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APRIL 15, <strong>2018</strong><br />
06 Educationlink<br />
Maori, Pacifica education achievement imperative<br />
Tim Fowler<br />
By 2030, about<br />
30% of New<br />
Zealanders will<br />
be Maori or<br />
Pasifika, and right now<br />
many of them are under-served<br />
by the education<br />
system.<br />
Only half of the Maori<br />
students who gain NCEA<br />
3 also gain University<br />
Entrance, compared<br />
to 81% for non-Maori/<br />
non-Pasifika learners.<br />
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The trend continues<br />
with qualification completion<br />
rates.<br />
In 2016, Maori completions<br />
at bachelor level<br />
were 48%, compared<br />
to 61% for non-Maori/<br />
non-Pasifika learners.<br />
In the labour market,<br />
we are seeing Maori<br />
workers converging into<br />
a narrow group of industries<br />
and occupations.<br />
This is due, at least in<br />
part, to narrow study options<br />
occurring earlier<br />
on in their learner experience<br />
− presenting major<br />
risks to them and the<br />
New Zealand economy.<br />
The need for change<br />
There have been many<br />
equity interventions to<br />
support Maori learners<br />
in the past, with mixed<br />
results. Pilot projects<br />
come and go, but we<br />
have yet to effect the necessary<br />
system change to<br />
achieve parity of participation<br />
and achievement<br />
for Maori and Pasifika<br />
learners with other<br />
learners.<br />
To do this we must prioritise<br />
the work, which<br />
will require leadership<br />
and change.<br />
Five-Year Goal<br />
With that, the Tertiary<br />
Education Commission<br />
(TEC) has set a five-year<br />
goal to achieve patterns<br />
of participation and<br />
achievement for Maori<br />
and Pasifika in tertiary<br />
education that are the<br />
same as for other learners,<br />
and that will deliver<br />
comparable post-study<br />
outcomes for graduates<br />
over time.<br />
In its newly announced<br />
three-year Education<br />
Work Programme, the<br />
Government also reaffirmed<br />
its commitment<br />
to ensuring the education<br />
system is responsive<br />
and lifts achievement<br />
for Maori and Pasifika<br />
learners. With the<br />
Government’s focus on<br />
transitioning these learners<br />
to further education,<br />
training or work, along<br />
with the TEC’s five-year<br />
goal, change is on the<br />
horizon.<br />
Dedicated Team<br />
At the TEC, we are<br />
beginning by establishing<br />
a large dedicated<br />
team of people who<br />
have the skill sets, sector<br />
knowledge and a renewed<br />
focus on lifting<br />
learner success. This is<br />
to ensure all learners,<br />
and our growing Maori<br />
and Pasifika populations,<br />
have the strongest<br />
chance of achieving<br />
success in education and<br />
as well-skilled members<br />
of New Zealand’s future<br />
workforce.<br />
The major focus of the<br />
Learner Success Team<br />
- Oritetanga, will be on<br />
system change and working<br />
to support leadership<br />
for raising learner<br />
outcomes.<br />
We can make a difference,<br />
and it’s already<br />
happening in some<br />
places<br />
Some Tertiary<br />
Education Organisations<br />
(TEOs) in New Zealand<br />
are already delivering<br />
great results for Maori<br />
and Pasifika learners.<br />
Where successful initiatives<br />
can be scaled<br />
and replicated, the TEC<br />
wants to support this to<br />
happen.<br />
Eliminating gaps<br />
We can learn from local<br />
successes and from<br />
overseas institutions<br />
that have made significant<br />
progress in reducing<br />
and even eliminating<br />
achievement gaps for<br />
learner groups.<br />
Progress has often<br />
been achieved through<br />
concerted organisational<br />
focus and change, backed<br />
up by smart systems, responsive<br />
and effective<br />
student management systems,<br />
and targeted information<br />
and advice for<br />
learners.<br />
Late last year, I visited<br />
Georgia State University<br />
to learn more about<br />
their student-centred approach<br />
– check out the<br />
video clips from our<br />
website (www.govt.nz). I<br />
recommend listening to<br />
their story before having<br />
a think about what interventions<br />
would make a<br />
difference in your own<br />
organisation.<br />
Parity Opportunity<br />
Achieving learner success<br />
is central to the<br />
TEC’s new focus and New<br />
Zealand’s social, cultural<br />
and economic success.<br />
If our education system<br />
collectively fosters learner<br />
success, including high<br />
Maori and Pasifika aspirations,<br />
and identifies<br />
best practice and makes<br />
it mainstream, high<br />
achievement will become<br />
the expected norm.<br />
Tim Fowler is Chief<br />
Executive of Tertiary<br />
Education Commission<br />
based in Wellington.<br />
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