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The Māori Governance Qualification Titles He Whakamārama: Ko te manu e kai ana te miro, nōna te ngāhere Ko te manu e kai ana te mātauranga, nōna te ao The bird who eats from the miro tree, owns the forest The bird who eats of the tree of knowledge will gain the world. The whakaaro around the two Governance Māori qualification titles; Manu Taiko – Toro Parirau (Level 4) Manu Taiko – Hoka Rangi (Level 5) The titles refer to Te Ao o Ngā Manu as a way to view the acquisition of skills, knowledge, and understanding in the unique realm of Māori Governance. Manu were used metaphorically throughout the review in the whakataukī that were expressed in various documents (Review Plan, Terms of Reference), and this theme has continued into the naming of the qualifications. Manu Taiko is used as the general term for Māori Governance. It focuses on the lead bird in a flock that takes the responsibility of the leader to coordinate and enhance the orientation, communication, and safety of the flock, to follow a direct route to their goal. Toro Parirau refers to the new skill, and thus the anticipation of future skills and knowledge to be acquired, of newly spread wings about to take flight. It exemplifies a readiness, preparation, and acceptance of duty when venturing into this journey. Hoka Rangi refers to the bird who has ascended through the intricacies of learning flight to soar the skies; and from those achieved vantages, has a clarity, breadth of vision, and acceptance of the inherent responsibility to develop, enhance, and protect `taonga’ for future generations. Ko au te moemoeā o te iwi te tawhiti o tāku rere ka rite tonu ki te hōhonu, me te mārama o ā koutou whakariterite I am the dreams of the people. The length of my flight will depend upon the wisdom of your decisions. (Inscription from the sculpture Te Wero, Fred Graham, Ngāti Korokī Kahukura) He Whakamāramatanga – Explanatory Notes The Strategic Purpose Statement and the Graduate Profile set out in each Qualification Details document for the proposed level 4 certificate and the level 6 diploma bring together the work of both the Governance Group and the Working Group established to implement the targeted review of Māori Governance qualifications. The language in the documents also reflects relevant NZQA criteria for the level of each qualification. An example of this is that the proposed level 4 qualification enables a graduate to understand and explain financial statements, whereas at level 6, a graduate is able to critically analyse and interpret financial statements. The following notes explain some of the thinking behind kaupapa, tikanga and Māori language terms applied in the documents, particularly in relation to headings in the graduate profile. Strategic Purpose Statement The strategic purpose statement refers to developing skills ‘from a Mātauranga Māori base’. This sends a strong signal from the outset that this qualification is distinctively Māori. While the skills and knowledge will be transferable, the qualifications are designed specifically for application in Māori governance contexts. These are not governance qualifications with Māori issues dealt with at the margins. The term Mātauranga Māori includes te reo me ngā tikanga Māori. The strategic purpose of developing the skills and knowledge in these qualifications is ultimately to protect and enhance taonga and other resources for current and future generations. To enhance reflects the importance of aiming to grow and improve taonga, not just in a monetary sense. The concept demonstrates a fundamental Māori approach of long-term visioning, and recognises that some resources and assets might be described best as taonga and treated accordingly, but not necessarily so. Graduate Profile General To be transferable across organisations and to enable custom-designing qualifications to suit specific learner needs for different target markets (e.g. ahuwhenua trusts, post-settlement governance entities, school boards of trustees), programme developers will be tasked with fleshing out each of the essential requirements listed. For example, whakawhanaungatanga (understanding and managing relationships) is a critical element of Māori governance, and permeates all aspects of learning - in addition to the block dedicated to this kaupapa. We would expect that programme developers would require successful graduates to be able to complete a stakeholder management plan upon completion of this block. Note: credit values do not reflect perceived importance. Headings The needs analysis conducted as part of the review process showed a clear preference for these types of qualification to be taught in blocks. Accordingly the graduate profile is divided into blocks which have headings that describe relevant skills and processes from a Mātauranga Māori point of view. Each heading will be familiar, and be open to interpretation. Discussions to understand each heading demands consideration of different interpretations and will result in discussion and healthy debate around te reo and tikanga concepts. These notes explain the Governance Group's intentions as to interpretation. Kotahitanga The heading denotes that it is the first block. It also signals the need for graduates to have an overall understanding of all aspects of each qualification before they delve into details. So, this block brings together an overview of all aspects of each qualification. Specifically this block also requires an understanding of the key concept of interconnectedness from an holistic Māori world view. An example of this might be that governance decisions made to commercially fish in a particular area might adversely impact other important species that get caught up in commercial nets. Another key feature of this block is gaining an understanding that what might commonly be considered as principles of 'good governance' might not be appropriate for all entities – that one size does not fit all. Programme developers are likely to require an understanding of the need for effective processes, including meeting processes, and the need to work together as a governance team. Whanaungatanga This heading is chosen to embrace those skills and strategies that relate to communications and relationships, such as being able to understand different types of relationships and stakeholders, and knowing how to establish, maintain and enhance relationships, both internally and externally. At an advanced level a graduate is able to identify and manage politically or commercially sensitive relationships and identify and manage high-risk and crisis situations. Kaitaikitanga This well-known term is applied broadly for the purposes of these qualifications. In this context, kaitiakitanga refers to the skills and knowledge needed to protect and enhance taonga and other resources. The term taonga and other resources could include lands, commercial properties, geothermal resources, forests, fisheries, intellectual property rights and so on. It specifically includes financial resources. Graduates will be expected to understand how such taonga and resources can be protected and enhanced (grown, commercially managed, developed) in a way that aligns with the principles and values of an entity, which will often (but not necessarily always) include long-term sustainability. A key component of this block is being able to understand and explain financial statements, and at an advanced level, being able to critically analyse and interpret financial statements. Whilst each block will involve some aspect of identifying and managing risk, another key component of this is the ability to identify potential asset management and financial risks and then be able to manage those risks. Te Pono me te Tika This heading encompasses important aspects that relate to legal obligations and compliance issues, including planning processes, systems and procedures (such as meeting procedures and dispute resolution processes) and ethics, and acting in a way that is socially and culturally responsible. Rangatiratanga This critical Kaupapa encompasses skills and processes for strategic planning, understanding the roles and responsibilities of different types of governors (e.g. trustees, directors) and understanding the different (and often unique) principles and approaches to Māori leadership.