| Figures recently released by the Ministry of Education | | | | to suit the aspirations of the Maori culture and the |
| show that there has been a steady growth in Maori | | | | value of the whanau. |
| tertiary enrollments. However, although there has | | | | According to a review of Maori education conducted |
| been growth in enrollment figures, this growth has | | | | by MAI in 2007, the further education of the |
| been attributed primarily to growth in attendance at | | | | individuals, both young and old, is essential for the |
| Wananga and educational institutes that empower | | | | continued development and future prosperity of |
| Maori to embrace not only the learning of their | | | | Maori and the culture. With a better educated |
| history and culture, but teach mainstream educational | | | | population base, the review proposes that Maori will |
| courses in a manner that appeals to the style and | | | | be better able to determine their own futures and |
| formality of the Maori culture itself. | | | | prosper, both economically and socially. Marginal |
| However, the figures also indicate that Maori are less | | | | educational records and enrollments affect the future |
| likely to enroll in tertiary education facilities during the | | | | prospects of the individual and the whanau. However, |
| core tertiary ages of 18 to 24. According to the | | | | several initiatives are proving very successful in |
| University of Waikato, a number of factors have | | | | respect to enrollment and completion rate of Maori |
| been identified as affecting the successful | | | | students. These include empowering Maori in the |
| participation of Maori students in tertiary education. | | | | community to take on leading roles in education |
| These include the transition and adaption to unfamiliar | | | | institutions, developing role models that young Maori |
| environments and learning procedures, inappropriate | | | | aspire to replicate. |
| support systems, financial barriers and a lack of social | | | | Leading tertiary providers in New Zealand have |
| and academic support. A number of studies have | | | | realised these facts and have created tertiary |
| highlighted the high number of students who are first | | | | environments that not only cater for the general |
| generation participants in tertiary education, for | | | | public, but provide specific learning styles, teachings |
| whom adjusting to the practices and rules of a new | | | | and learning environments that are conducive to the |
| environment without the support of whanau (family) | | | | continued promotion of Maori education. Those who |
| is difficult. | | | | are serious about Maori education have gone so far |
| Nonetheless, the emerging signs and trends of | | | | as to provide customary Maori buildings, such as the |
| increasing Maori participation in tertiary education | | | | marae, which is not only the focus of the whanau, |
| institutes are encouraging. Further research into the | | | | but learning and education. Plus some institutions |
| role of Maori education has highlighted the need to | | | | provide a "Manaakitanga" programme designed to |
| tailor the learning style, experience and environment | | | | support students' success in their studies. |