MANA ATUA, MANA TANGATA
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Decision-making must be democratic, equitable and inclusive.
MANA WHENUA Tertiary education should foster a sense of belonging, innovation and creativity.
MANA MOTUHAKE Staff and students must have authority and influence over their work. Tertiary education institutions and their people must act as a critic and conscience of society.
AHU KĀWANATANGA
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Staff and students must be able to collaborate and share their collective work with their communities.
MANA TIRITI
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Tertiary education should promote participation, protection and partnership for all people.
Our public tertiary education system belongs to all New Zealanders. We must ensure that tertiary education provision receives adequate funding at all levels, in all communities, and for all learners, whatever their current skill, aptitude and knowledge levels. We must ensure that within our tertiary education institutions all staff and students have responsible autonomy and academic freedom.
READ TE KAUPAPA WHAIORANGA: TEU.AC.NZ/BLUEPRINT
The Five Principles of Te Kaupapa Whaioranga
Te Kaupapa Whaioranga: ThetheBlueprint for Development Māori Workforce Education forTertiary
Te Kaupapa Whaioranga: the blueprint for workforce development Tertiary education is a public good – the system belongs to all of us, we all contribute to it, and we are all responsible for it. The tertiary education sector, working with businesses, service providers and industry has a vital role to play in preparing graduates for the world of work, upskilling those currently in the work-force and providing pathways to higher-level qualifications that can lead to greater opportunities for employment. Workforce development – investing in skills and education for the current and future workforce – contributes to social cohesion and economic prosperity:
“Skills affect people’s lives and the well-being of nations in ways that go far beyond what can be measured by labour-market earnings and economic growth…Skills also relate to civic and social behaviour as they affect democratic engagement and business relationships…Adults with high levels of foundation skills are much more likely to feel that they have a voice that can make a difference in social and political life.”1 The OECD identifies four characteristics of effective vocational education and training (VET) systems: provision that matches labour market need; high quality delivery; reliable, competency-based qualifications; and supportive conditions to enable these to be implemented. 2 Within this framework, VET systems that perform well meet skill and knowledge needs that can be broadly classified as: 1 2
OECD 2012. Better skills, better jobs, better lives: a strategic approach to skills policies. Pg10-11. OECD 30 July 2014. http://www.itf.org.nz/assets/2014-ConferencePresentations/Deborah-Roseveare.pdf