Robin Staples: Pride a core subject in Pasifika schools

There has been plenty of negative publicity lately about gang violence and social problems in South Auckland. The area's schools are not immune to the culture of blame, but there is a success story that should be told - evidence that educational dignity is returning to South Auckland.

A decade ago many colleges and high schools in South Auckland were struggling. Some were doing better than others, but all acknowledged that there was room for improvement.

They were still reeling from changes to the structure of education and a series of damning Education Review Office (ERO) reports which brought some schools close to closure.

Communities lacked confidence in the schools. Teachers were leaving in droves. Many students were struggling with literacy and lacked confidence and self-identity.

So in 1995 several schools got together to attack low achievement head-on and formed AIMHI, an acronym for Achievement in Multicultural High Schools.

The AIMHI initiative brought together decile one schools in traditional troublespots, including Otara, Mangere, Tamaki and Otahuhu.

Our vision was to see students achieve at or above the national level and to increasingly access tertiary education.

Ten years later, what is the result?

More students are sitting and passing NCEA and NQF standards in AIMHI schools every year, and in some cases at a rate higher than the average of schools across New Zealand. NCEA Level 1 numeracy is at a level close to the national average. More important, students are staying at school longer.

Even though language and socio-economic barriers can make it difficult for students to move forwards, they are increasingly motivated to stay at school long enough to achieve the qualifications they need to get ahead.

Sound systems now exist to prepare and guide them into employment and local tertiary education providers such as the Manukau Institute of Technology.

So what has made the difference?

For many AIMHI schools it has been about developing a wider beyond-school understanding of students, families, communities, and how they function - and matching the curriculum to meet those needs.

That means making sure schools are hospitable places for Pacific Island families, and that we "speak their language" in more ways than one.

Among other factors, some AIMHI schools have received property upgrades though the Ministry of Education. Sir Edmund Hillary Collegiate, for example, was transformed from three rundown properties to a school that would be the envy of any in New Zealand.

AIMHI has encouraged teachers to develop long-term relationships with schools, because we've realised this loyalty is traditionally valued in our students' cultures.

Leadership support has assisted principals to share ideas and find out what works best in each school. We have also found a sustainable balance between cultural and academic activities. And all schools run the Healthy Community Schools initiative.

At each school, doctors, nurses, physiotherapists and guidance and social workers offer students the support they need to be "learning ready". We know that students who have breakfast and are physically well, and are prepared with what they need for school, learn far more effectively.

But most of all we have keen, motivated and achieving students.

There are many negative urban myths about South Auckland.

A new one could be that the community is hardworking, vibrant, focused, and more educated than ever. And the business community provides mentors, scholarships and sponsorship.

A new generation of tertiary educated Pasifika people with vision are returning to raise their families here and give back to the community that helped to push them in the right direction.

One member of my staff has a masters degree in development studies. She is Otara born and bred and of Samoan descent. Such examples are no longer unusual.

We don't deny that schools in this area face problems. But we also need to put this in a wider national and international context.

I've seen first-hand in big cities in Australia and Britain that in terms of providing community liaison, student support, and engaging diverse multicultural groups, we are a decade ahead. This month we celebrate the 10th anniversary of AIMHI, and we readily concede that our work is far from finished.

It won't be until achievement standards not only meet but exceed the national average, and Pasifika students are accessing tertiary education opportunities at the same rates as everyone else.

It won't be finished until every family can look at their local secondary school and confidently expect a bright future for their young people.

But we're getting there, and that's got to be positive.

* Robin Staples is chairman of AIMHI and principal of Sir Edmund Hillary Collegiate Senior School.