The Four Programmes in Hei Tauira

NorthTec: Social Services

The socio-economic status and the remoteness of many communities in Northland have created a high need for social services of various kinds. As those we interviewed point out, the high proportion of Māori in the region means a need for services that are relevant, accessible and safe for Māori. In addition, the Social Worker Registration Act 2003 has introduced a requirement of an appropriate degree in social work for registration.

The Polytechnic offers a cluster of programmes in the field of social work. The Bachelor of Applied Social Service with majors in Social Work, Counselling, and Community Development was introduced in 2006 as the key degree, and is currently in its second year. As well as cohorts at both Whangarei and Kaitaia, there is a transition programme for those who have a prior diploma or Level 6 qualification in Social Work. In addition a Level 4 Certificate in Mental Health is offered at Whangarei and Kaitaia. It is offered as a stand-alone qualification, and as a staircasing option into a future degree.

Tairāwhiti Polytechnic: Contemporary Māori Art

In the last quarter century Māori artists working in contemporary media have created a significant presence in New Zealand and internationally. A large number of tertiary institutions now offer some kind of contemporary Māori art and design courses and a range of funding, support and administrative associations have developed, focusing on contemporary Māori arts. Visual and performing arts are widely regarded as bridges to development of identity and pride, and sometimes as pathways to other learning. Tairāwhiti itself is traditionally renowned for its carvers, weavers orators, mōteatea, waiata, tā moko and kapa haka, and Toihoukura is frequently applauded as the premier art school in New Zealand.

The School offers a cluster of programmes in the field of contemporary Māori Arts, that staircase studio certificate, diploma and degree. A number of practical disciplines are offered: Whakairo (carving), Raranga (fibre arts), Waituhi (painting), Uku (clay), Tā moko (tattoo), multimedia studies. There are additional courses in exhibition and curatorial studies and small business  management. The programme takes place in a cluster of studio spaces in Gisborne. However, students are also frequently taken to work on projects in the community.

Te Wānanga o Raukawa: e-Learning

Te Wānanga o Raukawa arose from a joint commitment of three main iwi groups, Te Ati Awa, Ngāti Raukawa and Ngāti Toa Rangatira, to develop a Māori university to meet the needs of their own people: to equip its people “with knowledge of their heritage, their language, and their culture so they can handle the world at large with confidence and self determination.”

A large number of students are distance students throughout New Zealand. At enrolment, each student needs to purchase a laptop and printer and have internet connections at home. Te Wānanga o Raukawa has negotiated bulk computer, internet and software suppliers for their students to enable them to access quality equipment at cost price. The Poupou Mātauranga Rorohiko (computer studies) course is a compulsory first year course for all students in all programmes, and runs as a residential course.

The practice of ensuring there is a computer in the home enhances the access of all students and their families to knowledge and technology. 

University of Canterbury: Māori bilingual teacher education, Hōaka Pounamu

The Whakapiki Reo and Hōaka Pounamu courses at the University of Canterbury were developed externally by Ngāi Tahu who in their 2025 Te Reo strategy Kotahi Mano Kāika, 2001, identified a lack of bilingual teachers in the South Island. The programme was then offered to the College of Education to host. It aims to build sufficient numbers of bilingual teachers in the South Island to parallel the development of Māori as a communicative language in the home. Specifically the goal is to graduate teachers with oral confidence, proficiency in the language, a sound knowledge of iwi history and aspirations, and a strong grasp of second language pedagogies.

The two programmes constitute a year’s graduate diploma study. Selected registered teachers are released from the classroom on full salary, through study awards provided by the Ministry of Education. The content of the six papers which make up the qualification are strongly inclusive of Ngāi Tahu dialect and learning and teaching contexts. Students also work closely with local runanga, as part of their course work.

It is the only full immersion teacher education programme (pre-service or in-service) in the South Island.

* A more detailed description of each site and further information from reports and participant comments are available in the full report.

Researchers - Janinka Greenwood & Lynne-Harata Te Aika, College of Education, University of Canterbury

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