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Ko te ara hïkoi: What we need to do
Ko te ara hïkoi:
What we need to do
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The government investment in Mäori language in education primarily focuses on:
establishing and maintaining provision recruiting and developing the workforce developing professional support and resources to enable schools, education professionals, whänau, hapü and iwi to provide Mäori language in education opportunities for learners.
The Government and the Ministry of Education have largely responded to, rather than actively shaped, developments in Mäori language in education. Current demand for the whole education system to deliver for Mäori learners, the economic climate, evidence and research developments, and Treaty obligations to actively protect the Mäori language mean the Government needs to be more actively managing investment and working in partnership with iwi and Mäori.
The Mäori Potential Approach
The Mäori Potential Approach 27 guides activities to support Mäori learner outcomes and will be used to better manage the investment in Mäori language in education. However, practical shifts are needed. This approach advocates investment in strengths, opportunities and potential. It seeks to shift the focus from addressing problems and disparities to expanding on successes.
In an education context the Mäori potential approach is characterised by the following:
Less focus on...
remedying deficit
problems of dysfunction
government intervention
targeting deficit
Mäori as a minority
instructing and informing
More focus on...
realising potential
identifying opportunity
investing in people and local solutions
tailoring education to the learner
indigeneity and distinctiveness
collaborating and co-constructing
A Mäori Potential Approach embraces the positive potential of people and groups working and investing in accelerating success for learners of Mäori language.
The range of parties that contribute to Mäori language in education is recognised through a Mäori potential approach, including learners, parents, whänau, iwi, educators, education leaders, providers, enterprises and Government. Each party has skills, knowledge and resources that contribute to and can strengthen high quality education and language outcomes.
Investment framework
Government investment must create the conditions for learners to enjoy and achieve both education and Mäori language outcomes. It must also support intergenerational transmission of Mäori language, which is critical to language revitalisation.
This investment framework is a tool to both guide Government investment and develop effective policy for education in Aotearoa New Zealand. The investment framework will allow for a sharper focus on what makes the most difference for learners of Mäori language and support strengthening those areas in a coherent and strategic way. The Ministry of Education and education sector agencies can best contribute to Tau Mai Te Reo focus areas by ensuring that all investment in Mäori language in education is focused on activity that will deliberately contribute to both education and language outcomes.
A key role of the Ministry of Education and education sector agencies’ is to improve the education system by designing and implementing programmes to lift performance. The Tau Mai Te Reo Implementation Plan provides the next layer of detail in terms of actions, activities, key criteria for measuring success, and dependencies across the Ministry of Education and education sector agencies.
Using the investment framework
Ministry of Education and education sector agency activity that can be identified as either directly or indirectly contributing to Mäori language in education should align with the investment framework. Activity must clearly link to at least one of the focus areas and also identify the key goals and groups they will impact on.
Investment Framework Tau Mai Te Reo –
the Mäori Language in Education Strategy 2013 - 2017
What we want to achieve
What we know works (Evidence Base)
How we will do it (Focus Areas)
What we need to do (Key Goals)
Activity must impact on
Kia tau te reo –Supporting Mäori language in education: delivering strong, coordinated effort and investment.
Iwi, whänau and community engagement in education is critical to the success of learners of Mäori language.
The identity, language and culture of learners needs to be interwoven into all learning settings across the education system.
High quality language teaching makes the most difference to learner outcomes.
Sustained participation in quality Mäori medium education for at least 6 years is important for language proficiency and bilingual outcomes.
The need for further research to inform future priority investments.
1. Work with and for iwi, communities and Mäori language providers to support Mäori language in education.
2. Strengthen and grow the Mäori medium sector and networks.
3. Support Mäori language in the English medium sector.
4. Build the evidence base for Mäori language and Mätauranga Mäori.
5. Increase accountability for Mäori language in education.
Increase the number of proficient speakers of te reo Mäori.
Increase the number of learners participating in Mäori language in education.
Increase participation in quality Mäori language in education within early learning.
Increase the number of learners achieving NCEA level 2.
Increase the number of learners who participate in, and complete, Mäori language qualifications.
Increase the number of learners who participate in, and complete, immersion or bilingual initial teacher education.
Learner and Whänau Iwi and Communities Education Professionals
The success of Tau Mai Te Reo and Mäori language in education activity will be measured through the use of the following mechanisms:
The ‘Effective provision of te reo Mäori in and through education’ rubric - as a qualitative measure of success for Mäori language in education programmes and initiatives. Better Public Service and Ministry targets - an improved Mäori language in education sector would contribute to these targets. Sub targets will be developed through the implementation process.
Focus areas
The investment framework contributes directly to the Government’s priorities through its strong and distinctive focus on evidence about what makes the most difference for Mäori language learner outcomes. Tau Mai Te Reo has five key focus areas on which the investment framework will center:
Strengthen and grow the Mäori medium sector and networks Workwith and for iwi, communities and Mäori language providers to support Mäori language in education
Support Mäori language in the English medium sector Build the evidence base for Mäori language and mätauranga Mäori
Increase accountability for Mäori language in education
A literature review informed Tau Mai Te Reo on what works for learners of Mäori language and the practices that promote greater bilingual outcomes for learners. There were five key themes:
Iwi, whänau and community engagement in education is critical to the success of learners of Mäori language The identity, language and culture of learners needs to be interwoven into all learning settings across the education system High quality language teaching makes the most difference to learner outcomes Sustained participation in quality Mäori medium education for at least 6 years is important for language proficiency and bilingual outcomes The need for further research to inform future priority investments
Powerful education connections with iwi, whänau and communities are critical to achieving quality language and education outcomes for learners of Mäori language. The literature also showed specific practices that contribute to improved bilingual outcomes for learners. Uninterrupted participation in a Mäori medium setting for at least six to eight years and using deliberate language acquisition teaching methods can improve bilingual learner outcomes. Research argues there is a pressing need for more robust research on effective practice across Mäori language in education.
Focus area one:
Education agencies are working with iwi to develop and fulfil iwi education and language plans. The Ministry of Education and education agencies can facilitate iwi, communities and Mäori language providers to engage and strengthen Mäori language in education provision. Iwi and whänau engagement in education is critical to the success of Mäori learners and Mäori language.
Iwi, communities and Mäori language providers already engage in some areas within education. However, by strengthening links and identifying how further connections can occur, more programmes and initiatives can be established. There are also opportunities for iwi to work as providers and for iwi language plans to be incorporated at a provider level.
Research and evidence base
Evidence highlights that whänau and community engagement in a learner’s education journey has a powerful influence over their educational achievement, particularly in early learning and schooling 28 . Whänau and community provide the context for children’s learning, language experiences, identity and values 29 .
Iwi, whänau and community have a pivotal role in supporting the revitalisation of Mäori language. The roles of these parties in the revitalisation process are to lead and support the intergenerational transmission of Mäori language. They also have a role, as repositories of knowledge and language experts, to work directly with the education sector to strengthen provision in and through education 30 .
Priority actions
1.
2. Use an iwi framework in education sector wide policy design and operations. All programmes and initiatives that support Mäori language learning must show how iwi, communities and Mäori language providers will be included in the design and implementation.
Desired outcomes
The balance of roles, responsibilities and accountabilities between the Ministry and iwi is clear.
Iwi knowledge, tradition and language are reflected in the education system.
Partnerships are based on mutual trust.
There are strong Mäori language speaking communities and Mäori language leadership throughout Aotearoa New Zealand.
There is increased Mäori language use on marae, within households and in the other targeted domains.
28
Ministry of Education. (2006). Robinson, V. Höhepa, M., & Lloyd, C. (2009). 29 Ministry of Education. (2006). Statement of intent 2006–2011. Wellington: Ministry of Education.
30 Waho, T. (2006). Te Paepae Motuhake. (2011). Täkao, N., Grennel, D., Mckegg, K. & Wehipeihana, N. (2010).
Focus area two:
There is a focus in education on high quality Mäori language in education pathways regionally. There is a continuing need for education professionals with the language competence and skills needed to achieve the greatest outcomes for learners of Mäori language in Mäori medium settings. resource and programme support to the Mäori
Research and evidence base
The relationship between Kura Kaupapa Mäori, iwi and community was identified in research 31 as one of the greatest strengths of kura. Case studies of successful kura highlight the strong connections these kura have with local iwi and their community. Strong iwi and kura relationships provide access to iwi specific knowledge and community opportunities that add value to the learner’s experience. Desired outcomes
Köhanga reo and wänanga often have similar relationships autonomy: devolved, flexible funding with strong
in the delivery of their Mäori language programmes 32 .
The Stocktake of Mäori Language in Education Activity providers (including köhanga, kura and wänanga) are well established and connected through governance, operational activities and iwi engagement, there is a demand for this service. However, where services are less established, providers can struggle to deliver the dual learner outcomes demanded of them.
Priority actions
3.
4.
5.
6. Regional implementation focuses on establishing strong Mäori medium pathways prioritising those regions with conditions critical for success. Strengthen and grow quality teaching, governance and leadership within the Mäori medium sector.
Ensure there are opportunities to strengthen and grow the Mäori medium network provision. Increase the rate of participation, achievement and breadth of qualifications of learners in Mäori medium education. 7.
8. Continue to enhance and provide quality medium sector.
Increase monitoring of Mäori medium education outcomes in and through policy, design and implementation.
A Mäori medium system and network of earned 2010/2011 identifies that where Mäori medium
expectations and accountabilities.
A strong supply of a highly qualified Mäori medium workforce that meets demand (excellent initial teacher education, professional learning development and retention). There are quality educators with relevant qualifications and the level of Mäori language essential for the development of learners of Mäori language to achieve the highest level of proficiency. Learners are equipped to use Mäori language in all contexts.
A strong evidence base informing school leadership, teaching practice and resources. Development of services for governance and leadership roles that have a clear understanding and appreciation of the Mäori medium sector and Mäori language.
Educators are able to access programmes and support to develop their teaching skills. Educators have the opportunities to network with their peers and iwi language leaders to continually develop their Mäori language.
31 Education Review Office. (2007). Mlcek, S., et al. (2009). 32 Mlcek, S., et al. (2009). Te piko o te mähuri, tëra te tupu o te räkau: language and literacy in marae-based programmes. Wellington: Ministry of Education.
Focus area three:
The majority of learners engaged in Mäori language in education are within the English medium sector. It is critical that Mäori language in education provision in the English medium sector is of the highest quality. More research is needed on Mäori language in education and language learner outcomes in the English medium sector. This includes research on effective initiatives and required support within this sector. Mäori teacher workload continues to remain an issue.
Research and evidence base
Researchers identified that 50 per cent formal instruction in Mäori language is necessary to successfully promote academic language proficiency and bilingual language outcomes. Obtaining the skills to teach academic language requires education professionals to undertake specialist training in second language acquisition and learning 33 .
Leadership by principals and governance are important to continue to strengthen bilingual/immersion programmes and Mäori language in education provision in English medium schools. This support, along with supporting effective practice for teachers of Mäori language, will provide the greatest outcomes for learners in English medium settings.
Priority actions
Through an explicit focus on identity, language and culture we will:
9.
strengthen the quality and use of existing accountability mechanisms to support Mäori language in education, i.e. charter requirements 10. develop and strengthen quality resource and programme support for Mäori language in education within the English medium sector 11. increase the rate of participation and achievement of learners in Mäori language in education within the English medium sector. Desired outcomes
Identity, language, and culture count – knowing where students come from and building on what learners and their whänau bring with them. Learners of Mäori language are able to participate with understanding and confidence in situations where Mäori language and tikanga Mäori predominate. Learners of Mäori language integrate language and cultural understandings into their lives. Clear information to support learner pathways and education choices for whänau and learners is available.
Strong education pathways for Mäori language learning provision exist. Productive partnerships are established – learners, whänau, iwi and educators share knowledge and expertise with each other to produce better language and education outcomes.
Educators in the English medium encourage learners to share their knowledge and ideas and ensure those who are already proficient in Mäori language have opportunities to extend their knowledge and language skills. Educators integrate learning of Mäori language into other learning areas or use the language for instruction in the classroom.
Learners are engaged in a range of language learning resources that are geared to their particular needs and interests.
33 May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion education indicators of good practice: Final report to the Ministry of Education. Wilf Malcolm institute of Educational Research Review Office. School of Education, University of Waikato. Wellington: Ministry of Education.
Focus area four:
There is a need to continue to build the evidence base across all sectors within Mäori language in education. There is a relatively stronger evidence base on the benefits of education at the highest level of immersion (level 1). There is an ongoing need for more evidence on what works for learners of Mäori language across lower immersion levels (levels 2–5). This includes Mäori medium education delivered in English medium settings.
There is also a lack of information on achievement rates and language progress for learners engaged in all levels of Mäori language in education.
Research and evidence base
A common theme across all research on Mäori language learning is the need for more robust evidence 34 . Smith 35 identified there is more to learn about Mäori language in education, including the outcomes achieved by learners, the factors that contribute to achievement and the support tertiary education. iwi and Mäori, and input from learners, their
needed to help success. A continued focus on quality research and information gathering will help in driving effective achievement for learners of Mäori language 36 .
Priority actions
12. Develop a research framework focused on building the evidence base for Mäori language and mätauranga Mäori. 13. Share information on best practice.
14. Continue to build research, data and information on language learning of Mäori Desired outcomes
Clear information is available for learners and their whänau to support pathways and education choices.
Iwi and Mäori determine the delivery of priorities for growth of research on mätauranga Mäori. Whänau, iwi and Mäori are engaged, influencing and partnering in research focused on development of mätauranga Mäori and mätauranga ä-iwi in
Share and grow evidence of what works, building from our research base, data, knowledge held by language in education.
parents and whänau.
34
May, S., Hill, R., & Tiakiwai, S. (2004). Smith, R. (2006). Skerret, M. (2011). 35 Smith, R. (2006). Stocktake of Mäori Language Education Programmes and initiatives: Final Report. Wellington: Ministry of Education. 36 Ministry of Education. (2008). Managing for Mäori Language Education outcomes. Unpublished manuscript.
Focus area five:
Ministry of Education and education sector agencies are accountable for ensuring the quality of provision and learner outcomes from Mäori language in education investment and programmes.
Currently, education agencies focus on carrying out some areas of best practice for learners of Mäori language. These include practices such as involving iwi, whänau and community in education programmes, strengthening teacher skills through professional learning and development, and producing resources focused on effective pedagogical practices. To maximise positive outcomes for learners, a more deliberate focus is needed in promoting what works for learners of Mäori language.
Research and evidence base
Most Mäori language in education funding sits within Mäori language immersion levels 4 and above. Evidence 37 suggests that at least 50 per cent formal instructions in Mäori language for a minimum of 6 years is needed to promote bilingual language development, and anything less is unlikely to achieve bilingualism. This means that learners need to be participating in the higher immersion levels (levels 1–2) to reap the benefits of bilingualism. Sustained learner participation for around six to eight years in these programmes is required to gain competency in a second language 38 .
The stocktake 39 identifies that within the current Mäori language in education provision there is no evidence of any programmes or initiatives directly focusing on increasing participation rates in any of the Mäori language in education streams.
Funding to all early learning services and schools is Funding and Equity Funding to support learning Mäori language. There are no measures in place to hold providers accountable for correct use of this funding or to ensure the provider’s self-assessed Mäori language immersion level associated with the funding is correct and being upheld. Priority actions
15. Develop a funding framework supporting levels of language learning that aligns strongly to evidence. 16. Ministry teams and education sector agencies use consistent definitions of Mäori language in education and report against the ‘Effective provision of te reo Mäori in and through education’ rubric within the Measurable Gains Framework.
17. The Ministry’s and education sector agencies’ business processes increase accountability across teams for the implementation of Tau Mai Te Reo.
Desired outcomes
The Ministry of Education and education sector agencies are continually improving to ensure quality dual outcomes for learners of Mäori language are provided through the Mäori Language Programme
being achieved in the short, medium and long term. All teams and groups within the Ministry of Education and education sector agencies perform the critical role and responsibilities of education agencies relating to Mäori language in education in terms of the Treaty of Waitangi, legislation and Te Rautaki Reo Mäori – the Mäori Language Strategy. The Ministry of Education and education sector agencies engage in productive partnerships both internally and externally; for example, with iwi.
37 May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion education indicators of good practice: Final report to the Ministry of Education. Wilf Malcolm institute of
Educational Research Review Office. School of Education, University of Waikato. Wellington: Ministry of Education. 38 Waitangi Tribunal The report on the Köhanga Reo claim: Pre publication (Wai 2336, 2012) at 4.1.5. 39 Ministry of Education, (2012). Stocktake: Mäori language in education activity 2010-2011. Unpublished manuscript.
Overview of focus areas and priority actions
Vision
The objectives of Tau Mai Te Reo are to:
Create the conditions for learners to enjoy and achieve both education and Mäori language outcomes.
Support the coordination of effort across Mäori language in education activity in the Ministry of Education and across education sector agencies.
Provide a framework for better government investment in Mäori language in education over the next five years, from 2013-2017.
Focus Areas
Priority Actions
Workwith and for iwi, communities and Mäori language providers to support Mäori language in education
Use an iwi framework in education sector wide policy design and operations.
All programmes and initiatives that support Mäori language learning must show how iwi, communities and Mäori language providers will be included in design and implementation.
Strengthen and grow the Mäori medium sector and networks
Regional implementation focuses on establishing strong Mäori medium pathways prioritising those regions with conditions critical for success.
Strengthen and grow quality teaching, governance and leadership within the Mäori medium sector.
Ensure there are opportunities to strengthen and grow the Mäori medium network provision.
Increase the rate of participation, achievement and breadth of qualifications of learners in Mäori medium education.
Continue to enhance and provide quality resource and programme support to the Mäori medium sector.
Increase monitoring of Mäori medium education outcomes in and through policy, design and implementation.
Tau Mai Te Reo Implementation Plan
Support Mäori language in the English medium sector
Through an explicit focus on identity, language and culture we will:
strengthen the quality and use of existing accountability mechanisms to support Mäori language in education i.e. charter requirements
develop and strengthen quality resource and programme support for Mäori language in education within the English medium sector
increase the rate of participation and achievement of learners in Mäori language in education within the English medium sector.
Build the evidence base for Mäori language and Mätauranga Mäori Increase accountability for Mäori language in education
Develop a research framework focused on building the evidence base for Mäori language and mätauranga Mäori.
Sharing information on best practice.
Continue to build research, data and information on language learning of Mäori language in education. Develop a funding framework supporting levels of language learning that aligns strongly to evidence.
Ministry teams and education sector agencies use consistent definitions of Mäori language in education provision and are reporting against the ‘effective provision of te reo Mäori in and through education’ rubic within the Measurable Gains Framework.
Ministry and education sector agencies business process includes planning, reporting and financial management increases accountability across teams for the implementation of Tau Mai Te Reo.
Tau Mai Te Reo Implementation Plan
Kua takoto te mänuka The leaves of the mänuka tree have been laid down 40
