whakatinanatia : translating aspirations into actions
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Whakatinanatia : Translating Aspirations into Actions. Mason Durie. The Two Main Questions. How can full Māori participation in tertiary e ducation be achieved ?. The Two Main Questions. 2How can tertiary education contribute to the realisation of Māori aspirations ?. - PowerPoint PPT PresentationTRANSCRIPT
Whakatinanatia: Translating Aspirations into
ActionsMason Durie
The Two Main Questions
1. How can full Māori participation in tertiary education be achieved ?
The Two Main Questions
2 How can tertiary education
contribute to the realisation of
Māori aspirations ?
Tuaropaki Trust
Participation vs ContributionAcquisition of
knowledge and skills
Personal gainEducational
merit Institutional
leadershipTertiary
education as an endpoint
Transfer of knowledge and skills
Societal gainTranslational
meritMāori leadership
Tertiary education as a means to an end
Understanding the Two QuestionsHow can full
Māori participation in tertiary education be achieved ?
How can tertiary education contribute to the realisation of Māori aspirations ?
The Two Questions are related but the first is primarily about student
learning while the second is focussed on the translation of TEIs’ broader objectives into gains for te ao
Māori
Unpacking the two questions
Four goals for the first question
(‘… full participation in tertiary education’) Māori entry into Tertiary Education Māori student success Māori staff at all levels and across
all TEIs Māori knowledge in the curriculum
Unpacking the two questions
Four goals for the first question
(‘… full participation in tertiary education’) Māori entry into Tertiary Education Māori student success Māori staff at all levels and across
all TEIs Māori knowledge in the curriculum
Case Studies will be used to
identify success
factors for both
questions
Four goals for the second question (‘..contribute to the realisation of Māori aspirations’)
A well qualified workforce Flourishing Whānau Iwi strategies Māori participation in the globe
Full Participation in Tertiary EducationFour Case Studies
1. Māori entry into Tertiary Education• Tu Toa – bridging the secondary - tertiary
divide2. Māori student success• Te Rau Puawai – fostering high student
achievement3. Māori staff at all levels and in all
institutions• Te Rau Whakapūmau – well qualified Māori
academics4. Māori knowledge in the
curriculum• MKD – incorporating mātauranga Māori
Participation in Tertiary EducationBridging the secondary - tertiary divide Tertiary Scholarships Ngarimu VC Scholarships 1945 Māori Education Foundation 1960 Iwi scholarship programmes
Training Porgrammes Teacher Training Colleges Hospital based Nursing
Diversity in Tertiary Education Institutions Universities, Polytechnics, Wānanga, PTEs
Secondary School Initiatives
EXCELLENCE in academic
attainment
EXCELLENCE in Sporting
accomplishmentSTRONG &
CONFIDENT as Maori
Participation in Tertiary EducationTŪ TOA – bridging the secondary - tertiary divide 2005
Integrating Health, Sport, Tikanga & Whānau Engagement with Education
TŪ TOA – EXPECTATIONS FOR ALL STUDENTS
National Representation in sport
100% NCEA Pass rates
TEI Partnerships
Marae engagement
Progression to Tertiary Education
Participation in Tertiary Education2 Te Rau Puawai – student achievement
Established in 1999 at Massey University
Scholarship ProgrammeHealth-related academic
programmeExtramural students, mostly
working fulltimeFunded by Health Workforce
NZ (formerly Ministry of Health)
Te Rau PuawaiThe Formula
Whānau approach to learning
Group commitment to kaupapa Māori and health
Dedicated core staff▪ Kirsty Maxwell-Crawford, ▪ Monica Koia, & Robyn
RichardsonRegular telephone
contactAcademic counsellingFull fee + travel
scholarships
Te Rau PuawaiContractual Affirmation TargetsYear
Contract Expectations Results
1999 – 2003
100 graduates by 2003
104 graduates
2004 – 2006
50 additional graduates by 2006
68 graduates
2007 – 2009
30 additional graduates by 2009
54 graduates
2010 – 2012
30 additional graduates by 2012
62 graduates
Total 1999 - 2012 288
Paper Pass Rates 90%
Grade average B+ - A
47 Masters degrees
5 PhD grads
5 D Clin.Psych grads
Participation in Tertiary Education3 Te Rau Whakapūmau – well qualified Māori academics
Established at MU in 2001Building Māori academic
capacity
Te Mata o te Tau (Academy Māori Research &
Scholarship)Enhanced Doctoral programmeResearch across a wide range
of subject areas
The Goal: 25 PhD graduates by the end of
decade one (2010)
Te Rau Whakapūmau - Results
Māori Massey doctoral completions 1990 – 1999 - 5 2000 – 2010 - 65
Academic staff doctorates Massey & other TEIs 16
Subject Areas Education, Science, Māori
Studies, Business, History, Nursing, Psychology
Participation in Tertiary Education4 MKD - Māori in the Curriculum Māori in Universities
Te Reo Māori, Anthropology The impact of Whare
Whakairo Wānanga
Tikanga Māori: curriculum & pedagogy
Māori focus in various subjects E.g. law, health, science,
commerce Research protocols Kaupapa Māori research
PBRF
Te Kupenga o te Mātauranga
A.T. Ngata
Te Rangi Hiroa
Te Wānanga o Raukawa
Awanui-a -rangiAotearoa
Māori in the Curriculum PBRF & MKDPerformance Based Research Fund
(PBRF) introduced to measure research outputs in 2003
Māori Knowledge and Development (MKD) recognised as a separate panel
Based on the methodology used in the research (rather than the subject area)
Assessed by Māori academics from a range of TEIs
Māori Knowledge & Development Panel
‘The guiding principle for coverage is that the panel will consider all evidence portfolios
where there is evidence of research based on Maori world-views … and Maori methods of
research.’
‘the broad theme areas covered by the panel will include: te reo Maori, Tikanga Maori,
wairuatanga, cultural development, social development, economic development, political
development and environmental sustainability.’
Māori Knowledge & Development PanelThe Significance
Building on earlier efforts to include te reo Māori and tikanga Māori within
academic agendas, PBRF has recognised mātauranga Māori as a distinctive knowledge system that
has merit alongside other systems of knowledge
Addressing Question Two (‘contributions to realising Māori aspirations’)
1. A well qualified workforce• Medical affirmation programme
2. Families of Mana• Pāharakeke Research Priority
3. Iwi strategies• Hopuhopu MBA
4. Global participation• First Nations Futures Institute
Stanford University
A Well Qualified WorkforceMedical Affirmation
Introduced at Otago University Medical School in 1900
Priority entry for 2 Māori students The first students:
Te Rangi Hiroa (Peter Buck) & Tutere Wirepa
Later applied to Auckland University
(Maori and Pacific Admission Scheme - MAPAS)
Te Rangi Hiroa
Tutere Wirepa
100 years of Māori participation in the Otago Medical School
1913 2 Māori medical students (1%)
1963 6 Māori medical students (1%)
2013 137 Māori medical students (14%)
Current approachMāori students required to
have: the minimal qualification - 4xBs. there is no quota systemThe pass rates are nearly 100%
Māori Health Workforce
Development UnitAssoc. Prof. Jo Baxter
Māori Learning Support Te Huka
MataurakaPearl Matahika
Jo Baxter
Māori Medical GraduatesThe rationale for the
affirmative action is not only based on equitable representation in the workforce but (more importantly) on accelerating gains in Māori health
More Māori doctors may (or may not) achieve higher standards of health for Māori but early evidence is promising.
Te ORA
Peter TapsellHenry Bennett
Paratene Ngata Eru Pomare
‘Families of Mana’Nga Pae o te Māramatanga
Māori Centre of Research Excellence
Established in 2002Research Priorities 2010
1. Optimising Māori economic performance
2. Sustaining Māori distinctiveness3. Fostering Te Pā Harakeke:
understanding, achieving and maintaining healthy and prosperous families of mana and the lessons this may hold for New Zealand families overall.
Linda Tuhiwai Smith
Michael Walker
Tracey McIntosh
Charles Royal
Pā Harakeke‘Te Puawaitanga o te Whānau’
A Massey University Whanau Research Programme with
The Institute for Maori Lifestyle Advancement (Te Wananga o Raukawa)
Committed to a translational approach
Aims: 1. To identify the critical factors
that enable whānau to flourish?
2. To develop strategies that will enable whānau to flourish.
Te Kani Kingi
Nga Purapura, Te Wānanga o Raukawa
Massey, Wellington
Iwi Strategies for DevelopmentWaikato Tainui College for Research & Development
MBA Degree offered at Hopuhopu in conjunction with Waikato University
Focus is on Iwi and Māori development
Students include senior Māori managers, trustees, corporates
Māori-relevant case studies and exemplars expose students to a wide range of Māori leaders (Iwi, academic, business)
Dr Sarah-Jane Tiakiwai
Māori Global Participation
The Declaration on the Rights of Indigenous Peoples (46 articles)
Recognises the common bonds between indigenous peoples across the globe
Has been agreed by the United Nations
The Declaration on the Rights of Indigenous Peoples (46 articles)
‘The Declaration on the Rights of Indigenous Peoples provides a
global benchmark for indigenous heritage, justice, and future
planning.’
Article 31
Declaration on the Rights of Indigenous Peoples
Article 31 1. Indigenous peoples have the right to:
maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions,
as well as the manifestations of their sciences, technologies and cultures,
including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts.
They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.
Kamehamehsa Schools
University of Hawaii Ngai Tahu &
University of Canterbury
Stanford University (Woods Institute)
Indigenous Futures Institute Stanford University
A common mission To promote the wellbeing of indigenous peoples and
their resources with a particular focus on the natural environment
A common sense of identity A special and enduring relationship with land and the
value system that flows from that relationship A common expectation Tomorrows indigenous leaders will lead our peoples into
the 22nd century and will do so through access to two systems of knowledge – indigenous knowledge and the knowledge arising from the academic disciplines of science, economics, humanities, jurisprudence …
Indigenous Futures Institute Building Leadership for the Future
Case Studies: The Common Themes
High Expectations
Cultural affirmation
Strategic Partnerships
TEI commitment
Kaupapa Champions
How can full Māori participation in tertiary education be achieved ?
How can tertiary education contribute to the realisation of Māori aspirations ?
Full Māori ParticipationSuccess Factors
Tu Toa Te Rau Puawai
Te Rau Whakapumau
MKD
High expectations
√√√ √√√ √√√ √√
Cultural affirmation
√√√ √√ √ √√√
Strategic Partnerships
√√√ √√√ √√ √√√
TEI commitment √ √√ √√ √√
Kaupapa Champions
√√√ √√√ √√√ √√√
TE Contributing to Te Ao MāoriSuccess Factors
Med. Schoolentry
Flourishing Whanau
Hopuhopu MBA
Indigenous
Futures Institute
High expectations
√√√ √√√ √√√ √√
Cultural affirmation
√√ √√√ √√√ √√
Strategic Partnerships
√√ √√ √√ √√√
TEI commitment √√√ √√ √√ √√
Kaupapa Champions
√√√ √√√ √√√ √√√
Tuia te Ako 2013
TENA KOUTOU
The Main PointsTwo questions about tertiary education
full Māori participation in tertiary education ?
tertiary education contribute to te ao Māori ?Eight case studies identified success
factors for: Māori participation in tertiary
education Tertiary education contributions to
MāoriFive key themes (success factors) emerged:* High Expectations * TEI Commitment* Cultural affirmation * Kaupapa Champions* Strategic Partnerships