Pacific Strategy

WHITIREIA COMMUNITY POLYTECHNIC

PACIFIC STRATEGY

Written by Louise Falepau and Laura van Peer

Whitireia Community Polytechnic Pacific Education Strategy Louise Falepau and Laura van Peer

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CONTENTS ACKNOWLEDGEMENTS .................................................................. 3

EXECUTIVE SUMMARY ................................................................... 4

BACKGROUND ............................................................................... 6

National Direction .......................................................................................... 7

STRATEGY DEVELOPMENT .............................................................. 7

Consultation ................................................................................................... 8

Vision and Values ........................................................................................... 8

Philosophy ...................................................................................................... 8

Purpose .......................................................................................................... 8

BROAD AIMS AND STRATEGIC GOALS ............................................. 9

Aims ............................................................................................................... 9

Goals .............................................................................................................. 9

GOAL 1: IMPROVED EDUCATIONAL OUTCOMES ......................................................... 10

GOAL 2: EFFECTIVE LEARNING ENVIRONMENT ........................................................... 12

GOAL 3: FOSTER PACIFIC IDENTITY AND LEADERSHIP ................................................. 13

GOAL 4: DEVELOP COLLABORATIVE PARTNERSHIPS .................................................... 16

CONCLUSION ............................................................................... 17

REFERENCES ................................................................................. 19


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ACKNOWLEDGEMENTS Whitireia Community Polytechnic has long celebrated its place in the community and over the years its leaders – Turoa Royal, Deidre Dale, and Don Campbell - have recognised the unique contribution of the Pacific community through initiatives such as the Pacific Health Research Centre, the School of Pacific Health Education and Research, and the Bachelor of Nursing Pacific. These have promoted a visibly positive and thriving Pacific presence and been a source of pride for staff, students, and community.

In a real sense the idea of the Pacific Strategy is not “new”, but, in fact, the culmination of many influential conversations over many years by those passionate about and committed to the success of Pacific people. These are the people who have seen and understood the need to do things differently in an increasingly diverse world; one which demands a change from the “one size fits all” approach of the past. The conversations have happened everywhere: in the community, in the classroom, at Whitireia Community Polytechnic’s Pacific Community Advisory meetings, and at Pacific staff lunches. They include conversations with many non-Pacific staff committed to improving Pacific education, and who welcome direction and guidance for this.

These conversations were particularly vigorous on Sophear’s D-block verandah: swapping anecdotes, debating solutions, and calling for change. Those who were part of that know who you are and this Strategy had its birth in those moments.

We acknowledge the strategic direction provided by our expert advisory group during the process of developing the Strategy: Dr. Margaret Southwick, Arthur Graves, and Dr. Kabini Sanga. It was our good fortune to be in the orbit of people who willingly go beyond the role of expert advisors to provide mentoring and guidance, as well as considered advice and feedback.

We thank the Pacific staff at Whitireia who took the time to read the drafts and to give their feedback in formal meetings, informal conversations, or by email. This feedback was invaluable for focusing our thinking.

We are also indebted to Whitireia external partners, Best Pacific and Manukau Institute of Technology. Along with those involved in the Rethinking Pacific Education Initiative and the Victoria University of Wellington Leadership cluster, these people understand that what is at stake goes beyond institutional concerns. They are colleagues in a “community of mind” who remind us that the issues for Pacific education are widespread but that we can all make a choice to lead changes.

We acknowledge the Whitireia Executive and Senior Management Team for recognising the importance of a Pacific Strategy and resourcing its development, and we thank Trish Brimblecombe, Fred Denz, and Theresa Nimarota for their management, financial, and administrative expertise.

The Pacific Strategy is dedicated to our students. It is their experiences, their stories, and the realities of their lives as learners that led us to seek approaches that would meet their needs. Our students are the ones we most expect this strategy to benefit and, through them, the community we serve.


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EXECUTIVE SUMMARY Background Whitireia Community Polytechnic, established in 1986, has been recognised for its unique approach to developing programmes by and for its Pacific communities domestically and internationally. Tino Meleisea, Chairman of the first polytechnic Council, envisioned Whitireia as a place for Pacific parents to realise expectations for their children and for the Whitireia multicultural approach to become a model for New Zealand society. While Whitireia now has the second largest proportion of enrolled Pacific tertiary students in New Zealand, success rates vary widely across the polytechnic, indicating that current approaches are not successful in meeting targets in terms of entry, completion and progression. With projected dramatic rises in the Pacific student population, the Ministry of Education has prioritised improving outcomes and qualifications for Pacific students. A 2007 staff-led initiative emphasised the need for a strategic approach to improving outcomes for Pacific students at Whitireia, recommending a) Establishment of a vision for Pacific education; b) Development of strategic goals for Pacific education; and c) Development of collaborative relationships. The Pacific strategy has been developed as a response to these recommendations, is based on the Whitireia vision to lead and illuminate its community through tertiary education, and links directly to institutional values. Taking an institution-wide approach to Pacific education, it is intended to guide and inform Whitireia domestic and international (Pacific) activity and assumes that what is good for Pacific is good for everyone. Purpose The overarching aim is to provide direction for the institution’s active support for Pacific communities’ development. This addresses key Ministry of Education aims; stated institutional obligations to Pacific education; and the Whitireia mission “to provide excellent education and training opportunities for individuals to develop their talents and abilities to contribute to the social well-being and economic success of their societies”. Philosophy The strategy is underpinned by a philosophical commitment to Pacific peoples participating and achieving academically at the same rate and level as the general population. Goals: Four strategic developmental goal areas are targeted. GOAL 1: IMPROVED EDUCATIONAL OUTCOMES Academic advancement for Pacific students will be achieved through

• Improving entry, progression, completion and success rates to equal those of the general population

• Developing school-to tertiary education-to workforce transitions • Implementing robust monitoring and accountability processes • Fostering a high quality Pacific research environment • Programmes that reflect and respond to community aspirations


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GOAL 2: EFFECTIVE LEARNING ENVIRONMENT The best environment for Pacific student success is one of quality teaching practice, quality student learning opportunities, and quality student-teacher relationships. This requires

• Changing the deficit talk about Pacific achievement • Facilitating staff development so that all staff are familiar with delivery styles and

teaching strategies that are effective for Pacific students • Developing and maintaining effective student support services • Developing Pacific staff capacity to ensure that Pacific educational issues, concerns

and aspirations are represented and well understood throughout the institution • Establishing a Pacific research and development centre

GOAL 3: FOSTER PACIFIC IDENTITY AND LEADERSHIP Whitireia understands that the term “Pacific” implies both unity and diversity. Credibility and excellence in Pacific education is recognised by an institutional commitment to

• Respond to Pacific community development aspirations - including health, education, and economic - in an appropriate, affordable, and sustainable way

• Acknowledge and assuming a role for nurturing and maintaining Pacific languages and culture in the New Zealand context

• Awareness of potential adverse impacts of activity in the Pacific on language and culture

• Preparation of future leaders • The delegation of specific resources, particularly places of gathering, to foster Pacific

identity and a sense of belonging gathering

GOAL 4: DEVELOP COLLABORATIVE PARTNERSHIPS Whitireia and Pacific stakeholders will gain benefits, trust, and confidence by working to

• Establish culturally appropriate collaborative processes for consultation • Build strong collaborative links across the Pacific academic community, domestically

and internationally • Foster opportunities to connect Pacific peoples based in New Zealand and in the

Pacific homelands

Conclusion The Strategy represents a new integrated approach to Pacific education at Whitireia; its ultimate success will be measured by

• Improved educational outcomes for Pacific students • Successful meeting of targets • The development of a Pacific research capacity • Development of more Pacific-centred courses • Increased Pacific staff numbers across the institution • Reciprocal, mutually beneficial relationships and collaborations with communities,

tertiary partners, and Pacific countries.


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PACIFIC STRATEGY BACKGROUND Whitireia Community Polytechnic was established in 1986 (called Parumoana in those days) to meet a growing need for tertiary education located in and driven by the needs of the Porirua community. At that time, the Pacific community was well represented in the consultation process and inaugural Council. Tino Meleisea, the Chairman of the first polytechnic Council, envisioned Whitireia as a place for Pacific parents to realise expectations for their children to “become somebodies” and for the Whitireia multicultural approach to become a model for New Zealand society. “I really want to see a Pacific Islands Research and Development Centre set up, because there is such a lack of data, and such a centre would allow us to advance our communities still further. At the moment we have no social, cultural or economic databases on Pacific Islanders. But the Centre would allow us such a focus, and would lead to new courses”. Since that time, Whitireia has become increasingly recognised for its unique approach to developing programmes by and for its Pacific communities. A long-established relationship with Tupou Tertiary Institute in Tonga has seen a steady pathway of students studying through Whitireia in both Tonga and New Zealand; Whitireia Performing Arts is a world class, highly sought after cultural entertainment company supported by the Bachelor of Applied Arts (Performing Arts) qualification; the Bachelor of Nursing Pacific is the first of its kind in New Zealand and is a locally developed, industry supported programme underpinned by a deep understanding of the Pacific health experience in New Zealand. Demand for this level of expertise is being met through a professional development exchange for nursing education in Vanuatu. Whitireia runs programmes in the Cook Islands and is developing its links to Samoa as well as collaborative ventures with similar tertiary institutions in New Zealand. Whitireia Community Polytechnic has the second largest proportion of Pacific students enrolled in tertiary education, 69.3% of whom were successful in their studies in 2009. Graduates from certain degree programmes (Bachelor of Nursing Pacific, Bachelor of Social Work, Bachelor of Teaching ECE) are actively sought by various employment networks and government departments. This demonstrates what can be achieved in the right circumstances. However, statistics show that success rates for Pacific students in different programmes range from 56.2% to 92.7% and successful outcomes for some programmes compensate for less than successful rates in others. Little significant change over a five year period (2005-2009) indicates current approaches are not resulting in the desired outcomes across the polytechnic as a whole.


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National Direction The Ministry of Pacific Island Affairs predicts that in 50 years time, the Pacific student population will rise from the current 1 in 10 to 1 in 5 of the total school population. In a recent article, N.Z. Education Review editor, G. Vause considers the “importance of this population to the New Zealand economy”, quoting Business N.Z. CE Phil O’Reilly as “saying that along with Maori, if Pasifika don’t succeed in the next 20 years New Zealand will fail as a nation” (p. 24, 2010). Of concern are the numbers of Pacific who have no qualifications and low levels of numeracy and literacy. Proportionally, Pacific people perform at the lowest level of all groups. These factors lead to Pacific students being a priority group targeted through the Tertiary Education Strategy 2010-15, the Pasifika Strategy for the New Zealand Qualifications Authority 2009-2012, and The Ministry of Education Pasifika Plan 2008-2012.

STRATEGY DEVELOPMENT A staff-led initiative in 2007 emphasised the need for a strategic approach to improving the completion and success rates for Pacific students at Whitireia Community Polytechnic. “A Vision of Diversity: Developing a model of excellence for the delivery of Pacific education” proposed the following actions: Recommendation 1: Establishment of a Pacific vision of education The establishment of a stated vision of Pacific education will articulate Whitireia’s own vision and commitment to excellence in the delivery of education to the Pacific and within New Zealand. Recommendation 2: Development of strategic goals for Pacific education The establishment of a strategic plan will support initiatives, guide the development of best practice models of educational process and practice, and grow workforce capacity. Recommendation 3: Developing collaborative relationships The development and maintenance of relationships with key Pacific educators both in the Pacific and New Zealand will be enhanced through collaboration in research and educational activities, international conferences and exchange programmes. The need for such a strategy has been reinforced in a subsequent Whitireia paper “Educational Outcomes Investment Strategy” presented in 2009 which emphasises quality of student experience and improved outcomes for Pacific students through:

• “Recognising the multi-ethnic and bicultural distinctiveness of Whitireia • Ensuring learning spaces meet modern teaching and learning needs for programmes

in Maori Strategy and Pacific Strategy • Leadership and administration space for Maori and Pacific Strategies • Educational Centres of Excellence for Maori, Pacific and other ethnic communities”

(p. 4).


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Consultation The Pacific education strategy builds on the polytechnic’s past achievements, based on well developed relationships. Historically Whitireia has consulted widely and regularly with its Pacific community for programme development and education initiatives. Consultation for the strategy has included Pacific staff at Whitireia, regarded as representative of their communities and as experts in educational matters; senior management; an expert advisory group comprising Dr. Margaret Southwick, Associate Professor Dr. Kabini Sanga, and Deputy Chief Executive, Arthur Graves; and Whitireia tertiary partners Best Pacific and Manukau Institute of Technology. It is envisaged that more extensive community consultation may be required at various phases of the implementation plan.

Vision and Values The Pacific Education Strategy puts into action Whitireia Community Polytechnic’s stated vision to lead and illuminate its community through tertiary education, and links directly to institutional values of identity, integrity, accountability, manaaki, responsiveness, equity, and success. It is intended to guide and inform Whitireia domestic and international (Pacific) activity in an environment of increasing diversity and a growing Pacific population. The strategy meets government and institutional goals through a Polytechnic-wide approach to Pacific achievement and assumes that 1

Philosophy

what is good for Pacific is good for everyone.

The strategy is underpinned by a philosophical commitment to Pacific students/people participating and achieving academically at the same rate and level as the general population. This expectation is most likely to be realised in an educational environment that actively fosters principles of:

• Participation – This principle requires that opportunities for higher education are the same for Pacific as for non-Pacific peoples at every level of the polytechnic – students and staff – and that the rates of participation, access and progression reflect the community.

• Partnership – This principle involves working with families to realise their dreams and expectations that their children will be contributors to the social well-being and economic success of their communities.

• Protection - Pacific families send their children to be educated at places they trust will protect them. The expected level of pastoral care may exceed/differ from that of other student groups.

Purpose The strategy addresses all levels of Whitireia Community Polytechnic enabling it to:

• Engage in responsible, reciprocal interaction with Pacific communities • Facilitate a cultural shift – to change the talk about Pacific • Deliver appropriate, sustainable, and affordable programmes, particularly in the

Pacific • Provide appropriate professional development for staff working with Pacific students

1 “What is good for Maori is good for everyone” (Russell Bishop, 2008)


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• Provide support for Pacific staff to build capacity, develop leadership, and ensure representation at all levels of the institution

• Meet targets for Pacific students It is expected that the Pacific strategy will establish:

• The standard of service for Pacific students, both locally and internationally, that their families and communities can expect

• The establishment of a monitoring, advisory, support, and leadership role for academic programmes, institutional initiatives, and community engagement

• The establishment of a leadership role for specific Pacific initiatives • The provision of a framework for Pacific leadership development and staff capacity

building • The development of research capacity • A designated Pacific space

BROAD AIMS AND STRATEGIC GOALS Aims Consistent with the Whitireia vision to “lead and illuminate its communities through tertiary education”, the overarching aim of the strategy is to provide direction for the Polytechnic’s active support for Pacific communities’ development. This aim reflects the polytechnic’s location in a large Pacific community, its comparatively large ratio of Pacific students, and its established presence as a provider of programmes in the Pacific homelands. This primary aim encompasses other national aims incorporated in the Tertiary Education Strategy 2010-15 and Ministry of Education Pasifika Plan 2008-12; and institutional obligations (Whitireia Community Polytechnic, Strategic Plan 2010-15) to improve and advance Pacific education. It also addresses the Whitireia mission “to provide excellent education and training opportunities for individuals to develop their talents and abilities to contribute to the social well-being and economic success of their societies”. The strategy assumes that “development” encompasses social, economic, health, educational and cultural aspirations; that the support for this development will be appropriate, affordable, and sustainable; and that “Pacific communities” includes local, domestic, and international.

Goals While the aims are open-ended, specific goals relating to four strategic developmental areas have been set. These goals are designed to be monitored and measured. The goals consider the position, roles, and responsibilities of all major stakeholders – students, staff, other institutions, Pacific communities (local and international) – and require an integrated institutional response. The goals are inter-linked: improved education outcomes are dependent on an effective learning environment; leadership development requires strategic collaboration; evidence from research will inform professional development initiatives. This reflects the integrated nature of elements of the strategy. The four targeted goal areas include:


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Goal 1: Improved Educational Outcomes Goal 2: Effective Learning Environment Goal 3: Foster Pacific Identity and Leadership Goal 4: Develop Collaborative Partnerships

GOAL 1: IMPROVED EDUCATIONAL OUTCOMES Academic advancement for Pacific students will be achieved through the following core areas:

• Improving entry, progression, completion, and success rates to equal those of the general population

• Developing school-to tertiary education-to workforce transitions • Implementing robust monitoring and accountability processes • Fostering a high quality Pacific research environment • Programmes that reflect and respond to community aspirations

1.1: Improving entry, progression, completion, and success rates to equal those of the

general population While Whitireia has the second highest ratio of Pacific tertiary students in Aotearoa New Zealand, and comparatively high completion and success rates (86.8% and 69.3% respectively), these nevertheless remain lower than for all other groups with the exception of Maori. This has associated implications for progression to higher levels of education. On a national scale, the 2010 Ministry of Statistics/MPIA report, “Education and Pacific peoples in New Zealand: Pacific progress 2010” (hereafter referred to as SNZ/MPIA report) notes the impact of literacy and numeracy levels on education, health, and employment across generations. Pacific people with higher level qualifications generally earn more than non-Pacific with the same qualification and the benefits of this extend to improved outcomes for entire families and communities, including educational outcomes for future generations. 1.2: Develop school-to-tertiary education-to-workforce transitions The SNZ/MPIA report (p. 12) notes that while student success rates are greatest for those who transition directly from school, Pacific students are largely not studying NCEA subjects that lead to higher learning. The result is that at a tertiary level Pacific students tend to enroll in lower level certificate programmes and a significantly higher percentage than the general population is enrolled in Foundation level courses. The polytechnic is well positioned to provide community information forums that would support students and parents to make informed choices about school subjects that open up pathways to higher learning and to work with schools to support Pacific students to adapt to the tertiary learning environment. This can be achieved through initiatives such as providing relevant and timely information, establishing peer support networks and mentoring programmes, and ensuring there are realistic opportunities for progression. “The core purpose of Whitireia is to build futures for our students and communities” by ensuring that “our students are highly productive in the workforce and have the confidence to develop satisfying careers” (Strategic Plan 2010-15). Like any tertiary education provider, an


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important role of Whitireia Community Polytechnic is to ensure graduates are work ready and have the relevant “skills, knowledge and understandings they need to be successful”. 1.3: Monitoring and accountability processes Whitireia Community Polytechnic documents reveal longstanding concern about overall Pacific success rates (see for example 2003 Whitireia Community Polytechnic Community Report p. 7). It is also evident that some programmes exceed targets and goals for Pacific students, thereby masking the real rates for both these and the most poorly performing areas that return the lowest rates. Clearly, given the comparative statistics over a number of years, any accountability processes have not been effective. Despite ongoing acknowledgment of the situation, and the setting and resetting of targets and goals for Pacific achievement, the situation has not improved (see Annual Report 2003 p.17-18). More recently, specific targets for Pacific achievement have not had the same profile as in previous years, thus rendering problem areas even more invisible and making accountability processes impossible to apply (see Annual Report 2008; 2010 Strategic Plan). The effectiveness of the strategy requires an institution-wide response based on the adoption of rigorous new policy, monitoring, and review procedures that specifically focus on the direction of Pacific achievement rates. 1.4: Fostering a high quality Pacific research environment Building Pacific research capacity at Whitireia Community Polytechnic has implications for all other aspects of the strategy including informing learning and teaching processes and assessment design, professional development for staff, and determining curriculum effectiveness. Furthermore, such research activity has the potential to demonstrate the polytechnic’s growing reputation in excellence. Whitireia is well placed to utilise emerging Pacific research frameworks based on Pacific values, cultures, and world views. This provides an opportunity to join a new wave of indigenous research activity internationally, between institutions, and with community. As well as facilitating collaborative partnerships (see Goal 4), such research activity would provide opportunities for new researchers to engage in conferences and symposia and to contribute to an international knowledge base and debate. 1.5: Programmes that reflect and respond to community aspirations This goal reflects the polytechnic’s location in a large Pacific community and as an established provider of programmes in the Pacific homelands. The SNZ/MPIA report, “Education and Pacific peoples in New Zealand: Pacific progress 2010” notes that Pacific student participation in tertiary education both in New Zealand and internationally is increasing more than any other ethnic group, and that, in Aotearoa/New Zealand, Whitireia has the second highest ratio of Pacific tertiary students after Manukau Institute of Technology (MIT). Given this situation, it is envisaged that all qualifications, particularly at diploma and degree level, will have a Pacific focus. Whitireia has already successfully pioneered such a focus in Bachelor of Social Work, Bachelor of Performing Arts, and Bachelor of Early Childhood Education degrees. The SNZ/MPIA report identifies a role for tertiary institutions to support those who have not achieved sufficient literacy and numeracy skills at school and notes that Pacific people want more qualifications for Pacific languages. Whitireia is in a good position to respond to this. (This is discussed further in 3.2). Furthermore, the report notes that while about half New


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Zealand’s Tertiary Education Organisations report developing relationships with Pacific communities, these are largely aimed at increasing student access and recruitment and are not about understanding and responding to community aspirations. Effective reciprocal engagement with Pacific communities, nationally and internationally, will provide mutual benefits whereby Pacific aspirations will be acknowledged and addressed and the institution’s credibility as a provider will be increased. Pacific peoples will send their families to places they trust.

GOAL 2: EFFECTIVE LEARNING ENVIRONMENT The best environment for Pacific student retention and success is one of quality teaching practice, quality student learning opportunities, and quality student-teacher relationships. Provision of such an environment requires

• Changing the deficit talk about Pacific achievement • Facilitating staff development so that all staff are familiar with delivery styles and

teaching strategies that are effective for Pacific students • Developing and maintaining effective student support services • Developing Pacific staff capacity to ensure that Pacific educational issues, concerns

and aspirations are represented and well understood throughout the institution • Establishing a Pacific Research and Development centre

The SNZ/MPIA report urges that, to make a difference to Pacific education outcomes, TEOs must provide learning environments that actively support Pacific students. Such an environment will have high expectations for student success. 2.1: Changing the deficit talk about Pacific achievement It is possible to begin to change the deficit talk by making Pacific students’ success stories visible both in the institution and in the community. Many Pacific students do achieve well over a range of programmes and qualification areas - and particularly in certain clusters in the institution. As a major provider, Whitireia can profile and celebrate these role models so contributing to a groundswell of resistance to the prevalence of presenting Pacific educational achievement solely in terms of a deficit model which automatically victimises learners. “What does it mean to (operate) in an environment that (consistently) negatively stereotypes one’s ethnicity?” (Southwick, 2001, p. 19). This necessity to change the talk was strongly reinforced by young people attending the 2009 collaborative symposium hosted by Whitireia. 2.2: Facilitating staff development – all staff are familiar with delivery styles and teaching

strategies that are effective for Pacific students “Cultural differences are not well understood or supported by many teachers, making their teaching less effective for Pacific students” (SNZ/MPIA Report, p. 61). While it is well accepted that the quality of teacher-student relationships is crucial, little explicit information exists about how to improve teaching of Pacific students. At Whitireia Community Polytechnic, teachers of Pacific students express good-will and intention and the wish to improve both student outcomes and their own teaching practice, but also acknowledge – and sometimes demonstrate - that they do not know how. Pacific staff struggle to explain what works; “We don’t need to explain us to ourselves”. The


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combination of excellent staff (Pacific and non-Pacific) and clusters of highly successful programmes provides opportunities for research to inform professional development across the polytechnic and beyond (see 1.5). 2.3: Developing and maintaining effective student support services Pacific staff describe issues of pastoral care as falling into three distinct areas related to: family and cultural obligations; personal issues that need professional help or intervention; and issues related to a developing level of self awareness resulting from the educative experience. An integrated approach to student support includes good staff-student relationships, the celebration of achievements, and the provision of pastoral support and mentoring. This means a support service that includes staffing proportionate to the Pacific student/staff ratio (see also 2.4 and Goal 3), and a demonstrated commitment by all staff to share in the responsibility of providing appropriate pastoral care for all students. An integrated approach prioritises access to learning assistance, academic guidance, and high quality relationships. It ensures consistency for all learners and, in particular, reduces the burden that falls on small numbers of committed staff to provide all aspects of pastoral care for large numbers of Pacific students. 2.4: Developing Pacific staff capacity to ensure that Pacific educational issues, concerns

and aspirations are represented and well understood throughout the institution The core purpose of Whitireia is to build futures for our students and communities, enjoying the trust of all its stakeholders, including Pacific peoples. It aims to develop relationships with its diverse communities and to be recognised as a quality education provider (Strategic Plan 2010-15). Increasing Pacific staff capacity is part of an integrated approach to strengthening the links between Whitireia and its Pacific community and to building its reputation as a place to trust (see also 4.1). At Whitireia there is evidence of high enrolments, completion, and success of Pacific students where there is a high ratio of Pacific staff. “A critical mass of credible educators has the will and the skill to create the kind of environment that invites Pacific students to take some risks” (Margaret Southwick). This is supported by experience cited in the SNZ/MPIA report, p. 58). 2.5: Establishing a Pacific Research and Development Centre The proposed Pacific Research and Development Centre would constitute the visible core of the institution-wide response to implementing the strategy. It will ensure the standard of service for Pacific students, both locally and internationally, that their families and communities can expect; the establishment of a monitoring, advisory, support, and leadership role for academic programmes, institutional initiatives, and community engagement; and oversee collaborative arrangements and the development of research capacity. A key role of the Centre will be monitoring and reporting on the implementation of the Pacific strategy.

GOAL 3: FOSTER PACIFIC IDENTITY AND LEADERSHIP Whitireia Community Polytechnic understands that the term “Pacific” implies both unity and diversity. Pacific includes Cook Islands, Niue, Tokelau (New Zealand citizens), Samoa, Tonga, and Fiji with smaller numbers from Tuvalu, Kiribati, Papua New Guinea, Solomon Islands, Vanuatu, and the small island states of Micronesia. Credibility and excellence in Pacific education is recognised by an institutional commitment to:


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• Respond to Pacific community development aspirations - including health, education, and economic - in an appropriate, affordable, and sustainable way

• Acknowledge and assuming a role for nurturing and maintaining Pacific languages and culture in the New Zealand context

• Awareness of potential adverse impacts of activity in the Pacific on language and culture

• Preparation of future leaders • The delegation of specific resources, particularly places of gathering, to foster Pacific

identity and a sense of belonging

3.1: Responding to Pacific community development aspirations including health, education and economic in an appropriate, affordable, and sustainable way

The Ministry of Education responds to Pacific development in its Pasifika Education Plan through Goal 12 which “Ensures the needs and aspirations of Pasifika communities are addressed by building strong connections between Tertiary Education Organisations and the communities they serve” (See also 1.5). As articulated in the SNZ/MPIA report “Key factors that affect Pacific students’ learning outcomes in tertiary education include home factors such as competing family demands, and institutional factors, such as the place of Pacific knowledge and experience within courses” (p. 12). Whitireia is well placed in the community to enhance its existing relationships and improve its responses to community development aspirations and raising Pacific achievement. It has already gained a reputation for its ability to do this through the unique Bachelor of Nursing Pacific and is in the position now to build on its successes and creative approaches to meeting industry and workforce needs. 3.2: Acknowledging and assuming a role for nurturing and maintaining Pacific languages

and culture in the New Zealand context The SNZ/MPIA report notes that there are larger Niue, Tokelau, and Cook Island populations in Aotearoa/New Zealand than in the homelands. Whitireia is in a position to help New Zealand meet its constitutional responsibilities to these New Zealand/Pacific citizens both here and in the homelands, particularly with regard to the support of language maintenance. Within the New Zealand context, recent developments have seen the inclusion of Tongan language in the New Zealand curriculum, and there is discussion about the responsibility of New Zealand to preserve the languages of the Cook Islands, Niue, and Tokelau. A strong argument is that these peoples are New Zealand citizens and with the majority of the populations now located in New Zealand, the home countries may soon lack the numbers to keep the languages alive. As New Zealand is highly influential in the region educationally, it has an ethical and moral responsibility to, at the very least, consciously and actively ensure it does not unwittingly or otherwise contribute to the erosion of language and culture of its Pacific neighbours and citizens (see also 1.5, 3.3). 3.3: Awareness of potential adverse impacts of activity in the Pacific on languages and

cultures Critical analysis of educational development activity in the Pacific shows failure. Despite enormous amounts of resourcing over the past 50 years Pacific states are generally even worse off than before, economically and socially. Without serious consideration of several critical factors, future projects risk contributing to this failure - particularly in terms of sustainability. These critical factors include the lack of inclusiveness or participation of


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communities, resulting in limited ownership and motivation; insufficient understanding by providers of appropriate relationship building and networking processes; the non-recognition and non-utilisation of Pacific expertise; the inappropriateness of transplanting programmes developed for other contexts into the Pacific (a “one size fits all” approach); and the bypassing of cultural values and processes. Whitireia has an established presence as a successful education deliverer in certain Pacific Island states. It is likely that this activity will be increased. Given the similarity of concerns facing education both in the Pacific and in New Zealand, Whitireia is in an excellent position to pioneer a new two-way paradigm of programme delivery. This has the potential both to ensure the establishment of more appropriate, empowering, and sustainable programmes in the Pacific, and to positively influence outcomes for Pacific students in New Zealand. The polytechnic is mindful that programmes developed in New Zealand reflect the cultural contexts, values, and beliefs of New Zealanders. Transplanting these programmes for delivery in the Pacific raises concerns about the “fit” between diverse cultural contexts and lived experience, and ignores the presence of indigenous knowledge underpinning and maintaining Pacific cultures. Programmes developed for the New Zealand context are likely to require modification for delivery in the Pacific and, ethically, need to be subject to the same rigorous approval systems as any new programme the Polytechnic implements. 3.4: Preparation of future leaders This is a key response to community aspirations for Pacific peoples to be represented at every level of society and aligns with goal 2.4 regarding the development of Pacific staff capacity at Whitireia Community Polytechnic. This requires well identified, accessible pathways for promotion and progression as well as opportunities for leadership and mentoring. Pacific communities aspire to develop leaders of influence and credibility attained through service and educational achievement. Many Whitireia Pacific students, staff, and community have links with various initiatives that are actively engaged in developing future Pacific leaders. There is potential here for Whitireia to be engaged in collaborative initiatives that inspire and support Pacific leadership (such as the Leadership Pacific vision to mentor and nurture 1000 New Generation Pacific leaders by 2015). 3.5: The delegation of specific resources, particularly places of gathering, to foster Pacific

identity and a sense of belonging A space for gathering is regarded as an integral part of an optimum learning environment for Pacific students. Staff support this with the following comments: “Research shows that when Pacific activity/enterprise is concentrated all things flow from it. It becomes a central place of energy, synergy and visibility”; and “A place where both staff and students feel comfortable to share ideas culturally, spiritually and mentally/cognitively”. That Ako Ake Café is used largely by Pacific students shows that such spaces will be well utilised. Popular features of Ako Ake Café are that it is child friendly, has after hours access, tea and coffee making facilities, provides computers, students can take food there and it generally has a friendly, welcoming atmosphere – “It’s a home away from home”. It is important that such spaces are highly visible, easily accessible and, like the library and cafeteria, are hubs of the campus.


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GOAL 4: DEVELOP COLLABORATIVE PARTNERSHIPS Whitireia Community Polytechnic and Pacific stakeholders will gain mutual benefits, trust, and confidence by working together to

• Establish culturally appropriate collaborative processes for consultation • Build strong collaborative links across the Pacific academic community, domestically

and internationally • Foster opportunities to connect Pacific peoples based in New Zealand and in the

Pacific homelands As Whitireia seeks to expand its role in Pacific education, it is essential that its vision of excellence for Pacific education is informed by one held and contributed to by Pacific peoples themselves. Unique links between Maori and Pacific communities, the Whitireia commitment to Te Tiriti o Waitangi, and its relationships with local iwi provide the potential for unique solutions to similar educational issues, Furthermore, established relationships and links with Weltec, Manukau Institute of Technology, and Best Pacific support and create opportunities for initiatives that benefit Pacific communities. 4.1: Establish culturally appropriate collaborative processes for consultation The local Pacific community has always had a key role to play in the life of Whitireia - as a strong representative group in the establishment of the Polytechnic through to contributions to programme development. As Whitireia seeks to both expand its reach into the Pacific and to meet the education demands of its local population, it is necessary to match the complexity of such needs with appropriate consultative processes. This requires a highly visible, integrated approach that connects Whitireia to its local and international Pacific communities. It involves a well resourced, clearly defined advisory role that is utilised by every level of the Polytechnic in matters of consultation and engagement. 4.2: Build strong collaborative links across the Pacific academic community, domestically

and internationally Many key concerns regarding education in the Pacific parallel those related to Pacific education in New Zealand, not least the general underachievement of Pacific students. Key to both contexts is the need for values-based approaches to education, and the maintenance of cultural diversity and language sustainability in a global environment. In response to this, the New Zealand Government has reinforced its commitment to improving Pacific people’s wellbeing through the implementation of key targets and goals in education aimed at raising levels of participation, retention, and achievement. A key value in Pacific contexts is reciprocity. In collaboration with Pacific expert advisors, New Zealand government agencies have developed guidelines to direct and inform involvement in Pacific research and education activities. In an environment that has historically employed a “one way” process, whereby “expertise” has flowed from New Zealand to the Pacific, such collaboration indicates the potential for a new two-way paradigm based on reciprocity. Such reciprocal engagement is essential to ensure that Pacific education projects are appropriate, affordable, and sustainable; consider implications for culture and language as well as for economic development; and focus on communities’ development, not purely programme delivery.


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Strategic relationships with key Pacific educators both in the Pacific and New Zealand will be enhanced through collaboration in research and educational activities, international conferences, and exchange programmes. Issues pertaining to Pacific education achievement transcend individual institutional priorities and constitute a “community of mind” suggesting there are benefits to be gained from cooperation, formal and informal, rather than competition between institutions. 4.3: Foster opportunities to connect Pacific peoples based in New Zealand and in the

Pacific homelands Whitireia presence in the Pacific provides the opportunity for reciprocal engagement with benefits for each community. Pacific staff at Whitireia have expressed feelings of pride at being able to contribute to their homelands in following ways

• Contributing to the sustainable development of the homelands • Enabling people to acquire their education in the Pacific • Providing a pathway to further education and work opportunities, locally and

internationally Conversely, staff feel that Whitireia activity in the Pacific provides Pacific peoples based here with a source of cultural connection to the homelands - based on emotions, maintaining connections, and utilising indigenous Pacific knowledges. “Without this connection, it’s just a memory”. There are benefits for the institution in being perceived as having this “connecting” role. “Pasifika families have strong links to their Pacific Island roots with intergenerational ties playing a major part in identity and aspirations. Achieving here (N.Z) is seldom done in isolation from their roots, and these strong connections can open doors to the Pacific communities….A strong relationship with Pacific neighbours is critical to the (Pasifika Education) plan building on strong Pasifika cultures, identities and languages to raise Pasifika presence, engagement and achievement” (Education Review – Teach International 2010, p. 24).

CONCLUSION While building on successes of the past, the Whitireia Pacific Strategy represents a new approach to advancing Pacific peoples’ educational aspirations both domestically and internationally. It constitutes a timely and rigorous response to national and sectoral documents and direction (Tertiary Education Strategy 2010-15; Pasifika Strategy for the New Zealand Qualifications Authority 2009-2012; Pasifika Education Plan 2008, Ministry of Education; SNZ/MPIA 2010 report), and it assists Whitireia to meet its stated obligations to its Pacific communities. The goal areas cover a wide range of aspects of the institution: academic advancement; the learning environment; issues of identity, culture, and leadership; and collaboration, consultation, and partnership. While a fulltime position constituting an overseeing/coordinating role is regarded as essential, due to the wide range covered by the goal areas successful implementation of the strategy ultimately requires an integrated, institution-wide response. The Strategy’s ultimate success will be measured by

• Improved educational outcomes for Pacific students • The development of a Pacific research capacity


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• Development of more Pacific-centred courses • Increased Pacific staff numbers across the institution • Successful meeting of targets • Reciprocal, mutually beneficial relationships and collaborations with communities,

tertiary partners, and Pacific countries.


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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

• Falepau, L. and van Peer, L. (2007). A vision of Diversity: developing a model of excellence for the delivery of Pacific education. Research paper.

• Graves, A. (2009) Educational Outcomes Investment Strategy. Whitireia Community Polytechnic

• Southwick, M. (2001). In Newport, C. and Mafile’o, T. (Eds.). (2001). Tu Mau. Social Work Review. Vol.xiii. no.3

• Whitireia Community Polytechnic Annual Reports. (2003, 2004, 2005, 2006, 2007, 2008)

• Whitireia Community Polytechnic. (2004). Charter. Policy P1/1/1. In Whitireia Community Polytechnic Manual. Author.

• Whitireia Community Polytechnic http//www.whitireia.ac.nz/about/documents/WCP_Charter.pdf

• Whitireia Community Polytechnic. (2005). Profile 2006-2008.

• Whitireia Community Polytechnic. (2006). Profile 2007-2009.

• Whitireia Community Polytechnic. (2007). Investment Plan 2008-2010.

• Whitireia Community Polytechnic Community Reports (2003, 2005).

• Whitireia Community Polytechnic (2001) Towards 2010: Strategic Directions For Whitireia Community Polytechnic.

• Whitireia Community Polytechnic (2010) Strategic Plan, 2010-15.

National documents • Anae, M., Coxon, E., Mara, D., Wendt-Samu, T., Finau, C. (2001). Pasifika Education

Research Guidelines. Report to the Ministry of Education. Auckland Uniservices Ltd.

• Health Research Council of New Zealand. (2004). Guidelines on Pacific Health Research. http://www.hrc.govt.nz

• Ministry of Education Pasifika Education Plan. (2001). NZ: Author

• Ministry of Education Pasifika Education Plan 2008-2012. NZ: Author

• Ministry of Education. (2002). Tertiary Education Strategy 2002/07. New Zealand: Author.

• Ministry of Education. (2007). Tertiary Education Pasifika Strategy 2007-12. NZ: Author

http://www.hrc.govt.nz/�


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• Ministry of Education. (2010). Tertiary Education Pasifika Strategy 2010-15. NZ: Author

• Ministry of Pacific Island Affairs. (1999). Pacific vision report series: a series of reports that examines the social and economic status of Pacific peoples. Wellington: Author

• Ministry of Pacific Island Affairs (2001). Pacific Consultation Guidelines. Wellington: Author. http://www.minpac.govt.nz/resources/tools/frameworks/consulting

• Ministry of Statistics and Ministry of Pacific Island Affairs. (2010). Education and Pacific peoples in New Zealand: Pacific progress 2010. Wellington: Author

• Ministry of Statistics and Ministry of Pacific Island Affairs. (2010). Demographics of New Zealand’s Pacific Population: Pacific progress 2010. Wellington: Author

• New Zealand Qualifications Authority. (2009). Pasifika Strategy for the New Zealand Qualifications Authority 2009-2012. NZ: Author

• Tertiary Education Commission. (2004). Inspiring Excellence for Pacific Peoples throughout Tertiary Education: The Tertiary Education Commission’s Pacific Peoples Strategy 2004 to 2006 and beyond. Wellington: Author.

• Vause (G.) (2010). Building Bridges across the Pacific. In Education Review (2010). Teach International (pp. 24-25).

Other • C.Macpherson, P. Spoonley, and M. Anae (Eds.). (2001). Tangata o te Moana Nui. The

evolving identities of Pacific Peoples in aoatearoa/New Zealand. NZ: Dunmore Press Ltd.

• M. Durie, S. Tu’itahi, S. Finau, & Pasifika @ Massey Network (2007). The Pasifika @ Massey Strategy: Enroute to Cultural Democracy. NZ: Massey University.

• Pene, F., Taufe’ulungaki, A., and Benson, C. (Eds.). (2002). Tree of Opportunity: Rethinking Pacific education. Suva: Institute of Education, University of the South Pacific.

• Sanga, K., Chu, C., Hall, C., and Crowl, C (Eds.). (2005). Rethinking Aid Relationships in Pacific Education. Wellington: He Parekereke Institute for Research and Development in Maori and Pacific Education, Victoria University of Wellington. Suva: Institute of Education, University of the South Pacific.

• Sanga, K. and Chu, C. (Eds.). (2009). Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders. Wellington: He Parekereke Institute for Research and Development in Maori and Pacific Education, Victoria University of Wellington.

• Southwick, M. (2001). Pacific women’s stories of becoming a nurse in New Zealand: A radical hermeneutic reconstruction of marginality: a thesis presented for the fulfillment of the requirements for the degree of Doctor of Philosophy: Victoria University of Wellington. NZ

• Tupouniua, S., Crocombe, R., & Slatter, C. (Eds.). (1975). The Pacific Way: Social issues in national development. Suva: South Pacific Social Sciences Association.

http://www.minpac.govt.nz/resources/tools/frameworks/consulting�

Documents

Pacific Strategy