Kura kaupapa Māori
Those kura kaupapa Māori are part of a series of Māori-led initiatives aimed at strengthening the language, affirming cultural identity, and encouraging community involvement.
[4][5][6] In 1987, a working party was established to investigate an alternative schooling model that would better meet the aspirations of Māori communities in New Zealand.
The working party adopted Te Aho Matua as being the foundation set of principles that guide the operations of a kura kaupapa Māori.
The government began funding kura kaupapa Māori five years after the first school was established.
The amendment recognised Te Runanga Nui o nga Kura Kaupapa Māori as the kaitiaki (guardians, caretakers and architects), the most suitable body responsible for determining the content of Te Aho Matua, and for ensuring that it is not changed to the detriment of Māori.
It also acknowledges Pākehā culture and skills required by Māori children to participate fully and at every level in modern New Zealand society" (G Smith 2003:10).
On Thursday 21 January 2008, Te Aho Matua along with an explanation in English was published in the New Zealand Gazette by Parekura Horomia.
When Te Aho Matua was introduced into Parliament to become legislated, an English explanation was written by Katerina Mataira.
At the hui Pita Sharples became the inaugural Tumuaki (president) of Te Runanga Nui.
An incorporated society, the organisation holds its annual meeting in different locations throughout New Zealand, usually on the last weekend of March.
The purpose of the organisation is to support kura kaupapa Māori whānau (communities) in realising their aspirations for their schools.
At the annual meeting, each region elects a māngai (representative) who becomes a member of the Te Rūnanga Whāiti (executive committee).
Te Rūnanga Whāiti meets several times of the year, usually in Auckland to discuss issues affecting kura kaupapa Māori.
Former tumuaki (presidents or chairpersons) of the Runanga Nui were Pita Sharples,[12] Bert McLean, Cathy Dewes, Arni Wainui, Hohepa Campbell[13] Hone Mutu and Rawiri Wright.
Early childhood centres, kohanga reo and universities, technical institutes or whare wananga in New Zealand are not part of the compulsory schooling sector.
This arrangement did not require Ministry of Education approval and was the mechanism used by the kura kaupapa Māori movement to increase the number of these schools around New Zealand.
In 2001, the Ministry of Education negotiated a formal process for establishing new schools with Te Runanga Nui.
Te Wharekura o Manurewa, Auckland, is the only kura kaupapa Māori that did not establish as a primary school.
Each kura kaupapa Māori established in accordance with the Education Act has a governing body.
Graha Smiths said: "a key principle of kaupapa Māori, is the involvement of whanau (family)."
This type of governance arrangement requires all parents to become actively involved at all levels of school operations.
Schools that operate a whanau governance arrangement do not support the Board of Trustees model.
Policies also are developed to support the whanau and management to run the day-to-day affairs of the school.
Because of small roll numbers, most schools organise classrooms for a range of year levels.
Te Aho Matua requires that the curriculum of a kura kaupapa Māori be holistic.
Student achievement targets are defined to support the planning of learning programmes and assessment practise.
