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Tweet about this session using #careercon09 Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins.

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Presentation on theme: "Tweet about this session using #careercon09 Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins."— Presentation transcript:

1 Tweet about this session using #careercon09 Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau Claire Stirling-Hawkins

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

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

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 Phase 1Scoping and evaluation plan development Mar – Apr 2009 Phases 2 & 3 Direct delivery to three x whānau cohorts Stakeholders monitoring and review External evaluation May – Oct 2009 Phase 4Dissemination of findingsNov 2009

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 Principles: Ngā MātāponoStrands: Ngā AhoGoals: Ngā Whāinga 1. WhakatauEngagingMihimihi Whakawhanaungatanga Whakapapa connections 2. Whānau awareness He āronga ake ā whānau AppraisingNeeds analysis Purpose & direction Establishing the framework 3. Whānau readiness He whakaritenga ā whānau ExploringWhānau group schedules Whānau descriptors Whānau card sorts 4. Whānau potential He pūmanawa ā whānau BuildingMeaningful dialogue Raising expectations Group facilitation 5. Whānau decision-making He hanga kaupapa ā whānau StrengtheningGoal setting Whānau action plan Referrals, reflections & review Follow up 6. PoroporoakiSummarisingMihimihi Whakawhanaungatanga

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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