This report highlights the flexibility of the framework provided by Te Marautanga o Aotearoa to cater for different types of Māori-medium education. This includes kura ā-iwi, kura kaupapa Māori Te Aho Matua and immersion classes in English medium education settings. Most kura and schools in the 2010 and 2011 sample groups demonstrated high levels of commitment to developing their graduate profile and marautanga ā-kura, and to preparing to work with Ngā Whanaketanga Rumaki Māori. This is particularly evident where kura and schools have maintained a clear focus on how developments for Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori could improve or enhance outcomes for students.
Kura had made good progress towards giving effect to Te Marautanga o Aotearoa. Sixteen of the 22 schools reviewed in 2011 were using the marautanga as the basis for their Māori-medium learning programmes, with a further two having started to use this curriculum.
However, using Ngā Whanaketanga Rumaki Māori appeared to present schools with greater difficulties. In the 2011 sample, nine schools were using Ngā Whanaketanga Rumaki Māori or making good progress towards using ngā whanaketanga. Nine had not yet started the process.
In part, this was an outcome of the requirement for simultaneous implementation of the marautanga and the whanaketanga. For some kura and schools, establishing a clear pathway for development was difficult because of their limited understanding of, or access to, resources and information about Ngā Whanaketanga Rumaki Māori in particular.
English medium schools that offer immersion or bilingual education to students faced significant challenges. These included limited understanding by boards of trustees and school leadership, and the potential for unrealistic expectations to be placed on immersion or bilingual staff, which undermined the integrity of the kaupapa Māori of the Rumaki programme.
The case studies in this report show how three different kura and schools prepared themselves for 2011. Although the founding principles and vision varied, similar themes can be found across all three case studies that have supported their efforts to meet the requirements of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. These themes are:
These examples provide useful guidance as other kura and schools review their progress to date with Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori.
It is critical that schools are provided with sufficient resources to support this work and the ongoing development required to successfully implement Te Marautanga o Aotearoa and work with Ngā Whanaketanga Rumaki Māori. It is important, particularly at governance and leadership levels, that schools receive the support and advice that will assist them to provide their students with a marautanga ā-kura that meets their needs. Effective integration of this marautanga with the whanaketanga should enable teachers to better monitor students’ progress, and involve them and their whānau more closely in the learning process.