title: Māori and the [potential] demographic dividend

authors: Jackson, Natalie

subjects: demography

abstract: This paper outlines a recently articulated concept in the demographic literature known as the ‘demographic dividend’, and connects it with key features of Māori and non- Māori demography. The dividend arises – or has the potential to arise - as each population passes through a particular point in its demographic transition. During these years, the maximum proportion of the population moves into the key working and income-earning age groups, and the minimum (comprised of youth and the elderly) is notionally dependent. With proactive and timely investment in the youthful base of the population, there is potential to convert the demographic dividend into two economic windfalls, the first arising as fertility decline causes youthful dependency to fall and the last large waves of young adults flood into the working age population, the second as the latter age and move on into the higher income earning age groups. However the window of opportunity to invest in the first dividend is fleeting, while failure to invest in that stage seriously compromises the second. This paper shows that for the Māori population, despite its relative youth, the first opportunity is already coming to an end and with it the potential gains of the second. But it also argues that there is a third window of opportunity which holds particular promise for Māori. This period will also be fleeting, but is arising in both absolute and relative terms as the relatively youthful Māori population co-exists alongside its structurally older counterpart, and together (with other New Zealanders) comprise an ‘economic dividend system’ that produces the potential for a ‘collateral dividend’.

text: Māori and the [potential] demographic dividend This paper outlines a recently articulated concept in the demographic literature known as the ‘demographic dividend’, and connects it with key features of Māori and non- Māori demography. The dividend arises – or has the potential to arise - as each population passes through a particular point in its demographic transition. During these years, the maximum proportion of the population moves into the key working and income-earning age groups, and the minimum (comprised of youth and the elderly) is notionally dependent. With proactive and timely investment in the youthful base of the population, there is potential to convert the demographic dividend into two economic windfalls, the first arising as fertility decline causes youthful dependency to fall and the last large waves of young adults flood into the working age population, the second as the latter age and move on into the higher income earning age groups. However the window of opportunity to invest in the first dividend is fleeting, while failure to invest in that stage seriously compromises the second. This paper shows that for the Māori population, despite its relative youth, the first opportunity is already coming to an end and with it the potential gains of the second. But it also argues that there is a third window of opportunity which holds particular promise for Māori. This period will also be fleeting, but is arising in both absolute and relative terms as the relatively youthful Māori population co-exists alongside its structurally older counterpart, and together (with other New Zealanders) comprise an ‘economic dividend system’ that produces the potential for a ‘collateral dividend’.

year: 2011-06

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013

title: Far-flung markers

authors: Lowe, David J.

abstract: Tephras are fragmentary materials that are blasted explosively into the air during volcanic eruptions. Distributed throughout Zealandia, tephras provide useful markers for connecting and dating land surfaces, sediment layers, and archaeological sites.

text: Far-flung markers Tephras are fragmentary materials that are blasted explosively into the air during volcanic eruptions. Distributed throughout Zealandia, tephras provide useful markers for connecting and dating land surfaces, sediment layers, and archaeological sites.

year: 2008