Abstract:
This thesis investigated and identified complex issues for The New Zealand Correspondence School in the provision of distance education programmes and support systems to full time Māori pregnant and childcare students. The research focused on the effectiveness of existing student support systems and the provision of distance education programmes. There was an investigation of the factors and reasons that contributed to the decision making by the students to withdraw from their Correspondence School courses. The research study examined The Correspondence School's Treaty of Waitangi and equity policies.
In the review of the literature the research study examined the implications of early childbearing on the education of school age mothers and their children. Research paradigms, policy research, ethnographic research, feminist research and issues arising from contemporary Māori research influenced the design of the study. In the absence of research into full time Māori pregnant and childcare students their voices were heard. The stories of the girls provided a sharp focus to the research study. It was through their voices that the study investigated issues with distance education, their complex relationships, their interpretations of day to day living, motherhood and expectations of distance learning.
The conclusion notes that there are a number of variables linked to the retention of full time Māori pregnant and childcare students in distance education. There is a need for constant assessment and evaluation of the distance education programmes and assistance for full time Māori pregnant and childcare students to meet their changing needs and to improve retention. Further educational policy and curriculum research will determine the role The Correspondence School will play in providing distance education programmes and student support for full time Māori pregnant and childcare students in the future.
