Tertiary education is primarily a public good, and its resourcing and accessibility should be based on that understanding. Involving tangata whenua is vital to ensure tertiary education is inclusive of Māori from the outset, provides services appropriate for Māori and upholds Te Tiriti o Waitangi. The education provided by tertiary institutions should be of high quality and focussed on the aspirations of the students, respecting and reflecting cultural diversity and the diverse needs of those of different ages, outlooks and abilities. Educators and staff should be valued as professionals and be supported accordingly. Cooperation, not competition, should be fostered between all education providers, and research should be supported to remain autonomous, receiving active support from the Government where it contributes to the public good.
Vision
The tertiary education sector is vibrant, innovative, and responsive.
Values and Principles
Decisions relating to tertiary education must be consistent with these values and principles:
- Honour Te Tiriti o Waitangi: Mātauranga Māori should be championed throughout tertiary education. Involvement of tangata whenua is vital to ensure provision of tertiary education is inclusive of Māori from the outset and provides services appropriate for Māori.
- Ecological Wisdom: Tertiary education should be centred on the evolving needs of our society and the natural world.
- Social Responsibility: Tertiary education should be equitable and respect and reflect the diverse needs of students of different ages, outlooks and abilities.
- Appropriate Decision-Making: Education should be focussed on the aspirations of the students and their current and future needs in a changing world.
- Non-Violence: Cultural, sexual, gender, disability, religious and all other forms of diversity of students and staff should be celebrated, and discrimination actively opposed. Cooperation, not competition, should be fostered between all education providers.
- Public good: Tertiary education, and tertiary education institutions themselves, are primarily a public good, and should be autonomous, well-resourced and receive active support from Government accordingly.
- Professional: Tertiary educators and related staff should be valued and supported as professionals.
Strategic Priorities
The Green Party’s strategic goals include:
“... inclusive education will be available to all.”
Actions in this policy that will help achieve this include:
- Work with tangata whenua to provide high quality and accessible tertiary education services for Māori, including initiatives for alternative or culturally appropriate education approaches that are effective in delivering services to Māori. (2.1)
- Undertake a comprehensive review of the Performance Based Research Fund (PBRF) model and investigate the merits of alternative funding streams. (3.1)
- Move towards a more representative, democratic and transparent governance model for all tertiary institutions, in which staff, students and communities work in partnership on governing bodies, including with Māori representation. (3.2)
- Review the levels of financial support given to students to ensure they are equitable and at a liveable level. (4.1)
- Work towards establishing a 'fee-free' public tertiary education system. (4.11)
- Implement a Code of Practice to be adhered to by all tertiary institutions to ensure disabled students are provided with equitable opportunities to achieve their individual capabilities and participate in all aspects of tertiary education life. (5.2)
Connected Policies
This policy is highly connected to our Education and Research, Science and Technology Policies.
