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ASB Community Trust’s Māori and Pasifika Education Initiative. The story of an ambitious and unchartered philanthropic journey in search of innovative proposals to address educational underachievement among Māori and Pacific community youth.

Manaiakalani Education Trust Maori and Pacific children at home in a digital world: our story Manaiakalani storytellers and Frances Hancock “Manaiakalani draws a whole range of magnificence to it. Children passionate about learning and now doing significantly better on national assessments. Parents willing to make sacrifices and invest in their kids like never before; teachers and schools prepared to disrupt what they’ve always done to enable student learning; community, philanthropic, commercial and government partners willing to invest. Why? Because Manaiakalani is profoundly different and making a difference. The programme is new and exciting, and enabling a shift and acceleration in student achievement.” – Pat Snedden, Manaiakalani chair

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Foreword

Introduction

The Manaiakalani Programme is a local initiative with national and international significance. It provides a critical opportunity for us to impact on Māori and Pasifika children’s success in schools. The programme will help us understand how to design schools so that valued student outcomes are equitable, and in which family whānau engagement is optimal. The programme is developing and defining new horizons in teaching and learning through the use of the netbooks with wireless / high speed Broadband infrastructure. For both learners and their families whānau, the capability of learning (and teaching) to go beyond walls, and the greatly increased access to knowledge, means we are developing complex new ways of being literate and numerate, including with new ‘critical literacy’ and digital citizenship strategies. The schools in the programme are an exciting site for innovation. The new expressions of teaching and learning are being based on collective problem solving and testing out, using evidence within and across the schools. The schools are in a great position to ‘incubate’ the innovation and through the programme provide a model for other sites, both nationally and internationally. A major strength in the programme is the linking of the community and whānau with the school through the tools which are providing them with very powerful resources. Yet another strength is the cluster nature of the programme which means their goal to impact at all levels including in the upper secondary is possible. How Manaiakalani develops is a matter of great importance to us.

In 2011 Australasia’s largest philanthropic organisation, ASB Community Trust, awarded the Manaiakalani Education Trust NZ$1.3 million over three years through its Māori and Pacific Education Initiative (MPEI). To date MPEI has distributed NZ$16 million to 11 projects through two grant-making rounds. The aim of MPEI is to lead a movement of change that lifts the educational underachievement of Māori and Pacific children. The Manaiakalani Programme promotes new teaching and learning approaches across a growing cluster of decile 1a1 schools in the low income, predominantly Māori and Pacific communities of Tamaki (the East Auckland suburbs of Glen Innes, Panmure and Pt England). This innovative programme gives Tamaki children the opportunity to ‘be at home in a digital world’ so they can learn ‘anywhere, anytime and at any pace’. Teachers encourage a passion for learning and a whanau engagement programme teaches parents how to use the technology to support their child’s learning. Manaiakalani Education Trust and participating schools have forged cross sector partnerships to sustain programme innovation and development. Although it’s early days, the Manaiakalani Programme is already delivering impressive results and earning considerable interest locally, nationally, and internationally.

– Stuart McNaughton, Professor of Education, Director of the Woolf Fisher Research Centre, Faculty of Education, The University of Auckland

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In this story we, Manaiakalani storytellers, track aspects of our journey of our programme. We outline the need, the key influences and the theory of change driving its development. We sketch the Manaiakalani Programme, and outline a growing web of crosssector partnerships and the collaborative approach underpinning the programme. We show how Manaiakalani is making a difference and for whom. We reflect on key lessons, name the challenges ahead and signal where to from here. Māori say, What comes last cradles everything that’s been before and, with that wisdom in mind, we end with a whanau story to relish our storytelling and reflections. We want our story to reach Manaiakalani partners and communities, including trustees and staff of ASB Community Trust, the Ministry of Education, commercial partners and individual donors. We invite other educators, schools, communities and funders to ‘come and see’ Manaiakalani in action. Community developers, social practitioners, and academics interested in cross-sector collaboration and social innovation may also be interested.

New Zealand’s Ministry of Education uses a decile rating (ranking) system for school funding purposes. Each decile contains approximately 10% of schools. Schools in decile 1 have the highest proportion of students from low socio-economic backgrounds.

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Why an education initiative?

Creating a theory of change

The statistics are well known and unacceptable. In Aotearoa New Zealand Māori and Pacific children perform poorly on a range of school assessments when compared to their peers. Across sectors and communities experts agree that an under-performing cohort of students creates significant disadvantage within affected families and communities, and is likely to have serious consequences for our future economy and society. Also a growing digital divide in New Zealand allows those who are well off to have ubiquitous access to technology and offers limited engagement to those on lower incomes, including a disproportionally high percentage of Māori and Pacific families. Currently many children enter the Tamaki schools cluster with a learning age of three years. Tamaki schools must devote significant resources in addressing this gap. It often takes the whole of the child’s primary schooling to make up this two-year handicap and some children never catch up. Community leaders and educational experts engaged in ASB Community Trust’s MPEI grant-making process concluded it would take a range of initiatives to effect systems change, rather than a single silver bullet (MPEI contributors and Hancock, 2012).2 Manaiakalani set out to help champion systems change through innovation ensuring that Māori and Pacific children succeed educationally and have the opportunity to be at home in a digital world.

Various ideas informed the theory of change guiding our endeavour. Our children live in a digital world that is constantly changing and increasingly complex. For today’s learners and teachers, knowledge access to the rest of the world must be available anytime (inside and outside school hours) and anywhere (including in schools, parks, homes and communities). Expecting learners to name their own decisions about their learning, including their action in the world and the moral purpose they bring to it, encourages them to take responsibility for it and set their own pace. Working in Tamaki over many years reinforced the idea that for Manaiakalani to be successful and sustainable, our children, families, schools and communities had to be positioned as the agents, leaders, partners and owners of the change. New Zealand’s founding document, Te Tiriti o Waitangi, also provided crucial direction. We studied its principles first articulated in 1988 by the Royal Commission on Social Policy, and later reinforced by the findings of the Waitangi Tribunal and the Courts. We set out seeking to operationalise the Treaty principles of partnership, protection and participation in everything we do.

If we invest a passion for learning in our children and give them the tools to succeed, their future will be assured. If we operate as genuine partners and seek ‘real’ participation in which everyone - especially our youth and their families feel recognised, respected, heard, challenged and safe, success will follow. If we demonstrate an effective pedagogy in a digital learning environment that works for New Zealand’s most fragile learners, it will work for anyone across the country.

MPEI contributors and F. Hancock. (2012) He Akoranga He Aratohu: Māori and Pacific Education Initiative lessons to guide philanthropic and social practice. Auckland: ASB Community Trust. Available online: http:// asbcommunitytrust.org.nz 2

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Manaiakalani programme What Manaiakalani means Manaiakalani is ‘the Hook from Heaven’, a constellation used for navigation, and the hook with which Maui Tikiti a Taranga fished up Te Ika a Maui, the North Island of New Zealand. What Manaiakalani does Manaiakalani hooks children into learning for life. The programme enables educational achievement through blended learning and digital technology. It builds the capacity of families through partnership-based education. Programme goals ■■Raise student achievement outcomes ■■Enable students to be creators of content, not merely consumers ■■Increase motivation and engagement ■■Enhance or improve personal voice ■■Help students develop an authentic audience ■■Improve employability Programme cornerstones ■■New teaching and learning approaches supported by technology ■■Children and whanau engaged in learning ■■Every child can learn; anywhere, anytime, any pace ■■Learner driven, family centred, community-led, with multisector support Programme engagement (at February 2013) ■■11 Tamaki schools fully engaged ■■Nearly 2000 children from Year 5 and up have netbooks ■■Over 300 parents are enrolled in the whanau engagement programme ■■Parents cover 30% of programme costs, paying off their child’s netbook at $3.50 a week over three years ■■Around 85% of parents pay on time and the average adult income in the area is $19,000 p.a. ■■Since 2011 over $4 million raised from various funding sources including philanthropy, government, commercial sponsors, parents and individual donors. Key outcomes (at February 2013) ■■Low income Māori and Pacific children in Tamaki now have the opportunity to become digital citizens, like other children, and are expected to operate successfully in a digital world from Year 5 ■■Student achievement shows acceleration/shift ■■Wireless infrastructure is available across the Manaiakalani schools cluster and around 25% of the community, with the Tamaki Learning Network (Internet access via student netbooks) to be completed by mid-2013 without debt ■■An innovation hub is established, including the Manaiakalani Innovative Teacher Academy which brings together 8 ‘lighthouse’ teachers who are ‘pushing the envelope’ in delivering exemplar teaching and learning experiences in their classrooms and schools ■■Manaiakalani is a key partner in the Ministry of Education funded ‘Learning and Change Networks’ programme which is working with over 40 decile 1-3 school clusters throughout the country ■■Growing interest regionally, nationally and internationally ■■A new kind of partnership formed around the aspirations for success for our children. 4

Programme partners ■■Manaiakalani schools cluster ■■Manaiakalani Education Trust ■■Parents ■■ASB Community Trust ■■Telecom Foundation ■■Vector Ltd ■■Fusion Networks ■■Equico ■■Hapara.com ■■Woolf Fisher Research Centre, University of Auckland ■■Ministry of Education, Te Puni Kokiri, Housing New Zealand ■■Corporate and private donors, and volunteers.


Why an education initiative?3 Manaiakalani children started school around the time iTunes sold its billionth song. They were born in a very different world from the one in which adults were raised. Today many parents struggle to fully comprehend what their children are doing with the technology they relish. Things are different now and adults are running to catch up with kids. Back in the day when adults were children, an exercise book, pencil case and dictionary were stock standard tools of trade. For Manaiakalani children, a netbook is the default device. Gone are the days of ‘school work’ and ‘homework’. Manaiakalani children are now engaged in learning ‘24/7’ and from Year 5 are expected to operate successfully in a digital world. Manaiakalani children still enjoy playing tag in the playground, doing choir or kapa haka practice at lunchtime, and competing in after-school sports. But they also enjoy podcasting, downloading iTunes, updating their blogs, creating animations and making movies. Back in the day when adults were children, schools were the centre of education and parents sat quietly on their side lines. Today Manaiakalani schools disrupt the traditional educational hierarchies and seek to engage parents/ families in a partnership of equals, in which everyone works together to foster every child’s learning. Times have changed. Children don’t wait for teachers to tell them what to do. Instead, these questions orient a Manaiakalani child: ‘Where am I up to in my learning? What am I learning now? Who can help me with this? And what’s next?’ Children receive feedback from many people and feed-forward comments to their teachers. They publish work on their blogs and assess their work using set criteria. Instead of trying to teach 30 kids at once, Manaiakalani teachers work with individual children and in small groups, while others work independently. Teachers thrive on the focussed attention and enthusiasm of children. They inspire a passion for life-long learning as they manage, resource and scaffold each child’s learning. With both feet planted in a digital environment, teachers are no longer bound to a paper world and its neverending workload. Time previously spent on administration is now dedicated to teaching innovation and professional development.

Looking through a child’s eyes: How Manaiakalani works At home a child will…

At home in a digital world a Manaiakalani child will …

At home in a digital world a Manaiakalani child will …

At home in a digital world a Manaiakalani child will ask ...

■■Bounce in the door

■■Reach for a digital device

■■Power up the device

■■What are my priorities?

■■Toss things where they belong

■■Ensure connectivity

■■Check wireless and power

■■Am I connected? ■■Have I got enough battery to operate?

■■Head to the fridge for food and drink, without asking

■■Quickly get connected

■■Check in with mates and online networks (Skype, Facebook, email, chat)

■■What are people saying? ■■Who’s contacting me?

■■Plop down in a chair … I’m home

■■Access digital learning environment

■■Open up the class website or subject website

■■Where am I up to? ■■What’s next?

■■Carry on conversations with the people in the room

■■Continue learning, making choices

■■Multi-task ■■Collaborate with other students online ■■Create document, presentation, graphic, animation ■■Review assessment criteria ■■Interact with teacher ■■Use interactive learning websites ■■Read information ■■Watch YouTube ■■Update my blog ■■Access the timetable ■■Manage my calendar

■■What do I need to do to learn this? ■■What do I need to create? ■■What do I need to share?

■■And so on…

Manaiakalani schools collaborate rather than compete. What matters most to principals is that every child in a school cluster succeeds, not only the children in their school. Manaiakalani is all about transparency and learning outcomes are shared publically - on student blogs and a class google site. Just as it was, back in the day when adults were children, there are still books in the classroom and children’s art on the walls. Children still use educational card games to enhance their learning.

Who can help me with this: ■■My teacher? ■■Children in the class? ■■Others in the school? ■■External agents? Make contact: ■■Digital collaboration? ■■Face to face? ■■Skype? ■■Email?

But what’s radically different is that Manaiakalani schools use ‘blended learning’ – lots of different ways of learning together - and digital technology to enable every child to succeed. Why? Because it works, and to be successful in the future, children – especially those in low income Communities - need to succeed at school today. This programme description was conceived by Dorothy Burt in a collaborative conversation with Frances Hancock.

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Forging cross-sector collaboration: why, with whom and how? From the beginning we reached out to potential allies and welcomed wideranging commitments. Over time we developed a different kind of partnership with diverse groups: our growing school cluster (including children and their families, teachers, principals and boards of trustees), philanthropic organisations, individual and corporate donors, educational academics and consultants, commercial partners, government agencies, technologists and volunteers. Our main aim in building these partnerships was to deliver the quality of learning, teaching and outcomes the community of learners deserved. Then, as now, Tamaki principals sought to lead and inspire a passion for life-long learning within Tamaki schools and across the Tamaki community. We shared high hopes for our students and battled similar problems. In an area where the average adult income is $19,000 per annum, we knew first-hand how hard life is for families struggling to survive on a low income. Over many years, committed Tamaki educators explored the power of the “new media” to change education paradigms, bring the world to people who could not easily go there themselves and raise efficacy and outcomes for learners with limited access. The Tamaki principals embraced a vision of fully engaged and passionate learners achieving at the same levels as, or better than, their peers elsewhere, with Tamaki children ‘at home in a digital world’. Importantly, a mechanism was already in place to enable its implementation. Tamaki principals had been working collectively in various clusters since the mid to late 1990s. Put simply, an idea would emerge, financial support accessed from contestable government funding and a principals’ cluster created to drive the initiative. Different clusters operated concurrently, enabling shared enterprise and leadership. Principals were free to opt in and out of clusters, and the sovereignty of each school was respected. Over a period of clustering and pooling resources we learnt to trust one another with our resources, data, problems and successes. We also embraced collective decision making. 6

Achieving key milestones built a reputation with the Ministry of Education and other state services, and encouraged Tamaki principals to ask, ‘What’s next? What’s another initiative we can work on together that will enable us to keep working towards shared goals and to secure funding? The goals then, are the same goals now: ■■To raise student achievement outcomes; ■■To enable students to be creators of content, not merely consumers; ■■To increase motivation and engagement; ■■To enhance or improve personal voice; ■■To help students develop an authentic audience; and, ■■To improve employability. The notion of ‘education for citizenship’ linked the goals and as we moved forward together the idea of ‘digital citizenship’ was crystallised.

In 2008 a signal moment occurred when the necessary components for an effective online learning life became available and affordable: ■■ An appropriately provisioned and permissioned cloud-based space for children to work in; ■■An effective, affordable internet ready device for learners to work with; ■■Ubiquitous wireless internet; ■■Effective professional learning development for children, parents and teachers; and ■■An effective and affordable way for parents to partner in both payment and design.

Moving forward together in a high trust relationship required collaborative honesty about student performance, planning and outcomes. Also, there was a growing acknowledgement that we couldn’t solve the major problems we all faced on our own. Co-leading pedagogical change and technological innovation called for courageous risk-taking and collaborative action, including shared problem-solving and goal setting. As principals we relied on our long standing relationships and shared vision. Importantly, all principals wanted every child in Tamaki to succeed. These principals have now been operating collectively for over a decade. Their group sets the direction and provides academic and moral leadership for the Manaiakalani Programme. “Looking back, we said yes, without knowing where the journey would lead us,” reflected Soana Pamaka, principal of Tamaki College. From the start, commercial allies came on board as active and voluntary partners. Andrew Gurr of Fusion Networks provided internet supply and a wireless network. Our Trust has since negotiated a shared service agreement (replacing individual agreements) that offers efficiencies of scale, consistent service across schools and a platform for future development. Jan Zawadzki at Hapara.com provided cloud solutions called teacher dashboard. John Dunbar at Telco Technology Services offered device provisioning and procurement. Paul Beattie from Equico agreed to underwrite a number of loans to enable our Trust to purchase netbooks for parents to buy on credit. In 2010, we posted an email that said: HACKERS WANTED! Twelve computer experts expressed their interest and overnight our ‘hackers group’ was formed. This ‘brains trust’ has met every fortnight ever since. They have designed and built the operating environment, debating the associated ethical concerns as they went. Also, in 2010 the Tamaki Transformation Programme (TTP) - a major government initiative leading change in Tamaki - provided crucial project management and business planning expertise, and brokered crosssector relationships to help resource our initiative.


Schools carried on while the Manaiakalani Principals grappled with the enormous challenge of implementing an emerging vision. When considering how to make digital devices available to kids, we hit a barrier. The Education Act didn’t allow our boards of trustees to anchor the leases for netbooks, carry the liability for debt and own a community learning network. We needed a charitable trust to drive the development of the programme and high calibre people to run it. When we reached out again, everyone we asked, said “Yes!” Pat Snedden, the outgoing chair of TTP, agreed to take up the role of chair of the Manaiakalani Education Trust. Others of equal calibre agreed to take on a governance role. The Manaiakalani Education Trust was formally established in February 2011 to own what would become the Tamaki Learning Network; hold the liability for student/family whanau netbook leases; supply back-end financial systems; supply end to end technical support; supply family/whanau/aiga training and capacity building; and provide professional development and research in addition to that covered by vote education. To ensure Manaiakalani’s credibility and success, programme evaluation had to be built in from the start. We approached a consortium of highly respected educational academics, researchers and thought leaders, including Professor Stuart McNaughton, Dr Brian Annan and Dr Jannie Van Hess at the University of Auckland; Professor Russell Bishop at the University of Waikato; and Derek Wenmoth at eLearning CORE Education Ltd. “Will you cross the barricades of competition and collaborate for the sake of our children?” we asked. “Yes!” they replied. These educational leaders welcomed early engagement and agreed that academic research could help to guide our thinking and inspire innovation. Academic researchers are now helping to evaluate the Manaiakalani approach to education and develop the intellectual property that drives the programme. In 2010 our Trust forged a key partnership with ASB Community Trust (discussed in more detail later). The second round of MPEI grant making dovetailed neatly with our urgent need for major funding. We survived its rigor and when told of our success hit the ground running.

Overnight, MPEI funding built our Trust’s organisational capacity, further enabling the development of programme structure and resources that could be shared with other schools. Jenny Oxley, the former TTP programme director, took up the role of Executive Officer, and in the following months we employed other staff. Having high calibre professionals driving the initiative put Manaiakalani on a broader map. Government interest and support also made a difference. A grant from the Ministry of Pacific Island Affairs helped to establish our accountancy services. Funding from Te Puni Kokiri Ministry of Māori Development enabled our Trust to hire a staff member to engage with whanau. This engagement includes a training programme to show parents how to use netbooks, to look at their child’s work and to provide feedback. Working inside out not outside in, the Trust is now about to engage with a group of parents to enable them to become a team of leaders and trainers. Te Puni Kokiri also funded local youth in tertiary training to undertake parttime work to support netbook teachers. This investment positions youth as role models in their own community and provides financial support for their studies. Manaiakalani benefits through the support they offer to our teachers.

“The students get to you; their desperate urge to learn makes you want to help. The more you do, the more you want to do.” - A member of the hackers group “When you reach the edge of your lived experience, you don’t always have concepts or ideas to take your thinking forward. You have to reach out.” - Derek Wenmoth, an educational consultant to Manaiakalani

A resourceful approach helped to create the equity needed for Manaiakalani Trust to establish financial liability. The Trust approached individuals asking if they would donate $3000 each to help underwrite the initial purchase of netbooks prior to parent repayments starting. Twenty five people agreed. SKYCITY Auckland Community Trust and Joyce Fisher Charitable Trust also contributed to the Trust’s equity. Their commitment helps reduce the financial risk in our credit sale contracts with parents and will provide a buffer if debt management becomes a problem. Manaiakalani Trust borrowed NZ$600k to finance digital devices and asked parents to commit NZ$3.50 a week over three years to cover the cost of a net book for their child. Other volunteers lend a hand, whereever and whenever needed; some prefer to contribute behind the scenes and without formal recognition.

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Rolling out the programme In term four of 2010, the first netbooks were rolled out at Pt England Primary School. We piloted two classes first to iron out any problems and give other schools confidence. In 2011, the roll out extended to other Pt England Primary classes, Tamaki Primary School, St Pius X, Glenbrae School, Panmure Bridge School and Tamaki Intermediate. Tamaki College also piloted two Year 10 classes. The immediate take-off proved that Manaiakalani could work beyond the gates of the pilot school. By 2012, Tamaki College was operating ‘1-1’ (one device to one child), and as far as we know it’s the first state secondary school in New Zealand to go completely digital. Glen Innes School also joined the cluster, along with St Patrick’s School. In 2013, Sommerville Special School, Te Kura Kaupapa Maori o Puau Te Moananui-aKiwa and Ruapotaka School also joined the cluster. Most schools began with a couple of classes and gradually increased their engagement until all Year 5 children and above had their own netbook. Prior to rollout, each school provided professional development for teachers so they were confident and ready to use netbooks in the classroom. Our Tamaki Learning Network is affordable, ‘always on’, and through the child’s netbook enables all whanau members to benefit. The ‘cloud’ via Google Apps for Education enables children to access learning wherever they are. Parents can engage with their child’s learning via the parents’ portal and the class Google site. They can also connect with teachers via regular meetings, email, text messaging or phone calls. We developed a payment process that is easy-to-understand and manage. Our contracts symbolise our connectedness with parents and our commitment to work in partnership with families. We believe ownership of the device encourages children and families to look after it. We invite parents to sign up to ‘a kawa of care’. We show children how to look after their computers and allow them to leave them at school if parents are concerned about possible breakages at home. Convinced of its value to their child’s learning, most parents in our low income community pay their bill on time. We’ve also developed systems for asset and customer management that cover wireless and network infrastructure, debt management, warranties and breakages. 8

Tamaki College perspectives From the start, Tamaki College adopted the Manaiakalani vision unconditionally. In 2011, our senior management team decided that the whole school was going digital. Staff and parents were informed, expectations explained and support promised. “This is a teaching and learning tool that will ultimately progress student achievement,” we said. Every one of us experienced fear and uncertainty during the first three months. When the system went down, we didn’t know what to do. Even the most computer savvy among us encountered hurdles. Drastic change worked. At Tamaki College teachers rose to the challenge and crashed through the barriers in their way. When they understood what was expected of them and received the support they needed, staff delivered. We introduced an induction process for students receiving new netbooks and called on technical support when needed. Factors of success in making the transition work were: having key people on board, relying on the trust of staff, and providing on-going professional development for staff. - Soana Pamaka, principal Netbooks have been a big change in our lives. We’ve had to come to grips with how to use them and at times have had to teach the teachers how to use them. We’ve gone from writing to typing while doing NCEA assessments. Now we know what we’re doing, we’re impatient; we want our teachers up to speed. We want them to check our work on line instantly. We also want our parents to realise how great this technology is for our learning. Many of our parents are unfamiliar with computers. We need to ensure there’s good family engagement so that our parents can understand and participate. - Tamaki College student


The difference philanthropy can make We crossed a major hurdle when ASB Community Trust awarded NZ$1.3 million through MPEI to the Manaiakalani Education Trust. This grant fired up the momentum of change and enabled a developmental leap that might otherwise have taken years to achieve. MPEI funding gave our partners a huge boost in confidence; it recognised collective and individual efforts, and strengthened our moral commitment to lift the educational achievement of our Māori and Pacific youth. The timing was crucial; we were in the early stages of establishment and working hard to firm up our foundation and get things rolling. The injection of funding enabled us to staff the Manaiakalani Education Trust, develop infrastructure and bulk purchase digital devices. It allowed us to do things properly and gave us the resource to develop dedicated administrative systems to run the programme. Importantly, ASB Community Trust funding signalled the worth of Manaiakalani to others and enabled us to leverage other support, including services in kind. Deloitte agreed to conduct the Trust’s annual audit and contributed two solid weeks of work on a pro-bono basis. We still had to sell the vision to them and prove that Manaiakalani was a good long term investment. MPEI funding, we argued, proved we could meet the challenges of a rigorous grant-making process and manage a large grant. Davanti Consulting provided expertise in customer relationship and debt management systems, which has assisted us in working with parents to manage arrears and keeping connected with our donors and supporters. We benefited from working with talented third year computer science students who operated under their supervision. While strategic philanthropy is commonplace overseas, it’s still emerging in New Zealand. Our experience shows how it can work to quickly grow an initiative. Without a strong track record, new initiatives often struggle to establish their credibility with funders. Our early experiences of government engagement generated a ‘wait and see’ approach. Social innovators often rely on the philanthropic sector for early investment because the risk adverse approach

of government agencies discourages commitment to an ‘unproven’ enterprise. Hopefully, this and other early investments along with emerging data will convince government of the merits of the Manaiakalani approach. Measureable outcomes and sustainable change require long-term strategic resourcing and support, which is exactly what MPEI offered.

“A key role of philanthropy is to provide the venture capital of social change. Our Trust’s investment in Manaiakalani shows how a strategic and timely investment can make a significant difference by helping to build social capital, foster cross-sector alliances and support positive and measureable social change. Of equal importance, a genuine partnership approach helps to shore up the moral courage needed to progress truly innovative initiatives like this.” -­ Jennifer Gill, CEO, ASB Community Trust

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Making a difference: how and for whom? While it’s early days, evidence suggests that Manaiakalani is making a significant difference for various groups across a range of indicators. Here’s how. For children Families and teachers report that children have become fearless and enthusiastic learners; they relish the new technologies and the opportunities provided through Manaiakalani for their learning. Children say they’re benefiting from more face to face learning in their lives and are doing more. Children previously silent in class are now asking their teachers questions on line. Principals have witnessed a rapid growth in digital literacy and skills among children and, through Manaiakalani initiatives, some are now performing on an international stage. Researchers from the University of Auckland have collected educational data to display accelerated achievement of Manaiakalani students against the national mean and consistent acceleration over a number of years. In the first year of 1-1 digital learning, Tamaki College has seen significant increase in NCEA levels one, two and three. For whanau families Across the school cluster parents say: “I want to be part of something that enables my kids to achieve.” As their commitment becomes more visible, it encourages others to take action. Over 300 parents are enrolled in our whanau engagement programme and, as part of this, are increasing their own digital literacy. Manaiakalani is raising parent expectations and building their confidence in what they can do to foster their child’s learning. No longer resigned to school failure, parents engaged in the programme feel better equipped to support their children and expect them to succeed. Some parents have acknowledged and let go their own negative educational experiences to invest in their child’s learning and engage positively with school.

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For Tamaki community The Tamaki Learning Network extends across most of the Tamaki area and by mid-2013 all children and whanau with netbooks will have exclusive access to its wireless technology. Looking ahead, digital access could change the way the Tamaki community works; with potential not only to connect up families, groups and organisations but also to coordinate and mobilise community action, and engage across sectors. For the Tamaki schools cluster Manaiakalani is forging major pedagogical change, requiring teachers and schools to engage differently with their children. It’s modernising education by changing the way education is delivered - in terms of time, pace, space and place. In Tamaki schools, digital learning is three dimensional and global. Our Manaiakalani ‘learn, create, share’ approach invites teachers and learners to become innovators. Importantly, Manaiakalani is positioning Māori and Pacific kids at the forefront of the next cusp of educational change. On the ground, a comprehensive professional development programme is in place for teachers, as part of an ‘innovation hub’ that also includes the Manaiakalani Innovative Teacher Academy. This Academy provides mentoring and collegiality to eight early adopter teachers in the Manaiakalani cluster who are pushing boundaries on blended learning innovation collectively and in their own school programmes. Manaiakalani has harnessed the high trust relationships among Tamaki principals and inspired a shared willingness to engage in a journey guided by a vision. Also, shared arrangements for computer networking have delivered efficiencies and financial benefits for individual schools. For Manaiakalani Trust and other programme partners ASB Community Trust’s investment in Manaiakalani has extended the reach of Manaiakalani across the Tamaki schools’ cluster and encouraged others to join within a short time span. Formal collaboration with external evaluators has increased our awareness of inconsistences across the school cluster. The Trust is now working through data discrepancies with schools to collect relevant and consistent data

to better understand the impact of the Manaiakalani approach. For commercial partners the spur to engage with Manaiakalani and its reward is knowing that a timely investment is creating positive change where it’s truly needed. The hackers group relish the challenge to embed new technologies in teaching and learning, and are developing systems, software and ethical protocols that meet demand and can be adapted elsewhere. For schools elsewhere in New Zealand and the Ministry of Education Manaiakalani has sparked interest across the nation. School groups visit Pt England Primary School every week to see the programme in action and understand how it works. Some visiting principals and teachers have expressed interest in adapting Manaiakalani pedagogy and tools in their school environment. Growing evidence is influencing systems change and pedagogical renewal, and in particular helping to improve the effectiveness of teaching and learning across lower decile schools. For children and educators beyond our shores Children overseas are engaging with Tamaki kids through their blogs and educators in far off lands want to understand how it’s achieving such impressive results.

“Manaiakalani represents a paradigm shift from exercise book to digital learning. This paradigm shift can be likened to the earlier shift from slate board to exercise book. Arguably its impact will be more far reaching.” - Russell Burt, principal, Pt England Primary School


Looking back: key lessons From the start our partners agreed that Tamaki schools and communities face huge challenges, with regional and national implications. “How will we meet these challenges?” we asked ourselves. Being honest about the issues and willing to learn as we go fuelled our commitment to work together and bolstered our courage to find a way to overcome the challenges. We’ve learnt many lessons and record here things we want to remember into the future. Staying focussed and sticking together We’re at the forefront of a wave of innovation. Participating schools have embraced the disruption that comes with major pedagogical and technological changes, and the renewal of structures, systems and processes. Our ‘thought’ leaders, especially our school principals, face increasing expectations. If you’re a principal of a six teacher school and two teachers resist change, you have a mountain to climb. We’ve learnt that if we lose our shared vision and our courage in this journey, the challenges we face may overwhelm us. What’s at stake are the benefits accruing through collective action. Vision exemplified in moral action Manaiakalani doesn’t focus on a single school doing well. Rather, it makes digital citizenship available to everyone so that all children and schools in the cluster can succeed. It upsets the asymmetry and workings of power in the traditional pedagogical dyad of teacher and student, and unsettles rivalry and competition between schools. Instead it promotes an educational community in which people learn alongside one another. We all want to see ‘all our boats rise on a rising tide’. Understanding complexity We’ve got shared vision and the drive to make this thing happen but understanding the layers of complexity in innovation is another bag of tricks. Seemingly simple questions pose an intellectual challenge, such as ‘How can business help?’ How do we bring together and retain a wide range of talent and support? How do we seize the opportunity before us without sacrificing the NCEA results of our high school students who are suddenly being asked to become computer literate?

We’re learning that when expertise leads with confidence, it strengthens everyone. The power of leadership strengthens our principals’ cluster and challenges them to take risks that might otherwise be impossible to consider. The power of collegiality can overcome the inevitable messiness in working together. Tamaki College students embraced the change with all its inconveniences and sacrifices because of their commitment to the common good and their community’s future. A new vocabulary and mind-set Those of us unfamiliar or only partially familiar with the digital world had to learn a whole new vocabulary and, with it, a fresh way of perceiving the world. Language is a crucial bridge to shared understanding and commitment. Manaiakalani requires language that can not only communicate its vision to partners and prospective partners, but also compel them to take moral action. When we ‘show’ people how it works, they ‘see’ the gap between their world and what Manaiakalani offers. We avoid some terms, like ‘cyberbullying’. Instead, we’ve found that empowering vocabulary guides responsible action. We encourage kids to ‘be smart on line and in your life’. Parent engagement is crucial Manaiakalani works because parents engage as partners with us. Many families in our geographical area rely on a government benefit as their sole source of income. They are willing to sacrifice other essentials so their children can participate in Manaiakalani because they believe it will help their child’s learning. Over time, we’ve witnessed parents deepen their appreciation of its value in their child’s education and no longer tolerate the failure of the education system to meet their child’s needs. Aware of their financial obligations, many first year parents are focussed on the terms of their contract with Manaiakalani Trust. Seeing their child succeed compels their interest. Gradually their attention turns to their child’s learning and they want to know more about it. We’ve learnt that it’s our responsibility to create mechanisms that make payments as easy as possible for parents and that monitor their child’s learning outcomes through credible research so that their investment is worth the sacrifice.

Put simply, it is the joining up of school with parents as investors that’s increased their stake in their own children’s outcomes.

Readiness of schools, principals and teachers to engage We’re learning how to assess the readiness of schools, principals and teachers to engage in Manaiakalani. To succeed, schools, principals and teachers must be prepared to modify, adapt and/ or change their approach to teaching and learning. Manaiakalani won’t work without their buy-in to and ownership of its vision. We must ensure that every teacher who needs professional development to fully embrace blended teaching receives tailored support. Teachers also need to know how to use data to improve their practice and inform children where to go next in their learning. The importance of evaluation Coming into the programme you have to be prepared to lay yourself bare because you have to know if what you’re doing works. Evaluation data challenges us to go to where the need is greatest and invest our resources where children can be helped the most. While a lot of our children are accelerating in achievement levels, they’re still not meeting the national standard. Reliable data supports ongoing innovation and proactive problemsolving by providing school leaders with a sound basis to review practice: ‘This is working but that isn’t; what could you/ we/the school do differently to make things work better?’ Manaiakalani needs a suite of measures to assess educational advancements and determine student engagement in digital citizenship. Through formal collaboration, experienced evaluators have shared data that is useful to programme partners, and promoted a shared duty of care in maintaining research ethics.

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Looking ahead: key challenges

enthusiasm for and a commitment to be part of the Manaiakalani endeavour.

Manaiakalani partners continually demonstrate energy and enthusiasm to conquer the challenges that constantly confront us. Key challenges lie ahead and are discussed here.

Exercising care in forging pedagogical change

Ensuring sustainability We’re now a year ahead of where we thought we’d be at the beginning of 2013. The schools cluster began with four schools and in 2013 will include all 11 schools in Tamaki. Our annual audit showed a financial year end surplus and raised issues we’re now addressing, including debt management. We have the apparatus to make Manaiakalani work but people are working at the limits of their capacities. The sheer size of Manaiakalani and the rapid pace at which it’s developing requires significant ongoing funding, especially to finance new netbooks for children, professional development for teachers and parent training. Manaiakalani Trust is led by Pat Snedden, an exceptional leader whose contribution has catapulted the programme’s development in a short space of time. We need to develop a succession plan to enable a smooth transition when it’s time for someone else to take over the role of Trust chair. Taking other steps will avoid burnout among other key personnel. A steep learning curve Manaiakalani is a steep learning curve for those unfamiliar with computers and the virtual realities of cyber space. When children in the first pilot class (2010) completed their third year (2012), some were ahead of their teachers in using technology and had to slow down, so their teachers could catch up! When new children join a school in our cluster part way through the year or halfway through their primary or secondary education, they’re likely to experience additional pressure to blend in and perform if their computer literacy is tailing that of other children who have been using netbooks for years. Thankfully children learn fast! In the future, our schools may also meet challenges when hiring teachers. Schools will look for teachers who not only have professional qualifications and subject expertise but also display 12

The world in which our children live and learn is constantly changing. For teachers, ‘change’ is the new constant. Rather than trying to ‘manage’ change, we encourage teachers to embrace, adapt to and work together to forge change. We will continue to ask ourselves critical questions, such as, What are the ‘must keeps’ of education as we once knew it? And, why? How do we choose what to keep and what to let go? How do we know what needs to change, why and when? Everyday teachers work alongside children learning to be at home in a digital world and wanting to learn more. Cloud-based learning provides easy access to children, enabling them to keep pace with their peers and get on with what’s next in their learning journey. Going forward, our infrastructure has to match the pace of our learners and of technological change. The impact of transient living on a child’s life and learning Tamaki is undergoing change through the government-led Tamaki Transformation Programme. Two thirds of the housing stock in the area is comprised of rental accommodation, most of which is state-owned. A significant increase in home ownership and the redevelopment of existing state

housing stock is planned over the next 20 years. Some state tenants have moved and further movement is expected. Our schools grapple constantly with the challenge of transient living and accommodate roll fluctuations. The challenge is to ensure that parents understand the importance of stability in their child’s life and for their learning, and where possible avoid relocation. Replicating Manaiakalani elsewhere Manaiakalani is attracting attention. The University of Auckland is conducting research, other schools are expressing interest, and some parents living out of zone have approached our schools seeking entry for their children because they want them to experience the benefits of Manaiakalani. This widespread interest and growing evidence of educational outcomes challenges us to share Manaiakalani learning elsewhere, especially in those places where Māori and Pacific children are failing to achieve at the level of their peers and in line with national standards. If Manaiakalani can work in Tamaki – and all the evidence so far tells us it is working - we believe it can work in other communities prepared to adapt it to their environment and make it work. But Manaiakalani won’t work if it’s imposed on other schools and communities. Manaiakalani works in Tamaki because wide-ranging partners are fully committed to its success and willing to put student learning front and centre of everything we do.


Where to from here We now have over 2000 students participating in our drive to ensure digital literacy in our community. Student engagement has improved dramatically while reading, writing, numeracy and oral expression are steadily improving. Parent investment remains unprecedented. We need to ensure that our Trust’s ‘back office’ systems can cope with the rapid growth arising from greater whanau participation, more schools joining the cluster, outside interest and ongoing programme innovations. Parent engagement is growing, growing, growing all the time. We’ve made a small start that’s uncovered enormous potential. We need broader community engagement that will respond to the enquiries, interests and demands of parents. Our current focus is to build the capacity of parents to use the technology and actively support their child’s learning. We want to build an expanding network of people connecting with parents in their language groups so they can better support their children in the way that’s possible for them. In 2013 we also aim to increase the proportion of parents paying on time, to help families to get on top of things before their arrears become too much of a burden for them. Our technological devices, drivers and infrastructure are working well. The equipment is robust and we’ve had minimal breakages. But technology by its nature demands continuous improvement. Our hackers group continues to push for faster, better, cheaper, and longer lasting devices to meet increasing expectations that come with technological competency. To ensure seamless and successful transition, we need to ensure a sturdy bridge for children coming into a Manaiakalani school or moving from primary to intermediate, on to secondary school and then to work or further study. We see opportunities for further collaboration among our schools to aid the transition. In 2013 composite classes will mix new students with those in their second year of Manaiakalani, allowing more experienced children to support the learning of newcomers. So rapid has been the positive change since 2006 that we now want to extend our sphere of influence beyond the compulsory schooling sector (ages 5-18 years). We intend to apply our learning to improve new entrant readiness for school and, at the other end, school leaver readiness for employment, including parents in this potential uplift. To help achieve the goal of new entrants entering

school with the learning age of five, we’ll work to improve the levels of parent participation and the effectiveness of early childhood education in Tamaki. To help achieve school leaver readiness, we’ll improve pathways to opportunity for students, using proven methods and our own innovation. We’re committed to supporting others to introduce the Manaiakalani approach elsewhere so many more children, schools and communities, especially in low income areas, can benefit. We’ve put considerable effort into codifying our systems and approaches so that, in 2013, we can begin to share our learning and resources with other school clusters wanting to embrace the vision of Manaiakalani and follow in our footsteps. To make available our blended learning pedagogy, Manaiakalani Trust has joined a partnership, fully funded by the Ministry of Education, with Woolf Fisher Research Centre at Auckland University, Kura Kaupapa a Iwi, and a group of nationally recognised academics to lead a ‘Learning and Change Network’ process with over 40 decile 1-3 clusters throughout NZ. Closer to home, we hope to work closely with schools in South Auckland and the Far North to test the power of our blended learning within Māori medium education and with some of our nearest neighbours. Programme research and innovation continues. Since August 2012, the Trust has secured over NZ$1 million of new commercial and philanthropic partnership funding, over four years, to support expanded research and innovation.

Conclusion In developing Manaiakalani, we had to go to the edge of our humanity and look beyond ourselves. Transformation happened when we realised we’d gone as far as we could and needed help to fulfil our vision. Reaching out required faith and trust. What kept us going was a belief that others would become animated by the vision that was calling us to action. We were convinced we would achieve better outcomes for our children and our wider community by working with diverse partners, whoever they were. Educational underachievement affects youth in schools and communities across the nation. Working together created the possibility of forging a pathway for others to walk along. Today we look around and see that Manaiakalani has turned our school cluster upside down and encouraged other schools to join us. It’s revolutionised and reinvigorated our classroom pedagogy,

and challenged our school communities to learn how to be at home in a digital world. We’ve witnessed the galloping interest and commitment of children and their families as they take ownership of the devices and use them to enhance their learning. Children want to come to school and they want to continue their learning at home. Parents expect their children to succeed and back the programme as far as they’re able, in many cases making huge sacrifices to do so. Manaiakalani has sparked local, national and international interest; it’s captivating commercial allies, computer experts and academic researchers; and earned substantial philanthropic support. Why, because it’s working for our children. Social problems demand collective commitment, ingenuity and a proactive response over time. It’s morally unacceptable and economically unsound for New Zealand to allow a growing cohort of children and future workforce to underachieve educationally, and especially one drawn on ethnic, gender and economic lines. If we invest a passion for learning in our Māori and Pacific children, and others in our schools, and give them the tools to succeed, their future is assured.

“Few people understand what a future in which Māori and Pacific kids succeed alongside their peers might look like; Manaiakalani encourages us to go to that place in search of insight. This programme shows the way and also shows what difference digital citizenship means. The real heroes of this revolution are the parents. Without their financial and moral investment we have no programme; just the shape of a programme. Schools can’t carry the risk; communities have to. If we can prove that families and communities are willing to take responsibility, others will pick it up.” – Pat Snedden, Manaiakalani chair

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Manaiakalani - an opportunity not to be missed Gus Ngapera’s Story: A parent and board of trustee perspective I was gunning for Manaiakalani from the beginning and jumped on it straight away. Why? Because it’s the future; it’s where our children are heading, and it’s shaped by and is shaping the society in which they’re now living. First up, Manaiakalani reflects and responds to the needs of the current generation. The pond in which our children are swimming today is different from the pond I swam in as a kid. Our children still learn how to read, write and do maths, but they’re learning in a way that engages their passion and will enable them to operate fully in today’s digital world. The programme teaches that everyone starts somewhere. It enhances different styles of learning so that children can leap ahead in their learning abilities. Manaiakalani also teaches the basic fundamentals that help our children to understand where they have to be in school. Children and their parents understand what they’ve achieved and what’s next in their learning. The programme is built on the leadership of parents. The relationship between family and school becomes more of a partnership, with everyone working together for our children. My wife and I have nine children, ranging from seventeen to four years. Two of our children are at Tamaki College. Six of our children are either in intermediate or primary school, and our youngest attends play group. My wife runs the play group and I’m on the trust boards of Tamaki Primary School, Glenbrae School and Panmure District School. My passion is my children. My wife and I work constantly to build a good relationship with our children; we have a great relationship ourselves and we work as a team. Our family first got involved in the Manaiakalani Programme over a year ago. At the time my wife was making $20,000. I had stepped away from a wellpaid job because I needed to spend time with my children. They weren’t doing well at school and I was spending too much time away from them. I had to make a choice; either watch my children 14

go off the rails or choose my family. My family was more important; for us, family comes first. I took 12 months off work and devoted myself to my children. Manaiakalani was a huge financial commitment for our family. We had to buy four netbooks on a very low income. My wife and I agreed, you have to take opportunities like this when they come along because they don’t come often. We knew we’d struggle financially and we heard other parents moan, ‘Why should we have to pay?’ But we felt so grateful for the opportunity. We sat down with our children and discussed with them the decision to invest in the programme. We talked about making sacrifices and what we would each make a sacrifice for. “We need to buy four netbooks for you guys to go to school,” we said. “What this means is that there’ll be no Christmas presents this year. Are you willing to make that sacrifice?” “Yep,” they said. “We’ll be fine.” Every child is resilient in something and our children show resilience when they see stuff they want but know they can’t have it. Their resilience takes the form of acceptance; accepting what they can’t have, knowing we do the best we can for them. My kids don’t get a lot of some things but they do get a lot of me and my wife, our time and our love. Right from the start Manaiakalani worked for our children but it took me a while to understand how it worked. My son’s reading ability went up phenomenally. What was he doing at the computer and what were teachers doing differently in the classroom to enable this to happen? I had to see the engagement up close to really get it. I sat in class for half a day watching my son learn. What I saw was this: the Manaiakalani Programme engages the whole class and their attention never breaks. Finding their passion is the key. What‘s cool about Manaiakalani is that our children are so passionate about learning. They learn without knowing they’re doing it. It works because learning is fun for them and relates to the world in which they’re living; a rapidly changing world they have to navigate daily. Learning has become a lifestyle for our children; it doesn’t begin and end with school. The technology is essential; computers are part of our family and in

use every day. Manaiakalani is giving our children the tools to keep up. Imagine kids who don’t have Wi-Fi access at home; their learning is interrupted. They have to go to school or the library to connect; whereas our children are constantly learning, whether they’re at home or at school. Their constantly reading, constantly spelling, constantly exposed to new ideas, constantly learning how to learn. Even if they’re playing games, they’re still negotiating vocabulary and instructions. They have to read and comprehend, before they can apply their knowledge. Of course, as parents, we worry about the violence our children might be exposed to on the net or through computer games, but Manaiakalani has shown you can block that stuff. Soon all homes in our community will have Wi-Fi access because of the work of the Manaiakalani Trust. This Trust has sanctioned so much for our children. Manaiakalani also builds a relationship between the school and the parents. I’ve developed close relationships with all the teachers and have a good sense of where my children are at. The teachers phone or send a text to keep me current and tell me exactly where the need is for my child’s learning. It took a while but I can now read and understand my child’s report card. At Tamaki Primary School, the principal put together programmes to teach parents how to read and interpret the various test scores. Teachers followup and teach parents what they need to know. It’s important for me to understand how my children are doing in school. I never made it at school, so it’s very important that my children make it and not have to struggle like I have. To embrace Manaiakalani I had to put aside my own negative experiences of school and go hard out to support my children and give them quality time. As a board member I also see the other side; I see how hard our principals and teachers are working for our kids. They do an amazing job and work tirelessly to make our children the best they can be. They’re fuelled by the children they teach and an understanding of what works for them these days. They’ve been open to what the digital world offers and willing to try new approaches. In the space of months many of our teachers have changed their whole


approach to teaching and learning. It takes vision and courage to embrace that kind of change. I can’t say enough about their commitment; they deserve so much credit. At board meetings you can feel the excitement when you walk into the room. We can’t wait to read the statistics; we’re on the edge of our seats. Why? We expect the results to be impressive and haven’t been disappointed yet. We’ve seen learning accelerate; our children are achieving quicker and better. There may not be huge jumps month to month, but the first report was a staggering jump in educational achievement and from there we’ve seen a steady increase. A year later all my children are computer literate, and can access programmes and navigate the net with ease. When I was growing up I never touched a computer; technology was taboo because it cost too much. Now our children know more about computers than us. My children also know how to read, write and spell. Some went up a couple of levels in their test scores quickly. Others needed to catch up and are now heading in the right direction. I’m still learning these things; I’m in my thirties and I only learnt to read in the last ten years. My kids at Tamaki Primary School now have the same spelling ability that I have, or close to it. My second youngest daughter recently earned a certificate for writing. She’s not part of the netbook process yet but she’s gradually being introduced to computers in class and will be expected to operate a netbook in Year five. Our eldest son is graduating from high school tonight and his success is huge for us. He’s the first one to graduate in my whole family and he knows where he’s headed. I am so grateful that Manaiakalani came along for our children. If it hadn’t, who knows what might have happened; I don’t want to consider the alternative. I’m just glad I know where they are now. People need to hear my story. I want to open the hearts and minds of people to the whole necessity of Manaiakalani for our children. Put a netbook in front of any child for a month and I’ll guarantee he’ll learn something. If you excite his passion for learning, his focus will be fully focussed. Manaiakalani is like a community garden. People invest their time, energy, commitment and other resources in a community garden and in return can

take food to feed their families. With Manaiakalani you invest your resources and in return your children receive an education that not only builds their future but also builds your family’s and your community’s future. This year my children will be presentless at Christmas; that’s the sacrifice our family had to make for them to participate fully in Manaiakalani. But our reward is that our children and our Tamaki schools are leaders of the Manaiakalani revolution. This programme has a marvel quality; it creates awe. I can’t stop talking about it, yet words can’t fully describe it.

“No-one can tell me that Manaiakalani doesn’t work. The evidence speaks for itself and it’s a great starting point for our children. I see my children succeeding and, because of that, I’m its greatest advocate. It’s gotta go somewhere from here.”

Copyright and contacts ©Manaiakalani Trust and ASB Community Trust, March 2013 About the researcher/writer ASB Community Trust commissioned Frances Hancock to document the stories and lessons of MPEI. A Harvard graduate, Frances is a writer, researcher and community development specialist. Photo acknowledgements We thank Michael Bradley for the use of his beautiful photographs.

For more information contact Moi Becroft, Project Manager Māori and Pacific Education Initiative ASB Community Trust (09)360 0291 info@asbcommunitytrust.org.nz www.ASBCommunityTrust.org.nz Jenny Oxley, Executive Officer Manaiakalani Education Trust (09) 521 1104 ext 887 0274483602 jenny.oxley@manaiakalani.org www.manaiakalani.org 15


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Manaiakalani story - full version