnership with
Te Wänanga ö Raukawa offer marae based study (MBS) at Rongomaraeroa Marae. Courses
include the Diploma in Mätauranga Mäori Yr1, the Bachelor Degree in Mätauranga Mäori Yr
2 and the Diploma in Design and Art Yr 1. All studies are comprised of four distinct areas -
Te Reo, iwi and hapu, a specialist subject and computer studies. The specialist areas include
foundation in Mäori Art, marae performance, oral traditions and the Treaty of Waitangi. While
whänau of these hapu drive the initiative, they attract people from other marae such as
Korongata in Bridge Pa.
12.3.4 Te Whare Wänanga ö Aotearoa
One of the reasons Te Whare Wänanga ö Aotearoa is one of the fastest growing tertiary
providers, particularly in the area of Mäori language, is that there is no cost to the student to
undertake the introductory course - Te Ara Reo Mäori. Currently the Te Ara Reo Mäori courses
are offered in Heretaunga, Ahuriri and Dannevirke with further plans to operate in Wairarapa,
Wairoa and Tamatea. There are approximately 200 students in the Heretaunga and Ahuriri
area and 60 in Dannevirke totalling 260 students across these three taiwhenua. Three tutors
and three pouäwhina are contracted to tutor the course. The course is 36 weeks in duration
and successful completion is awarded with a certificate of proficiency - Te Whare Wänanga
ö Aotearoa Certificate.
55

13.0 Hapu, Iwi Initiatives
13.1 Wänanga
Te Taiwhenua ö Heretaunga hold quarterly wänanga at each marae in turn within the rohe.
There are two main themes of each wänanga. One theme focusses on the whakapapa of the
host marae highlighting the strong links between whänau and hapu in Heretaunga. Underpinning
this approach is the enhancement of inter-whänau/hapu relationships. The other theme relates
to any current issues or challenges facing whänau and hapu. These discussions usually revolve
around ways of working collectively to find solutions.
Similarly, the marae of Te Taiwhenua ö Whanganui A Orotu have also begun whakapapa
wananga this year.
Te Reo wänanga are also held regularly such as those run from Waipatu marae and the
national Taurawhiri reo wänanga held at Waimärama. Te Kohanga Reo National Trust also
hold regular wananga in marae throughout Kahungunu.
A series of tikanga and rümaki wänanga have commenced recently in the Wairarapa at Ngä
Tau E Waru Marae. Others will be held at other marae (Tuhirangi, Papawai and Hurinuiarangi)
through to November 2002. Mihiroa has a partnership with Te Wänanga Whare Täpere to offer
the whakairo diploma based at Mihiroa marae.
Winiata marae in Taihape and Ömähu marae have independent harakeke programmes.
13.2 Ngäti Kahungunu Knowledge Wave Summit
The Knowledge Wave Summit in September, followed on from three highly successful Ngäti
Kahungunu Economic Summits held earlier in the year in Heretaunga (February), Wairoa
(May) and Wairarapa (July). While the Economic Summits focussed on the development of
an economic strategy for Ngäti Kahungunu, education remained a significant theme. The
Knowlege Wave Summit was an opportunity to focus specifically on identitifying the education
needs of Kahungunu and to provide a platform to strategise and set clear goals to plan a way
forward. Work from these Summits are in progress under the guidance of the Ngäti Kahungunu
Economic Summits Committee.
56

14.0 Scholarships and Awards
NKII give annual scholarships in three categories that acknowledge Ngäti Kahungunu educational
initiatives. Te Wänanga Whare Täpere ö Täkitimu scholarships are offered to fulltime students
enrolled in the Bachelor of Mäori Performing Arts degree. Te Manga Mäori EIT recognises
those students enrolled fulltime in the BA Mäori programme at the Eastern Institute of Technology.
The third category is the 12 contestable scholarships offered to students studying fulltime in
institutions in New Zealand and overseas. Next year all scholarships will be contestable. Tables
28 and 29 show the range of tertiary instutitions in which successful applicants are studying
and the range of qualifications sought.
Te Taiwhenua ö Heretaunga also offer annual scholarships for tertiary study which are also
constestable. Other scholarships within Kahungunu are attached to land corporations 25 .
In 2001, Te Whare Täpere ö Täkitimu chose to honour four experts in their fields by conferring
them membership in Te Whare Pukenga as Tohunga Huarewa. The first of these are Piri
Sciascia, Ngapo and Pumia Wehi, and Pita Sharples for their contribution to Mäori performing
arts.
Table 28
Successful scholarship recipients 2002
Institutions attended
Number of Successful
Recipients
Waikato University 5
Massey University Palmerston North 10
Massey University Wellington 1
Massey University Ruawharo 3
EIT 9
Canterbury University 1
Auckland College of Education 1
Otago University 4
Victoria University 2
Waikato Polytech 1
Tairawhiti Polytech 1
Christchurch Polytech 1
Bay of Plenty Polytech 1
Te Wananga o Raukawa 3
Christchurch College of Education @ Waiariki 1
Te Wananga Whare Tapere o Takitimu 5
Central Queensland University Distance Education 1
TOTAL 50
25 Further information on all scholarships available for Mäori including those in Ngäti Kahungunu are available from
the Pouwhakataki at Napier.
57

Table 29
Scholarship Recipient Qualifications Sought 2002
Qualification
Number of students
receiving scholarships
Bachelor Social Science 3
Bachelor of Computer Systems 2
Bachelor of Business Studies 2
Bachelor of Social Welfare 1
Bachelor of Commerce 1
Bachelor Business Managment 1
Bachelor of Education 7
Bachelor of Nursing Studies 2
Bachelor of Mäori Studies 2
Bachelor of Engineering Technology 1
Bachelor of Resource Planning 1
Bachelor of Medicine /Bachelor of Surgical 2
Bachelor of Arts Mäori 1
Bachelor of Law-LLB and Bachelor of Arts 2
Bachelor of Technology 1
Bachelor of Therap. Des 1
Bachelor Inter. Des. 1
Bachelor of Science 1
Bachelor of Midwifery 1
Bachelor of Leisure and Sport 1
Master Mäori Management 2
Master of Education 1
Master of Social Welfare 1
PhD Law 1
Mental Health Support Workers Certificate 1
Graduate Diploma Human Resources 1
Certificate Woolhandling 1
Diploma Business Studies 1
Diploma Visual Arts 2
Diploma Whakairo 5
TOTAL 50
58

15.0 Ngäti Kahungunu Iwi Incorporated
Mätauranga Plan
The NKII Mätauranga Plan 2003-2005 is a framework which provides the strategic direction
for the education of Mäori children, students and their families in the Ngäti Kahungunu rohe.
The framework is arranged in four discrete levels – early childhood education, primary education,
secondary education and tertiary education.
The NKII Mätauranga Plan is informed by the information and statistical analysis in the Profile
of Mäori Education in Ngäti Kahungunu Report 2002 which forms the basis of the
recommendations. The education outcomes are the priorities identified from the Report, and
which align with the NKII Draft Strategic Plan and issues raised at the Ngäti Kahungunu
Education Summit. The education outcomes fall into a number of broad themes which seek
to address issues related to participation, progress and achievement, whanau and parenting
support, provision and access, measures of quality, relevant curriculum and te reo Mäori.
The performance targets and indicators provide negotiated measures against estimated timeframes
(2003-2005) for the commencement or completion of the education strategies.
In terms of options for structure, it will be necessary for NKII to enter into a partnership
arrangement with the MOE if the Mätauranga plan is to be seriously considered and acted
upon. Furthermore, a coordinated approach to the implementation of the Mätauranga plan is
more likely to ensure positive educational outcomes for Mäori learners and their whänau in
the Ngäti Kahungunu rohe.
59

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Early
Childhood
Education
1. It is recommended
that Ngäti Kahungunu
(NK) children
continue to have
access to a range of
Early Childhood
services and that
parents be provided
with sufficient
information and
support to enable
them to exercise an
informed choice on
behalf of their children.
1.1 MOE & NKII/Taiwhenua
set targets for recruitment
of chn into ECE centres
1.2 Establish ECPP in
Heretaunga, Whanganui
a Orotu/ Tamaki nui a
Rua, Wairoa, Tamatea
1.3 Increase the provision of
Whänau Toko i te Ora &
Kohanga reo whanau
programmes
An increase in the
participation of
Mäori children and
their whänau in
early childhood
education
services/kohanga
Whänau are
supported to
participate in the
education and
development of
their children in
their early years
Tbn
x2 contracts
offered
Tbn
2003 – 2004
1.4 NKII/Taiwhenua & MOE
set targets for HIPPY,
PAFT/ Family Start
Tbn
1.5 NKII/Taiwhenua establish
relationship links with
providers of parenting
programmes
100% links
established
with providers
funded by
MOE
2003
1.6 NKII/Taiwhenua establish
relationship links with key
ECE stakeholders
A range of Early
Childhood Services
relevant and/or
appropriate for
Mäori children in
Ngäti Kahungunu
are provided
100% links
established
2003
1.7 NKII/Taiwhenua support
the kohanga reo whanau
in their decisions
regarding the devolution
of governance of kohanga
reo in Kahungunu to a
relevant body
Tbn
1.8 NKII/Taiwhenua develop
cultural standard
measures relevant to
Ngäti Kahungunu
Measures of
quality and cultural
standards are
established and
applied to early
childhood
educational
services and
kohanga reo in
Ngäti Kahungunu
Tbn
2004
1.9 Establish Early Education
Status & Achievement
Profiles (ESAP) data base
Measureable
outcomes are
provided to NKII
from
ECE/kohanga
providers
Data base
programme
complete
2003
60

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Primary
Education
2. It is recommended
that aggregated
progress reports on the
achievement levels of
Mäori children
attending primary
schools and Kura
Kaupapa Mäori within
the NK rohe, be made
available to NKII on a
regular basis, and
where necessary
appropriate
programmes to
strengthen the
numeracy and literacy
achievements of
Mäori children in NK
are initiated.
2.1 Establish Education
Progress & Achievement
profiles (EPAP) data base
2.2 NKII/Taiwhenua & MOE
set specific &
achievement (P &A)
targets
2.3 Analyse progress &
achievement data to
inform classroom practice
2.4 Support the
implementation of a
professional development
programme for teachers
of Mäori children
incorporating pedagogy
relevant to Mäori
children
Achievement
measures are
provided to NKII
for monitoring
Iwi targets for
progress &
achievement are
met
Professional
development
programme for
teachers of Mäori
children initiated
Data base
complete
Tbn 2003
x2 taiwhenua
2003
2004
2004
2.5 Establish relevant literacy
programmes that involve
whanau where necessary
throughout the NK rohe
Literacy
programmes
involving whänau
are established
x3 programs
establishd
2003 – 2005
2.6 Expand Whänau Toko i te
ora programme to include
a focus on children 6-10
years and their whänau
Whänau are
supported to
participate in the
education and
development of
their chn in schools
Tbn 2004
2.7 NKII/Taiwhenua negotiate
with MOE to initiate a
Mäori focussed specialist
education team to work
with Mäori chn, their
whänau and schools they
attend, with an emphasis
on child management
Whänau with chn
with special needs
receive culturally
appropriate
support to make
informed
educational
decisions for the
benefit of their
children
Tbn
Tbn
2005
2.8 Initiate a regular
recruitment and training
programme for Mäori
members of Boards
of Trustees, in association
with the School Trustees
Association
2.9 NKII/Taiwhenua and
CERSTA set targets for
Mäori BOT membership
in schools in the NK rohe
Mäori participation
in governance is
increased in
schools in the NK
rohe
Targets for Mäori
BOT membership
in NK are met
Tbn 2003
Tbn
2003
2.10 Establish a Curriculum
Project Team to develop
relevant resources on
Ngäti Kahungunu history
for Mäori medium and
mainstream primary
schools & ECE in
the Ngäti Kahungunu rohe
Kahungunutanga
curriculum for
Mäori medium,
mainstream
primary schools &
ECE developed &
resourced
Tbn
2005
61

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Primary
Education
cont...
2.11 Support the
implementation of a
Professional Development
Programme for teachers
of Mäori children
incorporating
Ngäti Kahungunutanga
and cultural standard
measures
Tbn
2005
2.12 NKII & MOE set targets to
increase Mäori medium
schools
The number of
Mäori medium
schools has
increased
Tbn 2003
2.13 NKII & MOE set targets
for Te Reo in mainstream
schools
Te Reo Mäori is
offered in all
schools in
Ngäti Kahungunu
Tbn 2003
2.14 Establish a Steering
Group to develop and
initiate a Te Reo in Homes
programme
Te Reo in Homes
programme
established
x2 taiwhenua
2004
2.15 Establish a Steering
Group to develop a
Te Reo strategic plan for
Ngäti Kahungunu
2003
62

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Secondary
Education
3. It is recommended
that, in association
with NKII, the Ministry
of Education develop
a zero tolerance
strategy in respect of
secondary school
suspensions, attrition
rates and exiting
school without a
meaningful
qualification.
3.1 Establish Education
Progress & Achievement
profiles data base
3.2 NKII & MOE set specific
progress & achievement
(P &A) targets
3.3 Analyse progress &
achievement data to
inform classroom practice
Achievement
measures are
provided to NKII
for monitoring
Iwi targets for
progress &
achievement are
met
Data base
complete
2003
Tbn 2003
2004
3.4 Support the
implementation of a
professional development
programme for teachers
of Mäori children
incorporating pedagogy
relevant to Mäori children
Professional
development
programme for
teachers of Mäori
children initiated
Initiated
across x2
taiwhenua
2003 – 2004
3.5 Establish relevant literacy
programmes that involves
whänau where necessary
throughout the
Ngäti Kahungunu rohe
Literacy
programmes
involving whänau
are established
x1 program
establishd
3.6 NKII, MOE & key
stakeholders establish a
joint working party to
develop a zero tolerance
strategy in respect of
secondary school
suspensions, attrition rates
and exiting school without
a meaningful qualification
Joint working party
established
Zero tolerance
strategy developed
Tbn 2003
3.7 NKII & MOE set targets
for attrition, suspension
and expulsion reduction
rates NKII & MOE set
targets for retention rates
Attrition rates,
suspension &
expulsions have
decreased
significantly
Tbn
2003
3.8 NKII & MOE set targets
for retention rates
Retention rates
increased
significantly
Tbn
2004
3.9 NKII establish relationship
links with key stakeholders
(Principals Association,
BOT’s, HB Business
Association, etc)
3.10 Extend He Ara Tika: Mäori
Youth Mentoring
Programme to include
high profile
Ngäti Kahungunu
mentors across
Ngäti Kahungunu rohe
Key stakeholder
links established
Whanau are
supported to
participate in the
education and
development of
their children
Tbn 2004
Tbn
2004
3.11 Expand Whänau Toko i te
ora programme to include
a focus on students 11-16
years and their whanau
Tbn
2003
3.12 NKII/Taiwhenua & MOE
set targets for Alternative
Education initiatives
including school
accountability
mechanisms
Alternative
education aligns
with iwi strategies
for secondary
education of Mäori
students in
Ngäti Kahungunu
Tbn
2004
63

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Secondary
Education
cont...
3.13 Extend Alternative
Education initiatives to
include high level
business, science or
education opportunities for
Mäori students at risk
Tbn 2005
3.14 Initiate a regular
recruitment and training
programme for Mäori
members of Boards
of Trustees, in association
with the School Trustees
Association
Mäori participation
in secondary
school governance
is increased in the
Ngäti Kahungunu
rohe
Tbn
2003
3.15 NKII/Taiwhenua and
CERSTA set targets for
Mäori BOT membership
in secondary schools in
the NK rohe
Targets for Mäori
BOT membership in
Ngäti Kahungunu
are met
Tbn
2003
3.16 NKII/taiwhenua & MOE
set targets to increase the
provision of Mäori medium
education based on
student rolls
3.17 NKII/taiwhenua & MOE
set targets for the
provision of te reo Mäori
in schools
3.18 Establish a joint working
party to coordinate the
development of a Mäori
language strategy for
Ngäti Kahungunu
3.19 Support regular reo
wänanga for teachers of
te reo
3.20 Initiate local reo wänanga
for whänau of te reo Mäori
students
The number of
Mäori medium
schools have
increased
The capacity of
te reo Mäori in
schools and
whänau has
increased
Tbn
Tbn 2003
Tbn
Implemented
across x6
Taiwhenua
2004
2003
2003
3.21 Establish a steering group
to develop and initiate a
Te Reo in Homes
programme
Te Reo in Homes
programme
established
2004
3.22 Establish a Curriculum
Project Team to develop
relevant resources on
Ngäti Kahungunu history,
culture, visual and
performing arts for Mäori
medium and mainstream
secondary schools in the
Ngäti Kahungunu rohe
Takitimu waka
history
incorporated in
secondary school
curriculum
Tbn
2005
3.23 Support the Implementation
of a Professional
development programme
for teachers of Mäori
students incorporating
Ngäti Kahunguntanga and
cultural standard measures
Takitimu waka
history incorporated
in secondary school
curriculum
Tbn 2005
3.24 Establish a Working Party
to explore and undertake
a feasibility study on
incorporating secondary
schooling in the context of
a whare wänanga
Te Whare
Wänanga ö Ngäti
Kahungunu
incorporates a
secondary
schooling division
Feasability
report
2004
64

Ngäti Kahungunu Iwi Incorporated Mätauranga Plan
2003 – 2005
Level Recommendation Strategies Outcomes Performance
targets &
Indicators
Timeframe to
be intiated
Tertiary
Education
4. It is recommended
that the implications
for tertiary education
arising from the
Knowlege Wave
Summit, be further
reviewed, and where
appropriate
recommended for
implementation by a
joint MOE/NKII
working party.
4.1 Negotiate joint venture
arrangements between
NKII, tertiary institutions
and other stake holders
4.2 Continue Ngäti Kahungunu
study awards &
scholarships programme
Joint venture
arrangements
established
between NKII and
tertiary institutions
and other stake
holders
Iwi targets (degree
status, programme
enrolments) met
Tbn 2003 – 2004
Tbn 2003
4.3 Link Ngäti Kahungunu
economic development
priorities with study awards
and relevant tertiary
programmes
Study Awards &
scholarship
programmes linked
to economic
priorities & relevant
tertiary programmes
Tbn 2004
4.4 Support the waiver of fees
for Te Reo Mäori
programmes at the tertiary
level in Ngäti Kahungunu
Te Reo Mäori
capacity increased
Tbn 2003
4.5 Establish wänanga status Whare wänanga Tbn 2004
established
Options for
Structure
5. It is recommended
that NKII enter a
partnership
arrangement with the
Ministry of Education
aimed at
strengthening the
education outcomes
for all Maori children,
students and
their families in the
Ngäti Kahungunu
rohe
5.1 NKII & the MOE negotiate
terms of a joint partnership
arrangement
NKII & MOE joint
partnership
established
Tbn
2003
6. It is recommended
that an Education
Coordinator be
appointed to facilitate
the implementation of
the Ngäti Kahungunu
Matauranga Plan
5.2 NKII in consultation with the
MOE develop a job profile
and specification for an
Education Coordinator
5.3 Increase the number of
Pouwhakataki servicing the
Ngäti Kahungunu rohe
Education
Coordinator
appointed
Number of
Pouwhakataki in NK
increased
Tbn
x4
Pouwhakataki
appointed
2003
2005
65

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66

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67

Ngati Hamua Te Kohanga Reo.
Nanny Marcia Matihaha, Cheryl Tepu me etahi mokopuna.
Three of the four Dannevirke High School Kapa Haka group
members. (from left):
Reniera Hauiti, Shane Luke and Troy Tawhai, missing is Garth Hawkins,
chosen to do a three-year course.
Young warriors from Maraenui Bilingual School,
Kapa Haka Festival, 2002
Rangatahi attending Kahungunu Economic Summit, Wairarapa 2002.
Pictured with the group is Farrah Palmer, former captain of the NZ Womens
Rugby Team. Farrah, one of the keynote speakers at the summit, greatly
inspired our rangatahi with her address and mere presence.
Mayfair School Kapa Haka seniors after
performing at the Kahungunu School Kapa
Haka Festival, Te Hauke School, 2002
Shannon Bell doing a fine job of art on her
friend Kristina Wallace’s face.

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