ERO's indigenous evaluation

Whakapapa - Background

The Education (Te Aho Matua) Amendment Act 1999 acknowledges the role of Te Aho Matua in Kura Kaupapa Māori.

Following the passing of Te Aho Matua legislation, the Education Review Office (ERO), Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (Te Rūnanga Nui) and the Ministry of Education established a working relationship. This led to the development of a method of education evaluation specifically for use with Ngā Kura Kaupapa Māori that operate in accordance with the principles of Te Aho Matua.

Te Aho Matua Kura Kaupapa Māori 1 provide a culturally unique education based on indigenous philosophical beliefs. The numbers of Te Aho Matua Kura Kaupapa Māori have grown steadily throughout Aotearoa since the first kura was opened in 1985. The secondary school option (wharekura) 2 is now widely available.

In 2008, ERO and Te Rūnanga Nui formally documented and began the full implementation of an improved three-yearly review and evaluation methodology for use in Te Aho Matua kura.

In 2009 the Education Review Office implemented a differentiated review cycle that would enable some high performing schools to be reviewed less often and other schools, where need was greatest, more often.

In 2011, ERO and Te Rūnanga Nui developed the methodology for differentiated reviews in Te Aho Matua Kura. It was agreed that the methodology be holistic in nature and reflect uniquely indigenous concepts. The work is underpinned by the principles identified in ERO’s 2008 three-year Te Aho Matua review and evaluation methodology.

Principles guiding the evaluation process

Te Aho Matua reviews:

  • are based on the best evaluation practice
  • uphold Te Aho Matua kura philosophy
  • protect the mana of each participant – ERO, tamariki, whānau and Te Rūnanga Nui
  • are useful and are used by kura to improve what they do
  • are based on dialogue, involving trusted information sharing between kura whānau, Te Rūnanga Nui and ERO
  • actively link kura self review with ERO external review
  • focus on student outcomes and whānau efforts to improve outcomes
  • provide an opportunity to demonstrate the learning that is occurring in each Te Aho Matua kura
  • acknowledge the developmental nature of kura and of the national curriculum and assessment in kura
  • reflect Māori efforts to revitalise te reo Māori
  • support evaluation capacity building in kura.

Core components for success

It was also agreed that core components for success are integral to the design and implementation of the review methodology. The core components include:

  • fostering identity
  • value and empowerment
  • enhanced communication
  • professional and collegial relationships
  • self determination
  • strategic planning and self review.

This evaluation whakapapa acknowledges the work since 2000.

The evaluation methodology for reviews in Te Aho Matua kura kaupapa Māori has been designed by Māori, with Māori andfocuses on successful outcomes for Māori.

This Frameworkfor the Review and Evaluation in Te Aho Matua Kura Kaupapa Maori starts with an outline of the general principles of an ERO evaluation and the focus on self review. The Framework then sets out in more detail the conduct of each of the three types of review: Te Rākeitanga (Expansion), Te Pupuketanga (Development) and Te Manakotanga (Enrichment).

 

  1. The terms Te Aho Matua Kura Kaupapa Māori and Te Aho Matua Kura in this publication refer to Kura Kaupapa Māori that operate in accordance with the principles of Te Aho Matua.
  2. The term Kura Kaupapa Māori in this framework includes both primary and secondary schooling.