investment plan – māhere whakangāo - waiariki institute … · · 2015-04-01part one:...

Introduction Page | 1 – August 2014

Waiāriki Institute of Technology – Whare Takiūra.

Investment Plan – Māhere Whakangāo 2015-2017

Addendum Page | 2 – February 2015

Table of Contents – Ngā Hua Plan Addendum (February 2015) .................................................................................. 5

1. Introduction - Whakatūwheratanga ......................................................................... 6

2. Executive Summary – Whakarāpopoto Matua ......................................................... 8

2.1 The 2015-2017 Investment Plan - Mahere Whakangāo ......................................................... 8

2.1.1 Student Numbers - Domestic ................................................................................................. 9

2.1.2 Student Numbers - International ......................................................................................... 10

2.1.3 Priorities ............................................................................................................................... 11

2.1.4 Performance ......................................................................................................................... 11

2.2 The Waiāriki Region - Te Rohe o Te Waiāriki ........................................................................ 12

3. Part One: Strategic Intent – Wāhanga Tuatahi: Matū Rautaki ............................... 13

3.1 National context – Matū ā Motu ........................................................................................... 13

3.2 Waiāriki Institute of Technology - Mission and Distinctive Role - Ngako ............................. 14

3.2.1 Vision - Matakite .................................................................................................................. 14

3.2.2 Mission – Whakatakanga ..................................................................................................... 14

3.2.3 Distinctive Role - Whakatūnga ............................................................................................. 14

3.3 Regional Context - Matū ā Rohe ........................................................................................... 17

3.3.1 Bay of Plenty Tertiary Action Plan – Mahi ā Ringa ............................................................... 18

3.3.2 Responding to Regional Needs – Whakarongo ā Rohe ........................................................ 19

3.4 Waiāriki Strategic Plan – Mahere Rautaki ............................................................................. 19

3. 5 Achievement of 2014 Priorities – Ngā Angitū ...................................................................... 20

3.6 Building on the 2013 and 2014 Investment Plans – Mahi Hāere Whakamua ...................... 23

3.7 Institutional changes, new activities and developments – Ngā Rerekētanga ...................... 25

3.7.1 Organisational Structure - Anga ........................................................................................... 25

3.7.2 Regional and Networked Provision – Ratonga ā Rohe ......................................................... 28

4. Part Two: Strategic Direction – Wāhanga Tuarua: Ara Rautaki .............................. 29

4.1 Strategic Priorities and Link to TES priorities – Matua Rautaki ............................................. 29

4.2 Priority A: Make Waiāriki a preferred institution of choice by learners, employers and the

community, meeting the needs of the region by closely aligning its programmes to regional

economic and resource needs (Link to TES Priority 1 Delivering skills for Industry) .................. 30

4.2.1 Regional Priority Areas – Ngā Wāhi Matua ā Rohe .............................................................. 30

4.2.2 Programme/Qualification Development – Whānaketanga Marautanga ............................. 31

4.3 Priority B: Enhance graduate employability and outcomes (Link to TES Priority 1 Delivering

Skills for Industry and to Priority 2 Getting at Risk Young People into a Career) ....................... 32

4.3.1 Developing student employability – Whānake Mahi ā Akonga............................................ 32

4.4 Priority C: Raise Māori and Pasifika success and outcomes to achieve equity with non-

Māori and non-Pasifika and achieving qualifications at higher levels (Link to TES Priority 3

Boosting Achievement of Māori and Pasifika) ............................................................................ 33

4.4.1 Māori Engagement – Whakataurite Māori .......................................................................... 33


4.4.2 Participation of Māori and Pasifika learners in higher level learning – Ako ā Runga Ake .... 34

4.4.3 Specific Initiatives to Improve Success of Māori and Pasifika – Whakāāro Mātanga .......... 34

4.4.4 Bicultural Framework – Anga Tikanga ā Rua ........................................................................ 34

4.4.5 Regional Provision – Whakarato ā Rohe .............................................................................. 35

4.5 Priority D: Increase the number of youth engaging in tertiary education and strengthening

secondary tertiary transition (Link to TES Priority 2 Getting at Risk Young People into a career

and Priority 4 Improving Adult Literacy and Numeracy) ............................................................. 35

4.5.1 Outreach and Youth Provision – Whakarato Taiohi ............................................................. 36

4.5.2 Secondary-Tertiary Transition - Whakawhiti Kura Kuratini Takiūra ..................................... 36

4.5.3 Level 1 and 2 and Youth Guarantee Provision – Whakarato Taiohi Tīmatanga ................... 37

4.5.4 Embedded literacy and numeracy - Mau ā Tuhi, ā Whika .................................................... 38

4.5.5 Workplace Literacy and Numeracy - Wāhi Mau ā Tuhi ā Whika .......................................... 39

4.6 Priority E: Develop applied research to underpin programmes offered and to meet the

needs of industry (link to TES Priority 5 Strengthen Research and Priority 1 Delivering Skills for

Industry) ...................................................................................................................................... 39

4.6.1 Research and Enterprise Strategy – Rautaki Rangahau ....................................................... 39

4.7 Priority F: Develop partnerships and collaborations that will support the development of a

sustainable, efficient and high quality professional vocational education institution. (Underpins

all TES Priority Areas and responds to directives on collaboration) ........................................... 40

4.8 Priority G: Growing international education. (Link to TES Priority 6 Grow International

Linkages) ...................................................................................................................................... 42

4.9 Investment Plan Outcomes Framework – Anga Māhere Whakangāo .................................. 43

4.10 Statement of Service Performance Aligned to Tertiary Education Priorities – Māia Ratonga

..................................................................................................................................................... 45

4.11 Outcomes and Educational Commitments - Whakaheretanga Mātauranga ...................... 53

4.11.1 Volume of EFTS and Nature of Provision – Ratonga Rārangi Akonga ................................ 53

4.11.2 Mix of Provision – Whakarato i Ngā Taumata .................................................................... 53

(a) By level ................................................................................................................... 53

(b) By Subject Area - Kaupapa ..................................................................................... 54

4.11.3 Priority Trades and Māori and Pasifika Trade Training - Mahi Tuatahi i Waitaha,

Whakangūngū Mahi Iwi Māori, Iwi Mōana nui ā Kiwa .................................................................. 54

4.11.4 STEM Provision - Ratonga Pūtaiāo ..................................................................................... 55

4.12 Educational Performance – Māia Mātauranga ................................................................... 56

4.12.1 Performance commitments – Whakahere Māia ................................................................ 57

4.12.2 Progression – Ahu Whakamua ........................................................................................... 58

4.12.3 Retention - Pūpuritanga ..................................................................................................... 59

5. Part Three: Supplementary Information – Wāhanga Tuatoru: Pūrongo Tāpiritanga

.................................................................................................................................... 60

5.1 Governance and Management – Tikanga Whakahāere, Tikanga ā Mahi ............................. 60

5.1.1 Council and Te Mana Matauranga – Kaunihera, Te Mana Mātauranga .............................. 60

5.1.2 Senior Management Team – Te Rōpū Whakahāere Matua ................................................. 60


5.1.3 Self-Assessment – Aro Matawai ........................................................................................... 60

5.1.4 Risk Management – Whakahāere Wetiweti ......................................................................... 61

5.2 Capital Asset Management – Whakahāere Rawa ................................................................. 61

5.2.1 Property Development – Whānake Rawa ............................................................................ 61

5.2.2 Capital Asset Plan – Mahere Rawa ....................................................................................... 62

5.2.3 Business Process Improvement – Mahi Whakapai Ake ........................................................ 62

5.3. Regional demand statistics – Pāngarau ā Rohe ................................................................... 63

5.3.1 The Waiāriki Region – Te Rohe o Te Waiāriki ....................................................................... 63

5.3.2 Population Demographics – Nuinga Tāngata ....................................................................... 64

5.3.3 Population Forecasts – Poropiti Nuinga Tāngata ................................................................. 65

5.3.4 Ethnicity – Mōmō Tāngata ................................................................................................... 65

5.3.5 Future Tertiary Population – Nuinga Tāngata Kuratini Takiūra ............................................ 65

5.3.6 Industry and Economy – Whakahāerenga Moni, Mahinga .................................................. 66

5.3.7 Regional Economic Initiatives and Consultative Groups – Rōpū Rūnanga ā Rohe ............... 67

5.3.8 Regional Social Economic Factors – Tū Tāngata ā Rohe ....................................................... 68

5.3.9 Qualification Level in the Regional Population – Pae Tohu ā Rohe ...................................... 70

Table of tables – Ngā Tēpū

Table 1 Amendment: 2014 Provision and Investment Summary (Amended February 2015) ...... 5

Table 1: 2014 Provision and Investment Summary ...................................................................... 9

Table 2: Details of Additional Funding Requests Level 3 - 9 ....................................................... 10

Table 3: International Student Number Projections 2014-2017 ................................................. 11

Table 4: Achievement of 2014 Priorities ..................................................................................... 21

Table 5: Significant Changes Made During 2013 and 2014 ......................................................... 23

Table 6: Key Academic Developments Made During 2013 and 2014 ......................................... 26

Table 7: Investment Plan Priorities 2015-2017 and Links to TES Priorities ................................. 29

Table 8: Trades Academy Provision 2011 – 2015 (Student Places) ............................................ 37

Table 9: Forecast Statement of Service Performance ................................................................. 46

Table 10: Mix of Provision, SAC EFTS (including priority trades) by NZQF level of qualification 53

Table 11: STEM Related Provision Projections 2013 – 2017 ....................................................... 56

Table 12: Summary of EPI Outcomes: 2008 – 2014 .................................................................... 57

Table 13: Estimated resident population by District as at 30 June 2013 .................................... 64

Table 14: Roll and Decile for Schools teaching to Year 13 in the Waiāriki region, as at 1 July

2014 ............................................................................................................................................. 69

Table 15: School leavers for the six districts of the Waiāriki region, 2012 ................................. 70

Appendices - Tāpiritanga Appendix One: Summary of Activity

Appendix Two: Waiāriki Organisation Structure

Appendix Three: Waiāriki Committee Structure

Appendix Four: The Student Lifecycle

Appendix Five: Summary Diagram of Aspirational Teaching and Learning Standards Aspirational

Standards

Appendix Six: High Level KPI from Waiāriki Strategic Plan 2013-2017


Plan Addendum (February 2015)

Following TEC confirmation of 2015 funding (December 2014) and a later reallocation

(February 2015), 2015 values in Table 1 from this Plan have been amended as below.

Table 1 Amendment: 2014 Provision and Investment Summary (Amended February 2015)

2015 Plan

EFTS 2015

Investment

2016 Plan EFTS

(Proposed)

2016 Investment (Proposed)

2017 Investment (Indicative)

SAC Level 1-2 134 $1,091,400 155 $1,269,680 $1,269,680

SAC Level 3-9 (including MPTT)

2557 $22,360,262 2795 $24,345,438 $24,345,438

Sub-total 2691 $23,451,662 2791 $25,615,118 $25,615,118

Youth Guarantee 108 $1,227,240 100 $1,150,000 $1,150,000

ACE 69 $307,278 69 $307,278 $307,278

Workplace literacy $321,900 $463,536 $463,536

Special supplementary grant

$80,468 $80,468 $80,468

Equity loading $223,335 $223,335 $223,335

On plan total 2868 $25,611,883 2968 $27,916,975 $27,916,975


1. Introduction - Whakatūwheratanga

Waiāriki Institute of Technology was established in 1978 to provide vocational and professional

education primarily within the Bay of Plenty and South Waikato region. Waiāriki’s aim is to

deliver the skill sets and intellectual capital needed in the region, and nationally, through high

quality staff providing vocational education, training and applied research. This provision will

be accessible to learners throughout the region, nationally and internationally, from certificate

to postgraduate level, with specialisations and qualifications relevant to the region.

I whakapūmautia e Te Whare Takiūra o Waiāriki i te tau 1978 kia whakarite he mātauranga

mātanga he mātauranga ā mahi anō hoki, ki roto i te rohe Mai i Ngā Kuri a Whārei ki Tihirau,

mai i Maketū ki Tōngariro, me Te Kāokāoroa o Pātetere ki Waikato ki te Tonga. Ko te

tūmanako o Waiāriki kia kawe ngā mōmō pūkenga me te hua punenga e hiahia ana i te rohe

nei me te motu, mā ngā kaimahi kounga teitei e whakarite ana i te mātauranga ā mahi, mahi

whakangūngū, me te rangahau ā ringa. Ka whakawātea tēnei tū mōmō mātauranga ki ngā

akonga huri noa i te rohe, i te motu, i te taiāo, mai i ngā taumata pōkaitahi ki ngā taumata

tohu paerua taurā, ki nga whakamātanga me ngā tohu e hāngai ana ki te rohe.

This Investment Plan for the period 2015-2017 builds on the work undertaken as part of the

2014 Investment Plan and presents priorities and requests for funding for the 2015-2016

academic years and also outlines indicative priorities for 2017. This three year investment plan

is the result of close dialogue with the TEC and with regional stakeholders and requests an

enhanced level of funding to meet the regional priorities and learner needs within the Waiāriki

region. The objectives and priorities outlined in this plan are aligned with the Government’s

Tertiary Education Strategy 2014-2019 (TES) priorities, together with the ‘Better Public

Services’ targets and with the targets, outcomes and objectives of Waiāriki’s Strategic Plan for

the period 2013-2017.

Ka waihangatia tēnei Mahere Whakangāo 2015-2017 i runga i te mahi i whakatauria e pā ana

ki te Mahere Whakangāo 2014 e whakāārahia ai i ngā mea tuatahi, me ngā tono mō ngā

pūtea mō ngā tau pūmātauranga 2015-2016; e whakamāramahia ai anō hoki i ngā mea

tuatahi waitohu mō 2017 anō. Kua whakaārangatia tēnei mahere whakangāo e toru ngā tau, i

te kōrerorerotanga tata, kua whakaritea ai ki te Amorangi Mātauranga Matua me ngā rōpū

kaingākau ā takiwā, kia tono ai he taumata whakarēia o ngā pūtea, kia tūtaki ai ngā mea

tuatahi ā rohe, me ngā hiahia akonga ki roto i Te Rohe o Te Waiāriki. Ko ngā whāinga me ngā

mea tuatahi i hua ai i roto i tēnei mahere, kua whakahāngatia ki ngā mea tuatahi o te Rautaki

Mātauranga Kuratini Takiūra o te Kāwanatanga 2014 – 2019 (TES), ngātahi ki ngā pironga

“Ratonga āi iwi Whānui Pai Ake”, me ngā pironga me ngā whāinga o te Mahere Whakangāo ā

Waiāriki mo ngā tau 2013 - 2017.

Waiāriki is focused on, and committed to, becoming a first choice institution for learners and

business in the Waiāriki region and for providing learners with high quality vocational and

professional education, to support their own and New Zealand’s future.

Ka whakahāngaia e Waiāriki kia whakaherea anō hoki hei whare takiūra kōwhiri tuatahi mā

ngā akonga me ngā pākihi i Te Rohe o Te Waiāriki, kia whakaratongia ngā akonga nā rātau te

mātauranga kounga teitei, tohunga anō hoki, mātauranga ā mahi, ki te tautoko tā rātau ake

oranga e heke mai nei, me te ōranga o Aotearoa e heke mai nei.


Resolution: That Waiāriki Institute of Technology Council approves this Investment Plan 2015-

2017, as the basis for TEC funding of SAC and other investment in provision. The Council

recognises that this is a three year commitment to financial investment by the TEC.

Whakataunga: Ka whakāāe e Te Kaunihera o Waiāriki i tēnei Māhere Whakangāo 2015 – 2017,

he pūtake mō te pūtea Wāhanga Whakatūtukitanga Akonga me ēra atu ratonga moni

whakangāo o Te Amorangi Mātauranga Matua. Ka whakamōhia ai e te Kaunihera he herenga

tēnei mo ngā tau e toru ki te whakangāo pūtea e Te Amorangi Mātauranga Mataua.

August 22, 2014

Chair, Council,

Tiamana o Te Kaunihera,

Graeme Nahkies

Chief Executive,

Te Pou Tū Mana,

Professor Margaret Noble

Executive Summary Page | 8 – August 2014

2. Executive Summary – Whakarāpopoto Matua

This Investment Plan for 2015-2017 builds on the work undertaken through the 2013 and 2014

Investment Plans, reports on achievements for 2014 and presents priorities and requests for

funding for the 2015-2016 academic years. It also outlines indicative priorities for the 2017

academic year. There is a close alignment between Investment Plan, institutional Strategic Plan

objectives and Tertiary Education Strategy priorities.

Waiāriki developed and approved a new five year Strategic Plan in early 2013 with a clear

focus on ensuring alignment with the needs of the regional economy and the priorities and

context of the tertiary education landscape in New Zealand and beyond. The Strategic Plan

positions Waiāriki Institute of Technology as a distinctively bicultural institution with a strong

commitment to ensuring learner success, strong graduate outcomes and to meeting the

economic and social needs of the region. This Investment Plan for 2015-2017 seeks to build on

the considerable progress made and to enable the institution to continue to meet these

commitments.

2.1 The 2015-2017 Investment Plan - Mahere Whakangāo

Through this Investment Plan Waiāriki aims to continue to meet the skill sets and intellectual

capital required by the region and nationally through impacting on:

People and families by enhancing their life chances through education.

Iwi and communities through supporting and enabling the achievement of their social, cultural and economic goals.

Businesses through developing work force capacity and capability and developing and retaining regional talent.

While acknowledging the impact of government policy changes and the largely capped funding

environment, this investment plan is based on the expectation of continuing student

enrolment with a small expansion of learning provision over the Investment planning period as

a result of regional development initiatives, the requirement to respond to the needs of the

region, particularly in the areas of science and technology and other regional priority economic

sectors, the continued upward trajectory in student success and the demonstrated ability of

Waiāriki to meet its funding and performance targets over the last two years. The proposals

outlined in this plan will enable Waiāriki to better meet the social and economic development

needs of the region through both its main campus and regional campus provision and through

selective delivery at other regional delivery locations.

Part One provides details of:

The Investment Plan context;

The education commitment;

The Investment Plan outcomes framework; and

The planning and regional context.

Part Two focuses on strategic direction and provides a detailed breakdown of commitments

and activity together with the Statement of Service performance.

Part Three covers supplementary information including financial forecasts and regional

demand statistics.


Detailed tables relating to the mix of provision, performance commitments and additional

institutional information are provided in the appendices.

2.1.1 Student Numbers - Domestic

For 2015, Waiāriki proposes to provide Student Achievement Component (SAC) equivalent

fulltime students (EFTS) at levels 1-9 to a total of 2867, giving a total for SAC funded

investment of $24,891,876. The institute seeks small levels of expansion over 2014 core

funding to meet regional demand for tertiary education, Youth Guarantee provision and Māori

and Pasifika Trade Training. An increase of the equivalent of 150 SAC places in level 3-9 core

funding, primarily at levels 3 to 5 is sought to support regional development and new learning

pathways and Māori and Pasifika Trades Training. An increase of a further 100 EFTS is sought

for 2016, primarily to provide for expansion of science, technology (STEM) and creative

technology courses and qualifications, as well as to meet regional priority economic sector

needs particularly in relation to primary industries, tourism and hospitality. A small increase in

level 1 and 2 funding is sought above the recent level 1 and 2 residual and Youth Guarantee

allocations to meet the very real needs of the region for foundation learning pathways,

particularly for Māori and Pasifika young people. An increase in workplace literacy funding is

also requested, building on the considerable success of work in this area and to meet growing

demand.

The SAC provision and other TEC funding for 2015-2016 proposed is shown in Table 1 while

Table 2 provides brief details of the allocation of the increases sought in 2015 and 2016.

Table 2: 2014 Provision and Investment Summary

2015 Plan

EFTS 2015

Investment 2016 Plan

EFTS 2016

Investment 2017

Investment

SAC Level 1-2 155 $1,269,680 155 $1,269,680 $1,269,680

SAC Level 3-9 (including MPTT)

2712 $23,622,196 2794.8 $24,345,438 $24,345,438

Sub-total 2867 $24,891,876 2949.8 $25,615,118 $25,615,118

Youth Guarantee 100 $1,150,000 100 $1,150,000 $1,150,000

ACE 69 $307,278 69 $307,278 $307,278

Workplace literacy $386,280 $463,536 $463,536

Special supplementary grant

TBD TBD TBD

On plan total 3036 $26,735,434 3,119 $27,535,932 $27,535,932

NOTE: This table has been updated in the Addendum (Page 5). The update reflects funding

approved by TEC for 2015.


Table 3: Details of Additional Funding Requests Level 3 - 9

Area of Activity 2015 Pan

EFTS

2016 Plan

EFTS TOTAL

Increase regional provision of level 3 to 5 courses

to give students progression options in applied

trades including new areas such as brick and block

laying and with expansion of trades offerings

primarily for MPTT at: Opotiki, Turangi, Murupara,

Taumarunui, Taupo, Tokoroa, Whakatāne

70 10 80

Bachelor of Applied Science 0 20 20

Expansion of Primary Industries courses at

multiple locations including courses in

environmental management and forestry courses

at South Island centres

40 10 40

Expansion of STEM related programmes including

introduction of CAD/CAM and foundation courses

in science

20

Bachelor of Creative Technology * 0 20 20

Bachelor of Culinary Arts * 0 20 20

Postgraduate Programmes in Applied

Management 10 10 20

Postgraduate Programmes in Professional Studies

– Social, Education, Health 10 10 20

TOTAL 150 100 200

* EFTS shown for these qualifications are the additional domestic EFTS attracted to these

qualifications on top of EFTS in current programmes that will be absorbed and International

enrolments that will be attracted to these qualifications.

In addition Waiāriki anticipates receiving continuing Ministry of Education investment for

support to deliver, and selectively expand, the Eastern Bay of Plenty Trades Academy

operating through hubs in the Eastern Bay, Rotorua, Tokoroa and Taupo. It will continue to

seek funding from Industry Training Organisation (ITO) for training and assessment.

Waiāriki aims to support Government and TES priorities for investment by continuing to

achieve gains across all TEC Educational Performance Indicators (EPI).

2.1.2 Student Numbers - International

Waiāriki currently has the fourth largest international student cohort in the New Zealand ITP

sector and the second largest proportion studying on any campus outside Auckland. The

institution remains committed to supporting the Government’s objective of growing export

education during the next three years. For 2014 the forecast number of international students

studying at Waiāriki will be in excess of 700 EFTS with a headcount of some 1000 international

students. Waiāriki anticipates continued growth in international student numbers as a result of


new programme development and in particular the attractiveness of its new postgraduate

programmes; it is estimated these will have attracted in excess of 100 EFTS in 2014. While

most of these numbers will be on-shore in New Zealand, Waiāriki anticipates that a minimum

of 50 EFTS will be delivered through offshore initiatives by the end of the Investment planning

period. Waiāriki is working in a regional partnership led by the EDA from Rotorua, Grow

Rotorua, to promote Rotorua as an international study destination. The institute intends to

maintain international numbers at about 20% of total student enrolment through continuing

the process of diversifying enrolments into new curriculum areas and countries, growing

international partnerships and through selective development of offshore education. The

following table sets out projected target numbers for 2015-2017.

Table 4: International Student Number Projections 2014-2017

2014 2015 2016 2017

EFTS 710 730 800 850

Headcount 1040 1069 1172 1250

2.1.3 Priorities

Waiāriki has identified a number of priorities for this planning period, in line with the Strategic

Plan outcomes and supporting objectives and the government’s Tertiary Education Strategy

priorities, which aim to meet the needs of the region and to support continued enhanced

performance. They include to:

A. Make Waiāriki a preferred institution of choice by learners, employers and the

community through meeting the needs of the region by closely aligning programmes

to regional economic and resource needs;

B. Enhance graduate employability and outcomes;

C. Raise Māori and Pasifika success and outcomes to achieve equity with non-Māori and

non-Pasifika and achieve more qualifications at higher levels;

D. Increase the number of youth engaging in tertiary education and strengthen secondary

tertiary transition;

E. Develop applied research to underpin programmes offered and to meet the needs of

industry;

F. Develop partnerships and collaborations that will support the development of a

sustainable, efficient and high quality professional vocational education institution;

G. Grow international education.

2.1.4 Performance

An integral aspect of this 2015-2017 Investment Plan is to achieve continuing increases in

educational performance during this three year period. Tables 2 and 3 within Appendix 1 set

out these targets. Given the considerable achievements already made Waiāriki recognises the

challenge of continuing to improve performance while at the same time continuing to uplift

the quality of educational provision and learner achievement. Performance gaps across the ITP

sector continue to narrow with now a very small standard deviation across certain indicators.

Waiāriki is also conscious of the challenge of its regional demographic and the fact that it

serves a primarily rural region with a large proportion of low decile schools and a growing

number of Māori, most of whom are located in isolated communities. It is a region where

educational achievements of both the youth and adult population are below the New Zealand

average with a persistent gap in levels of achievement between Māori and Pasifika population


and those of all other learners. While achievement of the targets set are unlikely to

immediately see Waiāriki exceed the ITP sector median in all dimensions, they will likely see a

further consolidation of the considerable gains already made. Waiāriki has put in place a range

of plans and initiatives to ensure that it can continue to improve student course success and

qualification completion, and Waiāriki is confident that these will continue to bear fruit.

2.2 The Waiāriki Region - Te Rohe o Te Waiāriki

The Waiāriki region comprises the six districts of Opotiki, Whakatāne, Kawerau (collectively

known as the Eastern Bay of Plenty), Rotorua, Taupo and South Waikato (see regional map in

Part three, Figure 4). This covers a regional population of around 176,000, of which 40%

identify as Māori and 4.5% Pasifika, and with a workforce that reflects just 20% Māori and

2.4% Pasifika.

The Waiāriki region is large and dispersed with many isolated rural communities exhibiting

high levels of social deprivation and high proportions of Māori population. It has a number of

distinctive features that shape tertiary education and this Investment Plan, these include:

The high proportion of Māori within the region;

A highly distributed population with small population centres with markedly different demographic mix;

High concentration of Māori in isolated rural communities with Māori accounting for upwards of 70% of the population in many localities;

Relatively high numbers of Māori youth that will reach tertiary age in the next few years with 51% of youth aged 15 and under identifying as Māori compared to 23% nationally;

A high proportion of low decile schools with very few schools with a decile rating over six and over 60% with a decile rating of three or lower;

A reliance on primary industry and tourism for economic activity;

Low levels of tertiary qualifications in the population and low levels of achievement of school leavers;

High demand for culturally contextualised learning;

Low socio-economic indicators.

The region is characterised by relatively low levels of educational attainment in both the young

and adult population and a persistent gap in educational achievement. There is currently an

achievement gap of some 12% between Māori and Pasifika and all other learners in the

National Certificate of Educational Achievement (NCEA) at level 2 for school leavers and a gap

of 14% in attainment at NCEA level 3. For adult learners a higher proportion of learners gain

their qualifications at levels 1-4 post-secondary school, and over 4% fewer adults have degree

or level 7 qualifications compared to New Zealand as a whole; over 5% more of the adult

population have no qualifications. This persistent gap in level of educational attainment and

the geographical characteristics of the region have particular significance for both educational

provision and performance of learners at Waiāriki.

More detail of the regional characteristics is provided in Part Three of this plan. Of particular

note is Table 13 showing: secondary school rolls within the region, decile rating and NCEA2

achievement. This table evidences the low socio-economic rating for the region and the low

levels of achievement in NCEA2.

Part One: Strategic Intent Page | 13 – August 2014

3. Part One: Strategic Intent – Wāhanga Tuatahi: Matū Rautaki

3.1 National context – Matū ā Motu

The Government’s new Tertiary Education Strategy for the period 2014-2017 aims to develop a tertiary

education system that can provide a passport to success in modern life helping people to improve their

lives and the lives of those around them, through providing the specific tools for a career and being an

engine of knowledge creation.1 It recognises the critical role played by tertiary education in developing

milestones to a future successful career through the provision of flexible and seamless opportunities.

Institutes of Technology and Polytechnics (ITPs) are expected to contribute to these aims and the

development of New Zealand’s tertiary education system through:

Improving outcomes for all;

Building international relationships that contribute to increased competitiveness;

Supporting business and innovation through development of relevant skills and research;

Improving the quality and relevance of tertiary education and research;

Contributing to the achievement of economic, environmental and social outcomes;

Supporting Māori and Pasifika educational success.

The Tertiary Education Strategy 2014-2017 (TES) identifies six clear priorities to:

Deliver skills for industry;

Get at risk young people into a career;

Boost the achievement of Māori and Pasifika;

Improve adult literacy and numeracy;

Strengthen research-based institutions;

Grow international linkages.

In contributing to meeting these priorities tertiary institutions are expected to continue to improve the

value they deliver to students, business and the country and to have a clear focus on maintaining and

improving system-wide performance through a clear focus on enhancing access, boosting achievement and

improving economic, social and cultural outcomes. Tertiary institutions are also expected to support Māori

language, Tikanga Māori and Matauranga Māori through working in partnership with Māori to provide

culturally relevant teaching and learning and contribution to the growth of Matauranga Māori research.

These priorities are complemented by the Government’s goals designed to stretch the public services and

to stimulate new ways of working to deliver better public services to New Zealanders. The two public

service goals that impact strategically on all ITPs are:

To increase the proportion of 18 year olds with NCEA Level 2 or equivalent qualifications;

To increase the proportion of 25-34 year olds with advanced trade qualifications, diplomas and degrees (at NZQF level 4 or above).

1Overarching Education Vision, Tertiary Education Strategy 2014-2015 - Ministry of Education;

www.minedu.govt.nz/TertiaryEducationStrategy


3.2 Waiāriki Institute of Technology - Mission and Distinctive Role - Ngako

3.2.1 Vision - Matakite

Waiāriki Institute of Technology is a regional polytechnic committed to serving the vocational education

needs across the Waiāriki region. Its vision is to be ‘known for its capability to develop individual potential

and enabling its students to excel through strong regional links with business, iwi and the community’.

Waiāriki’s vision is focused on the provision of high quality vocational and professional education; the

institute aims to enhance life chances through education by making its provision accessible to learners

throughout the region, nationally and internationally, offering specialisations and qualifications from

foundation and certificate learning to postgraduate level, through its network of regional campuses and

delivery sites.

Waiāriki has positioned itself as distinctly bicultural in response to its particular student demographic (over

60% Māori) and the needs and characteristics of its rohe. Waiāriki’s mission, role and regional provision is

set out clearly in both the institution’s new Strategic Plan and the related underpinning strategies.

3.2.2 Mission – Whakatakanga

As a high quality Institute of Technology with a distinctive bicultural focus, Waiāriki’s mission is to support

the social and economic development of the region, through producing highly competent work ready

graduates and its collaboration with key partners from education, business, industry and iwi. The

distinctively bicultural focus is based on the recognition of Māori as Tangata Whenua (first nations people

of Aotearoa New Zealand), and a basis on which to celebrate the cultures of Māori, with European and all

other cultures globally. This philosophy is embedded inside Waiāriki’s ancestral meeting house Ihenga, at

Tangatarua Marae. Waiāriki aims to produce graduates who will have the skills and attributes to drive

growth and prosperity in the region and are able to support the opportunities of an increasingly

interconnected international world and economy.

Waiāriki is committed to achieving its mission through high quality staff providing vocational education,

training and applied research.

3.2.3 Distinctive Role - Whakatūnga

Waiāriki’s aims to occupy a distinctive position in the tertiary education landscape through:

Offering innovative, relevant and high quality programmes of study (trade and foundation certificates, applied diplomas, degrees and graduate and postgraduate qualifications) linked to regional, and national, economic needs;

Provision of programmes that are responsive to regional culture and the needs of iwi and hapu;

Developing and delivering qualifications in partnership with iwi, industry, commerce and the community;

Active collaboration with other education providers where such partnership can provide better outcomes and improve access to, and progression in, learning;

Ensuring that its graduates are skilled, knowledgeable, work-ready and achieve good employment outcomes;


Working with the region’s schools and other ‘foundation education’ providers to support the region to meet the BPS targets and to narrow the achievement gap between Māori and Pasifika and that of all other learners;

Supporting New Zealand’s export education goals through:

◦ Internationalising the curriculum;

◦ Attracting inward investment;

◦ Developing offshore education and partnerships;

◦ Providing a quality education and experience for international students wherever the study location;

Providing access to, and success in, learning, through providing flexible, vocational educational pathways for the communities served.

Waiāriki is committed to offering a distributed model of provision for the maximum benefit of the region

and offers accessible learning pathways through a network of five campuses sited within population

centres at Rotorua, South of Rotorua at Waipa, Taupo, Whakatāne and Tokoroa and additional provision

located at the Bay of Plenty Polytechnic in Tauranga. This provision is increasingly complemented by a

growing range of programmes offered at local delivery sites including through collaborative arrangements

with PTEs, iwi and other Māori organisations.

While Waiāriki is the only ITP based within its region, it recognises that it cannot achieve all of the region’s

educational needs single-handedly and Waiāriki will continue to develop collaborative partnerships with

local PTEs, Wānanga, Universities and with the Bay of Plenty Polytechnic, in particular through the Bay of

Plenty Tertiary Education Partnership, to ensure that the full educational needs of individuals and local

communities in the region are met. Learning currently offered through collaborative partnerships includes:

provision of the Bachelor of Nursing, offered at the Bay of Plenty Polytechnic Windermere Campus in

Tauranga, programmes offered with Te Whare Aronui o Tuwharetoa in Turangi, Huria Management Trust in

Tauranga, Tuwharetoa ki Kawerau Health Education and Social Services Trust in Kawerau and marae-based

delivery in collaboration with iwi and hapu.

Regional campuses and other local delivery sites operate primarily at NZQF levels 2-5 with higher level

diploma and degree studies mainly offered at the main campus at Rotorua (Mokoia). Regional transport

links have been established to facilitate learner progression from regional campuses to the Mokoia campus

and in 2014 free buses have operated from Whakatāne, Tokoroa and Taupo to Rotorua. The Bay of Plenty

Tertiary Action Plan has proposed that the first year of degree courses should be offered outside the largest

population centres and this will be considered over the Investment Plan period.

Distinctly Bicultural – Tikanga ā Rua He Āhurei

Waiāriki Institute of Technology has positioned itself as a distinctively bicultural tertiary education

institution. This is demonstrated both through student experience and engagement and a number of

distinctive structural features that set it apart from other ITPs. Waiāriki aims to achieve the best outcomes

for its Māori students, as well as for Pasifika students and all other learners, through offering programmes

and curricula which celebrate cultural identity, customs and traditions and which incorporate Māori values

and beliefs. The aim is to produce graduates who are cross-culturally sensitive, inter-culturally competent

and who are supported to learn in an environment which is caring and attuned to particular learning styles

and needs. Such an approach ensures that all students are supported to achieve higher levels of aspiration,

achievement and success.


As a distinctly bicultural institution Waiāriki:

Is the only New Zealand tertiary institution with a dual governance structure. The Waiāriki Council

is supported by Te Mana Mātauranga (TMM) - an iwi trust made up of 15 iwi and hapu

representatives from across the Waiāriki region - through a Deed of Agreement. The Deed outlines

how both the Council and Te Mana Mātauranga will work together to improve iwi and Māori

engagement and success in tertiary education within the region. The Deed makes provision for Te

Mana Mātauranga to have input into the Strategic Plan and Investment Plan and the appointment

of the Chief Executive in particular through the two TMM representatives on Council.

Has a management structure that supports the bicultural focus with a senior member of the

Executive Management Team holding responsibility for Māori engagement and success and for

links with iwi and hapu across the rohe. Waiāriki also employs a full time Kaumātua who is a

member of the Senior Management Team and has also appointed a Bicultural Development Adviser

and a Stakeholder Relationships Coordinator to facilitate developments in learning and teaching

and external employer and iwi links.

Has a Māori Engagement and Implementation Plan that considers Māori development across the

three dimensions of student success, staff bicultural competence and iwi and Māori business

relationships. The objectives of the plan sit across the whole of the institution and drive the lift in

Māori and all learner success. Student course success at Waiāriki has had the fastest improvement

in the ITP sector during the last four years. The focus of the Māori Engagement and

Implementation Plan is to achieve equity of outcomes between Māori/Pasifika and non-

Māori/Pasifika student success, and to ensure that staff have an appropriate set of competences

relevant to the institution’s distinctively bicultural context.

Established an institutional- wide project to indigenise the curriculum to ensure course content and

materials reflect the regional profile and include case studies and curriculum content that reflects

Māori participation. Indigenisation is now one of the three pillars underpinning curriculum

development along with sustainability and internationalisation. Waiāriki has in 2014 established a

new academic committee - Te Tira Tohutohu, to ensure that all programmes reflect the institution’s

bicultural focus. Waiāriki is working to ensure that this indigenisation process will also lead to some

of its programmes meeting the requirements of the Matauranga Māori Evaluative Quality

Assurance (MMEQA) mark. Over the Investment Plan period Waiariki intends to achieve MMEQA

for at least one delivery area.

Has adopted a bicultural competency framework for staff that sets out expectations of engagement

with Māori including knowledge of the Treaty of Waitangi, understanding of Māori protocols and

Te Reo Māori, with professional development available at Waiāriki and elsewhere to give

opportunity to progress from ‘beginners’ to ‘high competence’. The Bicultural Development Adviser

plays an important role in facilitating the implementation of this framework.

Instigated a major project to refresh and strengthen its bicultural framework incorporating both

internal and external consultation. This will bring together the Māori Engagement Strategy, iwi

relationships and the bicultural competences framework under one coherent approach to

biculturalism in the institution.


3.3 Regional Context - Matū ā Rohe

The region served by Waiāriki Institute of Technology covers both the Bay of Plenty and parts of South

Waikato and has a number of distinctive characteristics and features that shape tertiary education. Māori

make-up more than 35% of the Waiāriki region’s population (compared to 14% nationally) and among

young people under the age of 15 this percentage increases to 51%. In many parts of the region these

proportions are considerably higher with communities comprising between 60%-80% Māori.

The region is rich in natural resources and its economic strength derives from resources and assets in

forestry, agriculture and horticulture and health and tourism, with employment growth being particularly

strong in the primary sectors. The service sector is also of growing importance through the major urban

centres in Tauranga, Rotorua and Whakatāne. A considerable proportion of the asset base in the region is

held in collective ownership through Māori authorities, trust boards, runanga and Treaty of Waitangi

settlement entities; they are an important economic sector within the region through the increasing

ownership of key assets and the influence on the region’s primary resource base2.

Within the region population growth is fuelled by high birth rates among the Māori population and

immigration of retirees, many of whom have low incomes. It is estimated that household income and

employment growth will be circa 0.8% per annum during the next 20 years, but household income is

projected to remain below the national average. Currently the Bay of Plenty average is $76,600 compared

to $88,400 for New Zealand3. In part due to the resource base, employment growth is, at 1.7%, slightly

above the New Zealand average of 1.5% per annum, although unemployment at 7.4% is slightly higher.

Across a number of socio-economic dimensions the region exhibits varying levels of multiple deprivation.

These are evidenced by school decile ratings. Of the 34 schools within the Waiāriki region only five have a

decile rating of six or higher and twenty-three, or 67.6%, have a rating of three or below.( See Table 13 in

Part Three for a summary of school decile rating).

Levels of educational attainment in the region are consistently below the national average. For example,

statistics available for the Bay of Plenty show that for the percentage of the 25-34 year old population with

qualifications at level 4 and above is circa 45.7% compared to the New Zealand average of 52.4% and as a

consequence the proportion of highly skilled employees is below the national average. While, for young

people the region has seen increasing levels of attainment at NCEA level 2 with 79.1% of young people,

aged 18 years old, achieving at this level compared to a national average of 77.2%, the figures mark

considerable regional differences and sharp contrasts in levels of achievement between different

ethnicities and across different communities and localities. In 2012, within the Waiariki region, 79% of

school leavers had attained NCEA level 1, 66% NCEA level 2 and 37% university entrance standard,

compared to 49% nationally. However for Māori, only 57% of regional school leavers left school with NCEA2

and for Pasifika 52%, and only 28% of Māori achieved the university entrance standard; these figures

evidence the considerable gap of around 14% that exists between Māori and Pasifika achievement and that

of all school leavers. Among 18 year olds in the Bay of Plenty achieving NCEA level 2 Māori achievement has

accelerated by 7% during the period 2011-2012 showing the impact that tertiary education can have on

2 Te Ripoata Ohanga Māori mō Te Waiariki. Report on the Māori Asset Base in the Waiariki Economy: An Economic Growth Strategy

for a Sustainable Future 3 Regional Economic Activity Report 2014. To access this report online go to www.mbie.govt.nz/regions

http://www.mbie.govt.nz/regions


levels of attainment, however, Pasifika achievement in the region has declined4. These low levels of

educational attainment correlate with the decile ratings of schools and with regional ethnicities.

In meeting the educational needs of the region Waiāriki Institute of Technology thus has a focus on

narrowing an attainment gap that is persistently evident at the regional level and in raising levels of

attainment and achievement for all groups. As is demonstrated in this Plan, Waiāriki has an explicit focus

on modelling the delivery of teaching and learning and student support and of working in partnership with

iwi and other education providers to ensure better outcomes for students.

The Bay of Plenty and South Waikato regions have identified a number of educational priorities for the

region.5 Priorities identified include to:

Increase tertiary education participation, particularly for Māori;

Develop a highly educated and skilled workforce aligned to the needs of employers;

Increase research for sector development and innovation to support economic growth, community

and business development;

Focus the work of ITPs on raising the skill level of the population;

Increase Youth Guarantee provision;

Lift Māori school leaver achievement;

Develop Māori trades training;

Leverage the cultural and asset base of the Māori economy to support regional economic growth;

Double the value of international education.

Waiāriki Institute of Technology has, and continues to, responded to each of these business growth

priorities through the aims, objectives and targets in its Investment and Strategic Plans.

3.3.1 Bay of Plenty Tertiary Action Plan – Mahi ā Ringa

A Tertiary Education Action Plan has been developed for the Bay of Plenty region through extensive

stakeholder and iwi consultation. The draft Action Plan, which is currently the subject of consultation has

set out 3 broad objectives to:

Increase tertiary education participation and attainment, particularly for Māori;

Develop a highly educated and skilled workforce aligned to regional needs;

Facilitate research for sector development and innovation to help support overall economic

growth and community and business development.

Following consultation with more than 150 stakeholders, the plan has identified a number of priorities

including

Attracting and retaining more youth in the region, through training and employment;

4 Education Counts, School leavers with UE Standard by territorial authority and ethnic group 2012, Number of 18-year olds with a

minimum of NCEA Level 2 qualification or equivalent, by Student Ethnicity & Territorial Authority (2012), School leavers with UE

Standard by region and ethnic group 2012, School leavers with NCEA Level 1 or above by territorial authority and ethnic group 2012

(www.educationcounts.govt.nz), 5 Bay of Plenty Region Education Profile, 2014

Regional Ecomonic Activity Report 2014

http://www.educationcounts.govt.nz/


Improving labour participation of young people (particularly Māori);

Improving potential labour force participation and opportunities for older people.

The plan also recognises that there is a strong basis for vocational training in particular industries and for

developing distinctive regionally focused education and research. Key themes and priorities that have

emerged from this consultation include:

The significance of Māori and the Māori economy in the region;

Need for more engineering and STEM related skills;

Importance of entrepreneurships within education programmes;

The need for tailored education and training solutions;

Importance of access to education and training for older people;

Importance of both progression into, and through, education;

Support for priority economic sectors;

Improving engagement with business and industry;

Supporting more young people to be work ready.

Priority sectors have been identified as primary industries of forestry, horticulture and agriculture, tourism

and hospitality, geothermal, high technology manufacturing, business, health, construction and high

performance sports.

Waiariki’s Investment Plan, as well as the institution’s Strategic Plan, addresses and responds to these

identified tertiary education priorities and to the priority economic sectors. Waiariki has a focus on

strengthening networks with Māori employers, matching education and training needs to the iwi resource

base and developing future business leaders. As a member of the Bay of Plenty Tertiary Education

Partnership, Waiāriki will play a key role in continuing to respond to regional priorities both through its own

programmes and through work undertaken in collaboration with other TEOs.

3.3.2 Responding to Regional Needs – Whakarongo ā Rohe

Waiariki has carefully considered the needs of the region and has developed a range of responses to ensure

that the requirements of individual learners, communities, businesses and iwi are addressed. These are

encapsulated and embedded as an integral part of the institution’s strategic plan and its attendant

outcomes, objectives and targets. Response to identified sectoral, demographic and social needs include a

wide variety of initiatives relating to the portfolio, delivery in rural locations, establishing and further

developing partnerships, developing learner pipelines, ensuring equity of achievement and focusing on

positive graduate employment outcomes. These are discussed in detail in sections 3.4 to 3.7.

3.4 Waiāriki Strategic Plan – Mahere Rautaki

Waiāriki’s Strategic Plan for the period 2013-2017 was approved in February 2013 following extensive

internal and external consultation. Subsequent to its approval the strategic aims and objectives and

proposed outcomes have been shared widely with stakeholders in the community and region. The plan has

been set in the context of the changing environment for tertiary education, both in New Zealand and

internationally, and with regional priorities.


Key Performance Indicators (KPIs) are an integral part of the strategic plan and the plan’s high level KPIs

have a clear synergy with the priorities and commitments outlined within this Investment Plan and the

government’s Tertiary Education Strategy (see Appendix 6). These KPIs are regularly monitored by the

Waiāriki Council and are supported by further KPIs for each of the priority outcome areas identified in the

Strategic Plan.

Waiāriki’s Strategic Plan has identified seven key outcomes and associated objectives to make Waiāriki an

institute:

Of choice for learners, industry and the wider community standing out from other ITPs through its distinctively bicultural focus;

Where the number of youth, and adults, especially Māori and Pasifika, who engage in tertiary education and achieve qualifications, especially at higher levels, is raised;

Known for its excellence in learning, teaching and applied research;

Of high quality with enhanced facilities, services and systems to support the needs of students and staff;

With a high level of student achievement and success, producing graduates with highly marketable skills;

Valued for its partnerships and collaborations that support the development of a sustainable, efficient organisation providing high quality professional and vocational education;

That supports economic growth of the Central North Island and New Zealand, by improving the efficiency and productivity of the current and future workforce.

Key underpinning strategies and policies for the strategic plan have also subsequently been developed and

approved by Academic Board and/or Council, as appropriate. Each has an associated implementation plan

and they are regularly monitored through Waiāriki’s internal committee structure and through designated

implementation groups such as those established for Māori Engagement and Internationalisation.

Each of the institution’s outcomes and strategies are underpinned by Waiāriki’s eight core values that

characterise Waiāriki as a welcoming caring institution reflecting manāākitanga / whānaungatanga, where

people are valued as individuals and their strengths are found and encouraged whatever their background.

Uara Values Whakapono Honesty Whānaungatanga Inclusive, families, relationships, learning together Mana Honour, prestige, guiding values Wairuatanga Spirituality, life Tumanakotanga Aspirational Mōhiotanga Life-long learning, quality teaching, academic excellence Aroha Unconditional giving Manāākitanga Caring and being supportive

3. 5 Achievement of 2014 Priorities – Ngā Angitū

Waiāriki Institute of Technology (Waiāriki) set out a clear statement of Service Performance in its 2014

Investment Plan and has been successful in meeting the majority of these commitments with ongoing work

in the small number of areas where continuing progress is still required. Waiāriki identified a number of key


initiatives and priorities in both its 2013 and 2014 Investment Plans to meet and support delivery of both

the institution’s and the government strategic objectives through five specific priority focus areas:

Support economic growth of the Central North Island, and New Zealand more generally, to improve

the efficiency and productivity of the current and future workforce;

Raise Māori and Pasifika success to achieve equity with non-Māori and non-Pasifika;

Increase the number of youth engaging in tertiary education and achieving qualifications, especially

at higher levels;

Maximise student success and employability;

Develop partnerships and collaborations that will support the development of a sustainable,

efficient and high quality professional vocational education institution.

The institution was also committed to developing its work in internationalisation and export education and

to seeing business process improvement and capital and learning environment investment.

Waiāriki has met its performance commitments from the 2013 Investment Plan and is on track to meet

2014 commitments. Learner course and qualification success in 2013 exceeded 2013 Investment Plan

commitments with qualification completion rising above the sector median at 74% and overall course

completion rising to 79% compared to the sector median of 80%. However, Waiāriki acknowledges that,

while improving, the gap between Māori and Pasifika achievement and that of all other learners is still too

wide. There is a need to make further improvements in the area of student success, building on the

initiatives implemented to ensure the upward trajectory continues.

Waiāriki has responded to the TEC Board of Commissioners Expectations for ITPs in the area of financial

performance through completing a programme of realignment of staffing structures to ensure that staffing

costs are tightly managed and controlled. Staffing costs which have been as high as 64% fell to 62% in 2013

and a forecast to be in the region of 61% in the 2014 academic year. Waiāriki’s realignment in terms of a

new structure has been completed successfully and this has been supported through revisions to the

academic committee structure both centrally and in faculties (see Appendix 2 Organisation Structure and

Appendix 3 Committee Structure). These changes have supported the emphasis on lifting quality and in

ensuring that there is leadership and enhanced communication at all levels within Waiāriki.

The table below summarises the developments and initiatives undertaken in relation to each of these

Investment Plan focus areas.

Table 5: Achievement of 2014 Priorities

Priorities. As identified in 2014 plan or from requirements for all ITPs

Waiāriki Achievement

Māori and Pasifika participation and achievement (also ITP funding requirement) Continue to make improvements in Māori and Pasifika:

Participation.

Course and qualification completion rates.

Progression to higher NZQF levels attainment of parity with non-Māori and non-Pasifika learners.

Ensure that the rate of improvement is on track to attainment of the

Māori participation and achievement has shown continuous improvement over the last five years. 2013 outcomes compared to those for 2012 show:

Māori course success rose by 4% to 75%.

Māori qualification completions rose by close to 10% to 68%.

The gap between Māori course success and all other learners has decreased from 14% to 10% in one year.

Pasifika course success has not yet shown further improvement on 2012 though small numbers make valid statistical comparisons difficult. In 2014 specific initiatives have been undertaken to investigate the needs of Pasifika students through close interaction between Pasifika students and staff. Continuous


performance targets as reflected in the institution's Investment Plan.

improvement in Māori and Pasifika course success remains a focus of the institute.

Partnerships and Collaboration (also ITP funding requirement) Actively engage in collaboration with other TEOs to:

Achieve better value for money.

Improve education opportunities and outcomes for learners.

Share back office services, programme development and programme delivery costs.

A range of partnerships have been established with other tertiary providers and following a Council resolution in May 2013 Waiāriki joined the Bay of Plenty Tertiary Education Partnership (BOPTEP). New relationships have also been established with iwi, supported by a new post of Stakeholder Relationships Coordinator. Partnerships are now well established with Te Whare Aronui O Tuwharetoa in Turangi, Huria Management Trust in Tauranga, Tuwharetoa ki Kawerau Health Education and Social Services in Kawerau, Taumarunui Community Kokiri Trust and other iwi based organisations within the region. A comprehensive programme to develop bilateral links with iwi has been established in 2014. The Bay of Plenty Polytechnic and Waiāriki Institute of Technology have collaborated through:

The implementation of EBS4 and TechOne systems;

Programme developments in culinary arts and agriculture;

Reciprocal representation on each institution’s Academic Board;

A common Employer Engagement Survey;

Tracking of progression of secondary students to tertiary education.

Financial performance (ITP funding requirement) Tight cost control and continuous improvements in, and a focus on,:

Financial management.

Capital asset management.

Productivity.

'Doing more with less.'

Tight management of personnel costs, including in relation to costs per EFTS.

Waiāriki has tightly managed budgets and finance in 2013 and 2014 to achieve a sound financial position and a reduction in staffing costs.

Realignment of staffing structures was completed in 2013 reducing overall staff costs from 64% to a forecast value of 61% of expenditure for 2014.

New financial procedures have been developed to ensure tight control on non-pay expenditure including through the use of cost reduction specialists by the institution.

Waiariki has focused on improving efficiency and this is reflected

in the 2013 Tribal benchmarking results which indicate that

Waiāriki scores well on the Tribal value for money measure.

Support economic growth Support economic growth of the Central North Island, and New Zealand more generally, to improve the efficiency and productivity of the current and future workforce.

Regional economic growth is supported through continued development of the Waiāriki programme portfolio which is focussed on programmes that are directly related to regional, national and international needs. A review of the portfolio of programmes was undertaken early in 2014 with stakeholder input. A three year programme development plan has been approved for 2014 to 2016 aligned to regional growth areas. Focus areas identified include: primary industries, tourism, hospitality, health, nursing, Māori and iwi development, applied management and applied technology.

Youth engagement and success The proportion of young learners (under 25) in the student body reached 51% in 2013 in line with the Investment Plan target.


Increase the number of youth engaging in tertiary education and achieving qualifications, especially at higher levels.

Initiatives adopted to increase youth engagement have included: increasing Youth Guarantee places, expansion of the Eastern Bay of Plenty Trades Academy and financial support (enabling students from these regional centres to access higher learning at the Rotorua centre) for school leavers through regional transport initiatives and a Waiāriki fees scheme. The percentage of students who are under 25 and enrolled in programmes at level 4 and above reached 33% in 2013 and is on track to reach 34% for 2014.

Student success and employability Maximise student success and employability.

Waiāriki has adopted the student lifecycle as the principal organising framework for its work with students. This covers seven stages, from raising aspirations and pre-entry information and guidance, through to graduation and student employment. Providing students with full access to information and advice in making future study and career choices ensures that they are well matched to their proposed programmes of study and learning success. The lifecycle has already been a catalyst for significant improvement to the student experience from enhanced orientation and induction to initiatives related to graduation and employability.

Waiāriki established a new Careers and Employability Centre in

late 2013 with a focus on work placement, part-time employment,

and improving graduate employment.

3.6 Building on the 2013 and 2014 Investment Plans – Mahi Hāere Whakamua

Waiāriki identified a number of initiatives and actions in both its 2013 and 2014 Investment Plans which

were designed to meet and deliver both its own priorities and those of the region and government.

Significant progress was made on the development of these initiatives and actions which are now widely

embedded across the institution. The following table provides a brief summary of some of the initiatives

undertaken which have served to strengthen Waiāriki and which have underpinned its continuous

improvement and growing reputation, regionally, nationally and internationally.

Table 6: Significant Changes Made During 2013 and 2014

Initiative Underpinning Strategy Comment

Embedding of the Student Lifecycle as the organising framework for student success.

Retention and Student Success

policy Drawing on good practice already

established, to provide a

comprehensive approach to course

and qualification completion for all

learners.

Working with schools and private training enterprises (PTEs) to support transition and progression to tertiary level learning and involving clearly articulated learning pathways.

Youth Engagement and Outreach

Strategy

Enhanced level of engagement. Increased

number of Open Days; development of

progression agreements.


Curriculum development and

strategic development and

delivery of the programme

portfolio.

Learning and Teaching Strategy Refinement and selective expansion of the programme portfolio, including to NZQF level 8 and 9 to ensure the relevance of the portfolio to existing and emergent regional sectors and priorities and to meet the growing demand for export education.

Careers and employability and

establishment of a Careers and

Employability Centre.

Learning and Teaching Strategy Providing all students with access to work

and work-related experience and

assistance with job search. Strengthened

focus on employability in

programme/qualification development and

delivery; assisting students to find work

placements and employment.

Increasing the quality of research

outputs and faculty research

plans.

Research and Enterprise Strategy Implementation of reduced teaching-hours

for staff teaching at higher levels to ensure

that all programmes are underpinned by

applied research and advanced

scholarship. Support staff to gain higher

qualifications and improve research

outputs. The institution is committed to

entering the Performance Based Research

Fund (PBRF) in 2018.

Partnership and collaboration with

other education providers.

Community Outreach and Youth Engagement Strategy Regional Strategy Internationalisation Strategy

The provision of foundation learning, stair-casing learner progression, collaborative research links, shared services and complementarity of provision

A regional development strategy

and action plan, supporting

regional and networked provision

across the Bay of Plenty.

Regional Strategy On-going development of strong industry

and employer links; consolidation of

regional campus provision in encouraging

access to, and progression through,

tertiary education. Ensuring academic

pathways from school to tertiary, through

e.g. the Trades Academy, school

partnerships, regional campuses and free

transport.

Business process improvement. Ensuring core processes are efficient and effective in meeting the needs of students and other stakeholders, and in improving organisational performance.

Internationalisation and the

growth of export education.

Internationalisation Strategy Associated targeted country and regional plans and the establishment of key relationships with partner institutions overseas.

Continued investment in the

learning environment.

Property Strategy, Capital Asset

Management Framework

Investment in e-learning technology, through movement to Moodle 2.6; further capital investment on the main and regional campuses, the opening of


residential accommodation on the institution’s adjoining holiday park and upgrading of the learning infrastructure.

Māori and Pasifika Student

Support.

Māori Engagement Integrating support for students in a

cohesive and coordinated way that

focuses on building positive relationships,

acknowledging identity, developing a

stronger understanding of students’ needs

and using delivery modes such as noho

and marae-based delivery to encourage

learning within Te Aro Māori. Waiāriki is

currently reviewing the bicultural

framework under which it operates and

this will be a focus of work for the

remainder of 2014.

3.7 Institutional changes, new activities and developments – Ngā Rerekētanga

In the past four years, Waiāriki has undergone significant change in response to feedback from its

stakeholders and community and to ensure that it is supporting successful outcomes for learners, industry,

iwi and the community.

3.7.1 Organisational Structure - Anga

Following the approval of the new Strategic Plan, Waiāriki underwent a process of realignment to ensure

that it had the right organisational structure to deliver against objectives and targets and a structure

resourced to enable achievement of the planned outcomes and KPIs set out in the strategic plan.

In 2013, the six schools were replaced by three faculties:

Faculty of Business Information Technology and Creative Arts;

Te Pakaro a Ihenga: Faculty of Health, Education and Humanities;

Faculty of Applied Technology and Primary Industries.

In addition five new directorates were established:

Student and Staff Support Services;

Finance and Corporate Services;

International Education;

Learning and Quality;

Partnerships and Planning.

The revised structure also centralised key support areas to create greater synergies and opportunities for

integrated support. These centralised units include the Centre for Business, Research and Enterprise (CBRE)

and the Planning and Information Office. Appendix Two shows the revised organisational structure.

These changes served to create new levels of synergy between different delivery areas while also creating a

leaner focused management structure. The organisational change was also supported by revisions to the


institute’s academic policy and process framework to enhance the focus on quality and excellence in

teaching and learning, and to ensure that there is close integration between faculty and central priorities

and processes. Table 6 below details key academic developments during 2013 and 2014.

Table 7: Key Academic Developments Made During 2013 and 2014

Academic Development Comment

A revised committee structure. Provides a strong focus on accountability and quality assurance.

New academic statute and quality

management system.

Development of a comprehensive Regulatory Framework that

includes Statute, Academic Regulations, Student and Staff Codes of

Conduct, Quality Management System (QMS) for academic policy

and procedures and Performance Management System (PMF) for

corporate policies and procedures.

A ‘whole of organisation’ approach to self-

assessment, evaluation and external review

and establishment of communities of

practice.

Ensures that all staff take responsibility for ensuring teaching is

effective, learners are successful and that all stakeholder needs are

met.

Consolidating support structures and systems

to improve teaching and learning.

Consolidated around three pillars of:

Support for lecturers to ensure effective teaching;

Support for learners to maximise achievement and ensure

equity of outcomes; and

Support for student wellbeing and success on graduation.

Improving information systems for

prospective and enrolled students and

establishment of Information Centres.

Implementing processes to ensure ‘enrolment with integrity’,

including providing a single point of contact for prospective and

enrolled students to access information and resources they need to

support them to succeed in their study. Processes include providing

comprehensive pre-enrolment information, advice and interviews.

Associated review of the portfolio to ensure that foundation and

bridging programmes are offered that provide pathways for those

students who don’t meet academic requirements.

In 2014, Waiāriki evaluated the performance of the Student

Information Centre in handling semester one enrolments and has

identified actions and further refinements to continue to improve

services to students. These are being implemented in semester two

2014.


Enhanced academic induction. Student induction has a focus on building a sense of belonging,

understanding students’ capabilities and developing academic skills.

Takes place in the first 2-3 weeks of the semester and is led by

teaching staff with support from Learning Advisors and Library

Learning Support Staff. A wide range of resources have been

developed to support staff to get to know their students, their

strengths and weaknesses, and to orient them to the expectations of

the course they are studying. These include resources on e-

Campus site and a Guide to Academic Induction.

An enhanced induction and orientation to learning in New Zealand

was introduced for international students in 2013 which has helped

prepare students for the challenges of the New Zealand learning

environment.

Technology enhanced and enabled learning. Including:

Upgrade to Moodle 2.6 involving redevelopment of the e-

Campus site;

Development of a system to support e-portfolios;

Supporting integrated assessment; and

Providing regular professional development opportunities for

staff around three themes; assessment and moderation,

technology enabled and enhanced learning and programme

and curriculum development.

Ensuring the iwi voice is widely represented. Developing focus on indigenising of the curriculum in programme

and qualification development.

Improved mechanisms for hearing and

responding to the ‘student voice’.

Student Council established.

Senior managers worked with the Waiāriki Institute of Technology

Students Association (WITSA) to develop a programme

representative structure and a Student Council who are responsible

for ensuring there is student representation on key academic

committees and a mechanism to liaise directly with both senior

management and Council.

During 2013 and into 2014, Waiāriki undertook considerable work to

improve its feedback mechanisms to enable the student voice to be

heard on key teaching and learning, support and overall satisfaction

with Waiāriki. It has implemented a wide range of student feedback

mechanisms including surveys, focus groups and questionnaires.

Using data analytics and stakeholder

feedback to target support and resources to

areas of most need.

Feedback from students and other stakeholders is analysed and

used by staff as part of the self-assessment deliberations. It is also

used to assist SMT to make decisions on resourcing, for example,

expansion of the bus services for students and ensuring that

developments meet the priority needs of students, staff and other

stakeholders.

Establishing Professorial and Teaching

Fellow roles.

Recognition for staff who excel in research and/or teaching.

Redevelopment of website. Reviewed by external organisations and received high ratings. The

website and online services available have also received high

ratings from students.


On-line strategy including an online

admission process.

Improved mechanisms for communicating with current and

prospective students through the use of online information, social

media, particularly Facebook and comprehensive student Intranet

services. On line admissions are being implemented for

international students from semester 2, 2014.

Embedding literacy and numeracy. Whole of institute approach. From the start of the 2014 academic

year, the Learning Advisor team has taken over responsibility for

supporting diagnostic testing using the Adult Assessment Tool and

other diagnostic assessments. This team works in partnership with

teaching staff to use diagnostics to understand learner capability

and adapt teaching practice to meet identified learner needs. A

comprehensive Action Plan that identifies the whole of organisation

approach has been developed to embed literacy and numeracy as

‘business as usual’ This has enabled Waiāriki to articulate the

literacy and numeracy demands of learning across all levels of the

NZQF.

3.7.2 Regional and Networked Provision – Ratonga ā Rohe

Waiāriki Institute of Technology serves a wide and diverse region with many students sited far from the

main Mokoia campus in Rotorua. Responding to these needs Waiāriki has had a long established network

of regional campuses and delivery sites to provide access and to enable students to engage in study. Much

of this delivery relates to social responsibility and the institution’s commitment to supporting and serving

the needs of the region.

As a delivery philosophy, Waiāriki has focused regional delivery at lower level qualifications, with the higher

levels of diplomas and degrees being offered primarily from the larger central campuses. Activities to

extend regional access have included:

Providing free bus transport from Whakatāne, Taupo and Tokoroa campuses to Mokoia;

Re-siting its main programme delivery at Tokoroa at the premises occupied by Te Wānanga o

Aotearoa. This co-location initiative enabled the two institutions to build on their individual

strengths and combined synergies;

Roll-out of wireless internet across the regions being a focus for semester two, 2014;

Delivery of forestry and wood manufacturing programmes to the Marlborough region, with

Waiāriki working in partnership with Nelson Marlborough Institute of Technology (NMIT);

Development of partnerships with other educational providers, both on-shore and off-shore to

provide sound academic pathways for learners. Within New Zealand, these partnership

relationships are a key way that Waiāriki works to meet the needs of iwi; two key organisations it

works with in achieving this are Te Whare Aronui in Turangi and the Huria Management Trust in

Tauranga;

Working closely with Te Mana Matauranga (TMM) to understand and respond to the needs and

aspirations of mana whenua;

A strategic programme of creating bilateral links with iwi through presenting its vision and seeking

close alignment with, and an enhanced ability to respond to, iwi, hapu, runanga and trust

education plans.

This work will continue to develop over the period of the Investment Plan.

Part Two: Strategic Direction Page | 29 – August 2014

4. Part Two: Strategic Direction – Wāhanga Tuarua: Ara Rautaki

4.1 Strategic Priorities and Link to TES priorities – Matua Rautaki

Waiāriki’s priorities for the next five years are clearly laid out in its Strategic Plan and associated

underpinning strategies and these are closely aligned with both national priorities, as set out in the Tertiary

Education Strategy, and regional economic priorities of the various regional development agencies,

including: Priority One, Bay of Connections, Enterprise Great Lakes Taupo, Toi-EDA (Eastern Bay) and Grow

Rotorua.

Waiāriki identified five main priorities in its 2014 Investment Plan together with a number of related

initiatives and actions. Following the publication of the new Tertiary Education Strategy and in the light of

institutional development a slight refocusing of these priorities is proposed for the next three years to

ensure close alignment with TES priorities. These revised priorities will also ensure that the institution

continues to build on the success it has achieved to date. Significant progress and developments have taken

place against all the intended initiatives and actions for 2014, and it is important that the institution is now

able to build on and consolidate these to support its continued upward trajectory in student success and

the enhancement of its regional role.

Table 8: Investment Plan Priorities 2015-2017 and Links to TES Priorities

Waiariki Investment Plan Priorities Links to TES Priorities

Make Waiāriki a preferred institution of choice by learners,

employers and the community, meeting the needs of the

region by closely aligning its programmes to regional

economic and resource needs.

TES Priority 1: Delivering Skills for Industry

Enhance graduate employability and outcomes. TES Priority 1: Delivering Skills for Industry and TES Priority

2: Getting at Risk Young People into a Career

Raise Māori and Pasifika success and outcomes to achieve

equity with non-Māori and non-Pasifika and achieving

qualifications at higher levels.

TES Priority 3: Boosting Achievement of Māori and Pasifika

Increase the number of youth engaging in tertiary education

and strengthening secondary tertiary transition.

TES Priority 2: Getting at Risk Young People into a Career

and

TES Priority 4: Improving Adult Literacy and Numeracy

Develop applied research to underpin programmes offered

and to meet the needs of industry.

TES Priority 5: Strengthen Research and TES Priority 1:

Delivering Skills for Industry

Develop partnerships and collaborations that will support the

development of a sustainable, efficient and high quality

professional vocational education institution.

Supports all TES Priority areas and responds to directives on

collaboration

Grow international education. TES Priority 6: Grow International Linkages


The specific priorities for the 2015–2017 Investment Plan that support the institute’s strategic objectives

are to:

4.2 Priority A: Make Waiāriki a preferred institution of choice by learners, employers

and the community, meeting the needs of the region by closely aligning its

programmes to regional economic and resource needs (Link to TES Priority 1 Delivering

skills for Industry)

This will be achieved through offering programmes and qualifications that are directly related to regional

needs and priorities. The institution will continue to develop and refresh its portfolio to ensure that there is

a synergy with regional, and national needs. A key aspect of this priority it to continue to raise the profile of

Waiāriki as an institution of choice for learners and business and to ensure that all programmes,

qualifications and activities involve close linkages with employers, businesses, iwi and the wider

community.

4.2.1 Regional Priority Areas – Ngā Wāhi Matua ā Rohe

The government’s 2014 Regional Economic Activity Report has identified the following sectors of regional

specialisation for the Bay of Plenty and Waikato, the regions served by Waiāriki, based on comparative

advantage and employment growth.

Dairy;

Agriculture, forestry and fishing;

Wood, paper and print manufacturing;

Horticulture;

Tourism;

Administrative and Support Services;

Chemical, minerals and metal manufacturing;

Health Care and Social Assistance, including professionals skilled in kaupapa Māori contexts.

The report identifies the ongoing diversification of the regional economy with the harnessing of solar and

geothermal energy, value added wood processing, special manufacturing and leveraging off Māori talents

and assets being key areas of focus. Waiāriki offers programmes in each of these areas and will continue to

respond to regional needs over the period of the plan.

Waiāriki has aligned its programme portfolio to the needs of industry with a key aim of ensuring that its

programmes contribute to regional priorities and economic growth sectors. Waiāriki’s Strategic Plan

identifies a number of priority economic sectors clearly linked to the needs of the regional economy viz:

Primary Industries – with specialisation in forestry and agriculture and a focus on conservation, environmental management, added value technology and sustainable practice;

Tourism and Hospitality – with particular emphasis on expertise in indigenous, eco-, adventure and spa and health tourism;

Health and Nursing – with particular emphasis on expertise in Māori/indigenous health and social welfare issues;


Māori/iwi Development – through strongly developed and supported programmes and research links to corporate iwi economic development and governance;

Geothermal – particularly though application and use of geothermal energy;

Engineering and construction – with particular emphasis on priority trades areas related to national demand and the Christchurch rebuild.

Waiāriki has identified a number of key actions to ensure that its programmes meet industry needs these

include:

Authentic learning environments and assessment activities;

Work based learning experiences (e.g. internships, projects etc.);

Graduate profiles based on transferable skills and on employment requirements;

Tracking employment outcomes of students;

Employer surveys;

Engagement with specific industries and professions (e.g. forestry, wood processing, engineering

firms, tourism, geothermal, spa, early childhood education, nursing, social work);

Engagement with the Māori economy.

Waiāriki maintains a close dialogue with key employers through its Local Advisory Groups (LACs) and

through regular dialogue with Economic Development Agencies. The LACs are a key part of the institute’s

academic decision making framework. Consisting of stakeholder representatives who provide input,

feedback and advice on subject and programme developments and delivery; they comprise a mix of local

sector leaders, representatives of Industry Training Organisation (ITO), employers and local government.

These committees are the first line of engagement with the various sectors and are consulted on

programme and qualification relevance and fit to regional needs, on gaps and priorities for new

development and on graduate demand. Waiāriki Council also has the opportunity to engage with

stakeholders through meetings involving the Council, Senior Management Team and local employers and

industry. These initiatives have been widely welcomed and provide an important source of feedback on

Waiāriki graduates and on the way in which the institution’s programmes respond to regional needs.

Specific initiatives undertaken to ensure active engagement with industry include:

A work plan developed in partnership with the Rotorua Chamber of Commerce setting out a range

of actions including research and market research support for local business, student placements,

staff development and training and joint activities to support business growth;

A MoU with the board of Māori in Tourism Rotorua to support skills and training for employees and

new entrants in Māori owned tourism ventures and with employers of Māori in tourism. The MoU

sets out a 3 year objective to increase levels of productivity, innovation and customer service to

support Māori tourism;

Regular dialogue with the EDA Grow Rotorua to support identified growth sectors for the regional

economy including collaborative work on marketing Rotorua as an international education

destination.

4.2.2 Programme/Qualification Development – Whānaketanga Marautanga

Continued refreshment and development of the programmes and qualifications will continue through the

planning period as an integral aspect of meeting the TES aim of increasing participation in programmes at


NZQF level 4 and above and in delivering the skills required by industry. Waiāriki’s Academic Development

Committee takes a strategic and whole of institution approach to programme and qualification

development and planning. The 2014 year has seen a major revision of the Bachelor of Nursing and new

post-graduate programmes are now offered in Applied Management with specialist endorsements in

Health, Hospitality, Information Technology and Business. Planned developments during the period of the

plan include new degree programmes in culinary arts, creative technology and applied science (with

strands in, environmental and resource management), a new four year Social Work degree and a new post-

graduate suite in professional studies.

4.3 Priority B: Enhance graduate employability and outcomes (Link to TES Priority 1

Delivering Skills for Industry and to Priority 2 Getting at Risk Young People into a

Career)

4.3.1 Developing student employability – Whānake Mahi ā Akonga

Developing student employability to ensure strong outcomes through both further study and employment

is a key institutional priority with the aim of producing highly employable work ready graduates with a set

of subject knowledge and skills and wider personal transferable skills relevant to their future careers. The

establishment of a Careers and Employability Centre, supported through a partnership with Careers New

Zealand, has been a principal focus for work in this area, bringing together a range of employability

initiatives. The new Centre has a job shop and job centre website integrated into the Waiariki website, an

Industry Placement Coordinator and an Employability Advisor to support the development of employability

competences among all students. The Centre, through its various activities, enables employers to find

prospective employees and enables students to promote themselves to employers. The work of the Centre

is complemented by the work of the institute’s Centre for Business, Research and Enterprise in forging

strong links with business, iwi and the wider community.

Waiāriki is committed to providing education that develops skills for employment and offers a range of

learning pathways and qualifications that specifically engage learners and prepare them for the increasing

demand for work ready graduates with higher skill levels. Role modelling and mentoring by industry

experienced staff and preparation of students for the demands of employment in different sectors relevant

to the region are of central importance. In the area of primary industries, for example, life skills, health and

safety, nutrition knowledge, drug and alcohol education and drug testing for employment are embedded

within programmes.

Waiāriki increasingly recognises that there is a need for a broader range of information to assist it to

answer questions relating to its effectiveness in demonstrating graduate employment outcomes. Waiāriki

has prioritised the development of student employability as an integral part of programmes with all

students having access to work and work related learning. Many programmes use simulated work

environments to embed learning in a work context and to embed employability skills in teaching delivery.

Many programmes also include work placements and/or work projects that integrate learning with real-life

work experiences; work placement coordinators and supervisors are used to assist students to integrate

into workplaces seamlessly. Students are expected to turn up to class on time, in the appropriate clothing

and safety gear and with appropriate equipment and to display teamwork, customer service and

interpersonal relationship skills while in a learning environment.


The institute has begun to gather increasingly robust data in relation to student outcomes and

employability through its own surveys as well as participating in the Ministry of Education employability

pilot. New data and information collection tools have been introduced to enable triangulation of

stakeholder input with EPI and employment data. Tools used include:

Graduate Destination Survey data;

Anecdotal information from staff on student destinations;

Employers Satisfaction Survey;

Data from MoE/TEC project on graduate destinations (linking IRD numbers to NSIs);

Local Advisory Committee feedback.

The Employer Satisfaction Survey, run for the first time in 2014, provides a deeper understanding of how

employers view Waiāriki education and training, qualifications and graduates. From this survey, overall

satisfaction with Waiāriki training relevance was 93%, and 89% of respondents believed Waiāriki

qualifications were relevant to their needs. Waiāriki is also working to build stronger links with graduates,

strengthening the sense of belonging to Waiāriki. Waiāriki is a key player in Capable Rotorua - a cross sector

group working to create successful career outcomes for the people of Rotorua - and is leading Project 12 of

the social sector trial initiative in Rotorua, Excel Rotorua, focusing on the aim that no young person in

Rotorua under the age of 20 should be out of employment or training.

4.4 Priority C: Raise Māori and Pasifika success and outcomes to achieve equity with

non-Māori and non-Pasifika and achieving qualifications at higher levels (Link to TES

Priority 3 Boosting Achievement of Māori and Pasifika)

Waiāriki has the largest overall proportion of SAC funded Māori and Pasifika population among the ITPs,

with 68% of SAC funded students identifying as either Māori or Pasifika in 2014. Ensuring that there is

parity of learning success between Māori and Pasifika and all other learners has been a long standing goal

for Waiāriki and over the last five years there has been considerable improvement in levels of participation,

in narrowing the achievement gap and in supporting progression to higher levels of learning.

4.4.1 Māori Engagement – Whakataurite Māori

Waiāriki is committed to the recruitment and success of Māori learners and in 2013 developed a Māori

Engagement and Implementation Strategy to bring together a wide range of initiatives to support Māori

student engagement and success. The plan sets out the institute's commitment to supporting Māori across

three dimensions of: student recruitment and success, staff development and engagement with Māori and

iwi. It links closely to the institution’s retention policy and youth engagement and outreach plans and to the

Bicultural Competency Framework for staff.

The Plan focuses on raising the levels of Māori and Pasifika success through well-developed programmes of

student support, enhanced information and guidance prior to entry to ensure ‘recruitment and enrolment

with integrity’, improving cultural empathy with the needs of the students through offering a culturally

relevant curriculum through the process of indigenisation and drawing on the support of whanāu, iwi and

community in supporting students. While the success of Māori and Pasifika students continues to improve,

an achievement gap remains and narrowing this gap, as well as supporting Māori and Pasifika students to

transition to higher levels of learning, remains a key priority.


4.4.2 Participation of Māori and Pasifika learners in higher level learning – Ako ā Runga Ake

While learning programmes offered by Waiariki have increasingly been developed at level 4 and above, in

response to government priorities, participation of Māori and Pasifika groups in higher level programmes

has been lower than that of all other learners. The institute aims, while closing the achievement gap, to

also encourage enhanced progression and increased participation and success in tertiary education at

higher levels for these priority groups. Growing participation at level 4 and above for Māori learners, from

around 60% in 2012 to 67% in 2014 and achieving a further increase of the proportion of Māori engaged in

study at and above NZQF level 4 by another 6% by 2016 is an important aim. For Pasifika students a similar

increase in the proportion of participation in study at, or above, NZQF level 4 is estimated over the planning

period. Despite lower than anticipated progression to higher level learning it is important to note that

Waiāriki is achieving significant success, as improving EPIs testify.

4.4.3 Specific Initiatives to Improve Success of Māori and Pasifika – Whakāāro Mātanga

Specific initiatives to increase learner success and to ensure equity of outcomes for Māori/Pasifika include:

Continued extension of the staff professional development programme to improve teaching

practice and build bicultural staff competencies;

Sharing of expertise between subjects, qualifications and departments and detailed analysis of

success rates across different courses and programmes;

A strong learner adviser support system through a team of 12 Learning Advisers at Mokoia and

regional centres;

An institute-wide approach to recording, monitoring and responding to non-attendance;

Supporting Youth Guarantee and foundation learning programmes through the Certificate in

Vocational Skills, facilitated by experienced tutors skilled in engaging youth and through marae-

based delivery;

Embedded literacy and numeracy teaching and assessment and use of the Adult Assessment Tool in

all level 1-3 courses;

Development of a Māori and Pasifika trade training initiative, implemented in 2014;

Formation of Pasifika staff and student forums to develop greater understanding of strategies to

support Pasifika leaner success.

4.4.4 Bicultural Framework – Anga Tikanga ā Rua

In 2014, Waiāriki embarked on the strengthening of its Bicultural Framework in the context of the

institution’s position as a distinctly bicultural institution. Initiatives that have, and are, been undertaken

include:

The establishment of the Te Tira Tohutohu committee to facilitate indigenisation of the curriculum;

Provision of Māori medium instruction to support transition from Kura;

The offering of Māori medium pathways through professional development programmes in Early

Childhood Education;

An increased level of marae-based delivery of programmes especially at foundation learning level;

Development of partnerships with iwi PTEs;

Links to iwi and trust education plans.


4.4.5 Regional Provision – Whakarato ā Rohe

Much of Waiāriki’s work with priority groups occurs in the wider Waiāriki region as the institution is

committed to providing stair-casing opportunities from more rural areas and isolated communities to the

higher level learning offered at the Rotorua campus. Regional provision provides an important means of

supporting initial learner engagement in tertiary education. Partnerships with iwi are of particular

significance and during the last three years Waiāriki has attracted significant numbers of youth, Māori and

Pasifika and first time adult learners to new offerings of programmes. It is the intention to build on this

work in the Investment Plan period through further strengthening regional and iwi partnerships.

As part of this commitment to regional provision a new regional support structure and strategy aligning

Waiāriki’s provision to regional needs was approved by Waiāriki Council in 2013. This sets out clear

commitment to regional development in terms of numbers and programmes at each regional campus with

new management arrangements being established to support regional centres in the Eastern Bay of Plenty

and in South Waikato. At the same time there has been a commitment to upgrade the learning

environments at regional centres through relocation to new premises, partnership with other education

providers and through proposed new build. At Tokoroa, for example, Waiāriki has relocated the majority of

its provision to a shared site with Te Wānanga o Aotearoa and at Whakatāne on-going discussion is taking

place with Awanuiārangi regarding co-location of some provision. For Taupo, proposals are underway to

rebuild the current campus to better meet the needs of learners and to provide a local training point for

specialist training in the application of geothermal technology, use of natural resources and tourism and

hospitality.

The Centre for Business Research and Enterprise (CBRE) plays a key role in supporting regional engagement

through its Business Information Analyst, Business Developer and Stakeholder Relationship Coordinator.

4.5 Priority D: Increase the number of youth engaging in tertiary education and

strengthening secondary tertiary transition (Link to TES Priority 2 Getting at Risk Young

People into a career and Priority 4 Improving Adult Literacy and Numeracy)

Waiāriki has had a long standing commitment to supporting young people to progress to further learning

through a range of foundation learning, bridging and transition initiatives. During the last five years the

proportion progressing has grown by over 30%.6

Waiāriki has achieved considerable success in increasing the number of young people accessing its

programmes but recognises that within the Waiāriki region many young people still fail to progress to

tertiary education and others have only a limited engagement. It is estimated that there are more than 800

young people not in employment education or training (NEETS) in the region, many of whom could access

tertiary study through the Youth Guarantee scheme and the institution’s foundation learning initiatives.

The institute has seen an increase in both the numbers engaging, and the success of those participating, in

6 Waiāriki 2013 Annual Report.


Youth Guarantee and foundation learning programmes. Partnerships are being developed with PTEs

working with NEETS and young adults, offering employment skills, Youth Guarantee and other level 1 and 2

programmes to develop progression pathways for such learners. There are a number of clear successes of

progression of young people from foundation learning to bridging and diploma and degree level studies.

One example is provided below.

Jayde commenced study at Waiāriki as a 19 year old solo mother on a level 2 qualification. Although

she didn’t complete this initial qualification she was accepted onto the level 3 Certificate in Cafe

Operations in the following year, which she was awarded, and then stair-cased from that

qualification to the level 5 Diploma in Hospitality Management. Jayde has completed the level 5

diploma over two years while caring for her young son and working part-time. Jayde has been

described as “truly inspirational”. Armed with her diploma Jayde is now looking for full-time

employment in the hospitality industry.

4.5.1 Outreach and Youth Provision – Whakarato Taiohi

In 2013, Waiāriki developed a new Outreach and Youth Engagement Strategy to provide direction and

action to support increased access and progression of young people to tertiary education, including

through engagement with community groups and trusts.

The Outreach and Youth Engagement Strategy sets out a framework for a wide range of youth engagement

activities including open days, tasters and vocational progression initiatives. This plan will be fully

implemented over the next three years and is subject to regular reporting and debate through the Senior

Management Team, Academic Board and Waiāriki Council. In support of the achievement of the targets set

within this strategy Waiāriki has established a new post of Secondary-Tertiary Transition Manager and a

Secondary Tertiary Transition team. The actions resulting from this strategy include increased interaction

through taster and raising aspiration programmes, and wider involvement of Waiāriki students as

ambassadors to engage with young people in schools and PTEs. The student ambassadors provide real-life,

relevant and aspirational role models for youth who may not have considered the opportunities of tertiary

education relevant to them.

4.5.2 Secondary-Tertiary Transition - Whakawhiti Kura Kuratini Takiūra

The institution collaborates widely with the secondary school sector in expanding collaborations under

Secondary-Tertiary Progression initiatives with the Trade Academy being extended to benefit secondary

school pupils in Tokoroa and Taupo, as well as operating in the Eastern Bay of Plenty and Rotorua, in 2014.

The success of the Eastern Bay of Plenty Trades Academy (EBOPTA) in the development of partnerships

with schools, recruiting students and in raising the education achievement of students participating in the

programmes offered, has raised demand from schools for more places. The programme has been very

successful with 84% of participants achieving their Waiāriki level 2 or 3 qualification, as well as an

embedded National Certificate. Ninety per-cent (90%) of the EBOPTA students achieved their National

Certificate of Educational Achievement Level 2 (NCEA2) during the first two years of the programme and

71% of the 2012 student intake achieved NCEA2 in their first year on the programme. Since 2011 82% of

the enrolments in the EBOPTA are priority Māori learners.

More than 420 places are now offered across the Bay of Plenty with demand exceeding supply. Schools in

Rotorua, Taupo and Tokoroa are keen to further expand Trade Academy provision and working with Trident


High School, the lead for the EBOPTA, Waiāriki has been successful in securing a small number of

additional places for 2015. Table 8 below shows Trade Academy numbers for 2012- 2014 and proposed

2015 numbers.

Table 9: Trades Academy Provision 2011 – 2015 (Student Places)

Area 2011 2012 2013 2014 Proposed 2015*

Whakatane and surrounding areas

105

210 (covering year one and

year two students)

210 total (with 70 year 2 and

140 year 1 students)

145 140

Rotorua area - - 65 year 1 only 120 155

Taupo / Turangi - - - 40 40

Tokoroa (South Waikato) - - - 40 40

TOTAL 105 210 275 345 375

*2015 numbers are subject to final confirmation from the Ministry of Education.

The range of secondary-tertiary initiatives established during the last three years will continue to be

enhanced throughout the planning period and the Senior Management Team has prioritised this area of

work for the next two years. Continuing to establish strong relationships with the region’s schools and

community groups will be of particular importance, building and extending the work of the Trades

Academy supported by a programme of secondary engagement focused on removing actual and perceived

barriers to access to tertiary education.

4.5.3 Level 1 and 2 and Youth Guarantee Provision – Whakarato Taiohi Tīmatanga

Waiāriki is looked to by the region to provide foundation learning, including literacy and numeracy skills, for

the large numbers of people who did not achieve at school and who left without any formal qualification.

The Waiāriki region is one of the lowest qualified in New Zealand and the ability to offer foundation level

qualifications is thus of particular importance and central to: releasing latent demand, addressing the socio-

demographic deprivation in the region and meeting labour force requirements. While partnerships are, and

will continue to be, established with private providers and iwi trusts, many learners look to Waiāriki due to

its central role in the region and tradition of offering foundation learning. The Investment Plan for 2015-

2017 thus proposes to expand foundation level learning at level 2, through both SAC funding and Youth

Guarantee provision, and also anticipates a small increase in numbers enrolled in bridging programmes

offered at level 4. Both levels of foundation learning will be offered through regional centres and through

selected partnerships with iwi.

Waiāriki submitted plans, as part of the second competitive funding round, to grow its level 1 and 2

provision to meet the real needs for foundation learning in the Waiāriki region. At the time of submitting

this plan there is ongoing dialogue about the level of funding awarded through competitive funding.

Waiāriki has been notified of the award of indicative funding for 90 Youth Guarantee EFTS but due to high

levels of demand aims to continue to support and grow the Government’s Youth Guarantee initiative

through provision of direct TEC funded provision to the value of 100 Youth Guarantee EFTS in 2015. The

Youth Guarantee programme has been particularly important in re-engaging youth and Waiāriki is working


closely with schools, community groups and iwi to identify and support young people who will benefit from

the programme. This bid for an expanded level of activity is based on the improvement in performance of

Youth Guarantee students with course success now standing at 72% which is above the 2013 sector median

of 71%.

Waiāriki has developed a number of programmes to support learner engagement at this level including the

Certificate in Vocational Skills (CVS) at level 2 which combines literacy and numeracy teaching with

development of skills for learning and an introduction to vocational trades in eight different areas

including: hospitality, construction, agriculture, automotive engineering, forestry, business administration,

hairdressing and health and education. The programme aims to provide learners with the skills, experience

and knowledge to become work ready or to progress onto higher level qualifications. In 2014, this

programme has been offered through both campus based and marae based delivery and has been

successful in continuing to attract young people and adults into further steps in their learning journey.

A number of pre-trade and introductory programmes are offered at level 3 including: forestry operations,

business administration, health and computing. These programmes provide learners with the confidence

and skills to progress to the higher level skills required for key economic sectors. Waiāriki plays an

important part in the lives of these learners and has strong evidence of the life changing opportunities

provided to learners and families, through the mentoring, support and work ready skills that foundation

learning brings. At Kawerau, for example, over 20 students commenced study of a level 3 programme in

Health Disability and Aged Support, half of this number progressed to the degree bridging programme,

Smart Study, and four students then enrolled on the Bachelor of Nursing.

4.5.4 Embedded literacy and numeracy - Mau ā Tuhi, ā Whika

Of particular importance in building learner pathways is support for learners to develop the literacy and

numeracy skills and knowledge required by industry and/or for progression to higher level learning. All

Waiāriki programmes at levels 1 to 3 include embedded literacy and numeracy teaching.

In 2013 Waiāriki, with the support of pilot funding from the TEC, worked in partnership with the National

Centre for the Assessment of Adult Literacy at the University of Waikato to develop a new whole of

institute approach to literacy and numeracy; this approach is being fully embedded in 2014. While the

focus is in particular at levels 1-3, literacy and numeracy is being given priority at all levels of the curriculum

with recognition that many learners may have literacy and numeracy needs even at higher levels, including

for postgraduate study.

Initial results for 2014 indicate a significant increase in the use of the National Adult Assessment Tool and,

in subject areas such as automotive engineering, there has been marked improvement in student literacy

and numeracy levels. Staff development in embedding literacy and numeracy has been provided to all staff

teaching at level 4 and below, and staff have also been supported to undertake courses in Embedding

Literacy and Numeracy.

Waiāriki’s 2014-2015 Literacy and Numeracy Action Plan is implemented through the work of the Learning

Advisor Team. This team works in partnership with teaching staff to use the Adult Assessment Tool and a

range of diagnostic materiel developed in-house to assess the numeracy and literacy capability of learners

at all NZQF levels. The results of these diagnostic assessments are used to inform teaching and learning

programmes and to monitor learner progress. Newly developed templates across the institution identify

the specific numeracy and literacy demands of each course and a range of professional learning


opportunities have been developed and promoted to support staff to develop effective teaching that

embeds literacy and numeracy and employability. Waiāriki staff are contributing to the embedding literacy

and numeracy knowledge base at both regional and national level.

Waiāriki’s literacy work is also developed through the work of the English for Students of Other Languages

(ESOL) team and their delivery of a range of English programmes for non-native speakers.

4.5.5 Workplace Literacy and Numeracy - Wāhi Mau ā Tuhi ā Whika

Waiāriki’s delivery of workplace literacy and numeracy supports development and improvements in literacy

and numeracy for a wide range of employees and employing organisations within the community, leading

to better outcomes for businesses and enhanced vocational opportunities for individuals. The Waiāriki

programme has been in place since 2008 with improving engagement of employers throughout this period;

in 2013, 233 learners were engaged in workplace based study for literacy and numeracy. All participation

targets for 2014 will be achieved with increasing requests from employers to provide this learning, a

demand that cannot be met with the current level of 87 funded places. Waiāriki thus proposes to increase

delivery to meet this increased demand and deliver 104 funded workplace literacy and numeracy places in

2015.

4.6 Priority E: Develop applied research to underpin programmes offered and to meet

the needs of industry (link to TES Priority 5 Strengthen Research and Priority 1

Delivering Skills for Industry)

Waiāriki is committed to research informed teaching, curriculum, and programme delivery and will

continue to raise levels of achievement in the areas of research and advanced scholarship. Waiariki has a

clear commitment to underpin all programmes at NZQF levels 5 and above with applied research and to

fulfil the requirement of ITPs to engage in applied research relevant to regional needs.

4.6.1 Research and Enterprise Strategy – Rautaki Rangahau

The Research and Enterprise Strategy provides a framework for the development of research and is

supported by Faculty Research Plans. Revised expectations of research activity have been set for staff and

Waiāriki’s new research workload allocation model ensures that all staff teaching higher level programmes

are supported to engage in research and/or advanced scholarship. Institutional support and development

of research activity is led by the Centre for Business, Research and Enterprise (CBRE). Established in 2013,

the Centre has overseen significant increases in the level of external funding for research and enterprise

activity in line with the annual targets set out in the Waiāriki Strategic Plan of over $100K for 2014, and

further targets of $150K for 2015 and $200K by 2017.

The Centre is supported by staff with a focus on business planning, business development and stakeholder

relationships, particularly with iwi. Strong links are being established with other research institutes,

including Crown Research Institutes such as Scion, and with employers and trusts in the development of

research and enterprise activity. Early initiatives in this area included the Māori Geothermal Symposium

and the Māori Forestry Forum arranged jointly with GNS, Scion and Te Puni Kokiri held at Waiāriki in July

and August 2013. In 2014 project and partnership development activity undertaken by the CBRE has

focussed on areas of regional significance including forestry, wood manufacturing, construction, health,


education (early childhood and adult) and Māori language. These regional priority areas, including in

addition tourism, IT and resource management, will continue to guide research and enterprise

development activity at Waiāriki.

In 2014, Waiāriki implemented, for the first time, a formal research workload allocation framework. Under

this framework, staff teaching at levels 5 and above are allocated research hours up to 0.2 FTE. These staff

are required to develop an annual research plan, including proposed outputs, which forms part of a new

research component of Waiāriki’s performance appraisal system. The plans inform higher level faculty and

institutional strategic planning including activities of the CBRE, and the whole framework is having a

positive effect on Waiāriki’s research culture. A clear strategy is underway to develop areas of expertise in

selected subject areas that meet the economic development priorities of the region including, for example,

forestry and primary industries, indigenous tourism, Māori health and Māori development. New

appointments which have been made in these areas provide an important baseline for further

development of applied research and enterprise activity.

The current Waiāriki Strategic Plan recognises the importance of continuing staff development to achieve

the institute’s research goals. Support for staff to achieve Masters and PhD qualifications is provided

through a generous co-funding scheme. A new research career track initiated in 2013 will see an increasing

number of Professors and Associate Professors appointed to provide leadership and mentorship.

A focus on engagement in research for less experienced staff is now shifting towards improving the quality

and impact of Waiāriki’s research outputs. In 2013 Waiāriki staff published 72 outputs in the high-quality,

peer-reviewed categories, compared with 33 in 2012. Waiāriki will look to continue to improve in this area,

while also placing considerable value on applied and/or commercial outcomes for external partners as a

measure of research performance. A longer term objective to ensure sustainable growth in research

funding is for Waiāriki to enter the PBRF in 2018. In the intervening period significant work is planned to

upgrade data recording and reporting systems, implement procedures and train staff.

Waiāriki will continue to provide an appropriate internal funding pool for research and enterprise activity.

The current contestable fund administered by the Waiāriki Research and Enterprise Committee supports

research projects with up to $5000 each. From July 2014 a new contestable fund is being administered in

parallel to support Teaching Innovation Projects, which aims to improve teaching and learning practice and

associated research.

4.7 Priority F: Develop partnerships and collaborations that will support the

development of a sustainable, efficient and high quality professional vocational

education institution. (Underpins all TES Priority Areas and responds to directives on

collaboration)

Partnership and collaboration is of particular importance in enabling Waiāriki to meet regional needs and

underpins Waiāriki’s work in a wide range of areas. Waiāriki recognises the importance of the development

of partnerships and collaboration with industry, iwi, crown research institutes and other education

providers in delivering its objectives. The need to increase efficiency of investment of TEC funding through

shared services, alignment of networks of provision and reduction in overlap of portfolios has led to

increased awareness of the benefits of collaboration. Partnership activity has developed in scope over the

last two years and over the period of the Investment Plan a key priority will be to strengthen further

partnership and collaborative work through enhanced links at regional, national and international levels.


This will include collaborative curriculum and programme development and research through the Bay of

Plenty Tertiary Education Partnership, on-going curriculum and shared service collaboration with the Bay of

Plenty Polytechnic and selective links with PTEs to provide access and transition to Waiāriki programmes.

The institute joined the Bay of Plenty Tertiary Partnership at the end of the 2013 academic year to

strengthen outcomes for learners in the Bay of Plenty region and to create new opportunities. Through

working with the University of Waikato, Te Whare Awanuiārangi and the Bay of Plenty Polytechnic.

Waiāriki aims to:

Improve engagement in and progression to higher level learning;

Improve outcomes for learners;

Engage in selective collaborative programme provision and research.

The Tertiary Action Plan for the Bay of Plenty region will be important in helping to share tertiary provision

over the next five years. It has identified a number of clear priorities which are currently subject to public

consultation (see section 3.3.1).

Waiāriki continues to work closely with the Bay of Plenty Polytechnic in a range of areas including:

Sharing of expertise in support services provision;

Collaborative programme development including, for example, recent developments in the area of

culinary arts;

Shared attendance at each institute’s Academic Board.

Active dialogue is taking place between the Chief Executives and Chairs of both institutions to identify

potential areas for future collaboration for the benefit of learners within the region.

Waiāriki has also engaged in a small number of both strategic and subcontracting partnerships with iwi

education providers and trusts where such partnerships enable access to, and support for, learners who

otherwise would not participate in, or progress to, tertiary education. In 2014 there has been evident

success in the development of such relationships with the numbers studying at Turangi through partnership

with Te Whare Aronui o Tuwharetoa doubling since 2013 and with the offering of programmes in Kawerau

in partnership with Tuwharetoa ki Kawerau. Partnerships with iwi and hapu through the development of

marae-based delivery of foundation learning have been developed and delivered in 2014 and have been

successful in releasing latent demand within the region.

Waiāriki is developing strong relationships with iwi and hapu and with associated runanga and trusts

through seeking to support and align with their education plans. New work commencing in 2014 has come

through the Māori and Pasifika Trades Training initiative, links with health agencies and through work with

youth and community organisations such as Te Waiāriki Purea Trust and WERA.

Through partnership with iwi Waiāriki is delivering a marae-based programme for the Certificate in

Vocational Skills (CVS) Level 2, as part of a foundation pathway suite of programmes that provide a clear

staircase well suited to Māori. Marae-based CVS is delivered in collaboration with, and at the request of,

local iwi or other Māori provider organisations, with delivery underway or planned for: Opotiki, Ruatoki,

Murupara, Turangi, Tokoroa, Taumarunui, Te Puke, Taupo, Rotorua, Kawerau, Te Kaha and Papamoa.

Partnership with these organisations is a key to success because they know their local community

intimately and can provide extra pastoral and wrap-around support over and above that which Waiāriki

already provides. This programme provides a sound basis for further pathway planning carried out in

collaboration with local iwi and Māori provider organisations – ensuring local area needs are well


understood and met with a planned response. Data from MSD and others is being analysed so it can

supplement this localised analysis of need. Outcomes of the first cohort of the marae-based delivery

include high levels of completion and achievement and high levels of progression to higher programmes.

4.8 Priority G: Growing international education. (Link to TES Priority 6 Grow

International Linkages)

Waiāriki has a strong commitment to international activity which has seen the number of overseas

students coming to study at Waiāriki increase significantly over the last five years. International pathways

have served to support the goal of export education and the institution has partnerships in a number of

countries to provide academic pathways for students wishing to study in New Zealand.

International activity is an important part of Waiāriki provision contributing to student diversity, the

support of the regional economy and the development of graduates with a world view. Almost one fifth of

Waiāriki EFTS are recruited from overseas and they make an important contribution to both the overall

student experience and to the diversification of institutional income. In 2013 Waiāriki developed a new

Internationalisation Strategy focusing on on-campus recruitment, offshore development and collaborative

partnerships, the internationalisation of the curriculum and pastoral support. New country and regional

plans have been developed with the aim to diversity recruitment from different countries and across

different programmes.

Significant achievements have been made in international activity and Waiāriki has the second largest

cohort of international students in the ITP sector studying outside Auckland. Students have been attracted

by the New Zealand experience offered by Rotorua, the cost effectiveness of living outside the

metropolitan areas and the employment opportunities and work related experience particularly in the

primary industry and tourism and hospitality sectors. Waiāriki has a strong reputation overseas supported

by the high level of student satisfaction with Waiāriki programmes, high level of student success, good

employment outcomes and strong levels of personal and pastoral support.

Waiāriki has a number of developing partnerships overseas and the last year has seen a growth in

articulation arrangements between education institutions overseas and Waiāriki programmes. Partnerships

have been established in China, India and Indonesia and there are plans for new partnerships in Chile and

Nepal. Waiāriki will be exploring the potential of moving to offshore delivery through split-site

undergraduate and postgraduate programmes from 2015.

A key aim for the Investment Planning period is to continue to diversify international enrolments into areas

other than health, business, computing and tourism and to grow international recruitment and

partnerships in trades, agriculture, forestry, technology and design, and manufacturing and to broaden the

base of export education countries. The potential of developing new delivery modes, in particular through

the growth of transnational or offshore education will also be explored. The current dependence on the

Indian and South Asia market will be reduced through growing enrolments from the Philippines, China,

Indonesia, the Pacific Region and Central / South America where academic pathways and institutional

relationships already exist. Waiāriki is collaborating closely with the Ministry of Foreign Affairs and Trade

and Education New Zealand in the development of its international work. It is also working collaboratively

with other ITPs through VETNZ and the EDNZ India consortium.


4.9 Investment Plan Outcomes Framework – Anga Māhere Whakangāo

Waiāriki has developed an Outcomes Framework, which is modelled on the Outcome Framework diagram

in the TEC Statement of Intent 2014, to reflect the seven Investment Plan priorities together with the

broader picture associated with the government’s tertiary education goals. This framework illustrates that

tertiary education contributes to high level societal and economic outcomes, although achievement of

these high level outcomes are not fully within Waiāriki’s, or any education provider’s, realm of influence.

The Outcome Framework, Figure 1 below, shows how Waiāriki activity contributes to high level regional,

TEC and New Zealand-wide outcomes and education priorities. It is supported by a Statement of Service

Performance that identifies clear outcome measures (see Table 9).


Figure 1: Outcomes Framework Diagram

NATIONAL AND REGIONAL OUTCOMES

Economic Growth and Productivity

Social and Community Development

Cultural Development Environmental Development

A more highly skilled workforce supporting economic growth of Central North Island and across New Zealand

Social and cultural development in the region with greater awareness of global cultural dimensions and understanding of

environmental priorities and considerations

A world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century

Along with other providers this contributes to:

IMPACTS OF WAIĀRIKI ACTIVITY

An increased proportion of the regional population with

a tertiary qualification

Increased workforce capability and higher level skills

Tertiary activity that serves the needs of

regional employers and learners

Contribution to dissemination of knowledge and practical

solutions through research activity

Increasing rates of student success for all students

Increasing rates of success for Māori, Pasifika and youth

Increasing numbers who graduate with a high level vocational qualification

More graduates have skills valued by employers

Programmes closely linked to regional economic sectors and skill needs

Applied research underpinning all high level programmes

Research projects aligned to industry needs contribute to knowledge transfer

WAIĀRIKI OUTPUTS

High quality vocational

education aligned to

regional needs

Supporting student success

and employment outcomes Grow export education

Grow research and

enterprise

Portfolio development aligned to regional needs

Increased delivery in economic sectors of priority to the region

Increased number of active partnerships with iwi or Māori organisations

Improved outcomes for priority groups of: Māori, Pasifika and Youth

Improved outcomes for Level 1-3 learners; more completing qualifications with more progression to Level 4 and above

Enhance employment outcomes of graduates

Expand export education through development of a range of high level qualifications

All students develop globally relevant skills

Develop offshore partnerships and delivery

Grow staff research and enterprise capability and quality of research outputs.

Support staff to complete high level qualifications

Grow commercial/ applied research and enterprise aligned to regional priorities

PRIORITY FOCUS AREAS

A. Make Waiāriki an institute of choice through meeting the needs of the region with programmes aligned to regional needs.

B. Enhance graduate employability and outcomes.

C. Raise Māori and Pasifika success and outcomes. To achieve equity with non-Māori, non-Pasifika

D. Increase youth engagement in tertiary education and strengthen secondary-tertiary transition.

E. Develop applied research to underpin programmes and to meet the needs of industry.

F. Develop partnerships and collaboration to support development of a sustainable, efficient, high quality professional vocational

education institute.

G. Grow international education.


4.10 Statement of Service Performance Aligned to Tertiary Education Priorities – Māia

Ratonga

This Investment Plan focuses directly on the Government’s key initiatives. These include the Better Public

Service Targets of 85% of 18 year-olds achieving NCEA2, or equivalent, by 2017; and over 55% of 25 to 34

year olds having a qualification at NZQF level 4 or above by the same date. Waiāriki has adopted a

significant response to the need for skilled tradespersons to assist with Canterbury rebuild and through the

MPTT initiative it also recognises the importance of partnership and collaboration in meeting tertiary

education targets. The Outcome Framework Diagram illustrates how Waiāriki activities contribute to

national and regional education and wider government outcomes. The following table summarises

Waiāriki’s commitments for each of the seven identified strategic priorities aligned to relevant TES

priorities.

Waiāriki’s educational commitments for 2015-2017 are to provide:

EFTS at NZQF levels 1-9 aligned to the educational needs of the region;

A mix of provision by NZSCED subject aligned to the vocational needs of the region;

Increase SAC funded EFTS at level 3-9 by 150 in 2015 and 100 in 2016 through enhanced regional

engagement and development of new subject provision in particular aligned to meeting regional

demand and the government’s STEM and trade training priorities for Māori and Pasifika Trade

Training;

Expand level 1 and 2 provision by c. 10 EFTS and Youth Guarantee provision by 10 EFTS

Deliver a minimum of 65% of SAC provision at level 4 and above;

Increase the number of EFTS delivered outside the main campus in Rotorua though new delivery

sites including through partnership and marae-based delivery;

Improved education outcomes for priority groups;

Improved educational performance across all measures;

Improved graduate employment outcomes.


Table 10: Forecast Statement of Service Performance

Priority A: Make Waiāriki a preferred institution of choice by learners, employers and the community through meeting the needs of the region by closely aligning its programmes to regional economic and resource needs. (Links to TES Priority One: Delivering Skills for Industry)

Relevant TES outcome:

Industry and TEOs invest time, money and expertise in skills development to ensure that graduates gain both transferable skills and specific qualifications that are matched to labour market demand.

Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets

Performance Measures

We will:

Align the portfolio with regional economic sectors and priority needs and seek to reduce duplication of qualifications in the region through collaboration with other providers as appropriate.

Continue to support priority trades for Canterbury rebuild and introduce Māori and Pasifika Trade Training.

Extend collaborative arrangements between business, industry, iwi and Waiāriki.

Achieve 280 EFTS within the combined total for priority trades and Māori and Pasifika Trade Training.

Achieve priorities of Regional Tertiary Education Action Plan once approved.

EFTS enrolled in priority trades and MPTT qualifications.

Increase the number of local centres in which programmes are offered through partnership arrangements.

Refresh portfolio to meet economic priorities in region.

EFTS enrolled through partnership arrangements.


Priority B: Enhance graduate employability and outcomes. (Links to TES Priority One: Delivering Skills for Industry and Priority Two: Getting at Risk Young People into a Career)

Relevant TES outcomes:


Better employment outcomes for graduates.

Investment in education makes good use of information about employment outcomes.

More industry involvement with tertiary education to support the up-skilling of the existing labour force.



We will:

Continue to gather data on graduate outcomes and to research levels of employability and relevance of skills.

Enhance the work of the Careers and Employability Centre to link students and graduates to industry and employers, increasing work readiness and employment outcomes; including within iwi or community, and/or with other employers regionally, nationally or overseas.

Achieve an increase (from the 2013 baseline of 104) in the number of industry placements and work-based projects.

All programmes to incorporate work-integrated learning.

Number of programmes incorporating industry projects and industry placements.

Increase level of response to graduate employment survey.

2% increase per annum in graduate employment rates in period of plan.

Percentage of graduates in further study and/or employment in the year following graduation.


Priority C: Raise Māori and Pasifika success to achieve equity with non-Māori and non-Pasifika and achieving qualifications at higher levels. (Links to TES Priority Three: Boosting Achievement of Māori and Pasifika)


An increase in rates of progressions for Māori and Pasifika from study at level 1-3 to higher levels.

Increased rates of Māori and Pasifika enrolling in and completing qualifications at levels 4 and above.

Better employment outcomes for Māori and Pasifika graduates.

Achievement of appropriate performance targets for Māori and Pasifika learners.

TEOs set an appropriate level of Māori and Pasifika teaching staff.

There are opportunities for Māori and Pasifika to participate in study and research that will engage them as Māori and Pasifika within tertiary education.

TEOs engage Pasifika communities in the mentoring and pastoral care of Pasifika learners

Waiāriki Activities 2015-2017 Targets Longer term Strategic Plan Targets


We will:

Operationalise a strengthened Bicultural Framework.

Provide culturally appropriate learning contexts, environments and curricula to support participation in tertiary education and successful course and qualification achievement for Māori and Pasifika students.

Upskill second chance learners, age 25 and above, especially poorly skilled Māori and Pasifika.

Continue to expand youth vocational education to enhance transition to skilled workforce opportunities especially for Māori and Pasifika.

Establish strong links with iwi/hapu and Pasifika communities.

Achieve performance targets for Māori and Pasifika learners. Course success

Māori: 79% by 2017 Pasifika: 77% by 2017

Qualification completions: Māori: 66% by 2017

Pasifika: 63% by 2017.

Equity between Māori, Pasifika and other learners.

EPI measures for Māori and Pasifika SAC funded students.

An increase of 1% per year in the percentage of Māori and Pasifika students graduating at levels 4 or above.

Comparable levels of engagement in higher level learning for all groups.

Percentage of Māori and Pasifika students who graduate with a qualification at Level 4 and above.

An increase in employment outcomes for Māori and Pasifika graduates.

2% increase per annum in graduate employment rates

Percentage of Māori and Pasifika graduates in relevant employment or progressing to higher study in the year following graduation.

Pasifika student and staff forum established


Priority D: Increase the number of youth engaging in tertiary education and strengthening secondary tertiary transition. (Links to TES Priority Two: Getting At Risk Young People into a Career and Priority Four: Improving Adult Literacy and Numeracy)


A reduction in the number of young people not in employment, education or training.

Support attainment of Better Public Service Targets: 85% of 18 year olds achieve NCEA2 or equivalent and 55% of 25-34 year olds have a qualification at level 4 or above by 2017.

Better pathways from unemployment to tertiary education to give better employment outcomes.

More individuals across all age groups attain qualifications at Level 2 and above.

Literacy, language and numeracy skills improve across all age groups.

More industry involvement with tertiary education to support the up-skilling of the existing labour force.



We will:

Implement the Community Outreach and Youth Engagement Strategy.

Increase the success and impact of Youth Guarantee funding, including through collaboration with community organisations and the PTE/iwi sector.

Expand the Certificate in Vocational Skills to secondary-tertiary learners, YG students and young adults, to promote NCEA 2 achievement and seamless STP.

Further expand and strengthen secondary-tertiary initiatives including through Trades Academy delivery.

Provide learning pathways for youth aged 19 to 24 from foundation studies at NZQF level 2-3 through to studies at NZQF level 4-9.

Target early identification of challenged learners and embed support systems, including through using the National Literacy and Numeracy Assessment Tool.

Embedding and delivery of strategy. Strong links with communities and Waiariki a first choice institution for young people.

Clear strategy in place to encourage progression to tertiary learning for school leavers.

Achieve performance targets for under 25 learners

Course Success: 80% by 2017

Qualification completion : 68% by 2017

A coherent secondary-tertiary transition programme available throughout the region.

EPI measures for SAC funded students under 25

Achieve performance targets for Youth Guarantee.

Course Success: 75% by 2017

Qualification completions : 70% by 2017

EPI measures for youth guarantee

An increase in the percentage of students under 19 who achieve NCEA2 or equivalent through study at Waiariki or in a supported STP programme.

Increased proportion of secondary school leavers from linked schools progressing to tertiary education.

Percentage of Waiāriki (including TA) students under 19 who achieve at least a level 2 qualification (NCEA or equivalent).

An increase in the percentage of students aged under 35 who graduate at level 4 or above.

Percentage of students aged under 35 who graduate with a qualification at level 4 or above.




Two new partnerships established to support extension of foundation learning into new areas.

Increase the number of active partnerships with iwi and Māori organisations.

Number of partnerships established with PTEs/iwi through foundation learning and bridging programmes.

Priority E: Develop applied research to underpin programmes offered and to meet the needs of industry. (Links to TES Priority Five: Strengthening Research and Priority One: Delivering Skills for Industry)


TEOs, industry and research organisations collaborate more to share expertise, transfer knowledge and progress joint research programmes.

Greater movement of staff between TEOs and their partners, more opportunities to learn and research with the TEOs partners and increased private funding for tertiary education research.




We will:

Strengthen applied research and research informed teaching to support regional and national social, cultural, environmental, and economic development.

Increase the proportion of staff with degree and postgraduate qualifications.

Increase the volume of research outputs.

An increase in the number of applied research projects. An increase in the proportion of staff who are research active.

Achieve external contract funding targets for research and consultancy.

Number of applied research projects undertaken in collaboration with industry/iwi/community and volume of funding received.

An increase in the percentage of staff with degree and postgraduate qualifications.

A highly qualified workforce. Percentage of staff with postgraduate qualifications.

An increase in the number and quality of research outputs.

To enter the PBRF in 2018. Number and quality of research outputs.


Priority F: Develop partnerships and collaborations that will support the development of a sustainable, efficient and high quality professional vocational education institution. (Underpins all TES Priority areas and responds to directives on collaboration).


Strengthen collaboration and shared resources for greater efficiency.

Strengthen research outcomes.

Enhance quality assurance.

Continue to build international links.



We will:

Strengthen collaboration with foundation education providers through developing vocational pathways to NZQF level 4 and above.

Develop curriculum alignment strategies and processes for regional portfolio review to ensure complementary provision through the tertiary partnership.

Assess opportunity for shared services with other TEIs including Bay of Plenty Polytechnic.

An increase in the number of active partnerships.

Increased number of active partnerships.

Number of active partnerships with iwi or Māori organisations that result in student enrolments.

Active involvement in Bay of Plenty Tertiary Education Partnership.

A regional approach to educational provision agreed and adopted by TEOs in the Bay of Plenty.

MOUs in place with regional providers.

Regional review of portfolio including qualifications, programmes and education pathways undertaken.

Progress towards Regional Tertiary Action Plan targets.


Priority G: Growing international education. (Links to TES Priority 6: Grow international linkages).


Strengthen collaboration and shared resources for greater efficiency.

Strengthen research outcomes.

Enhance quality assurance.

Continue to build international links.



We will:

Continue and widen export education to countries linked to New Zealand’s global trading partnerships and priorities.

Seek to grow export education through articulation arrangements and offshore delivery.

Ensure that programmes offered respond to international needs.

Maintain export education at around 20% of total EFTS.

Reduce reliance on one major market and broaden range of subjects and programmes to which students are recruited.

EFTS achieved through export education.

Scope and where feasible engage in offshore education delivery.

Develop offshore education partnerships.

Number of countries from which students are recruited and percentage of students from different markets.

Increase the proportion of students recruited from countries outside South Asia.

Number of active articulation arrangements.

Increase number of international articulation arrangements.

Number of students studying

partially or wholly offshore.

Increase level of staff and student exchanges and activities with international TEOs.


4.11 Outcomes and Educational Commitments - Whakaheretanga

Mātauranga

4.11.1 Volume of EFTS and Nature of Provision – Ratonga Rārangi Akonga

Waiāriki’s commitment for 2015 is to provide a total of 2867 SAC funded EFTS from New

Zealand Qualification Framework (NZQF) level 1-9. In addition, Waiāriki will provide additional

capacity funded through Adult and Community Education (69 EFTS), Youth Guarantee (100

EFTS), Workplace Literacy and Numeracy (104 learners), and Secondary-Tertiary Transition

Programmes and Trades Academy (circa 375 learners in 2015) see Table 1.

4.11.2 Mix of Provision – Whakarato i Ngā Taumata

(a) By level

The mix of provision by level, shown in Table 10 below, evidences delivery across a range of

levels from 1–9 with most provision located at level 3 and above.

Table 11: Mix of Provision, SAC EFTS (including priority trades) by NZQF level of qualification

NZQF Level

2014 Forecast

2015 2016 Notes

1 4 8 8 New NZ qualifications in ESOL at level 1.

2 148 147 147 Provision at level 2 to meet the needs of learners across the region for foundation learning.

Total 1-2 152 155 155

3 735 781 786 Pathway qualifications to higher levels and vocational trade qualifications.

4 781 689 687 Pre-employment trades qualifications and bridging to level 5-7.

5 465 426 426 Entry level diplomas.

6 137 127 127 Mostly 2 year diplomas

7 661 640 700 Capped health with rising ECE & applied management.

8 14 39 49 Specialist industry professional up-skilling with increased offerings of post-graduate certificates and diploma.

9 5 10 20 Specialist industry professional up-skilling to Masters level

Total 3-9 2798 2712 2795

Grand Total

2950 2867 2950

The levels of provision at Waiāriki have, in response to government priorities, increasingly

moved towards higher level provision at NZQF levels 4 and above. Since 2007 Waiāriki has

reduced the proportion of SAC funded EFTS at foundation level (levels 1 and 2). These levels

accounted for only 6% of total SAC provision in 2013 with more than 65% of SAC provision now

being at level 4 and above. The shift in provision has involved offering and supporting learning

at higher levels through development of trade certificate qualifications at NZQF level 4,

diplomas at levels 5 and 6, and professional applied bachelor degrees and graduate diplomas

at level 7. Postgraduate certificate, diplomas and masters degrees in specialised management,

information technology, hospitality management and health subjects at NZQF level 8 and 9

were approved during 2013, with delivery commencing in February 2014. Response to these

new programmes, especially at postgraduate level, has been very positive from both domestic

and international markets and Waiāriki is currently developing a new professional post-


graduate suite to address the learning needs of education, social work and health professions.

These new programmes will be offered from the first semester in 2015, subject to NZQA

approval. A key focus for postgraduate programmes is ensuring that there are positive

employment outcomes for students and the institution’s Careers and Employability Centre is

playing a key role in this regard.

(b) By Subject Area - Kaupapa

During 2015-2017 Waiāriki will continue its planned programme development to respond to

both learner and industry needs. Changes to the subject mix and balance of provision are

managed to ensure that they align to national and regional workforce priority needs. The work

already undertaken with Local Advisory Committees (LACs) will continue and evaluation will be

undertaken of the way in which Waiāriki can better respond to vocational and professional

development needs, and the listing of New Zealand qualifications post-TROQ. The institution

will see some growth in science, technology, engineering and maths (STEM) provision numbers

through the development of new applied science and technology provision and through

programmes in hospitality with the introduction of a new culinary arts degree. A further

expansion of postgraduate provision to meet the needs of the service economy is also

planned. There will be some decline in numbers studying Māori language and development

programmes largely as a result of increased competition from free fees programmes offered

by the wanangas in Māori language and the move to offer such programmes through e-

learning, mobile apps and in partnership with other providers. Tables 5 and 6 within Appendix

1 document the detail of key changes by New Zealand Standard Classification of Education

(NZSCED) subject area.

4.11.3 Priority Trades and Māori and Pasifika Trade Training - Mahi Tuatahi i Waitaha,

Whakangūngū Mahi Iwi Māori, Iwi Mōana nui ā Kiwa

The proposed mix of provision includes a combined total of 253 applied trades EFTS covering

Māori and Pasifika Trade Training and EFTS in recognised priority trades areas within the core

SAC funding from 2015 and beyond.

During the last five years, Waiāriki has seen an increase in the volume and take-up of trade

programmes and has responded to growing demand through expansion of the number, range

and location of its trade provision. With programmes in automotive engineering, carpentry,

electrical, engineering, fabrication and welding, agriculture, forest operations, wood

manufacturing, hairdressing and culinary arts, Waiāriki has developed a portfolio of

programmes at NZQF levels 2-4 which directly relate to student demand and the needs of the

regional economy. In the period 2012 to 2013, and anticipated for 2014, Waiāriki has also

responded to the Priority Trades for Canterbury initiative achieving its target of 100 additional

EFTS over and above the priority trades in its core SAC contract. More than 75% of the

students involved in trades training are Māori or Pasifika and levels of achievement have been

steadily growing. Waiāriki seeks to build on this success and is seeking a growth of places in

trade training funding in 2015 to accommodate enhanced participation in and demand for the

Government’s Māori and Pasifika Trades initiative as well as responding to the identified

requirements of stakeholders for delivery of more applied trades courses at multiple locations

across the region. Waiāriki’s work in this area is well respected and students are in high

demand from different trade sectors with over 50% of graduates from level 1-3 trade

qualifications moving directly into employment. Some comments from employers of trade

graduates include:


“I carried out my training at Waiāriki Institute of Technology 21 years ago and highly

recommend this programme. We have employed at least 17 apprentices from Waiāriki

since then. We see Waiāriki as a major resource that we tap into!”

“Our company has employed many graduates over the last 15 years and I find that the

training that they are given at Waiāriki is invaluable. I am able to liaise directly with the

friendly staff and find that I am always able to find the right person every time. An

unbelievable asset for the industry and our company!”

Waiāriki recruits significant numbers of Māori and Pasifika students to its growing portfolio of

trade programmes and has successfully been awarded funding for the new Māori and Pasifika

Trade Training initiative. The institute is working in partnership with Ngati Whakaue, Te Whare

Wananga o Awanuiarangi, regional employers and the Taumarunui Community Kokiri Trust to

deliver its Māori and Pasifika trade training initiative for Rotorua and the wider Waiāriki

region. High demand has been identified for this initiative with an estimated 500 learners

expressing interest in the Rotorua region. It is estimated that from a base of 60 EFTS Māori and

Pasifika Trade Training places in 2014, this could rise to circa 150 EFTS over the next two years.

The institution has embedded 900 trade training places within its core allocation but has

limited capacity to deploy more of its EFTS to this area of provision without adversely

impacting on the mix and balance of provision of programmes across all levels. While Waiāriki

has been able to absorb up to 60 MPTT EFTS as part of core provision in 2014, the award of

additional EFTS is needed to meet the regional demand for Māori and Pasifika Trade Training.

The institution seeks additional award of EFTS for this provision which is part of the request for

150 additional EFTS for regional provision in 2015 and 100 for STEM and other regional

demand areas in 2016.

Waiariki is applying to the 2014 MPTT round for delivery to the rest of the Waiariki region not

already covered by the Rotorua contract. This proposal is expected to include a consortium of

iwi, Māori organisations, Pasifika organisations, PTEs and hopefully other TEOs in the region.

This proposal will see a scale of delivery that will allow sub-regions to focus on a wider range of

trades of significance for their local area – for example, horticulture in Opotiki, agriculture in

Turangi, and construction in Papamoa.

4.11.4 STEM Provision - Ratonga Pūtaiāo

The Tertiary Education Strategy (TES) has a priority for increasing levels of engagement in

science and engineering with the aim of increasing Māori, Pasifika and women enrolled on

tertiary programmes in these subject areas. While Waiāriki has strong provision in the areas of

fitting and turning, welding and fabrication, automotive skills and manufacturing technology,

provision of engineering skills and knowledge to date has been up to NZQF level 4 only and

science provision has primarily focused on the area of health. The institute’s Strategic Plan has

a commitment to further develop programmes in areas related to regional economic needs,

including skills required by the geothermal industry and the harnessing of natural resources.

The draft Tertiary Action Plan for the Bay of Plenty Region has identified a clear need for

learners with science and engineering technology skills to meet the intermediate skill needs of

the geothermal sector, materials engineering and freshwater science through, for example,

provision of automation and control, calibration and instrumentation, CAD/CAM, drilling,

laboratory skills and technology for the primary sector. Discussions have been held, for

example, with fabrication firms in Rotorua and precision engineering firms in Kawerau and

with geothermal companies who have confirmed that currently labour is primarily sought out

of the region due to the lack of availability of skilled local labour.


Waiāriki is in the process of introducing a new degree in Applied Science and certificates and

diplomas in Engineering Technology with a particular focus on CAD/CAM from 2016 (subject to

approval). Waiāriki seeks the allocation of additional EFTS to support these developments as

well as growing provision in the tourism and hospitality sector to meet regional needs.

Waiāriki recognises that many potential students, and in particular Māori and Pasifika, do not

have the necessary level of numeracy and scientific skills to undertake study in these subjects

at level 5 and above and thus the institute will expand its bridging programme, the Certificate

in Smart Study, to provide an appropriate learning foundation for science and technology

study at levels 5 and above. In addition Waiāriki will also seek to attract a larger number of

women into science in particular through enrolments on the bridging programme. Planned

development and expansion of provision in STEM areas is documented in Table 11 below.

Table 12: STEM Related Provision Projections 2013 – 2017

Projected EFTS

Qualification Level NZSCED 2014 2015 2016 2017

Certificate in Welding and Fabrication 4 03 38 40 40 40

Certificate in Engineering (Fitting and Turning)

3 03 16 25 25 25

Certificate in Smart Study [introducing new courses with foundation mathematics and science for engineering and science pathways from 2014] – STEM courses

4 12 6 14 14 14

Bachelor of Creative Technology 7 02, 03, 10 0 20 25

Bachelor of Applied Science 7 02, 03 20 25

Geothermal Related Science and Environmental Engineering [being developed with stakeholders]

5 02, 03 0 15

Total EFTS 60 80 100 145

4.12 Educational Performance – Māia Mātauranga

Improving Educational Performance - Whakapai Ake Mātauranga Māia: Student Success and EPIs

– Angitū Akonga, Tūtohu Mātauranga Māia

During the last five years Waiāriki has established an upward trend in course completion rates

and an increasing level of qualification success as evidence by the following table.


Table 13: Summary of EPI Outcomes: 2008 – 2014

Performance

Measure

2008 2011 2012 2013 2014 (plan) 2014

(predicted)

Course completion 48% 73% 77% 79% 80% 80%

Qualification

completion 29% 55% 67% 74% 69% 74%

Progression 44% 29% 29% 33% 33% 33%

Retention 31% 54% 63% 67% 63% 68%

Māori Course

Success 42% 67% 72% 75% 75% 77%

Pasifika Course

success - 67% 73% 73% 75% 75%

Gap Māori success

and that of all other

learners

- 15% 14% 10% 10% 8%

During this period there has been year on year improvement with further significant

improvement in the 2013 academic year. This is evidenced in the institute’s 2013 Annual

Report which documented the increase in the overall course success of more than 60% in the

period 2008 to 2013, the increase in qualification completion by 150% and the increase in

Māori course success of 70%7.

4.12.1 Performance commitments – Whakahere Māia

The institute recognises that it has still some way to go to be placed among the highest

performing ITPs. Waiāriki has therefore set further challenging targets for student success in

2015-2017. Waiāriki aims to improve the overall course success EPI to 80% in 2015 with the

qualification completion EPI increasing to 74%. The course success EPI for all Māori will

improve to 77% in 2015 and to an average of 79% by 2017, an increase of approximately 3%

over this period. For Pasifika the target is for course success EPI to improve to 77% in the same

period. Waiāriki will continue to work towards equity of success for Māori and Pasifika with

non-Māori and non-Pasifika, with the goal of reducing the gap to no more than 8% for course

success by 2017. While the gap may seem high at 8% it is important to recognise the starting

point. The current achievement gap prior to entry to tertiary education is close to 14% in the

region as a whole and as high as 25% in some districts. To reduce the gap to 8% will thus be a

significant achievement given the region’s statistics and the current Waiāriki position. The aim

is to continue to improve. Full details of the performance commitments for the educational

indicators are provided in Tables 2 and 3 within Appendix 1.

Qualification completion in Waiāriki increased to 74% in 2013, taking the institute above the

ITP sector median of 72% for the first time. While it is aimed to continue to increase this level

of completion the institute is aware that the completion rate is affected by a number of

7 Waiāriki 2013 Annual Report


factors. Such factors include: the limited offering of qualifications of less than one year in

length, the recent growth of three year bachelor degree programmes and hence the limited

number of graduates who will complete their full three year learning cycle during the first

three years of offering compared with the EFTS consumed during these years, and the

socio-demographic composition of the student body which may prevent long periods of study.

In the plan period it is envisaged that qualification success will rise to 76%, building on

improving course success and due to larger cohorts reaching the end of their qualifications.

This will place Waiāriki above the current ITP median. The funding situation is, however,

complex and it is important that TEC is aware of the way in which the mix of provision impacts

on any calculation of qualification success8.

4.12.2 Progression – Ahu Whakamua

The ITP sector median for student progression to higher levels, after graduation from levels 1

to 4, in 2013 was 37%, with Waiāriki at 33%. In the Waiāriki region learner demographics and

the nature and demand for local higher level local tertiary provision mean that many students’

preference is to progress through different learning levels taking a qualification of shorter

duration rather than initially committing to an extended learning pathway; as a result this can

impact on the progression indicator. Regional learners also often take a year’s break before

continuing study to increase family income or to afford the move away from home to progress

to higher study; those taking a break from study of more than one year are not counted as

progressed in this indicator.

In absolute terms Waiāriki is making a significant difference to the numbers progressing to

higher study. In 2009 only 456 students completed a qualification at levels 1-4 whereas in 2010

this number had increased to 1,434 and in 2013, 1606. Of these students 190 and 530

respectively progressed directly to higher study. The absolute numbers of students progressing

to higher study after completing a level 1-4 qualification showed a 180% increase, however,

this increase is not shown by the EPI which is based on the proportion of those progressing out

of the numbers who graduate with a qualification.

To effect further improvement in this EPI Waiāriki has made significant changes to the

portfolio of qualifications offered at levels 1-3 such that a higher proportion of enrolments are

full-time students in pathway qualifications that lead to higher level study. In addition higher

level qualifications have been developed, to provide pathways to higher level qualifications

and the acquisition of skills within the region for learners who are not in a position to move.

These developments include higher level qualifications in electrical related trades, engineering

related trades and construction. In addition new and/or redeveloped programmes are also

being identified to establish clear pathways to degree level study; this may include articulation

agreements to other providers.

Another factor affecting progression has been the economic downturn which has resulted in

reducing apprenticeship opportunities for regional students in trade qualifications. Waiāriki is

8 For example : Reducing the enrolments into year one of the Bachelor of Nursing will have a positive impact on the

indicator, due to the method of calculation which gives a higher result if year three students outnumber year one.

Whereas increasing enrolments into the three year pathway of the early childhood teaching degree will have the reverse

effect. Increasing enrolments into two year, Level 5-6 diplomas will have a negative impact on the indicator as less

students reach the end of the qualification. Longer learning pathways, including hours of work experience, to achieve full

trade certification will have negative impact.


developing innovative solutions to compensate for this lack of opportunity and to provide a

pathway to trades apprenticeships for these students. As the economy continues to grow it is

anticipated that opportunities will increase but that there will be a related challenge of

ensuring that students moving into employment continue with study part-time.

4.12.3 Retention - Pūpuritanga

Supporting the retention of learners is a target for all teaching, administrative staff and

support teams. Many factors impact on retention and learner success including campus ‘feel’,

welcoming attitudes, curriculum content and external factors in the often challenging lives of

students. Retention of students at Waiāriki is currently 67% which is just below the sector

median of 68%; however, this hides considerable variation – with NZQF level 7-8 at 83%

demonstrating the impact of dedicated learners, while NZQF level 1-3 varies between 85% and

50%.

Waiāriki’s Retention and Student Success Strategy has been developed to both support

Strategic Plan and Investment Plan targets and in support of the institute’s commitment to

raise levels of student achievement and success. The strategy focuses on a number of distinct

areas of activity including the provision of enhanced information, advice and guidance to

students to ensure that they are on the right programme at the right level. This is provided in

particular through the new student Information and Enrolment Centre established to provide

both centralised advice and guidance and providing support to students accessing Study Link

and other support measures. The new Centre also identifies students who are likely to need

additional programme support in advance of commencing their programme of study, so that

Waiāriki’s team of learning advisors can ensure appropriate levels of support are available

when students formally enrol. An enhanced orientation and induction programme has been

developed for all students at each campus providing a comprehensive introduction to their

programme, student support services and extra curricula activities. This is followed with

diagnostic testing of learning skills, literacy and numeracy testing from those studying courses

at Level 3 and below using the Adult Assessment Tool and early formative assessment to

identity students who might need additional support to ensure course and qualification

success. Attendance monitoring and tracking has also been introduced within all programmes

and students are made aware of attendance requirements as an integral aspect of developing

their employability skills. Evaluation of the success of the new retention and progression

initiatives is evident through the ongoing improvement in student results.

Part Three: Supplementary Information Page | 60 – August 2014

5. Part Three: Supplementary Information – Wāhanga Tuatoru:

Pūrongo Tāpiritanga

5.1 Governance and Management – Tikanga Whakahāere, Tikanga ā Mahi

5.1.1 Council and Te Mana Matauranga – Kaunihera, Te Mana Mātauranga

Waiāriki Institute of Technology has a governing Council of eight members which is supported in the

strategic development and oversight of the institution by Te Mana Matauranga an iwi governance

Trust representing 15 iwi and hapu from across the Waiāriki rohe. Both bodies meet monthly and

also come together five times a year through four joint Council and TMM meetings and the

institution’s annual strategic planning day. Both bodies operate through annual work plans which

ensure that they have insight and input into a wide range of strategic developments. The Council, for

example, has a programme of looking at main curriculum areas through reports and dialogue with

Deans, Heads of Departments, and Directors; a policy focus considering key aspects of institutional

performance such as research, student retention and success, teaching and learning, the student

voice and international developments and a strategic focus considering achievement of KPIs, regular

assessment of principal risks from the risk register and the institution’s strategic objectives. TMM

similarly operates through regular presentations on aspects relating to the support of Māori

students and staff including, for example, the staff bicultural competences framework,

indigenisation of the curriculum, links with iwi and trust education plans and student success.

5.1.2 Senior Management Team – Te Rōpū Whakahāere Matua

The Senior Management Team (SMT) comprises the Chief Executive, three Deans, five Directors and

the Kaumatua. The SMT meets fortnightly to consider and debate a wide range of institutional

developments including recruitment, student performance, resource requirements, regional and

business engagement and staffing. Each Dean and Director produces an Annual Business Plan for

their area which is debated and discussed by the Senior Management Team and which informs

Investment and Strategic Planning and budget and resource allocations. Regular presentations are

made by a wider group of staff to SMT on key topics such as secondary tertiary transition, marketing

and teaching and technology enhanced and enabled learning. The SMT also meets monthly with a

wider group of senior managers, the Waiāriki Managers Forum. This forum provides the opportunity

to discuss institutional development with third tier managers and to ensure strong communication

flow within the organisation.

5.1.3 Self-Assessment – Aro Matawai

Over the last twelve months Waiāriki has strengthened its approach to self-assessment. In 2013,

Waiāriki reviewed its approach to self-assessment and evaluation and an external contractor was

bought in to review effectiveness of the system and to recommend changes. Following this review,

Waiāriki developed a revised system of Self-Assessment, Evaluation and External Review to embed a

whole of organisation approach. All parts of the institution engaged in reflective deliberations

against NZQA’s key enquiry questions and prepared action plans to enhance their effectiveness.

These deliberations were held between December 2013 and March 2014 and all parts of the


organisation, including Council, TMM and SMT participated. The resulting action plans have been

collated and are being monitored for implementation and impact.

The key shift in this process has been away from one person taking responsibility for reviewing

performance and preparing a written report, to a Community of Practice deliberation where all parts

of the institution reflect on their contribution to key areas particularly effective teaching and

ensuring valued outcomes for learners and other stakeholders.

Response from staff has been extremely positive and there has been a significant shift in

understanding of roles and responsibilities as well as the way in which support units within Waiāriki

contribute to effective outcomes for students. The culmination of this process was a ‘whole of

organisation’ professional development day where all staff came together to define what an

effective organisation focused on excellence in teaching and learning looks like. The resulting staff

feedback has been developed into a set of ‘aspirational standards’ that are being used to guide on-

going developments across the institution.

The Aspirational Standards are attached as Appendix Five.

5.1.4 Risk Management – Whakahāere Wetiweti

The institution has a comprehensive risk register that is closely linked to the aims and objectives of

the Strategic Plan and Investment Plan and to the risks identified in Faculty and Directorate Business

Plans. It identifies 21 strategic risks in five broad categories of sustainability, the student experience,

staff, infrastructure and stakeholders. The Risk Register is regularly reviewed by the Senior

Management Team, Council and the Audit and Risk Committee. At each Council meeting there is a

comprehensive review of one of the higher level risks facing the institution, providing the

opportunity for Council to consider actions being taken by Senior Management to mitigate and

reduce the impact of the risk.

Operational risks are identified in Faculty and Directorate Business Plans and are kept under review

by the Faculty and Directorate management teams. Risk management is also an integral aspect of

the assessment of new project and initiatives undertaken by the institution.

5.2 Capital Asset Management – Whakahāere Rawa

5.2.1 Property Development – Whānake Rawa

Waiāriki developed a master plan for the development of its main campus in 2009 and over the past

five years has been working toward the achievement of key elements of that plan as witnessed by

the construction and opening of a new building at Waipa campus in 2011, Ihenga in 2012 and the

current construction of the new Health and Sciences building due to open in January 2015. Over the

past year Waiāriki has begun the development of a new Property Strategy for both its main campus

in Rotorua and also for its regional campuses in Tokoroa, Taupo and Whakatāne. An initial property

strategy was presented to the Council in November 2013 and subsequent to that the institution has

engaged an external contractor to undertake an assessment of property needs across all campuses.

This work has been complemented by a full condition survey of buildings to ascertain fitness to

modern teaching and learning requirements and to earthquake standards. Following assessment it


has been confirmed that Waiariki meets the government’s earthquake standard with all but two

buildings being fully compliant.

Initial work has identified the need for the construction of a minimum of two new buildings at the

main Rotorua campus and for the reconstruction of one of the regional campuses. Work is currently

taking place to assess the financial options for new property development and it is anticipated that

this work will be completed toward the end of the current academic year. Part of the strategy going

forward, particularly in relation to regional development, is to ascertain the potential of working in

partnership in the development of tertiary learning provision. This has already happened in Tokoroa

with Waiāriki co-locating with Te Wananga o Aotearoa to develop a new tertiary leaning centre for

Tokoroa. In Turangi, Waiāriki is working in partnership with Te Whare Aronui Tuwharetoa in the joint

delivery of programmes from a single site. Work is currently underway to assess the potential of

redeveloping the Taupo campus through working in partnership in the region.

Waiāriki recognises that it has an ageing stock of buildings requiring an increasing level of

maintenance and this property strategy will assume growing significance over the period of the

Investment Plan during which time it is hope that significant new developments will be able to be

undertaken.

5.2.2 Capital Asset Plan – Mahere Rawa

Through annual business and resource planning the institution has a robust approach to the

management of capital development in terms of new buildings and equipment required to sustain

the institution’s portfolio. Waiāriki has a long term Capital Asset Management plan under which

investment is scheduled for major improvements in campus facilities and systems. Further work is

currently on-going to incorporate new campus developments and scheduling of required

maintenance and replacement. In 2013-2014 investment has been committed for the new Health

and Sciences building and other lesser facilities to the value of $9.5m. This has been funded from

cash reserves.

The 2014 academic year has seen the continuation of the upgrading of the learning environment

through the commencement of the building of a new teaching block for health sciences provision

and work on upgrading student residential accommodation in the holiday park. Work has also

commenced on the development of a new Property and Estate Strategy which is expected to be

presented to Council for approval in the spring. Options are being considered for the long term

development of both the main and regional campuses and the most appropriate means of funding

future developments.

Quality of the data recorded for all campus assets is progressively being improved with ongoing

building assessments, repairs and maintenance costs added to a database to form the basis on

ongoing maintenance requirements.

5.2.3 Business Process Improvement – Mahi Whakapai Ake

The business process improvement initiative established in 2012, and further developed and

implemented in 2013 and 2014, involves staff analysing and improving core processes based on the

student lifecycle, seeking to eliminate waste and inefficiency, and identify how best to ensure these

processes add value and meet the needs of students and other stakeholders. These improvement


processes work in tandem with the implementation of business solutions such as the EBS4 student

management system, the TechOne finance system and more effective use of web-based technology.

In the longer term the initiative aims to embed mechanisms for continuous improvement and an

organisational culture that supports this.

A principal focus in 2014 has been on further developing the EBS4 student management and

TechOne finance systems to ensure that they can provide a comprehensive support system for all

student administration, from enquiries and offers, to timetabling, course selection and the

processing of student results. It is anticipated that EBS4 will be functioning across a number of

additional functional areas by the start of the 2015 academic year to ensure that greater efficiency in

the management of student record processing systems is achieved. Related to this has been the

development of a new On-line Strategy and approach. The appointment of an On-line

Communication Manager has significantly developed work on the enhancement and utility of on-line

information and services within Waiāriki together with significant developments to the website.

Over the period of the investment Plan the aim will be to further enhance business processes to

ensure effective interaction between the finance and administrative systems used in Waiāriki and to

ensure a whole scale move to on-line applications and processing of admissions. It is anticipated that

the current work being undertaken in this area will lead to greater efficiency in staffing and timelier

response rates to student enquiries and admission.

5.3. Regional demand statistics – Pāngarau ā Rohe

5.3.1 The Waiāriki Region – Te Rohe o Te Waiāriki

Waiāriki Institute of Technology is a regional polytechnic providing vocational professional tertiary

education to the six administrative districts of the Waiāriki region in the wider context of New

Zealand’s labour force needs. In 2008, the region, as defined by TEC, accounted for all of the five

administrative districts making up the Eastern Bay of Plenty, Rotorua and Taupo, and 50% of the

population of the South Waikato District.


Figure 2: The Waiāriki Region Map

Waiāriki also provides limited specialist provision, within the Western Bay of Plenty region. This

includes the provision, by agreement, of the Bachelor of Nursing based at the Bay of Plenty

Polytechnic campus at Windermere and provision of qualifications in Te Reo based at the Huria

Management Trust in Judea.

5.3.2 Population Demographics – Nuinga Tāngata

Population estimates9 for the six districts making up the Waiāriki region show a population of around

175,000, or around 4% of the New Zealand population. Of this, around 23% are aged between 0 to

14 years, with a further 31% aged between 15 and 39. The table below documents the population

numbers in the six districts and also shows the percentage by age group within those districts.

Table 14: Estimated resident population by District as at 30 June 2013

Territorial authority area Total 0–14 15–39 40–64 65+ Median

age(3) (years) Number Percent

South Waikato district 22,500 23.2 29.7 31.4 15.7 37.1

Taupo district 34,400 20.6 29.0 33.3 17.2 40.3

Rotorua district 68,600 23.1 31.7 31.7 13.4 36.0

Whakatāne district 34,200 22.6 28.7 33.1 15.5 38.7

Kawerau district 6,720 23.4 30.2 28.7 17.8 36.7

Opotiki district 8,590 22.9 27.2 32.4 17.4 39.0

Average: Waiāriki Region 29,168 22.6 29.4 31.8 16.2 38.0

New Zealand 4,470,800 19.9 33.7 32.2 14.2 37.1

9 Statistics New Zealand, Estimated resident population by broad age group (provisional) as at June 2013

Extension

across to

Waikato

region


5.3.3 Population Forecasts – Poropiti Nuinga Tāngata

New Zealand, like the rest of the world, is facing a slowing of population growth and an ageing population. Projections show nationally that population growth between 2011 and 2031 will be 17.9%, however, the population aged 65 and over will increase by nearly 90%, while those under 65 years will increase by 7%.10 Statistics New Zealand predicts that the population in the coming decades will be older, more diverse and increasingly concentrated in the mid and upper North Island.

The population of 18 to 22 year olds will fall significantly over the next decade, and the youth

population will become more ethnically diverse, given higher birth rates in Māori and Pasifika

families.11 New Zealand will have around 28,000 fewer school leavers over the next few years,

before an increase, starting in 2021, which reflects a recent baby blip.12

While youth numbers in the Bay of Plenty are expected to follow a similar pattern, the decline will

be less prominent than in other parts of New Zealand due to the youthful Māori population of the

Bay of Plenty and the Waiāriki region.

Rotorua’s population is younger than that of New Zealand’s. Rotorua is projected to still have more

young people than elderly until around 2031 whereas in the rest of New Zealand elderly already

outnumber young people in 16% of New Zealand’s territorial authorities; this is projected to increase

to 40% of territorial authorities by 2016 and 78% by 2026. New Zealand’s future may arguably be

dependent on the education of the youth in the Waiāriki region.

5.3.4 Ethnicity – Mōmō Tāngata

Māori make up around 35% of the overall population in the Waiāriki region, around 41% of 15 to 39

year olds and 51% of under 15 year olds.13 Nationally only around 14% of the New Zealand

population are Māori, with only 16% of 15 to 39 year olds and 23% of under 15 year olds identified

as Māori. This evidences that the Waiāriki region contains significantly more Māori than the rest of

New Zealand. Around 4.5% of the regional residents identify as Pasifika, based mainly in Tokoroa

and Rotorua and there is capacity to increase the participation by Pasifika in tertiary education.

5.3.5 Future Tertiary Population – Nuinga Tāngata Kuratini Takiūra

Due to the global ageing population, the region’s young people, especially those with current,

transferable skills, will be in increasing demand both in New Zealand and globally. Therefore tertiary

education and training is a significant opportunity, especially for young Māori, who historically have

underachieved in the secondary school model. Data from the 2013 Census suggests that about 14%

of the population is aged between 15 and 24 years with 18% of this population identifying as Māori.

10 National Institute of Demographic and Economic Analysis 11 TEC Statement of Intent 2013/14-2015/16, pg. 10 - 13 12 National Institute of Demographic and Economic Analysis 13 Statistics New Zealand: Age group and sex by territorial authority area and Auckland local board area, for the census usually

resident population count 2006 and 2013 Censuses


Within the Waiāriki region 15-24 year olds make up 12% of the population and 47% identify as

Māori. Ministry of Education data for 2012 indicate that, across the different Territorial Local

Authorities in New Zealand that the proportion of the Māori population leaving school without

achieving Level 2 NCEA varied from 16% to 74%. In the Waiāriki rohe it is estimated that this figure is

60.2% and moreover, it is estimated that about 800 youth are not in employment or training in the

region.

Ensuring all learners are prepared for success at their next stage requires all education agencies to

focus on the transition points along the education pipeline. For the tertiary system, this means

focusing on the interface between compulsory and tertiary education, and on the transition from

tertiary education to employment.14 Focusing on the interface between compulsory and tertiary

education entails more than looking at school leavers. Engaging with youth early in their secondary

school education is also being developed, supported by the projection that there will be fewer

workers at labour market entry age than exit age in approximately seven years in Rotorua, around

the time these students will be completing their tertiary studies.

Waiāriki already has a strong focus on youth. Further supporting this, and aimed at students who are

underachieving at secondary school and/or who wish to follow a more vocational focus, are

initiatives such as youth engagement opportunities through secondary school liaisons, Youth

Guarantee placements, an established Trades Academy in Whakatāne and a developing Trades

Academy in Rotorua, Taupo and Tokoroa.

5.3.6 Industry and Economy – Whakahāerenga Moni, Mahinga

Waiāriki’s regional economy is dominated by a number of specific economic sectors including

forestry, agriculture, tourism and geothermal; each of which are key drivers of future economic

growth. The dominance of these sectors, together with recent and pending Treaty settlements,

means that working with regional employers and with iwi business development is key and Waiāriki

recognises this has important implications for the development of a tertiary curriculum that matches

employment opportunities for business in general and for young Māori learners in particular15.

In the Waiāriki region tourism, forestry, agriculture and horticulture are the traditional backbone of

the economy. The primary sector accounts for almost 22% of Waiāriki regional GRP16. The

importance of specialised manufacturing is growing in the region, particularly chemicals, minerals

and metal manufacturing. Diversification of the region’s economy is expected to increase and

improve regional outcomes through opportunities such as harnessing solar and geothermal energy,

value-added wood processing specialist manufacturing, tourism and leveraging off Māori assets and

talent; 29% of New Zealand’s collective asset base is in the wider Bay of Plenty, with the majority

this asset base in agriculture and forestry17,18. These emerging sectors will be significant within the

medium term and demand increased workforce skills to which Waiāriki is responding.

14 TEC Statement of Intent 2013/14-2015/6, pg. 7 15 Waiāriki Institute of Technology five-year Strategic Plan, 2013-2017 16 Gross Regional Product (GRP) is the regional contribution to Gross Domestic Product (GDP) which is a national measure.

17 Regional Economic Activity Report, 2014, pg. 24, Māori Economic Development Strategy 2013, Bay of Connections pg. 9, 18 Report to Bay of Connections, Update of the Bay of Connections Regional Economic Development Strategy; Economy,

Industry Profile and Projections: BERL, Commissioned by Environment Bay of Plenty Economic Planning group; August 2011;

BERL Reference #5040. 2011 Labour Market and Economic Profile for Waiāriki Rohe; report commissioned by TEC from


The Ministry of Business, Innovation and Employment forecasts continuing demand for skilled workers in the New Zealand economy over the next decade. Strong employment growth is expected in skilled occupations in primary processing, construction, and certain manufacturing industries (machinery and equipment, metal products). Employment growth is expected to be weakest for semi-skilled jobs (clerical and some service and primary-sector workers). Demand for skilled (trades) workers is expected to be strongest over the next two years as the Canterbury rebuild reaches its peak. In the medium term, service industries, including the health and education sectors, will also experience modest employment growth. The growth is likely to be strongest in highly skilled occupations, including managers and professionals. (TEC Statement of Intent 2014) The institute is committed to supporting the Māori economy, and the extensive resources of land

and water, including geothermal, assets of iwi within the region through expanding provision in the

areas of geothermal and engineering technology, environmental management, sustainable practice

in resource use and energy management. The Treasury’s work on sustainability indicates that

current and future living standards will continue to rely on New Zealand’s natural resource base.

Growing environmental consciousness and a trend towards the ’greening’ of business are thus likely

to be of special significance for New Zealand.19 In July 2013 a two-day Māori Geothermal Symposium

was held at Waiāriki, focusing on the factors that drive investment and interest in geothermal

energy developments, research and development and training. The Symposium was held jointly

between GNS Science, Te Puni Kokiri and Waiāriki Institute of Technology.

Opportunities arising as a result of the ageing population include replacing retiring workers in local

major industries, such as in the primary sectors, and in new emerging industries such as geothermal,

as well as opportunities in the areas of health care and other industries to support an active older

population in their retirement. With the increasing numbers of older people leaving the local

workforce, there is also an opportunity for second chance learners to return to tertiary education

and retrain in fields of high demand. These particular learners are increasingly likely to choose local

and regional education provision due to family and lifestyle commitments.

5.3.7 Regional Economic Initiatives and Consultative Groups – Rōpū Rūnanga ā Rohe

Waiāriki will ensure that its programmes and provision are in line with key regional economic

strategies of the Bay of Connections, Grow Rotorua and the Waikato Economic Profile through

maintaining representation on, and dialogue with, these consultative groups and their

representative bodies.

Grow Rotorua’s 2013/15 Statement of Intent identifies 15 projects to drive economic growth in the

Rotorua area in four key sectors – geothermal, forestry, tourism and agribusiness. These projects

include spa and wellness, processed timber, aged care and specialist living, alternative uses and

value or geothermal resources, geothermal direct heat opportunities, land use change options and

Te Arawa investment opportunities. Waiāriki’s strategic direction is aligned to these projects.

Infometrics Limited, May 2012. Waiāriki Institute of Technology, Māori Industry Scan 2012; a report reviewing the entities,

scope and scale of Māori industry within the Waiāriki rohe and the associated operational and research needs of those

businesses; report commissioned from AgNOSIS limited, September 2012. 19 TEC Statement of Intent 2013/14-2015/6, pg. 10


Waiāriki uses projections from Statistics New Zealand 2013 Census, which support the findings of the

BERL and Infometrics reports, to develop strategies in response to identified need. Waiāriki also

draws on reports from the regional economic planning agencies to inform planning, including:

Priority One’ the Tauranga and Western Bay economic development agency.

The Bay of Connections (BoC) pan-regional and multi sector strategic economic development

body supported by the Bay or Plenty Regional Council.

Rotorua District Council Economic Development Group (RCCO)20.

Kawerau Economic Agency (KEA).

Opotiki District Economic Development Office.

Lake Taupo Development Board.

South Waikato and the Waikato Regional Councils.

Geothermal and sustainable energy needs are captured in Waiāriki’s long term planning and, in

association with New Zealand’s international collaborations and through partnerships with the

Universities of Auckland and Canterbury and the regional energy sectors.

5.3.8 Regional Social Economic Factors – Tū Tāngata ā Rohe

The Waiāriki region is characterised by a significant number of administrative districts with high

indices of deprivation. Decile ratings for secondary schools within the Waiāriki region are generally

low. Of the 34 schools listed in Table 14 below, 22 have a rating of between one and three. The

majority of these schools also have high number of Māori students, with all but two of these low

decile schools having more than 50% Māori. Of the remaining twelve schools, only four schools have

a decile rating of more than five, with the highest being Rangitaiki Independent School with a rating

of eight but a small roll of just 49 students. Pasifika student numbers are generally low in the region,

with South Waikato being the exception. The two secondary schools in Tokoroa, where Waiāriki has

a campus, have significant Pasifika numbers, with 8% and 18% of the respective student bodies

identifying as Pasifika.

Overall the total roll for the region’s schools increased between 2011 and 2013, increasing by

around 400 students with the overall proportion of Māori and Pasifika students unchanged in that

time. Between 2013 and 2014 the total decreased by 229 while the total Māori decreased by only

61.

The majority of decile ratings also remained unchanged between 2011 and 2014. Four schools had a

decrease in decile rating (the majority from four to three), while just two schools increased;

Edgecumbe College (from two to three) and Taupo Nui a Tia (from four to six).21

NCEA Level 2 results show considerable intra-regional and school variation with the proportion of

year 12 students achieving NCEA Level 2 by the end of that year ranging from 14% to over 85% in

2013 and from 33% to 100% in 2014.

20 Rotorua has established a Council Controlled Organisation in 2012 to assist driving economic recovery and new initiatives for

economic development within the District; this is driven from a professional governance body of experienced and successful NZ

business people and public servants. 21 Te Kete Ipurangi, Directory of Educational Organisations www.tki.govt.nz

http://www.tki.govt.nz/


Table 15: Roll and Decile for Schools teaching to Year 13 in the Waiāriki region, as at 1 July 2014

Waiariki Region - Schools with Students to Year 13

Total July Roll

Māori Roll

% Māori

Pasifika

Roll %

Pasifika Decile

NCEA results 2013

Trades Academy

Participating School

Rotorua Boys' High School 774 512 66% 43 6% 3 90.0% Y

Rotorua Girls' High School 657 473 72% 34 5% 3 79.0% Y

Rotorua Lakes High School 663 328 49% 5 1% 5 85.0% N

Western Heights High School 1513 761 50% 22 1% 4 89.7% Y

John Paul College 1152 197 17% 44 4% 7 99.3% Y

Chapman College 88 14 16% 3 3% N/A - N

TKKM o Te Koutu 228 226 99% 0 0% 3 100.0% N

TKKM o Ruamata 156 156 100% 0 0% 2 75.0% N

Reporoa College 342 138 40% 5 1% 6 77.7% Y

TKK Motuhake o Tawhiuau 131 125 95% 0 0% 75.0% Y

TKKM o Huiarau 77 76 99% 0 0% 1 - N

Tokoroa High School 523 308 59% 93 18% 2 92.7% Y

Forest View High School 409 198 48% 32 8% 3 77.4% Y

Putaruru College 405 142 35% 1 0% 3 76.5% Y

Mangakino Area School 99 88 89% 0 0% 1 33.3% Y

Te Wharekura o Te Kaokaoroa o Patetere

217 214 99% 0 0% 1 Small Y

Taupo-nui-a-Tia College 972 304 31% 28 3% 6 81.0% Y

Tauhara College 563 162 29% 8 1% 5 92.3% Y

Tongariro School 467 392 84% 1 0% 2 88.2% Y

Te Kura o Hirangi 148 147 99% 0 0% 2 100.0% N

TKKM o Whakarewa I Te Reo Ki Tuwharetoa

117 116 99% 0 0% 2 - N

Lake Taupo Christian School 92 16 17% 4 4% 6 100.0% N

Trident High School 1175 586 50% 5 0% 5 87.1% Y

Whakatane High School 813 435 54% 4 0% 4 80.3% Y

Opotiki College 471 394 84% 9 2% 1 86.1% Y

Tarawera High School 469 403 86% 1 0% 1 46.1% Y

Edgecumbe College 212 151 71% 0 0% 3 95.4% Y

Te Wharekura o Ruatoki 157 156 99% 0 0% 1 50.0% Y

Te Kura Mana Māori o Whangaparaoa

49 49 100% 0 0% 1 Small Y

Te Whanau-A-Apanui Area School

91 88 97% 2 2% 1 80.0% Y

Te Kura Māori-a-Rohe o Waiohau 34 34 100% 0 0% 1 - N


Waiariki Region - Schools with Students to Year 13

Total July Roll

Māori Roll

% Māori

Pasifika

Roll %

Pasifika Decile

NCEA results 2013

Trades Academy

Participating School

Rangitaiki Independent School 49 15 31% 1 2% 8 - N

Te Kura Toitu o Te Whaiti-nui-a-Toi

34 32 94% 1 3% 1 - N

Murupara Area School 311 300 96% 1 0% 1 83.3% Y

TOTAL 13,658 7,736 57% 347 3%

(Small): Used to indicate that the cohort is too small to be included as a reliable rate for the cohort.

5.3.9 Qualification Level in the Regional Population – Pae Tohu ā Rohe

Across the six districts making up the Waiāriki region, approximately 2,500 students left compulsory

education in 2012. Of these 54% identified as Māori, 49% as European/Pakeha with small numbers

in other categories. A total of 43% of Māori and 48% of Pasifika school leavers did not achieve NCEA

Level 2 before leaving compulsory schooling, compared with 24% of European/Pakeha school

leavers. Across the region, 34% of school leavers did not achieve NCEA Level 2 before leaving

compulsory schooling, compared with 26% for New Zealand as a whole.22

Table 16: School leavers for the six districts of the Waiāriki region, 2012

School leavers 2012 Of ethnicity Of total leavers

Ethnicity % total leavers % below NCEA L2 % NCEA L2+

% below NCEA L2 % NCEA L2+

Māori 54% 43% 57% 23% 31%

Pasifika 6% 48% 52% 3% 3%

Asian 3% 15% 85% 0% 2%

Euro/Pakeha 49% 24% 76% 12% 37%

MELAA 1% 8% 92% 0% 0%

Other 1% 38% 63% 0% 1%

Data from the 2013 Census shows the highest level of qualification attained for the usually resident

population of the six districts of the Waiāriki region aged 15 years and over. These statistics show

Waiāriki’s population is more likely to hold no qualification (23% compared to 19% nationally) and is

less likely to hold a Level 7 qualification, Bachelor degree or higher (8% compared with 12% for New

Zealand).23

22 Education Counts, School Leavers, NCEA Level 2 or Above (2009-2012) (www.educationcounts.govt.nz) 23 Statistics New Zealand, Regional Summary Tables (2013 Census) (www.stats.govt.nz)

http://www.educationcounts.govt.nz/

http://www.stats.govt.nz/

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