MĀORI, NEW MIGRANTS & IMPLICATIONS FOR NEW ZEALAND UNIVERSITIES COUNCIL - SLT MEETING 30 JUNE 2011

Māori, New Migrants and Implications for NZ Universities New Zealand in the globe Demographic Trends Five Challenges Two-way voyaging Massey University – leading the way (again)

Aotearoa New Zealand

Ancient and Not-so-Ancient Waterways Ancient waterways 17 th, 18 th, 19 th century waterways

21 st Century Airways

m 1,000, ,000 – 22% Exploring the Future NZ Demographic Transitions 4m 2m 6m 1m 3m Projected rates of increase 1.4% from 2001 – from % to 2020s 0.4% to 2040s 4.37m

Ethnic Diversity in NZ

, , ,000 1,000, ,329 – 15% (Median age 22.7 yrs ) 800,000 – 22% 45,000 Māori Demographic Transitions

Changing Age Structure (NZ) Median Age of Population 9 Now Median age 36.5

Demographic Trends – Median Age Ethnic Groups European (39 44yrs) Maori (23 26yrs) Pacific (21 24yrs) Asian (28 36yrs)

Some Implications Maori, Pasifika, and Asian children will make up a growing proportion of the school age population There will be increasing demands for tertiary education that is relevant and accessible to a range of students for whom English and the English traditions are not embedded in cultural heritage There will be parallel demands for Maori, Pasifika, and Asian teachers, educational administrators, academics, & researchers.

The Global Village Shared Problems Global climate change Global over-population & global food shortages Global inequalities Global colonisation Global competitiveness

The First Challenge Regional Responsibilities  To harness the collective knowledge and skills so that the Asia Pacific region can advance in a cooperative and integrated way in order to face the complex challenges ahead.  Regional awareness, skills & knowledge relevant to the wider region will be needed

The Second Challenge  To be part of the Asia Pacific regional community while retaining a Kiwi tradition Indigenous heritage British heritage Pacific heritage Asian heritage

The Third Challenge  To maximise learning opportunities so that teaching & research: Become relevant to diverse populations Contribute to local/national problem solving Reflect the aspirations of community/population/ society Encompass multiple systems of knowledge Are future-focussed

The Fourth Challenge To value indigeneity while fostering a multi-cultural approach Declaration on the Rights of Indigenous Peoples (UN 2007) Post-settlement development WAI 262 (2011)

The Fifth Challenge To create a society where new settlers can feel committed and valued, retain their own languages and cultures, and be part of the growing Kiwi tradition

Some Challenges for Pasifika Pacific Island States  Climate change  Natural disasters  Weakening economies  Depopulation  A large diaspora  Political instability Pasifika in New Zealand  Cultural diffusion  socio-economic stress  Dual commitments (to NZ, to Islands)  Multiple languages, cultures, religions  Marginal participation in society

Some Challenges for Māori in the Post-settlement Era 1984 – 2009 Positive Māori Development Sustainable Māori Economies & Positive Whānau Development

Challenges for Māori Maximising Resources Wise investments  Capability in Governance, management, financial literacy Natural resource management  Agriscience, Agribusiness, Fisheries, Forestry, Energy Metrics  Cultural values & economic goals Positive Whānau Development  Education, te reo, health, technology, work-ready Post-settlement assets - adding value  Economic  Cultural  Human

The Five Challenges  harness the collective knowledge and skills so that the Asia Pacific region can advance in a cooperative and integrated way  be part of the Asia Pacific regional community while retaining a Kiwi tradition  create an educational system that has national and international benefits  value indigeneity while fostering a multi-cultural NZ  create a society where new settlers can feel committed and valued, retain their own languages and cultures, and be part of the growing Kiwi tradition

The New Demographic: University Challenges Relevance fordiverse populations – curriculum, research methodologies, case studies, languages Contributions to community/national problem solving – Translational research, whole-of-university engagement, partnerships, global reach Engagement that is inclusive of the new New Zealand – with migrant communities, Iwi, Pacific leadership, governments Campus milieu that reflect the demography of NZ – Able to endorse cultural identity and promote inter-ethnic understanding

Massey’s Leadership First marae in a TEI – Te Kupenga o te Mātauranga First Maori immersion teacher education programme – Te Aho Tātairangi First university Pasifika strategy – First NZ university campus in Singapore – Food technology

Two-way Voyaging gateways to Indigenous populations to Pacific nations gateways to Asia A broader student base, a more diverse curriculum, and an innovative research programme will provide avenues for wider engagement at global levels

Three Scenarios Massey Leads (again) Maori Indigenous Leadership Pasifika Economic Transformation Entry to Asian Economies and Education

Scenario One Māori Indigenous Leadership By 2014 MU had an undisputed reputation as a world leader in indigenous health research and the development of translational research models relevant to indigenous communities By 2016 bilaterally funded research agreements established with MU and indigenous academics in British Columbia, Hawaii, Australia, Samoa, and Columbia In 2020 the UN Indigenous Peoples Forum invited MU to participate in the Leaders Forum of the WIHP (World’s Indigenous Health Programme)

Scenario Two Pacific Economic Transformation In 2012 a joint agreement between MFAT and MU led to the establishment of the Centre for Pacific Economic Transformation and Social Development on the Albany Campus By 2016 MU was leading the inter-university Pasifika Alliance (all NZ and 3 Pacific universities ) which provided high quality teaching and research relevant to Pacific futures. Sites of delivery within the Pacific were key features of the Alliance. In 2020 the Pacific Nations Forum endorsed a comprehensive report from the Alliance which was to become the basis for an inter-state Pacific development policy.

Scenario Three Asian Economies and Education By 2014 the increasing numbers of Asian postgraduate students in business and science at MU had generated a network of academic scholars at MU and in the home countries In 2016 the network was formalised with the establishment of MANA (Massey Asia Networked Alliance). The network now included Massey alumni working in prestigious Asian universities. In 2020 the Shanghai Global Enterprise University, widely regarded as a world leader, agreed that members of MANA would have priority entry into advanced programmes

Future Pathways Indigenous Leadership Pasifika Transformation Asian Economies Possible √ √ √ √ √ Probable √ √ √√ √ Desirable √ √ √ √ √ Relevance Contribution Engagement Inter-ethnic understanding

The Main Points New Zealand is part of the Asia Pacific Region The student body will increasingly reflect the Region’s demography Global reach and NZ priorities need not be incompatible Universities will be challenged to demonstrate: Relevance to students from multiple cultures & ethnicities Contributions to solving regional problems Campuses that facilitate learning for all students Models for inter-cultural learning and inter-ethnic understanding A diverse student body will open new pathways across the region that will benefit NZ and NZ universities