A proposal to dismantle New Zealand Qualifications Authority’s specialist Māori assessment unit has sparked concern from the Public Service Association (PSA), which warns the move could have far-reaching consequences for Māori learners, educators and the future integrity of Māori-medium education.
NZQA is currently consulting staff on a restructure of its Assessment Division that would see Ngā Poutoko Aromatawai Māori (NPAM) disestablished as a standalone unit.
NPAM is responsible for developing, marking and moderating assessment standards across Te Marautanga o Aotearoa, Te Reo Māori, Te Ao Haka, and Field Māori qualifications.
The PSA says the specialist team plays a critical role in ensuring mātauranga Māori and Māori-medium education are appropriately reflected and protected within New Zealand’s national qualifications system.
Under the proposal, NPAM’s three specialist teams would be dissolved, with staff redistributed across seven mainstream assessment teams within NZQA.
The restructure would also remove the unit’s management position and three team leader roles.
PSA Te Kaihautū Māori Jack McDonald says the proposal raises significant questions about how Māori assessment expertise will be maintained once the dedicated unit no longer exists.
He argues that NPAM provides specialist oversight that cannot simply be replicated by dispersing staff across a broader organisational structure.
The union is also questioning the process behind the proposed changes.
According to the PSA, NZQA has stated the restructure is intended to embed mātauranga Māori more broadly across the organisation.
However, McDonald says there is concern that Te Tiriti o Waitangi and mātauranga Māori expertise were not adequately incorporated into the design of the proposal before consultation began.
He argues that organisational changes affecting Māori-medium education should themselves be developed through meaningful engagement with Māori expertise.
The PSA believes maintaining specialist Māori capability within government agencies is an important component of meeting Te Tiriti obligations and ensuring culturally appropriate public services.
The proposal comes as NZQA prepares for one of the most significant education reforms in decades.
From 2028, New Zealand will begin implementing a new senior secondary qualifications system, including changes to how Te Marautanga o Aotearoa is assessed.
The PSA says this transition makes the timing of the restructure particularly significant.
With assessment systems undergoing major redevelopment, the union argues maintaining dedicated Māori assessment expertise is more important than ever to ensure new qualifications reflect the needs of Māori learners and education providers.
McDonald says the proposal reflects a broader trend across the public sector, where kaupapa Māori and Te Tiriti-focused teams have been reduced or restructured in recent years.
He argues that while the reasons given for organisational changes may differ between agencies, the cumulative effect is a reduction in specialist Māori capability across government.
The PSA says this risks weakening the public sector’s ability to deliver services that meet the needs of Māori communities.
One of the union’s key concerns is governance and accountability.
As a standalone unit, NPAM has clear responsibility for the quality and integrity of Māori-medium assessment standards.
Under the proposed model, the PSA questions who would ultimately be accountable if standards declined or inconsistencies emerged across Māori-medium qualifications.
The union argues that specialist knowledge should remain concentrated within an identifiable team rather than being spread across multiple business units.
NZQA’s consultation process remains open, with submissions due by 4 August.
The PSA is preparing a formal response calling for Ngā Poutoko Aromatawai Māori to remain a dedicated specialist unit within the organisation.
The outcome of the consultation will be closely watched by kura kaupapa Māori, Māori-medium educators, iwi education providers and the wider education sector as New Zealand continues preparing for the next generation of national qualifications.
For many in Māori education, the debate extends beyond organisational structure.
It is about ensuring that the assessment of Māori learners continues to be guided by specialist expertise, grounded in mātauranga Māori, and supported by systems that recognise the unique place of Māori-medium education within Aotearoa’s education landscape.
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