文稿:平民
翻译:Darren
编辑:Tiffany
据新西兰新闻秘书处7月8日消息，报告庆祝毛利人教育40年的成功。国家第一份关于毛利语教育的多媒体报告今天由教育部副部长开尔文·戴维斯在议会与毛利族领导人凯亚科、毕业生和瓦瑙举行移动仪式时发布。 国家研究报告Te Kura Huanui：成功途径的宝藏，发表在毛利人和英语中，包括五部短纪录片的链接，这些纪录片提供了难得的见解，并深入探讨了毛利语教育成功的共同条件。开尔文·戴维斯认为，承认毛利语学的成功是早就该的，他赞扬该学界尽管在过去几十年中面临许多挑战，但能够为毛利语学习者带来卓越成果。 开尔文·戴维斯说:”我们非常幸运地在Te Kura Huanui的启动仪式上拥有毛利人中期运动的一些早期创始人。真的，这一天是为他们，为那些谁战斗的勇气和决心，使我们的塔马里基沉浸式教育成为可能”。 虽然这份报告颂扬了过去，但毛利语教育的前景也十分光明，因为今年预算案投资了1.5亿纽币。这包括为建造和扩大提供毛利语教育的学校提供资金，以及提高Kéhanga reo的Kaiako的同级工资。 受教育部委托，教育审查办公室与毛利人中等高峰机构合作进行了四重奏研究：特坎加雷奥、特鲁南加努伊奥恩格库拉考帕帕毛利、恩古拉伊维和奥特奥罗亚的许多毛利人中等地点。这项研究致力于以强有力的毛派合作方式进行，通过毛利人、毛利人、毛利人和特雷奥人进行的一系列视频访谈毛利人尽可能。 Te Kura Huanui 除了概述作为毛利语教育的关键里程碑和推动因素的立法和历史事件外，还详细介绍了对提供毛利语教育至关重要的五个共同条件： · 玛娜·毛利·莫图哈克：做毛利人· 蒂坎加毛利人· 瓦农加坦加：关系和联系· 阿科：教学与学习· 卡诺希·瓦卡基特：有远见卓识的领导人 教育部副部长扬·蒂内蒂说:”我们有着包容性教育体系的愿景，每个孩子都有归属感，在那里庆祝他们的身份、语言和文化，在那里他们参与其中——并取得真正的进步。教育工作者知道我们必须从更广泛的角度看待成功，把儿童的福祉放在我们努力的核心。我知道，对于所有为此作出贡献的人来说，发布这份报告将是一个值得骄傲的时刻——图穆阿基、凯亚科、劳库拉和马努pīrere、特乌佩-莫图和特普·马塔霍，以及所有的人。 我会加入他们记住它很长一段时间来”。 这项研究被认为是教育部门的龙加，抓住了最佳实践，并强调了作为专家和关键决策者在学习旅程中，whénau、hapé和iwi的重要性。 正如早期创始人、领导人、凯亚科、毕业生和whénau所讲述的那样，这项工作也为新西兰关于毛利语教育的档案提供了宝贵的补充。
According to the New Zealand Information Secretariat on July 8，Report celebrates 40 years of success for Maori-medium education The country’s first multimedia report on Māori-medium education was launched today by Associate Education Minister Kelvin Davis in a moving ceremony with Māori leaders, kaiako, graduates and whānau at Parliament.The national research report Te Kura Huanui: The treasures of successful pathways, published in te reo Māori and English, includes links to five short documentaries which provide rare insight and a deep dive into the common conditions for success in Māori-medium education.The acknowledgement of Māori-medium successes was deemed as “long overdue” by Kelvin Davis, who applauded the sector’s ability to deliver exceptional outcomes for Māori learners despite facing many challenges over the decades.“We were very fortunate to have some of the early founders of the Māori-medium movement at the launch of Te Kura Huanui. Really this day was for them, for those who fought with grit and determination to make immersion education possible for our tamariki.”While this report celebrates the past, the future of Māori-medium education is also looking bright following a $150 million investment in this year’s Budget, Kelvin Davis said.This included funding to build and expand schools delivering Māori-medium education and improving pay parity for kaiako in kōhanga reo.Commissioned by the Ministry of Education, the qualitive research was carried out by the Education Review Office in partnership with Māori medium peak bodies: Te Kōhanga Reo, Te Runanga Nui o Ngā Kura Kaupapa Māori, Ngā Kura ā Iwi and numerous Māori-medium sites across Aotearoa. Committed to a strong Kaupapa Māori approach to working together, the research was conducted through a series of video interviews by Māori, with Māori, for Māori and in te reo Māori where possible.As well as outlining the legislative and historical events which served as key milestones and drivers for Māori-medium education, Te Kura Huanui details the five common conditions that are vital for delivering Māori-medium education: · Mana Māori Motuhake: Being Māori· Tikanga Māori· Whanaungatanga: Relationships and connectedness· Ako: Teaching and Learning· Kanohi Whakakite: Leaders as visionaries“We share the vision of an inclusive education system where every child feels a sense of belonging, where their identity, language and culture are celebrated, where they are engaged – and making real progress. Educators know we must take a broader view of success, and put children’s wellbeing is at the heart of our efforts,” Associate Education Minister Jan Tinetti said. “I know that releasing this report will be a proud moment for everyone who has contributed to it – the tumuaki, kaiako, raukura and manu pīrere, Te Uepū ā-Motu and Te Pou Mataaho, and all the whānau. I will join them in remembering it for a long time to come.” The research is considered a “taonga” for the education sector, capturing best practice and highlighting the importance of whānau, hapū and iwi as experts and key decision-makers in the learning journey. The work also provides a valuable addition to New Zealand’s archive on Māori-medium education, as told by early founders, leaders, Kaiako, graduates and whānau.
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