Download Whakaterea te Aratika ki Mua: Navigating Pathways into the

Ara Tika – On Track
RTLB Association Conference 2011
Mason Durie
Massey University
Two lessons from Rangitane
and the Manawatu River

Manawaroa – 1832

Tuwhakatupua - 1868
‘Te Manawaroa o
Ngati Raukawa ki
te pupuri i te
rangimarie me te
whakapono’
Rangimarie
Te Maungarongo o Nga Iwi
o Rangitikei me Manawatu
Manawatu River
Peeti Te Aweawe
Manawatu River at Tuwhakatupua
Hoani Meihana
Te Rangiotu
Navigating Pathways with
Rangatahi: The main points
The potential of Rangatahi has never been higher
Navigating Pathways with
Rangatahi : The main points
The potential of Rangatahi has never been higher
The realisation of potential will be accelerated by:
 An integrated approach to education, training,
employment, whānau & community development
 Building knowledge, skills, and relationships that
will have currency in the future
 Skilful navigation to create opportunities for full
participation in society





Demographic potential
Māori economic potential
Educational potential
Cultural potential
Whānau potential
Demographic
Transitions
Demographic Transitions
NZ Population
Growth
NZ Population
Growth
1,000,000
800,000 – 22%
6m
5m
4.37m
4m
Projected rates of increase
1.4% from 2001 – 2007
1.0 from 2007-2011
0.7% to 2020s
0.4% to 2040s
3m
2m
1m
2010
2015
2020
Māori
Demographic
Transitions
Māori Demographic Transitions
1,000,000
800,000 – 22%
500,000
565,329 – 15%
(Median age 22.7 yrs - 2006)
200,000
100,000
1800
45,000
1900
2000
2050
50
Now
45
Median age of popn
40
35
Median age
36.5
30
25
20
15
10
5
0
1900
1920
1940
1960
1980
Year
2000
2020
2040
2060
10
50
45
40
35
30
25
European (39
44yrs)
Asian
(28
36yrs)
Māori
(23
26yrs)
Pacific
(21
24yrs)
20
2006
2021
1984 – 2010
Positive Māori
Development
2011 - 2035
Sustainable Māori Economies
Exploring the Future
Iwi Aspirations in the Post-settlement Era

Economic development
 Asset retention & acquisition
 Asset diversity – land, forests, real estate, fishing, water
 New markets, investments

Cultural affirmation
 Marae
 The application of Tikanga, Kawa, Mātauranga, Te Reo to education,
the economy, sport, art, business
 Whānau and hapū – intergenerational transmissions

Social equity
 Health & wellbeing – Whānau Ora
 Full participation in society, education & the economy
Educational Potential
To live as Maori and as Citizens of the World
1,000,000

Customised approaches to
education and training

Student centred
(vs institutional centred)

Endorsement of cultural
values & healthy lifestyles

Expectations of success

Relevant to the future and
aligned to community futures
800,000 – 22%
Demographic Transitions
Cultural Potential
NZ Population Growth
1,000,000
800,000 – 22%
• Te reo Māori across
all domains
• Waka ama, Kapa
haka
• Mātauranga Maori
within the curriculum
• Maori culture defines
New Zealand


Strengthened whānau capabilities
An integrated approach to whānau
wellbeing
 Collaborative relationships between
state agencies in relation to whānau
services
 Relationships between government
& community agencies that are
broader than contractual
 Improved cost-effectiveness and
value for money’
From a Deficit Model
•
•
•
•
Diagnosis
Dysfunction
Deviance
Diminished
expectations
• Disparities
• Difficulties in the past
From a Deficit Model
To a Model of Potential
Diagnosis
Dysfunction
Deviance
Diminished
expectations
• Disparities
• Difficulties in the past
 Positive attributes
 Pathways to success
 Partnerships
 Possibilities for the
future
 Progress over time
 Plans for tomorrow
•
•
•
•
Whānau Ora Goals






Whānau self management
Healthy whānau lifestyles
Full whānau participation in society
Confident participation in te ao Māori
Economic security and wealth creation
Whānau cohesion – between generations &
between households
Three Principles that Underpin
Whānau Ora

Integrated solutions

Distinctive pathways

Goals that empower
Principle 1 Integrated Solutions
‘No single sector or discipline has
all the answers’
‘Gains for whānau require an
integrated and coherent
approach’
Principle 1 Integrated Solutions
 Integrated Government policies
 Social and economic development
 Impacts of all policies on whānau
 Integration of Customary and contemporary approaches
 Indigenous knowledge science, commerce, jurisprudence
 Integration across sectors
 Health, education, labour, youth affairs, social services,
territorial authorities, Māori Affairs ...
 Iwi, hapū, Māori community integration
 Integration within sectors
 Youth mentoring, support, advisory services
Principle 2 Distinctive Pathways

Pathways that lead to long term gains

Pathways that are:
 Culturally relevant
 Meaningful to diverse populations
 (age-groups, ethnic, metropolitan, rural)
 Linked to future needs, economies, opportunities
Principle 3 Goals that Empower

The acquisition of knowledge,
information, and skills in order to
achieve:







Healthy lifestyles
Economic certainty
Stable relationships
Social inclusion
Full participation in society
Confident participation in te ao Māori
Self management & self
determination
Principles and Whānau Ora

Integrated
solutions
Inter-sector collaboration
Comprehensive Provider
clusters

Distinctive
pathways
Whānau navigators,
Matching whānau with services
Cultural dimensions

Goals that
empower
Whānau Plans, that address
future needs, aspirations,
capability
Application of the Whānau Ora Principles
to Rangatahi Potential

Principle 1:
Integrated Solutions

Principle 2:
Distinctive pathways

Principle 3:
Goals that empower
Principle 1 Integrated Solutions

A collaborative approach that includes:
 Teachers & Families
 Classroom and plying field
 Education & employment
 Health & social services
 Unions & employers
 Iwi & marae
 Territorial authorities
Principle 2 Distinctive Pathways
Pathways that lead to:





Cultural alignment
Academic success
Career readiness
Recreational capacity
A capacity to sustain
relationships
Pathways that are
facilitated by
navigators
Two Proposals to reduce youth disadvantage
1. E-learning in low decile schools
2. Improve school-to work transitions
New Zealand
Institute
Discussion
Paper 2011/1
Principle 2 Distinctive Pathways
Rangatahi Navigators
Navigators work with Rangatahi in order to:









Ascertain whanau aspirations
Shape personalised education plans
Negotiate educational options
Mediate relationships with teachers
Access relevant training schemes
Obtain employment that will lead to preferred careers
Gain financial literacy
Participate in te ao Māori
Seek the best possible outcomes
The Navigational Role
1.
2.
3.
4.
5.
6.
7.
8.
Capacity for a working relationship with rangatahi
Able to engage with whānau
Stock take of aspirations, priorities – rangatahi & whānau
Identification of rangatahi capabilities and skills to meet
identified needs and goals
Identification of resources (goods, services, information) that
will lead to agreed goals
Identify external agencies where resources are located
Liaison with agencies to supply resources in an appropriate
manner
Measure the impact of navigation
Navigator Skills

Relationship
building
Sustainable & positive relationships Whānau, te ao

Mentoring
Skill transfer

Brokering
Best possible deal for rangatahi

Advocacy
Promoting rangatahi interests


Māori, provider groups, community leaders, educational
agencies, unions, employers
Passing on navigational skills to Rangatahi
Schooling, Iwi resources, Justice, IT, career planning,
employers, information
With Iwi, within schools, employers, local & central govt.
Planning
Converting rangatahi aspirations to a plan of action
Short term objectives; medium & long term goals
Mediation
Facilitating the resolution of disagreements
within whānau, between employers, teachers, & Rangatahi
Focus on individuals in school environments ?
or
Focus on individuals in whānau and communities?
Focus on individualised interventions ?
or
Focus on ‘wrap-around’ services ?
Focus on elimination of risk factors ?
or
Focus on building protective factors ?
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


Alcohol and drugs
Economic Disadvantage
Discrimination and stigma
Educational underachievement
Environments – unsafe,
polluted, overcrowded, poorly
resourced
Family – dysfunctional,
fragmented, child neglect
Food – too much and too little
(of nutritious foods)
 Natural & man-made









disasters
Peer rejection
Political repression
Physical illness
Physical inactivity
Poverty
Racism
Unemployment – insecure,
conditions
Violence – interpersonal,
intimate & collective; war
Work – stress and strain







Cultural engagement
Quality parenting
Cultural identity – secure,
strong
Education – accessible and
effective
Environments – safe and
nurturing
Empowerment and self
determination
Resilient, competent,
multiple capabilities,
• Food – nutritious, adequate
• Housing – affordable, accessible
• Income – accessible & safe
employment
• Personal resilience & social skills
• Physical fitness
• Families - resilient, cohesive,
competent,
• Full participation in society & the
economy
• Sport and recreation
• Transport
• Services – health, social, justice
• Spirituality
Rangatahi Navigational Pathways
whānau
peers
school
Rangatahi
culture &
sport
navigators
marae
employers
TEIs
Principle 3: Goals that will Empower
Rangatahi
Positive engagement with education
 Access to knowledge, information, skills

 e-literacy, financial literacy, health literacy
Balanced lifestyles
 Long term personalised career plans leading to








ongoing career development
financial security
capacity for innovation
contribution to whānau
opportunities to join the workforce
global reach
self management
Ara Tika – On Track
RTLB Association Conference 2011
Tēna koutou katoa
Realising Rangatahi potential depends on
an approach that recognises:
 Skilful
navigation
 collaborative
effort,
 multiple
strategies aligned with
future opportunities,
 the
transfer of knowledge, skills
and information necessary for
 full
participation in te ao Māori
and in wider society.
Navigating Pathways with
Rangatahi: The main points - again
The potential of Rangatahi has never been higher
The realisation of potential will be accelerated by:
 An integrated approach to education, training,
employment, whānau & community development
 Building knowledge, skills, and relationships that
will have currency in the future
 Skilful navigation to create opportunities for full
participation in society