SUCCESS
It is important first to establish the meaning of what success is in particular regards to university academia and in this context the relationship it has with Pasifika high school students that are preparing to enter tertiary studies[1].
According to a recent doctorate thesis[2] that was done about the opportunities that Pacific students have at a university are reflective of the fact that success is interpreted in different ways and has different variables and influences. The notion of what success is in terms of a tertiary student should be is geared towards being academically with marks and results. This therefore does not allow much room for cultural creativity or diversity of the ways in which others approach studies that is best for their ability for information intake [3].
This research also brings to light interesting yet very important ways of thinking about education in total in New Zealand; the accessibility to education can be interpreted to be like that of a market force. The more financial assets that one has puts them in a better position to both have influence in their decision and not have others make the decision for them, and also creates more choices. In terms of education it can be put simply like this; education and its facilities come in a variety-from having just one choice of school because of zoning or having more options because parents can afford to send their children to schools outside of their zone. [4]Taking this idea further in that Pasifika families tend to be quite large, the parents are usually first or second generation migrants and thus their own educational status will often be that of blue-collared low skilled work.[5] If there are many children (which there usually are) then the best cost-effective solution tends to be to send them all to the school within the zoning area. This is fine, in that parents do their parental duties to ensure that their children attend school and if situations arise to deal with them when it comes. This whole notion is a current and real situation in which it must be laid down first as a layer of foundation to this policy report in that education as it appears is more of a market force situation with a utilitarian economic drive.[6]
[1] Education, Ministry of. “Tertiary Education Strategy 2002/07.” p.15-66. Wellington, 2002.
[2] Williams, Nuhisifa. “A View from the Back, Times between Spaces:Equality of Educational Oppurtunity and Pacifc Students at a University.” University of Auckland, 2009.
[3] Oppurtunities, Equal. “Equal Oppurtunities Annual Report 2004.” p.7-32,39-88. Auckland, 2004.
[4] Education, Ministry of. “Incorporating Statement of Tertiary Educatin Priorities.” p. 3-40. Wellington, 2008.
[5] http://www.socialreport.msd.govt.nz/paid-work/employment.html
[6] Thrupp, Martin. “Education Policy and Social Class in England and New Zealand: An Instructive Comparison.” Journal of Education Policy 16, no. 4 (2001): p.297-314.