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Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau
Claire Stirling-Hawkins
He aha te mea nui o te ao?
Ko te whānau
What is the most important thing in this world?
It is family.
Whakatauki - proverb
Overview of presentation
• Background of pilot programme
• Purpose and timeline
• Findings:• Cohorts 1, 2 and 3 • Whānau• Rangatahi • Professional practice
• Emergent model
• Next steps
• Questions.
• Career Services• Values, primary goal and target group
• International review• Professor Tony Watts challenges
• Māori Strategy• Professor Mason Durie’s priorities
• Government priorities
• Partnerships.
Background
Purpose
• How to better engage Māori whānau
• Find out what services Māori whānau want
• Explore the present decision-making practices of Māori whānau
• To have an evidence base that can be shared with other agencies.
Timeline
Phase 1 Scoping and evaluation plan development
Mar – Apr
2009
Phases 2 & 3
Direct delivery to three x
whānau cohorts
Stakeholders monitoring and review
External evaluation
May – Oct
2009
Phase 4 Dissemination of findings Nov 2009
Cohort 1
• 9 in Whakatū (4 x THNR, 5 x Iwi-based)
• 9 in Manawatū (5 x THNR, 2 x KKM, 2 x MOE)
• Some involvement in Kaupapa Māori education evident
• First intergenerational and larger whānau group setting
• Majority - individuals and dyads representing whānau
• Whānau profiles starting to emerge.
“Kura and schools are the main links to
information outside of this whānau”- Whānau 1104
“Knowing I’m Māori and knowing how to be Māori is important”
- Whānau 2107
“To be a decision maker in our whānau is to trust that the right decision will be made”
- Whānau 2105
Cohort 2
• 9 x whānau in Manawatū only (5 x THNR, 2 x KKM, 2 x MOE)
• Heavy involvement in Kaupapa Māori education
• Whānau profiles ‘pluralistic’ in nature
• Some larger whānau group settings (4-5 people)
• Second intergenerational whānau group setting
• Majority – still individuals and dyads representing whānau.
“Being whānau is a huge part of life … decisions
are influenced to align with development of being
whānau: te reo, moteatea, ethnicity recognition,
diverse and individual” - Whānau 1214
“Being whānau drives the determination to
succeed, and contributes to whānau well-being”
- Whānau 1107
Cohort 3
• 5 x whānau in Whakatū (THNR)
• Comfortable standard of living (ESLI)
• 8 whānau in Manawatū (4 x THNR, 4 x Alt Ed)
• Lower decile areas, some-severe hardship (ESLI)
• Alternative Education, some mainstream and kura kaupapa rangatahi
• Diverse whānau – all profiles evident.
“Proud and lucky to be Māori … positive thing …makes me strive harder to achieve”
- Whānau 1319
“Being a positive role model to non-Māori aboutthings Māori when not brought up in the
language or customs can be an influence andchallenging”
- Whānau 1213
“Take me as I am or don’t take me at all”- Whānau 1322
Whānau findings
• Whakawhanaungatanga is key
• Reliance on kura and schools for education in career guidance
• Capability building for whānau.
Rangatahi findings
• Engagement with rangatahi was dependent on successful and meaningful engagement with parents/guardians
• Tailored group guidance for rangatahi
• Importance of follow up for rangatahi.
Professional practice findings
• The relationship is the career plan
• Māori utilise existing networks for career guidance and advice
• Whānau have a hierarchy of need.
Emergent model
He whiringa takitahi, ka hunahuna. He whiringa ngātahi, ka raranga, ka
mau.
If you plait one at a time, the ends will fragment. If you
weave together, it will hold.
Whānau guidance model
Principles: Ngā Mātāpono Strands: Ngā Aho Goals: Ngā Whāinga
1. Whakatau Engaging MihimihiWhakawhanaungatanga Whakapapa connections
2. Whānau awareness He āronga ake ā whānau
Appraising Needs analysisPurpose & directionEstablishing the framework
3. Whānau readiness He whakaritenga ā whānau
Exploring Whānau group schedulesWhānau descriptorsWhānau card sorts
4. Whānau potential He pūmanawa ā whānau
Building Meaningful dialogueRaising expectationsGroup facilitation
5. Whānau decision-making He hanga kaupapa ā whānau
Strengthening Goal settingWhānau action planReferrals, reflections & reviewFollow up
6. Poroporoaki Summarising MihimihiWhakawhanaungatanga
Next steps: Career Services
• Refining the Whānau Guidance Model
• Māori and Pasifika Strategic Framework
• Whānau Guidance manual and national roll out (including training)
• Advising other agencies that are supporting Māori and Pacific young people and adults
• Pacific Aiga Decision-Making Pilot Programme.
Next steps
Ministry of Education
• Inform the wider MOE work programmes around the interface between secondary and tertiary students and education
Te Puni Kōkiri
• Inform policy development in promoting a whānau based approach to social development, in recognition of the whānau as the core unit of Māori culture and society.
Acknowledgements
Conclusion
Ko te whānau te puna o te oranga
Family is the spring of life.