How well do we provide for Māori students in English-medium schools? This report looks at whether provision differs in relation to the level of Māori enrolment in a school, using data from NZCER's National Surveys of primary and intermediate schools in 2013, and secondary schools in 2012.
Nicola Bright, Alex Hotere-Barnes and Jessica Hutchings
This report from the Ka Whānau Mai Te Reo project puts the spotlight on te reo Māori at times of transition. It looks at the pathways available to whānau to support their reo aspirations at three key points: starting school, moving from primary to secondary school, and moving beyond secondary school.
This recent working paper focuses on how Pākehā have become involved in Māori-determined and controlled educational research, and what issues inhibit and facilitate their work. You can find out more by watching the video clip, in which researcher Alex Hotere-Barnes talks to Sarah Boyd about the project.
This is the first report from a 3-year (2012–2015) kaupapa Māori research project that investigates how best to support the continuity of reo Māori development ofwhānau as they transition between kōhanga reo, kura kaupapa primary, wharekura, secondary and beyond. It aims to provide useful information about the reo Māori education options that are most likely to help whānau achieve their reo Māori aspirations. The full report: Ka whānau mai te reo.
The proceedings are now available from the second Kei Tua o Te Pae hui, Changing Worlds, Changing Tikanga—Educating History and the Future, held at Te Wānanga o Raukawa in Ōtaki in conjunction with NZCER in September last year. The proceedings include presentations and a series of reflections from participants. They were launched at the He Manawa Whenua Indigenous Research conference.
Jessica Hutchings, Bronwyn Yates, Peter Isaacs, Jenny Whatman, Nicola Bright
Hei Ara Ako ki te Oranga is a collaboration between Literacy Aotearoa and Te Wāhanga, NZCER. The project was supported by Ako Aotearoa. The purpose of the project was to develop a kaupapa Māori assessment model that demonstrates the link between literacy learning and wellbeing for Māori learners. It addresses the need of Māori literacy providers for relevant and appropriate assessment models of wellbeing for Māori, and it complements the Literacy and Numeracy Assessment Tool for Adults.
The report presents the findings of a research project which asked whānau about the issues they wanted to see addressed in Māori education. The summary contains the key messages from the project, the methodology and an overview of the comments from whanau made during kōrero ā-whānau and wānanga.
This report presents the findings of a kaupapa Māori research project called Kia Puāwaitia Ngā Tūmanako: Critical Issues for Whanau in Maori Education. We asked a variety of whānau the question: What sorts of educational research would be of benefit to your children and whānau in education? The aim was to use the whānau responses to refine a Māori-led and whānau-informed research agenda for Te Wāhanga.
For a summary of our findings for Māori medium (i te reo Māori), click here For a summary of our findings across Māori and English mediums (English language), click here.
Te Wāhanga has been working with the Institute of Environmental Science and Research Ltd (ESR) on a project about future food technologies and Māori well-being. It explored the question of how can dialogue with diverse Māori communities suport sustainable decision-making on future food technologies such as biotechnology, nanotechnology, sustainable agriculture and functional foods. Working with kaupapa Māori principles, we interviewed Māori scientists, government workers and whānau.
We produced a four page brochure on the findings from the project (which can be downloaded below). This research is part of a wider project called Coming to the table, Sustainable decision-making for future food technologies.