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  • Nane 08 Apr 2014 2:12pm () in What is the best "communication tool" to engage with Pasifika parents?

    Kia orana everyone,

    few suggestions below:

    Face to face - if there are high numbers of Pasifika students in the school it might be beneficial to encourage meeting with the separate Pasifika groups. I found this worked really well in the school I worked in. Each group had a different cultrual lens that they shared with the school. 

    Newsletters in the different languages

    Take you messages to the community rather than the other way round. Ask for an invitation to attend the different Pasifika community meetings

    Target the key Pasifika leaders of each community/Pasifika ethnic group with the aim of utilising their connections to bring Pasifika peoples into the school.

    If it’s a catholic school work with the pastor to bring the community to the school

    Survey those households that have computers and can use emails or other tool in order to communicate that way.

    Be Purposeful. Make it a school wide expectation. Incorporate how to engage/build learning partnerships with Pasifika families and the community into the school’s strategic plan. Outline a clear action plan on what that should ‘look like’ for students, teachers, leadership team and BoT.  

    Ia manuia,



  • Nane 01 Apr 2014 1:31pm () in Support for Ngā Pae o te Māramatanga - NZ's only Māori Centre of Research Excellence

    Kia ora Moana, thank you for bring this to our attention.  This is such an important topic for us to think about and think about again. For me there are huge consequences in terms of our place in society and beyond. We never tend to think about this because we take so much for granted and accept that as being the ‘norm’.  

    I took the time to listen to two of the key speaker’s one of which Sir Mason Durie gave an academic perspective on the past and future. He highlights 30 years of the changing approach to Maori development starting at the mid-80s. An important piece of research at the time carried out by The Maori Women’s Welfare investigated the health of Māori women using a Māori framework to analyse data. Durie felt that at the time this signalled a new era of Maori development and three key hui followed. The first being Hui Whakaroranga (Maori health), the second Hui mo Waitangi, and the third Hui Taumata (Maori economic summit). Durie pointed out that all three hui had something in common.  Self-determination, self-management, Māori values, Māori worldviews, and the relationships between Māori and society.  

    Durie then discussed the future challenges for Māori development and provides solutions to how those challenges can be met and the important role that Ngā Pae Māramatanga (NPM) makes in its contribution to Māori development. Durie envisage by 2024 a Māori Research Institute be developed that would amongst other features foster and build on NPM research and add value to the NZ’s research communities and society at large. The important benefits of this institution would build closer relationships with its Māori communities, have a distinctive approach that is Māori, building and learning from each other in this environment, and amongst others the institution has the potential to become a global leader for indigenous research.

    So what can you do to support NPM? The key speakers provide a critical analysis of the thinking behind such a decision to stop the funding by 2015 but they also provide a way forward. I think to support NPM we have to think about the distinct advantages and added value NPM brings to our society as many of the speakers have highlighted and to continue to have these discussions in ways that would reach the wider communities and their groups. Bringing something like this to the forefront particularly in an election year can have its benefits.

    kia kaha Ngā Pae Māramatanga.

  • Nane 02 Jul 2013 3:32pm () in Pasifika Education Plan

    Kia orana and Malo e lelei Bede,

    I am the Pasifika Achievement Coordinator for Te Toi Tupu and in a “nutshell” the objective of my role is to support raising Pasifika achievement. First, I am impressed with your level of leadership, in that you have read the Pasifika Education Plan (PEP), discussed this at the leadership level and taken part in a webinar.

    As you may know, ERO have found in 2009, 2010 and 2012 nothing much has changed for a number of Pasifika learners despite a government focus on this and they clearly state more needs to be done which is exactly what you are doing. I have found at times it is the one or two Pasifika students in schools that do get missed out in the curriculum and it is probably more difficult to recognize this then it is with schools that have a significant number of Pasifika students.

    In terms of what to do with your Tongan students a suggested way forward is to learn about who these students are. I know this has become a bit of a cliché to say the least and is an obvious statement. However, I am adding to this thought, and keeping in mind, we are cultural beings. Your students belong to what Banks (2006) describes as micro cultural groups. For example, they are not just exceptional (as are all children), they are also male, female, have a set of abilities, Tongan, belong to a particular community, race, family, socio-economic group, have a language, a heritage, belong to other various cultural groups, eg, sports, dance group, and that each of these micro-cultural variables influence the behaviour of the individual. Do we understand there are certain perspectives and points of view and frames of reference, values and standards that are normative within each culture and microcultural groups. This is about getting to know your student. How do we then, knowing all this, start to implement focused programmes and activities that can be inclusive of everyone which is about including these students in our curriculum, and indeed, where they can see themselves not just in the curriculum but their school.

    Provide some tailored PD and utilises the community to inform/upskill staff on developing/sharing their knowledge and worldviews that include the Tongan parents. Identify similarities differences and utilise this knowledge to help shape your school curriculum.

    There also needs to be deliberate acts of teaching that strengthen/include Tongan perspectives through the classroom and school wide activities. As the senior leadership team expect to see teachers overtly valuing their Tongan worldview (the Tongan way).

    Improve the provision of information by inviting their parents to the school, form a partnership that will ensure success for their students. Ring now and then and talk about their children’s success. Talk through the National Standards and be explicit about what ERO is saying and the government and schools are trying to achieve for Pasifika learners.

    Hope this helps Bede I know it is all a bit “long-winded” but feel I had to provide the context of my thinking before I could add to the “how”.



  • Nane 02 Jul 2013 12:19pm () in A key message of the Pasifika Education Plan (PEP)

    One of the key messages of the Pasfika Education Plan (PEP) is that our education system "must work better for Pasifika learners". The PEP writes about a sense of connectedness and the importance of collective partnerships. There is an emphasis on engaging families, whanau and community.

    This was also noted by ERO that an important element for improving Pacific learner engagement is partnership. They found “most of the 320 schools evaluated did not have specific initiatives in place to engage Pacific communities”. ERO explain, “While teachers hold the key to getting the Pacific learner engaged in the classroom, they need to work in partnership with their families to ensure that the Pacific learner has the support at home to succeed”.

    Education Review Office, (2012). Improving Education outcomes for Pacific learners.

    What do you think of the overall statement above? What are some of the ways that you know are working for schools engaging Pasifika parents and communities? Would be good to have discussion on this and keen to hear what you have to say.


  • Nane 25 Jan 2013 12:42pm () in Sharing success stories for our Pasifika learners

    Kia orana and warm Pasifika greets also,

    Togi thankyou for asking such questions and giving others an opportunity to share their ideas and great to read your thoughts Moana. I was interested in the concept of 'Pasifika Capable'. If someone asked me that question is your school 'Pasifika capable', I would have to ask what do they mean? 'The mind boggles' to be honest'. Should I answer yes, if our school is responsive to the language, identity, culture, ethnicities and world views of pasifika peoples? Would that be enough then? So what would that look like at the 'chalk face'? How do teachers make sense of each of those dimensions and then be responsive? What do I do if I have 5 different pasifika groups in my class, who are first, second and third generations, where some speak only their native language, others who have English as their second language and the rest who only speak English? All of these students will have worldviews that are more diverse than the class put together! What about culture? all pasifika peoples belong to several and as far as identity goes well .... as we know this is never static as with culture it is forever evolving. Where to stop! Does it mean if a school acknowledges the PEP it is Pasifika Capable?

    To come back to your question then Togi what works for Pasifika? I think it is a combination of two key concepts that will be blatantly obvious I suspect but unfortunately, not always so in schools and that is, effective leadership and practitioners. The important point here is ... what do both of these dimensions ‘look like’. I think this is where a school needs to collaboratively work with their learning/academic communities and build an understanding so that everyone! is on the ‘same page’. I am not saying this is the answer, but it’s a good start for shifting Pasifika and Māori achievement.

    What works well for Pasifika students is having an effective teacher in front of their class who knows how to engage their learners, can extend and provide a critical consciousness that will provide the ‘tools’ and means so they can negotiate between their worlds and of those locally, nationally, and globally.  By the way, this teacher can only do this is he/she is a learner themselves. Of course there is more to say but will leave it here and look forward to hearing what others have to say,

    Kat kite ano


  • Nane 17 Oct 2012 10:05pm () in The e-Learning Planning Framework - how and why to use it | NAPP Kōrero 16

    Next year we want to develop new pedagogy for developing 21st century learning skills with a vision of transforming the way we drive teaching and learning in our school. In terms of where we start has been an ongoing discussion at the moment and it not quite at a stage where we know what all this might ‘look like’ for our learning community.  At the moment we are working within a framework that encapsulates 4 key learning dimensions and under each of these it is planned that components of e-learning skills and innovative use of ICT will be integrated across the 4 dimensions. It all sounds good in theory however, as others have discussed there are a number of areas that need to be ‘ironed out’ and one of them is ensuring we have an effective network system running. As a school I can find the framework will be useful. Capacity building and identifying effective pedagogy that provides opportunities for developing 21st century skills requires a more holistic approach for transforming the learning experiences of the learners. The framework provides a clear pathway of how to get where you want to go. We would use the plan for guiding our e-learning strategic plan and infrastructure. What I like about the framework is that it provides a reality check particularly in terms of what it takes to build an e-learning capability within our school.