Parity for All: Aspiration and expectation in New Zealand Dr
Airini A seminar co-sponsored by the Department of Education
Studies and the Centre for Policy Studies in Higher Education and
Training, The University of British Columbia 20 th September
2012
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The Tertiary Education Commission expects Tertiary Education
Organisations to: ensure that Mori and Pacific students participate
and achieve at all levels at least on a par with other learners.
(TEC Plan Guidance for 2013.
http://www.tec.govt.nz/Funding/investment-plans/Plan-guidance-for-2013/)
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During 2013 to 2015, New Zealands tertiary education system
needs to make a bigger contribution to New Zealands economic
growth, and it needs to do it within current levels of government
investment. This means focusing on outcomes and raising performance
especially for Mori and Pacific learners, where the biggest gains
are to be made.
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Parity through Hard wired targets
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Presentation summary Why have parity targets? Approach
underpinning the targets Issues and intentions Monitoring progress
on the targets Discussion: When can parity be a reasonable
expectation?
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Parity targets amidst global trends in tertiary education
Growing importance of the knowledge society/economy Trade in
education services Education is increasingly viewed as a major
engine of economic development, and a private good. Inequality,
access and success
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New Zealand
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Aoteraoa New Zealand
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Pasifika New Zealand
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New Zealand: Tertiary Education Strategy The Governments vision
is for a world-leading education system that equips all New
Zealanders with the knowledge, skills and values to be successful
citizens in the 21st century. A world-leading education system is
an important first step towards a productive and growing economy
that delivers greater prosperity, security and opportunity for all
New Zealanders. Tertiary Education Strategy 2010-2015
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Tertiary Education Strategy: Mori Vision: Enable Mori to enjoy
education success as Mori A unique place as tangata whenua and
partners to the Treaty of Waitangi. Tertiary education has a
particular responsibility to maintain and develop Mori language and
culture to support Mori living as Mori in both Te Ao Mori and in
wider society. Mori business and development are making a major
contribution to New Zealands economy and society. Acknowledging and
advancing Mori language, culture and identity is important in
providing a basis for Mori success in all forms of education. One
in five tertiary students is Mori. Tertiary Education Strategy
2010-2015
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ACHIEVING PRIORITIES BY 2015 target priority groups -
increasing the number of Mori students enjoying success at higher
levels - increasing the number of Pasifika students achieving at
higher levels improve system performance support high-quality
research that helps to drive innovation.
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How the New Zealand tertiary system makes change
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Parity: Recent history 2011: Ka Hikitia Managing for Success:
The Mori Education Plan 2008-2012 mid-term review: Implementation
of the Mori education strategy was progressing too slowly. The
Pasifika Education Plan 2009-2012: Some improvement but gap between
Pasifika and non-Pasifika remains and is expanding in some cases.
Cabinet-agreed actions. 2012: TEC Board: Progress made for Mori and
Pasifika, but providers tend to set conservative targets in their
Investment Plans, and educational outcome disparities have remained
the same or widened relative to non-Mori and non-Pasifika.
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Parity: Expectation 2012: TEC expects tertiary education
organisations to ensure that Maori and Pacific learners participate
and achieve at all levels at least on a par with other
learners
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Mori. Pasifika. Underlying reasons why Mori and Pasifika do not
participate or achieve in tertiary education at the same rate as
Other people has been the focus of research over some time. There
is little information on whether Mori and Pasifika outcomes are
affected by the same factors or in the same way. There are key
differences between the two populations. The parity investment
approach is about system performance.
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Parity: Reasonable benchmarks A range of possible benchmarks: o
15-64 yr pop (2006 Census) o 15-39 yr pop (2006 Census) o 15-24 yr
pop (2006 Census) o School leavers (2010) o School leavers with no
attainment (2010) o School leavers with at least NCEA Level 2
(2010) o School leavers with UE (2010) The year for which the
targets should be set Targets for Wananga Targets for PTEs
Increasing the stretch for universities
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Parity: Focus of targets It became clear from the analysis of
participation and achievement that the main focus of the targets
should be on parity of achievement, as this is clearly an area
where disparity exists and has not improved markedly. Mori are
currently either on par or over-represented, in terms of
participation, in all sub-sectors except universities Pasifika
participation is currently on par or above-par compared to
population benchmarks for all sub-sectors except universities,
under- represented particularly at Level 8+ in Universities, and
the proportion of ITO trainees at Level 4+ is also under-par. A
comparison of completion rates for both courses and qualifications
shows that Mori and Pasifika are consistently under-achieving
across all sectors and broad groupings of level.
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Achievement
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Example: University sector Examples of options considered for
participation targets for Universities The % of EFTS that are
provided by each university to Mori/Pasifika learners should be at
least on par with the: Option 1: % of national 15-39 population who
are Mori/Pasifika by 2018 Option 2: % of 15-39 population within
the Universitys region who are Mori/Pasifika by 2018 Target chosen
(option 5) For the university sector For Mori and Pasifika The % of
EFTS provided by the university sub-sector should be at least on
par with the % of national 15-39 population who are Mori/Pasifika
At Level 1-7, Level 8+ and for All EFTS By 2018
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Example: University sector Qualification completion
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Hard wired targets for parity: University Not set at a provider
level as with ITPs. Set at the sub-sector level. The University
sub-sector as a whole will achieve the participation targets of at
least 16.8% for Mori and 8.2% for Pasifika by 2018. Course and
qualification completion rates to be at least on par with other
learners in that university, at all levels, by 2018.
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Monitoring the targets Separate monitoring and reporting
approach is required. Tracking tool to monitor progress toward the
targets, using the latest available published provision data has
been developed: o trend data as well as the targets o to provide
longer term perspective o as new data becomes available through the
SDR each year the tracking tool can be updated and progress toward
the targets reviewed o separate reports on Mori and Pasifika
participation and achievement o how providers are tracking to
parity o narrative on provider approaches and practices which
appear most effective and how they relate to change in
participation and achievement.
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Expectations and consequences For performance that is exceeding
expectations: fewer terms and conditions funding paid in advance
less frequent monitoring eligibility for future funding. For
under-performance: increased frequency of contact / monitoring /
engagement with the TEO a significant amendment to the TEOs Plan
set conditions on funding approved for future Plans suspend funding
revoke funding funding recovery consider the TEOs past performance
in future funding allocations (including any discretionary funding
for which the TEO may apply).
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Presentation Why have parity targets? Approach underpinning the
targets Issues and intentions Monitoring progress on the targets
Discussion: Parity Pasifika perspectives When can parity be a
reasonable expectation ?
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Parity It is the expectation of TEC that every tertiary
education organisation will ensure that Maori and Pasifika learners
participate and achieve at all levels at least on par with other
learners The targets cannot be a static number over time, delivery
on parity targets Parity and the remaining need to address
equality, equity, power - Scott Metcalfe et al. (2007). a number of
planning paradoxes.
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Conceptual issues in fusing parity, equality and equity -The
dominance of an aggregated, system-wide approach -Interrogate whose
interests are served by the funding arrangements in education
-Assert the interests of the least advantaged. Parity in tertiary
education is parity in isolation -Locate the tertiary education
challenge within the broader context of Maori and Pasifika economic
and social development in New Zealand, and integrate education
reform with other essential policy measures.
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Parity It is the expectation of TEC that every tertiary
education organisation will ensure that Maori and Pasifika learners
participate and achieve at all levels at least on par with other
learners The targets cannot be a static number over time Delivery
on parity targets Parity and the remaining need to address
equality, equity, power Change in the tertiary sector is dependent
on change in schools
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Parity: School performance affects tertiary performance
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Parity It is the expectation of TEC that every tertiary
education organisation will ensure that Maori and Pasifika learners
participate and achieve at all levels at least on par with other
learners The targets cannot be a static number over time Delivery
on parity targets Parity and the remaining need to address
equality, identity, power Change in the tertiary sector is
dependent on change in schools Parity to whose ends? Pasifika
perspectives
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Parity, Pasifika and success
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Successful transitions Continued & accelerated performance
for Pasifika at all levels Contributing to interagency
collaboration Using research & evidence more effectively
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Parity It is the expectation of TEC that every tertiary
education organisation will ensure that Maori and Pasifika learners
participate and achieve at all levels at least on par with other
learners The targets cannot be a static number over time Delivery
on parity targets Parity and the remaining need to address
equality, identity, power Change in the tertiary sector is
dependent on change in schools Parity to whose ends? Pasifika
perspectives When can parity be a reasonable expectation ?
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A rationale based on strategic alignment, economics, and system
performance Responding to performance patterns to-date An approach
informed by evidence and analysis Targets that are reasonable,
fair, simple Shaped by internal engagement and external engagement
Tracked through monitoring and a consequences framework In an
environment of willingness
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Presentation summary Why have parity targets? Approach
underpinning the targets Issues and intentions Monitoring progress
on the targets Discussion: When can parity be a reasonable
expectation?
Slide 38
Acknowledgements Tertiary Education Commission -Frannie Aston,
Helen Lomax, Lisale Falema, Annabel Lee and Anne Broadbent -TEC
Pasifika Tertiary Working Group -Sina Aiolupotea-Aiono, Linda
Aumua, Malakai Koloamatangi, John Kotoisuva, Jannitta Pilisi,
Analiese Robertson, and Pale Sauni Faculty of Education, The
University of British Columbia -Department of Educational Studies
-Centre for Policy Studies in Higher Education and Training