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Approvedforpublication–15Aug2017 1 DrAcushlaSciascia
Māorilearnersuccessintertiaryeducation:HighlightsfromAkoAotearoaprojects
ReportpreparedbyDrAcushlaSciasciaNgāruahineRangi,NgātiRuanui,TeAtiAwa
POSTPRINTVersion–Awaitingfinaldesignandpublication
Approvedforpublication–15Aug2017 2 DrAcushlaSciascia
Contents
Purpose......................................................................................................................3
Māorilearnersuccessintertiaryeducation..............................................................3
Keyfindings................................................................................................................9
Projecthighlights.......................................................................................................16
Thematicanalysistable..............................................................................................36
Conclusionandrecommendations............................................................................38
References.................................................................................................................40
Appendix....................................................................................................................46
Approvedforpublication–15Aug2017 3 DrAcushlaSciascia
Purpose
ThisreportpresentshighlightsandkeyfindingsfromprojectsthathavebeenfundedbyAko
Aotearoainthepastdecade.Projectshavelargelyfocusedonsupportinganddeveloping
Māorilearnersuccess;practitionerdevelopmentintertiaryeducation;andinstitutional
supportforlearnerstoengagewithTeAoMāoriinlearningenvironmentsthatareculturally
inclusiveandmeaningful.Thepurposeofthisreportisto:
§ ProvideareferenceguideofallMāorilearnersuccessprojectsfundedbyAko
Aotearoa;
§ Providearesourceforpractitionersseekingstrategiesandapproachestolearning
thatsupportanddevelopMāorilearnersuccess;and
§ ProvidearesourceforTEOs(tertiaryeducationorganisations)andpolicymakers
seekingtobestsupportlearnersandpractitionerstoengagewithconceptsin
tertiaryeducation.
Keyhighlightsfrom45fundedprojectsprovidearangeofinsights,discoveriesandstrategies
thatpractitionerscanutiliseandlearnfrom,aswellasprovidingsomeindicationofthegaps
inresearchwherefurtherworkisrequired.
Māorilearnersuccessintertiaryeducation
ToprovidesomecontextaroundMāorilearnerswithintertiaryeducation,thissection
presentskeycontextualelementsintegraltounderstandingtertiaryeducationforMāori
includingstatisticsrelatingtoMāorilearnersintertiaryeducation,andGovernment
prioritiesandcommitmenttoMāorilearnersuccess.
WhatisMāorilearnersuccess?
Previousliteraturehasacknowledgedthatitisdifficulttodefineasingledescriptionof
Māorilearnersuccess,ordescribewhatitmightlooklikeassuccesscomesinmanyforms,
canbeexpressedindifferentwaysandisopentointerpretation(Chauvel&Rean,2012).
However,whilewemightnotbeabletoidentifyonesingleformof‘success’,wecandiscuss
inbroadtermsthetypesofcontexts,environmentsandtoolsthatcanfoster,supportand
developMāorilearnersuccessacrossthevariousformsitmaytake.Theseincludearangeof
elementsthatsupportbothMāorilearnersandpractitionersinachievingsuccessful
educationaloutcomes,suchasthepractisingandprivilegingofculturallyresponsiveand
Approvedforpublication–15Aug2017 4 DrAcushlaSciascia
inclusivepedagogies,supportinganddevelopingcareerpathways,andresourcingand
supportingpractitioners(bothMāoriandnon-Māori)tomeettheneedsoflearners.
ToaspiretoMāorilearnersuccessistoprovidelearnerswiththerightsupportandtoolsto
fullyrealisetheirownsuccessfuleducationaloutcomes.Thismeansensuringthatall
elementssurroundingthelearningareconsidered,supportedanddeveloped.These
elementsincludethepractitioner,organisation,whānau/hapū/iwiandcommunity,learning
environment,toolsandresources,curriculumandassessment,supportandpastoralcare,
andqualitycareeradviceandguidance.
Māorilearnerstatistics
AccordingtoEducationCounts(MinistryofEducation)data,theage-adjustedparticipation
rateofMāorienrolledintertiaryeducationwas15percentin2014,whichwasatahigher
ratethanotherethnicgroups(8.2percentfortheAsianethnicgroup,9.9percentfor
Europeansand11percentforthePasifikaethnicgroup)(Wensvoort,2015).Despitethis
higherrate,generallyspeaking,Māorienrolmentnumberssignificantlydecreasedbetween
2010and2015forcertificatelevels1-4anddiplomas5-7.
Withinthissamefive-yearperiodtherewerepeaksandtroughsofenrolmentnumbers,for
exampleCertificates1-3increasedsignificantlybetween2012and2013(by3,510),which
wasduetotheYouthGuaranteeprogramme(previousYouthTraining).Accordingto
EducationCounts,Māoriareover-representedinfoundation-focusedlevel1-2certificates,
reflectingdisparitiesinschoolachievementsforMāori(Wensvoort,2015).
Table1:Māorienrolmentnumbersfrom2010-20151(EducationCounts,2016)
Qualificationlevel 2010 2011 2012 2013 2014 2015
Certificates1-3 39,935 35,465 33,650 37,160 38,155 36,755
Certificates4 20,090 19,105 19,530 18,065 17,840 17,735
Diplomas5-7 13,315 11,775 10,735 10,900 10,580 10,980
Bachelors 16,370 17,200 17,620 17,720 18,155 18,425
Graduatecertificates/diplomas 1,135 1,025 940 970 970 1,030
Honoursandpostgraduate
certs/dips
1,970 1,970 2,060 1,985 2,005 2,230
Masters 1,225 1,235 1,320 1,395 1,425 1,575
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Doctorates 450 455 450 485 485 515
In2014,9.5percentofMāoriemployees1participatedinindustrytraineeshipsand
apprenticeships(Wensvoort,2015),“thehighproportionofMāoriundertakingindustry
trainingreflectshightake-upofindustrytraininginsomeindustrieswithlargenumbersof
Māoriemployees”(Wensvoort,2015:4).
Table2:Participationinindustrytrainingin20092(EducationCounts,n.d.)
Ethnicgroup Numberof
IndustryTrainees
Percent
European 120,256 59.6%
Māori 34,624 17.2%
Pasifika 14,034 7.0%
Other 21,590 10.7%
NotStated 11,106 5.5%
Total 201,610 100.0%
MinistryofEducationnumbersreportedanincreaseinthecompletionofBachelor’sdegrees
byMāori–a43percentincreasefrom2009to2014(Wensvoort,2015).Acrossalllevelsof
study,theincreaseinthenumberofqualificationscompletedbyMāorihasincreased
accordingtothecompletionratesshownintable3.However,incomparisontocompletion
ratesofthetotalpopulation,Māoriratesarebelowaverageathigherlevelsofstudy;62%of
Māoricompletedaqualificationatlevel4orabovewithinfiveyearsafterbeginningfull-time
studyin2007,comparedto74%ofthetotalpopulation(TertiaryEducationCommission,
2014).
1 Industry training is designed by, and delivered in conjunction with, industry, and counts towards recognised qualifications. The costs of training are jointly covered by government and industry (Ministry of Education, 2010). 2 These figures are for 2009 and are the most recent statistics that could be found through Education Counts regarding industry training.
Approvedforpublication–15Aug2017 6 DrAcushlaSciascia
Tables3:CompletionratesforMāoriintertiaryeducation2010-2015.(EducationCounts,
2016)
Completion 2010 2011 2012 2013 2014 2015
No.ofMāoristudentswho
completedaqualification 27,410 28,405
30,020 32,230 33,105 31,560
PartofthestrategicapproachtoaddressingMāoriparticipationandcompletionintertiary
educationisaddressedthroughseveralstrategicapproachesbytheGovernment,including
theTūMāiaeteĀkongaTECstrategy(discussedinthenextsection).Aspartoftheongoing
commitmentfromGovernmenttoMāorilearnersuccess,partoftheirfocusisforan
increaseinMāoripursuinghigherlevelsoftrainingandeducation.
GovernmentcommitmenttoMāorilearnersuccess
Culturallyresponsivepedagogicalapproachestoteachingandlearning,programmedelivery,
curriculumandassessmentarewaysinwhichMāoriculturalvaluesandwaysofknowingcan
beembeddedintolearning,“culturallyresponsiveprovisionbetterengagesMāori–this
improvesMāoriachievementandsupportsthewiderdevelopmentofMāorilanguageand
tikangaMāori”(MinistryofEducation,2014:13).SuchapproachessupportMāorilearners
andnurturethemtowardssuccessfuleducationaloutcomes.Anumberofstrategic
documentsidentifythatMāorilearnersuccessisanintegralpartofongoinggovernment
commitmentstoMāoriineducation.
TheTertiaryEducationStrategydevelopedbytheMinistryofEducationiscommittedto
furtherstrengtheningandsupportingimprovedachievementfromMāoriandPasifika
learners,“by2030,30%ofNewZealanderswillbeMāoriorPasifika,andassuchitis
essentialthattertiaryeducationimprovesitsdeliverytothesegroups”(Ministryof
Education,2014:12).Thestrategytalksabouttheneedforeducationproviderstocontinue
improvingtheirsupportandencouragementofMāoriparticipationandachievement
throughprovidinghigh-qualityinformation,supportandadvicetoschoolstudentsandtheir
whanau.Meaningfulandvaluedrelationshipsbetweenprovidersandwhānau,hapū,iwiand
Māoricommunitiesisimportantindevelopingandsharinginformationaboutwhatworks
forMāoristudentsintertiaryeducation.
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TheMāoriTertiaryEducationFrameworkcreatedin2003wasdevelopedbytheMāori
TertiaryReferenceGroupandweavestogetherMāoriaspirationsandprioritiesfortertiary
educationthatbuildsontheTertiaryEducationStrategy.Theframeworkseekstoidentify
synergiesbetweenMāoriaspirationsandexpectationsofthetertiarysystemandcurrent
governmentdirectionswiththefollowingthreecorevisions:
1. ToliveasMāori;
2. Toactivelyparticipateascitizensoftheworld;and
3. Toenjoyahighstandardoflivingandgoodhealth.
(MāoriTertiaryReferenceGroup,2003).
Fig1:MāoriTertiaryEducationFramework–nihotaniwhavisual(MāoriTertiaryReference
Group,2003)
Theframeworkvisualinfigure1isunderpinnedbyasetofguidingprincipleswhichaffectall
areasoftheframework.Atthebaseoftheframeworkarethesevenpriorityareaswhichare
supportedandguidedbytheprinciples.Priorityareaseachhaveasetofobjectivesthat
contributetostrengtheningthepositionofMāoriwithinthetertiarysystem.Theframework
identifiestheshapingvisionsforMāorieducationaladvancementandisastructurethatcan
operateatandinformalllevelsofMāoriinteractionwithinthetertiarysector.
TheKaHikitia2013-2017Framework(developedbytheMinistryofEducation)hasafocus
onMāorisucceedingintertiaryeducationandacknowledgesthatmoreisneededto
improveparticipationandachievementforMāori–thisiscriticalforaddressing
participationratesforMāoriintertiaryeducation.Throughseverallong-andshort-term
Toi Te Mana
Provision Whänau
Hapü Iwi
Advancement of
Whakanui
Mäori leadership
Lifelong
Kaupapa Mäori
Learning Pathways
Mäori-centred
Visions for Mäori Advancement
knowledge creation
Learning Environments
Mäori as wealth creators
Tino
Rangatiratanga Ahu
Käwanatanga
Ngä Kawenga
Te Ao Mäori
To live as Mäori
To
enjoy good health &
high standard of living
To actively
participate as
citizens of the world
Life-long
Guiding Principles for a Healthy
System
Priority Areas
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goals,itenvisionsthatMāoriareenabledtoparticipateandachieveatalllevelsoftertiary
education,settingthemupforsuccessfulworkemploymentandthatmātaurangaMāori,te
reoMāoriandtikangaMāoriareprivilegedwithintertiaryeducation(MinistryofEducation,
2013).
TheTūMāiaeteĀkongastrategyidentifiestheCollectiveActiononPathwaysplanasaway
tobuildonexistingprogrammesandrelationshipsandstrengthentheeffectivenessof
initiativessupportingyouthwithnoorlowqualifications(TertiaryEducationCommission,
n.d.).Thisstrategicvision,inparticular,seekstoaddresstheparticipationandcompletion
ratesofMāoriandincreasingthesetoenablelearnerstoaccessgoodinformation,access
academicandpastoralsupportandenterandgraduateintertiaryeducationathigherlevels.
OtherstrandsofthestrategyalsoincludetheKuratoCareerPilot(strengtheningregional
tertiaryprovisionandvocationalpathways);theQualityEducatorsInitiative(embedding
effectiveteachingpracticeintoeducationandprofessionaldevelopment);and
StrengtheningthefocusonMāorilearners(ensuringthatallareasofTūMāiacontributeto
Māorilearnersuccess).
ProjectKāmehamehaisaprogrammeofresearchthatinformsdesignanddeliveryofcareer
resources.ItsaimistoliftMāoriandPasifikaparticipationintheworkforcetothesamelevel
astherestofthecountry(CareersNewZealand,2016).Specifically,theprogrammeworks
to“strengthenpathwaysforMāorilearnersthroughtheimprovementofdigitaltoolsand
resourcesforrangatahi,whānauandteachers”(CareersNewZealand,2016:1).The
programmewillenableMāoriandPasifikaparticipationandenthusiasmtothriveinthe
workforce.
TherearearangeofstrategicvisionsanddirectionsforMāoriintertiaryeducationthat
supportlearnersandpractitionersinarangeofways.Atthecoreofallstrategiesisa
commitmenttoensuringMāorisucceedasMāori,throughmātaurangaMāori,throughte
reomeōnatikangaandthroughtheknowledgeandunderstandingthatMāoriconcepts,
valuesandpracticeshaveaplacewithintheeducationsystemthatmustbeprivilegedand
upheldtoenableMāorilearnersuccess.
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KeyFindings
EngagementwithMāoripedagogies
Themainfindingacrossthemajorityofthe45projectssynthesisedinthisreportislargely
centredaroundtheimportanceandrelevanceofMāoripedagogicalapproachesintertiary
educationthatcontributetoMāorilearnersuccess.Manyprojectfindingsindicatethat
Māoripedagogicalapproachesenhanceandimprovelearnerexperiences,theycontributeto
successfuleducationaloutcomesandoften,havefar-reachingimplicationsforthelearner
thatgobeyondthecourseofstudy.Strategiessuchastuakana-teinamethods,
whanaungatangamethods,culturallyembeddedandresponsivemethodsthatencourage
culturalidentity,senseofplaceandbelongingandMātaurangaMāorirelevanceincourse
contextsareallareasthatprojectsfoundwereintegralfortheirlearnerstosucceed.
ThisinsightisalsoexpressedintheliteratureinthatMāoripedagogicalapproachesto
teachingandlearningareconducivetoenhancinglearnerexperiencesandcontributing
towardsMāorilearnersuccess.3ThroughincorporatingMāoripedagogicalapproachesto
learning,practitionersareexposedtodifferentwaysofthinking,beinganddoing.Learning
becomesaholisticexercisethatensuresthattheindividualandthecollectivearenurtured
throughthelearningprocess,theirneedsarecateredtoandthelearningenvironmentis
conducivetoreciprocalinteractionandcommunication.Learningisshiftingfromthe
‘traditional’westernmodeloftheteacherpossessingalltheknowledgetoamodelthat
placesteacherandstudentatthesamelevel,wherecross-examinationandinvestigation
occursandwheretheteachercanalsolearnfromthestudent(Lee,2005)2.Thisiswhat
Māorirefertoas‘ako’.Akoisaholisticconceptthatincorporateswaysofknowing,
knowledgesystems,beliefs,valuesandpracticesthatarestronglyconnectedandrelatedto
conceptssuchaswhanaungatanga,wairuatanga,manaakitanga,kaitiakitanga.Thesevalues
(andothers)arewhatunderpinakoandwillbeexploredmoreinthenextsection.
Valuesthatunderpinpractice
Whatguidesandinformspedagogicalapproachestolearningandteachingareasetof
underpinningvalues.ValuesareuniversalinthattheyarenotexclusivelyMāorivalues,they
3 See Pihama (et al, 2004); Tahau-Hodges (2010); Bevan-Brown (2005); and Bishop (2008).
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arevaluesbothMāoriandnon-Māoripractitionersmorethanlikelyholdandpractice.These
valuesareintegraltocreatinganddevelopingsuccessfullearningexperiences.
AnexampleofutilisingMāoriconceptsandvalueswithinatertiarycontextistheAkoAronui
Framework(AkoAronui,n.d.).ThisframeworkisunderpinnedbyMāoriphilosophies,
worldviewsandvaluesandisusedtosupporttertiaryteachingstafftobecomeHEA
accredited4throughprovidingprofessionaltertiaryteachingrecognition.DevelopedbyAUT
(AucklandUniversityofTechnology),staffengageintheprofessionaldevelopment
programmeand,formany,areengagingwithMāoriconceptsandvaluesforthefirsttime.
WhiletheaccreditationderivesfromtheUK,theframeworkhasbeenappropriately
contextualisedtotheuniqueAotearoaNewZealandcontext.Itenablespractitionersto
engagewithMāoriconcepts,philosophiesandvaluesandequipsthemwithtoolstoutilise
thesevaluesandideasintheirpractice.
Someprojectsdonotexplicitlydiscussvaluesasbeingintegraltotheirpractice.However,
oncethepurposeandoutcomesoftheprojectswereunderstood,itwascleartoseethat
valuesarewhatunderpinspracticeandwhatguidesgoodpractice.Someofthevaluesof
AkoAotearoaprovidesomeunderstandingofhowvaluesplayaroleinlearningandcan
informapproachestoteaching–manyofwhichmayoverlapwithpractitionervalues.These
valuesaredescribedinthecontextofeducationfromanorganisationalperspectiveandcan
befoundasanappendixinthisreport.
Howcanvaluesunderpinandguidepractice?
Manyoftheprojectsreportonthesuccessofpedagogicalapproachesasbeingconduciveto
thelearnerwithinalearningcontext.Inthissection,specificexamplesofprojectsthat
4TheHigherEducationAcademy(HEA)isaninternationallyrecognisedinstitutionthatworkswithhighereducationproviderstoimprovetheprofessionalexperienceofteachersthroughfellowshipaccreditation,providingprofessionalrecognition.TheAkoAronuiprogrammesupportsAucklandUniversityofTechnology(AUT)stafftobecomeHEAaccreditedthroughaseriesofworkshopsofferedbytheCentreforLearningandTeaching.
Approvedforpublication–15Aug2017 11 DrAcushlaSciascia
demonstratevalues5asbeingintegraltopracticeintertiaryeducationarepresented.Three
keyvaluesfromAkoAotearoa’sTeTauākīAkoframeworkareusedheretoanchorsomeof
thekeyexamplesfromprojectsthatexpresshowvaluesinformpracticeandhowvalues
translateintopractice:6
§ Whanaungatanga
§ Manaakitanga
§ Whakapapa
Itishopedthatthefollowingsummaryofkeyfindingswillprovideausefulreferenceand
resourcetounderstandinghowvaluesinformandguidegoodpracticeintertiaryeducation.
Whanaungatanga
Thisvalueiscentredonrelationshipsthatarefamilialorthatrepresentfamilial
connectedness.Relationshipsaremeaningfulandensurethatconnectednessbetween
peopleandgroupsaremanagedandmaintainedthroughnotionsofwhānau.
§ Meaningfulandvaluedrelationshipsareimportant.Learnersfeelasenseof
belongingandresponsibilitytothemselves,theirpeersandpractitionersinways
thatresemblewhānauconnections(Tomoana,2012;Rawlings&Wilson,2013;
Curtisetal.,2012;Baxteretal.,2015;Frielick&Sciascia,2016).
§ Encouragingwhānauconnections,underpinnedbythequalitiesofconnectedness
andsustainablerelationships,promoteandsupportthehighsuccessofMāori
students(Karena&Fenton,2015).
§ Ofequalimportancearelearner-practitionerrelationshipswhichhavefar-reaching
impactsonthelearner(Greenhalghetal.,2011;Schofieldetal.,2011;Tomoana,
2012;Lillisetal.,2015).Throughthesekindsofrelationships,learnersfeel
supportedandnurtured.
§ Whanaungatangabetweeninstitutionsandkeystakeholders(iwi,hapū,marae)are
alsoimportantastheseconnectionswillenableMāoriorganisationsand
communitiestoplaygreaterrolesinsupportingrecruitment,retentionandcareer
developmentofMāorilearners(Curtisetal.,2012;Frielick&Sciascia,2016).
5Valuesinthecontextoftertiaryeducationarecontextualisedandarespecificallyrelatedtohowthebroaderconceptofthesevaluesrelatetoeducationalsettings,practitionersandlearners.However,itshouldbenotedthatthereareotherinterpretationsandperspectivesonthesevaluesandhowtheyareunderstoodandused.6Itisimportanttonotethatwhileonlythreevaluesareincludedinthekeyfindings,therewereothervaluesthatweredrawnoninsomeoftheprojects.Thethreeselectedhererepresentthekeyvaluesthatwereengagedwiththroughthemajorityoftheprojects.
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Manaakitanga
Manaakitangaexpresslydemonstratesrespect,kindnessandcareforothers.Asavalue,it
informshowwetreatpeopleandhowwewishtobetreatedinreturn.Withinaneducation
context,itrepresentshowwenurtureandcareforlearnersthroughcreatingalearning
space,pastoralcare,sharingknowledge,supportingtheirneedsandensuringtheir
wellbeing.
§ Ensuringthatlearningismaderelevanttothelearneriscateringtothelearners’
needs.Astudywithanumeracyandliteracyfocustrialledaspecificprojectthat
exploredwakadesigns,historyanduseswithitslearners–thiswasinanattemptto
relatecontenttothecontextsoftheirlearners(Minaa&Howarth-Jarratt,2015).
§ Tuakana-teinamodelsofmentoringarealsoprevalentacrosstheprojectsand
demonstratethatforMāorilearnerstosucceed,appropriatesupportstructures
shouldbeinplace.Tuakana-teinarepresentsafamiliarmodelofoldersibling,
youngersiblinglearningfromeachother.Itisnon-threateningandsafeandiswidely
usedacrosstertiaryeducationforMāorilearners(Ngawati,2013;Kerehomaetal.,
2013;Greenhalghetal.,2011;Rawlings&Wilson,2013;Minaa&Howarth-Jarratt,
2015;Henley,2014;Pukepuke&Nash,2009;Frielick&Sciascia,2016).
§ Manaakitanga,fromaninstitutionalperspective,isensuringthatpractitionersand
learnersareequippedwiththetoolsandresourcestheyrequiretoreachsuccessful
educationaloutcomes(includingbothinfrastructuresuchasadequatelearning
spaces,technologiesandwifi,andmoreconceptualresourcessuchasfreedomto
adaptcurriculumandassessmentmodelstocatertolearners).Thereisaneedfor
greatersupportfrominstitutionsregardingpedagogicalchange,philosophicalshift
andsupportingofnewandinnovativeapproachestolearning(McCawetal.,2012;
Apanui&Kirikiri2015;Hohapata,2011;Jonesetal.,2008;Frielick&Sciascia,2016).
Whakapapa
Whakapaparepresentsthehistoryandoriginsofsomethingandacknowledgesthoserich
beginnings.TeTauākīAkodescribeswhakapapa(fromanorganisationperspective)as
“understandingthewhakapapaofknowledgeandourplaceinthatwhakapapae.g.Tāne-
nui-a-Rangi.Understandingandrecognisingthevalidityofthehistory,perspectives,beliefs
andvaluesofMāoriinAotearoa”(AkoAotearoa,2011).Withinthecontextofeducation,
Approvedforpublication–15Aug2017 13 DrAcushlaSciascia
whakapapareferstoacknowledgingourplaceinhistoryandhowhistoryhasshapedour
culture,languageandidentityand,thatthroughknowledge(mātaurangaMāori),weare
abletotracebackthoseoriginsandforgenewpathwaysintothefuture.
§ Inrecognisingthevalueofwhakapapa,educationacknowledgesthatMāorilearners
derivefromalonghistoryofcolonisation,subjugationanddiscrimination.Through
theselivedhistories(bothinter-generationallyandpersonally),learnersare
navigatingthisverydifficultterrainastheyengagewithlearningandeducation.
Acknowledginghistoriccontextsisimportantforpractitionerssotheycan
understandandappreciatethecontextsthatMāorilearnersareoperatingin.These
contextscanoftenproducechallengesandobstaclesforlearners.Through
understanding,practitionerscanbepreparedtonurturelearnersthroughtheir
learningexperienceinwaysthatareholisticandsupportive(Tarauetal.,2009;
Baxteretal.,2015;Greenhalghetal.,2011)
§ WhakapapaalsorecognisesthevalidityandrelevanceofmātaurangaMāoriinan
educationalsetting.PractitionersaccessmātaurangaMāoriandutilisethese
knowledgesystemswithintheircoursestoproviderelevantlearningcontextsand
content.ManyprojectscommentedonthesuccessofembeddingmātaurangaMāori
intotheircontentinthatitisinstrumentalinsustaininglearningenvironmentsthat
valuediversity(Macfarlane,2010;Campetal.,2013;Hanrahan,2009)
§ Furthermore,mātaurangaMāoriprovidesauniquelenswhichMāori(andnon-
Māori)learnerscanusetounderstandandmakesenseoftheworld.Thatlens
privilegestheenvironment,people,placeandspiritualityandisanchoredthrough
culture,languageandidentity.Thislensempowerslearnerstodrawontheirown
knowledgeandcontextstomakesenseoftheirsurroundingsinculturallyrelevant
ways(Mercier,2010;Minaa&Howarth-Jarratt,2015;Mihaka,2008;Karena&
Fenton,2015;Kingetal.,2011)
§ TheprivilegingoftereoMāorimeōnatikanga(languageandprotocols)iscriticalto
educationandrecognisesthewhakapapaoflanguageunderpinningaculture.7A
smallnumberofprojectsexploredtereoMāoriinvariousaspectsincluding
developingnewlearningstrategiesfortereoMāori(Mihaka,2008;Keihaetal.,
2008;Ka’aietal.,2009;Rātima,2013)andassessmentoftereoMāoriprogrammes
7Historically,tereoMāorihasbeenseverelyimpactedthroughcolonisationtothepointofprobablelanguagedeath.Fortunately,effortsfromarangeofdifferentgroupshavemadeattemptstorevitalisethelanguagetoahealthystateandtoencourageandresourcemorepeopletospeakthelanguage.Tertiaryeducationalsohasacommitmenttocontributetothisrevitalisation.
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atthetertiarylevel(Mataamua,2016).Projectsthatfocusedonlearningstrategies
fortereoMāoriareimportanttothedevelopmentandrevitalisationofthe
language.
Fig3:Valuesunderpingoodpracticetosupportthelearner.Thelearnerissupportedbythe
practitioner,institutionandcommunity.
Asoutlinedinfigure3,valuesarewhatunderpinsgoodpractice.Bothpractitionerand
learnercometogetherwiththeirownsetsofvalues,manyofwhichalignandoverlap.There
aremultiplerelationshipsatworkandeachmustbereciprocalandbemaintained.The
learneriscentretothisprocess,aswellastheprocessoflearning.Thepractitionerand
learnercanatanytimeswitchplaces;theteachercanbecomethelearnerandviceversa.
Keyvaluessuchaswhanaungatanga,manaakitangaandwhakapapa(therearemanyothers)
areimportanttounderstandwhenengagingwithMāorilearnersandwillprovideasafe,
comfortableandinteractivelearningenvironmentbetweenpractitioner,learnerand
institution.Themajorityoftheseprojectsattributelearnersuccesstotheengagementand
implementationofMāoripedagogicalpracticesandapproachestoteachingandlearning.
LEARNER&
LEARNING
Practitioner
InstitutionIwi/hapū/community
Values
Māori pedagogical approaches to teaching and learning
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Projecthighlights
Thissectionprovidesbriefsummariesofthe45Māorilearner-focusedprojectswithafocus
onhighlightingtheprojectpurposeandfindings.Thesesummariesareorganisedintothree
keysubsectionstoassistthereaderinidentifyingmaterialusefultotheircontext:
§ Māoripedagogicalapproachestolearning(ako)
§ AccesstomātaurangaMāoriandintegrationintocontent
§ Bridgingtertiaryeducation
Māoripedagogicalapproachestolearning(ako)Thissectionwasbyfarthemostprevalentthemeacrossall45projectsandnotsurprising
wasthesimilarityoffindingsemergingfromthoseprojectsregardingtheimportanceand
relevanceofMāoripedagogicalapproachesplayingakeyroleinthesuccessofMāori
learners.Theseapproachesarerelevantforanypractitionerwhoseeksapproachesthatare
underpinnedwithcommonvalues.
Greenhalgh,A.,Walker,S.,Tipa-Rogers,K.&Hunter,R.(2011).TutorpracticesthatincreasecompletionforMāoriPTEstudents.RHPFCentral.
Thisprojectfocusedontheidentificationofkeytutorpractices,inrelationtodeliveryofcontent,studentengagement,andculturalawarenessthatcorrelatedtosuccessfuloutcomesforMāoristudentsinaPTE.Theresultshighlighttheeffectivenessofabiculturalapproachtotutoringadultstudents.Theprojectsuggeststhattobehealthy,Māorineedaccesstolearningtheirlanguage,toeducationandqualifications,toemploymentandtohavetheirculturevalued.TheresultsofthisresearchindicatethatmanyoftheidentifiedneedsinthisprojectarebeingprovidedtostudentsatWorkforceduetothesupportiverelationshipstheyformwiththeirtutorsandtheinteractivedeliverymethodsused.TheresearchhighlightstheeffectivenessofabiculturalapproachtotutoringadultstudentsandindicatesthatthepracticeofWhanaungatangainclassdynamics,theinclusionoftikangainclassprotocolsandtheuseofpeersupportteachingmethods,tuakana-teina,haveapositiveimpactontheretention/completionsuccessratesofMāoristudentsinthePTEenvironment.
Rawlings,C.&Wilson,K.(2013).HowMāoridistancestudentscanhaveasenseofbelonging.RHPFCentral.
Thisprojectevaluatestheeffectsofacyber-WhareandaKaupapaMāoripeermentoringinitiativeonfirst-yearfirst-timeMāoristudentsattheOpenPolytechnic.Thestudyindicatedthatthevaluesunderpinningtuakana-teinae-BelongingcouldprovidethekeytosettingupawhānaucommunitytogivetheMāorilearnerasenseofbelonging(whanaungatanga)andaplaceofbelonging(tūrangawaewae).Theprojectwasmeasuredoveronetrimesterandasaresultbothtuakanaandteinawereasked,throughaninterviewprocess,theirperceptions,opinions,beliefsandattitudesrelatingtotheirexperiencesduringtheproject.Theywere
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alsofreetodiscusswhattheyidentifiedasbeingimportanttothem.TheresearchsuggeststhatoneoftheessentialfoundationsofaMāori-centredapproachtolearningistoincludeculturalinclusivitywithafocusonenablinglearnerstoaccesslearningresourcesinamannerthatiscongruentwithMāorivalues,beliefsandstylesoflearning.
Tomoana,R.(2012).SuccessfulteachingandlearningstrategiesforMāori,Pacificandyouthlearners.RHPFCentral.
Thisstudyaimedtoidentify,withspecificregardtoMāori,Pacificandyouthlearners,activitiesandapproachesthatenablehighsuccessratesforthesetargetedgroups.Theprojectwasintwoparts:partonewasaresearchpaper/reportandparttwowasthedevelopmentofateachingresourceforstaff.Theresearchwasexploratoryandstrengths-based.UsinganAppreciativeInquirymethod(Cooperrider&Whitney,2005),staffwereencouragedtosharewhat‘they’consideredtobeusefulandsuccessfulteachingandlearningstrategies.Studentswerealsointerviewedtoinvestigatewhattheyconsideredwasusefulandhelpfulintheirlearningjourney.TheprojectuncoveredanddocumentedtheteachingstrategiesatWhitireiaNewZealand,whichhavebeensuccessfulwithMāori,Pacificandyouthlearners.Theresearchidentifiedasetoffiveenablersthatcanbeutilisedbyotherpractitionerswhoareseekingsuccessfulteachingandlearningstrategies:
§ Strongrelationshipswithinthelearningspace(necessarytohavetrust,notjustbetweentutorandstudents,butalsobetweenstudents);
§ Beliefbythetutorthatallstudentshavetheabilitytoachieve;§ Beingmindfulthateverystudentisdifferent,evenwithinthecategoriesofMāori,
Pacific,andyouth.It’sabouttryingtofindthespaceinyourteachingtoallowallstudents’differencestobevalued/acknowledged/reflected;
§ Theneedforthetutortobereflectiveintheirpractice;and§ Theuseofgoodteachingprinciples.
AttheheartofstaffexperienceswastheimportanceofrelationshipdevelopmentandculturalresponsivenessparticulartoMāori,Pacific,andyouthlearners.
Mete,H.(2013).AMāoriPerspectiveforEmbeddingLiteracyandNumeracywithinAdultEducationProgrammes.RHPFCentral.
ThisillustratedresourcedescribesthetrainingexperiencesofadulteducatorswhoattendedworkshopsaimedatembeddingliteracyandnumeracyincoursesdesignedforMāorilearners.Itconcludeswithguidelinesandpracticalsuggestionsforlearnersuccess.ItwillbeofuseforMāoriteachersandanyoneworkingwithMāoristudents.Inthisproject,20educatorssharedtheirstoriesandachievementsfromparticipatinginHeManaAko.Theyoutlinedthetoolsandtechniquesthatworkedforthemandhowthesewereappliedwithintheirownstudent-focusedliteracyandnumeracyskilldevelopmentstrategies,throughthedeliveryoftheireducationalprogramme.Theseincluded;
§ Whakapapa(attitude)§ ManaMotuhake(assessment)§ Kaitiakitanga(responsibilitiesandrolesofeducators)§ Tinorangatiratanga(potential)
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Greenhalgh,A.,Tipa-Rogers,K.&Hunter,R.(2011).KeytutorpracticesthatarepositivelyassociatedwithsuccessfulcompletionforMāoriPTEstudents.RHPFCentral.
ThisprojectfocusedonrevealingpracticesconsistentlydemonstratedbytutorswhohaveongoingsuccessindeliveringcoursestoMāorilearners.RecommendationswillbeusedtodriveprofessionaldevelopmentfortutorsworkinginthePTEsector.Thisprojectprovidedfurtherinsightsintotheimportanceofrelationshipsbetweentutorandstudent.TheresultsindicatethattutorsaredeliveringusingbiculturalpedagogicalapproachesalmostintuitivelyandthatthemaindriverbehindthissuccessisinengagingMāorilearners.However,thereisadeep-seatedculturaltabooaroundtreatingpeopledifferentlybasedonculturalidentity.Apreferenceforrecognisingpeopleasindividualsandtakingintoaccounttheirculturewithinthatholisticpictureofrecognition,wasstronglyvoiced.WhilethemajorityofHighlySuccessfulTutorsidentifiedthemselvesasutilisingsoundpracticeindifferingscenarios,theydidnotappeartolinkthesetogethertoformacohesivemodelofpracticethatsupportedMāorilearners.Itisintendedthatamodelofpractice'TePuangaMatapaeOranga'willbedevelopedasatoolkittosupporttutorsinunderstandingtheirpedagogicalapproachesandpracticesandlinkingthesetoMāoriworldviewsandapproachestolearning.
Lillis,D.,FisoT.,Henricksen,S.&Storz,S.(2015)MotivationandengagementofMāoriandPacificstudentsatPTEs:Lessonsforimprovedteachingandlearningstrategies.RHPFCentral.
ThisstudyfocusedontheengagementandmotivationoftertiarystudentsattendingthreePrivateTrainingEstablishmentsinNewZealand.WithaprimaryfocusonMāoriandPacificstudents,thepurposewastoelicitfeedbackfromstudentsonwaysofenhancingteachingandlearningatPTEs.Thestudyincludedbothquantitativeandqualitativecomponents,includingasurveyofstudentsandfocusgroups.Theprojectemphasisedtheimportanceforacademicsuccessofpositivetutor-studentrelationships,culturalresponsiveness,theuseofvariedteachingandlearningapproaches(emphasisingpracticalwork)andattractivephysicalenvironments.Thestudyspecificallyfoundthat:
§ Onlyminorsystematicdifferencesinengagementandmotivationacrossethnicity,genderandsocio-economiclevelwereidentified,indicatingthatMāoriandPacificstudentsarenotgreatlydifferentfromothersineitherengagementormotivation;
§ Thesinglesocio-economics-baseddifferenceidentifiedinthestudyrelatedtolearningmoreifthetutorcareshowthestudentisdoing;
§ MāoriandPacificIslandrespondentsspendmoretimeinprovidingcarefordependentsthanothers;
§ MāoriandPacificstudentsspendmoretimeinstudy-relatedactivityweeklythanotherstudents;and
§ ParticipatingstudentsprovidedverypositivefeedbackontheparticipatingPTEsinmeetingtheculturalneedsofallstudents,butparticularlyofMāoriandPacificstudents.
Minnaa,A.&Howarth-Jarratt,P.(2015).ProjectBasedLearningFocusedonNumeracyandLiteracySkillswithMāoriSecondChanceLearners.RHPFCentral.
TheaimofthisstudywastocreatetwointegratedProjectBasedLearning(PBL)lessonsthatengagedMāorisecondchancelearners.Theprojectincludedastrongnumeracyandliteracyfocusasthisisthemajorbarrierprohibitingtheirlearnersgainingaqualification.Thecreatedprojectsinclude:TheWakaProject–thisprojectexplorediwiapproachestowakadesigns,historyanduses–andTheStreamProjectthisprojectexploredtheecologyof
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riversandcanbeappliedtoanylocalandconvenientstreamorriver.Learners’experiencesandtutors’observationswererecorded,aswellasachievementrecords.Theprojectidentifiedsixprincipalfactorsthatsupportstudents’success:
§ Makingthelearningrelevanttothelearner§ Focusingonyourgoalswhendesigningtheprojectcontent§ Includingpracticalactivitiesandgroupworktoengagestudents§ Celebratingstudentsuccess§ IncludingMāoriperspectivesandtikanga,e.g.theroleoftheatuainecology§ IncludingMāoripedagogysuchastuakana-teinaandako
Ross,C.(2008).CulturallyRelevantSupportforFirst-YearMāoriandPasifikaStudentEngagement,RetentionandSuccess.RHPFCentral.
Thisprojectisbasedonevidencethatshowsthatatthebeginningofthefirstyearoftertiarystudy,studentswhoaresupportedhaveamorepositiveexperienceandsuccessfuloutcome.Itisbasedonapilotprogrammethatimplementstheuseofculturallyrelevantpeersupport.Onehundredandfiftystudentswerecontactedviatelephoneduringsemesterone2008andofferedsupport.TheprogrammewasinformedbyKaupapaMāoriTheoryandprinciplesofinclusiveteachingpracticeandaimedtoenhancestudentengagementandsuccess.Thisresearchrevealedthatfirst-yearMāoriandPasifikastudentsstudyingatadistancevaluetheopportunitytohaveregularcontactwithknowledgeablepeersinadditiontotheirtutors.Theyfindthecontactencouragingandmotivational;itenablesthemtodealmoreeffectivelywiththedemandsofstudyandtofeelpartofalearningcommunity.Thiscontact,whichoccursatkeydecision-makingpointsinstudents’progressthroughtheircourses,assistsintheidentificationofissuesthatmightbeabarriertosuccessfulcompletionandprovidesopportunitiestoresolvetheseinatimelymanner.Students,particularlyMāoristudents,placedgreatimportanceonbelonging–thenotionoftātautātoutātou.Theyconsideredthattheregularcontactwithpeersupportershadcontributedpositivelytotheirsenseofbelonging.Thisresponsefromstudentsisanindicationofhowculturallyrelevantthepeersupportprogrammeisevenwhendepartureisimminent.
Apanui,N.&Kirikiri,T.(2015).HeiTokoiteTukunga:EnablingMāoriLearnerSuccess.ProfessionalDevelopmentFund.
ThepurposeoftheprojectwastointroducetertiaryeducatorstothedesignandevaluationofteachingstrategiesandpracticesthatleadtoenhancedoutcomesforMāorilearners.TheHeiTokoprojectconfirmedthatgoodKaupapaMāori-basededucationpracticeneedstobelearner-centred,whole-of-organisation,dynamic,responsiveandhighlyadaptivetomeetthedemandsofourhighlycontextualisedandfluidtertiaryeducationsector.KaupapaMāori-basedgoodeducationpracticeincludedthefollowingfactors:support;beinglearner-centred;whakawhanaungatanga;organisationalbuy-in;agencysupport;empowermentofpractitionerstodevelopthemselvesprofessionally;evidencefromgoodpracticeresearchtoenhanceandinformpractice;andevaluation.
McCaw,C.,Wilson,J.,Huakau,G.,Camp,J.,Egan,V.,TeWhaiti-Henry,T.&Henry-Ryan,M.(2013).ThePathofNexus:Māoristudentsuccessinadesignschoolcontext.GoodPracticePublicationGrants.
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TheCommunicationDesigndegreeprogrammeatOtagoPolytechnichasdevelopedastudent-centredlearningenvironmentwithanumberofpracticesthathavebeenparticularlyrewardingforMāoristudents.Thelearningenvironmentincludesstudentsworkinginpeerandstudent-staffteamsoncommercialandcommunityprojects.Threepracticesareidentifiedascontributingtoanenhancedlearningenvironment:
1. encouragingstudentstokeepcultureatthecentreoftheirlearning2. encouragingstudentstoworktogetheringroups3. valuingtheimportanceofstudents’ownidentities.
Theprojecthasencouragedcollaboration,ledtoanumberofrewardingintegrationsofculturalpracticesforacohortofMāorilearnerswithlocalcommunities,andsupportedthedevelopmentoflearnerleadershipandpersonalskills.Theprojectispresentedasavideopublication.
Mihaka,R.(2008).TeReoMāoriCanBeEasilyLearnedThroughWaiataTamariki.GoodPracticePublicationGrants.
ThisprojectfocusedoneffectivewaysforstudentteachersandcolleaguesinearlychildhoodeducationtolearntereoMāori(Māorilanguage).TeTariPunaOraoAotearoa/NewZealandChildcareAssociationdevelopedtheapproachafterobservinghowwaiatatamariki(children’ssongs)areanintegralcomponentofMāorilanguageacquisitioninearlychildhoodeducationsettings.Thisprojectinvolvedidentifyingarangeofcurrentwaiatafortamarikithatarereadilyaccessibleanddesignedforuseinearlychildhoodeducationcontextsforlanguagedevelopment.
Macfarlane,A.(2010).Huakinamai:Doorwaystowardculturallyresponsiveeducation.GoodPracticePublicationGrants.
Thisstudyinvestigatedasummertertiarycoursewhichhighlightedtherelationshipsthatexistbetweendiversity,equity,engagementandeducationalsuccess,bydrawingonculturallyresponsiveapproachesinlectures,professionalconversations,workshopsandassignments.Thesummerschoolcourseofferedwasbasedonfourprinciplesthatopenthedoorwaytowardsculturallyresponsivepedagogy–whakanuia(success),hononga(connectedness),pūmanawatanga(ambiance),andmātauranga(scholarship)–whichhavebeeninstrumentalinsustainingalearningenvironmentthatvaluesdiversity.Thiscoursehasmodelledaninclusivelearningjourney,providedrelevantandauthenticculturallyresponsivelearningexperiences,andhasbeenepitomisedbywayoftheMāoriconceptofwhaiwāhitanga(participationinandacrossculturalcontexts).Thisinturnhasfosteredstudents’confidenceinprofessionalandscholarlyperformance.
Ngawati,T.(2013).WhaiAkeIteAraTika-AlivingmodelofMāorisuccess.GoodPracticePublicationGrants.
MāoristudentleadershipcapabilityandcapacityisgrowingatUnitecandisbeingsupportedthroughaMāorimentoringscholarshipprogrammebasedontuakana-teinavaluesandpractices.Theprogrammeisrunthroughthepolytechnic’sMaiaMāoriCentre.Studentsintheirsecondorfinalyearofstudybecometuākana(mentors),andstudentsintheirfirstyearofstudyaretherecipientsofthescholarshipandaretheprogrammestēina(mentees).Scholarshipsandfundingweresoughtthroughvarioussourcesandtheprogrammehas
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gainedsteadyprogressinretentionratesofitsMāorilearners.Someofthekeybenefitsandsuccessfactorsaredescribedbyparticipantsoftheprogramme.
Henley,M.(2014).TargetedLearningSessionstoenhancetheassessmentperformanceoffirst-yearMāoriandPasifikastudents.GoodPracticePublicationGrants.
Thisprojectdevelopedapracticalteachingsupportinitiative,TargetedLearningSessions(TLS),whichincorporatedpastoralandacademicsupporttogethertoprovideanon-threateningpathwayforallstudentstoseekdiscipline-specificassessmentadvice.ThedesignandapplicationofTLSandthestrategiesdevelopedtoengageMāoriandPacificfirst-yearlearnersinthissystemofacademicsupportarethecentralfocusofthisproject.ThefirstTargetedLearningSessionfoundthatMāoriandPasifikastudentsincreasinglybecameregularandcommittedattendees.Thecollaborativeapproachbecamethecatalystforamoreeffectivedeliveryofteachingandlearningexpertise.WhereMāoriandPacificstudentswerethemajority,TLSsessionsweresupportedbyMāoriandPacificprofessionalandacademicstaff.Spacesformeetingwerenegotiatedforthetargetgroupofstudentstoensurethattheyfeltcomfortableenteringintothatspace.
Gordon-Burns,D.,Campbell,L.&Ruru,R.(2014).Inakitiarawatiaheikakanomōāpōpō:Studentsencounterwithbiculturalcommitment.RHPFCentral.
Thisstudyfocusedongainingadeeperunderstandingofandbeingbetterinformedabouttheimportanceoftrulyintegratingabiculturalcomponentininitialteachereducation.ApilotstudyindicatedthatstudentsenterInitialTeacherEducation(ITE)trainingwithavarietyofvaluesandbeliefsregardingtereoMāoriandheaoMāori,andthattheseappeartobeaproductofthesocialandeducationalenvironmentsinwhichtheyhavebeenimmersed.Morecommonly,thesestudentshadparticipatedinkapahaka(Māoriperformingarts)atschoolorhadattendedaschool-organisedvisittoamarae.Thishighlightedthattherewasminimalinvolvementand/oropportunitytobepresentatortointeractwithMāoriculturalevents.Forthosestudentswhohadexperiencedthisopportunity,theschoolenvironmentwastheinitiatoroftheoccasion.ThisstudyfoundthatsometeacherslackedtheconfidenceandcompetencetointegratetereoandtikangaMāoriintotheirpractice.Thisisanareaforservicemanagerstoaddressthroughprofessionallearninganddevelopment.
Karena,T.&Fenton,C.(2015).Māpangomāwherokaotitemahi:DiggingforMāoriValuesatTeTaioPoutiniPolytechnic.RHPFCentral.
ThisprojectexploredfactorsunderpinninghistoricallyhigherMāoriparticipationandcompletionratesatTaiPoutini’sDiggerSchoolsincomparisontotheinstitutionalaverage.Thisprojectindicatedthattherewerethreemainconcepts/valuesfromteaoMāori(theMāoriworld)thatwereclearlymanifestedinthiseducationalenvironment.Thesevalueswere:
1. manaakitanga;2. whanaungatanga;and3. whakapapa.
EncouragingaconnectiontofamilyandtothegroupunderpinnedbythequalitiesofconnectednessandsustainablerelationshipsappearstohavepromotedandsupportedthehighsuccessofMāoristudentsinthisparticulartertiarysetting.
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King,N.,Hunia,R.&Fitzpatrick,L.(2011).NgāRingaRaupāoPikiaoWaiarikiAgriculturalCollaboration.NationalProjectFund.
Theresultofthiscollaborativeprojectwasthecreationofaqualification–TeTaumataRaukura–withtheexpressaimofofferingākonga-centred,meaningful,relevant,hands-onlearningwithbothgeneralandspecificcareerknowledge.Thisprojectconsistedoffourmainfoci:aliteraturereview,theexplorationofthepossibilities,designingthequalification,andtheevaluationframework.Anevaluationframeworkwascreatedaroundhowako(teachingandlearningpractice)isimplementedwithinthequalificationTeTaumataRaukura.Theevaluationframeworkcanbeusedbothasaguidelineforthekaiako(tutor)andtheirpracticeandasanevaluativetoolthatisunderpinnedwiththefollowingfourkeyprinciples:whanaungatanga(respectfulrelationshipsandconnections),ako(living,learningandteaching),aro(reflectivepracticeandevaluation),andtehiringa(spirituality,passionandmotivation).
Curtis,E.,Wikaire,E.,Lualua-Aati,T.,Kool,B.,Nepia,W.,Ruka,M.,Honey,M.,Kelly,F.&Poole,P.(2012).TātouTātou-SuccessforAll:ImprovingMāoristudentsuccess.NationalProjectFund.
ThisprojectinvestigatedMāoristudentsuccessusingtheCriticalIncidentsTechniqueandidentifiedkeyfactorsthathelpedorhinderedlearnersuccess.Thesewereidentifiedacross3non-lecturecontexts:Māoristudentsupportservices,undergraduateprogrammes,andMāoristudentwhanaungatanga(peerrelationships).ThefindingssupporttheneedfortertiaryinstitutionstoprovideadditionalMāoristudentsupportservices,withaparticularfocusonfosteringculturalbondingbetweenstudentsandtheirpeers.Thefindingsalsohighlighttheimportantroleoftheeducatorasthisrolecanbebothhelpful,andhindering,withinnon-lecturecontexts.Keysuccessfactorsincludedtheabilityofeducatorstodeveloprelationaltrust,demonstrateculturalsafetyandutilisehighqualityteachingandlearningmethodswhilsthavinganexcellentgraspofthecontentrequired.Basedonthefindings,qualitytertiaryteachingforMāoristudentswithinhealthprogrammesshould:
1. Useeffectiveteachingandlearningpractices;2. Provideacademicsupportthatisculturallyappropriate;3. Providepastoralsupportthatisculturallyappropriate;4. Provideaculturallysafelearningenvironment;and5. Encouragecohortcohesiveness.
Williams,N.,Broadley,M.E.&LawsonTe-Aho,K.(2012).BuildingKaupapaMāoriintoEarlyChildhoodEducation.NationalProjectFund.
ThisprojectexaminedhowbiculturalcompetenceisappliedintheeducationofearlychildhoodteacherswithregardstoMāoripedagogies,identities,languagesandculturalbeliefs,andhowMāoripedagogiesarevaluedintheprovisionofearlychildhoodeducationinAotearoa.AKaupapaMāorimethodologywasadopted,drawinguponqualitativetechniques.Thestudyidentifiedthatbiculturalcompetencehadnotbeenattaineduniversallyinmainstreamservices,despitegoodintentions.ResearchdatarevealedperceptualdifferencestowardteTiritioWaitangi.ForMāori,itisapartnershipdocumentbindingbothparties,whilemanyPākehāperceiveitasadocumentjustforMāori.DataindicatedtheneedforbiculturallearningandbiculturalresourceswithaKaupapaMāoribasetosupportdevelopmentofbiculturalteaching.Arisingfromtheresearchwereseveral
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implicationsincludingthatteachersneedtoacquirefurtherknowledgeofkaupapaMāoritheoryandthattheyneedtoknowtheirownculturebeforebiculturalunderstandingcanbeembeddedinearlychildhoodcontexts.
Hutchings,J.,Yates,B.,Isaacs,P.,Whatman,J.&Bright,N.(2013).HeiAraAkokiteOranga-TheKaupapaMāoriWellbeingAssessmentModel.NationalProjectFund.
ThiscollaborativeprojectbetweenLiteracyAotearoaandTeWāhanga,NZCERdevelopedanassessmentmodel,thatdemonstratesalinkbetweenliteracylearningandwellbeingforMāorilearners.ItaddressestheneedofMāoriliteracyprovidersforrelevantandappropriateassessmentmodelsofwellbeingforMāori,anditcomplementstheLiteracyandNumeracyAssessmentToolforAdults.ThemodelhasaKaupapaMāoriunderpinningandgathersinformationabouttheprogressofthelearneratdifferentstagesinthelearner’sprogramme.Themodelcomprisesasetofquestionsforthelearnerthataddresstheirprogresstowardstheirgoals.Italsoinvolvesthelearnerandthetutorengaginginaconversationandmayinvolvewhānaumembers.Themodelhasfourstages:
1. Theinitialassessmentprocesswherethegoalsofthelearnerareidentifiedandalearnerplanisdevelopedtoprovideafocusforthetuition.
2. Aformativeassessmentwherethelearnerandtutorreviewprogressandbothcontributetothelearner’sresponsestothreequestionsabouttheirprogress.
3. Thesummativeassessmentwheretheprogresstowardsachievingthelearner’sgoalsarediscussedandvalidated.
4. Theexitstatementswherethelearnerscompletetheirprogramme(s)withtheprovidercommentsagainstaLikertscaletothreequestionsthatfocusonachievementandfuturedirection.
Schofield,A.,Walker,L.&Going,N.(2011).Supportingacademicsuccessbyminoritygroupstudentsinaprivatetrainingestablishment.RHPFNorthern.
Thisstudyaimedtoidentifylearningandteachingstrategiesthatweresuccessfulwithculturallyandlinguisticallydiversestudentsandmakerecommendationsforgoodpracticetothetertiarysector.Theresearchsuggeststhattherearefourkeyfactorsthatareimportantforoptimaltertiaryteaching:
1. Tutor-studentrelationships2. Thelearningenvironment3. Learningresourcesandpracticalapplicationoflearning4. Widercontextforacademicsuccess
Thefindingsindicatethathavingstrongtutor-studentrelationshipsfostersanappropriatelearningenvironmentandwhencombinedwithappropriatematerialscanproducelearningforminoritygroupsthatreachesfarwiderthanthelearningoutcomesofthecourse.
Smith,A.&Crane,T.(2011).Culturalconfluence–challengesforatrainingproviderintendingtoworkcross-culturallywithinMāoriandPasifikacontexts.RHPFNorthern.
ThisprojectsoughttoexplorepedagogicalmodelsandresearchmethodologiesspecifictoMāoriandPasifikacontextsinorderto:
a) IdentifytheculturalperspectivesandtheworldviewofstaffandstudentsatBTI(BethlehemTertiaryInstitute).
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b) ExploreareasofconcerntoPasifikaandMāoristudentsandstakeholders.c) Hearexperiencesandperceptionsofstaffandstudent'sworkinmulticultural
contexts.
Thefindingsidentifiedthecentralityofconnectionindevelopingtheabilitytoworkacrossculturalgroupsandtheawarenessthatconnectionisprimarilyaheartissue.Whilestructuralmatters(e.g.environment,time)andacademicknowledgecontribute,theyarebothsecondarytotheissueofattitude,specificallyattitudesofopennessandwillingnesstobuildbridges.
Kerehoma,C.,Connor,J.,Garrow,L&Young,C.(2013).Māorilearnersintheworkplacesetting.NationalProjectFund.
ThisprojectfocusedonunderstandingtheexperiencesofMāorilearnersinindustrytrainingorganisations,andusedtheseexperiencestounderstandhowtobestsupportMāorilearnersintheworkplace.Findingssuggestthattheenablersandbarrierstoworkplace-basedlearningforMāoritraineesaremulti-layered,involvingacomplexmixofthefollowingelements,whichtheprojectteamhavecreatedintotheTeAkoTiketikemodelfeaturedbelow(Fig.#):
§ personalcommitment,attitudeandmotivation§ tuakana-teina(peermentoring,peerlearningandrolemodels)§ connectedness(totheemployer,colleaguesandITO)§ whānausupportandencouragement§ strongfoundationsforworkplacelearning
ThroughagreaterunderstandingofhowMāoriexperiencetrainingandthefactorsthataffectcompletion(eithernegativelyorpositively),theITOsinvolvedareinabetterpositiontotakeactionsthataddressanyexistingbarrierstocompletion,andtodevelopnewsystemsandprocessesthatcanenhancecompletion.IndustrytraininghasasignificantroleincontributingtoMāorienjoyingeducationandworkplacesuccessasMāori.
Fig#:TeAkoTiketikemodel
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Baxter,J.,Bristowe,Z.,Fruean,S.,Meager,J.&Dawson,A.(2015).Weavingourworlds:Māorilearneroutcomesfromanequity-focusedstrengths-basedprogrammeinHealthSciences.NationalProjectFund.
Fig#.Weavingourworldsprogrammeandevaluationmap
Thisprojectfocusedonenhancingandevaluatingoutcomesfromastrengths-plus-evidence-basedapproachtoincreaseacademicachievementofMāoriHealthSciencesFirstYear(HSFY)studentsthroughaprogramme,TeWhakapuāwai.ThisprogrammewasprovidedtoMāoriHSFYstudentsin2014asapilottoacceleratestudents'learningstrategyacquisitioninanenvironmentthatfosterswhanaungatanga(belonging),kotahitanga(unity),ako(reciprocalteachingandlearning),hauora(holisticwellbeing)andacademicexcellence.
Processandoutcomesevaluationafterthefirst18monthsindicatedthatTeWhakapuāwaiwassuccessful,withanincreasednumberofMāoristudentspassingHSFYpapersandgainingentryintoHealthProfessionaldegreeswhencomparedtopreviousyears.Therewasalsoahighdegreeofstudentparticipationandsatisfaction.However,despiteatrendofimprovedMāoristudentoutcomesoverall,thisimprovementhasnotbeendistributedevenlyacrossMāoristudents,andthosestudentswhoarerelativelyeducationallyandsocioeconomicallydisadvantagedhaveremainedlesslikelyonaveragetosucceed
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academicallyinHSFY.Despitethis,researchersbelievethattheprojectanditsfindingshavethepotentialforapplicationtoothereducationalareasandinstitutions.
Pukepuke,T.&Nash,S.(2009).Peermentoringofat-distancestudents:Aresourcefortertiaryinstitutions.RHPFCentral.
Thisprojectaimedtoassistachievementandretentionthroughpeermentoringandmaximisestudentuseofexistinguniversitysupportsthroughthedevelopmentofaresourceforat-distancepeermentoring.Theresourceisapracticalguidefortertiaryinstitutionsestablishingastudentpeermentoringproject.Thisprojectproducedkeyfindingsaroundthebenefitsof,andpracticalstrategiesandrecommendationsfor,establishingpeermentoringprogrammesincludingtoolsforintervention,keyrelationships,workingwithdifferentstudents(includingMāorilearners),modesofcommunicationandvaluesthatunderpinmentoringprogrammes.Mentorsworkedasateam,operatingonweekdayevenings,communicatingwithstudentsbyphone,email,text,andoccasionallyinperson.Datawererecordedthroughouttheprocessandused,alongwithcurrentliterature,achievementandretentionrates,toinformfindings.Thisresourceisvaluableforinstitutionsseekingtocreateandundertakementoringprogrammes.
Harrison,G.,Marshall,G.&Beckham,A.(2009).ImprovingParticipation,RetentionandProgressionofMāoriTertiaryLearnersintheWhanganuiRegion.RHPFCentral.
ThisprojectinvestigatedhowtwoPrivateTrainingEstablishmentscouldimprovetheparticipation,retentionandprogressionofMāoriTertiaryLearnersintheWhanganuiRegion.TheprojectfindingsindicatethatthetwoPTE'sadheredtoacommonkaupapaanddevelopedrelationshipsbasedonpartnershipprinciples.Theirskillsweredistinctwithcomplementarystrengthsthatwouldenablethedevelopmentofcollaborativeandcomplimentaryprogramming.Benefitswereidentifiedinengaginginforwardplanningandimplementingjointprogramming.Examplesincludedengaginginjointprofessionaldevelopment;sharingtutorstoprovideprofessionaldevelopmentandtrainingadultliteracytutors;sharingresourcesanddevelopingotherresourcestomeetthespecificneedsoffoundationlearners.ThePTEsdevelopedtheknowledgetoadvancenewprojectsandnewwaysofworkingwithlearners.Anaddedstrengthwastheircommoninterestintrackinglearnerstodeterminetheenablersanddisablersforfoundationlearnersinadvancingtheirvocationalgoals.
§ Theprojectbenefitedbothpartiesandthecohortsoflearnersengagedintheprocessintheorganisations.
§ Timespentininitialconsultationanddevelopmentiscritical.Supportatbothamanagerialandgovernancelevelwasvitaltothesuccessoftheproject.
§ Acommonvaluebasewasdeterminedwhich,intheviewoftheprojectpartners,wasacriticalelementofsuccess.
§ Therelationshipbetweentheorganisationsrespectedpartnershipprinciples,andtheneedforautonomyandconfidentialityaroundemergingbusinessopportunitiesforeachPTE.
§ CollaborativeactionwasnotlimitedtothetwoPTEs.Otherswerepivotalintheprocessofenablingandimprovingstudentparticipation,retentionandprogression;mostnotably,thelocalIwiEducationalAuthority(TePunaMataurangaoWhanganui).
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Goh,T.T.,ChongSeet,B.&Rawhiti,L.(2011).AffectiveMobileLearningSupportSystemforMāoriStudents.RHPFCentral.
ThisreportpresentstheoutcomeofanexperimentaldesigntoinvestigatetheimpactofpersuasiveandaffectiveSMStextmessagesonstudents’self-regulatedlearningstrategieswhileattendinganintroductoryinformationsystemscourse,withafocusonsupportingMāoriandPacificlearners.
Asetofquestionnaires(motivatedstrategiesforlearningquestionnaires-MSLQ)weredevelopedandusedtomeasurethreegeneraltypesofstrategies:cognitive,meta-cognitiveandresourcemanagement.
ThestudyfoundthatpersuasiveSMSmessagesareaviableandeffectivestrategyformaintaining,improvingandenhancingstudents'self-regulationstrategies.Aswell,practitionerscancomplementthisstrategywithothermotivationalstrategiestoenhancestudents'learningexperiences,especiallyforfirstyearcoursesandstudents.Despitethesefindings,MāoriandPacificparticipationwasreportedlylowandtherefore,arepresentativesamplewasnotadequatelyportrayedinthisstudy.
Savage,C.,McConnell,N.,Clifford,L.,Tarena,E.,Kamilton,K.,Inia,H.,Pitama,M.,Confait,A.&London,P.(2016).AkoWhakaruruhau–ImplementingandEvaluatingGoodPracticeforMāoriTradeTraining.NationalProjectFund.
Thisprojectwascentredontheimplementationofthemodel‘TeAkoTiketike-MāoriasSuccessfulWorkplaceLearners’intoaHawkinsConstruction’sapprenticeshipssupportschemeandtheHeTokikiteMahiGroupTrainingScheme.WithafocusonlearningpathwaystobringaboutanorganisationalfocusonMāoriapprenticeshipsuccess,thestudyanalysedcurrentapprenticesupportpracticesforMāoriinapprentices,implementedTeAkoTiketikeandevaluatedtheexperiencesandoutcomesforapprentices.SystemssupportandguidelineswereprovidedforHawkinsConstructionemployersandsubcontractorstoworksuccessfullywithMāoriapprentices,andtodemonstratehowthemodelworksasacomprehensiveorganisationalframeworkwithintheGroupTrainingScheme.Thestudyfoundthat:
§ Sub-contractorvariabilityaddscomplexitytotheimplementationofsupportinitiatives.
§ Raisingawarenessinthesectorbroughtaboutademandfornewlearning.§ StereotypinganddeficitattitudesaboutMāoriwereevidentandembedded.§ Highstaffturnoverandchangeimpactsonrelationships–theprovisionforthe
mentorneedstobeongoingbutnotalwaysonsite.§ Theabilitytorecogniseandrespondtoculturaldifferenceneedstobeapartofthe
cultureoftheorganisation.§ Wherepossible,placingMāoriapprenticestoworktogetherisbest.§ Providingapprenticeswithleadershipopportunitiespositivelyimpactstheir
performance.
Hohapata,H.(2011).IntegratedassessmentforMāoriyouthlearnersenteringtertiaryeducationforthefirsttime.RHPFCentral.
ThisstudywasdevelopedtohelpMāoriyouthwhostrugglewithassessmentusingonlyaworkbook.ThefocuswastogathernaturallyoccurringevidencetowardsachievementofunitslinkedtotheNationalCertificateinEmploymentSkills(NCES)Level1whilestudents
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engagedinday-to-daycourseactivities.Activitiesrangedfrombeinginterviewedforthecourse,fillingoutforms,listeningandengagingindiscussionsbefore,duringandafteranactivity,reading,writing,speakingandlisteningandengagingingrouplearningsuchaswānanga,nohomaraeandpōhiri.ThekeyobjectiveoftheprojectwastodevelopexplicitresourcesandtosharethelearninggainsandresourceswithothertertiaryproviderswithahighMāoriyouthprofile.Thestudyfoundthat:
§ Collaborationbetweenmanagement/staff/students–requiredinputacrosstheorganisation.
§ Studentachievementincreasedby20-30creditsforlearnersinthetrialsduringthetrialtimeframe.
§ MāoriachievingsuccessasMāori–engagementwithlearningwassignificantlyincreasedwhenlearninglinkedtoacknowledgementofTeAoMāoriandMāoripedagogies,e.g.mentoring.
§ Teachingpracticeforthisprojectrequiredmoreeffortandtime,e.g.recordingofdata.
§ Themethodologyforthisprojectdidnotcatertoalltypesoflearners.
Frielick,S.&Sciascia,A.(2016).Learnersandmobiledevices(#NPF14LMD):Aframeworkforenhancedlearningandinstitutionalchange.NationalProjectFund.
Thistwo-yearprojecthadaprimaryemphasisonstudentbenefitsthroughstaffprofessionallearningandthebroadercontextofinstitutionaldigitalstrategyandtransformation.Theunderpinningaimoftheentireprojectwascentredonenhancinglearnerexperiencesthroughtheuseofmobilelearningandmobiledevices,throughacross-institutionalprojectaimedatpedagogicaltransformation.
OneofthekeyoutputsofthisprojectfocusedonMāorilearnersunderstandingwhateffectiveengagementlookedlikethroughmobiledevicesandm-learning.AcomprehensiveliteraturereviewofMāorilearnersandpedagogieswasconductedaswellasthedevelopmentofaframework.TheframeworkwasunderpinnedwithconceptsofakoandKaupapaMāorivaluesandinterwovenwithmobilelearningtheories,approachesandpractices.Throughthisframework,practitionersareabletounderstandtherelationshipbetweenvaluesandpracticeandhowconceptsofakoareunderstoodandappliedwithinaclassroom(eitheraphysicalorvirtualclassroom).
Theframeworkenablespractitionerstofreelynavigatethe‘whare’andutiliseareasoftheframeworkthatspecificallyrelatetothem.Theframeworkisnon-exclusive,user-friendlyandhelpstoremovebarriersthatcanoftenintimidatepractitionersfromwantingtoengageinprocessesofako.Theframeworkhasalsobeenconvertedintoanappthatenablesuserstonavigatethevariousareasoftheframework.AccesstomātaurangaMāoriandintegrationintocontent
ThissectionincludesprojectsthatincorporateorenableaccesstoMātaurangaMāoriin
variousways.MātaurangaMāorialsoincorporatestereoMāorimeōnatikanga(Māori
languageandprotocols).Anumberofprojectsareincludedinthissectionthathaveastrong
focusontereoMāoriorenvironmentsandspacesforlearningthatareconduciveto,and
nuruturingof,mātaurangaMāori.Manyoftheseprojectsalsointersectthesectionabove
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aroundMāoripedagogicalapproachestolearning.
TeKupengaMātaurangaoTaranaki.(2011).TahiateMarae,TahiateWānanga–Adultlearningonthemaraeandinthecommunity.NationalProjectFund.
Thepurposeoftheprojectwastoexaminehowregionaleducationprogrammesmeetcommunityaspirations.TheteammembersappliedkeyTaranakiMāoriprinciplesintheirapproachtotheresearch.ReportfindingsindicateasignificantvalueininformaladultteachingandlearningonmaraeorinMāoricommunitysettingsforMāorifromandwithintheTaranakiregion.ThisresearchdemonstratestangiblewaysinwhichmaraeandMāoricommunity-basedcoursescontributetomeetingTaranakiMāoriaspirations.FiveareasinwhichmaraeorMāoricommunity-basedadulteducationcontributetoTaranakiMāoriaspirationsarediscussedinthisreport:identity,development,knowledge,cohesionandsustainability.ThelocationofcourseswithinMāoricommunitycontextscontributestoreinforcingasenseoflocalisedidentity.Coursescontributetobuildinglocalcapacitythatmayenablecommunitiestotakeonotherprojectsandtherebyfacilitatecommunitydevelopment.Tarau,R.,Langdon,Y.,Kohunui,H.&McKinnon,D.(2009).ReflectionsofAttendingWaitangiDay2009.RHPFNorthern.
TheprojectisanexplorationofcontemporarydeliberationsthatoccurredattheWaitangiCommemorationsatWaitangi2009andprovidesthewhakapapaofcolonialimpactsinAotearoa.LinkswerecreatedbetweenthepresentandpastWaitangievents,whichhighlightmanyoftheissuesofthepast,whichremainrelevanttoday.ItisimportantthatstudentsareexposedtothehistoryofourpastinorderforthemtounderstandtherelevanceTeTiritioWaitangihasintoday’ssociety.Thestudyrevealedthatteachingpracticecanbeenhancedthroughutilisingthisresearchasaguidetoprovideanenvironmentforvigorousandhealthydebatewithoutprejudicewithinteachingdisciplines.Kingi,T.K.,Hall,M.&Taiaroa,H.(2009).TeHonongaMātauranga.NationalProjectFund.
TeHonongaMātaurangaprovidesasuiteofon-lineaudio-visualresourcesforMāoripost-graduatestudents.Theseresourcesofferinformationontopicssuchaseffectivewriting,research,ethics,Māoridevelopment,tereoMāori,reviewingliterature,andcataloguing.Morethan30resourceshavebeendevelopedandarepromotedthroughweeklypānuitoMāoristaffandstudents.Todate,theseresourceshaveprovedpopularwithstaffandstudents.Theprojecthasalsoencouragedongoingcollaborativerelationshipsbetweenthethreeorganisationsinvolvedinthiswork.TeHonongaMātaurangaisavaluableresourceofpresentationsonthePhDprocess,researchmethods,dataanalysis,collection,writingandreporting,aswellasotherissuesofinteresttopost-graduatestudents.Theportalisaccessibleatanytimefromanylocationandprovidesrichmediaandinformationtosupportpost-graduatestudents. Rātima,M.(2013).Kiamatataukitereo:FactorsinfluencingthedevelopmentofproficiencyintereoMāoriwithadultlearners.NationalProjectFund.
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Thisdoctoralthesissoughttoanswerthequestion:whatfactorshelporhinderadultMāorisecondlanguagelearnerstobecomeproficientspeakersoftereoMāori?Inparticular,thethesisexaminedwhatkindofconcertedeffortisneededandhowcanindividuallearnersoptimisetheireffortstolearntereo?Keyfindingsrevealedthatforlearnerstherewerethreeessentialfactorstotheirsuccess:
1. ThequestfortheirownidentityasMāori.2. TheirabilitytoestablishandmaintainrelationshipswithotherMāorispeakers.3. Theirdesiretoservewhānau,hapū,iwiandtheircommunities.
Theresearcherinterviewed17highlyproficientsecondlanguagespeakersoftereo,whichmadeupthedataforthisthesis.Camp,J.,Sunderland,J.,Russell,K.&Flack,B.(2013).Simpā–AVeryUsefulToolkit.GoodPracticePublicationGrants.
Simpā,isatoolkitthatmergesMāorihistoryandcomputergamingtechnologyasawayofteachingMāorihistoryinaninteractiveandinterestingway.Thistoolkitprojecthasbeenasuccessfulcollaboration,includingitsexemplaryrelationship,whichhasarisenoutofaformalagreementbetweentheTeRūnakaoKāiTahu(TribalCouncilofKāiTahu)andOtagoPolytechnic.ThedevelopmentofTreaty-basedMāoriintellectualpropertyasaprocesshasaddedtothelearningofOtagoPolytechnics’researchersandstaff.TheuseofSimpāasbothacomplementtoandawayoftellingandrecordinghistoryandwhakapapaisinnovative.Itprovidesaplatformthatcansendhistorytopeoplewhoarebasedanywherearoundtheglobe,creatingandstrengtheningtheirconnectionwithNgāiTahuandNewZealand.Aswellastheconnection,Simpāisawayofpassingonwhakapapatofuturegenerationsinaninteractiveandinterestingway,ensuringtheretentionofimportantaspectsofourhistory.Itisalsoafunwaytosharehistorywithgroupswhocometoexperiencenohomarae.Keiha,P.,Moorfield,J.,Ka‘ai,T.&Spooner,H.(2008).TeWhakapakariiteRautakiPūnahaRorohikoHeiAkoiTeReoMāori:AdvancingaDigitalStrategyforLearningandTeachingtereoMāori.GoodPracticePublicationGrants.
ThisprojectwasaimedatcreatingablendedplatformfortheteachingandassessmentoftereoMāorithatenhanceslearnerengagementandoutcomes.EvidenceisprovidedtosupporttheclaimthattheplatformanditsteachingandlearningpracticeswillrevolutionisethewaytereoMāori,andindeedanyothersecondlanguage,isformallyacquired. Hanrahan,F.(2009).TePuawaitangaoTeKakano:NurturingtheSeedsofLearningWithinRuralMāoriWomen.GoodPracticePublicationGrants.
ThisprojectfocusedontheearlychildhoodMāorimanagement/learningmodelof'AtawhāingiaTePaHarakeke’,whichhasbeenincorporatedintoAdultandCommunityEducation(ACE)practices.ThismodelwasdesignedtobettermeetthelearningneedsofMāoriwomenandindicatesthepossibilitiesaroundadaptingmodelsofparticipativemanagementthatareunderpinnedwithvaluesandphilosophiesthatalignwiththeneedsoflearners.TheprojectrevealedgreaterunderstandingaroundissuesoftheroleofcommunitiesandorganisationsinrelationtoACE.
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Mercier,O.(2010).LearningwithGoogleEarthintheTeKawaaMāuiAtlasProject.GoodPracticePublicationGrants.
Thisprojectwasaimedatenhancingthelearningexperiencesofstudentswithinanever-growingdigitalmap-basedenvironmentthroughstudentworkandgroupandindividualassessment.Findingsoftheprojectindicatethatstudentsratedtheirengagementwithmappinghigherthantheirengagementwithtechnology.Theprojectensuresthatvariouskaupapa(topic)remaincentral,andthatthemappingandrelatedtechnologiessimplycomplementstudents’coreMāoristudieswork.ThewaythatstudentshaverespondedtothesetechnologiesencouragesTeKawaaMāui–SchoolofMāoriStudies–tocontinueexploringhowplace-basedworksupplementsandenhancesthelearningexperiencesofthestudents.Map-basedassessmenthasthepotentialtoenhancelearninginanyMāoristudiesprogramme,andtobeusedmorewidelyinhistoryandculturalstudies.Ka’ai,T.,Higgins,T.R.,Kāretu,T.,Mataira,K.,Milroy,W.,Moorfield,J.,O’Regan,H.&Waikerepuru,H.(2009).TeKāwaiKūmara.NationalProjectFund.
ThisprojectaimedtobuildtheresearchcapabilityandcapacityofMāorilearnersbysupportingthemthroughadvanceddigitaltechnologies.Firstly,thisprojectpilotedacomprehensivesuiteofinteractiveteachingandlearningtechniquesacrossmultiplesites.Secondly,bestpracticetechniquesweredevelopedtosupporttheteachingandlearningoftereoMāoriatthepostgraduatelevel.Ultimately,thisprojectdevelopedacohortofMāorisupervisorscapableofsupervisingthesesstudentsintereoMāori.TeKāwaiKūmarahasprovidedanopportunitytosuccessfullyexploretheintegrationofvideoconferencingandinteractivesmartboardtechnologyintopostgraduateprogrammedelivery.Studentswantingtopursueapostgraduate-levelqualificationinTeReoMāori,whilebeingtaughtbysomeofthecountry’smosthighlyregardedreoMāorienthusiasts,couldnowdosowithouthavingtoleavetheirhometown.Studentscouldcontinuewiththeirday-to-daylivesandroutines,andmaintainemploymentandwhānauobligations,whilesimultaneouslyincreasingtheirknowledgeoftereoMāori. Margaret,J.,Herzog,C.,Radford,D.&Stephens-Wilson,K.(2011).TreatyofWaitangiEducationKit.RHPFNorthern.
Thisprojectproducedteachingguidesandresources,including24individualactivities,tosupporttheprovisionofTreatyofWaitangieducationinthetertiarysector.Thebenefitofthisprojecttoteachingandlearningisembodiedintheconceptof‘ako’,becausetheactivitiespublishedhavebeendevelopedovermanyyearsofteacher-learnerinteraction. McCaw,C.,Wakes,S.&Gardner,T.(2012).Māoridesignandtertiaryeducation.RHPFSouthern.
ThisresearchprojectsoughttoinitiatedialogueabouttheteachingofdesignwithinthebroadercontextofAotearoa/NewZealandsocio-politicalrelationsinordertoidentifygoodpracticesfortertiaryeducators.Throughidentifyingandcollatingspecificmethods,practicesandstrategiesforuseintertiarydesignteaching,thestudyaimedtodisseminateimportantideasrelatingtoTeAoMāoriandMāoridesignprinciples,practicesandprocessestotertiarydesigneducators.Theneedfortheongoingdevelopmentandmaintenanceofaresearchwhānauwasaclearoutcomeofthisproject.Manyofthelecturersindicatedthattheywereworkingwithoutasupportnetworkintheirschool.Changewithininstitutionsalsorequiresa
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dedicatedresponseandawell-resourcedandintegratedapproachtoimprovedesigncurricula.Withclearconsultationandguidanceandpartnershipwithlocaliwi,theresearchersbelievethattheopportunityexiststodeveloptertiaryleveldesigncurricularelevanttotheNewZealandcontext.Mataamua,R.(2016).HeiTaunakiiteAko:AssessmentandmoderationfortereoMāoriinthetertiarysectorinAotearoaNewZealand.NationalProjectFund.
ThisstudyinvestigatedgoodpracticeintermsofassessingandmoderatingtereoMāoriatthetertiarylevel.ThescopeoftheresearchwastodevelopasummaryofgoodpracticethatrelatestoassessmentandmoderationstandardsfortereoMāoriinthetertiarysector,basedonthestudyoffoursuccessfultereoMāoritertiaryprogrammes.Thefourprovidersinvolvedintheprojecteachhasitsownuniqueorganisationalstructure,vision,andgoals.Thekeyfindingsofthisstudyindicatewhatsuccessfulassessmentandmoderationlooklike:
§ § Whānau,hapū,andiwiaspirationsneedtobepartofsuccessfulassessmentand
moderation.§ Successfulassessmentandmoderationreflecttheorganisation'svaluesandgoals.§ Successfulassessmentandmoderationneedstobemodernandrelevanttothe
studentsenrolledonthetereoMāoriprogramme.§ SuccessfultereoMāoriassessmentandmoderationatthetertiarylevel
concentratesonfourmainareas:speaking,listening,reading,andwriting.§ Constructivefeedbackisvitalinsuccessfulassessmentandmoderation.§ TimeavailabilitymustbeapartofsuccessfultereoMāoriassessmentand
moderationwithinthetertiarysector.
Jones,R.,Barrow,M.,Poole,P.,Reid,P.,Crengle,S.,Hosking,J.&Shulruf,B.(2008).AssessingHauoraMāoriinMedicalStudentsinClinicalSettings.NationalProjectFund.
Thisprojectaimedtodevelopeffectiveassessmentmethods,toolsandstaffdevelopmentprocessestoassessMāorihealthcompetenciesinclinicalsettings.Findingspointtosomeofthelimitationsofthe‘apprenticeship’modeloflearning,oratleastinthewaythismodelisoperationalisedintheeducationalcontext.Whenclinicalsupervisorsprivilegetheknowledgeandclinicaldomains,whileatthesametimefailingtoaddresstheHauoraMāoridomain,itsendsapowerfulmessagetostudentsabouttherelativevalueofdifferentfacetsofprofessionalcompetence.ConsiderableworkisrequiredtolookathowtodevelopacadreofclinicalsupervisorswhoarebetterpreparedtofacilitatelearningandundertakeassessmentintheHauoraMāoridomain.Findingssuggestthatwithouthigher-levelacknowledgementoftheimportanceofHauoraMāori,competingdemandsonclinicalteacherswillcontinuetoinhibiteffectiveparticipationinstaffdevelopmentactivities.ItisclearthatlearnerswanttodevelopexpertiseinHauoraMāoriandenjoyassessmenttasksthatemphasisereflection.However,thislearningneedstobescaffoldedbystructurededucationaltasksand,critically,tobevaluedbytheorganisationandteachingstaff.
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BridgingtertiaryeducationEquallyimportantishowMāorilearnersareaccessingandenteringintotertiaryeducation,
orexitingtertiaryeducationintoemployment.Someoftheprojectsbelowfocusonthese
transitionswithacommittedviewthatwide-reachingsupportiscriticaltoMāorilearner
successwithintertiaryeducation.
Chinlund,E.,Shaw,A.,McKay,J.,Appleby,P.,Davis,K.,Manderson,M.&Kirkland,G.(2011).RegionalCollaborativeDevelopmentofaDegreePreparationProgrammeSupportingLearners.NationalProjectFund,
Thepurposeoftheprojectwasdrivenbythecurrenttertiaryeducationpolicysettingsthathavepromptedmanyprovidersofbridgingeducationtoreduceorstreamlinetheprogrammestheyoffer,includingprogrammeswhereMāoriandPasifikaparticipationratesarehigh.IthasresultedinthecollaborativedevelopmentofanewCertificateofDegreePreparationthattakesacohesive,student-focusedapproachthatvaluespreparinglearnersforthemostrelevantpathway,andpromotesthebestpossibleeducationaloutcome.
Pene,S.&Ashley,M.(2009).EnhancinglearningandconfidenceforMāorithroughcommunityparticipation.GoodPracticePublicationGrants.
Thisprojectfocusedonembeddingcommunityactivitiesintothecurriculum,whichresultedinenhancedlearningandemployabilityoflearners.Thisinnovativeteachingpracticesuccessfullyallowsstudentstoachievepositivechangesintheirbehaviourandattitude,whilelearningandgainingskillsinworkenvironments.Thispracticeenabledstudentstobuildtheirself-confidencewhichhasresultedinstudentsmovingintoemploymentorhavingtheconfidencetocontinueintofurthervocationalstudy.TheMāoristudentsontheprojectarenowincreasinglybeingrecognisedasfutureleadersandrolemodelsinPaeroa.
Nock,S.&Johnson,D.(2015).Bridgingtotertiarystudy:AsupportresourceforacademicwritinginEnglishforMāoristudents.RHPFNorthern.
ThisprojectaimedtoprovidesupportforMāoristudents,particularlythoseinvolvedinstudyatfirst-degreelevel,whoneedtodevelopskillsinwritingassignmentsinEnglishinarangeofacademicsubjects.TheintentionofthisworkwastomakeacontributiontothecapacityofMāoristudentstorespondappropriatelytotheEnglishwritingdemandsthataremadeofthemintertiaryeducationcontextsandtosupportstaffwhoassistthemindoingso.Afour-unitinstructionalresource,foundedincurrentbestpracticeingenrebasedapproachestoEnglishacademicwriting,wasdevelopedfortheproject.Thedatagatheredinthisfinalphaseoftheprojectindicatedthatthestudentsfoundthisapproachtosupportingengagementin,andenhancementof,academicwritinginstructioninEnglishveryusefulandinterestingeventhough,asmembersofthedigitalnativegeneration,theydidnotalwaysfindthedeliverymodeideal.
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Thematicanalysistable
Avisualtableindicatingprojectsthatalignswithspecificdetailedthemes.
ProjectTitleTeacher
professionaldevelopment
Vocational MātaurangaMāori
Māoripedagogies/Ako/
Culturallyrelevant
approaches
TereoMāorimeōnatikanga(Māori
language&protocolsinlearning)
Tuakana-teina
(mentoring)
Whanaungatanga(importanceofrelationships)
Importanceofidentityinlearning
Marae-basedlearning
pedagogies
Values-basedlearning
Strengths-based
approachesAssessment Student
achievement
Bridgingand
transitionseducation
eLearning&
mLearning
Evaluationand
reflection
1 Chinlund,etal(2011) ✔ ✔ ✔ ✔
2 Harrison,etal(2009) ✔ ✔ ✔ ✔
3 Goh,etal(2011) ✔ ✔
4 Hohapata(2011) ✔ ✔ ✔ ✔ ✔ ✔ ✔
5 Greenhaigh,etal(2011) ✔ ✔ ✔
6 Greenhaigh,etal(2011) ✔ ✔ ✔
7 Rawlings&Wilson(2013) ✔ ✔ ✔ ✔ ✔
8 Tomoana(2012) ✔ ✔ ✔ ✔ ✔ ✔ ✔
9 Mete(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔
10Lillis,etal(2015) ✔ ✔ ✔ ✔
11Minaa&Howarth-Jarratt(2015)
✔ ✔ ✔ ✔ ✔ ✔ ✔
12Ross(2008) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
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13Tepora&Nash(2009) ✔ ✔ ✔ ✔ ✔ ✔
14Kingi,etal(2009) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
15Apanui&Kirikiri(2015)
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
16Rātia(2013) ✔ ✔ ✔ ✔ ✔ 17McCaw,et
al(2013) ✔ ✔ ✔ ✔ 18Camp,etal
(2013) ✔ ✔ ✔ ✔ 19Keiha,etal
(2008) ✔ ✔ 20Mihaka
(2008) ✔ ✔ ✔ ✔ 21Hanrahan
(2009) ✔ ✔ ✔ ✔ ✔ ✔ 22Pene&
Ashley(2009) ✔ ✔ ✔ ✔
23Macfarlane(2010) ✔ ✔ ✔ ✔ ✔ ✔ ✔
24Mercier(2010) ✔ ✔
25Ngāwati(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔
26Henley(2014) ✔ ✔ ✔ ✔ ✔ ✔
27King,etal(2011) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
28Curtis,etal(2012) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
29TeKāwaiKūmara ✔ ✔ ✔ ✔ ✔
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30TeKupengaMātaurangaoTaranaki(2011)
✔ ✔ ✔ ✔ ✔ ✔
31Williams,etal(2012) ✔ ✔ ✔ ✔ ✔
32Hutchings,etal(2013) ✔ ✔ ✔ ✔ ✔ ✔
33Mataamua(2016) ✔ ✔ ✔ ✔ ✔ ✔
34Tarau,etal(2009) ✔ ✔ ✔ ✔
35Schofield,etal(2011) ✔ ✔ ✔ ✔
36Smith&Crane(2011) ✔ ✔
37Margaret,etal(2011) ✔ ✔ ✔ ✔
38Nock&Johnson(2015) ✔ ✔ ✔ ✔
39Kerehoma,etal(2013) ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
40Baxter,etal(2015) ✔ ✔ ✔ ✔
41Savage,etal(2016) ✔ ✔ ✔ ✔
42Jones,etal(2008) ✔ ✔ ✔
43Māoridesignandtertiaryeducation
✔ ✔ ✔ ✔ ✔ ✔ ✔
44Gordon-Burns,etal(2014)
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
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45Karena&Fenton(2015) ✔ ✔ ✔ ✔ ✔
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Conclusion
The45fundedprojectspresentedhereprovideasummaryofthequalityworkthathasbeen
completedoverthepast10years.ThefocusonMāoripedagogicalapproachestolearning
andteachingisprominentwithinthese45projectsandhaveproducedsomekeyfindings
thatwillbeusefulforpractitionersandinstitutions.Overall,organisationsandinstitutions
needtotakegreaterresponsibilityforeducationalchangethatensuresMāorilearnersand
theiruniquewaysofthinking,being,anddoingareprivilegedwithinWesternacademic
paradigms.Thisismadethroughpedagogicalchange,throughresourcingandthrough
ensuringpractitionershaveamplesupport.Furthermore,practitioners(bothMāoriornon-
Māori)canbenefitfromincorporatingandpractisingvaluesintotheirteachingandlearning
approaches;specifically,non-exclusivevaluestowhichbothlearnerandteachercanrelate.
Recommendationsforfuturework
Basedonabriefanalysisofthe45AkoAotearoafundedprojects,anumberofgapshave
beenidentifiedthatwouldbenefitfromfutureinvestigationandresearch.Theseinsightsare
presentedhereasthreekeyrecommendationsforfuturework.
Recommendationone–Practitionerreflectionandevaluation
Veryfewprojectscapturedinthissynthesisreportindicateafocusonpractitionerreflection
andevaluationofpracticeinrelationtosupportingsuccessforMāori.Projectscan
sometimesincludeasmallcomponentthatfocusesonreflectionofpractice,howevermore
workisrequiredwherepractitionersandinstitutionsactivelytakearoletoreflectand
evaluateontheirpracticetoidentifywhatworksandwaysinwhichtheirpracticecanbe
improvedanddeveloped.Throughrobustandregularpractitioner/institutionreflectionand
evaluationandcontinuedrefiningofone’spractice,thepotentialimpactsofgoodpractice
willbeexperiencedbythelearner.
Recommendationtwo:e-Learning,m-Learningandsocialmedia
Basedoncurrentliterature,thereisashortageofqualityandrobustresearcharoundMāori
learnersuccessandnewtechnologiesforlearning.e-Learning,mobiledevicesandsocial
mediaareallareasinwhichresearchneedstobefocusedasMāorilearnersareincreasingly
Approvedforpublication–15Aug2017 38 DrAcushlaSciascia
becominghigh-usersofthesedevicesandspaces(O’Carroll,2013a,2013b;CareersNew
Zealand,2016).Asmallnumberofprojectshadane-Learningfocus;however,therecould
bemoreinthisspacetoensurethatpractitionersarekeepingupwithlearners,theirneeds,
theirpreferredlearningstylesandmethods,andusinglearningtoolsoutsidetheclassroom.
Recommendationthree:Learningenvironments
Moreresearchisrequiredintothebenefitsoflearningspacesthatsupportandnurture
culturaldiversity,identity,protocols,practicesandlanguage.Maraeandwānangaarekey
spacesforlearningandmanytertiarycoursesandpapersaretaughtwithinthesespaces,
suchasTeWānangaoAotearoalanguageprogrammes.Learningwithinappropriate
environmentssuchasthemāra(garden),moana(ocean)orngahere(forest)providea
practicalaspecttothelearningexperience(Pihamaetal.,2004).Researchintotheeffectof
space/environmentonthelearnerandtheirlearningexperiencecouldprovidesome
interestinginsightsintotheimportanceofplaceandspacewithinthelearningcontextand
potentiallyinformtheshiftfromthetraditionalWesternclassroomtoculturallyrichspaces
oflearningandpractice.Inadditiontospaces,communityinvolvementandparticipationin
learningislargelyabsentfromtertiaryeducation.Engagingwithvariouscommunitiesfor
learningpurposesprovidesdifferentbenefitstothelearnerandsupportsthenotionthat
learningoccursfromavarietyofdifferentsourcesandthateveryoneistheteacher,
includingthecommunity.
Approvedforpublication–15Aug2017 39 DrAcushlaSciascia
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Appendix
AkoAotearoa’sTeTauākīAko–OurAkoFramework–drawnfromearlierworkintokaupapaMāoriandmātaurangaMāoriframeworksbymanynotableMāorieducatorsincludingGrahamSmith,LindaSmith,LeoniePihema,MereanaSelby,andAkoAotearoa’sMāoriCaucus.
Whakapapa Genealogy,heredity• Understandsandcelebratestheoriginsofthe
widerorganisationandthewhakapapaoftheindividualswithinit
• Understandingtheorganisationanditsplaceinthesector
• Understandingthewhakapapaofknowledgeandourplaceinthatwhakapapai.e.Tane-nui-ā-Rangi
• Understandingandrecognisingthevalidityofthehistory,perspectives,beliefsandvaluesofMāoriinAotearoa
Wairuatanga Spirituality,belief,faith• Isinclusiveofmoemoeāandmatakitetanga–vision
• Recognisesandrespectsotherbeliefsystems• Recogniseswairuatangaasanintegral
componentofanindividualalongwithtahatinana(physical),tahahinengaro(intellectual),andtahaMāori(family)
• Integrateswairuaintoallpractices
Whanaungatanga Kinship,relationships• Understandstherelationshipsbetweenindividuals,iwi,hapūandpanMāorigroupsandhowtopromote,establishandmanagemutuallybeneficialrelationships
• Strongsupportsystemsformembersoftheorganisation
• Maintainingstrongrelationshipswithkeystakeholders
Mana Authority,reputation• Building,valuing,promotingandprotectingthereputationofAkoAotearoa
• Recognisingandrespectingtheauthorityandreputationofwhānau,hapū,iwiandMāorigroupsaroundthecountry
TeReo • RespectandvaluefortereoMāori• PromotingandusingtereoMāori• Promotingandsupportingexcellenceinthe
teachingandlearningoftereoMāori
MātaurangaMāori MāoriKnowledge • PromotingMātaurangaMāoritothetertiarysector
• PromotingdiscussionanduseofMāorilearningframeworks
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Kaitiakitanga Guardianship,
conservation,sustainability
• Sourcesofknowledgeacknowledgedandrespected
• Valuingthelongevityoftheorganisation• Establishingsystemstoensurethe
sustainabilityoftheorganisation• Ensuringthatpracticesareconsistentwith
conservationandsustainabilityofnaturalresources
Manaakitanga Hospitality,generosity• Manaakitangaisintegratedintoallaspectsofourservice
• Educatorsandlearnersarethefocus• Guidelinesandprocessesareculturally
appropriate,userfriendlyandaccessibletoclientgroups
• Isinclusiveandreadilysharesinformation
Whakanui Respect,value • Valuingourpeopleandstakeholders• Valuingthecontributionswereceivefromall
partsofthesector• Valuingexcellentandgoodteachingandgood
learningpractice
Kotahitanga Unity • Promotesandencouragescollaboration• IsfocussedonpositiveoutcomesforMāori
learnersandnationalMāoridevelopment
Whakamana Empowerment • EmpoweringMāoribyaspiringandworkingtowardsbeingaTOWbasedorganisationandincreasingcapabilitytoserviceMāori
• Empoweringteachersandlearners• EmpoweringthesectortodobetterforMāori
teachersandlearners
Akoranga&whakaakoranga
Learning&teaching • Beinglearnerfocussed• Understandinglearnerneeds• Identifying,encouragingandpromoting
excellence/emancipatorypraxisinteaching
Taunaki Evidencebased • Basingresearchonsoundmethodology• Researchhasapracticefocus• Allassertionsandframeworksaresupported
byrobustevidenceparticularlyaroundoutcomesforlearners
Kairangi Excellence,highstandards
• Maintaininghighstandardsofprojectandresearchevaluation
• Maintainingandvaluinghighstandardsintheworkwedo
Downloadat:https://akoaotearoa.ac.nz/ako-hub/our-work-m%C4%81ori-educators-and-learners/resources/pages/te-tau%C4%81k%C4%AB-ako-our-ako-framework
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