It is vital that there is parity for mātauranga Māori in NCEA, and it has equal value as other bodies of knowledge.
What we've heard
Māori respondents have told us that NCEA doesn’t do enough to open te ao Māori pathways through the qualification and disadvantages too many ākonga from experiencing success as Māori.
- Integrate te ao Māori and mātauranga Māori into the new ‘graduate profile’ for NCEA, and into the design of achievement standards.
- Ensure equal support for ākonga Māori in all settings, and equal status for mātauranga Māori.
- Develop more subjects to make sure that te ao Māori pathways are acknowledged and supported equally in NCEA (e.g. Māori Performing Arts).
- Ensuring that, where possible and appropriate, te ao Māori and mātauranga Māori are built into achievement standards for use across English and Māori-medium settings. That might mean:
- Having Māori-centred contexts for exemplars and assessment resources (e.g. local iwi history).
- Designing more inclusive standards and assessment resources that allow for diverse cultural perspectives on what’s important (e.g. considering community or hapū impact, not just individual user needs.
- Build teacher capability around culturally inclusive NCEA and assessment and aromatawai practice that is inclusive of ākonga Māori.