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Local Policy Documents which Consider Initiatives to ImproveEducational Participation and Attainment for Māori StudentsTable 18 below provides a brief overview of local policy documents and other reviews whichconsider initiatives to improve educational participation and attainment for Māori students.Table 18. Local Policy Documents and Evidence-Based Reviews Relevant to ImprovingEducational Participation and Attainment for Māori StudentsMinistry of Education DocumentsEducation Information and Analysis Group/Group Māori. 2010 Ngā Haeata Mātauranga - The Annual Report on MāoriEducation, 2008/09. Wellington: Ministry of Educationhttp://www.educationcounts.govt.nz/publications/Māori_education/Māori-medium-and-englishmedium/5851/75954/introductionThis is the most recent in a series of annual reports that monitor the achievement of Government priorities for theeducational success of Māori learners. The priorities monitored include: increasing opportunity for children to participatein quality early childhood education; every child achieves literacy and numeracy levels that enable their success; everyyoung person has the skills and qualifications to contribute to their and New Zealand's future; relevant and efficienttertiary education provision that meets student and labour market needs; Māori enjoying education success as Māori;and the Ministry is capable, efficient and responsive to achieve education priorities.Ministry of Education. 2008. Ka Hikitia - Managing for Success: The Māori Education Strategy 2008-2012.Wellington: Ministry of Education. http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspxThe Māori Education Strategy is currently being redeveloped. Documents regarding engagement with the developmentalprocess for Ka Hikitia – Accelerating Success 2013–2017 are available at:http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia/MeKoreroLetsTalk.aspx. Submissions closed 31October 2012.Education Review Office. 2010. Success for Māori Children in Early Childhood Services. Wellington: EducationReview Office. http://www.ero.govt.nz/National-Reports/Success-for-Māori-Children-in-Early-Childhood-Services-May-2010Education strategies are focused on improving the way the education system assists Māori learners to realise theirpotential. Early childhood services are critical to this focus. This evaluation considers how well ECEs provide care andeducation for Māori children. In particular, how services “responded to the aspirations and expectations of the parentsand whānau of Māori children” and “focus on realising the potential of Māori children to become competent and confidentlearners”. The conclusions drawn relate to: consultation and communication to become more responsive to parents andwhānau; integration of Māori perspectives in planning assessment and evaluation; professional development and supportfor improving the ECEs ability to work in partnership with parents and whānau of Māori children; and skills in evaluation.Earle D. 2007. Te whai i ngā taumata atakura: Supporting Māori achievement in Bachelor’s Degrees. Wellington.Ministry of Education. http://www.educationcounts.govt.nz/publications/Māori_education/10465This report examined what determines the success of first-time Māori students studying towards Bachelor’s degrees. Thereport considered trends in degree attainment amongst Māori, and the key factors which contributed to success, with aview to building an understanding about how to increase the number of Māori attaining bachelor’s degrees or above.May S, et al. 2004. Bilingual/Immersion Education: Indicators of Good Practice. Wellington: Ministry of Educationhttp://www.educationcounts.govt.nz/publications/Māori_education/5079This report provides an overview of national and international research on bilingualism and bilingual/immersioneducation. While the focus is on Māori-medium education, the indicators of good practice can also be applied to otherbilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.Bishop R, et al. (various years) Te Kōtahitanga Series. Education Counts. Wellington Ministry of Educationhttp://www.educationcounts.govt.nz/publications/Māori_education/9977Te Kōtahitanga is a publication series that reports on an ongoing project investigating how to improve the educationalachievement of Māori students in mainstream secondary school classrooms, by talking to Māori students and otherparticipants in their education. The reports in this series are:Bishop R, et al. 2003. Te Kōtahitanga Phase 1: The Experiences of Year 9 and 10 Māori Students in MainstreamClassrooms. Wellington: Ministry of Education.Beginning with a short scoping exercise, narratives were gathered of the classroom experience of a range of engagedand non-engaged Māori students in four mainstream schools. Students identified the main influences on theireducational achievement and explained how teachers, by changing how they related and interacted with Māori students,could create a context for learning through which students' educational achievement could improve. On the basis ofthese suggestions, information from the literature, and the narratives of the student’s parents, principals and teachers,the research team developed an Effective Teaching Profile, which then formed the basis of a professional developmentintervention. When implemented with a group of 11 teachers in four schools, the intervention was associated withimproved learning, behaviour and attendance for Māori students in the classrooms of the teachers who had participated.Māori Medium Education - 122
Bishop R, et al. 2007. Te Kōtahitanga Phase 2: Towards a Whole School Approach. Wellington. Ministry ofEducationThis research project built on Te Kōtahitanga Phase 1 and considered what happened when the professionaldevelopment project was implemented in the whole school rather than a small number of teachers in a school.Bishop R, et al. 2007. Te Kōtahitanga Phase 3: Establishing a Culturally Responsive Pedagogy of Relations inMainstream Secondary School Classrooms. Wellington. Ministry of EducationThe experiences of Phase 1 and Phase 2 were reviewed, with the conclusion that from a Kaupapa Māori perspective,and from an examination of appropriate Māori cultural metaphors, the educational achievement of Māori students inmainstream secondary schools would be improved when educators created learning contexts within their classroom;where power was shared between self-determining individuals within non-dominating relations of interdependence;where culture counted; where learning was interactive, dialogic and spirals; where participants were connected to oneanother through the establishment of a common vision for what constituted excellence in educational outcomes.Bishop R, et al. 2012. Te Kōtahitanga: Maintaining, replicating and sustaining change. Wellington: Ministry ofEducation.This review found that schools that were high implementers and high maintainers of the project and those that hadpreviously been high implementers although they were currently low maintainers were found to be, or had been, veryeffective implementers of the Effective Teaching Profile in the majority of classrooms. This was through the use of theproject’s central strategies, induction hui, observations, feedback, co-construction meetings and shadow coaching.These schools also reported steady gains in Māori student attendance, retention, engagement and achievement.Earle D. 2007. Te whai i ngā taumata atakura: Supporting Māori achievement in Bachelor’s Degrees. Wellington.Ministry of Education. http://www.educationcounts.govt.nz/publications/Māori_education/10465This report examined what determines the success of first-time Māori students studying towards Bachelor’s degrees. Thereport considered trends in degree attainment amongst Māori, and the key factors which contributed to success, with aview to building an understanding about how to increase the number of Māori attaining bachelor’s degrees or above.May S, et al. 2004. Bilingual/Immersion Education: Indicators of Good Practice. Wellington: Ministry of Educationhttp://www.educationcounts.govt.nz/publications/Māori_education/5079This report provides an overview of national and international research on bilingualism and bilingual/immersioneducation. While the focus is on Māori-medium education, the indicators of good practice can also be applied to otherbilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.Other Relevant EvidenceMcKinley E. 2005. Locating the global: culture, language and science education for indigenous students.International Journal of Science Education, 27(2), 227-241.The author examines questions around the use of indigenous knowledge and traditional ecological knowledge in theglobal setting. She argues that indigenous knowledge systems do better if programmes are established and taughtthrough indigenous languages, which directly links the language and the knowledge. The article concludes with a reviewof the situation in Aotearoa New Zealand.Note: The publications listed above were identified using the search methodology outlined in Appendix 1Māori Medium Education - 123
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Cover Artwork: Long-tailed Blue But
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LIST OF FIGURESFigure 1. Gross Dome
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Figure 41. Number of Students Invol
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Figure 85. Proportion of Babies Bor
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Figure 127. Relationship Between th
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Table 21. Policy Documents Relevant
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Table 108. Proportion of Young Peop
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INTRODUCTION AND OVERVIEWIntroducti
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three then reviews mental health is
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Table 1. Overview of the Determinan
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Stream Indicator New Zealand Distri
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47MACROECONOMICINDICATORS
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Expenditure-based Measure of GDPThe
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Gini Coefficient: The Lorenz curve
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CHILD POVERTY AND LIVING STANDARDSI
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After Housing Costs (AHC)Relative P
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Figure 8. Proportion of Dependent C
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14 Items (Enforced Lacks) are inclu
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Local Policy Documents and Evidence
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Other Relevant New Zealand Evidence
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UNEMPLOYMENT RATESIntroductionIn th
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Figure 12. Unemployment Rates by Ag
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Unemployment Rates by Qualification
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Page 74 and 75: CHILDREN RELIANT ON BENEFIT RECIPIE
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Page 80 and 81: YOUNG PEOPLE RELIANT ON BENEFITSInt
Page 82 and 83: Table 7. Number of Young People Age
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Page 86 and 87: Figure 25. Young People Aged 16-24
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Page 91: HOUSEHOLD COMPOSITION91
Page 94 and 95: Data Source and MethodsDefinitionPr
Page 96 and 97: Figure 29. Proportion of Children A
Page 98 and 99: Robertson J, et al. 2006. Review of
Page 100 and 101: Canadian National Occupancy Standar
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Page 104 and 105: Other Relevant EvidenceMarmot Revie
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Page 110 and 111: Note 2: The number of new school en
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Page 116 and 117: Sylva K, et al. 2004 The Effective
Page 118 and 119: Table 15. Enrolments in Māori Medi
Page 120 and 121: Table 16. Number of Students (Māor
Page 124 and 125: HIGHEST EDUCATIONAL ATTAINMENT AT S
Page 126 and 127: Figure 43. Highest Educational Atta
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Page 132 and 133: SENIOR SECONDARY SCHOOL RETENTION A
Page 134 and 135: Participation in Tertiary Education
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Page 138 and 139: The following section uses informat
Page 140 and 141: Figure 54. Age-Standardised Rates o
Page 142 and 143: Figure 56. Age-Standardised School
Page 146 and 147: TRUANCY AND UNJUSTIFIED ABSENCESInt
Page 148 and 149: Figure 60. Total Unjustified Absenc
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Page 158 and 159: Table 22. The National Immunisation
Page 160 and 161: Figure 64. Immunisation Coverage by
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Page 167 and 168: Soares-Weiser K, et al. 2012. Vacci
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Page 171 and 172: Data Sources and MethodsIndicatorPr
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Figure 75. Proportion of New Zealan
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Proportion Receiving Core Contacts
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Figure 81. Proportion of Babies who
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The B4 School CheckThe B4 School Ch
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Other Relevant EvidenceThe Scottish
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185SUBSTANCE USE
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Notes on InterpretationNote 1: The
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Maternal Smoking at First Registrat
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Table 32. Number of Cigarettes Smok
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National Institute for Health and C
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2. Proportion of babies born to mot
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Table 37. Number of Cigarettes Smok
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Figure 93. Proportion of Year 10 St
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Figure 95. Proportion of Year 10 St
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TOBACCO USE IN YOUNG PEOPLEIntroduc
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Figure 96. Daily Smoking Rates in Y
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2009 New Zealand Tobacco Use Survey
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Source of Tobacco in the Last Month
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Carson KV, et al. 2011. Community i
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Other Relevant PublicationsMāori A
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Other Cochrane Systematic Reviews o
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ALCOHOL-RELATED HOSPITAL ADMISSIONS
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Figure 100. Alcohol-Related Hospita
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Table 45. Listed External Causes of
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Midland Region Distribution and Tre
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Shults RA, et al. 2009. Effectivene
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240
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Mortality from conditions with a so
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Table 50. Mortality from Conditions
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Figure 105. Hospital Admissions for
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Table 55. Hospital Admissions for C
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Table 57. Hospital Admissions for C
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Midland Region Distribution by Caus
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INFANT MORTALITY AND SUDDEN UNEXPEC
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New Zealand Distribution and Trends
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Figure 111. Total Infant Mortality,
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Table 62. Neonatal and Post Neonata
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Table 65. Neonatal and Post Neonata
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Distribution by Ethnicity, NZ Depri
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Figure 116. Sudden Unexpected Death
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Vennemann M, et al. 2007. Do immuni
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276
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with a review of interventions aime
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deprivation in some parts of the wo
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who delay a second pregnancy by two
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Family ViolenceDefinitions and New
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need for multidisciplinary interven
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6 days to determine gestational age
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In New Zealand, information on fact
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post intervention. Engagement in ed
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antenatal care, including two nutri
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throughout pregnancy, birth and the
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Alcohol and Other DrugsNational and
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Zealand had a number of specialist
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in one Cochrane review [274] (see p
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interventions to treat antenatal de
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In ConclusionWhile it is hoped that
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308
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Data Source and MethodsDefinition1.
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Other Systematic ReviewsLouwers ECF
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INJURIES ARISING FROM ASSAULT IN YO
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New Zealand Distribution by Age and
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Flood M & Fergus L. 2008. An Assaul
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Note 2: The numbers in this section
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Table 78. Number of Notifications t
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Table 80. Outcome of Assessment for
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Table 82. Number of Notifications R
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Table 84. Outcome of Assessment for
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Data Source and MethodsDefinition1.
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Family Violence Investigations Wher
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Table 90. Local Policy Documents an
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Stover CS, et al. 2009. Interventio
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348
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350
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oader contextual influences on the
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In addition, Table 112 on Page 414
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Williams SB, et al. 2009. Screening
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Ministries of Education, Health, Ju
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Figure 129. Children and Young Peop
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Table 92. Children Aged 0-14 Years
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IN-DEPTH TOPIC: MENTAL HEALTH ISSUE
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this [350]. The review stated that
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psychotic disorders including first
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Social Workers in SchoolsIn 2011 th
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Children or young people with sever
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EpidemiologyThe 2009 review by Meri
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A diagnosis of conduct disorder acc
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programme using a questionnaire. Si
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developmentally appropriate diagnos
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playthings or the environment, appe
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state more than it cost) provided t
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 97. Children and Young People
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Midland Region DistributionChildren
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 101. Hospital Admissions for
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Numbers Accessing Services by Diagn
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Table 103. Young People Aged 15-24
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Table 108. Proportion of Young Peop
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Midland Region DistributionAmongst
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Fletcher A, et al. 2008. School Eff
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New Zealand Distribution and Trends
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Figure 138. Mortality from Suicide
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Figure 139. Mortality from Suicide
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Ougrin D & Latif S. 2011. Specific
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426
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428
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Guide to Community Preventive Servi
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information on all of the events oc
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3. In addition, some providers admi
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as in the majority of the analyses
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APPENDIX 5: THE NATIONAL MORTALITYC
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As a result of these changes, there
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2. Research also suggests that ethn
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APPENDIX 8: POLICE AREA BOUNDARIESF
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Figure 142. Police Area Boundaries
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3. The condition exhibits a socioec
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REFERENCES1. Children's Commissione
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33. Mackay R. 2005. The Impact of F
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71. Ministry of Health. 2011. Immun
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107. ASH New Zealand. 2011. Nationa
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141. Child and Youth Mortality Revi
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175. Pihama L. 2011. Overview of M
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208. King-Hele S, Webb RT, Mortense
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244. Nelson Marlborough District He
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274. Ramsay J, Carter Y, Davidson L
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306. Jewkes R. 2002. Intimate partn
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347. Heflinger CA, Hinshaw SP. 2010
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376. Ministry of Education. 2012. W
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410. Ministry of Health. 2001. New
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443. Zeanah PD, Bailey LO, Berry S.
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480. Weinberg MK, Olson KL, Beeghly
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