| The importance of learning and educational outcomes | | | | As in previous research, the findings of the report |
| for Maori is receiving greater interest, with key | | | | reinforced the connections between students and |
| indicators illustrating underperformance of Maori in | | | | their wider families (whanau). Learning outcomes are |
| modern educational environments. Recent reviews of | | | | not always viewed as individualistic, with the outcome |
| the processes of education indicate that the | | | | of learning often being seen not only for themselves |
| Eurocentric view and approach to learning may not | | | | but for other people around them, including their |
| be as applicable to the specific requirements of Maori. | | | | ancestors and elders. The importance of a sense of |
| The New Zealand government has commissioned | | | | well-being by students and the importance of |
| various research projects in reaction to these | | | | working together remains highly valued, which lends |
| concerns, with key findings being proposed to follow | | | | itself to locational based learning to focus on unique |
| through to policy formation of educational outcomes | | | | marae based educational programs. This research |
| and environments. A joint project headed by | | | | confirmed that the context of the marae was |
| Waikato University, the Waikato Institute of | | | | especially significant for Maori learners, as it provides |
| Technology and Auckland University, was initiated to | | | | an environment that is considered safe and where |
| examine how the success rate of adult Maoris in the | | | | knowledge has already been gained, with the ability |
| 'learning foundations of literacy, language and | | | | to reinforce the learner’s identity as Maori in a |
| numeracy' can be built on the foundations of Maori | | | | culturally congruent learning context. |
| culture and identity, applied to a wide range of | | | | Additionally, the presence and availability of suitably |
| courses and educational facilities. | | | | qualified Maori tutors, and the relationship that is |
| The research provided key insights as to how the | | | | established between these tutors and students |
| strong cultural beliefs and traditions that Maori adhere | | | | greatly influences learning and development. The |
| to have implications, not only for their success rates | | | | current research indicated that successful tutors |
| in learning outcomes, but their desire and motivation | | | | needed to focus on building students self esteem and |
| to do so. However, it is also important to recognise | | | | self confidence in their ability to learn and succeed, |
| that Maori students are not a homogenous group, | | | | concentrating on establishing and nurturing trust and |
| and all bring with them varying experiences, attitudes | | | | confidence between themselves and their students. |
| and abilities that must be accustomed for. | | | | |