Whanau Ora : Report of the Taskforce on Whanau-Centred Initiatives

Whānau Inclusion Within Society
2.3.5 Social and economic wellbeing are more likely to be realised when <strong>the</strong>re is
full participation in society. Notwithstanding <strong>the</strong> disproportionate impacts
<strong>of</strong> material hardship on many Māori households, whānau inclusion within
wider society has increased significantly over <strong>the</strong> past two or three decades.
Greater inclusion is reflected in <strong>the</strong> current high uptake <strong>of</strong> early childhood
education, dramatic increases in Māori participation in tertiary education,
increased access to a choice <strong>of</strong> health providers, a strong Māori presence
within <strong>the</strong> social services, increased Māori leadership in commercial and
pr<strong>of</strong>essional ventures, and increased involvement in both <strong>the</strong> governance
and management <strong>of</strong> public bodies such as local authorities and district
health boards.
2.3.6 However, full participation in society and <strong>the</strong> economy eludes many
whānau and is reflected in higher unemployment rates especially for
school leavers, as well as higher rates <strong>of</strong> employment in low-paying jobs.
A critical determinant <strong>of</strong> employment and societal participation is
educational success, but Māori educational outcomes at secondary school
level are disappointingly low, particularly for Māori boys. The impacts <strong>of</strong>
poor educational achievement are multiple and include overrepresentation
in <strong>the</strong> criminal justice system. Whānau benefits from non-compulsory
education at pre-school and tertiary levels have yet to be felt in <strong>the</strong>
compulsory sub-sector (primary and secondary schooling).
2.3.7 However, a number <strong>of</strong> initiatives have been able to demonstrate how
educational under-performance can be transformed into success.
Many <strong>of</strong> <strong>the</strong>se initiatives depend on creating educational environments
with appropriate cultural alignments (such as whare kura) or niche learning
opportunities (such as <strong>the</strong> Māori boarding schools). Through <strong>the</strong>ir own
innovative practices, some large state schools have enjoyed considerable
success for senior Māori students. In all cases <strong>the</strong> active involvement <strong>of</strong>
whānau in <strong>the</strong> educational process has been recognised as a significant
component <strong>of</strong> successful educational outcomes.
We believe that commitment
to Whānau <strong>Ora</strong> in this way
achieves Māori expectations
for services which better
reflect te Tiriti o Waitangi
alongside <strong>the</strong> promises
made.
Culture is at <strong>the</strong> centre <strong>of</strong>
wellbeing to Māori – it is
about caring, sharing, and
looking after each o<strong>the</strong>r.
Whānau Participation in Te Ao Māori
2.3.8 While full participation in wider society is essential for whānau welfare,
active participation in Māori communities and networks is also an important
determinant <strong>of</strong> wellbeing. Despite urbanisation, over <strong>the</strong> past two decades
<strong>the</strong>re has been increased whānau access to Māori culture, Māori networks,
marae and tribal endeavours. An important enabling instrument has
been <strong>the</strong> Treaty <strong>of</strong> Waitangi. The recognition <strong>of</strong> <strong>the</strong> significance <strong>of</strong> <strong>the</strong>
Treaty to social as well as economic policies was highlighted by <strong>the</strong> Royal
Commission on Social Policy in 1988 and a Treaty-based cultural dimension
to wellbeing was subsequently acknowledged by <strong>the</strong> Crown in regard to
Māori language, Māori education, and service delivery to Māori.
The statements placed to <strong>the</strong> side <strong>of</strong> <strong>the</strong> text throughout <strong>the</strong> report are taken directly from
<strong>the</strong> feedback (written and oral) <strong>of</strong> <strong>the</strong> many individuals and organisations who participated
in <strong>the</strong> engagement process.
16