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Getting Started

The resources you’ll find on this page feature schools discussing their responses to the challenge set by Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 - 2012. Ka Hikitia challenged all schools to ensure their Māori learners were acheiving education success as Māori.

These resources focus on where schools were at when they started, how they identified issues, and how they made a start to address these issues.


The strategic intent of Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 - 2012 is ‘Māori enjoying education success as Māori’. This recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao Māori, in Aotearoa New Zealand society and in the wider world.

The Education Review Offices’ June 2010 review, Promoting Success for Maori Students: Schools’ Progress focuses on three critical dimensions for success: presence (being at school), engagement (engaging with learning), and achievement. The review concluded that in order to promote success for Māori learners schools need to:

  • monitor and respond to trends in Māori student attendance and achievement
  • adopt effective classroom and school-wide practices for assessment, analysis of student achievement information, target setting and evaluation of initiatives
  • improve relationships with whānau so that home and school can work in partnership to improve learning
  • build better relationships with Māori students, to help raise the expectations for achievement while also recognising the importance of te ao Māori
  • maintain good classroom teaching and appropriate pedagogy.
  1. Filed under: Identity Language and Culture | Ako | Effective teachers

    Research shows that bringing cultural context into the curriculum affirms the students identity, and validates their cultural knowledge and knowledge of their whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  2. Filed under: Ako | Effective teachers

    Students and teachers reflect on the qualities of a teacher that makes a difference. (Extract from ‘Te ManaKōrero: Teachers making a difference’, 2002) .

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