title: Fononga 'A Fakahalafononga: Tongan Students' Journey to Academic Achievement in New Zealand Tertiary Education

authors: Kalavite, Telesia

subjects: Tongan Education in New Zealand

abstract: There is a national concern in New Zealand about the low academic achievement of Pasifika students, including the Tongans as one of the specific groups. The literature shows that the problems associated with the academic achievement of Pasifika students derive from the cultural differences between Pasifika and the dominant Pālangi culture. Since Tonga has a unique culture that is not the same as any other cultural group in the Pacific, this research set out to explore specific Tongan socio-cultural aspects that impact on Tongan students’ academic achievement in New Zealand tertiary education. Culturally specific aspects that impact on Tongan students’ academic achievement could better inform those who are concerned with the education of Tongans in New Zealand. The purpose of the research is to explore possibilities for enhancing the academic achievement of Tongan students that could bridge the disparity between Pasifika and Pālangi academic achievement. This research used a Tongan, Pasifika, qualitative, phenomenological, ethnographical, methodological framework to explore the views of twenty five Tongan-born participants in New Zealand on the perceived socio-cultural aspects that impact on their academic achievement. It provided opportunities for the participants to reflect on their experiences as university and polytechnic students, as staff and educators, and as parents. Sociocultural, postmodernism, and the Tongan tā-vā, (time-space) theory of reality were used to interpret the Tongan students’ inter-cultural learning experiences at two levels of reality; the students’ realities, and the global realities. The students’ realities include their individual attitudes and choices based on their cultural worldviews that impact on their academic achievement. The global realities include the trends of postmodernism, biculturalism, multiculturalism, globalisation and change which are beyond the students’ control. The key findings of this research were that Tongan students perceived they were academically successful when all parties involved had a deep and mutual understanding of, respect for, and practice in, both Tongan and New Zealand social and academic cultures. In particular, the Tongan students and their Tongan supporters need a deep and mutual understanding of, respect for, and practice in, their own Tongan as well as New Zealand social and academic relationships. New Zealanders who are involved with Tongan students’ education need a deep and mutual understanding of, respect for, and practice in, Tongan social and academic relationships. Furthermore, flexibility within the two cultural relationships in terms of tā (time) and vā (space) should be considered by all parties to release social tensions and consequently enhance academic achievement. This two way process allows Tongan students to move fluidly within the two cultures, especially if they understand how tā (time) and vā (space) are manifested in relationships within their learning environments. This research is highly relevant for anyone concerned with Tongan students’ academic achievement in New Zealand tertiary education; from the top level policy makers in the government to the Tongan students at the grassroots level.

text: Fononga 'A Fakahalafononga: Tongan Students' Journey to Academic Achievement in New Zealand Tertiary Education There is a national concern in New Zealand about the low academic achievement of Pasifika students, including the Tongans as one of the specific groups. The literature shows that the problems associated with the academic achievement of Pasifika students derive from the cultural differences between Pasifika and the dominant Pālangi culture. Since Tonga has a unique culture that is not the same as any other cultural group in the Pacific, this research set out to explore specific Tongan socio-cultural aspects that impact on Tongan students’ academic achievement in New Zealand tertiary education. Culturally specific aspects that impact on Tongan students’ academic achievement could better inform those who are concerned with the education of Tongans in New Zealand. The purpose of the research is to explore possibilities for enhancing the academic achievement of Tongan students that could bridge the disparity between Pasifika and Pālangi academic achievement. This research used a Tongan, Pasifika, qualitative, phenomenological, ethnographical, methodological framework to explore the views of twenty five Tongan-born participants in New Zealand on the perceived socio-cultural aspects that impact on their academic achievement. It provided opportunities for the participants to reflect on their experiences as university and polytechnic students, as staff and educators, and as parents. Sociocultural, postmodernism, and the Tongan tā-vā, (time-space) theory of reality were used to interpret the Tongan students’ inter-cultural learning experiences at two levels of reality; the students’ realities, and the global realities. The students’ realities include their individual attitudes and choices based on their cultural worldviews that impact on their academic achievement. The global realities include the trends of postmodernism, biculturalism, multiculturalism, globalisation and change which are beyond the students’ control. The key findings of this research were that Tongan students perceived they were academically successful when all parties involved had a deep and mutual understanding of, respect for, and practice in, both Tongan and New Zealand social and academic cultures. In particular, the Tongan students and their Tongan supporters need a deep and mutual understanding of, respect for, and practice in, their own Tongan as well as New Zealand social and academic relationships. New Zealanders who are involved with Tongan students’ education need a deep and mutual understanding of, respect for, and practice in, Tongan social and academic relationships. Furthermore, flexibility within the two cultural relationships in terms of tā (time) and vā (space) should be considered by all parties to release social tensions and consequently enhance academic achievement. This two way process allows Tongan students to move fluidly within the two cultures, especially if they understand how tā (time) and vā (space) are manifested in relationships within their learning environments. This research is highly relevant for anyone concerned with Tongan students’ academic achievement in New Zealand tertiary education; from the top level policy makers in the government to the Tongan students at the grassroots level.

year: 2010

title: National Standards 2016: Retrospective insights, continuing uncertainties and new questions

authors: Thrupp, Martin

subjects: national standards

abstract: New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.

text: National Standards 2016: Retrospective insights, continuing uncertainties and new questions New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.

year: 2017

title: The cost of aquatic weed control in the Rotorua Te Arawa Lakes

authors: Champion, Paul

abstract: We will present information on the costs of aquatic weed control in the Rotorua, Te Arawa Lakes and thank all of the people who have willingly given us their estimated costs. Hopefully, this provides guidance on what current activities cost and what future scenarios might be feasible.

text: The cost of aquatic weed control in the Rotorua Te Arawa Lakes We will present information on the costs of aquatic weed control in the Rotorua, Te Arawa Lakes and thank all of the people who have willingly given us their estimated costs. Hopefully, this provides guidance on what current activities cost and what future scenarios might be feasible.

year: 2017