Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.
This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review.
The recording of a presentation is archived on YouTube.
The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.
The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.
The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.
Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).
Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy).
Findings for each theme from each group of interviewees were shared.
Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.
Going forward, the challenge is how these recommendations and findings can be enacted.
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