Māori and tertiary educational achievement by Tertiary Education Union

Māori and tertiary educational achievement MAY 2016 A research note prepared by Dr. Helen Potter (Ngāti Maniapoto, Ngāpuhi) for the Tertiary Education Union Te Hautū Kahurangi o Aotearoa

TERTIARY EDUCATION UNION Te Hautū Kahurangi o Aotearoa

INTRODUCTION: THE NEED FOR A CULTURALLY RESPONSIVE TERTIARY EDUCATION SYSTEM Over the last 15 years, Māori participation rates in tertiary education have continued to be higher than that of other groups. Importantly, however, and despite increases in the number of Māori participating in or progressing to higher levels of the tertiary system over the last 10 years or more, Māori continue to be over-represented at the lower, foundation levels of the tertiary system rather than in degree level study or higher. 1

Kei Aku Ringa.5 To build on previous gains in Māori participation and completion rates, the Ministry has stated that tertiary education organisations (TEOs) need to continue to improve their support for Māori students.6 Drawing on research into what best enhances Māori tertiary student success, the Ministry’s strategy documents outline that TEOs need to draw Māori into tertiary study via information, support, and advice to schools and whānau through Māori outreach and recruitment programmes. They also must ensure that the learning environments they provide are culturally responsive in terms of the teaching approach and the programmes offered, and that there are sufficient numbers of Māori teaching staff to help deliver on these expectations.7 Moreover, the Ministry states that TEOs also need to invest in: professional development to better enable their educators to be culturally responsive; building stronger relationships with whānau, hapū, iwi, and Māori communities to support Māori student success; and in research to improve outcomes for Māori students – and particularly to improve effective teaching and learning.8 The provision of clear, quality Māori language pathways and the inclusion of mātauranga Māori in tertiary programmes are recognised as further important goals to support and build Māori student participation and achievement at the higher levels of the tertiary education system.9

Similarly, Māori completion rates in tertiary education have also increased over the last 10 years or so – and while the difference between Māori and non-Māori completion rates at the degree level and higher have halved since 2000, they are still significantly lower than for non-Māori.2 Why should this matter? Higher level tertiary participation and completion rates for Māori tertiary students matter because they have a significant impact on future employment opportunities and earnings potential. Employment rates increase as a result of attaining degree level qualifications or higher, especially for Māori. Incomes also increase with qualifications at these levels and the otherwise persistent pay gap between Māori and non-Māori closes.3 Accordingly, successive Māori and tertiary education strategies released by the Ministry of Education (the Ministry) have included priorities to increase Māori student participation and achievement, and particularly in level 4 or higher qualifications, so that Māori are on par with other students at all levels of tertiary education. 4 So too has the government’s Māori economic development strategy and action plan, He Kai

The Ministry’s strategic focus thus continues to be on what TEOs can and should be doing across the board to support Māori students to pass their yearly courses and complete their qualifications at all levels of the tertiary

5 6 7 8 9

1 Ministry of Education (2007), (2011), and (2015). 2 Ibid. 3 Mahoney (2014). 4 See for instance, Ministry of Education (2013) and (2014).

Māori Economic Development Panel (2012). Ministry of Education (2013) and (2014). Ibid, p. 16. Ministry of Education (2013, pp. 47-48). Ibid, p. 47; and Ministry of Education (2014, pp. 25-26).

education system.10 As a result, over the past 15 years TEOs have, in general, been investing in the development and provision of both culturally-responsive teaching approaches and content and of culturally-responsive student support services – albeit often in an ad hoc manner. Alongside this has necessarily been an investment into growing and developing Māori teaching and support staff and leadership.

engagement in ensuring wider staff groups understand their role under Te Tiriti o Waitangi.11 This adds impetus to the government’s Māori and tertiary education strategic push for TEOs to make an even greater investment in and commitment to supporting Māori student success to raise Māori participation, retention, and completion rates, and especially at the higher levels of tertiary study.12 There is also a clear need for government to make a greater and more targeted investment in Māori tertiary education success, both in terms of specific funding mechanisms and in evidencebased policy development to ensure TEOs are best able and informed to support Māori student success on the ground.13

However, much of the investment in culturally-responsive teaching and student support services has been wound-back across the tertiary sector in recent years, partly in response to the withdrawal of targeted government funding (Special Supplementary Grant or SSG Māori). So too has the investment in Māori teaching and support staff and leadership, and institutional

11 Potter & Cooper (2015). 12 Ministry of Education (2013) and (2014). See also Earle (2007) and (2008). 13 Potter & Cooper (2015).

10 Earle (2007) and (2008).

BEST PRACTICE FOR MĀORI TERTIARY EDUCATIONAL SUCCESS: WHAT THE EVIDENCE TELLS US A considerable body of research examining the three broad areas of development (teaching approaches and content, student support services, Māori staff and leadership) and what works best for Māori tertiary student success has been built up over the last 15 years, both through government investment in research and evaluation and via Māori and non-Māori scholarly interest.14 Collectively, this body of research

provides a strong evidence base in support of a culturally responsive or kaupapa-Māori approach for successful tertiary education provision for Māori students.15 The research spans what works for Māori students engaged in foundation learning through to those engaged in doctoral level study, and interestingly, the research shows that the key elements of what works is consistent across the different levels of study.

14 See for example: Chauvel (2014); Chauvel & Rean (2012); Curtis, Honey, Kelly, Kool, Lualua-Aati, Nepia, Poole, Ruka & Wikaire (2012); Curtis, Wikaire, Jiang, McMillan, Loto, Airini & Reid (2015); Gorinski & Abernethy (2007); Greenhalgh, TipaRogers & Hunter (2011); Greenwood & Te Aika (2008); Hohepa (2010); Ka’ai (2008); Kidman (2007); Lillis, Fiso, Henricksen & Storz (2015); Māori Adult Literacy Working Party (2001); Marshall, Baldwin & Peach (2008); May (2009); McMurchy-Pilkington (2009); Minogue (2007); Mlcek, Aranga, McGarvey, Mika, Rangihau, Shepherd, Taipeti, Temara & Timutimu (2009); Mullane (2011); Phillips & Mitchell (2010); Rāwiri (2006); Reid (2006); Ross (2010); Skill New Zealand (2001); Tahau-Hodges (2010); Taurere (2010); Tiakiwai (2001); Tomoana (2012); Van

In each area of development, the key best practice elements from the evidence base are listed on the next pages.

der Meer, Scott & Neha (2010); White, Oxenham, Tahana, Williams & Matthews (2008); Wilke (2010); and Williams (2011). 15 A kaupapa Māori approach is that informed by a Māori worldview, and which is determined and led by Māori, for Māori.

1. CULTURALLY-RESPONSIVE TEACHING APPROACHES AND CONTENT: a. Quality teaching: Of critical importance to Māori student success is quality teaching by passionate and skilled educators who have subject expertise, strong communication skills, who are able to draw on kaupapa Māori pedagogical approaches including ako, tuakanateina, whakawhanaungatanga, manaakitanga, aroha, awhi, and tautoko. These approaches enable students to bring their own experiences and knowledge to learning and assists them in developing independent, supportive learning relationships and networks with their peers. Quality teaching also means being able to recognise and respond to the diversity of learning styles and backgrounds of Māori students.

is that learning takes place in a welcoming, whānau environment that is inclusive, informal, supportive, caring, and safe – and which fosters a sense of belonging and values and affirms and further develops learners’ identity as Māori. Te reo me ona tikanga are fundamental to creating such environments, and particularly the practices of manaakitanga, whakamana, aroha, and awhi. d. Positive teacher-learner relationships: Strong, positive teacher-learner relationships are pivotal to Māori student success. Good teachers are passionate, skilled, positive, flexible, fun, patient, open and approachable, trustworthy, respectful, empathetic, caring, and persistent. They foster learners’ confidence and engagement by being committed to helping them, having high expectations, and believing in them and their abilities. Research shows that Māori teachers are better able to connect meaningfully with Māori students and value their cultural backgrounds and integrate this into their learning, and points to the need for more Māori teaching staff in the tertiary sector – including Māori thesis supervisory staff. For non-Māori teachers, Māori student success is achieved when they create a whānau learning environment and develop relationships with students based on trust, mutual respect, and real caring.

b. Inclusive and relevant curriculum: Course content and/or programme options that draw on or connect learning and assessment with a Māori worldview, including te reo me ona tikanga Māori, ensure inclusion of and relevance to Māori students and their wider whānau, hapū, iwi, and community networks. Also important is when TEOs offer programme options that cater for students’ different entry level skills and needs, such as bridging and foundation programmes, and programme delivery options that fit with and support students’ wider lives and responsibilities such as marae-based delivery, weekend/block courses, and evening classes.

e. Wider networks of relationships and collaborations: TEOs are seen to be particularly effective in providing relevant, quality courses and programmes for Māori students, and

c. Whānau learning environment: A key element of Māori student success

in facilitating post-graduate or poststudy employment options when they have strong working relationships

and/or collaborations with iwi, research entities (including Māori research entities), and industry.

2. CULTURALLY-RESPONSIVE STUDENT SUPPORT SERVICES: c. Whakawhanaungatanga: A sense of belonging and being part of a learning community through the development of supportive social and academic networks is central to Māori student success. This is enhanced when TEOs provide or support activities to help facilitate whakawhanaungatanga such as inductions, orientations, and class/programme events and activities such as hui, retreats, wānanga, and attendance at conferences.

a. Kaupapa Māori academic learning support services: A key element of best practice for Māori student success is the provision of specific kaupapa Māori-based academic learning support mechanisms – such as Māori peer mentoring programmes, Māori student ‘tracking’ initiatives, and networks of Māori academic support staff and role models – to provide culturally safe learning environments and build students’ learning confidence. Also important is the provision of Māori learning spaces that are “havens” in which to be normal, such as Māori tutorials, whānau rooms, and campus-based marae.

d. Whānau support and involvement: Whānau support is an important factor for Māori student success, as is involving whānau in the learning journey and institutional activities. They are key sources of motivation and encouragement for Māori students, and providers of support including financial support and helping with tamariki and wider whānau obligations and responsibilities. TEO provision of childcare is an important element in supporting whānau, as is the inclusion of whānau in institutional and learning activities such as pōwhiri, inductions, orientations, graduations, hui (including hui with thesis supervisors), wānanga, and noho marae.

b. Kaupapa Māori pastoral support services: A further key element of best practice is the provision of specific kaupapa-Māori pastoral services and staff to support Māori students’ physical, mental, emotional, and spiritual wellbeing. Such services and staff help student’s navigate TEO processes and settle into student life by connecting them with the information, resources, and additional services that may be needed – such as financial assistance, scholarships, counselling, transport, childcare, and academic learning support.

3 INVESTMENT INTO MĀORI TEACHING AND SUPPORT STAFF AND LEADERSHIP: a. Building Māori staff numbers: Most TEOs need to increase their numbers of Māori teaching and support staff as they critical to Māori student success. This is facilitated via the development and implementation of policies and practices to attract and recruit Māori staff who have the appropriate professional credentials and cultural expertise to engage with Māori students.

teaching and learning tools and strategies and te reo me ona tikanga Māori. This necessarily includes the professional development of TEO senior managers. d. Māori leadership: Strong Māori leadership is critical to TEOs developing and implementing an institutional-wide commitment to Māori student success. Best practice TEOs have strong Māori representation at all levels of their institution, including at the governance level, where Māori leaders and senior managers are valued and appropriately supported and enabled to be connected and accountable to wider Māori staff, student, iwi, and Māori community networks.

b. Professional development of Māori staff: TEOs that demonstrate best practice for Māori student success invest in the professional development of their Māori academic and support staff. At its most effective, this encompasses developing their professional expertise, their cultural knowledge including proficiency in te reo Māori, and their leadership abilities. c. Professional development of non-Māori staff: TEOs that demonstrate best practice also invest in the professional development of their non-Māori staff, and particularly in the development of their ability to connect with and support Māori student learning success such as by improving their knowledge of kaupapa Māori-based

e. Leadership by government: Māori student participation, retention, and completion rates increase when there is greater and more targeted government investment in their success – via specific funding mechanisms and evidence-based policies for their success.

REFERENCES Chauvel, F. (2014). Professional development practices and needs to enhance responsiveness to Māori and Pasifika learners in tertiary settings. Wellington: Tertiary Education Commission.

Greenwood, J. & Te Aika, L. (2008). Hei tauira: Teaching and learning for success for Māori in tertiary settings. Wellington: Ako Aotearoa. Hohepa, M. (2010). Doctoring our own: Confessions of a Māori doctoral supervisor. In J. Jesson, V. M. Carpenter, M. McLean, M. Stephenson & Airini (Eds.), University Teaching Reconsidered: Justice, Practice, Inquiry. Auckland: Dunmore Publishing Ltd.

Chauvel, F. & Rean, J. (2012). Doing better for Māori in tertiary settings: Review of the literature. Wellington: Tertiary Education Commission. Curtis, E., Honey, M., Kelly, F., Kool, B., LualuaAati, T., Nepia, W., Poole, P., Ruka, M. & Wikaire, E. (2012). Tātou tātou/success for all: Improving Māori student success. Wellington: Ako Aotearoa.

Ka’ai, T. M. (2008). The role of marae in tertiary education institutions. In Te Kaharoa, vol. 1(1): 193-202. Kidman, J. (2007). Supervising Māori doctoral candidates. In C. Denholm & T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand. Melbourne: Australian Council for Educational Research.

Curtis, E., Wikaire, E, Jiang, Y, McMillan, L, Loto, R, Airini & Reid, P. (2015). Quantitative analysis of a Māori and Pacific admission process on first-year health study. In BioMed Central Medical Education, vol. 15: 196.

Lillis, D., Fiso, T., Henricksen, S. & Storz, S. (2015). Motivation and engagement of Māori and Pacific students at PTEs: Lessons for improved teaching and learning strategies. Wellington: Ako Aotearoa.

Earle, D. (2007). Te whai i ngā taumata atakura: Supporting Māori achievement in bachelor’s degrees. Wellington: Ministry of Education. Earle, D. (2008). Hei titiro anō i te whāinga: Māori achievement in bachelor’s degrees revisited. Wellington: Ministry of Education.

Mahoney, P. (2014). The outcomes of tertiary education for Māori graduates: What Māori graduates earn and do after their tertiary education. Wellington: Ministry of Education.

Gorinski, R. & Abernethy, G. (2007). Māori student retention and success: Curriculum, pedagogy and relationships. In T. Townsend & R. Bates (Eds.), Handbook of teacher education: Globalization, standards and professionalism in times of change. The Netherlands: Springer.

Māori Adult Literacy Working Party. (2001). Te kawai ora: Reading the world, reading the word, being the world. Wellington: Ministry of Māori Development. Māori Economic Development Panel. (2012). He kai kei aku ringa: The Crown-Māori economic growth partnership: Strategy to 2040. Wellington: Ministry of Māori Development.

Greenhalgh, A., Tipa-Rogers, K. & Hunter, R. (2011). Key tutor practices that are positively associated with successful completion for Māori PTE students. Wellington: Ako Aotearoa.

Marshall, J., Baldwin, K. & Peach, R. (2008). Te rau āwhina: The guiding leaf: Good practice examples of Māori and Pasifika private training establishments. Wellington: New Zealand Qualifications Authority.

Mullane, T. M. (2011). Tutors without borders: Meeting the needs of Māori learners in a mainstream tertiary organisation. Unpublished Master of Arts in Māori Development thesis, Auckland University of Technology, Auckland.

May, S. (2009). Hangaia te mātāpuna o te mōhio: Learning foundations for Māori adults. Wellington: Ministry of Education.

Phillips, H. & Mitchell, M. (2010). It is all about feeling the aroha: Successful Māori and Pasifika providers. Christchurch: AERU Research Unit, Lincoln University.

McMurchy-Pilkington, C. (2009). Te pākeke hei akonga: Māori adult learners: Final report to the Ministry of Education. Wellington: Ministry of Education.

Potter, H. & Cooper, L. (2015). Project whitestreaming: A report on the generalising of Māori specialist staff positions in the tertiary education sector. Wellington: Tertiary Education Union Te Hautū Kahurangi o Aotearoa.

Ministry of Education. (2007). Māori participation in tertiary education 2005. Wellington: Ministry of Education. Ministry of Education. (2011). Māori tertiary education students in 2009. Wellington: Ministry of Education.

Rāwiri, Ā. H. (2006). Embedded adult literacy in a sense of community: Literacy and employment within Whanganui iwi. Whanganui: Te Puna Mātauranga o Whanganui, Whanganui Iwi Education Authority.

Ministry of Education. (2013). Ka Hikitia: Accelerating Success 2013-2017: The Māori Education Strategy. Wellington: Ministry of Education.

Reid, J. (2006). Barriers to Māori student success at the University of Canterbury. Unpublished Master of Education thesis, University of Canterbury, Christchurch.

Ministry of Education. (2015). Māori tertiary education students in 2014. Wellington: Ministry of Education.

Ross, C. (2010). Culturally relevant peer support for Māori and Pasifika student engagement, retention and success. Wellington: Open Polytechnic.

Ministry of Education and the Ministry of Business, Innovation and Employment. (2014). Tertiary education strategy 2014-2019. Wellington: Ministry of Education and the Ministry of Business, Innovation and Employment.

Skill New Zealand. (2001). Sharing for success: Good practice and issues for Māori education. Wellington: Skill New Zealand.

Minogue, G. (2007). Student retention and completion factors of mature Māori students: A study of the Postgraduate Diploma of Business (Māori Development). Unpublished Master’s thesis, University of Auckland, Auckland.

Tahau-Hodges, P. (2010). Kaiako pono: Mentoring for Māori learners in the tertiary sector. Wellington: Ako Aoteaora and Te Puni Kōkiri. Taurere, M. (2010). Advocates for Māori students: The role of career advisors? Unpublished Doctor of Education thesis, University of Auckland, Auckland.

Mlcek, S., Aranga, M., McGarvey, H., Mika, C., Rangihau, T. R., Shepherd, Y., Taipeti, N., Temara, T. M. & Timutimu, N. (2009). Te piko o te māhuri, tērā te tupu o te rākau: Language and literacy in marae-based programmes. Wellington: Ministry of Education.

Tiakiwai, S. J. (2001). Māori participation in higher education: Tainui graduates from the University of Waikato 1992 to 1997. Unpublished Doctor of Philosophy thesis, University of Waikato, Hamilton. Tomoana, R. (2012). Sharing successful teaching and learning strategies for Māori, Pacific, and youth learners: The Whitireia way. Wellington: Ako Aotearoa. Van der Meer, J., Scott, S. & Neha, T. (2010). Retention of first-year Māori students at university. MAI Review, 2. White, H., Oxenham, T., Tahana, M., Williams, K., & Matthews, K. (2008). Mā te huruhuru ka rere te manu: How can language and literacy be optimised for Māori learner success? Wellington: Ministry of Education. Wilke, M. (2010). Te taumata-te timata: the pinnacle, the first step. Unpublished Doctor of Philosophy in Education thesis, Victoria University of Wellington, Wellington. Williams, T. (2011). It’s all about empowering the whānau: Māori adult students succeeding at university. In Waikato Journal of Education, 16(3): 57-68.