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Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins

Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins. Whakatauki - proverb. He aha te mea nui o te ao? Ko te whānau What is the most important thing in this world? It is family. Overview of presentation. Background of pilot programme Purpose and timeline

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Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins

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  1. Whānau Decision-MakingHe Hanga Kaupapa: hei mahi ā whānauClaire Stirling-Hawkins

  2. Whakatauki - proverb He aha te mea nui o te ao? Ko te whānau What is the most important thing in this world? It is family.

  3. Overview of presentation • Background of pilot programme • Purpose and timeline • Findings: • Cohorts 1, 2 and 3 • Whānau • Rangatahi • Professional practice • Emergent model • Next steps • Questions.

  4. Background • Career Services • Values, primary goal and target group • International review • Professor Tony Watts challenges • Māori Strategy • Professor Mason Durie’s priorities • Government priorities • Partnerships.

  5. Purpose • How to better engage Māori whānau • Find out what services Māori whānau want • Explore the present decision-making practices of Māori whānau • To have an evidence base that can be shared with other agencies.

  6. Timeline

  7. Cohort 1 • 9 in Whakatū (4 x THNR, 5 x Iwi-based) • 9 in Manawatū (5 x THNR, 2 x KKM, 2 x MOE) • Some involvement in Kaupapa Māori education evident • First intergenerational and larger whānau group setting • Majority - individuals and dyads representing whānau • Whānau profiles starting to emerge.

  8. “Kura and schools are the main links to information outside of this whānau” - Whānau 1104 “Knowing I’m Māori and knowing how to be Māori is important” - Whānau 2107 “To be a decision maker in our whānau is to trust that the right decision will be made” - Whānau 2105

  9. Cohort 2 • 9 x whānau in Manawatū only (5 x THNR, 2 x KKM, 2 x MOE) • Heavy involvement in Kaupapa Māori education • Whānau profiles ‘pluralistic’ in nature • Some larger whānau group settings (4-5 people) • Second intergenerational whānau group setting • Majority – still individuals and dyads representing whānau.

  10. “Being whānau is a huge part of life … decisions are influenced to align with development of being whānau: te reo, moteatea, ethnicity recognition, diverse and individual” - Whānau 1214 “Being whānau drives the determination to succeed, and contributes to whānau well-being” - Whānau 1107

  11. Cohort 3 • 5 x whānau in Whakatū (THNR) • Comfortable standard of living (ESLI) • 8 whānau in Manawatū (4 x THNR, 4 x Alt Ed) • Lower decile areas, some-severe hardship (ESLI) • Alternative Education, some mainstream and kura kaupapa rangatahi • Diverse whānau – all profiles evident.

  12. “Proud and lucky to be Māori … positive thing … makes me strive harder to achieve” - Whānau 1319 “Being a positive role model to non-Māori about things Māori when not brought up in the language or customs can be an influence and challenging” - Whānau 1213 “Take me as I am or don’t take me at all” - Whānau 1322

  13. Whānau findings • Whakawhanaungatanga is key • Reliance on kura and schools for education in career guidance • Capability building for whānau.

  14. Rangatahi findings • Engagement with rangatahi was dependent on successful and meaningful engagement with parents/guardians • Tailored group guidance for rangatahi • Importance of follow up for rangatahi.

  15. Professional practice findings • The relationship is the career plan • Māori utilise existing networks for career guidance and advice • Whānau have a hierarchy of need.

  16. Emergent model He whiringa takitahi, ka hunahuna. He whiringa ngātahi, ka raranga, ka mau. If you plait one at a time, the ends will fragment. If you weave together, it will hold.

  17. Whānau guidance model

  18. Next steps: Career Services • Refining the Whānau Guidance Model • Māori and Pasifika Strategic Framework • Whānau Guidance manual and national roll out (including training) • Advising other agencies that are supporting Māori and Pacific young people and adults • Pacific Aiga Decision-Making Pilot Programme.

  19. Next steps Ministry of Education • Inform the wider MOE work programmes around the interface between secondary and tertiary students and education Te Puni Kōkiri • Inform policy development in promoting a whānau based approach to social development, in recognition of the whānau as the core unit of Māori culture and society.

  20. Acknowledgements

  21. Conclusion Ko te whānau te puna o te oranga Family is the spring of life.

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