About this paper

Appears in:
Pages: 6339-6346
Publication year: 2014
ISBN: 978-84-617-2484-0
ISSN: 2340-1095

Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain

ALTERED STATES FOR BETTER STUDENT ENGAGEMENT: OVERCOMING DISCONNECTED STATE DEPARTMENT MODELS OF FUNDING FOR INDIGENOUS EDUCATION THROUGH AUTHENTIC MODELS OF COLLABORATION

P. Alexander-Crawford

Ngati Wai Education (NEW ZEALAND)
State Departments have long promoted targeted funding as a way of helping raise Indigenous learning and employment outcomes. However what can we do as educationalists and stakeholders if the funding is welcomed but so prescriptive and potentially ineffective to achieve positive outcomes for the learners?

In New Zealand through a collaboration of State departments prescriptive funding was targeted for Maori and Pasifika indigenous learners to enter into trades training.

This paper reflects on a real case study where a model of collaboration was formed between a main stream Tertiary organization and Indigenous tribes in New Zealand (Iwi and Hapu) to provide a more effective and culturally authentic learning experience for students in the Trades training area. The presentation will start with a very quick overview of what the New Zealand Education funding agency (TEC) were seeking to achieve and how this was disconnected from the Indigenous groups of learners being targeted. It will then examine the specific case study where Northland Polytechnic joined with Iwi and Hapu to create an authentic model of collaboration to overcome the prescriptive modelling of funding and through indigenous involvement in Governance and delivery increasing the chances of better learner outcomes.

The model is based on culturally authentic models of strategic planning, engagement, and service delivery. It examines barriers to effective education modelling and methods for overcoming those through collaborative models.
@InProceedings{ALEXANDERCRAWFORD2014ALT,
author = {Alexander-Crawford, P.},
title = {ALTERED STATES FOR BETTER STUDENT ENGAGEMENT: OVERCOMING DISCONNECTED STATE DEPARTMENT MODELS OF FUNDING FOR INDIGENOUS EDUCATION THROUGH AUTHENTIC MODELS OF COLLABORATION},
series = {7th International Conference of Education, Research and Innovation},
booktitle = {ICERI2014 Proceedings},
isbn = {978-84-617-2484-0},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {17-19 November, 2014},
year = {2014},
pages = {6339-6346}}
TY - CONF
AU - P. Alexander-Crawford
TI - ALTERED STATES FOR BETTER STUDENT ENGAGEMENT: OVERCOMING DISCONNECTED STATE DEPARTMENT MODELS OF FUNDING FOR INDIGENOUS EDUCATION THROUGH AUTHENTIC MODELS OF COLLABORATION
SN - 978-84-617-2484-0/2340-1095
PY - 2014
Y1 - 17-19 November, 2014
CI - Seville, Spain
JO - 7th International Conference of Education, Research and Innovation
JA - ICERI2014 Proceedings
SP - 6339
EP - 6346
ER -
P. Alexander-Crawford (2014) ALTERED STATES FOR BETTER STUDENT ENGAGEMENT: OVERCOMING DISCONNECTED STATE DEPARTMENT MODELS OF FUNDING FOR INDIGENOUS EDUCATION THROUGH AUTHENTIC MODELS OF COLLABORATION, ICERI2014 Proceedings, pp. 6339-6346.
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