The government has axed a Pasifika early literacy project (PELP) which was developed ten years ago and which has had positive evaluation results. The programme supports children who learn in Pacific early learning services to successfully transition to school.

It involves using books that relate to the different Pacific cultures and world view, so that literacy is meaningful to the child. Whānau Manaaki Kindergartens is writing a submission in support of the programme. Senior Teacher Andy Cairns says those teams that have been involved in the programme have found it really beneficial.

The Ministry of Education’s own external evaluation found that:

• PELP has had a strong impact on educator and teacher pedagogy and practice.
• PELP has had a particularly strong impact on educators’ and teachers’ emphasis on practices that focus on children’s oral language as the foundation for their early language and literacy development.
• PELP has made a powerful contribution to educators’ and teachers’ developing mindsets that are oriented toward Pacific children’s language and literacy learning success in both Pacific languages and English.
• PELP has supported educators and teachers and Pacific families and whānau to develop deeper and more reciprocal learning-focused partnerships.
• PELP has supported Pacific learners to view language and literacy learning as relevant and engaging and to use oral language and their prior knowledge and experiences to make meaning of Pacific and English texts.
• PELP has made space for the languages, cultures, and identities of Pacific children

The Ministry of Education's Pacific Education Action Plan states, “We must ensure that Pacific learners, families, and communities have the support they need to thrive in their education and maintain their cultural identities.”  The Tapasā Framework also highlights the importance of “culturally responsive teaching and learning”  which is at the heart of PELP’s mission.  

Opponents of the funding cuts have described them as systemic racism, undermining children’s rights to have their languages, cultures, and identities validated at centre and school.