te rāngai kāhui ako ā-iwi - ministry of education · 2017. 6. 26. · foreword te rāngai kāhui...

Te Rāngai Kāhui Ako ā-IwiRegional Data + Analysis

Community and

Iwi Context

Learning Environments

Governance, Leaders and

Teachers

Whānau Language and Engagement

Terms and Definitions Te Rāngai Kāhui Ako ā-Iwi2

Terms and Definitions Te Rāngai Kāhui Ako ā-Iwi

Māori Medium Education – Early learning, primary schooling, and secondary schooling settings where curriculum is delivered in the Māori language over 51% of the time.

Māori Language Immersion Level (MLIL) – A scale which provides levels for the amount of Māori language is used during curriculum delivery.

MLIL Level 1 – 81-100% curriculum time is delivered in the Māori language.

MLIL Level 2 – 51-80% curriculum time is delivered in the Māori language.

Dedicated Settings – Education settings where all learners within that centre or school are MLIL Level 1 or MLIL Level 2.

Mixed Medium Settings – Education settings where some but not all learners with that centre or school are MLIL Level 1 or MLIL Level 2.

Early Learning – Education settings for pre-school learners.

Primary Schooling – Education settings for learners from year 1 to year 8.

Secondary Schooling – Education settings for learners from year 9 to year 15.

3Foreword Te Rāngai Kāhui Ako ā-Iwi

I am delighted to introduce Te Rāngai Kāhui Ako ā-Iwi. It is a framework to support sustainable Māori medium education, recognising the diversity rohe by rohe, iwi by iwi. It is designed to exploit the Communities of Learning l Kāhui Ako to identify and share best practice for Māori medium education.

When I commissioned this work almost two years ago, I challenged the Ministry of Education to develop a framework for sustainability and a strategy to deliver it. Core components of this strategy are the recognition and support of the diverse iwi contexts and the student centred end to end pathways of Communities of Learning l Kāhui Ako. Te Rāngai Kāhui Ako ā-Iwi fundamentally supports iwi, as key contributors, to ensure high-quality Māori medium education is available in their rohe.

Te Rāngai Kāhui Ako ā-Iwi acknowledges that, as the kaitiaki of te reo ā-iwi, iwi are critical links to enhancing whānau success in education.

We all share the vision of a system that responds to the needs of all students. Te Rāngai Kāhui Ako ā-Iwi supports iwi to deliver for learners and their whānau by providing an approach to identify and share best practice through two key components:

• Te Rāngai Kāhui Ako ā-Iwi – an analysis of areas where Māori medium education is thriving

• Regional System Data and Analysis – which provides data and information about how well Māori medium education is performing region by region.

I look forward to seeing you use Te Rāngai Kāhui Ako ā-Iwi to support learners and their whānau to thrive in Māori medium education.

Kāti rā.

Hon Hekia Parata Minister of Education

Tēnā koutou kei ngā pūreke mōwai o tō tātou nei reo

ForewordTe Rāngai Kāhui Ako ā-Iwi

4 Contents Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-Iwi 5

Data + Analysis Rating Framework 6

Regional Data 10

Tai Tokerau 10

Auckland 14

Waikato 18

Bay of Plenty/Waiariki 22

Hawke’s Bay/Tairāwhiti 26

Taranaki/Whanganui/Manawatu 30

Wellington 34

Nelson/Marlborough/West Coast 38

Canterbury/Chathams 42

Otago/Southland 46

Te Rāngai Kāhui Ako ā-IwiContents

5Framework Te Rāngai Kāhui Ako ā-Iwi

Developing a high quality and sustainable system for Māori medium education. To raise Māori achievement by allowing all learners to study in quality Māori medium settings throughout their education journey

He huarahi whakaū, whakataīranga hoki i te taumata mātauranga ki ngā taiako reo Māori. E angitu ai te Māori, kia wātea ki ngā ākonga katoa he taiako reo Māori e whai kounga ana, i a rātou ka takahi i te ara o te mātauranga.

Community and Iwi Context

Community and iwi environment to sustain Māori medium settings within their

own communities

Measured by:1/ Māori population2/ Cultural value3/ Iwi relationship with Ministry of Education4/ Māori language proficiency rate5/ Māori language transmission/use and learning


Propensity and capability of whānau to support their

childrens’ learning in Māori medium settings

Measured by:1/ Whānau composition2/ Māori language use in the home3/ Māori language use at school


Quality of learning environments to enable

students learning in Māori medium settings

Measured by:1/ Participation rate and numbers2/ Language prevalence3/ Early Learning – Dedicated vs Mixed Medium provision4/ Primary – Dedicated vs Mixed Medium provision5/ Secondary - Dedicated vs Mixed Medium provision6/ Capacity7/ Curriculum breadth8/ Transition/Retention

Quality evidence and resources support learners in Māori Medium Education

DEM

AN

DSU

PPLY

INFL

UEN

CE

Evidence and Resources

WH

ĀN

AU

AN

D

CO

MM

UN

ITY

MIN

ISTR

Y O

F ED

UC

ATIO

N

Governance, Leaders and Teachers

Quality of leaders in education to enable

students learning in Māori medium settings

Measured by:1/ Governance - Māori representation2/ Whānau self-review3/ School leaders – principals4/ Teacher turnover5/ Effective Teaching

Te Rāngai Kāhui Ako ā-IwiFramework

6 Data + Analysis Rating Framework Te Rāngai Kāhui Ako ā-Iwi

Community and Iwi Context

Data + Analysis Rating Framework Te Rāngai Kāhui Ako ā-Iwi

INDICATOR

Data Description Analysis Statement Data Description Analysis Statement Data Description Analysis Statement

GOOD DEVELOPING CRITICAL

1/ Māori PopulationSource: Census (2013) Māori population numbers are projected to grow Potential student pool increasingMāori population numbers are projected to remain static

Potential student pool stable

Māori population numbers are projected to decrease over time

Potential student pool decreasing

2/ Cultural ValueSource: Te Kupenga (2013) Over 50% of Māori population values cultureCultural context conducive to Māori medium education provision

At least 33% of Māori population value culture (as per national average)

Cultural context requires development to be conducive to Māori medium education provision

Less than 33% of Māori population value culture

Cultural context is not conducive to MME provision

3/Iwi Relationship with Ministry of EducationSource: Ministry of Education (2016)

At least four iwi in the region have active relationships with the Ministry of Education

A number of iwi actively engaged in Māori educational achievement

At least two iwi in the region have active relationships with the Ministry of Education

Some iwi are engaged in Māori educational achievement

Less than two iwi in the region have active relationships with the Ministry of Education

There is limited iwi engagement on Māori educational achievement

4/Māori Language Proficiency RateSource: Te Kupenga (2013)

Over 25% of the Māori population have a conversational proficiency

There is a significant language capability and capacity within the region to support Māori medium education provision and drive demand

At least 20% of the Māori population have a conversational proficiency and over 50% have more than a few words or phrases

There is a some language capability and capacity within the region to support Māori medium education provision and drive demand

Less than 20% of the Māori population have conversational proficiency and less than 50% have more than a few words or phrases

There is a limited language capability and capacity within the region to support Māori medium education provision and drive demand

5/Māori Language Transmission/Use/LearningSource: Te Kupenga (2013)

Over 50% of Māori in the rohe taught or shared the Māori language with others

The majority of Māori share their language knowledge with others

At least 33% of Māori in the rohe taught or shared the Māori language with others

Less than half of Māori share their language knowledge with others

Less than 33% of Māori in the rohe taught or shared the Māori language with others

Very few Māori share their language knowledge with others

7Data + Analysis Rating Framework Te Rāngai Kāhui Ako ā-Iwi



INDICATOR



1/ Whānau CompositionSource: Te Kupenga (2013)Over 46% of Māori in the rohe report that whānau composition includes grandparents,grandchildren, aunts,uncles, cousins etc

The composition of the majority of Māori whānau is multigenerational and includes cousins, aunties etc which will support successful Māori medium education engagement and provision

At least 42% of Māori in the rohe report thatwhānau compositionincludes grandparents,grandchildren, aunts,uncles, cousins etc

Whānau composition is typically wider thannational averages which will support Māori medium educationengagement and provision

Less than 42% of Māori in the rohe report thatwhānau compositionincludes grandparents,grandchildren, aunts,uncles, cousins etc

Whānau compositiontypically limited toimmediate family which is less conducive to Māori medium educationengagement and provision

2/Māori Language use in the HomeSource: Te Kupenga (2013)

Over 25% of Māori reportthat the Māori languageis used regularly or themain language at home.Over 75% of speakers use Māori language as a significant language of communication withchildren

Evidence of significantintergenerational Māori language use within whānau

Less than 25% of Māorireport that the Māorilanguage is used regularlyor the main language at home. Over 75% of speakers use Māori language as a significant language of communication with children

Intergenerational Māorilanguage use withinwhānau is higher thannational averages

Less than 20% of Māorireport that the Māorilanguage is used regularlyor the main language at home. Less than 75% of speakers use Māori language as a significant language of communication with children

Intergenerational Māorilanguage use withinwhānau is less frequentthan national averages

3/Māori Language use at SchoolSource: Te Kupenga (2013)

Over 70% of Māori usethe Māori language whenhelping out at school atleast some of the time

Whānau use the Māori language at school regularly

Over 50% of Māori usethe Māori language whenhelping out at school atleast some of the time

Whānau use the Māorilanguage at school fromtime to time

Less than 50% of Māoriuse the Māori languagewhen helping out atschool at least some of the time

Whānau do not regularlyuse the Māori language at school

8


INDICATOR



1/Participation Rate and NumbersSource: Ministry of Education (2010-2014)

Participation higher than the national average with a growth trend

Comparatively high participation and numbers increasing

Participation higher than the national average with a decreasing trend

Comparatively high participation and numbers decreasing

Less than the national average

Comparatively low participation

2/Language PrevalenceSource: Education Review Office (2010-2015)

ERO reports for the majority of settings note Māori language prevalence as strong

Language provision is of high quality

ERO reports for the majority of settings note Māori language prevalence as developing

Quality of language provision is developing

ERO reports for the majority of settings note Māori language prevalence as needs improving

Quality of language provision needs improving

3/Early Learning – Dedicated vs Mixed Medium ProvisionSource: Ministry of Education (2014)

More than 50 total Māori medium education settings

Good access to quality Māori medium education

Between 16 and 50 total Māori medium education settings

Access to quality Māori medium education requires development

Less than 15 total Māori medium education settings

Access to quality Māori medium education is critical

4/Primary – Dedicated vs Mixed Medium ProvisionSource: Ministry of Education (2014)

Over 50% in dedicated and at least 15 dedicated settings in the region


At least 50% in dedicated and at least 10 dedicated settings in the region or 15 total Māori medium education settings


Less than 40% in dedicated settings and less than 15 total Māori medium education settings


5/Secondary – Dedicated vs Mixed Medium ProvisionSource: Ministry of Education (2014)

Over 50% in dedicated and at least 5 dedicated settings in the region


At least 50% in dedicated and at least 3 dedicated settings in the region or 5 total Māori medium education settings


Less than 40% in dedicated settings and less than 5 total Māori medium education settings


6/ CapacitySource: Ministry of Education (2014)Less than 70% utilisation in dedicated settings and no settings over 85%

There is capacity within the system for additional Māori medium education learners

Up to 84% utilisation dedicated settings but no more than half of dedicated settings over 85%

There is limited capacity within the system for additional Māori medium education learners

More than 85% utilisation dedicated settings and/or more than half of dedicated settings over 85%

There is little to no capacity within the system for additional Māori medium education learners

7/ Curriculum BreadthSource: Ministry of Education (2010-2014)Over 70% of subjects offered regionally are delivered within Māori medium education settings

There is a relatively high number of subjects available to Māori medium education secondary school learners

Over 50% of subjects offered regionally are delivered within Māori medium education settings

There is a relatively moderate number of subjects available to Māori medium education secondary school learners

Less than 50% of subjects offered regionally are delivered within Māori medium education settings

There is a relatively low number of subjects available to Māori medium education secondary school learners

8/ Transition/RetentionSource: Ministry of Education (2014-2015) Over 80% Level 1 retentionRetention of Level 1 Māori medium education leaners is high

Over 50% Level 1 retentionRetention of Level 1 Māori medium education leaners is moderate

Less than 60% Level 1 retention

Retention of Level 1 Māori medium education leaners is low



9

Governance, Leaders and Teachers

INDICATOR



1/Governance – Māori RepresentationSource: Ministry of Education (2014)

Over 80% Māori representation on Board of Trustees in dedicated settings and over 30% Māori representation on Board of Trustees in mixed medium settings

Māori participation in governance is very high

Over 80% Māori representation on Board of Trustees in dedicated settings and over 19% Māori representation on Board of Trustees in mixed medium settings

Māori participation in governance is higher than national averages

Less than 19% Māori representation on Board of Trustees in Māori medium education settings

Māori participation in governance low

2/ Whānau Self ReviewSource: Education Review Office (2010-2015)ERO reports for the majority of settings assess whānau self-review for majority of kōhanga as effective or highly effective

Whānau self review is effective

ERO reports for the majority of settings assess whānau self-review for majority of kōhanga as developing

Whānau self review is developing

ERO reports for the majority of settings assess whānau self-review for majority of kōhanga as needing support

Whānau self review needs support

3/ School Leaders – PrincipalsSource: Ministry of Education (2015) At least 10 years’ experience as a principal MME School principals are very experienced At least 8 years’ experience as a principal School principals are relatively experienced Less than 8 years’ experience as a principalSchool principals are comparatively less experienced

4/ Teacher TurnoverSource: Ministry of Education (2014) Less than 19% annual teacher turnover Teacher turnover is less than national averages More than 19% annual teacher turnoverTeacher turnover is slightly higher than national averages

More than 25% annual teacher turnover

Teacher turnover is relatively high

5/ Effective TeachingSource: Education Review Office (2010-2015) ERO reports for the majority of settings assess teaching as effective or highly effective

Māori medium education providers have effective teaching and learning practices

ERO reports for the majority of settings assess teaching as developing

Māori medium education providers are developing effective teaching and learning practices

ERO reports for the majority of settings assess teaching as not effective

Māori medium education providers need to improve their teaching and learning practices



10 Tai Tokerau Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiTai Tokerau

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting

Mixed medium setting

English medium setting

Summary

Māori medium 60

Composite 6

Primary 10

Secondary 1

Kōhanga reo 43

Mixed medium 24

Composite 6

Primary 14

Secondary 4

Grand total 84Sourced from LINZ data. Crown and Critchlow. Copyright reserved.

Census boundaries from Statistics NZ.

11Tai Tokerau Te Rāngai Kāhui Ako ā-Iwi

KAITAIA

KERIKERI

WHANGAREI

KAIKOHE

12

Whānau Language and EngagementCommunity and Iwi Context

DEVELOPING CRITICALGOOD J DEMANDTai Tokerau Te Rāngai Kāhui Ako ā-Iwi

Tai Tokerau Te Rāngai Kāhui Ako ā-Iwi

60%

MĀORI 10%

POPULATION GROWTH BY 2023

46%

Believe it is very or quite important to be engaged in Māori culture

In 2013, there were 55,200 Māori in the region with a projected growth of 18% by 2023.

COMPAREDNATIONALLY

53% Taught or shared Māori language with others in the region

26%MĀORI

PROFICIENT IN TE REO

MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT

Have a conversational proficiency in

Māori language

Can speak more than a few words or phrases

in Māori language

For the 0-14 year age group, the Māori population is projected to grow 10% by 2023 compared to -11% for the non-Māori population.

NON MĀORI -11%

59%MĀORI

SPEAK PHRASES IN TE REO

1/ MĀORI POPULATION

2/ CULTURAL VALUE

3/ IWI RELATIONSHIP WITH THE MINISTRY OF EDUCATION

4/ MĀORI LANGUAGE PROFICIENCY RATE

5/ MĀORI LANGUAGE TRANSMISSION/USE/LEARNING

There is significant language capability and capacity within the region to support Māori medium education

provision and drive demand

Cultural context conducive to Māori medium education provision



Two iwihave active relationships with the Ministry of Education

MĀORIPOPULATION

2013

55,200MĀORIPOPULATION

65,1002023

COMMUNITY

Potential student pool increasing

WHĀNAU

1/ WHĀNAU COMPOSITION

2/ MĀORI LANGUAGE USE IN HOME

3/ MĀORI LANGUAGE USE AT SCHOOL

when helping at school at least some of the time.

76%

SPOKE MĀORI

OF MĀORI LANGUAGE SPEAKERS

82%SPOKE

Māori language was the main language or used regularly at home.

73%SPOKE

te reo Māori with their secondary school-aged children

79%SPOKE

te reo Māori with their primary school children

te reo Māori with their pre-school children

Evidence of significant intergenerational Māori language

use within whānau

Of those who could speak Māori, used te reo Māori as a language

of communication

29%

49%

44%MĀORIIN THE REGION

MĀORIIN THE REGION

41%

Reported that whānau includes aunts, uncles, cousins, nephews/nieces

COMPAREDNATIONALLY

42%

Reported that whānau includes grandparents and grandchildren

COMPAREDNATIONALLY


The composition of the majority of Māori whānau is multigenerational and includes cousins,

aunties etc which will support successful MME engagement and provision

13

DEVELOPING CRITICALGOOD

Learning Environments Governance, Leaders and Teachers

J SUPPLY Tai Tokerau Te Rāngai Kāhui Ako ā-Iwi

Tai Tokerau Te Rāngai Kāhui Ako ā-Iwi

1/ PARTICIPATION RATE AND NUMBERS

2/ LANGUAGE PREVALENCE

3/ DEDICATED VS MIXED MEDIUM PROVISION

6/ DEDICATED CAPACITY/UTILISATION

7/ CURRICULUM BREADTH

8/ TRANSITION/RETENTION

21% COMPAREDNATIONALLY

783 Māori learners are in MME early learning settings. Increase in numbers since 2010.

The 10% random sample of Māori medium education providers indicates that language quality and prevalence is generally strong.

23%IN MME

60%

40%


1616 Māori learners are in MME primary settings. Increase in numbers since 2010.16%

IN MME

77%


565 Māori learners are in MME secondary settings. Increase in numbers since 2010.12%

IN MME

The quality and prevalence of Māori language in MME providers is generally developing. 35% of providers were assessed as strong, 50% as developing and 15% needing improvement. There is significant variance in language prevalence between dedicated and mixed medium providers. 52% dedicated providers have strong language prevalence compared to 19% of mixed medium providers.

Of all MME

primary learners

were in dedicated MME settings

were in mixed medium settings

204 Māori learners in Māori medium education 2014 Māori learners in Māori medium education 2015

Early LearningData not available 132

/ YR 8/ YR 9

Of the 39 settings 17 were dedicated MME settings and 22 were mixed medium settings.

The average capacity of dedicated MME primary settings is 77%. Of the 17 dedicated settings 5 were over 100% capacity and a further 2 were over 85%.

100%Of all MME Early

learnersare in dedicated MME settings

All 45 MME early learning settings were dedicated MME settings.

74%

26%Of all MME

secondary learners




DEDICATED96%

The average capacity of dedicated MME secondary settings is 96%. Of the 9 dedicated settings 4 were over 100% capacity.

DEDICATED

83%MME secondary school settings have delivered 70 of the 84 (83%) recorded secondary subjects recorded since 2010.

81% retention of Level 1 cohort. 43% retention of Level 2 cohort.

10%RANDOM

MME SAMPLE

STRONG

4/ DEDICATED VS MIXED MEDIUM PROVISION 5/ DEDICATED VS MIXED MEDIUM PROVISION

~ EARLY LEARNING ~

35%STRONG

50%DEVELOPING

15%NEEDS IMPROVING

EARLY LEARNING PRIMARY SECONDARY EARLY LEARNING PRIMARY SECONDARY


Māori representation

in school BOTs

The 10% random sample of MME providers indicates that whānau self

review is generally developing.

d10%

46%

46%7%

were assessed asEFFECTIVE

were assessed asDEVELOPING

are actively governed and managed by whānau.

were assessed asNOT EFFECTIVE

A L LKŌHANGA

84%DEDICATED

MME SETTINGS

59%MIXED

MEDIUM SETTINGS

19% COMPAREDNATIONALLY 19% COMPAREDNATIONALLY

The average years ~ AS A ~

~ IN 2014 ~

In 2014, teacher turnover in MME school settings was 20% in primary schooling compared to a national average of 19% across all schools.

The eectiveness of teaching and learning in MME providers is generally developing. 46% of providers were assessed as eective, 46% as developing and 7% as not eective. There is significant variance in teaching and learning eectiveness between dedicated and mixed medium providers. 58% dedicated providers have strong teaching and learning eectiveness compared to 36% of mixed medium providers.

In 2014, teacher turnover in MME school settings was 16% in secondary schooling compared to a national average of 19% across all schools.

20%

3.7YEARS

10.5YEARS 9

YEARS

MMETEACHER

TURNOVER

16%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal

1/ GOVERNANCE/LEADERSHIP 1/ GOVERNANCE - MĀORI REPRESENTATION

2/ WHĀNAU SELF REVIEW 3/ SCHOOL LEADERS – PRINCIPALS

4/ TEACHER TURNOVER – PRIMARY 4/ TEACHER TURNOVER – SECONDARY

5/ EFFECTIVE TEACHING

14 Auckland Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiAuckland

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 64

Composite 5

Primary 7

Secondary 1

Kōhanga reo 51

Mixed medium 25

Composite 1

Primary 22

Secondary 2



15Auckland Te Rāngai Kāhui Ako ā-Iwi

AUCKLAND

MANUKAU

PUKEKOHE

WELLSFORD

OREWA

NORTH SHORE

16


DEVELOPING CRITICALGOOD J DEMANDAuckland Te Rāngai Kāhui Ako ā-Iwi

Auckland Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

43%

MĀORI 8%


46%



COMPAREDNATIONALLY


18%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language

For the 0-14 year age group, the Māori population is projected to grow 8% by 2023 compared to 6% for the non-Māori population.

NON MĀORI 6%

50%MĀORI



There is a limited language capability and capacity within the region to support Māori medium education





Orakei & Tamaoho have active relationships with the Ministry of Education


2/ CULTURAL VALUE



MĀORIPOPULATION

169,8002013

MĀORIPOPULATION

205,5002023


WHĀNAU

35%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY


Whānau composition typically limited to immediate family which is less conducive

to MME engagement and provision


59%

SPOKE MĀORI


Whānau use the Māori language at school from time to time



73%SPOKE


76%SPOKE


76%SPOKE




of communication

18%Intergenerational Māori language use within whānau is less frequent

than national averages

17



J SUPPLY Auckland Te Rāngai Kāhui Ako ā-Iwi

Auckland Te Rāngai Kāhui Ako ā-Iwi

EARLY LEARNING PRIMARY SECONDARY









The 10% random sample of Māori medium education providers indicates that language quality and prevalence is generally strong.

14%IN MME

40%

60%



IN MME

70%


673 Māori learners are in MME secondary settings. Decrease in numbers since 2010.4%

IN MME

The quality and prevalence of Māori language in MME providers is generally strong. 63% of providers were assessed as strong, 37% as developing and only 1 provider needing improvement. There was no notable variance in language prevalence between dedicated and mixed medium providers.

Of all MME

primary learners



240 Māori learners in Māori medium education 2014Māori learners in Māori medium education 2015


/ YR 8/ YR 9


The average capacity of dedicated MME primary settings is 70%. Of the 12 dedicated settings 1 was over 100% capacity and a further 2 were over 85%.




37%

63%Of all MME

secondary learners




DEDICATED88%

The average capacity of dedicated MME secondary settings is 88%. Of the 6 dedicated settings 1 was over 100% capacity and a further 2 are over 85%.

DEDICATED



10%RANDOM

MME SAMPLE

STRONG


~ EARLY LEARNING ~

37%DEVELOPING

63%STRONG

1 NEEDS IMPROVING




in school BOTs



d10%

63%

37%were assessed asEFFECTIVE



A L LKŌHANGA

98%DEDICATED

MME SETTINGS

35%MIXED

MEDIUM SETTINGS



~ IN 2014 ~


The eectiveness of teaching and learning in MME providers is generally strong. 63% of providers were assessed as eective and 37% as developing. There was no notable variance in teaching and learning eectiveness between dedicated and mixed medium providers.


17%

8YEARS

11.9YEARS 11YEARS

MMETEACHER

TURNOVER

14%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





18 Waikato Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiWaikato

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 76

Composite 6

Primary 11

Secondary 1

Kōhanga reo 58

Mixed medium 14

Composite 1

Primary 12

Secondary 1



19Waikato Te Rāngai Kāhui Ako ā-Iwi

CAMBRIDGE

THAMES

HAMILTON

20


DEVELOPING CRITICALGOOD J DEMANDWaikato Te Rāngai Kāhui Ako ā-Iwi

Waikato Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

51%

MĀORIPOPULATION

MĀORI 12%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY


23%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language


96,100 115,300

NON MĀORI -4%

59%MĀORI



2/ CULTURAL VALUE


4/ MAORI LANGUAGE PROFICIENCY RATE

5/ MAORI LANGUAGETRANSMISSION/USE/LEARNING


There is a some language capability and capacity within the region to support Māori medium education





Two iwi2013

2023 have active relationships with the Ministry of Education

WHĀNAU






64%

SPOKE MĀORI


72%SPOKE


49%SPOKE


65%SPOKE




use within whānau


of communication

27%

46%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY

The composition of the majority of Māori whānau is multigenerational and includes cousins, aunties etc which will support successful MME engagement and provision

21



J SUPPLY Waikato Te Rāngai Kāhui Ako ā-Iwi

Waikato Te Rāngai Kāhui Ako ā-Iwi









1216 Māori learners are in MME early learning settings. Minimal change since 2010.

The 10% random sample of Māori medium education providers indicates that language quality and prevalence is generally developing.

22%IN MME

65%

35%



IN MME

85%



IN MME

The quality and prevalence of Māori language in MME providers is generally developing. 39% of providers were assessed as strong, 58% as developing and 1 provider needing improvement. There is significant variance in language prevalence between dedicated and mixed medium providers. 56% dedicated providers have strong reo prevalence compared to 15% of mixed medium providers.

Of all MME

primary learners





/ YR 8/ YR 9




learners are in dedicated MME settings


90%

10%Of all MME

secondary learners



Of the 8 settings 7 were dedicated MME settings and 1 was mixed medium settings.

DEDICATED114%

The average capacity of dedicated MME secondary settings is 114%. Of the 7 dedicated settings 4 were over 100% capacity and a further 1 was over 85%.

DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

1 NEEDS IMPROVING

39%STRONG

58%DEVELOPING




in school BOTs



d10%

65%

32%1




provider assessed asNOT EFFECTIVE

A L LKŌHANGA

93%DEDICATED

MME SETTINGS

44%MIXED

MEDIUM SETTINGS



~ IN 2014 ~


The eectiveness of teaching and learning in MME providers is generally strong. 65% of providers were assessed as eective, 32% as developing and 1 provider was assessed as not eective. There is significant variance in teaching and learning eectiveness between dedicated and mixed medium providers. 72% dedicated providers have strong teaching and learning eectiveness compared to 54% of mixed medium providers.


16%

9.4YEARS

11.5YEARS 9.6

YEARS

MMETEACHER

TURNOVER

15%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





22 Bay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiBay of Plenty/Waiariki

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 125

Composite 8

Primary 15

Kōhanga reo 102

Mixed medium 37

Composite 4

Primary 30

Secondary 3



23Bay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi

ROTORUA

TAUPŌ

TAURANGA

24


DEVELOPING CRITICALGOOD J DEMANDBay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi

Bay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

56%

MĀORIPOPULATION

MĀORI 14%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY


28%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori languageFor the 0-14 year age group, the Māori population is projected to grow 14% by 2023 compared to -11% for the non-Māori population.

78,200 89,100

NON MĀORI -11%

56%MĀORI



2/ CULTURAL VALUE




There is a significant language capability and capacity within the region to support Māori medium education




A number of iwi are actively engaged in Māori educational achievement

Fourteen iwi2013

2023


have active relationships with the Ministry of Education

WHĀNAU






76%

SPOKE MĀORI


86%SPOKE


80%SPOKE


75%SPOKE




use within whānau


of communication

32%

52%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY

The composition of the majority of Māori whānau is multigenerational and includes cousins,

aunties etc which will support successful MME engagement and provision

25



J SUPPLY Bay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi

Bay of Plenty/Waiariki Te Rāngai Kāhui Ako ā-Iwi









1958 Māori learners are in MME early learning settings. Decrease in provision since 2010.

The 10% random sample of Māori medium education providers indicates that language quality and prevalence is generally developing quality language.

29%IN MME

48%

52%


3036 Māori learners are in MME primary settings. Decrease in numbers since 2010.18%

IN MME

75%



IN MME

The quality and prevalence of Māori language in MME providers is generally developing. 48% of providers were assessed as strong, 38% as developing and 15% needing improvement. There is significant variance in language prevalence between dedicated and mixed medium providers. 79% dedicated providers have strong reo prevalence compared to 27% of mixed medium providers.

Of all MME

primary learners





/ YR 8/ YR 9






77%

23%Of all MME

secondary learners




DEDICATED101%

The average capacity of dedicated MME secondary settings is 101%. Of the 9 dedicated settings 4 were over 100% capacity and a further 2 were over 85%.

DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

STRONG

48%

38%DEVELOPING

15%NEEDS IMPROVING




in school BOTs


review is generally strong.

g10%

57%

32%12%





A L LKŌHANGA

97%DEDICATED

MME SETTINGS

56%MIXED

MEDIUM SETTINGS



~ IN 2014 ~


The eectiveness of teaching and learning in MME providers is generally strong. 57% of providers were assessed as eective, 32% as developing and 12% as not eective. There is significant variance in teaching and learning eectiveness between dedicated and mixed medium providers. 83% dedicated providers have strong teaching and learning eectiveness compared to 39% of mixed medium providers.


16%

8.6YEARS

11.3YEARS 10.8

YEARS

MMETEACHER

TURNOVER

8%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





26 Hawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiHawke’s Bay/Tairāwhiti

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 105

Composite 6

Primary 10

Kōhanga reo 89

Mixed medium 14

Composite 3

Primary 9

Secondary 2



27Hawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi

NAPIER

GISBORNE

HASTINGS

28


DEVELOPING CRITICALGOOD J DEMANDHawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi

Hawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

51%

MĀORIPOPULATION

MĀORI 8%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY


26%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT

Have a conversational proficiency in Māori lanuage


in Māori lanuage


62,500 71,250

NON MĀORI -13%

64%MĀORI




2/ CULTURAL VALUE



There is a significant language capability and capacity within the region to support Māori medium education





No iwi2013

2023



WHĀNAU






70%

SPOKE MĀORI


75%SPOKE


71%SPOKE


85%SPOKE




use within whānau


of communication

29%

43%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY



29



J SUPPLY Hawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi

Hawke’s Bay/Tairāwhiti Te Rāngai Kāhui Ako ā-Iwi









1529 Māori learners are in MME early learning settings. Decrease in numbers since 2010.


31%IN MME

70%30%


1829 Māori learners are in MME primary settings. Decrease in numbers since 2010.16%

IN MME

98%



IN MME


Of all MME

primary learners





/ YR 8/ YR 9


The average capacity of dedicated MME primary settings is 98%. Of the 16 dedicated settings 7 were over 100% capacity and a further 1 was over 85%.




80%

20%Of all MME

secondary learners




DEDICATED123%

The average capacity of dedicated MME secondary settings is 123%. Of the 6 dedicated settings 3 were over 100% capacity.

DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

STRONG

48%

41%DEVELOPING

10%NEEDS IMPROVING




in school BOTs



d10%

67%

23%10%





A L LKŌHANGA

94%DEDICATED

MME SETTINGS

75%MIXED

MEDIUM SETTINGS



~ IN 2014 ~




10%

10.4YEARS

10.9YEARS 9.7

YEARS

MMETEACHER

TURNOVER

9%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





30 Taranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiTaranaki/Whanganui/Manawatu

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 59

Composite 5

Primary 7

Secondary 1

Kōhanga reo 46

Mixed medium 13

Primary 12

Secondary 1



31Taranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi

NEW PLYMOUTH

WHANGANUI

PALMERSTON NORTH

TAUMARUNUI

32


DEVELOPING CRITICALGOOD J DEMANDTaranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi

Taranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

43%

MĀORIPOPULATION

MĀORI 13%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY


20%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language

For the 0-14 year age group, the Māori population is projected to grow by 13% by 2023 compared to -8% for the non-Māori population.

69,600 83,500

NON MĀORI -8%

57%MĀORI




2/ CULTURAL VALUE



There is some language capability and capacity within the region to support Māori medium education







Four iwi2013 2023



WHĀNAU






53%

SPOKE MĀORI


73%SPOKE


44%SPOKE


65%SPOKE



Intergenerational Māori language use within whānau is less frequent

than national averages


of communication

22%

41%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY

Whānau composition typically limited to immediate family which is less conducive to MME engagement and provision

33



J SUPPLY Taranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi

Taranaki/Whanganui/Manawatu Te Rāngai Kāhui Ako ā-Iwi











26%IN MME

53%

47%



IN MME

55%



IN MME


Of all MME

primary learners





/ YR 8/ YR 9


The average capacity of dedicated MME primary settings is 55%. Of the 12 dedicated settings none were over 100% capacity and 2 were over 85%.




54%

46%Of all MME

secondary learners




DEDICATED56%

The average capacity of dedicated MME secondary settings is 56%. Of the 6 dedicated settings none were over 100% capacity and 1 was over 85%.

DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

STRONG

43%

48%DEVELOPING

9%NEEDS IMPROVING




in school BOTs

76%

20%1




Provider assessed asNOT EFFECTIVE

A L LKŌHANGA

89%DEDICATED

MME SETTINGS

55%MIXED

MEDIUM SETTINGS



~ IN 2014 ~


The e ectiveness of teaching and learning in MME providers is generally strong. 76% of providers were assessed as e ective, 20% as developing and 1 provider assessed as not e ective. There was no notable variance in teaching and learning e ectiveness between dedicated and mixed medium providers.


13%

10.3YEARS

11.4YEARS 9.6

YEARS

MMETEACHER

TURNOVER

9%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers



d10%

RANDOMMME

SAMPLE

Principal





34 Wellington Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiWellington

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 51

Composite 6

Kōhanga reo 45

Mixed medium 14

Composite 1

Primary 12

Secondary 1

Grand total 65

Sourced from LINZ data. Crown and Critchlow. Copyright reserved.


35Wellington Te Rāngai Kāhui Ako ā-Iwi

LEVIN

OTAKI

PARAPARAUMU

MASTERTON

WELLINGTON

DANNEVIRKE

PORIRUA

36


DEVELOPING CRITICALGOOD J DEMANDWellington Te Rāngai Kāhui Ako ā-Iwi

Wellington Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

48%

MĀORIPOPULATION

MĀORIPOPULATION

46%


COMPAREDNATIONALLY


20%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language

65,800 78,300

60%MĀORI




2/ CULTURAL VALUE








Four iwi

MĀORI 12%




NON MĀORI -7%

20132023



WHĀNAU






72%

SPOKE MĀORI


80%SPOKE


75%SPOKE


74%SPOKE



Intergenerational Māori language use within whānau is higher than national averages


of communication

30%

44%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY

Whānau composition is typically wider than national averages which will support MME engagement and provision

37



J SUPPLY Wellington Te Rāngai Kāhui Ako ā-Iwi

Wellington Te Rāngai Kāhui Ako ā-Iwi









1011 Māori learners are in MME early learning settings. Decrease in numbers since 2010.


22%IN MME

52%

48%



IN MME

100%



IN MME


Of all MME

primary learners





/ YR 8/ YR 9






64%

36%Of all MME

secondary learners




DEDICATED100%

The average capacity of dedicated MME secondary settings is 100%. Of the 6 dedicated settings 2 were over 100% capacity and a further 2 were over 85%.

DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

STRONG

42%

37%DEVELOPING

16%NEEDS IMPROVING




in school BOTs


review is generally strong.

g10%

68%

16%16%





A L LKŌHANGA

88%DEDICATED

MME SETTINGS

43%MIXED

MEDIUM SETTINGS



~ IN 2014 ~




13%

10.5YEARS 10.1

YEARS9.4YEARS

MMETEACHER

TURNOVER

11%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





38 Nelson/Marlborough/West Coast Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiNelson/Marlborough/West Coast

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 9

Composite 1

Primary 1

Kōhanga reo 7

Mixed medium 8

Primary 7

Secondary 1

Grand total 17



39Nelson/Marlborough/West Coast Te Rāngai Kāhui Ako ā-Iwi

NELSON

GREYMOUTH

KAIKOURA

BLENHEIM

40


DEVELOPING CRITICALGOOD J DEMAND

Nelson/Marlborough/West Coast Te Rāngai Kāhui Ako ā-Iwi


COMMUNITY

38%

MĀORIPOPULATION

MĀORI 20%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY

50% 50% of Māori in the region taught or shared Māori language with others; 30% did something else that involved learning the Māori language or culture.

14%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language

For the 0-14 year age group, the Māori population is projected to grow by 20% by 2023 compared to -6% for the non-Māori population.

13,730 17,200

NON MĀORI -6%

49%MĀORI




2/ CULTURAL VALUE








No iwi2013

2023



WHĀNAU






56%

SPOKE MĀORI


82%SPOKE


64%SPOKE


66%SPOKE



Intergenerational Māori language use within whānau is less frequent than national averages


of communication

13%

37%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY



41



J SUPPLY













6%IN MME

19%

81%



IN MME

114%


7 Māori learners are in MME secondary settings. Decrease in numbers since 2010.1%

IN MME

The quality and prevalence of Māori language in MME providers is generally developing. 22% of providers were assessed as strong, 78% as developing. There is no significant variance in language prevalence between dedicated and mixed medium providers.

Of all MME

primary learners





/ YR 8/ YR 9


The average capacity of dedicated MME primary settings is 114%. Of the 2 dedicated settings 1 was over 100% capacity.




100%Of all MME

secondary learners


There is only 1 dedicated MME setting for secondary learners.

DEDICATED163% There was only 1 dedicated MME secondary setting and

it was at 163% capacity.DEDICATED



10%RANDOM

MME SAMPLE

DEVELOPING


~ EARLY LEARNING ~

22%STRONG

78%DEVELOPING

~ SECONDARY ~




in school BOTs



d10%


A L LKŌHANGA

67%

33%were assessed asEFFECTIVE


80%DEDICATED

MME SETTINGS

13%MIXED

MEDIUM SETTINGS



~ IN 2014 ~


The eectiveness of teaching and learning in MME providers is generally strong. 67% of providers were assessed as eective, 33% as developing. There was no notable variance in teaching and learning eectiveness between dedicated and mixed medium providers.


19%

8YEARS

10.8YEARS 10.3

YEARS

MMETEACHER

TURNOVER

0%MME

TEACHERTURNOVER

DEDICATEDMME

POSITION

RANDOMMME

SAMPLE

MIXEDMME

POSITION

ENGLISHMEDIUM

POSITION

Eectivenessof MME

providers

Principal





42 Canterbury/Chathams Te Rāngai Kāhui Ako ā-Iwi

Te Rāngai Kāhui Ako ā-IwiCanterbury/Chathams

Type of Education

Composite

Primary

Secondary

Special

Kōhanga reo

Dedicated setting



Summary

Māori medium 10

Composite 3

Kōhanga reo 7

Mixed medium 10

Primary 9

Secondary 1

Grand total 20



43Canterbury/Chathams Te Rāngai Kāhui Ako ā-Iwi

CHRISTCHURCH

ASHBURTON

TIMARU

44


DEVELOPING CRITICALGOOD J DEMANDCanterbury/Chathams Te Rāngai Kāhui Ako ā-Iwi

Canterbury/Chathams Te Rāngai Kāhui Ako ā-Iwi

COMMUNITY

32%

MĀORIPOPULATION

MĀORI 25%


MĀORIPOPULATION

46%



COMPAREDNATIONALLY


14%MĀORI


MĀORI TAUGHT OR

SHARED TE REO

MĀORI CULTURAL

ENGAGEMENT


Māori language


in Māori language

For the 0-14 year age group, the Māori population is projected to grow 25% by 2023 compared to 2% for the non-Māori population.

47,900 63,700

NON MĀORI 2%

41%MĀORI



Cultural context is not conducive to Māori medium education provision



No Iwi


2/ CULTURAL VALUE



20132023





WHĀNAU

43%


MĀORIIN THE REGION

41%


COMPAREDNATIONALLY

42%


COMPAREDNATIONALLY

Whānau composition typically limit

te rāngai kāhui ako ā-iwi - ministry of education · 2017. 6. 26. · foreword te rāngai kāhui...

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