Professional Documents
Culture Documents
ACCELERATING
SUCCESS
2013-2017
Ka hikitia! Ka hikitia!
Hiki, hikitia!
Whakarewa ki runga rawa
Herea kia kore e hoki whakamuri mai
Poua atu Te Pmanawa Mori
He Mana Tikanga
Me Te Uri o Mia
Poipoia ng mokopuna
Ng rangatira mo pp
Ka tihei! Tihei mauriora!
Ka hikitia! Ka hikitia!
He whakamrama
The triangle shape represents our mountains, our heritage, and Encourage and support!
our foundation, challenging us to ascend and strive for success.
And raise it to its highest level!
The three sides represent people who focus on education
learners, parents and professionals. Ensure that high achievement is maintained
The three stylised koru represent the strategies that we must Hold fast to our Mori potential
employ in order to be successful and the lenses through which
we focus on those strategies. Our cultural advantage
The poutama represents progressive development in stages, And our inherent capability
aspirations, reaching for more, the quest to realise potential.
Each branch of this poutama pattern represents the shifts we Nurture our young generation
are seeking through presence, engagement and achievement.
The leaders of the future
The background shading represents mai i te po ki te ao marama
from darkness to enlightenment. Behold, we move onwards and upwards!
Pepeha
Ko Te Rarawa tku Iwi
Ko Ongaro te maunga
Ko Rotokkahi te awa
Ko Mrehu te marae
Ko Te Uri-o-Tai tku hap
Ko Michael Anstis tku ingoa
Triangular motif designed by Michael Anstis.
The koru represent the different levels of achievement in
learning through education and pathways in life.
I
CONTENTS
CONTENTS
SECTION 1 Introduction to Ka Hikitia Accelerating Success 4
Introduction 5
What is Ka Hikitia Accelerating Success 20132017? 9
The audience for Ka Hikitia Accelerating Success 20132017 10
The vision 13
The guiding principles of Ka Hikitia Accelerating Success 20132017 14
Principle 1: Treaty of Waitangi 14
Principle 2: Mori potential approach 15
Principle 3: Ako a two-way teaching and learning process 16
Principle 4: Identity, language and culture count 17
Principle 5: Productive partnerships 18
II
SECTION 1
KA HIKITIA
ACCELERATING SUCCESS
2013-2017
4
SECTION 1
INTRODUCTION
KA HIKITIA MEANS The role of education is to nurture every childs
TO STEP UP, TO LIFT potential and to support their educational
UP OR TO LENGTHEN success. Many New Zealand students do very
ONES STRIDE. IT MEANS well in education and achieve outstanding
STEPPING UP HOW THE results. We have many talented and committed
education professionals, parents, whnau, iwi,
EDUCATION SYSTEM
families and communities who support New
PERFORMS TO ENSURE
Zealands students every day. However, there
MORI STUDENTS
is much room for improvement in how well the
ARE ENJOYING AND
education system is performing for particular
ACHIEVING EDUCATION groups of students and this needs urgent
SUCCESS AS MORI. attention and focus for change. Too many Mori
students are left behind and disengage from
education before gaining the skills, knowledge
and qualifications needed to reach their full
potential. The negative impact of this on
students, their whnau, wider communities
and New Zealand is significant.
5
INTRODUCTION
IMMEDIATE
AND SUSTAINED
CHANGE
IS NEEDED
Ka Hikitia Accelerating Success 20132017
is a strategy to guide action to make a
significant difference for Mori students in
education for the next five years and beyond.
We know Mori students do much better
when education reflects and values their
identity, language and culture, and this
is a central focus within Ka Hikitia
Accelerating Success 20132017.
Underpinning this are two critical factors
that must also exist for Mori students to Ka Hikitia Accelerating Success 20132017
excel and reach their full potential. will ensure that these two critical factors are
Quality provision, leadership, strengthened across the education system and
teaching and learning, supported that activity and investment is targeted at key focus
R areas. This is essential to accelerating success.
by effective governance.
Many people have a role to play in supporting Mori
Strong engagement and
students to enjoy and achieve education success
contribution from parents,
as Mori. Working together, these stakeholders
R whnau, hap, iwi, Mori
have the opportunity to help students grow into
organisations, communities
confident, successful, culturally intelligent, bilingual
and businesses.
adults who will make a positive contribution to
New Zealand.
6
SECTION 1
THE PHASES OF
FIGURE 1
KA HIKITIA
THE JOURNEY TO MORI ENJOYING AND ACHIEVING
EDUCATION SUCCESS AS MORI
PHASE 1
Ka Hikitia Managing for Success
20082012
Challenges
Audience
7
INTRODUCTION
WE ARE HERE
PHASE 3 AND BEYOND
Ka Hikitia 20182022
Audience
Ka Hikitia Accelerating Success 20132017 is
designed to be relevant and practical, supporting
R all those who have a role to play in lifting
education system performance for all Mori
students.
It will be supported by tools and resources
R targeted to those who are critical in effecting
the change.
It will include activities to raise awareness and
provide support and seek contributions from
R students, parents, whnau, hap, iwi, Mori
organisations, communities and businesses.
SECTION 1
9
INTRODUCTION
AUDIENCE
STAKEHOLDERS WHO HAVE A
THE ROLE TO PLAY IN SUPPORTING
MORI STUDENTS TO SUCCEED
FOR
KA HIKITIA
ACCELERATING SUCCESS
IN EDUCATION INCLUDE:
R
education professionals teachers/kaiako,
principals/tumuaki, education providers,
academics and researchers
2013-2017 students, parents, whnau, families, hap,
R iwi and Mori organisations
Ka Hikitia Accelerating Success
government departments including the
20132017 guides how government R Education Review Office (ERO)
departments, agencies, education
education sector agencies, such as the Tertiary
providers and professionals will work Education Commission, the New Zealand
together to ensure the education R Qualifications Authority (NZQA), Careers New
system works well for every Mori Zealand, Te Aho o Te Kura Pounamu, and the
New Zealand Teachers Council
student. It prioritises action and
resources towards what evidence providers of professional learning and
R development
says works to achieve strong
education associations including the
language and educational outcomes.
R New Zealand School Trustees Association
and the New Zealand Principals Federation
Mori language organisations including Te
R Taura Whiri i te Reo Mori, Te Puni Kkiri and
Te Mngai Paho
10
SECTION 1
OVERVIEW VISION
MORI ENJOYING AND ACHIEVING
EDUCATION SUCCESS AS MORI
THE PRINCIPLES
These guide how we work to deliver on
Ka Hikitia Accelerating Success 20132017
1 Treaty of Waitangi
5 Productive partnerships
1.
Quality provision, leadership, teaching and
learning, supported by effective governance.
11
INTRODUCTION
FOCUS AREAS
Where best to target investment and activity for
system improvement
FOCUS AREA 3
Primary and secondary education
Outcome: All Mori students have strong literacy,
numeracy and language skills.
All Mori students achieve at least NCEA Level 2 or an
equivalent qualification.
FOCUS AREA 4
Tertiary education
Outcome: Mori succeed at higher levels of tertiary
education.
FOCUS AREA 5
Organisational success
Outcome: The performance of the Ministry of
Education, ERO, and education sector agencies creates
the conditions for Mori students to enjoy and achieve
education success as Mori.
GOALS
for each focus area
ACTIONS
to achieve the goals
12
SECTION 1
THE
VISION
MORI ENJOYING AND ACHIEVING EDUCATION
SUCCESS AS MORI When the vision is realised, all Mori
students will:
The vision of Ka Hikitia Accelerating have their identity, language and
Success 20132017 is Mori enjoying and culture valued and included in
achieving education success as Mori. R teaching and learning in ways
that support them to engage and
This vision means ensuring that all Mori achieve success
students, their parents and their whnau
know their potential and feel
participate in and contribute to an engaging R supported to set goals and take
and enjoyable educational journey that action to enjoy success
recognises and celebrates their unique have experienced teaching and
identity, language and culture. This journey R learning that is relevant, engaging,
rewarding and positive
will support Mori students to achieve the
skills, knowledge and qualifications they have gained the skills, knowledge
and qualifications they need to
need to achieve success in te ao Mori, R achieve success in te ao Mori,
New Zealand and in the wider world. New Zealand and the wider world.
13
INTRODUCTION
GUIDING 1
2
Treaty of Waitangi
PRINCIPLES
Mori potential approach
1.
Treaty of Waitangi
Ka Hikitia Accelerating Success 20132017 gives
expression to how the principles of the Treaty of
Waitangi (the Treaty) are applied in education. The
rights and duties that stem from the principles of
the Treaty include ensuring the position of Mori is
considered fairly when developing policies and funding.
The Treaty provides a context for the relationship
between the Crown, iwi and Mori. Ensuring Mori
students enjoy and achieve education success
as Mori is a joint responsibility of the Crown
(represented by the Ministry of Education and other
education sector agencies/departments) and iwi,
hap and whnau.
Ka Hikitia Accelerating Success 20132017
emphasises the power of collaboration and the value
of working closely with iwi and Mori organisations to
lift the performance of the education system.
For education professionals, collaboration is
about creating ways for whnau, hap, iwi, Mori
organisations and communities to contribute to
what and how Mori students learn, as well as
working together to provide support for Mori
students learning.
14
SECTION 1
2.
Mori potential approach
Every Mori student has the potential to
make a valuable social, cultural and economic
contribution to the well-being of their whnau,
hap, iwi and community and to New Zealand as a
whole. A core principle of Ka Hikitia Accelerating
Success 20132017 is that all Mori students have
the potential to excel and be successful.
Students who are expected to achieve and who
have high (but not unrealistic) expectations of
themselves are more likely to succeed. Education
sector professionals can hold lower expectations
for Mori students and this can be detrimental to
their learning and achievement.1
Students, parents, whnau, hap, iwi, Mori
organisations, communities, peers, and education
and vocational training sector professionals must
share high expectations for Mori students to
achieve. Sometimes this means challenging long-
standing beliefs and stereotypes.
1 Alton-Lee, A. (2003)
2 Developed by Te Puni Kkiri in 2004 as a public policy approach for Government, Cabinet minute [(04) 37/15]; [Pol Min (04) 27/7]
15
INTRODUCTION
3.
Akoa two-way teaching and learning
process
Quality teaching is the most important influence that the
education system can have on student achievement. Effective
teaching and learning depends on the relationship between the
teacher and student, and the teachers ability to engage and
motivate the students.3
Ako is a dynamic form of learning. Ako describes a teaching
and learning relationship where the educator is also learning
from the student in a two-way process and where educators
practices are informed by the latest research and are both Ako describes a
deliberate and reflective.4 Ako is grounded in the principle of teaching and learning
reciprocity and also recognises that students and their whnau
relationship where
cannot be separated.
the educator is also
For those working in government, ako is about seeking the
perspectives of Mori students, parents, whnau, hap, iwi
learning from the
and Mori organisations when we do our work. This is an student in a two-way
important way to ensure policies and activities take account process.
of identity, language, culture, and what Mori know and value.
16
SECTION 1
4.
Identity, language and
culture count
There is a strong link between well-being
and achievement. Students well-being
is strongly influenced by a clear sense of
identity, and access and exposure to their
own language and culture. Students do
better in education when what and how
they learn reflects and positively reinforces
where they come from, what they value
and what they already know. Learning
needs to connect with students existing
knowledge.5 Identity, language and culture
are an asset and a foundation of knowledge
on which to build and celebrate learning
and success.
Mori identity, language and culture
recognises, acknowledges and validates
Mori students as Mori. Mori organisations,
hap, whnau, iwi, parents and students are Students do better in
the kaitiaki (guardians) of Mori identity, education when what and
language and culture.
how they learn reflects
Understanding how identity, language and positively reinforces
and culture impact on Mori students
where they come from,
learning and responding to this requires
all stakeholders to develop a greater what they value and
understanding of their own identity, what they already know.
language and culture and the ways in Learning needs to connect
which they shape their lives.6 with students existing
Strong collaboration between stakeholders knowledge.
on ways to take account of identity,
language and culture in their work is
essential to Mori enjoying and achieving
education success as Mori.
17
INTRODUCTION
18
SECTION 2
19 KA HIKITIA ::
ACCELERATING SUCCESS 20132017
2013-2017
HOW
KA HIKITIA
ACCELERATING SUCCESS
2013-2017
WORKS
20
SECTION 2
CREATING
Every Mori student must be
supported to plan their pathway
STRONG
through education so that they can
achieve their aspirations and those
of their parents, whnau, hap, iwi
EDUCATIONAL
and community. Parents, whnau
and education professionals must
support students to create and
21
HOW KA HIKITIA ACCELERATING SUCCESS WORKS
THE
FOCUS
The actions of Ka Hikitia Accelerating Success
20132017 are grouped under the following
focus areas:
AREAS
R embedded across the other four focus areas
R Early learning
OF KA HIKITIA
ACCELERATING SUCCESS 2013-2017
R
R
Primary and secondary education
Tertiary education
R Organisational success
22
SECTION 2
CRITICAL FACTORS
THE TWO ESSENTIAL ELEMENTS FOR SUCCESS
Ka Hikitia Accelerating Success 20132017 focuses on driving two critical factors through
the education system. Evidence shows that improvement in these two areas will make the
most powerful difference to Mori students educational success.
FIGURE 3
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ua ai
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ta
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i
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2. Strong
engagement and
1. Quality
contribution from
provision,
MORI students and
leadership,
those who are best
r tnerships
teaching STUDENT
placed to support
and learning, ACHIEVEMENT
them parents, Mor
supported AS MORI
families and
by effective
whnau, hap, iwi,
i p ot
governance.
e pa
communities and
businesses.
c tiv
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od
l
Pr
A ko
23
HOW KA HIKITIA ACCELERATING SUCCESS WORKS
The actions of Ka Hikitia Accelerating Success 20132017 are designed to strengthen the
impact of these critical factors across the educational journey.
SUPPORTING SUCCESSFUL
TRANSITIONS ACROSS AND WITHIN THE
FOCUS AREAS
Supporting successful transitions across Transitions can be challenging for Mori
the educational journey of Mori students students. Mori students place strong
is a key focus of Ka Hikitia Accelerating importance on relationships with education
Success 20132017. Successful transitions professionals and their peers.11 Tailored
in education occur when students develop solutions are required for Mori students
a strong sense of belonging in the new transitioning between Mori medium and
setting and feel proud and supported English medium education.
in their identity, language and culture.
Parents, whnau, iwi, Mori organisations
Successful transitions are critical in enabling
and education professionals need a shared
strong education pathways for Mori
understanding of the negative impact that
students.
poor transitions can have on students.
Key transitions include: These stakeholders must work together
to create the conditions and support
beginning early childhood networks for successful transitions.
R education and care services
The Ministry of Education, ERO and
R starting school government agencies will focus on
identifying and addressing barriers to
changing year levels within
R successful transitions for Mori students
a school
across the education system.
transferring from one school
R Closer collaboration with wider social policy
to another
initiatives and iwi and Mori organisations
shifting from primary school to will provide support for Mori students who
R intermediate school, and on to are at risk of disengaging from education
secondary school or those who are not in education or
employment.
moving from secondary school
or reengaging post compulsory
R schooling to vocational education
and training tertiary education,
and higher skilled employment.
24
SECTION 3
25 KA HIKITIA ::
ACCELERATING SUCCESS 20132017
2013-2017
THE
FOCUS
AREAS OF
KA HIKITIA
ACCELERATING SUCCESS
2013-2017
26
SECTION 3
FOCUS AREA 1
MAORI LANGUAGE
IN EDUCATION
OUTCOME FOR THIS FOCUS AREA
All Mori students have access to high quality Mori language
in education.
27
MORI LANGUAGE IN EDUCATION
Focus Areas of Ka Hikitia
the Crown to meet its High quality Mori language in education is important
Treaty obligations to because it:
strengthen and protect supports identity, language and culture as
the Mori language. R critical, but not exclusive, ingredients for the
success of all Mori students
provides all Mori students with the
R opportunity to realise their unique
potential and to succeed as Mori
gives expression to the national curriculum
documents for early learning, primary
R and secondary education, which recognise
the importance of Mori language for
New Zealand
supports community and iwi commitments
R to Mori language intergenerational
transmission and language survival.16
12 Durie, M. (2006); Te Puni Kkiri (2006)
13 Mori medium education includes all Mori language in education pathways that sit within immersion levels 1 and 2. These include all settings where teaching
occurs in and through Mori language for 51100 per cent of the time.
14 Mori language in English medium provision includes all pathways that are not included in the general definition of Mori medium education, and sits within
levels 3 to 5 of the Mori language immersion levels. These pathways are generally linked to larger English medium providers.
15 Tau Mai Te Reo The Mori Language in Education Strategy 20132017.
16 Ibid
28
SECTION 3
The Ministry of Education, ERO and education sector agencies play an important role in
supporting Mori language acquisition and revitalisation in the early learning, primary,
secondary and tertiary education sectors. Their role includes providing funding, resources,
support and information, and developing policies and regulations.
Tau Mai Te Reo aims to: support reo -iwi and language
R quality
create the conditions
for learners to enjoy and help with Mori language in
R achieve Mori language and
R education teacher recruitment
education outcomes provide elements of professional
support the coordination of R development and iwi-specific
effort across Mori language curriculum
in education activity in the ensure Mori language in education
R Ministry of Education and
R pathways are supported in homes,
across education sector on marae and within whnau.
agencies
Ka Hikitia Accelerating Success 20132017
provide a framework for
implementation will focus on supporting iwi
better Government
to grow their role in quality Mori language
R investment in Mori
in education provision.
language in education over
the next five years.
17 May, S., Hill, R., & Tiakiwai S. (2004)
29
MORI LANGUAGE IN EDUCATION
Focus Areas of Ka Hikitia
30
SECTION 3
FOCUS AREA 2
EARLY
LEARNING
OUTCOME FOR THIS FOCUS AREA
All Mori children participate in high quality early learning.
31
EARLY LEARNING
Focus Areas of Ka Hikitia
20 Mitchell, L., Wylie, C., & Carr, M. (2008); PISA in focus 2011/1 (February) OECD 2011
21 Fletcher, M., & Dwyer, M. (2008)
22 Education Counts Ministry of Education
23 Dixon, R. et al (2007)
32
SECTION 3
FOCUS AREA 2
24 Robertson, J. (2007)
25 Nuthall, J. (2003)
26 Mori medium includes Mori immersion levels 1-2
33
EARLY LEARNING
Focus Areas of Ka Hikitia
FOCUS AREA 3
PRIMARY AND
SECONDARY
EDUCATION
OUTCOMES FOR THIS FOCUS AREA
(In English and Mori medium education)
All Mori students have strong literacy, numeracy and
R language skills.
All Mori students achieve at least National Certificate of
R Educational Achievement (NCEA) Level 2 or an equivalent
qualification.
35
PRIMARY AND SECONDARY EDUCATION
Focus Areas of Ka Hikitia
36
SECTION 3
FOCUS AREA 3
Improving achievement
Mori students in English medium schools are more likely
to have lower levels of achievement in literacy, numeracy
and science than non-Mori students.30 If not addressed
early, students are likely to fall behind and will be at risk of
disengaging in the early years of their education. Continuing
to embed National Standards and Ng Whanaketanga
Rumaki Mori is key to identifying these early warning signs
so that students can receive assistance before the negative
consequences of falling behind are compounded.
Schools and kura need to use disaggregated data31 on
students performance to guide decisions on how to support
Mori students achievement. The Ministry of Education
will also use data to target actions and support where it can
make the biggest difference for Mori students.32
29 Alton-Lee, A. (2003)
30 Education Counts Ministry of Education
31 Data that is separated to show how different groups perform
32 OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011
37
PRIMARY AND SECONDARY EDUCATION
Focus Areas of Ka Hikitia
Raising expectations
Students who expect and are expected to
succeed are more likely to succeed. Education
professionals who hold lower expectations for Students who expect and
Mori students may harm students learning are expected to succeed are
opportunities and outcomes. Ka Hikitia more likely to succeed.
Accelerating Success 20132017 requires the
development of approaches to support all
stakeholders to hold high expectations for all
Mori students.
38
SECTION 3
FOCUS AREA 3
35 ERO (2012) Careers Information, Advice, Guidance and Education (CIAGE) in Secondary Schools.
Wellington: Education Review Office.
39
PRIMARY AND SECONDARY EDUCATION
Focus Areas of Ka Hikitia
40
SECTION 3
41
PRIMARY AND SECONDARY EDUCATION
Focus Areas of Ka Hikitia
1 All Mori students are engaged in quality teaching and learning experiences.
R are sharing and growing knowledge and evidence of what works, and
3 All Mori students have access to learning pathways of their choice that lead to
excellent education and Mori language outcomes.
1 Continue to enhance the quality of school leadership and teaching and raise the
professional status of teaching.
2 Develop new and expand current teaching and learning approaches that are
engaging, effective and enjoyable for all Mori students.
develop and use a range of networks to share and grow knowledge and evidence
R of what works to support excellent education and Mori language outcomes.
5 Develop and support clear pathways that lead to excellent education and Mori
language outcomes.
42
SECTION 3
FOCUS AREA 4
TERTIARY
EDUCATION
OUTCOME FOR THIS FOCUS AREA
Mori succeed at higher levels of tertiary education.
43
TERTIARY EDUCATION
Focus Areas of Ka Hikitia
44
SECTION 3
CURRENT WORK
Raising educational achievement is the single most important way to achieve
the Governments ambitious goals for raising living standards through a more
productive and competitive economy. Under the Education Act 1989, the Tertiary
Education Strategy sets out the Governments long-term strategic direction for
tertiary education including a goal to address the development aspirations of Mori.
This has enabled a range of work that makes a difference in improving educational
and employment outcomes for Mori.
ensure that tertiary providers have the right incentives to get better
R outcomes for their Mori students
increase the accountability of tertiary providers to their communities and
R to the Government.
45
TERTIARY EDUCATION
Focus Areas of Ka Hikitia
46
SECTION 3
In the longer term, the Ministry of Education and education, business, innovation and
employment sector agencies actions include (but are not limited to):
47
TERTIARY EDUCATION
Focus Areas of Ka Hikitia
Strong engagement and contribution from students and those who are best placed to
support them parents, families and whnau, hap, iwi, communities and businesses
The benefits of tertiary education are numerous. Mori, particularly those with a NZQF level
4 qualification or above, are more likely to be employed and earn higher incomes. Mori with
higher level qualifications are also more likely to live longer, with lower mortality rates found
among Mori with post-school qualifications than Mori with only school or no qualifications.40
We want to increase the expectations of Mori students, which may require us to question how
we think about teaching and learning. On the other hand, we want to enable whnau, iwi, Mori
organisations and communities to influence and expect tertiary providers to be responsive to
their needs in order to improve educational and labour market outcomes for Mori students.
The tertiary education sector encourages parents, whnau, iwi, and communities to:
R have high expectations for Mori students to learn and succeed in tertiary education
48
SECTION 3
FOCUS AREA 5
ORGANISATIONAL
SUCCESS
OUTCOME FOR THIS FOCUS AREA
The performance of the Ministry of Education, ERO and education sector
agencies creates the conditions for Mori students to enjoy and achieve
education success as Mori.
49
ORGANISATIONAL SUCCESS
Focus Areas of Ka Hikitia
50
SECTION 3
FOCUS AREA 5
51
ORGANISATIONAL SUCCESS
Focus Areas of Ka Hikitia
52
SECTION 4
KA HIKITIA
ACCELERATING SUCCESS
IN
ACTION
54
SECTION 4
PUTTING
KA HIKITIA INTO
2013-2017 ACTION
ACCELERATING SUCCESS
55
KA HIKITIA ACCELERATING SUCCESS IN ACTION
Ways we will work to accelerate change life examples that demonstrate our progress
include the following. towards achieving the vision, outcomes
and targets within Ka Hikitia Accelerating
Prioritising resources
Success 20132017. We will also create
The Government is committed to ensuring opportunities to acknowledge and celebrate
that resourcing and funding are targeted successes.
to areas of greatest need. The Government
The Ministry of Education and education
has directed the Ministry of Education and
sector agencies will also take account of the
education sector agencies to show how
findings and recommendations of the Office
their investment decisions will help to
of the Controller and Auditor-Generals five-
achieve the goals of Ka Hikitia Accelerating
year audit programme on Mori education
Success 20132017. Monitoring will
as they progress with implementing
determine if we are on track to effectively
Ka Hikitia Accelerating Success 20132017.
implementing Ka Hikitia Accelerating
Success 20132017 and where we need to
Developing further measures and
make changes in our approach.
indicators of progress
Supporting a stronger student and The Ministry of Education, ERO and
whnau voice in education education sector agencies will develop a
range of supporting measures that will guide
The Ministry of Education will create ways
progress over time. These measures must
to gather and share feedback from students
show that:
and their whnau and communities through
ongoing hui, shared stories of Mori students our activities are positively
successes, the findings of an annual student contributing to progress
and whnau survey, and updates on the R progress will be reported to
Ministry of Educations website. These Cabinet annually
resources will be added to, expanded and
enhanced over time. include a strong focus on
quality to ensure that we are
At the provider level, there will be a focus on contributing to the as Mori
giving students a greater say in teaching and R component of our vision for
learning, and on students playing a proactive Ka Hikitia Accelerating Success
role in determining their own educational 20132017.
journey. This will be supported through goal
setting and strong support from education To gain a richer picture of progress at local
professionals, parents, whnau, hap, iwi, and regional levels, it is important that
Mori organisations, communities and every Ka Hikitia Accelerating Success
businesses. 20132017 action plan contains measures of
progress and quality that are developed in
Creating and maintaining momentum consultation with stakeholders.
and action
All stakeholders must remain motivated and
maintain momentum in delivering on their
Ka Hikitia Accelerating Success 20132017
action plans. We will support this by
gathering and sharing information and real
56
SECTION 4
MEASURING
AND SHARING
SUCCESS
The Ministry of Education, ERO and education
sector agencies will publish annual monitoring
reports to measure the progress against the
actions, goals, outcomes, targets, measures
and vision of Ka Hikitia Accelerating Success
20132017. We will use a range of information
channels to share progress, including the
Ministry of Educations website, social media
and Education Counts.
57
KA HIKITIA ACCELERATING SUCCESS IN ACTION
2
childhood education.
Employment outcomes for
2 By 2017, 85% of early childhood Mori improve.
3
education services reviewed by
The number of people who
ERO will be working to some
participate in, and complete,
extent or to a high extent in
Mori language qualifications
partnership with Mori whnau.
increases.
PRIMARY AND
4 The number of people who
complete immersion or
bilingual initial teacher
SECONDARY EDUCATION education increases.
(In English and Mori medium education)
58
SECTION 4
GLOSSARY
ERO Education Review Office
Iwi Tribe social group of people with shared family links, culture, and
language dialect
Hap Sub-tribe
kaitiaki guardian/s
59
SELECTED REFERENCES
Full references for Ka Hikitia Accelerating Success 20132017 will be available through the
Ka Hikitia Accelerating Success 20132017 Key Evidence booklet
Alton-Lee, A. (2003) Quality Teaching for Diverse Students in Mitchell, L., Wylie & C., & Carr, M. (2008) Outcomes of Early
Schooling: Best Evidence Synthesis. Ministry of Education. Childhood Education: Literature Review. Wellington: Ministry of
Education.
Alton-Lee,A. (2011) Using evidence for educational improvement.
Cambridge Journal of Education. Nuttall, J. (Ed.) (2003) Weaving Te Whriki: Aotearoa New
Zealands early childhood curriculum document in theory and
Benseman, J., Sutton, A., & Lander, J. (2005) Working in the practice. Wellington: New Zealand Council for Educational
light of evidence as well as aspiration: A literature review of the Research.
best available evidence about effective adult literacy, numeracy
and language teaching[external]. Report prepared for Ministry of Nusche, D., et al. (2012) OECD Reviews of Evaluation and
Education. Auckland: Auckland Uniservices Ltd. Assessment in Education: New Zealand 2011. OECD Publishing.
http://dx.doi.org/10.1787/9789264116917-en.
Bull, A., Brooking, K., & Campbell, R. (2003) The complexity
of community and family influences on childrens achievement OECD. Pisa in Focus 2011/12. (2011) Does participation in pre-
in Aotearoa New Zealand: Best evidence synthesis. Ministry of primary education translate into better learning outcomes at
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Bishop, R., & Berryman, M. (2006) Culture Speaks Cultural
Relationships and Classroom Learning. OECD. Starting Strong II Early Childhood Education and Care: Early
Childhood Education and Care. (2006) Issue 13 of Education &
A. Bull, K. Brooking, & R. Campbell. (2008) Successful Home- skills. OECD Publishing.
School Partnerships. Report to the Ministry of Education New
Zealand Council for Educational Research. Pere, R. R. (1982) Ako: Concepts and learning in the Mori tradition.
Wellington: Te Khanga Reo National Trust Board.
Chauvel, & Rean, J. (2012) Doing better for Maori in tertiary
settings. (For the Tertiary Education Commission/Te Amorangi Robertson, J., with Gunn, T.R., Lanumata, T., & Pryor, J. (2007)
Mtauranga). Parent decision-making in relation to the use of early childhood
education services. Report to the Ministry of Education. Wellington:
Dixon, R., Widdowson, D., Meagher-Lundberg, P., Airini, & Ministry of Education.
McMurchy-Pilkington, C. (2007) Evaluation of the Promoting
Early Childhood Education (ECE) Participation Project. Robinson, V., Hohepa, M., & Lloyd, C. (2009, November) School
Leadership and Student Outcomes: Identifying What Works and
Durie, M. (2006) Measuring Mori wellbeing. Wellington: New Why Best Evidence Synthesis. The University of Auckland, New
Zealand Treasury. Retrieved from: http://www.treasury.govt.nz/ Zealand Ministry of Education.
publications/mediaspeeches/guestlectures/pdfs/tglsdurie.pdf.
Skerrett, M. (2011) Whakamanahia Te Reo Mori: He Tirohanga
Durie, M. (2011) Ng tini whet: Navigating Mori futures. Rangahau A review of literature on the instructional and contextual
Wellington, New Zealand: Huia. factors likely to influence Te Reo Mori proficiency of graduates from
Mori Medium ITE programmes. New Zealand Teachers Council.
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for Maori Students: Schools Progress. Takao, N., Grennell, D., McKegg, K., & Wehipeihana, N. (2010)
Te Piko o te Mahuri: The Key Attributes of Successful Kura Kaupapa
Gonzlez, N., Moll, L., & Amanti, C. (2005) Funds of Knowledge:
Mori. Wellington: Ministry of Education.
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New Jersey: Lawrence Erlbaum Associates, Publishers. Te Puni Kkiri. Te Oranga o te Reo Mori The Health of the Mori
Language in 2006. (2008). http://www.tpk.govt.nz/en/in-print/
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Lynch, E. W., & Hanson, M. J. (1998) Developing cross-cultural
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Mahoney P, Park Z & Smyth R. (2013) What do men and women
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Margolis, H., & McCabe, P. (2006, March) Improving Self-Efficacy
Waho, T. (2006) Te Reo o te Whnau The intergenerational
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60
Karakia Mutunga
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Tiaki t tua oranga
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Ka Hikitia
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Ka Hikitia
Ministry of Education
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