Ka hikitia the challenge
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Ka Hikitia- the Challenge!. Numeracy Conference 18-22 February 2008. Both sides of the fence. Supply- what are the challenges for improving system performance for Māori learners? Demand- what the challenges for iwi, hapu and whanau in being partners in the process?.

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Ka Hikitia- the Challenge!

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Ka hikitia the challenge

Ka Hikitia- the Challenge!

Numeracy Conference 18-22 February 2008


Both sides of the fence

Both sides of the fence

  • Supply- what are the challenges for improving system performance for Māori learners?

  • Demand- what the challenges for iwi, hapu and whanau in being partners in the process?


Ka hikitia managing for success

Ka Hikitia – Managing for Success

2006/2007 Conceptual framework and Action plan

2007Consultation

2008 - April Strategy launch

2008-2012 Implementation and evaluation


Building a world leading education system

Building a world-leading education system

  • The challenge of equity

  • The challenge of urgency

  • The challenge of 21st century living

  • The challenge of change


Why focus on m ori learners

Why focus on Māori learners?

Māori success = New Zealand’s success


The strategic intent

The strategic intent …

Māori enjoying education success as Māori


The three key principles

The three key principles …

Māori Potential

Cultural Advantage

Inherent Capability


Shift in thinking m ori potential

Shift in thinking - Māori Potential

FOCUS

LESS ON

FOCUS MORE ON

IDENTIFYING OPPORTUNITY

Problems

TAILORING (appropriateness)

Targeting

(deficit)

INVESTMENT (in local people/local solutions)

Intervention

(Government)

INDIGENEITY (distinctiveness)

Minority

Instructing

and Informing

COLLABORATION


The three key principles1

The three key principles …

Māori Potential

Cultural Advantage

Inherent Capability


Ka hikitia the challenge

MĀORI ENJOYING EDUCATION SUCCESS AS MĀORI

Working with others to find and follow successful learning and education pathways

Cultural and distinctive contributions successfully realised through education

Successfully contributing to Aotearoa New Zealand and the world

Successfully contributing to te ao Māori

Realise Māori Potential, Cultural Advantage and Inherent Capability

Capability

PERSONALISING LEARNING

Quality

Ako

Productive Partnerships

OUR LEVERS FOR CHANGE

OUR APPROACH

Accountability

REALISING MĀORI YOUTH POTENTIAL

Culture

Engagement

Cooperation

Focus Area: Foundation Years

Focus Area: Organisational Success

Focus Area: Māori Language Education

Focus Area: Young People Engaged In Learning

ENGAGEMENT

ACHIEVEMENT

PRESENCE


The challenge of building productive relationships partnerships

The challenge of building productive relationships/partnerships

  • What is whanau?

  • What is hapu?

  • Why focus on iwi partnerships?


What are some of the challenges

What are some of the challenges?

  • The challenge of legitimacy

  • The challenge of a Māori paradigm up against a western construct

  • The challenge of imparting, promoting and at the same time protecting Māori knowledge

  • The challenge of staying the course


Examples of productive partnerships

Examples of productive partnerships

  • Co-constructed curriculum development

  • Re-engaging young people in learning

  • Engaging Ngati Whakaue in early childhood education


Going forward your value

Going forward- your value

  • Ka Hikitia iwi engagement

    • the critical role of teachers

    • the critical role of iwi ( whanau and hapu)

    • the challenge of ‘integrated action’ Durie, M (2005)


Ka hikitia the challenge

Ka Hikitia is not seeking a

special response

But rather a

professional response


Rangatahi voice

Rangatahi voice

  • Being successful as Māori is when as Māori I am proud, strong, confident and working in a career that I love and I am healthy and wealthy with a positive and strong whānau relationship…..its creating the inspiration to let you dream out loud…


M ori enjoying education success as m ori

Māori enjoying education success as Māori

http://kahikitia.minedu.govt.nz


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