In the evolving landscape of New Zealand's tertiary education sector, achieving equity for Māori and Pacific learners remains a critical priority. The New Zealand Qualifications Authority (NZQA), the body responsible for quality assurance in education and training, has just released a pivotal Insights paper titled "Teaching practice that results in successful achievement for Māori and Pacific learners." This document spotlights effective strategies from six private training establishments (PTEs) that are closing equity gaps through innovative, culturally responsive approaches.

Māori, as tangata whenua (people of the land), and Pacific peoples (often referred to as Pasifika), represent significant portions of New Zealand's population—Māori about 17% and Pacific around 8% according to recent census data. Yet, persistent disparities in qualification completion rates highlight the need for targeted interventions. This paper arrives at an opportune time, aligning with the Tertiary Education Strategy 2025-2030, which emphasizes boosting achievement for these groups amid demographic shifts where Māori and Pacific peoples are projected to comprise nearly a third of the population by 2043.

🌺 Unpacking the Equity Challenge in NZ Tertiary Education

New Zealand's tertiary sector encompasses universities, polytechnics (now Te Pūkenga institutes), wānanga (Māori tertiary institutions), and PTEs. While participation rates for Māori and Pacific learners have risen—Māori and Pacific domestic participation consistently higher than averages in recent years—completion remains uneven. For instance, in recent data, Māori learner course completion hovered around 61.4%, Pacific at 65.7%, compared to 67.1% for non-Māori non-Pacific learners, though positive trends show Māori rates improving faster, narrowing the parity gap.

These gaps stem from multifaceted barriers: socioeconomic factors, transition challenges from secondary school (where 2025 NCEA data revealed literacy/numeracy hurdles for thousands), cultural disconnects in mainstream settings, and lack of holistic support. The NZQA paper addresses this by focusing on PTEs, smaller agile providers often serving niche vocational needs in communities with high Māori and Pacific populations.

• Historical underrepresentation in higher-level qualifications.
• Family and whānau obligations impacting attendance.
• Need for culturally affirming learning spaces.

For educators and institutions aiming to foster inclusive environments, understanding these dynamics is step one toward meaningful change.

Spotlight on Six Standout PTEs Driving Success

The Insights paper profiles six PTEs selected via NZQA's External Evaluation and Review (EER) process for their parity in achievement outcomes, culturally embedded support, and community ties. These providers span industries like hospitality, security, construction, theology, and health, demonstrating versatile applicability.

Take Community Colleges New Zealand Limited (ComCol): Based in Canterbury and Otago, it offers foundation training in sports and hospitality to disengaged youth, transitioning many to employment or higher study. Learners praise the "whānau-like" vibe where everyone supports each other.

Ignite Colleges (now Skills Institute) in South Auckland targets low-achieving Māori and Pacific adults with literacy boosts and Level 3-5 quals in security and health, paving employment pathways.

St John’s Theological College trains future reverends, blending cultural sponsorship from iwi and Pacific communities with Level 5 Christian Studies.

Stratcom Security delivers mobile security training nationwide, ideal for second-chance learners.

Oceania Career Academy (OCA) focuses on Auckland's Pacific and Māori youth with construction and health courses plus life mentoring.

Vertical Horizonz New Zealand Limited (VHNZ) provides infrastructure training, including a dedicated Māori/Pacific department for iwi-based programs.

These stories illustrate how tailored, community-rooted programs yield not just qualifications but lasting impacts.Read the full profiles in the NZQA paper.

Core Practice 1: Values-Driven Governance and Management

At the heart of success is leadership infused with clear ethos, prioritizing learner realities over bureaucracy. These PTEs adopt non-hierarchical structures where all staff share pastoral duties, engaging whānau from pre-enrollment. Cultural competence is non-negotiable—Māori/Pacific staff, kaupapa Māori frameworks, and whakapapa (genealogy) connections build trust.

For example, ComCol's humanitarian ethic addresses basic needs like transport, embodying values of self-value and responsibility. This top-down commitment trickles into operations, fostering environments where learners feel seen. Implications for universities? Embed similar values in strategic plans to enhance retention.

Core Practice 2: Collaborative, Connected Learning Environments

Learning thrives in "whānau rooms" emphasizing whanaungatanga—relational bonds. Small classes, peer mentoring (tuakana/teina), practical over theory, and flexible pacing mirror community dynamics. Kai (food) shared in class, sports, and group hui (meetings) create "loud, boisterous, fun" spaces where mistakes are learning opportunities.

Ignite Colleges uses Te Whare Tapa Whā—a holistic Māori health model covering taha tinana (physical), taha hinengaro (mental), taha whānau (family), taha wairua (spiritual)—to integrate life skills. Such environments boost engagement, vital as Pacific learners often juggle work/family.Explore career advice for diverse educators.

Photo by Jason Dent on Unsplash

Core Practice 3: Holistic Learner Support

Beyond academics, support tackles barriers head-on: meals, tools, childcare referrals, transport, even post-grad check-ins. Needs assessments at entry, ongoing tracking, and community networks ensure no learner falls through cracks. VHNZ's mobile training reaches remote iwi, while OCA's navigators teach financial literacy alongside quals.

This integrated pastoral care transforms lives—one whānau noted, "they enroll the family, giving us a gift of change." For polytechnics serving similar demographics, scaling such models could accelerate equity.

• Barrier-minimizing logistics (e.g., evening classes).
• Peer and staff mentorship continuity.
• Partnerships with iwi/Pacific orgs.

Core Practice 4: Achievement and Outcomes That Matter

Success metrics extend to employability: NCEA credits, micro-creds, licenses (forklift, first aid), plus soft skills like confidence. Graduates secure jobs, promotions, better housing—often first in family to qualify, sparking intergenerational shifts. Stratcom's security quals lead directly to roles, aligning with community needs.

The paper stresses vocational relevance over rote credentials, echoing Tertiary Education Commission (TEC) emphases. Track your institution's outcomes via higher ed jobs platforms to benchmark.

Broader Implications for Universities and Colleges

While PTEs lead here, universities like the University of Auckland or Otago could adapt: infuse governance with cultural values, create whānau hubs, offer flexible delivery. Recent data shows bachelor's completion at 80% Māori, 71% Pacific (2022 cohorts), up but room for growth.

TEC's learner success funding rewards parity efforts. Institutions partnering with PTEs for pathways amplify impact. For aspiring lecturers, these insights inform teaching careers.

Statistics Highlighting Progress and Persistent Gaps

Domestic Pacific qualification completions rose 15% in 2024, Māori 8%, signaling momentum. Yet, early tertiary departure rates remain higher for these groups per TES 2025-2030.TES document

Source: TEC audits. Trends: Parity gap narrowing as targeted strategies proliferate.

Future Outlook: Aligning with National Strategies

The TES 2025-2030 prioritizes equity via unified funding emphasizing completion. NZQA's role in EER will spotlight more exemplars. With AI literacy and micro-creds rising, culturally attuned delivery is key. Expect iwi-led initiatives and Pacific hubs in unis.

For job seekers, NZ higher ed jobs increasingly value cultural competence. Institutions ignoring this risk talent drain.

Photo by Arno Senoner on Unsplash

Actionable Insights for Tertiary Educators

• Conduct whānau-inclusive needs assessments at onboarding.
• Adopt Te Whare Tapa Whā for curriculum design.
• Build staff cultural capability via PD.
• Partner with communities for post-qual support.
• Measure beyond quals: employment, whānau impact.

Start small—pilot a whānau room or mentor program. Resources abound; rate professors via Rate My Professor for peer insights.

In summary, NZQA's Insights paper offers a roadmap for tertiary equity, proving culturally grounded practices transform outcomes. As New Zealand's higher education evolves, embracing these will empower Māori and Pacific learners—and the nation. Explore opportunities at higher-ed-jobs, university-jobs, and higher-ed-career-advice. Share your thoughts below.