Conclusion

There are many examples of initiatives developed within tertiary institutions to address participation, retention and achievement of Mäori students. In an ideal situation, each tertiary provider would offer an aspect of all of these initiatives. We have a long way to go in terms of some sort of nation-wide code of practice.

Previously, any move towards the development of initiatives for Mäori students has been driven by Mäori students and staff. This needs to change. The success of initiatives is closely related to institutional leadership and structural support.

In the Australian context, the Higher Education Council report suggests that best practice is exemplified when "the degree of responsibility accepted by designated members of senior management of the university promote and support indigenous education as evidence of its commitment to supporting higher education for indigenous Australians" (1997).

Furthermore, it is imperative that initiatives become embedded in the overall operation of the provider to avoid the risk of ghettoisation of indigenous issues (Anderson et al, 1998).

Sector-wide adoption of the importance to address the needs of Mäori students will lead to a more progressive approach to development, replacing perceptions of Mäori students as `problems' who do not fit within the dominant majority group.

There is a lot to be learnt from international literature discussing the shortfalls and celebrating the success of programmes for indigenous students. These comments should be considered in light of where tertiary education sits in Aotearoa and where it is headed.

The future of tertiary education for Mäori needs to supported within a framework which is prepared to change, which fosters self-determination and which limits marginalisation. A key factor for indigenous Australian education is that "although universities have begun to open their doors to us, they have yet to become key players in Aboriginal self-determination. To do this they have to be prepared to change from within and even question some of their traditional pedagogies and practices" (Sallik 1993, in Anderson et al, p. vii, 1998).

To provide a tertiary environment that reflects increased participation, retention and achievement of Mäori students, changes will need to occur from within tertiary providers. Providers need to evaluate their commitment to Mäori and to develop initiatives that illustrate this commitment, to `walk the talk' in other words.

Perhaps Aotearoa should look at a future where tertiary education is not reserved for the society elite, but which is inclusive of all and addresses the needs of the students it represents. Tertiary providers must commit to a better learning environment for Mäori students which is supportive, and acknowledges the value these students bring and the opportunity for learning reciprocity. Ultimately, tertiary providers must recognise their part in the overall picture of Mäori development through education.