He Kupu Whakataki – Journal of Best Practice in Applied and Māori/Indigenous Vocational Education

The Past and the Present Determine our FutureTe Whai Rawa: Growing Economic Opportunities

Te Whai Mātauranga: Growing Educational Opportunities

Te Whai Pākihi: Growing Business Opportunities

Australia І Canada І New Zealand

Cover Image

Artist: Kura Te Waru Rewiri

Kura is currently Programme Manager of Te Puna o Te Mātauranga, Tai Tokerau Wānanga, Northland Polytechnic, Whangarei, Auckland, New Zealand.

Artwork: Ki Mua Ki Muri

“The past is our present”. The layering of kowhaiwhai patterns creates a space where kowhaiwhai unfolds and transforms, and leads one into the unseen world of ‘te wahi ngaro’.

The artist’s work can be viewed at:

Ferner Galleries 367 Parnell Road Parnell Auckland 1052 New Zealand

© Waiāriki Institute of Technology – Whare Takiūra, 2009

Published By

Waiāriki Institute of Technology – Whare TakiūraPrivate Bag 3028Rotorua 3046New Zealand

Compiled by Mereheeni Maryjane HookerDesigned, printed and bound in Auckland, New Zealand by Print Design Limited

ISSN 1175-7558 (Print)ISSN 1175-8198 (Online)

First Edition

All rights are reserved by the authors. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopying or otherwise – without the prior permission of the publisher.

He Kupu Whakataki – Journal of Best Practice in Applied and Māori/Indigenous Vocational Education will be published annually. The Journal seeks to encourage research and scholarship in vocational issues from an indigenous perspective from established as well as emerging researchers and commentators.

Or, for further enquiries contact:

Helene Phillips, Managing Director Ferner Galleries 021-400986 helene@fernergalleries.co.nz PO Box 37-267, Parnell, Auckland 1151, New Zealand

He Kupu Whakataki – Journal of Best Practice in Applied and Māori/Indigenous Vocational Education

FIRST EDITION

He Mihi

He

Mih

i

Tihei Mauriora !

E tū ana i te roro o tīoku tūpuna a Ihenga. Ka huri rā te titiro ki Te Tairāwhiti, me hikoi e au i te rae ki Kōhi ki a Apanui ki te Tini o Awa, ki Te Whare Wānanga o Awanuiārangi e ! Ka eke au ki Tihirau ka huri rā te titiro ki te tai hauāuru ki ngā Kuri a Whārei, ko te rohe rā o Mataātua e !

Me āwhio e au i te rae ki Whangaparāoa, kia rere arorangi au ki Hikurangi ki Aorangi. Ka titiro rā ki te koko rā i Tokomaru ko te Aitanga a Pōrourangi. Me nekeneke atu ki kō atu ko te Aitanga a Hauiti ko Te Kani a Takirau ko Hinematioro. Kia tae au ki Tūranganui a Kiwa ki Te Kuratini o Te Tairāwhiti e !

Me hoki kōmuri au ki te raki, ka eke au i Pukekohe ki Orākei ko Tūhaere, kei Whangapei ko Papahia. Me rere arorangi au ki Pukepoto ki Hokianga ki a Te Rārawa ki Te Aupōuri. Me hoki kōmuri mai ki a Ngāpuhi nui tonu, ki Te Kuratini o Te Tai Tokerau e !

Ka huri rā te hāere ki te tai rāwhiti ki Hauraki ko Tūtere-Aniani, ko Tarāia, ki a Ngāti Marutūahu. E heke ana rā ki te Whitianga o Tamatekapua. E heke ana anō rā ki Maketu, ki te Akeake i te ngutuawa o Te Kaituna. Me tere au taku hāere ki uta ki te tākere nui o Te Arawa, ki ngā pāpāringa o Te Rotoruanui a Kahumatamōmoe, te mōana i kau ai a Hinemoa, i waiho mai hei tiheru wai mo Te Arawa. E kokōia e ara e !

Me hoki kōmuri au ki tōku tūpuna a Ihenga e tū hirahira nei i runga i tōna marae a Tangatarua.

Tihei Mauriora !

E ngā mana, e ngā reo, e ngā hapu kārangarangatanga maha huri noa i te motu, tēna koutou katoa.

He mihi maioha tēnei ki a koutou katoa, kei te kōrero pukapuka ana i tēnei te ripoata tuatahi a tangata whenua, i runga i te whakaāro rangatira o ngā kuratini, ngā whare takiūra me te wānanga e tautoko ana i tēnei tāonga.

Nā reirā, ka nui ngā mihi atu i runga i ngā whakaāronui ki ō tātau aitua, e hinga nei, e hinga nā, e hinga atu rā. Nā reirā, waihōngia ngā mihi ki a rātau, tātau te kanohi ōra e tau nei, tēna koutou katoa.

He mihi nui tēnei ki Te Amorangi mātauranga Matua, nā rātau tētahi pūtea i tukua mai, hei whakaōtingia e mātau tēnei rīpoata ā tangata whenua. He rīpoata hou tēnei, karekau he tuhituhi i roto o ngā whare hōpū kōrero pukapuka, huri noa te motu. Tēra pea, he huarahi hou mā ngā kairangahau, kia kohikohi ai ngā korero, kia whakatakoto iho mai, ki roto i tēnei rīpoata ā tangata whenua. Nā reir ka mihi ake ki ngā kaiwhakahāere o tēnei rīpoata ā tangata whenua, nā rātau te mahi taumaha, ēhara tēnei mahi i te mahi māmā, he mahi ūauā kē, ēngari, mā te kaha o ngā kaitautoko, ka tāea e rātau te whakapūawai i ngā whakaāro rangatira, e pā ana ki a tātau.

Nā reirā, ko te tūmanako, kia tūtuki pai ai, tēnei mahi rangahau i te mātauranga mahinga, hei tirohanga i ngā taketake katoa e pā ana ki ā ia, i te whakaāronui ā kanohi tangata whenua.

Nā reirā, rangahauā te hōhonutanga o te mātauranga mahinga ki ōna hōhonutanga, ki ōna whānuitanga, tēna koutou, tēna koutou, ā , tēna tātau katoa.

Nāku noa

Nā Kēneti Te Whainga Kennedy Kaumātua Te Arawa , Te Whare Takiūra o Waiāriki Rotorua

Introduction

Welcome to the first edition of He Kupu Whakataki. We are not aware of any other journal that has a specific focus on Māori/Indigenous perspectives in vocational education, so it is exciting for us to be charting new territory. The journal’s reason for being is to provide a platform for discussion and debate on vocations and vocational education specific to Māori and indigenous communities. It is our intention to encourage indigenous perspectives that have an applied focus, that provide case studies of initiative and enterprise but to also provoke debate and challenge the status quo. There is a view that Māori and indigenous education policy issues are too often consigned to the too hard basket and that policy development can be captured by political ideology and by the term of office that any one political party might be in power. Politicians and policy makers can be risk averse to developing bold and innovation solutions. I hope the articles we publish within this journal will promote innovative solutions to the challenges Māori and indigenous communities face in education.

This publication is a collaboration between 4 tertiary institutions; Te Whare Wānanga o Awanuiārangi, Northland Polytechnic, Tairāwhiti Polytechnic and the Waiāriki Institute of Technology – Whare Takiūra. All four institutions share a commitment to excellence in tertiary education and we are all located within large Māori population communities. I would like to express my appreciation to the support of our partners and their representatives on the journal’s editorial board.

Our contributors range from researchers and writers contributing to a journal of this type for the first time to some of the most recognised scholars on indigenous issues. I am certain there is something for everyone in this edition and my heartfelt appreciation to all of our published contributors. I would also like to thank the members of the editorial board who gave their time to edit and review papers and to support the design and development of the journal.

The journal was initiated in the time of my predecessor by our Chief Executive, Dr Pim Borren and the then Deputy Chief Executive - Māori, Miki Roderick. I hope you are pleased with the result. It has been supported by the Supporting Innovation Fund through the Tertiary Education Commission for which we are extremely grateful.

So why is Māori and indigenous vocational education an area that justifies a publication of this nature? A

quick look at the New Zealand context provides us with some answers.

Māori make up just over 10% of the New Zealand working population with high representation in manufacturing, agriculture, forestry and fishing. The majority of this employment is in low to medium skill work. Over the next 20 years, the Māori workforce profile will grow significantly. 49% of the Māori population in 2008 is 19 years of age or less compared with a non-Māori 19 or under population of 29%. As this workforce profile shifts, an aging non-Māori population will be heading for retirement. Our ability as a nation to provide security for those in retirement and to grow and prosper will depend on a predominantly Māori workforce.

It is common knowledge that the education system in New Zealand is failing a disproportionately high number of Māori learners. There is a large gap between Māori and non-Māori when we compare the figures on the completion of school qualifications. The tertiary sector has seen a huge increase in Māori participation over the last 8 years, driven primarily by adult learners returning to education in certificate level programmes through the Wānanga. There has also been rapid growth in the polytechnic sector. In 2003, more than 30,000 Māori were enrolled in polytechnics up from 19,000 in 1998. There are now more Māori enrolled in polytechnics in New Zealand than in any other institution type.

Given the significant changes of the last 10 years and the shifts that we will see in the next decade, it is imperative that education policies and the design and delivery of vocational education are effective for Māori learners. There are still too many Māori learners coming into tertiary education and leaving the system without completing. There are still too many Māori leaving the school system and not coming straight into tertiary education. It is my view that some of the best solutions will come from Māori themselves.

Sir Howard Morrison often stated to groups of school students participating on the Tu Tangata programme, ‘nothing changes if nothing changes’. Let this journal become a catalyst for change.

Nāku iti nei,

Keith Ikin Deputy Chief Executive – Māori Waiāriki Institute of Technology – Whare Takiūra

Contents

SECTION 1

TE WHAI RAWA: GROWING ECONOMIC OPPORTUNITIES

Chapter 1: Pae Matatū: Sustaining the Māori Estate 3 Mason Durie

Chapter 2: Māori Economic Development: Overview and Prospects 15 Preston Davies, Ralph Lattimore, Keith Ikin

Chapter 3: Gently does it, one step at a time: From Assimilation, to An Apology to Economic Enterprise 31 Mereheeni Maryjane Hooker

SECTION 2

TE WHAI MĀTAURANGA: GROWING EDUCATIONAL OPPORTUNITIES

Chapter 4: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand 49 Russell Bishop, Mere Berryman, Tom Cavanagh, Lani Teddy

Chapter 5: Which Tertiary Institutions are Educating Young, Low-skilled Māori Men? A Research Note 65 Paul Callister

SECTION 3

TE WHAI PĀKIHI: GROWING BUSINESS OPPORTUNITIES

Chapter 6: Aria Design: Hapene – Made in New Zealand 83 Naomi Smyth, Miriana Ikin

Chapter 7: Tuccaro Inc: To Be the Best, To Focus on What We Do Well, and To Do it Better 103 Naomi Smyth, Miriana Ikin

APPENDICES

Appendix 1: Editorial Board 125

Appendix 2: Acknowledgements of Previously Published Articles 127

Appendix 3: Notes to Contributors 129

123Appendices

APPENDICES

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125Editorial Board

Editorial Board

Edito

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Editorial BoardDr Lyn Carter Te Whare Wānanga o Awanuiārangi, Whakatāne, New Zealand

Preston Davies LECG Limited, Auckland, New Zealand

Professor Dennis Foley Professor of Indigenous Studies, Newcastle University, New South Wales, Australia

Professor Kuni Jenkins, Director of the Institute for Indigenous Research Advancement Centre, Te Whare Wānanga o Awanuiārangi, Whakatāne, New Zealand

Keith Ikin Deputy Chief Executive – Māori, Waiāriki Institute of Technology – Whare Takiūra, Rotorua, New Zealand

Ruma Karaitiana Chief Executive, Building & Construction Industry Training Organisation, Wellington, New Zealand

Allison Lawton Director, School of Business & Tourism, Waiāriki Institute of Technology – Whare Takiūra, Rotorua, New Zealand

Glenis Philip-Barbara Director, Business Development, Tairāwhiti Polytechnic, Gisborne, New Zealand

Miki Roderick Te Whare Wānanga o Awanuiārangi, Whakatāne, New Zealand

Kura Te Waru-Rewiri Programme Manager of Te Puna o Te Mātauranga, Northland Polytechnic, Whāngarei, New Zealand

Administration and Production

Mereheeni Hooker Project Manager, Waiāriki Institute of Technology – Whare Takiūra, Rotorua, New Zealand

126Editorial Board

127Acknowledgements

Acknowledgements

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Acknowledgements

The Editorial Board wishes to acknowledge that the following articles have been previously published as follows:

1. “Māori Economic Development: Overview and Prospects” in Economic Development in New Zealand, published by Ashgate Publishing Limited in 2005.

2. Russell Bishop, Mere Berryman, Tom Cavanagh, Lani Teddy. Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand, Teaching and Teacher Education (2009), doi: 101016/j.tate.2009.01.009

3. “Which Tertiary Institutions are Educating Young, Low-skill Māori Men? A Research Note” was published in 2009. It is an Institute of Policy Studies ‘Missing Men’ working paper at Victoria University of Wellington.

4. “Aria Design: Hapene – Made in New Zealand” in Taking Care of Business: Indigenous Business Case Studies, published by Aotahi Ltd in 2008.

5. “Tuccaro Inc: To Be the Best, To Focus on What We Do Well, and To Do it Better” in Taking Care of Business: Indigenous Business Case Studies, published by Aotahi Ltd in 2008.

128Acknowledgements

129Notes to Contributors

Notes to Contributors

Not

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Aim of the JournalThe Journal has been developed to create a platform for informed discussion and debate on issues related to Māori/Indigenous vocational education and training, for example: indigenous labour market issues; policy development and implementation; workplace practice and trends; the utilisation and protection of indigenous assets; vocational education, training and research; and the transfer of indigenous knowledge. The Journal, therefore, will seek to encourage research and scholarship in these and related issues from an indigenous perspective. It will also provide a forum for established as well as emerging researchers and commentators.

Editorial ProcessPapers submitted for the Journal will undergo a peer-review process for which an Editorial Board comprising members from partner institutions and industry, has been established.

CopyrightExcept where acknowledged at having been previously published, papers published in the Journal must be the original, unpublished work of the author. By submitting a paper, authors automatically agree to grant a limited licence when it is accepted for publication. This licence gives permission for the paper to be published in a given issue and to maintain the work in the electronic Journal archive.

Authors agree to the accessing, downloading, or printing of one copy of their paper for a reader’s own personal use or research. All other conditions of copyright remain with the author, subject to the requirements that any re-publication of the work be accompanied by an acknowledgement that the work was first published in the Journal. The Chair of the Editorial Board must be notified of any re-publication of a work first published in the Journal. Authors should recognise that, because of the nature of the internet, the publisher has no control over unauthorised copying or editing of protected works.

Style Guidelines, Citation Format and Reference FormatThe Editorial Board has adopted the style guidelines and reference format outlined by the American Psychological Association (APA), copies of which are available under the Main Menu at http://ecampus.waiariki.ac.nz/.

Submission of PapersAuthors are required to submit one complete copy of their paper for the attention of the Chair of the Editorial Board at hookerm@waiariki.ac.nz. Papers may only be submitted electronically in either Word or RTF format. The length of any paper is a maximum of 5000 words. Each paper should include the following elements (if applicable):

A TitlePlace the title of the paper at the top of the first page of the paper followed by the full name of the author(s), institutional affiliation(s) and email address(es). In the case of multiple authors, indicate who will function as the primary point of contact for questions or comments.

An AbstractAll papers submitted must be accompanied by an abstract of no more than 250 words.

Biographical StatementEach paper should be accompanied by a short (c.100 words) biographical statement, written in the third person, and relate to the submission. If the paper was originally written for a class, the relevant class should also be stated.

AcknowledgementsAuthors are responsible for obtaining written permission from those acknowledged because readers may infer their endorsement of the data and conclusions.

NotesNotes, as applicable, should be consecutively numbered and collected at the end of the paper before the References.

Ethical Standards of Procedures (if applicable)When reporting on research using human subjects, researchers should indicate that procedures conformed to the ethical standards of the author’s host institution. If subjects are identified, permission must be obtained from the subject by the author.

Identification of Statistical Techniques (if applicable)All statistical techniques must be identified and, where appropriate, referenced. Levels of statistical significance must be stated. All individuals responsible for statistical evaluation must be identified.

130Notes to Contributors

Statement of Intent and AffiliationsEach paper submitted must be accompanied by a letter requesting consideration for publication; signed, if possible, by the author or, in the case of multiple authors, all co-authors. In the absence of any statement to the contrary, the Journal assumes a paper has not been published nor submitted for publication elsewhere.

Authors are expected to disclose any commercial associations that might pose a conflict of interest in connection with the submitted paper. All funding sources supporting the work should be acknowledged in a footnote on the title page. All affiliations with or financial involvement in any organisation or entity with a direct financial interest in the subject matter or materials of the research discussed (e.g. employment, consultancies, stock ownership or other equity interest, patent-licensing arrangements) should be cited in the covering letter. This information will be held in confidence by the Editor during the review process. If the paper is accepted, the Editor will discuss with the author(s) how best to disclose relevant information.

Wordprocessing GuidelinesAll illustrations, tables, and figures should be embedded in the paper in their logical locations. All images should be sent as separate files, preferably as jpegs. It is the author’s responsibility to ensure that no copyright issues are attached to the images submitted.

The entire document should be double-spaced using widely available fonts, such as Arial, Times New Roman or Courier 12 point. All pages should be numbered, beginning with the title page. The contents should be clearly labelled and include an introduction, discussion, and conclusion with paragraphs separated by additional spaces. Numbers should be spelt out, except for numbers of 100 and over, percentages and dates.

Papers that include material from interviews must make clear either that anonymity of people’s names has been retained or, that interviewees have given their permission for quotations to be used.

Authors may include a means by which they can be contacted (normally by email) at the end of their main text.

DisclaimerStatements and/or opinions expressed directly, or implied, in papers are those of the author and not the Editorial Board or the Journal. Publication herein does not necessarily mean that the Editorial Board or the Journal endorses such statements or opinions.

The Journal reserves the right, through its Editor, to refuse to publish or print any paper(s) that, in its opinion, may cast disrepute on any practice, product or individual. Any error or omission will be corrected in a subsequent issue of the Journal, by notice to the Editor on terms and conditions determined by the Journal.

131Notes to Contributors

The Past and the Present Determine our FutureHe Kupu Whakataki – Journal of Best Practice in Applied and Māori/Indigenous Vocational Education (Journal) is a collaboration between Tairāwhiti Polytechnic, Te Whare Wānanga o Awanuiārangi, Northland Polytechnic, and Waiāriki Institute of Technology – Whare Takiūra. It is a new initiative funded by the Tertiary Education Commission that has been developed to create a platform for informed discussion and debate on issues related to Māori and indigenous (Māori and indigenous will hereinafter be referred to as indigenous) vocational education and training. This will have a direct relationship to:a) indigenous labour market issues;b) policy development and implementation;c) workplace practice and trends;d) the utilisation and protection of indigenous assets;e) vocational education, training and research; andf) the transfer of indigenous knowledge.

There is very little literature written from an indigenous perspective on these issues. The Journal, therefore, will seek to encourage research and scholarship in vocational issues from an indigenous perspective. It will also provide a forum for established as well as emerging researchers and commentators.

The Journal is to be published annually. It will focus on best practice collaborative research in vocational education and work-based training, and will showcase applied research carried out in the workplace within a collaborative framework. The Journal will become a platform for sharing innovative collaborative initiatives which have been tested and quality assured for educational rigour, learner responsiveness and developmental sustainability. The intention is to create a digital repository as well as a hard copy version of the Journal. Online commentary and debate around articles published will be encouraged. This Journal will provide an accessible blueprint for showcasing effective collaborative best practices in vocational education within the tertiary sector and in association with industry and vocational stakeholders. It will, therefore, positively inform policy development within Aotearoa New Zealand and other countries.