Better Relationships for Better Learning

Introduction

Why these guidelines have been developed

These guidelines are provided as part of the government's efforts to see that all Māori students get the best possible education. This is part of the government's commitment to the principles of the Treaty of Waitangi and reflects the emphasis given by the government to significantly improve the educational status of Māori.

The National Education Guidelines require schools to operate consistently with the principles of the Treaty of Waitangi. A change to the National Administration Guidelines places explicit requirements on schools to plan for improving the achievement of Māori students, to carry out a process of self-review, and to report to the community on this self-review and on Māori students' achievements.

Over recent years, considerable efforts have been made to improve the participation and achievement of Māori students, and important gains have been made. However, schools and parents are aware that progress in some respects has been frustratingly slow.

In 1997, the Ministry of Education and Te Puni Kōkiri conducted widespread consultation with Māori communities on what could be done to improve education for Māori.[1]  A key message from the consultation was that Māori parents and whānau want the best for their children from the education system. Even though some parents said that they did not feel confident about approaching schools because of their own negative educational experiences, they did want to play a more active role in their children's education. Parents want to have a greater say in the education of their children, and they want schools to be more accountable and responsive to their concerns.

Many teachers and Māori parents believe that young people do best when their families and whānau are actively involved in their schools, and more Māori involvement in schools is likely to lead to enhanced Māori achievement. There are potentially many benefits for schools, Māori children, and Māori communities if parents and whānau become involved in all aspects of school life, from management to classroom activities. Those benefits include higher student self-esteem and higher educational achievement.

Just the fact that Māori come into the school makes a big difference with the kids. - comment from a Māori parent

Schools' responsibilities

"Schooling is one of the fundamental ways that societies ensure their survival, producing and reproducing the social relationships which make up society. Schools do not operate in isolation from society, but they provide an arena for addressing issues with important ramifications in society ... Because cultural diversity, and the unavoidable fact of racism, directly affect children's emotional, social, and academic experience of school, this is an area which schools have a special responsibility to address."

Ministry of Education, 1995. Promoting Positive Race Relations in New Zealand Schools: Me Mahi Tahi Tātou, page 6.

Schools have legal requirements in relation to Māori under the Education Act 1989. The Act requires schools to include in their charter aims that reflect the unique position of Māori culture [s63 (a)]. Furthermore, the views and concerns of Māori communities are to be considered before a school's charter is prepared or amended [s62 (1)].

Charters must include the requirements of both the National Education Guidelines and the communities the school serves. The National Education Guidelines, which include the National Administration Guidelines, apply to all students, including Māori students, but in addition there are specific goals that emphasise the need for schools to respond to Māori.

One North Island primary school has run seminars with other schools on the National Education Guidelines and National Administration Guidelines in relation to Māori. The seminars included discussion of:

How schools can empower Māori

• in mainstream education
• in partial immersion
• in full immersion.

Striving for partnership as a commitment to the Treaty of Waitangi is a key aspect of developing and maintaining relationships with Māori communities. The Treaty of Waitangi is about two peoples entering into an agreement as equal partners. The nature of the partnership and the manner in which it might be strengthened has implications at several levels (Royal Commission on Social Policy 1988).

Partnership:

a) can occur at all levels of policy making by the sharing of power and decision making, satisfactory methods of consultation, and the inclusion of cultural perspectives in policies.

b) can refer to the process of drafting, implementing, and monitoring legislation.

c) is about the manner in which representation is ensured at all levels of administration.

d) concerns the allocation of resources.

e) extends to the provision of services and the types of services available.

f) challenges the diverse ethnic and cultural groups in New Zealand to consider their relationships with the tangata whenua.

g) requires opportunity for the partners to regularly review their relationship.

Schools can apply many of these different aspects of partnership in their school policies, management and operational procedures, interaction with the local community, and provision of education. The choice is not whether schools develop a relationship with Māori communities but what the quality of the relationship will be. A good relationship will add a dimension and richness to school life that would not otherwise be possible.

Many schools have developed policies or goals that state how they have incorporated the Treaty of Waitangi into school life. For example:

• One primary school's mission statement includes the Māori proverb "He aha te mea nui? He tangata, he tangata, he tangata."
• The Treaty of Waitangi policy of one school includes providing staff development in te reo Māori and tikanga Māori and involving representatives of the Māori community in decisions affecting Māori students and programmes.
• One school has a code of conduct for their board of trustees that requires them to "exercise their powers of governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand's cultural heritage".

Taking up the challenge

Many schools are looking at how they can communicate more effectively with Māori parents, increase their understanding of Māori institutions and processes, and operate in ways that are compatible with Māori social and economic organisation, interests, and priorities.

Developing close involvement and effective working relationships with Māori communities can be challenging, but schools already working towards these goals say that some things are relatively easy to put into place, for example, ensuring that Māori place names and personal names are pronounced correctly, that the status of Māori language as a subject is raised in the school, and that the school is made warm and welcoming for Māori parents and whānau.

Difficult issues also have to be dealt with, and schools need to take the time to foster the necessary dialogue. Concerns over who to consult with, the appropriate protocol to use, and governance arrangements need to be worked through as the relationship develops.

Because Māori communities are very diverse, there is no one way to go about building relationships. What works for one group or community may not be appropriate for another. The style of approach depends on such factors as the school's size and location, the type of school (such as primary or secondary), the aspirations of the families and whānau associated with the school, and the social and economic make-up of the area. Above all, the approaches chosen will need to be chosen and developed in partnership with the Māori communities concerned.

One primary school's story shows that developing a relationship is not always straightforward. Some years ago, this school had very little contact with Māori parents. In part, this reflected a transient school population as well as the school's lack of awareness about Māori issues.

A new principal with an interest in Māori education provided the impetus to approach local Māori leaders, including those active in the church. Guided by the advice of kaumātua, a meeting was arranged with Māori parents. Only a few parents attended, but a seed was sown. The school then made it known that it wanted to develop programmes for Māori children and that it wanted parents' ideas. The small core group of parents was instrumental in inviting more parents to another meeting, and this time over forty turned up. They started planning, held further meetings, and decided that their first priority was to establish a kapa haka group. This idea was enormously successful because it got many parents involved with the school and their children.

Two years later, the school started to explore the idea of an immersion class with parents, and eventually a class was started. Now, some time later, there are fewer students, and the question being asked is whether the class should continue as presently set up. New needs are arising.

[1] Making Education Work for Māori. Te Whakamahi i te Mātauranga mō te iwi Māori. (see Appendix 1: Resource Material for full reference)