Ka Hikitia – Ka Hāpaitia | The Māori Education Strategy (English)

Māori are enjoying and achieving education success as Māori, as they develop the skills to participate in te ao Māori, Aotearoa and the wider world.

What is Ka Hikitia 

Ka Hikitia is a cross-agency strategy for the education sector. The agencies include: Ministry of Education; Te Aho o Te Kura Pounamu; Education New Zealand; Education Review Office; New Zealand Qualifications Authority; The Teaching Council Aotearoa New Zealand; Tertiary Education Commission; New Zealand School Trustees Association.

The education sector includes all early learning, schooling, and tertiary education provision.

It sets out how we will work with education services to achieve system shifts in education and support Māori learners and their whānau, hapū and iwi to achieve excellent and equitable outcomes and provides an organising framework for the actions we will take.

Guiding Principles

  • Excellent Outcomes: We will support Māori learners and their whānau to achieve excellent education outcomes
  • Belonging: We will ensure Māori learners and their whānau have a strong sense of belonging across our education system
  • Strengths-based: We will recognise and build on the strengths of Māori learners and their whānau
  • Productive Partnerships: We will support strong relationships between learners and whānau, hapū, iwi, educators and others to support excellent outcomes
  • Te Tiriti o Waitangi: We will give practical effect to Te Tiriti o Waitangi in the education system

These guiding principles set out how we will work across the education system to support the Ka Hikitia vision.

They have been adapted from Ka Hikitia 2013 and reflect enduring themes in Māori education.

The education system has underperformed for Māori learners and their whānau over an extended period. As a result, Māori learners collectively experience worse education outcomes than other New Zealand learners and are less engaged in our education system.

This has significant social, cultural, health and economic impacts for whānau, hapū, iwi, Māori and New Zealand as a whole.

Detailed data and research about the performance of the education system for Māori learners is available at educationcounts.govt.nz(external link).

Ka Hikitia informs and is informed by the overall Education Work Programme:

Go to the Education Portfolio Work Programme 

Our 30 Year Education Vision and Objectives

Whakamaua te pae tata kia tina – Take hold of your potential so it becomes your reality...

We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons.

Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters

Whāia te pae tawhiti kia tata – Explore beyond the distant horizon and draw it near!

Objectives for Education

  • Learners at the centre: Learners with their whānau are at the centre of education.
  • Barrier-Free Access: Great education opportunities and outcomes are within reach for every learner.
  • Quality Teaching and Leadership: Quality teaching and leadership make the difference for learners and their whānau.
  • Future of Learning and Work: Learning that is relevant to the lives of New Zealanders today and throughout their lives.
  • World class Inclusive Public Education: New Zealand education is trusted and sustainable.

The 30 year vision and objectives form the core of our overall approach to education.

To create change it is important to embed Ka Hikitia into this framework to ensure we are aligning vision, purpose and action within our education system to support Māori enjoying and achieving education success as Māori.

Outcome Domains to support excellent outcomes for Māori learners and whānau

Te Whānau
  • Education provision responds to learners within the context of their whānau.
  • We will support Māori learners and their whānau to be informed and demanding decision-makers, with high expectations of our education services.
  • We will also support Māori learners and their whānau to plan and pursue the education pathways that they aspire to.

Te Tangata

  • Māori are free from racism, discrimination and stigma in education.
  • Māori learners and whānau have identified racism as a major barrier in our education system. We will address this, provide equitable access to services, and in ways that promote fairness and are respectful and culturally appropriate, so that Māori learners and their whānau have a strong sense of belonging.

Te Kanorautanga

  • Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences.
  • Our education services will recognise and provide for Māori diversity. Our education workforce will have the right skills and capacity to support all Māori learners, including those with disabilities and learning support needs, to achieve excellent outcomes.

Te Tuakiritanga

  • Identity, language and culture matter for Māori learners.
  • Our education services will support the growth and development of the Māori language.
  • We will support the identity, language and culture of Māori learners and their whānau to strengthen belonging, engagement and achievement as Māori so that Māori learners can actively participate in te ao Māori, Aotearoa and the wider world.

Te Rangatiratanga

  • Māori exercise their authority and agency in education.
  • Our education services will support whānau, hapū, iwi and Māori to exercise agency and authority over the education of Māori learners at all levels of the education system.
  • We will support Māori to make decisions about the education of Māori learners. We will account to whānau, hapū, iwi and Māori for the education services we provide.

These outcome domains reflect key messages that we have heard from Māori over an extended period of time and our evidence base about what works for Māori.

Key Measures

Ka Hikitia will be successful when:

a) Māori learners are engaged and achieving excellent education outcomes and

b) Māori whānau, hapū and iwi are active partners with our education services in defining and supporting excellent outcomes for Māori learners.

Education services includes early learning services, schools, kura, tertiary providers.

We will measure this through: participation data; NCEA achievement data, NZQF achievement data [other achievement measures] and engagement surveys.

Feedback on Māori education – Kōrero Mātauranga(external link)

Measures for learners and their whānau

Te Whānau
  • Māori learners have high levels of attendance and participation in our education services.
  • Māori whānau have regular and positive engagements with our education services.
Te Tangata
  • Māori learners and whānau feel a strong sense of belonging in our education system and are free from racism.
Te Kanorautanga
  • Māori learners are achieving excellent and equitable education outcomes.
  • Our education workforce looks more like the population that it serves. It is skilled in engaging with Māori learners and whānau.
Te Tuakiritanga
  • Māori learners and whānau tell us they see and feel their identity, language and culture on a daily basis in our education services.
Te Rangatiratanga
  • Whānau, hapū, iwi and Māori are participating in and making decisions about the education of Māori learners.

Implementing the Ka Hikitia Approach

Te Whānau: Education provision responds to learners within the context of their whānau
  • We will provide Māori learners and their whānau, with the right information, at the right time, through the right channels that enables them to make informed decisions about education.
  • We will provide facilitation and brokerage support for Māori learners and their whānau, in ways that work for them, to ensure their voices are heard and responded to appropriately.
  • We will support education services to develop their capability to engage with Māori learners and whānau in productive partnerships.
Te Tangata: Māori are free from racism, discrimination and stigma in education
  • We will set clear expectations for education services and the education workforce to eliminate racism in our education system.
  • We will provide leadership and professional development to support education services to work to eliminate racism.
  • We will support everyone participating in the education sector, including Māori learners and their whānau to “call out” racism, as we create professional and environmental norms that understand and prevent racism.
Te Kanorautanga: Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences
  • We will set and maintain professional standards for the education workforce that identify our expectations for how teachers will work with Māori learners and their whānau.
  • We will provide initial teacher education and ongoing professional development to support the education workforce to achieve these standards.
  • We will provide early and intensive support for Māori learners when this is needed.
Te Tuakiritanga: Identity, language and culture matter for Māori learners
  • We will provide high quality Māori language education.
  • We will incorporate Māori identity, language and culture into the teaching and curriculum for Māori learners.
  • We will support the incorporation of Māori identity, language and culture into the day-to-day practices of our education services so that Māori learners can actively participate in te ao Māori, Aotearoa and the wider world.
Te Rangatiratanga: Māori exercise their authority and agency in education
  • We will support whānau, hapū, iwi and Māori to develop and lead Kaupapa Māori pathways within our education services.
  • We will support whānau, hapū, iwi and Māori to participate in the governance and leadership of education services.
  • We will grow the ability of education agencies and education services to give practical effect to the Kāwanatanga roles in Te Tiriti o Waitangi.
  • We will monitor our performance and report to Māori learners and whānau so they can hold us to account.


Our approach to supporting high quality Māori language education is further described in Tau Mai Te Reo (the Māori Language in Education Strategy) which is a companion document to Ka Hikitia.

It will be necessary to take a deliberate, long-term and coherent approach to implementing the actions we have committed to in order to achieve the outcomes we are seeking.

We will need to prioritise some of these actions and our priorities will need to reflect the right balance of national policy settings and local contexts and circumstances.

We need to do the right things at the right time and in the right places. The Ministry of Education and education agencies will develop national, regional and local implementation plans with education services, iwi, and Māori communities at the regional and local levels, that will be monitored, reported and updated on a regular basis.

Ka Hikitia Actions – June 2020

Te Whānau Actions

We will provide Māori learners and their whānau, with the right information, at the right time, through the right channels that enables them to make informed decisions about education.

 

We will:
    • investigate how we can support whānau to navigate education choices and pathways through better access to information as part of the Early Learning Action Plan.
    • investigate the development of records of learning so that learners and whānau have the information they need to understand and support learners’ progress.

We will provide facilitation and brokerage support for Māori learners and their whānau, in ways that work for them, to ensure their voices are heard and responded to appropriately.

We are:
    • implementing Pae Aronui, the Ministry of Education’s strategy for supporting great partnerships between whānau and education services.
    • implementing Toikuranui to develop local education initiatives with iwi (Priority Action).
    • engaging with iwi and Māori organisations to facilitate and broker services and relationships that support Māori learners and their whānau.

We will support education services to develop their capability to engage with Māori learners and whānau in productive partnerships.

 We will:
    • investigate opportunities to strengthen the ways students and whānau voice influence tertiary education.
    • investigate provisions for Dispute Resolution panels to respond to learner and whānau concerns.

Te Tangata Actions

We will set clear expectations for education services and the education workforce to eliminate racism in our education system.

We are:
    • setting expectations for education services that Māori learners and whānau should be free from racism, bullying and harassment through the (Priority Action):
      • National Education and Learning Priorities;
      • Tertiary Education Strategy;
      • Education and Training Bill; and
      • Education (Pastoral Care of Domestic Tertiary Students) Code of Practice.

We will provide leadership and professional development to support education services to work to eliminate racism.

We are:
    • supporting the education workforce through the Give Nothing to Racism campaign.
    • implementing Te Hurihanganui to support the education workforce to enhance classroom practice and whole-of-school culture (Priority Action).

We will support everyone participating in the education sector, including Māori learners and their whānau to “call out” racism, as we create professional and
environmental norms that understand and prevent racism.

 We are:
    • implementing the Mana Whānau strand of Te Hurihanganui to support whānau to engage with education services.

Te Kanorautanga Actions

We will set and maintain professional standards for the education workforce that identify our expectations for how teachers will work with Māori learners and their whānau.

We are:
    • refreshing Tātaiako to support teachers to grow their skills for engaging Māori learners and whānau.
    • strengthening our approach to Māori Medium initial teacher education, induction and mentoring.
    • developing a long-term Education Workforce Strategy to strengthen teaching and leadership and ensure our education workforce reflects our future learner population.
    • implementing an updated teacher registration and certification policy which includes that all teachers must commit to develop and practice te reo me ngā tikanga Māori (Priority Action).
We will:
    • lead the work around shifts on Teacher Appraisal expectations which is expected to provide significant opportunity for teachers to take more ownership of their own reflection, development, and collaboration with colleagues.

We will provide initial teacher education and ongoing professional development to support the education workforce to achieve these standards.

We are:
    • implementing new Initial Teacher Education standards and programme approval requirements including te reo competency.
    • implementing a new approach to professional learning and development priorities.
We will:
    • grow the next generation of professional, diverse and culturally capable teachers and kaiako through a range of teacher supply initiatives.
    • establish a Leadership Centre to implement the leadership strategy for the teaching profession.

We will provide early and intensive support for Māori learners when this is needed.

We are:
    • supporting a strong focus on Māori learners and whānau through the Learning Support Action Plan.
    • supporting online teaching and learning which includes access and educational requirements.

Te Tuakiritanga Actions

We will provide high quality Māori language education.

We are:
    • providing further support for Kōhanga Reo including additional funding.
    • developing a Rāngai Māori workforce strategy to grow the Māori Medium workforce.
    • developing a Māori Medium Network Plan to ensure sustainable provision and high quality pathways for learners and whānau.
    • reviewing funding rates and arrangements for Māori language and mātauranga Māori in the schooling and tertiary sectors.
    • setting expectations that education services will take all reasonable steps to make instruction available in te reo Māori and tikanga Māori.
We will:
    • review and update Te Marautanga o Aotearoa.

We will incorporate Māori identity, language and culture into the teaching and curriculum for Māori learners.

We are:
    • giving more prominence to New Zealand history in our curriculum (Priority Action).
    • supporting early learning and schooling workforces to integrate te reo Māori into education services through the Early Learning Action Plan and Te Ahu o te Reo Māori.
We will:
    • update our national curriculum on a regular basis and make it clearer and easier to use, with a stronger focus on wellbeing, identity, language and culture.
    • investigate the establishment of a curriculum development centre to provide curriculum leadership and expertise.
    • integrate te ao Māori and mātauranga Māori into the NCEA achievement standards.

We will support the incorporation of Māori identity, language and culture into the day-to-day practices of our education services so that Māori learners can actively participate in te ao Māori, Aotearoa and the wider world.

 We are:
    • setting expectations for education services that they will ensure their plans, policies and local curricula reflect local tikanga, mātauranga and te ao Māori.
    • implementing the Ōritetanga learner success framework to support and empower tertiary education organisations to take a holistic learner-centred approach.

Te Rangatiratanga Actions

We will support whānau, hapū, iwi and Māori to develop and lead Kaupapa Māori pathways within our education services.

We are:
    • providing support for Kaupapa Māori education organisations to grow and engage with the Crown.
    • developing advice for Ministers about how we will work with Māori to strengthen Māori Medium Pathways as part of the Review of Tomorrow’s Schools.
We will:
    • develop a joint work programme with the wānanga sector to support their ongoing growth.

We will support whānau, hapū, iwi and Māori to participate in the governance and leadership of education services.

We are:
    • developing advice for Ministers about how to strengthen Māori participation in the leadership and governance of education services as part of the Review of Tomorrow’s Schools.
    • setting expectations for the New Zealand Institute of Skills and Technology that it must develop relationships with Māori and reflect Māori-Crown relationships in its operations.
    • supporting Te Taumata Aronui to provide advice and leadership about issues and opportunities for Māori across the tertiary sector (Priority Action).

We will grow the ability of education agencies and education services to give practical effect to the Kāwanatanga roles in Te Tiriti o Waitangi.

We are:
    • undertaking a “first principles” review of all education legislation to ensure its consistency with Te Tiriti o Waitangi and Ka Hikitia.
    • developing a mechanism for the Minister of Education and the Minister for Māori-Crown Relations to give directions to education agencies about how they will give practical effect to Te Tiriti o Waitangi.
    • introducing a focus for education services on giving practical effect to Te Tiriti o Waitangi as one of their primary objectives.

We will monitor our performance and report to Māori learners and whānau so they can hold us to account.

We are:
    • recommencing the production of an annual Māori Education data profile.
    • preparing an annual stocktake of Māori Education expenditure to inform our performance and investment planning.

 

It will be necessary to take a deliberate, long-term and coherent approach to implementing the actions we have committed to in order to achieve the outcomes we are seeking.

We will need to prioritise some of these actions and our priorities will need to reflect the right balance of national policy settings and local contexts and circumstances.

We need to do the right things at the right time and in the right places. The Ministry of Education and education agencies will develop national, regional and local implementation plans with education services, iwi, and Māori communities at the regional and local levels, that will be monitored, reported and updated on a regular basis.

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