Māori entities or issues reports

A list of reports, articles, or published letters about kaupapa Māori or publicly funded entities or organisations operating to benefit Māori.
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Te reo Māori is one of our official languages – we’re doing our bit to safeguard this treasure.

Summary of our Education for Māori reports

October 2016: Every child in New Zealand deserves to thrive physically, academically, socially, and culturally. However, too many Māori children leave school without the education they deserve.

Education for Māori: Using information to improve Māori educational success

June 2016: This report focuses on the use of information across the education sector to support Māori educational success. Although Māori educational achievement is improving overall, results for Māori students from roughly similar communities, being educated in roughly similar settings and circumstances, are very different. Schools must collect, analyse, and use information about Māori students to ensure that they are doing everything they can to give Māori students the best chance at a great education.

Whānau Ora: The first four years

May 2015: In its first four years, Whānau Ora has delivered some positive outcomes. However, our report identifies some problems with how Whānau Ora was implemented, which contributed to confusion about Whānau Ora. We could not get a consistent explanation of the aims of the initiatives in Whānau Ora from the joint agencies or other people that we spoke to. So far, the situation has been unclear and confusing to many of the public entities and whānau...

Education for Māori: Relationships between schools and whānau

February 2015: This is the second report in a five-year programme of work to find out how well the education system supports Māori students to achieve their full potential. In this report, we look at whether schools and whānau are forming effective relationships. We found that there is a risk that some schools do not focus enough on improving their relationships because they think that they have better relationships with whānau than whānau think they do. Our report provides an opportunity for people to think about their schools and their relationships, to understand the differences between schools, and to work to build and use relationships more effectively.

Education for Māori: Implementing Ka Hikitia – Managing for Success

May 2013: This is the second report in our five-year programme of audits examining the performance of the education system for Māori. We found reason for optimism that the Government’s strategy for education for Māori, Ka Hikitia, will increasingly enable Māori students to succeed. Ka Hikitia is a well-researched and well-consulted document that has the backing of Māori. However, there has been only modest improvement overall in Māori students’ academic results since Ka Hikitia was launched...

Government planning and support for housing on Māori land

September 2011: We examined the effectiveness of government support for Māori seeking to build housing on their land. We found that, despite good intentions, the process to build a house on Māori land is fraught. Lessons have not been learned from past attempts, so the initiatives are not effectively targeted and the processes are not streamlined...

Whakamahinga i Te Rautaki Reo Māori

November 2007: We conducted a performance audit to see whether the lead agencies responsible for implementing the Māori Language Strategy were carrying out their roles effectively. This is the Māori-language version...

Implementing the Māori Language Strategy

November 2007: We conducted a performance audit to see whether the lead agencies responsible for implementing the Strategy were carrying out their roles effectively. This is the English-language version...

Inquiry into certain aspects of Te Wānanga o Aotearoa

December 2005: This audit and inquiry followed a request for assurance from the then Associate Minister of Education (Tertiary Education). There were concerns about possible conflicts of interest in transactions worth large sums of money. Other issues emerged as we began our inquiry...