The Report of the E-Learning Advisory Group March 2002

A Treaty-Based Approach to E-Learning

• The Kawanatanga Principle (Government principle) is based on Article 1 of the Treaty and recognises the right and obligation of the Crown to govern and make laws for the common good.

In the light of this, the Advisory Group believes any legislative framework or regulations developed for e-learning needs to explicitly address how e-learning will benefit Maori. For example, this could be a requirement for Tertiary Education Institutions (TEIs) to include in their Charters and Profiles.

• The Tino Rangatiratanga Principle (Selfdetermination) is based on Article 2 of the Treaty and guarantees to Maori their rangatiratanga over all they possess for as long as they wish to retain it. It recognises the right of iwi to manage their own affairs. It affirms the rights of Maori to development in the widest sense.

This principle could be translated into action through, for example, appropriate Maori advisory structures and processes and specific funds for development of Maori e-learning resources.

• The Partnership Principle refers to the notion of good faith and is based on the Treaty as a whole as signed between Maori and the Crown. The partnership principle is important in developing a greater sense of mutuality between the partners.

The notion of mutuality is critical for the success of e-learning in this country. There are many opportunities for institutions to work together in e-learning for the benefit of students and for the institutions.

• The Protection Principle refers to the sense of active protection for Ma-tauranga Maori, Te Reo Maori and Tikanga Maori, and other taonga or treasures of the ancestors that have been handed down to and augmented by successive generations. Within this principle is also a principle of redress.

An example of putting this principle into practice would be resourcing the development of Learning Objects in Maori language along with acknowledgement and implementation of appropriate processes for managing that Maori intellectual property. Another area is research into Maori uptake and use of e-learning.

• The Participation Principle refers to the rights of citizenship and equality. In education, generally this principle means such things as the right to equitable access and educational opportunity.

The Advisory Groups sees that any strategy must improve participation, and more importantly, increase success for Maori. Specific projects could focus on piloting new opportunities for Maori.

(The principles identified in this section are based on material obtained from the Tertiary Education Advisory Commission and the published work of R Bishop and S Graham (1997), Implementing Treaty of Waitangi Charter Goals in Tertiary Institutions; A Case Study, D Crengle (1993) Taking into Account the Principles of the Treaty of Waitangi. Ideas for the Implementation of Section 8 Resource Management Act 1991, Ministry for the Environment, Wellington; M Durie Te Mana, Te Kawanatanga. The Politics of Self-Determination. Oxford University Press (1998), Auckland; I Kawharu (ed) (1989) Waitangi. Maori and Pakeha Perspectives of the Treaty of Waitangi. Oxford University Press, Auckland.)

Need for vision and strategy

The challenge now is to find ways to achieve an overall, integrated approach without sacrificing institutional autonomy. Participation must be voluntary. The concepts of competition and collaboration must not be seen as mutually-exclusive and a balance will need to be struck to encourage a responsive, innovative approach.

At the same time, it is recognised that given the current limited capabilities and resources of tertiary education providers, the formation of strategic alliances will be essential to fully develop New Zealand’s e-learning capability.