Whakatinanatia : Translating Aspirations into Actions

1. Whakatinanatia: Translating Aspirations into Actions Mason Durie

2. The Two Main Questions • How can full Māori participation in tertiary education be achieved ?

3. The Two Main Questions 2 How can tertiary education contribute to the realisation of Māori aspirations ? Tuaropaki Trust

4. Participation vs Contribution • 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

5. Understanding the Two Questions • 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 teao Māori

6. Unpacking the two questions • 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

7. Unpacking the two questions • 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

8. Full Participation in Tertiary EducationFour Case Studies • Māori entry into Tertiary Education • Tu Toa – bridging the secondary - tertiary divide • Māori student success • Te Rau Puawai – fostering high student achievement • Māori staff at all levels and in all institutions • Te Rau Whakapūmau – well qualified Māori academics • Māori knowledge in the curriculum • MKD – incorporating mātauranga Māori

9. Participation in Tertiary EducationBridging the secondary - tertiary divide • Tertiary Scholarships • NgarimuVC 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

10. Participation in Tertiary EducationTŪ TOA – bridging the secondary - tertiary divide 2005 Integrated Education Model

11. Integrating Health, Sport, Tikanga & Whānau Engagement with Education

12. TŪ TOA – EXPECTATIONS FOR ALL STUDENTS • National Representation in sport • 100% NCEA Pass rates • TEI Partnerships • Marae engagement • Progression to Tertiary Education

13. Participation in Tertiary Education2 Te Rau Puawai – student achievement • 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)

14. Te Rau PuawaiThe Formula • 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

15. Te Rau PuawaiContractual Affirmation Targets Paper Pass Rates 90% Grade average B+ - A 47 Masters degrees 5 PhD grads 5 D Clin.Psych grads

16. Participation in Tertiary Education3 Te Rau Whakapūmau – well qualified Māori academics • 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)

17. Te Rau Whakapūmau - Results • Māori Massey doctoral completions • 1990 – 1999 - 5 • 2000 – 2010 - 65 • Academic staff doctorates • Massey & other TEIs 16 • Subject Areas • Education, Science, Māori Studies, Business, History, Nursing, Psychology

18. Participation in Tertiary Education4MKD - Māori in the Curriculum A.T. Ngata • Māori in Universities • Te Reo Māori, Anthropology • The impact of WhareWhakairo • Wānanga • Tikanga Māori: curriculum & pedagogy • Māori focus in various subjects • E.g. law, health, science, commerce • Research protocols • Kaupapa Māori research • PBRF Te Rangi Hiroa Te Wānanga o Raukawa Te Kupenga o teMātauranga Awanui-a -rangi Aotearoa

19. Māori in the Curriculum PBRF & MKD • 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

20. Māori Knowledge & Development Panel ‘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.’

21. Māori Knowledge & Development PanelThe Significance 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

22. Addressing Question Two (‘contributions to realising Māori aspirations’) • A well qualified workforce • Medical affirmation programme • Families of Mana • Pāharakeke Research Priority • Iwi strategies • Hopuhopu MBA • Global participation • First Nations Futures Institute Stanford University

23. A Well Qualified WorkforceMedical Affirmation • Introduced at Otago University Medical School in 1900 • Priority entry for 2 Māori students • The first students: • Te RangiHiroa (Peter Buck) & TutereWirepa • Later applied to Auckland University (Maori and Pacific Admission Scheme - MAPAS) Te RangiHiroa TutereWirepa

24. 100 years of Māori participation in the Otago Medical School • 1913 2 Māori medical students (1%) • 1963 6 Māori medical students (1%) • 2013 137 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% Jo Baxter Māori Health Workforce Development Unit Assoc. Prof. Jo Baxter Māori Learning Support Te HukaMatauraka Pearl Matahika

25. Māori Medical Graduates • 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. Henry Bennett Peter Tapsell Te ORA ParateneNgata EruPomare

26. ‘Families of Mana’ Linda Tuhiwai Smith • NgaPae o teMāramatanga • Māori Centre of Research Excellence • Established in 2002 • Research Priorities 2010 • Optimising Māori economic performance • Sustaining Māori distinctiveness • Fostering Te PāHarakeke: understanding, achieving and maintaining healthy and prosperous families of manaand the lessons this may hold for New Zealand families overall. Michael Walker Tracey McIntosh Charles Royal

27. PāHarakeke‘Te Puawaitanga o te Whānau’ • A Massey University Whanau Research Programme with • The Institute for Maori Lifestyle Advancement (Te Wananga o Raukawa) • Committed to a translational approach • Aims: • To identify the critical factors that enable whānau to flourish? • To develop strategies that will enable whānau to flourish. Massey, Wellington Te Kani Kingi NgaPurapura, Te Wānanga o Raukawa

28. Iwi Strategies for DevelopmentWaikato Tainui College for Research & Development • 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

29. Māori Global Participation • 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

30. The Declaration on the Rights of Indigenous Peoples (46 articles) ‘The Declaration on the Rights of Indigenous Peoples provides a global benchmark for indigenous heritage, justice, and future planning.’ Article 31

31. Declaration on the Rights of Indigenous Peoples 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.

32. Indigenous Futures Institute Stanford University • Kamehamehsa Schools • University of Hawaii • NgaiTahu & University of Canterbury • Stanford University • (Woods Institute)

33. Indigenous Futures Institute Building Leadership for the Future 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 22nd 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 …

34. Case Studies: The Common Themes • How can full Māori participation in tertiary education be achieved ? • How can tertiary education contribute to the realisation of Māori aspirations ? • High Expectations • Cultural affirmation • Strategic Partnerships • TEI commitment • Kaupapa Champions

35. Full Māori ParticipationSuccess Factors

36. TE Contributing to Te Ao MāoriSuccess Factors

37. TuiateAko 2013 TENA KOUTOU

38. The Main Points Two questions about tertiary education • full Māori participation in tertiary education ? • tertiary education contribute to teao 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