Education - Palmerston North · education organisations, industry training organisations, adult and...

Providing you with a better understanding of the different components of the Manawatu region economy and the contribution each sector makes to the demographic and economic growth of the region.

EducationEducation has long been recognised for its role in determining life opportunities and as being critical to New Zealand’s economic prosperity. The primary purpose of an education system is to ensure that all citizens are able to positively contribute to society. New Zealand’s prospects in the global economy depend on its ability to adjust our education system to support economic growth. This means ensuring that the New Zealand workforce is equipped with the skills needed to be productive in an economy that will increasingly place a premium on skills.

Sector Profiles 2012 Manawatu Region

Images courtesy of Massey University & UCOL

Contents

Executive Summary 3

Introduction 6

Early Childhood Education 9

Primary and Secondary School Education 15

School Leaver Educational Attainment Levels 19

Tertiary Education 23

Contributions to Economic Wealth in the Manawatu Region 31

Estimating the Economic Contribution of the Education Sector of the Manawatu Region 39

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Executive Summary

Education has long been recognised for its role in determining life opportunities and as being critical to New Zealand’s economic prosperity. The primary purpose of an education system is to ensure that all citizens are able to positively contribute to society. New Zealand’s prospects in the global economy depend on its ability to adjust our education system to support economic growth. This means ensuring that the New Zealand workforce is equipped with the skills needed to be productive in an economy that will increasingly place a premium on skills.

The education system’s research capability and international links can make a significant contribution to economic growth opportunities. The economic benefits that the education sector provides for the Manawatu region are, therefore, much broader than the number of staff employed in the sector or the spending by tertiary students who move to the region for their studies.

In recent years, there have been significant improvements in educational outcomes. More children participate in early childhood education, the qualifications of school leavers have increased and a lower proportion of students leave school with low or no qualifications. Participation in both tertiary education and industry training has grown and the research output of tertiary institutions has improved.

The direct contribution of the education sector to the Manawatu region economy is significant, accounting for $332 million in earnings (salaries and wages and self-employment income) in the year to March 2010. This means it is the largest sector in the region, accounting for 12.6% of total earnings. While the sector has not grown as fast as the overall regional economy over the ten years from 2000 to 2010, it still accounted for nearly 10% of total earnings growth over this period (an increase of $106 million).

Estimates for the contribution of the sector to regional economic activity or gross domestic product (GDP) suggest it had a direct economic contribution of $450 million in 2012 and an indirect economic contribution of $250 million, giving a total estimated GDP contribution of $700 million. This is based on estimates of a total GDP contribution from education organisations of $545 million and a further $155 million contribution to GDP from student spending in the region.

Manawatu Region Education Statistics

Early Childhood EducationIn February 2011 there were 545 people employed in early childhood education (ECE) in the Manawatu region, an increase of 98% since 2000. A further 415 people were employed in childcare services (classified as part of the health care and social assistance sector) in the Manawatu region, an increase of 58% from February 2000.

There are high enrolment levels, with 98.7% of year 1 primary school students in Palmerston North in 2012 having attended an early childhood education service. The Manawatu District participation rate was 95.8% while the New Zealand average was 94.7%.

Data for average weekly hours attended by children in licensed early childhood education services shows a significant variation between Manawatu District (16.8 hours) and Palmerston North (22.6 hours) but both have experienced strong growth in average hours since 2000. The average hours recorded for Palmerston North is higher than the national average (20.4 hours) and may be associated with the high commuter workforce in the City.

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The economic benefits that the education

sector provides for the Manawatu region are,

therefore, much broader than the number of staff

employed in the sector or the spending by tertiary

students who move to the region for their studies.

Primary EducationIn February 2011 there were 1,050 people employed in primary education in the Manawatu region, a decline of 16% since 2000. Employment declined by 22% between 2000 and 2011 in Manawatu District and by 13% in Palmerston North but has been stable since 2006, reflecting the impact of an increase in births in the region.

Palmerston North school rolls for years 1 to 8 declined by 3.1% between 2000 and 2011 but have been increasing since 2008. Manawatu District experienced a 7.6% decline in school rolls between 2000 and 2011 but rolls began to increase in 2011. National data for years 1 to 8 shows a 1.7% decline in student numbers between 2000 and 2011 and a 3% decline in national primary education employment over that period.

Secondary EducationIn February 2011 there were 1,340 people employed in secondary education in the Manawatu region, an increase of 54% from 2000. The strongest employment growth was in Manawatu District, with an increase of 94% between 2000 and 2011 while Palmerston North increased by 45% and New Zealand secondary school employment increased by 36%. Some of the growth in secondary school employment in Palmerston North may be explained by the transfer of employment of staff from the special education services classification, which had 55 employees in 2000 and none by 2011.

Secondary school enrolments increased by 6% in the Manawatu Region between 2000 and 2011 while total New Zealand enrolments increased by 17%. One factor contributing to the faster growth in New Zealand enrolments was increased retention levels in years 12 and 13 (increases of 23% and 43% respectively in student enrolments). Palmerston North secondary school enrolments declined by 1% between 2000 and 2011 while Manawatu District enrolments increased by 37%. Year 12 enrolments in the region increased by 1% while year 13 enrolments increased by 10%.

School Leaver Educational Attainment LevelsSecondary school achievement levels in the Manawatu region are better than the national average, with fewer students leaving school without any qualification. The main contributor to the stronger results for the region is stronger achievement levels for Māori and Pasifika students compared with the national averages for these ethnic groups.

Achievement levels for school leavers in Manawatu District are stronger than for Palmerston North, particularly for university entrance, despite a significantly higher share of male school leavers compared with the national average. All three schools in the District (Feilding High School, Longburn Adventist College and Hato Paora College), have hostels, bringing in a significant number of students from outside of the District.

Tertiary EducationThe tertiary education sector encompasses higher education, private tertiary education organisations, industry training organisations, adult and community education (such as night school classes), and dance and drama schools. The major institutions in the higher education sector are Massey University, Universal College of Learning (UCOL), Te Wānanga o Aotearoa and International Pacific College (IPC).

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Employment in the tertiary education

sector is dominated by higher education

sector employment in Palmerston North, which

accounts for 43% of total education sector

employment in the region and 50% of education sector employment in

Palmerston North.

In February 2011 there were 3,228 people employed in tertiary education in the Manawatu region, a decline of 5% since 2000. The region accounted for 6% of national employment in tertiary education in 2011 compared with 8% in 2000. Employment in the tertiary education sector is dominated by higher education sector employment in Palmerston North, which accounts for 43% of total education sector employment in the region and 50% of education sector employment in Palmerston North.

In addition to the economic impact of the salaries and wages paid by higher education employers there is a significant economic impact in the region as a result of the spending by the students based at these institutions. Estimates suggest that annual student expenditure in 2011 was between $205 million and $278 million. This increase in student expenditure does not correspond to an increase in retail spending since accommodation costs are a significant share of total student expenditure (31% share).

The supply of jobs for students also contributes to economic activity through part-time employment in a wide range of service industries in the City and is an important aspect in meeting labour market demand in a range of industry sectors. Employment is mostly concentrated in retail trade, accommodation, cafes and restaurants, and administrative and support services (including call centres). The availability of a wide range of part-time work in the region is also important for the financial sustainability of students. There are strong linkages between tertiary education and the research, science and technology sector in the City and it is unlikely the region would have significant research activity if the region did not have a university.

Economic BenefitsThe education sector brings a broad range of economic benefits to the Manawatu region, which are much wider than the amount of economic activity the sector creates. Educational achievement has been shown to have a major influence on income, social mobility, quality of life and other important life outcomes. The availability of a diverse range of tertiary study options is an important factor in attracting migrants to the region.

International students add to the diversity of the region, sustaining a higher level of net migration in the region than would occur otherwise. All of the university cities in New Zealand have more diverse ethnic populations than the cities without a university. The presence of a high number of tertiary students in the region benefits the predominantly service-sector based economy in Palmerston North through the supply of a significant part-time workforce. The supply of part-time jobs supports the financial viability of many students studying in the region.

The strength of Massey University research is a key factor in the location of three Crown Research Institutes (AgResearch Grasslands, Plant and Food Research and Landcare Research), the Fonterra Research Centre, the Riddet Institute, Allan Wilson Centre for Molecular Ecology and Evolution, Hopkirk Research Centre, New Zealand Leather and Shoe Research Association, Ecological Economics Research New Zealand and Food Innovation New Zealand. These research centres bring additional significant employment to the region. Other major employers in the City have also cited the presence of the university in the City as one factor considered when deciding to base their organisation in the City.

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The education sector brings a broad range of

economic benefits to the Manawatu region, which are much wider than the

amount of economic activity the sector creates. Educational achievement has been shown to have

a major influence on income, social mobility, quality of life and other

important life outcomes.

Introduction

Economic growth theory is based on the concept of a steady process of increasing the productive capacity of the economy, and hence increasing national income and the incomes of the individuals living in that country. One of the primary factors of production, ‘labour’, is the collective name economists give to the productive services embodied in human physical effort, skill, intellectual powers, ability and knowledge. Human capital development enhances productivity and economic growth. This includes both labour force development and skills training for business owners and entrepreneurs.

Education has long been recognised for its role in determining life opportunities and is recognised as being critical to New Zealand’s economic prosperity. The primary purpose of an education system is to ensure that all citizens are able to positively contribute to society. New Zealand’s prospects in the global economy depend on our ability to adjust our education system to support economic growth. This means ensuring that our workforce is equipped with the skills needed to be productive in an economy that will increasingly place a premium on skills. The education system’s research capability and international links can also make a significant contribution.

Educational achievement has a major influence on income, social mobility, quality of life and other important life outcomes. For New Zealand as a country, the success of the education system is a necessary condition for achieving productivity growth and international competitiveness. In recent years, there have been some significant improvements in education outcomes. The proportion of children participating in early childhood education has increased, qualifications of school leavers have increased, and a lower proportion of students are leaving school with low or no qualifications. Participation in both tertiary education and industry training has grown and the research output of tertiary institutions has improved.

The economic benefits the education sector provides for the Manawatu region are therefore much broader than the incomes of staff employed in the sector and the spending by tertiary level students who live in the region for their studies. A New Zealand Treasury report in 2004 “Healthy, wealthy and wise? A review of the wider benefits of education”1 identified a number of wider benefits from education in addition to increased earnings. The link between education and income is clear, with the study noting that an additional year of education increases an individual’s future wages by somewhere between 5% and 15%.

New Zealand based research studies have shown that better-educated people were:

1. less likely to have some types of mental disorders;

2. less likely to commit crimes and to have a criminal conviction;

3. less likely to be unemployed;

4. less likely to engage in risky sexual behaviour and have an early pregnancy; and

5. less likely to show early signs of some health problems.

1 Johnston , G. (2004). Healthy, wealth and wise? A review of the wider benefits of education. New Zealand Treasury Working Paper 04/04.

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Economic growth theory is based on the

concept of a steady process of increasing the

productive capacity of the economy, and hence

increasing national income and the incomes of the individuals living

in that country.

The Treasury report grouped these benefits into individual benefits and wider social benefits. Individual benefits are those benefits which reward the individual for his or her investment of additional time in education. The wider social benefits are those which fall on all members of society, not just on the individuals who receive additional education. These were summarised into two groupings of earnings-related benefits and wider financial benefits.

Categories of benefits of eduCation

earnings-related benefits Wider benefits

Individual benefits Higher wagesHealthier individuals

Greater life satisfaction

Social benefits Higher national incomeHealthier population

Better functioning society

Education in the Manawatu RegionThe Manawatu region covers the area of Palmerston North City Council and Manawatu District Council. In June 2011 the region had an estimated population of 112,200 people, a workforce of 54,580 and a land area of 2,960 m2.

Statistics New Zealand data for the education sector is usually compiled under four broad headings and additional subgroups under some of those headings:

• Early Childhood Education

• Schooling

• Primary (including intermediate)

• Secondary

• Tertiary

• Technical and vocational education and training

• Higher education

• Sports and physical recreation instruction

• Arts education

• Adult, community and other education

• Special education

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Kohanga Reo Image courtesy of Manawatu Standard

Early Childhood Education

Key ResultsThere has been a steady increase in the number of children enrolled in licensed early childhood education (ECE) services since 2000, and the average hours that children are enrolled for is also increasing. Key results for the Manawatu region are:

• the number of children in the 0 – 4 years age group is estimated to have increased from 7,150 children in 2001 to 7,830 in June 2011, an increase of 680 children (9.5%);

• there were 118 licensed early childhood education services in July 2011, an increase of 31 (36%) since 2000;

• Enrolments in licensed early childhood education services numbered 5,055 in July 2010, an increase of 1,028 (26%) since 2000;

• the fastest growth in enrolments was for the younger age groups. In July 2011 there were 265 enrolments for children under one year of age (126% increase from 2000), 690 enrolments for children aged one year (72% increase) and 950 enrolments for children aged 2 years (52% increase);

• of the total number of enrolments in licensed early childhood education services, 19.4% were age one and below, 19.3% were age two, and 61.3% were three years old and above;

• on average, children enrolled in licensed early childhood education services attended for 16.8 hours per week in Manawatu District, up from 10.1 hours in 2000, while in Palmerston North children enrolled in licensed early childhood education services attended for 22.6 hours per week, up from 15.8 hours in 2000;

• the early childhood education participation rates for Maori and Pasifika children in the region are higher than the national averages.

Education Counts (Ministry of Education) data for enrolments in licensed early childhood education services is based on the local authority in which each child was enrolled rather than where the child lives. The data shows high enrolment levels in Palmerston North compared with Manawatu District, with Palmerston North accounting for 80.8% of early childhood education enrolments in the Manawatu region compared with the City’s 73.2% share of the region’s population. A factor in the higher enrolment rate in Palmerston North is likely to be the high proportion of Manawatu District people who work in Palmerston North and also place their child in a service based in the City, with the City accounting for a 83.5% of total employment in all sectors in the region. These statistics provide a headcount of enrolments. If a child is enrolled at more than one early childhood service, he or she will be counted more than once, resulting in enrolments exceeding the number of children in some age categories.

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enrolments in liCensed early Childhood serviCes at 1 July

territorial authority

under 1 age 1 age 2 age 3 age 4 age 5 total

2000

Manawatu 26 74 125 269 274 3 771

Palmerston North City 91 328 501 1,154 1,158 24 3,256

Manawatu Region 117 402 626 1,423 1,432 27 4,027

New Zealand 5,695 16,015 27,612 48,041 54,931 1,673 153,967

2011

Manawatu 63 111 180 294 290 5 943

Palmerston North City 202 579 770 1,295 1,235 31 4,112

Manawatu Region 265 690 950 1,589 1,525 36 5,055

New Zealand 8,779 25,415 37,188 58,906 61,819 1,994 194,101

2000 - 2011 increase

Manawatu 142% 50% 44% 9% 6% 67% 22%

Palmerston North City 122% 77% 54% 12% 7% 29% 26%

Manawatu Region 126% 72% 52% 12% 6% 33% 26%

TOTAL 54% 59% 35% 23% 13% 19% 26%

% share (2011)

Manawatu 6.7% 11.7% 19.0% 31.1% 30.7% 0.5% 99.7%

Palmerston North City 5.1% 14.5% 19.3% 32.5% 31.0% 0.8% 103.2%

Manawatu Region 5.4% 14.0% 19.3% 32.2% 30.9% 0.7% 102.5%

TOTAL 4.6% 13.5% 19.7% 31.2% 32.7% 1.1% 102.7%

Source: ece AnAlySIS TeAM, MInISTry of educATIon

Data for average weekly hours attended by children in licensed ECE services also shows a significant variation between Manawatu District (16.8 hours) and Palmerston North (22.6 hours). The average hours recorded for Palmerston North is also higher than the national average of 20.4 hours and may be associated with the high commuter workforce in the City. In February 2011 only two local authorities had higher employment to population ratios than Palmerston North (Wellington City and Central Otago District).

average Weekly hours of attendanCe in liCensed early Childhood serviCes by age at 1 July 2000

territorial authority

age

under 1 age 1 age 2 age 3 age 4 age 5 total

Manawatu 7.9 9.5 9.3 8.8 12.2 7.5 10.1

Palmerston North City 20.5 21.6 17.9 12.7 16.0 15.2 15.8

New Zealand 15.2 15.4 13.1 11.6 14.1 12.8 13.3

average Weekly hours of attendanCe in liCensed early Childhood serviCes by age at 1 July 2011

Manawatu 14.2 15.7 12.2 16.8 20.3 n 16.8

Palmerston North City 22.5 25.6 23.1 19.8 23.7 21.8 22.6

New Zealand 18.4 21.7 19.8 19.2 21.6 19.3 20.4

Change in average Weekly hours of attendanCe in liCensed early Childhood serviCes betWeen 2000 and 2011

Manawatu 80% 65% 31% 91% 66% n 66%

Palmerston North City 10% 18% 29% 56% 48% 43% 43%

New Zealand 21% 41% 51% 65% 53% 51% 53%

noTe: excludeS Te KōHAngA reo, cASuAl educATIon & cAre, HoSpITAl-bASed And THe correSpondence ScHool Source: ece AnAlySIS TeAM, MInISTry of educATIon

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In 2011 90.2% of Manawatu District year one Maori primary school students and 95.6% of Palmerston North year one Maori students had attended early childhood education services compared with 90.3% for all year one Maori students in New Zealand. Participation rates for year one Pasifika students in Palmerston North were 91.8% compared with 86.2% for all year one Pasifika students in New Zealand (data was not published for Manawatu District).

In 2010, 95.5% of Manawatu District Year 1 primary school students had attended early childhood education services, compared with 96.9% of Year 1 students in Palmerston North. This overall participation rate for New Zealand was 94.5%.

Total time spent in early childhood education has been found to have a significant association with achievement at age 8 and age 10 (associated with cognitive competence score including literacy, mathematics and logical problem-solving measures) for children in the Competent Children Study2. Significant associations with mathematics achievement and logical problem-solving continued to age 123.

A number of family factors influence the amount of time that a child spends in early childhood education. There are varying levels of evidence about what length of time is best in different circumstances for infants, toddlers or young children in early childhood education. In addition, the quality of the service and the level of staff qualifications are also important to the experiences and opportunities available to children.

EnrolmentsSince 2000, the number of hours children are enrolled in ECE services has, on average, increased across all services, except playcentres where the average hours enrolled have remained relatively stable at just over four hours per week. Data on licensed te kohanga reo is not collected.

Enrolment HoursChildren enrolled in education and care services have the longest number of hours, with an average of 20.7 hours per week in Manawatu District and 25.9 hours in Palmerston North in 2011. These average hours have increased by over 20% since 2000. Home-based networks have the second highest average hours, with an average of 21.3 hours per week in Manawatu District and 22.6 hours in Palmerston North. Kindergartens have also significantly increased their average hours, from 9.5 hours per week in Manawatu District in 2000 to 16.9 hours in 2011, a 78% increase. In Palmerston North the average hours for attendance at kindergarten has increased from 10.7 hours per week in 2000 to 15.6 hours a week in 2010.

Type of ServiceOver the same time period, there has also been a large increase in the number of enrolments for home-based networks and education and care services. There was a 120% increase in Manawatu region enrolments for home-based networks (517 enrolments in 2011) and an 80% increase for education and care services (2,975 enrolments in 2011). In contrast, enrolments at kindergartens, playcentres and Te Kohanga Reo have decreased. Education and care services accounted for 41% of enrolments in the region in 2000 but by 2010 their share had increased to 59%.

2 Wylie, C., Thompson, J. and Lythe, C. (2001). competent children at 10: families, early education and Schools. Wellington: Ministry of Education and New Zealand Centre for Education Research.

3 Wylie, C., Thompson, J., Hodgen, E., Ferral, H., Lythe, C. and Fijn, T. (2004). competent children at 12. Wellington: Ministry of Education and New Zealand Centre for Education Research

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0

500

1,000

1,500

2,000

2,500

3,000

3,500

Te Kōhanga ReoHome-based Service

Education & Care Service PlaycentreKindergarten

201120102009200820072006200520042003200220012000

Year

Enrolments in Licensed Early Childhood Services by Type of Service in the Manawatu Regionat 1 July

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Source: educATIon counTS

One factor contributing to the growth in enrolments in early childhood education has been an increase in the number of births in the region. This increase began in 2002 in Palmerston North and in 2004 in Manawatu District. The number of births in the region had declined steadily since 1991, when 1,564 births were recorded in the 12 months to September 1991, to a low point of 1,319 births in the year to September 2002. The number of births has increased since then, reaching 1,594 in the year to March 2012, an increase of 275 births from 2002.

50,000

52,000

54,000

56,000

58,000

60,000

62,000

64,000

66,000

68,000

1,250

1,300

1,350

1,400

1,450

1,500

1,550

1,600

1,650

1,700

New ZealandManawatu Region

201120102009200820072006200520042003200220012000199919981997199619951994199319921991

Year

Annual Birthsat 1 July

Nu

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ths

Source: STATISTIcS new ZeAlAnd

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Preschool EmploymentStatistics New Zealand employment data differentiates between preschool education employment (classified as part of the education sector) and child care services (classified as part of the health care and social assistance sector). In February 2011 there were 545 people employed in preschool education in the Manawatu region, a doubling in employment since February 2000. There were a further 415 people employed in child care services in the Manawatu region, an increase of 58% from February 2000. The increase in preschool employment in the region was weaker than national employment growth of 137%, but the 58% growth in child care services employment in the region was stronger than national employment growth of 53%. Most of the growth in preschool education employment has occurred in Palmerston North, where employment increased from 200 jobs in February 2000 to 450 jobs in February 2011, an increase of 125%. However, child care employment grew more strongly in Manawatu District, increasing by over 500% compared with growth of 38% in Palmerston North.

number of PeoPle emPloyed in Child Care and PresChool eduCation serviCes

2000 2011 2000 - 2011 Change

no. no. no. %

Child Care serviCes

Manawatu District 12 75 63 525%

Palmerston North 250 340 90 36%

Manawatu Region 262 415 153 58%

New Zealand 7,010 11,410 3,960 53%

PresChool eduCation




New Zealand 9,570 22,700 13,130 137%

total PresChool eduCation and Child Care




New Zealand 16,580 34,110 17,530 106%


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Primary and Secondary School Education

Primary Education

In February 2011 there were 1,050 people employed in primary education in the Manawatu region, a decline of 16% since 2000. Employment declined by 22% in Manawatu District and by 13% in Palmerston North but has been stable since 2006, reflecting the impact of the increase in births since 2002. Palmerston North school rolls for years 1 – 8 declined by 3.1% between 2000 and 2011 but have been increasing since 2008 due to the increase in births. Manawatu District experienced a 7.6% decline in school rolls between 2000 and 2011 but rolls began to increase in 2011. National data for years 1 to 8 shows a 1.7% decline in student numbers between 2000 and 2011 and a 3% decline in national primary education employment over that period.

Primary school rolls in the Manawatu region are expected to increase in the future because of the increase in births in the region since 2002. Annual births declined to 1,313 in the year ended June 2002 but have steadily increased since then to 1,594 in the year ended March 2012, an increase of 21% from the June 2002 low point. Increased migration, particularly an increase in the number of former refugees being settled in the region, is also contributing to the growth in primary school rolls in the region. Settlement of former refugees in Palmerston North began in 2004, with 60 former refugees arriving in the city. This number had been growing but increased further following the Canterbury earthquakes, with the resettlement of 105 refugees planned for the year to June 2012.

Long-term population projections for the region to 2031 suggest there will be a gradual decline in the number of births between 2011 and 2031, leading to a 4.2% decline in the region’s population in the 0 – 4 years age group. However, there is expected to be growth in the school age population, with the 5 – 9 years population expected to increase by 4.8% between 2011 and 2031. The 10 – 14 years population is expected to increase by 2.4% over the same period. Updated projections will be released in October 2012.

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

Palmerston North Manawatu District

201120102009200820072006200520042003200220012000

Year

Manawatu Region Primary School RollsYears 1-8

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Secondary Education

In February 2011 there were 1,340 people employed in secondary education in the Manawatu region. In contrast to primary education, secondary school employment has increased strongly, rising by 54% in the region and 36% nationally. The strongest employment growth was in Manawatu District, with an increase of 94% between 2000 and 2011, while Palmerston North increased by 45%. Some of the growth in secondary school employment in Palmerston North may be explained by the transfer of employment of staff from the special education services classification, which had 55 employees in 2000 and none by 2011.

Secondary school employment has increased since 2008, supported in part by increased retention of students in years 12 and 13, reflecting the impact of the global financial crisis on increased unemployment. There were an additional 138 year 13 students in the Manawatu region in 2011 compared with 2008, an increase of 15%. National year 13 rolls increased by 16%.

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Palmerston North Manawatu District

201120102009200820072006200520042003200220012000

Year

Manawatu Region Secondary School RollsYears 9-15

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School roll data for years 9 – 15 also shows a high share of national student numbers at schools based in the region, but this share has declined over the last ten years. In 2000 the total secondary school roll in the region was 2.9% of the national school roll, well above the region’s 2.5% share of the national population. This reflects the number of pupils from the wider region who travel into the City for school on a daily basis or board in the City or District during the school term.

0

200

400

600

800

1,000

1,200

1,400

Palmerston North Year 13

Palmerston North Year 12

Manawatu District Year 13

Manawatu District Year 12

201120102009200820072006200520042003200220012000

Year

Manawatu Region Secondary School RollsYears 12 & 13

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Manawatu District has also increased its share of national employment and student numbers, with school roll data for years 9 – 15 showing an increase from 0.5% of national student numbers in 2000 to 0.6% in 2011. All three secondary schools in the District have hostels (Feilding High School, Longburn Adventist College and Hato Paora College), which bring in a significant number of students from outside of the District. The share in Palmerston North has declined from 2.4% in 2000 to 2.0% in 2011.

The decline in the Palmerston North City share of student enrolments reflects very strong growth in student numbers nationally in years 12 and 13, with year 12 student numbers increasing by 23% between 2000 and 2011 and year 13 student numbers increasing by 43% over the same period. In contrast, year 12 and 13 student enrolments in Palmerston North declined over this period. Much of the growth in year 12 and 13 New Zealand student numbers reflects increased student retention from year 11, while students retention in Palmerston North was already high for years 12 and 13. Manawatu District experienced even stronger growth in year 12 and 13 student numbers, with year 12 rolls increasing by 59% between 2000 and 2011. Year 13 student numbers increased by 78% in Manawatu District in the same period.

number of PeoPle emPloyed in Primary and seCondary sChool eduCation

2000 2011 2000 - 2011 Change

no. no. no. %

Primary eduCation (years 1 - 8)

Manawatu District 410 320 -90 -22%

Palmerston North 840 730 -110 -13%

Manawatu Region 1,250 1,050 -200 -16%

New Zealand 46,920 45,300 -1,620 -3%

seCondary eduCation (years 9 - 15)


Palmerston North 710 1,030 320 45%

Manawatu Region 870 1,340 470 54%

New Zealand 28,810 39,220 10,410 36%

Combined Primary and seCondary eduCation (years 1 -15)




New Zealand 1,490 4,520 3,030 203%

sPeCial sChool eduCation


Palmerston North 55 0 -55

Manawatu Region 55 0 -55

New Zealand 3,670 2,640 -1,030 -28%

total sChool eduCation


Palmerston North 1,608 1,785 177 11%

Manawatu Region 2,178 2,415 237 11%

New Zealand 80,890 91,680 10,790 13%


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Foreign Fee-Paying Students Attending School

In July 2011 9,868 foreign fee-paying students were attending schools in New Zealand, (accounting for 1.3% of total student enrolments). Student numbers have been stable over the last three years, after recording very strong growth over the period from 1999 to 2003 and then a rapid decline through to 2006. Student numbers tripled between 1999 and 2003 and then declined by a third between 2003 and 2006.

NZAID funded students on scholarship from the New Zealand Agency for International Development are no longer reported separately. The New Zealand Government funds post-graduate study at New Zealand universities and also funds the living costs for students’ families in New Zealand. Prior to 2004 this was known as an MFAT scholarship and the number of students funded under NZAID was recorded. As of 2009 these students are now part of the domestic student count.

international fee-Paying students nZaid students

yearmanaWatu

distriCtPalmerston

northmanaWatu

regionneW

ZealandmanaWatu

regionneW

Zealand

2000 25 116 141 7,191 40 271

2001 42 126 168 10,555 38 246

2002 60 271 331 15,259 33 181

2003 70 264 334 17,448 29 126

2004 51 233 284 14,477 21 66

2005 33 164 197 11,299 16 70

2006 28 131 159 9,645 18 72

2007 23 150 173 10,293 14 74

2008 20 115 135 9,815 18 87

2009 13 125 138 9,529

2010 8 113 121 9,661

2011 13 125 138 9,868


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School Leaver Educational Attainment Levels

School leavers with little or no attainment

In 2010, 6.5% of all school leavers in New Zealand left school with little or no formal attainment while a further 11.4% achieved only part credits toward NCEA level 1. Thus 18% of all school leavers did not achieve NCEA level 1. Prior data published by the Ministry of Education shows a significant reduction in the proportion of school leavers with little or no formal attainment but recent data published using the Ministry’s ENROL system for 2009 and 2010 is not comparable with earlier data. This ENROL data follows a new definition of school leavers and, as a result, the 2009-2010 data includes a greater number of identified school leavers than previous data.

The percentage of Manawatu Region school leavers with little or no formal attainment was significantly lower than the national average. In 2001 3.7% of school leavers had little or no formal attainment, while a further 8.5% achieved only part credits toward NCEA level 1. In Manawatu District 4% of school leavers had little or no formal attainment and 6.1% achieved only part credits toward NCEA level 1. In Palmerston North the percentages were 3.6% and 9.3% respectively. As a result, 12.2% of school leavers in the region did not achieve NCEA level 1 (compared with 18% for New Zealand).

The percentage of Maori school leavers in the Manawatu Region who did not achieve NCEA level 1 was better than the national average, with 20.1% in the region compared with 34% of all New Zealand Maori school leavers. However, it was higher than the 12.2% share for all school leavers in the region. In marked contrast was the performance of Maori school leavers in Manawatu District, where there were only 11% who did not achieve NCEA level 1.

Percentage of school leavers qualified to attend university

In 2010, 42.2% of New Zealand school leavers achieved university entrance, a standard that would allow them to go directly into tertiary study at degree level. The proportion of school leavers in Palmerston North qualifying for university was the same as the national average. The results for Manawatu District were higher, with 49.5% of school leavers achieving university entrance.

The Manawatu District university entrance results for European/Pakeha school leavers were similar to the national average but the achievement results for Maori students in the District were significantly better than the national data; 47.3% of Maori school leavers in the District achieving university entrance, compared with an average of just 20% across all New Zealand Maori student school leavers.

Maori school leavers in Palmerston North were also more likely to achieve the standard than in New Zealand overall, with 25.7% of Maori school leavers in the City achieving the standard. However in both 2009 and 2010 the university entrance achievement level for European/Pakeha school leavers in the City was weaker than the New Zealand average.

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The percentage of Manawatu Region school

leavers with little or no formal attainment was significantly lower than the national average...In Manawatu District 4% of school leavers had little or no formal attainment and 6.1% achieved only

part credits toward NCEA level 1.

Achievement data by gender shows a marked difference in achievement levels between females and males, with 52% of females in the Manawatu region achieving university entrance compared with 37% of males. The performance gap at a local authority level was widest for males, with 44% of male Manawatu District school leavers achieving university entrance compared with 35% for male school leavers in Palmerston North. University entrance results for females in Manawatu District were also higher than for Palmerston North, with 58% achieving university entrance in Manawatu District and 50% in Palmerston North. The gap between female and male university entrance achievement levels was wider in Palmerston North than in Manawatu District or the New Zealand average, with 50% of female school leavers in the City achieving university entrance compared with 35% of male school leavers (50% of New Zealand female school leavers and 36% of New Zealand male school leavers achieved university entrance).

An interesting aspect of the Manawatu District data is the high proportion of school leavers who were male (60% of Manawatu District school leavers were male compared with 51% of all school leavers in New Zealand). Because of the gender gap in university achievement levels this higher male proportion lowered the District’s overall university entrance achievement score but, at 49.5% of school leavers in 2010, it was still significantly higher than the national result of 42.2%.

sChool leavers by highest attainment 2010

manaWatu distriCt

Palmerston north

manaWatu region

neW Zealand

University entrance standard (includes Level 3 qualification or higher)

49.5% 42.3% 44.0% 42.2%

Level 2 qualification 32.0% 28.7% 29.5% 26.6%

Level 1 qualification 8.5% 16.0% 14.2% 13.3%

Less than NCEA Level 1 10.1% 12.9% 12.2% 18.0%

TOTAL 100.0% 100.0% 100.0% 100.0%


Four main conclusions can be drawn from the school leaver achievement data. These are:

• Secondary school achievement levels in the Manawatu region are better than the national average and fewer students leave school without any qualification.

• The main contributor to the stronger results for the region is stronger achievement levels for Māori and Pasifika students.

• Achievement levels in Manawatu District are stronger than for Palmerston North, particularly for university entrance, despite the District having a significantly higher share of male school leavers compared with Palmerston North and the national average.

• There is a wide gap between university entrance achievement levels for male and female school leavers, particularly in Palmerston North.

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sChool leavers by highest attainment and ethniC grouP 2010

manaWatu distriCt māori Pasifika asian melaa1 othereuroPean/

Pākehātotal

leavers


47.3% 37.5% 75.0% 49.7% 49.5%

Level 2 qualification 31.9% 25.0% 12.5% 33.8% 32.0%

Level 1 qualification 9.9% 12.5% 12.5% 7.4% 8.5%

Less than NCEA Level 1 11.0% 25.0% 0.0% 9.1% 10.1%

TOTAL 100.0% 100.0% 100.0% 100.0% 100.0%

Palmerston north


25.7% 17.7% 54.7% 16.7% 75.0% 45.5% 42.3%

Level 2 qualification 30.6% 33.9% 18.8% 33.3% 8.3% 29.6% 28.7%


Less than NCEA Level 1 23.9% 19.4% 10.9% 16.7% 0.0% 10.7% 12.9%

TOTAL 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

manaWatu region


31.9% 20.0% 56.9% 16.7% 75.0% 46.5% 44.0%




TOTAL 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

neW Zealand


20.0% 25.8% 65.3% 42.9% 40.4% 47.5% 42.2%




TOTAL 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

MelAA1 - MIddle eASTern, lATIn AMerIcAn, AfrIcAn


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Images courtesy of Massey university and ucol

Tertiary Education

The tertiary education sector is the largest component of the education sector in the region, with 3,228 jobs in February 2011 and 51% of total jobs in the education sector. This share has reduced since 2000, due to a 5% decline in tertiary education employment, while total education employment increased by 8%.

The Australian New Zealand Industrial Classification (ANZSIC) divides tertiary education sector employment into five categories:

manaWatu region emPloyment tertiary seCtor emPloyment

2000 2011 2000 - 2011 Change

no. no. no. %

Technical and Vocational Education and Training 27 155 128 474%

Higher Education 3,170 2,740 -430 -14%

Sports and Physical Recreation Instruction 3 33 30 1000%

Arts Education 18 40 22 122%

Adult, Community and Other Education not elsewhere

classified183 260 77 42%

TOTAL TERTIARy EduCATIOn 3,401 3,228 -173 -5%


Technical and Vocational Education and Training

This classification covers the provision of technical and vocational education and training. Activities include apprenticeship training programmes, business colleges, English language schools and professional and management development and information technology training. The number of organisations in the sector has increased from 13 in 2000 to 23 in 2011 but the increase in employment has been much stronger, increasing from 27 employees in 2000 to 155 in 2011.

Sports and Physical Recreation Instruction

Activities included in this classification include diving instruction, cricket coaching, golf instruction, horse riding school operation and martial arts school operation. This sector has also recorded strong employment growth, increasing from 3 employees in 2000 to 33 in 2011. Fitness centres, swimming pools, health clubs and gymnasia are classified elsewhere.

Arts Education

This classification covers acting and drama schools, music schools and dance and ballet school operations. The number of arts education organisations has been stable but employment has increased from 18 employees in 2000 to 40 in 2011.

Adult, Community and Other Education not Elsewhere Classified

This classification covers driving schools, flying schools, instruction in diet, exercise and lifestyle factors, parent education, and tutoring services. The number of organisations in the sector has increased from 49 in 2000 to 65 in 2011

A wide range of education programmes are offered by the educational institutions in the four classifications listed above. Tertiary Education Commission regional data shows significant student enrolments under a range of education, training and skills development programmes;

Student Achievement Component Funding - 960 students enrolled in 2010 (the data relates to students enrolled at any time during the year with a tertiary education provider in formal qualifications of greater than 0.03 EFTS (more than one week’s duration)).

Youth Training – 286 initial student places in 2011

Targeted Training – 120 student places in 2011

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Intensive Literacy and Numeracy – 80 student places in 2011

Workplace Literacy – 96 student places

The following list of organisations is not a complete list of the organisations based in the region but offers an example of the diversity of the training providers based here.

• Academy of Diving Trust

• Agriculture New Zealand

• AMS Group Training

• Building and Construction ITO

• Catholic Institute of Aotearoa New Zealand - Te Putahi Katorika ki Aotearoa

• DecorateNZ and FloorNZ

• Education & Training Consultants New Zealand Limited

• Emmaus College

• English Language Partners New Zealand Incorporated

• English Teaching College

• Flight Training Manawatu

• G and H Training Limited

• Genesis Power Private Training Establishment

• Horizon Education Limited

• HTP Industry Training Solutions

• InfraTrain New Zealand

• KiwiHost Central

• Kyrewood Equestrian Centre

• Land Based Training Ltd

• Leather and Shoe Research Association Incorporated of New Zealand

• Links Training (2008) Limited

• Literacy Training Limited

• Manawatu Education Academy (PN) Ltd

• Mara Marketing Ltd

• Master Drive Services

• National Council of YMCA’s of New Zealand

• New Zealand Institute of Electrolysis & Beauty Therapy

• New Zealand Red Cross

• New Zealand School of Export

• New Zealand Sports Turf Industry Training Organisation

• Organisation for Quality

• Palmerston North School of Design

• Pathways College of Bible and Mission

• St John

• Tai Poutini Polytechnic

• Te Aroha Noa Community Services Trust

• Te Kokiri Development Consultancy

• Te Tari Puna Ora O Aotearoa/NZ Childcare Association Incorporated

• Te Whare Wananga O Te Pihopatanga O Aotearoa

• The Hairdressing College

• The Salvation Army Employment Plus

• Trade and Commerce Centre Limited

• Training For You Limited

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Higher Education

Employment in the tertiary education sector is dominated by higher education sector employment in Palmerston North, which accounts for 44% of total education sector employment in the region and 50% of education sector employment in Palmerston North.

The major institutions included in this classification are Massey University, Universal College of Learning (UCOL), Te Wananga O Aotearoa and International Pacific College, which accounted for 15,054 student enrolments in Palmerston North in 2011 (full and part-time). This included 2,557 international students. Total student enrolments increased by 2% between 2007 and 2011.

higher eduCation student enrolments in Palmerston north

massey university

universal College of learning

te Wananga o aotearoa

international PaCifiC College

total higher eduCation

2007

Domestic 6,028 5,186 1,694 68 12,976

International 1,122 248 0 431 1,801

TOTAL 7,150 5,434 1,694 499 14,777

2008

Domestic 5,909 5,998 1,458 74 13,439

International 1,137 192 0 405 1,734

TOTAL 7,046 6,190 1,458 479 15,173

2009

Domestic 5,957 5,484 1,552 75 13,068

International 1,318 247 0 393 1,958

TOTAL 7,275 5,731 1,552 468 15,026

2010

Domestic 6,031 4,338 1,768 68 12,205

International 1,420 260 0 334 2,014

TOTAL 7,451 4,598 1,768 402 14,219

2011

Domestic 5,481 4,786 2,158 72 12,497

International 1,949 298 0 310 2,557

TOTAL 7,430 5,084 2,158 382 15,054

Source: educATIon counTS / MASSey unIverSITy, ucol, Te wAnAngA o AoTeAroA And Ipc (2011). dATA relATeS To STudenTS enrolled AT Any TIMe durIng THe yeAr wITH A TerTIAry educATIon provIder In forMAl quAlIfIcATIonS of greATer THAn

0.03 efTS (More THAn one weeK’S durATIon).

The 2011 data was supplied by Massey University, UCOL, Te Wananga O Aotearoa and IPC. The classification of domestic and international students differs from the Education Counts data because the Ministry of Education counts international post-graduate students as domestic students due to the government policy to charge domestic fees to international post-graduate students. This explains the apparent decline in Massey University domestic student enrolments between 2010 and 2011 and the increase in international student enrolments. As a consequence the statistics produced by the Ministry understate the contribution of international students to the Manawatu economy.

However, these aggregate statistics provide only a partial picture of changes in the higher education sector. There have been declines in the number of non-degree students at universities, weak growth in degree students but very strong growth in post-graduate students (particularly on an equivalent full-time student (EFTS) basis). Ministry of Education data for Massey University (only published on a national basis) shows strong growth in the proportion of students enrolled in post-graduate study, increasing from 18% of total student enrolments in 2005 (equivalent full-time student basis) to 30% by 2010. There were 1,644 post-graduate students enrolled at the Massey University Palmerston North campus in 2011, accounting for 22% of total student enrolments (the proportion on an EFTS basis will be higher). There has also been growth at a national level in post-graduate student enrolments, with enrolments increasing from 18% of all university enrolments in 2005 to 22% by 2010. As a consequence of the much stronger growth in post-graduate enrolments at Massey University, its share of national university post-graduate enrolments increased from 16% in 2005 to 20% in 2010.

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0

5

10

15

20

25

Postgraduate DegreeNon-degree

201020092008200720062005

Year

Massey University Equivalent Full-time StudentsEFTS (all Campuses)

Per

cen

tag

e sh

are

of T

ota

l New

Zea

lan

d E

FTS(

%)


Student Expenditure

The New Zealand University Students Association TNS Income and Expenditure Survey in 2004 is the most recent comprehensive survey of student expenditure by City and showed Palmerston North was the cheapest place to study, with weekly expenses of $285 a week (excluding childcare costs) compared with an average of $356 a week across the six university cities. Government student allowance funding is based on an average of 37 weeks study so average annual living costs, based on the 37 week period were $10,545 in Palmerston North (excluding childcare costs) compared with an average of $13,160 across all of the university cities.

Updated data is not available from the Association so we have updated annual living expenses to 2011 using change in the Consumer Price Index (CPI) between June 2004 and June 2011, which records an increase of 23.7% over this period. The CPI is based on all New Zealand households so there are times when annual movements in the index for subsets of the population will differ based on the differences in the proportion of spending on different categories but, over time the difference is likely to be small. While it is difficult to assess how much costs for students may have differed from changes in overall costs, rentals for housing increased more slowly than the overall CPI between 2004 and 2011. Accommodation costs accounted for 31% of student expenditure in 2004 while housing plus utilities has a weighting of 24% in the CPI.

A further limitation with updating the student expenditure data to 2011 is the introduction of the Unlimited Access Scheme for free use of Palmerston North City buses by Massey University and UCOL students. However, this is likely to be a relatively small share of total estimated student expenditure since transport costs contributed only 9% of total student expenditure in Palmerston North in 2004.

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estimated average annual living exPenses by region (2011) (37 Weeks)

exPenses

au

Ck

lan

d

ha

mil

ton

Palm

erst

on

n

or

th

Wel

lin

gto

n

Ch

ris

tCh

ur

Ch

du

ned

in

na

tio

na

l a

ver

ag

e

$ $ $ $ $ $ $

Accommodation 6,822 5,128 3,892 5,128 4,853 4,533 5,059

Local transport 1,740 1,145 1,145 1,557 1,511 870 1,328

Food 3,205 2,701 2,701 3,159 2,610 2,289 2,778

Entertainment 1,923 1,282 1,007 1,740 1,465 1,465 1,480

General bills 2,106 2,198 1,145 2,335 1,190 1,099 1,679

Living expenses 2,472 1,786 1,648 1,786 1,511 1,282 1,747

Personal items 778 733 778 1,007 595 641 755

Miscellaneous 3,205 1,007 733 1,740 1,145 916 1,457

Childcare costs 3,388 2,060 2,060 3,068 1,694 2,839 2,518

Total excl childcare

22,252 15,979 13,049 18,451 14,880 13,095 16,284

TOTAL 25,640 18,039 15,109 21,519 16,574 15,933 18,802

Source: new ZeAlAnd unIverSITy STudenTS ASSocIATIon TnS IncoMe And expendITure Survey, 2004(adjusted for June 2004 to June 2011 CPI increase (Statistics New Zealand)

Source: pAlMerSTon norTH cITy councIl eSTIMATe

Updated estimates for living expenses in 2011 suggest average annual student living costs in Palmerston North (excluding childcare) were $13,049 compared with an average of $16,284 for all universities. The most expensive city was Auckland, where annual living costs were $22,252, $9,200 a year more than the average living costs in Palmerston North. The gap is even wider for students with childcare costs, with Auckland students paying on average $10,500 more than students in Palmerston North. The survey also identified additional one-off annual expenses of $9,674 per EFTS, giving total annual EFTS expenditure of $22,723 for a 37 week period (excluding childcare costs) or $28,013 for 52 weeks. These estimates for 2011 expenditure do not correspond to an increase in retail expenditure in Palmerston North due to the amount of student expenditure on accommodation costs and childcare costs.

TNS Income and Expenditure Survey (2004) revealed that while students work an average of 13 hours per week, 12% of full-time students worked more than 20 hours per week in 2004 and 4% worked more than 30 hours per week. Of those who stated in the Income and Expenditure Survey that they worked during term time, 55% worked more than 10 hours per week. Students are therefore an important part of the City workforce and the availability of student labour is a factor in the expansion of some industry sectors here, particularly call centre operations and the logistics sector.

Tertiary Education Commission data for full-time equivalent student enrolments in Palmerston North records 8,989 EFTS in 2011 and a further 17 in Manawatu District, giving a total 9,006 EFTS. Based on this student count, total student expenditure in the region during 2011 is estimated to have been between $205 million and $278 million. The $205 million estimate is based on the 37 weeks that is funded by the student allowance and an assumption that no students are paying childcare costs. The $278 million estimate is based on 52 weeks and childcare costs applying to all students. It is difficult to provide a more accurate estimate as we do not know how many out-of-town students stay in the city for work during semester breaks or return to their home location and, nor do we know how many students will have childcare costs. Changes in Government funding for childcare since 2004 are likely to have reduced costs for many students with children. The estimates also include all students who normally reside in the Manawatu region because it can be assumed that some of these people would have moved elsewhere to study if tertiary education was not available in the region.

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International Students

Infometrics estimate the national export education sector contributed around $2.3 billion in foreign exchange in 2008, of which only $70 million came from the offshore provision of education services. On average, foreign fee-paying students spend $6,500 on tuition fees and $17,600 on living costs (not updated for inflation). English language students account for the largest number of international students, but the higher education sector (universities, institutes of technology, polytechnics and wānanga) contributes the most in terms of full-time equivalent student numbers. In 2011 Massey University had 1,949 international students on the Manawatu campus at Palmerston North from around 90 different countries, IPC had 310 students and UCOL had a further 298 international students and, giving a total of 2,557 students in 2011, 17% of total student enrolments. Smaller numbers of international students were enrolled at other tertiary education institutions, with English Teaching College (ETC) the other major institution in the city for international students, with 137 students enrolled during 2010. While some students return to their home country after completing their study in New Zealand, some students are able to secure permanent employment in New Zealand, helping to fill skills shortages in many sectors. In addition to international tertiary students, foreign fee-paying students attending schools in New Zealand accounted for 1.3% of total student enrolments in March 2009.

Workforce Composition and diversity Management in Manawatu Businesses4

The project was initiated by the Office of Ethnic Affairs, Vision Manawatu and the Manawatu Chamber of Commerce to gain an understanding of diversity in the local work environment and how best to harness the benefits of cultural diversity for business success and regional economic growth.

Key conclusions were that employers with more diverse workforces are more satisfied with their employees’ performance. That is, they see the potential in their diversity and make good use of their talent for the benefit of their business. Employers with more diverse workforces are more likely to have more intercultural contact, express a stronger multicultural ideology and cultural empathy.

Some migrants groups are perceived as more favourable. This perception may affect their chances of securing employment. Favourability is linked to familiarity, that is, there is a tendency to feel more comfortable with people whom we perceive as similar to us. The more familiar people feel with certain migrant groups, the more likely they are to relate to them and perceive them as fitting into their organisation.

The benefits of diversity were expressed as (in order of priority): creating a more interesting workplace; contributing new ideas; providing a multi-lingual atmosphere; representing the cultural diversity of their customer base.

The costs of diversity were expressed as (in order of priority): extra training efforts; time costs; cultural differences; financial costs. Employers that report satisfaction with the diversity within their organisations, emphasise their strengths (in order of priority) as: high motivation and good work ethics; high level of commitment; relief from skills shortages; high reliability.

The relevance of this research to international students was that familiarity with people from other cultures through contact with international students, particularly homestay students, meant employers were more likely to employ people from other cultures in their business.

4 Office of Ethnic Affairs. Workforce Composition and Diversity Management in NZ Organisations, July 2009

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On average foreign fee-paying students

spend $6,500 on tuition fees and $17,600 on living

costs... the higher education sector (universities,

institutes of technology, polytechnics and

wānanga) contributes the most in terms

of full-time equivalent student numbers.

International Study Tours and Customised Group Courses

Massey University also designs and delivers customised study tours and group courses for professional development, university preparation and for English language study. Each year groups from around the world come to Massey to attend courses which are designed to meet their specific areas of academic or cultural interest.

Part-time or full-time courses are available and special projects, activities and field trips are incorporated into the course to suit the needs of the group. These are often mature students so the level of spending while they are staying in the City is often higher than for students here for full-time study.

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Images courtesy of ucol

Contributions to Economic Wealth in the Manawatu Region

Retail Employment

The retail trade sector is a very important source of part-time and holiday employment for students in tertiary education facilities in the region, reflecting the important inter-linkages which occur between sectors. Data from the 2006 Census show that young people in the 15 – 24 age group accounted for 39% of employment in the retail sector in the Manawatu region, while this group accounted for 20% of overall employment in the region. Similarly the retail sector accounted for 29% of jobs of between 1 and 15 hours a week.

The retail sector accounted for 9,050 jobs in the Manawatu region in February 2011, 16.6% of total jobs in the region. Annual earnings (salaries and wages and self-employed) were $279 million in the year to March 2009, 10.5% of total earnings in the region. The number of jobs in the sector increased by 1,270 between February 2000 and February 2011, an increase of 16%, which was slightly weaker than overall job growth in the region (18%).

Research, Science and Technology

A detailed comparison of university research and development (R&D) expenditure in 2004 was prepared by the Ministry of Research, Science and Technology in its Research and Development in New Zealand: A Decade in Review report, published in 2006. While the data is available only at an institutional level rather than at a regional level, the data is still useful for an analysis of trends in Palmerston North. In 2004, Massey University was the third largest university in terms of R&D expenditure, with expenditure of $73.1 million, 16% of total university R&D expenditure. It accounted for 17% of the increase in university R&D expenditure between 1994 and 2004.

An important strength for Massey University was in industrial development R&D expenditure. Expenditure by Massey in 2004 was $13.9 million, 31% of total university industrial development R&D expenditure. This was just behind Auckland University’s 33% share of total expenditure in this category. Canterbury University had the next largest share after Massey, with a 12% share of the total expenditure.

A related sector of strength for Massey University was R&D expenditure on the agriculture, forestry and fishing sector, where Massey was again ranked second. Its R&D expenditure of $9.5 million in 2004 was 34% of total university expenditure in this category. This was closely behind Lincoln’s 35% share and well ahead of Otago’s 12% share, the next highest university.

A third and related category of importance to Massey University is development of infrastructure R&D expenditure. This expenditure category includes: commercial and trade services; urban and rural planning; transport; and information, communication, and technology software. Massey’s R&D expenditure of $11 million in 2004 was 20% of total university expenditure in this category. This was closely behind Auckland’s 22% share and ahead of Otago, which had a 16% share.

These strengths are relevant to the future economic development potential for Palmerston North, due to the significant opportunities which exist to add value to primary products produced in New Zealand, development of new primary sector and industrial processing machinery and other technology and software development.

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The retail trade sector is a very important source of part-time and holiday

employment for students in tertiary education

facilities in the region, reflecting the important

inter-linkages which occur between sectors.

These opportunities are likely to occur from:

• Innovative processing opportunities which will significantly add value to existing primary products; and

• Innovative processing technology, which will significantly increase the opportunities to develop advanced machinery, technology and software for export to the rest of the world or the licensing of processing technologies internationally.

In addition, the strength of Massey University research is a key factor in the location of three Crown Research Institutes (AgResearch Grasslands, Plant and Food Research and Landcare Research), the Fonterra Research Centre, the Riddet Institute, Allan Wilson Centre for Molecular Ecology and Evolution, Hopkirk Research Centre, New Zealand Leather and Shoe Research Association, Ecological Economics Research New Zealand and Food Innovation New Zealand.

The 2009 Research, Science and Technology Sector Profile prepared by the Palmerston North City Council using national Statistics New Zealand data suggests that in 2008:

• estimated full-time equivalent employment in research and development in Palmerston North was 2,360 jobs (5.1% of total employment in the City);

• estimated salaries and wages paid to employees in the research and development sector in Palmerston North were $106 million (5.9% of total salaries and wages paid in the City);

• estimated total research and development expenditure in Palmerston North was $204 million (nearly 10% of national R&D expenditure); and

• estimated total economic impact of the research, science and technology sector in Palmerston North was $312 million.

The estimates included the university staff recorded in the “Higher Employment” category in the Education sector.

Conventions

The Manawatu region has a significant share of national conference activity as a result of the education and research and science expertise based here. Furthermore, in addition to the conferences held in the City, the sector also attracts a regular flow of visitors for meetings with researchers based in the City and for meetings among researchers from a range of institutions.

Extramural Students

The delivery of extramural courses by Massey University also brings additional economic benefits to the region, particularly through the accommodation required when students come to the City to attend block courses. These are often timed during semester study breaks and so bring more students into the City when some full-time students have returned to their home regions.

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The delivery of extramural courses

by Massey University also brings additional

economic benefits to the region,

particularly through the accommodation

required when students come to the City to

attend block courses.

Graduation Ceremonies

All of the higher education institutions hold graduation ceremonies, which bring former students back to the city to celebrate their success with family and friends. The largest of the graduation ceremonies in Palmerston North is held by Massey University over four days in May each year. Paymark electronic retail transactions data for Palmerston North suggests that the Massey University graduation ceremonies in mid-May 2012 provided a $0.5 million boost to city retailers.

The Paymark analysis is based on retail expenditure over the period from Sunday 13th May to Thursday 17th May 2012 and compares the total value of transactions over this five day period with the two weeks prior to and after graduation week.

Average five-day retail expenditure during the two weeks prior to and following the graduation week was $7.7 million while expenditure during graduation week rose to $8.0 million (Paymark network transactions only). Transactions through Paymark account for just under 50% of total retail turnover, so the total increase in retail turnover is estimated to be around $0.5 million.

Not all retailers experienced an increase in sales, with small declines recorded for general retail and homeware stores (such as furniture, electronic and electrical goods, hardware and department stores) and recreational goods stores. There was a 49% increase in accommodation expenditure, a 6% increase in apparel store turnover and a 4% increase in food and fuel expenditure (this includes supermarkets, cafes, restaurants, takeaways and bars).

Food and fuel is the largest retail sector in the city, accounting for around 60% of total annual Paymark retail spending in the city and it is estimated graduation week contributed to an increase in spending of around $370,000 on food and fuel.

Attractiveness of the Region to Migrants and Employers

Many businesses consider the range of educational and training opportunities in the region available through Massey and UCOL are a key factor in locating in the region and also in attracting new staff to the region. A residents’ survey by the Council in 2009 also showed that the majority of residents are also very positive about the role of the key higher education institutions bringing more vitality and diversity to the City.

Palmerston north Resident’s Perceptions of the Education Sector

net Positive sCores for Palmerston north City CounCil Panel survey of residents(oCtober 2009)

sCore*

Massey University, UCOL, IPC and Te Wananga o Aotearoa are huge assets for the City, touching all aspects of life in Palmerston North.

95.4

There are excellent primary schools in Palmerston North. 87.2

Massey University, UCOL, IPC and Te Wananga o Aotearoa offer a wide range of courses. 86.4

Students contribute significantly to the Palmerston North economy. 84.2

There are excellent secondary schools in Palmerston North. 83.4

Students add vibrancy to Palmerston North. 77.5

The cultural diversity students bring to Palmerston North is positive for the City. 73.8

Palmerston North has an excellent choice of child care and early childhood education centres. 69.2

Palmerston North offers excellent opportunities for older people to increase their skills or gain new qualifications.

66.5

Palmerston North should do more to welcome new students to the City. 49.9

* The net positive score is based on the total positive responses less the total negative responses

Another significant contribution made by students is to the strength and success of the local (and national) sporting community, contributing world class athletes and coaches, organisers and supporters (for example bucket heads).

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does Workplace-based Industry Training Improve Earnings?5

In recent years, workplace-based industry training has been growing at a faster rate than other forms of tertiary education and training. Government and industry have substantially increased their investments in industry training. However, there is not much information available on whether training improves participants’ skills, productivity, and labour market outcomes. A 2009 report examined the labour market outcomes of employees who left industry training during 2003–05. It used a new dataset constructed for the Employment Outcomes of Tertiary Education Feasibility Study (Statistics NZ, 2009) that assessed whether tertiary education and training data could be linked to Statistics New Zealand’s Linked-Employer Employee Dataset (LEED).

The study found that 31% of those who left industry training during 2003–05 gained a qualification. Of this group, 13% gained a qualification at National Qualifications Framework (NQF) level 4 or above, 9% at level 3, and 9% at level 1 or 2. Gaining a qualification at level 4 or higher improved participants’ earnings. Their average monthly earnings were 7% higher than those of comparable non-participants 48 months after training started. The improvement in participants’ earnings was evident from around 12 months after training started, while the greatest improvement occurred around the time training ended. The impact on average earnings varied considerably by age and sex. The earnings of males aged 15–24 years were 11% higher than those of comparable non-participants 48 months after training started. The earnings of males in other age groups improved by between 1% and 4%, and the earnings of females improved by 2%.

Gaining a qualification at level 3 improved the average earnings of males but not females. The average earnings of males were 2% higher than those of comparable non-participants 48 months after training started. Gaining a qualification at level 1 or 2, completing a limited credit programme, or gaining no qualification did not improve average earnings during the 48 months after training started. Employment rates were between 3% and 8% higher 24 months after training started for those who completed qualifications or limited credit programmes when compared with non-participants.

The study also examined the extent to which participants were retained by employers and within industries. Jobs ending with no immediate re-employment accounted for about 17% of training non-completions, and changing jobs accounted for a further 10%. Of those who completed their last training programme, about 75% were with the same employer at the start and end of the training period, and 50% were with the same employer 12 months after training ended. Of those who did not complete their last training programme, 25% were with the same employer 12 months later. Around 65% of those who completed their last training programme were employed in the same industry sub-group 12 months later.

5 Crichton, S. (2009). does workplace-based Industry Training Improve earnings? Statistics New Zealand and New Zealand Department of Labour.

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The study What do students earn after their

tertiary education? looked at the group of

nearly 30,000 young New Zealand domestic

students who last enrolled in a tertiary

education institution in 2003, and examined the

influence of their tertiary education on their

one-year and three-year post-study earnings.

What do Students Earn After Their Tertiary Education?6

The study What do students earn after their tertiary education? looked at the group of nearly 30,000 young New Zealand domestic students who last enrolled in a tertiary education institution in 2003, and examined the influence of their tertiary education on their one-year and three-year post-study earnings.

For young domestic students last enrolled in tertiary education in 2003, median annual three-year post-study earnings were:

• 51% higher for those with a bachelor’s degree compared with those with a level 1 to 3 (upper-secondary level equivalent) certificate;

• 30% higher for those with a bachelor’s degree compared with those with a diploma;

• 16% higher for those with a diploma compared with those with a level 1 to 3 certificate;

• 16% higher for those with a master’s degree compared with those with a bachelor’s;

• 46% higher for those with a doctorate compared with those with a bachelor’s.

Completing a bachelor’s degree matters. Young students who completed their degree earned 29% more than those young students who left without completing their degree. The median post-study earnings for young people completing a tertiary qualification grew by 30% after three years. The national median for all employee earnings grew by 8%.

What students studied made a significant difference to what they earned. Compared with young bachelor’s degree students studying humanities, the graduates specialising in medical studies earned 2.6 times more three years post-study. Other high-earning fields were veterinary studies (1.6 times more), law (1.5), electrical engineering (1.4) pharmacy (1.4), accountancy (1.4), computer science (1.4), and nursing (1.3). Science subjects earned between 1.2 and 1.3 times more (except biology, 1.1). People with degrees in teaching earned 1.3 times more in their first year, but 1.2 times by the third year. People with degrees in tourism, performing arts, visual arts, and graphic and design arts earned between 10% and 20% less than people with degrees in humanities. However, people with degrees in communication and media studies earned 11% more.

Across other levels of study, those with qualifications in engineering, information technology, architecture and building, and health generally earned the most. People with qualifications in science or management and commerce earned in the middle range of earnings, while people with qualifications in society and culture, creative arts, food, hospitality, and personal services earned less than other fields. People with teaching and education qualifications started relatively higher, but after three years were earning similar amounts to those in the middle-earning fields.

In terms of post-study earnings, the labour market does differentiate course completion in addition to qualification completion. Young students completing most or all of their courses with no qualification earned more than those who failed all or most of their courses. However, the study found support for the commonly held view that, for young people, gaining a qualification is what matters most.

6 Scott, D. (2009). what do students earn after their tertiary education? Statistics New Zealand and Ministry of Education.

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The study What do students earn after their

tertiary education? looked at the group of

nearly 30,000 young New Zealand domestic

students who last enrolled in a tertiary

education institution in 2003, and examined the

influence of their tertiary education on their

one-year and three-year post-study earnings.

The median earnings for young students gaining a bachelor’s degree from a polytechnic were 8% less than for those gaining a degree from a university. This difference was similar both one year and three years after study, and remained the same after adjusting for differences in field of study, age, sex, ethnic group, industry, and firm size.

Why would you send your son or daughter to Palmerston north to study?

Palmerston North is one of the best places in the country for your son or daughter to experience a real student-focussed lifestyle. Palmerston North is a bustling student city and everyone is committed to making students’ experience truly outstanding.

Palmerston North, known as Student City, is a green and lively city in the Manawatu region of New Zealand, with a strong retail, arts and cafe culture. The region is a gateway to the beautiful sea and mountain landscapes of the North Island. It’s within an easy two hour drive of New Zealand’s capital city Wellington, Hawkes Bay and Wairarapa wineries, and within three hours of impressive ski-fields at Mount Ruapehu.

The city combines the charm of rural New Zealand with the sophisticated provincial appeal of Palmerston North city. The relatively young population (especially high in the 15-29 year old category) reflects the city’s status as a student city, home to the Universal College of Learning (UCOL) polytechnic, Massey University and the International Pacific College as well as New Zealand’s largest Army base at Linton, on the edge of the city.

There is an energetic arts and entertainment scene in the city and lots of outdoor activities to choose from. Accommodation is some of the lowest priced of any university city in the country. It is an easy city to get around. As well as being flat – you can bike anywhere – there is also a free bus service for students to and from Massey University, UCOL and around the city.

The Massey campus has two locations – Turitea – renowned for its beautiful park-like setting of trees and gardens and Hokowhitu – on the city-side of the Manawatu River, near the lagoon. The Massey campus focuses on providing a community where students are supported while they study. Massey Manawatu offers a wide range of on-campus Halls and units, catering for over 900 students of diverse ages, programmes of study and cultural background.

Massey Manawatu is respected not only for its land-based science teaching and research, but also for the range of qualifications it offers across areas including food science, business, humanities and social sciences, engineering, education and technology. The campus is home to New Zealand’s only veterinary science programme and the only University-based Aviation school.

The Massey campus has great sports facilities – a fabulous gym, the Institute of Sport and Rugby, an equestrian centre and a community athletics track. This is combined with top quality on-campus accommodation and lots of clubs and activities to join. A great social life for students to enjoy while they study!

UCOL Palmerston North has an architecturally designed campus situated in the heart of Palmerston North and is one of the city’s landmarks. The campus architecture combines historic buildings with state-of the-art facilities, including a well-equipped gym. A Learning Hub includes a contemporary, student friendly lounge area, more than 60 computer stations, wireless access for laptops for student use and access to our excellent library.

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Palmerston North is one of the best places in the country for your son or daughter to experience a real student-focussed

lifestyle. Palmerston North is a bustling

student city and everyone is committed to making

students’ experience truly outstanding.

UCOL offers a range of qualifications, from certificate to degrees and provides award winning student support services. UCOL specialises in Health, Trades and Technology, Art and Design and also offers programmes in Business and Early Childhood Education. Lecturers maintain close links and partnerships with industry. That means UCOL graduates are valued by employers for their work-ready skills and professional attitudes.

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Image courtesy of ucol

Estimating the Economic Contribution of the Education Sector to the Manawatu Region

Measuring the size of the education sector is challenging because the output of the sector is not directly measured. In contrast, there are regular surveys of production and turnover in sectors like manufacturing, agriculture, construction and retailing. Employment is used to derive measures of output in education but this has predominantly been based on employee numbers rather than employee earnings and income from self-employment. However, new data for earnings has been available since 2000 from administrative tax data, using the information employers supply monthly to IRD and annual tax returns.

National employment data shows the education sector accounts for 8.9% of total employment (job count measure) or 9.3% of employment on a full-time equivalent basis. Earnings data shows the sector contributed 7.8% of annual earnings from salaries and wages and self-employment in the year to March 2010. However, current measures of gross domestic product (GDP) (production measure) suggest the education sector accounts for just 3.2% of New Zealand’s GDP (year ended March 2012), so appear to understate the sector’s importance to the economy.

Infometrics GDP estimates for the Manawatu region health sector also reflect these limitations with the measurement of GDP. It estimates the sector directly contributes 5.5% of the region’s GDP compared with the sector’s 11.5% share of total employment (6,290 jobs in February 2011) and 12.6% share of annual earnings ($332 million salaries and wages and self-employment income in the year to March 2010). The GDP share of 5.5% does not include the additional contribution from student spending in the region.

Estimates for the contribution of the sector to regional economic activity or gross domestic product (GDP) suggest it had a direct economic contribution of $450 million in 2011 and an indirect economic contribution of $250 million, giving a total estimated GDP contribution of $700 million. This is based on estimates of a total economic contribution from education organisations of $545 million and a further $155 million contribution from student spending in the region.

Economic Multipliers

While the direct economic impact from the education sector in the Manawatu region is significant, with an estimated direct GDP contribution of $450 million, the economic impact is even greater when the additional flow-on impacts of increased spending in the local economy is taken into account (indirect GDP contribution). Economic impact analysis traces the flow of money from education institutions and students, and then to:

• Other businesses which supply goods and services to education institutions and students,

• Households, which earn income by working in education institutions or supporting industries, and

• Government, through taxes and charges on students, businesses and households. Se

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The direct effects are the production changes

associated with the immediate effect from a change in education

expenditure. For example, an increase in the number of students

staying in the region will result in increased revenue for providers

of rental and hostel accommodation.

Estimating economic impacts is done using multipliers, the tools economists use for measuring the downstream, or flow-on, effects of an initial change to a particular industry. Multipliers generally estimate the direct, indirect, and induced effects of one additional unit of final demand for a particular industry’s output on the entire economy.

The direct effects are the production changes associated with the immediate effect from a change in education expenditure. For example, an increase in the number of students staying in the region will result in increased revenue for providers of rental and hostel accommodation. The increased accommodation revenue contributes to growth in property management fees, ongoing expenditure on property maintenance and an increase in the total housing stock constructed in the region.

The indirect effects are the production changes which result from various rounds of re-spending of the increased revenue in other sectors supplying products and services to the accommodation sector. For example, changes in revenue and the number of jobs in the property management industry represent the indirect effects of an increase in student expenditure. Businesses supplying products and services to the property management industry represent a further round of impacts from the initial increase in student numbers.

Induced effects are the changes in economic activity in the region which results from increased household spending of income earned directly or indirectly due to the increase in student spending. For example, an increase in the number of students will result in an increase in incomes for supermarket and property management employees and also for employees in companies supplying services to supermarkets and property management companies. This results in increased spending in the region on housing, food, transport and a range of other household goods and services. These increased purchases also result in increased revenue and jobs in the wider regional economy. The degree of the secondary economic impact depends on the extent to which households purchase local products or services or purchase goods or services produced outside the region.

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The increased accommodation

revenue contributes to growth in property

management fees, ongoing expenditure on

property maintenance and an increase in the

total housing stock constructed

in the region.

the sector profiles for the Manawatu region have been developed by the Palmerston north City Council to provide a better understanding of the different components of the Manawatu region economy and the contribution each sector makes to the demographic and economic growth of the region. even within the broad industrial sectors of the australian and new Zealand Standard industrial Classification (anZSiC) 2006 there can be a diverse range of activities undertaken. it is useful to understand which sectors are growing, and are likely to grow in the future, as well as their overall contribution to jobs and incomes in the region.

the profile is drawn primarily from education Counts (Ministry of education), tertiary education Commission and Statistics new Zealand data. the text for the education sector profile document for the Manawatu Region has drawn on commentary provided with the education Counts data. Valuable support and advice was provided by a range of people involved within the education sector in the Region.

For FurthEr inFormation PlEaSE contact: Peter Crawford | economic Policy advisor | Palmerston north City Council | Private Bag 11034 | Palmerston north | [email protected]

PubliShEd by: Palmerston north City Council | Private Bag 11034 | Palmerston north | Phone: 06 356 8199 | Fax: 06 355 4115 | www.pncc.govt.nz

Palmerston north City CouncilPrivate Bag 11034, the Square, Palmerston north | Phone: 356 8199 |

website: www.pncc.govt.nz

Education - Palmerston North · education organisations, industry training organisations, adult and...

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