NZQA registered unit standard
26124 version 1
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Title
Use understanding of the Treaty of Waitangi to propose a Treaty
partnership approach to youth development
Level
5
Credits
15
Purpose
People credited with this unit standard are able to: discuss the
impact of colonisation on tangata whenua and describe
responses used to support decolonisation; discuss the
importance of the Treaty of Waitangi/Te Tiriti o Waitangi to the
development of Aotearoa New Zealand and the concepts of
tino rangatiratanga and Treaty partnership; describe own
relationship with the Treaty of Waitangi/Te Tiriti o Waitangi and
Aotearoa New Zealand and discuss how these have
contributed to own worldview; and propose approaches to
Treaty partnership for application to own youth development
practice and a youth development organisation.
Classification
Social Services > Youth Development
Available grade
Achieved
Explanatory notes
1
This unit standard is underpinned by the principle in the Youth Development Strategy
Aotearoa1 (YDSA) that youth development is “shaped by the big picture”. It prepares
people to use their knowledge and understanding of youth development practice to
work with young people, and to practice accountably within established
organisational policies, procedures and protocols.
2
When contributing to achievement of a degree or any degree-related qualification,
assessment of this unit standard must be integrated within an approved programme
of study. Those providers wishing to offer a degree programme containing this
standard are referred to AMAP 0222 for further information on requirements.
3
Glossary:
Colonial structures are the social, economic and political structures established by
the colonising people.
Colonisation is the establishment of governance or authority in a country through the
creation of settlements by another country or jurisdiction.
Crown refers to the government of New Zealand.
Decolonisation refers to the means of undoing the processes of colonisation and can
include using government policies, the treaty settlements process and kaupapa Māori
structures, for example, Te Kohanga Reo, Kura Kaupapa, Wharekura, and Wānanga.
1Page
7, Youth Development Strategy Aotearoa, accessed from http://www.myd.govt.nz/aboutmyd/publications/youth-development-strategy-aotearoa.html
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NZQA registered unit standard
26124 version 1
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Discrimination is the unfair or less favourable treatment of one person when
compared with another person in the same or similar circumstances. Discrimination
may be unlawful if it based on any of the following: sex (including pregnancy);
disability (including reliance on a guide dog, wheelchair or other aids); marital status;
age; religious belief; political opinion; colour; race; family status; employment status;
sexual orientation; and ethnic or national origins.
Mana whenua is the tribe that has traditional authority over an area of land [whenua].
Nationhood is the achievement of national independence and autonomy by a large
group of people organised under a single, usually independent, government.
Ostracism is the process whereby people are excluded from interactions with others
or from an event or service.
Tangata whenua refers to the whānau, hapū and iwi who are recognised as the
traditional occupiers of the land within a specific district/rohe.
Tino rangatiratanga can be translated as ‘absolute/unqualified chieftainship’. Its
closest English translation is self-determination, although many also refer to it as
‘absolute sovereignty’ or ‘Māori independence’.
Treaty partnership means working within the articles and intentions of the Treaty of
Waitangi/Te Tiriti o Waitangi.
Worldview is a collection of values and beliefs about life and the universe held by an
individual and/or collective and describes the overall perspective from which one
sees and interprets and interacts with the world.
Youth/young people are people between the ages of 12 and 24.
Youth development means growing and developing social, cultural and employmentrelated skills, knowledge, attributes and attitudes that young people need to take part
in society, now and in the future.
4
Assessment notes:
Assessment of this unit standard must include an oral presentation to the tangata
whenua or mana whenua of the rohe in which the assessment is undertaken.
Assessment of te reo Māori and concepts of Treaty partnership must be judged as
acceptable by tangata whenua or mana whenua. Where local rohe are also
occupied by a number of other iwi or hapū, the tangata whenua or mana whenua
view will take precedence. Other iwi or hapū views should be encouraged in order to
enrich and enhance understanding of key Māori concepts and practices.
While achieving the outcomes of this unit standard, youth development workers must
demonstrate knowledge of the key values that underpin Māori society, and reflect this
knowledge in behaviour that is appropriate to the context in which they work.
Outcomes and evidence requirements
Outcome 1
Discuss the impact of colonisation on tangata whenua and describe responses used to
support decolonisation.
Evidence requirements
1.1
Concepts of colonisation and decolonisation are discussed in relation to
Aotearoa New Zealand.
Range
concepts include – nationhood, power, control, oppression,
marginalisation, segregation, discrimination, reclamation, te reo
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NZQA registered unit standard
26124 version 1
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and tikanga Māori renaissance, governance and leadership, selfdetermination.
Discussion of colonisation and decolonisation includes but is not
limited to – examples of how they have been exhibited in Aotearoa
New Zealand; tools and processes used; positive and negative
impacts on tangata whenua and other peoples; resulting
grievances and inequalities; power and control; restorative
processes.
1.2
Colonial structures used for colonisation and their impact on tangata whenua
are discussed.
Range
1.2
a minimum of one of each of a social, political and economic
structure and one impact for each of these.
Discussion includes but is not limited to – examples of colonial
structures used in Aotearoa New Zealand and how they were
implemented; their impacts on tangata whenua and other peoples;
short, medium and long term issues arising from their use;
restorative processes.
Government and tangata whenua responses to support decolonisation are
described.
Range
a minimum of one government and one tangata whenua response.
Description includes but is not limited to – example of the
response, its application and impact, issues arising.
Outcome 2
Discuss the importance of the Treaty of Waitangi/Te Tiriti o Waitangi to the development of
Aotearoa New Zealand and the concepts of tino rangatiratanga and Treaty partnership.
Evidence requirements
2.1
Importance of the Treaty of Waitangi/Te Tiriti o Waitangi to historic, current and
future development of Aotearoa New Zealand is discussed.
Range
2.2
discussion includes – a comparison of Māori and Crown intentions
in signing the Treaty, analysis of how the Treaty has shaped
Aotearoa New Zealand’s social development to date, place of the
Treaty in society today, one social change that has or could come
about through future Treaty partnership approaches.
Concept of tino rangatiratanga is discussed as it applies to the Treaty, tangata
whenua and the Crown.
Range
discussion includes – Crown and tangata whenua interpretations,
application to Treaty settlement and governance processes,
application to social and economic development processes, future
developments.
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2.3
26124 version 1
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Concept of Treaty partnership as it applies to the governance, management and
operation of a youth development organisation is discussed.
Range
discussion includes but is not limited to – partnership approaches,
biculturalism, multiculturalism, working with diversity, constitutional
form, management accountabilities, creating equal opportunities,
overcoming discrimination.
Outcome 3
Describe own relationship with the Treaty of Waitangi/Te Tiriti o Waitangi and Aotearoa
New Zealand and discuss how these have contributed to own worldview.
Evidence requirements
3.1
Own relationship to the Treaty of Waitangi/Te Tiriti o Waitangi is described.
Range
3.2
Own relationship to Aotearoa New Zealand is described.
Range
3.3
description may include but is not limited to – personal
background; rationale for present relationship; changes between
past and present relationship; reactions from, and implications for,
others of present relationship.
description includes but is not limited to – personal background
and identity; whakapapa; current place in Aotearoa New Zealand;
citizenship; educational, cultural and social background.
Contribution of own relationship to the Treaty of Waitangi/Te Tiriti o Waitangi
and Aotearoa New Zealand in forming own worldview is discussed.
Range
discussion includes – own response to the Treaty of Waitangi/Te
Tiriti o Waitangi and Aotearoa New Zealand; ways in which these
influence own relationship to Māori and people of other cultures;
own attitude to and use of tikanga Māori and te reo Māori; own
understanding and appreciation of to the Treaty of Waitangi/Te
Tiriti o Waitangi as the basis of Aotearoa New Zealand’s
constitution.
Outcome 4
Propose approaches to Treaty partnership for application to own youth development
practice and a youth development organisation.
Evidence requirements
4.1
Approach to Treaty partnership that can be applied to own youth development
practice is proposed.
Range
approach includes but is not limited to – ways in which young
people and tangata whenua are actively engaged; use of iwi-led
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26124 version 1
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approaches; use of kaupapa Māori in practice; appropriate use of
te reo Māori; preventing discrimination, oppression and ostracism;
supporting Māori to be Māori.
4.2
Approach to Treaty partnership that can be applied to a youth development
organisation is proposed.
approach includes but is not limited to – ways in which young
people and tangata whenua are actively engaged; use of iwi-led
approaches; use of kaupapa Māori in practice; appropriate use of
te reo Māori; preventing discrimination, oppression and ostracism;
supporting Māori to be Māori.
Range
Planned review date
31 December 2013
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
14 April 2011
N/A
Consent and Moderation Requirements (CMR) reference
0222
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.
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 (CMRs). 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 the Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
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