Māori achieving education success as Māori How policy travels… setting expectations

Māori Success is NZ Success  Educational success critical for NZ future economy and productivity  Right of every learner to be successful  System responsibility  Successful educational experience that reflects and affirms Maori identity, language and culture

The challenge over the next few years…  “…will centre on how the system as a whole can leverage off the progress made to date to mobilise the collective capability and creativity of partnerships between the centre, the sector and community to enable innovation to work more efficiently and effectively in the interests of Māori learners”

high expectations for allmost prevalent Treaty of Waitangileast evident cultural diversityleast evident inclusionmost prevalent learning to learn(middle level responses) community engagementmost prevalent coherenceleast evident future focus(middle level responses) ERO evaluation: how NZC principles are evident in school curricula & practiced in classrooms (67 primary schools, 42 secondary schools - Terms 3 & 4, 2010)

Scenario Workshop  Engage in unpacking ‘real life’ scenarios  1 “ is that fair?””  2 “ I gave them the opportunity…”  3 “ we cant make a difference…”  4 “this all takes time, you know…”  5 “ we tried and it didn’t work…”  6 “its too risky!”  7 “we thought we had nailed it…” 

Task  In tables for 20 minutes  Unpack the assigned scenario  Based on your shared knowledge, expertise and experience, discuss how you would address/approach the issues  Split into ‘partner tables’ for 15 mins  Share and discuss againin new tables  Regroup – both tables for 10 mins  Choose a Chair and agree on key points and actionable insights to share with whole group  Report back -5 mins per group  Share your scenario  Share your actionable insights

Ka Hikitia – Managing for Success April Strategy launch MarchCabinet Mid term review MayFurther Interim review 2013 Final Evaluation

System performance for Māori

100 Māori children who start school in 2011… MāoriPākēha 8998Will have participated in early childhood education prior to school 8770Will go to school in the North Island 6016Will attend a decile 1-4 school 171Will enter Māori Medium Education 184Will not have achieved basic literacy and numeracy skills by age 10 31Will be frequent truants by year 9/10 52Will be stood-down from school 6683Will continue studying at school until at least their 17 th birthday 3413Will leave secondary school without a qualification 166Will become disengaged from any of education, employment or training by age Will leave school with NCEA Level 2 or better 2049Will leave school with a university entrance standard 1025Will attain a bachelors level degree by age 25

Mid Term Review Findings…since 2008…  Overall SLOWER than expected rates of progress however…  Some positive progress in meeting some Māori student targets  Some pockets of success in individual schools  Some promising progress in local initiatives and programmes across ECE, Schooling and Tertiary  ERO (2010) report schools who give affect to Ka Hikitia have made statistically significant gains for their Māori learners  Increased optimism and number of iwi relationships (currently 50)  New policy settings put in place  New measurable gains framework tools in place

Māori learner results to date Participation in early childhood education % % NCEA Level 2 qualifications % % Retention rate of Māori learners to 17 years old % % Access to special education early intervention services 2009/ % 2009/ % More Māori are enrolling in Bachelors Degrees % % Māori language education participation remains steady %

Ministerial expectations  Step up intensity of action to drive a faster rate of improvement to implement Ka Hikitia and work with iwi  Increase gains for Māori learners through national flagship policy/programmes  Co-ordinate a plan with education sector agencies to increase system level performance  Stretch targets and meet them over next five years through business priorities  Report back sooner to Cabinet with an additional report in 2012

Priorities in PLD  Closer analysis of where the difficulties lie  system coherence  provider performance  professional capability  Flexibility and responsivity to Māori learner needs and aspirations  Greater engagement and involvement of iwi in PLD

Expected results from PLD  The identity, language and culture of Māori students and their whānau are embedded into PLD and teacher practice  By end of 2011 accelerated progress for Māori students towards population mean  In three years the achievement profile of Māori student within indepth schools is consistent with Pakeha population achievement distribution  Sustained achievement gains for Māori learners in the indepth schools within 5 years

Stretch Targets

Māori enjoying education success as Māori Creating an environment for system success that works for and with Māori

Building on what you have done so far…putting the pieces of the puzzle together

Summing Up- discuss in your groups…  Your practice and next steps?  What does the ministry expect from you as providers?  What are your next steps to ensure you have the capability?  Our hui facilitation and next steps?  What has worked well over the course of the day?  What suggestions do you have to improve the success of the day?

Line of sight …

Your success …

…is their success…

…is New Zealand’s success