Mss for tpa strategic hui 14 apr

Māori Success StrategyAcademic Advisors Strategic hui – TPA 14 April 2011

The Purpose of Education Royal, Te Ahukaramu.2007

“The purpose of education is to facilitate the flow and experience of mana In the individual and in his/her community. The ‘fullness’ of life was Considered to be a function of the degree and quality of mana at playIn a person’s life. The outward expression of mana in the life of the Individual is evidenced not only in the skills, attributes and talents – Expertise and skill is widely celebrated – but finally in their ‘spiritual authorityTheir intuitive and wisdom filled knowledge and insight of knowing what,When, how and why to do something.”

mana tangata, mana whenua, mana atua

Contacts

Project Sponsors David Coltman, Executive Director, Student and

Community Engagement Scott Morrison, Director Maori Student and

Community Engagement

Project Co-ordinators Carol Ngawati, Educational Partnerships

Manager Nika Solomon, Strategic Engagement Projects

Manager

Context: Why do this?

Māori Success Strategy

Government tertiary education strategy: Success

for Maori

Unitec Strategic directions:

Identified as key shift project

Te Noho Kotahitanga: Our

bicultural responsibility

Persistent statistical gaps in retention and

successFindings from

Student Life Cycle Project + other

relevant research + community needs

Project Overview - Approach

Strengths based approac

h

•Looking for what works•Not about fault or failure•Development of sustainable and workable actions and strategies

•Adds value to existing initiatives and curriculumBicultu

ral approa

ch

•Partnership – working together•The practice of TNK•Takes everyone to make the ‘waka’ go forwardAction

approach

•Concrete•Specific•Measurable•Not another report!•Transformative institutional change

feedback from staff interviews

What is your vision for Unitec Graduates?

Employable/work ready

Growth as a person

in confidence, skills

and resilience

Widening of

horizons with a greater

appreciation of

diversity

Making a contributi

on to society

What is your vision for Maori Graduates?

Achieving success as

Maori

Being supported in their identity

That all students

benefit from a bicultural

perspective


In what ways do governance, leadership and evaluation arrangements at Unitec ensure that Māori students are successful?

Top-down modelling

(walking the talk) and

backing up the rhetoric with policy

and resourcing is

required

Current processes and structures are predominantl

y mono-cultural and

frequently act as barriers

The emotional commitment to the partnership

(which is strong and real) is not

supported by practical,

measurable actions,

policies or resourcing


How many Māori are in leadership positions or key decision making positions in your department?

None or minimal Maori in leadership roles where they have power to

effect change

Mana is bestowed

upon Maori staff who are

seen as knowledgeabl

e and they become the ‘mouthpiece’

for things Maori

Maori staff therefore take

on extra responsibilitie

s for things Maori


What is your understanding of the term Matauranga Māori? (Answers ranged along a continuum)Maori staff seen as key resource in departments

Don’t know

Adding a Maori ‘dimension’ to

curriculum

Understanding of te reo, tikanga,

partnership, history, issues, philosophy and ways to engage


Are you able to identify or point out elements of Matauranga Māori in your programme?

Inconsistent application across the institution

and a general sense of not

being too sure what it is

Pockets of good practice that utilise te reo, tikanga,

historical critique, icons,

inclusive pedagogies

etc

Others have not

incorporated it as they lack

confidence and don’t wish to be

tokenistic in their

approach


How are you supported to include Matauranga Māori in your programme to add value to the Living Curriculum?

A general consensus that there

is no specific targeted

support for adding MM

to curriculum, but people want the guidance

Only those who have a

personal relationship with other Maori staff members said they felt they

could access support

Maori staff often take the lead on things Maori but

it is in addition to their role and workload

Staff initiatives to develop

their knowledg

e and understanding are entirely

self-directed


How do you engage Māori students to ensure they are participating, are successful, and are progressing to higher qualifications?

Good Practice examples

•Having high expectations of Maori students•Believing that all students including Maori are inherently capable of success•Taking time to build positive relationships with students, especially in a 1:1 context•Utilising a range of inclusive pedagogical practices

Developmental challenges•Deficit thinking about Maori :•‘at risk’•tactile learners •problems at home•health issues•Tokenistic ‘tick box’ additives to practice•No specific strategy, approach or resource allocated to engaging with Maori


How are you supported to ensure that you have the capacity to successfully engage with Māori?

(Support can consist of: management support, professional training, mentoring, modelling, sharing of good practice, resourcing, policies, cohesive targeted strategies.)

General consensus is that staff are not supported

Personal development of staff is self

driven because of their own interest to

learn/change

Staff support each other in their efforts


In what ways are the Māori community involved in the planning, delivery, and evaluation of your programme?

Pockets of good

practice evidenced

by collaborative projects, advisory

boards and other

educational partnership

s

Other areas

exhibit little or no external

community input and what does happen is

often initiated by Maori staff

A cohesive communit

y engageme

nt framework for the institution is required

An unclearness exists

of WHO is the

community


DRAFT GOAL - Subject to feedback from consultation hui participants

OVERARCHING GOAL

Maori students are succeeding as Maori and their success and retention rates are equal to or better than other Unitec students cohorts.

What I value about MSS

• Maori participation, retention and success is everyone’s business• A Maori strategy to truly articulate the

principles of TNK/TOW• A genuine desire to build the leadership of

Maori students and staff• The vision of becoming a Bicultural Institute

of Technology unique to the urban context• An acknowledgement of matauranga Maori• An attempt to be more explicit and

consistent• The new Maori positions • Active involvement of Maori community

What have we got?

Te Noho Kotahitanga: The Partnership Vision

Te Noho Kotahitanga marae

Maia Maori Development Centre

Highly qualified Maori staff

Maori research capability

Legitimate Maori groups in place - Runanga, TNK committee, TRM staff association, TWAC,

Bicultural curriculum in small pockets of the InstituteRelationships with community in the form of MOU’s (Ngati Whatua, Awanuiarangi Te Rau Matatini)

What do we need?

Major Resourcing

More qualified Maori staff to deliver Unitec’s strategies (eg. Elearning strategy)

What was missed?

Design of project team

Limited vision - What does it mean in practice to be a bicultural Institute of Technology

Revitalisation of Te Reo Maori through programme development

recognition of existing Maori groups to inform strategy– transformative change requires wider design group

foresight to resource immediate application of MM (Curriculum renewal process)

Clarity of the authority/ autonomy Maori will have in the new matauranga Maori positions to drive bicultural strategy

strength of the student voice is absent

.

What we can do now?

• More doey then hui•Areas to strengthen through PD

•how to construct strong Maori identity in the classroom

•How best to revitalise Te Reo Maori at Unitec?

•What does Matauranga Maori mean for staff and students at UNITEC?

•How do we embed / integrate matauranga Maori respectfully?

•Identify the key assets already in place to inform MSS. How can they be most•Useful to the strategy?

Mana tangata, mana atua, mana whenua

Its all about the relationships . What type of relationship do we need to grow acaring community to motivate, empower, and

restore themana of Maori