Compulsory Sector

Quality teaching is the key system influence on student achievement. In addition, positive whānau engagement with the education sector and others is more likely to support achievement. We also know that providers with good governance, management, and leadership generally offer a quality-learning environment for all students and value strong relationships with the wider community.

Our research indicates that Māori, particularly Ngāi Tahu students, are often invisible in this sector. We also know that Māori are more likely to exit earlier without school qualifications and less likely to enter tertiary education. This is particularly the case for Māori in low decile schools. Further to this, external examination data for 2004 NCEA showed that Māori scored consistently below the national average.

In Te Waipounamu, there are fewer teachers who are Māori in comparison to the national average. There are six immersion and 22 bilingual classes. Although there are 633 schools in the takiwā, only a handful might claim to engage well with Ngāi Tahu whānui and possibly offer curriculum options that reflect Ngāi Tahu knowledge and experience.

In the compulsory school sector, Ngāi Tahu education continues to support rūnanga to focus on their regional education objectives. A Memorandum of Understanding, signed with the Minister of Education in 2001, resulted in an implementation document – Te Kete o Aoraki. This continues to be the mechanism by which rūnanga are bringing about a closer education relationship with schools and education providers in their rohe.

Ngāi Tahu education also supports individual whānau members through an Out-of-School Tuition programme that allows tamariki to access literacy, numeracy and extension programmes.

Click on the following links to download Te Kete o Aoraki and Memorandum of Understanding: