This document examines perspectives, issues, and policies related to Pasifika peoples and education in New Zealand's secondary education sector from the 1990s to present. It discusses stereotypes of Pasifika involvement in education, major issues faced including contextual and school factors, and policies that have emerged aimed at Pasifika success. Key policies discussed include the Pasifika Education Plan and its goals of improving literacy, attendance, leadership, and resources to reduce achievement gaps for Pasifika students.

1. Massey University
Planning For Pasifika Success
An examination of perspectives, issues and policies, emerging in
the 1990’s to the present, about or related to Pasifika peoples and
education, in the secondary education sector.
By
Joseph Houghton
Student number: 14111980
Course: Educational Issues among Pacific Islands Peoples in New Zealand
(254.744)
Lecturer: Dr JodieHunter
2,952 words

2. Joseph Houghton Studentnumber:14111980
Overrecentdecades,alargerand increasinglydiverseamountof Pasifikapeoplehave come to
call NewZealandhome.The growingpopulation,whichnow sitsaround 6.9% of the population
(Amituanai-Toloa,McNaughton,KuinLai,&Airini,2009),makescertaindemands onvarious sectorsof
NewZealandsociety.Withthe populationbeingarelativelyyoungone (Callister&Didham, 2009), the
developmentof all educationsectors,fromearlychildhoodtotertiary,iscrucial forPasifikasuccess.
Thispurpose of thisessaywill be to examine the followingaspectsof Pasifikapeoplesandtheir
involvementinthe secondaryeducationsector.Firstly, perspectives andstereotypes,whenitcomesto
Pasifikainvolvementineducation.Secondly,some of the majorissuesinvolved,rangingfromcontextual
influencestoschool factors.Lastly, policesthathave emergedfromthe 1990’s to the presentand
aspectsof theirdevelopment.
In recentdecades, many anecdotal stereotypes have arisen whenconsideringthe attitude of
Pasifikaparentsandfamiliestowardseducation.Theserange fromthe opinionthatparentsare not
interestedinbeinginvolvedinthe educationof theirchildren,tothe view thatparentssee educationas
absolutelynecessaryandwill,insome cases,pressure the childwithregardstothe studyhe or she is
undertaking(Spiller,2012).The realityisthat while there are certain conclusionsable tobe drawnabout
Pasifikaattitudestowardseducation,there isadefinite diversityamongPasifikapeoples,dependenton
variousfactors,as there wouldbe withnon-Pasifikacommunities (Tongati’o,1997).These factorsmay
include socio-economicfactors,orevendifferingcultural backgrounds,forexample,Tonganasopposed
to Samoan. Cahill (2006) statesthat there isa desire amongSamoanparentsto see theirchildren
achieve tohighereducational levelsthantheythemselveswere able to.Researchsuchasthisneedsto
be acknowledgedbyeducational institutionsinorderthatstereotypingandresultingprejudice or
marginalizationbe eradicated.
In the earlytwentyfirstcentury, Pasifikaeducation isnotnecessarily abouteducatingmigrants,
but inmostcases,childrenwhoare secondor thirdgenerationNew Zealanders (Sutton&Airini,2012).

3. Joseph Houghton Studentnumber:14111980
Thischangesthe dynamicwhenapproachingthis varied,sociallydiverse setof cultures withinthe New
Zealandeducationsystem.Frustrationcanoccurupon realizingthata‘one size fitsall’model doesnot
necessarilyexist. Alongsideparentsandwiderfamily,the perspectivesof studentsisimportantin
understandingPasifikaeducation.Manyof these students are disengagedineducationandasa result,
are underachieving(Siope,2011; Spiller,2013). A crucial aspectto theireducationisthe relationship
theyhave withthe school and,more importantly,theirteachers (Amituanai-Toloa,McNaughton,Kuin
Lai, & Airini,2009).Researchhas identifiedthisrelationshipascrucial and some schoolshave invested
substantial resourcesintothe developmentof initiatives.However,studentsstill cite barriersand
pinpointingdirectcausescanbe difficulttoachieve (Nakhid,2003) . The fact is thatthe majorityof these
studentsare no longermigrants,noristheirfirstlanguage necessarilythe language of theirparentsor
grandparents (Macpherson,2006). While thisalleviates some of the challenges whichmighthave
existedwheneducatingpreviousgenerationsof Pasifikapeoples,ithascreatedother barrierswithinthe
currenteducational environment. The studentsmightgenerallyseethemselvesasNew Zealanders,
consideringthe factthattheymightneverhave livedorevenvisitedthe landof theirancestors,whereas
a Europeandominatededucationsystemmightcontinue tosee themasa foreignentity,actingand
perhapsdiscriminatingaccordingly.
Perhapsthe greatestmotivatingfactorforPasifika people’s migrationtoNew Zealand,Australia
and beyond,isthe desire forimprovededucational andeconomicopportunities.However,the post
migrationlife hasproventobe difficultformany,ina range of differentways,fromsocial toeconomic.
Thishas resultedinloweducationaloutcomeswhencomparedtonon-PasifikaNew Zealandersand
evennon-PasifikamigrantssuchasAsianethnicgroups (Tongati’o,1997).Data that isspecifically
relevanttothe secondaryeducationsectorcanbe seeninthe progresstowardsthe PasifikaEducation
Plantargets.Data concerningthe National Certificate of Educational Achievement(NCEA) showsa

4. Joseph Houghton Studentnumber:14111980
significantgapbetweenthe achievementsof Pasifikawhencomparedtonon-Pasifika(Marriot&Sim,
2014).
The statistical informationconcerningthe NCEA achievementof Pasifikastudentspointstoan
improvementinrecentyears,however,adefinite gapremainsbetweenPasifikaandnon-Pasifika.
Betweenthe years2001 and 2012 Pasifikastudentswentfroma52.7% toa 68.1% NCEA level twopass
rate,while NewZealandEuropeanstudentswentfroma68.5% to an 82.1% NCEA level twopassrate
(Marriot & Sim,2014). While the overall view isone of improvement,the gapbetweenPasifikaandNew
ZealandEuropean hasactuallywidened.
While some inwithinthe educational communityresistthe changesneededtoensure the
successof Pasifikastudentsandthus,the nextgeneration,itisbecomingincreasinglyclearthatitis
critical to overcome the issuesorconcernsthatare beingfaced.AsCallisterandDidham(2009) assert:
The PacificpopulationinNewZealandisayoungpopulation.Whenkeyindicatorsof outcomes
of the adultPacificpopulationare considered,the datashowsthattoo manyPacificpeople are
on lowincomes,have lowlevel of formal educationanddonotowntheirhouses.Itisimportant
that the youngPacificpopulation improvesoutcomesinall these areas. (Callister&Didham,
2009, p.24)
ImprovededucationaloutcomesforPasifikapeoples isacrucial elementinchangingthe socio-economic
realtiestheycurrentlyface (Amituanai-Toloa,McNaughton,KuinLai,&Airini,2009).Factors both within
the school environmentandbeyonditsgatesneedtobe takenintoconsiderationif afull picture istobe
seen.
Research hasclearlyshown thatwithinthe New Zealandeducationsystem,Pasifikastudents,as
well asotherminoritygroupssuchas Maori, are marginalised (Nakhid,2002).The waysin which
marginalisationoccursiscomplex and comesaboutina varietyof ways.Forexample,schoolspossessa

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multitude of systemsandstructuresthatare,formany familiesandstudents, unfamiliarandthus,
difficulttonavigate.Basicfactors,includelanguage andlimitedparental involvement (Fletcher,Parkhill,
Fa'afoi,Leali'ie'e,&O'Regan,2009). Other,more complex factorsmayinclude limitedliteracylevels,
missingorincomplete dataconcerningastudent, entrance testingand ongoingassessmentduringthe
year.Blame can be apportionedtodifferentgroups,butthe netresultisunderachievement.
SchoolsinNewZealandare searchingforwaysto engage Pasifikastudentsandagrowing
movementtowardsthe use of theircultural strengthsseemstobe emerging (Chu,Glasgow,Rimoni ,
Hodis, & Meyer,2013). However,itdoesbecome increasinglydifficultasstudentsmove intothe higher
levelsof compulsoryschooling,specifically,secondaryeducation,where parental orfamilial involvement
islesscommonand perhaps unintentionally discouraged.There are alsovariousfactorswithinthe
tertiaryeducationsector,whichlimit “Pasifikaparticipation, retentionand completion (Horrocks,
Ballantyne,Silao,Manueli,&Fairbrother,2012, p. 4; Airini,2013).Thisis importanttonote,as
secondaryschooling islargelygearedtowardspreparationfortertiary.Tongati’o(1997) outlinesa
numberof issuesthatwere seenaslimitingfactorsinthe earlytomid-1990’s,includingschool
governance andinternal management,teacherqualityandstudentsupport.The underlyingprinciplesof
effectiveeducationforPasifikastudentshave become increasinglyclearinthe pasttwodecadesandare
nowwell supportedbyaraft of research.Teachersand institutionswhofail tobuildconnectionsand
allowforopportunitiesforPasifikastudentstoconnecttotheirownculture orat leasttheircultural
principles,withinaneducational setting,failtoprovide anequitable environmentforthese students
(Dooley,Exley,&Singh,2000).
It isclear that the non-school environment,whichcaninclude boththe home andthe
communityinwhicha childisraised, hasan acute impact uponthe achievementof all students (Cahill,
2006; Fletcher,Parkhill,Fa'afoi,Leali'ie'e,&O'Regan,2009). Broad, societal issuessuchaspoverty,
unemploymentandhealth,amongothers,can preventeventhe mostengagedstudentfromachieving

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successat school,despite the bestintentionsof bothparentsandteachers.FormanyPasifikapeoplein
NewZealand,the migrant’sdreamof acquiringeducation,wealthandhealthmuststill seemlikeitison
the distanthorizonbecause of these contextual issueswhichhave now pervadedseveral generations.
Globally,mucheffortandresearchhasbeendirectedtowardsfindingpathwaysoutof povertythrough
education. However,despite massive investments,gainshave beenlow andare needtobe sustained
overlongperiodsof time inorderto be effective (Amituanai-Toloa,McNaughton,KuinLai,&Airini,
2009). This isa keyissue,asimportantlinkscanbe made betweenincome,educationandeventual
investmentssuchashome ownership (Callister&Didham, 2009).
In comparisontootherethnicgroupsinNew Zealand,Pasifikapeople continue tohave less
favorable rankingsinrelationtounemploymentandincome statistics (Callister&Didham, 2009). The
unemploymentrate forPasifikawas15.4% in 2013. This is 0.9 percentage points whatiswasin2012,
and 8.5 percentage pointshigher itwasin2018. Comparedwith non-Pasifikapeoples whichwas6.8%in
2013, the Pasifikarate issubstantiallyhigher(Ministryof Business,InnovationandEmployment,2013).
The largestsector of employmentforPasifikapeopleismanufacturing,with19.1% of workingPasifika
employedinmanufacturingjobs.Intermsof income, the medianincome forPasifikapeople was
$22,600 in2013, upfrom $22,100 in 2006. For New ZealandEuropeanpeople,the medianincome is
$30, 600, upfrom $25, 100 in2006 (StatisticsNew Zealand,2013). The significantdifferenceinincome
and employmentindicatesserioussocial disparity,witheducationidentifiedasbeingacritical tool with
whichto ‘level the playingfield’ (Foley,2005). For the last15 years,the Ministryof EducationinNew
Zealand,alongsideothergroupsandPasifikacommunities,hassoughttouse educational policyto
improve outcomesforstudents,aimingtoensure astable economicfuture (Ministryof Education,
2013).
Variouspoliceshave beendesignedandimplemented,togreaterandlesserextents, inorderto
addressthe complex,multi-facetedissuesthatshape the terrainof PasifikaeducationinNew Zealand.

7. Joseph Houghton Studentnumber:14111980
Extensive researchcontinuesto be developed,anditsuse ranges frominfluencingministerial decisions
and polices,toinformingschool managementand individual classroomteaching. The mostfoundational
of these polices,whichhassoughttounderpinall otherpolicesandthe fabricof Pasifikaeducation
itself,isthe Pasifika Education Plan,whichhaditsconception inthe document Ko eako ‘a e kakai
Pasifika,putforthby the Ministryof Education.The aim of the original planwastoencourage strategies
and initiativeswhichwouldsupport the education of people of Pacificheritagethroughoutschoolsin
NewZealand (Tongati’o,1997).The documentassertedthat these studentsshouldbe avaluedpartof
the NewZealandeducationsystem,andplacedanemphasisonthe importance of themachieving
qualityskillsandqualifications (Ministryof Education,1996).Thisplanand the more formal Pasifika
Education Plans that have proceededfromit,aimtobe “inspirational andrecognizable,providingroad
maps,leadingandguidingthe educationsectorwithavisionforPasifikasuccess,providingtargetsand
makingforecasts”(Tongati'o,2010).
The initial outcomesfrom Ko eako ‘a e kakaiPasifika were incremental improvementswith
regardsto the gap whichstill existsbetweenPasifikalearnersandothergroups,specificallyintermsof
school leaverqualifications (Tongati'o,2010).Developmentcontinuedand keytargetareaswere set,
whichwere recommendedforanew Pasifika Education Plan.Forthe compulsoryeducationsector,
whichincludesthe secondarysectorcertainareaswere highlighted.Theyincluded,literacyand
numeracy,school leadershipandgovernance,attendanceandtruancyand a betteruse of resources.
Policywasthencraftedaroundthese mainareas. On the 3rd
of May 2000, the updated Ko e ako ‘a e
kakaiPasifika Plan was approved (Tongati'o,2010).In the introductionof the plan,the Secretaryfor
Educationemphasizedthe importance of aplanwhichtargetedandstrove forPasifikasuccesswithin
the educationsector:
The Pasifika Education Plan providesacoherentandintegratedapproachtocoordinatingall
policieswhichaim toimprove educationoutcomesforPacificpeoples:providesaplatformfor

8. Joseph Houghton Studentnumber:14111980
more strategicanalysisof factorslimitingeducationachievement;more effective andfocused
engagementwithPacificeducatorsandcommunities;recognizesthatwhatgoesonin Pacific
familieshasaprofoundimpactoneducationoutcomes;strengthensthe relationshipsbetween
education,employment,health,welfare,housingandothersocial services;provides
opportunitiesforPacificpeoplestounderstandandaccesspolicy. (Minstryof Education,2001,
p. 2)
Thisvisionstatementlaysafoundationandsetsaclearframeworkthathas beenbuiltonoverthe past
decade.ForPasifikapeopleinNewZealand,itmeansthatthe governmenthasmade acommitmentthat
goesbeyondpartypoliticsandentrenchesthiscommitmenttoPasifikapeopleinthe veryfabricof our
educationsystem.The 2001 planalso providesabase fromwhichfuture targetsare able tobe set,in
relationtopriorityareassuchas secondaryeducation.
Withthe release of monitoringreports,the progressbeingmade wasable tobe clearlyseenand
furtherdevelopmentswere abletobe made.The Pasifika Education Plan 2006-2010 waslaunchedin
2005, buildingonthe successesachievedinengagingparents,familiesandcommunities (Tongati'o,
2010). In the years leadingupto this,TalanoaAkoand PasifikaAdvisoryGroupmeetingswere held
throughoutNewZealand.“Twentyseventalanoaakowere heldacrossthe countryduringthe 2001–
2005 periodwithmore than10,000 participants” (Tongati'o,2010, p. 290), whichenabledthe continued
evaluationanddevelopmentof the plan. Specificresearchsupportsthe aspirationsandtargetswithin
the Pasifika Education Plan 2006-2010. Interms of the secondaryeducationsector,a few broadareas
can be noted.Firstly,studentsthatachieve higherqualityandhigherlevel qualificationsare more likely
to be successful inthe labourmarket,leadingtoqualityemploymentandhigherincome (Ministryof
Education,preparedbyDavidEarle,2010). Secondly,the level of parental involvementinastudent’s
educationcanmake a difference inthe outcomesforthe student.Researchfindsthat“familyinfluences
account forbetween40–65% of the variance inoutcomes… [and] inpartnershipwithqualityteaching,

9. Joseph Houghton Studentnumber:14111980
theybecome the mostinfluentialpointof leverage onstudentoutcomes.”(Alton-Lee,2003, p. 2; Chu,
Glasgow,Rimoni ,Hodis, & Meyer,2013). Lastly,one of the mostimportantfactorsin achievingsuccess
for a studentisthe qualityof the teachingthe studentexperiences (Alton-Lee,2003; Chu, Glasgow,
Rimoni ,Hodis, & Meyer,2013; Cahill,2006).
The two latestplanstobe released, Pasifika Education Plan 2009-2012 and Pasifika Education
Plan 2013-2017, both buildonearlierplans,aswell asadaptingtorecentresearchandeducation
developments.Bothare presentedinaformatthat clearlyoutlines goals,targetsandactionsinrelation
to the keyareas of earlychildhoodeducationorearlylearning,compulsoryeducationandtertiary
education.Goalsspecifictothe secondaryeducationsectorrevolvearoundliteracyandnumeracy,the
National Certificate of Educational Achievement(NCEA),qualityteachingandschool leadershipwhichis
responsive toPasifikaandcommunityengagement (Ministryof Education,2009; Ministryof Education,
2013). The 2013-2017 planspecificallyincludesthe additional sectionsof Parents,Familiesand
CommunitiesandEducationSector-Wide.Thisisoriginal tothisplan.
One of the outcomesof the PasifikaEducationPlanshave beenafilteringdownof sorts, with
otherinstitutionsadaptingthe ‘template’anddrivingsuccesswiththeirown‘PasifikaEducationPlans’.
In 2009, the NewZealandQualificationsAuthority(NZQA) developedtheirfirstPasifikaStrategy
document,whichseeksto “provide acomprehensive directionandplantoensure the New Zealand
QualificationsAuthorityhasaclear understandingof itsrole inrelationtothe Pasifikacommunitiesand
howit contributestoPasifikalearners’besteducational outcomes”(NZQA, 2009, p.5). The Educational
ReviewOffice (ERO) have alsodevelopedastrategydocument,whichclearlystatesthatpartof their
missionisto“To develophighqualityevaluationthatcontributestohighqualityeducationforPacific
learners”(ERO,2013). AtShirleyBoys’HighSchool inChristchurch,we have beenworkingondeveloping
our ownstrategicdocumentstoensure thatour institutionisinline withthe currentPasifikaEducation

10. Joseph Houghton Studentnumber:14111980
Plan.We have ensuredthatcommunityengagementanddevelopingstaff skillsare apriority,linkingour
planto our five yearstrategicplan.
The educationof PacificpeoplesinaNew Zealandcontext hasbeenachangingandevolvingset
of circumstances,asa resultof the recentmigrationof previousgenerationsandthe societal impact
that thishas had.A wealthof researchoverthe lasttwo decadeshasindicatedthe bestpathstofollow,
bothto addresspressingcontextualissuessuchasfamilystructure andsocial inequality,and
educational issuessuchascommunityengagementandeffectiveteachingpractice.Thisessayhas
soughtto alignthe perspectivesandissues,whichhave developedoverthese twodecades,withsome
of the more prominentpoliciesissuedbythe New ZealandMinistryof Education.Twothingsare evident
fromrecentanalysis.Firstly,thatthere isstill averyreal,andsometimesfluctuatinggapbetween
Pasfikaandnon-PasifikainNewZealand,inrelationtoeducationamongothersocietal aspects (Marriot
& Sim,2014; Chu,Glasgow,Rimoni ,Hodis, & Meyer,2013). Secondly,thatpoliciessuchasthe seriesof
PasifikaEducationPlansdevelopedbythe Ministryof Education,beginningwith Ko eako ‘a e kakai
Pasifika upto the current Pasifika Education Plan 2013-2017, have beencritical factorsin effecting
positive change (Amituanai-Toloa,McNaughton,KuinLai,&Airini,2009; Tongati'o,2010; Ministryof
Education,2013)

11. Joseph Houghton Studentnumber:14111980
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