Maori Strategy by Whitireia New Zealand

WHITIREIA COMMUNITY POLYTECHNIC

MÄ&#x20AC;ORI STRATEGY Ko te pae tawhiti whaia kia tata Ko te pae tata, whakamaua kia tina

The tukutuku Panel features the Poutama design which signals an upward movement

Māori Strategy Prepared for Council meeting 30 March 2011 HE MIHI

Ko te wāhi tuatahi ki tō tātou Kaihanga, nāna nei ngā mea katoa. Nāna tātou i manaaki i ēnei tau rua tekau ma rima, i roto i ngā tini pūtanga kētanga, i roto hoki i ngā tini pāheketanga. Nāna hoki tātou i arahi kia puta mai tēnei pukapuka hei painga mō te iwi Māori. Ko te tumanako ia kia titiro atawhai mai anō hei ngā tau e heke mai nei. Ka huri ki te hunga kua wehe ki te po. Tēnei te tangi atu ki ngā mate kua ngaro atu i a tātou huri noa i te motu. Rātou hoki i manaaki nei tō tātou nei Kura Matatini i ēnei tau kua hipa. Haere atu ra koutou. Āpiti hono tātai hono, rātou te hunga mate ki a rātou, ko tātou nei te kanohi ora ki a tātou. E ngā rangatira tēnā koutou. Tēnei ka mihi ki a koutou katoa ngā mema o te Poari, tō tātou Tumuaki, me ngā kaimahi i whakapau kaha kia tu rangatira tēnei o ngā Kura Matatini. Me mihi hoki, ka tika ki a rātou ki te hunga ngākaunui ki te whai i te mātauranga, hei oranga mō rātou otira mō tātou hei ngā rangi e takoto ake nei. Kei te pukapuka nei ngā whainga mō te Kura Matatini kia tutuki, kia ea ngā wawata o ngāi tātou te iwi Māori. Ko te whainga matua kia kimi i te matauranga e ngakaunuitia ana e te akonga, hei oranga āno mōna, mō tana whānau hoki. Mā koutou e wherawhera, kia kitea ai ngā mahi kei mua i a tātou i ngā tau e rima e heke mai ana. It is important that at the beginning of any such document acknowledgements are made of those who contributed to this work. The Māori Strategy has benefitted from the visionary leadership of both past and current leaders of Whitireia Community Polytechnic such as Turoa Royal, Deirdre Dale and Don Campbell – all who worked tirelessly for the true manifestation of the following whakatauki: Ko te manu e kai i te miro, nōna te ngahere; ko te manu e kai i te matauranga, nōna te ao. Those who consume the berries of the forest, the forest is theirs; those who consume education and knowledge, the world is theirs Many staff have contributed to this Strategy by sharing experiences, papers, thought-pieces and ideas, through formal meetings and casual conversations. The desire to continue to recognise and honour our commitment to Te Tiriti o Waitangi is prevalent. This Māori Strategy is seen as part of that wider commitment. Tēnā koutou, tēnā koutou, tēnā koutou katoa.

Māori Strategy Prepared for Council meeting 30 March 2011 EXECUTIVE SUMMARY

Background The formal development of the Māori Strategy for Whitireia, although prompted by the strong message set out in the Tertiary Education Strategy 2010-20151, is not solely a response to the setting of government directions. Rather, the Strategy is an opportunity for Whitireia to reset and focus its fundamental values and governance structures so that it can meet its obligations to both government (via the Tertiary Education Strategy) and Māori. The key difference between the targeted groups2 that have been prioritised in the Tertiary Education Strategy is that the Māori group has the Treaty of Waitangi to firmly entrench the rights and responsibilities of Government to Māori as tangata whenua. Strategic directions may change every five years, but the obligations and key relationships that exist by virtue of the Treaty of Waitangi will endure through many strategies, government policies and even through different governments. This point is being signalled at the start of this document as it is a unique feature which requires consideration.

Purpose The purpose of the Māori Strategy is to improve educational outcomes for Māori at Whitireia. The strategy will inform, influence, guide and direct all activities of the polytechnic which have an impact (both direct and indirect) on Māori educational participation and achievement.

Principles The Strategy is underpinned by five principles which will also be used throughout the implementation process as the primary set of evaluation criteria for assessing current programmes, processes and policies within Whitireia. These five principles are derived from the Hei Tauira research which investigated Māori success models in tertiary education3.

Goals The Strategy outlines five areas where goals will be set in order to achieve the purpose of the strategy which is to improve educational outcomes for Māori: 1. 2. 3. 4. 5.

Effective and appropriate teaching and learning practices Appropriate recruitment, development and promotion of staff Effective student support services Evaluating, monitoring and reporting framework Programmes that contribute to Māori knowledge

Ministry of Education Tertiary Education Strategy 2010-2015 The three targeted groups of people are Māori, Youth and Pacific students. Foundation studies were also identified as an area of priority, and Whitireia is also designing a Strategy to respond to the TES 3 Greenwood, Janinka and Lynne-Harata Te Aika (2009)Hei Tauira: Teaching and Learning for Success for Māori in Tertiary Settings 2

Māori Strategy Prepared for Council meeting 30 March 2011

Critical factors for success Success of this Strategy is dependent on the following critical factors: The Strategy is sponsored by Executive Team (ET)

This Strategy will be led with the full force of the polytechnic behind it. For this to occur, it is essential that it is sponsored by ET. The Strategy influences decision making

The strategy is positioned so that it is included in all decision making on operational planning and budgeting. The Strategy is well-founded

The Strategy is informed by an accurate and appropriate evidence base. Implementation is based on proven models of success. The Strategy supports Māori to succeed as Māori

The Strategy reflects the move away from the deficit model which discounts cultural capital as an asset, and a shift towards the recognition of students succeeding more readily if their own cultural values and identity are built upon, nourished and utilised4. The Strategy is evaluated and monitored

Ongoing evaluation and reporting will be integrated with normal business processes.

Risks There is a risk to continuing with the status quo. The success rate for Māori students, across all programmes (according to TEC criteria) fell from 62.6% in 2006 to 58.3% in 20095. Although results now available for 2010 indicate an improvement, the significant increase in Youth Guarantee numbers for 2011 create a new risk. We know that Māori feature high in the youth demographic so this is likely to mean an increase in Māori youth to Whitireia. This projected increase in Māori and a fluctuating success rate may increase the actual number of Māori students not succeeding, thus creating a risk for the institution’s reputation. There is a risk if the Strategy is adopted but is mandated from a lower level of management. A disjointed approach to change is likely to occur as the ability to influence change would be affected by competing priorities. Desired outcomes will not be achieved.

4 5

Ministry of Education (2008) Ka Hikitia This data was provided by the Whitireia Business Information Centre

Māori Strategy Prepared for Council meeting 30 March 2011

Opportunities Leadership - The Strategy provides the opportunity for Whitireia to be recognised as leading the tertiary sector in terms of Māori success. Partnerships – The Strategy provides the opportunity to strengthen partnerships with Ngāti Toa and the wider Māori community. Collaboration - The Strategy provides the opportunity to collaborate with WelTec in new areas not yet explored, for example in improving educational outcomes for Māori.

Expected outcomes In three years time we expect to see the following:  An increase in student success rates for Māori across all programmes  Māori students progressing to higher levels of learning  Whitireia is held in high regard by its local community, and the wider educational community because of its increased responsiveness to Māori students success  Whitireia that produces graduates with a balanced world-view (Māori and non-Māori) who are able to operate in any bicultural, multicultural work environment both nationally and internationally  A Research Centre that is a hub for directing and coordinating the Strategy, is involved in research on Māori tertiary educational outcomes, and is progressively increasing its ability to be self-funded

Māori Strategy Prepared for Council meeting 30 March 2011

MĀORI STRATEGY Introduction The Tertiary Education Strategy sends a strong message that Māori success in tertiary education is vital, especially in the higher levels of study. The Māori Strategy for Whitireia Community Polytechnic seeks to provide a vision, purpose, framework and goals to ensure the institution is able to achieve that direction set by Government. Whitireia has had an ongoing commitment to Māori success. The Māori Strategy aims not only to improve the educational outcomes for Māori, but to ensure this approach is sustainable over the long-term, and consistent across all programmes and activities. The recent Education Review Office report on success for Māori students in schools concludes that schools will not be considered as high performing unless they can demonstrate that Māori learners are progressing well and succeeding as Māori. This will have implications for Māori learners in tertiary education. While the strategy aims to improve educational outcomes for Māori, it will also enhance the overall performance and reputation of the Polytechnic and through that: 1. Honour our commitment to Te Tiriti o Waitangi 2. Honour our relationship with Ngāti Toa and the wider Māori community 3. Respond to the direction set in the Tertiary Education Strategy and TEC performance measures 4. Execute the Whitireia Strategic Plan and directions 5. Comply with legislative requirements as set out in the Education Amendment Act 1990

Background Over the years Whitireia has demonstrated its commitment to addressing the tertiary education needs of Māori within the region. The commitment began with Russell Marshall who as Minister of Education in 1985 approached Ngāti Toa with the idea of a community college in Porirua. Ngāti Toa, and other community groups including Pacific groups were quick to support Russell’s initiative realising the educational benefits for the whole community in having a tertiary community college based in Porirua. Since the establishment in 1986 of what is now known as Whitireia Community Polytechnic, the need to respond to its community has been a constant theme. In terms of responding to the needs of the Māori community, and their educational needs various initiatives have come and gone over the years in an attempt to increase participation, and to support success. These initiatives can be broadly categorised into the areas of professional and staff development, student support services, and programme development. 6

Māori Strategy Prepared for Council meeting 30 March 2011

An analysis of the types of initiatives that actively promoted Māori participation and success at Whitireia over the years seemed to have depended either on some type of supplementary funding, or the level of interest of teaching staff. Success rates for Māori in different programmes range widely, indicating disparity in the delivery for the individual student learning experience and teaching practices. This raises two issues for a strategy going forward: the need to consider long-term sustainability of improved educational outcomes, and consistency in the implementation of a strategy across all programmes and service areas.

Current position The current position in terms of educational outcomes for Māori can be identified by the success rates in the table below: Māori student success at Whitireia

Success rate

2007

2008

2009

2010

62.6%

58.6%

58.3%

68%

(Across all programmes. Success rates according to TEC criteria) Data provided by Whitireia Business Information Centre

In 2009 just over half of Māori students enrolling at Whitireia were successful in their studies and there had been a gradual decline over previous years. For 2010 the rate improved. According to the Whitireia Business Information Centre there were overall increases in success rates for Whitireia. Contributing factors were an increase in enrolments in higher level education, and an increased focus on recording and indentifying at risk students. This improved rate of 68% for Māori is across all programmes, however some programmes achieved higher and some lower. The strategy will aim to support all programmes to at least achieve the set success target rate for each year. In addition, given the increase in Youth Guarantee places in 2011, the challenge is to continue the improvement for Māori success. This provides compelling reasons for intervention, and the need for a strategic approach to that intervention. The implementation of this Strategy aims to provide an intervention which will accelerate the current improvement.

Māori Strategy Prepared for Council meeting 30 March 2011

Vision Leading and illuminating in Māori tertiary education and research

Purpose The purpose of the Māori Strategy is to improve educational outcomes for Māori at Whitireia. The strategy will lead, inform, influence, guide and direct all activities of the polytechnic which have an impact (both direct and indirect) on Māori educational participation and achievement. The strategy identifies clear goals for Māori educational achievement, and the implementation plan will identify how to get there. This final strategy document will guide planning within the polytechnic, and the approval of all operational plans and budgets should be subject to their alignment with the goals contained within the Māori Strategy.

Philosophy The Māori Strategy will draw on recognised frameworks for success in tertiary education, with a primary focus on the principles of Hei Tauira. Hei Tauira (2009) was a study into Māori success models in tertiary education. It outlines five principles by which Māori success is evident. These principles will philosophically guide the development of the Strategy and the implementation plan that will follow: 1.

Toko ā-iwi, ā-wānanga

Institutional and iwi support The support of programmes by both iwi and the institution, with an on-going process of consultation. 2.

Tikanga

Integration of Māori values and protocols The integration of tikanga Māori into the content and operational style of programmes. This will be lived and practiced and not a theoretical construct. The degree of iwi involvement in each programme clearly impacts on the extent to which tikanga Māori can be implemented. 3.

Pūkenga

Involvement of suitably qualified leadership and staff This involves the skill base of staff. It addresses the need for strong, clear-visioned and supportive leadership, significant Māori role models, teaching staff who are also prepared to learn and who have professional credibility in their field. Leadership plays a major role in creating an environment conducive to Māori success. 8

Māori Strategy Prepared for Council meeting 30 March 2011

Ako

Development of effective teaching and learning strategies The development of a teaching environment and style that allows learning. The interdependence of teaching and learning is stressed by the term ako. Many of the factors while particularly valued by Māori are important for the success of all learners. 5.

Huakina te tatau o te whare

Opening up the doors to the house Investigation of successful support strategies that proactively and strategically remove barriers to study, to better facilitate Māori students’ entry into tertiary education. This must specifically address the financial, whānau, and organisational problems that may interfere with study.

Goals Areas The Strategy outlines five areas where goals will be set in order to achieve the purpose of the strategy which is to improve educational outcomes for Māori.

Goals The five areas where goals will be set are:

1. Effective and appropriate teaching and learning practices Referenced to Hei Tauira principle four 2. Appropriate recruitment, development and promotion of staff Referenced to Hei Tauira principle three 3. Effective student support services Referenced to Hei Tauira principle five 4. Relevant monitoring and reporting framework Referenced to Hei Tauira principle one 5. Programmes that contribute to Māori knowledge Referenced to Hei Tauira principle one and two

Māori Strategy Prepared for Council meeting 30 March 2011

Goal Area 1 - Effective and appropriate teaching and learning practices Nāu te rourou nāku te rourou ka ora ai te iwi Hei Tauira principle:

Ako

Effective and appropriate teaching and learning practices relates directly to the Hei Tauira principle Ako which is about the development of a teaching/learning environment and style that allows learning. Our core activities centre around teaching and learning. The enhancement of teaching and learning practices that engage Māori students is vital to improve educational outcomes. Furthermore, exploration of teaching strategies that not only engage Māori students, but are effective for Māori students is needed. Objectives    

Establish a research centre that focuses on effective teaching and learning strategies for Māori, and successful use of pedagogies for Māori learners Develop best practice workshops to share effective teaching and learning strategies Develop and implement a cultural awareness programme for staff Identify teaching and learning related “drivers” that positively affect progression to higher levels of learning

Goal Area 2 - Appropriate recruitment, development and promotion of staff He aha te mea nui o te ao? He tangata, he tangata, he tangata Hei Tauira principle:

Pūkenga

Appropriate recruitment, development and promotion of staff relates directly to the Hei Tauira principle Pūkenga which is about the involvement of suitably qualified leadership and staff. Staff are a key critical success factor in any organisation, but more so in an educational institution. The desire to promote success for Māori is particularly important in the area of staff recruitment, development and promotion. Recruitment processes attract those who share our passion for improved educational outcomes for Māori. Secondly, our staff development policies support staff to be able to achieve high educational outcomes for Māori, and promotion within the organisation recognises performance based on improved educational outcomes for Māori. While this Strategy focuses on the improvement of educational outcomes for Māori as students, it would be remiss of such a Strategy not to consider the needs of staff who are Māori. Students need to see that staff are also being supported to succeed and achieve in their role within the organisation.

Māori Strategy Prepared for Council meeting 30 March 2011 Objectives   

Appropriate professional and staff development opportunities are provided to enhance awareness of effective teaching and learning strategies for Māori Staff recruitment, development and promotion policies reflect the need for staff at all levels of influence throughout Whitireia to give effect to this Strategy Staff recruitment, development and promotion policies reflect the need for effective teaching and learning strategies for Māori

Goal Area 3 - Effective student support services Ma whero ma pango ka oti ai te mahi Hei Tauira principle:

Huakina te tatau o te whare

Effective student support services relates directly to the Hei Tauira principle Huakina te tatau o te whare which is about successful support strategies that proactively and strategically remove barriers to study

The Tertiary Education Strategy clearly signalled a need to improve the pastoral and academic support provided to Māori students. This goal is about the creation of an environment where students can use their own cultural confidence and collective strength to eliminate the unnecessary stresses of studying at Whitireia so that their time and energy can be targeted and devoted to studying, enjoying studying and ultimately succeeding. Objectives  



Develop appropriate communication and information strategy for Māori students, their families and the wider Māori community Provide an appropriate facility to enable Māori staff, students and their families to conduct culturally appropriate activities that will foster their ongoing participation, retention and ultimate success Identification of the student support services related “drivers” that positively affect progression to higher levels of learning

Goal Area 4 – Evaluating, monitoring and reporting framework Ehara taku toa i te toa takitahi, he toa takitini Hei Tauira principle:

Toko-ā-iwi, ā-wānanga

Evaluating, monitoring and reporting framework relates directly to the Hei Tauira principle Tokoa-iwi, ā-wānanga which is about the support by both iwi and the institution, with an ongoing process of consultation

Māori Strategy Prepared for Council meeting 30 March 2011 An analysis of Māori student success rates at Whitireia over the past five years reveals that the success rate of Māori students varies from programme to programme. Of more concern is that year after year the same programmes are not performing with regard to Māori student success. There are many factors to take into account when analysing the performance of programmes based on the success of Māori students in that programme and this information needs to be unpacked, analysed and reported on to assist in developing strategies to combat poor performance of programmes with respect to Māori students. The primary measure to improve educational outcomes for Māori at Whitireia is the success rate. By achieving an overall 68% success rate for Māori students in 2010 is commendable, however, the next step would be to at least achieve that same rate for each programme. By 2015, therefore, our primary goal would be to achieve an overall success rate for Māori which at least matches the overall success target rate for that year. In addition, we would want to ensure that each of the programmes offered by Whitireia also at least meets that same target. Relevant, timely and accurate information will be crucial to enable the monitoring of the progress of Māori students. Appropriate monitoring of the progress of Māori students programme by programme will enable the organisation to apply responsibility and hold those responsible for poor performance accountable. An external reporting mechanism to iwi will also need to be investigated as a form of accountability to our iwi partner/s. Objectives   

Develop an accurate system of recording and reporting on the recruitment, retention and success of all Māori students Implement a reporting schedule to ensure timely dissemination of information to facilitate evaluation and planning processes Adopt an incentive scheme to recognise high performance of staff (or groups of staff) that meet or exceed Māori participation, success, and progression rates

Goal Area 5 - Programmes that contribute to Māori knowledge Toi tū te kupu, toi tū te mana, toi tū te whenua Hei Tauira principle:

Toko-ā-iwi, ā-wānanga

Programmes that contribute to Māori knowledge relates directly to the Hei Tauira principle Tokoā-iwi, ā-wānanga which is about the support by both iwi and the institution, with an ongoing process of consultation Hei Tauira principle:

Tikanga

Programmes that contribute to Māori knowledge relates directly to the Hei Tauira principle Tikanga which is about the integration of Māori values and protocols. 12

Māori Strategy Prepared for Council meeting 30 March 2011

The development and delivery of programmes that recognize the existence of a Māori body of knowledge and provides opportunities for the maintenance of that knowledge through teaching and research. These particular programmes will contribute to Māori students being able to learn, grow and develop ‘as Māori’. Objectives 

Establish a joint committee (Māori community and Whitireia) to: a) identify an appropriate suite of programmes that contribute to Māori knowledge and support the future development of Māori, as Māori b) support and monitor the development and of those programmes c) evaluate and review programmes as appropriate Develop and deliver programmes



Immediate benefits Immediate gains can be made with the adoption of the Māori Strategy and its associated implementation and operational plans. The Strategy will: 

 I.

II.

Strengthen the institution’s position and capacity to work with WelTec to collaboratively work towards achieving the long-term outcome of “improving educational outcomes for Māori students in the tertiary sector”. Through the development of the Strategy two areas for developing “point of difference” have been identified. The introduction of Māori and Pacific Strategies, which includes a possible joint research centre, will enhance the identity of Whitireia as an institution that promotes and supports indigenous development. There is no other polytechnic that is able to develop this facet of its persona and Whitireia will have an advantage and edge in attracting interest from other educational institutions and students world-wide who have an interest in indigenous matters. It is not necessary to travel to a country to enrol in a programme, and therefore distance and flexible learning options can allow this indigenous development aspect to be readily promoted and shared with international students. The Government Māori Language Strategy and Sector is currently undergoing a ministerial review. This Review is extensive and is due to be completed by March 2011. Early indications suggest that two key areas for resourcing and supporting will be a focus on the home and community language development and the use of effective language teaching strategies such as Te Ātaarangi (the Cuisenaire rods method). The Whitireia 13

Māori Strategy Prepared for Council meeting 30 March 2011

Māori Strategy will provide a mechanism through which Whitireia can readily respond to the recommendations arising from the Review of the Māori Language Strategy and Sector. Short-term outcomes  A well rounded teaching staff who are supported to maximise success for their students  A learning environment that uses Māori cultural knowledge as an asset for new learning and allows Māori students to be Māori regardless of the programme of study  An increased reputation of Whitireia as a Polytechnic where Māori students are more likely to succeed  Development of a research, monitoring and evaluation framework which will support evidence-based decision making so that traction can be gained from the investments made, strategic planning can be enhanced and an increased capacity for managing performance improvements. Long-term outcomes The Māori Strategy at Whitireia seeks to improve educational outcomes for Māori students at Whitireia. This is both urgent and of high priority An additional outcome relates to the development of Māori knowledge. This will not only address the concerns raised in Tertiary Education Strategy about the need to support te reo Māori and tikanga Māori, it also provides the platform from which Whitireia can define and describe what “succeeding as Māori” means within a Whitireia context. Māori students need to be able to enter Whitireia, follow whatever course of study they choose and then leave with not only the new knowledge from the course, but also with their Māoritanga enhanced, or at the very least in-tact and maintained. Contributing to Māori Development and Te Reo Māori The Tertiary Education Strategy states that “Māori business and development are making a major contribution to New Zealand’s economy and society. The tertiary education system assists Māori learners to gain the knowledge and skills to lead social, cultural and economic development, manage Māori assets and grow Māori innovation and creativity. In particular, tertiary education plays a major part in promoting the revitalisation of te reo Māori.” The aim is that this Strategy will fulfil these expectations.

Building Trust “Trust in education, trust in us the educators” – many Māori have not had a good experience in education and in fact have very good reasons not to trust the education system, or the educators.

Māori Strategy Prepared for Council meeting 30 March 2011 Some families have parents or grandparents still living who were physically punished for speaking te reo Māori at school, others are yet to break the cycle of low academic achievement which has become endemic after 2-3 generations. The experiences of Māori in education which have led to low academic achievement are well document. Under these circumstances disengagement with education is inevitable and with disengagement comes low achievement. This Strategy aims to rebuild (where necessary) a relationship of trust – trust in education, and trust in us the educators to ensure success for our students.

Māori succeeding as Maōri As part of the vision for tertiary education, the Tertiary Education Strategy states (among other expectations) “We expect the tertiary education system to … enable Māori to enjoy education success as Māori.” Māori success as Māori is about Māori being recognised as Māori. That being Māori is an asset. As an asset, that identity needs to be valued and nurtured to grow and develop. Therefore, Māori success as Māori, is ensuring that by the time Māori students graduate that identity as Māori has grown and developed and they stand tall and proud, as Māori. Overarching measures for outcomes framework Whitireia will be able to measure how well the two stated outcomes are being achieved through the following indicators:

Indicators- short-term

Data source



The participation rate of Māori has increased

Whitireia Business Information Centre



Progression rates of Māori students through to the higher level courses has increased

A tool to readily track/monitoring of student progress to be designed



Success rates of Māori students

Whitireia Business Information Centre

  

Number of mātauranga Māori Research outputs Number of students with te reo Māori proficiency Number of programmes with an integrated te reo Māori component

A research framework and strategy needs to be designed and implemented. Once the framework has been designed, appropriate indicators can be identified.

Māori Strategy Prepared for Council meeting 30 March 2011

Strategy development and consultation As indicated to Council in December 2010 it is envisaged that the development of this strategy will be ongoing. Further input from iwi, staff, students will be necessary for ongoing development of the implementation plan. The establishment of an expert advisory group for the Māori Strategy is in progress, with a role to provide advice, feedback and be a champion for the strategy. Those contacted to be a part of this group include: Taku Parai (Ngāti Toa), Cathy Love (Wellington Tenths Trust), Ngahiwi Apanui (Ako Aotearoa) and Turoa Royal. It is expected there will be significant connection with concurrent work at Whitireia on strategies for Pacific, Youth, and Foundation.

Implementation plan - outline It is proposed that the Strategy be implemented within three years. The rationale for three years rather than a longer period is: 1.

The average lifespan of a student at Whitireia is 0.6 EFTS. It is estimated that this is lower for Māori students6. Based on that figure, a five year plan would see approximately eight cohorts of students pass through Whitireia before the Strategy was operating at 100% and making a difference for students. The utilization of information, resources and processes that already exist combined with a collaborative approach with the other Strategy implementation plans will provide savings in time and resources. Also Whitireia already has a track-record of acknowledging that specific groups do better when cultural values and needs are incorporated into the learning environment7. With this predisposition already in place, proposed business improvement changes may be more readily adopted. This Strategy will be sponsored and led by the Executive Team. This will ensure that it is driven with the full-force of the polytechnic and not reliant solely on the ability of the Strategy Leader to influence change.

At its very basic level, the implementation plan proposes to focus on one key area for each year and intends to proceed in the following manner:

1.0 FTE translates to one year so 0.6 EFTS is approximately 2/3 of a year. Data for Māori student lifespan was not available at the time of printing, but the Whitireia Business Information Centre advised that it would be lower than the Non-Māori figure. 7 The Bachelor of Nursing (Pacific) and Bachelor of Nursing (Māori) are two programmes that have been developed on a set of underlying principles specific to the ethnicity of the targeted students.

MÄ ori Strategy Prepared for Council meeting 30 March 2011

Implementation timeline Implementation of the strategy will be staged over a three-year period. 2011

Initial stage Key focus area: setting up framework to operationalise the strategy

2012

Implement the plan Key focus area: Teaching and learning strategies / staff development

2013

Implement the plan Key focus area: Research and programme development

2014

Implement the plan Key focus area: Business as usual - embedded within normal practice

MÄ ori Strategy Prepared for Council meeting 30 March 2011

Conclusion This MÄ ori Strategy gives effect to the Whitireia vision to lead and illuminate its community through tertiary education. Furthermore, the strategy gives expression to the institutional values of manaaki, equity, identity, integrity, accountability, responsiveness and success. The implementation of this strategy will not only meet government expectations for tertiary education but will also enhance the overall performance and reputation of Whitireia At a global level, the implementation of this strategy will enable Whitireia to contribute to the economic, social and cultural prosperity of our nation by educating MÄ ori across all disciplines who will ultimately become the leaders of tomorrow.

Māori Strategy Prepared for Council meeting 30 March 2011

References The following is a list of documents that are directly referred to in the strategy or that have significantly influenced the thinking upon which it is based. Whitireia Community Polytechnic documents A. Jansen and T. Scadden (Eds.). (1996). Whitireia Conversations, our first 10 years 1986-1996/He Whakawhitinga Korero, mo nga tau tekau. Whitireia Community Polytechnic Graves, A. (2009) Educational Outcomes Investment Strategy. Whitireia Community Polytechnic Whitireia Community Polytechnic. (2006). Profile 2007-2009. Whitireia Community Polytechnic. (2007). Investment Plan 2008-2010. Whitireia Community Polytechnic (2001) Towards 2010: Strategic Directions For Whitireia Community Polytechnic. Whitireia Community Polytechnic (2010) Strategic Plan, 2011-16. National documents Education Review Office. (2010) Promoting Success for Māori Students: Schools’ Progress June 2010. Wellington: Author Ministry of Education (2007) He tini manu reo: Learning te reo Māori through tertiary education. Wellington: Author Ministry of Education. (2009). Tertiary Education Strategy 2010-15. New Zealand: Author. Ministry of Education (2008) Ka Hikitia. Wellington: Author Tertiary Education Commission (2011) ITPs 2011-2013 Investment Plan Evaluations and recommendations overview. Welllington Other publications J. Greenwood and L. Te Aika (2009) Hei Tauira: Teaching and Learning for Success in Māori Tertiary Settings. D. Ringold (2005) Accounting for Diversity: Policy Design and Māori Development in Aotearoa New Zealand. Presentations and Conference Addresses M. Durie (2001) A framework for considering Māori educational advancement. Opening address, Hui Taumata Mātauranga M.Durie (2010) Tuia Te Ako. Opening address, Tuia Te Ako Conference T. Puketapu (2010) He Manga Iti e Rere ki te Awa: Government agency perspectives on future trends and current situation for Māori in tertiary education W. Winiata (2010) Tuia Te Ako. Conference Address, Tuia Te Ako Conference