Te Pūtea Whakatupu Trust offers various philanthropic funds each year to financially support the development and delivery of initiatives that enable rangatahi to pursue excellence within the education, science, leadership, and innovation sectors.
With the scholarship funding, Deane will facilitate a three-day wānanga using kaimoana gathering as the overarching theme. Underlying the programme will be learning modules based on Māori principles, mana, whakapapa, manaakitanga, kaitiakitanga, mātauranga, whanaungatanga and tikanga. The learning modules will be both practical and theory based on the moana and at the marae. This kaupapa will be marae-based within the tribal lands of Te Whānau ā Apanui. Deane uses intergenerational knowledge, the maramataka, and Māori principles as guidance. The programme will ensure food security, sovereignty and significantly improve mana of those involved, with the focus on improving the individual’s mana to be of value to their whānau and then hapū and iwi.
John hopes to build a dedicated teaching and learning waka hourua, with the added capability of being designed and equipped as a scientific research vessel. He hopes the waka can continue to be a conduit for mātauranga maaori, is able to accommodate group-day sails, overnighters, and with redesign - potentially coastal & open water voyages. All of which will be able to include scientific research after the rebuild. John's mahi will also involve regular waananga & hui as a team within Te Whare Waananga o Kupe and under the guidance & tutelage of two tohunga.
Te Aomihia intends to use the Tonganui scholarship to contribute towards her attendance at the UNESCO (United Nations Educational, Scientific and Cultural Organization) GRO-Fisheries Training Programme (FTP) in Iceland from September 2021 to March 2022. Te Aomihia is the first candidate from New Zealand to attend the GRÓ-FTP which aims to strengthen the professional capacity of UNESCO-FTP Fellows to actively contribute to work done in their organisations and to recognise development potential in their home countries.
Tāiki e! Next Gen is a rangatahi entrepreneurship club, which includes a weekly meetup as well as mentorship and a range of entrepreneurial activities. Dedicated to supporting rangatahi entrepreneurship, Tāiki E has two elements 1) a pop-up shop at the front. Rangatahi aged 14-24 are given the shop rent-free for 2-4 weeks to help establish their business. We have had 3 rangatahi businesses undertake this so far including a vintage clothing shop, students from YES as well as a tech support business. 2) Tairāwhiti’s first escape room. The escape room concept came directly from feedback from rangatahi as a way to generate revenue for the space, but also provide a real live business model that provides a learn as we go model. We are still at that development and testing stage but hope to be operational by Global Entrepreneurship Week in November.
Led by rangatahi, Heremaia Pirini (Ngāpuhi-nui-tonu), provides a South-Auckland based mentoring program that holistically supports rangatahi Māori, empowers them to remove personal barriers preventing them from thriving and ignites them with a sense of purpose to serve and lead in their communities. The propgramme has been running for five years and aims to reduce the alarming number of youth suicides within young Māori men.
Led by rangatahi, Kaea Tibble (Ngāti Porou, Ngāti Raukawa ki te Tonga, Ngāti Tūwharetoa, Ngāti Pikiahau-Waewae) this kaupapa aims to decolonise and re-indigenous the map of the Tokorangi valley, Te Tikanga and Te Hiiri, across to Taumata o te Rā, Halcombe and Ngati Manomano, over to Parewahawaha, Bulls and up the banks of the Rangitikei to Poupatate. The project aims to bring back the tūpuna names, pūrākau, and te reo using GIS (Geographic Information System Mapping) technology.
Led by Ngāti Tama ki Te Tauihu Charitable Trust, this wānanga is dedicated to developing rangatahi Māori to gather and prepare kai from the whenua, awa and moana. Their mission is to bring together rangatahi from across all eight iwi of Te Tauihu to foster confidence, resilience, self-determination, cultural identity, and self-development. They do this through connecting rangatahi back to their natural environments, learning the skills needed to navigate these, what our environment offers us and how we can practice kaitiakitanga to ensure these taonga are protected for many generations to come.
Tiana Mihaere, (Kāi Tahu, Kāti Mamoe, Waitaha, Ngāti Kahungunu ki Te Wairoa, Rangitāne, Ngāti Rakaipaaka, Ngāi Tamanuhiri, Ngāti Maniapoto) leads Mana Rakatahi ki Moeraki, a kaupapa all about inspiring the next generation of leaders to be empowered by their whakapapa. The impacts of colonisation and the urbanisation of takata Moeraki have created numerous barriers for whānau to engage. This kaupapa aims to heal the disconnection of whānau to Moeraki and create spaces for future tamariki to engage with their peers.
Led by Tahunakura Charitable Trust, this kaupapa aims to provide tertiary support for Māori who whakapapa to Te Tai Tokerau. Taiao kākahu is a social enterprise product of the trust that was also established to financially support Māori students. All proceeds from their kākahu range go towards scholarships for Māori tertiary students in the form of study wānanga, Te Reo Māori initiatives and access to technology.
Led by rangatahi, Gemella Reynolds-Hatem (Ngāi Tahu, Ngāi Tahu Poutini, Ngāti Mamoe, Waitaha) and Te Whetu Kerekere (Te Aitanga a Mahaki, Te Aitanga a Hauiti), this kaupapa aims to translate into te reo and reconceptualise the existing University of Otago genetics resource for schools, ‘Who killed the Kiwi?.’ The resource pack is hands-on, fun, uses real-world science lab techniques which can be sent to kura kaupapa and whare kura around the country. It will increase the capacity of students, teachers and scientists in a way that upholds the integrity of dual knowledge systems. There is a paucity of STEM resources available to kura kaupapa students. The resource divide between Maori and mainstream education begins in early childhood education and continues through to the tertiary level. This inequity of access to a huge body of knowledge limits students in both their ability to understand the world in different ways and to see that a Maori lens is an advantage.