Support structures at Te Wānanga
o Aotearoa flow naturally from Ngā
Uara (the values of our organisation):
aroha (love); te whakapono
(integrity); ngā ture (lore and the
law); and kotahitanga (unity or
togetherness). These values are
supported by the Ako Wānanga
framework, which describes the
philosophy, theory and applied
educational practice of teaching and
learning at Te Wānanga o Aotearoa.
Supporting priority
learners to succeed
Ako Wānanga includes the elements whanaungatanga
(respectful relationships and connections); ako (living,
learning and teaching); aro (reflective practice); and te hiringa
(spirituality, passion and motivation). These elements have led
us to develop a range of initiatives that support our tauira to
succeed in their learning journeys. Initiatives include:
• identifying tauira support needs early and putting in place
support structures that will assure success
• establishing expectations and parameters with tauira at the
start of each programme and supporting tauira to achieve
the expectations within the parameters
• offering flexible and versatile learning options that fit around
the lifestyles of our tauira rather than demanding that they
fit their lives around our needs
• providing proactive and visible learner support strategies
with rapid intervention
• monitoring academic and pastoral support needs on an
ongoing basis throughout each programme.
Successful course completion
Course completion rates provide an interim view of tauira
achievement and are an indication of the effectiveness of
teaching and learning and the effectiveness of tauira pastoral
and academic support. A ‘course’ is a component of study that
makes up a qualification.
In 2013, we continued to build on previous success and
recorded increases or maintained performance compared with
previous years. We were encouraged by the success of our
Pasifika learners studying at level 1 to 3 who increased course
completion rates by 4% compared with 2012 and tauira Māori
studying at level 4 and above exceeded the target by 1%.
The two targets that were not achieved related to tauira
Māori studying at level 1 to 3 and Pasifika tauira studying at
level 4 and above. These targets were not achieved by 1%
and 2% respectively. Although these variances are minimal
we are committed to ensuring that priority learners have the
resources and assistance to achieve educational success on a
par with all learners.
36 TE PŪRONGO 2013
