Mason Durie

1. How can full Māori participation in tertiary education be achieved ?

2How can tertiary education contribute to the realisation of Māori aspirations ? Tuaropaki Trust

 Acquisition of knowledge and skills  Personal gain  Educational merit  Institutional leadership  Tertiary education as an endpoint  Transfer of knowledge and skills  Societal gain  Translational merit  Māori leadership  Tertiary education as a means to an end

 How can full Māori participation in tertiary education be achieved ?  How can tertiary education contribute to the realisation of Māori aspirations ? The Two Questions are related but the first is primarily about student learning while the second is focussed on the translation of TEIs’ broader objectives into gains for te ao M ā ori

 Four goals for the first question (‘… full participation in tertiary education’)  Māori entry into Tertiary Education  Māori student success  Māori staff at all levels and across all TEIs  Māori knowledge in the curriculum

Case Studies will be used to identify success factors for both questions  Four goals for the second question (‘..contribute to the realisation of Māori aspirations’)  A well qualified workforce  Flourishing Whānau  Iwi strategies  Māori participation in the globe

1. Māori entry into Tertiary Education Tu Toa – bridging the secondary - tertiary divide 2. Māori student success Te Rau Puawai – fostering high student achievement 3. Māori staff at all levels and in all institutions Te Rau Whakapūmau – well qualified Māori academics 4. Māori knowledge in the curriculum MKD – incorporating mātauranga Māori

Participation in Tertiary Education Bridging the secondary - tertiary divide  Tertiary Scholarships  Ngarimu VC Scholarships 1945  Māori Education Foundation 1960  Iwi scholarship programmes  Training Porgrammes  Teacher Training Colleges  Hospital based Nursing  Diversity in Tertiary Education Institutions  Universities, Polytechnics, Wānanga, PTEs  Secondary School Initiatives

EXCELLENCE in academic attainment EXCELLENCE in Sporting accomplishment STRONG & CONFIDENT as Maori Participation in Tertiary Education TŪ TOA – bridging the secondary - tertiary divide 2005

Integrating Health, Sport, Tikanga & Whānau Engagement with Education

 National Representation in sport  100% NCEA Pass rates  TEI Partnerships  Marae engagement  Progression to Tertiary Education

 Established in 1999 at Massey University  Scholarship Programme  Health-related academic programme  Extramural students, mostly working fulltime  Funded by Health Workforce NZ (formerly Ministry of Health)

 Whānau approach to learning  Group commitment to kaupapa Māori and health  Dedicated core staff ▪ Kirsty Maxwell-Crawford, ▪ Monica Koia, & Robyn Richardson  Regular telephone contact  Academic counselling  Full fee + travel scholarships

Year Contract ExpectationsResults 1999 – graduates by graduates 2004 – additional graduates by graduates 2007 – additional graduates by graduates 2010 – additional graduates by graduates Total Paper Pass Rates 90% Grade average B+ - A 47 Masters degrees 5 PhD grads 5 D Clin.Psych grads

 Established at MU in 2001  Building Māori academic capacity  Te Mata o te Tau  (Academy Māori Research & Scholarship)  Enhanced Doctoral programme  Research across a wide range of subject areas  The Goal:  25 PhD graduates by the end of decade one (2010)

 Māori Massey doctoral completions  1990 –  2000 –  Academic staff doctorates  Massey & other TEIs 16  Subject Areas  Education, Science, Māori Studies, Business, History, Nursing, Psychology

 Māori in Universities  Te Reo Māori, Anthropology  The impact of Whare Whakairo  Wānanga  Tikanga Māori: curriculum & pedagogy  Māori focus in various subjects  E.g. law, health, science, commerce  Research protocols  Kaupapa Māori research  PBRF Te Kupenga o te Mātauranga A.T. Ngata Te Rangi Hiroa Te Wānanga o Raukawa Awanui-a -rangi Aotearoa

 Performance Based Research Fund (PBRF) introduced to measure research outputs in 2003  Māori Knowledge and Development (MKD) recognised as a separate panel  Based on the methodology used in the research (rather than the subject area)  Assessed by Māori academics from a range of TEIs

‘The guiding principle for coverage is that the panel will consider all evidence portfolios where there is evidence of research based on Maori world-views … and Maori methods of research.’ ‘the broad theme areas covered by the panel will include: te reo Maori, Tikanga Maori, wairuatanga, cultural development, social development, economic development, political development and environmental sustainability.’

Building on earlier efforts to include te reo Māori and tikanga Māori within academic agendas, PBRF has recognised mātauranga Māori as a distinctive knowledge system that has merit alongside other systems of knowledge

1. A well qualified workforce Medical affirmation programme 2. Families of Mana Pāharakeke Research Priority 3. Iwi strategies Hopuhopu MBA 4. Global participation First Nations Futures Institute Stanford University

 Introduced at Otago University Medical School in 1900  Priority entry for 2 Māori students  The first students:  Te Rangi Hiroa (Peter Buck) & Tutere Wirepa  Later applied to Auckland University (Maori and Pacific Admission Scheme - MAPAS) Te Rangi Hiroa Tutere Wirepa

 Māori medical students (1%)  Māori medical students (1%)   Māori medical students (14%) Current approach  Māori students required to have:  the minimal qualification - 4xBs.  there is no quota system  The pass rates are nearly 100% Māori Health Workforce Development Unit Assoc. Prof. Jo Baxter Māori Learning Support Te Huka Matauraka Pearl Matahika Jo Baxter

 The rationale for the affirmative action is not only based on equitable representation in the workforce but (more importantly) on accelerating gains in Māori health  More Māori doctors may (or may not) achieve higher standards of health for Māori but early evidence is promising. Te ORA Peter Tapsell Henry Bennett Paratene Ngata Eru Pomare

 Nga Pae o te Māramatanga  Māori Centre of Research Excellence  Established in 2002  Research Priorities Optimising Māori economic performance 2. Sustaining Māori distinctiveness 3. Fostering Te Pā Harakeke: understanding, achieving and maintaining healthy and prosperous families of mana and the lessons this may hold for New Zealand families overall. Linda Tuhiwai Smith Michael Walker Tracey McIntosh Charles Royal

 A Massey University Whanau Research Programme with  The Institute for Maori Lifestyle Advancement (Te Wananga o Raukawa)  Committed to a translational approach  Aims: 1. To identify the critical factors that enable whānau to flourish? 2. To develop strategies that will enable whānau to flourish. Te Kani Kingi Nga Purapura, Te Wānanga o Raukawa Massey, Wellington

 MBA Degree offered at Hopuhopu in conjunction with Waikato University  Focus is on Iwi and Māori development  Students include senior Māori managers, trustees, corporates  Māori-relevant case studies and exemplars expose students to a wide range of Māori leaders (Iwi, academic, business) Dr Sarah-Jane Tiakiwai

 The Declaration on the Rights of Indigenous Peoples (46 articles)  Recognises the common bonds between indigenous peoples across the globe  Has been agreed by the United Nations

‘The Declaration on the Rights of Indigenous Peoples provides a global benchmark for indigenous heritage, justice, and future planning.’ Article 31

 1. Indigenous peoples have the right to: maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts.  They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.

 Kamehamehsa Schools  University of Hawaii  Ngai Tahu & University of Canterbury  Stanford University  (Woods Institute)

 A common mission  To promote the wellbeing of indigenous peoples and their resources with a particular focus on the natural environment  A common sense of identity  A special and enduring relationship with land and the value system that flows from that relationship  A common expectation  Tomorrows indigenous leaders will lead our peoples into the 22 nd century and will do so through access to two systems of knowledge – indigenous knowledge and the knowledge arising from the academic disciplines of science, economics, humanities, jurisprudence …

 High Expectations  Cultural affirmation  Strategic Partnerships  TEI commitment  Kaupapa Champions  How can full Māori participation in tertiary education be achieved ?  How can tertiary education contribute to the realisation of Māori aspirations ?

Tu ToaTe Rau Puawai Te Rau Whakapumau MKD High expectations √√√ √√ Cultural affirmation √√√√√√√√√ Strategic Partnerships √√√ √√√√√ TEI commitment √√√ Kaupapa Champions √√√

Med. School entry Flourishing Whanau Hopuhopu MBA Indigenous Futures Institute High expectations √√√ √√ Cultural affirmation √√√√√ √√ Strategic Partnerships √√ √√√ TEI commitment √√√√√ Kaupapa Champions √√√

TENA KOUTOU

Two questions about tertiary education  full Māori participation in tertiary education ?  tertiary education contribute to te ao Māori ? Eight case studies identified success factors for:  Māori participation in tertiary education  Tertiary education contributions to Māori Five key themes (success factors) emerged: * High Expectations * TEI Commitment * Cultural affirmation * Kaupapa Champions * Strategic Partnerships