Kia eke ki ngā Taumata, kia Pakari ngā Kaiako He ... - Te Puni Kokiri

speakers of Māori, have second language pedagogical knowledge, and be effectiveteachers of the Māori and English curricula. 4The pool of proficient Māori language speakers from which to draw Māori-mediumteachers is relatively small at 29,000. Between the years 2000 and 2004 the number ofgraduates from primary Māori immersion initial teacher education has also been small.The low number of graduates has contributed to the supply and retention issue.TABLE 2: NUMBER OF GRADUATES FROM PRIMARY MĀORI IMMERSION INITIALTEACHER EDUCATION2000 2001 2002 2003 200419 52 33 58 22Successive New Zealand Governments have supported initiatives to improve retentionissues with schemes such as: Māori Immersion Teacher Allowance (MITA), the reducedteacher: student ratio of 1:20 in Māori immersion classes and the Loan Support Scheme.However, the impact of these types of incentives on teacher retention is unclear, so oneof the aims of the research was to find out from teachers whether Government incentivessuch as loans and allowances impacted on their decision to teach in Māori-mediumsettings. The findings are discussed in section 5 of this report.4 Ministry of Education, (2009) Ngā Haeata Mātauranga - The Annual Report on Māori Education, 2007/08, p 108.10 | KIA EKE KI NGĀ TAUMATA, KIA PAKARI NGĀ KAIAKO