Abstract:
In 1997 while Academic Registrar of the Waiariki Polytechnic, I was invited to
participate in a two-day workshop held in Wellington. This event was jointly hosted
by the New Zealand Polytechnics Programmes Committee [NZPPC] and the New
Zealand Universities Academic Audit Unit [NZUAAU]. The workshop sought to
train the Academic Managers of the country's 27 polytechnics for the purpose of
assisting each to comply with the requirements of an institutional self-evaluation
previously developed by the NZPPC.
As a subcommittee of the Association of Polytechnics in New Zealand [APNZ]
operating with the delegated authority of the New Zealand Qualifications Authority
[NZQA] pursuant to the Education Act 1989, sec 60., the NZPPC is responsible for
the accreditation of polytechnics to deliver approved programmes leading to all
qualifications based on Unit Standards from the National Qualifications Framework.
In training the country's polytechnic Academic Managers, the NZPPC was in affect
facilitating the compliance of the polytechnic sector in respect to minimum
performance standards and thereby, assisting the appropriate implementation of
government policy. The process was designed to prepare polytechnics for eventual
external evaluation by the NZPPC in a manner similar to how the NZUAAC audits
the nation's universities. The workshop was coupled with the Annual Conference of
Academic Managers organised by the Association of Polytechnics in New Zealand
[APNZ] aimed at providing member polytechnics with analyses of tertiary education policy, the implications of such policy, issues affecting the sector and current 'political thinking'. In short, the polytechnic sector has the ability to identify threats
and opportunities at a macro level and plan to promote effective responses.
The euphoria of having been selected by my institution to be the beneficiary of new
skills and knowledge gained at the workshop and conference quickly dissipated with
the sudden realisation that I was the only Maori present out of sixty or so participants.
The absence of significant numbers of Maori at the workshop whether individuals
representing their institution or any of the wananga might be interpreted as indicative
of the marginalisation of the Maori tertiary sector generally. Moreover, it is a
situation that is unlikely to change so long as significant parts of the Maori tertiary
sector are deprived of access to sound and independent policy analysis and
development. Of equal importance is the opportunity to critically engage with peers
from across the academic spectrum in an attempt to identify critical issues and then to
position Maori to respond to them.
From that experience in Wellington coupled with subsequent reflection a number of
questions seem to emerge related to the vital issue of 'quality7 as it pertains to Maori experience within the tertiary sector:
+:What is 'quality' in the Maori context?
+:Who defines 'quality7 in respect to Maori tertiary education?
+:Who is responsible for delivering and ensuring 'quality' in this context?
+:Do Maori have a right to 'quality7 in respect of adult education services?
+:How do Maori define 'quality'?
+:How can Maori access information necessary for informed decision-making in
respect to tertiary education?+:How are Maori involved in the forrnulation of tertiary policy?
This thesis therefore, will examine notions of quality in respect to Maori tertiary
education performance notwithstanding the need to take account of cultural, political,
ideological and environmental considerations. It is not therefore, intended to respond
with a single solution to those questions per se or provide the 'magic bullet' solution
for the Maori educational crisis. That would require something much more ambitious
than what I present here. What I will do however, is to canvass some key issues and
identify examples of how institutional barriers and constraints undermine Maori
attempts to access 'quality' programmes within the tertiary education sector. Of
particular interest to me as well, is how 'quality' is perceived, determined and
reinforced by the 'status quo' structures and thereby, inhibit the educational
transformation of most Maori.