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Education Te Reo Uncategorized

E23 24 July 2020 New Education Strategy

The Education and Training Act 2020 For people in the education sector the new Education and Training Act 2020 is a big deal, as it replaces and consolidates older legislation in this sector, such as the Education Act 1989 and the Education Act 1964.[1] However for all subscribers interested in
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Justice NZ Police

E24 31 July 2020 Police Statistics on Homicide Victims in New Zealand 2007 – 2017: Summary of Statistics about Victims of Murder, Manslaughter, and Infanticide

This week the New Zealand Police published a report entitled Police Statistics on Homicide Victims in New Zealand 2007 – 2017: Summary of Statistics about Victims of Murder, Manslaughter, and Infanticide. The report showed from 2007 to the end of 2017, 236 Māori were victims of homicide, which was 32%
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Economic

E24 31 July 2020 Whano – Towards Futures That Work: How Māori Can Lead Aotearoa Forward

  Title: Whano – Towards Futures That Work: How Māori Can Lead Aotearoa Forward Publisher & Date: Tokona te Raki / The Māori Futures’ Collective (led by Ngāi Tahu), Waikato Tainui and BERL: July 2020 Type of Document: Research report Length, style: 31 pages, plain English, graphics, and tables Recommended
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Economic Land

E24 31 July 2020 Te Ture Whenua Māori (Succession, Dispute Resolution, and Related Matters) Amendment Bill, and Associated Select Committee Report

The Select Committee Report and related submissions regarding the Te Ture Whenua Māori (Succession, Dispute Resolution, and Related Matters) Amendment Bill. (Note: the Bill passed its third reading in Parliament last Thursday, and now simply awaits Royal Assent to become an active law.)  Overall we rate this package of work
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Covid-19 Covid-19 Economic Impacts Health

E24 31 July 2020 Te Mana Ākonga, COVID-19 impacts on Māori learners in universities

A survey by Te Mana Ākonga, (the Māori University Students Association), on COVID-19 impacts on Māori learners in universities. This reads as a useful survey, although findings were largely negative, with students being concerned about their learning outcomes, and ‘stressed’ about their living and financial situations.  An important finding was