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Title / Demonstrate knowledge of Māori adult literacy and numeracy
Level / 5 / Credits / 6
Purpose / This unit standard is for people with, or developing, specialist expertise to improve the literacy and numeracy skills of Māori adult learners in Aotearoa New Zealand.
People credited with this unit standard are able to describe: Māori perspectives and concepts as they relate to Māori literacy and numeracy; adult literacy and numeracy initiatives for Māori; and Māori adult pedagogies as they relate to adult literacy and numeracy.
Classification / Adult Education and Training > Adult Literacy and Numeracy Education
Available grade / Achieved
Explanatory notes
1 For the purposes of this unit standard, adult literacy and numeracy education includes design, delivery, assessment, and evaluation.
2 References
Whakatipuranga Arapiki Ako – Developing the work of strengthening literacy and numeracy teaching and learning for adults (2010). National Institute of Māori Education, Centre for Māori and Indigenous Literacy and Numeracy, Te Ako Tūāpapa.
Te Kāwai Ora, Report of the Māori Adult Literacy Working Party, August 2001.
Professor Mason Durie’s speech to the Hui Taumata Mātauranga: Māori Education Summit, February 2001.
3 Resources on Literacy for Māori and Māori Literacy may be accessed at NZQA’s Adult Literacy and Numeracy Education assessment support material homepage: www.nzqa.govt.nz/asm.
4 The report Whakatipuranga Arapiki Ako can be used to inform the definition of Literacy for Māori as follows:
Literacy for Māori refers to ensuring maximum learner engagement in order to improve literacy and numeracy in a culturally appropriate environment. Where practicable, tikanga Māori practices are used when working with a Māori learner audience.
‘Literacy for Māori’:
· assumes a Māori audience
· deliberately incorporates ‘literacy and numeracy teaching strategies and activities’ in everyday teaching practice
· chooses the most effective tool or strategy for the job on the day, according to the audience
· is aware of effective literacy and numeracy teaching strategies, frameworks and resources, and applies effective delivery of teaching and learning.
This definition is distinct from Māori Literacy, which supports Māori people to participate fully in society within Aotearoa New Zealand. As there are different definitions of ‘being Māori’ (Tertiary Education Commission, 2010), people have autonomy to choose their own definition of what ‘being Māori’ means. Characteristics such as geographical location, economic situation and access to whānau support all influence individual definitions of ‘being Māori’.
‘Māori literacy’:
· is Āhuatanga Māori which is underpinned by Māori values and knowledge (for example customary practice, historical kōrero, tikanga and kawa)
· recognises non-paper based literacies (for example reading the environment, symbols, art forms and people)
· is learner centred, multifaceted and multidimensional
· is holistic.
5 Definitions
Pedagogies refer to the principles and methods that underpin different teaching strategies for adult literacy and numeracy education.
Programmes refer to a planned and coordinated sequence of study to achieve a specified aim. A programme is often made up of separate or linked courses.
Whakapapa refers to genealogy, history, or stages of development.
Ako refers to the traditional Māori thinking about the transfer and absorption of skills, knowledge, wisdom, and experience, much of which has traditionally occurred in the course of everyday activities. It implies ‘learn’ and ‘instruct’ at the same time.
Whanaungatanga refers to nation, society, community, and relationships. It gives a feeling of belonging, security, and value.
Kaitiakitanga refers to the practical doing; and rules and tikanga of adult literacy and numeracy education.
Tuakana-teina refers to the relationship between an older (tuakana) person and a younger (teina) person, and is specific to teaching and learning in the context of Māori. Within teaching and learning this can take a variety of forms:
– peer-to-peer: teina teaches teina, tuakana teaches tuakana,
– younger to older: the teina has some skills in an area that the tuakana does not and is able to teach the tuakana,
– older to younger: the tuakana has the knowledge and content to pass on to the teina,
– able to less able: the learner may not be as able in an area, and someone more skilled can teach what is required.
Mana ao tūroa refers to strengthening abilities, manipulating the environment to suit personal strengths and situations, exploration.
Mana atua refers to spirit/spirituality, well-being, sacred power of the ‘Gods’.
Mana whenua refers to the power of the land, importance, beliefs, and belonging.
Mana tangata refers to identity; individual cultures; the power an individual gains through their abilities, efforts, taking advantage of all opportunities, and contributing to others.
Mana reo refers to the power or authority of language and communication as the life force of mana Māori.
Tino rangatiratanga refers to determination by Māori of issues that impact on Māori; the learners’ right to define their powers of decision making, leading to their independence.
Kōrero refers to speaking.
Titiro refers to looking, and observing.
Whakarongo refers to listening.
Outcomes and evidence requirements
Outcome 1
Describe Māori perspectives and concepts as they relate to Māori literacy and numeracy.
Evidence requirements
1.1 The meaning of literacy and numeracy to Māori is described in terms of different perspectives within the Māori sector.
Range perspectives include – Te Kāwai Ora, Professor Mason Durie’s speech to the Hui Taumata Mātauranga, and may include but is not limited to – perspectives of individuals, or groups within whānau, hapū, iwi;
evidence of three perspectives is required.
1.2 Māori concepts are used to create a set of guiding principles for adult literacy and numeracy programmes.
Range concepts include – whakapapa, ako, whanaungatanga, kaitiakitanga, tuakana-teina, mana ao tūroa, mana atua, mana whenua, mana tangata, mana reo, tino rangatiratanga.
Outcome 2
Describe adult literacy and numeracy initiatives for Māori.
Range initiatives will include at least one that is delivered by Māori for Māori from a tikanga Māori perspective.
Evidence requirements
2.1 Description includes an outline of at least three adult literacy and numeracy initiatives.
Range initiatives may include but are not limited to – wānanga, marae-based, whānau.
Outcome 3
Describe Māori pedagogies as they relate to adult literacy and numeracy learners.
Evidence requirements
3.1 Description includes an outline of teaching methodologies that are relevant to Māori literacy and numeracy learners.
Range methodologies may include but are not limited to – ako, kōrero, titiro, whakarongo, tuakana-teina, group learning, individual learning, modelling, action-focussed learning.
3.2 Description includes factors that create appropriate learning environments for Māori adult literacy and numeracy learners.
Range factors may include but are not limited to – natural settings, access, familiarity, respect.
3.3 Description includes a range of resources that support Māori adult literacy and numeracy learners.
Range resources may include but are not limited to – taha wairua, taha hinengaro, taha tinana, taha whānau.
Replacement information / This unit standard and unit standard 21204 were replaced by unit standard 29628.This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for Assessment /Registration / 1 / 23 September 2005 / 31 December 2018
Review / 2 / 21 May 2010 / 31 December 2018
Rollover and Revision / 3 / 20 June 2013 / 31 December 2018
Review / 4 / 15 September 2016 / 31 December 2018
Consent and Moderation Requirements (CMR) reference / 0045
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
NZQA National Qualifications ServicesSSB Code 130301 / Ó New Zealand Qualifications Authority 2016 / / New Zealand Qualifications Aut