Maori on right education track, iwi data reveals

LEARNING: Te Taumata o Ngati Whakaue Iho Ake Trust general manager Roana Bennett is confident in Ngati Whakaue education statistics. PHOTO/FILE

Iwi education statistics confirm Rotorua is on the right track to improving engagement and success in education for Maori, a Te Taumata o Ngati Whakaue Iho Ake Trust spokeswoman says.

However she says there is room for more locally-focused programmes to meet students' needs.

Maori education statistics released by the Ministry of Education recently provided for the first time an education profile for each iwi in New Zealand, showing how Maori children are doing in early childhood education, primary school and NCEA.

Te Taumata o Ngati Whakaue Iho Ake Trust general manager Roana Bennett said the iwi-specific data was overdue, but welcome.

"Too many of our Ngati Whakaue-affiliated youth are leaving school with NCEA Level 1 or below.

"Having this information provides Ngati Whakaue with a focus for better directing energy and resources to support schools and government to engage effectively with our rangatahi (youth) and their whanau," she said.

Last year through the social sector trial Excel Rotorua, a marae-based wananga and mentoring programme ran providing cultural, academic and pastoral support to 60 rangatahi sitting NCEA levels 1 and 2. Of those students 83 per cent who sat NCEA Level 1 passed and 96 per cent who sat NCEA level 2 passed. "We know that when we bring together learners and their whanau, schools, and community and iwi expertise and networks we can make a difference for our young people," Ms Bennett said. "We're fortunate in Rotorua to have great schools with principals who are committed to seeing our children succeed and who are open to active iwi involvement, supporting and empowering our young people and their whanau."

Selwyn Primary was one Rotorua school to develop a key initiative, setting up an all-boys Year 5 and 6 class in 2014.

The school comprises 83 per cent Maori pupils and principal Peter Barker said the programme was successful in raising academic achievement and identifying learning needs.

"By the end of the year the majority of boys in the class, who all had different learning needs and abilities, were sitting at or above the national average."

Mr Barker said the school used this class as a template of how to engage male pupils more with their studies.

"One of the things we have taken on board is the place for physical education in school and the desire for short, sharp bursts of learning.

Mr Barker said despite its success last year, the class would not run again in 2015. "The class was not something we intended to be ongoing, rather it was an opportunity to learn and apply best practice to all the pupils in our school."