MĀORI, NEW MIGRANTS & IMPLICATIONS FOR NEW ZEALAND UNIVERSITIES

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

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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). - PowerPoint PPT Presentation

Transcript of MĀORI, NEW MIGRANTS & IMPLICATIONS FOR NEW ZEALAND UNIVERSITIES

Page 1: MĀORI, NEW MIGRANTS  & IMPLICATIONS FOR  NEW ZEALAND UNIVERSITIES

MĀORI, NEW MIGRANTS & IMPLICATIONS FOR

NEW ZEALAND UNIVERSITIES

COUNCIL - SLT MEETING30 JUNE 2011

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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)

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Aotearoa New Zealand

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Ancient and Not-so-Ancient Waterways

Ancient waterways

17th, 18th, 19th centurywaterways

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21st Century Airways

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2010

2015

2020

5m

1,000,000 800,000 – 22%

Exploring the FutureNZ Demographic Transitions

4m

2m

6m

1m

3mProjected rates of increase

1.4% from 2001 – 20071.0 from 2007-2011

0.7% to 2020s0.4% to 2040s

4.37m

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0102030405060708090

1991 2001 2011 2021

PakehaMaoriPacificAsian

Ethnic Diversity in NZ

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20501800

1900

2000100,000

200,000

500,000

1,000,000

565,329 – 15%(Median age 22.7 yrs - 2006)

800,000 – 22%

45,000

Māori Demographic Transitions

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Changing Age Structure (NZ)Median Age of Population

9

0

5

10

15

20

25

30

35

40

45

50

1900 1920 1940 1960 1980 2000 2020 2040 2060

Year

Med

ian

age

of p

opn

Now

Median age36.5

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Demographic Trends – Median Age Ethnic Groups

2006 2021

303540

20

European (39 44yrs)

Maori (23 26yrs)

Pacific (21 24yrs)

Asian (28 36yrs)

25

4550

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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.

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The Global VillageShared Problems

Global climate change

Global over-population & global food shortages

Global inequalities Global colonisation

Global competitiveness

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The First ChallengeRegional 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

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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

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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

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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)

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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

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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

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Some Challenges for Māori in the Post-settlement Era

1984 – 2009Positive Māori

Development

2010 - 2035Sustainable Māori

Economies &Positive Whānau

Development

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Challenges for Māori Maximising Resources

• Wise investmentsCapability in Governance, management,

financial literacy• Natural resource management

Agriscience, Agribusiness, Fisheries, Forestry, Energy

• Metrics Cultural values & economic goals

• Positive Whānau DevelopmentEducation, te reo, health, technology,

work-ready

Post-settlement assets -adding value

Economic

Cultural

Human

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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

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The New Demographic: University Challenges

• Relevance for diverse 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

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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– Pasifika@Massey

• First NZ university campus in Singapore– Food technology

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Two-way Voyaging

• Māori@Massey gateways to Indigenous populations

• Pasifika@Massey gateways to Pacific nations

• Asia@Massey 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

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Three ScenariosMassey Leads (again)

• Maori Indigenous Leadership

• Pasifika Economic Transformation

• Entry to Asian Economies and Education

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Scenario OneMāori 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)

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Scenario TwoPacific 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.

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Scenario ThreeAsian 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

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Future PathwaysIndigenous Leadership

Pasifika Transformati

on

Asian Economies

Possible √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Probable √ √ √ √ √ √Desirable √ √ √ √ √ √ √ √ √ √ √ √ √ √ √• Relevance• Contribution• Engagement• Inter-ethnic understanding

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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