maori strategy

WHITIREIA COMMUNITY

POLYTECHNIC

MĀORI STRATEGY

Ko te pae tawhiti whaia kia tata

Ko te pae tata, whakamaua kia tina

The tukutuku Panel features the Poutama design which signals an

upward movement

Māori Strategy Prepared for Council meeting 30 March 2011

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HE MIHI

Ko te wāhi tuatahi ki tō tātou Kaihanga, nāna nei ngā mea katoa. Nāna tātou i manaaki i ēnei tau rua

tekau ma rima, i roto i ngā tini pūtanga kētanga, i roto hoki i ngā tini pāheketanga. Nāna hoki tātou i

arahi kia puta mai tēnei pukapuka hei painga mō te iwi Māori. Ko te tumanako ia kia titiro atawhai mai

anō hei ngā tau e heke mai nei.

Ka huri ki te hunga kua wehe ki te po. Tēnei te tangi atu ki ngā mate kua ngaro atu i a tātou huri noa i te

motu. Rātou hoki i manaaki nei tō tātou nei Kura Matatini i ēnei tau kua hipa. Haere atu ra koutou.

Āpiti hono tātai hono, rātou te hunga mate ki a rātou, ko tātou nei te kanohi ora ki a tātou.

E ngā rangatira tēnā koutou. Tēnei ka mihi ki a koutou katoa ngā mema o te Poari, tō tātou Tumuaki,

me ngā kaimahi i whakapau kaha kia tu rangatira tēnei o ngā Kura Matatini. Me mihi hoki, ka tika ki a

rātou ki te hunga ngākaunui ki te whai i te mātauranga, hei oranga mō rātou otira mō tātou hei ngā rangi

e takoto ake nei.

Kei te pukapuka nei ngā whainga mō te Kura Matatini kia tutuki, kia ea ngā wawata o ngāi tātou te iwi

Māori. Ko te whainga matua kia kimi i te matauranga e ngakaunuitia ana e te akonga, hei oranga āno

mōna, mō tana whānau hoki. Mā koutou e wherawhera, kia kitea ai ngā mahi kei mua i a tātou i ngā tau

e rima e heke mai ana.

It is important that at the beginning of any such document acknowledgements are made of those who

contributed to this work. The Māori Strategy has benefitted from the visionary leadership of both past

and current leaders of Whitireia Community Polytechnic such as Turoa Royal, Deirdre Dale and Don

Campbell – all who worked tirelessly for the true manifestation of the following whakatauki:

Ko te manu e kai i te miro, nōna te ngahere; ko te manu e kai i te matauranga, nōna te ao.

Those who consume the berries of the forest, the forest is theirs; those who consume education and

knowledge, the world is theirs

Many staff have contributed to this Strategy by sharing experiences, papers, thought-pieces and ideas,

through formal meetings and casual conversations. The desire to continue to recognise and honour our

commitment to Te Tiriti o Waitangi is prevalent. This Māori Strategy is seen as part of that wider

commitment.

Tēnā koutou, tēnā koutou, tēnā koutou katoa.


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EXECUTIVE SUMMARY

Background

The formal development of the Māori Strategy for Whitireia, although prompted by the strong

message set out in the Tertiary Education Strategy 2010-20151, is not solely a response to the

setting of government directions. Rather, the Strategy is an opportunity for Whitireia to reset

and focus its fundamental values and governance structures so that it can meet its obligations

to both government (via the Tertiary Education Strategy) and Māori. The key difference

between the targeted groups2 that have been prioritised in the Tertiary Education Strategy is

that the Māori group has the Treaty of Waitangi to firmly entrench the rights and

responsibilities of Government to Māori as tangata whenua. Strategic directions may change

every five years, but the obligations and key relationships that exist by virtue of the Treaty of

Waitangi will endure through many strategies, government policies and even through different

governments. This point is being signalled at the start of this document as it is a unique feature

which requires consideration.

Purpose

The purpose of the Māori Strategy is to improve educational outcomes for Māori at Whitireia.

The strategy will inform, influence, guide and direct all activities of the polytechnic which have

an impact (both direct and indirect) on Māori educational participation and achievement.

Principles

The Strategy is underpinned by five principles which will also be used throughout the

implementation process as the primary set of evaluation criteria for assessing current

programmes, processes and policies within Whitireia. These five principles are derived from the

Hei Tauira research which investigated Māori success models in tertiary education3.

Goals

The Strategy outlines five areas where goals will be set in order to achieve the purpose of the

strategy which is to improve educational outcomes for Māori:

1. Effective and appropriate teaching and learning practices

2. Appropriate recruitment, development and promotion of staff

3. Effective student support services

4. Evaluating, monitoring and reporting framework

5. Programmes that contribute to Māori knowledge

1Ministry of Education Tertiary Education Strategy 2010-2015

2 The three targeted groups of people are Māori, Youth and Pacific students. Foundation studies were also

identified as an area of priority, and Whitireia is also designing a Strategy to respond to the TES 3 Greenwood, Janinka and Lynne-Harata Te Aika (2009)Hei Tauira: Teaching and Learning for Success for Māori in

Tertiary Settings


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Critical factors for success

Success of this Strategy is dependent on the following critical factors:

The Strategy is sponsored by Executive Team (ET)

This Strategy will be led with the full force of the polytechnic behind it. For this to occur, it is

essential that it is sponsored by ET.

The Strategy influences decision making

The strategy is positioned so that it is included in all decision making on operational planning

and budgeting.

The Strategy is well-founded

The Strategy is informed by an accurate and appropriate evidence base. Implementation is

based on proven models of success.

The Strategy supports Māori to succeed as Māori

The Strategy reflects the move away from the deficit model which discounts cultural capital

as an asset, and a shift towards the recognition of students succeeding more readily if their

own cultural values and identity are built upon, nourished and utilised4.

The Strategy is evaluated and monitored

Ongoing evaluation and reporting will be integrated with normal business processes.

Risks

There is a risk to continuing with the status quo. The success rate for Māori students, across all

programmes (according to TEC criteria) fell from 62.6% in 2006 to 58.3% in 20095. Although

results now available for 2010 indicate an improvement, the significant increase in Youth

Guarantee numbers for 2011 create a new risk. We know that Māori feature high in the youth

demographic so this is likely to mean an increase in Māori youth to Whitireia. This projected

increase in Māori and a fluctuating success rate may increase the actual number of Māori

students not succeeding, thus creating a risk for the institution’s reputation.

There is a risk if the Strategy is adopted but is mandated from a lower level of management. A

disjointed approach to change is likely to occur as the ability to influence change would be

affected by competing priorities. Desired outcomes will not be achieved.

4 Ministry of Education (2008) Ka Hikitia

5 This data was provided by the Whitireia Business Information Centre


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Opportunities

Leadership - The Strategy provides the opportunity for Whitireia to be recognised as leading

the tertiary sector in terms of Māori success.

Partnerships – The Strategy provides the opportunity to strengthen partnerships with Ngāti

Toa and the wider Māori community.

Collaboration - The Strategy provides the opportunity to collaborate with WelTec in new

areas not yet explored, for example in improving educational outcomes for Māori.

Expected outcomes

In three years time we expect to see the following:

An increase in student success rates for Māori across all programmes

Māori students progressing to higher levels of learning

Whitireia is held in high regard by its local community, and the wider educational

community because of its increased responsiveness to Māori students success

Whitireia that produces graduates with a balanced world-view (Māori and non-Māori)

who are able to operate in any bicultural, multicultural work environment both

nationally and internationally

A Research Centre that is a hub for directing and coordinating the Strategy, is involved

in research on Māori tertiary educational outcomes, and is progressively increasing its

ability to be self-funded


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MĀORI STRATEGY

Introduction

The Tertiary Education Strategy sends a strong message that Māori success in tertiary

education is vital, especially in the higher levels of study. The Māori Strategy for Whitireia

Community Polytechnic seeks to provide a vision, purpose, framework and goals to ensure the

institution is able to achieve that direction set by Government.

Whitireia has had an ongoing commitment to Māori success. The Māori Strategy aims not only

to improve the educational outcomes for Māori, but to ensure this approach is sustainable over

the long-term, and consistent across all programmes and activities.

The recent Education Review Office report on success for Māori students in schools concludes

that schools will not be considered as high performing unless they can demonstrate that Māori

learners are progressing well and succeeding as Māori. This will have implications for Māori

learners in tertiary education.

While the strategy aims to improve educational outcomes for Māori, it will also enhance the

overall performance and reputation of the Polytechnic and through that:

1. Honour our commitment to Te Tiriti o Waitangi 2. Honour our relationship with Ngāti Toa and the wider Māori community 3. Respond to the direction set in the Tertiary Education Strategy and TEC performance

measures 4. Execute the Whitireia Strategic Plan and directions 5. Comply with legislative requirements as set out in the Education Amendment Act 1990

Background

Over the years Whitireia has demonstrated its commitment to addressing the tertiary

education needs of Māori within the region. The commitment began with Russell Marshall who

as Minister of Education in 1985 approached Ngāti Toa with the idea of a community college in

Porirua. Ngāti Toa, and other community groups including Pacific groups were quick to support

Russell’s initiative realising the educational benefits for the whole community in having a

tertiary community college based in Porirua.

Since the establishment in 1986 of what is now known as Whitireia Community Polytechnic, the

need to respond to its community has been a constant theme. In terms of responding to the

needs of the Māori community, and their educational needs various initiatives have come and

gone over the years in an attempt to increase participation, and to support success. These

initiatives can be broadly categorised into the areas of professional and staff development,

student support services, and programme development.


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An analysis of the types of initiatives that actively promoted Māori participation and success at

Whitireia over the years seemed to have depended either on some type of supplementary

funding, or the level of interest of teaching staff. Success rates for Māori in different

programmes range widely, indicating disparity in the delivery for the individual student learning

experience and teaching practices. This raises two issues for a strategy going forward: the

need to consider long-term sustainability of improved educational outcomes, and consistency

in the implementation of a strategy across all programmes and service areas.

Current position

The current position in terms of educational outcomes for Māori can be identified by the

success rates in the table below:

In 2009 just over half of Māori students enrolling at Whitireia were successful in their studies

and there had been a gradual decline over previous years. For 2010 the rate improved.

According to the Whitireia Business Information Centre there were overall increases in success

rates for Whitireia. Contributing factors were an increase in enrolments in higher level

education, and an increased focus on recording and indentifying at risk students.

This improved rate of 68% for Māori is across all programmes, however some programmes

achieved higher and some lower. The strategy will aim to support all programmes to at least

achieve the set success target rate for each year.

In addition, given the increase in Youth Guarantee places in 2011, the challenge is to continue

the improvement for Māori success. This provides compelling reasons for intervention, and

the need for a strategic approach to that intervention. The implementation of this Strategy

aims to provide an intervention which will accelerate the current improvement.

Māori student success at Whitireia

2007 2008 2009 2010

Success rate 62.6% 58.6% 58.3% 68%

(Across all programmes. Success rates according to TEC criteria)

Data provided by Whitireia Business Information Centre


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Vision

Leading and illuminating in Māori tertiary education and research

Purpose

The purpose of the Māori Strategy is to improve educational outcomes for Māori at Whitireia.

The strategy will lead, inform, influence, guide and direct all activities of the polytechnic which

have an impact (both direct and indirect) on Māori educational participation and achievement.

The strategy identifies clear goals for Māori educational achievement, and the implementation

plan will identify how to get there. This final strategy document will guide planning within the

polytechnic, and the approval of all operational plans and budgets should be subject to their

alignment with the goals contained within the Māori Strategy.

Philosophy

The Māori Strategy will draw on recognised frameworks for success in tertiary education, with a

primary focus on the principles of Hei Tauira. Hei Tauira (2009) was a study into Māori success

models in tertiary education. It outlines five principles by which Māori success is evident. These

principles will philosophically guide the development of the Strategy and the implementation

plan that will follow:

1. Toko ā-iwi, ā-wānanga

Institutional and iwi support

The support of programmes by both iwi and the institution, with an on-going process of

consultation.

2. Tikanga

Integration of Māori values and protocols

The integration of tikanga Māori into the content and operational style of programmes. This

will be lived and practiced and not a theoretical construct. The degree of iwi involvement in

each programme clearly impacts on the extent to which tikanga Māori can be implemented.

3. Pūkenga

Involvement of suitably qualified leadership and staff

This involves the skill base of staff. It addresses the need for strong, clear-visioned and

supportive leadership, significant Māori role models, teaching staff who are also prepared to

learn and who have professional credibility in their field. Leadership plays a major role in

creating an environment conducive to Māori success.


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4. Ako

Development of effective teaching and learning strategies

The development of a teaching environment and style that allows learning. The

interdependence of teaching and learning is stressed by the term ako. Many of the factors

while particularly valued by Māori are important for the success of all learners.

5. Huakina te tatau o te whare

Opening up the doors to the house

Investigation of successful support strategies that proactively and strategically remove barriers

to study, to better facilitate Māori students’ entry into tertiary education. This must specifically

address the financial, whānau, and organisational problems that may interfere with study.

Goals Areas

The Strategy outlines five areas where goals will be set in order to achieve the purpose of the

strategy which is to improve educational outcomes for Māori.

Goals

The five areas where goals will be set are:

1. Effective and appropriate teaching and learning practices

Referenced to Hei Tauira principle four

2. Appropriate recruitment, development and promotion of staff

Referenced to Hei Tauira principle three

3. Effective student support services

Referenced to Hei Tauira principle five

4. Relevant monitoring and reporting framework

Referenced to Hei Tauira principle one

5. Programmes that contribute to Māori knowledge

Referenced to Hei Tauira principle one and two


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Goal Area 1 - Effective and appropriate teaching and learning practices

Nāu te rourou nāku te rourou ka ora ai te iwi

Hei Tauira principle: Ako

Effective and appropriate teaching and learning practices relates directly to the Hei Tauira

principle Ako which is about the development of a teaching/learning environment and style that

allows learning.

Our core activities centre around teaching and learning. The enhancement of teaching and learning

practices that engage Māori students is vital to improve educational outcomes. Furthermore,

exploration of teaching strategies that not only engage Māori students, but are effective for Māori

students is needed.

Objectives

Establish a research centre that focuses on effective teaching and learning strategies for Māori,

and successful use of pedagogies for Māori learners

Develop best practice workshops to share effective teaching and learning strategies

Develop and implement a cultural awareness programme for staff

Identify teaching and learning related “drivers” that positively affect progression to higher levels

of learning

Goal Area 2 - Appropriate recruitment, development and promotion of staff

He aha te mea nui o te ao? He tangata, he tangata, he tangata

Hei Tauira principle: Pūkenga

Appropriate recruitment, development and promotion of staff relates directly to the Hei Tauira

principle Pūkenga which is about the involvement of suitably qualified leadership and staff.

Staff are a key critical success factor in any organisation, but more so in an educational institution. The

desire to promote success for Māori is particularly important in the area of staff recruitment,

development and promotion. Recruitment processes attract those who share our passion for improved

educational outcomes for Māori. Secondly, our staff development policies support staff to be able to

achieve high educational outcomes for Māori, and promotion within the organisation recognises

performance based on improved educational outcomes for Māori.

While this Strategy focuses on the improvement of educational outcomes for Māori as students, it

would be remiss of such a Strategy not to consider the needs of staff who are Māori. Students need to

see that staff are also being supported to succeed and achieve in their role within the organisation.


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Objectives

Appropriate professional and staff development opportunities are provided to enhance awareness

of effective teaching and learning strategies for Māori

Staff recruitment, development and promotion policies reflect the need for staff at all levels of

influence throughout Whitireia to give effect to this Strategy

Staff recruitment, development and promotion policies reflect the need for effective teaching and

learning strategies for Māori

Goal Area 3 - Effective student support services

Ma whero ma pango ka oti ai te mahi

Hei Tauira principle: Huakina te tatau o te whare

Effective student support services relates directly to the Hei Tauira principle Huakina te tatau o te

whare which is about successful support strategies that proactively and strategically remove

barriers to study

The Tertiary Education Strategy clearly signalled a need to improve the pastoral and academic

support provided to Māori students. This goal is about the creation of an environment where

students can use their own cultural confidence and collective strength to eliminate the

unnecessary stresses of studying at Whitireia so that their time and energy can be targeted and

devoted to studying, enjoying studying and ultimately succeeding.

Objectives

Develop appropriate communication and information strategy for Māori students, their families

and the wider Māori community

Provide an appropriate facility to enable Māori staff, students and their families to conduct

culturally appropriate activities that will foster their ongoing participation, retention and ultimate

success

Identification of the student support services related “drivers” that positively affect progression to

higher levels of learning

Goal Area 4 – Evaluating, monitoring and reporting framework

Ehara taku toa i te toa takitahi, he toa takitini

Hei Tauira principle: Toko-ā-iwi, ā-wānanga

Evaluating, monitoring and reporting framework relates directly to the Hei Tauira principle Toko-

a-iwi, ā-wānanga which is about the support by both iwi and the institution, with an ongoing

process of consultation


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An analysis of Māori student success rates at Whitireia over the past five years reveals that the success

rate of Māori students varies from programme to programme. Of more concern is that year after year

the same programmes are not performing with regard to Māori student success. There are many

factors to take into account when analysing the performance of programmes based on the success of

Māori students in that programme and this information needs to be unpacked, analysed and reported

on to assist in developing strategies to combat poor performance of programmes with respect to Māori

students.

The primary measure to improve educational outcomes for Māori at Whitireia is the success rate. By

achieving an overall 68% success rate for Māori students in 2010 is commendable, however, the next

step would be to at least achieve that same rate for each programme. By 2015, therefore, our primary

goal would be to achieve an overall success rate for Māori which at least matches the overall success

target rate for that year. In addition, we would want to ensure that each of the programmes offered by

Whitireia also at least meets that same target.

Relevant, timely and accurate information will be crucial to enable the monitoring of the progress of

Māori students. Appropriate monitoring of the progress of Māori students programme by programme

will enable the organisation to apply responsibility and hold those responsible for poor performance

accountable.

An external reporting mechanism to iwi will also need to be investigated as a form of accountability to

our iwi partner/s.

Objectives

Develop an accurate system of recording and reporting on the recruitment, retention and success

of all Māori students

Implement a reporting schedule to ensure timely dissemination of information to facilitate

evaluation and planning processes

Adopt an incentive scheme to recognise high performance of staff (or groups of staff) that meet

or exceed Māori participation, success, and progression rates

Goal Area 5 - Programmes that contribute to Māori knowledge

Toi tū te kupu, toi tū te mana, toi tū te whenua

Hei Tauira principle: Toko-ā-iwi, ā-wānanga

Programmes that contribute to Māori knowledge relates directly to the Hei Tauira principle Toko-

ā-iwi, ā-wānanga which is about the support by both iwi and the institution, with an ongoing

process of consultation

Hei Tauira principle: Tikanga

Programmes that contribute to Māori knowledge relates directly to the Hei Tauira principle

Tikanga which is about the integration of Māori values and protocols.


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The development and delivery of programmes that recognize the existence of a Māori body of

knowledge and provides opportunities for the maintenance of that knowledge through teaching and

research. These particular programmes will contribute to Māori students being able to learn, grow and

develop ‘as Māori’.

Objectives

Establish a joint committee (Māori community and Whitireia) to:

a) identify an appropriate suite of programmes that contribute to Māori knowledge and support

the future development of Māori, as Māori

b) support and monitor the development and of those programmes

c) evaluate and review programmes as appropriate

Develop and deliver programmes

Immediate benefits

Immediate gains can be made with the adoption of the Māori Strategy and its associated

implementation and operational plans. The Strategy will:

Strengthen the institution’s position and capacity to work with WelTec to collaboratively

work towards achieving the long-term outcome of “improving educational outcomes for

Māori students in the tertiary sector”.

Through the development of the Strategy two areas for developing “point of difference”

have been identified.

I. The introduction of Māori and Pacific Strategies, which includes a possible joint research

centre, will enhance the identity of Whitireia as an institution that promotes and

supports indigenous development. There is no other polytechnic that is able to develop

this facet of its persona and Whitireia will have an advantage and edge in attracting

interest from other educational institutions and students world-wide who have an

interest in indigenous matters. It is not necessary to travel to a country to enrol in a

programme, and therefore distance and flexible learning options can allow this

indigenous development aspect to be readily promoted and shared with international

students.

II. The Government Māori Language Strategy and Sector is currently undergoing a

ministerial review. This Review is extensive and is due to be completed by March 2011.

Early indications suggest that two key areas for resourcing and supporting will be a focus

on the home and community language development and the use of effective language

teaching strategies such as Te Ātaarangi (the Cuisenaire rods method). The Whitireia


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Māori Strategy will provide a mechanism through which Whitireia can readily respond

to the recommendations arising from the Review of the Māori Language Strategy and

Sector.

Short-term outcomes

A well rounded teaching staff who are supported to maximise success for their students

A learning environment that uses Māori cultural knowledge as an asset for new learning

and allows Māori students to be Māori regardless of the programme of study

An increased reputation of Whitireia as a Polytechnic where Māori students are more

likely to succeed

Development of a research, monitoring and evaluation framework which will support

evidence-based decision making so that traction can be gained from the investments

made, strategic planning can be enhanced and an increased capacity for managing

performance improvements.

Long-term outcomes

The Māori Strategy at Whitireia seeks to improve educational outcomes for Māori students at

Whitireia. This is both urgent and of high priority

An additional outcome relates to the development of Māori knowledge. This will not only

address the concerns raised in Tertiary Education Strategy about the need to support te reo

Māori and tikanga Māori, it also provides the platform from which Whitireia can define and

describe what “succeeding as Māori” means within a Whitireia context. Māori students need to

be able to enter Whitireia, follow whatever course of study they choose and then leave with

not only the new knowledge from the course, but also with their Māoritanga enhanced, or at

the very least in-tact and maintained.

Contributing to Māori Development and Te Reo Māori

The Tertiary Education Strategy states that “Māori business and development are making a major

contribution to New Zealand’s economy and society. The tertiary education system assists Māori

learners to gain the knowledge and skills to lead social, cultural and economic development, manage

Māori assets and grow Māori innovation and creativity. In particular, tertiary education plays a major

part in promoting the revitalisation of te reo Māori.” The aim is that this Strategy will fulfil these

expectations.

Building Trust

“Trust in education, trust in us the educators” – many Māori have not had a good experience in

education and in fact have very good reasons not to trust the education system, or the educators.


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Some families have parents or grandparents still living who were physically punished for speaking te reo

Māori at school, others are yet to break the cycle of low academic achievement which has become

endemic after 2-3 generations. The experiences of Māori in education which have led to low academic

achievement are well document.

Under these circumstances disengagement with education is inevitable and with disengagement comes

low achievement. This Strategy aims to rebuild (where necessary) a relationship of trust – trust in

education, and trust in us the educators to ensure success for our students.

Māori succeeding as Maōri

As part of the vision for tertiary education, the Tertiary Education Strategy states (among other

expectations) “We expect the tertiary education system to … enable Māori to enjoy education

success as Māori.”

Māori success as Māori is about Māori being recognised as Māori. That being Māori is an asset.

As an asset, that identity needs to be valued and nurtured to grow and develop. Therefore,

Māori success as Māori, is ensuring that by the time Māori students graduate that identity as

Māori has grown and developed and they stand tall and proud, as Māori.

Overarching measures for outcomes framework

Whitireia will be able to measure how well the two stated outcomes are being achieved

through the following indicators:

Indicators- short-term Data source

The participation rate of Māori has increased Whitireia Business Information Centre

Progression rates of Māori students through to the higher level courses has increased

A tool to readily track/monitoring of student progress to be designed

Success rates of Māori students Whitireia Business Information Centre

Number of mātauranga Māori Research outputs

Number of students with te reo Māori proficiency

Number of programmes with an integrated te reo Māori component

A research framework and strategy needs to be designed and implemented. Once the framework has been designed, appropriate indicators can be identified.


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Strategy development and consultation

As indicated to Council in December 2010 it is envisaged that the development of this strategy will be

ongoing. Further input from iwi, staff, students will be necessary for ongoing development of the

implementation plan.

The establishment of an expert advisory group for the Māori Strategy is in progress, with a role to

provide advice, feedback and be a champion for the strategy. Those contacted to be a part of this group

include: Taku Parai (Ngāti Toa), Cathy Love (Wellington Tenths Trust), Ngahiwi Apanui (Ako Aotearoa)

and Turoa Royal.

It is expected there will be significant connection with concurrent work at Whitireia on strategies for

Pacific, Youth, and Foundation.

Implementation plan - outline

It is proposed that the Strategy be implemented within three years. The rationale for three

years rather than a longer period is:

1. The average lifespan of a student at Whitireia is 0.6 EFTS. It is estimated that this is

lower for Māori students6. Based on that figure, a five year plan would see

approximately eight cohorts of students pass through Whitireia before the Strategy was

operating at 100% and making a difference for students.

2. The utilization of information, resources and processes that already exist combined with

a collaborative approach with the other Strategy implementation plans will provide

savings in time and resources. Also Whitireia already has a track-record of

acknowledging that specific groups do better when cultural values and needs are

incorporated into the learning environment7. With this predisposition already in place,

proposed business improvement changes may be more readily adopted.

3. This Strategy will be sponsored and led by the Executive Team. This will ensure that it is

driven with the full-force of the polytechnic and not reliant solely on the ability of the

Strategy Leader to influence change.

At its very basic level, the implementation plan proposes to focus on one key area for each year

and intends to proceed in the following manner:

6 1.0 FTE translates to one year so 0.6 EFTS is approximately 2/3 of a year. Data for Māori student lifespan was not

available at the time of printing, but the Whitireia Business Information Centre advised that it would be lower than the Non-Māori figure. 7 The Bachelor of Nursing (Pacific) and Bachelor of Nursing (Māori) are two programmes that have been developed

on a set of underlying principles specific to the ethnicity of the targeted students.


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Implementation timeline

Implementation of the strategy will be staged over a three-year period.

2011 Initial stage

Key focus area: setting up framework to operationalise the

strategy

2012 Implement the plan

Key focus area: Teaching and learning strategies / staff

development


Key focus area: Research and programme development


Key focus area: Business as usual - embedded within

normal practice


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Conclusion

This Māori Strategy gives effect to the Whitireia vision to lead and illuminate its community through

tertiary education.

Furthermore, the strategy gives expression to the institutional values of manaaki, equity, identity,

integrity, accountability, responsiveness and success.

The implementation of this strategy will not only meet government expectations for tertiary education

but will also enhance the overall performance and reputation of Whitireia

At a global level, the implementation of this strategy will enable Whitireia to contribute to the

economic, social and cultural prosperity of our nation by educating Māori across all disciplines who will

ultimately become the leaders of tomorrow.


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References

The following is a list of documents that are directly referred to in the strategy or that have significantly influenced the thinking upon which it is based. Whitireia Community Polytechnic documents A. Jansen and T. Scadden (Eds.). (1996). Whitireia Conversations, our first 10 years 1986-1996/He Whakawhitinga Korero, mo nga tau tekau. Whitireia Community Polytechnic

Graves, A. (2009) Educational Outcomes Investment Strategy. Whitireia Community Polytechnic

Whitireia Community Polytechnic. (2006). Profile 2007-2009.

Whitireia Community Polytechnic. (2007). Investment Plan 2008-2010.

Whitireia Community Polytechnic (2001) Towards 2010: Strategic Directions For Whitireia Community Polytechnic.

Whitireia Community Polytechnic (2010) Strategic Plan, 2011-16. National documents Education Review Office. (2010) Promoting Success for Māori Students: Schools’ Progress June 2010. Wellington: Author

Ministry of Education (2007) He tini manu reo: Learning te reo Māori through tertiary education. Wellington: Author

Ministry of Education. (2009). Tertiary Education Strategy 2010-15. New Zealand: Author.

Ministry of Education (2008) Ka Hikitia. Wellington: Author

Tertiary Education Commission (2011) ITPs 2011-2013 Investment Plan Evaluations and

recommendations overview. Welllington

Other publications

J. Greenwood and L. Te Aika (2009) Hei Tauira: Teaching and Learning for Success in Māori Tertiary Settings.

D. Ringold (2005) Accounting for Diversity: Policy Design and Māori Development in Aotearoa New Zealand.

Presentations and Conference Addresses

M. Durie (2001) A framework for considering Māori educational advancement. Opening address, Hui Taumata Mātauranga

M.Durie (2010) Tuia Te Ako. Opening address, Tuia Te Ako Conference

T. Puketapu (2010) He Manga Iti e Rere ki te Awa: Government agency perspectives on future trends and current situation for Māori in tertiary education

W. Winiata (2010) Tuia Te Ako. Conference Address, Tuia Te Ako Conference

maori strategy

Documents