Mss for tpa strategic hui 14 apr

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  • Can express themselves as MaoriHave a high standard of livingCan engage in society (local and international)
  • 30 staff interviewed to create the state of the nation snapshot. 10 Maori, 20 non-Maori, across all 3 faculties, range of roles.Data sourced from ‘Summary of Unitec’s Performance’ report 2009
  • Participation still between 10 and 11%
  • Presented with a ready made document – not community driven, research driven, not an organic kaupapa Maori initiativeLack of ownership of strategy by all Maori staff at UnitecProject team lacks representation from legitimate Maori groups at Unitec ( TNK, Runanga, TRM, TWAC )Is the vision high enough? Why is there only a Dean of teaching and learning, Why is biculturalism not represented consistently through the academic levels eg. an Executive Dean of Teaching and learning, Maori representation in Research – MSS looking for transformative change , should have the Voice of wider representation of stakeholders (eg. internal Maori groups Groups, TPA representation, non Maori and Maori staff delivering successful Programmes to Maori studentsConfusion about where this initiative sits – Community engagement office or Teaching and learning
  • We don’t have to have to wait until funding is approved. We should start now.
  • Mss for tpa strategic hui 14 apr

    1. 1. Māori Success Strategy<br />Academic Advisors Strategic hui – TPA 14 April 2011<br />
    2. 2. The Purpose of Education <br />Royal, Te Ahukaramu.2007<br />“The purpose of education is to facilitate the flow and experience of mana <br />In the individual and in his/her community. The ‘fullness’ of life was <br />Considered to be a function of the degree and quality of mana at play<br />In a person’s life. The outward expression of mana in the life of the <br />Individual is evidenced not only in the skills, attributes and talents – <br />Expertise and skill is widely celebrated – but finally in their ‘spiritual authority<br />Their intuitive and wisdom filled knowledge and insight of knowing what,<br />When, how and why to do something.”<br />mana tangata, mana whenua, mana atua<br />
    3. 3. Contacts<br />Project Sponsors<br />David Coltman, Executive Director, Student and Community Engagement<br />Scott Morrison, Director Maori Student and Community Engagement<br />Project Co-ordinators<br />Carol Ngawati, Educational Partnerships Manager<br />Nika Solomon, Strategic Engagement Projects Manager<br />
    4. 4. Context: Why do this?<br />
    5. 5. Project Overview - Approach<br />
    6. 6. What is your vision for Unitec Graduates?<br />feedback from staff interviews<br />
    7. 7. What is your vision for Maori Graduates?<br />feedback from staff interviews<br />
    8. 8. In what ways do governance, leadership and evaluation arrangements at Unitec ensure that Māori students are successful?<br />feedback from staff interviews<br />
    9. 9. How many Māori are in leadership positions or key decision making positions in your department?<br />feedback from staff interviews<br />
    10. 10. What is your understanding of the term Matauranga Māori? (Answers ranged along a continuum)Maori staff seen as key resource in departments<br />feedback from staff interviews<br />
    11. 11. Are you able to identify or point out elements of Matauranga Māori in your programme?<br />feedback from staff interviews<br />
    12. 12. How are you supported to include Matauranga Māori in your programme to add value to the Living Curriculum?<br />feedback from staff interviews<br />
    13. 13. How do you engage Māori students to ensure they are participating, are successful, and are progressing to higher qualifications?<br />feedback from staff interviews<br />
    14. 14. How are you supported to ensure that you have the capacity to successfully engage with Māori?(Support can consist of: management support, professional training, mentoring, modelling, sharing of good practice, resourcing, policies, cohesive targeted strategies.)<br />feedback from staff interviews<br />
    15. 15. In what ways are the Māori community involved in the planning, delivery, and evaluation of your programme?<br />feedback from staff interviews<br />
    16. 16. OVERARCHING GOAL<br />Maori students are succeeding as Maori and their success and retention rates are equal to or better than other Unitec students cohorts.<br />DRAFT GOAL - Subject to feedback from consultation hui participants<br />
    17. 17. What I value about MSS<br /><ul><li>Maori participation, retention and success is everyone’s business
    18. 18. A Maori strategy to truly articulate the principles of TNK/TOW
    19. 19. A genuine desire to build the leadership of Maori students and staff
    20. 20. The vision of becoming a Bicultural Institute of Technology unique to the urban context
    21. 21. An acknowledgement of matauranga Maori
    22. 22. An attempt to be more explicit and consistent
    23. 23. The new Maori positions
    24. 24. Active involvement of Maori community</li></li></ul><li>What have we got?<br />Te Noho Kotahitanga: The Partnership Vision<br />Te Noho Kotahitanga marae<br />Maia Maori Development Centre<br />Highly qualified Maori staff<br />Maori research capability<br />Legitimate Maori groups in place - Runanga, TNK committee, TRM staff association, TWAC, <br />Bicultural curriculum in small pockets of the Institute<br />Relationships with community in the form of MOU’s (Ngati Whatua, Awanuiarangi Te Rau Matatini) <br />
    25. 25. What do we need?<br />Major Resourcing<br />More qualified Maori staff to deliver Unitec’s strategies (eg. Elearning strategy) <br />
    26. 26. What was missed?<br />Design of project team<br />Limited vision - What does it mean in practice to be a bicultural Institute of Technology<br />Revitalisation of Te Reo Maori through programme development<br />recognition of existing Maori groups to inform strategy– transformative change requires wider design group<br />foresight to resource immediate application of MM (Curriculum renewal process)<br />Clarity of the authority/ autonomy Maori will have in the new matauranga Maori positions to drive bicultural strategy <br />strength of the student voice is absent<br />. <br />
    27. 27. What we can do now?<br /><ul><li>More doey then hui
    28. 28. Areas to strengthen through PD
    29. 29. how to construct strong Maori identity in the classroom
    30. 30. How best to revitalise Te Reo Maori at Unitec?
    31. 31. What does Matauranga Maori mean for staff and students at UNITEC?
    32. 32. How do we embed / integrate matauranga Maori respectfully?
    33. 33. Identify the key assets already in place to inform MSS. How can they be most
    34. 34. Useful to the strategy?</li></li></ul><li>Manatangata, manaatua, manawhenua<br />Its all about the relationships . <br />What type of relationship do we need to grow a<br />caring community to motivate, empower, and restore the<br />mana of Maori <br />

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