NZQA registered unit standard
21192 version 3
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Title
Demonstrate knowledge of Māori adult literacy and numeracy
Level
5
Purpose
Credits
6
This unit standard is for people with, or developing, specialist
expertise to improve the literacy and numeracy skills of Māori
adult learners in Aotearoa New Zealand.
People credited with this unit standard are able to describe:
Māori perspectives and concepts as they relate to Māori
literacy and numeracy; adult literacy and numeracy initiatives
for Māori; and Māori adult pedagogies as they relate to adult
literacy and numeracy.
Classification
Adult Education and Training > Adult Literacy and Numeracy
Education
Available grade
Achieved
Explanatory notes
1
For the purposes of this unit standard, adult literacy and numeracy education
includes design, delivery, assessment, and evaluation.
2
References
Whakatipuranga Arapiki Ako – Developing the work of strengthening literacy and
numeracy teaching and learning for adults (2010). National Institute of Māori
Education, Centre for Māori and Indigenous Literacy and Numeracy, Te Ako
Tūāpapa.
Te Kāwai Ora, Report of the Māori Adult Literacy Working Party, August 2001.
Professor Mason Durie’s speech to the Hui Taumata Mātauranga: Māori Education
Summit, February 2001.
3
Resources on Literacy for Māori and Māori Literacy may be accessed at NZQA’s
Adult Literacy and Numeracy Education assessment support material homepage:
www.nzqa.govt.nz/asm.
4
The report Whakatipuranga Arapiki Ako can be used to inform the definition of
Literacy for Māori as follows:
Literacy for Māori refers to ensuring maximum learner engagement in order to
improve literacy and numeracy in a culturally appropriate environment. Where
practicable, tikanga Māori practices are used when working with a Māori learner
audience.
‘Literacy for Māori’:
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
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21192 version 3
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assumes a Māori audience
deliberately incorporates ‘literacy and numeracy teaching strategies and activities’
in everyday teaching practice
chooses the most effective tool or strategy for the job on the day, according to the
audience
is aware of effective literacy and numeracy teaching strategies, frameworks and
resources, and applies effective delivery of teaching and learning.
This definition is distinct from Māori Literacy, which supports Māori people to
participate fully in society within Aotearoa New Zealand. As there are different
definitions of ‘being Māori’ (Tertiary Education Commission, 2010), people have
autonomy to choose their own definition of what ‘being Māori’ means.
Characteristics such as geographical location, economic situation and access to
whānau support all influence individual definitions of ‘being Māori’.
‘Māori literacy’:
 is Āhuatanga Māori which is underpinned by Māori values and knowledge (for
example customary practice, historical kōrero, tikanga and kawa)
 recognises non-paper based literacies (for example reading the environment,
symbols, art forms and people)
 is learner centred, multifaceted and multidimensional
 is holistic.
5
Definitions
Pedagogies refer to the principles and methods that underpin different teaching
strategies for adult literacy and numeracy education.
Programmes refer to a planned and coordinated sequence of study to achieve a
specified aim. A programme is often made up of separate or linked courses.
Whakapapa refers to genealogy, history, or stages of development.
Ako refers to the traditional Māori thinking about the transfer and absorption of skills,
knowledge, wisdom, and experience, much of which has traditionally occurred in the
course of everyday activities. It implies ‘learn’ and ‘instruct’ at the same time.
Whanaungatanga refers to nation, society, community, and relationships. It gives a
feeling of belonging, security, and value.
Kaitiakitanga refers to the practical doing; and rules and tikanga of adult literacy and
numeracy education.
Tuakana-teina refers to the relationship between an older (tuakana) person and a
younger (teina) person, and is specific to teaching and learning in the context of
Māori. Within teaching and learning this can take a variety of forms:
– peer-to-peer: teina teaches teina, tuakana teaches tuakana,
– younger to older: the teina has some skills in an area that the tuakana does not
and is able to teach the tuakana,
– older to younger: the tuakana has the knowledge and content to pass on to the
teina,
– able to less able: the learner may not be as able in an area, and someone more
skilled can teach what is required.
Mana ao tūroa refers to strengthening abilities, manipulating the environment to suit
personal strengths and situations, exploration.
Mana atua refers to spirit/spirituality, well-being, sacred power of the ‘Gods’.
Mana whenua refers to the power of the land, importance, beliefs, and belonging.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21192 version 3
Page 3 of 5
Mana tangata refers to identity; individual cultures; the power an individual gains
through their abilities, efforts, taking advantage of all opportunities, and contributing
to others.
Mana reo refers to the power or authority of language and communication as the life
force of mana Māori.
Tino rangatiratanga refers to determination by Māori of issues that impact on Māori;
the learners’ right to define their powers of decision making, leading to their
independence.
Kōrero refers to speaking.
Titiro refers to looking, and observing.
Whakarongo refers to listening.
Outcomes and evidence requirements
Outcome 1
Describe Māori perspectives and concepts as they relate to Māori literacy and numeracy.
Evidence requirements
1.1
The meaning of literacy and numeracy to Māori is described in terms of different
perspectives within the Māori sector.
Range
1.2
perspectives include – Te Kāwai Ora, Professor Mason Durie’s
speech to the Hui Taumata Mātauranga, and may include but is
not limited to – perspectives of individuals, or groups within
whānau, hapū, iwi;
evidence of three perspectives is required.
Māori concepts are used to create a set of guiding principles for adult literacy
and numeracy programmes.
Range
concepts include – whakapapa, ako, whanaungatanga,
kaitiakitanga, tuakana-teina, mana ao tūroa, mana atua, mana
whenua, mana tangata, mana reo, tino rangatiratanga.
Outcome 2
Describe adult literacy and numeracy initiatives for Māori.
Range
initiatives will include at least one that is delivered by Māori for Māori from a
tikanga Māori perspective.
Evidence requirements
2.1
Description includes an outline of at least three adult literacy and numeracy
initiatives.
Range
initiatives may include but are not limited to – wānanga, maraebased, whānau.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21192 version 3
Page 4 of 5
Outcome 3
Describe Māori pedagogies as they relate to adult literacy and numeracy learners.
Evidence requirements
3.1
Description includes an outline of teaching methodologies that are relevant to
Māori literacy and numeracy learners.
methodologies may include but are not limited to – ako, kōrero,
titiro, whakarongo, tuakana-teina, group learning, individual
learning, modelling, action-focussed learning.
Range
3.2
Description includes factors that create appropriate learning environments for
Māori adult literacy and numeracy learners.
factors may include but are not limited to – natural settings,
access, familiarity, respect.
Range
3.3
Description includes a range of resources that support Māori adult literacy and
numeracy learners.
resources may include but are not limited to – taha wairua, taha
hinengaro, taha tinana, taha whānau.
Range
Planned review date
31 December 2016
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
23 September 2005
N/A
Review
2
21 May 2010
N/A
Rollover and
Revision
3
20 June 2013
N/A
Consent and Moderation Requirements (CMR) reference
0045
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
21192 version 3
Page 5 of 5
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016