Nga Piki Nga Heke The Many Challenges An effort to identify the need to develop cultural capacity in our future generation in light of New Zealand’s changing population mix Lynne Curran, School of Applied Technology Jenni Tupu, School of Computing & I.T.

The Present Why are there recurring trends of poor success and lower participation rates for Maori and Pasifika students? In Secondary School education? In Tertiary education?

Some Answers? Colonisation Assimilation Pedagogy Lack of culturally responsive learning Acknowledgement of different world views Low socio-economic status Cultural disparities

Secondary School Highest Attainment Maori Boys Maori Girls Pasifika Boys Pasifika Girls Pakeha Boys Pakeha Girls No NCEA53%43%41%32%26%18% NCEA Level 1 19%18%20%16%17%13% NCEA Level 2 20%26%29%36%29%28% NCEA Level 3 8%13%10%16%28%41% School leavers highest attainment

Tertiary Education More than 80% of Maori and 70% of Pasifika is at sub-degree level Participation at University is one third of Pakeha

Population NZ Population census

Future NZ By 2050 more than half NZ population will be of Maori and Pasifika descent. If our youth are failing in the education sphere now - how will this evolve by 2050?

Doom and Gloom Destined for low skilled employment Dependency on government hand out Casual labouring roles Less likely to gain permanency with opportunity for professional development and employment benefits

A Perfect World As Maori we would have the Cultural Capacity be confident enough to enter education at any level A lifelong learning pathway would be clear and obvious to our youth

Goals Durie’s ‘Framework for Considering Maori Education ’ Maori to Live as Maori Participate in Society, standard of living and health Provision of culture in education MoE Pasifika Education Plan Effective Community Relationships

Strategies Wananga ability to successfully provide an alternative learning environment Increased participation and learning by Maori and other groups including international students Collaboration between government and community groups to co-ordinate appropriate support systems Focus on secondary school success

Communities Accepted form of support by learning institutions Acknowledgement of community contribution to student learning Encouragement of communication, consultation and commitment

Role models Social acceptance of continued education Exposure to role models Educational Promotion Campaign with identified successful role models Strategy to address social perception of education

Conducive Environment Manaakitanga Mana Motuhake Nga turango takitahi me nga mana whakahaere Waananga Ako Kotahitanga Bishop’s Te Kotahitanga Research Project

Holistic Support Need for support to be integrated into normal classes Limited perception of the types of support that would be gained from some services Students may not be aware of what they need and tend to deem support to only be for academic purposes

Breaking the Cycle Celebrate diversity We can make a difference Environment that celebrates us

Questions? E aku rangatira, he aha te mea nui o tenei ao? Maku e kii atu, he tamariki, he tamariki, a taatou tamariki Where does the future of our world lie? In all our children!