He Kupu Whakataki Journal of Best Practice in Applied and M

āori/Indigenous Vocational Education THIRD EDITION

He Kupu Whakataki Journal of Best Practice in Applied and

Māori/Indigenous Vocational EducationTHIRD EDITION

New Zealand Ι Scandinavia

Cover Image

Artist: Kura Te Waru Rewiri

Kura is currently Programme Manager of Te Puna o Te Mātauranga, Tai Tokerau Wānanga, Northland Polytechnic, Whangarei, Auckland, New Zealand.

Artwork: Ki Mua Ki Muri

“The past is our present”. The layering of kowhaiwhai patterns creates a space where kowhaiwhai unfolds and transforms, and leads one into the unseen world of ‘te wahi ngaro’. This artwork has now gone into a private collection offshore.

© Waiāriki Institute of Technology – Whare Takiūra, 2013

Published By

Waiāriki Institute of Technology – Whare TakiūraPrivate Bag 3028Rotorua 3046New Zealand

Compiled by Erin Thompson – Centre for Business, Research and Enterprise

Designed, printed and bound in Auckland, New Zealand by Print Design Limited

ISSN 1175-7558 (Print) ISSN 1175-8198 (Online)

Third Edition

All rights are reserved by the authors. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopying or otherwise – without the prior permission of the publisher.

He Kupu Whakataki – Journal of Best Practice in Applied and Māori/Indigenous Vocational Education will be published annually. The Journal seeks to encourage research and scholarship in vocational issues from an indigenous perspective from established as well as emerging researchers and commentators.

He Kupu Whakataki Journal of Best Practice in Applied and

Māori/Indigenous Vocational Education

THIRD EDITION

He Mihi

Tihei Mauri Ora, kia tātau te hunga ora e puta nei ki te whai ao, ki te ao marama.

E tū ana i te roro o tōku tūpuna a lhenga. Ka huri rā te titiro ki te tairāwhiti ki Pūtauaki ko Murutākaka, me hīkoi e au i te rae ki Kōhi ki a Apanui ki te Tini o Awa, ka tau ki Te Mānuka Tūtahi ki Whakatāne ki Te Whare Wānanga o Awanuiārangi e! Me rere arorangi au ki Maungapōhatu ki nga taniwha o Tūhoe. Ka eke au ki Tihirau ka huri rā te tītiro ki te tai hauāuru ki nga Kuri a Whārei, ko te rohe rā o Mataatua e! Me āwhio e au i te rae ki Whangaparāoa kia rere arorangi au ki Hikurangi ki Āorangi. Ka titiro rā ki te koko rā i Tokomaru ko te Aitanga a Pōrourangi. Me nekeneke atu ki ko atu ko te Aitanga a Hauiti ko Te Kani a Takirau ko Hinematioro. Ka tau ki Tūranganui a Kiwa ko Te Aitanga a Mahaki ko Rongowhakaata, ki Te Kuratini o Te Tairāwhiti e tūhono ai ki Te Whare Takiura o Te Rāwhiti e tū ana ra ki Ngati Kahungunu ki Heretaunga e! Me hoki kōmuri au ki te raki, ka eke au ki Pukekohe ki Orākei ko Tūhaere, kei Whangapei ko Papahia. Me rere arorangi au ki Pukepoto ki Hokianga ki aTe Rarawa ki Te Aupouri. Me hoki komuri mai ki Te Whare Tapu o Ngāpuhi, ki Te Kuratini o Te Tai Tokerau e! Ka huri rā te haere ki te tai rāwhiti ki Hauraki ko Tūtere-Aniani, ko Taraia, ki a Ngati Marutūahu. E heke ana ra ki te Whitianga o Tamatekapua. E heke ana ano ra ki Maketu, ki te Akeake i te ngutu awa o Te Kaituna. Me tere au taku haere ki uta ki te Rotoiti i kitea ai e lhenga, te wai tuku kiri o Ngāti Pikiāo, ka tau ki te tākere nui o Te Arawa, ki nga pāpāringa o Te Rotoruanui a Kahumatamomoe, te moana i kau ai a Hinemoa, i waiho mai hei tīheru wai mo Te Arawa, e kokōia e ara e! Me hoki kōmuri au ki te pūtake o te Tihiotonga ki tōku tūpuna a lhenga e tū hirahira nei i runga i tōna marae a Tangatarua, i te Whare Takiura o Waiāriki e!

E ngā mana, e ngā reo, e ngā kāwai rangatira, e ngā hapū kārangarangatanga maha huri noa i te motu, tēnā koutou katoa.

Kei te haere tonu ngā mihi ki a koutou e tautoko ana i tēnei pukapuka, te rīpoata tuatoru ā tangata whenua, i runga i te whakaaro rangatira o ngā kuratini, o ngā whare takiura me te wānanga e whakahuatia nei e au, e tautoko tonu ana i tēnei taonga.

Nā reira, ka nui ngā mihi atu i runga i ngā whakaaronui ki o tātau mate, e hinga nei, e hinga nā, e hinga atu rā, nā rātau a rātau kanohi i huri ai ki tua o te ārai. Tokorua ngā Kākā Waha nui o Te Pae, kua whakangaro atu ki tua ki Paerau, ko Takutai Moana Wikiriwhi, tērā, ko Haami

Jackson tērā, me ngā kuia mōrehu o Te Arawa, ko Ngahuia Waaka tērā, ko Puti Pēni tērā, aue, taukiri e!. Nā reira, waihongia ngā mihi ki a rātau, ko tātau te kanohi ora e tau nei, tēnā koutou katoa.

Ahakoa, ko te torangapū Nāhinarā te āhua tonu o te Kāwanatanga, kei te haere tonu o rātau whakaaro kia whakakorengia ētahi o ngā pūtea matauranga, kei te mihi atu ki te Pou Tū Mana o Te Whare Takiura o Waiariki, kia whakatūngia he Aro Rangahau me te hunga

pūkenga hei tautoko i ngā mahi rangahau huri noa i a Waiariki, tērā pea, ka taea e mātau te whakahaere tonu kia tuhituhi ai tēnei rīpoata ā tangata whenua i tēnei wā. He rīpoata tuatoru tēnei, karekau he tuhituhi nō rota i nga whare hōpū kōrero pukapuka, huri noa te motu. Tērā pea, he huarahi anō mā ngā kairangahau, kia kohikohi ai ngā kōrero, kia whakatakoto iho mai, ki roto i tēnei rīpoata ā tangata whenua. Nā reira ka mihi ake ki a Tākuta Clarke Raymond, ki a Erin Thompson anō hoki tana toka hautuhi, otirā, ngā kaiwhakahaere o tēnei rīpoata tuatoru ā

tangata whenua, nā rātau te mahi taumaha, ēhara tēnei mahi i te mahi māmā, he mahi ūaua kē, ēngari, mā te kaha o ngā kaitautoko, ka tāea e rātau te whakapūāwai i ngā whakaaro rangatira, e pā ana ki a tātau.

Nā reira, ko te tūmanako, kia inoi atu au ki a koutou katoa ngā kairangahau, huri noa i Mataatua waka, i te Tairāwhiti, i te Tai Tokerau, i te rohe o te Waiariki anō hoki, kia pau kaha ai, te kohikohi i ngā taonga mō tēnei pukapuka, kia makere mai i a koutou ake, kia whakatakotoria ai ki runga i te papa, kia kitea ai e te tini e te mana, kia whitia ai te rā, kia tŭtuki pai ai, te wairuatanga o tēnei ripoata tuatoru, o tēnei mahi rangahau i te mātauranga mahinga, hei tirohanga i ngā taketake katoa e pā ana ki a ia, i te whakaaronui ā tangata whenua.

Nā reira, rangahaua te hōhonutanga o te mātauranga mahinga ki ōna hōhonutanga, ki ōna whānuitanga, tēnā koutou, tēnā koutou, ā tēnā tatau katoa.

Nāku noa

Nā Takuta Keneti Te Whainga Kennedy (BMS,AUT; PhD hon causa, USA) Kaumatua Te Arawa , Te Whare Takiura o Waiariki Rotorua.

Introduction

Tēnā koutou katoa, he mihi mahana atu ki a tātou katoa, kei raro i kā mauka ariki o kā motu whānui – tēnā koutou, tēnā koutou, tēnā rā tātou katoa.

Welcome to the third edition of He Kupu Whakataki, the Journal of Best Practice in Applied and Māori/Indigenous Vocational Education. We acknowledge the positive response to our first and second editions by continuing to support and encourage research and writing that demonstrates innovative education pathways for Māori and Indigenous peoples.

The education environment has undergone significant shifts in focus during the last two years with the ITP sector taking a more active research role. This is due in no small part to the Government’s research funding process, Performance Based Research Funding (PBRF) and it’s transitioning into the ITP sector. It is also in part due to the direct involvement from Iwi in education research and development. The resulting environment has created opportunities for Iwi to initiate research that focuses on the capability and capacity building of their own people. Iwi emphasis is on long-term intergenerational development and, as such, research is aimed at providing education that encourages life-long learning skills. The curriculum development too must reflect the growing demand for culturally integrated classrooms, learning and teaching practices. In the ITP sector the emphasis is on training and development that can benefit Iwi in economic, social and cultural contexts. This third edition has placed an emphasis on that life-long learning focus and features articles that cross a number of development areas.

It has been our practice to have the lead article written by an established researcher and one who is working extensively in the field of Indigenous education. In this edition that space has gone to Professor Nils Helander, a Sami linguist from the Sami University College, Diehtosiida, in Guovddageaidnu, Norway. Professor

Helander works extensively in the literacy field and has published widely on developing literacy models in the Sami language. Nils’ article discusses Sami language retention in an environment that has been challenged by the imposition of State borders, cutting across Sami territories and regional diversification. Many Māori linguists and language teachers will identify with the challenges faced by Sami, and also the models put in place to overcome the decline of a language that underpins the identity of a people.

Emerging writers and researchers in Māori education have provided a number of the other articles in the Journal. The Journal is an appropriate place to publish emerging researchers and writers, many of whom are publishing for the first time. The articles come from current research projects that investigate areas of Indigenous and Māori engagement with education (articles 2 and 3), pastoral care for Māori students (article 4), project development (articles 5 and 6), and literacy and numeracy

(article 7). The research findings are relevant to the current debates on finding the best practice models for increasing Māori and indigenous involvement in education.

Articles 8 and 9 emerge from the current Government priority for Māori trades training. With the devastation of the Christchurch earthquakes in 2010 and 2011, an Iwi-led partnership named He Toki ki te Rika was born in the Canterbury region to support the post-quake recovery. He Toki ki te Rika is a partnership between Kai Tahu, the Christchurch Polytechnic Institute of Technology, Te Tapuae o Rehua and Hawkins Construction, with support from Te Puni Kokiri, The Tertiary Education Commission and The Ministry for Social Development. This partnership is unique in that it has allowed Kai Tahu to play a significant role determining the direction of the trades environment, and highlighted Māori trades training as a key area in applied vocational education.

Alongside the He Toki ki te Rika partnership is the EIT Trades Academy research initiative to support young adults into tertiary education (Article 9). The research project demonstrated that the trades academy model, amongst other findings, was successfully transitioning young adults to tertiary education. There is also evidence of further education and employment opportunities becoming available as a result of the high regard in which the programmes are held.

I would like to acknowledge the work of the Journal’s Editorial Board who worked with the contributors to ensure we delivered articles that are exciting and challenging to current debates in Māori and Indigenous education. The editorial team, ably supported (and prodded along) by Erin Thompson, has shown great

diligence in getting the third Journal out to the wider tertiary education community. A thank you is also extended to our partner Institutions for their ongoing support for the Journal that showcases research and educational innovation within the ITP sector.

Nahaku noaNa,

Dr Lynette Carter Te TumuUniversity of Otago

Introducing the Editorial Board

The Board have met formally and communicated electronically throughout the year. The Board have been very supportive of the authors, providing comprehensive feedback and recommendations. All the articles have not been previously published. Associate Professor Clarke Raymond has chaired the Board in place of Mr Keith Ikin, and Dr Lynette Carter has provided an introduction.

Dr Lynette CarterKorero

Dr Lynette Carter is the Kaitohutohu for the Centre for Sustainability – Agriculture, Forests, Energy, Environment (CSAFE), and a Senior Lecturer in Te Tumu, School Māori, Pacific, and Indigenous Studies at the

University of Otago. Lyn completed her PhD at the University of Auckland where she lectured in Māori identity and contemporary indigenous development in the Department of Māori Studies. Her research is in contemporary indigenous identity, diaspora, and environmental literacy. Of particular interest is the importance of landscape and landscape symbolism to cultural revitalisation: the role of locations and landscapes in understanding participation and representation issues within contemporary indigenous groups. Lyn has published papers in the importance of cultural landscapes and presented papers at national and international conferences. Lyn has Iwi affiliations to Ngāti Mamoe, Ngai Tahu, Te Rapuwai, and Waitaha, and Kati Hawea and Kai Te Ruahikihiki Hapu.

Miki Roderick

Miki is a Political Scientist, and Private Consultant. Miki specialises in the areas of Indigenous Development, Governance and Administration including strategic labour market policy and work-force

development. He holds an Honours Degree in Social Science (Public Policy and Administration) from The University of Waikato and is currently completing a Doctor of Philosophy on the Māori Political Economy at Te Whare Wānanga o Awanuiārangi. He has worked for and held a number of management positions within the New Zealand public service including the Department of Labour, New Zealand Employment Service and The Ministry of Māori Development. Miki also held teaching positions and senior management positions within the New Zealand tertiary sector including The University of Auckland, Lincoln University, Christchurch Polytechnic Institute of Technology and Waiariki Institute of Technology. He has published and presented at a number of conferences both nationally and internationally relating to Indigenous development and wellbeing. Miki is actively involved in working with a range of Iwi/Māori organisations particularly as it relates to education, management and tribal capacity building. Miki is currently based in Whakatāne and has tribal affiliations to Te Arawa, and Ngāti Whatua.

Kura Te Waru-Rewiri

Ngāti Pakahi ki Mangaiti, Ngāti Kahu ki Whaingaroa, Ngātirangi ki Ngawha, Ngāti Raukawa ki Kauwhata. Kura is a Board member on the Te Waka Toi Māori Arts Board of CREANZ. She is also a Board Member of CHART for the arts in Whangarei. Kura is currently Programme Leader

for the Arts/Māori Arts at NorthTec, Whangarei. Kura’s background is in the development of contemporary Māori Arts as an artist and a Māori Art Educator.

Ruma Karaitiana

Ruma Karaitiana is the Chief Executive of the Building and Construction ITO and current Deputy Chair of the New Zealand Industry Training Federation. Ruma originally trained as a specialist Art teacher in the early 1970s and has maintained an active involvement in education

ever since although most of his working life has been in commercial management. He has also had a lifetime involvement with building trades so joining the ITO at the beginning of 2006 represented the convergence of three significant strands of his life.

With an MBA from Massey University this is Ruma’s fourth Chief Executive role having lead organisations in economic development, health and disability and fast moving consumer goods. He has strong consultancy and governance experience having been involved with many community organisations as well as being on the Boards commercial organisations.

Ruma’s iwi affiliations are Rangitane and Ngāti Kahungunu (Te Rangiaranaki, Ngāti Mutuahi and Ngāti Hamua hapu).

Preston Davies

Preston is based in Auckland. His iwi affiliations are Ngai Tūhoe (Whānau Pani and Ngāti Koura hapu). Preston is an economics consultant with Saperé Research Group (formerly) LECG, a multinational expert services company. He has previously worked in the insurance

industry and for the New Zealand Treasury and the New Zealand Institute of Economic Research. He has research interests in Māori economic development, education, labour market economics and public policy. Preston is a former member of the Executive Committee of the Law and Economics Association of New Zealand, and a member of the New Zealand Association of Economists.

Associate Professor Clarke Raymond

Associate Professor Clarke Raymond is the Head of Centre for Business, Research and Enterprise at Waiariki Institute of Technology. Clarke is the Chief Editor of He Kupu Whakataki, a role he acquired when appointed

Director of Research at Waiariki in 2012.

Clarke completed his PhD (Neuroscience) at the University of Otago and has spent several years conducting and leading neuroscience research programmes at the John Curtin School of Medical Research, The Australian National University.

He Kupu Whakataki Evaluation Survey Report

In 2009 the first edition of the He Kupu Whakataki: Journal of Best Practice in Applied and Māori/Indigenous Vocational Education was published with support from the TEC under the Encouraging and Supporting Innovation Fund (ESI:887). The stated aim of the journal was to “fill a void within present literature relating directly to applied research into vocational education and training for Māori.” The following is a report of an evaluation of the journal undertaken in the form of a survey of readers as part of the funding agreement. Unfortunately, the number of responses to this point is rather low and the survey will remain open as a method of continuous evaluation, with a view to updating the findings in future issues. However, there is still potential value in providing a current snapshot here.

Please visit: http://www.surveymonkey.com/s/8PHQ3P2 to complete the survey.

The readership of He Kupu Whakataki is so far drawn from the academic staff of NZ tertiary providers. Perhaps not surprisingly given the vocational focus of the journal 80% of respondents were employed in the ITP sector, with the remainder spread across Universities and Wānanga/PTEs. Word of mouth has been the most effective tool in raising awareness of the journal during the early phase of development with over 85% of readers being referred by a colleague. With this in mind, we have recently signed a contract with EBSCO to have He Kupu Whakataki listed in their international databases and therefore expect internet searches to bring a large number of new readers in the future.

In terms of content, most readers found 1 or 2 articles of direct interest and 40% found 3-5 articles of direct interest. Responses to the question “What, in your opinion, is the best thing about this journal?” unanimously referred to the focussed and relevant articles in a subject area not covered elsewhere. This feedback is particularly encouraging with regard to fulfilling one of the primary aims of the journal. In addition readers seem satisfied with the breadth of the coverage within the general subject area, with no strong support for the suggested introduction of “themed” issues. Overall 100% of respondents said they would recommend the journal to their colleagues and 85% would anticipate publishing in the journal in the future.

The Editorial Committee have found this initial data very informative and we are encouraged that the journal appears to be meeting requirement. It will be interesting and important to continue to analyse responses over time to ensure this initial success is maintained. In addition to looking at boosting readership through internal means (i.e. journal content), we have also discussed external means (i.e. a symposium with a range of stakeholders) in order to broaden awareness and ultimately readership. Feedback from surveys will continue to be an important source of direction in these deliberations.

He Kupu Whakataki Editorial Committee

Contents

The Sámi Languages – Safeguarding and Promoting Languages Divided by State Borders 9 Nils Helander

The Engagement of Māori and Pasifika Students at ITPs: Sharing Good Practice 21 Dr Jerry Hoffman Dr Jo Whittle Dr Sally Bodkin-Allen

Emerging Writers 31Māori Student Engagement: Voices from the Margins 33 Dr Vaughan Bidois

Delivery of a Kaupapa Māori Based Model of Student Support; Ensuring Our Students Benefit from the ‘Best of Both Worlds’ 43 Leonie Nicholls

Success in Two Worlds 59 Dr Margaret Wilkie

Flying Solo – The Design and Evaluation of the Indep Project; An Initiative for Sole-Parents in Receipt of a Benefit to Move into Training or Sustainable Employment Which Incorporated Māori Values 71 Andree Leslie Penny Ehrhardt

Ko Tōku Ao Ko Tōku Oranga: Culturally Responsive Embedding of Literacy and Numeracy in Vocational Education 83 Hinerangi Ngatai Karena Wharehinga

He Toki Ki Te Rika – Collaboration for Māori Workforce Development 93 Eruera Tarena

Raising the Bar: Māori Learners and The 2012 Trades Academy Programme @EIT 103 Jillian Johnstone Walt Rutgers

Notes to Contributors 115

115Notes to Contributors

Notes to Contributors

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Aim of the JournalThe Journal has been developed to create a platform for informed discussion and debate on issues related to Māori/Indigenous vocational education and training, for example: indigenous labour market issues; policy development and implementation; workplace practice and trends; the utilisation and protection of indigenous assets; vocational education, training and research; and the transfer of indigenous knowledge. The Journal, therefore, will seek to encourage research and scholarship in these and related issues from an indigenous perspective. It will also provide a forum for established as well as emerging researchers and commentators.

Editorial ProcessPapers submitted for the Journal will undergo a peer-review process for which an Editorial Board comprising members from partner institutions and industry, has been established.

CopyrightPapers published in the Journal must be the original, unpublished work of the author. By submitting a paper, authors automatically agree to grant a limited licence when it is accepted for publication. This licence gives permission for the paper to be published in a given issue and to maintain the work in the electronic Journal archive.

All other conditions of copyright remain with the author, subject to the requirements that any re-publication of the work be accompanied by an acknowledgement that the work was first published in the Journal. The Chair of the Editorial Board must be notified of any re-publication of a work first published in the Journal. Authors should recognise that, because of the nature of the internet, the publisher has no control over unauthorised copying or editing of protected works.

Style Guidelines, Citation Format and Reference FormatThe Editorial Board has adopted the style guidelines and reference format outlined by the American Psychological Association (APA), copies of which are available under the Main Menu at http://ecampus.waiariki.ac.nz/.

Submission of PapersAuthors are required to submit one complete copy of their paper for the attention of the Chair of the Editorial Board at research@waiariki.ac.nz. Papers may only be submitted electronically in either Word or RTF format. The length of any paper is a maximum of 5000 words. Each paper should include the following elements (if applicable):

A TitlePlace the title of the paper at the top of the first page of the paper followed by the full name of the author(s), institutional affiliation(s) and email address(es). In the case of multiple authors, indicate who will function as the primary point of contact for questions or comments.

An AbstractAll papers submitted must be accompanied by an abstract of no more than 250 words.

Biographical StatementEach paper should be accompanied by a short (c.100 words) biographical statement, written in the third person, and relate to the submission. If the paper was originally written for a class, the relevant class should also be stated.

AcknowledgementsAuthors are responsible for obtaining written permission from those acknowledged because readers may infer their endorsement of the data and conclusions.

NotesNotes, as applicable, should be consecutively numbered and collected at the end of the paper before the References.

Ethical Standards of Procedures (if applicable)When reporting on research using human subjects, researchers should indicate that procedures conformed to the ethical standards of the author’s host institution. If subjects are identified, permission must be obtained from the subject by the author.

Identification of Statistical Techniques (if applicable)All statistical techniques must be identified and, where appropriate, referenced. Levels of statistical significance must be stated. All individuals responsible for statistical evaluation must be identified.

116Notes to Contributors

Statement of Intent and AffiliationsEach paper submitted must be accompanied by a letter requesting consideration for publication; signed, if possible, by the author or, in the case of multiple authors, all co-authors. In the absence of any statement to the contrary, the Journal assumes a paper has not been published nor submitted for publication elsewhere.

Authors are expected to disclose any commercial associations that might pose a conflict of interest in connection with the submitted paper. All funding sources supporting the work should be acknowledged in a footnote on the title page. All affiliations with or financial involvement in any organisation or entity with a direct financial interest in the subject matter or materials of the research discussed (e.g. employment, consultancies, stock ownership or other equity interest, patent-licensing arrangements) should be cited in the covering letter. This information will be held in confidence by the Editor during the review process. If the paper is accepted, the Editor will discuss with the author(s) how best to disclose relevant information.

Wordprocessing GuidelinesAll illustrations, tables, and figures should be embedded in the paper in their logical locations. All images should be sent as separate files, preferably as jpegs. It is the author’s responsibility to ensure that no copyright issues are attached to the images submitted.

The entire document should be double-spaced using widely available fonts, such as Arial, Times New Roman or Courier 12 point. All pages should be numbered, beginning with the title page. The contents should be clearly labelled and include an introduction, discussion, and conclusion with paragraphs separated by additional spaces. Numbers should be spelt out, except for numbers of 100 and over, percentages and dates.

Papers that include material from interviews must make clear either that anonymity of people’s names has been retained or, that interviewees have given their permission for quotations to be used.

Authors may include a means by which they can be contacted (normally by email) at the end of their main text.

DisclaimerStatements and/or opinions expressed directly, or implied, in papers are those of the author and not the Editorial Board or the Journal. Publication herein does not necessarily mean that the Editorial Board or the Journal endorses such statements or opinions.

The Journal reserves the right, through its Editor, to refuse to publish or print any paper(s) that, in its opinion, may cast disrepute on any practice, product or individual. Any error or omission will be corrected in a subsequent issue of the Journal, by notice to the Editor on terms and conditions determined by the Journal.

117Notes to Contributors

He Kupu Whakataki – Journal of Best Practice in Applied Māori/Indigenous Vocational Education was established as a response to the lack of available information from an indigenous perspective on important issues facing our region and nation. The aim is to provide a forum for established, as well as emerging researchers and commentators, to discuss and debate issues relating to Māori and Indigenous vocational education and work-based training.

At the request of the Journal’s Editorial Board, the theme of article submissions can include the following:

Themes for Article SubmissionsA. Student Success & RetentionB. Policy development and implementationC. Workplace practice and trendsD. The utilisation and protection of indigenous assetsE. Vocational education, training and researchF. The transfer of indigenous knowledgeG. Indigenous labour market issuesH. Workplace Bridging programmesI. The Christchurch Rebuild

There is very little literature written from an indigenous perspective on these issues. The Journal, therefore, will seek to encourage research and scholarship in vocational issues from an indigenous perspective. It will also provide a forum for established, as well as emerging researchers and commentators.

The Journal will focus on best practice collaborative research in vocational education and work-based training, and will showcase applied research carried out in the workplace within a collaborative framework. The Journal is a platform for sharing innovative, collaborative initiatives which have been tested and quality assured for educational rigour, learner responsiveness and developmental sustainability. The intention is to create a digital repository as well as a hard copy version of the Journal. Online commentary and debate around articles published will be encouraged. This Journal will provide an accessible blueprint for showcasing effective collaborative best practices in vocational education within the tertiary sector and in association with industry and vocational stakeholders. It will, therefore, positively inform policy development within Aotearoa New Zealand and other countries.