Representatives of Auckland diocese have challenged politicians to commit to a bipartisan, long-term approach to improving Maori presence, engagement and achievement in education.
Last month Auckland diocese vicar for social impact and communication, Loraine Elliott, and Auckland diocese Justice and Peace Commission executive secretary Peter Garrick spoke to the Māori Affairs Select Committee.
They drew attention to the many reviews and initiatives that have argued for ways that contribute to lifting Māori educational presence, engagement and achievement.
But providing policies for schools, in and of itself, is not sufficient.
“A much more focused and well supported approach was needed, that included engaging whānau, hapū, and iwi in the whole education process,” Mr Garrick told the select committee.
Mrs Elliott explained that many young Māori have been unaware of their whakapapa and Māori culture, and have felt alienated in many school environments.
“One initiative that tried to address this was Te Kākahu, which was the professional learning and development response being delivered in up to ten secondary schools, and directly with whānau, hapū, and iwi within Whanganui and neighbouring rohe over 2014–16,” Mrs Elliott said.
“It focused on helping students develop an understanding and connection with their whakapapa and Māori culture, and ensuring schools develop welcoming and inclusive organisational cultures that provide targeted support for students by name and by need, so as to encourage 100 per cent attendance and educational achievement at each NCEA level.”
This initiative showed promise and had encouraging results, but funding was limited to three years.
The select committee heard about previous writing on the topic by current NZCEO chief executive Dr Kevin Shore, who was involved in implementing Te Kākahu, and an earlier programme in the Whanganui area.
“Various school programmes and initiatives have been implemented within the education system in support of improving outcomes for Māori students,” Dr Shore wrote.
“Most have been successful to some extent, but resourcing to support these programmes is often limited, and is withdrawn long before these programmes are fully implemented.
“Education reform and transformation takes four to six years to be fully embedded, but these programmes often are on a three-year cycle associated with terms of Parliament.
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