The focus for the inquiry is the Cook island education system and Maori and Pacifica the course of the past few years, there has been a significant improvement in the academic structure for the Maori and Pasifika students of New Zealand. As per studies show, Maori and Pasifika students are over represented most of the time as under-achievers. This is exactly one of the major reasons why there is a downside in the New Zealand’s educational system. The current educational system in Cook Island is utilizing many different types of learning contexts to provide the best understanding to education provided to the local Maori and Pasifika students and therefore to increase or accelerate their knowledge about learning.
Develop research questions
Question 1 is done as you have chosen your topic.
Jason you need to answer questions 2 and 3.
Question 2
What actions are taken to improve the educational standard
Please write two research questions related to your topic: Improving academia for Maori and Pasifika students. I have done (a) to show you. You try (b).
Question 3.
Look for evidence that will help you to answer your questions. You should look to gain five pieces of useful evidence. While you do not need to submit this evidence in full you do need to quote from it and comment on it in your later answers.
Please find five articles on the topic. Comment on each one using your own ideas from your research and quotes from the article. Here is an example (from a different topic) of what you would do for each one Jason
Example for one reference (you need to do five of these).
This press release was chosen as an example of an action the National Party of New Zealand has taken to increase the quota of refugees and this quote from Immigration Minister Michael Woodhouse, “We want to ensure the refugees we take settle well and contribute meaningfully to life in New Zealand, while not putting unreasonable strains on social services” (NZ National Party, 2016).
Question 4
Gather information and background ideas describing contrasting people or group’s points of view, values and perspectives that underpin their participation and/or action in society and how they relate to the focus of the inquiry
You need two contrasting people or groups for this one Jason. You need to discuss the following for each one. I suggest you make your two choices and then discuss everything for each one separately as follows:
Person or group 1 (identify them)
Person or group 2 (identify them)
Question 5.
Answer your two focusing questions using evidence from your research. [Word-count guide: 250 words per question]
You can use the information below (highlighted in yellow) to answer your two questions from Question 2. I suggest you write out each question and answer each one separately. Note: You will need to reorganize this a bit so you are answering the two questions separately.
What are the different points of view on the topic (two focusing questions) ?
Looking at the perspective of the educational professionals, their roles are about making collaboration and forming new methods for the Whanau, Hapu, Iwi and Maori (Hynds et al., 2016). By introducing new organizations and educational communities, that contribute towards all the necessary information what these students learn as well as proving them support
What are the actions have people taken on?
The professionals take separate measures for students are very intelligent and almost sure to succeed. However, the percentage is relatively low when the professionals are looking for intelligent students. One more approach of the Maori includes in investing in local solutions and even people, this is done for the networks of provision and the communities
What are the evidences found from the students? Reflect on and evaluate the findings
Some of the useful evidence acquired after providing education to the Maori student includes:
What are the types of education from the educational system?
Due to the efforts of the New Zealand’s Ministry of Education, two documents have been introduced which shape the educational system of the native students and in the same time increase their knowledge about the world (Lourie & Rata, 2014). The first document is called ‘Kahikitia’ that includes strategies or measures to improve or change the old educational system that exits with proper skill set and knowledge, and this document also implies to the student to be proud of their heritage and who they actually are. The second document, ‘Tataiako’ deals with the teachers and their cultural competencies towards the Maori and Pasifika students. This documents acts as a guideline for the teachers at all stages in their career.
What is the point of view of the educational system? Report the findings and their relationship to the focus of the social inquiry
The view of the professionals is to encourage the students to learn more and more through the means of diligence and they inspire them by making them believe that they can achieve anything if they set their full attention and dedication to it (Mayeda et al., 2014). It is evident that all the educational professionals or the teachers hold high expectations from the students.
What are the values of the educational system towards the students?
The education system directed towards these students values the method of the Maori culture. The Kahikitia and Tataiako coexist by collaborating and co-constructing the tailoring education from the educational professional to the students. The potential approach deals with realizing the potentiality of the students and understanding the opportunity. The professionals also go to the extent of learning the local language so that they can communicate freely with the Maori and Pasifika students in their native language and thus it would make communication much better, this is called Kahikitia (Savage et al.,2014)
What are the perspective of the views?
When the system takes the initiative to improve the educational system of the Maori and the Pasifika students, it is then the effects are seen in the students. The educational systems and the schools apply all sort of new methods and techniques for better education. The perspective of these institutes is to observe the Maori and the Pasifika students (Macfarlane, et al., 2014). There are many advisory groups that support the education of the Maori students because it creates a society where the children and the adults can thrive socially, academically and culturally (Marriott & Sim, 2015). To achieve this target each of the stakeholders has different roles to play. According to studies, parents like to spend a lot of time with their children in the Cook Islands. With that in mind, it can be said that the parents actually care for their child’s education
Question 6
Explain how your findings in this topic relate to another context. It is probably easiest to look for a country comparable to Aotearoa New Zealand with a similar issue and comment on the similarities and differences you can observe. [Word-count guide: 300 words]
You have made a good start here Jason but you do need to do at least 300 words.
Are there any similar countries that face the similar issue?
Just like the educational system in New Zealand, there are many issue faced by Afghan students. The issues faced by these students include reaching the school before the border closes. There are students from Afghanistan those who cannot reach their school when they travel from one country to another (Jacob, Cheng & Porter, 2015). Despite the fact the distance is short, however as there exist a border between the two countries because of which the students sometimes cannot reach their respective schools. Along with this issue, there lie the similar problems faced by the Maori and Pasifika students regarding the language barrier. There has been many initiatives which are still being taken for these students for their healthy education. Many of the countries in Africa that are not yet developed are lacking in education. The various countries which are most backward in terms of education are Congo, Zimbabwe, Burundi, Liberia, Eritrea, and Nepal. Congo has the lowest GDP in the world. Different civil wars within the nation has caused the fall of the prosperity of this nation. Human Rights problems are also rampant in this part of the world. Therefore the education system is not at all developed and the existing students face great problems in continuing with their school. After the problems in the middle eastern countries and the rise of the ISIS in Syria and Iraq modern education in these places have ruined and the infrastructure of education imparting has completely gone haywire. The students in most of the backward countries have to travel long distances in order to reach the destinations of education and lack of proper nutritious food and living conditions education takes a backstage. Therefore developing countries are taking actions to improve the social conditions of the people I general so that the situation for the children improves and they can visit school, one example is “Education for All” program in India
Question 7.
Review the actual evidence that you have used and make an assessment of its reliability and usefulness and how this may have impacted your findings. [Word-count guide: 300 words]
Please comment on your research process rather than the topic for this one Jason. Think about finding your information and whether you felt it was reliable. Was the information useful for your discussion – why or why not?
Critically evaluate the process of a social inquiry including making suggestions for improvement
The current educational system of the Maori and Pasifika students have improved than before. Not only the educational system are giving full effort but the parents of the students are eager on making them children learn education. As there is a willingness to learn and teach from both the ends, it is recommended to improve the resources needed for a more effective educational system (Turner, Rubie-Davies & Webber, 2015). If I were to improve the educational system of the Maori students, first of all it would be important to bring in experts from abroad who have sufficient knowledge about the local New Zealand culture and the people. Then is it is recommended to improve the facilities with equipments and materials for effective education like clean classrooms with whiteboards and benches (Mayeda et al., 2014). Also electrical equipments like projectors would help in making the students understand the lesson better. With the help of the government, it would be easier to make these changes. If the base of education is strong along with the willingness to learn, then there would not exist any problem to begin with.
The research that was taken up had to deal with vast amount of complicated data that are reflection of the present scenario of education and academic condition of the Maori and Pasifika students and the systems that are applied to educate them. Qualitative data is collected by secondary resources by identifying various articles, journals and existing researches on the topic. The understanding of the existing scenario and the areas where development can be achieved is understood through literature review and the various existing works on the topic. Various libraries, and online resources are reviewed to get the literature.
Question 8.
Make a recommendation on your social inquiry regarding:
[Word-count guide: 300 words for both recommendations]
If I somehow happened to enhance the instructive arrangement of the Maori understudies, as a matter of first importance it is vital to acquire specialists from abroad who have adequate learning about the neighborhood New Zealand culture and the population here. At that point is it is prescribed to enhance the offices with supplies and materials for compelling instruction like clean classrooms with whiteboards and seats. Additionally electrical types of gear like projectors would help in influencing the understudies to comprehend the exercise better. With the assistance of the administration, it is less demanding to roll out these improvements. On the off chance that the base of instruction is solid alongside the eagerness to learn, at that point there would not exist any issue in any case.
The research process could be improved by personal visit and enquiry in the various regions of the country where the problems could be reviewed first hand. Primary quantitative and qualitative data could be best utilized in order to understand the situation on ground in a firsthand basis. Every problem is best understood when the situation is dealt directly rather than existing qualitative researches on the topic.
In the future further researches can be made on the possible areas where improvement can be made in order to improve the situation and give better infrastructure to the students. The possible future scenarios may be predicted after due research on the gaps.
This one still needs to be answered Jason.
References
Hokowhitu, B. (2016). Challenges to state physical education: Tikanga Maori, physical education curricula, historical deconstruction, inclusivism and decolonisation. Waikato Journal of Education, 10(1).
Hynds, A. S., Hindle, R., Savage, C., Meyer, L. H., Penetito, W., & Sleeter, C. (2016). The impact of teacher professional development to reposition pedagogy for Indigenous students in mainstream schools. The Teacher Educator, 51(3), 230-249.
Jacob, W. J., Cheng, S. Y., & Porter, M. K. (2015). Global review of indigenous education: Issues of identity, culture, and language. In Indigenous Education (pp. 1-35). Springer, Dordrecht.
Lourie, M., & Rata, E. (2014). A critique of the role of culture in Maori education. British Journal of Sociology of Education, 35(1), 19-36.
Macfarlane, A., Webber, M., McRae, H., & Cookson-Cox, C. (2014). Ka Awatea: An iwi case study of M?ori students’ success. Te R? Rangahau, University of Canterbury.
Marriott, L., & Sim, D. (2015). Indicators of inequality for Maori and Pacific people. Journal of New Zealand Studies, (20), 24.
Mayeda, D. T., Keil, M., Dutton, H. D., & Ofamo’Oni, I. F. H. (2014). “You’ve Gotta Set a Precedent”: M?ori and Pacific voices on student success in higher education. AlterNative: An International Journal of Indigenous Peoples, 10(2), 165-179.
Savage, C., Macfarlane, S., Macfarlane, A., Fickel, L., & Te H?mi, H. (2014). Huakina Mai: a Kaupapa M?ori approach to relationship and behaviour support. The Australian Journal of Indigenous Education, 43(2), 165-174.
Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50(1), 55-69.
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