The Equity Challenge in New Zealand's Tertiary Landscape

New Zealand's tertiary education sector, encompassing universities, polytechnics under Te Pūkenga, private training establishments (PTEs), and wānanga, plays a pivotal role in fostering equitable opportunities for all learners. However, persistent disparities remain, particularly for Māori and Pacific students. Nationally, course completion rates for Māori learners hovered around 61.4 percent in recent audits, compared to 65.7 percent for Pacific learners and 67.1 percent for non-Māori non-Pacific groups. These gaps highlight systemic barriers including socioeconomic factors, cultural disconnection, and limited access to culturally responsive support. Despite progress, such as an 8 percent increase in Māori qualification completions in 2024, achieving parity requires targeted strategies rooted in cultural understanding and holistic support.

Tertiary success here refers to not just qualification attainment but retention, progression to employment, and personal transformation that benefits whānau (extended family) and communities. For Māori, the indigenous Polynesian people of Aotearoa New Zealand, and Pacific peoples—diverse groups from Samoa, Tonga, Fiji, Cook Islands, and beyond—education must align with values like whanaungatanga (kinship) and fa'a Samoa (Samoan way). Recent data from Education Counts shows encouraging trends, with Pacific qualification completions rising 15 percent in 2024, yet universities report lower University Entrance (UE) attainment: around 34 percent for Māori and Pacific versus 53 percent nationally.

NZQA's Timely Insights Paper: Spotlight on Proven Practices

On February 5, 2026, the New Zealand Qualifications Authority (NZQA)—the government body overseeing qualifications and quality assurance—released 'Teaching practice that results in successful achievement for Māori and Pacific learners.' This Insights paper analyzes six PTEs achieving outcome parity for priority learners, drawing from External Evaluation and Review (EER) observations, learner stories, and data. Unlike isolated interventions, success stems from integrated systems emphasizing cultural responsiveness, relational teaching, and community ties. NZQA Deputy Chief Executive Emily Fabling noted these findings align with the new integrated quality assurance framework, prioritizing capability-building over mere compliance.

The paper's release coincides with Budget 2025 emphases on Māori education and rising enrollment challenges, positioning it as a blueprint for the sector. For higher education professionals seeking evidence-based approaches, it offers actionable insights applicable to universities and colleges.

🏆 High-Performing PTEs: Models of Parity Achievement

The six PTEs—Community Colleges New Zealand Limited, Ignite Colleges (now Skills Institute), St John’s Theological College, Stratcom Security (Training Systems and Solutions Limited), Oceania Career Academy, and Vertical Horizonz New Zealand Limited—serve diverse cohorts in fields like construction, security, hospitality, theology, and infrastructure. These providers achieve completion parity for Māori and Pacific learners through culturally embedded practices, outperforming national averages in retention and employment outcomes.

For instance, Ignite Colleges in South Auckland supports low-achieving youth with intensive literacy pathways to Level 5 qualifications, while Vertical Horizonz runs iwi-specific foundation programs leading to employment in Māori-owned businesses. St John’s Theological College integrates live-in training sponsored by iwi and Pacific communities, fostering reverends who serve their people. These examples demonstrate flexibility across urban/rural, youth/adult learners.

Core Practice 1: Values-Driven Governance and Management

At the foundation, governance embeds a clear purpose, ethos, and values into daily operations. Non-hierarchical structures make leaders accessible—CEOs act as 'uncles and aunts'—building empathy and belonging. Pre-enrollment conversations address 'baggage' like trauma, while strategic iwi partnerships provide networks. PTEs employ Māori/Pacific staff, support language revitalization, and use kaupapa Māori (Māori worldview) frameworks to affirm whakapapa (genealogy).

• Regular whānau updates enhance accountability.
• Free resources (tools, uniforms) remove barriers.
• Cultural training for staff ensures responsiveness.

This practice fosters self-value and responsibility, proven to boost retention.

Core Practice 2: Collaborative, Connected Learning Environments

Classrooms become whānau spaces with daily whanaungatanga sessions for sharing. Learning integrates Te Whare Tapa Whā (holistic health model: physical, spiritual, family, mental), blending short theory with hands-on activities, peer mentoring (tuakana/teina), and employer placements. No one left behind: self-paced progression, visual aids, kai (food), and life skills workshops address diverse needs.

Learners describe environments as 'loud, boisterous, fun,' with tutors providing extra-mile support. This relational approach suits kinaesthetic Pacific and Māori styles, leading to higher engagement.

Core Practice 3: Holistic Learner Support

Support extends beyond academics, with needs assessments informing personalized plans. Barriers like transport, accommodation, and finances are tackled via meals, laptops, flexible scheduling, and external referrals. Peer networks persist post-training via social media, while advisory groups tailor Māori/Pacific services. Integrated with teaching, this minimizes dropouts and sustains well-being.

Core Practice 4: Achievements That Matter to Communities

Outcomes prioritize vocational quals, soft skills, licenses, and cultural reconnection. Graduates secure better jobs, promotions, and intergenerational uplift—many first-in-family completers. Personal gains include confidence, punctuality, and networks, transforming whānau lives. PTEs track sustained employment, aligning with iwi priorities.

Explore higher ed jobs supporting such pathways.

University Adaptations: Auckland and Massey Lead the Way

Universities adapt these practices. University of Auckland's UE Success Plan and Pacific Academy grew Māori/Pacific leavers from 50 to 630 by 2024, aiming for UE parity by 2030. Ala o le Moana (Pacific Strategy 2025-2030) emphasizes five priorities: research, teaching, leadership. Massey boasts top on-campus rates: 82.9% Pacific, halving parity gaps.

Read the full NZQA paper for deeper dives.

National Trends: Progress Amid Challenges

2024-2025 saw lifts: Māori NCEA Level 3/UE up slightly, tertiary quals +8-15%. Yet gaps persist in UE (66-70% non-attainment for Māori/Pacific). Funding shifts in 2026 target equity.

Photo by Bunly Hort on Unsplash

• Parity gaps halved at leading unis/PTEs.
• On-campus outperforms distance.
• Interventions yield employment boosts.

Future Outlook and Actionable Insights

With 2026 funding emphasizing vocational pathways, scaling NZQA practices could achieve sector-wide parity. Providers should audit governance, invest in staff capability, and forge iwi partnerships. Learners: seek university jobs or programs with whānau support. For careers, higher ed career advice aids transitions.

In Aotearoa, equitable tertiary success promises economic and cultural flourishing. Visit NZ academic opportunities for more.