New Zealand Journal of Educational Studies

, Volume 52, Issue 1, pp 93–107 | Cite as

Succeeding as Māori: Māori Students’ Views on Our Stepping Up to the Ka Hikitia Challenge

  • Mere BerrymanEmail author
  • Elizabeth Eley


This paper examines the vision and intent of New Zealand’s Māori education policy, Ka Hikitia, and its implications on the daily lives of Māori students in New Zealand’s education system. Extensive information on the secondary school experiences of rangatahi Māori (youth) have been gathered—originally in 2001 and at the end of 2015, through Kia Eke Panuku: Building on Success (Kia Eke Panuku: Building on Success is a secondary school reform initiative that is fully funded by the Ministry of Education, however, this paper represents the view of the authors and is not necessarily the view of the Ministry). Based on the messages from these two points in time, the paper concludes that the promises of Ka Hikitia are yet to be fully realised. If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains.


Ka Hikitia Māori student achievement Education system Schooling experiences 


  1. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.Google Scholar
  2. Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in Aotearoa New Zealand: Best evidence synthesis. Wellington: Ministry of Education.Google Scholar
  3. Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia Publishers.Google Scholar
  4. Chapple, S., Jeffries, R., & Walker, R. (1997). Māori participation and performance in education: A literature review and research programme. Wellington: NZIER.Google Scholar
  5. Education Review Office. (2016a). Accelerating student aachievement: Māori. Retrieved August 2, 2016, from
  6. Education Review Office. (2016b). School evaluation indicators: Effective practice for improvement and learner success. Wellington: Education Review Office.Google Scholar
  7. Harker, R. (2007). Ethnicity and school achievement in New Zealand: Some data to supplement the Biddulph et al. (2003). Best Evidence Synthesis: Secondary analysis of the Progress at School and Smithfield datasets for the iterative Best Evidence Synthesis. Wellington: Ministry of Education.Google Scholar
  8. Hattie, J. (2003). Teachers make a difference. What is the research evidence? (pp 1–17). In Australian council for educational research annual conference on building teacher quality. Auckland: University of Auckland.
  9. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.CrossRefGoogle Scholar
  10. Loader, M., & Dalgety, J. (2008). Students’ transitions between school and tertiary. Wellington: Demographic and Statistical Analysis Unit, Ministry of Education.Google Scholar
  11. Ministry of Education. (2008). Education Counts. Retrieved July 14, 2016, from Highest Attainment Numbers:
  12. Ministry of Education. (2016). School leaver attainment. Retrieved July 16, 2016, from Education Counts:
  13. Mitchell, L., & Cubey, P. (2013). Best evidence synthesis: Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings. Wellington: Ministry of Education.Google Scholar
  14. Office of the Auditor-General. (2012). Education for Māori: Context for our proposed audit work until 2017. Wellington: Huia Publishers.Google Scholar
  15. Office of the Auditor-General. (2013). Education for Māori: implementing Ka Hikitia—Managing for success. Wellington: Huia Publishers.Google Scholar
  16. Office of the Auditor-General. (2015). Education for Māori: Relationships between schools and whānau. Wellington: Huia Publishers.Google Scholar
  17. Office of the Auditor-General. (2016a). Education for Māori: Using information to improve Māori educational success. Wellington: Huia Publishers.Google Scholar
  18. Office of the Auditor-General. (2016b). Summary of our education for Māori reports. Wellington: Huia Publishers.Google Scholar
  19. Timperley, H., Fung, I., Wilson, A., & Barrar, H. (2006). Professional Learning and Development: A best evidence synthesis of impact on student outcomes. San Francisco: American Educational Research Association.Google Scholar
  20. Wolfe, B., & Haveman, R. (2001). Accounting for the social and non-market benefits of education. In J. Helliwell (Ed.), The contribution of human and social capital to sustained economic growth and well-being (pp. 1–72). Vancouver, BC: University of British Columbia Press.Google Scholar

Copyright information

© New Zealand Association for Research in Education 2017

Authors and Affiliations

  1. 1.The University of WaikatoHamiltonNew Zealand

Personalised recommendations