Nga Piki Nga Heke The Many Challenges

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Nga Piki Nga Heke The Many Challenges. An effort to identify the need to develop cultural capacity in our future generation in light of New Zealand’s changing population mix. Lynne Curran, School of Applied Technology Jenni Tupu, School of Computing & I.T. The Present. - PowerPoint PPT Presentation

Transcript of Nga Piki Nga Heke The Many Challenges

  • Nga Piki Nga Heke

    The Many ChallengesAn effort to identify the need to develop cultural capacity in our future generation in light of New Zealands changing population mixLynne Curran, School of Applied TechnologyJenni Tupu, School of Computing & I.T.

  • The Present Why are there recurring trends of poor success and lower participation rates for Maori and Pasifika students?

    In Secondary School education?In Tertiary education?

  • Some Answers?ColonisationAssimilation PedagogyLack of culturally responsive learningAcknowledgement of different world viewsLow socio-economic statusCultural disparities

  • Secondary SchoolSchool leavers highest attainment - 2005

    Highest AttainmentMaori BoysMaori GirlsPasifika BoysPasifikaGirlsPakeha BoysPakeha GirlsNo NCEA53%43%41%32%26%18%NCEA Level 119%18%20%16%17%13%NCEA Level 220%26%29%36%29%28%NCEA Level 38%13%10%16%28%41%

  • Tertiary EducationMore than 80% of Maori and 70% of Pasifika is at sub-degree levelParticipation at University is one third of Pakeha

  • PopulationNZ Population - 2006 census

  • Future NZ By 2050 more than half NZ population will be of Maori and Pasifika descent. If our youth are failing in the education sphere now - how will this evolve by 2050?

  • Doom and Gloom

    Destined for low skilled employmentDependency on government hand outCasual labouring roles Less likely to gain permanency with opportunity for professional development and employment benefits

  • A Perfect WorldAs Maori we would have the Cultural Capacity be confident enough to enter education at any levelA lifelong learning pathway would be clear and obvious to our youth

  • GoalsDuries Framework for Considering Maori EducationMaori to Live as MaoriParticipate in Society, standard of living and healthProvision of culture in educationMoE Pasifika Education PlanEffective Community Relationships

  • StrategiesWananga ability to successfully provide an alternative learning environmentIncreased participation and learning by Maori and other groups including international studentsCollaboration between government and community groups to co-ordinate appropriate support systemsFocus on secondary school success

  • Communities Accepted form of support by learning institutionsAcknowledgement of community contribution to student learningEncouragement of communication, consultation and commitment

  • Role modelsSocial acceptance of continued educationExposure to role modelsEducational Promotion Campaign with identified successful role models Strategy to address social perception of education

  • Conducive Environment Manaakitanga Mana MotuhakeNga turango takitahi me nga mana whakahaereWaanangaAkoKotahitangaBishops Te Kotahitanga Research Project

  • Holistic Support Need for support to be integrated into normal classesLimited perception of the types of support that would be gained from some servicesStudents may not be aware of what they need and tend to deem support to only be for academic purposes

  • Breaking the CycleCelebrate diversityWe can make a differenceEnvironment that celebrates us

  • Questions?E aku rangatira, he aha te mea nui o tenei ao?Maku e kii atu, he tamariki, he tamariki, a taatou tamarikiWhere does the future of our world lie?In all our children!

  • Recurring trends of poor success and lower participation rates for Maori and Pasifika studentsCompulsory until age 16 many have dropped out before this ageTertiary education is not considered as secondary school not completedOne in five leave school with no secondary school qualificationMaori one in three, Pasifika one in four

    Ability to enter tertiary education can expect a sound secondary school educationCharters that state commitment to providing opportunityOne size fits all opportunityExpectation that we learn the same way Journey of isolation and uncertaintyChange in NZ Population mixCurrent growing population rateGeneration trend of mixed marriagesContinued affect of immigrant groups to NZHigher fertility ratesLower life expectancy Younger age structure

    We would feel safe in each of our own personal beliefsThese beliefs would be acknowledged as a contribution to learningWe would have access to culturally appropriate learning mediaA life long education is seen as the norm not something reserved for the elite or those who can afford itEducation and knowledge are shared and it is an acceptable method of learningAbility for future generations to succeed in higher educationGain employment of a calibre to support them and their familiesAbility to gain healthcare and a healthy environment for familiesGainful employment and a successful tertiary education careerEducation correlates with economic successMedian income for Maori 80% and Pasifika 78% of other groupsUnemployment rate for Pasifika twice and for Maori three times higher

    As such, the education system needs to provide Mori with access to the key components of their culture, prepare students to function effectively on a global scale given that technological advances will have considerable impact on future economic systems and contribute to establishing foundations that enable Mori to make healthy lifestyle decisions and career choices that will facilitate a high standard of living.The education sector-wide focus for Pasifika education, as outlined in the Pasifika Education Plan [5], highlights the importance of building effective relationships with Pacific communities through increased consultation, provision of quality information and the establishment of strong networks within the government sector, across the country and at the community level.Collaboration between government, community groups, educators, career and employment agencies and various industry sectors to co-ordinate the provision of appropriate support systems for students [7].A focus on secondary school achievement and a concentrated effort promoting the availability, opportunity and accessibility of tertiary study for Mori and Pasifika students to break down socially perceived barriers preventing engagement in higher education.The implementation of learning environments conducive to Mori and Pasifika success.A holistic approach to the provision of student support Community involvement is an accepted form of support by learning institutions.Engaging communities key factor in engaging students in lifelong learning.Tana Umaga campaign to encourage quality time, family learningCommitment to bring about change in Maori student educational achievement.Manaakitanga demonstrate care, respect and compassionMana Motuhake identity development and foster independence in learnersNga turango takitahi me nga mana whakahaere classroom environmentsManaakitanga demonstrate care, respect and compassionMana Motuhake identity development and foster independence in learnersNga turango takitahi me nga mana whakahaere classroom environmentsWananga discussion debate and interactive teaching modelsAko Constructivist pedagogy student and teachers viewed as partners in discovery of knowledgeKotahitanga promote, monitor and reflect on outcomes. Learning and achievement gauged on progress toward student goalsPerception needs to change where support is seen as negativeSocially acceptable forms of support for all students not just for those struggling or for isolated groups of Maori or PasifikaRelationship learning where both teacher and learning are able to learn from each other

    As a small population ability to focus on improving our education systems as a nationCelebrate diversity and difference as a form of learning from each otherAs decision makers in the provision of education our responsibilityFuture generations to learn in an environment that celebrates and embraces them