Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s

Oct 15, 2026

Uploaded by Marglet

Historical analysis of the past sixty years of adult learning in Aotearoa New Zealand evaluates events that shaped contemporary policy and practice. Drawing on adult education research by key educators, the review examines historical, socio-cultural, and political influences. It first connects traditional Māori education, colonisation, bi-culturalism, and multiculturalism to local relevance, then provides a decade-by-decade account. The discussion highlights major influences, emerging trends, and the meanings of future directions through and beyond the 2020s, including the impact of Covid-19 and online learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Aotearoa New Zealand context - A legacy of more than 60 years

Biculturalism and multiculturalism

Australian Journal of Adult Learning Volume 60, Number 3, November 2020 Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s Diana Amundsen University of Waikato This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significantfuture directions going into and beyond the 2020s. Keywords: Adult learning, Adult education, Aotearoa New Zealand, Lifelong learning, neo liberalism, equality, social justice Introduction 2020 has been a momentous year, characterised by the global Covid-19 Sixty years of adult learning in Aotearoa New Zealand 445 pandemic, Black Lives Matter protests, unprecedented consequences of climate change, a worldwide economic crisis, and a US election, to name just a few significant events! Reviewing the past sixty years of adult learning it is timely to consider how we can understand the key influences that will shape the 2020s and beyond. Events of 2020 have brought significant public attention to global and very real social problems such as inequality, technological divides, and inter-cultural conflicts which urgently demand innovative solutions. Radical change will require radical questions to be asked of those in authority, those in policy and in politics to disrupt the status quo and bring about social transformation. From its origins, adult learning flourishes within the lifelong learning platform of professional, personal and social development to facilitate real social transformation. As an integral part of society, life-long, lifewide and life-deep learning must be forefront in all citizens’ minds, whatever their age. In the first part of this article, the field of adult learning in Aotearoa New Zealand’s is reviewed over the past sixty years to critically appraise key historical, socio-cultural, and political events. The second part of this article considers adult learning in the 2020sand examines the impact of the Covid-19 pandemic on adult learning. A discussion is presented of how these effects have exacerbated a legacy of existing inequities. Lastly, the rise of the internet and online learning is evaluated in terms of its meaning for adult learning. Aotearoa New Zealand context-A legacy of more than 60 years Over the past sixty years, colonial influences on education in Aotearoa have been significant. Prior to British settlers arriving from the early 1800s, traditional Māori society had in place long-established oral educative philosophies and systems, using Māori language to communicate Māori knowledge (Bishop, 1998; L. Smith, 1999; Pihama et al., 2004). Traditionally (and contemporarily) many Māori adults learnt on the marae (open space; forum for social life) by listening and participating in oratory (Pollock, 2012) . Education worked both informally through iwi (tribe) and whānau (family group) relationships, and, formally through systems such as whare wānanga (traditional houses of higher learning) and tōhunga (experts) . Numerous researchers have explored, documented and discussed the ways in which precolonial education operated in traditional Māori society (Hiroa, 1950; Hōhepa, 1978; Mead, 2003; Pere, 1994; Zepke, 2009) . 446 Diana Amundsen Colonial settlers aimed to recreate British

FAQs

What does the article aim to do about adult learning in Aotearoa New Zealand?

It provides a historical analysis of the past sixty years and critically appraises events that shaped today’s context for adult learning policies and practices.

Which factors influence adult learning policies and practices according to the review?

Historical, socio-cultural, and political factors are analyzed, supported by research from adult educators, researchers, and scholars.

How does the article connect major 2020 events to adult learning discussions?

It frames 2020 as a momentous period and argues that global social problems—inequality, technological divides, and inter-cultural conflicts—require innovative, radical questions to drive social transformation in adult learning.

Oct 15, 2026

Uploaded by Marglet