profi le & trends · 2016-09-21 · Pasifika Education Initiatives ... and Pasifika students in...
Transcript of profi le & trends · 2016-09-21 · Pasifika Education Initiatives ... and Pasifika students in...
profi le & trends
N E W Z E A L A N D ’ S T E R T I A R Y E D U C A T I O N S E C T O R
02
CONTENTS
Foreword By The Secretary For Education.................................... 4Definitions ..................................................................................... 5
CHAPTER ONE:INTRODUCTION AND OVERVIEW ............................... 8
Introduction................................................................................... 8Key Findings................................................................................. 10The Year 2002 .............................................................................. 15
CHAPTER TWO:TERTIARY REFORMS IN 2002..................................... 18
Introduction................................................................................. 18The Key Elements Of The Reformed System............................... 19The Education (Tertiary Reform) Amendment Act 2002 ........... 19The Tertiary Education Commission (TEC) .................................. 20The Tertiary Education Strategy (TES).......................................... 20The Statement Of Tertiary Education Priorities (STEP) ............... 21Charters And Profiles ................................................................... 21The Integrated Funding Framework ........................................... 22Funding Changes For PTEs .......................................................... 22Fee Stabilisation .......................................................................... 22Centres Of Research Excellence (CoREs) ...................................... 23The Efficiency Study..................................................................... 23Recognising Excellence – Tertiary Teacher Awards .................... 23Review Of Training Opportunities And Youth Training.............. 24E-Learning .................................................................................... 24
CHAPTER THREE:PATHWAYS IN TERTIARY EDUCATIONRAISING FOUNDATION SKILLS ................................. 26
Introduction................................................................................. 26Supporting Students To Enter Tertiary Education ...................... 27Adult Literacy ............................................................................... 30Adult And Community Education .............................................. 33Foundation Skills And Sustainable Employment........................ 35Foundation Education In TEIs ..................................................... 35Training Opportunities ................................................................ 36Youth Training ............................................................................. 39
CHAPTER FOUR:SKILLS FOR A KNOWLEDGE ECONOMY ................... 44
Introduction................................................................................. 44The Diversity Of The Sector ......................................................... 45Participation In Formal Tertiary Education ................................ 47International Students................................................................. 56International Comparisons.......................................................... 57Achievement In Formal Tertiary Education................................ 58Industry Training ........................................................................ 62Modern Apprenticeships ............................................................. 64Skill Enhancement – Rangatahi Mäia/Tupulaga Le Lumana’i ... 65
CHAPTER FIVE:TERTIARY EDUCATION OUTCOMES ........................ 66
Introduction ................................................................................ 66Educational/Qualifications Attainment ...................................... 67Labour Market Outcomes............................................................ 70Income ......................................................................................... 72Social And Family Outcomes ....................................................... 76
CHAPTER SIX:MÄORI IN TERTIARY EDUCATIONCONTRIBUTE TO THE ACHIEVEMENT OF MÄORI DEVELOPMENT ASPIRATIONS ..................... 78
Introduction................................................................................. 78The Hui Taumata Mätauranga – A New Vision For Mäori Education.............................................. 79Te Rautaki Mätauranga Mäori – Contribute To The Achievement Of Mäori Aspirations .............. 79Mäori Participation In Tertiary Education .................................. 79Mäori Participation In Workplace Learning And Foundation Education ........................................................ 84Mäori Achievement In Tertiary Education .................................. 85Other Initiatives To Improve Mäori Participation And Achievement In Tertiary Education............................................. 88Supporting Mäori Achievement .................................................. 89Financial Support For Mäori Students ........................................ 90
CHAPTER SEVEN:PASIFIKA PEOPLES IN TERTIARY EDUCATIONEDUCATE FOR PASIFIKA PEOPLES’ INCLUSION AND DEVELOPMENT ................................................ . 92
Introduction................................................................................. 92The Pasifika Education Plan And Tertiary Education Strategy ... 93Pasifika Peoples’ Participation In Tertiary Education ................ 94Pasifika Participation In Workplace Learning And Foundation Education ....................................................... 100Achievement Of Pasifika Learners............................................. 101Pasifika Education Initiatives .................................................... 102Financial Support For Pasifika Students ................................... 105
CHAPTER EIGHT:RESEARCH IN TERTIARY EDUCATIONRESEARCH, KNOWLEDGE CREATION AND UPTAKE FOR OUR KNOWLEDGE SOCIETY.............. 106
Introduction............................................................................... 106Fostering Research In Tertiary Education In New Zealand ...... 107The Research Output Of The New Zealand Tertiary Education Sector .......................................................... 110Research Productivity ................................................................ 111Training Of Researchers............................................................. 112The Impact Of Tertiary Sector Research.................................... 114Research Funding ...................................................................... 115Research Expenditure ............................................................... 117Collaboration And Interaction Within The Innovation System ..117
CHAPTER NINE:SYSTEM CAPABILITY AND QUALITY ....................... 120
Introduction............................................................................... 120Tertiary Education Providers ..................................................... 121The Scale Of The Tertiary Education Sector .............................. 121Public Providers – Tertiary Education Institutions................... 122Strategic Developments In The Tertiary Education Sector ....... 125Flexible And Online Learning.................................................... 128The Capability Of Tertiary Education Institutions ................... 129Governance And Management In TEIs ...................................... 129Financial Management Of TEIs ................................................. 131Longer-Term Financial Trends By Sub-Sector .......................... 134The Tertiary Education Workforce 1997-2002 .......................... 138Governance And Management Issues For Industry Training Organisations ........................................ 146Quality Assurance In Tertiary Education In New Zealand........ 146
CHAPTER TEN:INVESTING IN KNOWLEDGE AND SKILLS .............. 152
Introduction............................................................................... 152Funding Diverse Needs.............................................................. 153Total Government Funding Of The Tertiary Education System .. 153Government-Funded Student Places And Tuition Subsidies.... 154Trends In Tertiary Fees .............................................................. 161Funding Initiatives For 2002 ..................................................... 162
CHAPTER ELEVEN:FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION .............................................................. 170
Introduction............................................................................... 170Student Loans ............................................................................ 171Loan Uptake............................................................................... 171Student Loan Debt..................................................................... 174Student Loan Repayments ........................................................ 174Interest ...................................................................................... 175Information From Data Integration.......................................... 176Costs Of The Student Loan Scheme........................................... 177Student Allowances ................................................................... 177Student Allowances Uptake....................................................... 178Cost Of Allowances..................................................................... 180Other Government Financial Support For Tertiary Students.... 180
CHAPTER TWELVE:POSTSCRIPT: THE YEAR 2003 ................................... 184
Introduction............................................................................... 184Setting Priorities For The Tertiary Education Sector................. 185Developing Charters And Profiles.............................................. 185Developing A Well-Resourced Quality Sector............................ 185Managing Growth Initiatives ..................................................... 187Step Up Scholarships ................................................................. 187Student Support......................................................................... 188
FINDING OUT MORE ............................................... . 189
Key Agencies In The Tertiary Education Sector......................... 189Students’ Associations................................................................ 190Sector Representative Groups.................................................... 191Useful Links................................................................................ 192
APPENDIX ............................................................... .. 194
FOREWORD BY THE SECRETARY FOR EDUCATION
I am pleased to introduce New Zealand’s Tertiary Education Sector Report: Profile & Trends 2002. This is the fifth annual survey of the tertiary education sector in New Zealand produced by the Ministry of Education. The aim of this report is to provide a summary of the overall performance and key characteristics of the tertiary education sector in 2002. It is important that the sector and government agencies have accurate and comprehensive information about current performance and future trends in order to inform debate about the role of tertiary education and to help shape the sector’s planning.
The key focus for the tertiary education system in 2002 was to advance the tertiary education reforms. The reforms aim to develop a system more closely connected to national development goals. They are fundamentally about shifts in ways of thinking and relating. They require a change in the dynamics of relationships throughout the tertiary sector. Tertiary providers are expected to be much more responsive to the needs of communities, businesses, iwi and students. Government sees tertiary education as an important means of achieving goals and supporting strategies in other areas of policy. The reforms are also about increasing the influence and role of key stakeholders over the tertiary system and, in doing so, increasing the potential contribution the tertiary education system makes to New Zealand’s national development.
As part of the reforms, the government has published the Tertiary Education Strategy 2002/07. The structure of this report reflects the themes of the Strategy. Each of the six strategies forms the focus for a chapter of the report. There are chapters on foundation skills, skills for a knowledge economy, Mäori and Pasifika students in tertiary education, research in tertiary education and system capability and quality. There is also a chapter that explores the outcomes of tertiary education. Major areas of activity that are not explicitly tied to one of the six strategies are given coverage in their own chapters. These include chapters on policy developments, student support and funding, while some of the developments that occurred outside the timeframe of the report are covered in the postscript.
The report reveals a tertiary education sector that is responding well to many of the challenges it faces. The report shows that participation has continued to rise. Mäori participation, in particular, has grown and there has been a further significant increase in international student numbers. Tertiary education institutions have diversified their sources of income and have improved their financial performance on a range of measures.
While the report shows a system responding to a changing environment, there are new challenges for the sector. The need to enhance performance and quality, the implementation of the tertiary education reforms and the need to build on the progress made in participation will provide challenging work for the sector and further benefits to our society in the coming years.
A considerable amount of information in this year’s report has been provided by different agencies and organisations with responsibilities for tertiary education outside the Ministry of Education. I would like to thank all contributors for the data and assistance they have provided in preparing this report.
I trust you will find the information presented this year to be relevant and useful to your understanding of the tertiary education sector as a whole.
Howard FancySECRETARY FOR EDUCATION
DEFINITIONS
ACADEMIC YEAR
January-December (calendar year).
ADULT AND COMMUNITY EDUCATION (ACE)
Community education programmes are provided by both TEIs and schools. Government-funded school community education programmes include adult basic education (such as numeracy, literacy and English for Speakers of Other Languages), Mäori language and culture, training for volunteer community workers, parent education courses, and courses developed to meet defined community need for personal development (such as life skills, anger management and self-defence courses for women).
COURSE
A component of education encompassing teaching, learning, research and/or assessment. A paper/module/unit standard may all be different types of courses. A course or collection of courses forms a programme of study which, if completed successfully, results in the award of a qualification.
EFTS (EQUIVALENT FULL-TIME STUDENT)
The EFTS system is a method of counting tertiary student numbers. The basis of the EFTS system is that a student taking a normal year’s full-time study equals 1.0 EFTS unit and the courses taken by part-time students are proportions of one EFTS unit, eg 0.75 EFTS.
EFTS-BASED TUITION SUBSIDIES
EFTS-based tuition subsidies are provided by the government as a contribution towards the cost of tertiary education and training. These subsidies are paid to approved tertiary education providers on behalf of domestic students enrolled in quality-assured courses leading to quality-assured qualifications. The amount of the tuition subsidy will be calculated according to the equivalent full-time student (EFTS) formula. From 1 January 2000, tertiary education institutions and private training establishments received the same rate of tuition subsidy.
EFTS UNITS
An EFTS (equivalent full-time student) unit is a standard unit of measurement of student enrolments. It is defined and calculated on the basis that a student workload that would normally be carried out by a full-time student in a single academic year is 1.0 EFTS unit.
FISCAL YEAR
July-June (government accounting year).
FORMAL STUDENT
For the purposes of statistical reporting, a formal student is one who is enrolled in a course or courses of study leading to a qualification approved by an authorised certifying body or to an approved award issued by an institution. Formal students are enrolled in courses of more than one week’s full-time duration (ie an EFTS value greater than 0.03).
FULL-TIME
For student loan and allowances eligibility purposes, full-time means any period in excess of 12 weeks (0.3 EFTS) ie full-time/part-year. Another definition used for statistical purposes by the Ministry applies to any course over 32 weeks (0.8 EFTS) ie full-time/full-year. This is the definition of full-time for the student loan full interest write-off.
GOVERNMENT TRAINING ESTABLISHMENTS (GTEs)
A government training establishment (GTE) is a government department, or Crown entity other than a TEI, approved by the Minister of Education and registered by NZQA as a tertiary education provider offering training subject to the approval and accreditation requirements of the Education Act 1989.
ISCED LEVEL
ISCED refers to the International Standard Classification for Education, developed by UNESCO. It is used by countries and international agencies as a means of compiling internationally comparable statistics on education and identifies the level of that educational provision. For tertiary education the applicable classifications are:
• education at the tertiary level, first stage, of the type that leads to an award not equivalent to a first university degree – ISCED 5
• education at the tertiary level, first stage, of the type that leads to a first university degree or equivalent – ISCED 6, and
• education at the tertiary level, second stage, of the type that leads to a postgraduate university degree or equivalent – ISCED 7.
NATIONAL QUALIFICATIONS FRAMEWORK
The National Qualifications Framework (NQF) is the unit standards-based system of national qualifications developed by the New Zealand Qualifications Authority. Unit standards are categorised by field of study, which is further broken down into subfields and domains. Standards and national qualifications are also categorised by level of student achievement, up to level 4, Certificate Level. Diploma qualifications can be awarded at levels 5, 6 or 7 on the framework, level 7 being equivalent to the level achieved at the end of a first degree. Level 8 is postgraduate study.
NOMINAL TERMS
Sums quoted in nominal terms use the dollar value with no adjustment for the effects of inflation over time.
NZSCED
NZSCED refers to the New Zealand Standard Classification for Education, a subject-based classification system for courses at universities, polytechnics, colleges of education, wänanga and private training establishments in receipt of government funding. The classification system consists of three broad levels of detail (broad, narrow and detailed fields). It is used to improve the quality and consistency of statistics collected by the Ministry of Education and other collection agencies in relation to tertiary study.
OECD (ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT)
OTHER TERTIARY EDUCATION PROVIDERS (OTEPs)
Other tertiary education providers (OTEPs) are those organisations that deliver programmes of study of some national significance, and are recognised by the Minister of Education under section 321 of the Education Act 1989. Because the delivery of these programmes of study is in the national interest, these providers have a special relationship with the Crown.
PART-TIME
An expression which can apply to either the study undertaken or to the student. Where a course of study that is normally offered on a full-time basis, is studied part-time, it has the same EFTS value as its full-time equivalent but is studied over a longer period of time. Where this option is available, a student may elect to study on a part-time basis by enrolling in fewer courses than the normal full-time student workload.
For the purposes of a student loan full interest write-off, part-time means any study that is not full-time (ie less than 0.8 EFTS).
PASIFIKA PEOPLES
A diverse range of peoples from the South Pacific region or people within this country who have strong family and cultural connections to Pacific Island countries. Pasifika peoples are not homogenous and include those who have been born in New Zealand or overseas. It is a collective term used to refer to men, women and children of Samoan, Cook Islands, Tongan, Niuean, Tokelauan, Fijian and other Pasifika or mixed heritages. It includes a variety of combinations of ethnicities, recent migrants or third, fourth or fifth generation New Zealand-born.
PRIVATE TRAINING ESTABLISHMENTS (PTEs)
A private training establishment (PTE) is defined in the Education Act 1989 as ‘an establishment, other than an institution, that provides post-school education or vocational training’. In the context of this report, the term is generally used for private training establishments registered with the New Zealand Qualifications Authority (NZQA). The category includes not only privately owned providers, but also those operated by iwi, trusts and the like.
QUALIFICATION
An official award given in recognition of the successful completion of a programme of study, which has been quality assured by a recognised quality assurance agency. All recognised qualifications must be registered on the Qualifications Register.
REAL TERMS
Sums quoted in real terms have been adjusted for the effects of inflation over time, using the Consumer Price Index (CPI).
SKILL ENHANCEMENT
Skill Enhancement training is aimed at young Mäori and Pasifika people aged between 16 and 21. The emphasis is on training for the workforce with a minimum of 20 percent of the training being conducted in the workplace. Skill Enhancement training is offered at private training establishments, polytechnics, marae and wänanga, and training is available in a wide range of skills and industries.
STUDENT ALLOWANCES
Student allowances are income-tested grants designed to provide assistance to those students who are unable to support themselves or do not have access to alternative sources of support while undertaking full-time study.
TERTIARY EDUCATION
Tertiary education comprises all involvement in post-school learning activities and includes industry training and community education.
TERTIARY EDUCATION INSTITUTIONS (TEIs)
Tertiary education institutions (TEIs) are Crown entities and thus required to follow standard public sector financial accountability processes. There are four kinds defined in the Education Act 1989: universities, polytechnics, colleges of education and wänanga. Each tertiary education institution is governed by its own council.
TERTIARY EDUCATION PROVIDERS (TEPs)
Tertiary education providers are all the institutions and organisations that provide tertiary education. These include public tertiary education institutions (TEIs), private training establishments (PTEs), other providers (OTEPs) and government training establishments (GTEs).
TERTIARY-TYPE A
The OECD classifies qualifications into Tertiary-type A education and Tertiary-type B. Tertiary-type A programmes (ISCED 5A) are largely theory-based and are designed to provide sufficient qualifications for entry to advanced research programmes and professions with high skill requirements. They have a minimum cumulative theoretical duration (at tertiary level) of three years’ or more full-time equivalent study.
TERTIARY-TYPE B
Tertiary-type B programmes (ISCED 5B) are typically shorter and focus on practical, technical or occupational skills for direct entry into the labour force. They have a minimum duration of two years’ full-time equivalent study at tertiary level.
TIA
The Training Incentive Allowance (TIA) is designed to provide financial assistance to people receiving a domestic purpose benefit, an invalid’s benefit, a widow’s benefit, or an emergency maintenance allowance to enable them to undertake employment-related training.
TRAINING OPPORTUNITIES
The Training Opportunities programme is targeted towards job seekers, usually aged 18 years or more, long-term unemployed with low qualifications, people with disabilities, certain benefit recipients, refugees, ex-prisoners, or Work and Income New Zealand priority clients. Training is free for trainees, usually includes work-based learning and is designed to provide trainees with practical pathways to employment or further education.
TUITION FEES
Fees charged for tuition by public and private tertiary education providers.
TUITION SUBSIDIES
Money that is appropriated by the government for Vote Education that is used to provide EFTS-based tuition subsidies for valid student enrolments offered by recognised providers.
UNIVERSITY NAME ABBREVIATIONS
Auckland University of Technology AUT
Lincoln University LU
Massey University MU
University of Auckland UA
University of Canterbury UC
University of Otago UO
University of Waikato UW
Victoria University of Wellington VUW
YOUTH TRAINING
Youth Training programmes offer a range of practical skills training for school leavers, under 17 year olds, students who have no more than two School Certificate passes, or students with no formal qualifications higher than Sixth Form Certificate. The training covers both job-specific and general workplace skills and is linked to the National Qualifications Framework. Youth Training is free and available from a diverse range of approved training providers around New Zealand.
chapter one
I N T R O D U C T I O N A N D O V E R V I E W
1
INTRODUCTION
New Zealand’s Tertiary Education Sector Report: Profile & Trends 2002 is the fifth annual, comprehensive Ministry of Education survey of the tertiary education sector. It provides an overview of the performance and key characteristics of the New Zealand tertiary education sector in 2002.
The key focus in the tertiary education sector in 2002 was to advance the Government’s tertiary education reforms. The aim of the reforms is to focus on system performance. This includes developing a system that is more collaborative and more closely connected to national development goals and to other sectors of society and the economy. The reforms require significant shifts in ways of thinking and relating. They are also about increasing the influence and role of key stakeholders over the tertiary system and, in doing so, increasing the potential contribution by strengthening the connections and linkages to the tertiary education system. Research funding is being more strongly linked to performance and the contribution it makes to teaching and learning.
The Education (Tertiary Reform) Amendment Act 2002 was passed towards the end of 2002, to give effect to the Government’s tertiary education reforms. The Act introduced key mechanisms to steer the tertiary education sector and create a more strategic and coherent system. It:
• established the Tertiary Education Commission (TEC)
• provided the statutory basis for the Tertiary Education Strategy (TES) and the Statement of Tertiary Education Priorities (STEP), and
• provided the basis for the key steering instruments to be used by TEC as it implements the TES – especially charters and profiles.
PAGE 9 INTRODUCTION AND OVERVIEW
The Tertiary Education Strategy 2002/07 was launched by the Associate Minister of Education (Tertiary Education), in May 2002. The Strategy set out the Government’s key goals for the sector and described how these goals were aligned to key national development goals. An interim STEP was published in July 2002.
In April 2002, a Transition Tertiary Education Commission (T-TEC) was established to provide for a smooth transition to the Tertiary Education Commission (TEC).
Among the most significant developments in the sector in 2002 were a continued increase in the number of Mäori enrolments in tertiary education, a further large increase in enrolments at wänanga, especially Te Wänanga o Aotearoa (TWOA) and significant growth in the number of international students. Growth in wänanga and international students accounted for 93 percent of the increase in students in 2002.
This report looks in detail at the pathways students follow to enter tertiary education. It considers enrolments and student achievement, both at tertiary education providers and in workplace training programmes. Two chapters specifically examine the participation and achievement of Mäori and Pasifika learners. A chapter on the outcomes of tertiary education reviews the evidence – mainly drawn from sources such as the Census – for the employment and income outcomes of tertiary education. The report also explores the research undertaken by tertiary education providers and looks at the capability of the sector by discussing the management, governance and financial performance of providers. The way the government funds the sector and provides financial support for students is also discussed.
The statistics provided in this report are derived mainly from tertiary education providers’ statistical reports to the Ministry of Education. Information and statistics have also been provided by the New Zealand Qualifications Authority, the Tertiary Education Commission, the Industry Training Federation, quality assurance agencies, the Ministry of Social Development, Inland Revenue, Career Services and a range of other government agencies.
Some statistical information is based on a ‘snapshot’ of students and staff taken on 31 July 2002. Other figures relate to the full year 2002. The tables and graphs in the report identify whether mid-year or full-year statistical information has been used. Further statistical data is available on the Ministry of Education website at www.minedu.govt.nz. Information on government expenditure is often based on the July to June fiscal year, but is sometimes presented on a calendar year basis.
Information has been included from private training establishments that are government-funded and those that are not government-funded, although data available from the latter is more limited than data from other providers. Students studying in community courses, foundation courses, and in secondary schools through the Gateway and Secondary-Tertiary Alignment Resource (STAR) schemes are also included in some of the statistical information in this report.
The report covers industry training facilitated by Industry Training Organisations and transition programmes, such as the Youth Training and Training Opportunities programmes. This report provides limited information about other areas of the sector, such as non-institutional forms of industry training and in-house company training courses. While these are important aspects of tertiary education, the analysis in this report is generally focused on institutional provision.
KEY FINDINGS
STUDENT PARTICIPATION IN TERTIARY EDUCATION
In July 2002, 319,886 students were formally enrolled in tertiary education. It is estimated that over 425,000 learners studied in some form of tertiary education in 2002 as a whole.
The number of students continued to grow in 2002, with the number of formally enrolled students rising by 11.3 percent between July 2001 and July 2002 and by 29.7 percent since July 1997.
Over one in ten (10.5 percent) of the population aged 15 and over were enrolled in formal tertiary education on 31 July 2002, the highest level in New Zealand’s history.
In public tertiary education institutions (TEIs), the number of students enrolled in a formal programme of study increased by 13 percent from 2001 to 2002. This is the highest level of growth experienced since 1995. Much of the growth has occurred in wänanga, which experienced an increase of 144 percent between 2001 and 2002 and 826 percent from 2000. Discounting the growth in wänanga, the growth of enrolments at TEIs was only 6.4 percent.
The number of students formally enrolled at private training establishments (PTEs) increased by 3.3 percent between July 2001 and July 2002, compared with 32 percent in the previous year. The reduced rate of growth was due to the effects of the moratorium introduced by the Government in mid-2002 on new PTEs and new PTE qualifications. Almost all the growth in this sub-sector was in international student numbers.
International student numbers rose again in 2002. After a drop in the late 1990s as a result of the Asian economic crisis, international enrolments grew by 52.2 percent in 2002, following growth of 51.7 percent in 2001 and 30.4 percent in 2000. The growth was largely attributable to the increase in the number of students from China. Enrolments by students from China have grown by over 1,500 percent since 1997. International students form about 8.4 percent of all tertiary students, up from 2.2 percent at 31 July 1994.
In 2002, 87,413 new students entered tertiary education. Only 31 percent of those entering were school leavers.
Nearly 47 percent of the students formally enrolled in tertiary education in 2002 were aged 25 or under, while those over 40 years were a rapidly growing subset of the total student population. Students aged 40 and over represented 24.2 percent of all students, up from 13.7 percent in 1994. Women constituted 58 percent of enrolments on 31 July 2002.
The workplace provides an increasingly important vehicle for tertiary learning, largely as a result of the Industry Training Strategy and initiatives such as Modern Apprenticeships. By December 2002, 83,456 students were learning under industry training agreements, an increase of 26 percent from 2001. Nearly 33,000 students were involved in transition programmes such as the Youth Training, Training Opportunities and Skill Enhancement programmes.
Of the 319,886 students studying for recognised qualifications on 31 July 2002, 37.7 percent were enrolled at degree-level, 8 percent in postgraduate qualifications, 38 percent in certificates and 17 percent in diplomas.
The most popular fields of study in 2002, were society and culture including, among other things, law, economics, philosophy, and sociology, making up 21.8 percent of total students. This was followed by management and commerce making up 21.6 percent of total students.
Students with disabilities in tertiary education grew by 17.9 percent between 1998 and 2002. In 2002, students with disabilities represented 4.8 percent of all students, up from 2.7 percent at 31 July 1998.
At the time of going to publication, formal completion data for 2002 was not available. The summary below relates to trends up to 2001.
Patterns of qualification completions broadly followed enrolment patterns. A total of 64,408 students completed nearly 68,823 programmes of study in TEIs, a 6.2 percent increase over the year 2000 and a 19 percent increase over the number of completions in 1997. More than half of all qualification completions in TEIs were at degree or postgraduate level.
There was a 47 percent increase in the number of students completing qualifications in PTEs in 2001. The majority of qualification completions within PTEs were lower-level awards, with certificates and diplomas comprising 72 percent and 22 percent of awards respectively.
PAGE 11 INTRODUCTION AND OVERVIEW
PATHWAYS TO TERTIARY EDUCATION
A total of 133,233 enrolments were supported by STAR funding. In addition, 1,162 students participated in a new transition programme called Gateway (launched in 2001) which enables senior secondary students to undertake formal workplace learning while they are still at school. Of those students who participated in Gateway in 2002, 22 percent moved on to full-time employment and 65 percent carried on to further training or education.
In 2002, the Adult Literacy Innovation Pool supported 36 programmes in 10 regions, including family literacy projects for Mäori and Pasifika learners and refugee communities. The total number of adult literacy learners increased by 1,043 in 2002. Literacy Aotearoa provided literacy education to about 7,300 learners while 7,389 adult learners received English for Speakers of Other Languages (ESOL) tuition and resettlement support.
In 2002, 208,519 enrolments were made at Adult and Community Education programmes provided by 29 tertiary education institutions. This represented a rise of 145 percent since 2000. The number of school community education enrolments rose by about 1 percent in 2002 to 179,146.
In 2002, there were 11,512 EFTS in foundation-type courses at TEIs funded through the student component EFTS-based tuition subsidy system. This is a rise of 132 percent on 2001 (when there were 4,965 EFTS) and 955 percent on 2000 (1,091 EFTS). One of the reasons for the scale of the expansion of foundation enrolments at TEIs since 2002, is related to the growth in wänanga over that time. Wänanga recorded 67 percent of the total foundation EFTS in 2002.
In 2002, 19,198 trainees participated in Training Opportunities programmes. Of these trainees, 65 percent achieved positive outcomes. Fifty-one percent moved on to employment and 15 percent into further education and training, within two months of completing the programme. Over the same period, 12,530 trainees undertook Youth Training programmes. Over two-thirds (71 percent) of trainees who left Youth Training in 2002 moved on to further training or employment within two months of completing the programme.
TERTIARY EDUCATION OUTCOMES
According to Census 2001, the proportion of the population aged 15 and over who reported having no qualifications was 27.6 percent, while the proportion reporting having bachelors or higher degree was 11.8 percent. The proportion with no qualifications has been falling since the Census of 1996 while the proportion with degree-level qualifications rose 9.6 percent.
The level of educational attainment for males and females was very similar in the population at large. There were significant differences between different age groups however. In younger age groups, more women held higher qualifications while over the age of 40, men were more likely to have higher qualifications.
The proportion of New Zealanders who completed diploma-level qualifications in 2001 is higher than the OECD mean in every age group. The proportion holding a degree-level qualification is similar to the OECD mean.
In 2001, 62 percent of New Zealanders completing a first degree were female, compared with the mean for OECD countries of 55 percent. In the same year, 41 percent of New Zealanders completing advanced research programmes were female, compared with the OECD mean of 38 percent.
The labour force participation for those aged 15 and over was 66.7 percent according to Census 2001. The labour force participation for males (73.8 percent) was significantly higher than that for females (60.1 percent). Those with no qualifications had a labour force participation rate of 55 percent, compared with a rate of 85 percent for those with a higher degree.
In general, income levels increase with the level of qualifications. On average, university graduates in full-time employment receive about 70 percent more income than those with no more than School Certificate (now NCEA level 1).
MÄORI PARTICIPATION IN TERTIARY EDUCATION
Mäori participation in tertiary education has been growing steadily over the 1990s, but it grew significantly from 19.4 percent in July 2001 to 22.1 percent of all domestic students in July 2002, whereas Mäori comprised 12.8 percent of the total population aged 15 and over.
Mäori enrolments have grown much faster than enrolments by other ethnic groups. Mäori now have higher participation than non-Mäori, even after adjusting for differences in the age profile of the Mäori population. Mäori participation is higher than non-Mäori for all age groups except the 18 to 24 year old age group. 17.2 percent of the Mäori population aged 15 and over were formally enrolled in 2002, compared with 11.4 percent in 2000. By contrast, 9.5 percent of the non-Mäori population aged 15 and over were in tertiary education in 2002. The proportion of Mäori undertaking study on a part-time basis has also risen sharply since 2000 after falling since 1997. Mäori students are older than non-Mäori.
Growth in Mäori participation has occurred mainly in the three public wänanga. In particular there was strong growth in the number of enrolments in Te Wänanga o Aotearoa (TWOA). TWOA grew by 73 percent in the 2002 academic year, whilethe other two wänanga grew by 29 percent. On a full-year basis, 41.4 percent of Mäori in tertiary study were enrolled in wänanga in 2002. Seventy-nine percent of students who attended wänanga during 2002 were Mäori.
Mäori women have a significantly higher rate of participation than Mäori men.
However, Mäori remain under-represented in enrolments and completions in higher-level qualifications. Sub-degree enrolments represented 77 percent of all formal enrolments by Mäori and only 3.2 percent of all Mäori tertiary students study at postgraduate level, compared with 9.2 percent for non-Mäori.
Mäori constituted 15 percent of the total number of Modern Apprentices, 48 percent of the trainees in Youth Training programmes and 42 percent of Training Opportunities trainees.
PASIFIKA PARTICIPATION IN TERTIARY EDUCATION
Pasifika students comprise nearly 5 percent of enrolments in tertiary education. While the actual number of Pasifika students in TEIs has increased, the proportion of Pasifika students in the general population has increased more slowly from 4.2 percent in 1997 to 4.9 percent.
The increase of 4,365 Pasifika students (44 percent) since 1997 is half that of Mäori (89.5 percent) in relative terms and twice that of non-Pasifika students (21.9 percent).
Growth in Pasifika enrolments has shifted away from PTEs to wänanga in 2002. The most popular place for Pasifika students is still at university, making up 33.1 percent of enrolments of Pasifika students.
Enrolments by Pasifika women have grown by 56 percent since 1997, while enrolments by Pasifika men have grown by 30 percent over the same period. Pasifika females made up 59 percent of total Pasifika students in 2002.
The majority of Pasifika students (64 percent) enrol in sub-degree level study compared to 54 percent of non-Pasifika students. Pasifika students are under-represented at postgraduate level. Only 4 percent of all Pasifika students studied at the postgraduate level, compared with 8.1 percent non-Pasifika students.
In 2001, 3,801 Pasifika students completed qualifications at tertiary education providers.
PAGE 13 INTRODUCTION AND OVERVIEW
RESEARCH OUTCOMES
As part of the tertiary education reforms, the Government developed new means of promoting and financing research in the tertiary education sector in 2002. The two most important are Centres of Research Excellence (CoRE) and the Performance- Based Research Fund (PBRF). The first CoREs were selected in March 2002 while the Government set out its decisions on the PBRF during 2002. The PBRF will be implemented progressively from 2004 to 2007.
The universities were responsible for the great majority of research activity in the tertiary education sector. They reported a total of 16,686 university publications and other research outputs in 2002, down by 7.4 percent on 2001 but up by 13 percent over the six years 1997 to 2002. In 2002, there were 2.3 publications per full-time equivalent academic staff member.
The value of the research top-up component of tuition subsidies in 2002 was $115.3 million, of which 93.3 percent was allocated to the universities and 4.7 percent to polytechnics.
The research contract income earned by the universities was $235 million, an increase of 7.6 percent since 2001. Research contract income represents nearly 13.1 percent of all revenue in universities. The average research contract earning per FTE academic staff member in universities was $32,130 in 2002.
The number of enrolments in doctoral degrees increased by 5 percent in 2002. In 2002, women constituted 48 percent of all doctoral enrolments.
PROVIDERS, SYSTEM CAPABILITY AND QUALITY FOR OUR
KNOWLEDGE SOCIETY
In 2002, the tertiary education sector included 36 public tertiary education institutions and around 890 registered private training establishments.
The number of private training establishments (PTEs) recognised for government tuition subsidies has increased significantly over the last decade. In 2002, 84 new PTEs were registered for the first time. During 2002, 234 existing PTEs were recognised for government funding in the form of tuition subsidies and access to student loans and allowances. PTEs provide learning opportunities for around 17 percent of enrolled tertiary education students.
FINANCIAL TRENDS AND PERFORMANCES AT TERTIARY
EDUCATION INSTITUTIONS
The combined income of TEIs grew by 53 percent between 1996 and 2002 to reach $2,744 million, of which 46.1 percent came from the Government’s tuition subsidies and 28.8 percent from student fees. This is a reflection of increased student numbers and increased income from sources other than government funding and student fees. The total fee income from international students has increased more than 638 percent and income from research contracts has nearly doubled over this period. Colleges of education and wänanga are most heavily reliant on government funding. Polytechnics have the highest proportion of their income being generated by student fees (34.6 percent).
The average expenditure per EFTS in TEIs was $11,846 in 2002, compared with $12,170 in 2001.
In 2002, the reported net operating surplus for the public tertiary sector was $114 million (4.2 percent of income), compared with a surplus of 2.9 percent of income in 2001. However, six TEIs reported a net operating deficit in 2002. Capital expenditure across the sector was $354 million in 2002, slightly more than the capital expenditure in 2001 ($334 million).
Collectively, the TEIs have assets valued at $4,826 million. While there was considerable variation in the performance of TEIs, collectively they met or exceeded all four of the Ministry of Education’s prudential benchmarks during 2002.
At the end of December 2002, TEIs employed 25,786 FTE staff up from 24,265 in December 2001, an increase of 16.9 percent between 1997 and 2002. Wänanga had a significant increase in the number of FTE staff (886 percent) between 1997 and 2002. This was due to Te Wänanga o Aotearoa’s fourfold increase in student numbers between 2000 and 2002.
RESOURCING TERTIARY EDUCATION IN NEW ZEALAND
The Government’s budget for tertiary education increased by an estimated 8.1 percent in 2002/03 to $3,562 million. Of this sum, around 48.2 percent funded student tuition subsidies, 26.7 percent funded student loans and 11.5 percent funded student allowances. A further 5.3 percent funded training for other programmes including industry training and transition programmes such as the Youth Training and Skill Enhancement programmes.
Total spending on EFTS tuition subsidies has increased by 14.8 percent from $1,409 million to $1,617 million in 2002. There was an increase in the number of funded EFTS places in 2002 from 194,322 to 220,340, an increase of 13.4 percent. Since 1997, the number of places has risen by 49.1 percent and the total value of tuition subsidies by 42.6 percent. The average tuition subsidy per EFTS place in TEIs increased by 1.2 percent between 2001 and 2002.
The number of places funded at wänanga grew by 192.4 percent between 2001 and 2002. The number of funded places at private training establishments also increased by 15.9 percent to reach 26,510.
Between 1997 and 2001, there was a significant rise in total tuition fee revenue of 58.6 percent. In 2002, fee revenue declined by 1.3 percent for all TEIs, despite the increase in student numbers over that time. This trend reflects the fee stabilisation policy implemented in 2001 and the move to zero fees at some providers.
FINANCIAL SUPPORT FOR STUDENTS
In 2002, 150,575 tertiary students borrowed through the Student Loan Scheme to finance their study. This was an increase of 1.6 percent on the number of borrowers in 2001.
The student loan uptake rate increased from 55 percent of eligible students in 2000 to 56 percent in 2001 and to about 57 percent for 2002.
The average amount borrowed in the 2002 academic year was $6,204, an increase of 1.1 percent on the average borrowing in 2001.
The average cumulative debt with Inland Revenue was $12,643 per borrower in June 2002, an increase of 1.2 percent on the average debt in 2001.
At 30 June 2002, around 54 percent of student loan balances with Inland Revenue were under $10,000, while 2.1 percent had a loan balance of over $80,000.
At 30 June 2002, the total number of loans fully repaid since the scheme began was 106,918.
During the 2001/02 income year, 243,146 borrowers received a total interest write-off of $168.5 million. A total of $413.8 million has been written off in interest since 1992 with 80.6 percent of this amount being written off in the 2001 and 2002 fiscal years.
In 2002, 68,486 full-time students received student allowances, down by 2.5 percent from 70,219 in 2001. In addition, 10,279 students received assistance through either an A or B Bursary award, an increase of 5.7 percent on 2001.
The total numbers of students receiving a single student 25 years and over allowance rose by 26.1 percent between 1999 and 2002. Women represented 45 percent of that number to reach 8,870.
The largest group of allowances recipients (30,294 students or 38 percent of allowances recipients) was in the single 16 to 24 years of age category. Entitlement to this allowance type is dependent on a parental income test. The numbers of students in this category declined by 7.5 percent between 2000 and 2002. In this group women represented 53 percent of recipients.
The number of students with dependants in receipt of allowances reached 8,523 in 2002, a rise of 2.8 percent.
The amount of money paid out in student allowances in 2002 was $355.1 million, an increase of just over 9 percent from $325.6 million in 1999. Over this same period the accommodation benefit increased by 6.2 percent.
PAGE 15 INTRODUCTION AND OVERVIEW
THE YEAR 2002
JANUARY
• The inaugural Tertiary Teaching Excellence Awards are announced. Three categories are included: Sustained Excellence, Excellence in Innovation, and Excellence in Collaboration; each of which will offer a $20,000 award. There is also a Prime Minister’s Supreme Award of $30,000.
• Nationwide consultation on the first draft of the Tertiary Education Strategy begins and will run to the end of February, through regional workshops, hui and fono.
• Modern Apprenticeship numbers reach 2,000, an increase of 25 percent in three months.
FEBRUARY
• Student Loan Scheme headline interest rates are to be held at seven percent for a third consecutive year.
• Pilot Tertiary Education Learning and Assessment Centres are to be established at Kaitaia and Porirua. They will offer support and advice to people with low-level school qualifications, to help them with study and exploring career options.
MARCH
• Highways and Pathways, the report of the E-Learning Advisory Group chaired by Shona Butterfield, is published. The report focuses on learners and their needs, and includes recommendations for: government leadership; responses to Mäori; quality assurance; funding; infrastructure and intellectual property.
• Five Centres of Research Excellence (CoREs) are announced. There had been 45 applications for the $60 million fund. The successful five were chosen by an independent panel. The research focus and host institution of the CoREs will be:
• Molecular Ecology and Evolution (Massey University)
• Molecular Biodiscovery (University of Auckland)
• Mäori Development and Advancement (University of Auckland)
• Advanced Materials and Nanotechnology (Victoria University of Wellington), and
• Mathematics and its Applications (University of Auckland).
In November 2003 two further CoREs were announced.
• A discussion paper, Supporting Learning Pathways, on credit recognition and transfer is released to all secondary and tertiary education providers. The Gateway programme is evaluated after one year. Gateway enables senior secondary students to learn towards national qualifications in real workplaces. Over 1,000 students in 24 schools and more than 200 employers have been involved. Employers, students and schools all endorse the programme.
APRIL
• StudyLink (formerly Work and Income Student Services) reports that there have been 59,000 applications for student allowances and 134,000 for student loans.
• The Tertiary Consultative Group meets for the first time. It is made up of people from representative tertiary education sector organisations plus employer and worker organisations; public and private tertiary providers and industry training organisations; quality assurance bodies, tertiary students and staff; and government agencies.
MAY
• Building Futures, the final report of the Training Opportunities and Youth Training review team, is published.
• The confirmed Tertiary Education Strategy 2002/07 is released. It includes national goals, the key change messages for the tertiary system, and six strategies to: strengthen system capability; help achieve Mäori development aspirations; raise foundation skills; develop specialist and generic skills; educate for Pasifika peoples’ inclusion and development; and strengthen research, knowledge creation and uptake.
• Budget 2002 includes the announcement of a new tertiary funding system that will be aligned to both the TES and the tertiary reform legislation. The Integrated Funding Framework will include: funding for teaching and learning (part of which will be the Student Component); funding for research; targeted funding through a Strategic Development Fund. Specific tertiary funding increases (over four years) announced included:
• Industry Training Fund $14 million
• Modern Apprenticeships $41 million
• Gateway initiative $14.2 million
• Adult literacy $8 million
• Performance-Based Research Fund (PBRF) $90.2 million
• Research consortia $25.2 million
• E-learning support $4.5 million
• Polytechnic Regional Development Fund $5 million
• Strategic Development Fund $10 million
• Fee Stabilisation $214.3 million
JUNE
• 14 tertiary educators are honoured at the inaugural Tertiary Teaching Excellence Awards.
• An experts group is announced to advise the development of the Performance-Based Research Fund. The chair is to be Professor Marsten Condor, University of Auckland.
• Eight members of the Tertiary Education Commission are announced. The six new members will join chair Dr Andrew West and deputy-chair Professor Kaye Turner, who were both appointed in August 2001.
JULY
• The Interim Statement of Tertiary Education Priorities (STEP) for 2002/03 is published. It includes: key principles for this and future STEPs; the objectives and priorities within each of the six strategies of the TES, to be given immediate emphasis during 2002/03. The priorities are to be essentially the infrastructure and processes to support the TES.
• A Partnerships for Excellence framework is announced. This will be the formal mechanism through which joint public/private investments can be made at tertiary education institutions.
• A three-month trial of charters and profiles is launched by the Transition-Tertiary Education Commission. Sixty-one tertiary education organisations are to take part. T-TEC aims to create good-practice documents and processes and to encourage TEOs to align with the STEP.
AUGUST
• More than 3,000 people (1,972 of them under the age of 18) are now in Modern Apprenticeships. This is an increase of 23 percent in three months and ahead of target. The goal is 6,000 by December 2003.
• The Collaborating for Efficiency project is initiated. The project will seek out and share best practice across the public tertiary sector, and facilitate the development of collaborative strategies amongst TEIs, including the sharing of services and innovations to increase efficiency and effectiveness.
PAGE 17 INTRODUCTION AND OVERVIEW
OCTOBER
• The annual report of the Student Loan Scheme is tabled in Parliament. The report notes that half of all student loan borrowers have balances of less than $9,069.
• The number of schools involved in the Gateway scheme is increased by 38 to 62.
NOVEMBER
• A review of the governance of TEIs is announced. It will be conducted by Professor Meredith Edwards of the University of Canberra.
• Two further Centres of Research Excellence are announced. Their research focus and host institution will be:
• Advanced Bio-Protection Technologies (Lincoln University), and
• Growth and Development (University of Auckland).
DECEMBER
• A reference group of 14 experts drawn from tertiary education organisations, staff associates and student bodies to advise on the development of fee maxima, for implementation in 2004, is appointed.
• The Education (Tertiary Reform) Amendment Act 2002 and the Industry Training Amendment Act 2002 are both passed by Parliament. The former lays down objectives for tertiary education in New Zealand, and establishes: the TEC; the TES and the STEP; a system of charters and profiles linked to funding approvals; and an integrated funding framework linked to the TES and the STEP. The new industry training legislation gives effect to the decisions of the 2001 review and improves the effectiveness and responsiveness of the industry training system.
chapter two
T E R T I A R Y R E F O R M S I N 2 0 0 2
2
INTRODUCTION
The recent reforms to the tertiary education system were intended to create a more connected system. There are several critical shifts inherent in the reforms:
• a shift in focus from growth in participation and competition for enrolments to a focus on performance – in terms of student achievement, research outputs, and increased connections with key sectors of New Zealand
• recognition that the tertiary education sector represents a significant part of New Zealand’s intellectual and human capital and, through this, the tertiary education system has the potential to make a big difference to New Zealand’s national development, and
• recognition that building and focusing the sector’s capability better would contribute to better social and economic outcomes.
Increased ‘connectedness’ implied a shift in the dynamics of relationships with the tertiary sector. In particular, the government is looking for tertiary providers to be much more responsive to the needs of communities, businesses, iwi and students. The reforms represented a shift in thinking within government about the tertiary sector – tertiary education is no longer seen simply as an education intervention but an important means of achieving goals and supporting strategies in other areas of policy.
The reforms are fundamentally about shifts in ways in thinking and relating. They are also about increasing the influence and role of key stakeholders over the tertiary education system and, in doing so, increasing the potential contribution the tertiary education system makes to New Zealand’s national development. They are designed to shift the way providers thought about performance and relationships.
PAGE 19 TERTIARY REFORMS IN 2002
THE KEY ELEMENTS OF THE REFORMED SYSTEM
The Tertiary Education Strategy 2002/07 (TES) published in May 2002, set out the Government’s key goals for the sector and described how these goals are aligned to key national development goals. This document, developed following extensive consultation with the sector, business, community groups and agencies of government, is intended to provide a framework for the planning of tertiary education organisations. The Statement of Tertiary Education Priorities (STEP), which is developed from the Strategy, sets out those areas of the Strategy that are to be the particular focus in the short to medium term. An interim STEP was published in July 2002.
While the TES and the STEP set the focus for planning, the reforms have also set out the shape of planning and accountability by tertiary education organisations. Each funded organisation is required to have a charter that sets out its strategy for the medium term, while its shorter-term plans are to be set out in an annual profile.
The Tertiary Education Commission (TEC) is primarily responsible for implementing the TES. The Commission has the role of assessing charters and profiles, using an assessment of strategic relevance.
THE EDUCATION (TERTIARY REFORM) AMENDMENT ACT 2002
The Education (Tertiary Reform) Amendment Act 2002 incorporates the changes to education legislation needed to implement the Government’s tertiary education reforms. It is designed to ensure the provision of high-quality education that is aligned with national and tertiary education goals, and to safeguard the public investment in tertiary education.
As part of the Government’s reform of the tertiary education system, it has identified three crucial interrelated elements upon which to focus. These are an emphasis on the tertiary education system’s capability to achieve:
• excellence – because increased skills, knowledge and research alone are not sufficient without a focus on improving quality
• relevance – because without a focus on our nation’s needs, tertiary education will not be able to make an effective contribution to New Zealand’s development, and
• access – because to maintain our progress both socially and economically we must make the most of all our people’s potential.
This Government views the achievement of these three characteristics as critical if New Zealand is to create a knowledge society that is recognised internationally for its quality and its creative and innovative people.
The Act introduced the following key mechanisms to steer the tertiary education sector and create a more strategic and coherent system:
• the TES which sets the strategic direction for the tertiary education system and the Statement of Tertiary Education Priorities (STEP) which sets out the medium-term priorities for the TES, government agencies, and TEIs
• the establishment of TEC to implement the TES through the allocation of funding and building of capability and relationships in the tertiary sector
• the introduction, for all tertiary education organisations, of charters and profiles which articulate the strategic direction and activities of tertiary education organisations and show how they will contribute to developing the strategic focus and capability of the system as a whole. The STEP provides criteria for determining the alignment of charters and profiles with the TES
• allocation of funding based on approval of charters by the Minister and of profiles by TEC following strategic dialogue between TEC and TEOs
• funding reforms that will support the development of system capability and focus the tertiary system on areas that are important to the future development of New Zealand and New Zealanders
• better integration of the Industry Training system, the Training Opportunities and Youth Training programmes and the Adult and Community Education sector within the wider tertiary education system
• strengthening of the New Zealand Qualifications Authority (NZQA) quality assurance mechanisms so that it will be able to make early interventions that will result in a better quality tertiary education provision.
These features of the system and the progress towards them are described in more detail below.
THE TERTIARY EDUCATION COMMISSION (TEC)
In April 2002, a Transition Tertiary Education Commission (T-TEC) was established to provide for a smooth transition to the Tertiary Education Commission. Throughout 2002, T-TEC worked with Skill New Zealand and the Ministry of Education to advance the development of the elements of the new system.
The Tertiary Education Commission was established on 1 January 2003. The Commission, incorporating Skill New Zealand and the Tertiary Resourcing Division of the Ministry of Education, is governed by a Board that reports to the Minister.
The Commission has the following key functions:
• giving effect to the Statement of Tertiary Education Priorities
• negotiating charters and profiles with tertiary providers
• allocating funds to tertiary education providers and Industry Training Organisations (ITOs)
• building the capability of tertiary providers and ITOs, and
• conducting applied policy and programme research from a monitoring and evaluation perspective.
On 11 June 2002, the Associate Minister of Education (Tertiary Education) announced the members of the Commission. They are:
• Dr Andrew West (Chair)
• Associate Professor Kaye Turner (Deputy Chair)
• John Blakey, Chief Executive of the Forest Industries Training Organisation
• Shona Butterfield, Chief Executive of The Open Polytechnic of New Zealand
• Jim Donovan, Managing Director, Isambard Ltd and a member of the Government’s ICT Taskforce
• Andrew Little, National Secretary of the Engineering, Printing and Manufacturing Union
• Tina Olsen-Ratana (Ngati Porou), Manager of Te Kökiri Marae at Seaview and a board member of the New Zealand Qualifications Authority, and
• Dr Ian Smith, Deputy Vice-Chancellor (Research, Enterprise, and International) at the University of Otago.
THE TERTIARY EDUCATION STRATEGY (TES)
To ensure that the tertiary education system contributes to national goals for economic and social development, a Tertiary Education Strategy has been developed through a national consultative process, which sets out priorities for strategic investment in the system. By providing a reference point for the activities of all agencies and organisations in the sector, the strategy will help achieve the paradigm shift sought by Government across all areas of the system.
The Associate Minister of Education (Tertiary Education) launched the Tertiary Education Strategy 2002/07 in May 2002.
The Strategy articulates how the tertiary education system will:
• contribute to New Zealand’s goals for economic and social development
• produce the knowledge that New Zealand needs to be a world leader in innovation
• produce the skills and competencies that New Zealanders need in order to fuel our economic growth, and
• develop the capabilities within the sector to meet the needs and expectations of enterprise and communities.
There are six specific strategies contained within the overarching Strategy:
• Strengthen System Capability and Quality
• Te Rautaki Mätauranga Mäori – Contribute to the Achievement of Mäori Development Aspirations
• Raise Foundation Skills so that all People can Participate in our Knowledge Society
• Develop the Skills New Zealanders Need for our Knowledge Society
• Educate for Pacific Peoples’ Development and Success, and
• Strengthen Research, Knowledge, Creation and Uptake for our Knowledge Society.
PAGE 21 TERTIARY REFORMS IN 2002
THE STATEMENT OF TERTIARY EDUCATION PRIORITIES (STEP)
The Statement of Tertiary Education Priorities details how tertiary education organisations and government education agencies will work to implement the Government’s priorities for the tertiary education system as set out in the TES. The STEPs will also inform decision-making by the TEC about organisational activities and education provision.
All STEPs will be underpinned by the following key principles:
• providing a transparent set of practical guidelines for the implementation of the TES
• balancing the Government’s priorities with the autonomy of tertiary education organisations to apply the Strategy and the STEPs differently depending on their different roles and the needs of their communities of interest
• awareness of government that no single tertiary education organisation can implement all aspects of the Strategy alone
• working in partnership to achieve the objectives and priorities of the Strategy and STEPs, and
• government providing clear and unambiguous priorities as a guide to planning by tertiary education organisations, government departments and agencies.
The interim STEP was published in July 2002. The STEPs guide the activities and education provision of all tertiary education providers and Industry Training Organisations (ITOs). A STEP for 2003/04 has since been gazetted and is discussed in chapter 12.
CHARTERS AND PROFILES
One of the key features of the reformed tertiary education system is the new system of charters and profiles. All tertiary organisations that seek funding from TEC will have to have a charter and profile. A tertiary education organisation’s charter and profile will set out its strategy and planned activities and explain how those activities contribute to the TES and to the system as a whole.
Charters are high-level governance documents providing a broad description of the provider’s or ITO’s mission and role in the tertiary education system. The charter indicates the type of education and other activities that the provider or ITO will position itself to deliver and the organisation’s engagement with other providers and/or stakeholders. Charter approval is the first prerequisite for eligibility for public funding for quality assured providers.
The annual profile is to describe in greater detail the organisation’s strategic direction, activities, policies and performance targets for the next three years. Profiles will be required of all publicly funded tertiary education providers and ITOs. The Commission is responsible for negotiating and agreeing on the composition of profiles. The profile contributes to a more detailed map of the tertiary education sector and establishes more consistent monitoring, reporting and accountability for publicly funded organisations.
Approval of the charter and profile is a prerequisite for access to public funding. The requirement for charters and profiles is included in the Education (Tertiary Reform) Amendment Act 2002. The system was trialled in 2002 and will be implemented for the 2004 academic year.
THE INTEGRATED FUNDING FRAMEWORK
A new funding framework has been established to complement the goals and instruments in the tertiary education reforms and the TES. Its purpose is to resource, empower and to work in tandem with the other instruments of the tertiary reforms to ensure the goals of the TES are attained. It is built from a mix of funding modes and has three broad elements:
• funding for teaching and learning (through a combination of mechanisms including the new Student Component, the Industry Training Fund, Modern Apprenticeships, Training Opportunities and Youth Training, Gateway, Adult Literacy, Community Education, English for Speakers of Other Languages (ESOL) and other foundation education and Learning and Assessment Centres)
• funding for research (through Centres of Research Excellence funding and the new Performance-Based Research Fund), and
• targeted funding, through a Strategic Development Component.
The framework as a whole will have the following general features:
• Funding will be delivered to tertiary providers and ITOs as a bulk grant.
• No funding will be delivered until TEC approves part or all of the provider’s or ITO’s profile for funding purposes.
• The funding framework will be aligned with the goals of the Tertiary Education Strategy 2002/07.
• Over time, more funding will be put into high-performance areas that align with the Government’s strategies and the Statement of Tertiary Education Priorities.
The policy also allows for a system of fee/course cost maxima, designed to ensure the affordability of tertiary education for New Zealanders.
The new funding framework will be largely in place from 2004, with funding levels for that year being announced in the 2003 Budget.
FUNDING CHANGES FOR PTEs
In the 2002 Budget, the Government announced a package of funding changes for tertiary education for 2003. This package provides a transition year to the introduction of the new integrated funding framework from 2004.
A reduction in the tuition subsidy rates for Private Training Establishments (PTEs) of 9.5 percent was announced in the Budget. This reduction was intended to reflect the removal of a ‘notional capital component’ from PTE funding. The Government also announced a cap on equivalent full-time student (EFTS)-based funding of $146 million for PTEs. This cap is to be managed in 2003 through:
• a partial cap on the number of EFTS-funded places in PTEs for 2003, in the first instance, limiting each PTE to the number of EFTS for which they were funded in 2001, and
• the creation of a strategic priorities fund, to be allocated by TEC, for growth in PTEs above their 2001 EFTS levels in priority areas of tertiary education well aligned to the TES.
FEE STABILISATION
The Government has a goal of making tertiary education more affordable for students. During 2001, the Government announced a 5.1 percent increase in funding rates for 2002 for tertiary providers who agreed to maintain their fees for domestic students at 2001 levels. In total, the Government provided an additional $68.7 million in 2002 to keep student fees at the same level as the year 2001.
The offer was made to all eligible tertiary education providers including universities, polytechnics, colleges of education, wänanga, PTEs, and some other tertiary education providers, such as the Schools of Dance and Drama.
An additional 4.5 percent increase in funding rates was made available in 2003 for providers that agreed to keep fee levels stable.
PAGE 23 TERTIARY REFORMS IN 2002
CENTRES OF RESEARCH EXCELLENCE (CoREs)
Centres of Research Excellence have been established to support world-class research that will contribute to New Zealand’s development as a knowledge society. The funding will encourage a greater concentration of intellectual and financial research resources in the tertiary sector and encourage greater networking. Centres of Research Excellence (CoREs) are inter-institutional research networks with researchers working together on a commonly agreed research plan. The first centres were selected in March 2002.
Each centre is hosted by a tertiary education institution and has demonstrated excellence in research collaboration with other stakeholders. Any tertiary education institution was eligible to become a CoRE host. The initial allocation was worth $40.6 million over the following four years with a $20 million capital contingency fund available to purchase strategic research assets. The following CoREs have been established:
• the Allan Wilson Centre for Molecular Ecology and Evolution – Host Institution: Massey University
• the Centre for Molecular Biodiscovery – Host Institution: University of Auckland
• New Zealand Institute of Mathematics and its Applications – Host Institution: University of Auckland
• Nga Pae o te Maramatanga (Horizons of Insight) – The National Institute of Research Excellence for Mäori Development and Advancement – Host Institution: University of Auckland in collaboration with Te Wänanga o Aotearoa, and
• the MacDiarmid Institute for Advanced Materials and Nanotechnology – Host Institution: Victoria University of Wellington with contributions from the University of Canterbury.
Two further CoREs were created in early 2003.
A further $27 million over three years with an additional $40 million capital expenditure was announced in the 2002 Budget to provide funding for additional CoREs.
THE EFFICIENCY STUDY
The Government has also established a group of working parties (including a range of sector representatives) to promote greater efficiencies within the tertiary sector through the identification and sharing of best practice. This work is funded for the 2002/03 year and has both a diagnostic and facilitative focus.
The review aimed to identify and recognise good practice and actively facilitate the implementation of recognised good practice through collaborative strategies, such as shared services, innovation and course delivery and design (this should focus on students, teaching, learning outcomes and research/development) and also activity-based costing.
RECOGNISING EXCELLENCE – TERTIARY TEACHER AWARDS
The new government-funded tertiary teacher awards recognise that outstanding tertiary-level teaching is essential to the success of New Zealand as a knowledge society. The total funding for the awards for the years 2000/01 to 2004/05 will be $1 million.
The four annual awards of up to $50,000 provide national and professional recognition for excellent teachers in the tertiary education sector. The awards will be used to further the career of the recipient. The initial rewards were made to:
• Welby Ings, Auckland University of Technology
• Tracey Poutama-Mackie, People Potential Limited
• Nick Ashill, Victoria University of Wellington
• Dr Tim Bell, University of Canterbury
• Dr Delwyn Clark, University of Waikato
• Liz Fitchett, Waiariki Institute of Technology
• Jill Smith, Auckland College of Education
• Tim Wilkinson, Otago University
• Dr Tony Wright, Massey University
• Nola Campbell, Merilyn Taylor, Bill Ussher and Russell Yates, University of Waikato, and
• Oriel Kelly, Manukau Institute of Technology.
Prime Minister’s Supreme Award:
Welby Ings, Principal Lecturer
School of Art and Design
Auckland University of Technology
Welby Ings is a leading design educator with outstanding commitment, integrity, creativity and love for teaching. He is held in the highest regard by both his students and colleagues due to his commitment to excellence and his particular gift to communicate that commitment to those around him. Welby’s teaching is based on five basic principles – assessment, reflection, co-operative planning and reflective appraisal, research and passion. Welby has been previously recognised as a recipient of one of the AUT inaugural University Distinguished Teaching awards in 1999.
The tertiary teacher award scheme is administered by the New Zealand Qualifications Authority (NZQA), with the awards decided by a panel convened by NZQA, including academics and student representatives. All tertiary education teachers are eligible, including those in private providers. The best examples of tertiary education teaching will be shared nationally through an annual publication of best practice.
REVIEW OF TRAINING OPPORTUNITIES AND YOUTH TRAINING
The Training Opportunities and Youth Training programmes are educational programmes targeted at people with low or no qualifications and, in the case of Training Opportunities, who have histories of unemployment.
In 2001/02, a review of these programmes was undertaken, focusing on the key policy issues and possible policy directions. The review team was made up of sector experts and officials from the Department of Labour and the Ministry of Education. The team completed its work and submitted its final report in March 2002.
The review recommendations reflect three key directions for the future of these initiatives:
• that programme delivery should be flexible to meet the changing needs of learners and the labour market
• that programmes should be better integrated within the range of educational opportunities and employment assistance, with better co-ordination between government agencies, and
• that programme outcomes should be better specified to focus on sustainable employment, and/or further education and training.
E-LEARNING
Investment in e-learning is central to New Zealand’s ongoing ability to participate in a high-technology world. While there are plenty of initiatives already happening in this area, the Government has established an E-Learning Advisory Group to co-ordinate and integrate current developments.
The Group is made up of 10 experts from tertiary education and from the information and communication technology sector and will provide advice to the Ministry of Education on New Zealand’s e-learning infrastructure and capability, as well as future strategy.
The E-Learning Advisory Group released its report Highways and Pathways: Exploring New Zealand’s E-Learning Opportunities in March 2002. The Advisory Group recommended the phased implementation of the following initiatives:
• the establishment of a tertiary e-learning consortium, comprising institutions with appropriate expertise in the area. The consortium would be funded by government to co-ordinate the development of e-learning within the tertiary sector
• the creation of a single electronic point of entry, a portal, for people to gain access to a wide range of information, services and resources offered by New Zealand’s tertiary education sector. Over time it is envisaged that students would be able to enrol, learn, be assessed and transfer credit between providers and programmes using this portal, and
• the establishment of a Collaborative Development Fund (CDF) to provide capital for tertiary providers to access funds to develop their e-learning capability.
PAGE 25 TERTIARY REFORMS IN 2002
chapter three
P A T H W A Y S I N T E R T I A R Y E D U C A T I O NR A I S I N G F O U N D A T I O N S K I L L S
3
INTRODUCTION
Raising the levels of foundation skills across the population is an area of key importance to our future economic and social development and, as such, is one of the goals of the Tertiary Education Strategy 2002/07 (TES).
Foundation skills are those skills that underpin the ability to learn and participate fully in a knowledge society – including participation in the workforce. They include literacy, language and numeracy. The TES calls for a more systematic approach to supporting participation, retention and success in tertiary education for those lacking foundation skills. The challenge for New Zealand is to build on existing tertiary education initiatives that have demonstrated success in building the foundation skills of those who have not experienced success in the education system. Many initiatives are underway which are designed to help those with no or few foundation skills to enter tertiary education, to enhance their prospects for success at higher levels of study and to enable them to gain employment.
It is difficult to identify precisely the extent of foundation education undertaken by the tertiary sector. The programmes and courses where adult learners have an opportunity to develop foundation skills are provided by tertiary education institutions (TEIs), private education providers, adult and community education providers, and in industry. The Adult Literacy Strategy and the Adult ESOL (English for Speakers of Other Languages) Strategy provide a range of specialist programmes for specific groups of learners. Adult and Community Education provides another approach to participation.
PAGE 27 PATHWAYS IN TERTIARY EDUCATION
SUPPORTING STUDENTS TO ENTER TERTIARY EDUCATION
As the requirement for both generic and specialist skills in the workforce increases, it is becoming increasingly essential to provide assistance to people who lack the foundation skills or confidence to further their education through tertiary study.
THE SECONDARY-TERTIARY ALIGNMENT RESOURCE (STAR)
The Secondary-Tertiary Alignment Resource (STAR) scheme has been available to secondary schools since 1996, enabling them to purchase courses, not conventionally available from schools, which lead to credits on the National Qualifications Framework. Unlike some other forms of funding for schools, STAR is not targeted at any particular group of students (for instance ‘at-risk’ students) but is instead available to all students. Those in Years 11, 12 or 13 may undertake full courses while short ‘taster’ courses may be taken by those in Years 9 and 10. Secondary schools apply for STAR funding annually. The funding is based on the number of equivalent full-time student (EFTS) places allocated to a school.
STAR’s main purpose is to assist senior secondary school students in finding suitable pathways into work or further study at secondary or tertiary level by enabling schools to:
• facilitate smooth transition from schooling to employment, access to employment – including work-based learning – or access to tertiary study or training, and
• improve retention in senior secondary schooling.
A number of findings of a review of STAR conducted by the New Zealand Council for Educational Research (NZCER)1 during the period March 2002 to March 2003 are set out below:
• The study reported that nearly all schools reported offering industry-related courses to students. Over half also offer short ‘taster’ courses to both junior and senior students. Almost half of the STAR courses running were described as ‘tasters’ or general skills courses. More than half of the schools reported that they offer courses specifically to meet the academic needs of students.
• Most STAR co-ordinators use external providers to deliver ‘tasters’ and senior level STAR courses. Just over a third of schools used external providers to deliver more than half of their STAR courses.
• Across all schools, Year 11 to 13 students had high participation rates in STAR-funded courses (between 40 and 60 percent). Nearly all schools had a system for assessing student needs and these systems varied widely. Nearly all co-ordinators reported using STAR to meet vocational or work experience needs. Two-thirds reported using it to keep students at school. Nearly two-thirds also reported that STAR met some students’ needs for basic life skills.
Funding for STAR in 2002 was $23.5 million, down from $24.6 million in 2001 and $23.8 million in 2000. In 2001, $4.0 million was diverted from the STAR funding pool to the Gateway programme’s 2001 and 2002 pilot years.
The total number of enrolments in STAR programmes was 133,233 in 2002, 123,305 in 2001, 124,482 in 2000 and 122,910 in 1999.
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Around 16 percent of all STAR enrolments were in tertiary providers (PTEs and TEIs) contracted by schools to provide STAR courses. The number of students taking STAR courses in tertiary providers has declined by 3 percent from 11,881 in 2000 to 11,529 in 2002. The number of enrolments by those students at PTEs and TEIs, however, has increased by 22 percent – from 17,608 in 2000 to 21,450 in 2002. The number of STAR-funded EFTS at TEIs and PTEs has increased by 34 percent, from 1,448 to 1,939 over the same period. Thus, while there may be fewer students undertaking STAR programmes at tertiary providers now, those who are enrolled are undertaking more study.
1 Vaughn, K. and Kenneally, N. (March 2003) A Constellation of Prospects,
A Review of STAR, Report to the Ministry of Education, New Zealand Council
for Educational Research.
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Launched in January 2001, Gateway is designed to broaden educational options for senior secondary school students by offering them workplace learning opportunities integrated into their general education provision. This workplace learning leads to assessment for credits linked to the National Qualifications Framework (NQF) and therefore counts towards national qualifications started in school. The programme is designed for decile one to five schools only. Students pursue individual learning programmes, gaining new skills and knowledge in a workplace or their local community as well as credits on the NQF.
Gateway contributes to the Government’s Youth Transition Goal that by 2007 ‘all 15 to 19 year olds will be engaged in education, training, work or other options that will lead to long-term economic independence and well-being’.
During 2002, a total of 1,162 students participated in Gateway, a 15 percent increase in student numbers on 2001, bringing the total number of students who have taken part since the start of Gateway to 2,170.
During 2002, 61 percent of students were male and 39 percent were female, almost identical figures to 2001. In both 2001 and 2002, most (95 percent) of students were less than 18 years old when they entered the programme.
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Gateway targets low decile schools where Mäori and Pasifika students are over-represented. Gateway has been successful in attracting both these groups. Thirty-eight percent of students self-identified as Mäori and 13 percent as Pasifika peoples, 44 percent as European/Päkehä, 3 percent as Asian and 2 percent as other ethnicities.
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During 2002, students were placed in more than 40 different industries with the top five – hospitality, automotive, retail, tourism, and engineering – accounting for 37 percent of all students.
PAGE 29 PATHWAYS IN TERTIARY EDUCATION
Gateway is improving retention in senior secondary schooling and providing pathways from school to employment (including work-based learning) or tertiary study. Outcomes for students participating in 2002 show Gateway has provided opportunities for some students to gain full-time employment on completion of their placement. Others have continued in full-time education.
Of the students who participated in Gateway in 2002, 22 percent (261) moved on to full-time employment, whilst 65 percent (757) of the students carried on to further training or education (many of these students choosing to return to school to complete qualifications). Of the 261 students who entered employment, 33 percent moved on to Modern Apprenticeships and 2 percent went on to other industry training agreements.
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Note: Positive outcomes refers to the percentage of learners that progress on to
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programme.
During 2002, Gateway students achieved 11,322 NQF credits and Achievement Standards. Thirty-six percent of the total credits achieved were at level 1, 46 percent at level 2, 17 percent at level 3, and 2 percent at level 4 on the NQF.
Overall Mäori and Pasifika students achieved more credits on average than other ethnic groups. A total of 158 Mäori and Pasifika students achieved 20 credits or more. On average, students achieved 10 credits on the NQF in 2002 compared to an average of seven credits per student during 2001.
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BRIDGING PROGRAMMES
Bridging education refers to the provision of courses and programmes designed to make it possible for students who are under-prepared, to meet the entry standards required for the course of study and eventual career of their choice and to develop the skills necessary for success in tertiary study. There is a significant mass of such programmes in Britain and the United States. In New Zealand the history of this work is shorter but from the mid-80s there has been a steady increase in numbers and quality. Most TEIs now offer bridging programmes, as do many PTEs.
In the last three years there has been a concerted effort by people managing and teaching on bridging programmes to develop cohesion and identity across bridging programmes. The New Zealand Association of Bridging Educators in its third year has been a strong expression of this intent. The association has provided an annual conference, networking for practitioners, professional development and fostered research. This activity benefits students accessing bridging education as it impacts on the quality and articulation of programmes.
The TES released in 2002 has signalled a significant focus on one element of bridging education, the provision of foundation skills for students whose preparation for further study and work is needed at levels one and two. Bridging education addresses this strategy. Bridging education also addresses the issues which surround ensuring that participation in tertiary study for under-represented groups does not merely replicate the inequities already apparent in participation, where groups such as Mäori and Pasifika peoples are over-represented at the lower levels of tertiary study. Bridging education provides effective preparation for students wishing to enter tertiary studies at degree level hence providing an effective and equitable pathway.
A survey2 of bridging programmes currently in progress identifies higher levels of participation in bridging programmes for Mäori and Pasifika students than in the whole student population. This survey reports that 18.0 percent of bridging students were Mäori, while 27.0 percent were Pasifika students. There were 2,218 students across the bridging programmes, in the six tertiary providers in this study, and this participation includes preparation for degree study.
The impact of bridging education has been the focus of small-scale outcome studies3 and, while this work identifies the success bridging education has had in making tertiary study accessible, there is also much work to be done to reduce the cost to students.
ADULT LITERACY
Low literacy is a major barrier to participation in lifelong learning and also severely limits employment options. Literacy programmes are designed to help people overcome this barrier.
The Government’s adult literacy strategy, More Than Words, was launched by the Minister of Education in 2001 with three key goals:
• increasing opportunities for adult literacy learning
• developing capability in the adult literacy teaching sector, and
• improving quality to ensure that adult literacy teaching programmes and learning environments in New Zealand are world class.
The strategy provides a framework and an action plan for the development of new policy and improved funding. It will improve the capability and capacity of the adult literacy
teaching sector, build an appropriate quality assurance system and produce tuition resources appropriate for adult learners. Increasing opportunities will be made available through investment in new areas.
RESEARCH IN ADULT LITERACY
In December 2002, the University of Auckland produced, for the Ministry of Education, a review of academic adult literacy publications in New Zealand. This publication, More Than Words: Literature Review of New Zealand Adult Literacy Research, is available from the Ministry of Education. The study identified significant gaps such as in the identification of best practice in a range of New Zealand contexts. Further work will progress this in 2003.
INCREASING OPPORTUNITIES
The Adult Literacy Innovation pool was established in 2002 to support provision of literacy education in adult literacy providers including TEIs, PTEs and communities working in partnership with adult literacy providers. In particular, new opportunities were created for family literacy projects, for Mäori and Pasifika peoples and refugee communities. These new projects are documented in More Than Words: Adult Literacy Innovations 2002, available from the Ministry of Education.
In total, 36 programmes in 10 regions were funded through this pool. The total number of adult literacy learners increased by 1,043 as a result of this initiative. The following figure shows a regional analysis of this participation rate against total population proportions.
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3 Stephenson, M., Anderson, H., Millward, P., Rio, N. (2002) The Voices from the
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(2001-2002) MIT Foundation Education Programme’s Annual Destination Studies.
An ethnic breakdown according to the target populations shows the following:
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Comparisons between the total population proportions by ethnic grouping and the proportions of learners by ethnicity show significant variances for Gisborne and the South Island. The variations for Gisborne are positively biased for both the European and Mäori groups and reflect the high number of successful proposals funded for this area in 2002. The negative bias identified in the South Island results from the fact that there was just one successful application to the pool for the South Island in 2002. Specific targeting for the 2003 round has increased the South Island’s number of providers.
There was an expectation that each initiative would target Mäori and Pasifika learners. This emphasis was largely achieved for the 2002 programmes, with the exception of the South Island4. The following ethnicity information was collated from the final reports received. As a measure of meeting the policy targets, the proportions of total learner population compare favourably with the proportions of each target ethnicity in the population.
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4 For this analysis it is assumed that there is an even spread of literacy needs
across the total population and regionally. Any regional biases have not been
factored in.
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This first round of final reports noted that, for at least half of the programmes, the following positive achievements and examples of good practice were evident:
• development of individual learning plans
• programmes based on the assessment of learners’ needs
• participation rates meeting the 90 percent target
• clear tracking of learner progress
• variety of teaching resources used to support programme delivery, and
• the systematic use of feedback to support learner gains.
The following suggestions for improvement were common to a significant number of providers:
• strengthening learner involvement in goal setting, learning plans and evaluation
• detailing the literacy and numeracy intervention process more clearly
• designing a more specific literacy and assessment tool for the identified group of learners, and
• providing active learning and literacy models for tutors and learners.
ADULT LITERACY ACHIEVEMENT FRAMEWORK
In 2002, the Ministry of Education commenced development of a framework of six achievement profiles to enable tracking of literacy gains for adult learners in reading and writing. The Adult Literacy Achievement Framework (ALAF) has the intention of creating a common language around literacy gain for learners, tutors and providers and will form the basis of significant professional development for tutors. A pre-trial of the framework confirmed the usefulness of such an approach. In 2003, a first stage of trials and associated professional development will take place.
QUALITY ASSURANCE
An Adult Literacy Quality Mark (ALQM) was developed by the sector during 2002. The ALQM comprises three aspects: practices for providers, staff and learner provision. The NZQA has developed, and will trial, self-assessment requirements with literacy providers in September and October 2003.
TUTOR CAPABILITY
In 2002/03, the Ministry of Education has worked with the NZQA in developing Adult Literacy Educators’ Unit Standards for both vocational tutors and literacy specialists at certificate level. It is anticipated that this qualification will be registered on the NQF in 2004.
WORKPLACE LITERACY EDUCATION
A number of successful workplace literacy pilots and programmes were run in 2002 through Workbase, the National Centre for Literacy and Learning. Workplace literacy programmes were delivered to more than 40 businesses nationally. TEC worked with five Industry Training Organisations (ITOs) on workplace literacy projects in 2001. A Workbase Basic Skills Development Fund, directed to increasing opportunities for Mäori and Pasifika learners and developing provider capability, was established in 2001. Subsidies were granted for 10 programmes in 2002. The Pasifika pool was also established to target programmes where at least 60 percent of the learners in each programme were Pasifika peoples. Four Pasifika programmes were funded in 2002. In all, in 2002, 25 percent of Workbase learners were Mäori and 53 percent Pasifika learners.
PAGE 33 PATHWAYS IN TERTIARY EDUCATION
COMMUNITY LITERACY EDUCATION
In 2002, Literacy Aotearoa’s 51 member organisations provided literacy education to 7,285 learners. A total of 1,970 tutors, mostly volunteers, were involved in this provision. In 2002, 340 new tutors were trained and 275 were assessed. In addition to community-based programmes, there was considerable provision of literacy education to vocational learners, prison inmates and periodic detainees. Literacy Aotearoa received funding for seven whänau/family literacy projects (120 students, of whom 72 percent were Mäori) and for one Pasifika literacy project. The Pasifika project involved a number of initiatives with 128 learners participating. In 2002, 35 percent of Literacy Aotearoa’s community adult literacy learners were Mäori and 6 percent Pasifika peoples.
MIGRANT LITERACY EDUCATION
The National Association of ESOL Home Tutor Schemes and the Multicultural Centre for Learning and Support Services (MCLaSS) provided English language skills and resettlement support for migrants in 2002. Achievements in 2002 included:
• 7,389 adult learners received ESOL tuition and resettlement support from 3,419 volunteers
• of those 7,389 learners, 1,638 were refugees, asylum seekers or in the family reunification category
• 1,086 new volunteers were trained to Certificate level and 108 in-service workshops took place, and
• MCLaSS provided 23 courses in orientation and ESOL, language maintenance, teacher training, parenting skills and interpreter training for 308 adult learners; and provided intensive ESOL literacy instruction and related training for at least 45 adults seeking employment.
Family Literacy projects for refugee adults were undertaken with Somali and Ethiopian refugee communities and in two schools to pilot provision of literacy education for new arrival communities from Myanmar. A review of these projects will be undertaken in 2003.
ENGLISH FOR MIGRANTS
Introduced in 1999, English for Migrants offers English language training for new arrivals in New Zealand. The programme takes a different approach to the purchase of training. The funding is not provided by the Crown; rather the learner pays the tuition fee in advance as part of the immigration process. Providers are contracted to deliver English language to suit the needs of migrants. Migrants have up to three-and-a-half years to take up their training.
A total of 963 migrants commenced training during 2001, compared with 335 in 2000. By 31 December 2001, a total of 4,121 migrants had paid their tuition fee through the New Zealand Immigration Service. During 2001, 135 completed their English language programmes, bringing to 273 the total number who had completed English language programmes.
ADULT AND COMMUNITY EDUCATION
Adult and Community Education (ACE) provides a bridge to further learning opportunities. This is an important area of education that fosters a culture of lifelong learning, active citizenship, critical and social awareness and increased control over the future for individuals and communities.
In 2002, it was estimated that there were approximately 179,146 enrolments in ACE through schools, 208,519 enrolments in community and general education at TEIs, and 1,004 EFTS in The Correspondence School (TCS). There was also ACE provision by Rural Educational Activities Programmes (REAPs), and other community learning funded by grants allocated by Community Learning Aotearoa New Zealand (CLANZ), which is funded as an ‘other tertiary education provider’ (OTEP).
ACE OFFERED BY SCHOOLS
Schools continued to provide community education programmes for adults, in addition to their regular daytime curriculum. The number of school community education enrolments rose by about 1 percent in 2002 to 179,1465, compared with 177,347 in 2001 and 188,339 in 2000. In 2002, 75 percent of the participants were female.
5 This included 198 students who enrolled in secondary school subjects.
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Government-funded school community education programmes include: adult foundation learning (such as numeracy, literacy and ESOL), art, music, crafts, humanities, Mäori language and culture, other languages, communication skills, training for volunteer community workers, parent education courses, computing, business/office skills, sciences, health, fitness, sport, recreation, home management/maintenance, and courses developed to meet a defined community need or for personal development (such as life skills, anger management and self-defence courses for women).
Other activities, particularly recreational courses such as wine-tasting, were offered by schools on a self-funded basis.
The most popular course categories were art, music and crafts, followed by fitness, sport, recreation, computing, home management and ESOL.
The most common age group for enrolments was the 30 to 39 age group, with the 40 to 49 age group close behind. In most age groups, the female to male ratio was around 3:1, except in the 16 to 19 age group where males accounted for nearly 40 percent.
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In 2002, there were 15,858 enrolments by people of Asian ethnicity in school community education courses. The majority of these (55 percent) were enrolled in ESOL courses. For those who recorded their ethnicity as Mäori (8,751), the most popular course categories were Mäori language (1,121), computing (1,132) and art, music and crafts (1,553). Those who reported their ethnicity as Pasifika totalled 3,745. The most popular course categories for these Pasifika enrolments were computing (568) and art, music and crafts (425).
Adult community groups have access to CLANZ funding for non-formal community education activities. This funding gives priority to grant applications for projects and courses without easy access to other funding sources, which are organised by local and regional rather than national organisations, and which are conducted in small communities in rural settings.
ACE OFFERED BY TEIs6
In 2002, community education programmes were provided by 29 tertiary education institutions, including five universities, 20 polytechnics, three colleges of education and one wänanga. Polytechnics enrolled 77 percent and universities 17 percent of TEI sector community education enrolments.
The number of students in tertiary community education programmes increased by 145 percent between 2000 and 2002 (from 53,626 to 131,415 students), while the total number of
6 The analysis of TEI ACE is based on enrolments of type C students, classified as
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PAGE 35 PATHWAYS IN TERTIARY EDUCATION
enrolments made by those learners rose by 132 percent from 89,698 in 2000 to 208,519. A further appreciation of the scale of the rise in community education provision by TEIs comes from translating those enrolments into EFTS places. The number of community education EFTS in TEIs increased by 259 percent from 2,527 in 2000 to 9,090 in 2002. The funding for those enrolments increased by 278 percent from $12.7 million in 2000 to $48.2 million in 2002.
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The majority of students enrolled were of mature age: 68 percent were aged 35 years or more, and 61 percent of community education students at tertiary education institutions in 2002 were female.
65 percent (85,176) of students participating in tertiary community education programmes at TEIs were European/Päkehä, 13 percent (17,787) Mäori, 5 percent (6,182) Asian, 3 percent (4,195) Pasifika students and the remaining 14 percent were in other ethnicity groups who participated in tertiary community education programmes.
FOUNDATION SKILLS AND SUSTAINABLE EMPLOYMENT
The government funds a range of transition, pre-employment, life and job skills programmes which provide learners with foundation skills and sustainable employment outcomes. These programmes include the Training Opportunities and Youth Training programmes, while other foundation education programmes are funded through student component funding at public tertiary education institutions.
FOUNDATION EDUCATION IN TEIs
Many tertiary education institutions offer foundation-type qualifications that are funded through the EFTS-based tuition subsidy. In addition, there are courses containing foundation-level material that are offered as part of other qualifications7.
In 2002, there were 11,512 EFTS in foundation-type courses at TEIs funded through the student component EFTS-based tuition subsidy system. This is a rise of 132 percent on 2001 (when there were 4,965 EFTS) and 955 percent on 2000 (1,091 EFTS).
The sub-sectors most heavily involved with foundation type learning are the polytechnics and the wänanga. The wänanga recorded 7,740 or 67 percent of the total foundation EFTS in 2002. In 2000, their share amounted to 39 percent. While foundation EFTS in the polytechnics rose between 2000 and 2002 by 475 percent (from 646 to 3,715 EFTS) their share of the total fell over that period from 59 percent to 32 percent.
The funding for these enrolments rose by 338 percent between 2000 and 2002 from $4.05 million to $17.8 million.
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classified as levels 1 or 2 on the NQF.
One of the reasons for the scale of the expansion of foundation enrolments at TEIs since 2002 is related to the growth in wänanga over that time. In particular, Te Wänanga o Aotearoa (TWOA) has increased its activities in foundation education very significantly. The wänanga’s Mahi Ora programme is a free, home-based 12-month distance-learning programme offered to students across New Zealand which leads to the National Certificate in Employment Skills. This programme offers instruction in book, video and audio cassette learning media. This mixed mode approach has enabled students to study at home. The programme covers all aspects of life-work, educational choices, health, finance, housing and business development within a Mäori context.
This qualification has been very successful in encouraging many people into tertiary education for the first time.
The Mahi Ora programme enrolments made up approximately 60 percent of TWOA’s enrolment (10,000 students) in 2001, increasing to 14,184 students in 20028.
TABLE 3.1: ENROLMENT PROFILE OF MAHI ORA
2001 2002
Ethnicity 89 percent Mäori 80 percent Mäori
8 percent European 15 percent European
3 percent other 5 percent other
Gender 79 percent female 80 percent female
Age 60 percent over 25 Average 33 years years of age
Tertiary 48 percent undertaking 51 percent undertaking tertiary education for tertiary education for the first time the first time
Secondary 70 percent have no 66 percent have no formal secondary formal secondary qualifications qualifications
Prior Activity 54 percent beneficiaries 51 percent beneficiaries
21 percent worker or 26 percent worker or self-employed self-employed
25 percent carrying 23 percent carrying out out other studies or in other studies or in unpaid employment unpaid employment
Source: Te Wänanga o Aotearoa Annual Report 2001 and 2002.
TRAINING OPPORTUNITIES
Training Opportunities is a labour market programme designed for people who are significantly disadvantaged in terms of employment and educational achievement. Eligibility for the programmes is related to a lack of foundation skills and difficulty finding and sustaining employment.
Training Opportunities provides full-time, fully funded training options to targeted clients of the Ministry of Social Development and Workbridge. The focus for Training Opportunities is to give people the skills and credits towards qualifications that will assist them to move into work. The majority of learners enter the programme with no or low qualifications.
Training covers a wide range of learning opportunities from generic and life skills to specific pre-employment skills for industry. Work experience is an important part of vocational courses. Work-based training, where learners are placed with employers for on-job training, is also available.
Training is customised to meet individual needs so trainees can maximise their chances to achieve qualifications and employment outcomes. Training providers are expected to support learners by assisting them into employment, or providing pathways for them into further vocational education and training.
A total of 19,198 individuals participated in Training Opportunities during 2002, compared with 21,658 in 2001 and 21,909 in 2000.
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PAGE 37 PATHWAYS IN TERTIARY EDUCATION
LEARNERS’ PROFILE BY ETHNICITY
The proportion of trainees identified as European/Päkehä in Training Opportunities was 38 percent on average during 2002, compared with 37 percent in 2001.
At 31 July 2002, 42 percent of Training Opportunities participants were Mäori and 10 percent were Pasifika. Female participants made up 54 percent of the total learners. The proportion of Mäori, Pasifika peoples and women participating in Training Opportunities is comparable to the proportion of these target groups registered as unemployed/seeking work with the Ministry of Social Development (MSD)9.
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LEARNERS BY ELIGIBILITY
During 2002, 70 percent of all learners entering the programme were MSD clients, compared with 73 percent in 2001. This encompasses long-term unemployed people, people in receipt of the Domestic Purposes Benefit (DPB) and those receiving the Widow’s Benefit (WB). The largest group of MSD clients were the long-term unemployed – 46 percent in 2002 and 50 percent in 2001. Workbridge clients made up the second most significant group of learners – 24 percent in 2002, compared with 21 percent in 2001. The remainder of learners (6 percent) were refugees, low qualified school-leavers, people moving from Youth Training or others, such as Ministry of Justice referrals.
QUALIFICATIONS ON ENTRY
Training Opportunities targets people with a significant unemployment history and low qualifications. Most participants undertaking Training Opportunities had no or low qualifications. During 2002, 66 percent of learners entering the programme had no qualifications, compared with 69 percent in 2001. 21 percent had one or two School Certificate passes in 2002, compared with 19 percent in 2001 and 13 percent had three or more School Certificate passes in 2002, compared with 12 percent in 2001. Mäori and Pasifika learners and learners from other ethnic groups were the most likely to enter the programme with no qualifications.
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LEARNERS’ AGE
There was a wide range of age groups undertaking Training Opportunities during 2002. Most learners (84 percent) were aged between 18 and 44 years of age. Only 2 percent of learners were aged 17 or younger. There was no real difference between ethnicity and age groups both in 2001 and 2002.
9 For instance, Ministry of Social Development data indicates that at 30 June 2001,
41 percent of the people with low qualifications, registered as seeking work for
26 weeks or more, were Mäori, while 42 percent of trainees are Mäori.
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On average there were 7,883 learners in training at any one time during 2002, compared with 8,187 in 2001. Most learners (80 percent) were located in the North Island and in particular the Auckland region, where over a quarter of all learners undertook training.
OUTCOMES
Final results for 2002 show that 65 percent of all learners who left Training Opportunities achieved a positive outcome within two months of leaving the programme, compared with 63 percent in 2001. Most of these learners moved on to employment (51 percent) while the remainder (15 percent) progressed into further training or education outside the programme. Of the learners who progressed on to further training during 2002, 4 percent went on to higher tertiary training at a polytechnic or university and 11 percent progressed to other full-time training.
Results from 2002 confirm that the overall performance of Training Opportunities has continued to improve over time. The proportion of learners moving into employment or further training has increased by 22 percent since 1993, when
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positive outcomes from Training Opportunities have increased for Mäori by 26 percentage points since 1993 and by 20 percentage points for Pasifika trainees since 1993. The percentage of positive outcomes for each ethnic group in 2001 and 2002 is shown below.
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PAGE 39 PATHWAYS IN TERTIARY EDUCATION
CREDIT-LINKED ACHIEVEMENT
On average, each trainee participating in the programme during 2002 achieved 20 credits on the NQF. Learners entering the programme who already had some qualifications have a higher credit achievement rate than learners who entered with no qualifications.
On average, Mäori learners achieved 18 credits on the NQF. This compares with an average of 21 credits achieved by non-Mäori. Although Mäori learners tend to achieve slightly poorer outcomes than other participants in Training Opportunities, this may be explained by differences in starting qualifications. In 2001, 92 percent of Mäori learners entering the Training Opportunities programme had low or no qualifications, compared with 84 percent of non-Mäori.
Achieving credits is associated with improved employment outcomes. Employment outcomes are higher for learners who have achieved credits than for those who have not. Of those learners who achieved 61 or more credits, 55 percent were placed in employment, compared with 46 percent of learners with 1 to 20 credits, and 41 percent with no credits.
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PROVIDERS AND PROGRAMMES
Over 380 providers delivered Training Opportunities programmes throughout the country, and an average of 7,883 learners were in training at any one time during the 2002 calendar year.
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YOUTH TRAINING
Youth Training is aimed at providing training to those disadvantaged in the labour market to enable them to gain recognised qualifications and move into further education or employment. Eligibility for Youth Training is related to a lack of foundation skills and difficulty finding and sustaining employment.
Youth Training provides a bridge for school-leavers with low or no qualifications, towards employment, further education or training. It aims to raise significantly the educational and vocational achievement of eligible young people while providing opportunities for them to explore work options. Youth Training develops young people as independent learners preparing for the world of work.
A high level of learner support is provided as part of the learning package, which includes literacy and numeracy skills, as well as essential workplace skills or vocationally based skills. Work experience and work-based options are also available. Learners gain credits towards nationally recognised qualifications.
Note: Positive outcomes refers to the percentage of learners that progress on to
employment or further education/training within two months of completing the
programme.
Training is customised to meet individual needs so learners can maximise their chances to achieve qualifications and employment outcomes. Providers must be responsive to the learning needs of all participants including Mäori and Pasifika peoples, women and people with disabilities. An innovative approach is taken to explore services to overcome barriers to participation.
A total of 12,530 individuals participated in Youth Training during 2002, compared with 12,500 in 2001 and 13,027 in 2000.
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LEARNERS’ PROFILE
A total of 53,517 students left school during or at the end of 2001. Approximately 9,000 youth (17 percent of the total) left the compulsory schooling system during 2001 with no or low qualifications. Of these, 36 percent were Mäori and 10 percent were Pasifika students.
Mäori students leaving school with no qualifications represented 37 percent of all Mäori school leavers in 1991. This increased to 39 percent in 1996, but had fallen to 36 percent by 200010. This trend has continued in 2002, and 33 percent of students left school with low or no qualifications in 2002.
Pasifika students who leave school with no qualifications also form a proportion of all Pasifika school leavers. In 1991, 25 percent of Pasifika students leaving school had no qualifications. This figure remained reasonably constant over the following years, and ended the decade at 26 percent. Twenty-five percent of Pasifika students left school with low or no qualifications in 2001.
Females continue to be more likely than males to leave school with a higher-level qualification. Just under 30 percent of females, compared with 23 percent of males, left school with an entrance to university or higher qualification. Conversely 19 percent of males left school with no formal qualifications, in comparison with 14 percent of females.
ETHNICITY AND GENDER
Mäori and Pasifika learners are well represented in Youth Training. The national participation targets for Mäori and Pasifika learners in Youth Training are set at 45 percent and 10 percent respectively.
Of the total number of students leaving schools in 2001 with low or no qualifications, 41 percent were female and 59 percent were male. During 2002, females made up 43 percent and males 57 percent of participants in Youth Training.
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ELIGIBILITY
During 2002, 97 percent of all learners entering the programme were school leavers. The remaining learners were referred to the Youth Training programme through Workbridge or as Ministry of Social Development Youth Need clients, or came from alternative education providers or truancy services.
10 Statistics New Zealand (2001) School Leavers with No Qualifications, Statistics
New Zealand, Wellington.
PAGE 41 PATHWAYS IN TERTIARY EDUCATION
LEARNERS’ AGE
At 31 July 2002, most learners (71 percent) had enrolled in their course when aged 16 and 17. Only eight percent were aged 18 years or over. Twenty-one percent of learners were aged 15 or younger. These young people had school exemption certificates and were referred to Youth Training by schools, Alternative Education providers or truancy services.
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The majority (97 percent) of learners entering the programme in 2002 had no or low qualifications. During 2002, 76 percent of learners entering the programme had no qualifications, 21 percent had one or two School Certificate passes and only 3 percent had three or more School Certificate passes. Mäori and Pasifika learners and learners from other ethnic groups were more likely to enter the programme with no qualifications.
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LEARNERS’ GEOGRAPHICAL DISTRIBUTION
There were 5,424 learners in training on average at any one time during 2002. Most learners (80 percent) were located in the North Island. Eighty-eight percent of Mäori learners were in Youth Training programmes in the North Island. Most Pasifika learners (83 percent) were also located in the North Island, concentrated in the Auckland region (Manukau and Tämaki Makaurau) and Wellington.
OUTCOMES
A large proportion of these school leavers achieved positive outcomes. Over two-thirds (71 percent) of all learners who left Youth Training during 2002 moved on to either further training or employment within two months of leaving. Most of these people moved into employment (47 percent) while the remainder (24 percent) progressed on to further training or education outside the programme. The proportion of learners moving into employment or further training has increased by seven percent since 1999. Of the learners who progressed on to further training in 2002, three percent went on to higher tertiary training at a polytechnic, six percent went on to other Training Opportunities or Youth Training programmes, and 15 percent went on to other full time training.
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Outcomes have improved for all ethnic groups since Youth Training began. Pasifika learners continued to achieve positive results with 66 percent (up from 62 percent in 1999) moving on to either further training or employment within two months of leaving the programme. Thirty-seven percent of Pasifika learners moved into employment while 29 percent progressed on to further training or education outside the programme in 2002. Of the Pasifika learners that progressed on to further training during 2002, 3 percent went on to higher tertiary training at a polytechnic, and 26 percent progressed to other full-time training.
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In 2002, Mäori learners also achieved their highest level of positive outcomes to date with 66 percent moving into employment or further training outside the programme, compared with 58 percent in 1999. Forty-one percent of Mäori learners moved into employment while 25 percent progressed on to further training or education outside the programme in 2002. Of the Mäori learners that progressed on to further training during 2002, 3 percent went on to higher tertiary training at a polytechnic, and 22 percent progressed to other full-time training. Positive labour market outcomes in Youth Training have been improving since the programme began for Mäori and the disparity between Mäori and non-Mäori learners’ positive outcomes has reduced. Nationally the difference between outcomes for Mäori and non-Mäori learners closed from 11 percent in 1999 to nine percent in 2002. In addition, more Mäori learners are moving into employment after leaving the programme than before, increasing from 31 percent in 1999 to 41 percent in 2002.
CREDIT-LINKED ACHIEVEMENT
On average, each learner participating in the programme during 2002 achieved 19 credits on the NQF.
On average Mäori learners achieved 17 credits on the NQF and Pasifika learners achieved an average of 19 credits on the NQF during 2002.
PAGE 43 PATHWAYS IN TERTIARY EDUCATION
Achieving NQF credits is associated with improved employment outcomes. Positive outcomes are higher for learners who have achieved credits than for those who have not. Of those learners who achieved 41 or more credits, 66 percent achieved positive outcomes, compared with 65 percent of learners with 21 to 40 credits, 60 percent of learners with 1 to 20 credits and 54 percent of learners who achieved no credits.
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PROVIDERS AND PROGRAMMES
In the 2002 calendar year, 328 providers delivered more than 460 Youth Training programmes throughout the country and there were more than 5,400 learners in training at any one time. The mix of providers included polytechnics, wänanga, schools, PTEs and employers (work-based training).
On average, participants stay in Youth Training for a total of 24 weeks. Generally learners can enrol with a provider at any time of the year and usually learn in small groups. The style of learning is generally practical and hands-on and the tutors often have industry experience. Training is also progressive, so that learners may start off on a foundation skills course, then move on to a more vocationally focused course before undertaking some work-based training. There tend to be more Youth Training learners doing courses with a foundation skills focus. On average, 9 percent of Youth Training learners were on work-based options during the year.
REVIEW OF TRAINING OPPORTUNITIES AND YOUTH TRAINING
Following a review of Training Opportunities and Youth Training in 2001/02, Government endorsed a number of recommendations aimed at sharpening the future focus of the programmes11. This means that greater emphasis will be given to assisting learners to acquire the foundation skills they need to sustain themselves in employment, to continue to learn over the course of their lives, and to participate in society to the fullest extent. The focus on foundation skills and sustainable employment echoes other Government strategies, including the Tertiary Education Strategy 2002/07 and the Employment Strategy12.
11 Ministry of Education (2002) Final Report on the Review of Training
Opportunities and Youth Training: Building Futures/Te Aro Whakamua,
Ministry of Education, Wellington. Copies of the report are available from the
Ministry of Education, PO Box 1666, Wellington or can be downloaded from
www.minedu.govt.nz.
12 Copies of the Employment Strategy are available from the Department of
Labour, PO Box 3705, Wellington.
chapter four
S K I L L S F O R A K N O W L E D G E E C O N O M Y
4
INTRODUCTION
The tertiary education sector is a diverse sector. Its scope ranges from informal non-assessed community courses in schools through to undergraduate degrees and advanced, research-based postgraduate degrees. It provides pathways for a diverse range of learners, from school leavers to workers, to the unemployed, to students from overseas, to those pursuing an interest or hobby or more social interaction. It has a diverse range of learning objectives. It is influenced by a most diverse set of people and factors.
Changes in participation and achievement in tertiary education are indicators of the extent to which New Zealanders are developing the skills needed for a modern knowledge economy. This chapter looks at the range of provision of tertiary education in New Zealand and provides some information on some 320,000 learners who were enrolled in formal tertiary education on 31 July 2002.
In 2002, the sector has seen the continuation of a period of renewed growth that began in 2000, following a period of low or negative growth from 1996 to 1999. Student numbers rose 11.3 percent (or 32,425) to reach nearly 320,000 at 31 July 2002. It is estimated that over 425,000 students were enrolled in formal study at any time during 2002.
Over one in ten (10.5 percent) of the population aged 15 and over were enrolled in formal tertiary education on 31 July 2002, the highest participation rate in New Zealand’s history. It is estimated that during all of 2002, over 14 percent of the population aged 15 and over participated in some form of formal tertiary study.
The year 2002 saw a further year of significant growth of students at wänanga, and continued strong growth in international students. And while domestic student growth in universities and polytechnics was moderately strong also, college of education numbers declined and the effects of the funding moratorium saw no domestic student growth at private providers.
PAGE 45 SKILLS FOR A KNOWLEDGE ECONOMY
THE DIVERSITY OF THE SECTOR
TYPES OF PROVIDERS
In terms of providers of tertiary education, the sector includes:
• eight universities whose teaching activities focus largely on research-led, theoretically based qualifications at bachelors level or higher
• 20 polytechnics or institutes of technology that offer degrees and a large number of sub-degree, practically oriented qualifications and that have a particular focus on serving the interests of local communities and of business and industry
• four colleges of education that have a particular focus on educating people for careers as educators, and
• three wänanga whose mission is to provide iwi-based tertiary education at a variety of levels and with a variety of approaches, especially focused on meeting the needs of Mäori learners.
In addition to the public tertiary education institutions described above, New Zealand has a dynamic and extremely diverse group of private training establishments (PTEs). There were 888 organisations registered as private training establishments with NZQA at 31 December 2002. Of these, around 497 provide learning towards formally assessed qualifications.
These providers serve a range of interests and receive their income from a variety of sources. At 31 July 2002, about 240 were receiving funding through EFTS-based student component tuition subsidies, or were approved for student loans and allowances. PTEs also receive government funding through such programmes as Training Opportunities, Youth Training, Skill Enhancement and Industry Training. Others are not Crown funded at all, raising their revenue entirely from learner fees. Of that latter group, the largest sub-group is the English language providers that focus on teaching international students English.
There are 13 other tertiary education providers (OTEPs) that are specially funded by the government to provide educational services of particular importance. They range from Te Whaea, National Dance and Drama Centre, the School of Drama that has a long tradition of training New Zealanders for careers in the theatre and film, to the National Association of ESOL Home Tutors Scheme and to groups that provide support and assistance to learners. OTEPs are funded through a mixture of grants, contracts and EFTS-based tuition subsidies. At July 2002, OTEPs received government funding for around 1,270 EFTS.
RECOGNISING SKILLS
The range of qualifications offered by the tertiary education sector has increased significantly over recent years, and over 10,000 programmes of study were available in the sector in 2002. There is a trend for major metropolitan institutions, including universities and large polytechnics, to offer a wide range of qualifications in both general and specialised subject areas.
Certificate programmes are offered in a wide range of contexts across all levels, and are often used to prepare candidates for both employment and further education and training. National certificates recognise skills and knowledge that meet nationally endorsed standards. Diplomas often prepare learners for the self-directed application of skills and knowledge. These qualifications recognise the capacity for initiative and judgement across a broad range of educational and vocational areas, often in technical, professional, and/or management roles. Many build on prior qualifications or experience.
Polytechnics are also the main providers of certificate and diploma courses, enrolling 46 percent of students studying below degree level at 31 July 2002, and 38 percent of all funded EFTS. PTEs provide certificate and diploma courses to about a quarter (24.9 percent) of all students below degree level, and to 30.9 percent of EFTS below degree level. The growth in wänanga in the last two years has seen their share of sub-degree level student numbers rise to 23.5 percent of students and 20.3 percent of EFTS.
Degrees have traditionally been the preserve of universities, and universities still offer the majority of undergraduate and postgraduate degrees (around 80 percent). However, other providers are increasingly offering programmes at the degree or postgraduate level. Polytechnics, colleges of education, wänanga and private training establishments now also teach degree programmes. In 2002, a total of 42 non-university providers had students studying at degree level, comprising 22.6 percent of all degree-level students and 20.3 percent of all degree-level EFTS. Around 7.0 percent of postgraduate students were studying with 20 non-university providers in 2002.
In July 2002, four PTEs were engaged in teaching at the postgraduate level, with some 300 students or an equivalent 75 postgraduate EFTS places. This represented 0.3 percent of funded PTE EFTS and 0.6 percent of all postgraduate EFTS. An additional 16 PTEs offered degree-level teaching. A total of 1,888 students and 776 funded PTE EFTS places were at the bachelors level in 2002. This represented 3.0 percent of all funded PTE EFTS, and 1.4 percent of all EFTS at degree level. The remaining 96.7 percent of funded places – plus all of the PTE teaching not funded through the EFTS-based tuition subsidies – were at the sub-degree level.
In addition to the types of providers described above, employers are also providers of a significant amount of work-based training. The government provides funding through the Industry Training Fund to enable students to work towards national qualifications in specific vocational areas, through on-job training, as well as through education delivered through PTEs and polytechnics. The Modern Apprenticeship scheme provides another vehicle for training in vocational areas in particular industries.
The National Qualifications Framework (NQF) plays a significant role in both course-based and work-based education and training in New Zealand. In some areas, national certificates and national diplomas have replaced previous qualifications.
In many fields (eg carpentry, plumbing and electrical engineering), trade certificates have been replaced by national certificates. Many tertiary qualifications on the NQF have been developed for new or growing industries. For example, there is significant uptake in computing, business administration, hospitality, seafood processing, agriculture, engineering and technology, manufacturing, forestry and fisheries, community and social services, and security.
In other areas, the NQF has enabled nationally recognised qualifications to be developed where none existed previously. National certificates in sport and recreation, te reo Mäori, call centre operations, cleaning and caretaking, crane operations and film and television are examples.
Equally significant is the wide availability of NQF qualifications. The fact that NQF qualifications are acquired through credit accumulation has enabled learners and workers to gain credits towards qualifications outside traditional courses. Many mature workers have their existing competencies formally assessed on the job and subsequently receive national certificates. Industries in which this wider access to qualifications has been significant include forestry, seafood processing, cleaning and caretaking, dairy manufacturing, food handling, manufacturing and mechanical engineering, mental health, real estate, and support of the older person.
There is growing acceptance among tertiary providers that students can and should have access to assessment of their existing skills and knowledge before enrolling for a course of study.
TYPES OF LEARNING
The sector is also diverse in terms of the types of structured learning available. While the majority of learning is done in recognised tertiary education organisations, generally towards a formally assessed qualification, other types of learning are nonetheless significant in terms of numbers of learners and strategic importance. These include, in particular, all on-job work-based training, and all non-formal adult and community education.
Many of these key parts of the sector are covered by a range of learners, providers, outcomes and funding sources, and many of the learners overlap more than one of these groups.
As information is not collected at the student level for all parts of the sector, and because many of the groupings below overlap each other, a full count of participation in the tertiary education sector is difficult to estimate. However, broad estimates, where available, are provided below.
PAGE 47 SKILLS FOR A KNOWLEDGE ECONOMY
TABLE 4.1: PARTICIPATION IN DIFFERENT PARTS OF THE TERTIARY EDUCATION SECTOR
Estimated Students
formal students (>0.03 EFTS)1 440,000
formal students (<=0.03 EFTS)1 13,000
Training Opportunities programme2 19,200
Youth Training programme2 12,500
Rangatahi Mäia and Tupulaga Le Lumana’i Skill Enhancement programmes3 1,200
Industry Training3 107,000
Modern Apprenticeships3 4,300
STAR programme4 12,000
Gateway programme5 1,200
workplace and community-based literacy programmes6 <20,000
English for Migrants programme7 1,000
English for Speakers of Other Languages (ESOL)8 20,000
non-formal adult and community education8 >200,000
Note: Students can be counted in more than one programme.
1 Estimated total year 2002 students. These students are discussed further
in this chapter.
2 Total 2002 learners. These students are discussed further in chapter 3.
3 Total 2002 learners. These programmes are discussed later in this chapter.
4 STAR is discussed further in chapter 3.
5 Gateway is discussed further in chapter 3.
6 Estimate only. This is discussed further in chapter 3.
7 2001 estimate. This is discussed further in chapter 3.
8 2001 estimate. Includes provision in schools and tertiary providers.
This is discussed further in chapter 3.
PARTICIPATION IN FORMAL TERTIARY EDUCATION
TRENDS IN PARTICIPATION
In 2002, the sector has seen the continuation of a period of renewed growth that began in 2000, following a period of low or negative growth from 1996 to 1999.
The success of the wänanga (Te Wänanga o Aotearoa, in particular) in attracting first-time Mäori students into the sector has seen an explosion in Mäori participation, especially at lower levels of the NQF. Total Mäori participation is significantly higher than other groups, even after accounting for the younger age structure of Mäori. At degree-level and above, however, Mäori participation remains lower than non-Mäori.
There was continued growth in the numbers of international students. International student numbers reached 26,878 at 31 July 2002. They now make up 8.4 percent of all students. In particular, there has been phenomenal growth in Chinese students (from 86 in 1997 to 13,679 at 31 July 2002)1. There has been growth also in part-time study, reversing a trend toward full-time study in the mid to late 1990s.
Student numbers rose by 11.3 percent (or 32,425) to reach 319,886 students on 31 July 2002. It is estimated that over 425,000 students participated in some form of formal education at some time during 2002.
Over one in ten (10.5 percent) of the population aged 15 and over were enrolled in formal tertiary education on 31 July 2002, the highest level in New Zealand’s history. It is estimated that over 14 percent of the population aged 15 and over participated in some form of formal tertiary study at some time in 2002.
0
50,000
100,000
150,000
200,000
350,000
1967
FIGURE 4.1: STUDENTS IN FORMAL TERTIARY EDUCATION,JULY 1965-2002
1969
1971
1995
PUBLIC PROVIDERS
PUBLIC AND PRIVATE PROVIDERS
250,000
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1999
2003
1965
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1975
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1983
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1987
1989
1991
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2001
1 In 1999, the Government removed a number of restrictions on the granting
of student visas and permits to Chinese students.
Like many developed countries in recent years, growth in participation rates, rather than growth in population, has predominantly driven increases in enrolment numbers. However, since 2001 the main tertiary age population (18-24) in New Zealand has begun increasing again after declining in the mid to late 1990s, and now contributes more to enrolment increases, in some parts of the sector, than increased rates of participation. Over the whole sector, population increases accounted for less than 20 percent of enrolment growth. Much of the rise in participation, however, is due to the success of Te Wänanga o Aotearoa in increasing participation. When Te Wänanga o Aotearoa and international students are excluded, the population growth contributed nearly all of the increase in enrolments.
Further trends are discussed below.
SUB-SECTOR
All sub-sectors, except colleges of education, had continued growth in 2002. University enrolments grew 5.4 percent to number 132,396 at 31 July 2002, with domestic university students increasing by nearly 1.4 percent. Polytechnic student numbers grew 8.9 percent to number 95,782 at 31 July 2002. Growth in the number of domestic students at polytechnics was 6.4 percent. Despite this growth, university and polytechnic shares of total students fell slightly to 40.1 percent and 30.3 percent respectively.
Wänanga continued their significant growth from 2001, increasing by over 16,250 to reach 27,535 at 31 July 2002. The vast majority of these students (96 percent) were enrolled at Te Wänanga o Aotearoa. By contrast, the remaining two wänanga grew by 630 students and accounted for 2,302 of the 27,535 students enrolled with wänanga on 31 July 2002. Wänanga now represent 8.6 percent of all students who were enrolled at tertiary institutions on 31 July 2002. Unlike other sub-sectors, wänanga students are virtually all domestic.
For the third consecutive year, colleges of education student numbers declined. They were down around 100 students (or 0.9 percent) to 10,788 at 31 July 2002. This group makes up about 3.4 percent of all tertiary students. Around 1.5 percent of students at colleges of education were international students at 31 July 2002.
With growth of 48 percent in 2000 and 32 percent in 2001, private providers have been growing rapidly since funding caps were removed in 1999. Their share of students rose from 10.7 percent of all students at 31 July 1999 to 18.0 percent of all students at 31 July 2001. However, the effects of the moratorium on funding new growth introduced in July 2001 can be seen in 2002, with growth of just 165 domestic students (0.3 percent). Virtually all growth was in international student numbers which grew by 1,550, giving a total growth for this sub-sector of 3.3 percent in 2002.
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ETHNICITY
Strong growth continued among Mäori students in 2002, on the back of significant growth at Te Wänanga o Aotearoa. Of the 32,400 extra students at 31 July 2002, 37 percent, or just over 12,000 students, identified with Mäori as one of their ethnic groups.
At 31 July 2002, there were 63,694 Mäori students. The participation rate for the Mäori population aged 15 and over at 31 July 2002 increased from 14 percent to 17 percent, compared with the sector-wide rate of 10 percent. Even after adjusting for the younger age profile of the Mäori population, the propensity for Mäori to engage in tertiary study continues to be higher than other groups except Asian students. However, at degree-level, Mäori participation rates are around 87 percent of non-Mäori rates, while at postgraduate level they are just 63 percent of non-Mäori rates. Mäori in tertiary education are discussed more fully in chapter 6.
PAGE 49 SKILLS FOR A KNOWLEDGE ECONOMY
There were 14,192 Pasifika students enrolled on 31 July 2002, up 1,112 (or 8.4 percent) from 31 July 2001. The rate of participation for students affiliating with Pasifika ethnic groups rose from 9.7 percent to 10.6 percent of Pasifika peoples aged 15 and over. Like Mäori and Asian populations, the Pasifika population is a younger population. If these rates are adjusted for this age difference, the rate of participation was 8.1 percent, less than the sector average of 10.5 percent. The difference is more marked at higher levels of study; Pasifika students participate at 88 percent of the sector-wide degree-level rate, and just 53 percent of the sector-wide postgraduate rate. Pasifika in tertiary education are discussed more fully in chapter 7.
People identifying with Asian ethnic groups made up 8 percent of the population aged 15 and over in 2002, and around 9 percent of the domestic student body. When international students are included, Asian students make up nearly 16 percent of all students. About half (47 percent or 31,100) of the 66,400 Asian students in 2002 were international students. Of the total Asian population aged 15 and over, nearly 15 percent were domestic tertiary students in 2002, second to Mäori participation only. If international students are counted, then the participation rate jumps to 28 percent and over twice the sector-wide rate of 14 percent. At degree level and above, Asian students (domestic or international) have by far the highest participation rates of any group.
The number of Asian students has grown 340 percent since 1994, and now makes up 16 percent of all students, up from 6 percent in 1994. Much of this growth has been from international students, but even if these are excluded, domestic Asian student numbers have increased over 200 percent, from 5 percent of the domestic student body in 1994 to 9 percent in 2002.
Much of the high participation of New Zealanders of Asian ethnicity is due to the younger age-structure of this group. Around 46 percent of domestic Asian students and 76 percent of international Asian students are aged 18 to 24. This compares with 37 percent and 72 percent respectively for non-Asian groups. If the younger age-structure of domestic Asian students was adjusted to match that of the total population, their rate of participation would be less than the overall rate (12 percent compared with 13 percent).
In contrast to other groups, a clear majority of Asian students (53 percent) studied at universities in 2002, with the remainder at polytechnics (28 percent) and private providers (20 percent).
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AGE
Over two in five students (43.3 percent) were aged 18 to 24 at 31 July 2002, one in three (32.1 percent) were aged 25 to 39, one in five (20.3 percent) aged 40 and over, with the remaining four percent aged under 18.
The student population has been getting older. At 31 July 1994, students aged under 25 made up 57.1 percent of all formal students. By 2002, they made up 47.6 percent. In 1994, there were around 26,938 students aged 40 and over in tertiary education, about 2.0 percent of all people aged 40. By 31 July 2002 numbers had increased to 64,796 and the rate of participation had nearly doubled to 3.9 percent. Students aged 40 and over now represent 24.2 percent of all students, up from 13.7 percent in 1994. Over the same period, the whole 40 and over population has increased by 200,000 or 21 percent, around 2-3 percent a year. The growth in older Mäori students has contributed about a third of the total growth in older student numbers. The growth of older student numbers has been across all levels of study.
The current baby boom population bulge is aged in their late 40s to mid-50s. The population blip that resulted from the children of the baby boomers is currently at secondary school, the main group of which is due to reach tertiary age around 2007 and 2008. The effects, however, can already be seen in the 15 to 17 age group, which began increasing again in 2000, and more recently the 18 to 24 year old group which began increasing in 2001, after being in decline since 1994. In fact, in 2002 there was a significant increase in the number of 18 to 24 year olds,
up over 15,000 or 4 percent from 2001. This increase is in part also due to migration, where the age group for the majority of international students is 18 to 24.
While the number of 18 to 24 year olds has been increasing since 2001 only, their propensity to study has always been increasing steadily. At 31 July 2002, 36.4 percent of 18 to 24 year olds were in tertiary study, compared with 26.4 percent in 1994.
By contrast, the population aged 25 to 39 has been declining in recent years, down 50,000 since 1998. However, the number of students in this age group increased by 29,831 between 31 July 1998 and 31 July 2002. The rate of participation for students in this age group has risen from 6.8 percent in 1994 to 12.1 percent in 2002.
University is the most popular place to study for 18 to 24 year olds, with 55.9 percent of all students aged 18 to 24. Polytechnics were more popular for older age groups, with 32.6 percent of 25 to 39 year old students, and 33.6 percent of all students aged 40 and over. The highest proportion of students aged under 18 was enrolled with private and other providers at 31 July 2002 (at 41.4 percent).
Students at wänanga were much older than in other sub-sectors (80.2 percent over 25, compared with 57.8 percent in polytechnics, 56.3 percent at private providers, and 40.0 percent in universities).
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Mäori make up about a quarter of all students outside the 18 to 24 year old group, but are under-represented in the 18 to 24 year old group. 13.8 percent of 18 to 24 year old students are Mäori, compared with 18 percent Mäori in the general population aged 18 to 24. When study below degree level is excluded, the difference is even more marked, with just 7 percent of 18 to 24 year olds who identify as Mäori, studying at degree-level or higher.
While Mäori tertiary students are both older and younger than the core 18 to 24 age group, Asian students are significantly more likely to be aged 18 to 24. Around 63.3 percent of Asian students were aged 18 to 24 at 31 July 2002, compared with a sector-wide average of 43.3 percent.
International students are more likely to be between 18 and 24 (75.1 percent compared with 40.4 percent for domestic students).
GENDER
Participation by women continues to grow faster than that of men. 58.1 percent of students enrolled on 31 July 2002 were women, up from 53.0 percent at 31 July 1994. Around 11.8 percent of women aged 15 and over were enrolled in tertiary study at 31 July 2002 compared with 9.0 percent for men. The number of women students grew by 22,301 (or 13.6 percent) between July 2001 and July 2002, compared with 10,124 (or 8.2 percent) for men.
PAGE 51 SKILLS FOR A KNOWLEDGE ECONOMY
While females make up between 54 percent and 56 percent of university, polytechnic and private provider students, 79.2 percent of college of education students were female, and around 74.0 percent of wänanga students were female.
In fact, nearly a quarter (23.2 percent) of all female students were Mäori. After adjusting for the younger age distribution of Mäori women, over one in four Mäori women (25.3 percent) aged 15 and over were enrolled in tertiary education at 31 July 2002.
However, just 23.2 percent of Mäori women were studying at degree level or higher, compared with 52.9 percent for non-Mäori women.
There are more women across all levels of study, but the proportions studying at each level were about the same at 31 July 2002. About 7.9 percent of women studied at postgraduate level, about the same proportion as for male students (8.0 percent). Mäori women, however, who are two-thirds of all Mäori students, are significantly more likely to be studying at lower levels, often part-time and/or extramurally.
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By contrast, international students were more likely to be male, with 50.9 percent male compared with 41.1 percent for domestic students.
There continues to be a marked difference in the gender split in some fields of study as shown in Figure 4.6.
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HIGHEST LEVEL OF STUDY
Participation increased at all levels of tertiary study in 2002 and, in particular, at certificate and diploma level. Nearly 173,941 students were enrolled at this level at 31 July 2002, up 18.4 percent from 31 July 2001. Around 5.7 per 100 people aged 15 and over studied at this level in 2002, 54.4 percent of all participation.
Around 0.8 percent of the population aged 15 and over (25,415 students) studied at postgraduate level, up 635 (2.6 percent) from 31 July 2001. There were 120,530 students at degree level, up 4,803 or 4.2 percent from 31 July 2001.
After a trend towards more degree-level study in the 1990s, recent growth in private providers and at wänanga has increased growth in enrolments at sub-degree level (certificate and diploma). This has seen the share of students at degree-level and above fall from 52.0 percent at 31 July 1994 to 45.6 percent at 31 July 2002. However, student numbers at degree-level and above have increased from 122,290 at July 1997 to 145,945 at 31 July 2002, an increase of 19.3 percent.
There has been a traditional difference in the types and levels of study offered by each sub-sector. Until recently only universities have offered degree level study and above. The universities continue to be more theoretical and research based and, thus, have a higher proportion of students at degree and above. The vast majority of postgraduate students study at universities.
At 31 July 2002, 3.9 percent of New Zealanders aged 15 and over were studying for a degree, 77 percent of these students at a university, and over 98 percent at a public provider. There were 1,840 students studying for degrees at private providers in 2002. 86.4 percent of university students were studying at degree level and above, and over three in five college of education students (65.5 percent) were studying at degree level or above.
Conversely, study offered by other parts of the sector has traditionally been more vocationally based. Just 3.0 percent of study at wänanga was at degree level or higher, and 4.5 percent of study at private providers was at degree level or higher, while 19.5 percent of polytechnic study was at degree level or higher.
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Consistent with the growth in wänanga at sub-degree level is the higher propensity of Mäori to be studying at this level (70.3 percent). This is in contrast to Asian and European/Päkehä students, where 42.5 percent and 45.5 percent respectively were studying towards certificates or diplomas at 31 July 2002.
FIELD OF STUDY2
Study in society and culture-related and management and commerce-related fields were the most popular at 31 July 2002, with 21.8 percent and 21.6 percent respectively of all students. Study in the broad field of society and culture includes, amongst other things, law, economics, philosophy, sociology, history, language studies, human welfare support and services, and sport and recreation.
Study in those fields broadly grouped as mixed field programmes continues to grow. These programmes include a number of foundation-related programmes, including literacy and numeracy, employment-related skills training, and social and life skills-related training. At 31 July 2002, 13.1 percent of all students studied in this group of fields.
Other popular broad fields of study were education (7.2 percent), engineering and related technologies (6.7 percent) and health (6.3 percent).
All science and technology-related fields combined accounted for 29.6 percent of students, with the most popular of these being engineering and related technologies. 6.0 percent of students were in information technology and 5.5 percent in the natural and physical sciences.
As discussed earlier, there are marked gender differences in what fields are studied. Similarly, there are noticeable differences in where students study for different fields. For example, 90.2 percent of all students studying natural and physical sciences do so at a university, although these students make up just 12.0 percent of all university students.
Not surprisingly, most study (81.4 percent) at colleges of education is in education-related fields, while study in the colleges of education makes up 38.0 percent of all tertiary study in education.
Private providers are popular for study in food, hospitality and personal services (with 32.9 percent of students), and in agriculture and related study (26.8 percent of students). Study in both these fields, however, is more common at polytechnics, which is also the most popular place to study architecture and building, information technology, engineering, and creative arts.
Wänanga provided for over half (50.2 percent) of the students studying in mixed field programmes including employment skills training, social and life skills training, literacy and numeracy, and general foundation education. Study in this broad group, plus study in society and culture-related fields accounted for over 88.6 percent of wänanga students.
2 In this section, ‘field of study’ relates to the broad NZSCED field, first introduced
in 2001, which corresponds to the student’s highest level of study. NZSCED is
principally assigned at a course level. Caution should be exercised in interpreting
NZSCED data reported here, as the field of study relates to the student’s highest
level of study. The qualification, however, may actually cover a range of
different fields of study.
PAGE 53 SKILLS FOR A KNOWLEDGE ECONOMY
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NATURE OF ATTENDANCE
At 31 July 1994, part-time students made up 48.9 percent of all public provider students. At 31 July 1999, part-timers had fallen to 41.1 percent. A shift toward part-time study occurred after these years with annual growth of 7 percent, 14 percent and 12 percent in 2000, 2001 and 2002 respectively. At 31 July 2002, part-timers represented 44.3 percent of all students. In large measure, the recent increase in part-time study relates to the growth in wänanga.
The tendency for part-time study varies across sub-sector. Universities have more full-time students (68.0 percent at 31 July 2002), whereas 53.7 percent of students are part-time at private and other providers, 53.0 percent at colleges of education, 45.7 percent at polytechnics and 35.6 percent at wänanga.
Correspondingly, Mäori are more likely to study part-time than non-Mäori (50.4 percent at 31 July 2002, compared with 44.3 percent for the sector). By contrast, Pasifika students are more likely to study full-time (64.5 percent at 31 July 2002, compared with 55.7 percent for the sector). Asian students are predominantly in full-time study (76.0 percent). Even if international students are excluded, 72.2 percent of all domestic Asian students studied full-time. 52.7 percent of students of European/Päkehä and other ethnic groups studied full-time, compared with the sector-wide average of 55.7 percent at 31 July 2002.
There were 64,668 extramural students enrolled at 31 July 2002, an increase of over 10,740 or 19.9 percent from 31 July 2001. Around 21.0 percent of all students are extramural. The percentage of students who study extramurally has varied between 17.4 percent and 21.1 percent between 31 July 1994 and 31 July 2002.
There is significant growth in extramural enrolments occurring in wänanga, in particular at Te Wänanga o Aotearoa. In fact 85.3 percent of the 10,740 additional extramural students enrolled at 31 July 2002, and 52.7 percent of the 14,800 new extramural students in 2001 studied with this wänanga. Nearly half (49 percent) of the 45,500 wänanga students were studying extramurally in 2002 compared with 19 percent for all other students. Just over one in five extramural students (21.4 percent) was enrolled at a wänanga at 31 July 2002. A quarter (26.9 percent) of all extramural students were at university in 2002, and 14.1 percent at private providers.
Polytechnics are still the most popular place for extramural study, with 40.9 percent of all such students at 31 July 2002 (due in large part to The Open Polytechnic of New Zealand). However, unlike other parts of the sector, extramural study at polytechnics declined in the last two years.
FIRST-TIME STUDENTS AND PRIOR ACTIVITY
There were 87,413 students enrolled for the first time at 31 July 2002. This represented around one in four of all students (27.3 percent). This proportion has remained about the same since 1994.
‘Prior activity’ refers to a student’s main activity at 1 October in the previous year. Care is needed in interpreting trends, as many students’ predominant activity in the previous year may be different from what they were doing at 1 October. Also, data on whether a student is new to tertiary study or not has traditionally been less reliable than other fields.
Of all first-time students enrolled at 31 July 2002, 31.1 percent came directly from school. 32.1 percent of first-time tertiary students were previously employed, and 22.3 percent were either non-employed, retired, or beneficiaries (26.7 percent). The growth in international students since 2000 has seen a growing minority (10.1 percent at 31 July 2002) state their prior activity as being overseas.
In recent years, there has been a shift away from first-time students coming directly from school, towards first-time students coming from overseas, or from being employed.
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There is a marked difference in the percentage of first-time students across sub-sectors. 37.2 percent of students at wänanga and 37.8 percent of students at private providers were enrolled for the first time in 2002, compared with 19.4 percent at universities, 28.3 percent at polytechnics, and just 10.0 percent of college of education students.
The average age of first year students has been increasing. The number of first year students aged 40 and over has increased by more than 100 percent since 1994, compared with 30-40 percent growth in other age groups over the same period.
39.6 percent of all students, whether first-time students or not, were in the workforce at 1 October in the previous year, and a further 17.2 percent came from the non-labour force (non-employment, beneficiary, retirement or house-person, etc). Of all students, 20.1 percent came directly from school, and 8.5 percent from overseas. The remaining 14.6 percent were continuing their tertiary study from the previous year.
STUDENTS WITH DISABILITIES
Students with disabilities are another growing part of the sector. Since information on disability was first collected in 1998, the number of students with disabilities has grown from 6,050 (excluding private providers) at 31 July 1998 to 114,613 (including private providers) at 31 July 2002. Students with disabilities now represent 4.8 percent of all students, up from 2.7 percent at 31 July 1998.
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Note: 1998 data relates to public providers (TEIs) only.
Disability is typically by self-identification. The 2001 Disability Survey, run by Statistics New Zealand, is the best source for information on the population with disabilities. This survey also asked a number of education-related questions including whether respondents were enrolled in formal education. However, for the table following, students by disability status refers to Ministry of Education collected information. Population numbers by disability status are from the Disability Survey. Because of the different survey instruments, the following rates are estimates only.
PAGE 55 SKILLS FOR A KNOWLEDGE ECONOMY
TABLE 4.2: ESTIMATED PARTICIPATION RATE OF STUDENTS WITH DISABILITIES, 2001
WITH DISABILITIES WITHOUT DISABILITIES
Students Population Participation Rate Students Population Participation Rate
15-44 12,120 202,600 6.0% 323,910 1,364,900 23.7%
45-64 2,870 210,600 1.4% 41,590 629,400 6.6%
65 and over 170 240,600 0.1% 1,510 205,400 0.7%
Total 15 and over 15,160 653,800 2.3% 367,000 2,199,700 16.7%
Source for student information is Ministry of Education. The data relates to all
students who studied in 2001.
Source for population information is Statistics New Zealand, 2001 Disability Survey.
The table above indicates a significant difference in participation rates, with people with disabilities participating at about a quarter of the rate of people without disabilities.
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Students with disabilities were under-represented at universities and colleges of education. Although numerically nearly a third (32.0 percent) of students with a reported disability were at a university, these made up just 3.5 percent of all university students. There was a similar share (31.6 percent) at polytechnics, where students with disabilities made up 4.8 percent of all polytechnic students. There were 286 students with disabilities at colleges of education, making up 2.7 percent of all college of education students.
Wänanga have proven successful in attracting students with disabilities in recent years. At 31 July 2002, 21.1 percent of all students with disabilities (3,083) studied at a wänanga. 11.2 percent of all wänanga students had a disability (compared with 4.8 percent for the rest of the sector).
The success of wänanga in attracting students with disability is also reflected in ethnic comparisons, where Mäori students make up 34.4 percent of all students with disabilities, compared with 19.2 percent of students with no disability. Similarly around 8.2 percent of all Mäori students were reported as having a disability, compared with an average of 4.8 percent for the sector. There were 5,026 Mäori students with disabilities in tertiary education at 31 July 2002.
By contrast, Asian students were far less likely to report having a disability. Only 1.1 percent (508) of all Asian students did so. There were 686 Pasifika students reported as having a disability at 31 July 2002, around 4.1 percent of all Pasifika students and 4.7 percent of all students with disabilities.
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Given the increase in the incidence of disability with age, unsurprisingly students with disabilities are more likely to be older than the general student body. Around 34.6 percent of all students (5,063) with disabilities were aged 40 and over, compared with 19.5 percent for students with no disability. Correspondingly, students with disabilities were less represented at ages 18 to 24, with 3.2 percent of all students at this age reporting a disability, compared with the sector average of 4.8 percent.
Students with disabilities are also more likely to be female. Over 61.5 percent were female, compared with the non-disability share of 58.6 percent.
Students with disabilities are more likely to study part-time (49.4 percent compared with 44.0 percent at July 2002) and be studying extramurally (26.5 percent compared with 20.8 percent).
Students with disabilities are more likely to be studying at certificate or diploma level (63.3 percent compared with 52.0 percent), and noticeably more are enrolled in mixed field programmes. These include amongst other things foundation-related programmes, including literacy and numeracy, employment-related skills training, and social and life skills-related training. Study in these fields accounted for nearly 17.4 percent of all study for students with disabilities (as opposed to 13.1 percent of all students). Other popular fields of study were society and culture (28.6 percent), management and commerce (14.5 percent) and creative arts (5.1 percent).
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INTERNATIONAL STUDENTS
There were 27,868 international students enrolled in tertiary education at 31 July 2002. The number of international students increased by 9,220 (52.2 percent) from 31 July 2001. This continues a trend of large growth in international student numbers that began in 2000. In the five years from July 1994 to July 1999, international student numbers doubled from 4,375 to 8,922. Between July 1999 and July 2002, the number of international students tripled again to reach 27,868. International students now form around 8.4 percent of all students, up from 2.2 percent at 31 July 1994.
Over half (14,960 or 55.7 percent) of international students were enrolled at a university at 31 July 2002, a further 6,899 (25.7 percent) studied at polytechnic, and 4,853 (18.1 percent) at private providers. Students at colleges of education and wänanga account for less than 1 percent of all international students.
International students are predominantly Asian. Of the 27,868 international students enrolled at 31 July 2002, 72.5 percent identified with an Asian ethnic group. International Asian students made up 42.4 percent of all Asian students enrolled at 31 July 2002.
The growth in Chinese student numbers has been the single dominating feature in recent years. Chinese students have grown in number from just 86 in 1997 (around 1.1 percent of all international students) to over 13,679 at 31 July 2002, and now make up over half (50.9 percent) of all international students.
Together, student numbers from Asian countries make up around four out of five international students. Other popular countries Asian students came from were South Korea (1,714 or 6.4 percent), Japan (1,345 or 5.0 percent), India (1,186 or4.4 percent), and Malaysia (937, or 3.5 percent).
Although smaller numerically, the number of Indian students is also growing at a similar rate to students from China. In 1997, students from India numbered just 45 (around 0.6 percent of all international students). In 2002, their numbers had grown to 1,186, and now represent 4.4 percent of all international students, with India now ranking as the country providing the fourth highest number of international students to New Zealand.
Students from the Pacific region make up 6.1 percent of all international students (around 1,626 at 31 July 2002), mostly from Fiji, Tonga and Samoa.
Students from Europe made up the next largest group with 6.0 percent of the international student body (1,595 students). German students (at 502) make up the largest group from this region. Other well-represented countries were Britain, Sweden, Norway and France.
Students from the United States and Canada made up 3.5 percent of international students (over 943 students). In fact the USA was the sixth most common country for international students to have come from in 2002.
PAGE 57 SKILLS FOR A KNOWLEDGE ECONOMY
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International students are more likely to be aged 18 to 24 and studying full-time. Over 75.1 percent of international students were aged 18 to 24, compared with 40.4 percent for domestic students. International students are more likely to be male than female (50.9 percent male, compared with 41.1 percent for domestic students).
INTERNATIONAL COMPARISONS
In all OECD international comparisons, tertiary education is defined according to the International Standard Classification of Education level (ISCED). Tertiary levels include levels 5A (bachelors, honours, masters, postgraduate certificates and diplomas), 5B (diplomas, national diplomas) and level 6 (doctorates). ISCED levels 5A and 6 are grouped by the OECD as tertiary education type A. ISCED level 5B is grouped as Type B. In New Zealand, tertiary education has traditionally been measured as formal study at a tertiary education provider, regardless of the ISCED level.
As such, the tertiary sector reported in OECD comparisons represents only about 50 percent of the students as measured in New Zealand education statistics, and reflects New Zealand’s performance in the higher education part of the tertiary education sector only. The remainder of the sector is reported as post-secondary, non-tertiary in OECD comparisons. The difference is significant when looking to draw inferences from international comparisons about performance on access to tertiary education, especially in light of recent growth in new Mäori students entering lower-level tertiary study.
New Zealand’s current growth in participation is largely (over 90 percent) due to increases in the rate of enrolment rather than through population growth. This is particularly so at ages 25 and over. In two of the three OECD measures described below, this has a distorting effect, given the way these measures are defined. This distortion is described further below.
Three measures of participation in tertiary study are used in OECD comparisons – enrolment rates, expected years in tertiary education, and net entry rates.
The enrolment rate measure uses enrolments as a percentage of population for four age groups (15 to 19, 20 to 29, 30 to 39, and 40 and over), and is shown below for selected countries.
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This is the best of the OECD measures for comparing participation. It shows that New Zealand participation rates, at ISCED levels 5 and 6 at least, are only average at core ages, but higher at older ages, although not as high as Australia and Britain.
‘Expected years in tertiary education’ represents the expected number of years for which a 17 year old will be in tertiary education. The graph below shows that, in this measure, New Zealand performs well. New Zealand is ranked third out of 28 OECD countries in terms of expected years in tertiary education (ISCED levels 5-6), and above average for post-secondary non-tertiary level education. Current high participation especially for part-time, part-year study at older ages will tend to overstate true expected years, and this will inflate this measure.
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The OECD Net Entry Rate measure represents the proportion of the population that will enter tertiary education over their lifetime. This is estimated by aggregating first-time participation rates for every age.
New Zealand has the highest reported net entry rate for the OECD countries that report this (over 76 percent for type A and 41 percent for type B in 2001). However, care should be used in interpreting this measure, as current high first-time participation (especially at older ages) will tend to artificially inflate the true rate at which New Zealanders will participate in tertiary education over their lifetime.
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ACHIEVEMENT IN FORMAL TERTIARY EDUCATION
At the time of going to publication, formal completions data for 2002 was not available. The discussion below relates to trends up to 2001.
TRENDS IN COMPLETIONS
A total of 64,408 students completed 67,823 programmes of study within tertiary education institutions (TEIs) in 2001. This represents a 6.2 percent increase in the number of students who completed programmes over the previous year and a 19 percent increase since 1997.
The rise in the number of TEI students completing qualifications has largely followed growth in student numbers, with increasing proportions of students completing at degree or postgraduate level. In 2001, over half (51 percent) of all higher-level qualification completions within TEIs were degree (37 percent) or postgraduate (14 percent) awards.
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Graduates at universities and colleges of education are more likely to be awarded a higher-level qualification than in either polytechnics or wänanga. In 2001, 80 percent of students who graduated from a university and 73 percent from colleges of education achieved a higher-level qualification. By contrast, wänanga and polytechnics are more focused on lower-level qualifications such as diplomas and certificates. In 2001, 86 percent of polytechnic students and 94 percent of wänanga students completed lower-level qualifications.
Source: OECD, Education at a Glance: OECD Indicators 2003, Table C2.1.
PAGE 59 SKILLS FOR A KNOWLEDGE ECONOMY
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A total of 20,470 students completed 21,042 programmes of study at PTEs3 in 2001. This is a significant increase compared with the previous year, with 6,723 or 49 percent more students completing qualifications in PTEs. The increase in students gaining qualifications between 2000 and 2001 is not spread evenly between awards but concentrated at the lower-level qualifications of certificates and diplomas with increases of 5,376 and 1,189 students respectively.
In 2002, students achieved a record number of national certificates, national diplomas, and credits for recognised standards. The New Zealand Qualifications Authority awarded 26,221 national qualifications in 2002, an increase of 7 percent over 2001.
This brings the total awarded since the establishment of the NQF to over 91,800 national qualifications. The most popular subject areas at certificate and diploma level in 2002 were computing, information technology and the service sector (together accounting for 40 percent of all qualifications) and agriculture, forestry and fisheries.
There was significant growth in qualifications awarded in the service sector, manufacturing, agriculture, forestry and fisheries, and technology in 2002.
ETHNICITY
During 2001, 39,174 European/Päkehä students completed programmes at tertiary education institutions, representing nearly two-thirds (66 percent) of all domestic students completing qualifications, compared with 70 percent in 1997. In addition, there were 8,539 Mäori completions (15 percent of domestic students), 2,409 Pasifika completions (four percent) and 6,223 Asian completions (11 percent). Qualification completions by domestic students represented 92 percent of all completions.
The number of Mäori completing qualifications has risen by 8.7 percent since 2000 and by more than 30 percent since 1997. Since 1997, the proportion of completions by Mäori at the certificate level has dropped slightly (from 54 percent of all Mäori completions to 51 percent). The number of Pasifika students completing qualifications has risen by more than 20 percent since 2000 and by more than 40 percent over the last four years. Since 1997, the proportion of completions by Pasifika students at the certificate level has increased from 54 percent to 57 percent of all Pasifika completions.
Mäori and Pasifika students were less likely in 2001 to complete postgraduate qualifications than qualifications at other levels. While 15 percent of all qualifications gained by domestic students were awarded to Mäori in 2001, Mäori received only seven percent of postgraduate qualifications awarded to domestic students by TEIs. By contrast, Mäori received 21 percent of all certificate qualifications awarded to domestic students.
There was a similar pattern among Pasifika students. While Pasifika students received four percent of all qualifications awarded to domestic students, they received less than two percent of all postgraduate qualifications and seven percent of all certificate level qualifications. European/Päkehä completions, by contrast, were weighted towards the higher levels. Sixty-six percent of all completions by domestic students were by European/Päkehä; however, European/Päkehä made up 72 percent of postgraduate completions and 59 percent of certificate completions.
3 Only includes Ministry-funded and loans-and-allowances-approved PTEs that
had formal students at the time of collection.
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During 2001, 10,986 European/Päkehä students completed programmes at private training establishments, representing 58 percent of all New Zealand domestic students completing programmes. In addition, there were 4,200 Mäori (22 percent), 1,392 domestic Pasifika students (seven percent) and 1,759 domestic Asian students (nine percent) completing an award at PTEs in 2001.
Certificates and diplomas were the most common awards obtained by PTE students overall in 2001 (72 percent and 22 percent respectively of all PTE completions in 2001). However, Mäori and Pasifika students were more likely than either European/Päkehä or Asian students to obtain these qualifications. Both Mäori and Pasifika students were less likely to receive higher-level awards (degrees and postgraduate awards) than European/Päkehä or Asian.
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AGE
Forty-eight percent of students who completed qualifications within TEIs during 2001 were aged 16 to 24. Students in this age group accounted for 30 percent of those completing a postgraduate qualification, and 59 percent of all degrees, 37 percent of all diplomas and 46 percent of all students completing certificates in 2001.
Although 16 to 24 year olds form the core age group for tertiary study, a significant number will enrol and later obtain awards after their 24th birthday. Tertiary education providers are increasingly catering for mature students by offering programmes that appeal in terms of personal development or career enhancement.
Forty-five percent of all award completions within PTEs during 2001 were by students aged 16 to 24. Students in this age group accounted for 55 percent of all postgraduate completions, and 50 percent of all degrees, 51 percent of all diplomas and 43 percent of all certificates completed in 2001.
PAGE 61 SKILLS FOR A KNOWLEDGE ECONOMY
GENDER
Female students were awarded 60 percent of all qualifications in 2001, broadly equivalent to their share of the enrolments in tertiary education in the year (57 percent). While women were slightly under-represented4 in the postgraduate qualifications (58 percent) and the certificates (57 percent), they were awarded 63 percent of bachelors and diploma-level qualifications.
Since 1997, the number of female students who completed programmes has increased by 23 percent, while the number of male students has increased by 13 percent. Sixty percent of all students who completed TEI programmes in 2001 were female (38,638 in total).
HIGHEST LEVEL OF STUDY
In 2001, over half (51 percent) of all higher-level qualification completions within TEIs were degree (37 percent) or postgraduate (14 percent) awards.
Graduates at universities and colleges of education are more likely to be awarded a higher-level qualification than in either polytechnics or wänanga. In 2001, 80 percent of students who graduated from a university and 73 percent from colleges of education achieved a higher-level qualification. By contrast, wänanga and polytechnics are more focused on lower-level qualifications such as diplomas and certificates. In 2001, 86 percent of polytechnic students and 94 percent of wänanga students completed lower-level qualifications.
The majority of qualification completions at PTEs were lower-level awards, with certificates and diplomas comprising 72 percent and 22 percent of awards respectively. Students graduating from PTEs in 2001 were significantly less likely to complete an upper-level qualification with only six percent gaining a postgraduate or degree qualification.
Fifty-five percent of all students who completed PTE programmes in 2001 were female (11,346 in total). Females are more likely than males to complete a diploma (62 percent of PTE students completing a diploma) or a degree (68 percent). While women were slightly under-represented5 in the postgraduate qualifications (58 percent) and the certificates (57 percent), they were awarded 63 percent of bachelors and diploma-level qualifications.
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The TEI programmes in which most completions resulted in 2001 were in society and culture (20 percent), management and commerce (19 percent), and education (12 percent). Since 1997, growth in the number of graduates completing awards has been strongest in education and health (with around 1,730 and 1,700 more completions respectively since 1997). There have also been increases of over 1,000 completions in food, hospitality and personal services, mixed field programmes, information technology, creative arts, society and culture, and management and commerce.
In 2001, the most completions in PTE programmes were in the following fields of study – society and culture (5,767 completions) and management and commerce (4,464) comprising 28 percent and 22 percent of award completions respectively. Other popular fields of study were information technology (3,051 completions) and food, hospitality and personal services (1,835 completions), which comprised 15 and nine percent of all award completions respectively.
4 Under-represented in relation to their share of the qualifications completed.
5 Under-represented in relation to their share of the qualifications completed.
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OECD COMPARISON
New Zealand compares favourably with other OECD6 countries in the distribution of awards in many fields of study. New Zealand is above the OECD average in the proportion of graduates in higher-level awards (degrees and postgraduate) in fields such as humanities, arts and education, health and welfare, life science, physical science and agriculture. However, New Zealand has a lower proportion of graduates than the OECD average in fields such as engineering, manufacturing and construction and mathematics and computer science. In lower-level programmes (certificates and diplomas), New Zealand is above the OECD average in fields such as humanities, arts and education, social science, business, law and services. However, New Zealand is below the OECD average in fields such as engineering, manufacturing and construction, health and welfare, and mathematics and computer science.
INDUSTRY TRAINING
The Government’s Industry Training Strategy is designed to increase the quality and quantity of industry training in New Zealand. The Strategy is industry-led and is designed to be responsive to the needs of enterprises and employees. It is funded through the Tertiary Education Commission and is administered by Industry Training Organisations (ITOs).
A goal of industry training is to extend the benefits of structured training to individuals, groups and industries that previously have had little or no access to systematic training.
In 2002, a record number of trainees – 106,997 – participated in industry training during the course of the year. This is an increase of 12 percent on the 95,263 trainees who participated during 2001. As at 31 December 2002 there were 83,456 trainees registered with ITOs – an increase of 26 percent on the 66,225 ITO registered trainees as at 1 January 2002. In 2002, nearly 76 percent of trainees were male.
These figures follow the trend of constant growth in trainee numbers since the programme’s inception under the Industry Training Act 1992.
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performance measurement system. These figures may not be exactly compatible
with previous years due to new systems for reporting. The total also includes
Modern Apprenticeship numbers.
The characteristics of trainees in 2002 were similar to those in the 2001 calendar year, with some increases in the number of women and Pasifika trainees.
Mäori, Pasifika and women have all achieved a steady growth in participation in recent years. Mäori represented 17 percent of all industry trainees, compared with 11 percent in 1996. Pasifika trainees, represented six percent of all industry trainees, compared with five percent in 2001 and two percent in 1996.
Women made up 24 percent of all industry trainees, compared with 23 percent in 2001 and 13 percent in 1996.
6 Source: OECD (2001) Education at a Glance, OECD Indicators, Paris: OECD.
Caution must be exercised in drawing conclusions. The comparability of results
between New Zealand and other OECD countries depends on all countries
classifying programmes in a similar fashion.
PAGE 63 SKILLS FOR A KNOWLEDGE ECONOMY
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A key goal of industry training is to improve access to training and nationally recognised achievement for those most disadvantaged in terms of educational qualifications.
In the year 2002, of those participants whose previous qualification level is known7:
• 28 percent of all participating trainees had no previous qualifications
• 39 percent of participating Mäori trainees had no previous qualifications, and
• 34 percent of participating Pasifika trainees had no previous qualifications.
In 2002, 9.7 percent of industry trainees were aged 15 to 19 years old, compared with 8.5 percent for this age group in 2001. This result shows the impact of the Government’s Modern Apprenticeships initiative, which was introduced during 2000 to facilitate increased access to industry training for young people.
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Industry Training has a strong focus on levels 1 to 4 of the National Qualifications Framework. In the year 2002:
• 46 percent of all participating trainees were in level 4 or higher industry training programmes
• over 70 percent of Mäori trainees were in level 3 or higher industry training programmes, and
• over 53 percent of Pacifika trainees were in level 3 or higher industry training programmes, up considerably from 45 percent in 2001.
TRAINEE ACHIEVEMENT
In the year 2002, 9,761 National Certificates were completed by trainees. These were at the following levels:
• 154 at level 1
• 1,910 at level 2
• 2,485 at level 3
• 5,159 at level 4, and
• 82 at level 5 and above.
Seventy-nine percent of the National Certificates were completed at level 3 or above and 38 percent of the National Certificates completed by Mäori were at level 4 or above. Thirty-four percent of the National Certificates completed by Pasifika trainees were at level 4 or above.
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7 Collection of previous educational qualification commenced from the beginning
of 2000. Out of the 106,997 trainees, records are known for 59,185.
A significant feature of industry training in 2002 was the success of people with no or few previous certificates:
• 65 percent of the National Certificates achieved by trainees with no previous educational qualification were at level 3 or above.
• 75 percent of the National Certificates achieved by trainees with fifth form or equivalent previous educational qualifications were at level 3 or above.
In 2002, industry trainees achieved just over two million credits towards national qualifications:
• 71 percent of the total credits achieved were at level 3 of the National Qualifications Framework or higher.
• 68 percent of the credits achieved by Mäori trainees were at level 3 of the NQF or higher.
• 58 percent of the credits achieved by Pasifika trainees were at level 3 of the NQF or higher.
Employer participation in Industry Training increased by 12.2 percent from 21,901 employers in 2001 to 24,576 in 2002. They provided training for their employees linked to the National Qualifications Framework under the auspices of the relevant ITO.
Employers who take part in Industry Training are supported by ITOs to:
• commit to a formal, signed training agreement for each trainee
• provide structured on-job training and provide access to off-job training
• facilitate access to appropriate on-job and off-job assessment. In some instances, this includes training their own employees to become workplace assessors
• ensure training meets national standards developed by their industry, and
• enable trainees to work towards, and obtain, portable national qualifications.
MODERN APPRENTICESHIPS
Introduced in 2000, the Modern Apprenticeships scheme, a work-based training initiative that encourages and helps young people, particularly those aged between 16 and 21 years, to take up and complete apprenticeship training.
Each young person undertaking a Modern Apprenticeship has an individual training plan that includes the range of specific and generic skills to be learnt.
Modern Apprenticeships are administered by TEC and:
• provide systematic, high-quality, workplace learning
• are based on a training agreement and an individual training plan, signed off by both the employer and the apprentice
• lead to national qualifications in a wide range of industries at levels 3 and 4 of the National Qualifications Framework
• cover both industry-specific and generic skills
• develop the apprenticeship concept beyond the traditional industries, and
• complement existing tertiary education and industry training options.
Modern Apprenticeships are characterised by the new role of a Modern Apprenticeship Co-ordinator who acts as personal coach and mentor to the apprentice. Co-ordinators facilitate and support apprenticeship training, acting as the key link between employers and apprentices. They screen potential apprentices, arrange their employment and training, and work with employers and apprentices to produce individual training plans.
In 2002, Modern Apprenticeships were available in 27 industries. Two new industries, plumbing and tourism, were brought into the Modern Apprenticeships scheme during 2002, while another two industries, hospitality and retail, moved from being pilots to nationally offered apprenticeships.
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PAGE 65 SKILLS FOR A KNOWLEDGE ECONOMY
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SKILL ENHANCEMENT – RANGATAHI MÄIA/TUPULAGA LE LUMANA’I
Rangatahi Mäia/Tupulaga Le Lumana’i (Skill Enhancement) is a vocational training programme for young Mäori and Pasifika peoples. Skill Enhancement provides a bridge between school and work or further tertiary education in a wide range of skills, including trades skills, at levels 3 and 4 on the National Qualifications Framework.
During 2002, 1,141 trainees participated in Skill Enhancement training, with 63 Skill Enhancement training providers, compared with 1,206 trainees and 70 providers in 2001 and 1,070 trainees and 64 providers in 2000.
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Of the 1,141 students in 2002, 81 percent were Mäori and 19 percent were Pasifika students, compared with 83 percent and 17 percent respectively in 2001.
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By the end of 2002, 4,344 modern apprentices were participating in industry training through Modern Apprenticeships across a range of industries from building and construction to telecommunications and hospitality. Only 6 percent of trainees were women.
In 2002, 79.6 percent of trainees were European/Päkehä, 15.4 percent were Mäori and 2.1 percent were Pasifika trainees.
Eighty-one percent of students who left Skill Enhancement training in 2002 achieved a positive outcome, with 40 percent progressing into further training and 41 percent moving into employment. Eighty-one percent of the Mäori students and 82 percent of the Pasifika students on the programme moved into further training or employment. A total of 623 students achieved credits on the National Qualifications Framework.
chapter fi ve
T E R T I A R Y E D U C A T I O N O U T C O M E S
5
INTRODUCTION
This chapter explores some of the outcomes of tertiary education. It looks at the evidence for the benefits that people hope to gain from tertiary education. In this sense, tertiary education sector outcomes are linked to the concept of ‘human capital’. Human capital includes the set of skills that individuals maintain, enhance or develop, usually through education or training, and then offer in return for earnings in the labour market.
This chapter draws from the Statistics New Zealand report Human Capital Statistics 20031 and data from the Census and other surveys. It focuses on the following areas:
• educational qualifications attainment
• labour market outcomes, and
• income.
In addition the chapter touches on recent new information on living standards.
The educational attainment of the adult population highlights the qualifications achieved by individuals and is a measure of the supply of skills in different fields of study. The relationship between educational attainment and labour force participation is an indicator of the long-term outcomes of the tertiary education system. Earnings are also positively related to educational attainment, and the section in this chapter on income examines the earnings of workers with different educational attainments.
1 Statistics New Zealand (2003) Human Capital Statistics.
PAGE 67 TERTIARY EDUCATION OUTCOMES
EDUCATIONAL/QUALIFICATIONS ATTAINMENT
In 1986, the proportion of the population aged 15 years and over who reported having no qualification was 42.3 percent, and the proportion who reported having a bachelors or higher degree was 5.5 percent. By 2001, the proportion who reported having no qualification had fallen to 27.6 percent, while the proportion reporting having a bachelors or higher degree was 11.8 percent2.
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In 2001, for those aged 15 and over, the level of educational attainment for males and females was very similar. For example, 28 percent of males had no qualification, and 12 percent had a bachelors degree or higher, while the comparable figures for females were 27 percent and 11 percent. However, in the same age groups, there are significant differences in the level of qualifications held by men and women.
The largest increases in the proportion of the population with post-school qualifications between the Census of 1996 and that of 2001 were for bachelors degree or higher qualifications. Skilled vocational qualifications (eg trade certificates and apprenticeships) decreased by 1.7 percent.
The most common level of attainment in the 1996 and 2001 Census populations was an advanced vocational qualification (eg undergraduate diploma or certificate, or a New Zealand diploma or certificate).
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Those age groups with the highest proportion of people holding post-school qualifications were 25 to 29 years (42.2 percent) and 40 to 44 years (40.4 percent).
The Census illustrates improved attainment over time. In 2001, of those aged 55 to 64 years, nine percent had a bachelors or higher degree, while 40 percent had no qualification. For those aged 25 to 34 years, 18 percent had a bachelors or higher degree while only 18 percent had no qualification.
The pattern of increasing attainment over time is also observed in OECD data. The OECD’s publication Education at a Glance: OECD Indicators 20033 shows that in the younger age bands a significantly larger proportion of the New Zealand population holds tertiary qualifications.
2 Note that 1986 and 2001 Census data on highest qualifications is not precisely
comparable due to questionnaire changes.
3 OECD (2003) Education at a Glance, OECD Indicators 2003, OECD, Paris.
Source: OECD, Education at a Glance, OECD Indicators 2003, Table A2.3, page 53.
The proportion of New Zealanders who have completed diploma-level qualifications is higher than the OECD mean in every age group. The proportion holding a degree-level qualification is similar to the OECD mean.
The qualification distribution in the population also reflects ethnicity differences. In 2001, the proportion of adult New Zealand Europeans with no qualifications was 26 percent, for Mäori it was 44 percent, for Pasifika it was 36 percent, and for Asians it was 14 percent. Likewise, the proportion of adult New Zealand Europeans who had a bachelors or higher degree was 12 percent, for Mäori it was 5 percent, for Pasifika students it was 4 percent, and for Asians it was 23 percent.
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Source: Statistics New Zealand, Census of Population and Dwellings, 2001.
In terms of ethnicity, those most likely to have post-school qualifications were in the other ethnic group (40.8 percent). This compares with 34.1 percent of those with European/Päkehä ethnicity and 34.2 percent of those in the Asian ethnic groups. Those with Mäori and Pasifika ethnicity were less likely to have post-school qualifications: 21.2 percent and 17.0 percent respectively.
There are significant differences in the educational attainment of men and women for different age groups. For instance, of those aged 55 to 644, 11 percent of males had a bachelors or higher degree, compared with only 6 percent for similarly aged females. The comparable figures for those aged 25 to 34 years were 17 percent for males, and 19 percent for females.
Men were more likely than women to have a post-school qualification: 33.6 percent of men had a post-school qualification compared with 30.9 percent of women. As noted above, however, the distribution of qualifications between male and female varies with age group, reflecting the higher and rising participation of women in the tertiary education sector in the last decade. Women aged between 15 and 34 years are more likely to have post-school qualifications than men in this age group (32.1 percent of women, compared with 29.1 percent of men). Women in this age group are also more likely than men to hold a bachelors or higher degree (13.7 percent against 11.0 percent). From 35 years to 80 years of age, more men hold post-school qualifications than women.
4 Excluding those whose response to the Census highest qualification question was
not stated or identifiable.
PAGE 69 TERTIARY EDUCATION OUTCOMES
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Source: Statistics New Zealand, Census of Population and Dwellings, 2001.
New Zealand females were more likely to complete tertiary qualifications. In 2001, for example, 62 percent of New Zealanders completing a first degree were female, compared with the mean for OECD countries of 55 percent. In the same year, 41 percent of New Zealanders completing advanced research programmes were female, compared with the OECD mean of 38 percent.
The 2001 Census shows there was an increase in the numbers holding qualifications in most fields of study between 1996 and 2001. The greatest percentage increase was in the field of information technology, where numbers almost doubled (up 97.7 percent), although numbers with qualifications in this field were still very low in comparison with other fields of study. There were also large percentage increases in qualifications in creative arts, and society and culture.
By contrast there were decreases in two fields of study: engineering and related technologies, and architecture and building.
Post-school qualifications in management and commerce and engineering and related technologies were most common in the 2001 Census. More than half (56.2 percent) of those with qualifications in management and commerce were women. Among those adults whose highest post-school qualification was a bachelors or higher degree, the most common field of study was society and culture, followed by management and commerce.
Qualifications in some fields of study are largely held by men, while others are dominated by women. For example, 82.7 percent of those with a post-school qualification in health were women while 93.5 percent of those with a post-school qualification in engineering and related technologies were men. The distribution of post-school qualifications by field for men and women reflects employment in occupations traditionally held by men and women.
The most common fields of study for Pasifika and Asians who had post-school qualifications was management and commerce. For New Zealand European/Päkehä and Mäori, the most common fields of study were engineering and related technologies and society and culture.
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Gender patterns across fields of study in New Zealand were also similar to those in other OECD countries in 2001. Across all fields of study, however, the proportion of female graduates was relatively higher than the OECD average. For example, 80 percent of New Zealanders completing a degree or advanced research programme in health and welfare were female, compared with the OECD country mean of 69 percent. Of those New Zealanders
who completed a degree or advanced research programme5 in engineering, manufacturing or construction, 32 percent were female, compared with the OECD mean of 22 percent.
The distribution by field of study of those completing vocational and sub-degree6 qualifications in New Zealand in 2001 is significantly different to OECD norms. For example, 38.3 percent of those completing tertiary vocational qualifications in New Zealand in 2001 had their field of study in humanities, arts and education, compared with the OECD country mean of 21.8 percent. Only 3.4 percent of those completing such qualifications did so in engineering, manufacturing and construction compared with an OECD average of 15.8 percent.
For graduates with first degrees, the differences were less marked between New Zealand and OECD 2001 field of study distributions. Even so, only 5.5 percent of New Zealand bachelors degree and higher graduates studied engineering, manufacturing and construction compared with an OECD average of 13.2 percent.
A comparison of countries in 1995 by the OECD, as part of the International Adult Literacy Survey, found that the likelihood of obtaining a tertiary qualification increased for those whose parents also had a tertiary education. For example, a New Zealander aged between 16 and 65 years in 1995 was 2.1 times as likely to have a tertiary qualification if his or her parents had completed tertiary education, compared with those whose parents had not completed secondary education. Interestingly, this increased likelihood for those with tertiary educated parents increased from 2.0 times for 46 to 55 year olds, to 2.8 times for 26 to 35 year olds.
For more information on qualification completions see chapter 4.
LABOUR MARKET OUTCOMES
One indicator of labour market outcomes is labour force status – whether someone is employed, unemployed or not in the labour force. One source of data on the relationship between the educational attainment of New Zealanders and their labour force status is the Census.
According to the 2001 Census data, the labour force participation rate, for those aged 15 and over, was 66.7 percent.
FIGURE 5.7: LABOUR MARKET STATUS OF WORKING-AGE POPULATION, 2001
Working-age population 15 years and over 2,889,534 (including 88,449 status unidentifiable)
Not in Labour Force 933,909 (33.3%)
Unemployed139,908 (7.4%)
Full-time1,328,118 (76.8%)
Part-time399,153 (23.2%)
Labour Force 1,867,179 (66.7%)
Employed1,727,271 (92.5%)
Source: Statistics New Zealand, Census of Population and Dwellings, 2001.
In general, those with qualifications were more likely to be in paid employment than those without. In other words, labour force participation increased with the level of the highest qualification. Those with no qualifications had a labour force participation rate of 55 percent, compared with a rate of 73 percent for those whose highest qualification was a fifth form qualification, and 85 percent of those with a higher degree.
In 2001, the labour force participation rate for males (73.8 percent) was significantly higher than that for females (60.1 percent). The male participation rate was also higher at each qualification level than the corresponding female rate. The increase in participation by qualification levels was more marked for females, meaning that the differences between men and women in labour force participation diminish at higher qualification levels.
5 The OECD classifies qualifications into Tertiary-type A education and Tertiary-
type B. Type A describes multi-year, theoretically oriented programmes designed
to provide sufficient qualifications for entry to advanced research programmes
and professions with high skill requirements. They have a minimum cumulative
theoretical duration (at tertiary level) of three years’ or more full-time equivalent
study. Tertiary-type B qualifications are shorter, vocationally oriented tertiary
qualifications and are focused on practical, technical or occupational skills for
direct entry into the labour market. They have minimum duration of two years’
full-time equivalent study at the tertiary level.
6 Some qualifications offered in the tertiary sector in New Zealand are classified by
the OECD as post-secondary non-tertiary and so are not included in OECD tertiary
comparisons. The comments in this paragraph relate to type B qualifications.
PAGE 71 TERTIARY EDUCATION OUTCOMES
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Generally, the unemployment rate fell as the qualification level rose. In the 2001 Census, those with no qualifications had an unemployment rate of 11.1 percent, those with school qualifications 7.0 percent, and those with higher degrees 3.6 percent.
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Over the age of 25, female unemployment rates were the same as or higher than those for males across all qualification levels.
When non-degree tertiary qualifications are examined in more detail, males with basic vocational qualifications are more likely to be unemployed than those with either a school qualification of at least sixth form level or another non-degree qualification, particularly for those aged 25 or above7. The same pattern does not hold for females.
For women, additional qualifications bring increases in the probability of being employed, especially for younger women. Although those with a tertiary qualification are a little more likely to be employed than those with a school qualification, the main differences seem to be between women with a qualification and those without any formal qualification.
Those whose field of study was agriculture, environmental and related studies had the highest labour force participation rate at 86 percent, while those with health qualifications had the lowest participation rates. Interestingly, those with information technology qualifications had the highest unemployment rate at 14 percent. Those with health qualifications had the lowest unemployment rate at 2 percent.
7 This is not to say that there is no positive return to those qualifications.
Data from Statistics New Zealand’s Household Labour Force Survey (HLFS) displays the high qualification/low unemployment rate relationship over time. It is also noticeable that the rate of unemployment for those with degrees or postgraduate qualifications was less variable over the economic cycle than for those with other qualifications and especially for those with no qualifications.
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The OECD’s publication Education at a Glance 2003 reports that the rate of labour market participation for females in New Zealand for those aged between 25 and 64 years of age (71 percent) was higher than the OECD country mean (65 percent). The New Zealand male participation rate was slightly higher than the OECD mean rate (89 percent and 86 percent respectively). For both New Zealand and the OECD, participation rates were substantially lower for those with below upper secondary education than those with higher education levels. Disparities in unemployment rates between males and females in New Zealand are smaller than the OECD mean.
INCOME
In general, income levels increase with the level of qualification. However, the HLFS and the Census show that tertiary qualifications below degree level do not confer additional income over and above sixth or seventh form qualifications8. On average, university graduates in full-time employment receive about 70 percent more income than those with no more than School Certificate (now NCEA Level 1).
According to Census 2001, of those without qualifications, 8.2 percent received over $40,000 in income in the year to March 2001, compared with 15.3 percent of those whose highest qualification was at school level. Those who took their educational attainment beyond school level were more likely to receive higher incomes: 34.2 percent of those with post-school qualifications received over $40,000 in income. Men with post-school qualifications were more likely to receive higher incomes than women. Over two-fifths (45.2 percent) of men with post-school qualifications received over $40,000 in income, compared with 23.0 percent of women.
The following graphs trace the probability of men and women with different qualifications in different age bands receiving income of $20,000 or more and $50,000 or more.
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8 This does not mean that sub-degree tertiary qualifications have a low return.
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school qualifications.
PAGE 73 TERTIARY EDUCATION OUTCOMES
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and Dwellings, 2001 from Statistics New Zealand.
Statistics New Zealand, Census of Population and Dwellings, 2001.
These findings are supported by data from the New Zealand Income Survey (NZIS)9. NZIS data shows that average weekly income increases as qualification levels increase. For example, in the June 2002 quarter, average weekly income for the total working-age population was $494, whereas for those with no qualifications it was $349, while for those with bachelors or higher degrees it was $826.
9 New Zealand Income Survey (NZIS) is a supplement to the HLFS, which is run
every June quarter.
Source: Statistics New Zealand, New Zealand Income Survey, 2002.
Median weekly incomes show that there are significant income differentials by level of qualification10. The median weekly income for the working-age population was $375 in the June quarter of 2002. The median for those with no qualifications was $288 while for those with bachelors or higher degrees the median was $690.
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University of Auckland economist Sholeh Maani has conducted detailed analyses of data on income and qualifications for the Census years 1981 to 1996. Dr Maani’s results have shown that investing in education has a positive and significant return. Moreover, market rewards to education have been significant and higher in 1996 compared to both 1981 and 198611.
Another significant finding from Maani’s analysis relates to the difference in income for Mäori and non-Mäori. Maani found that in 1996 more than 60 percent of the Mäori population remained without school qualifications. In addition, over the decade, average income levels of Mäori relative to European income levels have deteriorated. Once educational attainment is controlled for, however, there are no significant differences in the incomes of Mäori and non-Mäori. In other words, Mäori with higher qualifications have an equal probability of high income as non-Mäori. The difference in income between Mäori and non-Mäori relates to the level of educational qualifications, not to ethnicity12.
The report also suggests that investing in higher education provides important options for Mäori in reducing the income gap. This is supported by findings that the income gap based on educational attainment within ethnic groups is far greater than the income gap across ethnic groups.
A further study by Maani in 2002 examined ethnic differences in the relationship between educational attainment and income in New Zealand over the period 1986 to 1996. Over this period, the gap between Mäori and European incomes increased. This reflects lower Mäori educational qualifications and the concentration of occupations and industries that experienced low employment growth at a time when returns to educational qualifications increased. Those with higher educational qualifications also experienced growth in hours of work, reflecting increasing demand for skills13.
10 The term ‘median’ income is the sum that is greater than half of all incomes and
that is less than half of all incomes.
11 Maani, S.A. (1999) Private and Public Returns to Investments in Secondary
and Higher Education in New Zealand over Time: 1981-1996. Research Report
commissioned by the New Zealand Treasury. http://www.treasury.govt.nz/
working papers/default.htm.
12 Maani, S.A. (2000) Secondary and Tertiary Educational Attainment and Income
Levels for Mäori and Non-Mäori over Time. Research Report commissioned by
the New Zealand Treasury.
13 Maani, S.A. (2002) Education and Mäori Relative Income Levels over Time:
The Mediating Effect of Occupation, Industry, Hours of Work and Locality.
NZ Treasury Working Paper. http://www.treasury.govt.nz/workingpapers/2002/
twp02-17.
PAGE 75 TERTIARY EDUCATION OUTCOMES
Income returns to qualifications were higher for Mäori than for non-Mäori. This reflected the particular and increasing disadvantage faced by Mäori with no qualifications compared to Europeans with no qualifications and the fact that the gap between mean incomes of Mäori and Europeans reduces as qualifications rise.
Controlling for a wide range of characteristics, Mäori residing in rural areas are more disadvantaged than any other group.
The OECD publication Education at a Glance 2003 also reported on returns to education. The OECD indicator is built from examining the earnings of workers with different educational attainment, and relates this to the cost of acquiring qualifications. Tertiary education enhances earnings relating to secondary education slightly more for females than for males in New Zealand. Thus, in the 25 to 64 age group, the relative earnings of males with any tertiary education is 130, compared with a standardised earnings score of 100 for males with upper secondary education. For females, this score is 136, also compared with a standardised score of 100 for females with upper secondary education14. The relative earnings of all the population with any tertiary education for age groups 25 to 64 in Australia is 136, compared with the United States 186, the United Kingdom 159 and Canada 136.
The OECD reports that, although males and females with higher education earn more, males still earn considerably more than females with the same educational attainment. In New Zealand, in the 30 to 44 age group, females’ average annual earnings as a percentage of males’ was 59 percent for people with an educational attainment level of less than upper secondary, 61 percent for upper secondary and post-secondary non-tertiary education and 68 percent for tertiary education. This reinforces the observation that the gender earnings gap diminishes with higher qualifications. Across all levels of educational attainment, females in New Zealand earn 62 percent of what males earn. In general, the differences are explained by career and occupational choices, the amount of time that males and females spend in the labour force, and the relatively high incidence of part-time work among females.
The fields of study that had the highest proportion of graduates earning income greater than $50,000 were: natural and physical sciences (36.4 percent of those with post-school qualifications in this subject who completed the income question); management and commerce (32.8 percent) and engineering and related technologies (31.8 percent). The fields of study that had the highest proportion of graduates earning income of $20,000 or less were: creative arts (40.9 percent); food, hospitality and personal services (40.0 percent) and information technology (31.6 percent) – the latter commonly assumed to be a field of study that will provide high levels of earnings.
The field of study that had the highest proportion of male graduates receiving an income greater than $50,000 was health at 58.1 percent of those who specified an income. The equivalent figure for female graduates was 13.5 percent. The field of study that had the highest proportion of female graduates earning income greater than $50,000 was natural and physical sciences at 20.4 percent. The equivalent figure for male graduates was 48.1 percent. The field of study that had the highest proportion of male graduates earning income of $20,000 or less was creative arts at 32.4 percent. The equivalent figure for female graduates was 46.1 percent. The field of study that had the highest proportion of female graduates earning income of $20,000 or less was food, hospitality and personal services at 52.1 percent. The equivalent figure for male graduates was 24.1 percent.
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14 In the same age group, males educated to below upper secondary level earn
comparatively less than males educated to upper secondary level (76 compared
with 100). Females in the 25 to 64 age group, educated to below upper
secondary level, have a relative earnings score of 72 compared with 100 for
females educated to upper secondary level.
SOCIAL AND FAMILY OUTCOMES
In 2002, the Ministry of Social Development released a report called New Zealand Living Standards 2000 which provides a broad description of the living standards of New Zealanders. A new social measurement tool, the Economic Living Standard Index (ELSI), was developed in order to consolidate large amounts of information about different aspects of economic well-being, into a single score.
The ELSI scale is made up of seven bands which describe the living standards of the New Zealand population from ‘very restricted’ to ‘very good’. The following graph shows the percentage of all New Zealanders in each of these seven bands compared with the percentage for those with tertiary qualifications.
Analysis of the effects of education on the ELSI index clearly shows how increased education has a positive effect on living standards. Overall, 20 percent of the total population fell into the bottom three categories of ‘very restricted’, ‘restricted’, or ‘somewhat restricted’, compared with only 10 percent of those with tertiary degrees. Whilst 58 percent of those with tertiary degrees fell into the top two categories of ‘good’ or ‘very good’, only 40 percent of the total population were in these two categories.
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PAGE 77 TERTIARY EDUCATION OUTCOMES
chapter six
M Ä O R I I N T E R T I A R Y E D U C A T I O NC O N T R I B U T E T O T H E A C H I E V E M E N T O F
M Ä O R I D E V E L O P M E N T A S P I R A T I O N S
6
INTRODUCTION
Improving Mäori involvement and improving achievement in tertiary education are two critically important goals for the development of New Zealand’s knowledge society.
The composition of New Zealand’s population is changing and Mäori will make up an increasing proportion of our society (rising from 16 percent of the population in 2001 to 21 percent in 2050). It is therefore essential to develop strategies that address the learning needs of Mäori and ensure their successful participation in the labour market and community.
During 2001 and 2002, a number of strategies to lift Mäori participation and achievement rates were initiated. A landmark education hui was held to explore new directions and partnerships between Mäori and Government. The hui’s vision and goals later informed the Government’s Mäori Education Framework and Tertiary Education Strategy 2002/07.
Many tertiary education initiatives that focus on the needs of Mäori learners and the provision of learning environments responsive to Mäori are underway. For example, the three public wänanga provide a uniquely Mäori path into tertiary education based on tikanga, Te Reo and Mätauranga Mäori, while a quarter of PTEs cater in a specific way to the needs of Mäori learners. Around one-fifth of publicly funded PTEs identify themselves as Mäori providers.
Many Mäori learners are also involved in vocational and workplace learning programmes or are enrolled in foundation and bridging programmes to assist them into entering tertiary learning.
Some examples of new directions in Mäori tertiary learning are highlighted in this chapter.
PAGE 79 MÄORI IN TERTIARY EDUCATION
THE HUI TAUMATA MÄTAURANGA – A NEW VISION FOR MÄORI EDUCATION
In November 2001, Ngati Tuwharetoa Paramount Chief Tumu Te Heuheu hosted the Hui Taumata Mätauranga at Taupo. There were also various regional hui held throughout the country. Three hundred people attended the hui resulting in the identification of the congruence of the educational goals of Mäori and the government. The hui led to a process for policy development as a shared enterprise between the two parties. Of equal significance is the enormous potential for Mäori leadership in education and the high level of consensus amongst Mäori around the broad directions for Mäori education. Two further Hui Taumata MäTauranga have been held.
TE RAUTAKI MÄTAURANGA MÄORI – CONTRIBUTE TO THE ACHIEVEMENT OF MÄORI ASPIRATIONS
The Tertiary Education Strategy is an indication of how the Hui Taumata Mätauranga process has influenced government policy, particularly as it relates to tertiary education and the current tertiary reforms. A feature of the Strategy has been the ongoing development of the Mäori Tertiary Education Framework by the Mäori Tertiary Reference Group. The Framework summarises the themes put forward by Mäori communities through oral and written submissions during the consultation on the Draft Tertiary Education Strategy. It then goes on to combine those themes with information from the Hui Taumata Mätauranga.
The Framework represents the first such initiative focused on Mäori and tertiary education and seeks to improve the responsiveness of the tertiary system to Mäori learners and their communities. The Framework breaks down into five guiding principles and seven priority areas. These are:
The five guiding principles:
• Whakanui – respect/inclusiveness
• Toi Te Mana – influence/empowerment
• Ngä Kawengä – responsibility
• Ahu Käwanatanga – contribution/partnership, and
• Tino Rangatiratanga – authority/self-determination.
The seven priority areas:
• Lifelong learning pathways
• Kaupapa Mäori provision
• Learning environments
• Advancement of whänau, hapü and iwi
• Mäori-centred knowledge creation
• Mäori leadership, and
• Mäori as sustainable wealth creators.
It is intended that the Framework will be a valuable resource for a wide range of groups and for various purposes. In particular, the Framework has been designed to support:
• tertiary education organisations, as the policies of the tertiary reforms are implemented
• Mäori communities, to assist them in their interactions with local tertiary organisations and in the development of their own education plans
• government agencies, through offering strategic direction for future policy development, and
• industry and business, as they work to establish links between Mäori communities, tertiary education organisations and themselves for the purposes of regional economic development.
MÄORI PARTICIPATION IN TERTIARY EDUCATION1
RECENT TRENDS IN MÄORI PARTICIPATION
Since the late 1990s, there has been a steady growth in the number of Mäori participating in tertiary education. This positive trend continued in 2002. Over the past six years, the number of Mäori students in tertiary education has increased by 89.5 percent, from 33,616 in 1997 to 63,694 in 2002. The number of Mäori tertiary enrolments constituted 19.9 percent of all enrolments on 31 July 2002, whereas Mäori comprised 12.8 percent of the total population aged 15 and over.
1 A fuller discussion of Mäori participation in tertiary education can be found in
Ministry of Education (2003) Participation in Tertiary Education 2003. This report
may be found on the Ministry of Education website: www.minedu.govt.nz.
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Mäori enrolments have grown much faster than enrolments by other ethnic groups. In particular, the percentage growth in Mäori enrolments at TEIs has surpassed that of European/Päkehä enrolments in each of the past six years. This growth has occurred both through natural population increases and through increases in the rate of Mäori participation. In the future, projected growth in the Mäori population base is likely to result in further growth in the proportion of Mäori students in tertiary education providers. The annual growth rate for Mäori between July 1997 and July 2002 has averaged more than 13 percent a year, compared with 4 percent a year for all domestic students, just under 8 percent for Pasifika and less than 1 percent a year for European/Päkehä.
Participation overall for Mäori is significantly higher than fornon-Mäori. The Mäori participation rate has increased from 14.4 percent of the population aged 15 and over on 31 July 2001 to 17.2 percent in 2002. The participation rate for non-Mäori on 31 July 2002 was 9.5 percent.
Even after adjusting for the younger age profile of the Mäori population, the propensity for Mäori to engage in tertiary study continues to be higher than other groups except for people of Asian ethnicity. Age-adjusted Mäori and non-Mäori participation rates were 14.5 percent and 10.5 percent respectively at 31 July. On a full-year basis, age-adjusted Mäori and non-Mäori participation rates were 19.9 percent and 13.6 percent respectively2.
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Mäori are younger than non-Mäori in the general population, but older in the student population. In 2002, around 29 percent of the whole Mäori population were aged between 15 and 25, compared to 19 percent of the non-Mäori population. By contrast, 36 percent of Mäori students were between 15 and 25, compared with 51 percent of non-Mäori students.
There are now almost twice as many Mäori women studying as Mäori men. The proportion of women has increased from 58 percent of Mäori students on 31 July 1997 to 66 percent in 2002. In the sector as a whole, women make up 57 percent of those studying. More information on participation by age and by gender can be found later in this chapter.
MÄORI TERTIARY EDUCATION ENROLMENTS BY SUB-SECTOR
Mäori made up around 20 percent of the total number of domestic students in all providers. The percentage of Mäori students studying at private training establishments (PTEs) is higher than at tertiary education institutions (TEIs). On 31 July 2002, there were 13,542 Mäori students at PTEs, representing 25 percent of the total domestic student body in PTEs. Mäori enrolment in PTEs, however, did fall by 12.8 percent between 31 July 2001 and 31 July 2002.
2 An age-standardised participation rate answers questions such as, if Mäori and
non-Mäori had the same age distribution how would their rate of participation
in tertiary education compare? For example, if one group had 80 percent of
people aged 18 to 24, while another group had only 20 percent aged 18 to 24,
participation would be naturally higher in the first group, and could not be used
to indicate a lack of participation from group two. If each group keeps their age-
specific rate, but is given the same proportion of population for each age group,
the resulting rate can be compared with the natural age differences removed.
PAGE 81 MÄORI IN TERTIARY EDUCATION
As at 1 July 2002, Mäori enrolments in TEIs were as follows: 11,010 Mäori were enrolled at universities (representing 17 percent of all Mäori students), 22,775 at wänanga (36 percent of Mäori students), 14,970 at polytechnics (33 percent of Mäori students) and 1,397 (2 percent) at colleges of education. This means that Mäori constituted 8.3 percent of all enrolments at universities, 15.6 percent of enrolments at polytechnics and 12.9 percent of those enrolled at colleges of education. Mäori represented 82.7 percent of all enrolments at wänanga on 31 July 2002.
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Much of the recent growth in Mäori tertiary participation can be attributed to increased participation at the three public wänanga – Te Wänanga o Raukawa, Te Whare Wänanga o Awanuiarangi, and Te Wänanga o Aotearoa. In particular, there was very strong growth in the number of enrolments at Te Wänanga o Aotearoa. In the 2002 academic year, this provider grew by over 73 percent while the other two wänanga grew by 29 percent.
Over the past four years, the number of Mäori students attending wänanga has increased by 2,267.5 percent from 1,735 students in 1999 to 22,775 students in 2002. This total represents 35.7 percent of all Mäori participating in tertiary study at 31 July 2002. On a full-year basis, 41.4 percent of Mäori in tertiary study were enrolled in wänanga. Seventy-nine percent of students who attended wänanga during 2002 were Mäori.
By July 2002, numbers of Mäori enrolled at the public wänanga were double those enrolled at universities. On 31 July 2002, 6 percent of the Mäori population aged 15 and over were enrolled at a wänanga compared with 3.2 percent at a university. For all of 2002, Mäori participation at wänanga was 9.4 percent of the Mäori population aged 15 and over, compared with 3.8 percent of the Mäori population aged 15 and over at universities.
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The popularity of wänanga as a study choice for Mäori can be expected to increase as the wänanga utilise their increased capacity to develop more programmes to meet the educational needs of Mäori. It is also expected that wänanga will increase accessibility to tertiary study for Mäori learners.
MÄORI PARTICIPATION AT UNIVERSITY
Over the past six years, the number of Mäori students enrolled at universities has increased by 4.7 percent, from 10,514 in 1997 to 11,010 in 2002. Male enrolments at universities have decreased by 2.9 percent between 1997 and 2002, whereas female enrolments have increased by 9.7 percent over the same period.
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Over the past three years participation by Mäori women in tertiary education has grown considerably (by 73.6 percent). In 2002, 42,182 Mäori women enrolled at tertiary providers, compared with 21,512 Mäori men. The number of enrolments by Mäori women grew by 116.1 percent between July 1997 and July 2002, while the number of enrolments by Mäori men grew by 52.6 percent over the same period. Mäori women have a significantly higher rate of participation in part-time study than Mäori men.
Females participate in tertiary education at a higher rate than males for Mäori and non-Mäori across all age groups and sub-sectors. During 2002, 21.9 percent of all Mäori females aged 15 and over participated in tertiary education, compared with 12.1 percent of males. However, just 17 percent of Mäori women are studying at degree-level or higher, compared with 45 percent for non-Mäori women.
MÄORI TERTIARY PARTICIPATION BY AGE
Mäori tend to participate in tertiary education at a later age, rather than enrolling directly from school. Nearly 67 percent of Mäori students enrolled in tertiary education are 25 years or older, compared with 52.1 percent of non-Mäori students. Participation by Mäori at older age groups has grown significantly since 1994, and partially reflects the success of wänanga and private providers in attracting Mäori with no previous tertiary education. In 2002, Mäori students at wänanga were much older than in other sub-sectors (80 percent were over25 years or older, compared with 61 percent in polytechnics, 59 percent at private providers, and 43 percent in universities).
Mäori participation is higher than non-Mäori in all age groups except the 18 to 24 year old age group where participation is 27.6 percent and 38.4 percent respectively. However, Mäori are only a third as likely as non-Mäori to be in the core 18 to 24 age group at university.
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MÄORI TERTIARY PARTICIPATION BY LEVEL OF STUDY
Mäori are participating at sub-degree (certificate and diploma) level study at over twice the rate of non-Mäori. Participation at this level has been growing for Mäori in both public and private providers since 1997.
A total of 49,234 Mäori students were enrolled in sub-degree level study at tertiary providers on 31 July 2002. Sub-degree enrolments represented 77.3 percent of all formal enrolments by Mäori, whereas 56.3 percent of all enrolments in the sector were at the sub-degree level. While around 20 percent of all formal enrolments in tertiary education in 2002 were by Mäori, 30.3 percent of all sub-degree enrolments were by Mäori.
This pattern is inverted at postgraduate level study, with Mäori participation less than half of non-Mäori. 3.2 percent of all Mäori tertiary students are studying at postgraduate level, compared with 9.2 percent for non-Mäori. Whereas numbers have risen for both groups since 1997, the gap between the two has remained about the same. Females are more likely to be studying at postgraduate level and all other levels of study for both Mäori and non-Mäori.
PAGE 83 MÄORI IN TERTIARY EDUCATION
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FIELD OF STUDY
The most popular fields of study for Mäori over the past six years were management and commerce, society and culture, and mixed field programmes. In 2002, these fields comprised 68.5 percent of enrolments. Mäori rates of participation were lower in the natural and physical sciences, engineering, architecture, agriculture, health, the arts, and hospitality.
Female Mäori participation was generally higher overall than for males. However, Mäori male participation was higher in the engineering and agriculture fields and Mäori female participation was over three times that of Mäori males in the fields of education, food and hospitality, and health.
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Mäori studying at universities and polytechnics are more likely to participate in the fields of management and commerce, society and culture, education, and information technology, whereas Mäori studying at wänanga and private training establishments are more likely to participate in areas such as society and culture, mixed field programmes, information technology, and management and commerce.
NATURE OF ATTENDANCE
Mäori students are more likely to be studying part-time than non-Mäori students. About half (50.4 percent) of Mäori students enrolled on 31 July 2002 were studying part-time, compared with 44.3 percent for the sector. In particular, Mäori women are more likely to be studying part-time than Mäori men (53.1 percent of Mäori women, compared with 41.4 percent of Mäori men), and more likely to be studying part-time than women overall. By comparison, 46.7 percent of all female students were studying part-time.
The number of female Mäori students in part-time study has grown by 198.1 percent between July 1999 and July 2002, compared with 118.3 percent for Mäori males, and 36.9 percent for the sector as a whole. A large part of this growth has been due to Te Wänanga o Aotearoa.
Mäori students are also more likely to be enrolled extramurally. Nearly a third of Mäori students (32.6 percent or 19,954) were enrolled extramurally at 31 July 2002. This proportion is much higher than the sector rate of 21.0 percent. Most of this difference is again due to Te Wänanga o Aotearoa, where 54.7 percent of all enrolments at 31 July 2002 were extramural students. When this provider is excluded, around 20.2 percent of Mäori were studying extramurally, compared with 18.0 percent for other groups.
ACTIVITY PRIOR TO STUDY
Mäori were more likely than non-Mäori to have been unemployed the year before being enrolled in study in 2002 and less likely to have come directly from school, or to have been overseas. The proportion who had come from unemployment, a benefit or not in the labour force was 34.2 percent, compared with 21.2 percent of Pasifika students and 17.2 percent for all students. Only 11.1 percent of Mäori were in school in the year before enrolling in tertiary education, compared with 21.3 percent of Pasifika and 22.3 percent for non-Mäori. Mäori were more likely to enrol for study for the first time than non-Mäori.
STUDENTS WITH DISABILITIES
There were an estimated 5,026 Mäori students with a disability enrolled at 31 July 2002. These represent 8.2 percent of all Mäori students, the highest proportion of any ethnic group, and higher than the sector average of 4.8 percent. Mäori students make up 34.4 percent of all students with disabilities, compared with 19.2 percent of students with no disability.
The high participation of Mäori students with disabilities has been partly due to the success of wänanga in attracting students with disability. At 31 July 2002, 21.1 percent of all students with disabilities (3,083) studied at a wänanga. 11.2 percent of all wänanga students had a disability (compared with 4.8 percent for the rest of the sector).
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MÄORI PARTICIPATION IN WORKPLACE LEARNING AND FOUNDATION EDUCATION
MÄORI PARTICIPATION IN MODERN APPRENTICESHIPS
The Modern Apprenticeships programme began in July 2001 as part of the Government’s Industry Training Strategy. It aims to address barriers to industry training faced by young people, as they have been under-represented in structured industry training. 15.4 percent of the 4,344 people in the Modern Apprenticeships programme in 2002 identified as Mäori, compared with around 17 percent in 2001.
SKILL ENHANCEMENT – RANGATAHI MÄIA
Skill Enhancement – Rangatahi Mäia provides vocational education and training for Mäori youth aged 16 to 21 with low qualifications. During 2002, 81 percent of the 1,141 trainees who participated in Skill Enhancement training were Mäori. All 81 percent of these students moved into further training or employment on completion of the programme.
POUNAMU PERFORMING ARTS – RANGATAHI MÄIA
Pounamu Performing Arts is a seven-member troupe, family owned and operated by the Wehi Whänau, known globally in the area of Mäori Performing Arts. Pounamu has been involved with Training Opportunities, Youth Training and Rangatahi Mäia programmes.
Pounamu was founded in 1986 when they recognised the need for Mäori-based training for ‘taurahere’, or Mäori who had moved to the city from rural areas. As part of their training, Pounamu has toured in many parts of New Zealand, performing in over 1,000 schools and other public arenas. They have travelled globally, the most recent trip being a 16-day tour of Taiwan. Next year they intend to take a production on the road to tour throughout Aotearoa. Pounamu has seen over 2,000 students come through their doors. Many of their former students are now some of the country’s finest performers.
PAGE 85 MÄORI IN TERTIARY EDUCATION
TRAINING OPPORTUNITIES AND YOUTH TRAINING
PROGRAMMES
Training Opportunities and Youth Training are second-chance education programmes funded by the government. Twenty-six percent of providers delivering the programmes identify themselves as Mäori providers.
During 2002, there were 315 providers offering Youth Training programmes and 12,530 Youth Training trainees. In 2002, 48 percent of trainees were Mäori, compared with 46 percent in 2001. Forty-one percent of the Mäori trainees moved into further employment within two months of completing training, while 25 percent progressed on to further training or education outside the programme. Mäori learners are increasingly likely to move into employment after leaving the programme; progress into employment for Mäori trainees was 31 percent in 1999 and 41 percent in 2002.
In 2002, more than 19,198 people participated in the Training Opportunities scheme. Of these, 8,063 were Mäori. Sixty-four percent of Mäori Training Opportunities trainees achieved ‘positive outcomes’ – employment or further education or training – within two months of leaving the programme in 2002, compared with 61 percent in 2001. Positive outcomes in Training Opportunities have been improving over time for Mäori. The proportion of Mäori learners achieving a positive outcome increased from 38 percent in 1993 to 64 percent in 2002.
On average, Mäori learners in Training Opportunities achieved 18 credits on the National Qualifications Framework in 2002. This compares with an average of 21 credits achieved by non-Mäori. Although Mäori learners tend to achieve slightly fewer credits than other participants in Training Opportunities, this may be explained by differences in starting qualifications.
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MÄORI TERTIARY ACHIEVEMENT BY SUB-SECTOR
In 2001, Mäori were more likely to gain a tertiary qualification at either a polytechnic or a PTE, with 65 percent of all completions in these two types of provider. The higher proportion of qualifications awarded at these two provider types in part reflects the way in which these providers cater for the needs of Mäori learners. Universities encompassed 18 percent of Mäori qualification completions whilst colleges of education awarded 3 percent of completions. The remaining 14 percent of Mäori qualification completions were at wänanga. These figures broadly follow the patterns of Mäori enrolments by sub-sector.
MÄORI ACHIEVEMENT IN TERTIARY EDUCATION
At the time of going to publication, formal completions data for 2002 was not available. The discussion below relates to trends up to 2001.
In 2001, 12,739 Mäori students gained a tertiary qualification at a tertiary institution, comprising 15 percent of all qualification completions.
Overall, the number of Mäori qualification completions has almost doubled from 6,491 in 1997 to 12,739 in 2001, an increase of 96 percent. By contrast, non-Mäori completions increased by 45 percent over the same period. The proportion of qualifications completed by Mäori has also increased from 11.9 percent of all completions in 1997 to 15 percent in 2001. The increase in the number and proportion of Mäori students gaining qualifications is an encouraging indication of improved participation for Mäori students.
MÄORI TERTIARY ACHIEVEMENT BY GENDER
As with Mäori enrolments, a clear majority of Mäori completing qualifications are female, with the imbalance more apparent for TEIs than PTEs. In 2001, 63 percent of Mäori completions in TEIs were female, compared with 55 percent in PTEs.
The number of higher qualifications completed by Mäori women is likely to be greater than the number completed by Mäori males. Overall, 23 percent of Mäori completions by women were either at degree or postgraduate level in 2001, compared with 19 percent for Mäori males. The imbalance noted here reflects similar imbalances in enrolments.
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MÄORI ACHIEVEMENT BY LEVEL OF QUALIFICATION
In 2001, 79 percent of qualifications gained by Mäori students were either certificates (62 percent) or diplomas (17 percent) while a further 21 percent completed a higher-level award such as a degree (16 percent) or a postgraduate qualification (five percent).
The tendency of Mäori to complete sub-degree qualifications varies by sub-sector. In PTEs, the majority (97 percent) of Mäori completed either certificates or diplomas. By contrast, 70 percent of Mäori graduates gained either a certificate or diploma from a TEI.
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Since 1997 the number of Mäori students completing qualifications at TEIs has increased by 32 percent or nearly 2,050. A substantial share of this increase (44 percent) relates to the growth at wänanga. Wänanga have experienced significant growth over the last five years with the number of completions increasing by nearly 900 – from 247 in 1997 to 1,753 in 2001. PTEs have also experienced rapid growth in the number of Mäori students completing qualifications. In 2001, 4,200 students completed programmes of study at PTEs, compared with 2,409 in 2000 – an increase of 74 percent.
Mäori students represented 20.5 percent of those completing qualifications at PTEs, compared with 13 percent at TEIs.
PAGE 87 MÄORI IN TERTIARY EDUCATION
At the other end of the spectrum, 24 percent of Mäori students at a TEI graduated with a bachelors degree or equivalent and a further 6 percent achieved a postgraduate qualification. However, qualifications achieved by non-Mäori students are more likely to be at a higher level than those achieved by Mäori, with 41 percent of non-Mäori gaining a bachelors degree or equivalent with a further 15 percent achieving postgraduate qualifications. Although there was a considerable increase in the number of Mäori postgraduate students (75 percent) between 1997 and 2001, only 5 percent of total Mäori completions were at the postgraduate level.
The increase in the number of sub-degree completions by Mäori students was 124 percent.
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MÄORI TERTIARY ACHIEVEMENT BY FIELD OF STUDY
Overall in 2001, Mäori students were more likely to complete a qualification in society and culture (31 percent) and management and commerce (14 percent). Other popular fields of study in 2001 were information technology (12 percent) and education (10 percent).
There are differing patterns of Mäori qualification completions in TEIs and PTEs. Mäori qualification completions in PTEs are typically focused on such fields of study as society and culture (35 percent) and information technology (19 percent). The proportions of the qualifications gained at TEIs by Mäori students were: society and culture (28 percent), management and commerce (14 percent) and education (12 percent).
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MÄORI LEARNERS ON THE NATIONAL QUALIFICATIONS
FRAMEWORK (NQF)
The New Zealand Qualifications Authority’s (NZQA) Mäori Provider Development and Support (MPDS) provides free ‘one-on-one’ support to all registered Mäori tertiary education providers and wänanga across the country. NZQA recognises that Mäori PTEs are a dynamic force within education and that Mäori educational institutions have a critical role to play in increasing the participation and achievement levels of Mäori in education. Around New Zealand there are more than 163 Mäori organisations running training courses on marae, and rural and urban centres.
The MPDS team’s regional facilitators can help Mäori PTEs by:
• helping Mäori providers review their management systems
• helping Mäori providers implement their own review processes
• working either ‘one-on-one’ with local providers or facilitating regional workshops to work on common issues around improving quality management systems, and
• acting as an important communication point between Mäori providers and NZQA’s head office in Wellington.
The private training sector is a significant provider of training in NQF units for Mäori. Overall in 2002, PTEs awarded 40 percent of all NQF qualifications. Mäori gained 26 percent of NQF credits awarded by PTEs. Of all NQF qualifications gained by Mäori in 2002, 75 percent were at NQF levels 1 to 3. NZQA and Mäori have both identified achievements at higher levels as a high priority for the future.
In 2002, Mäori learners gained 11 percent of their NQF credits in agriculture, forestry and fisheries (compared with 11 percent for non-Mäori) and 19 percent in the service sector (26 percent for non-Mäori). Of all Framework qualifications awarded to Mäori, 24 percent were in computing and information technology (17 percent for non-Mäori).
OTHER INITIATIVES TO IMPROVE MÄORI PARTICIPATION AND ACHIEVEMENT IN TERTIARY EDUCATION
INDUSTRY TRAINING
The Industry Training system review in 2001, considered the future shape, funding, focus and priorities of industry training in New Zealand. In particular, it looked at how well the system was working and what changes might improve its responsiveness and effectiveness. The strategies identified in the review are now being implemented.
The review found that there is a high level of Mäori participation in industry training relative to the proportion of Mäori in the labour force. In 2002, 10 percent of the labour force was Mäori while 17 percent of industry trainees were Mäori. Over 70 percent of Mäori trainees were in level 3 or higher Industry Training programmes and more likely to participate in training managed through such Industry Training Organisations as Te Kaiawhina/Social Work, forestry, seafood and building services.
ADULT LITERACY
The New Zealand Adult Literacy Strategy, More Than Words, was released in May 2001, in response to the need to ensure that all New Zealanders have the reading, writing and broader communication skills to participate in work, family and the community.
A survey of adult literacy in New Zealand in 1996 found that the majority of Mäori were functioning below the level of competence in literacy required to meet the demands of everyday life effectively. Literacy impacts on retention in senior secondary school and on labour force opportunities and income.
Opportunities for Mäori will be increased through literacy programmes for job seekers, community-based literacy programmes, and family literacy programmes where the educational needs of both adults and children are addressed.
The Adult Literacy Innovation pool was established in 2002 to support provision of literacy education in adult literacy providers. In particular, new opportunities were created for family literacy projects, for Mäori and Pasifika peoples and for refugee communities.
The final reports on the projects funded through this pool show that 40 percent of all learners were Mäori.
In programmes run by Workbase, the National Centre for Workplace Language and Literacy, 25 percent of students were Mäori learners. Twenty-eight percent of learners on Literacy in the Workplace funded programmes were Mäori. The progress overall of learners on these programmes indicates that a third of learners were on the way to achieving 20 credits on the National Qualifications Framework while another third were working towards achieving 10 credits. The remaining learners were not working towards formal unit standards but had other tangible examples of learning progress.
SPECIALIST EDUCATION INITIATIVES
The Ministry of Education also manages a number of scholarship and study award programmes designed to improve the capability and capacity of the sector to provide specialist education services. Programmes have been designed specifically for Mäori, including:
• scholarships to support training as a speech language therapist (eight of the 11 new scholarships provided each year are set aside for Mäori), and
• scholarships to support the training of sign language interpreters who are fluent in te reo.
PAGE 89 MÄORI IN TERTIARY EDUCATION
Other programmes, which are not specifically targeted, include study awards to support teachers to train as teachers of the deaf, Resource Teachers Vision, Resource Teachers Learning and Behaviour, teachers working with children and young people with high and very high learning needs, and early intervention teachers. In addition to providing these awards, the Ministry has supported the providers of the associated training programmes to deliver their programmes by distance, thereby ensuring that they are reasonably accessible throughout the country.
Study awards are also provided to support the training of educational psychologists and to Ministry of Education staff to access training relevant to their employment as an advisor on deaf children.
MÄORI AND ADULT AND COMMUNITY EDUCATION (ACE)
Adult and Community Education (ACE) offers a range of educational activities and opportunities within the community and supports the learning needs of individuals, groups, iwi, hapü and whänau. It provides an important pathway into tertiary education for people with few or no school-level qualifications, and promotes lifelong learning. It is particularly effective in areas such as adult literacy, self-development, computer skills, training for volunteers and Te Reo Mäori.
The Adult Education and Community Learning Working Party included among its proposals in 2001 increasing the participation of Mäori in ACE, and increasing Mäori control over their own learning. The working party recommended:
• more resources for Mäori adult and community learning initiatives
• the development of multiple pathways to learning to increase choices for Mäori, to improve their access to learning and to ensure that learning is more effectively delivered to meet their needs through the ACE sector, and
• an integrated approach to Mäori ACE that links up homes, schools, government departments, marae, runanga and other relevant groups.
The iwi-based Adult and Community Education Pilot Network aims to facilitate the identification of adult and community education needs in local communities, and act as the link between local communities, local ACE providers, other tertiary providers and central government agencies. This iwi-based pilot network is the first of its kind to be developed.
TAUMARUNUI – HE TANGATA HE MOHIO
A Mäori adult education centre, run by Mäori, for and with Mäori, was the goal of Te Waka Pu Whenua in Taumarunui, set up in March 1999. Three years on, the centre is thriving as a popular base of culture and learning for the small North Island town’s Mäori.
Te Waka Pu Whenua is a self-funded centre that relies on contracts, activities fees, course revenue and donations. Funding proposals are an ongoing activity. As well as facilitating courses, it hosts a number of hui to support whänau and marae development. These include: issues impacting on Mäori land, Mäori language, traditional and contemporary weaving, treaties and negotiations, Mäori art and design and approaches to Mäori teaching and learning.
SUPPORTING MÄORI ACHIEVEMENT
A Special Supplementary Grant (SSG) to support the achievement of Mäori and Pasifika in tertiary education was introduced in 2001. In 2002, a total of $4.6 million was paid to TEIs under this grant. The grant provided additional funding to TEIs to assist them to:
• increase the retention and completion rates of Mäori tertiary students, and
• encourage Mäori tertiary students to enter higher education and into subject areas where they are under-represented.
While the uses to which the funding is put vary between TEIs, some real success is being reported by a number of institutions who are using this funding to increase the participation of Mäori students in non-traditional subjects and to aid retention. In 2002, TEIs implemented a wide range of initiatives to support Mäori students, such as mentoring, careers advice, scholarships, tutorials and cultural events. Many of the initiatives are implemented as long-term initiatives in order to build a base from which to improve the educational outcomes for Mäori.
An evaluation of the effectiveness of the SSG for Mäori and Pasifika students has been completed. Some of the key findings of the evaluation are:
• The SSG has made an important difference within TEIs for Mäori students, despite the limited amount of money provided.
• The targeting of a specific pool of money aimed at increasing the success of Mäori students in TEIs was seen as one of the major benefits of the SSG.
• Further consideration should be given to whether the funding will continue to be allocated for Mäori and Pasifika EFTS jointly, or whether it should be allocated and reported on separately.
FINANCIAL SUPPORT FOR MÄORI STUDENTS
A range of financial assistance measures is available for tertiary students:
• Targeted support is available through the student allowances scheme for students from low-income families. In 2002, 13,3023 full-time Mäori students received an allowance, compared with 11,189 in 2001 and 8,457 in 2000. This represents an increase of 57.2 percent in Mäori students receiving an allowance over the period 2000 to 2002.
• Student loans assist tertiary students to meet tuition fees, course-related costs and living costs. In 2002, 16.2 percent of borrowers with a declared ethnicity were Mäori compared with 16.1 percent in 2001 and 13.2 percent in 2000. This represents an increase of 7,522 (44.2 percent) in Mäori borrowers.
• In 2002, Mäori students borrowed $143.3 million, compared with $140 million in 2001 and $98.9 million in 2000. The average amount borrowed by Mäori students was $5,734 in 2002 compared with $5,802 in 2001, a decrease of 1.1 percent.
• In 2002, 14,802 Mäori females and 9,707 Mäori males have borrowed, compared with 14,536 Mäori females and 9,403 Mäori males in 2001.
• A Training Incentive Allowance is also available to assist some beneficiaries gain access to education. In 2001, 37.5 percent of those receiving that allowance were Mäori.
In addition, some financial assistance is available specifically for Mäori. In 2002/03 this included:
• tertiary scholarships for Mäori students including the Meri Mataira Scholarship, Te Maru Mäori Trust Scholarships, Mäori Education Trust Professions Scholarships, Eric Hall McCormick Scholarships, and
• TeachNZ scholarships of $10,000 for training Mäori (and Pasifika) early childhood and primary school teachers.
In addition, the Government funds three scholarship schemes targeted to Mäori:
• Manaaki Tauira
• Mäori and Pacific Higher Education Scholarships, and
• Ngarimu VC and 28th Mäori Battalion Memorial Fund Scholarships.
These awards are all administered on behalf of the Crown by the Mäori Education Trust.
Manaaki Tauira, introduced in 1991, offers tertiary students assistance with their tuition fees. The scheme was designed to offset the cost of their fees during a period when enrolments by Mäori were beginning to rise and when fees were increasing. To qualify for a Manaaki Tauira award, a student must demonstrate financial need, academic merit and a commitment to Mäoritanga/Mäori community development. Around 8,000 to 9,000 awards are made annually from a capped pool of $4.3 million, meaning that the average award is around $500.
Mäori and Pacific Higher Education Scholarships are valued at $10,000 per annum, normally for the duration of the scholar’s qualification. Awards are made on academic grounds. Each year, 15 new awards are made, while a number of scholars continue. The total number of scholars at any one time is about 38. The awards are funded from a pool of $526,000.
Ngarimu VC and 28th Mäori Battalion Memorial Fund Scholarships are designed to promote academic excellence. The value of the awards is $5,000. There are only 13 scholars at any one time.
3 The methodology used to record ethnicity has changed. Earlier reports used
prioritised ethnicity reporting. The figures quoted in this section use the
total response method of reporting ethnicity. In this method, the number
recorded for each ethnicity includes those who cited that ethnicity as one of the
ethnicities with which they identified as well as those who chose that ethnicity
as a sole response.
PAGE 91 MÄORI IN TERTIARY EDUCATION
WÄNANGA SETTLEMENT
In 1999, Te Tauihu o Ngä Wänanga o Aotearoa, on behalf of the three wänanga, took a claim to the Waitangi Tribunal that alleged that the Crown had failed to fund wänanga equitably when compared with other tertiary education institutions (TEIs). The position of the wänanga was that they had been prejudiced by the amendments made to the Education Act in 1989 by the Education Amendment Act 1990, which did not provide for capital establishment funding for any TEI established since 1990. The three wänanga were the only TEIs established since 1990. The Waitangi Tribunal found in favour of the three wänanga and, in 2000/01, $14.2 million was allocated in part settlement of the wänanga capital claim.
In 2001, Te Wänanga o Aotearoa reached a full and final settlement with the Crown, while Te Whare Wänanga o Awanuiarangi negotiated a settlement in 20024. Negotiation discussions still continue with Te Wänanga o Raukawa.
The settlements have provided the wänanga with the necessary resources to build the infrastructure they need to support the increased number of Mäori seeking to gain tertiary qualifications through wänanga delivery.
Following Te Wänanga o Aotearoa’s settlement, equivalent full-time student numbers at the wänanga have grown considerably and, by 31 December 2002 had reached 20,768 EFTS. Along with growth in student numbers have come several new campus establishments and the introduction of new programmes and styles of delivery. This investment has opened up access by Mäori to tertiary education and directly led to a turnaround in Mäori tertiary education participation.
4 The settlement with Te Whare Wänaga o Awanuiarangi was signed during 2003
chapter seven
P A S I F I K A P E O P L E S I N T E R T I A R Y E D U C A T I O NE D U C A T E F O R P A S I F I K A P E O P L E S ’ I N C L U S I O N
A N D D E V E L O P M E N T
7
INTRODUCTION
The Government’s Pasifika Education Plan and the Tertiary Education Strategy (TES) put forward clear goals for tertiary education for Pasifika peoples. These include increased participation, retention and achievement across all levels in tertiary education, improving opportunities for adult literacy, community and vocational education over the next five years. Two years after the development of the Pasifika Education Plan, this chapter reviews the latest trends in tertiary education for Pasifika peoples.
PAGE 93 PASIFIKA PEOPLES IN TERTIARY EDUCATION
THE PASIFIKA EDUCATION PLAN AND TERTIARY EDUCATION STRATEGY
The Pasifika Education Plan for the five years 2001 to 2006 was launched in April 2001. It set the following goals:
• increase Pasifika peoples’ participation in tertiary education at all levels
• improve Pasifika peoples’ achievement in tertiary education – reducing disparity with non-Pasifika peoples completely in 20 years
• improve Pasifika adults’ literacy over the next five years, and
• improve Pasifika peoples’ access to, and participation in, adult and community education and vocational education over the next five years.
The Plan set targets for participation of Pasifika peoples in tertiary education institutions (TEIs) at 5.3 percent of all students by 2002, 6.0 percent by 2004 and 6.6 percent by 2006.
Another goal is to increase the number of Pasifika qualification completions at diploma level and above. The targets are 5.0 percent of total completions by Pasifika students by 2002, 5.6 percent by 2004 and 6.2 percent by 2006.
The Plan also aims to increase Pasifika peoples’ attainment of qualifications above level 3 on the National Qualifications Framework (NQF) so that they are achieving at the same level as non-Pasifika peoples by 2005. It also aims to maintain participation at current levels and improve reporting from providers, so that progress can be measured.
The Plan sets goals for increasing TEIs’ responsiveness to Pasifika peoples by incorporating three elements:
• amendments to the charters of TEIs for the 2002 academic year, requiring increased responsiveness
• funding of grants conditional upon evidence of increased responsiveness, and
• a best-practice resource of what works for Pasifika students.
The Plan also aims to increase financial support for Pasifika peoples and establishes goals for adult literacy programmes for Pasifika peoples.
The goals and targets that are outlined in the Pasifika Education Plan are integrated with Strategy Five of the Tertiary Education Strategy 2002/07. This broad strategy entitled Educate for Pacific Peoples’ Development and Success set the vision for Pasifika people by 2007.
By 2007, the goals of the Pasifika Education Plan will have been achieved, and both the participation and achievement of Pacific peoples will be significantly higher. The tertiary education system will have developed a greater sense of responsibility for understanding and meeting the needs of Pacific peoples, and will ensure that more Pacific students gain high-level generic and specialist skills, become effective participants in their communities and key contributors to both Pacific peoples’ and New Zealand’s social well-being and economic development.
Specifically, the Strategy includes four objectives:
Objective 25
Pacific learners are encouraged and assisted to develop skills that are important to the development of both the Pacific and New Zealand.
Objective 26
A tertiary education system that is accountable for improved Pacific learning outcomes and connected to Pacific economic aspiration.
Objective 27
Pasifika for Pasifika education services are assisted to grow their capability and enhance Pasifika peoples’ learning opportunities.
Objective 28
An increased proportion of Pacific staff at all levels of decision-making in the tertiary education system.
PASIFIKA PEOPLES ’ PARTICIPATION IN TERTIARY EDUCATION
RECENT TRENDS IN PASIFIKA PARTICIPATION
At 31 July 2002, there were 14,192 Pasifika people formally enrolled as domestic students1. This is an increase of 1,112 or 8.5 percent over July 2001. Over the past six years, the number of domestic Pasifika students in tertiary education has increased by 44.4 percent, from 9,827 in 1997 to 14,192 in 2002.
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While the number of Pasifika students in tertiary education has increased significantly over the last six years, the proportion of Pasifika students in the general population has increased more slowly, from 4.2 percent in 1997 to 4.9 percent in 2002. In 2002, people of Pasifika ethnicities comprised 5.6 percent of the population aged 15 and over in New Zealand. The target for Pasifika participation in 2002 set in the Pasifika Education Plan was for Pasifika students to comprise 5.3 percent of all TEI students by 2002, rising to 6.0 percent in 2004. While the actual proportion in 2002 of 4.9 percent was lower than the target of 5.3 percent, this largely reflects the increasing share of Mäori students and therefore obscures the underlying strong growth in actual enrolment numbers by Pasifika peoples. Between 1997 and 2002, the number of Mäori students increased 89.5 percent, and their share increased from 14.3 percent in 1997 to 22.1 percent in 2002.
The increase of 4,365 Pasifika students (or 44.4 percent) since 1997 is half that of Mäori (89.5 percent) in relative terms, and twice that of non-Pasifika students (21.9 percent).
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The rate of participation for students affiliating with Pasifika ethnicities rose in 2002 from 9.7 percent to 10.6 percent of Pasifika peoples aged 15 and over, about the same as the sector rate of 10.5 percent. Like the Mäori and Asian populations, the Pasifika population is a younger population. If these rates are adjusted for this age difference, the rate of participation was 8.1 percent, less than the sector average of 10.5 percent2. The difference is more marked at higher levels of study, where Pasifika students participate at 88 percent of the sector-wide degree-level rate, and just 53 percent of the sector-wide postgraduate rate. These facts are discussed further later in this chapter.
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PAGE 95 PASIFIKA PEOPLES IN TERTIARY EDUCATION
THE ETHNIC MAKE-UP OF PASIFIKA STUDENTS
Six ethnicities comprise over 97 percent of all domestic Pasifika students enrolled in tertiary education. Of these, most are Samoan, where there were a total of 6,338 students, or 44.7 percent of the 14,192 domestic Pasifika students enrolled on 31 July 2002.
A further 18.8 percent were Cook Island Mäori, and a further 14.4 percent were Tongan. Together these three ethnicities comprised 77.9 percent of all Pasifika students in 2002. A further one in ten Pasifika students (9.5 percent or 1,345) was Fijian, and slightly fewer than a thousand (984 or 6.9 percent) were Niuean. There were 404 students of Tokelauan ethnicity, with the remaining (410 or 2.9 percent) belonging to other Pasifika ethnicities. This distribution has remained approximately the same since 1998, although the proportion of Samoans has dropped slightly.
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While, overall, the number of domestic Pasifika students has grown by 31.2 percent (or 3,377 students) between July 1998 and July 2002, the pattern of growth varies across different Pasifika groups. Numerically, Samoan students represented the largest increase, accounting for 36 percent of the total growth in Pasifika students since 1998. However, in relative terms, Fijian students have increased the fastest, from 860 in July 1998 to 1,345 in July 2002, an increase of 56.4 percent. Cook Island and Tongan students are also growing at a faster rate than Samoan, Niuean and Tokelauan students.
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PASIFIKA PARTICIPATION BY SUB-SECTOR
Of the 14,192 domestic Pasifika students enrolled at 31 July 2002, 10,388 or 73.2 percent were at TEIs, and 3,804 (26.8 percent) were at private training establishments (PTEs). The proportion of Pasifika students studying at PTEs is the highest of all groups, and compares with 21.2 percent for Mäori and 16.2 percent of all students. The 3,804 domestic Pasifika students made up 7.9 percent of the domestic student body in PTEs, whereas domestic Pasifika students made up 4.5 percent of the domestic students in TEIs.
However, from 2002 there has been a shift in growth away from PTEs to wänanga. While Pasifika students at PTEs increased annually by over 11 percent between 1997 and 2001, there was just a 1.3 percent increase in Pasifika students at PTEs between July 2001 and July 2002 as the effects of curbs on PTE growth were felt. Conversely, after little growth in Pasifika students at wänanga before 2001, Pasifika student numbers at wänanga increased by 291 percent and 160 percent in 2001 and 2002 respectively. Around 6.1 percent of Pasifika students were enrolled at a wänanga at 31 July 2002, up from 0.8 percent at July 1997. The success of Te Wänanga o Aotearoa in the last two years, as well as the moratorium on new funding for PTEs, probably accounts for this shift in study for Pasifika students.
The most popular place for Pasifika peoples to study is still at university, however. At July 2002, around a third (4,701 or 33.1 percent) of domestic Pasifika students were enrolled at universities. While there were over 1,000 more Pasifika students at universities at 31 July 2002 than in July 1997, the universities’ share of all Pasifika students has fallen from 37.3 percent in July 1997 to 33.1 percent in July 2002. While numerically there are more Pasifika students at university than any other sub-sector, Pasifika students are still under-represented there, when compared with the percentage of other ethnic groups attending university. Overall, 39.5 percent of all domestic students were enrolled at a university in July 2002, compared with 33.1 percent for Pasifika students.
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At 31 July 2002, there were 4,058 (28.6 percent) Pasifika students enrolled with polytechnics. Even with significant growth in wänanga and PTEs, polytechnics have maintained their share of domestic Pasifika students in recent years. The number of Pasifika students at polytechnics has increased by 1,108 since July 1997, an increase of 37.6 percent.
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PAGE 97 PASIFIKA PEOPLES IN TERTIARY EDUCATION
AGE AND GENDER
Of the 14,192 Pasifika students enrolled at 31 July 2002, 8,386 (or 59 percent) were female, the same proportion as for the sector as a whole. An estimated 12.2 percent of all Pasifika females aged 15 and over were enrolled in tertiary education on 31 July 2002, compared with 8.9 percent of Pasifika males, and 11.8 percent of all females aged 15 and over.
Participation by Pasifika women in tertiary education has grown considerably over the last few years. The number of enrolments by Pasifika women has grown by 56.3 percent since 1997, while enrolments by Pasifika men have grown by 30 percent over the same period.
In particular, wänanga have been successful in attracting female Pasifika students. Of the 862 Pasifika students at wänanga, over seven in ten (612) were female. The majority of this growth has occurred since 2001.
Pasifika students are younger than students of other ethnic groups with 48.4 percent of Pasifika students under the age of 25, compared with 44.6 percent for non-Pasifika students. This in part reflects the younger age structure of the Pasifika population in general, where 56.0 percent of the Pasifika population are under 25, compared with 36.4 percent for all New Zealanders.
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The younger age structure of Pasifika peoples acts to increase the overall rate of Pasifika in tertiary education. Overall, 10.6 percent of Pasifika peoples aged 15 and over were enrolled in tertiary education on 31 July 2002, compared with 10.5 percent for the population in general. However, the rate of participation for 18 to 24 year old Pasifika peoples was 24.7 percent compared with 36.4 percent for all New Zealand 18 to 24 year olds. When age differences are taken into account, their rate of participation is lower at 8.1 percent3.
However, 15.2 percent of Pasifika students are aged forty and over, compared with 22.2 percent of non-Pasifika students. Older Pasifika people were participating at a slightly higher rate at 4.3 percent, compared with 3.9 percent for all New Zealanders aged 40 and over.
Pasifika women are slightly more likely to be studying part-time than Pasifika men (36.8 percent of Pasifika women, compared with 33.5 percent of Pasifika men), and significantly less likely to be studying part-time than women overall. By comparison, 46.7 percent of all female students were studying part-time.
While Pasifika students are over-represented at certificate and diploma level, the male-female split of Pasifika students at each level broadly matches that of the sector as a whole.
HIGHEST LEVEL OF STUDY
Pasifika students are more likely to be studying at certificate and diploma level than other groups (except Mäori). At 31 July 2002, 64.1 percent of domestic Pasifika students were enrolled at sub-degree level (certificate and diploma), compared with 54.5 percent for non-Pasifika students, and 77.3 percent for Mäori students.
Of these, a total of 5,392 Pasifika students (51.2 percent) were enrolled in sub-degree level qualifications at TEIs, and 3,711 Pasifika students (40.8 percent) were enrolled in sub-degree level qualifications at PTEs. This compares with 69.0 percent and 31.0 percent for non-Pasifika students at TEIs and PTEs respectively.
While nearly five percent of all domestic students with a reported ethnicity were Pasifika students, six percent of all students at sub-degree level were Pasifika students. The number of Pasifika students studying at this level has grown by 2,811 since July 1997, but the relative proportion studying at this level has stayed about the same (64.1 percent at July 1997, compared with 64.2 percent at July 2002).
3 For more information on age-standardised participation rates see Ministry of
Education, Participation in Tertiary Education 2003.
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In other groups there has been a trend towards higher-level study, except for Mäori where sub-degree level students as a proportion of all Mäori students has risen since 2000. Much of this growth, at least up to 2001, has been due to the success of PTEs in attracting more Pasifika peoples into tertiary study. From 2001, there has been a shift away from PTEs to wänanga, in particular Te Wänanga o Aotearoa.
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The proportion of domestic Pasifika students in postgraduate level study is less than half the level for non-Pasifika students (except Mäori). Only 4.0 percent of all domestic Pasifika students studied at postgraduate level, compared with 8.1 percent of non-Pasifika students. Whereas numbers have risen for both groups since 1997 the gap has remained about the same.
As with all levels of study, women are more likely to be studying at postgraduate level, both for Pasifika students and non-Pasifika students. Thirty-seven percent of Pasifika women are studying at degree level or higher, compared with 45.8 percent of non-Pasifika women.
FIELD OF STUDY
As for non-Pasifika students, management and commerce and society and culture were the most popular broad fields of study in 2002, with 45.1 percent of all Pasifika students studying in these broad fields. Study in the broad field of society and culture includes, amongst other things, law, economics, philosophy, sociology, history, language studies, human welfare support and services, and sport and recreation.
While these were the two most popular fields of study, Pasifika students were slightly more likely than non-Pasifika students to be studying management and commerce, and slightly less likely to be studying in society and culture-related fields.
There were also proportionately more Pasifika students studying education and information technology, but proportionately fewer studying health, natural and physical sciences, and agriculture and environmental studies.
While participation of Pasifika women was generally higher overall than that of Pasifika men, male participation was higher in engineering and architecture. However, female Pasifika participation was more than twice that of males in education and health.
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PAGE 99 PASIFIKA PEOPLES IN TERTIARY EDUCATION
Pasifika students enrolled at universities and polytechnics are more likely to participate in the fields of management and commerce, society and culture, engineering and information technology. Pasifika students enrolled at wänanga and private training establishments are more likely to participate in the fields of management and commerce, society and culture and mixed field programmes. Mixed field programmes include, for example, a number of foundation-related programmes, including literacy and numeracy, employment-related skills training, and social and life skills-related training.
NATURE OF ATTENDANCE
Pasifika students are more likely to be studying full-time than non-Pasifika students. Nearly two-thirds (64.5 percent) of domestic Pasifika students enrolled on 31 July 2002 were studying full-time, compared with 55.8 percent for the sector. However, Pasifika women are slightly more likely to be studying part-time than Pasifika men (36.8 percent of Pasifika women, compared with 33.5 percent of Pasifika men), and significantly less likely to be studying part-time than women overall. By comparison, 46.7 percent of all female students were studying part-time.
The number of female Pasifika enrolments in part-time study grew by 13 percent between July 2001 and July 2002, compared with 5.3 percent for Pasifika males and 12.3 percent for the sector as a whole. A large part of this growth was due to Te Wänanga o Aotearoa.
Pasifika students are also more likely to be enrolled intramurally. There were approximately 2,300 Pasifika students who were enrolled extramurally at 31 July 2002. This represented 16.0 percent of all Pasifika students. This proportion was less than the sector rate of 21.0 percent.
ACTIVITY PRIOR TO STUDY
Nearly two in five (38.7 percent) who specified their main activity on 1 October of the year prior to study indicated they were working. This was just slightly less than the sector proportion of 39.6 percent.
Over one in five Pasifika students (21.2 percent) were unemployed, on a benefit, or not in the labour force in 2001. This was higher than the overall sector proportion of 17.2 percent.
A further one in five Pasifika students (21.3 percent) came directly from school, about the same proportion as for the sector as a whole. 15.3 percent of Pasifika students were in tertiary study the year before, again at a similar level to the sector proportion of 14.6 percent.
STUDENTS WITH DISABILITIES
There were an estimated 686 Pasifika students with a disability enrolled at 31 July 2002. This represents a proportion of 4.1 percent of all Pasifika students, slightly less than the sector average of 4.8 percent.
This proportion of Pasifika students with disabilities was also a little less than the Päkehä rate of 4.7 percent, and about half the rate for Mäori students.
INTERNATIONAL PASIFIKA STUDENTS
There were around 1,640 international students from Pasifika nations enrolled at 31 July 20024. At 6.1 percent of all international students, international Pasifika students were from the second most common region of origin after Asia.
Of these, Fiji was the most likely country of citizenship for international Pasifika students, with 529 or 35.5 percent enrolled at 31 July 2002. Next were Tonga and Samoa with 19.6 and 12.8 percent respectively. Papua New Guinea, French Polynesia and Solomon Islands provided a further 400 or 25 percent.
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PASIFIKA PARTICIPATION IN WORKPLACE LEARNING AND FOUNDATION EDUCATION
TRAINING OPPORTUNITIES AND YOUTH TRAINING
PROGRAMMES
Training Opportunities and Youth Training are the largest second-chance education programmes funded by the Government. The Tertiary Education Commission (TEC), through contracts with providers, manages both programmes. Six percent of providers delivering the programmes identify themselves as Pasifika providers.
During 2002, there were 315 providers offering Youth Training programmes. Ten percent of the 12,530 trainees were Pasifika students, as in 2000 and 2001. Thirty-seven percent of Pasifika trainees moved into further employment while 29 percent progressed on to further training or education outside the programme. Of the trainees that progressed on to further training, 3 percent participated in higher tertiary training and 26 percent participated in other full-time training. This compares with 71 percent of all trainees who completed the Youth Training programmes.
Pasifika learners in Training Opportunities programmes have also had a significant improvement in positive outcomes over the past 10 years (20 percent increase since 1993). In 2002, more than 2,000 of the 21,530 trainees participating in Training Opportunities programmes were Pasifika learners. Sixty-three percent of Pasifika Training Opportunities trainees achieved employment or further education and training within two months of leaving the programme in 2002. Forty-seven percent of the trainees moved into further employment while 16 percent progressed on to further training or education outside the programme. This compares with 66 percent of all trainees who completed Training Opportunities programmes.
SKILL ENHANCEMENT – TUPULAGA LE LUMANA’I
Skill Enhancement – Tupulaga Le Lumana’i provides a vocational programme for Pasifika youth aged from 16 to 21 years with low qualifications. The programme provides a bridge between school and work or further tertiary education in a wide range of skills. During 2002, 19 percent of the 1,141 trainees who participated in Skill Enhancement training were Pasifika peoples. Eighty-two percent of Pasifika students on the programme moved into further training or employment within two months of completing the programme.
INDUSTRY TRAINING
The Industry Training system review in 2001 considered the future shape, funding, focus and priorities of industry training in New Zealand. In particular it looked at how well the system was working and what changes might improve its responsiveness and effectiveness. The strategies identified in the review are now being implemented, developed and enhanced within industry training, and have been directed by the Education (Tertiary Reform) Amendment Act 2002, the Industry Training Amendment Act 2002, the Tertiary Education Strategy and the Statement of Tertiary Education Priorities (STEP).
In 2002, 4.5 percent of the labour force were Pasifika peoples and six percent were industry trainees (an increase of four percent since 1996). Over 53 percent of Pasifika trainees were in level three or higher Industry Training programmes, compared with 45 percent in 2001. However, Pasifika trainees are more likely to participate in Industry Training Organisations (ITOs), such as building services, plastics and apparel.
MODERN APPRENTICESHIPS PROGRAMME
The Modern Apprenticeships programme began in July 2001 as part of the Government’s Industry Training strategy. It aims to address barriers to industry training faced by young people, as they have been under-represented in structured industry training. There were 4,344 Modern Apprentices as at 31 December 2002. Ninety-one (two percent) were Pasifika peoples (69 male and 22 female), an increase of 102.2 percent since 2001.
The significant under-representation of Pasifika peoples in Modern Apprenticeships is partly a reflection of labour market segmentation. Pasifika peoples have not been widely involved in systematic industry training until recently. Their representation among industry trainees has grown from two percent of the total in 1996 to six percent in 2002. Pasifika peoples made up 4.6 percent of the labour force as of June 2003. They are over-represented in unskilled jobs and in the service sector.
In addition, anecdotal evidence suggests that Pasifika youth do not consider apprenticeship-style training as a career path because the concept is not yet familiar to them or their families. This evidence also suggests Pasifika families may currently favour formal tertiary education for their children as a pathway into a career. ITOs and Modern Apprenticeships co-ordinators continue to promote Modern Apprenticeships among Pasifika communities.
PAGE 101 PASIFIKA PEOPLES IN TERTIARY EDUCATION
ACHIEVEMENT OF PASIFIKA LEARNERS
At the time of going to publication formal completions data for 2002 was not available. The discussion below relates to trends up to 2001.
In 2001, 3,801 domestic Pasifika students completed qualifications at tertiary education providers. The largest share of completions occurred at private training establishments, which had 1,392 or 37 percent of all Pasifika students completing qualifications in 2001. Polytechnics made up a further 36 percent (or 1,368) of Pasifika completions, universities made up 23 percent (860 students), and colleges of education and wänanga made up the remaining four percent.
The number of Pasifika students completing qualifications at public tertiary institutions has increased by 42 percent since 1997. In 1997, 1,702 domestic Pasifika students gained a tertiary qualification from a TEI and by 2001 this had increased to 2,409 students. This increase is likely to largely reflect the growth in enrolments by Pasifika students, which grew 26 percent over this period.
The private training sector is a significant provider of training on the NQF for Pasifika learners. In 2001, PTEs awarded 59 percent of all NQF qualifications and 41 percent of NQF credits gained by Pasifika learners. Private providers have registered 32 percent of all Pasifika learners.
Pasifika students represented 3.7 percent of all students completing qualifications at TEIs in 2001, and 6.8 percent of all students completing qualifications at PTEs.
Pasifika students in 2001 comprised a greater proportion of total qualification completions compared with 1997. The proportion of Pasifika students completing awards at public tertiary institutions increased from 3.4 percent of domestic graduates in 1997 to 4.1 percent in 2001.
Following the pattern of Pasifika student enrolments, Pasifika females were more likely to gain qualifications than their male counterparts. In 2001, Pasifika females comprised 62 percent of domestic Pasifika students completing qualifications in tertiary education providers. The gender difference is most apparent in colleges of education, where 74 percent of Pasifika graduates are female.
About two in every three completions by domestic Pasifika students in 2001 (2,420 or 64 percent) were at certificate level. A further 529 (14 percent) were at diploma level, while 663 or 17 percent were at degree level, and 189 or 5 percent were at postgraduate level. This distribution largely reflects the distribution of enrolments, and is similar to the distribution for Mäori students completing qualifications. At nearly 78 percent, the proportion of Pasifika students completing a qualification at below degree level (ie certificates or diplomas) is noticeably higher than for European/Päkehä (39 percent), Asian (41 percent), or other ethnic groups (45 percent).
The target set out in the Pasifika Education Plan is for Pasifika students to represent 5.0 percent of all completions at diploma level and above by 2002, rising to 5.6 percent by 2004. In 2001, 3.0 percent of all domestic students with a reported ethnicity who completed a qualification at diploma level or above were Pasifika students. As with enrolments, relative targets to some extent hide the actual growth in Pasifika students completing at higher levels, because of the larger growth at certificate level.
In 2001, just over 700 more Pasifika students completed qualifications at TEIs than in 1997. The number of domestic Pasifika students completing degree-level qualifications rose by 54 percent. Certificate qualifications increased by 48 percent. The number of postgraduate completions rose by 38 percent from 113 to 156. Over the same period, the total number of completions for all ethnic groups at TEIs rose by 17 percent, with a 17 percent increase in postgraduate qualifications.
Even though more Pasifika students are attaining qualifications, Pasifika students are more likely to complete sub-degree qualifications than their counterparts. Overall, across all tertiary education providers, 78 percent of Pasifika students completed sub-degree qualifications, compared with 59 percent of non-Pasifika students.
Domestic Pasifika students in 2001 were more likely to have completed a qualification in management and commerce (23 percent) or society and culture (20 percent). Other popular fields of study were mixed field programmes, which include programmes such as general education, employment skills, literacy, etc (14 percent) and information technology (10 percent).
The patterns of Pasifika qualification completions by field of study differ for TEIs and PTEs. In PTEs the proportion of Pasifika students completing a qualification in management and commerce, information technology, or food, hospitality and personal services is significantly larger than for TEIs (36 percent compared with 15 percent for management and commerce, 19 percent compared with 5 percent for information technology, and 8 percent compared with 4 percent for food, hospitality and personal services).
In TEIs, this proportion is significantly higher for mixed field programmes, education, and health programmes (22 percent compared with 1 percent for mixed field programmes, 10 percent compared with 3 percent for education, and 8 percent compared with less than 1 percent for health).
PASIFIKA EDUCATION INITIATIVES
There are a number of initiatives designed to lift the participation, retention and achievement of Pasifika students in tertiary education.
SPECIAL SUPPLEMENTARY GRANT FUNDING FOR INCREASED
SUPPORT FOR PASIFIKA STUDENTS
A Special Supplementary Grant (SSG) to support the achievement of Pasifika students in tertiary education was continued in 2002. A total of $4.6 million was paid to TEIs for Mäori and Pasifika peoples. This grant provided additional funding to TEIs to assist them to:
• increase the retention and completion rates of Pasifika tertiary students, and
• encourage Pasifika tertiary students on to higher education and into subject areas where they are under-represented.
While use of the funding is varied, some real success is being reported by a number of institutions throughout the country who are using this funding to increase the participation of Pasifika students in non-traditional subjects and to aid retention. In 2002, TEIs implemented a wide range of initiatives to support Pasifika students, such as mentoring, careers advice, tutorials and cultural events. Many of the initiatives are implemented as long-term initiatives in order to build a base from which to improve the educational outcomes for Pasifika peoples.
An evaluation of the effectiveness of the SSG for Mäori and Pasifika students has been completed in August 2003. Some of the key findings of the evaluation report include:
• SSG funding has had a positive impact in raising the profile of the needs of Pasifika students. The impact is often disproportionate to the amount of money.
• The development of SSG-funded initiatives needs to take into account that the needs of Pasifika peoples within TEIs are distinct and not the same as for Mäori.
• There is a range of institution-wide support for initiatives for Pasifika learners.
INTEGRATED TEAM MODEL FOR OPTIMISING STUDENT
SUCCESS (ITMOSS) – AUCKLAND UNIVERSITY OF TECHNOLOGY
In 2002, Auckland University of Technology used their Special Supplementary Grant to fund a single academic support initiative that caters for both Pasifika and Mäori students. This initiative is an academic tracking system that looks at student success from two directions:
1 What is the student doing that might undermine his or her potential for success? (as illustrated in Project 1)
2 What is the TEI doing that might undermine their capacity to be effective for a student’s potential for success (as illustrated in Project 2).
Project 1
The initiative enables staff to identify Pasifika students who do not attend class on a sufficiently regular basis. Once a need for intervention has been identified, a team of staff with direct involvement in a student’s education will:
• consult on his or her academic support needs – where this has been identified as necessary
• agree on an integrated intervention plan
• ensure that the plan is implemented in a co-ordinated way and that the student’s progress is monitored, and the plan is reviewed as necessary.
Project 2
Staff involved with this initiative undertake a module-based analysis to determine the pass rates of students. If particular modules have repeatedly high failure rates, this information will be brought to the attention of senior academic staff within the Faculty concerned and necessary action taken.
PAGE 103 PASIFIKA PEOPLES IN TERTIARY EDUCATION
SCHOLARSHIPS
The Government also aims to encourage more Pasifika peoples to undertake teacher training to address shortages in early childhood education (ECE). In 2002, 115 TeachNZ scholarships were offered to Pasifika students enrolling in teacher training in 2003, and because of the low take-up rates there was an over-allocation in scholarships. Sixty-one scholarships were allocated for Pasifika peoples enrolling in the Diploma of Teaching (ECE) or Bachelor of Education (Teaching ECE). Fifty-seven scholarships were offered to Pasifika graduate students to undertake primary or secondary training while there were 48 scholarships for non-graduates to study primary or secondary training.
The scholarships are worth $10,000 each and paid in three instalments: on confirmation of enrolment; on successful completion of the second year of the qualification; and when full registration is gained (after two years of teaching).
PASIFIKA POSTGRADUATE EDUCATION STUDY AWARD
The Ministry of Education aims to support the development of Pasifika education researchers. There are limited numbers of Pasifika researchers in the field of education.
Each year the Ministry of Education offers one Pasifika Postgraduate Education Study Award to a student who is about to commence, or is nearing completion of, research-based postgraduate study in education or a related field, and who has a strong interest in working in educational research. Other factors taken into consideration include: relevance of proposed course of study to educational research and policy development; academic achievement; work experience; strength of culture and community involvement; and previous research experience. The award is granted for full-time postgraduate study towards a postgraduate diploma, a masters degree or doctorate. The scholarship is worth $5,000.
SPECIALIST EDUCATION INITIATIVES
The Ministry of Education also manages a number of scholarship and study award programmes designed to improve the capability and capacity of the sector to provide specialist education services. These include:
• scholarships to support training as a speech language therapist (eight of the 11 new scholarships provided each year are set aside for Mäori)
• scholarships to support the training of sign language interpreters who are fluent in te reo.
Study awards are provided to support teachers to train as teachers of the deaf, Resource Teachers Vision, Resource Teachers Learning and Behaviour, teachers working with children and young people with high and very high learning needs, and early intervention teachers. In addition to providing these awards, the Ministry has supported the providers of these associated training programmes to deliver their programmes by distance, thereby ensuring that they are reasonably accessible throughout the country.
Study awards are also provided to support the training of educational psychologists and to Ministry of Education staff to access training relevant to their employment as an advisor on deaf children.
While these programmes have not been designed specifically for Pasifika peoples, prospective Pasifika students have been encouraged to apply for the scholarships, for example, in response to identified areas of need (eg speech language therapists). A review has been commissioned of the education and training of specialist teachers which includes a consideration of effective learning support for Pasifika students. The results of this review may well lead to the development and implementation of a scholarship programme, which aims to increase the numbers and capability of Pasifika specialist teachers.
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INFORMATION ON TERTIARY EDUCATION FOR PASIFIKA
PEOPLES
The Ministry of Education’s Pasifika Education Team is co-ordinating and developing a tertiary information package for Pasifika peoples, called Pasifika Journeys in Education – A Tertiary Student Resource, that will be distributed in 2003. This resource will provide information on the different tertiary options for study: providers, entry requirements, cost of studying, teaching as a career and how best to help a family member who is studying.
ADULT LITERACY
Improving literacy levels among Pasifika learners and developing adult literacy provision by Pasifika peoples was another area of priority for 2002.
Fifty-three percent of learners in programmes run by Workbase, the National Centre for Literacy and Learning, are Pasifika workplace literacy learners. Workbase has established a new fund to target Pasifika learners as a priority. In 2002, 88 percent of the learners in the Workbase Basic Skills Development Fund (WBSDF) were Pasifika learners. In addition, a specific WBSDF Pasifika funding pool was established which provided four programmes. Ninety-seven percent of learners on these programmes were Pasifika peoples. Workbase offers provider capability-building to Pasifika and other providers who wish to apply for and deliver programmes through this fund. Workbase is piloting workplace literacy programmes in areas and industries with high Pasifika populations, such as Auckland, Kawerau and Petone.
A Workbase report in December 2002, Sector Opportunities and Pasifika Peoples Adult Literacy, recommended the need to build sector capability amongst Pasifika communities and providers in adult literacy provision. Planning to meet these recommendations is underway for 2003.
Funding for one family literacy project was used by Literacy Aotearoa in partnership with the Auckland-based Tongan Community Project, to provide a series of initiatives for 128 learners in a range of different learning contexts. Adult literacy tutor training was provided to two Pasifika adults to enable them to qualify as tutors. Over nine percent of Literacy Aotearoa’s Community Adult Literacy learners are Pasifika learners.
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The Adult Literacy Innovation pool was established in 2002 to support provision of literacy education in adult literacy providers including tertiary education institutions, private training establishments and communities working in partnership with adult literacy providers. In particular, new opportunities were created for family literacy projects, for Mäori and Pasifika peoples and refugee communities. These new projects are documented in More Than Words: Adult Literacy Innovations 2002, available from the Ministry of Education.
There was an expectation that each initiative would target Mäori and Pasifika learners. This emphasis was largely achieved for the 2002 programmes. The proportions of total learner population compare favourably with the proportions of each target ethnicity in the population.
The following two graphs show how this pool has targeted Pasifika learners.
PAGE 105 PASIFIKA PEOPLES IN TERTIARY EDUCATION
PASIFIKA ADULT LITERACY PILOT PROJECT
The last half of 2002 has seen the Ministry of Education and TEC working collaboratively in putting together a Pasifika adult literacy pilot project. This project will help increase an understanding of the potential of Pasifika community-based organisations to offer adult literacy learning opportunities to Pasifika communities.
These pilots will be run in Auckland, Rotorua, Wellington and Christchurch, each focusing on a particular Pasifika group and working with a different community-based model. These pilots will commence work in 2003.
ADULT AND COMMUNITY EDUCATION
Adult and Community Education (ACE) offers a range of educational activities and opportunities within the community and supports individuals and groups. It not only provides an important pathway into tertiary education for people with few or no school-level qualifications, but it also promotes lifelong learning within the community. It is particularly useful in areas such as adult literacy, parenting, computer skills, training volunteers, and learner and restricted drivers’ licences. Taking learning to the learner is a key component of adult and community education, so that learning is accessible for those groups who might otherwise miss out on lifelong learning opportunities.
The Adult Education and Community Learning Working Party reported their recommendations for a new policy and funding framework for ACE in mid-2001. It included proposals for increasing the participation of Pasifika peoples in ACE and increasing Pasifika peoples’ control over their own learning.
In 2002, there were 7,072 Pasifika students who participated in ACE learning funded through student component tuition subsidies. At 2.6 percent of all student component funded ACE students, Pasifika were under-represented. There were 3,745 Pasifika enrolments in school-based adult and community education. This represented 2.1 percent of all school-based ACE enrolments.
FINANCIAL SUPPORT FOR PASIFIKA STUDENTS
There is a range of financial assistance measures available for tertiary students. This includes:
• Targeted support through student allowances is available for full-time students from low-income families. In 2002, 9,8435 Pasifika students received an allowance, compared with 8,623 in 2001 and 6,938 in 2000.
• Student loans assist tertiary students to meet tuition fees, course-related costs and living costs. In 2002, 6.5 percent of all borrowers with a declared ethnicity were Pasifika students, compared with 5.8 percent in 2001 and 5.4 percent in 2000. This represents an increase of 2,905 (41.8 percent) in Pasifika borrowers over the period 2000 to 2002.
• In 2002, Pasifika students borrowed $51.5 million under the Student Loan Scheme, compared with $55.6 million in 2001 and $46.6 million in 2000. The average amount borrowed by Pasifika students was $6,260 in 2002, compared with $6,143 in 2001, an increase of 1.9 percent.
• In 2002, 5,700 Pasifika females and 4,143 Pasifika males have borrowed, compared with 5,057 Pasifika females and 3,566 Pasifika males in 2001.
• In 2001, 5.3 percent of those receiving a Training Incentive Allowance were Pasifika students.
In addition, some financial assistance is available specifically for Pasifika students. In 2002/03 this included:
• Mäori and Polynesian Scholarships administered by the Mäori Education Trust
• TeachNZ Scholarships of $10,000 for training Mäori and Pasifika early childhood and primary school teachers (discussed earlier in this chapter)
• Pacific Postgraduate Study Awards, and
• Pacific Island Polynesian Education Fund.
5 The methodology used to record ethnicity has changed since the last annual
report, which used prioritised ethnicity reporting. The figures quoted in this
section use the total response method of reporting ethnicity. In this method,
the number recorded for each ethnicity includes those who cited that ethnicity
as part of a multiple ethnic group response, as well as those who chose that
ethnicity as a sole response.
chapter eight
R E S E A R C H I N T E R T I A R Y E D U C A T I O N R E S E A R C H , K N O W L E D G E C R E A T I O N A N D U P T A K E
F O R O U R K N O W L E D G E S O C I E T Y
8
INTRODUCTION
The country’s innovation system is a complex network of research organisations, educational institutions, industry associations, financial institutions and communities. That system relies on the constant supply of knowledge, skilled workers and financing to support the growth of new ideas, products, processes and organisations to create economic, social and environmental benefits.
In 2001, New Zealand ranked 11th out of 20 countries in research productivity per head of population, with a productivity rate similar to those of Australia, Canada and the United States1.
The tertiary education system plays a key role in furthering research and innovation in New Zealand. The advancement of knowledge through education and research is a core function of the tertiary education sector. In addition to creating new knowledge, the tertiary education sector also undertakes significant research focused on adapting, transferring and exploiting domestic and international knowledge and technology. It does this alongside, and sometimes in partnership with, other research organisations, industry and business, community organisations, and government.
The prerequisite for a healthy and dynamic innovation system is a highly educated workforce. In particular, there is a need for the tertiary education sector to produce graduates who can contribute to the innovation system.
This chapter focuses on the contribution of the tertiary education sector – in particular, the universities, which are the most significant producers of research in the sector2 – to the innovation system and its role in knowledge creation and innovation.
PAGE 107 RESEARCH IN TERTIARY EDUCATION
FOSTERING RESEARCH IN TERTIARY EDUCATION IN NEW ZEALAND
The New Zealand Government, like other governments, has recognised the crucial role played by the innovation system in the creation of a knowledge-based society and economy and hence in economic and social development. It has also recognised the critical part played by the tertiary education sector in the innovation system. The sector is a significant producer of research and hence of new knowledge – producing more than 60 percent of the nation’s research outputs3. It also has the responsibility for the key task of training researchers for the innovation system.
The primary roles of tertiary education research activities are to:
• support degree-level teaching and ensure that degree graduates are of high quality and informed by up-to-date scholarship and developments in the knowledge base
• train New Zealand’s future knowledge-creators and innovators
• contribute to improving the knowledge base through high-quality research that generates new knowledge, and
• disseminate knowledge through technology transfer.
One traditionally important contribution of the universities to the national research effort is in the area of pure basic research, which involves exploring and expanding the frontiers of knowledge. Whereas the Crown Research Institutes (CRIs) and many other research providers are more likely to focus on applied or strategic research, the traditional role of the universities in postgraduate training and the nature of the funding for research in the universities, mean that university-based researchers have greater opportunity to work in basic research. The Ministry of Research, Science and Technology (MoRST) and Statistics New Zealand (SNZ) estimate that one-third of all research conducted in the tertiary education sector is basic research. The MoRST/SNZ survey reports that just over a half (51 percent) of the basic research in New Zealand was conducted in the universities4.
Like governments in other countries, the New Zealand Government has sought ways to enhance the excellence and relevance of the research produced by the sector and to increase the quantity of the high-quality research it produces. As part of its tertiary education reforms, therefore, the government has developed new means of promoting and funding research in the sector. The two most important are Centres of Research Excellence (CoREs) and the Performance-Based Research Fund (PBRF).
CENTRES OF RESEARCH EXCELLENCE
The government has funded the establishment of seven Centres of Research Excellence (CoREs). The CoREs have been established to support world-class research that will contribute to New Zealand’s development as a knowledge society. CoREs will encourage a concentration of intellectual and financial research resources in the tertiary sector and encourage greater networking. The CoREs are inter-institutional research networks with researchers working together on a commonly agreed research plan. The first centres were selected in March 2002.
Each centre is hosted by a tertiary education institution and has demonstrated excellence in research collaboration with other stakeholders. The initial allocation was worth $40.6 million over four years with a $20 million capital contingency fund available to purchase strategic research assets. A further $27 million over three years, plus an additional $40 million in capital expenditure, was committed in Budget 2002 to provide for the creation of additional CoREs.
The following CoREs have been established:
• The Allan Wilson Centre for Molecular Ecology and Evolution – Host Institution: Massey University. Partners: University of Canterbury, University of Auckland, University of Otago, and Victoria University of Wellington
• The Centre for Molecular Biodiscovery – Host Institution: University of Auckland
• New Zealand Institute of Mathematics and its Applications – Host Institution: University of Auckland. Partner: New Zealand Mathematics Research Institute
1 Ministry of Research, Science and Technology (MoRST), Foundation for Research,
Science and Technology (FRST), Health Research Council (HRC) and Royal Society
of New Zealand (RSNZ) National Bibliometric Report, 1997 to 2001: International
Benchmarking of New Zealand Research, 2003.
2 Section 162 of the Education Act 1989 characterises universities as institutions
whose ‘ … research and teaching are closely interdependent and most of
their teaching is done by people who are active in advancing knowledge [and
meeting] … international standards of research and teaching … ’. The Act also
states that universities are ‘… characterised by a wide variety of teaching and
research …’.
3 This figure is derived from the two most recent national bibliometric reports.
4 MoRST and SNZ Research and Development in New Zealand 2002. See pages 4
and 39. The report estimates that about 20 percent of all New Zealand research
is pure basic research. It makes these estimates by calculating the expenditure
on research activities by research type, as reported in the response to its survey.
• Nga Pae o te Maramatanga (Horizons of Insight) – The National Institute of Research Excellence for Mäori Development and Advancement – Host Institution: University of Auckland. Partners: Te Whare Wänanga o Awanuiarangi, Te Wänanga o Aotearoa, Victoria University of Wellington, University of Otago, University of Waikato, and Landcare Research
• The MacDiarmid Institute for Advanced Materials and Nanotechnology – Host Institution: Victoria University of Wellington. Partners: University of Canterbury, Industrial Research Limited and Institute of Geological and Nuclear Sciences
• The National Centre for Advanced Bio-Protection Technologies – Host Institution: Lincoln University. Partners: Massey University, New Zealand Crop and Food Research Ltd and AgResearch Ltd, and
• The National Centre for Growth and Development – Host Institution: University of Auckland. Partners: Massey University, University of Otago, with contributions from AgResearch Ltd.
THE PERFORMANCE-BASED RESEARCH FUND
In the past, the government’s core funding for the research conducted in the tertiary education sector has been delivered through the tuition subsidy system, with the funding for all domestic degree- and postgraduate-level enrolments supplemented by a research ‘top-up’. In developing the new integrated funding framework, the government has moved to reorganise research funding so as to separate funding for research from funding for tuition and to align research funding with the research performance of providers.
The new Performance-Based Research Fund (PBRF), which is being phased in over 2003 to 2007, has been developed following proposals made by the Tertiary Education Advisory Commission (TEAC) in 2001. TEAC’s proposals led to the formation of a sector expert working group that met through 2002 and whose report created much of the basis for the policy detail. The working group, chaired by Professor Marston Conder of the University of Auckland, made its recommendations following a substantial consultation process.
The purpose of the change is to encourage TEIs to improve research performance at all levels in the system. By aligning the allocation of the funding for research with research performance, the PBRF aims to:
• increase the average quality of the research conducted in the sector
• ensure that research continues to inform and shape the teaching and learning of degree and postgraduate students
• ensure funding is provided to support postgraduate research students and new researchers in the sector, and
• underpin the existing strengths in tertiary education research.
The PBRF5 will create a pool of funding to be allocated to providers on the basis of their performance in:
• the quality of the research outputs produced
• the number of research degree completions, and
• the amount of external research income they can generate.
The research quality assessment contributes 60 percent of the weighting, while research degree completions represent 25 percent and external research earnings, 15 percent.
The PBRF depends primarily on an assessment of the quality of the research produced by the academic staff working in the sector. As a first step in this research quality assessment, each eligible6 staff member is required to assemble an evidence portfolio that describes the researcher’s performance against three parameters:
• research outputs published in the last six years
• indicators of ‘peer-esteem’7, or their standing in the community of researchers in the field, and
• contribution to the research environment 8.
5 The information in this section summarises detailed information on
the operation of the PBRF which may be found on the website of TEC,
www.tec.govt.nz.
6 Not all academic staff are required to submit evidence portfolios. A description
of the criteria for eligibility can be found on the TEC website.
7 Examples of peer esteem indicators are participation on editorial boards and
holding research fellowships and awards.
8 Contribution to the research environment includes participation in activities
such as research collaborations, generating external research income and
researcher development.
9 The 12 panels cover: biological sciences; business and economics; creative and
performing arts; education; engineering, technology and architecture; health;
humanities and law; Mäori knowledge and development; mathematical and
information sciences and technology; medicine and public health; physical
sciences; social sciences and other cultural/social studies.
PAGE 109 RESEARCH IN TERTIARY EDUCATION
These portfolios are then assessed against a set of criteria, initially by experts within the provider itself and subsequently by an independent expert evaluation panel. Twelve evaluation panels are being convened, one covering each broad discipline area9. The panels include overseas members who are able to view the work of New Zealand’s tertiary education researchers in an international context. Over the expert reference panels, and moderating their work, there is a moderation panel that also includes members from overseas.
The evidence portfolios are assessed holistically, following the assignment of initial, indicative scores. The three parameters are weighted at 70 percent, 15 percent and 15 percent respectively, to help differentiate portfolios.
Following the review of all of the portfolios of all of the staff in each broad area, the work of each staff member is assessed as being within one of four research quality categories:
• Category A, which means that the researcher is conducting highly original or innovative research recognised as being of world class
• Category B, which characterises a researcher whose work is original or innovative, recognised in New Zealand or elsewhere, esteemed by the academic community beyond the researcher’s own institution
• Category C, meaning the researcher applies existing methodologies, acknowledged by peers as having a sound research base, or
• Category R, which means that the person is a developing researcher or else is considered ‘research inactive’.
The evidence portfolio assessment approach is intended to provide a fair sense of each staff member’s standing in research. The method avoids a simple quantitative assessment of research output (and the consequent conceptual and implementation difficulties that characterise such systems) by taking a holistic view of research quality and focusing on a qualitative, expert-led assessment of each researcher’s ‘best’ outputs.
The research quality assessments of the individual staff evidence portfolios are then aggregated to provide an assessment of each participating provider’s research quality. The research quality factor is assigned a weighting of 60 percent in the PBRF funding formula. The funding formula uses a loading to take account of the costs of research in each broad area. It also takes account of the mix of A, B, C and R categories on the provider’s staff.
A further 25 percent of each provider’s PBRF funding allocation score depends on the number of research degree completions in the most recent year. Including research degree completions recognises the core role of the sector in training people in research skills. It also acknowledges the contribution of postgraduate research students to the research effort of the provider.
The remaining 15 percent of the funding allocation comes from performance of the provider in generating external research earnings. The use of this component is intended to recognise that the ability to generate research contract income is a proxy measure of research quality. In addition, this component recognises the fact that some of the research effort of the sector is devoted to applied research.
The government expects that, in aligning research funding to research performance and in separating it from tuition funding, it will be creating a climate that rewards innovation and excellence in research and hence it will foster and enhance the sector’s research capability and, consequently, its performance.
In making this reform, the government has committed some new funding to the PBRF. However, most of the funding for the PBRF will come from the progressive transfer to the fund of the research component of the tuition subsidy. In 2004, 10 percent of all research top-up funding will be transferred to the PBRF, to be allocated to providers on the basis of their research performance. In 2005, a further 10 percent of the research top-up funding transfers to the PBRF, meaning that 20 percent of the top-up funding will be distributed through the PBRF in that year. In 2006, half of the research top-up funding will be transferred, with the remaining 50 percent transferring in 2007. By 2007, the value of funds available for distribution through the PBRF will be in excess of $150 million, of which $31 million will be new funding, with the remaining money having been transferred from the research top-up component of the tuition subsidy.
The first reports of the evaluation panels are expected to be published early in 2004, with the consolidated ratings, and hence the initial performance-based funding allocations soon thereafter.
One positive benefit of the PBRF is that it will lead to greater standardisation of the classification of research outputs and hence more robust information on research. In addition, the emphasis in the PBRF evaluation panel reports on the quality of research outputs will reduce the distortions that currently exist in quantitative reporting on research output10.
THE RESEARCH OUTPUT OF THE NEW ZEALAND TERTIARY EDUCATION SECTOR
The annual reports of tertiary education institutions provide information on the research activities undertaken and the research outputs produced in 2002. This information is complemented by independent studies of research output, and in particular, bibliometric studies11.
The principal measure of research output is the number of research publications produced. Research publications include articles in peer-reviewed journals, books, chapters, commissioned reports and periodicals. Other research outputs include theses, conference presentations and creative work.
There are no universally accepted standard definitions of research output in the tertiary education system12. In particular, which publications are counted as research outputs is not uniform in the universities. As a result, comparisons between the outputs of different providers cannot be made in a precise way. In addition, there are differences in publishing conventions and practices between disciplines. The information in this report needs to be understood in that context13.
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Clinical medicine is the largest single category for tertiary education sector research publications16, representing 22 percent of all tertiary education sector publications in 1996 and 2001. Out of the 24 subject categories, the top five in terms of output are: clinical medicine; plant and animal science; chemistry; social sciences; and biology and biochemistry.
10 Among the distortions that exist under raw quantitative assessments of research
performance are that there are differences between disciplines in publishing
conventions so that, in some fields, one publication may carry the weight of
several in another field. In addition, simple counts of numbers of publications
carry no sense of the worth of the output.
11 Bibliometrics is the term given to the quantitative study of research output.
Refer to the National Bibliometric Report, 1997 to 2001: International
Benchmarking of New Zealand Research, 2003, for a detailed account of
bibliometrics, the methods used in bibliometrics and the limitations of
bibliometric data.
12 The progressive introduction between 2003 and 2007 of the PBRF has required
the creation of an explicit, consistent definition of research that is now widely
accepted in the tertiary education sector. This definition differs, however, from
that used by the OECD.
Information from the annual reports of the universities indicates a significant increase in research output over the last six years, but with output having levelled off in the last three years14. A total of 16,686 university publications and other research outputs was reported for 2002, compared with 17,933 in 2001 and 14,747 in 199715. The number of research outputs reported by the universities has increased by 13 percent over the six years 1997 to 2002.
13 It should, however, be noted that the reports from which this section has
been compiled have been subject to external audit. While there are variations
between providers in the definitions of research outputs, each provider’s
definitions are reasonably consistent from year to year. Therefore, trend data
set out in this section is meaningful and reliable.
14 Caution needs to be exercised in attributing an output to a particular year.
In many cases the work needed to create that output took place over several
years. There are also often significant delays in the appearance of completed
publications.
15 The numbers for the years 1997 to 2001 quoted in this paragraph differ
from those published in the 2001 edition of this report. The reason is that
incorrect and inconsistent definitions were used in the counting of outputs that
understated the numbers by between 400 and 900 per year.
16 In this analysis, research papers are categorised according to Thomson-ISI
subject fields.
PAGE 111 RESEARCH IN TERTIARY EDUCATION
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While the information above is primarily concerned with research conducted by the universities, other tertiary education institutions were also active in research, albeit on a smaller scale. For instance, Unitec Institute of Technology reported 202 international research publications in 2002 (compared with 173 in 2001) and 173 international presentations or exhibitions (compared with 143 in 2001), while the annual report for 2002 of the Wellington College of Education lists 31 research publications and presentations.
Note: The Auckland University of Technology (AUT) was granted university status in
2000. No count is included of publications of its predecessor institution, Auckland
Institute ot Technology. It needs also to be recognised that there are differences of
definition of research output between providers. Further, there may be substantial
lags between research activity and the resulting research output. In interpreting the
data above, the reader should take account of these facts.
Based on responses to their 2002 survey, MoRST and SNZ estimate that the universities’ research effort represented 2,516 FTE researchers18 plus 1,110 FTE technical and other staff in the academic year 2002. In addition, the survey reports 6,139 full-time equivalent postgraduate students working in the sector during 2002. Ignoring the postgraduate students, the tertiary education sector’s researchers constitute 36 percent of the total research and development staff equivalents in New Zealand, compared with an OECD average of around 40 percent19.
The National Bibliometric Report, 1997 to 2001: International Benchmarking of New Zealand Research17, notes that the tertiary education sector is responsible for the largest share of the total research output of the country. The report states that, in 2001, nearly half (47 percent) of indexed scientific papers produced in New Zealand were produced by university researchers. This is consistent with the figure for 1997. Including all research outputs, not just scientific papers, this brings the universities’ proportion to over 60 percent.
Figure 8.2 below shows the proportion of publications by research sector in 2000.
RESEARCH PRODUCTIVITY
One measure of research productivity is the number of research outputs for each academic staff member. In 2002, there were 2.3 publications per full-time equivalent (FTE) academic staff member in New Zealand universities. This compares with 2.5 in 2001 and in 1997. Figure 8.3 below shows the number of publications per FTE in each of the universities in 1997 and 2002.
17 MoRST, FRST, HRC, RSNZ (2003) National Bibliometric Report, 1997 to 2001:
International Benchmarking of New Zealand Research.
18 Note that this figure was derived by estimates of the percentage of staff time
devoted to research. That estimation is, therefore, not precisely comparable
across the universities. This figure is not that used in the calculation of
publications per FTE staff member.
19 This figure is cited in the MoRST and SNZ report Research and Development in
New Zealand 2002.
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Women and Mäori remain under-represented in enrolments in research degrees, but the trends are positive. In 2002, while women represented 57 percent of all formal enrolments in tertiary education and 58 percent of all postgraduate enrolments, they constituted only 48 percent of doctoral enrolments. The corresponding figure for 1997 was 43 percent. Enrolments by women in doctoral degrees have grown by more than 48 percent over the last six years while doctoral enrolments as a whole grew by 31 percent.
TRAINING OF RESEARCHERS
Formal training in research is mainly carried out through postgraduate research degrees. Between 1997 and 2002, postgraduate enrolments at New Zealand tertiary education institutions grew by 17 percent, from 21,715 to 25,415. Some postgraduate qualifications do not have an explicit focus on research training. Therefore, the remaining information in the following paragraphs relates to studies for doctoral degrees.
Between 1997 and 2002, enrolments in doctoral studies at tertiary education providers increased by 31 percent, from 2,687 to 3,53220. Growth between 2001 and 2002 was five percent.
20 The figures quoted in this section are drawn from enrolments as at 31 July 2002.
In 2002, Mäori made up six percent of doctoral enrolments, whereas Mäori constituted 20 percent of all enrolments in tertiary education and eight percent of all postgraduate enrolments. The rate of participation of Mäori in postgraduate study in 2002 was a little more than half the rate of non-Mäori – 0.5 percent of the population over the age of 15, compared with 0.9 percent for non-Mäori. While these statistics show that Mäori are still not engaging in postgraduate study to the same extent as the whole population, Mäori enrolments in postgraduate qualifications have grown faster than for the whole population. Mäori doctoral enrolments have grown by 96 percent over the last six years, from 103 to 201. This is around three times the rate of growth in doctoral enrolments as a whole.
The trend is more mixed for Pasifika peoples. Pasifika students constitute only 1 percent of doctoral enrolments but 5.5 percent of all tertiary enrolments. At the doctoral level, Pasifika enrolments rose by 37 percent (from 38 to 52) over the period 1997 to 2002, while for the whole population doctoral enrolments grew by 31 percent. The rate of participation by Pasifika peoples in postgraduate study was low; only 0.4 percent of the Pasifika population aged 15 or over was enrolled in postgraduate study on 31 July 2002. The rate for the population as a whole was twice that – 0.8 percent.
Enrolments in doctoral programmes by international students grew by 13 percent in 2002 and by 45 percent over the six years from 1997 to 2002, a rate higher than the population as a whole. International doctoral students make a particular contribution to the research culture in the institutions in which they work.
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PAGE 113 RESEARCH IN TERTIARY EDUCATION
The number of doctor of philosophy degrees awarded by New Zealand tertiary education institutions rose by 3 percent in 2001. The number of awards has risen by 32 percent since 1997.
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The number of women awarded doctor of philosophy degrees in 2001 as a proportion of all those earning doctoral qualifications was 41.2 percent, compared with 42.7 percent in 2000 and 40.7 percent in 1997. The representation of women among those awarded doctoral qualifications reflects the enrolment trends. It is not out of line with other countries. OECD data21 shows that the proportion of women among advanced research degree graduates in 2001 in New Zealand is the same as in Australia (41 percent), more than the United Kingdom (40 percent) but less than the United States (45 percent). The mean for all OECD countries was 38 percent.
The number of Mäori awarded doctor of philosophy degrees is very low in relation to the number of Mäori completing all qualifications, but has risen sharply since 1997. In 2001, there were 20 doctor of philosophy degrees awarded to Mäori, up from 17 in 2000 and from only three in 1997. The share of those earning doctoral qualifications who were Mäori was 4.3 percent in 2001, compared with less than 1 percent in 1997. The number of Pasifika students awarded doctor of philosophy degrees remains very low – four in 2001, two in 2000 and two in 1997.
21 OECD, Education at a Glance, 2003.
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The most common broad areas of study for doctoral degrees completed over the period 1997 to 2001 were the physical sciences, the biological sciences and the social sciences. These three areas each represented 18 percent of all doctoral completions from New Zealand tertiary education institutions over those five years. Medicine and health-related sciences constituted 10 percent of the doctoral completions, while humanities and engineering/architecture each represented 8 percent of the total. Other fields with significant shares of the total were agriculture, horticulture, forestry and environment (5 percent), mathematics and information/computer science (6 percent) and law, business and commerce (7 percent).
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The following figure gives an idea of the work of the universities in producing PhD graduates by comparing the number of doctoral graduates with the number of academic staff in each university.
In 2001, New Zealand ranked 14th out of 27 OECD countries for the graduation rates of advanced research programmes. The OECD reports that, in New Zealand, the proportion of the population at the expected age of graduation that holds advanced research degrees is 0.9 percent in New Zealand, compared with 1.3 percent in Australia and the United States, 1.6 percent in the United Kingdom and 2.7 percent in Sweden. The mean of OECD countries on this indicator was 1.1 percent. The corresponding ranking in 1999 was 14th out of 23 countries.
THE IMPACT OF TERTIARY SECTOR RESEARCH
The most common means of analysing the impact of research is through measuring citation rates – that is, the number of times a research paper has been cited or referred to in subsequent research publications. The National Bibliometric Report, 1997 to 2001: International Benchmarking of New Zealand Research reports on citation rates for recent New Zealand research publications, updating earlier studies of citation rates for 1986 and 199622. The calculation of citation rates is never absolutely precise. Further, the number of citations is, at best, only a proxy measure for the impact of research. Trends in citation rates, however, are a well-accepted indicator of the extent to which a research community is building its research impact and, thus, its research quality.
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22 Refer also to MoRST, A Bibliometric Profile of the New Zealand Science System,
2001, which contains data on the 1996 bibliometric analysis.
The probability of a paper being cited is dependent on a number of factors – and, in particular, on the journal or other publication in which the paper appears and on the field of research. The National Bibliometric Report notes that tertiary education sector research publications that appeared in 1997 were cited during the period 1997 to 2001 on average 6.1 times. This is roughly the number of citations expected, given the fields of research concerned and the journals used23.
The citation rate for tertiary sector publications of 6.1 citations per paper in 2001 compares with 5.8 in 1996 and 4.2 in 1986. The 2001 citation rate for the Crown Research Institutes was 5.9 citations per paper, while there were 7.8 citations per paper produced by the health sector in 2001. The corresponding rates for the government and private research sectors were 5.7 and 6.4 respectively.
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MoRST data shows that the amount of patenting by New Zealand universities is increasing, although their share of domestic patenting has been stable since 1992 at around two to three percent per annum. Between 1993 and 1997, Auckland Uniservices Ltd (a subsidiary of the University of Auckland that manages the university’s research contracts) ranked second in the list of New Zealand’s top patenting organisations. Most university patents are in biotechnology and scientific instruments24.
23 The ratio of actual citations to expected citations for university publications in
this study was 1.03. This means that the number of citations made of New Zealand
tertiary education sector research publications was 1.03 times the number of
citations made of other publications in the same journals. The corresponding
ratios for other research sub-sectors were: CRIs, 1.13; health sector, 1.12;
government, 1.08; private, 1.06.
24 Source: MoRST, Options for Funding Tertiary Research, June 2000, page 11.
PAGE 115 RESEARCH IN TERTIARY EDUCATION
RESEARCH FUNDING
Tertiary education providers in New Zealand fund their research activities from a variety of sources. At present, part of the government’s tuition subsidy is called a research top-up and recognises the statutory responsibility of institutions that teach at degree-level to be active in research. The distribution of the research top-up funding among providers is determined by the number of enrolments at degree-level.
The value of the research top-ups in 2002 was $115.3 million, compared with $114.3 million in 2001 and $113.8 million in 2000. In addition, there is a subsidy for foreign, wholly research student enrolments intended to reflect the benefits to New Zealand that the research in these programmes can create. In 2002, this funding represented $1.5 million ($1.4 million in 2001). Of the 2002 research top-up funding, 93.3 percent was allocated to the universities, 4.7 percent to the polytechnics, 1.1 percent to colleges of education, 0.4 percent to wänanga and 0.5 percent to PTEs. The university and polytechnic shares in 2001 were 94 percent and five percent respectively.
Around a third of research top-up funding is earned by enrolments in the natural sciences, while about a fifth derives from arts, humanities and social sciences, and about a tenth from each of health sciences; engineering, technology and architecture; and business25.
Providers also use student fees and other revenue to fund the costs of research. In addition, researchers in tertiary education providers bid for research contract funding from research funds and from private sponsors of research.
Research contract funding is a good proxy measure of research quality as it is usually won through competitive bidding and is often subjected to rigorous peer review26. Research contract income has grown substantially in the last five years, both in absolute terms and as a proportion of institutional income. In 2002, research contracts in universities constituted $235 million, compared with $218 million in 2001 and $193 million in 2000. This constituted a one year rise of 7.6 percent. The figure for 1997 was $131 million, meaning that, over the last six years, research contract income has grown by 78.5 percent. Research contract income accounted for 13.1 percent of all university revenue in 2002, compared with 12.9 percent in 2001, 12.8 percent in 2000 and 11.1 percent in 1997.
The following graph shows the growth in total research contract income in the universities from 1997 to 2002.
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The figure below shows the research contract income as a percentage of all income at each of the eight universities in 200227.
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25 Note that, while the funding is allocated according to enrolments in different
fields of study, providers are not constrained to spend the funding according to
those fields.
26 In this context, it needs to be noted that some research funding is commissioned
by industry or by public sector agencies and hence is not won in competitive
tender. The capacity of providers to maintain income from these sources over
time depends on their reputation for delivery of research of high quality. It also
needs to be noted that the main public research funds are oriented towards
certain types of disciplines or outcomes. This limits the extent to which external
research earnings can be used as a measure of research quality.
27 The term ‘research contract income’ is subject to the same imprecision as other
definitions in tertiary education research. It should be noted, in interpreting
this graph and the preceding one, that AUT was not established as a university
until 2000. Its performance in this analysis reflects this fact. It should also be
noted that there are large research funds (such as those managed by the Health
Research Council) devoted to health research, a field of research dominated in
New Zealand by the two universities with medical schools – Otago and Auckland.
While the information above relates to universities, some other TEIs reported research contract earnings in 2002. The Wellington College of Education reported external research contract income of $2.9 million, Waikato Institute of Technology $187,000 and Unitec Institute of Technology $147,000.
A measure of the research productivity of academic staff in the universities is the research contract income for each academic staff member. In 2002, the average research contract earnings per FTE academic staff member in the universities was $32,130, compared with $30,905 in 2001 and $29,597 in 2000. The figure which follows shows the research income per FTE in each of the eight universities in 2002.
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In addition to funding university research through the research top-ups, the government supplies much of the funding for contestable research funds. The principal Crown funding for research is allocated on behalf of the Ministry of Research, Science and Technology by research purchase agents – the Royal Society of New Zealand, the Health Research Council and the Foundation for Research, Science and Technology. Thus, a substantial proportion of university research contract income comes from these contestable Crown research funds.
In the 2002/03 fiscal year, TEIs received:
• $23.3 million direct research contract funding from the Foundation for Research, Science and Technology (FRST)
• $23.25 million from the Marsden Fund, and
• $40.1 million from the Health Research Council (HRC).
These amounts represent an increase between 1999/2000 and 2002/03 of 14.2 percent.
The amounts exclude funding earned through subcontracts in FRST contracts. Subcontracts are valued at about a further $6 million per annum.
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The universities won 81 percent of available HRC funding, 5 percent of FRST funding and 71 percent of Marsden funding in 2003/04.
Research students in universities received scholarships through FRST worth $14 million in 2002/03.
Funding for the CoREs in the 2003/04 financial year is $22 million.
Much of the remaining research contract income was won from private sector funders, charities and research commissioned by public sector agencies.
PAGE 117 RESEARCH IN TERTIARY EDUCATION
RESEARCH EXPENDITURE
In its 2002 biennial survey of research in New Zealand, the Ministry of Research, Science and Technology (MoRST) and Statistics New Zealand (SNZ) report that universities estimated28 they spent $435.8 million on research in 2002. This represents an increase of 16.5 percent on 2000 and 59.4 percent on 1996.
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The 2002 research expenditure in the universities represented 0.35 percent of gross domestic product, compared with 0.33 percent in 2000. The average for all OECD countries in 2001 was 0.40 percent29. MoRST and SNZ report that universities accounted for 33 percent of all New Zealand research and development expenditure in 2002, compared with 34 percent in 2000.
Higher education research expenditure is divided roughly equally between pure basic research, strategic research and applied knowledge/experimental development. Compared with other research sectors, research in higher education is heavily weighted towards basic and strategic research.
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The National Bibliometric Report, 1997 to 2001: International Benchmarking of New Zealand Research notes the cost-effectiveness of the New Zealand research sector. New Zealand ranked first of the 20 countries assessed in terms of the number of papers for every million dollars of research investment (normalised for variations in purchasing power).
COLLABORATION AND INTERACTION WITHIN THE INNOVATION SYSTEM
One of the key themes underpinning the Tertiary Education Strategy 2002/07 is the importance of enhancing collaboration both within the tertiary education sector and between the sector and other groups. The ‘change’ messages that describe the government’s expectations for the sector include ‘greater collaboration … within the sector’ and ‘stronger linkages with business and other external stakeholders’. Objective 3 of the strategy calls for ‘greater collaboration with the research sector …’ while objective 32 calls for ‘a more focused tertiary research investment through world-class clusters and networks of specialisation’.
Collaboration is of particular importance in research. The National Bibliometric Report, 1997 to 2001: International Benchmarking of New Zealand Research notes that research papers that result from collaboration between authors receive significantly more citations on average than those with a single author. Co-authored papers produced by New Zealand researchers in 1997 received 6.7 citations on average over the period 1997 to 2001, compared with 2.2 for sole-authored publications.
28 The figures in this section are based on expenditure reported by the universities
in response to the MoRST/SNZ biennial surveys of university research
expenditure. Because the survey required an estimate of the proportion of
each staff member’s time devoted to research, the figures cannot be regarded
as precise. In addition, there has been a change in the methodology in 2002,
meaning that caution needs to be exercised in comparing the 2002 result with
the data for previous years.
29 This figure is cited in the MoRST/SNZ biennial report Research and Development
in New Zealand 2002.
The National Bibliometric Report, 1997 to 2001: International Benchmarking of New Zealand Research shows that papers produced in the tertiary education sector were more likely to have involved collaboration than those produced in other parts of the national research system. The report states that, in 2001, 52 percent of university publications were the result of collaborations, compared with the 59 percent reported for publications in 1996 and 32 percent in 1986. More than 70 percent of these collaborations were with overseas bodies (against 67 percent in 199630). International collaborations in papers produced by universities were more likely than in papers produced in other parts of the research system. For instance, around 60 percent of CRI papers that involved collaboration and about 50 percent of collaboratively produced health research papers involved collaboration overseas. Nearly 10 percent of collaborations on university papers were with Crown Research Institutes. Only 5 percent were with other domestic universities, compared with 8 percent in 1996. Thus, while there is extensive collaboration between researchers in New Zealand universities and their colleagues overseas, there is relatively low propensity to collaborate between the New Zealand universities in research.
While the level of collaboration between universities in New Zealand in research has not been high, the Centres of Research Excellence will encourage a high level of domestic collaboration, both between the universities and between the universities and CRIs. All of the CoREs are hosted by universities; five out of the seven CoREs involve formal partner institutions, including universities and research organisations, while one other involves a cluster of multidisciplinary research teams across one institution. For instance, Nga Pae o te Maramatanga – The National Institute of Research Excellence for Mäori Development and Advancement is hosted by the University of Auckland. This CoRE involves the participation of two wänanga (Te Whare Wänanga o Awanuiarangi and Te Wänanga o Aotearoa), four universities (Victoria University of Wellington, University of Otago and University of Waikato, in addition to the University of Auckland) and one CRI (Landcare Research).
A Statistics New Zealand survey of business practices in 2001 found that 25 percent of New Zealand businesses that were classified as innovators found tertiary institutions an important or very important source of information for innovation. This compared with 85 percent who found business competitors a source of innovation information, 80 percent for books, journals, conferences and shows, 49 percent for research institutes, associations and consultants, 21 percent for government departments and 16 percent for Technology New Zealand31. MoRST cites an Infometrics survey of 31 top exporting firms that found enterprises actively developing closer relations with tertiary institutions to ensure they had good access to graduates32.
30 This means that around 35 percent of all university papers in 2000 involved
international collaborations, compared with 40 percent in 1996.
31 Statistics New Zealand, Innovation in New Zealand, 2001, pages 23 and 40.
32 MoRST, Options for Funding Tertiary Research, June 2000, page 11, citing Infometrics
Ltd, Firm Level Export Study: Trends and Issues – A Report for the Treasury, July
1999.
PAGE 119 RESEARCH IN TERTIARY EDUCATION
chapter nine
S Y S T E M C A P A B I L I T Y A N D Q U A L I T Y
9
INTRODUCTION
Diversity of tertiary education provision is an essential part of attracting and retaining a broad spectrum of learners and developing a culture of lifelong learning. The challenge for the tertiary education sector is to meet the needs of learners of all ages, ethnicities, abilities and educational backgrounds and be able to operate effectively and use resources efficiently.
This chapter outlines the scale and variety of tertiary education providers in this country and summarises their governance, financial and human resource capabilities. While the emphasis is mainly on public institutions, information is also included on private providers and industry training organisations. This chapter also looks at the significant contributions made by national agencies in supporting the quality of tertiary education and training in New Zealand, including the work of quality assurance agencies and government agencies.
PAGE 121 SYSTEM CAPABILITY AND QUALITY
TERTIARY EDUCATION PROVIDERS
The diversity of the tertiary sector is evident in the mix of providers that make it up: public tertiary education institutions, private training establishments and other providers. In addition, employers provide industry-related training and training in the workplace.
There are four kinds of public tertiary education institutions – universities, polytechnics, colleges of education and wänanga. Another 16 tertiary education providers, known as ‘other tertiary education providers’ (OTEPs), also deliver programmes of national significance and receive government funding.
There are also around 890 registered private training establishments (PTEs) which cater for a range of learners. Registered PTEs must meet financial, educational and management quality requirements set by the New Zealand Qualifications Authority (NZQA) to provide some consumer safeguards for learners. They must also meet the financial and management quality requirements set by the Tertiary Education Commission and the Ministry of Education. Some PTEs are funded by the government for the delivery of foundation-type programmes and some receive industry training funding, while others receive tuition subsidies through the student component of the integrated funding framework, and some receive no Crown funding at all. Roughly 500 PTEs offer formal qualifications validated by NZQA. In all, nearly 250 PTEs received government funding in 2002 through student component funding, while about 300 received funding through Youth Training and Training Opportunities. The remainder receive no funding. Many of those are English Language Schools that cater to full-fee-paying international students. Others offer training for specific employers on a full cost recovery basis.
There is also considerable formalised training activity in the workplace. Some of this is funded as part of the government’s Industry Training Strategy, while the rest is supported by business. Many medium-sized and large firms and organisations carry out corporate training within New Zealand.
Thus, there is a diverse range of avenues open to learners to enhance their skills and build on their qualifications throughout their working lives.
THE SCALE OF THE TERTIARY EDUCATION SECTOR
The eight universities enrol about 41.4 percent of all formally enrolled students. Most universities are large institutions. Massey University had 33,002 students enrolled at 31 July 2002 or 21,538 equivalent full-time students (EFTS) for the year. The University of Auckland’s roll was 27,429 students on 31 July or 25,979 EFTS. The smallest of the universities, Lincoln University, had 3,066 students enrolled at 31 July 2002 or 3,061 EFTS for the year.
Institutes of technology or polytechnics are the second largest group within the tertiary education sector, accounting for 30 percent of all enrolled students. Polytechnics also vary greatly in size and in their focus. The Open Polytechnic of New Zealand catered for 25,891 students (6,458 EFTS), while the smallest polytechnic, Telford Rural Polytechnic, had only 341 students (316 EFTS) enrolled at 31 July 2002.
Private training establishments are now the third largest provider group in the tertiary education sector. They provide learning for around 16.7 percent of enrolled tertiary education students. Private providers tend to be relatively small institutions.
Enrolments at the three public wänanga grew by 144 percent between 2001 and 2002. Since 1994, the wänanga enrolments have grown by 9,769.2 percent. Their share of all formal enrolments has also grown – from 3.9 percent in 2001 to 8.6 percent of the students in 2002. They play a significant role in Mäori tertiary education by offering learning in a way that specifically caters for the educational and cultural needs of Mäori.
The four colleges of education enrol 3.4 percent of students in the sector. They are more uniform in size, ranging from 4,529 formally enrolled students at Christchurch College of Education (3,108 EFTS) to 1,217 students (1,090 EFTS) at Wellington College of Education.
Some tertiary education providers operate from several sites, which means that the number of providers is less than the number of locations at which students may attend courses.
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PUBLIC PROVIDERS – TERTIARY EDUCATION INSTITUTIONS
The majority of formal enrolments in tertiary education are at public tertiary education institutions – universities, polytechnics, colleges of education and wänanga.
UNIVERSITIES
Universities offer students the highest level of academic endeavour and the opportunity to pursue individual disciplines from undergraduate level to advanced postgraduate study and research. Universities are characterised by a wide diversity of learning and research opportunities intended to foster the ability of learners to think critically and independently.
As specified in the Education Act 1989, universities:
• are primarily concerned with advanced learning and the development of intellectual independence
• research and teach in a way that is closely interdependent and meets international standards
• are a repository of knowledge and expertise, and
• accept a role as critic and conscience of society.
The full list of universities in 2002 was as follows:
• Auckland University of Technology
• Lincoln University
• Massey University
• The University of Auckland
• The University of Waikato
• University of Canterbury
• University of Otago
• Victoria University of Wellington.
INSTITUTES OF TECHNOLOGY AND POLYTECHNICS
Institutes of technology or polytechnics have traditionally specialised in vocational training. That role has expanded over the last decade to meet the increasingly diverse needs of learners and the economy. Many polytechnics and institutes of technology now offer degrees and are involved in research activities, particularly in applied and technological areas. In March 2002, Wanganui Regional Community Polytechnic was disestablished and incorporated into the Universal College of Learning (UCOL).
In 2002 the 20 polytechnics in New Zealand were:
• Aoraki Polytechnic
• Bay of Plenty Polytechnic
• Christchurch Polytechnic Institute of Technology
• Eastern Institute of Technology
• Manukau Institute of Technology
• Nelson Marlborough Institute of Technology
• Northland Polytechnic
• Otago Polytechnic
• Southern Institute of Technology
• Tai Poutini Polytechnic
• Tairawhiti Polytechnic
• Telford Rural Polytechnic
• The Open Polytechnic of New Zealand
• UNITEC Institute of Technology
• Universal College of Learning
• Waiariki Institute of Technology
• Waikato Institute of Technology
• Wellington Institute of Technology
• Western Institute of Technology in Taranaki
• Whitireia Community Polytechnic.
COLLEGES OF EDUCATION
Colleges of education provide training and research mostly related to early childhood, compulsory and post-compulsory education. Increasingly, these colleges also offer other programmes in addition to teacher education, for instance business and social work programmes.
PAGE 123 SYSTEM CAPABILITY AND QUALITY
The four colleges of education were:
• Auckland College of Education
• Christchurch College of Education
• Dunedin College of Education
• Wellington College of Education.
WÄNANGA
Wänanga – Mäori centres of tertiary learning – were formally recognised as tertiary education institutions in the last decade. They offer study at all levels from foundation education to postgraduate study and research where ahuatanga Mäori (Mäori tradition) and tikanga Mäori (Mäori custom) are an integral part of the programme. A substantial proportion of the growth in wänanga enrolments since 2000 has been due to the expansion of the Mahi Ora and Te Ara Reo programmes offered by Te Wänanga o Aotearoa. Wänanga have made a substantial contribution to the advancement of Mätauranga Mäori.
There were three wänanga in the public sector:
• Te Wänanga o Aotearoa
• Te Wänanga o Raukawa
• Te Whare Wänanga o Awanuiarangi.
GOVERNMENT TRAINING ESTABLISHMENTS
Tertiary training for government employees is also available through government training establishments. Government training establishments must be registered and accredited by NZQA in a similar fashion to private training establishments.
There were nine government training establishments in 2002 (for some of these training is only a minor part of their role eg the first two):
• Career Services – Rapuara
• Department of Child, Youth and Family Services
• Early Childhood Development
• Naval Training – HMNZS Tamaki
• New Zealand Army Government Training Establishment
• New Zealand Fire Service National Service Centre Training Support
• New Zealand Police Training Services
• Public prisons
• RNZAF Directorate of Education and Training.
OTHER TERTIARY EDUCATION PROVIDERS
There are a number of ‘other tertiary education providers’ (OTEPs) that receive funding from the Tertiary Education Commission. These providers offer a service of national significance, which cannot be funded solely through the tertiary funding system.
OTEPs range in size from Literacy Aotearoa and the National Association of ESOL (English for Speakers of Other Languages) Home Tutor Schemes, which teach thousands of learners each year, to other providers that provide only a hundred places, while yet others exist to support learning. OTEPs also include the Workbase Education Trust, which works with employers to raise literacy levels in the workplace, and the National Resource Centre, which provides secretarial and administrative support for Community Learning Aotearoa New Zealand (CLANZ).
In 2002 there were 16 ‘other tertiary education providers’ which together received grants of approximately $21.1 million. They were:
• Institute of Professional Legal Studies
• Literacy Aotearoa Inc
• Multicultural Centre for Learning and Support Services (MCLaSS)
• National Association of ESOL Home Tutor Schemes
• National Resource Centre
• Nelson School of Music
• New Zealand Childcare Association
• Toi Whakaari: New Zealand Drama School
• WEA Workers Educational Associations
• New Zealand Playcentre Federation
• New Zealand School of Dance
• PIERC Education (Pacific Island Education Resource Centre)
• Taratahi Agricultural Training Centre
• Te Kohanga Reo National Trust Board
• Raising Horizons Trust
• Workbase Education Trust.
Ten of these providers are also registered as private training establishments with appropriate approval and accreditation for their qualifications. OTEPs must meet similar quality assurance criteria to private providers in order to qualify for government assistance.
PRIVATE TRAINING ESTABLISHMENTS (PTEs)
A major shift over the last 10 years has been the rapid development of the private tertiary education sector, which emerged originally in response to specific community and industry needs, and now offers students nationally recognised courses and qualifications. In 2002, there were nearly 900 private providers registered with NZQA.
The private education sector is very diverse and provides innovative, targeted programmes in specialised niche areas not always covered by larger public institutions, catering for many different groups and in many different locations. Private providers offer work-related programmes and foundation-type learning and employment-related courses in areas such as hospitality, tourism, agriculture, electrotechnology and computing. The private sector also provides most of the targeted training programmes, as well as theology-related studies, with Bible colleges being a part of the private tertiary education sector. Programmes in the private sector range from Training Opportunities Programmes/Youth Training courses through to certificate and diploma courses to bachelors degree and masters courses. Four private providers offered postgraduate teaching in 2002, while there were 17 providers where the highest level of teaching was bachelors degrees.
The sector is constantly evolving in response to demand. In 2002, 84 new private providers were registered for the first time. During 2002, 234 existing providers were also recognised for government funding in the form of tuition subsidies and access to student loans and allowances. A moratorium on new PTEs obtaining access to tuition subsidy funding imposed from 24 July 2001 was lifted in January 2003, but replaced by a cap on the number of places that could be funded. At the same time, the rate of subsidy paid to PTEs was reduced by 9.5 percent, deducting a capital component from student component funding.
A number of private training establishments cater specifically for Mäori or Pasifika peoples. Among registered private providers in 2002, 172 identified themselves to NZQA as Mäori providers and 36 identified as having an explicit Pasifika focus. Identification as a Mäori or Pasifika provider means that a PTE adopts a specific focus in its organisation and/or in the education it delivers to Mäori or Pasifika students.
PTEs have been credited with a substantial share of the recent major increase in tertiary education participation rates. This rise has been achieved by bringing into tertiary education many in the community who have desired an alternative to the typical TEI structure. At 31 July 2002 there were 53,385 students enrolled in PTEs, which represented 16.7 percent of all tertiary sector enrolments.
MANAGEMENT ISSUES FOR PRIVATE TRAINING
ESTABLISHMENTS
In July 2001, the Government placed a moratorium on the growth of private providers. In effect no new private training establishments, new qualifications or significant alterations of existing qualifications offered by existing private providers, or new sites or providers starting distance delivery of qualifications were recognised for EFTS-based tuition subsidy funding, or for access to the student allowances and loan schemes. Growth within the sector continued during this period even with the moratorium in effect.
In 2002, the Government introduced a cap of $146 million per year on tuition subsidies for enrolments at PTEs. Under the cap, PTE enrolments were limited to the number of EFTS the provider had in 2001. In addition, the government created a contestable strategic priorities fund (SPF) of $17 million. The SPF was designed to focus any new enrolment growth in the PTE sector on areas closely aligned with the Tertiary Education Strategy and the Statement of Tertiary Education Priorities. At the same time, the government also reduced the funding rate for PTEs by 9.5 percent to reflect the fact that there is a notional capital component in EFTS-based government funding for tertiary education. The owners of PTEs are expected to provide the capital funding for their organisations and have ownership of the assets if it ceases trading and is wound up. Thus, the government considers it is not appropriate for the Crown to contribute to the formation of capital in PTEs.
During 2002, Government imposed additional Student Fee Protection requirements. These requirements strengthened the obligation of PTEs to manage student fee income in such a way as to ensure that students’ fees are protected in the event that a provider ceases to offer a qualification or ceases trading.
PAGE 125 SYSTEM CAPABILITY AND QUALITY
INDUSTRY TRAINING ORGANISATIONS
Industry Training Organisations (ITOs) develop and maintain unit standards and national qualifications for different industries or industry sectors. ITOs also moderate assessment of training within their industry against national standards and facilitate on-job training as well as contracting training providers to offer complementary off-job training and courses leading to recognised qualifications.
At the end of 2002, there were 46 ITOs covering most industry areas, including manufacturing, trade training, service sectors and emerging industries.
Industry Training Organisations implement the government’s Industry Training Strategy. Industry training is jointly funded by the government through the Industry Training Fund, and by industry, through financial and in-kind contributions. In 2002, industry contributed approximately $38.2 million in cash to industry training, representing 29.7 percent of the total cost.
STRATEGIC DEVELOPMENTS IN THE TERTIARY EDUCATION SECTOR
The diversity of education provision in the tertiary education sector has increased in recent years, as more providers have created partnerships and alliances for the benefit of their students and the institutions concerned. Providers are also exploring more varied approaches to learning. This section looks at these important strategic developments in the tertiary education sector.
PARTNERSHIPS AND COLLABORATION
One important feature of the sector in 2002 was the continued development of stronger links between tertiary providers, as well as between the tertiary sector and industry. As a result, there is increasing opportunity for the transfer of credit and qualifications between tertiary providers and for interactions between providers and industry. An increased level of co-operation and partnership is becoming evident in the sector, and the variety of initiatives underway should see this trend continue into the future.
A number of tertiary education institutions have forged closer relationships with businesses, industry and iwi Mäori and Mäori community organisations, here and abroad. These strategic alliances take a number of forms, such as providers combining to offer joint qualifications, partnerships with iwi, partnerships with enterprises, joint research ventures, partnerships with charitable trusts and co-operative alliances with community organisations, industry and other education providers.
The potential benefits of such partnerships include the following:
• the offering of a wider range of subjects for students, and pathways to more advanced forms of learning
• opportunities for students to gain workplace experience, and for employees to gain further qualifications while continuing in employment
• less duplication in qualifications and courses
• allowing small specialist courses to be offered to a wider range of students
• enhanced joint research activities
• development of institutional strength and networking between institutions
• increased professional development opportunities for students and staff
• financial benefits and improved efficiencies through shared services, for instance, shared computer systems, and
• relevance and connections to wider Mäori development.
Some examples of partnerships and collaboration are set out below:
• The Tertiary Accord of New Zealand (TANZ) is a consortium of five polytechnics that collaborate on many activities including programme development. One of the most successful has been the joint development of a ‘computing for free’ course, offered by the TANZ partners.
• A Memorandum of Understanding between the University of Waikato and Lake Taupo Development Company will lead to exploration of the opportunities to offer university degrees in Taupo.
• The University of Auckland, Massey University, the University of Waikato and Auckland University of Technology have collaborated to introduce a website entitled Jobs4graduates.net.nz
• In the last year Wellington College of Education has entered a strategic partnership with Victoria University of Wellington. This partnership is designed to: increase the range of courses and services available to students, provide teachers with access to specialist areas of knowledge within the university, spread overhead costs and improve asset utilisation across both organisations.
• As part of replacing their library systems the University of Otago, Victoria University of Wellington, the University of Waikato and Auckland University of Technology have collaborated to share the purchase of software.
• Auckland University of Technology has formed a community partnership with 22 decile 1-4 schools with high Mäori and Pasifika student bodies to assist Mäori and Pasifika students make the transition to tertiary education.
• The members of the Canterbury Tertiary Alliance (Lincoln University, University of Canterbury, Christchurch College of Education and Christchurch Polytechnic Institute of Technology) have formed working groups to collaborate in service development. Examples include joint purchasing, credit transfer to establish clear pathways from one qualification to another, with credit transfer and recognition at the appropriate level, and joint marketing, to promote Christchurch as a destination to the student market.
• A group of Invercargill businesses formed the Southland Joint Funders Committee to help Southern Institute of Technology (SIT) establish its zero fees programme. The provision of zero fees for programmes has encouraged non-traditional users of tertiary education to participate. The benefits from this initiative include increasing the percentage of students from lower socio-economic backgrounds. There has also been an increase in the number of female and Mäori students. In addition, the business community experienced growth in business turnover as well as an increase in the city’s GDP. The zero fees programme not only encouraged the Southland population to attend SIT but was also instrumental in encouraging others from outside Southland to come into the region.
INTERNATIONAL LINKS
Many New Zealand tertiary education providers have links with overseas institutions. Some providers have formal arrangements with international counterparts to offer study programmes for their students. Others operate staff and student exchanges, international consultancies and benchmarking schemes. Some of the international developments that took place in 2002 are outlined in this section:
• Lincoln University has links with the Agricultural University of Vienna, ENSAT Toulouse, Colorado State University and the Royal Agricultural and Veterinary University, Copenhagen. The University hosts students from these institutes and also collaborates in research. It operates formal student exchanges with Oregon State University, California State University, the University of California, the University of Guelph and a number of other institutions.
• UNITEC Institute of Technology has collaborated with the Royal Melbourne Institute of Technology in a partnership that focuses on electrotechnology. There are plans to offer a Bachelor of Applied Technology on both sides of the Tasman.
• Te Tauihu o Nga Wänanga, the National Association of Wänanga, has developed international links with various indigenous peoples and related national organisations worldwide. This is expected to lead to a world indigenous peoples’ conference in Aotearoa.
PAGE 127 SYSTEM CAPABILITY AND QUALITY
INSTITUTION SPECIFIC INITIATIVES
Wellington College of Education
In a move designed to merge the entrepreneurial flair of a highly successful export business with its own educational reputation and qualifications, Wellington College of Education has collaborated with a publisher, Wendy Pye Ltd, to create a package of courses and services for enhancing the teaching of literacy both nationally and internationally.
Southern Institute of Technology
Southern Institute of Technology (SIT) sound engineering students now have access to some of the best audio engineering equipment in the world following the opening of the School of Audio Engineering’s (SAE) new campus in Byron Bay, Australia. Under a partnership agreement signed in 1999, SIT students in the third year of their Bachelor of Sound Engineering can now travel to Australia for up to a month to use the same state of the art equipment. It also gives them a taste of the research environment they would have access to if they moved to a masters degree at SAE upon completion of their degree. Other major partners with the SAE include: Southern Cross University, Lismore, Australia; Middlesex University, London, England; and Columba College, Chicago, USA.
Nelson Marlborough Institute of Technology
The Nelson Marlborough Seafood Industry Cluster aims to enhance the region’s global position in deep sea fishing and aquaculture through research and education. In addition to the major seafood companies operating out of Nelson, the cluster involves the Cawthron Institute, the Universities of Otago and Canterbury, Nelson Marlborough Institute of Technology and Marlborough aquaculture companies. Industry clusters are intended to enable groups of businesses and educational/research institutions to co-ordinate their strengths and use their combined size to generate increased sales as well as taking advantage of economies of scale. The Nelson Marlborough Seafood Industry Cluster also intends to establish a Seafood Centre of Excellence and relevant new fisheries programmes. Another outcome of this project, an assessment of industry training needs, is intended to be part-funded in 2003 by the Polytechnic Regional Development Fund.
Tai Poutini Polytechnic
Tai Poutini Polytechnic has entered partnerships with a number of firms. Among them are:
• Solid Energy – a training relationship with this energy company that employs more than 400 staff
• GRD Macraes – an agreement to create a community education facility to foster community and post-school education on the West Coast
• Fulton Hogan – Fulton Hogan is a large New Zealand company with over 2,700 staff in New Zealand and Australia. Tai Poutini entered an agreement with the company to facilitate training for its staff by providing educational expertise and accredited qualifications for participants.
• Buller Community Development Company – an agreement was signed with BCDC to develop training in the Westport/Buller region with results expected to follow in 2003.
Eastern Institute of Technology
In July 2002, Government announced the approval of a major regional initiative involving the establishment of a food and wine centre of innovation for Hawke’s Bay. This project, based on partnership involving local government, industry, iwi, the Eastern Institute of Technology and the economic development agency, will foster the region’s strategic strengths in food and wine and will be based around infrastructure on the EIT campus. Significant progress has already been made with the project that has attracted a $2.0 million grant from Industry New Zealand and a further $300,000 grant from the Polytechnic Regional Development Fund.
FLEXIBLE AND ONLINE LEARNING
e-Learning (electronic learning) is the delivery of teaching over the internet using web-based services to deliver learning opportunities to learners/students. It can incorporate local, regional, national and international learning styles and experiences, and can be tailored to suit diverse learner groups. It can be used as a method of distance learning where learners/students and teachers are separated by time and/or location, but is also increasingly used to complement traditional face-to-face learning. e-Learning requires administrative and strategic support in order to ensure high-quality teaching and education in an internet environment.
E-LEARNING’S ROLE IN TERTIARY EDUCATION IN NEW ZEALAND
e-Learning is playing an ever-increasing role in expanding the learning opportunities available to learners both in New Zealand and worldwide. It allows tertiary education organisations to reach a larger and more diverse group of students.
As the world becomes increasingly accustomed to working through electronic and web-based techniques, e-learning enables people to capitalise on the advantages offered by an alternative learning style which is not bound by time and space. It allows access to worldwide learners, educators, opportunities and knowledge.
THE E-LEARNING ADVISORY GROUP
The e-Learning Advisory Group was established by the government in July 2001 to provide advice to the Ministry of Education on an innovative, strategic direction for e-learning in tertiary education in New Zealand. The group comprised 10 sector representatives with a wide range of skills and experience in developing e-learning.
In March 2002, the e-Learning Advisory Group published the results of its work in Highways and Pathways: Exploring New Zealand’s e-Learning Opportunities. The advisory group recommended that New Zealand continue its tradition of
creating flexible and adaptable learning opportunities that are tailored to individual learner needs. To achieve this in e-learning, the advisory group recommended the phased introduction of the following initiatives:
• A tertiary e-learning consortium comprising institutions with expertise in e-learning. This consortium would be publicly funded to co-ordinate the development of e-learning within the tertiary sector.
• A ‘single electronic point of entry’, or portal, through which people could gain access to a wide range of information, services and resources offered by New Zealand’s tertiary education sector. Over time, it is envisaged that students would be able to enrol, learn, be assessed and transfer credit between education organisations and programmes using this portal.
• An e-Learning Collaborative Development Fund (eCDF) delivering funding that would help New Zealand’s tertiary education organisations develop their e-learning capability.
Currently there are a number of challenges for tertiary education organisations in realising the potential of this new learning medium. Collaborative development of New Zealand’s e-learning capability will help us stay at the forefront of international developments, and ensure we make the most of our resources and avoid duplication of effort. The e-Learning Advisory Group found New Zealand has a strong base to build on, with a great many institutions already involved with e-learning in some way.
A number of institutions are developing strategies for online learning, mixed media and a wide range of other e-learning programmes. In some cases, online learning programmes are already being used to supplement a traditional campus-based approach.
The government announced funding of $9.8 million over four years, in Budget 2002, to build capability and create a tertiary e-learning portal.
In 2002, the Ministry of Education worked to set the tertiary e-learning strategy in motion by beginning work on a portfolio of projects. The Ministry is working on these projects in collaboration with tertiary education organisations, government agencies, industry and community groups.
PAGE 129 SYSTEM CAPABILITY AND QUALITY
In 2002, the work programme included the following project streams:
� development of a tertiary education portal
� development of a tertiary e-learning portal, and
� development of draft criteria for the set up and administration of the eCDF, which is now administered by the Tertiary Education Commission.
TERTIARY E-LEARNING PORTAL AND TERTIARY EDUCATION
PORTAL
The tertiary e-learning portal and the tertiary education portal will facilitate information sharing related to tertiary e-learning and tertiary education. These portals will act as �doorways� to a pool of information related to tertiary e-learning and education, which can be found on the internet. The portals will match a person or user-community�s needs to available offerings.
It will be a one-stop shop for access to information, services, news and contacts related to the tertiary education sector.
It will facilitate the sharing of information about e-learning and e-learning organisations. It will help people to access information about tertiary education providers and the e-learning courses that they offer, various tertiary education-related services and digital learning objects.
The first phase of the portal developments went live in 2003 with ongoing development over the next three years.
THE CAPABILITY OF TERTIARY EDUCATION INSTITUTIONS
New Zealand�s tertiary education institutions (TEIs) are major organisations. Universities deal with annual income ranging from $62.7 million to $460.5 million. The average income for polytechnics is around $34.8 million. Public providers are also significant employers; those located in provincial centres may be one of the largest employers in their region. Collectively, the public providers have income totalling over $2.744 billion and combined assets worth over $4.8 billion.
As Crown entities listed in the fourth schedule of the Public Finance Act 1989, tertiary education institutions are required to follow standard public sector financial accountability processes and are required to report under Part V of that Act.
The public, and students in particular, expect that institutions will not only deliver excellent education outcomes, but that they will be properly organised to make the best use of public resources. Responsible use of public resources is a statutory requirement for tertiary education institutions. Public providers also need to be able to react quickly to changes in their communities and to the educational demands of students and potential students. This requires a balance of input from those who understand educational outcomes and can deliver those outcomes, and those who are able to structure and manage an organisation to give security to educational providers by ensuring ongoing viability.
GOVERNANCE AND MANAGEMENT IN TEIs
THE ROLES AND FUNCTIONS OF COUNCILS
The governing body of a tertiary education institution is its council, which carries responsibility for ensuring the effective management of the institution and for planning its future development. It has ultimate responsibility for all the affairs of the institution. While a council determines the overall strategic direction of an institution, the chief executive is responsible for the executive management of the institution and its day-to-day direction. The chief executive is the only employee of the council, and must implement the council�s decisions, as well as being answerable to the council for his or her performance.
Councils are entrusted with public funds and therefore have a particular duty to fulfil the highest standards of governance at all times. Councils are key to the governance of public providers. Some of the functions of a council under section 180 of the Education Act 1989 are as follows:
� to appoint a chief executive and monitor and evaluate his or her performance
� to prepare, negotiate and adopt a charter for the institution
� to adopt a profile for the institution
� to ensure that the institution is managed in accordance with its charter and profile, and
� to determine the policies of the institution in relation to the implementation of its charter, the carrying out of its profile, and, subject to the State Sector Act 1988, the management of its affairs.
The duties of the TEI Council, as specified in the legislation, provide that each TEI Council, in the performance of its functions and the exercise of its powers, undertakes the following:
� to strive to ensure that the institution attains the highest standards of excellence in education, training and research
� to acknowledge the principles of the Treaty of Waitangi
� to encourage the greatest possible participation by the communities served by the institution so as to maximise the educational potential of all members of those communities with particular emphasis on those groups in those communities that are under-represented among the students of the institution
� to ensure that the institution does not discriminate unfairly against any person
� to ensure that the institution operates in a financially responsible manner that ensures the efficient use of resources and maintains the institution�s long-term viability, and
� to ensure that a proper standard of integrity, conduct and concern for the public and the well-being of students attending the institution are maintained.
Further duties are implicit in other sections of the Education Act 1989.
One of the aims of the Education Standards Act 2001 was to allow the Crown to take positive and supportive action at an earlier stage in the case of serious governance failure of a public tertiary institution. The Act has extended the functions and duties of tertiary education institution councils to make explicit the requirement to ensure that their tertiary education institutions operate in a financially responsible manner, using resources efficiently to maintain long-term viability. The Act also provides a monitoring and intervention regime based on assessment of the level of risk to the operation and long-term viability of an institution. The regime includes, as a first step, more frequent and in-depth reporting. This may be followed by appointment of a Crown Observer to a council. The Act also grants the Minister the power to dissolve a council and appoint a commissioner should an institution�s viability be seriously threatened.
In 2002, the Associate Minister of Education (Tertiary Education) asked Professor Meredith Edwards from the University of Canberra to undertake a review of the governance of tertiary education institutions in the public sector of New Zealand. Professor Edwards� report recommended a new framework to achieve good governance practice. Professor Edwards maintained the governance practice of tertiary education institutions in New Zealand is not seriously flawed, but that there is room for improvement. This is particularly so in clarifying the roles and responsibilities of councils and their members, improving the balance between councils, chief executives and academic boards, sharing of good governance practice across the sector and optimising the role of stakeholders in tertiary governance.
The report recommends a package of measures to enhance governance performance across the tertiary education system and to position individual institutions to deal more effectively with the increasingly complex educational, technological and commercial challenges of the 21st century. Its findings have been informed by wide-ranging discussions with stakeholders, meetings with a reference group and analysis of good governance practices elsewhere in the world.
A further recommendation in the report is that TEI councils instigate specific measures to ensure that they meet their obligations to Mäori. Initially, however, councils need to gain the confidence of Mäori through having Mäori more fully involved in council business so that the council is cognisant of the cultural perspectives and skills of Mäori when responding to the government�s strategy for Mäori development and aspirations. Her report continues that councils should work with local and regional Mäori communities in order to improve their accountability to them and ensure that their organisations contribute to regional and local Mäori, whänau, hapü and iwi development.
COUNCIL MEMBERSHIP
The Education Act 1989 requires that a council must consist of between 12 and 20 members and must include the chief executive of the institution, staff and student representatives, and representatives from both employers� and workers� organisations, as well as four ministerial appointees.
PAGE 131 SYSTEM CAPABILITY AND QUALITY
The other members could include representatives of local iwi, representatives of particular regions, members of professional or farming groups, or local authority representatives. Some councils provide for a certain number of council members to be co-opted if required. Other councils, particularly universities, have a court of convocation process by which some council members are elected, generally by graduates of the institution.
The functions and duties of councils were amended in 2002. As part of the revisions, for example, the need to assess the performance of the chief executive was made more explicit.
Councils are essentially representative in nature. The representative model alone does not necessarily provide the balance of skills that may be required for good governance, nor does it ensure that a council reflects the ethnic and socio-economic diversity of the community. Ministerial appointments, therefore, play an important role in ensuring that a council has a sufficient number of members with the range of expertise required under the Education Act 1989 to protect the government�s interest. They also ensure that a council reflects its wider community.
Councils should not duplicate the role of management, but it is vital that those serving on councils understand the tasks and pressures of the management role, and know the right questions to ask. Councils should collectively have experience of these fields in order to be able to set the strategic direction and performance targets for the institution effectively and to monitor performance against these targets.
The process for making ministerial appointments has been changed substantially from that of the past. Nominees are interviewed to ascertain their knowledge of the tertiary sector and to identify any previous governance experience. All ministerial appointments are now considered by the Cabinet Appointments and Honours Committee, and a more rigorous consultation process enables further consultation with other members of Cabinet and key stakeholder groups.
The Government has also sought to make clearer the specific expectations that it holds of both institutions and members of their governing bodies. The Associate Minister of Education (Tertiary Education) issued a statement of expectations of tertiary institution council members in 2001.
This statement makes clear the specific expectations the Minister holds of tertiary institution council members. These expectations include ensuring that the institution undertakes sound strategic and business planning in accordance with its charter and that the council appropriately directs the chief executive and holds him or her accountable for performance. Council members are also expected to ensure that the institution adopts sound organisational and financial management practices to safeguard and enhance the country�s investment in the institution. Councils are expected to ensure that the institution adopts a sound risk management strategy for all facets of its activities.
Council members should also encourage the institution to explore ways in which greater co-operation and collaboration with other tertiary institutions can be achieved to the benefit of all institutions involved. Consistent with the government�s strategic priorities, institutions should also be working towards raising the educational achievement of disadvantaged groups in society. Finally, council members are expected to declare any potential conflicts of interest and participate in annual performance appraisals of council members.
GOVERNANCE TRAINING
The government recognises the public interest in the ongoing viability of public tertiary education institutions. To assist institutions to develop good governance practices, the Ministry of Education�s Tertiary Advisory Monitoring Unit (TAMU) has continued to develop and deliver seminars for council members in conjunction with the Association of Polytechnics of New Zealand.
FINANCIAL MANAGEMENT OF TEIs1
OPERATING SURPLUSES
The operating surplus of an institution2 provides it with the opportunity to invest or reinvest funds in further teaching, research and student learning and to provide something of a safety margin against budget variations and other untoward events. It is helpful to express the operating surplus (or deficit) as a percentage of income, to give the return on income or operating margin.
1 The website of the Ministry of Education�s Tertiary Advisory Monitoring Unit
(TAMU) contains a large amount of detailed information on the financial
performance and financial position of TEIs. www.minedu.govt.nz/goto/TAMU.
2 The amount remaining when total operating expenditure is subtracted from
total income.
The public tertiary education sector typically produces a relatively low return on income. The level of return varies according to many institutional circumstances, including capitalisation levels, depreciation levels, the extent of plant or equipment leasing, development strategies and overall efficiency of operation. Generally, however, an operating surplus of 3 percent or more is regarded by the Ministry of Education as an indicator of adequate financial health.
The total income of TEIs was $2.74 billion in 2002 while expenditure was $2.6 billion. The public tertiary sector’s operating surplus was $125.7 million before abnormal items3. The net operating surplus4 for the total sector was $114 million (4.2 percent of income), compared with the result of 2.9 percent obtained in 2001. The corresponding figure for 2000 was 1.4 percent.
Six of the 36 institutions recorded a net operating deficit5 in 2002, compared with 10 TEIs in 2001 and 13 in 2000.
As the following graph illustrates, income in the sector has increased by 53 percent over the last seven years.
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This reflects the ongoing improvement of performance across the sector, with 19 of the 36 public institutions again achieving the recommended threshold for surplus as a percentage of income of 3 percent. This was the same number as in 2001 and compares with 11 institutions in 2000. Te Wänanga o Aotearoa achieved the highest return on income in 2002 with 27 percent.
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The Figure above indicates an overall movement towards the Ministry of Education’s threshold across the board. There were also excellent results from institutes such as Aoraki Polytechnic, Nelson Marlborough Institute of Technology and Tairawhiti Polytechnic, all of which recovered from losses experienced in 2001.
TABLE 9.1: TEIs’ NET RETURN ON INCOME, 1996 AND 2000-2002
Sub-sector type 1996 2000 2001 2002
Universities 3.0% 2.4% 3.4% 3.1%
Polytechnics 2.7% -1.7% 0.9% 3.3%
Colleges of Education 0.0% 5.8% 3.6% 2.9%
Wänanga 4.0% 4.0% 8.2% 22.6%
All TEIs 2.8% 1.5% 2.9% 4.2%
The largest component of the revenue of TEIs in 2002 was provided by the Crown through tuition subsidies. Tuition subsidies amounted to $1.226 billion (excluding GST), up by 10.3 percent on 2001. Other government revenue contributed $77 million. The corresponding figures for 2001 were $1.112 billion in tuition subsidies and $63 million in other government revenue. In all, government grants represented 49 percent of total TEI revenue, compared with 48.7 percent in 2001 and 49.5 percent in 2000. Fees paid by domestic students at TEIs in 2002 amounted to $529 million, roughly the same as
3 The annual reports do not disclose abnormal items as the accounting standards
have removed this term. For analysis purposes, and especially looking at trends
over time, it was useful to identify one-off items that would materially impact on
trends analysis. Such items included legal claim payouts, redundancies and large
gains or losses on asset sales or revaluations.
4 Net of abnormal items.
5 Net of abnormal items.
PAGE 133 SYSTEM CAPABILITY AND QUALITY
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for 2001. This compares with $538 million in 2000. Thus, in 2002, domestic fees represented 19 percent of the total revenue earned by TEIs. Domestic student fees represented 29.5 percent of the revenue earned from the enrolment of New Zealand students6. The corresponding figures for 2001 were 22 percent and 32 percent respectively. In 2000, however, fees represented 33.7 percent of revenue earned from the enrolment of domestic students. This recent downward trend is also reflected in the average fee per domestic EFTS. The average fee in TEIs fell between 2000 and 2001 by 14 percent from $3,546 to $3,053, reflecting the continuation of the Government’s fee stabilisation policy, the increase in tuition subsidies, and also the fact that a number of providers offered programmes with zero fees in 2002.
There is a continuing trend in TEIs of being less reliant on income from government grants and fees from domestic students. Over the seven-year period from 1996 to 2002, total fee income from international students increased more than 638 percent and research contract income nearly doubled. The proportion of total income from research and other sources has increased from 12 percent of total income in 1996 to 21 percent in 2002.
Consistent with previous years, the university sector reported the highest proportion of income from sources other than government grants and fees (29 percent). The universities secured nearly all the research contract income gained by the TEIs. The following graph depicts the university sub-sector income by source:
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Wänanga7 and colleges of education are most reliant on government grant income. The reliance of the wänanga sector on government income has been increased as a result of Te Wänanga o Aotearoa’s (TWOA) move to offer qualifications with zero fees. Thus the percentage of TWOA’s income derived from the government increased from 64.3 percent in 2000 to 94.4 percent in 2002 as the zero fees programme is phased in. Polytechnics have the highest proportion of their income being generated by total student fees (34.6 percent). The sector has experienced an increasing proportion of student fee income, mainly as a result of increasing international student enrolments.
Approximately two-thirds of the total sector income is in the universities. The most significant increase in the TEI sector has, however, been in the wänanga sector’s income which in 2002 more than doubled its 2001 income, while the other provider groups’ income has grown in line with the income growth in the sector as a whole.
6 This figure is calculated by dividing domestic fee revenue by the sum of domestic
fee revenue and government grants.
7 It should be noted that a number of providers now offer enrolment to domestic
students with zero fees. Thus, the proportion of wänanga income from tuition
subsidies has increased.
COST OF SERVICES
The total cost of providing tertiary education at public tertiary institutions grew by 120.1 percent from $1.19 billion in 1996 to $2.619 billion in 2002. The main factors contributing to cost increases are servicing increased student numbers and the development of new courses and qualifications. Cost increases can also be attributed to inflation, wage growth and the greater use of technology.
The average total expenditure per equivalent full-time student (EFTS) for the sector in 1996 and 2002 is illustrated in the following graph. Costs per EFTS have generally increased across the sector as a whole, but decreased on average between 2001 and 2002. Costs per EFTS decreased once again in both polytechnics and wänanga between 2001 and 2002, reflecting a similar trend in the previous year. This may reflect an ability to achieve larger class sizes, partially attributable to these provider groups offering more short course, zero fee options and more distance learning.
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LONGER-TERM FINANCIAL TRENDS BY SUB-SECTOR
The following sections explore the key financial trends over the past few years for each of the four sub-sectors within the public TEI sector8.
UNIVERSITY SECTOR TRENDS
• The number of EFTS places in universities in 2002 rose by six percent or approximately 6,500, compared with an increase of four percent or approximately 4,100 in 2001.
• Over the period 1996 to 2002, there was growth of 22 percent in the number of EFTS places.
• There has been an increase of 64 percent (from 2001) in the number of international students, while domestic numbers have risen by two percent.
• Victoria University of Wellington, Massey University, the University of Otago and the University of Auckland reported operating surpluses of three percent or more.
• Lincoln University was the only university to record an operating deficit in 2002.
• University income in 2002 increased by 9.9 percent following an eight percent rise in income in 2001. A major contributing element was a $78.7 million increase in international student fees, following a $63 million increase in 2001. Research income increased by 7.8 percent across the sector. These results suggest a continuing trend of increased income diversification.
• Personnel costs increased by 11.2 percent from the year 2001 to 2002, compared with a rise of 10 percent in the year from 2000 to 2001. Those costs as a percentage of total costs remained at 58 percent, compared with 56 percent in 2000. The number of full-time equivalent staff over this period was seven percent up on 2001, an increase of five percent from 2000.
• The student to academic staff ratio in 2000 was 16.2:1; in 2001 it was 15.5:1 and in 2002 it was 15.8:1.
• The holding of liquid assets experienced a turnaround, returning to the 13 percent of operating cash-flow reported in 2000, a recovery of 10 percent from 2001. In part this reflected internal financing of capital works from cash flow. In terms of cash-flow cover, six of the eight universities were at, or above, the Ministry of Education’s guideline of one month’s cover.
• Six universities had negative working capital, compared with five in 2001. Three out of eight had a quick ratio (current assets to current liabilities) of one or less, where the Ministry of Education’s benchmark is 1.
• There is evidence of an increasing reliance on international students as a source of income and as a factor influencing the build-up of cash reserves at year-end.
8 TAMU uses year-end data supplied by TEIs to measure FTE staffing ratios. This
differs from other parts of this report where July figures are used.
PAGE 135 SYSTEM CAPABILITY AND QUALITY
INSTITUTE OF TECHNOLOGY AND POLYTECHNIC SECTOR
TRENDS
• The number of EFTS places in the polytechnics rose by 13.5 percent in 2002, following a rise of nine percent in 2001 and after two years of relative stability.
• The operating surplus after abnormal items was 3.3 percent of income for the sector, up from 0.9 percent in 2001 and from a deficit of 1.7 percent in 2000.
• Eleven polytechnics had surpluses of five percent of revenue or more. This compares with six polytechnics in 2001 and three in 2000. Aoraki Polytechnic had a surplus of 14.5 percent.
• Five of the 20 polytechnics recorded operating deficits, compared with eight in 2001 and nine in 2000. Subsequent to the merger with Wanganui Regional Community Polytechnic, UCOL continues to report a loss, so too does WelTec, now in its second year of operation following its absorption of Central Institute of Technology.
• Income per EFTS continued to decrease by two percent.
• Polytechnic income from ITOs increased 24.3 percent in 2001 and a further 11.9 percent in 2002. The total ITO income for the poytechnic sector represents 3.8 percent of total government income in polytechnics.
• Operating costs per EFTS in the polytechnics reduced by four percent in 2002.
• The student to academic staff ratio in 1996 was 13.7:1, in 2000 it was 15.2:1 and in 2001 it was 15.5:1, while in 2002 it was 17.2:1.
• Cash cover or the primary reserve – cash on hand as a percentage of operational outgoings – was 18 percent which is two months’ cover. This is up from 12 percent which is six weeks’ cover, exceeding the recommended Ministry of Education’s minimum of one month’s cover.
• Overall, equity in the polytechnic sector rose by 26.3 percent over the 1996 to 2002 period, up from 19 percent in 2001.
• Fixed assets per EFTS decreased by 3.2 percent over the 1996 to 2002 period. Expenditure on fixed assets in 2002 was 1.6 times depreciation.
• Asset productivity (income from fixed assets) increased to 88 percent in 2002 up from 81 percent in 2001 and 79 percent in 1996.
COLLEGE OF EDUCATION SECTOR TRENDS
• There was an increase in the number of EFTS places in the colleges in 2002 of 0.6 percent that occurred between 2001 and 2002, compared with the reduction of three percent that occurred between 2000 and 2001. Overall, however, there was growth of 27.2 percent from 1996 to 2002.
• The colleges recorded a net operating surplus of three percent in 2002, down from four percent in 2001 and a further decrease from six percent in 2000.
• There was a 44 percent increase in income over the period 1996-2002, translating into a 13.6 percent increase in total income per EFTS.
• Cash cover was 25 percent in 2002, which was the same for 2001. This is three times the recommended Ministry of Education threshold.
• There was strong cash-flow from operations – 112 percent in/out for 2002, up from 111 percent cash in/out in 2001.
• Capital expenditure was $1,034 per EFTS, compared with $1,182 in 2001. On a per-EFTS basis this was a 15.7 percent reduction on 2001 following an earlier 38 percent reduction on 2000. This is still, however, on par with the level of depreciation.
• Asset productivity (Operating Revenue/Fixed Assets) was 79 percent, compared with 75 percent in 2001.
WÄNANGA SECTOR TRENDS
• The number of EFTS places in wänanga more than doubled in both 2001 and 2002 (126 and 164.5 percent growth respectively). The number of EFTS in wänanga has increased by more than 2,095 percent since 1996. Much of the growth is notably in lower-level entry programmes. A flow-on or staircasing of students into other higher-level programmes will be a focus of wänanga over future years.
• There was a 17 percent reduction in costs per EFTS in 2002, compared with a five percent reduction in 2001. Revenue per EFTS reduced by two percent in 2002 and by one percent in 2001.
• Fixed assets in wänanga grew by 107 percent in 2002 after a 115 percent increase in 2001.
• There was high asset productivity (Operating Revenue/Fixed Assets) of 248 percent in 2002 following on from a high 198 percent in 2001.
• Wänanga recorded strong operating cash-flows – 144 percent cash in/out in 2002, compared with 113 percent in 2001. Liquidity was also high – 44 percent (over six months’ operating cash out) in 2002, which was down slightly from 2001 (56 percent).
• The strong cash position was partly attributable to recent capital injections resulting from the Treaty settlements.
• There was an average student to academic staff ratio of 42.4:1. This largely reflected an increase in the number of EFTS taught as part of distance or mixed mode delivery forms. Thus, there was a reduction of the student to academic staff ratio from 32.4:1 in 2001.
SECTOR LIQUIDITY AND ASSETS
The level of cash, bank deposits and readily liquifiable assets held by institutions is an important indicator of financial health and viability, which provides a buffer against variability in performance.
Total cash9, measured as a percentage of total cash outflows from operations is 12 percent on average (or six weeks’ cash-holdings), a reasonable capacity throughout the sector to cope with unexpected increases in expenditure or reductions in income, but insufficient to cope with significant strategic repositioning.
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The range of performance is summarised below:
TABLE 9.2: CASH COVER BY SUB-SECTOR, 2001-2002
Public TEI Sector 2001 Ratio 2002 Ratio
Total Sector 12% 16%
Universities 10% 13%
Polytechnics 12% 18%
Colleges of Education 25% 25%
Wänanga* 56% 44%
* Note: Reflects capital injection.
Another measure of liquidity is the working capital ratio (defined as current assets divided by current liabilities) of an institution. This provides a snapshot of an institution’s assets maturing within one year against its obligations maturing within one year. A ratio of less than 100 percent means an institution has fewer current assets than current liabilities, and would normally mean it is relying on cash-flow from operations and external sources to settle its short-term debts.
Over the last decade, the sector’s working capital has declined from 136 percent in 1992 to 98 percent in 2002. This result, however, needs to be compared with the 88 percent achieved in 2001. The working capital levels are, however, highly variable between the sub-sector groups and across institutions. Part of the reason for lower levels of working capital compared with 1992 is a decline in financial performance, but for many if not most TEIs the result reflects the funding of capital expenditure from cash reserves.
TABLE 9.3: WORKING CAPITAL RATIO BY SUB-SECTOR, 2001-2002
Public TEI Sector 2001 Ratio 2002 Ratio
Total Sector 88% 98%
Universities 74% 84%
Polytechnics 95% 101%
Colleges of Education 159% 156%
Wänanga* 459% 287%
* Note: Reflects capital injection.
9 Includes cash, short-term cash investments and long-term investments
easily converted to cash (eg, Government bonds and marketable shares), less
overdrafts.
PAGE 137 SYSTEM CAPABILITY AND QUALITY
CAPITAL EXPENDITURE
Total capital expenditure across the sector was $354 million in 2002, slightly more than the capital expenditure in 2001 and 2000 ($334 and $341 million respectively). The highest level of capital expenditure per EFTS was $3,681 by the University of Auckland and the lowest $313 by Aoraki Polytechnic. Total capital expenditure in the sector has ranged between 1.5 and 2.0 times depreciation since 1996. The expansion of EFTS has been one of the main drivers of capital expenditure along with the need to modernise plant. Learning delivery modes that require less capital investment, such as e-learning, correspondence courses and marae-based learning are expected to play a larger part in the sector. These trends may have a significant impact on the sector’s future capital requirements. Total fixed assets per EFTS were $18,668 in 2002, a decrease of 6.2 percent from 2001 ($19,902 at the 2001 year-end).
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Wänanga have the lowest fixed assets per EFTS of $2,565 ($3,281 in 2001). This ratio has reduced by 22 percent since 2000 as the number of EFTS in this sector has outgrown the pace of fixed asset expenditure. This partly reflects the fact that wänanga are in a ‘catchup’ phase regarding capital works. It also reflects the increasing use of low capital intensive learning delivery modes (eg marae-based studies) which also contribute to this result. Recent and future Treaty settlement funding should lead to an increase in wänanga sector fixed asset levels in future years.
Although debt ratios in TEIs have doubled over the 1996 to 2002 period, the overall debt ratio remains consistently low, reflecting that institutions are tending to fund capital expenditure from operating revenue. The highest debt ratio in the sector is 25 percent, down from 31 percent last year with only three of the 36 institutions with a debt ratio higher than 20 percent.
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OVERALL SECTOR STRATEGIC SITUATION
The position of the sector can be summarised by comparing actual results against minimum thresholds covering the following key areas.
TABLE 9.4: FINANCIAL PERFORMANCE OF TEIs – KEY INDICATORS, 1999-2002
Item Meaning Threshold 1999 Performance 2000 Performance 2001 Performance 2002 Performance
Operating surplus Operating surplus after abnormals 3% 2.3 % 1.4 % 2.9 % 4.2% as a percentage of revenue
Cash cover Liquid funds as a percentage of annual 8% 13.9 % 13.3 % 12.4 % 16.3% cash operating outgoings
Asset productivity Income over net assets 40% 59.3 % 61.6 % 66.5 % 68.3%
Return on assets Operating surplus as a percentage of assets 1% 1.2 % 0.7 % 1.6 % 2.4%
Unless there is a convincing strategy to the contrary, the threshold is seen as the minimum required for prudent operation. The sector averages are above the threshold in all four key measures. The following graph converts the four thresholds to a base of 100 and compares the actual against that base.
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THE TERTIARY EDUCATION WORKFORCE 1997-2002
Tertiary education providers are critically dependent on the teaching and research capability of their staff. More than 60 percent of the expenditure of tertiary education institutions (TEIs) is devoted to personnel costs. The calibre of staff obviously has a major bearing on the learning experiences of students and their motivation to keep learning. It is vital for New Zealand’s emerging knowledge society that it can call on highly qualified tertiary educators who are able to impart knowledge in a high-quality fashion. The market for high-quality researchers is becoming increasingly globalised, and New Zealand must be able to remain internationally competitive and attract talented academic staff.
These sections provide an overview of the composition of the tertiary workforce by examining:
• trends in full-time equivalent (FTE) academic and non-academic staff numbers in TEIs, and student to staff ratios by using full year cumulative data over the period from 1997 to 200211, and
• a survey of the tenure, gender and job positions of the staff in 2002 by using 31 July snapshot data for both TEIs and private training establishments (PTEs)12.
This analysis is limited in its range as existing data collected on tertiary education workforce is narrow in scope and type. The aggregated data does not provide an insight into institutional variations that reflect a number of variables including overall size, geographic location and other issues such as governance and management of those institutions.
11 The Ministry of Education collects data on FTE academic and non-academic staff
numbers in TEIs.
12 The Ministry of Education collects snapshot data at 31 July of each year on staff
employed in the tertiary sector. These data include public tertiary education
institutions (polytechnics, universities, colleges of education and wänanga).
They also include other tertiary education providers in receipt of a Ministry of
Education Grant, PTEs receiving funding through tuition subsidies and/or with
courses approved for student loans and allowances, and other PTEs registered
with the New Zealand Qualifications Authority.
PAGE 139 SYSTEM CAPABILITY AND QUALITY
The government has agreed to establish a strategic review and plan for the tertiary education workforce in 2003/04. This review is proposed to ensure that the workforce meets the future needs of the reformed tertiary education system and will contribute to ensuring that New Zealand’s tertiary education system meets the requirements of New Zealand’s knowledge society.
FULL-TIME EQUIVALENT STAFFING 1997-2002
At the end of December 2002, TEIs reported that they employed 25,786 FTE staff, up from 24,265 in December 2001 and 22,056 in 1997. This represents an increase of 16.9 percent between 1997 and 2002.
Wänanga had a significant increase in the number of FTE staff employed from 103 to 995 (an increase of 866 percent) between 1997 and 2002. This was due to Te Wänanga o Aotearoa’s fourfold increase in student numbers between 2000 and 2002.
FTE levels have been steadily increasing in both universities and colleges of education as rolls have grown. The rise in colleges of education and universities between 1997 and 2002 was approximately 16 percent while polytechnic FTE levels have increased by 6.6 percent over the same period.
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ACADEMIC/TUTORIAL STAFF
Academic/tutorial staffing levels have remained fairly constant across the public tertiary sector (although not necessarily at individual institutions), except for the wänanga, since 1997.
Wänanga had a substantial increase in the number of FTE academic staff from 98 to 515 (a 426 percent increase). This increase is attributed to unprecedented growth in enrolments that has occurred in the wänanga sub-sector in the past three years.
The number of FTE academic staff in universities increased by 11.6 percent between 1997 and 2002 while FTE academic staff at polytechnics grew by 7.5 percent and at colleges of education by 5.4 percent over the same period. All three sub-sectors experienced drops in the number of FTE academic staff in 2000.
In 2002, academic staff made up 51.8 percent of all staff at wänanga, 56.9 percent at polytechnics, 46.5 percent at universities, and 54.3 percent at colleges of education.
The higher ratio of teaching to non-teaching staff at polytechnics, colleges of education and wänanga is due in part to the modes of delivery used in different sub-sectors, and also to the extent to which providers concentrate on teaching alone (universities hire more research and advisory staff than do other tertiary education providers).
The following graph shows the changes from 1997 to 2002 for FTE academic staff employed in TEIs.
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NON-ACADEMIC STAFF
The number of executive and support staff in the public tertiary education sector totalled 12,857 FTEs in 2002. This included 3,253 at polytechnics, 622 at colleges of education, 480 at wänanga, and 8,502 at universities (excluding research and research support staff and advisory and other teacher support staff employed by schools of education). The number of non-academic staff in wänanga grew from five in 1997 to 480 in 2002.
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PAGE 141 SYSTEM CAPABILITY AND QUALITY
EFTS/FTE RATIOS
The student to staff ratio is only a broad indicator of efficiency and must be taken in a larger context, so direct comparisons between individual institutions must be made with caution. Variations in ratios will occur naturally because of the size of institutions, mergers, types of programmes offered, and duration of programmes offered, ie full-year versus short courses as well as internal versus external enrolments.
This ratio is calculated by dividing the number of EFTS by the number of FTE academic staff.
From 1997 to 2002, EFTS to FTE ratios at public tertiary education institutions increased for all sub-sectors. In 2001 and 2002,
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wänanga had a large increase in the student to staff ratio. The EFTS to FTE ratio at wänanga has fluctuated as this sub-sector has grown – from 11.9:1 in 1997, 18.1:1 in 1998, 13.3:1 in 1999 and 17.4:1 in 2000 to 32.4:1 in 2001 and 46.6:1 in 2002. Te Wänanga o Aotearoa’s large increase in student numbers in 2001 has had an impact on the student to staff ratio. This provider has large numbers of distance learning students.
The EFTS to FTE ratio has remained fairly constant in universities. The increase in EFTS to FTE ratios at the polytechnics over the 1997 to 2001 period reflects both increases in the number of students and significant loss of staff positions between 1998 and 2000. The EFTS to FTE ratios in colleges of education are lower than other sub-sectors.
PERSONNEL COSTS
Staffing costs in public TEIs form the largest budget item. In TEIs on average, over 60 percent of expenditure is devoted to personnel costs. In some TEIs personnel costs reach up to 70 percent of all expenditure. Personnel costs as a percentage of total costs have declined for both universities and polytechnics. The 2001 and 2002 data show similar situations for universities, polytechnics and colleges of education.
The following graph shows trend information for the period 1997 to 2002 for each sub-sector and TEIs as a whole.
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PERSONNEL COSTS TO EFTS RATIOS
The data suggests that the polytechnic sector has been most effective in keeping the personnel costs to EFTS ratio low. Total personnel costs applied to each EFTS is highest for universities and reflects their spending on research and postgraduate students. The personnel costs to EFTS ratio for colleges has increased significantly since 2000, while total personnel costs at wänanga have increased from $4.2 million to $29.6 million (605 percent) between 1999 and 2002. The data at wänanga demonstrates significantly lower personnel costs per student as a result of higher EFTS to FTE ratios.
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GENDER, POSITIONS, FULL-TIME/PART-TIME
The following sections provide an analysis of the tenure, gender, status, ethnicity, age and salaries of tertiary education staff13.
TENURE
Most tertiary academic staff (60 percent) were employed full-time at public tertiary education institutions. There is a trend to more part-time academic staff, however, with the part-time percentages having risen from 36 percent in 1997 to 40 percent in 2002. The pattern differs across sectors. There is a higher proportion of full-time employees in wänanga (74 percent) and colleges of education (71 percent) than in universities (62 percent) and polytechnics (56 percent). Female academic staff were more likely to be working part-time than men (47 percent, compared with 33 percent) in public tertiary institutions, especially in polytechnics, where just over half
(53 percent) of the female staff were in part-time positions, compared with 34 percent of their male colleagues.
With private education providers that were in receipt of EFTS-based tuition subsidies, 62 percent of teaching staff were full-time (half of them male and half female). In other private education providers, 75 percent of teaching staff were full-time.
A larger percentage of female academic/teaching staff work part-time than males, as shown in the following graphs. This applies also to executive and support staff.
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Note: The one week referred to is as follows:
• wänanga, colleges of education, universities and polytechnics –
30 July-5 August 2002
• non-Ministry-funded private education providers – 30 July-5 August 2002
• Ministry-funded private education providers – 27 August-2 September 200213 This analysis is based on the 30 July-5 August 2002 headcount snapshot data.
PAGE 143 SYSTEM CAPABILITY AND QUALITY
GENDER
In polytechnics, women made up 54 percent of academic and 71 percent of executive and support staff. However, women in universities comprised only 41 percent of academic staff, compared with 56 percent of research staff, 25 percent of executive staff and 80 percent of advisory and other teacher support staff. In colleges of education, women made up 77 percent of academic, 78 percent of executive and support staff and 79 percent of advisory and other teacher support staff. At wänanga, women represented 50 percent of paid academic staff, 53 percent of voluntary staff, and 64 percent of executive and support staff.
With funded private education providers there were 47 percent male teaching staff compared to 53 percent female (in 2000 it was equally divided between men and women). With other private education providers, slightly more teaching staff were males at 53 percent.
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Between 1997 and 2002, no Chief Executive Officer positions at universities or colleges of education have been held by a woman, despite increasing female representation on the teaching staff over this period. In 2002, Massey University appointed the first woman to head a university in New Zealand when the university named Professor Judith Kinnear as its new Vice-Chancellor. In 2002, around 30 percent of the chief executives at polytechnics were women.
SENIOR ACADEMIC AND EXECUTIVE POSITIONS
Except for colleges of education, women are under-represented in senior academic positions (deans/heads of school, heads of dept/faculty, principal lecturers/senior lecturers) in the TEI sector.
In polytechnics the percentage of women holding director, deputy director or associate director positions in 2002 was 36. At polytechnics, women accounted for 47 percent of senior academic staff in 2002.
Universities had the biggest gender gap in the TEI sector, although it appears this gap is slowly narrowing. In 1997, women accounted for 20 percent of senior executive staff (senior academic managers and senior managers), but this had increased to 26 percent by 2002. Universities also had the biggest gender gap among senior academic staff in the TEI sector although it appears this gap is also slowly narrowing. In 1997, women represented 17 percent of senior academic staff (professors, readers/associate professors, and senior lecturers), but this had increased to 27 percent by 2001.
At colleges of education women made up 67 percent of senior executive staff in 2002 (directors/vice-principals/deans) compared with half in 2000 and 45 percent in 1997. At colleges of education women made up just over half (53 percent) of all senior academic staff in 1997 (principal lecturers/senior lecturers). However, by 2002 this was up to 74 percent, and reflected a gradual increase from 1997.
At wänanga around half of the senior executive staff were women (directors/deputies/associates). At wänanga women are under-represented in senior academic staff but, as with universities, the gap is narrowing. In 1997, there were no women senior academic staff employed by wänanga. In 1998, however, there were four female senior academic staff at wänanga, increasing to 10 in 2002.
2001 POPULATION CENSUS
Additional information on tertiary teaching staff can be drawn from the 2001 Population Census, in which 13,941 individuals identified themselves as a tertiary teaching professional. Census data shows that the gender balance is more even among younger tertiary teaching professionals, which may indicate a cohort effect, with large groups of younger women now moving through the teaching profession.
According to the 2001 Population Census, the majority of teaching staff (82 percent) were of European/Päkehä origin, compared with 84 percent in the 1996 Census. In 2001, Mäori, Pasifika and Asian people represented 8.6 percent, 1.5 percent and 5.7 percent respectively of tertiary teaching professionals. In each case, the proportion is significantly lower than the corresponding proportion in the student population.
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At the time of the 2001 Census, tertiary teaching professionals were most commonly between 40 and 49 years of age (31.4 percent). 26.7 percent were aged 50 to 59, 22.7 percent were aged 30 to 39 and 10.8 percent were aged 25 to 29.
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ACADEMIC SALARIES
An Association of Commonwealth Universities (ACU) survey14 of academic staff salaries and benefits in seven Commonwealth countries in 2001 and 2002 provides comparative data on average pay rates at universities in these countries, adjusting them for purchasing power. Those countries are Australia, Canada, Malaysia, South Africa and the United Kingdom, the exception being Singapore. The results show that the purchasing power of academic salaries in New Zealand is behind Australia and Singapore but ahead of Canada, the United Kingdom, South Africa and Malaysia.
14 The survey was published in February 2003 and was revised in August 2003. The
revised survey data is quoted in this Publication. It should be noted that the
purchasing power parity methodology used by the ACU is not accepted as valid
by some stakeholders. The results of this survey should, therefore, be treated as
indicative.
PAGE 145 SYSTEM CAPABILITY AND QUALITY
CAPABILITY AND CAPACITY IN THE PTE SECTOR
Private providers have developed to meet diverse educational needs. There is a significant emphasis on Mäori and Pasifika peoples. PTEs give learners an alternative to traditional educational institutions, and many offer specialised work-related programmes. The private tertiary education sector is constantly evolving in response to local demand. It is noted that 172 registered private providers in 2002 identified as Mäori.
The PTE sector has now become established with a complementary role to that of TEIs. PTEs have been key contributors to the substantial increase in student participation rate increases in recent years. By 2001, Mäori enrolment numbers in PTEs were similar to those of polytechnics. The enrolments of Pasifika peoples in PTEs were approximately 90 percent of those in polytechnics. The following are regarded as strengths of the PTE sector:
• the ability to cater for niche areas in education provision
• providing an alternative to mainstream options, and
• having the ability to provide education in locations where TEIs are not operating and where it may not be financially viable for them to do so.
FINANCIAL VIABILITY
In a recent Ministry of Education study, financial information was collected from all PTEs which received student component funding through EFTS-based tuition subsidies. Accounts were received from 229 individual PTEs for the year to 31 December 2002. The analysis shown in the following table sets out the average key financial indicators for PTEs and compares these with the TEIs.
TABLE 9.5: COMPARISONS OF PTE FINANCIAL PERFORMANCE WITH THAT OF TEIs, 2002
Key Performance Indicators PTE Average 2002 TEI Average 2002
Pre-tax surplus as a percentage 7% 4%of total revenue
Personnel cost to total revenue 44% 60%before depreciation
Operating cash in 114% 117%Operating cash out
Current ratio 1.9:1 1.0:1
Quick ratio 3.9:1 1.59:1
Shareholder commitment 43% Does not to total assets apply to TEIs
The average performance of PTEs on those indicators is reasonable in comparison with TEIs and reflects logical and obvious differences in financial and asset structures.
There is, however, greater variance in key performance indicators in PTEs than is the case with TEIs.
TABLE 9.6: EFFECT OF SIZE OF PTE ON ITS FINANCIAL PERFORMANCE, 2002
Key Performance Total Revenue Less Total Revenue MoreIndicators for all PTEs than $1 Million than $1 Million
Number of providers 126 103
Pre-tax surplus as a percentage 3% 10%of total revenue
Personnel cost as a percentage of 46% 42%total revenue before depreciation
Operating cash in/operating cash out 112% 116%
Current ratio 2.3:1 1.5:1
Quick ratio 4.6:1 3.0:1
Shareholder commitment/Total assets 48% 37%
Equity as a percentage of total assets 31% 36%
Term liabilities to fixed assets 23% 23%
Capital expenditure to depreciation 192% 190%
Note: This table classifies PTEs according to whether their total revenue is less than
or greater than $1 million.
The following points emerge from the results of PTEs shown above and from other analyses of PTE financial performance:
• There appear to be some economies of scale for PTEs. Those with more than $1 million in total annual revenue performed better than those with less than $1 million in total annual revenue. For those with total revenue above $1 million, the surplus to revenue ratio is 10 percent. However, where revenue is less than $1 million the equivalent value is 3 percent. It is noted that total shareholder funds as a percentage of total assets invested in the business are around 48 percent for PTEs with revenue of less than $1 million while the equivalent value is approximately around 37 percent in PTEs where revenue exceeds $1 million. In this way risk is balanced through changes in funds committed by the shareholders.
• Personnel costs are approximately 10 percent higher in relation to revenue in the small PTE group.
• Shareholder loans to the business are significant for providers in the group of small providers but very small in the group of large providers on average.
• As EFTS growth from 2001 has consolidated, financial viability has improved in cases where education and business processes have been improved.
• A number of PTEs are a part of a larger group of companies or trusts and are very strong financially when the finances of the whole group are taken into account. In the current year, there is evidence of business refinancing to strengthen financial viability.
GOVERNANCE AND MANAGEMENT ISSUES FOR INDUSTRY TRAINING ORGANISATIONS
In 2002, Skill New Zealand15, in partnership with ITOs, continued to provide a performance measurement system designed to provide the information required to monitor the outcomes of industry training and allow the government to track progress over time.
The review of the Government’s Industry Training Strategy, Moving Forward, confirmed the direction of the strategy and the role of ITOs. ITOs were given additional responsibilities to plan for industry’s future skill needs, and provision was made for voluntary industry training levies. Moving Forward also lifted the cap on training above level 4 of the National Qualifications Framework, recognising that the level 4 cap restricted the ability of ITOs to meet the needs of industry and employees within industry now and in the future.
Decisions arising from the review of industry training will help ITOs to be more responsive in the delivery of training in the future. The decisions included:
• assisting ITOs to extend their coverage where a training culture does not currently exist
• ensuring ITOs take a more strategic approach to identifying and meeting future industry skills needs
• ensuring ITOs continue to deliver good service and quality training in their industry and that the Tertiary Education Commission assists, where necessary, with ITO performance, and
• strengthening partnership arrangements between ITOs.
QUALITY ASSURANCE IN TERTIARY EDUCATION IN NEW ZEALAND
High-quality qualifications and study programmes are a key requirement for students in the tertiary education sector. This section looks at the central role of national quality assurance agencies in tertiary education.
KEY COMPONENTS OF THE CURRENT SYSTEM
Quality assurance of tertiary education in New Zealand is intended to provide a minimum standard for the quality of the learning outcomes for students by focusing on the systems and processes that support delivery by tertiary education providers.
Only those tertiary education qualifications and providers that have been quality assured by a quality approval body are able to access government financial assistance including student component funding, industry training funding, Training Opportunities, Youth Training and Skill Enhancement funding.
One of the mechanisms for managing quality is the New Zealand Register of Quality Assured Qualifications. The register was developed by NZQA in association with the tertiary education quality assurance bodies and after considerable consultation with the sector. The register imposes certain common standards on qualification development and nomenclature. Each qualification has an assigned level (1 to 10); an outcome statement for the whole qualification and each of its components; a credit value (120 credits is equivalent to one year of full-time study); and a title consistent with other qualifications on the register. The public face of the register is the KiwiQuals website. The site www.kiwiquals.govt.nz will enable users to search and compare all quality assured qualifications in New Zealand.
Quality approval agencies decide whether tertiary providers and qualification developers meet appropriate quality standards. There are currently four quality approval agencies:
• the New Zealand Qualifications Authority (NZQA)
• the Committee on University Academic Programmes (CUAP), a standing committee of the New Zealand Vice-Chancellors’ Committee (NZVCC)
• the New Zealand Polytechnic Programmes Committee (NZPPC), and
• the Colleges of Education Accreditation Committee (CEAC).15 Since 1 January 2003 the functions of Skill New Zealand have been assumed by
the Tertiary Education Commission (TEC).
PAGE 147 SYSTEM CAPABILITY AND QUALITY
NZPPC and CEAC operate under delegation from NZQA while the NZVCC has statutory powers of qualification approval. In addition, the New Zealand Teachers Council is responsible for the further approval of programmes involving teaching qualifications.
NEW ZEALAND QUALIFICATIONS AUTHORITY (NZQA)
NZQA derives its authority from the Education Act 1989. It is a Crown agency that reports directly to the Minister of Education. Its functions are to:
• provide an overarching quality assurance role for the tertiary sector
• develop and quality assure national qualifications that are of strategic importance to the economic and social development of New Zealand and that are not the responsibility of Industry Training Organisations
• administer the National Qualifications Framework (NQF)
• register private training establishments and conduct quality assurance of qualifications offered by private providers and wänanga
• provide dedicated support to wänanga and Mäori private training establishments
• establish the New Zealand Register of Quality Assured Qualifications
• administer the National Certificate of Educational Achievement (NCEA) and other school, trade and vocational assessment
• evaluate overseas qualifications for immigration and employment purposes, and
• provide information and support to countries wishing to establish or review qualifications frameworks or education-related quality assurance systems.
NZQA has delegated responsibility for some aspects of approval and accreditation of polytechnic courses to the Association of Polytechnics in New Zealand (APNZ) and to the Association of Colleges of Education in New Zealand (ACENZ). These associations have created quality assurance bodies to give effect to that delegation and to manage the processes. APNZ approvals are exercised by the New Zealand Polytechnic Programmes Committee (NZPPC), while ACENZ has established the Colleges of Education Accreditation Committee (CEAC). As the delegating authority, NZQA has responsibility to audit NZPPC’s and CEAC’s quality assurance systems.
NZQA retains responsibility for course approval and accreditation for all degree qualifications offered by providers other than universities and polytechnics.
All registered providers and approved courses and qualifications outside the universities are listed on the Authority’s website.
NZQA has a quality audit requirement in place aimed at improving the quality of providers and courses. While those audited to date have found the process challenging, they generally recognise that it has the potential to lift quality standards and identify problems more quickly. A number of potential academic and financial risks have been identified. As a result, NZQA and the Tertiary Education Commission carried out monitoring and auditing of academic quality, student registry operations and financial viability.
THE NEW ZEALAND POLYTECHNIC PROGRAMMES COMMITTEE
(NZPPC)
The New Zealand Polytechnic Programmes Committee (NZPPC) is a committee of the Association of Polytechnics in New Zealand (APNZ). The Committee operates as a quality assurance body under the authority delegated to the Association by NZQA under section 260 of the Education Act 1989. The Committee was established in 1991 and has been operating the delegation independently of APNZ since January 1993.
The Committee is responsible for approving polytechnic programmes at below degree-level and for accreditation of polytechnics to deliver approved programmes, including programmes based on unit standards registered on the National Qualifications Framework. The Committee has also been granted the authority from NZQA to audit polytechnics and is currently auditing all of the polytechnics for compliance and effectiveness against 12 academic standards. A polytechnic that successfully meets the standards may be awarded ‘quality assured’ status for a period of four years.
In November 2002, NZQA extended the delegation to enable NZPPC to approve and accredit undergraduate degree programmes in the polytechnic sector to be operational from 1 July 2003.
COLLEGES OF EDUCATION ACCREDITATION COMMITTEE (CEAC)
The Association of Colleges of Education in New Zealand (ACENZ) holds delegated authority from NZQA for the approval and accreditation of non-degree programmes offered by the colleges of education.
The Colleges of Education Accreditation Committee (CEAC) carries out this function for the Association and the Association seeks to ensure the quality of programmes offered by the colleges and to promote exemplary academic quality assurance through the operation of the Committee.
Colleges are required to have in place a quality management system which documents the policies, procedures and review mechanisms for the ongoing oversight, maintenance, development and delivery of their academic work.
The Committee’s approval and accreditation processes are based on the quality management systems of the colleges and their capacity to deliver their programmes and qualifications. Some of these will be based on unit standards from the National Qualifications Framework.
The Committee’s own systems for its operation as a delegated authority are audited by NZQA.
THE NEW ZEALAND UNIVERSITIES ACADEMIC AUDIT UNIT
(NZUAAU)
The New Zealand Universities Academic Audit Unit (NZUAAU) was established by the New Zealand Vice-Chancellors’ Committee to carry out academic quality audits of all the universities. The unit also identifies and disseminates information on good practice in developing and maintaining quality in higher education and publishes reports and monographs.
During 2002, the unit negotiated a timetable with the universities for Cycle 3 audits – with a focus on teaching quality, programme delivery and the achievement of learning outcomes – to be undertaken from 2003 to 2006. Audit processes were reviewed to ensure the unit will produce enhanced audit reports that will add value to universities’ own quality improvement processes in support of the enhancement of their core activities and learning environments.
NEW ZEALAND VICE-CHANCELLORS’ COMMITTEE (NZVCC)
The New Zealand Vice-Chancellors’ Committee (NZVCC) derives its authority from the Education Act 1989. The NZVCC provides quality assurance for university qualifications through its Committee on University Academic Programmes (CUAP). NZVCC also has standing committees on copyright, university libraries, graduate employment, information technology, international policy, research, scholarships, and staff relations. A sub-committee of CUAP deals with university entrance matters. University quality systems are independently audited through the NZUAAU.
THE COMMITTEE ON UNIVERSITY ACADEMIC PROGRAMMES
(CUAP)
The Committee on University Academic Programmes (CUAP) is a standing committee of the NZVCC that considers academic matters across the university system. These include: inter-university course approval and moderation procedures; advice and comment on academic developments; the encouragement of the coherent and balanced development of curricula; and the facilitation of credit transfer between qualifications.
The Committee exercises the statutory responsibilities of NZQA, within policy determined by the Authority, to establish criteria for validating and monitoring university qualifications. It approves new qualifications in the university system. It also nominates university representatives to panels convened by the Authority and has responsibility for oversight of inter-university subject conferences. Its membership includes representation of other tertiary education interests and the student body.
The CUAP’s sub-committee on university entrance co-ordinates advice on the common standard of entrance to universities. The sub-committee also regulates provisional entrance and co-ordinates the evaluation of overseas qualifications presented for the purposes of admission to university.
INTER-INSTITUTIONAL QUALITY ASSURANCE BODIES
CONSULTATIVE GROUP
The Inter-Institutional Quality Assurance Bodies Consultative Group has been established by NZQA as a forum for quality assurance bodies. This group brings together all the quality assurance oversight bodies of NZVCC, APNZ, ACENZ and NZQA. The aim is to provide a system-wide focus on the quality of tertiary education provision and qualifications.
PAGE 149 SYSTEM CAPABILITY AND QUALITY
GOVERNMENT AGENCIES SUPPORTING TERTIARY EDUCATION
A number of government agencies provide policy development, funding, support, administration and advice to assist the tertiary education sector. This section looks at the government agencies involved in such support for the tertiary education sector.
SKILL NEW ZEALAND
Until the enactment of the Education Act 2003, Skill New Zealand was a Crown agency operating at the interface of education and the labour market. Skill New Zealand has now been absorbed into the Tertiary Education Commission.
With approximately 200 staff, Skill New Zealand had a national office in Wellington and a network of 11 regional offices and three satellite offices around the country.
Skill New Zealand contracted a wide range of education and training providers to deliver learning under a number of training programmes. The agency purchased industry training through ITOs. It also oversaw a range of complementary initiatives at enterprise level aimed at identifying skill needs and improving productivity. Skill New Zealand also managed the Modern Apprenticeships programme.
Skill New Zealand also played a prominent role in transition education for students, through its funding of the Gateway, Youth Training, Training Opportunities, Skill Enhancement, and English for Migrants programmes. All of these functions have since been incorporated into the role of the Tertiary Education Commission.
MINISTRY OF EDUCATION
The Ministry of Education provides policy advice to the government on all aspects of education from early childhood and compulsory education to post-compulsory education and training. The main units of the Ministry supporting the tertiary education sector are:
• Data Management and Analysis Division
• Mäori Tertiary Education
• Tertiary Advisory Monitoring Unit
• Tertiary Education Learning Outcomes Policy
• Tertiary Education Regulatory and Resourcing Policy
• Tertiary Information Systems and Sector Liaison, and
• Tertiary Sector Performance Analysis and Reporting.
The Data Management and Analysis Division (DMA) is part of the Ministry of Education’s Strategic Information and Resourcing Group. It is responsible for the collection and processing of data from tertiary education providers, enrolment projections and financial forecasting.
The Mäori Tertiary Education unit (MTE) advises the government on matters in tertiary education as they relate to Mäori learners and their communities. The unit has specific policy responsibilities regarding Mätauranga Mäori kaupapa Mäori tertiary provision as well as supporting the Crown and iwi Mäori relationships. The unit also maintains a strong link between the Ministry’s Group Mäori and other tertiary education teams.
The Tertiary Advisory Monitoring Unit (TAMU) is responsible for managing the government’s interest in the 36 public tertiary education institutions designated as Crown entities. The unit has responsibility for the ownership monitoring of four Crown education agencies (the New Zealand Qualifications Authority, the Tertiary Education Commission, the Teachers Council, and Career Services rapuara).
Tertiary Education Learning Outcomes Policy (TELOP) undertakes policy work across the tertiary sector, focused on building improvements in the education delivered by the sector. Its focus covers skill development, quality in tertiary education, adult and community education and the interface between tertiary education and schools and industry.
Tertiary Education Regulatory and Resourcing Policy (TERRP) advises government on the policies related to the resourcing of tertiary education. It also deals with student support.
New information requirements for the tertiary sector include electronic methods of collecting student-based data and a national register of quality assured providers, qualifications and courses. The role of Tertiary Information Systems and Sector Liaison (TISSL) is to ensure that these requirements are met within specified timeframes and with minimal cost to providers. This unit is also responsible for managing the liaison between tertiary providers and the government agencies that work in tertiary education and for ensuring that the tertiary education information systems of these agencies are co-ordinated.
The Tertiary Sector Performance Analysis and Reporting team (TSPAR) was established to conduct analysis of trends in tertiary education with a view to providing the evidence base for shaping policy in tertiary education and in order to provide the government, the sector and the public with in-depth analysis of the performance of the tertiary education sector.
THE TEACHERS COUNCIL
The Teachers Council is a Crown entity established under the Education Standards Act 2001 with responsibility for:
• providing professional leadership in teaching
• promoting best practice and professional development
• maintaining a register of teachers and determining policies under which teachers are registered and maintain registration
• approving registrations and issuing practising certificates and limited authorities to teach
• establishing policy for removal from the register, deciding whether a teacher’s name should be removed from the register, and informing school boards of trustees of the names of teachers with cancelled registrations or limited authorities to teach
• ensuring that teachers are satisfactorily trained through the approval of teacher education providers and programmes
• exercising disciplinary functions relating to teacher misconduct and incompetence, and
• promoting and sponsoring research.
CAREER SERVICES
Career Services rapuara was established in 1990 to provide information, advice and guidance services that are designed to help people make informed career choices.
Effective career information, advice and guidance provide a link between education, the labour market and the skills, interests and abilities of New Zealanders. Career Services’ work includes:
• developing and providing career information
• providing individuals with advice on how to best use career information
• providing career guidance services (free of charge to target client groups), and
• developing and enhancing the skills of individuals and organisations that facilitate career information, advice and guidance for others.
Career Services also provides services specifically targeted to Mäori and Pasifika.
To enhance access to career information, advice and guidance, Career Services has developed three arms of delivery – via the internet, telephone and face-to-face. This allows individuals to access Career Services in a manner that best matches their needs.
Through KiwiCareers, an internet-based career information system, Career Services:
• encourages industry, employment and educational organisations to provide relevant career-related information via the internet
• provides a portal system to internet-based career information produced by other organisations
• produces information on trends within the labour market and education sector, and
• promotes the use of the KiwiCareers internet site by career information providers and seekers.
The website Take-off to Tertiary complements KiwiCareers by providing advice to those considering entering tertiary education.
PAGE 151 SYSTEM CAPABILITY AND QUALITY
CareerPoint, a freephone career information and advice service, provides:
• a free career information and advice service which can be accessed by telephone, email or fax both during and after normal business hours, and
• career advice by CareerPoint’s trained career information specialists.
Career Services has a network of 16 CareerCentres located throughout the country. These centres provide a range of services, including individually tailored assistance with planning careers, and training influences within schools and the community on career-related matters.
MINISTRY OF SOCIAL DEVELOPMENT
The Ministry of Social Development is responsible for providing leadership in social policy and the delivery of social services. Services are provided to students through StudyLink, a separately branded service line of the Ministry. StudyLink is responsible for the administration and delivery of student loans, student allowances and other income support to students while they are studying, and income support for students unable to find employment during vacation breaks. This includes assessing entitlements, making payments, and the maintenance of partnerships with key stakeholders, including other government agencies, tertiary providers and student groups.
StudyLink operates a call centre, a centralised processing centre and six outreach sites in the main centres of New Zealand. Campus-based services are co-ordinated and delivered by the outreach sites.
INLAND REVENUE TE TARI TAAKE
Inland Revenue is responsible for the assessment and collection of student loan repayments once loans have been transferred for collection. Inland Revenue also determines entitlement to interest write-offs for full-time, full-year students and low-income students as well as a base interest write-off or reduction for other eligible borrowers.
In addition, Inland Revenue is responsible for the Student Loan Scheme Act 1992 and the annual regulations made under that Act which set the interest rates, the full interest write-off threshold for low-income students and the repayment threshold.
chapter ten
I N V E S T I N G I N K N O W L E D G E A N D S K I L L S
10
INTRODUCTION
The Government plays a crucial role in ensuring lifelong access to education and skills development through its investment in tertiary-level learning outcomes. A knowledge economy places a premium on innovation, ideas and the ability to adapt to new technologies and ways of working. Access to tertiary-level learning outcomes helps ensure individuals and their communities are equipped for life in a knowledge economy.
In this context, an accessible, high-quality, tertiary-level, learning outcomes system must be financed to meet many needs and provide a wide range of choices and educational opportunities for all New Zealanders. The variety of funding mechanisms in this chapter highlights how government investment is helping to remove barriers to participation and to ensure that the tertiary system is able to cope with increasing levels of demand. Statistics show that over 1991-2002, the number of government-funded student places has increased by 93.1 percent. In 2002/03, the Government’s total budget for tertiary education was $3,562 million, up by 8.1 percent on the 2001/02 actual spending of $3,296 million.
PAGE 153 INVESTING IN KNOWLEDGE AND SKILLS
FUNDING DIVERSE NEEDS
Government support for tertiary education takes a variety of forms and reflects the diversity of learners and their needs. During 2002, government funding included:
• tertiary education subsidies which provide funding for teaching and research by subsidising enrolments in approved qualifications
• student loans, which provide funding for eligible students to assist with the costs of tuition fees, course-related expenses and living costs
• student allowances to assist students from low-income families with living expenses
• training benefits and training incentive allowances (TIA)
• community education grants, which provide funding for community and adult education courses through tertiary providers, schools and other agencies
• special supplementary grants designed to direct funding to particular groups or for particular tertiary education services
• funding for industry training and Modern Apprenticeships
• funding for transition, pre-employment, life and job skills programmes including Training Opportunities, Youth Training, and Skill Enhancement
• funding for research, appropriated through Vote Research, Science and Technology
• tertiary education scholarships for Mäori and Pasifika students, and
• tertiary education Top Achievers’ Doctoral Scholarships, Enterprise Scholarships, School Top Scholars, and University Bursaries Mathematics and Science Awards.
Taken as a whole, these initiatives enable learners of all backgrounds and abilities to have multiple points of entry into tertiary learning. They help to ensure that tertiary-level learning is available in workplaces and through small, community-based private providers as well as through major tertiary institutions, such as universities and polytechnics.
TOTAL GOVERNMENT FUNDING OF THE TERTIARY EDUCATION SYSTEM
In 2002/03, the Government’s total budget for tertiary education was $3,562 million, up by 8.1 percent on the 2001/02 actual spending of $3,296 million. Of this budget, $2,521 million was operational expenditure and $1,041 million was capital contributions.
Total government spending on tertiary education grew over the period from 1999/2000 to 2002/03 by 46.7 percent in nominal terms, from $2,427 million to $3,561 million. In real1 terms, this represented an increase of 37.9 percent.
The graph below traces government spending on tertiary education over the last four financial years.
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The major items in the Government’s tertiary education budget for July 2002 to June 2003 were as follows:
• $1,718 million (48.2 percent of the budget) for tuition subsidies to fund student places at tertiary education providers
• $952 million (26.7 percent of the budget) for student loans
• $405 million (11.5 percent of the budget) for student allowances, and
• $190 million (5.3 percent of the budget) for other programmes, including industry training and programmes such as Youth Training, Modern Apprenticeships, Gateway, and Skill Enhancement.
1 Sums quoted in real terms have been adjusted for the effects of inflation over
time, using the Consumer Price Index (CPI).
The remaining 8.3 percent of the tertiary education budget funded a variety of activities, including TIA, Unemployment Benefit Training2, community education, and administrative support provided by the New Zealand Qualifications Authority, Career Services and the Ministry of Education.
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Note: Training for designated groups includes the Industry Training Fund, Modern
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The biggest share of the Crown expenditure is on tuition subsidies, now called the student component of the integrated funding framework. In absolute terms tuition subsidies had the most growth, $514 million (43.0 percent) between 1999/2000 and 2002/03. Student loans grew by $417 million (78.2 percent), industry training, Modern Apprenticeships, and pre-employment programmes increased by $56 million (41.9 percent), student allowances by $29 million (7.7 percent) and TIAs by $13 million (38.5 percent).
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Notes: 1 Money appropriated to student loans is partly capital expenditure (88.6 percent)
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2 Training for designated groups includes the Industry Training Fund, Modern
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Gateway and Second Chance Education.
3 Others include items such as Unemployment Benefit Training, Community
Education, Tertiary Scholarships, Capital Contributions, Education Research
Initiatives, Tertiary Education Strategic Change and Administrative Support
provided by NZQA, Career Services and the Ministry of Education.
GOVERNMENT-FUNDED STUDENT PLACES AND TUITION SUBSIDIES
The largest share of government funding for tertiary education providers is delivered through tuition subsidies for eligible students. Tuition subsidies are a contribution towards the cost of tertiary-level learning outcomes – they do not cover the full cost of tuition. The balance of the cost is normally paid by students by way of a student tuition fee. In 2002, tuition subsidies were paid for all domestic, enrolled students who are studying for approved qualifications offered by recognised tertiary education providers, including recognised private providers.
GOVERNMENT-FUNDED PLACES3
Between 1991 and 2002, there has been a significant increase (93.1 percent) in the number of equivalent full-time student places funded by government. This trend continued during 2002, with the government funding a total of 220,340 equivalent full-time students (EFTS) in the tertiary education sector, amounting to $1,617 million, compared with $1,409 million in 2001, a rise of 14.8 percent4.
2 Unemployment Benefit Training replaced Community Wage training in 2001/02.
3 The total amount of EFTS and the total funding quoted in this section are
calculated on an academic year basis.
4 This figure includes EFTS funding, fee stabilisation and grants.
PAGE 155 INVESTING IN KNOWLEDGE AND SKILLS
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From 2001 to 2002, there was a 13.4 percent increase in the overall number of government-funded places.
The largest group of subsidised places in 2002 was in the university sector (45 percent) in 2002, followed by polytechnics (27 percent) and private providers (12 percent).
The following figures show that the proportion of EFTS places at wänanga increased from 1.0 percent in 1997 to 11.0 percent in 2002.
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Rates of growth varied considerably between different kinds of providers within the tertiary education sector. For example, the number of places funded at wänanga grew very rapidly from 8,202 in 2001 to 23,981 in 2002 (a 192 percent increase) assisted by investment in wänanga arising from settlement of Treaty claims. This increase was mainly attributable to increased enrolment in distance learning programmes, new courses and courses with zero fees offered by Te Wänanga o Aotearoa.
Private providers also experienced an increase of 15.9 percent in funded places from 2001 to 2002. There were 26,510 funded EFTS in PTEs in 2002, compared with 22,881 EFTS in 2001 and 15,833 in 2000.
Universities reported an increase of 1.8 percent in funded places from 2001 to 2002, compared with 0.7 percent between 2000 and 2001. The number of places in polytechnics rose by 8.3 percent in 2002 compared with 7.0 percent between 2000 and 2001.
Colleges of Education experienced a 0.3 percent decline in their EFTS numbers in 2002. This fall was attributable to a decrease in the number of students studying teaching qualifications at colleges.
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University of Technology, formerly the Auckland Institute of Technology.
TUITION SUBSIDIES IN 2002
From 2001 to 2002, there was an overall increase of 14.8 percent in the funding provided through EFTS-based tuition subsidies, following a 10.6 percent rise in 2001. A total of $1,6175 million was provided to tertiary education providers in the form of tuition subsidies for equivalent full-time students in 2002. This represents a 62.8 percent increase in funding (in nominal terms) for EFTS places in the tertiary education sector in the decade from 1991 to 2002.
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Wänanga had the largest growth in funding for student tuition subsidies from 2001 to 2002. The rise was $84.7 million (196.3 percent). This followed a 112.2 percent increase in wänanga funding in 2001. These large increases in funding reflected the very great growth in student numbers at the wänanga and in particular at Te Wänanga o Aotearoa (TWOA). In 2000 and 2001, TWOA received an injection of Crown funding as a result of a Waitangi Tribunal settlement. The additional funding was spent on developing the wänanga’s infrastructure. New campuses have been developed in Porirua, Palmerston North, Gisborne, Manukau and Tokoroa and new buildings in Maniapoto, Te Arawa and Tamaki Makaurau were obtained.
Substantial progress towards settlement was made with Te Whare Wänanga o Awanuiarangi during 2002 with full settlement in 2003.
PTEs received a 22.3 percent increase in their funding in 2002, following a government moratorium on new PTEs and new PTE qualifications. In 2001, PTEs had a rise of 45.4 percent in their funding and a 447 percent increase between 1999 and 2000, when the basis for PTE funding was changed to match the funding of public tertiary education providers.
Tuition subsidies for polytechnics increased by 13.2 percent between 2001 and 2002 compared to 6.3 percent in 2001. University tuition subsidies increased by 4.5 percent between 2001 and 2002, compared with 4.9 percent between 2000 and 2001. The rise was brought about by changes in tertiary funding, including fee stabilisation measures.
Colleges of education had an increase of 4.9 percent from 2001 to 2002, following a decline of 1.0 percent between 2000 and 2001, which was the result of a decline in the number of enrolments in this sector over that period.
AVERAGE SUBSIDIES PER EFTS
The average subsidy per EFTS decreased steadily until 1999, but since then increased by approximately 5.3 percent in nominal terms between 1999 and 2002. Overall the average subsidy per EFTS has decreased by 15.6 percent since 1991.
Between 2001 and 2002, the average funding rate per EFTS increased by an overall 1.2 percent in nominal terms following an increase of 1.2 percent between 2000 and 2001.
The following graph shows the total funded EFTS places and average tuition subsidies per EFTS over the last 12 years.
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PAGE 157 INVESTING IN KNOWLEDGE AND SKILLS
It should be noted that the average subsidy per actual EFTS place achieved depends on a number of factors including the level of tuition funding rates and the mix of enrolments in different funding categories. If there is a shift of enrolments from higher funding categories to lower funding categories then the average funding per student may decline, even if the funding rates in each category rise.
The following paragraphs look at the trends in each of these factors.
In 1999, government made a decision to reduce the subsidy rates by 2.5 percent in response to the Asian economic crises. Government also contributed an additional 1.5 percent in total funding, however, to allow for growth in EFTS places totalling 4 percent6.
In 2000, the average funding per EFTS remained stable, following structural changes in tertiary funding; including increased funding for extramural and research-based courses.
In 2001 and 2002, the average funding per EFTS increased in nominal terms but dropped in real terms. The rise in nominal terms was due to changes in tertiary funding, especially fee stabilisation measures. There has been a change in the student mix over the years 2000, 2001, 2002 and 2003, with proportionately more students enrolling in qualifications that attract lower tuition subsidies.
During the period 2000 to 2002, actual subsidy rates remained the same; however TEIs received a Special Supplementary Grant (SSG) in exchange for an undertaking not to increase fees, effectively increasing the 2000 rates by 2.3 percent in 2001 and 5.1 percent in 2002. The 5.1 percent increase represented a cumulative increase of 2.7 percent on top of the 2.3 percent increase in 2001. The SSG amounts were based on Treasury forecasts of inflation.
Average subsidies per EFTS declined by 14.0 percent in universities (in nominal terms) between 1991 and 2000 but their nominal average subsidy has increased by 6.9 percent between 2000 and 2002. Polytechnics also experienced a decline of 19.2 percent in nominal per EFTS tuition subsidies from 1991 to 1999. Their nominal tuition subsidies per EFTS, however, picked up by 4.5 percent between 1999 and 2002.
Colleges of education experienced a decline of 26.7 percent in tuition subsidies per EFTS from 1991 to 1999 in nominal terms, but their subsidy rates per EFTS have climbed since 1999, rising by 10.9 percent between 1999 and 2002.
The average subsidy per EFTS in wänanga has been declining since 1997. In 2000, there was a significant increase in the number of EFTS places in wänanga, while the per EFTS tuition subsidy dropped by 9.0 percent in nominal terms as enrolments became increasingly focused in lower-funded Category A courses.
The PTE analysis shows that the nominal average subsidy per EFTS was increasingly variable between 1991 and 1999. Between 1991 and 1999 the EFTS funding mechanism for PTEs was significantly different from that for tertiary education institutions, with funding allocated from a capped contestable pool on a pro-rata basis according to bids received. Because of excess demand it was decided to restrict access to the pool to certain designated priority areas of training, with differential pro-rata tuition rates. Courses not included in the list of designated priorities were not funded.
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In 1999, the subject restriction for PTEs was removed and funding was provided for all enrolments in quality-approved courses at registered PTEs. As a result, the average subsidy per EFTS increased significantly when the basis for PTE funding was changed to match the funding of the public tertiary education providers.6 Comparison between 1999 and two previous years’ data should be treated with
caution because of the removal of the cap on EFTS-subsidised places in 1999.
As enrolments in wänanga and PTEs have expanded, the balance of qualifications funded through the EFTS-based tuition subsidies system has shifted. The proportion of funded sub-degree places has grown from 38 percent in 2000 to 42 percent in 2001 and 47 percent in 2002.
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GOVERNMENT FUNDING FOR DIFFERENT SUBJECT AREAS
Government funding is provided to tertiary education providers in different funding categories for different subject areas. Category A includes funding for qualifications in the arts, social sciences, business, law and community education. This was the largest cost category in 2002, with nearly 60 percent of funding for subsidised student places, compared with 54.4 percent in 2001. Category B courses were funded at a higher level to support the higher cost of teaching subjects such as sciences, computing, trade training, nursing and fine arts. Category B funding accounted for nearly 28 percent of funding for subsidised student places in 2001. Another 14 percent of funding was provided for the other cost categories (C, G, H and I), which subsidise degree-level students in such subjects as engineering, architecture, health-related fields and teacher education.
In 2002 for private providers, approximately 65.4 percent of the EFTS were funded in Category A, over 31.3 percent were funded in Category B and 3.3 percent in Category I.
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FUNDING FOR RESEARCH
The Education Act 1989 states that teaching of degrees must be substantially conducted by people active in research. As a result, the EFTS-based tuition subsidy for students enrolled in degrees has a research component. The value of the research top-ups was $115.3 million in 2002, compared with $114.3 million in 2001, and $113.8 in 2000. In addition, funding of $1.5 million was provided in 2002, compared with $1.4 million in 2001 to subsidise the research costs of foreign research-based students enrolled at New Zealand tertiary education providers.
The funding for foreign research students recognises the benefits these students bring to the New Zealand tertiary education system.
PAGE 159 INVESTING IN KNOWLEDGE AND SKILLS
FUNDING FOR INDUSTRY TRAINING AND MODERN
APPRENTICESHIPS
Industry training is jointly funded by government and industry. Government’s contribution is made through the Industry Training Fund, with industry contributions being cash or in-kind. Employees may also bear some of the costs, by meeting some proportion of training fees or by accepting a lower rate of pay as part of the training arrangement.
During the year 2002, the Government invested $90.6 million in industry training, compared with $71 million in 2001 and $65 million in 2000. Industry’s investment was $38.2 million in cash in 2002.
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In January 2001, Skill New Zealand implemented a national programme of Modern Apprenticeships to extend the benefits of formal, structured workplace learning to young people aged 16 to 21 years.
Government expenditure on Modern Apprenticeships in 2001/02 was $8.6 million, supporting 3,245 Modern Apprentices as at 30 June 2002. In 2002/03, a budget of $20.8 million was appropriated for Modern Apprenticeships targeting 6,500 Modern Apprentices as at 30 June 2004.
FUNDING TRENDS FOR PRIVATE TRAINING ESTABLISHMENTS
Since 1992, government funding has been available to recognised and accredited private training establishments. These private providers receive government funding through a number of mechanisms, including:
• Industry Training
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• Other targeted training programmes, and
• EFTS-based tuition subsidies (for qualifications at, or equivalent to, NQF level 3 or above).
In 2002, a total of 234 private providers were funded by a total of $163.7 million for 26,510 EFTS places, an average subsidy of $6,174 per place. In 2001, 235 PTEs were funded at $133.7 million for 22,881 EFTS places, an average subsidy of $5,847.
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In 2000, the Government announced a fee stabilisation policy, under which institutions including PTEs received increased funding in return for freezing their tuition fees. In the 2002 Budget, additional funding for fee stabilisation in TEIs and PTEs was announced for 2003. About 75 percent of government-funded private providers accepted the government’s request to stabilise their fees in 2001 and about 72 percent accepted it in 2002.
In response to very high growth during 2000 and into 2001, a government moratorium on new PTEs and new PTE qualifications was implemented on 24 July 2001. The moratorium allowed some growth in funding allocation to PTEs because it allowed existing providers to increase enrolments in existing qualifications. The moratorium continued in 2002.
In 2002, the Government announced a number of new funding initiatives for PTEs. These initiatives were designed to focus the PTE growth in priority areas of tertiary education, identified in the Tertiary Education Strategy. The Government introduced further measures in 2002 to manage PTE EFTS-funding for 2003. These were:
• a partial cap on the number of funded EFTS places in PTEs for the year 2003, of 22,830 EFTS places. This cap intended to limit the number of funded EFTS places in each PTE to the number of EFTS places funded in 2001
• a fixed allocation of $146 million, set through the Student Component7 for 2003
• the overall cap of $129 million in direct allocations to providers according to EFTS earned in 2001, and $17 million through the Strategic Priorities Fund to allow the Tertiary Education Commission to allocate additional funding above 2001 EFTS levels to approved PTEs offering qualifications in the priority areas of tertiary-level learning outcomes best aligned to the Tertiary Education Strategy
• an increase of 5.1 percent in the funding rate by building into the base the funding provided in 2002 for fee stabilisation
• offering PTEs access to the 4.5 percent fee stabilisation grant for those PTEs that agree to comply with 2003 fee stabilisation, and
• a reduction in the level of tertiary tuition subsidy rates for PTEs within the Student Component. These rates were set at 9.5 percent below TEI rates, to reflect the withdrawal from PTE funding of the notional capital component in the tuition subsidies.
The changes in PTE funding for 2003 replace the PTE moratorium introduced in July 2001.
GRANTS TO OTHER TERTIARY EDUCATION PROVIDERS
In 2002, 16 tertiary education providers were funded by grants approved by the Minister of Education under section 321 of the Education Act 1989. Many of these providers also receive tertiary tuition subsidies.
In total, approximately $21.1 million was provided in 2002 to these ‘other tertiary education providers’ – $11.3 million through grants and contracts for services and approximately $9.8 million through tertiary tuition subsidies. This compares with funding of $18.9 million in 2001 and $14.0 million in 2000.
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Those providers receiving over $1 million were:
New Zealand Childcare Association ($3.2 million), The National Association of ESOL Home Tutor Schemes ($3.1 million), Te Kohanga Reo National Trust ($2.9 million) Literacy Aotearoa ($2.4 million), Workbase Education Trust ($2.3 million), Institute of Professional Legal Studies ($1.6 million), PIERC Education (Pacific Island Education Resource Centre) ($1.4 million), Taratahi Agricultural Training Centre ($1.2 million).
SPECIAL SUPPLEMENTARY GRANTS
Special Supplementary Grants (SSGs) provide targeted additional funding to tertiary education providers to be used for specific purposes. Special conditions and requirements are applied to the use of grants and the council of an institution must ensure that the grant is used only for its stated purpose.
7 The student component is the largest component of the teaching and learning
funding provided through the Integrated Funding Framework. The student
component replaces the EFTS-based tuition subsidy system.
PAGE 161 INVESTING IN KNOWLEDGE AND SKILLS
These special grants are used mostly to supplement institutional funding to supply support services to students with specific needs such as tertiary students with disabilities, Mäori and Pasifika students, and teacher education initiatives. Fee stabilisation is also delivered as an SSG.
Over the last four years, the proportion of students self-identifying as having a disability on enrolment has increased significantly by 148.5 percent, from 7,730 students in 1998 to 19,210 students in 2002, compared with an increase of only 13 percent by all domestic students during the same period.
Government provides TEIs with funding, including general tuition subsidies, which can be used for this purpose. In addition, the government has focused targeted funding for disability support towards TEIs to assist them in meeting their statutory obligation. Special Supplementary Grants (SSGs) for tertiary students with disabilities are paid to TEIs as a bulk grant of $29.3 per EFTS to assist in the provision of additional support for those whose support needs are high cost.
The SSG for tertiary students with disabilities totalled $5.5 million in 2002, compared with $4.85 million in 2001, and went towards providing specialist support services to enable students with disabilities and special needs to have improved access and opportunities in tertiary education.
Since 1998, when the SSG for tertiary students with disabilities was introduced, participation by people with disabilities has increased by 148.5 percent. Tertiary students with disabilities, however, constituted only 4.5 percent of the tertiary student population in 2002, compared with 2.8 percent in 1998.
In 2002/03, $4.2 million was spent for the Mäori and Pasifika SSG, compared to $4.0 million in 2001/02 supporting initiatives that will, in the long term, increase and improve the retention and completion rates of these students.
A review of the SSG funding for Mäori and Pasifika students at TEIs was undertaken by the Ministry of Education in 2002. The review provided an overview on the implementation and effectiveness of the SSG funding for Mäori and Pasifika tertiary students during the period 2001 to 2002.
The review examined a number of significant issues. It drew from the annual SSG reports of the TEIs, case studies of seven TEIs, hui, fono and discussion groups and Mäori and Pasifika reference groups.
Some key findings from the Mäori SSG review are summarised below:
• The SSG has made a significant difference within TEIs for Mäori students, despite the limited amount of money involved.
• The targeting of a specific pool of money aimed at increasing the success of Mäori students in TEIs was seen as one of the major benefits of the SSG.
The following details some key findings of the Pasifika SSG review:
• SSG funding has had a positive impact in raising the profile of the needs of Pasifika students. The impact is often disproportionate to the amount of money.
• More certainty about funding levels would allow planning that is more strategic and that incorporates an evaluation dimension.
The review also noted that further consideration should be given to whether the funding will continue to be allocated for Mäori and Pasifika EFTS jointly, or whether it should be allocated and reported separately. This recognises that the needs of Pasifika peoples within TEIs are distinct from those of Mäori.
TRENDS IN TERTIARY FEES
Between 1997 and 2000, there have been significant increases in total tuition fee revenue in TEIs, approximately 58.6 percent in nominal terms. A decline in fee revenue of 1.3 percent was evident between 2001 and 2002, despite the increase in student numbers over that time. The average tuition fee per EFTS also increased by 38.3 percent between 1997 and 2000 and then dropped by 13.9 percent between 2000 and 2002. These trends reflect the reductions in funding rates until 1999 (that led to compensating fee increases), the fee stabilisation policy implemented in 2001 and the move to zero fees in some providers, initially at the Southern Institute of Technology and Te Wänanga o Aotearoa and more recently at a number of other providers.
Given the fee stabilisation policy implemented in 2001, the decline in average fees per EFTS from 2000 reflects the change in the mix of courses studied, with proportionately higher participation in lower fee courses. In addition, the introduction of zero fee courses in a number of TEIs has acted to decrease average fees per student.
Wänanga students have had a significant decrease in their average fees (74.4 percent) in nominal terms due to the introduction of zero fees for many courses at wänanga between 1997 and 2002. For example, Te Wänanga o Aotearoa introduced zero fees for some qualifications in 2001. More than 80 percent of their students in 2001 and nearly 95 percent of their students in 2002 enrolled on zero fees courses as reported by the institution. A move to zero fees in some colleges and polytechnics in 2001 and 2002 also led to a reduction in average fees in those sub-sectors.
Students at universities and polytechnics paid higher average fees than students in wänanga and colleges of education, with university fees slightly ahead of those of polytechnics over the past six years. In 2002, the average fee8 (GST inclusive) for a university student was estimated at $3,740, whereas the fee for a polytechnic student was estimated at $3,030 and for a college of education student at $2,490.
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At polytechnics and colleges of education, the average domestic tuition fee increased up until 2000 and has dropped since, in nominal terms, by 13.2 percent in 2001 and 8.0 percent in 2002. Universities’ average domestic tuition fee rose until 2001, when they fell by 3.0 percent.
The amount borrowed through the compulsory fees component of the Student Loan Scheme increased by 15.2 percent at universities, polytechnics and colleges of education over the last three years. Fees borrowed by domestic students in these three sub-sectors made up 65 percent of the total private contribution to total cost of tertiary study in 2000, increasing to 73 percent in 2002.
Fees paid by students without recourse to the Student Loan Scheme dropped from 35 percent of total private contribution in 2000 to 27 percent in 2002. This could be attributed to: the increase in the rate of uptake of loans, which rose in response to the no-interest while studying policy9; the nominal increase in tuition subsidies; and also, the fact that a number of providers offered programmes with zero fees in 2001 and 2002.
As borrowing of fees has risen, so the average non-borrowed fees have declined for the three sub-sectors by 26 percent in nominal terms. Polytechnics have had a sharp decrease of 40.5 percent in real terms over the three years, followed by colleges of education with a decrease of 29.2 percent and universities with a decrease of 17.1 percent in real terms.
FUNDING INITIATIVES FOR 2002
During 2002, the Government invested in a number of new initiatives and approaches to improve the quality and responsiveness of New Zealand’s tertiary-level learning outcomes system and access to learning. The following is a summary of the majority of the initiatives launched during 2002.
ADULT LITERACY STRATEGY
This initiative built on the investment made in 2001/02 in capability development for adult literacy. Funding was allocated for workplace, family and specific Mäori literacy projects. The funding was also allocated for expanding the range of opportunities for learners including support for Refugee and Migrant Literacy through the National Association of English for Speakers of Other Languages (ESOL) Home Tutor Schemes and Multi Cultural Learning and Support Services (MCLaSS). Funding of $8 million was appropriated to this initiative over four years.
8 The average fee is calculated by dividing total domestic fees revenue (excluding
GST) by the total number of domestic EFTS funded by the Ministry of Education. 9 Introduced in 2000.
PAGE 163 INVESTING IN KNOWLEDGE AND SKILLS
CAPACITY DEVELOPMENT IN GOVERNANCE AND MANAGEMENT
This initiative continued an earlier government intervention for at-risk tertiary education institutions by appointing Crown Observers and/or Crown Managers or Commissioners to improve the ongoing sustainable provision of tertiary education in those regions where TEIs are at serious financial risk. Early intervention for ‘At Risk Tertiary Education Institutes’ was introduced to strengthen performance through capability development in governance and management for all TEIs. A fund of $1.2 million over four years was allocated to this initiative.
CENTRES OF RESEARCH EXCELLENCE
In 2002, funding for Centres of Research Excellence (CoRe) was established to support research in areas of demonstrated research relevant to New Zealand by facilitating more networking between researchers. In 2002, additional funding of $38.0 million for four years was appropriated to increase the total value of the CoRE Fund due to the willingness within the tertiary research community to participate in building centres of research excellence. A capital appropriation of $15 million over four years was allocated to the current centres.
DEVELOPMENT AND SUPPORT FOR MÄORI TRAINING
PROVIDERS
Funding of $4.9 million for four years (2002/03 to 2005/06) was allocated to enable NZQA to continue to develop and support Mäori education and training providers. This included helping Mäori providers with quality management systems and self-evaluation; building their expertise in programme development and delivery; access to culturally appropriate assessment resources, moderation services and link to national systems and information and feedback to NZQA on how it can best meet the needs of Mäori. It also included support in charter and profile development and enabling learners to staircase into higher education.
BUILDING KNOWLEDGE ABOUT TEACHING AND LEARNING
The government allocated $4.6 million over four years to support research for building knowledge about what is effective teaching and learning and to continually add to this knowledge through integrating research and practice. An Advisory Board (comprising government and sector representatives) was proposed to make recommendations to the government on priorities for research, which will focus on raising the quality of teaching and learning for the early childhood, school or tertiary education sectors.
E-LEARNING
The government allocated $6.3 million over four years on the e-learning initiative which provides operating funds to develop e-learning capability and to create a tertiary education web portal. This initiative builds on the advice provided by the E-learning Advisory Group in its report10.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES – SUPPORT
FOR IMMIGRANTS AND REFUGEES
Funding was allocated in 2002 to provide English language support for immigrants and refugees. A total of $6.4 million over four years was allocated to this scheme as a result of the increase in immigration over the past two years and changes in the refugee profile resulting in a higher proportion of students.
EXPANDING MODERN APPRENTICESHIPS
The government provided additional funding of $41.0 million for four years (2002/03 to 2005/06) to provide for the current rate of recruitment of Modern Apprentices and to expand the Modern Apprenticeships programme to achieve 6,000 Modern Apprentices by December 2003.
EXPORT EDUCATION
Funding was allocated to the Export Education initiative in 2002 to enable the continuation of the 2001 initiative and some enhancement in the 2002/03 financial year. The objectives of this initiative are to increase export earning, manage risk, ensure other economic, educational and cultural benefits and also ensure industry ownership of and responsibility for development and promotion activities.
FEE STABILISATION
A further fee stabilisation policy was announced in Budget 2002. Under this policy, providers who agreed to hold the level of student tuition fees and student course costs in 2003 at 2002 levels were offered a 4.5 percent increase in funding rates. This policy followed similar fee stabilisation funding in 2002 and 2001. The Government’s purpose was to make tertiary education more affordable for students while ensuring the quality of education provided. This included additional funding for fee stabilisation in TEIs and PTEs for 2003. The cost of this initiative, over the four years, is $214.30 million.
10 Highways and Pathways, Exploring New Zealand’s e-Learning Opportunities
(March 2002).
GATEWAY
A total of $7.2 million for four years (2002/03 to 2005/06) was allocated to extending the Gateway pilot programmes currently being piloted in 24 schools. The aim of this programme is to strengthen the pathway from school to work-based learning through identifying the approaches, which will help schools and employers to implement structures for work-based training opportunities for students. The funding will extend the pilot to include approximately 20 more schools.
INDUSTRY TRAINING FUND
The Industry Training Fund was increased by a total of $14 million over the next four years. This increase is to provide for expected growth, which includes increased demand from the impact of the industry training reforms.
PERFORMANCE-BASED RESEARCH FUND
Funding of $36.27 million was announced in the 2002 Budget for the initial costs associated with the introduction of a Performance-Based Research Fund (PBRF) for New Zealand’s tertiary sector research. A new PBRF mechanism is being gradually introduced over the next five years. This initiative provides incentives for improvements in the quality of research undertaken in tertiary education providers. The PBRF also builds on the progress achieved by the CoRE Fund in promoting the pursuit of excellence in tertiary sector research.
REGIONAL POLYTECHNIC DEVELOPMENT FUND
This fund began from 1 January 2003, with $2 million available in 2003 and 2004 and $1 million in 2005 to encourage polytechnics to actively contribute to regional development. Polytechnics are able to apply to this contestable fund for a maximum grant of $300,000. Polytechnics have a key role in facilitating and supporting regional economic growth through actively engaging with businesses and communities to build relationships, to address skills shortages and to improve enterprise management capability.
ZERO FEES – TWO CASE STUDIES
One of the most interesting developments in the resourcing of tertiary education over the last two years has been the trend for some providers to offer some courses and qualifications with zero tuition fees. Set out below are case studies setting out the effects of zero fees in two TEIs.
Southern Institute of Technology (SIT)
SIT launched its Zero Fees Scheme in 2001 at its Invercargill Campus and in 2002 it extended its zero fees policy to its campuses in Christchurch and Gore. This scheme allows New Zealand and Australian citizens or permanent residents to study a variety of degree, diploma and certificate programmes, as well as vocational courses, without incurring tuition fees.
SIT has identified a number of goals in launching the scheme in its annual reports 2001 and 2002. These include: increased student enrolments, effective marketing, upgrading qualifications, ongoing development of facilities, differentiation, staircasing opportunities, enhanced community involvement, economic development, and developing closer national and international links.
A feature of SIT is that it is a community-based tertiary institution and relies on a variety of financial and in-kind donations from community support and businesses. During the first three years of zero fees, 2001 to 2003, SIT made use of community funding to support the cost of the scheme.
SIT’s operation has become significantly different in scale since the launch of the scheme. As fees were cut, the share of the institution’s revenue that came from the government rose. Government funding11 made up 74.9 percent of the SIT revenue in 2002 and 71.8 percent in 2001, compared with 51.2 percent in 1997. The polytechnic sub-sector average is 57 percent. Student fees in 1998 made up 23.7 percent of SIT revenue, declining to 3.3 percent in 2001 and 9.1 percent in 2002.
Other income as a percentage of revenue has dropped from 38.4 percent to 16.6 percent between 1997 and 2002, with the exception of 2001, as SIT used community funding of $6.7 million to support the cost of the first three years of the scheme.
Total revenue at SIT has increased by 23.4 percent between 1997 and 2000. However after the introduction of zero fees, SIT revenue grew by 52.1 percent between 2000 and 2002 in comparison with 29.0 percent growth in the total polytechnic sector and 27.5 percent in medium size polytechnics.
11 Government funding comprises tuition subsidies, funding directed through
Industry Training Organisations (ITOs) funding and others.
PAGE 165 INVESTING IN KNOWLEDGE AND SKILLS
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eg research.
The implementation of the Zero Fees Scheme was associated with a significant increase in the EFTS numbers from 1,781 in 2000 to 2,526 in 2001 (41.8 percent) and 3,377 EFTS in 2002 (23.7 percent), a cumulative growth of 89.6 percent between 2000 and 2002. Most of this growth has been in domestic EFTS.
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SIT recorded an operating surplus of $1.9 million in 2001 (an 872.4 percent increase over the 2000 surplus) and $2.7 million in 2002 (a 42.9 percent increase over the 2001 surplus).
Note: Operating surplus excludes unusual and non-recurring items.
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Note: Data in 2002 refers to student numbers at the Invercargill campus only.
The demographics of the student body have changed with the introduction of zero fees. An increased number of students aged 40 and over has emerged. By 2002, about 23 percent of the students were over 40 years old.
The proportion of Mäori, Asian and other students increased as the European/Päkehä and Pasifika declined after the introduction of zero fees in both formal and non-formal programmes. Mäori students made up 10.3 percent of total students at SIT, compared with 9.3 percent in 2000, and Pasifika students made up 1.4 percent in 2000, compared with 0.9 percent in 2002.
SIT is a community-based regional tertiary institution and relies heavily on community support and a variety of financial and in-kind donations. The implementation of the scheme has been an example of co-operative and innovative partnership between the Southland community and a tertiary provider, leading to economic development programmes.
A survey by Infometrics12, before the scheme’s launch in 2001, predicted an extra $11.5 million in additional business turnover and a $6.7 million increase in Invercargill’s gross domestic product (GDP).
An Infometrics follow-up survey in August 200213 showed there was an extra $25 million in additional business turnover and a $13.9 million increase in the city’s GDP for the year. This study estimated that there were 2,433 students at SIT because of zero fees (1,464 from outside Invercargill). The net benefit for 2001 was $22.4 million for city businesses. The return on community funding for the scheme was more than $5 for every $1 put into it, up from the predicted $2 for every $1 estimated for 2001. This was followed by a rise in employment of up to 266 full-time equivalent staff positions in 2001.
Te Wänanga o Aotearoa
Te Wänanga o Aotearoa (TWOA) introduced its first fee-free courses in 2001. TWOA had many objectives in launching the scheme, as stated in its annual report 2002. These included:
• increasing the participation of Mäori and those regarded as being part of the lower socio-economic group of New Zealanders
• curbing the impact of high fees on young Mäori with no educational qualifications, and
• controlling the impact on young Mäori of the Student Loan Scheme.
Since moving to zero fees TWOA has become more highly reliant on government funding, with 94.4 percent of its total revenue from this source in 2002, and 81.6 percent in 2001, compared with 64.3 percent in 200014. In 2000, domestic student fees made up 30.9 percent of TWOA’s revenue, declining to 15 percent in 2001 and 3.2 percent in 2002.
Total revenue at TWOA climbed up steadily by 58.1 percent from 1997 to 1999. In 2000 it grew by 68.2 percent. From 2000 to 2002, however, it grew significantly by 737.8 percent, from $13.1 million in 2000 to $110.2 million in 2002.
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12 Infometrics Consulting (August 2000), Economic Impact on Invercargill of SIT’s
Proposed Zero Fees Policy, Wellington.
13 Infometrics Consulting (August 2002), Economic Impact on Invercargill of SIT’s
Zero Fees Policy, Wellington.
14 Government funding comprises tuition subsidies, funding directed through
Industry Training Organisations (ITOs) funding and other.
PAGE 167 INVESTING IN KNOWLEDGE AND SKILLS
As performance trends show, the key factors in the sustainability of zero fees at TWOA are considerable growth in EFTS numbers and reduction in costs per EFTS due to achieving economies of scale. It should be noted that the Mahi Ora, Kiwi Ora and Te Aro Reo programmes are at a low level on the qualifications framework and are offered by mixed mode, including a distance element. The economies of scale and the distributed delivery have also contributed to the profitability of the programmes.
TWOA has experienced extraordinary enrolment growth since the introduction of fee-free courses in 2001. The number of enrolments (ie the number of people enrolled rather than EFTS) jumped from 3,127 in 2000 to 16,423 in 2001 (a 525 percent increase) and 44,158 in 2002 (a 269 percent increase).
From 862 EFTS in 1999, the roll grew to 6,119 in 2001 (610 percent increase) and to 20,769 in 2002 (a further 239 percent rise). This was more than 32 times the number of EFTS that were enrolled in 1997.
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The Mahi Ora programme enrolments made up approximately 60 percent of the enrolment (10,000 students) in 2001, increasing to 14,184 students in 200215. Mahi Ora is a free, home-based 12-month distance-learning programme offered to students across New Zealand. The programme covers all aspects of life-work, educational choices, health, finance, housing and business development within a Mäori context.
TWOA’s operating surplus has steadily increased. TWOA achieved an operating surplus of $1.8 million in 2001. Trends in financial performance show that, before 2000, TWOA was producing only small surpluses. In 2000, the wänanga ran at a loss16, while in 2002 TWOA’s surplus increased to $26.9 million.
In 2000 and 2001, TWOA received Crown funding as a result of Waitangi Tribunal settlements, which was spent on capital works. Increased revenues and equity funding during 2001 and 2002 enabled substantial investment in fixed assets by TWOA. New campuses have been developed in Porirua, Palmerston North, Gisborne, Manukau and Tokoroa and new buildings in Maniapoto, Te Arawa and Tamaki Makaurau were secured.
15 Te Wänanga o Aotearoa Annual Report 2002.
16 After excluding one-offs.
As at SIT, the demographic profile of TWOA’s student body has changed with the introduction of zero fees. An increased number of students aged 40 and over emerged. By 2002, about 36.9 percent of the students were over 40 years old, compared with 26.0 percent in 2001.
Since the launch of fee-free courses in 2001, the proportion of female students has increased. Female students made up 74 percent of the total students in 2002, compared with 49 percent in 1998. Eighty percent of enrolments in the Mahi Ora programme are female students.
TWOA’s expansion has had a very considerable effect on the participation rate in the sector as a whole. TWOA represented 55 percent of the total increase in Mäori students in 2001, and 27 percent of all growth in students17. Nearly one in five of all Mäori students in 2001 studied at TWOA. Mäori participation rose from 14.9 percent of the population aged 15 and over in 2000 to 19.2 percent in 2001 and 22.8 percent in 2002. Much of that increase is attributable to the expansion of TWOA.
After the launch of fee-free courses, TWOA’s contribution to the local and regional economy has become even more apparent as the size and scope of its activities have increased. The economic impacts could be summarised as:
• growth and redevelopment of its campuses and facilities
• increased staff employment
• joint ventures with other institutions such as the Open Polytechnic of New Zealand and private providers which allow for resource-sharing
• development of contracts and networks with other tertiary providers
• working with industry, iwi groups and other providers to identify necessary educational opportunities for individuals as well as the wider economy.
17 Ministry of Education, Tertiary Education Participation Report 2002.
PAGE 169 INVESTING IN KNOWLEDGE AND SKILLS
chapter eleven
F I N A N C I A L S U P P O R T F O R S T U D E N T S I N T E R T I A R Y E D U C A T I O N
11
INTRODUCTION
One of the Government’s goals is to make tertiary education more accessible to all New Zealanders. The government wants to encourage people to apply new skills, knowledge and expertise to build a knowledge society. In order to achieve this goal, it is necessary to ensure that the cost of study does not act as a barrier to participation, especially for those from lower income backgrounds. The government has, therefore, put in place a system of financial support for students.
The government supports students entering tertiary education through three main support mechanisms: the Student Loan Scheme, student allowances and tuition subsidies. In addition, the government funds some scholarships for tertiary students. It also provides a Training Incentive Allowance, intended to help beneficiaries enter tertiary study.
Tuition subsidies are provided to recognised tertiary providers, based on student enrolments. This funding enables providers to keep student fees affordable.
Student allowances are paid to students who meet age-related and income-tested eligibility criteria to assist them to cover their living expenses while they are studying.
Student loans provide financial assistance to students to ensure that they are not prevented from undertaking tertiary education through a lack of access to finance. There are three components to student loans:
• a living cost component of up to $150 per week
• a course-related costs component which is available to help cover costs for the course being studied, and
• a fees component which enables students to draw down funds to cover the compulsory fees charged for the study being undertaken.
PAGE 171 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
In New Zealand, we have wide access to loans. With the exception of bankrupts, all New Zealanders studying recognised programmes in accredited providers may use the Student Loan Scheme. Money can be borrowed to cover the cost of living, as well as the costs of studying, and repayments are made through the tax system, according to the borrower’s ability to repay.
This chapter describes and reports on student loans, student allowances and some of the other mechanisms that enhance access by providing financial support to students.
STUDENT LOANS
Since 1992, the Student Loan Scheme has been assisting students studying at tertiary level. The scheme allows New Zealand students to borrow money for course fees and course-related costs, while full-time students are entitled to borrow to offset living costs as well. If a borrower also receives student allowances, the living costs entitlement of the loan is reduced by the net amount of the allowances paid. StudyLink, a service of the Ministry of Social Development, handles student loan applications and makes loan payments to students.
The Student Loan Scheme is known as an income-contingent loan scheme, which means that borrowers are not required to repay any money until they earn sufficient income. Repayments are made through the tax system, managed by Inland Revenue, and begin once a borrower earns more than the repayment threshold (currently $15,964 annually). Compulsory repayments are set at 10 percent of all income earned above the repayment threshold1.
From 2000/01, the rate of student loan interest has been capped at 7 percent in an effort to give greater certainty to students. The 7 percent interest rate is made up of a base rate (currently 4.2 percent) and an inflation component (currently 2.8 percent).
Interest may be written off by Inland Revenue in the following situations:
• All full-time, full-year students and low-income, part-time or part-year students may receive a full interest write-off.
• Former students, who have student loan debt, may receive a full base interest write-off if their income is under the repayment threshold.
• Borrowers who do not qualify under either of the provisions above but whose income is not high in relation to their loan balance, may have part of their interest reduced through the base interest reduction rule. Under this provision (often known as the 50/50 rule), the amount of base interest charged cannot exceed 50 percent of the repayment obligation in that year. If the base interest accrued is greater than that amount, then the remainder is written off.
One of the consequences of the targeting of these interest write-off provisions is that, as long as the borrower is meeting the repayment obligations, the amount of the debt cannot ever increase in real terms – ie after inflation is taken into account.
Further information on the detail of entitlement to student loans and on how the processes work can be found on the StudyLink (Ministry of Social Development) and Inland Revenue websites2.
LOAN UPTAKE3
In the first year of the Student Loan Scheme, 1992, a total of 44,202 students borrowed under the scheme. Since this initial year, the number of students borrowing has increased steadily. In 1999, 115,142 students borrowed through the scheme and in 2000, 128,107 students borrowed, an increase of 11.3 percent. Between 2000 and 2001, the number of students borrowing grew by 15.7 percent to 148,174 students. 2002 saw the rate of growth in the number of students borrowing decline. There was an increase of only 1.6 percent; the total number of students who borrowed in this year was 150,575.
The following graph illustrates the steady increase in student numbers since the beginning of the scheme.
1 This describes the repayment regime for those who remain in New Zealand.
Different rules apply to those resident overseas.
2 The web addresses are www.studylink.govt.nz or phone 0800 88 99 00 and
www.ird.govt.nz or phone 0800 377 778.
3 The uptake rate is calculated as the number of actual borrowers as a percentage
of the number of eligible students.
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The proportion of eligible students who draw down a loan has also increased in recent years. In 1999, 50 percent of eligible students drew down a loan while in 2000, it was 55 percent and in 2001 56 percent. In 2002, around 57 percent of eligible students drew down a loan.
AMOUNTS BORROWED
In the 2002 academic year, the 150,575 borrowers drew down $934 million through the loan scheme. The average amount borrowed by each student was $6,2044.
Between 1992 and 1998, the average sum borrowed rose steadily. In 1997, loan entitlements were increased, leading to a sharp rise in the average amount borrowed5. In 1999, the average amount borrowed decreased due to changes in government policies (such as a reduction in the amount able to be borrowed for course-related costs from $1,000 to $500). This policy, which was revoked in the following year, was introduced to restrict the uses to which finance from the scheme could be used. The fee stabilisation policy6 implemented in 2001 and 2002 reduced the fee increases in those years. The fee stabilisation offer was accepted by all TEIs and many PTEs, which meant that fees for students in the great majority of courses remained unchanged. Fee stabilisation had the effect of reducing the rate of increase in the amounts borrowed.
The following table shows the increase in the average amount borrowed annually from 1992 to 2002.
TABLE 11.1: AVERAGE AMOUNT BORROWED UNDER THE STUDENT LOAN SCHEME, 1992-2002
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Total $ 3,628 3,979 4,309 4,432 4,649 5,494 5,714 4,917 6,058 6,135 6,204
Percentage Change 9.7% 8.3% 2.9% 4.9% 18.2% 4.0% -13.9% 23.2% 1.3% 1.1%
Students studying at private training establishments (PTEs) borrow more than those studying at public tertiary education providers because tuition fees tend to be higher at PTEs. There is a cap of $6,500 on the borrowing of compulsory tuition fees by PTE students. University students borrow more than students at other public tertiary education institutions.
STUDENT LOAN BORROWERS BY GENDER
Men and women have a roughly equal propensity to borrow under the Student Loan Scheme. About 57 percent of all tertiary students are women and 57 percent of borrowers are women. Women, however, borrow less on average than men.
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STUDENT LOAN BORROWERS BY AGE
Around 72 percent of all current student loan borrowers are under 30 years of age and 1.7 percent of all borrowers are over the age of 55. While the proportion of borrowers aged 55 and over is small, the numbers borrowing in this age group have risen markedly since 2000, from 1,136 (0.8 percent of the total borrower population) to 2,584 in 2002, a rise of 127 percent.
4 The average amount is calculated by dividing the total amount borrowed
by the number of students borrowing in 2002. It does not include the $50
administration fee or the interest that is charged on a loan as these are not
linked to any period of study but are applied to the loan account as a whole.
5 The living cost component was lifted from $4,500 per year to $150 per week.
There was also an increase in the compulsory fee component for PTE students.
PAGE 173 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
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STUDENT LOAN BORROWERS BY ETHNICITY
The proportion of borrowers who were Mäori was 16 percent in both 2002 and 2001. For 2000, the corresponding figure was 13 percent. This implies that Mäori have a lower propensity to borrow than non-Mäori as 20 percent of all domestic students in 2002 were Mäori. At 31 July 2002, seven percent of borrowers were Pasifika students, compared with Pasifika students being 5.5 percent of all those formally enrolled in tertiary education.
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STUDENTS WHO BORROW FEES BY SUB-SECTOR
At 31 July 2002, nine percent of all students were enrolled at wänanga. However, only 2.2 percent of wänanga students borrowed fees in 2002. The loan uptake in wänanga is significantly lower than for other sub-sectors. This loan uptake is due to the availability of zero fee qualifications (where students pay no fees to undertake such study). At 49 percent, the proportion of university students using the Student Loan Scheme to pay fees is considerably above that sub-sector’s share of all enrolments (41 percent). This difference reflects the relatively higher propensity of university students to study full-time.
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7 The ethnicity question is optional for borrowers and they can choose multiple
ethnic groups. The methodology used to record ethnicity has changed since the
publication of the report New Zealand’s Tertiary Education Sector: Profile and
Trends 2001, which used prioritised ethnicity reporting. The figures in this graph
use the total response method of reporting ethnicity. In this method, the number
recorded for each ethnicity includes those who cited that ethnicity as one of
two ethnic groups, as well as those who chose that ethnicity as a sole response.
Therefore, the percentages shown in this graph may add to more than 100 percent.
STUDENT LOAN DEBT
At 30 June 2002, the number of people with outstanding loan balances was 360,612, up by 14.7 percent on the previous year. The total balance of student loan debt at 30 June 2002 was $4,750 million after deduction of the provision for doubtful debt8. The following graph shows the value of student loan debt with Inland Revenue.
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AVERAGE STUDENT LOAN BALANCE
The median9 student loan balance was $9,069 in 2002, while the average balance at 30 June 2002 was $12,643, an increase of 1.2 percent on the previous year’s average of $12,497.
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RANGE OF LOAN BALANCES
More than half of all borrowers (54.1 percent) had a loan balance of less than $10,000 while 2.1 percent of borrowers had a loan balance of more than $50,000 at 30 June 2002. Only 0.2 percent had a loan balance of over $80,000. The following graph depicts the number and percentage of borrowers by student loan balance held by Inland Revenue.
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STUDENT LOAN REPAYMENTS
At 30 June 2002, the total number of loans repaid in full since the scheme began was 106,918. In 2001/02 there were 17,085 loans repaid. This represents a 3.3 percent increase on the number of loans repaid in 2000/01 (16,539).
Since the inception of the scheme Inland Revenue has collected $1,483 million in student loan repayments, with $347 million being collected in the 2001/02 income year. Of this $347 million, Inland Revenue received $169 million directly from the borrower and $178 million from the employer10. The following graph shows repayments to Inland Revenue split by the amounts repaid by employers and by the amounts repaid by borrowers as well as the total amount repaid.
8 The Doubtful Debt Provision is a provision for capital write-offs due to death
and loans discharged as a result of bankruptcy, as well as debt that will not be
collected due to retirement, child-rearing or disability because these borrowers
do not meet the repayment threshold, so have no obligation to repay.
9 The median is calculated by finding the figure that is greater than 50 percent of
all of the balances and that is less than 50 percent of all balances.
10 Employer repayments are those paid by borrowers’ employers to Inland Revenue
by way of PAYE deductions from the borrowers’ income. Borrower repayments
are those made directly by the borrower to Inland Revenue and include
voluntary repayments which can be made at any time.
PAGE 175 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
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Around a quarter of all the borrowings drawn down and all interest accumulated since the scheme began has been repaid.
LOAN REPAYMENTS
Once a person finishes studying and starts in employment, he or she is required to start repaying the student loan through the taxation system, provided that he or she earns sufficient income. The repayment obligation is 10 cents for every dollar earned above the repayment threshold, which, for the 2001/02 income year was $15,132 and for the 2002/03 income year was $15,496.
If a borrower fails to repay his or her annual obligation then the amount becomes overdue and the borrower incurs a 2 percent penalty per month. The penalties continue to accrue until the total overpayment is repaid. Once penalties are incurred then interest ceases to accrue on the loan. At 30 June 2002, the level of overdue loan repayments was $74.42 million, of which 45 percent was under instalment arrangement for repayment.
INTEREST
Interest is made up of two components – the base interest rate and interest adjustment rate (or the inflation component) which is based on the Consumer Price Index (CPI). Although the total interest rate has been set at 7 percent since 1999, the base interest rate and the interest adjustment rate have changed each year. For the 2001/02 income year the base interest rate was 3.1 percent and the interest adjustment rate was 3.9 percent. For the 2002/03 income year the base interest rate is 5.1 percent and the interest adjustment rate is 1.9 percent. The interest rate for student loans is reviewed annually.
INTEREST WRITE-OFFS
During the 2001/02 income year, 243,146 borrowers received a total interest write-off of $168.5 million.
A total of $413.8 million has been written off in interest since 1992. Of that sum, 80.6 percent has been written off in the 2001 and 2002 fiscal years. This substantial increase is a result of the introduction in 2000 of full-interest write-offs for full-time students and for part-time or part-year students earning less than the income threshold. The increase also reflects changes to the base interest write-off eligibility introduced in 2000.
There are three different types of interest write-offs available to resident borrowers:
• full interest write-off
• base interest write-off, and
• base interest reduction.
Those who qualify for a full interest write-off are full-time, full-year students as well as students who study part-time or part-year and whose income is below the income threshold. The income threshold for this provision was $25,073 in 2001/02 and $25,378 for 2002/03. The total amount written-off in this category for 2001/02 was $70 million.
Those who qualify for a base interest write-off are borrowers whose income was equal to or less than the repayment threshold. In the 2001/02 income year, the repayment threshold was $15,132 while in the 2002/03 income year this threshold is $15,496. The total amount written-off in this category for the 2001/02 income year was $66.2 million.
The third category in which borrowers can qualify for an interest write-off is the base interest reduction. This provision limits the amount of base interest charged on a loan to a maximum of 50 percent of the repayment obligation for that year. Where a borrower’s base interest charge in any income year exceeds 50 percent of the repayment obligation, the base interest charge is reduced to that amount. This means that at least 50 percent of all repayments are credited firstly to the interest adjustment rate (the inflation component) and secondly to the loan principal. The total amount written-off in this category for the 2001/02 income year was $32.3 million.
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INFORMATION FROM DATA INTEGRATION
The agencies responsible for the scheme have worked together on a data integration project that merges data on borrowers held by Inland Revenue, StudyLink and the Ministry of Education. The integrated dataset is managed by Statistics New Zealand and is subject to a strict data privacy protocol. Data integration will allow fuller reporting in the future on aspects of the scheme and its effects on individuals11.
So far, only data from 1997 to 2000 has been incorporated into the integrated dataset. The dataset is to be expanded every year by the inclusion of another year’s data. The Ministry of Education recently published an analysis of income and debt drawn from the dataset. The paragraphs below summarise the findings of that analysis12.
In considering the information in that study, it is important to realise that the period of 1997 to 2000 is a very short time when related to the usual working career. After three years at work most people are only at the beginning of their working lives and incomes generally grow with age for the great majority of working people. Because people’s earning power rises with age, the fact that this study analyses repayment and income just three years out from study means that the rate of repayment is understated in this study.
In addition, later changes to interest write-off policies (such as the 50/50 rule described earlier) have had little effect on this group by the end of the 2000 income year as these policies were not introduced until the 2000/01 income year.
The information from the integrated dataset shows that, of the 32,000 people who last studied and borrowed in 1997:
• In 2000, their median income was $19,600.
• On average, those with higher debt earned higher incomes and repaid more quickly.
• Borrowers who last studied in 1997 at postgraduate level had a median income in 2000 of $32,200, over $12,600 (65 percent) more than the overall median income.
• In 2000, the highest incomes earned were by those who last studied in the fields of law, education, medical and health, with median incomes over $30,000, 50 to 70 percent more than the overall median income.
• Men had a median income nearly 10 percent higher than women ($20,500 compared with $18,700).
• European/Päkehä borrowers had a median income of more than $22,000, significantly higher than the incomes of other ethnicities – for example 38 percent higher than Mäori, 17 percent above Pasifika peoples and 96 percent above borrowers of Asian ethnicity.
• About 16 percent had completely repaid their debt by 2000.
• Nearly half had a debt that was no smaller in 2000 than it was in 1997.
• Nine percent of Mäori and seven percent of Pasifika students had repaid their loans, compared with 19 percent for European/Päkehä and 29 percent for Asian borrowers.
• Nearly two-thirds of Mäori and Pasifika students had not reduced their debt at all three years after study, compared with 42 percent for European/Päkehä and 46 percent for Asians.
Furthermore, analysis of data relating to people who last borrowed in 1994 shows that:
• Forty-one percent had repaid their loans completely by 2000.
• Thirty percent had a debt that was no smaller in 2000 than it was in 1994.
11 Further information on the data integration project can be found in the Annual
Report of the Student Loan Scheme, Incorporating the Financial Statements to
30 June 2003. The report may be accessed on the Ministry of Education’s website
www.minedu.govt.nz.
12 A full account of the analysis can be found in the Annual Report of the Student
Loan Scheme, Incorporating the Financial Statements to 30 June 2003, pages
23-25.
PAGE 177 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
COSTS OF THE STUDENT LOAN SCHEME
In the 2001/02 year the Student Loan Scheme cost the government $15.1 million to administer after deducting income from the loan administration fees of $7.4 million13. The administration cost varies from year to year, as it is dependent on a number of variables such as the number of borrowers and the number of loan transactions performed in any year.
The Student Loan Scheme includes a Doubtful Debt Provision (DDP). The DDP is the cost of loans that are unlikely to be repaid to the government. This provision estimates the value of loans not repaid because of death or bankruptcy or because the borrower does not meet the income repayment threshold due to child rearing, retirement or disability and so has no obligation to repay. Currently this provision is set at 11.4 percent. At 30 June 2002, the DDP stood at $637 million. The DDP is reassessed regularly as new information becomes available.
STUDENT LOAN DEBT PROJECTION
The value of the Student Loan Scheme debt stood at $4.75 billion as at 30 June 2002, after deducting the DDP.
The debt projection for the total Student Loan Scheme debt is set out in the table below. Estimates of overall student debt level are very dependent on assumptions on participation and other factors. The projection of the gross debt level has reduced over time.
TABLE 11.2: FORECAST GROSS DEBT LEVELS14
Fiscal Year 2009/10 2014/15 2019/20 $ million $ million $ million
Projection 10,200 12,500 14,400
For 2003, the Government estimates that there will be $429 million more borrowed than is repaid. As the number of borrowers entering the workforce increases and as their earnings rise, the amount of repayments will start to exceed the amounts drawn down – especially as the numbers of people in the typical student age groups fall. By the year 2016, it is estimated that the scheme will have higher repayments than borrowings. The net value of the scheme will, however, continue to rise because interest charges will exceed the gap between repayments and borrowings. The rate of increase in the gross debt level will, however, fall over time. On current settings, the annual rate of increase in total student debt is forecast to reach between two and three percent by 2020 (compared with an annual growth rate of around 15 percent now).
AVERAGE STUDENT LOAN DEBT REPAYMENT PERIODS
European/Päkehä and male borrowers have the shortest repayment times while women have longer repayment times due to different income projections for these groups. The table below sets out current estimated repayment times.
TABLE 11.3: ESTIMATED AVERAGE REPAYMENT TIMES BY GENDER AND ETHNICITY
Average repayment times in years Males Females Overall
European/Päkehä 6.8 10.6 8.9
Mäori 7.4 10.8 9.4
Other 9.0 13.0 11.2
All groups 7.4 11.1 9.5
The estimated repayment times have reduced as a result of changes in government policy, such as fee stabilisation and the fee/course costs maxima (FCCM) policy. On 30 June 2002, the estimated average repayment time was 10.3 years, 0.8 years greater than the figure on 30 June 2003.
STUDENT ALLOWANCES
The Student Allowances Scheme was introduced in 1989 to help those students, who are not in a position to support themselves, to meet their living costs while studying full-time. New Zealand students studying towards recognised tertiary qualifications, and some senior secondary school students, may apply for student allowances. The scheme gives every tertiary student a 200-week entitlement to student allowances, subject to eligibility criteria.
Since 1992, allowances for single students without dependants and under the age of 25 years have been subject to a means test on the incomes of applicants’ parents. Allowances are abated for combined parental incomes above $28,079 and under $50,752, if the student is living away from home, or under $45,760, if the student lives at home. The intention of this feature is to target allowances to students from low-income families.
13 Each student loan borrower’s account is debited $50 in each year that
borrowings are made, to help offset the cost of administering the scheme.
14 The forecasts of debt levels and repayment times are drawn from the Ministry of
Education’s Tertiary Education Student Loan Analysis (TESLA) model. Refer to the
annual report on the loan scheme for information on the TESLA model and on
the Ministry of Education’s planned improvements to modelling.
STUDENT ALLOWANCES UPTAKE
There were 68,486 student allowances recipients in 2002, down by 2.5 percent from 70,219 in 2001 but up by 9.1 percent from 62,780 in 1999. In addition, 10,279 students received assistance through the A or B Bursary, an increase of 5.7 percent on 200115.
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Students who receive allowances may also take up student loans, with the living cost borrowing entitlement under the loan scheme abated by the amount of the allowance. Around 60 percent of allowances recipients in 2002 also took out a student loan. This is similar to the proportion of allowances recipients who took out a loan in the previous year.
Since 1999, the proportion of women among allowances recipients has been roughly constant. In 2002, 50.6 percent of student allowances recipients were women, compared with 50.5 percent in 2001. This figure is lower, however, than the proportion of women among domestic full-time students (57 percent). Combining allowances recipients with A and B Bursary recipients, the proportion of women in 2002 rose to 51.3 percent.
In terms of age, 57 percent of recipients in 2002 were in the 18 to 24 year age group, while in 1999 this age group constituted 63 percent of recipients. Students in the 25 to 30 year age group represented 20 percent of student allowances recipients in 2002, compared with 18 percent in 1999. Those students aged 56 years and over who were recipients of student allowances increased by nearly 60 percent between 2001 and 2002 and by more than 200 percent between 1999 and 2002, although the numbers in this group are very low – less than 1 percent of all recipients.
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STUDENT ALLOWANCES RECIPIENTS BY ALLOWANCE TYPE
In 2002, there were 19,779 people who were receiving student allowances as a single student over 25 years, 45 percent of them female. The numbers receiving the single student over 25 allowance rose by 1.5 percent between 2001 and 2002 and by 26.1 percent between 1999 and 2002.
The largest group of allowances recipients (38 percent of the total) received the single student 16 to 24 years allowance. Entitlement to and rate of these allowances are dependent on the parental income test. In 2002, these allowances were paid to 30,294 students of whom 53 percent were female. Of those receiving this form of allowance, 38.5 percent were living in the home of a parent. The numbers receiving the single student’s 16 to 24 years allowance have declined. Between 2000 and 2002, the numbers receiving this allowance fell by 7.5 percent.
Some student allowances provisions are designed to assist those students who have dependants. For instance, a student with a dependent spouse or dependent children receives a higher amount under the allowances scheme. Around 8,500 allowances recipients (10.6 percent of the total in 2002) had one or more dependants. Males tended to be slightly more likely to have responsibility for dependants than females, with 12 percent of males and 10 percent of females registering the presence of dependants in 2002.
15 A or B Bursary is a payment made to students on the basis of their performance
in the New Zealand University Entrance Bursaries and Scholarships examination.
This amount is not subject to a parental income test.
PAGE 179 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
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STUDENT ALLOWANCES RECIPIENTS BY ETHNIC GROUP
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For student allowances recipients, ethnicity is determined through cultural self-affiliation. Students may choose up to three ethnic groups16.
In 2002, 59 percent of student allowances recipients were European/Päkehä, 17 percent were Mäori, 14 percent were Asian, seven percent Pasifika students, five percent from other ethnic groups and six percent did not state their ethnicity. European/Päkehä females make up 32 percent of student allowances recipients while their male counterparts represent 28 percent. Mäori males slightly outnumber Mäori females at 8.5 percent to 8.1 percent.
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STUDENT ALLOWANCES RECIPIENTS BY SUB-SECTOR
Just over half (52 percent) of the students receiving a student allowances in 2002 attended a university, slightly over a quarter (27 percent) attended a polytechnic, 15 percent a PTE, four percent attended a college of education and two percent a wänanga17.
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University students made up 46.5 percent of domestic full-time students in the system in 2002. Of this group, 39.2 percent were recipients of student allowances, constituting 51.7 percent of the total number of domestic full-time students who received student allowances. There were 19,971 polytechnic students who received allowances in 2002, which represented 27.2 percent of all student allowances recipients. The polytechnic sub-sector’s share of all domestic full-time students was 27.0 percent. College of education students represented 3.8 percent of domestic full-time students in 2002. 37.2 percent of these students received student allowances and they comprised 4.1 percent of the total allowances recipients. 7.5 percent of domestic full-time students attended a wänanga. Of this group, 10.1 percent
16 This table is compiled on a total response basis. This means that if a recipient
nominates two ethnicities then he or she will be counted twice. Thus the
percentage of recipients in each ethnicity will be more than 100 percent.
17 These figures are also compiled on a total response basis.
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COST OF ALLOWANCES
The amount of money paid out in student allowances increased from $325.6 million in 1999 to $355.1 million in 2002, an increase of just over 9 percent. The accommodation benefit increased over the same period by 6.2 percent. Overall, the increase was 8.7 percent.
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OTHER GOVERNMENT FINANCIAL SUPPORT FOR TERTIARY STUDENTS
THE TRAINING INCENTIVE ALLOWANCE
The Training Incentive Allowance (TIA) was introduced in 1983 to address barriers to entering employment faced by sole parents because of their lack of educational qualifications, childcare responsibilities and/or disabilities. The TIA provides financial support to beneficiaries to help them access employment-related training or education. The great majority of those receiving the TIA (around 85 percent) are Domestic Purposes Beneficiaries.
There were 22,587 TIA recipients in 2001. About 90 percent of those receiving TIA study at tertiary level, while others enrol as adult students in secondary schools. Polytechnics are the largest group of providers of education to TIA recipients, with 42 percent of TIA recipients in 2001 attending a polytechnic. The polytechnics’ share of TIA recipients has fallen, however, since 1997 when 51 percent of TIA recipients attended a polytechnic. Over the same period, the PTEs increased their share of TIA recipients from 17 percent to 28 percent. The proportion of TIA recipients attending universities has remained steady at around 15 to 16 percent.
Around 60 percent of TIA recipients undertake job skills training with about one in three undertaking academic education.
In 2001, over 90 percent of TIA recipients were female. Thirty-seven percent were Mäori, six percent Pasifika and 52 percent European/Päkehä. Of TIA recipients in 2001, 35 percent were aged between 20 and 29 years, 38 percent between 30 and 39 years and 19 percent between 40 and 49 years.
received student allowances. Student allowances recipients in wänanga contributed 2.1 percent of all students who received student allowances. In 2002, PTE students made up 15.2 percent of domestic full-time students. Of these PTE students, 34.7 percent were recipients of student allowances and comprised 14.9 percent of all student allowances holders.
PAGE 181 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
The average amount paid to students receiving the TIA in 2001 was a little over $1,700. Forty-three percent of TIA recipients in 2001 also applied for a student loan.
The TIA is managed by the Ministry of Social Development. The government allocated $43 million to the TIA in 2001/02, up from $38 million in 2000/01 and from $34 million in 1999/2000.
SCHOLARSHIPS
Many tertiary education providers, charities, businesses, local authorities and other agencies fund scholarships that provide financial assistance to students or that recognise excellence in study. While it is difficult to obtain reliable information on the total expenditure on scholarships, or on the numbers supported in this way, an idea of the range and value of awards can be obtained from the Breakout Database on the website of the Funding Information Service18.
The following information reports on the main scholarship schemes funded by the government.
Top Achievers’ Doctoral and Enterprise Scholarships and
University Bursaries Mathematics and Science Awards
The government offers scholarships to: support doctoral research students; promote linkages between businesses and tertiary education institutions; support top scholars from schools to undertake tertiary study; and encourage students to undertake study in science and technology subjects. Four scholarship schemes were offered: Top Achievers’ Doctoral Scholarships; Enterprise Scholarships; School Top Scholars; and University Bursaries Mathematics and Science. The cost of awards under these schemes totals around $9 million a year.
Enterprise Scholarships and Top Achievers’ Doctoral Scholarships are administered by the Foundation for Research, Science and Technology (FRST) on behalf of the Ministry of Education. The value of the scholarships paid by FRST to research students in the universities in 2002/03 was $14 million.
From the 2001 year examinations, 977 candidates were eligible for a New Zealand University Bursaries Mathematics and Science Award. In 2002, 941 students achieved Mathematics and Science awards and 37 students received Top Scholar Awards.
Manaaki Tauira
Manaaki Tauira was established in 1991 to provide financial assistance to Mäori in tertiary education. It pays a share of the tuition fees of those granted assistance. Eligibility is tied to commitment to kaupapa Mäori and financial need. The scheme is funded from a pool valued at $4.3 million and is administered by the Mäori Education Trust. There are more than 9,000 awards made under the Manaaki Tauira scheme each year. The average value of the awards is currently approximately $400 to $450 per student.
Mäori and Pacific Higher Education Scholarships and Ngarimu
VC and 28th Mäori Battalion Memorial Fund Scholarships
Mäori and Pacific Higher Education Scholarships were established in 1973 and provide for full payment of fees for the length of a scholar’s course of study, plus a living allowance. The full value of the scholarships averages $10,000 a year. Fifteen new scholarships are awarded each year. The awards are administered by the Mäori Education Trust and are funded from a capped pool of $526,000 per annum.
The Ngarimu scholarships are also administered by the Mäori Education Trust. There were 13 holders of these awards in 2002, with each award valued at $5,000.
TeachNZ Scholarships
In 2002, 425 TeachNZ Scholarships were available to support people starting study to become a teacher between 1 July 2002 and 31 December 2003.
The $10,000 per annum scholarships were allocated across the following eight categories:
Primary and Secondary:
Mäori Graduate 100
Mäori Non-Graduate 50
Mäori Medium 55
Pasifika Graduate 50
Pasifika Non-Graduate 25
Rural 40
Early Childhood:
Mäori 65
Pasifika 4018 Go to http://www.fis.org.nz/. The websites of the New Zealand Vice-Chancellors’
Committee (http://www.nzvcc.ac.nz) and the Association of Polytechnics in New
Zealand (http://www.apnz.ac.nz) also contain information on scholarships.
Other Government Awards for Tertiary Study
Other government awards for tertiary study include:
• the Technology for Industry Fellowships (TIF) (formerly Graduates in Industry Fellowships) which provide scholarships for masters degrees based in part on research in commercial technologies, employment support for undergraduates and experienced researchers and secondment of researchers from institutions into business, and
• the Prime Minister’s Scholarships which are designed to assist successful New Zealand resident sportspeople combine full-time tertiary study with a programme of training and competition, to ensure that they have the qualifications needed for employment at the end of their sporting careers.
PAGE 183 FINANCIAL SUPPORT FOR STUDENTS IN TERTIARY EDUCATION
chapter twelve
P O S T S C R I P T : T H E Y E A R 2 0 0 3
12
INTRODUCTION
The tertiary education reforms are being implemented progressively over several years. This chapter outlines some of the key tertiary education initiatives and reforms that are being, or will be, introduced as a result of decisions made in 2003.
PAGE 185 POSTSCRIPT: THE YEAR 2003
SETTING PRIORITIES FOR THE TERTIARY EDUCATION SECTOR
The Statement of Tertiary Education Priorities (STEP) was gazetted in August 2003. It sets the priorities within the tertiary education system up to December 2004, in line with the Tertiary Education Strategy 2002/07 (TES). The key priority for the period covered by this STEP is continuing to develop the infrastructure and processes that will support the new tertiary education system. As a result, the objectives in the TES that the STEP prioritises for action remain largely unchanged, given that the sector reforms are still being implemented. There are two important changes that emphasise:
• the new leadership role for Industry Training Organisations (ITOs) under the Industry Training Amendment Act 2002, aimed at supporting industries in identifying and meeting their skills needs, and
• the government’s view that Strategy Four – Develop the Skills New Zealanders need for our Knowledge Society will become increasingly important to New Zealand’s future over the period of the STEP.
DEVELOPING CHARTERS AND PROFILES
One of the most important reasons for the reforms to the tertiary education system is the need to get greater alignment between national goals and the plans and strategies of tertiary education organisations. The key mechanism for managing this alignment is the system of charters and profiles. During 2002, the Transition–Tertiary Education Commission (TEC) conducted an extensive trial of the new system, with many tertiary education organisations (T–TEOs) submitting trial charters and/or profiles. The trial charters and profiles were analysed and assessed by panels that then met with representatives of the TEOs to discuss their strategies. The findings from the trial have been used to help shape the further development of charters and profiles.
DEVELOPING A WELL-RESOURCED QUALITY SECTOR
Many of the decisions on tertiary education made in Budget 2003 focused on developing the capability of the sector to ensure that the Tertiary Education Strategy 2002/07 can be realised. These initiatives are intended to support the implementation and bedding-in of the tertiary education reforms.
FEE/COURSE COSTS MAXIMA
Since 2001, the government has stabilised tuition fees as part of its commitment to help keep tertiary education more affordable for students. This policy is to be replaced from 2004 with the fee/course costs maxima (FCCM) policy. Under the FCCM policy, the government specifies for each cost category the highest fee that tertiary providers can charge to domestic students and still retain access to government tuition subsidies.
The FCCM are being introduced to:
• provide some certainty for students as to future costs, whilst also
• giving some flexibility to providers in terms of their fee setting.
In announcing the FCCM policy, the government set the maximum fee levels for 2004, 2005 and 2006, with the maxima rising in each year by the expected rate of inflation. After this initial three-year period, the policy will be reviewed.
Indicative rates were announced in the May Budget. Once the rates were gazetted, there was an opportunity for submissions from students, providers and the public. Following consideration of the 59 submissions that were received, some changes were made to the maxima and to the way they would be applied.
These changes will see a more liberal approach to the granting of exemptions while the potential for providers to lift their fees in any given year has been limited. The changes are as follows:
• An Annual Fee Movement Limit (AFML) has been introduced to the fee/course costs maxima so that a provider cannot increase a course fee by more than 5 percent a year over 2004 to 2006. In exceptional circumstances, providers may apply to the Tertiary Education Commission for an exemption to allow for up to an additional 5 percent per course where they can demonstrate there is a special case for a higher increase.
• All Student Component funded courses over the maxima in 2003 will be exempt from compliance with the maxima for 2004. Providers will not be able to increase the fees for those courses in 2004.
• The maxima for Funding Categories C and H were reduced, reflecting more closely the range of current fees within these categories.
• The FCCM policy and the AFML will not apply to Community Education courses.
• The limit on increases to postgraduate fees was reduced from $1,000 to $500. Movement beyond this will be at the discretion of the Tertiary Education Commission. Associated with this decrease, however, is the exclusion of the professional masters degree1 from the FCCM.
The government anticipates that tertiary providers will keep any fee increases to around the rate of inflation next year. The government has provided a three percent increase in tuition subsidies for 2004 – this is 1.2 percent above inflation estimates and builds on the annual funding increases made since the change of government in 1999.
SUPPORTING INNOVATIVE IDEAS WITHIN THE TERTIARY
SYSTEM
Funding has been committed for the establishment of the Innovation and Development Fund and the E-learning Collaborative Development Fund. These funds are contestable, application-based funds that will be used to develop the capability of Tertiary Education Organisations (TEOs) in key strategic areas. TEC will administer the funds. The Innovation and Development Fund will support ideas that emerge from the tertiary education system as well as supporting progressive change in the system. The E-learning Collaborative Development Fund will focus on building e-learning capability of the system. The government has committed $30 million over four years for these initiatives.
The government has also set funds aside for a Strategic Review and Plan for the Tertiary Education Workforce that will ensure that the workforce meets the future needs of the reformed tertiary education system.
FUNDING FOR RESEARCH
Funding was also committed in Budget 2003 to raise the quality and focus of research within the tertiary sector.
• $32.9 million was committed over four years for the Performance-Based Research Fund (PBRF). Coupled with the funding signalled for this initiative in the 2002 Budget, this measure will ensure that, from 2006, there is a real funding increase of $20 million in core research funding.
• $4.7 million plus capital expenditure over four years was provided for Building Research Capability in Social Sciences.
IMPROVING THE EFFECTIVENESS AND RESPONSIVENESS OF
WORKFORCE SKILLS TRAINING
Funding was also committed to a range of initiatives designed to improve the effectiveness and responsiveness of workforce skills training. This included funding for:
• Baselining Industry Training to support the increase in the number of people in Industry Training to 150,000 in 2005 ($84.3 million over four years)
• a Tripartite Workplace Learning Initiative which is a formal recognition of stakeholder commitment to and involvement in the Industry Training Strategy ($0.8 million over four years)
• expansion of Modern Apprenticeships to 7,000 annually, thereby increasing the capacity of industries for innovation and growth in the future ($14.6 million over four years)
• expansion of the Gateway programme to further help facilitate transition pathways from school to employment including work-based learning or tertiary study ($23.6 million over four years)
• investigating the establishment of a National Centre of Vocational Education and Training which will ensure that sector development policies have a robust foundation ($0.05 million over four years), and
• Career planning pilots for at-risk youth which will focus on improving transition to work or training for youth who are too young to be eligible for a benefit ($0.3 million over four years).
1 A professional masters degree is one that has the following characteristics:
is at masters level; is focused on the application of studies to a particular
profession or professional context; is intended primarily to be taken on a part-
time basis by people working in the profession/industry on which the degree is
focused; involves substantial case-study work (and a research project) related to
the profession/industry on which the degree is focused.
PAGE 187 POSTSCRIPT: THE YEAR 2003
BUILDING THE CAPABILITY OF THE SECTOR TO DELIVER
HIGH-QUALITY ADULT AND FOUNDATION EDUCATION
The Adult English for Speakers of Other Languages (ESOL) Strategy was developed in consultation with migrant and refugee communities and ESOL providers, and was released in May 2003. The strategy identifies an approach to meeting the English language needs of New Zealand residents from non-English speaking backgrounds, and has four areas of action, which are:
• better co-ordination and collaboration between government agencies and with/between ESOL providers
• enhancing access and affordability
• expanding provision and increasing quality, and
• ensuring the diversity of learner needs are matched with appropriate provision.
Budget 2003 provided some funding ($5.9 million over four years) for implementing the strategy. The focus of the budget initiatives is on improving access through developing an information resource and support for ESOL specialists in Migrant Resource Centres, improvements to quality, and provision for more fully subsidised places.
In Budget 2003, the Government has also invested funding to improve the quality of adult and foundation education. The following initiatives were funded:
• The government has provided funding that will allow for New Zealand to participate in the international Adult Literacy and Life Skills Survey. This will provide evidence of New Zealand’s human capital, how skills are distributed within the population and how it is changing over time ($3.1 million over four years).
• Quality and Capability Development in Adult and Community Education (ACE) will strengthen ACE responsiveness to resourcing the training needs for community volunteers ($2.9 million over four years).
• Foundation Learning initiatives will include a new funding system and performance criteria for foundation skills learning ($3.8 million over four years).
MANAGING GROWTH INITIATIVES
The government is developing a number of initiatives to manage growth in the tertiary sector. These are designed to complement the new steering instruments introduced through the Education (Tertiary Reform) Amendment Act 2002. In particular, these initiatives will manage public expenditure and ensure that any growth is directed towards Tertiary Education Strategy objectives at a rate that does not compromise quality outcomes.
The measures that will manage growth are:
• Providers will be able to increase their domestic funded student places by 15 percent or 1,000 EFTS per year, whichever is the greater.
• There will be wider application, extensions to and stricter monitoring of the rules that govern funding.
• NZQA will address the impact of growth on quality with its ability to apply volume control to approval registrations and accreditation where there are risks to quality with increased size of operation.
These initiatives will come into effect in 2004.
STEP UP SCHOLARSHIPS
One of the government’s key goals is to ensure that everyone with the desire to enter tertiary education can do so. A new initiative that supports this objective is the creation of Step Up Scholarships in health, worth $15.9 million over the next four years. This scheme is designed to encourage greater participation by capable students from low-income backgrounds in human and animal health tertiary study. The Step Up scholarships in health will be piloted from the 2004 academic year, with initial funding of up to $2.2 million. They will be:
• available to those students eligible for a student allowance who are about to leave school or within a year after leaving school, and
• awarded on academic merit grounds.
The Step Up scholarships in health will be available for full-time degree-level tertiary study, lasting three years or more, for degrees in animal and human health with tuition fees (including compulsory course costs) of more than $3,000 a year. The scholarships build in an element of cost-sharing. Scholarship recipients will contribute $2,000 annually towards tuition fees (including compulsory course-related costs) and the scholarship will pay the rest of the costs.
These scholarships are in line with the goals set out in the Tertiary Education Strategy to improve equity of access and opportunity. The scholarships will result in reduced levels of student debt for the scholars. In return, each Step Up scholar will be bonded to remain in New Zealand after completion for a period of at most four years (with up to a year’s break to provide flexibility, for example, for an ‘overseas experience’).
The Step Up scholarship pilots will be administered by StudyLink.
STUDENT SUPPORT
In 2002, the Prime Minister announced that the government intended to look at changes to the student support system, and intended to broaden access to student allowances. In September 2003, the government released a discussion document Student Support in New Zealand, designed to promote understanding of the system as it moves towards developing a package of changes in student support. Changes are expected to be made as part of the Government’s 2004 Budget.
PAGE 189 FINDING OUT MORE
RANGE OF SOURCES
There are numerous sources of additional information on New Zealand’s tertiary education sector. They include:
• various agencies involved in the tertiary education sector; these are listed later in this section, along with contact details and email/internet addresses
• various representative bodies involved in the tertiary sector, which are also listed later in this section
• the Ministry of Education’s website which contains supporting documents, publications, statistics and links to other education-related sites: www.minedu.govt.nz
• the websites of many providers which are accessible through the websites of either the Ministry of Education or KiwiCareers, and
• the annual reports and prospectuses of individual institutions.
Government has a number of distinct but interrelated roles in the tertiary education sector in New Zealand. It provides resources for the delivery of education and operates as a regulator by administering educational legislation, promulgating regulations and guidelines, monitoring compliance, and monitoring the effectiveness and efficiency of educational delivery. Government policy is developed within a framework that aims to create an environment for learning as the basis for New Zealand’s future economic and social well-being.
The following government agencies are involved in the tertiary education sector.
KEY AGENCIES IN THE TERTIARY EDUCATION SECTOR
MINISTRY OF EDUCATION
General contact:Ministry of Education45-47 Pipitea StreetPrivate Box 1666Wellingtonphone: 04-463 8000 fax: 04-463 8001
Within the Ministry of Education, divisions working with the tertiary sector include:
TERTIARY ADVISORY MONITORING UNIT
Allan SargisonManagerphone: 04-463 8562 fax: 04-463 8564email: [email protected]
MÄORI TERTIARY EDUCATION
Paula RawiriManagerphone: 04-463 8560 fax: 04-463 8564email: [email protected]
TERTIARY EDUCATION LEARNING OUTCOMES POLICY
Carolyn HolmesSenior Manager phone: 04-463 8704 fax: 04-463 8713email: [email protected]
TERTIARY REGULATORY AND RESOURCING FRAMEWORKS
Allan Sargison and Roger SmythActing Managersphone: 04-463 8702 fax: 04-463 8713email: [email protected] [email protected]
TERTIARY INFORMATION SYSTEMS AND SECTOR LIAISON
Murray LeachManagerphone: 04-463 8719 fax: 04-463 2868email: [email protected]
TERTIARY SECTOR PERFORMANCE ANALYSIS AND REPORTING
Roger SmythManagerphone: 04-463 8633 fax: 04-463 8564email: [email protected]
DATA MANAGEMENT AND ANALYSIS
David LambieSenior Managerphone: 04-463 8066 fax: 04-463 8087email: [email protected]
fi nding out more
TERTIARY EDUCATION COMMISSION
Level 10NGC Building44 The TerraceP O Box 27-048Wellingtonphone: 04-462 5200 fax: 04-462 5400
STUDYLINK - MINISTRY OF SOCIAL DEVELOPMENT
Private Bag 11070Palmerston North 5301freephone: 0800 88 99 00freefax: 0800 88 33 88 email: [email protected]
INLAND REVENUE DEPARTMENT TE TARI TAAKE
National OfficeP O Box 2198Wellingtonphone (student loans help line): 0800 377 778
THE NEW ZEALAND QUALIFICATIONS AUTHORITY
P O Box 160Wellingtonphone: 04-802 3000 fax: 04-802 3112
CAREER SERVICES RAPUARA
Level 4, CMC Building89 Courtenay PlaceP O Box 9446,Te AroWellingtonphone: 04-801 5177 fax: 04-801 5161email: [email protected]
CAREER INFORMATION RESOURCES UNIT
CareerPoint: 0800 222 733phone: 04-801 5177 fax: 04-801 5745KiwiCareers: [email protected]
NEW ZEALAND TEACHERS COUNCIL TE KAUNIHERA
KAIWHAKAAKO O AOTEAROA
Level 793 The TerraceP O Box 5326Wellingtonphone: 04-471 0852 fax: 04-471 0870email: [email protected]
STUDENTS’ ASSOCIATIONS
AOTEAROA TERTIARY STUDENTS’ ASSOCIATION (ATSA)
Julie PettettNational PresidentLevel 4Quinovic HouseKent TerraceP O Box 3332Wellingtonphone: 04-939 1417 fax: 04-939 1418 mobile: 0219 939 1417email: [email protected]
NEW ZEALAND UNIVERSITY STUDENTS’ ASSOCIATION (NZUSA)
Fleur Fitzsimons & Rosamond ConnellyCo-PresidentsLevel 3354 Lambton QuayP O Box 10-191Wellingtonphone: 04-498 2500 fax: 04-473 2391email: [email protected], [email protected], [email protected], [email protected]
TE MANA AKONGA NATIONAL MÄORI UNIVERSITY
STUDENTS’ ASSOCIATION
Helen PotterTe Mana AkongaP O Box 10-191Wellingtonphone: 04-498 2500 fax: 04-473 2391email: [email protected]
PAGE 191 FINDING OUT MORE
SECTOR REPRESENTATIVE GROUPS
NEW ZEALAND VICE-CHANCELLORS’ COMMITTEE
Lindsay TaiaroaExecutive DirectorLevel 1194 Dixon StreetP O Box 11-915Wellingtonphone: 04-381 8500 fax: 04-381 8501
ASSOCIATION OF POLYTECHNICS IN NEW ZEALAND
Jim DoyleExecutive DirectorP O Box 10-344Wellingtonphone: 04-471 1162 fax: 04-473 2350
ASSOCIATION OF COLLEGES OF EDUCATION IN NEW ZEALAND
Graeme OldershawExecutive DirectorLevel 15111 The TerraceP O Box 10-298Wellingtonphone: 04-472 7162 fax: 04-472 9562email: [email protected]
TE TAUIHU O NGÄ WÄNANGA THE NATIONAL ASSOCIATION
OF WÄNANGA
Turoa RoyalExecutive ChairpersonNational Association of Wänanga6 Kahu RoadParemataphone: 04-233 9343 fax: 04-233 0994email: [email protected]
NEW ZEALAND ASSOCIATION OF PRIVATE
EDUCATION PROVIDERS
Chuck Wareham Executive OfficerP O Box 6411Wellingtonphone: 04-471 2460 fax: 0800 NZAPEP (692 737)email: [email protected]
AOTEAROA MÄORI PROVIDERS OF TRAINING EDUCATION
AND EMPLOYMENT
Jane CairnsSecretaryP O Box 2796Wellingtonphone: 04-495 7660 fax: 04-495 7665email: [email protected]
ASSOCIATION OF PRIVATE PROVIDERS OF TRAINING
AND EDUCATION
Frances HartnellChief Executive P O Box 8192Symonds StreetAucklandphone: 09-309 5970 fax: 09-302 2957email: [email protected]
INDUSTRY TRAINING FEDERATION
Darel HallExecutive DirectorLevel 2, Stewart Dawson Building Cnr Willis St & Lambton QuayWellington phone: 04-801 9591 fax: 04-499 8156email: [email protected]
NEW ZEALAND UNIVERSITIES ACADEMIC AUDIT UNIT
John JenningsDirectorP O Box 9747Wellington 6030phone: 04-801 7924 fax: 04-801 7926email: [email protected]
USEFUL LINKS
Aotearoa Tertiary Students’ Association www.atsa.org.nz
Association of Colleges of Education in New Zealand www.acenz.ac.nz
Association of Polytechnics in New Zealand www.apnz.ac.nz
Association of Private Providers of Training and Education www.whitecliffe.ac.nz
Career Services Rapuara www.careers.govt.nz
Funding Information Service www.fis.org.nz
Gateway to New Zealand Government www.govt.nz
Industry Training Federation www.itf.org.nz
Inland Revenue Department Te Tari Taake www.ird.govt.nz
Ministry of Education www.minedu.govt.nz
Ministry of Research, Science and Technology www.morst.govt.nz
Ministry of Social Development www.msd.govt.nz
New Zealand Vice-Chancellors’ Committee www.nzvcc.ac.nz
New Zealand Teachers Council www.teacherscouncil.govt.nz
New Zealand Qualifications Authority www.nzqa.govt.nz
New Zealand University Students’ Association www.students.org.nz
New Zealand Universities Academic Unit (AAU) www.aau.ac.nz
StudyLink www.studylink.govt.nz
Tertiary Education Commission www.tec.govt.nz
PAGE 193 FINDING OUT MORE
Appendix
A
PAGE 195
CONTENTSTABLE 3.1: ENROLMENTS AND FUNDING IN SECONDARY-TERTIARY ALIGNMENT RESOURCE (STAR) AT SCHOOLS, 1999-2002.......................................... 198
TABLE 3.2: ENROLMENTS, FUNDING AND STUDENTS IN SECONDARY-TERTIARY ALIGNMENT RESOURCE (STAR) AT PRIVATE TRAINING ESTABLISHMENTS AND TERTIARY EDUCATION INSTITUTIONS, 2000-2002 ............. 198
TABLE 3.3: STUDENTS IN GATEWAY BY AGE, 2001-2002 .......................................... 198
TABLE 3.4: STUDENTS IN GATEWAY BY ETHNIC GROUP, 2001-2002 ....................... 198
TABLE 3.5: GATEWAY STUDENTS’ POSITIVE OUTCOMES, 2001-2002........................ 198
TABLE 3.6: GATEWAY STUDENTS’ CREDIT ACHIEVEMENT BY NATIONAL QUALIFICATIONS FRAMEWORK LEVELS, 2001-2002 .......................... 198
TABLE 3.7: LEARNERS IN ADULT LITERACY INNOVATION POOL PROGRAMMES BY REGION, 2002 .............................................................................. 198
TABLE 3.8: ENROLMENTS IN COMMUNITY EDUCATION AT SCHOOLS BY GENDER AND ETHNIC GROUP, 2002............................................... 199
TABLE 3.9: STUDENTS IN COMMUNITY EDUCATION AT TERTIARY EDUCATION INSTITUTIONS BY GENDER AND ETHNIC GROUP, 2000-2002.............. 198
TABLE 3.10: STUDENTS, ENROLMENTS AND EFTS IN COMMUNITY EDUCATION AT TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 2000-2002.................... 199
TABLE 3.11: FOUNDATION EDUCATION EFTS AND FUNDING IN TERTIARY EDUCATION INSTITUTIONS, 2000-2002 .............................................. 199
TABLE 3.12: LEARNERS IN TRAINING OPPORTUNITIES, 1999-2002 ......................... 199
TABLE 3.13: LEARNERS IN TRAINING OPPORTUNITIES BY ETHNIC GROUP AND GENDER, JULY 2002........................................................... 199
TABLE 3.14: LEARNERS IN TRAINING OPPORTUNITIES BY PRIOR QUALIFICATION(S) AND ETHNIC GROUP, 2002......................................... 199
TABLE 3.15: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES, 1993-2002 ............................................................................. 200
TABLE 3.16: LEARNERS IN TRAINING OPPORTUNITIES BY AGE, JULY 2001-2002 .... 200
TABLE 3.17: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 2001-2002 .............................................. 200
TABLE 3.18: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES BY NATIONAL QUALIFICATIONS FRAMEWORK CREDITS, 2001 .............. 200
TABLE 3.19: TRAINING OPPORTUNITIES PROVIDERS BY SUB-SECTOR, 2001-2002..200
TABLE 3.20: LEARNERS IN YOUTH TRAINING, 1999-2002 ........................................ 200
TABLE 3.21: LEARNERS IN YOUTH TRAINING BY ETHNIC GROUP AND GENDER, 2002 ...................................................................................... 200
TABLE 3.22: LEARNERS IN YOUTH TRAINING BY AGE, JULY 2001-2002................... 200
TABLE 3.23: LEARNERS IN YOUTH TRAINING BY PRIOR QUALIFICATION(S) AND ETHNIC GROUP, 2002 ......................................................... 200
TABLE 3.24: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 2002 ....................................................................... 200
TABLE 3.25: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 1999 AND 2002 ..................................................... 200
TABLE 3.26: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY NATIONAL QUALIFICATIONS FRAMEWORK CREDITS, 2001 .............. 200
TABLE 4.1: FORMALLY ENROLLED STUDENTS IN TERTIARY EDUCATION PROVIDERS BY SUB-SECTOR, JULY 2002 .............................. 201
TABLE 4.2: QUALIFICATIONS OFFERED BY QUALIFICATION LEVEL AND SUB-SECTOR, JULY 2002 ......................................................................... 201
TABLE 4.3: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR, JULY 1997-2002 .... 201
TABLE 4.4: FORMALLY ENROLLED STUDENTS BY PART-TIME/FULL-TIME STATUS, JULY 1997-2002 ..................................................... 201
TABLE 4.5: FORMALLY ENROLLED STUDENTS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 1995 AND 2002 ...................... 202
TABLE 4.6: FORMALLY ENROLLED STUDENTS IN TERTIARY EDUCATION INSTITUTIONS BY AGE, JULY 1994 AND 2002 ..................... 202
TABLE 4.7: ESTIMATED PERCENTAGE OF THE POPULATION ENROLLED IN FORMAL TERTIARY EDUCATION PROVIDERS BY AGE, 1990 AND 1997-2002....... 202
TABLE 4.8: PROPORTION OF POPULATION ENROLLED BY AGE, FULL-TIME/PART-TIME STATUS AND SUB-SECTOR, JULY 2002.................... 202
TABLE 4.9: PERCENTAGE OF FORMALLY ENROLLED DOMESTIC STUDENTS BY ETHNIC GROUP, JULY 1997-2002 ...................................................... 203
TABLE 4.10: PERCENTAGE OF FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND ETHNIC GROUP, JULY 2002 .................................................... 203
TABLE 4.11: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR, GENDER AND ETHNIC GROUP, JULY 2002 ................................................................ 203
TABLE 4.12: FORMALLY ENROLLED STUDENTS BY ETHNIC GROUP AND GENDER, JULY 1997-2002 .................................................................... 204
TABLE 4.13: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND QUALIFICATION LEVEL, JULY 2002 ................................................................... 204
TABLE 4.14: PERCENTAGE OF FORMALLY ENROLLED STUDENTS BY ETHNIC GROUP AND QUALIFICATION LEVEL, JULY 2002 .................................... 204
TABLE 4.15: FORMALLY ENROLLED STUDENTS BY ETHNIC GROUP AND QUALIFICATION LEVEL, JULY 1997-2002 ........................... 205
TABLE 4.16: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND QUALIFICATION LEVEL, JULY 1997-2002 ..................................... 206
TABLE 4.17: FORMALLY ENROLLED STUDENTS BY QUALIFICATION LEVEL, PART-TIME/FULL-TIME STATUS AND GENDER, JULY 1997-2002................... 207
TABLE 4.18: FORMALLY ENROLLED STUDENTS BY FIELD OF STUDY, JULY 1997 AND 2002 .............................................................................. 208
TABLE 4.19: FORMALLY ENROLLED STUDENTS BY FIRST YEAR OR CONTINUING, SUB-SECTOR AND GENDER, JULY 2002............................... 208
TABLE 4.20: FORMALLY ENROLLED FIRST YEAR STUDENTS BY SUB-SECTOR, JULY 1999-2002 ............................................................................. 208
TABLE 4.21: FORMALLY ENROLLED FIRST YEAR STUDENTS BY PRIOR ACTIVITY, JULY 2002 ................................................................................. 208
TABLE 4.22: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY SUB-SECTOR AND GENDER, JULY 2002.............................................. 208
TABLE 4.23: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY REGION OF ORIGIN, JULY 1997 AND 2002 ........................................ 209
TABLE 4.24: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY SUB-SECTOR AND FEES ASSESSMENT CATEGORY, JULY 2002 ............ 209
TABLE 4.25: STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR, 1997-2001...................................................................................... 209
TABLE 4.26: STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR AND QUALIFICATION LEVEL, 2001.................................................. 209
TABLE 4.27: STUDENTS COMPLETING QUALIFICATIONS BY AGE AND QUALIFICATION LEVEL, 2001 .............................................................. 209
TABLE 4.28: STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND QUALIFICATION LEVEL, 2001 ........................................................ 210
TABLE 4.29: STUDENTS COMPLETING QUALIFICATIONS BY ETHNIC GROUP AND QUALIFICATION LEVEL, 2001 ............................................ 210
TABLE 4.30: STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS BY ETHNIC GROUP, QUALIFICATION LEVEL AND GENDER, 1997-2001 .................................................... 211
TABLE 4.30: STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS BY ETHNIC GROUP, QUALIFICATION LEVEL AND GENDER, 1997-2001 CONTINUED ............................... 212
TABLE 4.31: STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS BY QUALIFICATION LEVEL AND GENDER, 2000-2001 ................. 213
TABLE 4.32: STUDENTS COMPLETING QUALIFICATIONS BY FIELD OF STUDY AND QUALIFICATION LEVEL, 2001 .......................................... 214
TABLE 5.1: PROPORTION OF PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1986-2001....................................................... 214
TABLE 5.2: PERCENTAGE OF PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1996 AND 2001 .............................................. 214
TABLE 5.3: PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, AGE AND GENDER, 2001................................................................................ 215
TABLE 5.4: PERCENTAGE OF PEOPLE FROM SELECTED OECD COUNTRIES WITH SUB-DEGREE AND BACHELORS OR ABOVE QUALIFICATIONS BY AGE, 2001 ...215
TABLE 5.5: PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, ETHNIC GROUP (TOTAL RESPONSE) AND GENDER, 2001 .............................. 216
TABLE 5.6: PERCENTAGE OF WOMEN WITH TERTIARY QUALIFICATIONS FROM SELECTED OECD COUNTRIES BY QUALIFICATION LEVEL AND FIELD OF STUDY, 2001................................................. 217
TABLE 5.7: PEOPLE AGED 15 AND OVER BY QUALIFICATION LEVEL AND FIELD OF STUDY, 2001 ........................................................................... 217
TABLE 5.8: PEOPLE AGED 15 AND OVER BY FIELD OF STUDY, ETHNIC GROUP (TOTAL RESPONSE) AND GENDER, 2001 ....................... 218
TABLE 5.9: TERTIARY GRADUATES FROM SELECTED OECD COUNTRIES BY QUALIFICATION LEVEL AND FIELD OF STUDY, 2001........................ 219
TABLE 5.10: PERCENTAGE OF ADULT POPULATION WITH TERTIARY QUALIFICATIONS FROM SELECTED OECD COUNTRIES AND THE PROBABILITY OF THEIR OBTAINING A TERTIARY QUALIFICATION BY PARENTS’ QUALIFICATION LEVEL, 1994 AND 1995................... 220
TABLE 5.11: PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS, HIGHEST QUALIFICATION AND GENDER, 2001 .............................. 220
TABLE 5.12: PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS, FIELD OF STUDY AND GENDER, 2001 ........................................................ 221
TABLE 5.13A: UNEMPLOYMENT RATE FOR PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1991-2001 .................................... 221
TABLE 5.13B: UNEMPLOYMENT RATE FOR PEOPLE AGED 25-34 BY HIGHEST QUALIFICATION LEVEL, 1991-2001....................................................... 221
TABLE 5.14: LABOUR FORCE PARTICIPATION RATE FOR SELECTED OECD COUNTRIES BY QUALIFICATION LEVEL, AGE AND GENDER, 2001 ................. 222
TABLE 5.15: UNEMPLOYMENT RATES FOR SELECTED OECD COUNTRIES BY QUALIFICATION LEVEL, AGE AND GENDER, 2001 ............................ 222
TABLE 5.16: PERSONAL INCOME OF EMPLOYED PEOPLE AGED 15 AND OVER BY QUALIFICATION LEVEL AND GENDER, 2001 ...................................... 223
TABLE 5.17: AVERAGE WEEKLY INCOME FOR PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS AND QUALIFICATION LEVEL, 2002.............. 223
TABLE 5.18: MEDIAN WEEKLY INCOME FOR PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS AND QUALIFICATION LEVEL, 2002.............. 223
TABLE 5.19: RELATIVE EARNINGS OF THE POPULATION WITH INCOME FROM EMPLOYMENT, FOR SELECTED OECD COUNTRIES BY QUALIFICATION LEVEL, GENDER AND AGE, 2001................................................ 224
TABLE 5.20: AVERAGE ANNUAL EARNINGS OF WOMEN FROM OECD COUNTRIES AS A PERCENTAGE OF MEN’S EARNINGS BY QUALIFICATION LEVEL AND AGE, 1999 AND 2001 ............................ 224
TABLE 6.1: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS AT TERTIARY EDUCATION PROVIDERS, JULY 1997-2002 ........................ 225
TABLE 6.2: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS AT PRIVATE TRAINING ESTABLISHMENTS, JULY 1997-2002 ................... 225
TABLE 6.3: FORMALLY ENROLLED MÄORI STUDENTS BY SUB-SECTOR, JULY 1997-2002................................................................................... 225
TABLE 6.4: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY QUALIFICATION LEVEL AND GENDER, JULY 1997-2002............................................ 226
TABLE 6.5: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY QUALIFICATION LEVEL, JULY 1997-2002................................................................... 227
TABLE 6.6: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY AGE, JULY 2002 ..................... 227
TABLE 6.7: FORMALLY ENROLLED MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 2002............... 227
TABLE 6.8: FORMALLY ENROLLED MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY PRIOR ACTIVITY, JULY 2002......................... 227
TABLE 6.9: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FIELD OF STUDY, JULY 1997-2002.......... 228
TABLE 6.10: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION PROVIDERS, 1997-2001....................... 229
TABLE 6.11: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS, 2000-2001 .................. 229
TABLE 6.12: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS, 1997-2001 .................. 229
TABLE 6.13: MÄORI STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND SUB-SECTOR, 1997-2001 ............................................................... 230
TABLE 6.14: MÄORI STUDENTS COMPLETING QUALIFICATIONS BY AGE AND GENDER, 1997-2001............................................................................. 230
TABLE 6.15: MÄORI STUDENTS COMPLETING QUALIFICATIONS BY FIELD OF STUDY AND GENDER, 1997-2001......................................................... 231
TABLE 7.1: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS, JULY 1997-2002......................... 232
TABLE 7.2: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN PRIVATE TRAINING ESTABLISHMENTS, JULY 1997-2002.................... 232
TABLE 7.3: FORMALLY ENROLLED PASIFIKA STUDENTS BY SUB-SECTOR, JULY 1997-2002 ............................................................................. 232
TABLE 7.4: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY QUALIFICATION LEVEL AND GENDER, JULY 1997-2002 ...................................................................... 233
TABLE 7.5: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY QUALIFICATION LEVEL, JULY 1997-2002..... 234
TABLE 7.6: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY AGE, JULY 2002 ..................... 234
TABLE 7.7: FORMALLY ENROLLED PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 2002............... 234
TABLE 7.8: FORMALLY ENROLLED PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY PRIOR ACTIVITY, JULY 2002......................... 235
TABLE 7.9: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FIELD OF STUDY, JULY 1997-2002.......... 236
TABLE 7.10: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION PROVIDERS BY GENDER, 1997-2001 ...235
TABLE 7.11: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS BY GENDER, 1999-2001............................................................... 236
TABLE 7.12: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, 1997-2001 .................................................................... 235
TABLE 7.13: PASIFIKA STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR AND GENDER, 1997-2001 ............................................................... 237
TABLE 7.14: PASIFIKA STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND AGE, 1997-2001............................................................................. 237
TABLE 7.15: PASIFIKA STUDENTS COMPLETING QUALIFICATIONS BY FIELD OF STUDY AND GENDER, 1997-2001......................................................... 238
TABLE 8.1: UNIVERSITY RESEARCH OUTPUTS, 1997-2002........................................ 239
TABLE 8.2: NEW ZEALAND’S INDEXED SCIENTIFIC RESEARCH PUBLICATIONS DISTRIBUTION BY RESEARCH SECTOR, 1997 AND 2000 .................. 239
TABLE 8.3: UNIVERSITY RESEARCH OUTPUTS PER ACADEMIC FTE STAFF MEMBER, 1997-2002 ............................................................................... 239
TABLE 8.4: DOCTORAL DEGREE ENROLMENTS BY GENDER, 1997-2002 .................. 239
TABLE 8.5: DOCTORAL DEGREE ENROLMENTS BY SELECTED GROUPS,1997-2002...239
TABLE 8.6: DOCTORAL DEGREE COMPLETIONS BY GENDER, 1997-2001 ................. 240
TABLE 8.7: DOCTORAL DEGREE COMPLETIONS BY ETHNIC GROUP, 1997-2001...... 240
TABLE 8.8: DOCTORAL DEGREE COMPLETIONS BY FIELD OF STUDY, 2001.............. 240
TABLE 8.9: DOCTORAL DEGREE COMPLETIONS PER FTE BY UNIVERSITY, 1997-2001....................................................................................... 240
TABLE 8.10: CITATIONS PER PAPER BY RESEARCH SECTOR FOR PAPERS PUBLISHED IN 1997 AND CITED IN THE PERIOD 1997-2001...................... 240
TABLE 8.11: RESEARCH CONTRACT INCOME IN UNIVERSITIES, 1997-2002.............. 240
TABLE 8.12: UNIVERSITY RESEARCH CONTRACT INCOME AS A PERCENTAGE OF ALL INCOME, 2001 AND 2002................................................ 241
TABLE 8.13: UNIVERSITY RESEARCH CONTRACT INCOME PER ACADEMIC FTE, 2002.......................................................................................... 241
TABLE 8.14: UNIVERSITY RESEARCH FUNDING FROM VOTE RESEARCH, SCIENCE AND TECHNOLOGY, 1999/00-2002/03 ..................................... 241
TABLE 8.15: ESTIMATED EXPENDITURE ON RESEARCH BY UNIVERSITIES, 1996-2002.................................................................................... 241
TABLE 8.16: PERCENTAGE OF RESEARCH EXPENDITURE BY RESEARCH TYPE, 2002.......................................................................................... 241
TABLE 9.1: ENROLMENTS, STAFFING AND QUALIFICATION COMPLETIONS AT TERTIARY EDUCATION INSTITUTIONS, 2002 ............................... 242
TABLE 9.2: TERTIARY EDUCATION INSTITUTION FINANCIAL PERFORMANCE SUMMARY, 2002 .............................................................................. 243
TABLE 9.3A: FINANCIAL RESULTS OF TERTIARY EDUCATION INSTITUTIONS, 1996-2002: STATEMENT OF FINANCIAL PERFORMANCE ................. 244
TABLE 9.3B: FINANCIAL RESULTS OF TERTIARY EDUCATION INSTITUTIONS, 1996-2002: STATEMENT OF FINANCIAL POSITION .......................... 245
TABLE 9.3C: FINANCIAL RESULTS OF TERTIARY EDUCATION INSTITUTIONS, 1996-2002: RATIO ANALYSIS............................................................ 245
TABLE 9.3D: FINANCIAL RESULTS OF TERTIARY EDUCATION INSTITUTIONS, 1996-2002: NON-FINANCIAL INDICATORS....................................... 246
TABLE 9.4: FINANCIAL PERFORMANCE INDICATORS FOR TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 2002 .................................. 247
TABLE 9.5: FTE STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002.............................................................. 247
TABLE 9.6: FTE ACADEMIC STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002 ......................................... 247
TABLE 9.7: FTE NON-ACADEMIC STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002 ......................... 248
TABLE 9.8: EFTS PER FTE IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002.............................................................. 248
TABLE 9.9: PERSONNEL COSTS AS A PERCENTAGE OF TOTAL COSTS (LESS DEPRECIATION) IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002.............................................................. 248
TABLE 9.10: PERSONNEL COSTS PER EFTS IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002 ......................................... 248
TABLE 9.11: ACADEMIC/TEACHING STAFF IN TERTIARY EDUCATION PROVIDERS BY GENDER AND TENURE, JULY 2002............................... 248
TABLE 9.12: EXECUTIVE AND SUPPORT STAFF IN TERTIARY EDUCATION PROVIDERS BY GENDER AND TENURE, JULY 2002............................... 248
TABLE 9.13: SENIOR ACADEMIC STAFF IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, JULY 1997-2002 ....................................... 249
TABLE 9.14: SENIOR EXECUTIVE STAFF IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, JULY 1997-2002 ....................................... 249
TABLE 9.15: TERTIARY TEACHING PROFESSIONALS BY AGE AND GENDER, 2001..... 249
TABLE 9.16: TERTIARY TEACHING PROFESSIONALS BY ETHNIC GROUP, 2001 ......... 249
TABLE 10.1: GOVERNMENT APPROPRIATION FOR EXPENDITURE ON TERTIARY EDUCATION, 1998/99-2002/03................................... 250
TABLE 10.2: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND SOURCE OF FUNDING, JULY 1997-2002 ...................................... 251
TABLE 10.3: TERTIARY INSTITUTIONS FUNDING SUMMARY (INCLUDES BULK AND WHOLLY RESEARCH FUNDING, AND BASE GRANTS AND EFTS FUNDING), 1991-2002 .............................................. 252
TABLE 10.4: PERCENTAGE OF SUBSIDISED PLACES BY FUNDING CATEGORY, FULL YEAR 2000, 2001 AND 2002.................................... 251
PAGE 197
TABLE 10.5: TOTAL DOMESTIC FEE REVENUE IN TEIs IN NOMINAL TERMS, 1997-2002 ................................................................................... 251
TABLE 10.6: AVERAGE TUITION FEES PER EFTS IN TEIs IN NOMINAL TERMS, 1997-2002 ................................................................................... 253
TABLE 10.7: TOTAL PRIVATE SPENDING IN TEIs BY SUB-SECTOR IN NOMINAL TERMS, 2000-2002.......................................................... 253
TABLE 10.8: AVERAGE FEES BORROWED PER STUDENT IN TEIs IN NOMINAL TERMS, 2000-2002 .................................................................. 253
TABLE 10.9: AVERAGE NON-BORROWED FEES IN TEIs IN NOMINAL TERMS, 2000-2002 ................................................................................... 253
TABLE 11.1: STUDENT BORROWERS IN EACH ACADEMIC YEAR, 1992-2002............. 253
TABLE 11.2: AVERAGE ANNUAL AMOUNT BORROWED BY GENDER, 1992-2002 ..... 253
TABLE 11.3: STUDENT BORROWERS AND AMOUNT BORROWED BY AGE AND GENDER, 2000-2002............................................................................. 254
TABLE 11.4: STUDENT BORROWERS AND AMOUNT BORROWED BY ETHNIC GROUP AND GENDER, 2000-2002 .......................................................... 255
TABLE 11.4A: STUDENT BORROWERS BY ETHNIC GROUP AND GENDER, 2000-2002 ......................................................................................... 256
TABLE 11.4B: PERCENTAGE OF BORROWERS BY ETHNIC GROUP AND GENDER, 2000-2002............................................................................. 256
TABLE 11.5: STUDENT BORROWERS AND VALUE OF FEES BORROWED BY SUB-SECTOR, 2000-2002.................................................................. 256
TABLE 11.6: VALUE OF STUDENT LOAN DEBT HELD BY INLAND REVENUE, JUNE 1995-2002......................................................................... 256
TABLE 11.7: AVERAGE STUDENT LOAN BALANCE HELD BY INLAND REVENUE, JUNE 1994-2002 ................................................................... 256
TABLE 11.8: RANGE OF STUDENT LOAN BALANCES HELD BY INLAND REVENUE, JUNE 2002............................................................................. 257
TABLE 11.9: STUDENT LOAN REPAYMENTS RECEIVED BY INLAND REVENUE – BORROWER/EMPLOYER SPLIT, JUNE 1992-2002................ 257
TABLE 11.10: STUDENT BORROWERS WITH INTEREST WRITE-OFFS BY AMOUNT AND TYPE, MARCH 2002.................................................. 257
TABLE 11.11: STUDENT ALLOWANCES RECIPIENTS BY GENDER, 1999-2002............ 257
TABLE 11.12: STUDENT ALLOWANCES AND A AND B BURSARIES BY AGE AND GENDER, 1999-2002 .......................................................... 257
TABLE 11.13: STUDENT ALLOWANCES RECIPIENTS BY ALLOWANCE TYPE, 1999-2002 ....................................................................................................... 258
TABLE 11.14: STUDENT ALLOWANCES RECIPIENTS BY ETHNIC GROUP AND GENDER, 1999-2002............................................................................. 258
TABLE 11.15: STUDENT ALLOWANCES RECIPIENTS BY GENDER AND SUB-SECTOR, 2002 ............................................................................................ 258
TABLE 11.16: STUDENT ALLOWANCES EXPENDITURE, 1999-2002 ........................... 258
TABLE 11.17: A AND B BURSARIES EXPENDITURE, 1999-2002 ................................ 258
TABLE 3.1: ENROLMENTS AND FUNDING IN SECONDARY-TERTIARY ALIGNMENT RESOURCE (STAR) AT SCHOOLS, 1999-2002
Enrolments Funding ($000)
1999 122,910 24,200
2000 124,482 23,800
2001 123,305 24,600
2002 133,233 23,500
TABLE 3.2: ENROLMENTS, FUNDING AND STUDENTS IN SECONDARY-TERTIARY ALIGNMENT RESOURCE (STAR) AT PRIVATE TRAINING ESTABLISHMENTS AND TERTIARY EDUCATION INSTITUTIONS, 2000-2002
EFTS Students Enrolments
2000 1,449 11,881 17,608
2001 1,815 12,537 17,690
2002 1,940 11,529 21,450
TABLE 3.4: STUDENTS IN GATEWAY BY ETHNIC GROUP, 2001-2002
2001 2002 No. % No. %
European/Päkehä 461 46 512 44
Mäori 348 35 438 38
Pasifika 159 16 155 13
Asian 24 2 36 3
Other 15 1 19 2
Not Specified 1 - 2 -
Total 1,008 100 1,162 100
Note: Percentages may not add up exactly due to rounding.
TABLE 3.5: GATEWAY STUDENTS’ POSITIVE OUTCOMES, 2001-2002
2001 2002 % %
Employment 25 22
Further Progressive Training (Including Gateway) 63 65
Other 12 13
Note: Percentages may not add up exactly due to rounding.
TABLE 3.6: GATEWAY STUDENTS’ CREDIT ACHIEVEMENT BY NATIONAL QUALIFICATIONS FRAMEWORK LEVELS, 2001-2002
2001 2002 % %
Level 1 34 36
Level 2 48 46
Level 3 16 17
Level 4 2 2
Note: Percentages may not add up exactly due to rounding.
TABLE 3.7: LEARNERS IN ADULT LITERACY INNOVATION POOL PROGRAMMES BY REGION, 2002
Population % of Total Learners % of Population Learners
Northland 144,360 4 51 7
Auckland 1,173,639 31 333 45
Waikato 364,966 10 29 4
Bay of Plenty 245,100 6 42 6
Gisborne 44,142 1 153 21
Hawkes Bay 146,109 4 20 3
Taranaki 102,684 3 20 3
Manawatu-Wanganui 222,123 6 20 3
Wellington 427,545 11 40 5
South Island 906,717 24 27 4
Total 3,777,385 100 735 100
TABLE 3.9: STUDENTS IN COMMUNITY EDUCATION AT TERTIARY EDUCATION INSTITUTIONS BY GENDER AND ETHNIC GROUP, 2000-2002
2000 2001 2002 % Change No. No. No. 2000-2002
Colleges of Education Asian 11 14 31 182
European/Päkehä 3,214 2,815 4,822 50
Mäori 66 92 128 94
Other 30 13 44 47
Pasifika 10 16 35 250
Polytechnics Asian 1,488 2,342 5,695 283
European/Päkehä 24,684 48,247 71,270 189
Mäori 4,289 7,388 13,322 211
Other 2,345 6,683 8,547 264
Pasifika 502 1,289 3,689 635
Universities Asian 289 348 447 55
European/Päkehä 7,471 8,584 8,721 17
Mäori 546 538 501 -8
Other 8,209 9,622 9,457 15
Pasifika 143 894 415 190
Wänanga Asian - 4 9 -
European/Päkehä 20 286 363 1,715
Mäori 305 2,061 3,834 1,157
Other 4 50 29 625
Pasifika - 23 56 -
Total 53,626 91,309 131,415 145
Total Female Students 32,614 54,277 77,823 139
Total Female Enrolments 55,550 106,222 127,114 129
Total Male Students 21,012 37,032 53,592 155
Total Male Enrolments 34,148 67,973 81,405 138
TABLE 3.3: STUDENTS IN GATEWAY BY AGE, 2001-2002
2001 2002 No. % No. %
Unknown 1 - - -
14 12 1 7 1
15 139 14 188 16
16 431 43 576 50
17 371 37 326 28
18 46 5 56 5
18+ 8 1 9 1
Total 1,008 100 1,162 100
Note: Percentages may not add up exactly due to rounding.
PAGE 199
TAB
LE 3
.8: E
NRO
LMEN
TS IN
CO
MM
UN
ITY
EDU
CATI
ON
AT
SCH
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LS B
Y GE
ND
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ND
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UP,
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16
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20-2
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TABLE 3.10: STUDENTS, ENROLMENTS AND EFTS IN COMMUNITY EDUCATION AT TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 2000-2002
2000 2001 2002 % Change No. No. No. 2000-2002
Colleges of Education Students 3,331 2,950 5,060 52
Enrolments 4,829 4,266 6,819 41
Total EFTS 37 36 64 70
Polytechnics Students 33,308 65,949 102,523 208
Enrolments 58,658 127,922 160,128 173
Total EFTS 1,785 3,833 7,472 319
Universities Students 16,658 19,986 19,541 17
Enrolments 25,860 39,005 35,697 38
Total EFTS 668 905 932 39
Wänanga Students 329 2,424 4,291 1,204
Enrolments 351 3,002 5,875 1,574
Total EFTS 37 287 623 1,572
Total Number of Students 53,626 91,309 131,415 145
Total Number of Enrolments 89,698 174,195 208,519 132
Total EFTS 2,527 5,060 9,090 260
TABLE 3.11: FOUNDATION EDUCATION EFTS AND FUNDING IN TERTIARY EDUCATION INSTITUTIONS, 2000-2002
EFTS Funding ($million)
2000 1,091 4.1
2001 4,965 8.3
2002 11,512 17.8
TABLE 3.12: LEARNERS IN TRAINING OPPORTUNITIES, 1999-2002
No.
1999 22,579
2000 21,909
2001 21,658
2002 19,198
TABLE 3.13: LEARNERS IN TRAINING OPPORTUNITIES BY ETHNIC GROUP AND GENDER, JULY 2002
Female Male Total
European/Päkehä 1,702 1,446 3,148
Mäori 1,910 1,655 3,565
Pasifika 465 372 837
Asian 257 184 441
Other 303 269 572
Not Specified 6 9 15
Total 4,643 3,935 8,578
% of Total 54 46 100
Note: Percentages may not add up exactly due to rounding.
TABLE 3.14: LEARNERS IN TRAINING OPPORTUNITIES BY PRIOR QUALIFICATION(S) AND ETHNIC GROUP, 2002
No Qualifications 1-2 School 3+ School Certificate Passes Certificate Passes % % %
European/Päkehä 58 24 19
Mäori 71 21 8
Pasifika 71 22 7
Asian 67 15 18
Other 75 11 14
All Learners 66 21 13
Note: Percentages may not add up exactly due to rounding.
TABLE 3.16: LEARNERS IN TRAINING OPPORTUNITIES BY AGE, JULY 2001-2002
2001 2002 No. % No. %
≤17 158 2 167 2
18-19 1,478 16 1,361 16
20-24 1,814 20 1,782 21
25-29 1,144 13 1,070 12
30-34 1,150 13 1,099 13
35-39 1,105 12 1,000 12
40-44 946 10 892 10
45-49 646 7 628 7
≥50 602 7 579 7
Total 9,043 100 8,578 100
Note: Percentages may not add up exactly due to rounding.
TABLE 3.15: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES, 1993-2002
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 % % % % % % % % % %
Further Training 8 9 10 10 11 16 10 11 13 15
Employment 35 42 43 43 42 40 51 51 50 51
Total Outcomes 43 52 53 53 54 56 61 62 63 65
TABLE 3.17: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 2001-2002
2001 2002 % %
European/Päkehä 67 68
Mäori 61 64
Pasifika 60 63
Other 61 60
All Learners 63 65
TABLE 3.18: TRAINING OPPORTUNITIES LEARNERS’ POSITIVE OUTCOMES BY NATIONAL QUALIFICATIONS FRAMEWORK CREDITS, 2001
0 Credits 1-20 21-40 41-60 61+ Credits Credits Credits Credits % % % % %
Further Training 9 11 12 14 16
Employment 41 46 52 53 55
Total Positive Outcome 50 57 63 67 71
TABLE 3.19: TRAINING OPPORTUNITIES PROVIDERS BY SUB-SECTOR, 2001-2002
2001 2002 No. % No. %
Private Training Establishments (PTEs) 342 83 341 88
Polytechnics 27 7 17 4
Employers 24 6 16 4
Schools 15 4 12 3
Universities - - 1 -
Government Training Establishments 4 1 - -
Wänanga 1 0 - -
Total 413 100 387 100
Note: Percentages may not add up exactly due to rounding.
TABLE 3.20: LEARNERS IN YOUTH TRAINING, 1999-2002
No.
1999 13,207
2000 13,027
2001 12,503
2002 12,530
TABLE 3.21: LEARNERS IN YOUTH TRAINING BY ETHNIC GROUP AND GENDER, 2002
Female Male Total %
Mäori 2,693 3,315 6,008 48
European/Päkehä 2,064 2,929 4,993 40
Pasifika 502 700 1,202 10
Asian 39 83 122 1
Other 85 120 205 2
Total 5,383 7,147 12,530 100
TABLE 3.22: LEARNERS IN YOUTH TRAINING BY AGE, JULY 2001-2002
2001 2002 No. % No. %
≤15 1,238 21 1,208 21
16 2,366 41 2,441 42
17 1,750 30 1,694 29
≥18 418 7 450 8
Total 5,772 100 5,805 100
Note: The maximum age was 21 years.
TABLE 3.23: LEARNERS IN YOUTH TRAINING BY PRIOR QUALIFICATION(S) AND ETHNIC GROUP, 2002
No Qualifications 1-2 School 3+ School Certificate Passes Certificate Passes % % %
European/Päkehä 71 25 3
Mäori 81 17 2
Pasifika 75 21 3
Asian 65 28 8
Other 80 18 2
All Learners 76 21 3
Note: Percentages may not add up exactly due to rounding.
TABLE 3.24: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 2002
Further Training Employment Total Outcome % % %
European/Päkehä 21 56 77
Mäori 25 41 66
Pasifika 29 37 66
Asian 33 42 75
Other 42 29 71
All 24 47 71
TABLE 3.25: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY ETHNIC GROUP, 1999 AND 2002
1999 2002 % %
European/Päkehä 71 77
Mäori 58 66
Pasifika 62 66
Asian 67 75
Other 68 71
All 64 71
TABLE 3.26: YOUTH TRAINING LEARNERS’ POSITIVE OUTCOMES BY NATIONAL QUALIFICATIONS FRAMEWORK CREDITS, 2001
0 Credits 1-20 Credits 21-40 Credits 41+Credits % % % %
Further training 18 18 18 19
Employment 36 42 47 47
Total Positive Outcome 54 60 65 66
PAGE 201
TABLE 4.1: FORMALLY ENROLLED STUDENTS IN TERTIARY EDUCATION PROVIDERS BY SUB-SECTOR, JULY 2002
Providers with Formally Formally Enrolled Average Students Formal EFTS at Average EFTS Average EFTS value Enrolled Students Students at July 2002 Per Provider July 2002 Per Provider Per Student
Universities 8 132,396 16,550 105,617 13,202 0.8
Polytechnics 20 95,782 4,789 51,382 2,569 0.5
Colleges of Education 4 10,788 2,697 7,443 1,861 0.7
Wänanga 3 27,535 9,178 17,966 5,989 0.7
Private Training Establishments1 506 51,372 102 25,548 107 0.7
Other Tertiary Education Providers 13 2,013 155 1,267 98 0.6
Total 554 319,886 577 209,223 378 0.7
Note:
1 Includes 238 EFTS-funded PTEs with 38,851 students and 259 other PTEs with 12,521 formal students. PTE EFTS figures relate to EFTS-funded PTEs only.
TABLE 4.2: QUALIFICATIONS OFFERED BY QUALIFICATION LEVEL AND SUB-SECTOR, JULY 2002
Universities Polytechnics Colleges of Wänanga Private Training Total Education Establishments
Postgraduate Level No. of Qualifications 544 41 9 7 601
No. of Students 23,640 797 307 105 545 25,394
Average No. of Students Per Qualification 43 19 34 15
Degree Level No. of Qualifications 373 173 40 20 606
No. of Students 93,267 17,919 6,761 734 1,870 120,551
Average No. of Students Per Qualification 250 104 169 37
Diploma Level No. of Qualifications 94 326 34 32 486
No. of Students 7,691 21,142 2,907 10,939 10,862 53,541
Average No. of Students Per Qualification 82 65 86 342
Certificate Level No. of Qualifications 116 994 16 37 1,163
No. of Students 7,798 55,924 813 15,757 40,108 120,400
Average No. of Students Per Qualification 67 56 51 426
Total No. of Qualifications 1,127 1,534 99 96 - 2,856
No. of Students 132,396 95,782 10,788 27,535 53,385 319,886
Average No. of Students Per Qualification 117 62 109 287
TABLE 4.3: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR, JULY 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change 1997-2002 2001-2002
Universities 121,752 122,997 121,948 122,727 125,668 132,396 8.7 5.4
Polytechnics 84,037 86,322 84,085 87,436 87,965 95,782 14.0 8.9
Colleges of Education 11,127 11,770 12,793 12,045 10,884 10,788 -3.0 -0.9
Wänanga 1,088 1,228 1,883 2,972 11,278 27,535 2,430.8 144.1
Total Public Tertiary Education Institutions 218,004 222,317 220,709 225,180 235,795 266,501 22.2 13.0
Private Training Establishments 28,598 28,712 33,064 39,173 51,666 53,385 86.7 3.3
Total 246,601 251,029 253,773 264,353 287,461 319,886 29.7 11.3
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.4: FORMALLY ENROLLED STUDENTS BY PART-TIME/FULL-TIME STATUS, JULY 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change 1997-2002 2001-2002
Tertiary Education Institutions Full-time 126,211 131,540 127,653 129,189 133,087 149,333 18.3 12.2
Part-time 88,017 82,811 93,056 95,991 102,708 117,168 33.1 14.1
Private Training Establishments Full-time 14,721 17,298 22,086 24,952 28,722 29,017 97.1 1.0
Part-time 17,652 19,380 10,978 14,221 22,944 24,368 38.0 6.2
Total Full-time 140,932 148,838 149,739 154,141 161,809 178,350 26.6 10.2
Part-time 105,669 102,191 104,034 110,212 125,652 141,536 33.9 12.6
Note: Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.5: FORMALLY ENROLLED STUDENTS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 1995 AND 2002
Male Female Total % Change 1995-2002 1995 2002 1995 2002 1995 2002 Male Female Total
Students Full-time 50,011 79,188 56,235 99,162 106,247 178,350 58.3 76.3 67.9
Part-time 48,336 54,791 56,353 86,745 104,688 141,536 13.4 53.9 35.2
Total 98,347 133,979 112,588 185,907 210,935 319,886 36.2 65.1 51.7
% of All Students % % % % % %
Full-time 47.1 44.4 52.9 55.6 100.0 100.0
Part-time 46.2 38.7 53.8 61.3 100.0 100.0
Total 46.6 41.9 53.4 58.1 100.0 100.0
TABLE 4.6: FORMALLY ENROLLED STUDENTS IN TERTIARY EDUCATION INSTITUTIONS BY AGE, JULY 1994 AND 2002
1994 2002 No. % No. %
Under 25 111,131 56.4 128,970 48.4
25-29 23,228 11.8 32,353 12.1
30-34 19,255 9.8 27,685 10.4
35-39 15,574 7.9 24,420 9.2
40+ 27,508 14.0 53,073 19.9
Not Stated 285 0.1 - -
Total 196,981 100.0 266,501 100.0
TABLE 4.7: ESTIMATED PERCENTAGE OF THE POPULATION ENROLLED IN FORMAL TERTIARY EDUCATION PROVIDERS BY AGE, 1990 AND 1997-2002
TEI Students TEI and PTE Students Combined 1990 1997 1998 1999 2000 2001 2002 1999 2000 2001 2002 % % % % % % % % % % %
18-24 20.5 28.0 28.8 28.9 29.1 30.2 31.8 32.1 32.9 34.8 36.4
25+ 2.7 4.5 4.6 4.5 4.6 4.8 5.3 5.2 5.4 5.9 6.4
Note: Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.8: PROPORTION OF POPULATION ENROLLED BY AGE, FULL-TIME/PART-TIME STATUS AND SUB-SECTOR, JULY 2002
TEIs PTEs 2002 Estimated Full-time Part-time Full-time Part-time Population No. % No. % No. % No. % No.
17 3,917 6.9 1,686 3.0 2,186 3.8 676 1.2 57,000
18 16,404 28.6 2,799 4.9 2,528 4.4 1,055 1.8 57,350
19 19,862 34.5 3,465 6.0 2,049 3.6 1,144 2.0 57,630
20 19,596 34.5 3,830 6.7 1,608 2.8 1,183 2.1 56,780
21 15,565 28.0 4,231 7.6 1,248 2.2 946 1.7 55,560
22 10,972 20.6 4,204 7.9 1,187 2.2 877 1.7 53,140
23 7,487 14.6 3,859 7.5 1,144 2.2 847 1.7 51,210
24 5,055 10.4 3,554 7.3 918 1.9 779 1.6 48,480
25 4,166 8.6 3,356 6.9 839 1.7 729 1.5 48,380
26 3,295 6.9 3,152 6.6 684 1.4 756 1.6 47,710
27 3,011 6.1 3,357 6.8 706 1.4 678 1.4 49,640
28 2,701 5.2 3,451 6.6 624 1.2 688 1.3 51,960
29 2,488 4.6 3,376 6.2 566 1.0 704 1.3 54,260
30-34 10,390 3.5 17,295 5.9 2,176 0.7 2,407 0.8 293,590
35-39 8,141 2.7 16,279 5.3 1,767 0.6 2,077 0.7 304,510
40+ 14,849 0.9 38,224 2.3 4,029 0.2 4,924 0.3 1,656,740
Total 147,899 5.0 116,118 3.9 24,259 0.8 20,470 0.7 2,943,940
Notes: Total excludes students under 17 years or with age not stated.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
PAGE 203
TABLE 4.9: PERCENTAGE OF FORMALLY ENROLLED DOMESTIC STUDENTS BY ETHNIC GROUP, JULY 1997-2002
1997 1998 1999 2000 2001 2002 % % % % % %
European/Päkehä 69.8 67.9 67.4 66.5 63.2 57.5
Mäori 14.3 15.0 15.7 16.1 19.4 22.1
Pasifika 5.2 4.5 4.7 4.8 4.9 4.9
Asian 8.5 9.1 8.9 9.0 8.7 8.7
Other Ethnic Groups 3.2 3.5 3.4 3.6 3.8 6.8
Total 100.0 100.0 100.0 100.0 100.0 100.0
Note: Excludes international students and those domestic students who have not reported their ethnic group.
TABLE 4.10: PERCENTAGE OF FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND ETHNIC GROUP, JULY 2002
Universities Polytechnics Colleges of Wänanga Private Training Total Education Establishments % % % % % %
European/Päkehä 39.9 37.0 4.8 2.2 16.1 100.0
Mäori 17.3 23.5 2.2 35.8 21.3 100.0
Pasifika 33.1 28.6 5.4 6.1 26.8 100.0
Asian 66.7 20.9 1.1 0.4 10.8 100.0
Other 78.2 12.1 1.1 0.9 7.7 100.0
International 55.7 25.7 0.6 - 18.1 100.0
Not Stated 77.6 18.6 0.1 - 3.7 100.0
Total 41.4 29.9 3.4 8.6 16.7 100.0
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.11: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR, GENDER AND ETHNIC GROUP, JULY 2002
Gender Universities Polytechnics Colleges of Wänanga Private Training Total Education Establishments
European/Päkehä Male 28,340 27,188 1,596 886 12,478 70,488
Female 37,933 34,230 6,360 2,735 14,324 95,582
Total 66,273 61,418 7,956 3,621 26,802 166,070
Mäori Male 4,050 5,746 326 5,945 5,445 21,512
Female 6,960 9,224 1,071 16,830 8,097 42,182
Total 11,010 14,970 1,397 22,775 13,542 63,694
Pasifika Male 1,910 1,921 165 250 1,560 5,806
Female 2,791 2,137 602 612 2,244 8,386
Total 4,701 4,058 767 862 3,804 14,192
Asian Male 8,123 2,483 52 27 1,231 11,916
Female 8,609 2,770 235 70 1,483 13,167
Total 16,732 5,253 287 97 2,714 25,083
Other Male 6,837 1,221 48 49 753 8,908
Female 8,494 1,149 165 129 757 10,694
Total 15,331 2,370 213 178 1,510 19,602
International Male 7,210 3,865 57 1 2,542 13,675
Female 7,750 3,034 108 - 2,311 13,203
Total 14,960 6,899 165 1 4,853 26,878
Not Stated Male 1,250 367 1 1 55 1,674
Female 2,139 447 2 - 105 2,693
Total 3,389 814 3 1 160 4,367
Total Male 57,720 42,791 2,245 7,159 24,064 133,979
Female 74,676 52,991 8,543 20,376 29,321 185,907
Total 132,396 95,782 10,788 27,535 53,385 319,886
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TAB
LE 4
.12:
FO
RMAL
LY E
NRO
LLED
STU
DEN
TS B
Y ET
HN
IC G
ROU
P AN
D G
END
ER, J
ULY
199
7-20
02
19
97
1998
19
99
2000
20
01
2002
%
Cha
nge
%
Cha
nge
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
1997
-200
2 20
01-2
002
Euro
pean
/Päk
ehä
72,1
01
91,9
65
164,
066
70,6
56
91,8
22
162,
478
69,2
17
92,4
43
161,
660
71,3
08
94,7
20
166,
028
72,6
26
95,5
11
168,
137
70,4
88
95,5
82
166,
070
1.2
-1.2
Mäo
ri
14,0
93
19,5
22
33,6
16
14,4
24
21,3
75
35,7
99
15,1
23
22,4
21
37,5
44
15,8
58
24,3
03
40,1
61
18,9
72
32,7
13
51,6
85
21,5
12
42,1
82
63,6
94
89.5
23
.2
Sam
oan
1,58
8 2,
015
3,60
3 2,
165
2,95
6 5,
121
2,25
1 3,
060
5,31
1 2,
392
3,14
8 5,
540
2,56
6 3,
516
6,08
2 2,
571
3,76
7 6,
338
75.9
4.
2
Cook
Isla
nd M
äori
54
5 69
7 1,
242
796
1,05
5 1,
851
848
1,08
5 1,
933
868
1,17
4 2,
042
1,01
1 1,
423
2,43
4 95
5 1,
713
2,66
8 11
4.8
9.6
Tong
an
462
508
970
677
806
1,48
3 73
5 87
7 1,
612
828
963
1,79
1 85
3 1,
029
1,88
2 90
7 1,
136
2,04
3 11
0.6
8.6
Niu
ean
219
291
510
319
442
761
325
488
813
378
470
848
353
466
819
375
609
984
92.9
20
.1
Toke
laua
n 11
4 13
2 24
6 16
0 16
6 32
6 14
9 17
5 32
4 12
8 16
8 29
6 15
9 21
6 37
5 16
9 23
5 40
4 64
.2
7.7
Fijia
n 31
4 29
2 60
6 38
4 47
6 86
0 45
7 52
4 98
1 51
0 55
5 1,
065
536
623
1,15
9 62
4 72
1 1,
345
121.
9 16
.0
Oth
er P
asifi
ka
1,22
2 1,
429
2,65
1 19
4 21
9 41
3 16
0 17
8 33
8 17
6 20
1 37
7 15
3 17
6 32
9 20
5 20
5 41
0 -8
4.5
24.6
Chin
ese
5,48
6 5,
509
10,9
94
6,34
5 6,
539
12,8
84
6,13
2 6,
355
12,4
87
6,23
4 6,
479
12,7
13
6,31
0 6,
717
13,0
27
6,27
2 6,
978
13,2
50
20.5
1.
7
Indi
an
1,63
4 1,
445
3,07
9 1,
811
1,76
1 3,
572
1,92
5 1,
853
3,77
8 2,
046
2,05
3 4,
099
2,09
1 2,
220
4,31
1 2,
523
2,71
2 5,
235
70.0
21
.4
Oth
er A
sian
3,
074
2,73
7 5,
811
2,15
2 2,
006
4,15
8 2,
503
2,53
6 5,
039
2,79
6 2,
852
5,64
8 2,
786
3,12
1 5,
907
3,12
1 3,
477
6,59
8 13
.5
11.7
Oth
er
3,80
2 3,
807
7,60
9 4,
026
4,25
9 8,
285
3,97
8 4,
070
8,04
8 4,
396
4,59
2 8,
988
4,87
3 5,
202
10,0
75
8,90
8 10
,694
19
,602
15
7.6
94.6
Inte
rnat
iona
l 3,
738
3,78
6 7,
524
4,07
5 4,
355
8,43
0 4,
431
4,60
3 9,
034
5,82
5 5,
813
11,6
38
9,00
8 8,
650
17,6
58
13,6
75
13,2
03
26,8
78
257.
2 52
.2
Not
Sta
ted
2,08
8 1,
987
4,07
5 1,
942
2,66
6 4,
608
2,06
2 2,
809
4,87
1 1,
079
2,04
0 3,
119
1,55
8 2,
023
3,58
1 1,
674
2,69
3 4,
367
7.2
21.9
Tota
l 11
0,48
0 13
6,12
1 24
6,60
1 11
0,12
6 14
0,90
3 25
1,02
9 11
0,29
6 14
3,47
7 25
3,77
3 11
4,82
2 14
9,53
1 26
4,35
3 12
3,85
5 16
3,60
6 28
7,46
1 13
3,97
9 18
5,90
7 31
9,88
6 29
.7
11.3
Not
e: T
he e
thni
c gr
oups
for
stud
ents
in n
on-M
inis
try
fund
ed P
riva
te T
rain
ing
Esta
blis
hmen
ts h
ave
been
rec
orde
d as
Oth
er.
TABLE 4.13: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND QUALIFICATION LEVEL, JULY 2002
Postgraduate Degree Diploma Certificate Total
Universities 23,640 93,267 7,691 7,798 132,396
Polytechnics 797 17,919 21,142 55,924 95,782
Colleges of Education 307 6,761 2,907 813 10,788
Wänanga 105 734 10,939 15,757 27,535
Private Training Establishments 545 1,870 10,862 40,108 53,385
Total 25,394 120,551 53,541 120,400 319,886
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.14: PERCENTAGE OF FORMALLY ENROLLED STUDENTS BY ETHNIC GROUP AND QUALIFICATION LEVEL, JULY 2002
Postgraduate Degree Diploma Certificate All Programmes % % % % %
European/Päkehä 8.6 39.3 16.3 35.8 100.0
Mäori 3.0 19.7 22.5 54.8 100.0
Pasifika 4.0 31.9 18.6 45.6 100.0
Asian 12.1 53.3 11.6 23.0 100.0
Other 15.3 59.5 9.0 16.2 100.0
International 8.1 42.6 15.7 33.6 100.0
Not Stated 10.6 40.3 13.4 35.6 100.0
Total 7.9 37.7 16.7 37.6 100.0
PAGE 205
TABLE 4.15: FORMALLY ENROLLED STUDENTS BY ETHNIC GROUP AND QUALIFICATION LEVEL, JULY 1997-2002
Postgraduate Degree Diploma Certificate All Programmes
European/Päkehä 1997 15,511 69,338 28,920 50,296 164,066
1998 15,651 73,264 26,272 47,291 162,478
1999 16,754 73,555 25,595 45,756 161,660
2000 16,440 74,098 25,922 49,568 166,028
2001 16,451 73,029 26,862 51,795 168,137
2002 14,230 65,248 27,140 59,452 166,070
% Change 1997-2002 -8.3 -5.9 -6.2 18.2 1.2
Mäori 1997 1,337 9,438 5,432 17,409 33,616
1998 1,445 11,075 5,433 17,846 35,799
1999 1,694 11,339 5,256 19,255 37,544
2000 1,787 11,634 6,781 19,959 40,161
2001 1,748 12,177 8,536 29,224 51,685
2002 1,930 12,530 14,301 34,933 63,694
% Change 1997-2002 44.4 32.8 163.3 100.7 89.5
Pasifika 1997 397 3,141 1,734 4,556 9,828
1998 455 3,528 1,675 5,157 10,815
1999 517 3,721 1,795 5,279 11,312
2000 494 4,014 2,115 5,336 11,959
2001 542 4,286 2,347 5,905 13,080
2002 563 4,526 2,633 6,470 14,192
% Change 1997-2002 41.8 44.1 51.8 42.0 44.4
Asian 1997 2,252 9,625 2,642 5,365 19,884
1998 2,529 11,195 2,238 4,652 20,614
1999 2,987 11,818 2,321 4,178 21,304
2000 2,694 12,645 2,501 4,620 22,460
2001 2,797 12,880 2,645 4,923 23,245
2002 3,037 13,371 2,901 5,774 25,083
% Change 1997-2002 34.9 38.9 9.8 7.6 26.1
Other 1997 1,058 3,122 1,132 2,298 7,609
1998 1,092 3,471 1,188 2,534 8,285
1999 1,196 3,457 978 2,417 8,048
2000 1,113 4,074 1,184 2,617 8,988
2001 1,208 4,483 1,272 3,112 10,075
2002 2,998 11,670 1,756 3,178 19,602
% Change 1997-2002 183.4 273.8 55.1 38.3 157.6
International 1997 1,024 4,357 758 1,386 7,524
1998 1,016 4,395 892 2,127 8,430
1999 1,276 4,411 1,296 2,051 9,034
2000 1,333 5,444 1,480 3,381 11,638
2001 1,674 7,366 2,112 6,506 17,658
2002 2,171 11,444 4,224 9,039 26,878
% Change 1997-2002 112.0 162.7 457.3 552.2 257.2
Not Stated 1997 246 1,447 528 1,855 4,075
1998 331 1,468 727 2,082 4,608
1999 287 1,769 663 2,152 4,871
2000 242 832 392 1,653 3,119
2001 360 1,506 866 849 3,581
2002 465 1,762 586 1,554 4,367
% Change 1997-2002 89.0 21.8 11.0 -16.2 7.2
Total 1997 21,822 100,468 41,146 83,167 246,601
1998 22,519 108,396 38,425 81,689 251,029
1999 24,711 110,070 37,904 81,088 253,773
2000 24,103 112,741 40,375 87,134 264,353
2001 24,780 115,727 44,640 102,314 287,461
2002 25,394 120,551 53,541 120,400 319,886
% Change 1997-2002 16.4 20.0 30.1 44.8 29.7
TABLE 4.16: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND QUALIFICATION LEVEL, JULY 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change 1997-2002 2001-2002
Universities Doctorate 2,704 2,897 2,954 3,336 3,429 3,622 33.9 5.6
Masters/Honours 10,676 11,497 12,987 11,022 11,299 11,246 5.3 -0.5
Postgrad. Dip./Cert. 7,818 7,595 7,932 8,384 8,478 8,772 12.2 3.5
Bachelors/Advanced Diploma 80,566 84,595 82,334 84,621 86,638 90,792 12.7 4.8
Certificate of Proficiency 4,110 3,848 3,716 2,431 2,695 2,475 -39.8 -8.2
Diploma 9,759 6,480 5,650 6,565 6,811 7,691 -21.2 12.9
Certificate 6,120 6,085 6,375 6,368 6,318 7,798 27.4 23.4
Total 121,752 122,997 121,948 122,727 125,668 132,396 8.7 5.4
Polytechnics Masters/Honours 15 54 106 164 309 546 3,540.0 76.7
Postgrad. Dip./Cert. 75 113 111 320 280 251 234.7 -10.4
Bachelors/Advanced Diploma 12,138 14,653 15,898 16,560 17,386 17,600 45.0 1.2
Certificate of Proficiency 283 213 315 293 90 319 12.7 254.4
Diploma 20,143 21,062 20,875 20,898 21,907 21,142 5.0 -3.5
Certificate 51,383 50,227 46,780 49,201 47,993 55,924 8.8 16.5
Total 84,037 86,322 84,085 87,436 87,965 95,782 14.0 8.9
Colleges of Education Masters/Honours 40 79 183 154 221 282 605.0 27.6
Postgrad. Dip./Cert. 329 - 34 75 73 25 -92.4 -65.8
Bachelors/Advanced Diploma 2,596 4,055 6,784 7,331 7,094 6,761 160.4 -4.7
Diploma 7,375 6,943 4,928 3,645 2,699 2,907 -60.6 7.7
Certificate 787 693 864 840 797 813 3.3 2.0
Total 11,127 11,770 12,793 12,045 10,884 10,788 -3.0 -0.9
Wänanga Masters/Honours 59 27 112 106 117 98 66.1 -16.2
Postgrad. Dip./Cert. - - - - - 7 - -
Bachelors/Advanced Diploma 376 441 464 450 637 734 95.2 15.2
Diploma 161 451 500 1,275 3,156 10,939 6,694.4 246.6
Certificate 492 309 807 1,141 7,368 15,757 3,102.6 113.9
Total 1,088 1,228 1,883 2,972 11,278 27,535 2,430.8 144.1
Private Training Establishments Masters/Honours 106 257 195 190 250 300 183.0 20.0
Postgrad. Dip./Cert. - - 97 352 324 245 - -24.4
Bachelors/Advanced Diploma 399 591 559 1,055 1,187 1,846 362.7 55.5
Certificate of Proficiency - - - - - 24 - -
Diploma 3,708 3,489 5,951 7,992 10,067 10,862 192.9 7.9
Certificate 24,385 24,375 26,262 29,584 39,838 40,108 64.5 0.7
Total 28,598 28,712 33,064 39,173 51,666 53,385 86.7 3.3
Total Doctorate 2,704 2,897 2,954 3,336 3,429 3,622 33.9 5.6
Masters/Honours 10,896 11,914 13,583 11,636 12,196 12,472 14.5 2.3
Postgrad. Dip./Cert. 8,222 7,708 8,174 9,131 9,155 9,300 13.1 1.6
Bachelors/Advanced Diploma 96,075 104,335 106,039 110,017 112,942 117,733 22.5 4.2
Certificate of Proficiency 4,393 4,061 4,031 2,724 2,785 2,818 -35.9 1.2
Diploma 41,146 38,425 37,904 40,375 44,640 53,541 30.1 19.9
Certificate 83,167 81,689 81,088 87,134 102,314 120,400 44.8 17.7
Total 246,602 251,029 253,773 264,353 287,461 319,886 29.7 11.3
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
PAGE 207
TAB
LE 4
.17:
FO
RMAL
LY E
NRO
LLED
STU
DEN
TS B
Y Q
UAL
IFIC
ATIO
N L
EVEL
, PAR
T-TI
ME/
FULL
-TIM
E ST
ATU
S AN
D G
END
ER, J
ULY
199
7-20
02
1
997
1998
19
99
2000
20
01
2002
%
Cha
nge
% C
hang
e
M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l 19
97-2
002
2001
-200
2
Full-
time
Doc
tora
te
1,32
6 94
9 2,
275
1,32
7 99
6 2,
323
1,33
9 1,
025
2,36
4 1,
405
1,22
0 2,
625
992
871
1,86
3 1,
387
1,32
0 2,
707
19.0
45
.3
M
aste
rs/H
onou
rs
3,47
2 3,
490
6,96
2 3,
603
3,84
9 7,
452
4,64
1 4,
042
8,68
3 3,
167
3,56
6 6,
733
2,93
3 3,
647
6,58
0 2,
931
3,50
6 6,
437
-7.5
-2
.2
Po
stgr
ad. D
ip./C
ert.
1,37
3 1,
340
2,71
3 1,
300
1,38
5 2,
685
1,36
2 1,
408
2,77
0 1,
274
1,53
0 2,
804
1,28
1 1,
522
2,80
3 1,
399
1,62
0 3,
019
11.3
7.
7
Ba
chel
ors/
Adva
nced
D
iplo
ma
30,9
39
36,0
65
67,0
03
33,8
25
41,4
93
75,3
18
33,1
49
43,0
05
76,1
54
34,6
75
44,0
85
78,7
60
35,5
59
45,4
85
81,0
44
37,3
21
48,7
56
86,0
77
28.5
6.
2
Ce
rtifi
cate
of
Pr
ofic
ienc
y 23
6 27
6 51
2 21
8 32
3 54
1 35
3 34
1 69
4 39
9 39
8 79
7 41
5 46
1 87
6 53
8 59
1 1,
129
120.
5 28
.9
D
iplo
ma
8,14
9 13
,072
21
,221
7,
714
10,8
15
18,5
29
7,69
2 10
,277
17
,969
8,
535
10,8
42
19,3
77
9,63
8 12
,055
21
,693
12
,065
16
,982
29
,047
36
.9
33.9
Ce
rtifi
cate
19
,359
20
,887
40
,246
19
,891
22
,099
41
,990
19
,930
21
,175
41
,105
20
,634
22
,411
43
,045
23
,003
23
,952
46
,955
23
,547
26
,387
49
,934
24
.1
6.3
To
tal
64,8
53
76,0
79
140,
932
67,8
78
80,9
60
148,
838
68,4
66
81,2
73
149,
739
70,0
89
84,0
52
154,
141
73,8
21
87,9
93
161,
814
79,1
88
99,1
62
178,
350
26.6
10
.2
Part
-tim
e D
octo
rate
22
4 20
5 42
9 28
3 29
1 57
4 29
2 29
8 59
0 37
6 33
5 71
1 80
2 76
4 1,
566
471
445
916
113.
5 -4
1.5
M
aste
rs/H
onou
rs
1,66
8 2,
265
3,93
3 1,
773
2,68
9 4,
462
1,95
7 2,
943
4,90
0 1,
876
3,02
7 4,
903
2,18
2 3,
434
5,61
6 2,
205
3,82
9 6,
034
53.4
7.
4
Po
stgr
ad. D
ip./C
ert.
2,62
6 2,
883
5,50
9 2,
407
2,61
6 5,
023
2,42
7 2,
977
5,40
4 2,
638
3,68
9 6,
327
2,54
5 3,
807
6,35
2 2,
341
3,94
0 6,
281
14.0
-1
.1
Ba
chel
ors/
Adva
nced
Dip
lom
a 10
,053
19
,019
29
,072
9,
737
19,2
80
29,0
17
9,88
1 20
,004
29
,885
10
,620
20
,637
31
,257
11
,093
20
,805
31
,898
11
,217
20
,439
31
,656
8.
9 -0
.8
Ce
rtifi
cate
of
Pr
ofic
ienc
y 1,
559
2,32
1 3,
881
1,42
2 2,
098
3,52
0 1,
224
2,11
3 3,
337
964
963
1,92
7 94
4 96
5 1,
909
647
1,04
2 1,
689
-56.
5 -1
1.5
D
iplo
ma
8,26
5 11
,660
19
,925
8,
438
11,4
58
19,8
96
7,68
9 12
,246
19
,935
7,
953
13,0
45
20,9
98
8,60
6 14
,341
22
,947
9,
225
15,2
69
24,4
94
22.9
6.
7
Ce
rtifi
cate
21
,231
21
,690
42
,921
18
,188
21
,511
39
,699
18
,360
21
,623
39
,983
20
,306
23
,783
44
,089
23
,862
31
,497
55
,359
28
,685
41
,781
70
,466
64
.2
27.3
To
tal
45,6
27
60,0
43
105,
669
42,2
48
59,9
43
102,
191
41,8
30
62,2
04
104,
034
44,7
33
65,4
79
110,
212
50,0
34
75,6
13
125,
647
54,7
91
86,7
45
141,
536
33.9
12
.6
Tota
l D
octo
rate
1,
550
1,15
4 2,
704
1,61
0 1,
287
2,89
7 1,
631
1,32
3 2,
954
1,78
1 1,
555
3,33
6 1,
794
1,63
5 3,
429
1,85
8 1,
765
3,62
3 34
.0
5.7
M
aste
rs/H
onou
rs
5,14
1 5,
755
10,8
96
5,37
6 6,
538
11,9
14
6,59
8 6,
985
13,5
83
5,04
3 6,
593
11,6
36
5,11
5 7,
081
12,1
96
5,13
6 7,
335
12,4
71
14.5
2.
3
Po
stgr
ad. D
ip./C
ert.
3,99
9 4,
223
8,22
2 3,
707
4,00
1 7,
708
3,78
9 4,
385
8,17
4 3,
912
5,21
9 9,
131
3,82
6 5,
329
9,15
5 3,
740
5,56
0 9,
300
13.1
1.
6
Ba
chel
ors/
Adva
nced
Dip
lom
a 40
,991
55
,083
96
,075
43
,562
60
,773
10
4,33
5 43
,030
63
,009
10
6,03
9 45
,295
64
,722
11
0,01
7 46
,652
66
,290
11
2,94
2 48
,538
69
,195
11
7,73
3 22
.5
4.2
Ce
rtifi
cate
of
Pr
ofic
ienc
y 1,
796
2,59
7 4,
393
1,64
0 2,
421
4,06
1 1,
577
2,45
4 4,
031
1,36
3 1,
361
2,72
4 1,
359
1,42
6 2,
785
1,18
5 1,
633
2,81
8 -3
5.9
1.2
D
iplo
ma
16,4
14
24,7
32
41,1
46
16,1
52
22,2
73
38,4
25
15,3
81
22,5
23
37,9
04
16,4
88
23,8
87
40,3
75
18,2
44
26,3
96
44,6
40
21,2
90
32,2
51
53,5
41
30.1
19
.9
Ce
rtifi
cate
40
,590
42
,577
83
,167
38
,079
43
,610
81
,689
38
,290
42
,798
81
,088
40
,940
46
,194
87
,134
46
,865
55
,449
10
2,31
4 52
,232
68
,168
12
0,40
0 44
.8
17.7
To
tal
110,
480
136,
121
246,
601
110,
126
140,
903
251,
029
110,
296
143,
477
253,
773
114,
822
149,
531
264,
353
123,
855
163,
606
287,
461
133,
979
185,
907
319,
886
29.7
11
.3
TABLE 4.18: FORMALLY ENROLLED STUDENTS BY FIELD OF STUDY, JULY 1997 AND 2002
1997 2002 No. % No. %
Natural and Physical Sciences 15,139 6.1 17,592 5.5
Information Technology 8,078 3.3 19,347 6.0
Engineering and Related Technologies 20,756 8.4 21,329 6.7
Architecture and Building 6,307 2.6 7,531 2.4
Agriculture and Environmental Studies 8,321 3.4 8,577 2.7
Health 14,292 5.8 20,293 6.3
Education 23,815 9.7 23,126 7.2
Management and Commerce 56,021 22.7 68,952 21.6
Society and Culture 51,407 20.8 69,662 21.8
Creative Arts 9,474 3.8 14,388 4.5
Food, Hospitality and Personal Services 4,480 1.8 7,162 2.2
Mixed Field Programmes 28,510 11.6 41,927 13.1
Total 246,601 100.0 319,886 100.0
TABLE 4.19: FORMALLY ENROLLED STUDENTS BY FIRST YEAR OR CONTINUING, SUB-SECTOR AND GENDER, JULY 2002
First Year Students Non-First Year Students Total First Year Non-First Students as Year Students a % of All as a % of Students All Students Male Female Total Male Female Total Male Female Total % %
Universities 11,248 14,429 25,677 46,472 60,247 106,719 57,720 74,676 132,396 19.4 80.6
Polytechnics 12,931 14,203 27,134 29,860 38,788 68,648 42,791 52,991 95,782 28.3 71.7
Colleges of Education 205 870 1,075 2,040 7,673 9,713 2,245 8,543 10,788 10.0 90.0
Wänanga 3,068 7,175 10,243 4,091 13,201 17,292 7,159 20,376 27,535 37.2 62.8
Private Training Establishments 11,038 12,246 23,284 13,026 17,075 30,101 24,064 29,321 53,385 43.6 56.4
Total 38,490 48,923 87,413 95,489 136,984 232,473 133,979 185,907 319,886 27.3 72.7
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.20: FORMALLY ENROLLED FIRST YEAR STUDENTS BY SUB-SECTOR, JULY 1999-2002
1999 2000 2001 2002 % Change % Change 1999-2002 2001-2002
Universities 21,267 24,467 23,102 25,677 20.7 11.1
Polytechnics 24,885 24,272 24,918 27,134 9.0 8.9
Colleges of Education 1,492 1,299 1,149 1,075 -27.9 -6.4
Wänanga 594 1,240 4,846 10,243 1,624.4 111.4
Private Training Establishments 20,677 22,545 23,946 23,284 12.6 -2.8
Total 68,915 73,823 77,961 87,413 26.8 12.1
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.21: FORMALLY ENROLLED FIRST YEAR STUDENTS BY PRIOR ACTIVITY, JULY 2002
TEIs PTEs All No. % No. % No. %
School 21,371 33.3 5,794 24.9 27,165 31.1
Beneficiary 11,862 18.5 7,644 32.8 19,506 22.3
Employed 21,808 34.0 6,225 26.7 28,033 32.1
House Person/Retired 2,865 4.5 998 4.3 3,863 4.4
Overseas 6,222 9.7 2,614 11.2 8,836 10.1
Other 1 - - - 1 -
Not Known - - 9 - 9 -
Total 64,129 100.0 23,284 100.0 87,413 100.0
TABLE 4.22: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY SUB-SECTOR AND GENDER, JULY 2002
Universities Polytechnics Colleges of Education Wänanga Private Training Total Establishments
Male 7,210 3,865 57 1 2,541 13,674
Female 7,750 3,034 108 - 2,305 13,197
Total 14,960 6,899 165 1 4,846 26,871
% % % % % %
Male 52.7 28.3 0.4 0.0 18.6 100.0
Female 58.7 23.0 0.8 0.0 17.5 100.0
Total 55.7 25.7 0.6 0.0 18.0 100.0
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
PAGE 209
TABLE 4.23: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY REGION OF ORIGIN, JULY 1997 AND 2002
1997 2002 % Change No. % No. % 1997-2002
Pacific 1,189 14.4 1,643 6.1 38.2
Asia 6,286 76.1 22,077 82.2 251.2
North America 114 1.4 944 3.5 728.1
Central & South America 69 0.8 236 0.9 242.0
Africa 59 0.7 234 0.9 296.6
Europe 311 3.8 1,591 5.9 411.6
Middle East 20 0.2 138 0.5 590.0
Not Stated 216 2.6 8 - -96.3
Total 8,263 100.0 26,871 100.0 225.2
TABLE 4.24: FORMALLY ENROLLED INTERNATIONAL STUDENTS BY SUB-SECTOR AND FEES ASSESSMENT CATEGORY, JULY 2002
MFAT Scholarship Full Fee Exchange Scheme Foreign Wholly Diplomatic Total Paying Student Research Postgraduate Military Staff
Universities 550 13,373 562 452 23 14,960
Polytechnics 70 6,802 14 - 13 6,899
Colleges of Education 26 139 - - - 165
Wänanga - 1 - - - 1
Private Training Establishments 41 4,802 1 - 2 4,846
Total 687 25,117 577 452 38 26,871
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.25: STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR, 1997-2001
Universities Polytechnics Colleges of Wänanga Total TEIs PTEs TEIs and PTEs Education
1997 22,239 26,565 3,421 280 52,505 - -
1998 25,158 28,910 3,047 479 57,594 - -
1999 26,147 29,535 3,748 668 60,098 - -
2000 32,789 22,940 3,716 1,200 60,645 13,747 74,392
2001 33,152 25,522 3,831 1,903 64,408 20,470 84,878
% Change 2000-2001 1.1 11.3 3.1 58.6 6.2 48.9 14.1
% Change 1997-2001 49.1 -3.9 12.0 579.6 22.7 - -
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Completions data for PTEs is not available before 2000.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.26: STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR AND QUALIFICATION LEVEL, 2001
Universities Polytechnics Colleges of Wänanga All TEIs PTEs TEIs and PTEs Education
Certificate 5,049 17,545 333 1,024 23,951 14,793 38,744
Diploma 1,814 4,334 678 766 7,592 4,492 12,084
Degree 17,792 3,413 2,769 98 24,072 365 24,437
Postgraduate 8,497 230 51 15 8,793 820 9,613
Total 33,152 25,522 3,831 1,903 64,408 20,470 84,878
% % % % % % %
Certificate 13.0 45.3 0.9 2.6 61.8 38.2 100.0
Diploma 15.0 35.9 5.6 6.3 62.8 37.2 100.0
Degree 72.8 14.0 11.3 0.4 98.5 1.5 100.0
Postgraduate 88.4 2.4 0.5 0.2 91.5 8.5 100.0
Total 39.1 30.1 4.5 2.2 75.9 24.1 100.0
Notes: For comparison purposes, where a provider has changed from one type to another, it has been coded according to its current type for all years.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.27: STUDENTS COMPLETING QUALIFICATIONS BY AGE AND QUALIFICATION LEVEL, 2001
Certificate Level Diploma Level Degree Level Post-Graduate Level TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs and PTEs and PTEs and PTEs and PTEs
16-24 11,059 6,369 17,428 2,804 2313 5,117 14,148 181 14,329 2,642 449 3,091
25-39 7,902 5,482 13,384 2,812 1597 4,409 6,462 132 6,594 3,863 290 4,153
40 and Over 4,990 2,942 7,932 1,976 582 2,558 3,462 52 3,514 2,288 81 2,369
Total 23,951 14,793 38,744 7,592 4,492 12,084 24,072 365 24,437 8,793 820 9,613
TABLE 4.28: STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND QUALIFICATION LEVEL, 2001
Certificate Level Diploma Level Degree Level Postgraduate Level TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs and PTEs and PTEs and PTEs and PTEs
Males 10,380 6,941 17,321 2,698 1,716 4,414 8,970 118 9,088 3,722 349 4,071
Female 13,571 7,852 21,423 4,894 2,776 7,670 15,102 247 15,349 5,071 471 5,542
Total 23,951 14,793 38,744 7,592 4,492 12,084 24,072 365 24,437 8,793 820 9,613
Note: Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.29: STUDENTS COMPLETING QUALIFICATIONS BY ETHNIC GROUP AND QUALIFICATION LEVEL, 2001
Certificate Level Diploma Level Degree Level Postgraduate Level TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs and PTEs and PTEs and PTEs and PTEs
Students European/Päkehä 12,328 7,328 19,656 4,573 2,908 7,481 16,452 174 16,626 5,821 576 6,397
Mäori 4,354 3,529 7,883 1,580 565 2,145 2,053 46 2,099 552 60 612
Pasifika 1,362 1,058 2,420 252 277 529 643 20 663 152 37 189
Asian 1,905 1,373 3,278 529 264 793 2,681 36 2,717 1,108 86 1,194
Other Domestic 896 391 1,287 219 137 356 810 13 823 407 16 423
International 2,769 1,044 3,813 248 305 553 1,182 76 1,258 676 43 719
Not Stated 337 70 407 191 36 227 251 0 251 77 2 79
Total 23,951 14,793 38,744 7,592 4,492 12,084 24,072 365 24,437 8,793 820 9,613
% % % % % % % % % % % %
European/Päkehä 24.6 14.6 39.2 9.1 5.8 14.9 32.8 0.3 33.1 11.6 1.1 12.8
Mäori 34.2 27.7 61.9 12.4 4.4 16.8 16.1 0.4 16.5 4.3 0.5 4.8
Pasifika 35.8 27.8 63.7 6.6 7.3 13.9 16.9 0.5 17.4 4.0 1.0 5.0
Asian 23.9 17.2 41.1 6.6 3.3 9.9 33.6 0.5 34.0 13.9 1.1 15.0
Other Domestic 31.0 13.5 44.5 7.6 4.7 12.3 28.0 0.4 28.5 14.1 0.6 14.6
International 43.7 16.5 60.1 3.9 4.8 8.7 18.6 1.2 19.8 10.7 0.7 11.3
Not Stated 35.0 7.3 42.2 19.8 3.7 23.5 26.0 0.0 26.0 8.0 0.2 8.2
Total 28.2 17.4 45.6 8.9 5.3 14.2 28.4 0.4 28.8 10.4 1.0 11.3
Note: Private Training Establishments include Other Tertiary Education Providers (OTEPs).
PAGE 211
TAB
LE 4
.30:
STU
DEN
TS C
OM
PLET
ING
QU
ALIF
ICAT
ION
S IN
TER
TIAR
Y ED
UCA
TIO
N IN
STIT
UTI
ON
S BY
ETH
NIC
GRO
UP,
QU
ALIF
ICAT
ION
LEV
EL A
ND
GEN
DER
, 199
7-20
01
19
97
1998
19
99
2000
20
01
% C
hang
e
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
1997
-200
0 20
00-2
001
Euro
pean
/Päk
ehä
Doc
tora
te
146
119
265
158
113
271
165
138
303
171
147
318
174
150
324
22.3
1.
9
Mas
ters
/Hon
ours
1,
396
1,56
0 2,
956
1,70
2 1,
689
3,39
1 1,
687
1,92
6 3,
613
1,68
3 1,
813
3,49
6 1,
293
1,72
5 3,
018
2.1
-13.
7
Post
grad
. Dip
./Cer
t. 98
8 1,
235
2,22
3 1,
002
1,24
5 2,
247
967
1,35
6 2,
323
1,00
4 1,
499
2,50
3 89
2 1,
587
2,47
9 11
.5
-1.0
Bach
elor
s/Ad
vanc
ed D
iplo
ma
5,79
9 8,
666
14,4
65
5,56
6 9,
163
14,7
29
5,60
1 10
,253
15
,854
5,
531
10,4
07
15,9
38
5,91
1 10
,541
16
,452
13
.7
3.2
Dip
lom
a 1,
541
3,02
2 4,
563
1,68
8 3,
585
5,27
3 1,
497
3,02
1 4,
518
1,51
4 2,
775
4,28
9 1,
592
2,98
1 4,
573
0.2
6.6
Cert
ifica
te
5,09
8 6,
394
11,4
92
4,87
4 6,
520
11,3
94
4,89
1 6,
337
11,2
28
5,01
5 6,
295
11,3
10
5,48
4 6,
844
12,3
28
7.3
9.0
Tota
l 14
,968
20
,996
35
,964
14
,990
22
,315
37
,305
14
,808
23
,031
37
,839
14
,918
22
,936
37
,854
15
,346
23
,828
39
,174
8.
9 3.
5
NZ
Mäo
ri
Doc
tora
te
3 -
3 3
4 7
6 10
16
8
9 17
13
8
21
600.
0 23
.5
Mas
ters
/Hon
ours
90
10
4 19
4 11
6 16
0 27
6 14
0 16
2 30
2 11
8 15
8 27
6 11
7 16
0 27
7 42
.8
0.4
Post
grad
. Dip
./Cer
t. 58
95
15
3 92
10
1 19
3 87
10
8 19
5 86
15
5 24
1 71
18
3 25
4 66
.0
5.4
Bach
elor
s/Ad
vanc
ed D
iplo
ma
653
1,00
5 1,
658
677
1,16
9 1,
846
691
1,39
8 2,
089
660
1,41
8 2,
078
729
1,32
4 2,
053
23.8
-1
.2
Dip
lom
a 32
5 62
2 94
7 33
2 81
4 1,
146
360
706
1,06
6 48
5 92
9 1,
414
548
1,03
2 1,
580
66.8
11
.7
Cert
ifica
te
1,36
3 2,
173
3,53
6 1,
605
2,41
8 4,
023
1,83
0 2,
587
4,41
7 1,
503
2,33
0 3,
833
1,66
4 2,
690
4,35
4 23
.1
13.6
Tota
l 2,
492
3,99
9 6,
491
2,82
5 4,
666
7,49
1 3,
114
4,97
1 8,
085
2,86
0 4,
999
7,85
9 3,
142
5,39
7 8,
539
31.6
8.
7
Pasi
fika
Doc
tora
te
2 -
2 2
4 6
2 2
4 2
- 2
4 1
5 15
0.0
150.
0
Mas
ters
/Hon
ours
27
30
57
22
41
63
34
42
76
35
51
86
23
44
67
17
.5
-22.
1
Post
grad
. Dip
./Cer
t. 30
24
54
50
39
89
40
34
74
37
42
79
24
56
80
48
.1
1.3
Bach
elor
s/Ad
vanc
ed D
iplo
ma
163
254
417
204
311
515
174
363
537
178
379
557
227
416
643
54.2
15
.4
Dip
lom
a 64
18
7 25
1 92
20
6 29
8 85
21
8 30
3 98
19
1 28
9 92
16
0 25
2 0.
4 -1
2.8
Cert
ifica
te
374
547
921
395
485
880
438
558
996
469
510
979
568
794
1,36
2 47
.9
39.1
Tota
l 66
0 1,
042
1,70
2 76
5 1,
086
1,85
1 77
3 1,
217
1,99
0 81
9 1,
173
1,99
2 93
8 1,
471
2,40
9 41
.5
20.9
Asia
n D
octo
rate
18
5
23
23
11
34
39
15
54
36
12
48
32
9 41
78
.3
-14.
6
Mas
ters
/Hon
ours
24
5 13
9 38
4 32
6 21
6 54
2 41
0 31
0 72
0 33
6 27
4 61
0 27
9 28
8 56
7 47
.7
-7.0
Post
grad
. Dip
./Cer
t. 25
9 14
7 40
6 25
9 20
8 46
7 23
0 23
3 46
3 27
7 25
0 52
7 25
1 24
9 50
0 23
.2
-5.1
Bach
elor
s/Ad
vanc
ed D
iplo
ma
779
870
1,64
9 84
0 1,
028
1,86
8 1,
007
1,23
0 2,
237
1,10
6 1,
382
2,48
8 1,
182
1,49
9 2,
681
62.6
7.
8
Dip
lom
a 21
6 24
2 45
8 22
2 34
0 56
2 18
2 26
4 44
6 15
6 35
3 50
9 18
9 34
0 52
9 15
.5
3.9
Cert
ifica
te
1,06
2 1,
220
2,28
2 95
1 1,
279
2,23
0 79
4 1,
178
1,97
2 72
9 1,
125
1,85
4 69
8 1,
207
1,90
5 -1
6.5
2.8
Tota
l 2,
579
2,62
3 5,
202
2,62
1 3,
082
5,70
3 2,
662
3,23
0 5,
892
2,64
0 3,
396
6,03
6 2,
631
3,59
2 6,
223
19.6
3.
1
Oth
er
Doc
tora
te
20
11
31
21
10
31
19
15
34
22
16
38
25
25
50
61.3
31
.6
Mas
ters
/Hon
ours
11
2 87
19
9 10
8 76
18
4 15
3 11
3 26
6 14
2 13
1 27
3 92
10
0 19
2 -3
.5
-29.
7
Post
grad
. Dip
./Cer
t. 64
35
99
61
63
12
4 64
62
12
6 72
76
14
8 78
87
16
5 66
.7
11.5
Bach
elor
s/Ad
vanc
ed D
iplo
ma
238
301
539
224
322
546
258
411
669
325
471
796
362
448
810
50.3
1.
8
Dip
lom
a 79
10
5 18
4 80
12
3 20
3 82
97
17
9 92
12
8 22
0 93
12
6 21
9 19
.0
-0.5
Cert
ifica
te
339
402
741
351
401
752
269
382
651
440
543
983
381
515
896
20.9
-8
.9
Tota
l 85
2 94
1 1,
793
845
995
1,84
0 84
5 1,
080
1,92
5 1,
093
1,36
5 2,
458
1,03
1 1,
301
2,33
2 30
.1
-5.1
Not
e: E
xclu
des
mul
tiple
com
plet
ions
.
TAB
LE 4
.30:
STU
DEN
TS C
OM
PLET
ING
QU
ALIF
ICAT
ION
S IN
TER
TIAR
Y ED
UCA
TIO
N IN
STIT
UTI
ON
S BY
ETH
NIC
GRO
UP,
QU
ALIF
ICAT
ION
LEV
EL A
ND
GEN
DER
, 199
7-20
01 C
ON
TIN
UED
19
97
1998
19
99
2000
20
01
% C
hang
e
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
1997
-200
0 20
00-2
001
Inte
rnat
iona
l D
octo
rate
19
6
25
31
10
41
36
17
53
26
11
37
34
5 39
56
.0
5.4
Mas
ters
/Hon
ours
12
7 10
3 23
0 12
5 10
3 22
8 13
5 14
1 27
6 15
2 16
8 32
0 16
6 19
7 36
3 57
.8
13.4
Post
grad
. Dip
./Cer
t. 10
7 80
18
7 10
9 89
19
8 10
2 11
4 21
6 10
4 14
8 25
2 11
8 15
6 27
4 46
.5
8.7
Bach
elor
s/Ad
vanc
ed D
iplo
ma
462
652
1,11
4 42
6 61
0 1,
036
434
587
1,02
1 44
1 60
6 1,
047
483
699
1,18
2 6.
1 12
.9
Dip
lom
a 65
82
14
7 90
94
18
4 68
87
15
5 63
10
5 16
8 10
5 14
3 24
8 68
.7
47.6
Cert
ifica
te
351
488
839
316
483
799
487
667
1,15
4 76
5 1,
026
1,79
1 1,
397
1,37
2 2,
769
230.
0 54
.6
Tota
l 1,
131
1,41
1 2,
542
1,09
7 1,
389
2,48
6 1,
262
1,61
3 2,
875
1,55
1 2,
064
3,61
5 2,
303
2,57
2 4,
875
91.8
34
.9
Not
Sta
ted
Doc
tora
te
8 4
12
12
5 17
9
3 12
1
3 4
7 -
7 -4
1.7
75.0
Mas
ters
/Hon
ours
8
9 17
13
11
24
21
20
41
9
12
21
17
23
40
135.
3 90
.5
Post
grad
. Dip
./Cer
t. 10
7
17
13
17
30
19
31
50
3 3
6 12
18
30
76
.5
400.
0
Bach
elor
s/Ad
vanc
ed D
iplo
ma
64
95
159
56
107
163
99
133
232
50
82
132
76
175
251
57.9
90
.2
Dip
lom
a 28
48
76
20
28
48
28
47
75
15
44
59
79
11
2 19
1 15
1.3
223.
7
Cert
ifica
te
101
249
350
154
482
636
328
754
1,08
2 15
4 45
5 60
9 18
8 14
9 33
7 -3
.7
-44.
7
Tota
l 21
9 41
2 63
1 26
8 65
0 91
8 50
4 98
8 1,
492
232
599
831
379
477
856
35.7
3.
0
Tota
l D
octo
rate
21
6 14
5 36
1 25
0 15
7 40
7 27
6 20
0 47
6 26
6 19
8 46
4 28
9 19
8 48
7 34
.9
5.0
Mas
ters
/Hon
ours
2,
005
2,03
2 4,
037
2,41
2 2,
296
4,70
8 2,
580
2,71
4 5,
294
2,47
5 2,
607
5,08
2 1,
987
2,53
7 4,
524
12.1
-1
1.0
Post
grad
. Dip
./Cer
t. 1,
516
1,62
3 3,
139
1,58
6 1,
762
3,34
8 1,
509
1,93
8 3,
447
1,58
3 2,
173
3,75
6 1,
446
2,33
6 3,
782
20.5
0.
7
Bach
elor
s/Ad
vanc
ed D
iplo
ma
8,15
8 11
,843
20
,001
7,
993
12,7
10
20,7
03
8,26
4 14
,375
22
,639
8,
291
14,7
45
23,0
36
8,97
0 15
,102
24
,072
20
.4
4.5
Dip
lom
a 2,
318
4,30
8 6,
626
2,52
4 5,
190
7,71
4 2,
302
4,44
0 6,
742
2,42
3 4,
525
6,94
8 2,
698
4,89
4 7,
592
14.6
9.
3
Cert
ifica
te
8,68
8 11
,473
20
,161
8,
646
12,0
68
20,7
14
9,03
7 12
,463
21
,500
9,
075
12,2
84
21,3
59
10,3
80
13,5
71
23,9
51
18.8
12
.1
Tota
l 22
,901
31
,424
54
,325
23
,411
34
,183
57
,594
23
,968
36
,130
60
,098
24
,113
36
,532
60
,645
25
,770
38
,638
64
,408
18
.6
6.2
Not
e: E
xclu
des
mul
tiple
com
plet
ions
.
PAGE 213
TABLE 4.31: STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS BY QUALIFICATION LEVEL AND GENDER, 2000-2001
2000 2001 % Change Male Female Total Male Female Total 2000-2001
European/Päkehä Masters/Honours 3 1 4 4 6 10 150.0
Postgrad. Dip./Cert. 255 400 655 235 331 566 -13.6
Bachelors/Advanced Diploma 49 127 176 50 124 174 -1.1
Diploma 682 1,359 2,041 1,110 1,798 2,908 42.5
Certificate 2,373 2,908 5,281 3,442 3,886 7,328 38.8
Total 3,362 4,795 8,157 4,841 6,145 10,986 34.7
Mäori Masters/Honours - 1 1 - 1 1 -
Postgrad. Dip./Cert. 24 32 56 23 36 59 5.4
Bachelors/Advanced Diploma 10 19 29 20 26 46 58.6
Diploma 110 281 391 194 371 565 44.5
Certificate 800 1,132 1,932 1,640 1,889 3,529 82.7
Total 944 1,465 2,409 1,877 2,323 4,200 74.3
Pasifika Postgrad. Dip./Cert. 12 11 23 15 22 37 60.9
Bachelors/Advanced Diploma 13 19 32 5 15 20 -37.5
Diploma 64 176 240 75 202 277 15.4
Certificate 260 516 776 428 630 1,058 36.3
Total 349 722 1,071 523 869 1,392 30.0
Asian Masters/Honours 14 3 17 16 5 21 23.5
Postgrad. Dip./Cert. 25 38 63 27 38 65 3.2
Bachelors/Advanced Diploma 11 20 31 13 23 36 16.1
Diploma 83 107 190 120 144 264 38.9
Certificate 351 374 725 698 675 1,373 89.4
Total 484 542 1,026 874 885 1,759 71.4
Other Masters/Honours - - - 2 - 2 -
Postgrad. Dip./Cert. 6 11 17 7 7 14 -17.6
Bachelors/Advanced Diploma 2 3 5 5 8 13 160.0
Diploma 40 49 89 56 81 137 53.9
Certificate 116 138 254 181 210 391 53.9
Total 164 201 365 251 306 557 52.6
International Masters/Honours 22 18 40 16 19 35 -12.5
Postgrad. Dip./Cert. 5 4 9 3 5 8 -11.1
Bachelors/Advanced Diploma 23 45 68 25 51 76 11.8
Diploma 123 178 301 142 163 305 1.3
Certificate 202 183 385 518 526 1,044 171.2
Total 375 428 803 704 764 1,468 82.8
Not Stated Postgrad. Dip./Cert. - 1 1 1 1 2 100.0
Diploma 27 24 51 19 17 36 -29.4
Certificate 36 28 64 34 36 70 9.4
Total 63 53 116 54 54 108 -6.9
Total Masters/Honours 39 23 62 38 31 69 11.3
Postgrad. Dip./Cert. 327 496 823 311 440 751 -8.7
Bachelors/Advanced Diploma 108 234 342 118 247 365 6.7
Diploma 1,129 2,174 3,303 1,716 2,776 4,492 36.0
Certificate 4,138 5,279 9,417 6,941 7,852 14,793 57.1
Total 5,741 8,206 13,947 9,124 11,346 20,470 46.8
Notes: Excludes multiple completions.
Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 4.32: STUDENTS COMPLETING QUALIFICATIONS BY FIELD OF STUDY AND QUALIFICATION LEVEL, 2001
Certificate Level Diploma Level Degree Level Postgraduate Level TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs TEIs PTEs TEIs and PTEs and PTEs and PTEs and PTEs
Natural and Physical Sciences 275 - 275 105 7 112 2,529 - 2,529 1,213 - 1,213
Information Technology 2,174 2,238 4,412 442 813 1,255 491 - 491 142 - 142
Engineering and Related Technologies 2,480 795 3,275 338 89 427 1,089 24 1,113 307 - 307
Architecture and Building 903 193 1,096 132 46 178 494 - 494 16 - 16
Agriculture and Environmental Studies 964 206 1,170 311 12 323 263 - 263 282 3 285
Health 941 191 1,132 443 280 723 3,083 44 3,127 1,218 - 1,218
Education 634 556 1,190 1,521 530 2,051 4,687 44 4,731 685 - 685
Management and Commerce 3,724 3,104 6,828 1,741 1,176 2,917 4,913 132 5,045 1,953 52 2,005
Society and Culture 4,391 4,392 8,783 1,622 533 2,155 5,028 85 5,113 2,014 757 2,771
Creative Arts 1,250 927 2,177 703 666 1,369 1,404 36 1,440 229 8 237
Food, Hospitality and Personal Services 2,383 1,495 3,878 122 340 462 - - - - - -
Mixed Field Programmes 3,832 696 4,528 112 - 112 91 - 91 734 - 734
Total 23,951 14,793 38,744 7,592 4,492 12,084 24,072 365 24,437 8,793 820 9,613
Note: Private Training Establishments include Other Tertiary Education Providers (OTEPs).
TABLE 5.1: PROPORTION OF PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1986-2001
Number of People % (Excluding Not Stated) Number of People % (Excluding Not Stated) 1986 1991 1986 1991 1996 2001 1996 2001
Higher Degree 48,753 55,326 2.1 2.3 74,343 92,151 3.2 3.7
Bachelors Degree 78,009 103,191 3.4 4.2 149,898 199,932 6.4 8.1
Other Post-School Qualifications1 593,973 758,580 26.0 31.1 493,584 507,891 21.0 20.5
Higher School 66,681 91,269 2.9 3.7 131,550 156,981 5.6 6.3
Sixth Form 194,091 179,364 8.5 7.4 236,859 283,482 10.1 11.4
Fifth Form 324,930 303,948 14.2 12.5 310,215 389,259 13.2 15.7
Other School Qualifications2 13,080 95,175 0.6 3.9 59,172 166,176 2.5 6.7
No Qualification3 967,548 849,339 42.3 34.9 897,699 686,223 38.1 27.6
Not Stated 181,236 154,098 - - 432,906 407,439 - -
Total 2,468,301 2,590,290 100.0 100.0 2,786,220 2,889,537 100.0 100.0
Notes: 1 Includes undergraduates and technician certificates/diplomas, trade or advanced trade certificates and other tertiary qualifications. 2 Includes New Zealand, overseas and not specified school qualifications.3 Includes those still at school.
All cells in this table have been randomly rounded to base 3. Due to a change in the post-School qualification classifications between 1986/91 and 1996/2001 caution should be exercised in comparing between these periods.
Source: Census of Population and Dwellings, Statistics New Zealand.
TABLE 5.2: PERCENTAGE OF PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1996 AND 2001
1996 2001 1996 2001 No. No. % %
No Qualification 897,699 686,226 38.1 27.6
Fifth Form Qualification 310,215 389,259 13.2 15.7
Sixth Form Qualification 236,859 283,482 10.1 11.4
Higher School Qualification 131,550 156,981 5.6 6.3
Other NZ Secondary School Qualification - 2,475 - 0.1
Overseas Secondary School Qualification 59,172 163,698 2.5 6.6
Basic Vocational Qualification 86,829 106,191 3.7 4.3
Skilled Vocational Qualification 169,845 137,628 7.2 5.5
Intermediate Vocational Qualification 36,612 54,891 1.6 2.2
Advanced Vocational Qualification 200,295 209,181 8.5 8.4
Bachelors Degree 149,898 199,932 6.4 8.1
Higher Degree 74,343 92,154 3.2 3.7
Not Elsewhere Included1 432,906 407,439 - -
Total 2,786,220 2,889,537 100.0 100.0
Notes: 1 For 1996, this category includes Post-School Qualification Not Applicable, Post-School Qualification Unidentifiable, Post-School Qualification Not Specified, School Qualification Not Applicable, School Qualification Unidentifiable, School Qualification Not Specified and Not Specified.
For 2001, this category includes Highest Qualification Unidentifiable and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: Census of Population and Dwellings, Statistics New Zealand.
PAGE 215
TABLE 5.3: PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, AGE AND GENDER, 2001
15-24 25-34 35-44 45-54 55-64 65 and Over Total
Males Higher Degree 2,085 10,476 13,911 12,636 6,285 4,587 49,983
Bachelors Degree 9,726 26,592 25,590 18,924 9,042 8,007 97,881
Other Tertiary Qualification1 26,535 54,159 66,957 53,211 30,261 22,665 253,785
School Qualification 128,103 86,178 86,043 66,417 40,065 40,377 456,186
No Qualification 56,121 44,847 58,710 59,910 53,487 64,110 337,188
Not Elsewhere Included2 31,170 27,963 29,964 29,379 26,877 47,940 193,290
Total 253,743 250,206 281,181 240,480 166,020 196,686 1,388,316
Females Higher Degree 2,685 12,117 12,171 9,513 3,639 2,037 42,168
Bachelors Degree 15,831 34,560 26,988 15,576 5,481 3,612 102,051
Other Tertiary Qualification1 32,352 55,572 64,029 50,607 27,384 24,162 254,106
School Qualification 130,485 108,372 116,526 78,552 46,284 59,487 539,712
No Qualification 44,058 40,644 55,320 63,969 58,347 86,697 349,035
Not Elsewhere Included2 25,911 24,705 26,874 29,256 29,670 77,745 214,152
Total 251,322 275,970 301,902 247,473 170,808 253,740 1,501,221
Total Higher Degree 4,776 22,593 26,082 22,152 9,927 6,624 92,151
Bachelors Degree 25,560 61,152 52,578 34,500 14,523 11,619 199,932
Other Tertiary Qualification1 58,881 109,728 130,986 103,821 57,648 46,821 507,888
School Qualification 258,588 194,547 202,566 144,972 86,352 108,870 995,892
No Qualification 100,182 85,491 114,033 123,879 111,831 150,807 686,226
Not Elsewhere Included2 57,078 52,665 56,841 58,629 56,547 125,679 407,439
Total 505,068 526,179 583,083 487,953 336,831 450,426 2,889,537
Notes: 1 These refer to Advanced, Intermediate, Skilled and Basic Vocational Qualifications.2 Includes Highest Qualification Unidentifiable and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
TABLE 5.4: PERCENTAGE OF PEOPLE FROM SELECTED OECD COUNTRIES WITH SUB-DEGREE AND BACHELORS OR ABOVE QUALIFICATIONS BY AGE, 2001
Tertiary-type B Education Tertiary-type A and Advanced Research Programmes 25-64 25-34 35-44 45-54 55-64 25-64 25-34 35-44 45-54 55-64 % % % % % % % % % %
Australia 10 10 10 10 9 19 24 19 19 12
Canada 21 25 23 20 15 20 25 20 20 15
New Zealand 15 12 16 18 17 14 17 15 14 7
United States 9 9 10 10 7 28 30 28 30 24
OECD Mean 8 9 8 7 5 15 18 16 14 10
Source: Education at a Glance, OECD Indicators 2003.
TABLE 5.5: PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, ETHNIC GROUP (TOTAL RESPONSE)1 AND GENDER, 2001
European/Päkehä Mäori Pasifika Asian Other Not Stated Total
Males Higher Degree 42,075 1,494 495 5,985 915 387 49,983
Bachelors Degree 81,366 4,092 1,554 12,366 1,371 597 97,881
Other Tertiary Qualification2 227,907 20,757 6,414 8,241 1,104 1,596 253,785
School Qualification 367,005 43,956 25,788 38,322 3,612 4,122 456,186
No Qualification 261,099 61,533 21,375 9,768 1,080 2,682 337,188
Not Elsewhere Included3 101,073 25,008 12,387 9,699 1,212 51,663 193,287
Total 1,080,519 156,831 68,007 84,384 9,291 61,065 1,388,316
Females Higher Degree 36,030 1,716 501 4,707 507 234 42,168
Bachelors Degree 83,274 6,051 1,965 13,980 1,299 513 102,051
Other Tertiary Qualification2 223,188 25,497 8,922 9,822 1,023 1,209 254,106
School Qualification 439,314 54,924 29,400 44,799 3,234 3,987 539,703
No Qualification 273,351 60,939 20,148 13,146 1,110 2,352 349,035
Not Elsewhere Included3 119,829 23,844 12,711 11,064 1,098 53,547 214,155
Total 1,174,986 172,968 73,647 97,515 8,265 61,845 1,501,218
Total Higher Degree 78,102 3,210 996 10,692 1,425 621 92,151
Bachelors Degree 164,637 10,140 3,516 26,346 2,670 1,119 199,932
Other Tertiary Qualification2 451,098 46,251 15,333 18,063 2,127 2,808 507,891
School Qualification 806,316 98,877 55,185 83,118 6,843 8,112 995,898
No Qualification 534,450 122,472 41,520 22,911 2,187 5,037 686,226
Not Elsewhere Included3 220,908 48,849 25,101 20,766 2,307 105,216 407,439
Total 2,255,508 329,799 141,654 181,899 17,556 122,913 2,889,537
Notes: 1 Includes all people who reported one or more ethnic group, whether as their only ethnic group or as one of several ethnic groups. Where a person reported more than one ethnic group, they have been counted once in each applicable group. 2 These refer to Advanced, Intermediate, Skilled and Basic Vocational Qualifications.3 Includes Highest Qualification Unidentifiable and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
PAGE 217
TAB
LE 5
.6: P
ERCE
NTA
GE O
F W
OM
EN W
ITH
TER
TIAR
Y Q
UAL
IFIC
ATIO
NS
FRO
M S
ELEC
TED
OEC
D C
OU
NTR
IES
BY Q
UAL
IFIC
ATIO
N L
EVEL
AN
D F
IELD
OF
STU
DY,
200
1
Al
l Fie
lds
of S
tudy
H
ealt
h an
d W
elfa
re
Life
Sci
ence
s, P
hysi
cal
Mat
hem
atic
s an
d H
uman
itie
s, A
rts
Soci
al S
cien
ces,
En
gine
erin
g, M
anuf
actu
ring
Scie
nces
and
Agr
icul
ture
C
ompu
ter
Scie
nce
and
Edu
cati
on
Bus
ines
s, L
aw a
nd S
ervi
ces
and
Cons
truc
tion
Tert
iary
- Te
rtia
ry-
Tert
iary
- Te
rtia
ry-
Tert
iary
-
Tert
iary
-
Tert
iary
-
Tert
iary
-
Tert
iary
-
Tert
iary
-
type
B
type
B
type
A
type
A
Adva
nced
Te
rtia
ry-
type
A a
nd
Tert
iary
- ty
pe A
and
Te
rtia
ry-
type
A a
nd
Tert
iary
- ty
pe A
and
Te
rtia
ry-
type
A a
nd
Tert
iary
- ty
pe A
and
(F
irst
(S
econ
d
(Fir
st
(Sec
ond
Rese
arch
ty
pe B
Ad
vanc
ed
type
B
Adva
nced
ty
pe B
Ad
vanc
ed
type
B
Adva
nced
ty
pe B
Ad
vanc
ed
type
B
Adva
nced
D
egre
e)
Deg
ree)
D
egre
e)
Deg
ree)
D
egre
es
Edu
cati
on
Res
earc
h Ed
ucat
ion
Rese
arch
Ed
ucat
ion
Rese
arch
Ed
ucat
ion
Rese
arch
Ed
ucat
ion
Rese
arch
Ed
ucat
ion
Rese
arch
Pro
gram
mes
Prog
ram
mes
Prog
ram
mes
P
rogr
amm
es
Pro
gram
mes
P
rogr
amm
es
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(1
1)
(12)
(1
3)
(14)
(1
5)
(16)
(1
7)
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
Aust
ralia
m
m
57
54
41
m
76
m
51
m
26
m
71
m
52
m
22
Cana
da
m
m
m
m
m
m
m
m
m
m
m
m
m
m
m
m
m
New
Zea
land
62
68
62
58
41
84
80
44
47
27
29
70
72
63
54
25
32
Uni
ted
King
dom
61
x(1)
55
55
40
86
73
43
53
26
28
60
67
54
54
13
19
Uni
ted
Stat
es
59
a
57
57
45
87
75
36
52
40
33
77
69
64
54
14
21
Coun
try
Mea
n 58
64
55
51
38
79
69
43
48
31
29
70
70
60
52
18
22
Not
es: x
indi
cate
s th
at d
ata
is in
clud
ed in
ano
ther
col
umn.
The
col
umn
refe
renc
e is
sho
wn
in b
rack
et a
fter
’x’.
m d
ata
not a
vaila
ble
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
TAB
LE 5
.7: P
EOPL
E AG
ED 1
5 AN
D O
VER
BY Q
UAL
IFIC
ATIO
N L
EVEL
AN
D F
IELD
OF
STU
DY,
200
1
N
atur
al a
nd
Info
rmat
ion
En
gine
erin
g
Arch
itec
ture
Ag
ricu
ltur
e,
Hea
lth
Educ
atio
n M
anag
emen
t So
ciet
y
Crea
tive
Art
s Fo
od,
Not
Els
ewhe
re
No
Post
- To
tal
Ph
ysic
al S
cien
ces
Tech
nolo
gy
and
Rela
ted
and
Build
ing
Envi
ronm
enta
l
and
Com
mer
ce
and
Cult
ure
H
ospi
talit
y In
clud
ed3
Scho
ol
Tech
nolo
gies
and
Rela
ted
an
d Pe
rson
al
Q
ualif
icat
ion
St
udie
s
Serv
ices
Hig
her
Deg
ree
15,7
92
1,
818
5,
085
1,
086
1,
305
12
,123
8,09
7
12,8
58
26
,691
2,32
5
27
4,
944
-
92
,154
Bach
elor
Deg
ree
24,0
18
5,
094
14
,454
3,47
7
4,76
4
20,0
82
17
,904
40,6
02
52
,575
7,01
4
72
9,
879
-
19
9,93
2
Oth
er T
ertia
ry Q
ualif
icat
ion1
8,31
6
14,9
91
10
8,88
2
36,6
66
21
,096
74,8
86
59
,142
77,9
55
35
,121
17,0
79
23
,835
29,9
37
-
50
7,89
1
Scho
ol Q
ualif
icat
ion
2,03
7
1,56
6
13,4
76
4,
161
2,
826
6,
312
3,
405
14
,961
5,77
8
5,24
1
7,61
1
149,
949
77
8,57
8
995,
898
No
Qua
lific
atio
n -
-
-
-
-
-
-
-
-
-
-
-
68
6,22
6
686,
223
Not
Els
ewhe
re In
clud
ed2
351
54
3
7,45
5
4,11
6
2,46
9
1,81
8
660
4,
278
2,
361
1,
704
4,
911
33
0,60
6
46,1
73
407,
442
Tota
l 50
,508
24,0
09
14
9,35
2
49,5
06
32
,460
115,
215
89
,199
150,
666
12
2,52
0
33,3
63
36
,453
525,
306
1,
510,
971
2,
889,
537
Not
es:
1 The
se r
efer
to A
dvan
ced,
Inte
rmed
iate
, Ski
lled
and
Basi
c Vo
cat io
nal Q
ualif
icat
ions
. 2 I
nclu
des
Hig
hest
Qua
lific
atio
n U
nide
ntifi
able
and
Not
Sta
ted.
3 I
nclu
des
Fiel
d of
Stu
dy N
ot G
iven
(alth
ough
att
ainm
ent l
evel
giv
en),
Don
’t Kn
ow, R
efus
ed T
o An
swer
, Res
pons
e U
nide
ntifi
able
, Res
pons
e O
utsi
de S
cope
and
Not
Sta
ted.
All
cells
in th
is ta
ble
have
bee
n ra
ndom
ly r
ound
ed to
bas
e 3.
Sour
ce: 2
001
Cens
us o
f Pop
ulat
ion
and
Dw
ellin
gs, S
tatis
tics
New
Zea
land
.
TABLE 5.8: PEOPLE AGED 15 AND OVER BY FIELD OF STUDY, ETHNIC GROUP (TOTAL RESPONSE)1 AND GENDER, 2001
European Mäori Pasifika Asian Other Not Elsewhere Total /Päkehä Included2
Males Natural and Physical Sciences 23,391 1,017 453 3,378 423 192 27,954
Information Technology 9,678 1,134 498 1,989 186 99 12,735
Engineering and Related Technologies 125,634 8,091 2,214 7,152 945 888 139,659
Architecture and Building 41,436 3,762 831 891 120 297 45,354
Agriculture Environmental and Related 22,335 2,706 387 537 108 216 25,080
Health 16,305 927 351 2,475 480 159 19,968
Education 14,475 1,692 549 708 96 108 16,830
Management and Commerce 56,724 3,345 1,437 6,162 498 357 66,063
Society and Culture 38,352 4,371 1,665 3,198 519 297 45,924
Creative Arts 9,984 1,371 489 666 114 99 11,808
Food, Hospitality and Personal Services 12,117 1,938 486 441 81 111 13,998
Not Specified3 147,204 28,824 16,215 15,939 1,887 52,656 251,769
No Post-School Qualification 562,890 97,656 42,429 40,836 3,834 5,598 711,171
Total 1,080,522 156,828 68,010 84,384 9,291 61,071 1,388,316
Females Natural and Physical Sciences 18,468 861 378 3,198 348 117 22,557
Information Technology 7,425 2,451 1,092 1,428 111 69 11,271
Engineering and Related Technologies 7,485 789 231 1,449 207 63 9,696
Architecture and Building 3,618 249 69 327 51 18 4,152
Agriculture, Environmental and Related 6,495 828 96 270 36 45 7,383
Health 87,255 4,812 1,383 4,170 543 507 95,247
Education 64,776 5,862 1,965 2,628 318 306 72,369
Management and Commerce 68,664 8,157 3,711 8,673 540 393 84,603
Society and Culture 64,395 8,133 2,064 5,694 666 414 76,596
Creative Arts 19,059 1,863 465 1,323 177 138 21,558
Food, Hospitality and Personal Services 19,743 3,189 768 654 93 129 22,455
Not Specified3 164,532 29,022 17,115 18,699 1,596 54,525 273,540
No Post-School Qualification 643,062 106,761 44,304 49,002 3,585 5,118 799,800
Total 1,174,989 172,968 73,644 97,518 8,268 61,845 1,501,221
Notes: 1 Includes all people who reported one or more ethnic group, whether as their only ethnic group or as one of several ethnic groups. Where a person reported more than one ethnic group, they have been counted once in each applicable group. 2 Includes Response Unidentifiable, Response Outside Scope and Not Stated. 3 Includes Field Of Study Not Given (although attainment level given), Don’t Know, Refused To Answer, Response Unidentifiable, Response Outside Scope and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
PAGE 219
TAB
LE 5
.9: T
ERTI
ARY
GRAD
UAT
ES F
ROM
SEL
ECTE
D O
ECD
CO
UN
TRIE
S BY
QU
ALIF
ICAT
ION
LEV
EL A
ND
FIE
LD O
F ST
UD
Y, 2
001
Educ
atio
n H
uman
itie
s
Soc
ial s
cien
ces,
S
ervi
ces
E
ngin
eeri
ng,
A
gric
ultu
re
Hea
lth
L
ife S
cien
ces
Phys
ical
Sci
ence
s M
athe
mat
ics
Co
mpu
ting
N
ot K
now
n
an
d Ar
ts
Busi
ness
and
Law
Man
ufac
turi
ng
an
d W
elfa
re
and
Stat
isti
cs
or
Uns
peci
fied
and
Cons
truc
tion
Aust
ralia
1 A
11.9
13.0
37.3
2.4
7.5
1.3
14.8
5.3
1.0
0.4
5.2
a
B
m
m
m
m
m
m
m
m
m
m
m
m
Cana
da
A m
m
m
m
m
m
m
m
m
m
m
m
B m
m
m
m
m
m
m
m
m
m
m
m
New
Zea
land
A
12.4
19.8
28.1
2.5
5.5
1.5
13.4
11.7
n
0.
1
2.
3
2.
6
B
25.1
13.2
21.1
14.1
3.4
2.6
11.0
0.5
0.4
n
7.
8
0.
9
Uni
ted
King
dom
A
11.2
16.8
29.2
1.3
10.5
1.1
11.9
6.5
5.2
1.4
5.0
a
B
7.9
9.8
15.9
1.6
10.6
1.9
39.7
1.8
2.2
0.4
8.2
a
Uni
ted
Stat
es
A 13
.1
14
.2
42
.6
2.
4
6.
4
2.
3
9.
5
3.
9
1.
5
0.
9
3.
2
0.
1
B
2.7
0.2
32.8
8.8
18.3
2.2
27.0
a
a
a
7.
8
0.
2
Coun
try
mea
n A
13.1
12.0
31.7
2.6
13.2
2.3
13.0
3.4
2.6
1.0
3.3
2.2
B 13
.0
8.
8
24
.1
9.
2
15
.8
1.
8
17
.7
n
n
n
7.5
1.4
Not
es:
1 Yea
r of
ref
ernc
e is
200
0.
Colu
mn
1 sp
ecifi
es th
e le
vel o
f edu
catio
n, w
here
A e
qual
s Te
rtia
ry-t
ype
A an
d ad
vanc
ed r
esea
rch
prog
ram
mes
, and
B e
qual
s Te
rtia
ry-t
ype
B pr
ogra
mm
es.
a da
ta n
ot a
pplic
able
bec
ause
the
cate
gory
doe
s no
t app
ly.
m d
ata
not a
vaila
ble.
n m
agni
tude
is e
ither
neg
ligib
le o
r ze
ro.
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
TABLE 5.10: PERCENTAGE OF ADULT POPULATION WITH TERTIARY QUALIFICATIONS FROM SELECTED OECD COUNTRIES AND THE PROBABILITY OF THEIR OBTAINING A TERTIARY QUALIFICATION BY PARENTS’ QUALIFICATION LEVEL, 1994 AND 1995
% of the Population Aged 16-65 Who Have Completed Tertiary Increased Likelihood of Obtaining a Tertiary Qualification for Individuals Whose Education, by Level of Educational Attainment of Their Parents Parents Have Also Completed Tertiary Education Compared With Individuals Whose Parents Have Not Completed Secondary Education Below Upper Upper Tertiary Education Total 16-65 26-35 46-55 Secondary Education % Secondary Education % % % % %
Australia 20.0 25.7 39.2 2.0 2.4 1.9
Canada 23.7 41.5 57.2 2.4 2.9 2.2
New Zealand 21.4 28.8 45.3 2.1 2.8 2.0
United Kingdom 16.5 38.2 47.0 2.9 3.3 3.1
United States 19.7 35.7 64.2 3.3 3.6 4.6
Source: Literacy, Economy and Society: Results of the First International Adult Literacy Survey, OECD and Statistics Canada (1995).
TABLE 5.11: PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS, HIGHEST QUALIFICATION AND GENDER, 2001
Labour Force Not in the Labour Force Working-age Labour Force Unemployment Employed Employed Unemployed Total Labour Force Status Population Participation Rate % Full-time Part-time Unidentifiable Rate %
MalesHigher Degree 38,352 3,429 1,518 43,299 6,687 - 49,986 86.6 3.5
Bachelors Degree 74,268 6,909 3,444 84,621 13,257 - 97,881 86.5 4.1
Other Tertiary Qualification1 193,260 15,402 8,733 217,395 36,390 - 253,785 85.7 4.0
School Qualification 272,496 48,117 23,832 344,445 111,732 6 456,192 75.5 6.9
No Qualification 169,512 26,547 22,554 218,613 118,572 3 337,188 64.8 10.3
Not Elsewhere Included2 63,855 10,809 9,651 84,315 65,733 43,245 193,290 56.2 11.4
Total 811,740 111,219 69,738 992,697 352,368 43,251 1,388,316 73.8 7.0
Females Higher Degree 26,586 7,044 1,332 34,962 7,203 - 42,168 82.9 3.8
Bachelors Degree 60,495 18,462 3,687 82,644 19,401 - 102,051 81.0 4.5
Other Tertiary Qualification1 120,078 58,482 11,154 189,714 64,386 - 254,103 74.7 5.9
School Qualification 196,836 125,046 26,619 348,501 191,196 9 539,709 64.5 7.6
No Qualification 81,519 58,137 19,161 158,817 190,212 3 349,038 45.5 12.1
Not Elsewhere Included2 30,864 20,760 8,214 59,838 109,137 45,183 214,149 35.4 13.7
Total 516,378 287,931 70,170 874,479 581,541 45,198 1,501,218 60.1 8.0
Total Higher Degree 64,938 10,473 2,850 78,261 13,890 - 92,154 84.9 3.6
Bachelors Degree 134,763 25,371 7,131 167,265 32,658 - 199,932 83.7 4.3
Other Tertiary Qualification1 313,341 73,887 19,884 407,112 100,779 - 507,888 80.2 4.9
School Qualification 469,332 173,163 50,454 692,949 302,931 15 995,892 69.6 7.3
No Qualification 251,031 84,684 41,718 377,433 308,784 6 686,226 55.0 11.1
Not Elsewhere Included2 94,713 31,566 17,865 144,144 174,867 88,428 407,442 45.2 12.4
Total 1,328,118 399,153 139,908 1,867,179 933,909 88,449 2,889,534 66.7 7.5
Notes:1 These refer to Advanced, Intermediate, Skilled and Basic Vocational Qualifications. 2 Includes Highest Qualification Unidentifiable and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
PAGE 221
TABLE 5.12: PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS, FIELD OF STUDY AND GENDER, 2001
Labour Force Not in the Labour Force Working-age Labour Force Unemployment Employed Employed Unemployed Total Labour Force Status Population Participation Rate % Part-time Full-time Unidentifiable Rate %
Males Natural and Physical Sciences 2,121 20,337 1,086 23,544 4,410 - 27,954 84.2 4.6
Information Technology 1,134 8,757 1,215 11,106 1,629 - 12,735 87.2 10.9
Engineering and Related Technologies 6,798 108,054 3,744 118,596 21,063 - 139,659 84.9 3.2
Architecture and Building 2,331 34,521 1,272 38,124 7,227 - 45,354 84.1 3.3
Agriculture, Environmental and Related 1,500 19,596 960 22,056 3,024 - 25,080 87.9 4.4
Health 1,503 14,610 456 16,569 3,402 - 19,971 83.0 2.8
Education 1,554 11,208 465 13,227 3,606 - 16,833 78.6 3.5
Management and Commerce 4,176 51,183 2,229 57,588 8,478 - 66,063 87.2 3.9
Society and Culture 4,137 32,283 2,064 38,484 7,443 - 45,924 83.8 5.4
Creative Arts 1,635 7,134 1,023 9,792 2,016 - 11,808 82.9 10.4
Food, Hospitality and Personal Services 969 10,827 717 12,513 1,485 - 13,998 89.4 5.7
Not Specified1 15,591 105,687 11,640 132,918 75,612 43,248 251,775 63.7 8.8
No Post-School Qualification 67,773 387,540 42,870 498,183 212,985 6 711,171 70.1 8.6
Total 111,219 811,740 69,738 992,697 352,368 43,251 1,388,316 73.8 7.0
Females Natural and Physical Sciences 4,530 12,177 921 17,628 4,932 - 22,557 78.1 5.2
Information Technology 1,995 5,316 1,509 8,820 2,454 - 11,271 78.3 17.1
Engineering and Related Technologies 1,632 4,779 492 6,903 2,796 - 9,696 71.2 7.1
Architecture and Building 936 2,169 213 3,318 837 - 4,152 79.9 6.4
Agriculture, Environmental and Related 1,593 3,699 423 5,715 1,665 - 7,383 77.4 7.4
Health 22,809 44,838 1,629 69,276 25,971 - 95,247 72.7 2.4
Education 15,585 38,058 1,692 55,335 17,034 - 72,369 76.5 3.1
Management and Commerce 15,183 46,545 4,458 66,186 18,414 - 84,603 78.2 6.7
Society and Culture 15,978 39,090 3,552 58,620 17,976 - 76,596 76.5 6.1
Creative Arts 5,127 9,186 1,338 15,651 5,907 - 21,555 72.6 8.5
Food, Hospitality and Personal Services 5,160 10,623 1,428 17,211 5,244 - 22,455 76.6 8.3
Not Specified1 34,074 59,379 10,683 104,136 124,212 45,189 273,534 45.6 10.3
No Post-School Qualification 163,332 240,525 41,826 445,683 354,105 9 799,800 55.7 9.4
Total 287,934 516,378 70,170 874,482 581,538 45,198 1,501,218 60.1 8.0
Notes: 1 Includes Field of Study Not Given (although attainment level given), Don’t Know, Refused To Answer, Response Unidentifiable, Response Outside Scope and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
TABLE 5.13A: UNEMPLOYMENT RATE FOR PEOPLE AGED 15 AND OVER BY HIGHEST QUALIFICATION LEVEL, 1991-2001
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 % % % % % % % % % % % %
Degree and Postgraduate 4.2 4.4 4.8 4.3 3.3 3.2 3.7 4.0 4.6 3.6 4.0 3.3
Other Tertiary Qualification 5.9 7.8 8.0 7.2 6.2 4.6 4.4 5.0 5.6 5.6 4.5 4.2
School Qualification 8.3 10.4 9.9 9.2 7.9 5.9 5.8 6.4 7.2 6.7 5.9 5.6
No Qualification 12.4 15.5 16.0 15.0 13.2 10.7 10.6 11.3 12.8 11.2 10.3 8.7
Total 7.8 10.3 10.3 9.5 8.1 6.3 6.1 6.6 7.5 6.8 6.0 5.3
Note: December year average.
Source: Household Labour Force Survey, Statistics New Zealand.
TABLE 5.13B: UNEMPLOYMENT RATE FOR PEOPLE AGED 25-34 BY HIGHEST QUALIFICATION LEVEL, 1991-2001
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 % % % % % % % % % % % %
Degree and Postgraduate 4.1 4.8 5.0 4.1 3.4 3.3 2.8 4.5 4.9 4.2 3.5 2.2
Other Tertiary Qualification 6.0 8.3 7.7 7.6 6.1 4.0 4.3 5.0 6.1 5.5 4.6 4.3
School Qualification 7.2 9.3 8.7 7.4 6.1 4.2 4.2 5.5 5.9 5.2 4.5 3.9
No Qualification 16.0 20.0 21.3 19.0 16.5 12.0 14.0 13.3 15.9 12.3 12.0 11.5
Total 7.8 10.8 10.7 9.6 7.9 5.6 5.8 6.5 7.4 6.3 5.5 4.8
Note: December year average.
Source: Household Labour Force Survey, Statistics New Zealand.
TAB
LE 5
.14:
LAB
OU
R FO
RCE
PART
ICIP
ATIO
N R
ATE
FOR
SELE
CTED
OEC
D C
OU
NTR
IES
BY Q
UAL
IFIC
ATIO
N L
EVEL
, AGE
AN
D G
END
ER, 2
001
25
-64
55-6
4
Be
low
Upp
er
Upp
er S
econ
dary
Te
rtia
ry-t
ype
B
Tert
iary
-typ
e A
and
Al
l Lev
els
of
Belo
w U
pper
U
pper
Sec
onda
ry
Tert
iary
Edu
cati
on
All L
evel
s of
Edu
cati
on
Se
cond
ary
Educ
atio
n an
d Po
st-s
econ
dary
Ed
ucat
ion
Adva
nced
Res
earc
h
Educ
atio
n Se
cond
ary
Educ
atio
n an
d Po
st-s
econ
dary
Non
-Ter
tiar
y Ed
ucat
ion
Pr
ogra
mm
es
Non
-Ter
tiar
y Ed
ucat
ion
Aust
ralia
M
ales
79
89
89
92
86
54
67
74
62
Fe
mal
es
55
68
77
83
66
30
42
61
38
Cana
da
Mal
es
73
88
91
90
86
52
64
66
61
Fe
mal
es
48
73
81
83
72
28
46
51
41
New
Zea
land
M
ales
80
91
89
93
89
66
79
80
75
Fe
mal
es
56
74
77
83
71
41
58
65
52
Uni
ted
King
dom
M
ales
67
88
93
93
86
51
67
73
64
Fe
mal
es
51
77
85
87
74
44
65
69
58
Uni
ted
Stat
es
Mal
es
75
86
90
92
87
55
66
77
68
Fe
mal
es
52
73
80
81
73
33
54
66
54
OEC
D M
ean
M
ales
77
88
92
93
86
52
59
72
59
Fe
mal
es
50
70
81
83
65
29
39
54
37
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
TAB
LE 5
.15:
UN
EMPL
OYM
ENT
RATE
S FO
R SE
LECT
ED O
ECD
CO
UN
TRIE
S BY
QU
ALIF
ICAT
ION
LEV
EL, A
GE A
ND
GEN
DER
, 200
1
25
-64
30-4
4
Be
low
Upp
er
Upp
er S
econ
dary
Te
rtia
ry-t
ype
B
Tert
iary
-typ
e A
and
Al
l Lev
els
of
Belo
w U
pper
U
pper
Sec
onda
ry
Tert
iary
Edu
cati
on
All L
evel
s of
Edu
cati
on
Se
cond
ary
Educ
atio
n an
d Po
st-s
econ
dary
Ed
ucat
ion
Adva
nced
Re s
earc
h
Educ
atio
n Se
cond
ary
Educ
atio
n an
d Po
st-s
econ
dary
Non
-Ter
tiar
y Ed
ucat
ion
Pr
ogra
mm
es
Non
-Ter
tiar
y Ed
ucat
ion
Aust
ralia
M
ales
8.
1 4.
5 4.
5 2.
5 5.
2 8.
6 4.
6 2.
8 5.
3
Fe
mal
es
7.0
5.2
3.9
2.6
5.1
8.4
5.0
3.5
5.7
Cana
da
Mal
es
10.2
6.
2 4.
8 4.
4 6.
2 10
.8
6.3
4.8
6.3
Fe
mal
es
10.2
6.
2 4.
5 4.
4 5.
8 12
.3
6.7
4.8
6.2
New
Zea
land
M
ales
7.
4 3.
0 4.
4 2.
8 4.
0 8.
1 3.
2 3.
4 4.
1
Fe
mal
es
5.9
3.6
2.9
3.2
3.9
7.5
3.8
3.6
4.4
Uni
ted
King
dom
M
ales
9.
4 4.
1 2.
7 2.
0 4.
1 11
.9
3.9
2.2
4.2
Fe
mal
es
5.7
3.7
1.7
1.9
3.4
8.2
4.3
2.0
4.0
Uni
ted
Stat
es
Mal
es
7.5
4.2
2.5
1.9
3.7
7.4
4.4
1.8
3.7
Fe
mal
es
8.9
3.4
2.3
2.0
3.3
8.9
3.7
2.3
3.6
OEC
D M
ean
Mal
es
8.9
4.8
3.3
2.8
5.0
9.9
4.5
2.4
4.9
Fe
mal
es
9.4
6.4
4.0
3.5
6.1
11.1
6.
3 3.
3 6.
3
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
PAGE 223
TABLE 5.16: PERSONAL INCOME OF EMPLOYED PEOPLE AGED 15 AND OVER BY QUALIFICATION LEVEL AND GENDER, 2001
$0 $15,001 $30,001 $40,001 $50,001 $70,001 $100,001 Total (Includes -$15,000 -$30,000 -$40,000 -$50,000 -$70,000 -$100,000 or More Not Stated)
Males Higher Degree 3,045 4,113 3,849 4,707 10,014 7,326 8,352 41,406
Bachelors Degree 8,178 10,590 10,932 10,020 16,299 11,040 13,218 81,105
Other Tertiary Qualification1 21,261 48,369 43,752 34,554 34,140 13,071 8,712 208,374
School Qualification 67,938 90,864 56,655 36,303 32,004 13,830 12,654 319,188
No Qualification 39,018 72,153 38,007 18,672 12,051 3,921 4,014 195,180
Not Elsewhere Included2 12,312 20,589 10,350 5,208 3,489 1,224 1,182 62,412
Total 151,752 246,672 163,539 109,464 108,003 50,412 48,129 908,016
Females Higher Degree 4,827 5,766 5,310 5,175 7,620 2,796 1,740 33,591
Bachelors Degree 15,324 17,016 16,926 11,394 11,460 3,669 2,100 78,879
Other Tertiary Qualification1 44,175 59,715 32,439 20,184 12,600 3,018 2,004 178,218
School Qualification 114,666 105,648 49,857 20,805 12,180 3,846 3,360 320,484
No Qualification 56,514 53,313 14,193 4,416 2,604 858 960 138,903
Not Elsewhere Included2 16,056 15,198 3,882 1,311 759 288 297 44,121
Total 251,550 256,647 122,607 63,291 47,226 14,484 10,467 794,199
Total Higher Degree 7,869 9,879 9,159 9,882 17,634 10,122 10,092 75,351
Bachelors Degree 23,493 27,603 27,861 21,411 27,762 14,709 15,321 159,984
Other Tertiary Qualification1 65,436 108,072 76,188 54,744 46,740 16,098 10,716 386,586
School Qualification 182,604 196,518 106,512 57,114 44,190 17,676 16,014 639,663
No Qualification 95,535 125,466 52,197 23,088 14,658 4,779 4,974 334,086
Not Elsewhere Included2 28,377 35,784 14,235 6,519 4,248 1,512 1,479 106,536
Total 403,302 503,310 286,146 172,752 155,229 64,896 58,596 1,702,212
Notes: 1 These refer to Advanced, Intermediate, Skilled and Basic Vocational Qualifications. 2 Includes Highest Qualification Unidentifiable and Not Stated.
All cells in this table have been randomly rounded to base 3.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
TABLE 5.17: AVERAGE WEEKLY INCOME FOR PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS AND QUALIFICATION LEVEL, 2002
Average Weekly Income1 Working-age Employed Unemployed Total in the Not in the Total Population2
$ $ Labour Force $ Labour Force $ $ (000)
No Qualification 532 145 501 203 349 765.0
School Certificate Qualification 559 115 536 140 409 306.5
Sixth Form Qualification 602 114 583 107 455 197.7
Higher School Qualification 472 61 444 80 310 111.1
Other School Qualification 582 85 544 190 327 174.3
Vocational or Trade Qualification 712 152 690 204 591 864.0
Bachelors or Higher Degree 995 97 962 144 826 333.8
Other Post-School Qualification 669 178 640 208 526 167.2
Total2 679 132 651 185 494 2,963.5
Notes: 1 Investment income was measured for the first time in 2002. This has been excluded to maintain consistency with previous years.2 Totals include Not Specified category.
Data refers to June quarter 2002.
Source: New Zealand Income Survey, Statistics New Zealand.
TABLE 5.18: MEDIAN WEEKLY INCOME FOR PEOPLE AGED 15 AND OVER BY LABOUR FORCE STATUS AND QUALIFICATION LEVEL, 2002
Median Weekly Income1 Working-age Employed Unemployed Total in the Not in the Total Population2
$ $ Labour Force $ Labour Force $ $ (000)
No Qualification 480 153 456 237 288 765.0
School Certificate Qualification 483 105 477 74 329 306.5
Sixth Form Qualification 499 142 480 - 345 197.7
Higher School Qualification 353 - 326 - 184 111.1
Other School Qualification 510 - 479 238 255 174.3
Vocational or Trade Qualification 638 165 620 220 536 864.0
Bachelors or Higher Degree 846 - 806 - 690 333.8
Other Post-School Qualification 575 184 550 218 440 167.2
Total2 580 136 564 218 375 2,963.5
Notes: 1 Investment income was measured for the first time in 2002. This has been excluded to maintain consistency with previous years. 2 Totals include Not Specified category.
Data refers to June quarter 2002.
Source: New Zealand Income Survey, Statistics New Zealand.
TAB
LE 5
.19:
REL
ATIV
E EA
RNIN
GS O
F TH
E PO
PULA
TIO
N W
ITH
INCO
ME
FRO
M E
MPL
OYM
ENT,
FO
R SE
LECT
ED O
ECD
CO
UN
TRIE
S BY
QU
ALIF
ICAT
ION
LEV
EL, G
END
ER A
ND
AGE
, 200
1
Be
low
Upp
er S
econ
dary
Po
st-S
econ
dary
Non
-Ter
tiar
y
Tert
iary
-typ
e B
Educ
atio
n
Tert
iary
-typ
e A
and
Adva
nced
Al
l Ter
tiar
y Ed
ucat
ion
Ed
ucat
ion
Educ
atio
n
Rese
arch
Pro
gram
mes
25
-64
30-
44
25-
64
30-
44
25-
64
30-
44
25-
64
30-
44
25-
6 4
30-
44
(1
) (2
) (3
) (4
) (5
) (6
) (7
) (8
) (9
) (1
0)
Aust
ralia
19
99
Mal
es
87
85
111
116
120
122
153
152
141
142
Fem
ales
91
89
11
6 11
3 13
4 13
2 15
8 15
8 15
0 14
8
Tota
l
81
79
11
2 11
8 11
8 11
8 14
6 14
6 13
6 13
6
Cana
da
1999
M
ales
80
78
10
2 10
1 11
6 11
7 16
0 15
9 13
8 13
7
Fem
ales
70
67
98
89
11
5 11
5 17
0 18
4 13
9 14
4
Tota
l
80
79
10
2 10
0 11
3 11
3 16
3 16
7 13
6 13
7
New
Zea
land
20
01
Mal
es
76
74
m
m
x(9)
x(
10)
x(9)
x(
10)
130
122
Fem
ales
72
72
m
m
x(
9)
x(10
) x(
9)
x(10
) 13
6 13
5
Tota
l
74
75
m
m
x(
9)
x(10
) x(
9)
x(10
) 13
3 12
8
Uni
ted
King
dom
20
01
Mal
es
72
67
m
m
124
126
157
162
147
151
Fem
ales
70
74
m
m
14
2 13
3 20
6 21
6 18
3 18
3
Tota
l
67
68
m
m
12
8 12
4 17
4 18
1 15
9 16
1
Uni
ted
Stat
es
2001
M
ales
69
69
12
3 12
5 12
5 12
5 20
2 19
9 19
3 19
0
Fem
ales
67
66
12
0 12
3 12
6 12
9 18
3 18
9 17
6 18
0
Tota
l
70
69
12
1 12
2 12
3 12
2 19
5 19
2 18
6 18
3
Not
es: U
pper
sec
onda
ry e
duca
tion
= 1
00
x in
dica
tes
that
dat
a is
incl
uded
in a
noth
er c
olum
n. T
he c
olum
n re
fere
nce
is s
how
n in
bra
cket
s af
ter
‘x’.
m d
ata
not a
vaila
ble.
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
TAB
LE 5
.20:
AVE
RAGE
AN
NU
AL E
ARN
INGS
OF
WO
MEN
FRO
M O
ECD
CO
UN
TRIE
S AS
A P
ERC E
NTA
GE O
F M
EN’S
EAR
NIN
GS B
Y Q
UAL
IFIC
ATIO
N L
EVEL
AN
D A
GE, 1
999
A ND
200
1
Be
low
Upp
er S
econ
dary
U
pper
Sec
onda
ry a
nd P
ost-
seco
ndar
y
Tert
iary
-typ
e B
Educ
atio
n
Tert
iary
-typ
e A
and
Adva
nced
Al
l Ter
tiar
y Ed
ucat
ion
Ed
ucat
ion
Non
-ter
tiar
y Ed
ucat
ion
Re
sear
ch P
rogr
amm
es
30-4
4 5
5-64
3
0-44
5
5-64
3
0-44
5
5-64
30
-44
55-
64
30-
44
55-
64
(1
) (2
) (3
) (4
) (5
) (6
) (7
) (8
) (9
) (1
0)
Aust
ralia
1999
66
67
63
75
68
66
65
58
65
66
Cana
da
19
99
51
61
58
66
59
57
69
65
63
62
New
Zea
land
2001
59
57
61
70
x(
7)
x(8)
68
54
62
62
Uni
ted
King
dom
2001
55
43
50
53
53
81
66
66
54
54
Uni
ted
Stat
es
20
01
58
65
60
54
62
57
57
50
60
51
Not
es:
x in
dica
tes
that
dat
a is
incl
uded
in a
noth
er c
olum
n. T
he c
olum
n re
fere
nce
is s
how
n in
bra
cket
s af
ter
’x’.
m d
ata
not a
vaila
ble.
Sour
ce: E
duca
tion
at a
Gla
nce,
OEC
D In
dica
tors
200
3.
PAGE 225
TABLE 6.1: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS AT TERTIARY EDUCATION PROVIDERS, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Males Mäori 14,093 14,424 15,123 15,858 18,972 21,512 52.6 13.4
Non-Mäori 90,561 89,685 103,803 92,060 94,317 97,118 7.2 3.0
Females Mäori 19,522 21,375 22,421 24,303 32,713 42,182 116.1 28.9
Non-Mäori 110,826 112,507 136,065 117,375 120,220 127,829 15.3 6.3
All Students Mäori 33,616 35,799 37,544 40,161 51,685 63,694 89.5 23.2
Non-Mäori 201,386 202,192 202,324 209,435 214,537 224,947 11.7 4.9
Mäori as a % of Domestic Students 14.3 15.0 15.7 16.1 19.4 22.1
Note: Excludes international students and those with ethnicity not stated.
TABLE 6.2: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS AT PRIVATE TRAINING ESTABLISHMENTS, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Males Mäori 4,251 3,904 4,303 4,583 6,121 5,445 28.1 -11.0
Non-Mäori 8,230 7,783 9,833 11,888 14,772 16,022 94.7 8.5
Females Mäori 4,804 4,762 5,404 6,065 9,412 8,097 68.5 -14.0
Non-Mäori 11,313 11,093 11,978 14,405 17,929 18,808 66.3 4.9
All Students Mäori 9,055 8,666 9,707 10,648 15,533 13,542 49.6 -12.8
Non-Mäori 19,543 18,876 21,811 26,293 32,701 34,830 78.2 6.5
Mäori as a % of Domestic Students enrolled in PTEs 31.7 31.5 30.8 28.8 32.2 28.0
Note: Excludes international students and those with ethnicity not stated.
TABLE 6.3: FORMALLY ENROLLED MÄORI STUDENTS BY SUB-SECTOR, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Universities Males 4,170 4,331 4,272 4,207 4,143 4,050 -2.9 -2.2
Females 6,344 6,650 6,546 6,672 6,548 6,960 9.7 6.3
Total 10,514 10,981 10,818 10,879 10,691 11,010 4.7 3.0
Polytechnics Males 4,998 5,403 5,467 5,614 5,527 5,746 15.0 4.0
Females 6,996 8,340 8,291 8,792 8,565 9,224 31.8 7.7
Total 11,994 13,743 13,758 14,406 14,092 14,970 24.8 6.2
Colleges of Education Males 256 343 348 364 296 326 27.3 10.1
Females 836 952 1,178 1,105 1,034 1,071 28.1 3.6
Total 1,092 1,295 1,526 1,469 1,330 1,397 27.9 5.0
Wänanga Males 419 443 733 1,090 2,885 5,945 1,318.9 106.1
Females 543 671 1,002 1,669 7,154 16,830 2,999.4 135.3
Total 962 1,114 1,735 2,759 10,039 22,775 2,267.5 126.9
Private Training Establishments Males 4,251 3,904 4,303 4,583 6,121 5,445 28.1 -11.0
Females 4,804 4,762 5,404 6,065 9,412 8,097 68.5 -14.0
Total 9,055 8,666 9,707 10,648 15,533 13,542 49.6 -12.8
Total Males 14,093 14,424 15,123 15,858 18,972 21,512 52.6 13.4
Females 19,522 21,375 22,421 24,303 32,713 42,182 116.1 28.9
Total 33,615 35,799 37,544 40,161 51,685 63,694 89.5 23.2
% % % % % %
Universities 31.3 30.7 28.8 27.1 20.7 17.3
Polytechnics 35.7 38.4 36.6 35.9 27.3 23.5
Colleges of Education 3.2 3.6 4.1 3.7 2.6 2.2
Wänanga 2.9 3.1 4.6 6.9 19.4 35.8
PTES 26.9 24.2 25.9 26.5 30.1 21.3
Total 100.0 100.0 100.0 100.0 100.0 100.0
Note: Excludes international students and those with ethnicity not stated.
TAB
LE 6
.4: F
ORM
ALLY
EN
ROLL
ED M
ÄORI
AN
D N
ON
-MÄO
RI S
TUD
ENTS
IN T
ERTI
ARY
EDU
CATI
ON
PRO
VID
ERS
BY Q
UAL
IFIC
ATIO
N L
EVEL
AN
D G
END
ER, J
ULY
199
7-20
02
19
97
1998
19
99
2000
20
01
2002
%
Cha
nge
Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l 19
97-0
2 20
01-0
2
Mäo
ri –
TEI
Po
stgr
adua
te L
evel
76
9 56
6 1,
337
841
594
1,43
5 95
6 71
9 1,
675
1,07
6 72
6 1,
802
1,04
9 67
3 1,
722
1,2
24
678
1
,902
42
.3
10.5
Deg
ree
Leve
l 5,
806
3,62
2 9,
429
7,06
4 3,
992
11,0
56
7,24
9 4,
058
11,3
07
7,42
3 4,
105
11,5
28
7,69
2 4,
217
11,9
09
8,0
89
4,
144
12,
233
29
.7
2.7
Dip
lom
a Le
vel
2,98
1 1,
662
4,64
3 2,
948
1,79
9 4,
747
3,06
6 1,
710
4,77
6 3,
558
2,05
3 5,
611
4,48
8 2,
582
7,07
0
8
,432
4,20
9
1
2,64
1
172.
3 78
.8
Cert
ifica
te L
evel
5,
161
3,99
1 9,
152
5,76
0 4,
135
9,89
5 5,
746
4,33
3 10
,079
6,
181
4,39
1 10
,572
10
,072
5,
379
15,4
51
1
6,34
0
7,
036
23,
376
15
5.4
51.3
Tota
l 14
,717
9,
841
24,5
61
16,6
13
10,5
20
27,1
33
17,0
17
10,8
20
27,8
37
18,2
38
11,2
75
29,5
13
23,3
01
12,8
51
36,1
52
3
4,08
5
16,
067
50,
152
10
4.2
38.7
Mäo
ri –
PTE
Po
stgr
adua
te L
evel
0
0 0
5 5
10
12
7 19
17
14
31
22
4
26
19
9
2
8
- 7.
7
Deg
ree
Leve
l 2
7 9
7 12
19
15
17
32
34
26
60
15
7 11
1 26
8
166
1
31
2
97
3,20
0.0
10.8
Dip
lom
a Le
vel
685
104
789
574
112
686
353
127
480
853
317
1,17
0 98
6 48
0 1,
466
1,1
53
507
1
,660
11
0.4
13.2
Cert
ifica
te L
evel
4,
117
4,14
0 8,
257
4,17
6 3,
775
7,95
1 5,
024
4,15
2 9,
176
5,16
1 4,
226
9,38
7 8,
247
5,52
6 13
,773
6
,759
4,79
8
1
1,55
7
40.0
-1
6.1
Tota
l 4,
804
4,25
1 9,
055
4,76
2 3,
904
8,66
6 5,
404
4,30
3 9,
707
6,06
5 4,
583
10,6
48
9,41
2 6,
121
15,5
33
8,0
97
5,
445
13,
542
49
.6
-100
.0
Mäo
ri –
All
Tert
iary
Po
stgr
adua
te L
evel
76
9 56
6 1,
337
846
599
1,44
5 96
8 72
6 1,
694
1,09
3 74
0 1,
833
1,07
1 67
7 1,
748
1,2
43
687
1
,930
44
.4
10.4
Deg
ree
Leve
l 5,
808
3,62
9 9,
438
7,07
1 4,
004
11,0
75
7,26
4 4,
075
11,3
39
7,45
7 4,
131
11,5
88
7,84
9 4,
328
12,1
77
8,2
55
4,
275
12,
530
32
.8
2.9
Dip
lom
a Le
vel
3,66
6 1,
766
5,43
2 3,
522
1,91
1 5,
433
3,41
9 1,
837
5,25
6 4,
411
2,37
0 6,
781
5,47
4 3,
062
8,53
6
9
,585
4,71
6
1
4,30
1
163.
3 67
.5
Cert
ifica
te L
evel
9,
278
8,13
1 17
,409
9,
936
7,91
0 17
,846
10
,770
8,
485
19,2
55
11,3
42
8,61
7 19
,959
18
,319
10
,905
29
,224
23,
099
1
1,83
4
3
4,93
3
100.
7 19
.5
Tota
l 19
,521
14
,092
33
,616
21
,375
14
,424
35
,799
22
,421
15
,123
37
,544
24
,303
15
,858
40
,161
32
,713
18
,972
51
,685
42,
182
2
1,51
2
6
3,69
4
89.5
23
.2
Non
-Mäo
ri –
TEI
Po
stgr
adua
te L
evel
9,
759
9,35
1 19
,111
10
,179
9,
311
19,4
90
10,8
70
10,3
55
21,2
25
11,5
11
10,1
19
21,6
30
11,7
82
8,81
8 20
,600
11,
997
8,52
4
2
0,52
1
7.4
-0.4
Deg
ree
Leve
l 48
,508
36
,327
84
,835
52
,685
38
,325
91
,010
54
,504
37
,658
92
,162
54
,621
38
,150
92
,771
54
,688
39
,293
93
,981
54,
850
3
8,79
4
9
3,64
4
10.4
-0
.4
Dip
lom
a Le
vel
18,3
17
13,1
91
31,5
09
16,0
27
12,7
37
28,7
64
14,6
50
11,1
72
25,8
22
14,4
54
11,0
05
25,4
59
14,3
79
10,6
79
25,0
58
1
5,48
1
10,
976
26,
457
-1
6.0
5.6
Cert
ifica
te L
evel
22
,928
23
,461
46
,389
22
,523
21
,529
44
,052
21
,642
19
,662
41
,304
22
,384
20
,898
43
,282
21
,442
20
,755
42
,197
26,
693
2
2,80
2
4
9,49
5
6.7
17.3
Tota
l 99
,512
82
,330
18
1,84
4 10
1,41
4 81
,902
18
3,31
6 10
1,66
6 78
,847
18
0,51
3 10
2,97
0 80
,172
18
3,14
2 10
2,29
1 79
,545
18
1,83
6
109,
021
8
1,09
6
190
,117
4.
5 4.
6
Non
-Mäo
ri –
PTE
Po
stgr
adua
te L
evel
38
68
10
6 14
4 93
23
7 12
5 10
4 22
9 23
2 18
9 42
1 21
8 18
0 39
8
161
1
46
3
07
189.
6 -2
2.9
Deg
ree
Leve
l 17
4 21
6 39
0 21
7 23
1 44
8 20
3 18
6 38
9 44
6 30
4 75
0 45
1 24
6 69
7
681
4
90
1,1
71
200.
3 68
.0
Dip
lom
a Le
vel
2,16
8 75
1 2,
919
1,94
6 66
3 2,
609
3,47
5 1,
392
4,86
7 4,
086
2,17
7 6,
263
5,03
8 3,
030
8,06
8
4
,872
3,10
1
7,97
3
173.
1 -1
.2
Cert
ifica
te L
evel
8,
933
7,19
5 16
,128
8,
786
6,79
6 15
,582
8,
175
8,15
1 16
,326
9,
641
9,21
8 18
,859
12
,222
11
,316
23
,538
13,
094
1
2,28
5
2
5,37
9
57.4
7.
8
Tota
l 11
,313
8,
230
19,5
43
11,0
93
7,78
3 18
,876
11
,978
9,
833
21,8
11
14,4
05
11,8
88
26,2
93
17,9
29
14,7
72
32,7
01
1
8,80
8
16,
022
34,
830
78
.2
6.5
Non
-Mäo
ri –
All
Tert
iary
Po
stgr
adua
te L
evel
9,
797
9,41
9 19
,217
10
,323
9,
404
19,7
27
10,9
95
10,4
59
21,4
54
11,7
43
10,3
08
22,0
51
12,0
00
8,99
8 20
,998
12,
158
8,67
0
2
0,82
8
8.4
-0.8
Deg
ree
Leve
l 48
,682
36
,543
85
,225
52
,902
38
,556
91
,458
54
,707
37
,844
92
,551
55
,067
38
,454
93
,521
55
,139
39
,539
94
,678
55,
531
3
9,28
4
9
4,81
5
11.3
0.
1
Dip
lom
a Le
vel
20,4
85
13,9
42
34,4
28
17,9
73
13,4
00
31,3
73
18,1
25
12,5
64
30,6
89
18,5
40
13,1
82
31,7
22
19,4
17
13,7
09
33,1
26
2
0,35
3
14,
077
34,
430
0.
0 3.
9
Cert
ifica
te L
evel
31
,861
30
,656
62
,517
31
,309
28
,325
59
,634
29
,817
27
,813
57
,630
32
,025
30
,116
62
,141
33
,664
32
,071
65
,735
39,
787
3
5,08
7
7
4,87
4
19.8
13
.9
Tota
l 11
0,82
5 90
,560
20
1,38
7 11
2,50
7 89
,685
20
2,19
2 11
3,64
4 88
,680
20
2,32
4 11
7,37
5 92
,060
20
9,43
5 12
0,22
0 94
,317
21
4,53
7
127,
829
9
7,11
8
224
,947
11
.7
4.9
Not
e: E
xclu
des
inte
rnat
iona
l stu
dent
s an
d th
ose
with
eth
nici
ty n
ot s
tate
d.
PAGE 227
TABLE 6.5: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY QUALIFICATION LEVEL, JULY 1997-2002
1997 1998 1999 2000 2001 2002 No. % No. % No. % No. % No. % No. %
Mäori Postgraduate Level 1,337 4.0 1,445 4.0 1,694 4.5 1,833 4.6 1,748 3 1,930 3.0
Degree Level 9,438 28.1 11,075 30.9 11,339 30.2 11,588 28.9 12,177 24 12,530 19.7
Diploma Level 5,432 16.2 5,433 15.2 5,256 14.0 6,781 16.9 8,536 17 14,301 22.5
Certificate Level 17,409 51.8 17,846 49.9 19,255 51.3 19,959 49.7 29,224 57 34,933 54.8
Total 33,616 100.0 35,799 100.0 37,544 100.0 40,161 100.0 51,685 100.0 63,694 100.0
Non-Mäori Postgraduate Level 19,217 9.5 19,727 9.8 21,454 10.6 22,051 10.5 20,998 10 20,828 9.3
Degree Level 85,225 42.3 91,458 45.2 92,551 45.7 93,521 44.7 94,678 44 94,815 42.1
Diploma Level 34,428 17.1 31,373 15.5 30,689 15.2 31,722 15.1 33,126 15 34,430 15.3
Certificate Level 62,517 31.0 59,634 29.5 57,630 28.5 62,141 29.7 65,735 31 74,874 33.3
Total 201,387 100.0 202,192 100.0 202,324 100.0 209,435 100.0 214,537 100.0 224,947 100.0
Note: Excludes international students and those with ethnicity not stated.
TABLE 6.6: FORMALLY ENROLLED MÄORI AND NON-MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY AGE, JULY 2002
TEI PTE Other PTE Total % in Each Age Band
Mäori Under 18 4,136 1,395 5,531 9.3
19-24 11,993 2,310 14,303 24.0
25-39 20,643 3,650 24,293 40.7
40 and over 13,380 2,115 15,495 26.0
Total 50,152 9,470 4,072 59,622 100.0
Non-Mäori Under 18 20,750 3,949 24,699 11.4
19-24 72,561 6,636 79,197 36.6
25-39 58,440 9,280 67,720 31.3
40 and over 38,366 6,616 44,982 20.8
Total 190,117 26,481 8,349 216,598 100.0
Note: Excludes international students and those with ethnicity not stated.
TABLE 6.7: FORMALLY ENROLLED MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 2002
TEI PTE Other PTE Total % of Total
Part-time Male 7,183 1,470 8,653 13.6
Female 18,867 2,691 21,558 33.8
Full-time Male 8,884 1,895 10,779 16.9
Female 15,218 3,414 18,632 29.3
Total Male 16,067 3,365 2,080 21,512 33.8
Female 34,085 6,105 1,992 42,182 66.2
Total 50,152 9,470 4,072 63,694 100.0
Notes: Other PTE data is not collected by ethnicity, nature of attendance and gender.
Excludes international students and those with ethnicity not stated.
TABLE 6.8: FORMALLY ENROLLED MÄORI STUDENTS IN TERTIARY EDUCATION PROVIDERS BY PRIOR ACTIVITY, JULY 2002
TEI PTE Other PTEs Total % of Total
Secondary School 5,635 980 6,615 11.1
Private Training 982 520 1,502 2.5
Unemployed or Other Benefit 13,661 3,294 16,955 28.4
Wage or Salary Worker 17,901 3,084 20,985 35.2
College of Education 318 66 384 0.6
Polytechnic 2,500 281 2,781 4.7
Self-Employed 1,174 223 1,397 2.3
University 1,878 183 2,061 3.5
Wänanga 981 114 1,095 1.8
House-person or Retired 2,977 477 3,454 5.8
Overseas 621 86 707 1.2
Not Known 1,524 162 1,686 2.8
Total 50,152 9,470 4,072 63,694 100.0
Notes: Other PTE data is not collected by ethnicity and prior activity.
Excludes international students and those with ethnicity not stated.
TAB
LE 6
.9: F
ORM
ALLY
EN
ROLL
ED M
ÄORI
AN
D N
ON
-MÄO
RI S
TUD
ENTS
IN T
ERTI
ARY
EDU
CATI
ON
PRO
VID
ERS
BY F
IELD
OF
STU
DY,
JULY
199
7-20
02
19
97
1998
19
99
2000
20
01
2002
Mäo
ri N
on-M
äori
To
tal
Mäo
ri N
on-M
äori
To
tal
Mäo
ri N
on-M
äori
To
tal
Mäo
ri N
on-M
äori
To
tal
Mäo
ri N
on-M
äori
To
tal
Mäo
ri N
on-M
äori
To
tal
Nat
ural
and
Phy
sica
l Sci
ence
s 86
7 13
,642
14
,509
1,
121
15,8
06
16,9
27
1,16
9 16
,030
17
,199
1,
146
15,6
28
16,7
74
1,09
4 15
,523
16
,617
1,13
6
1
4,77
9
15
,915
Info
rmat
ion
Tech
nolo
gy
1,06
4 6,
677
7,74
1 1,
413
8,21
8 9,
631
3,97
4 12
,931
16
,905
2,
251
11,6
05
13,8
56
2,70
7 12
,836
15
,543
3,33
3
1
4,08
8
17
,421
Engi
neer
ing
and
Rela
ted
Tech
nolo
gies
1,
666
17,8
53
19,5
19
1,69
3 16
,795
18
,488
1,
721
16,2
18
17,9
39
1,81
3 17
,134
18
,947
1,
813
18,2
31
20,0
44
2,
135
17,
810
19,9
45
Arch
itect
ure
and
Build
ing
458
5,59
5 6,
053
572
5,70
1 6,
273
599
5,13
4 5,
733
617
6,13
3 6,
750
831
6,26
8 7,
099
875
6
,307
7,1
82
Agri
cultu
re a
nd E
nvir
onm
enta
l Stu
dies
93
8 7,
130
8,06
8 94
8 7,
146
8,09
4 81
1 6,
496
7,30
7 82
8 6,
281
7,10
9 91
1 6,
032
6,94
3
1,46
3
6,8
13
8
,276
Hea
lth
1,21
6 12
,407
13
,622
1,
397
12,4
55
13,8
52
1,50
2 13
,250
14
,752
1,
734
14,3
47
16,0
81
1,93
8 15
,904
17
,842
2,37
4
1
6,84
3
19
,217
Educ
atio
n 4,
052
19,3
94
23,4
46
4,36
2 18
,330
22
,692
4,
115
20,1
42
24,2
57
4,57
1 19
,933
24
,504
4,
058
17,7
03
21,7
61
4,
316
17,
966
22,2
82
Man
agem
ent a
nd C
omm
erce
4,
877
46,9
36
51,8
13
5,26
8 44
,070
49
,338
5,
397
44,0
02
49,3
99
5,98
6 46
,230
52
,216
9,
092
45,8
42
54,9
34
8,
633
49,
265
57,8
98
Soci
ety
and
Cultu
re
8,03
0 41
,721
49
,751
8,
568
40,1
19
48,6
87
9,56
2 39
,465
49
,027
9,
890
40,9
54
50,8
44
12,0
17
42,9
09
54,9
26
18,
167
46,
208
64,3
75
Crea
tive
Arts
1,
460
7,24
8 8,
708
1,61
6 8,
301
9,91
7 1,
686
8,78
3 10
,469
1,
972
8,77
3 10
,745
2,
160
9,39
7 11
,557
2,75
6
1
0,55
8
13
,314
Food
, Hos
pita
lity
and
Pers
onal
Ser
vice
s 83
9 3,
482
4,32
1 82
3 3,
336
4,15
9 1,
057
3,97
1 5,
028
1,28
4 4,
686
5,97
0 1,
444
4,86
4 6,
308
1,
646
5
,231
6,8
77
Mix
ed F
ield
Pro
gram
mes
8,
149
19,3
02
27,4
52
8,01
8 21
,915
29
,933
5,
951
15,9
02
21,8
53
8,06
9 17
,731
25
,800
13
,620
19
,028
32
,648
1
6,86
0
1
9,07
9
35
,939
Tota
l 33
,616
20
1,38
7 23
5,00
2 35
,799
20
2,19
2 23
7,99
1 37
,544
20
2,32
4 23
9,86
8 40
,161
20
9,43
5 24
9,59
6 51
,685
21
4,53
7 26
6,22
2 6
3,69
4
22
4,94
7
288
,641
Not
es: F
igur
es e
xclu
de s
tude
nts
with
enr
olm
ents
fini
shin
g be
fore
or
star
ting
afte
r 31
July
.
Sect
or b
reak
dow
n ha
s be
en a
djus
ted
for
com
para
tive
purp
oses
.
Fiel
d of
Stu
dy o
f non
-Min
istr
y-fu
nded
PTE
s an
d fo
r al
l PTE
s fo
r 19
97 a
nd 1
998
has
been
der
ived
from
pro
vide
r.
Excl
udes
inte
rnat
iona
l stu
dent
s an
d th
ose
who
did
not
sta
te th
e ir
ethn
icity
.
PAGE 229
TABLE 6.11: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS, 2000-2001
% Change 2000 2001 2000-2001
Males Mäori 944 1,877 98.8
Non-Mäori 4,359 6,489 48.9
Females Mäori 1,465 2,323 58.6
Non-Mäori 6,260 8,205 31.1
All Students Mäori 2,409 4,200 74.3
Non-Mäori 10,619 14,694 38.4
Notes: Excludes international students and those with ethnicity not stated.
Excludes multiple completions.
TABLE 6.10: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION PROVIDERS, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2001-2001
Males Mäori 2,492 2,825 3,114 3,804 5,019 101.4 31.9
Non-Mäori 19,059 19,221 19,088 23,884 26,435 38.7 10.7
Females Mäori 3,999 4,666 4,971 6,464 7,720 93.0 19.4
Non-Mäori 25,602 27,478 28,558 35,182 38,397 50.0 9.1
All Students Mäori 6,491 7,491 8,085 10,268 12,739 96.3 24.1
Non-Mäori 44,661 46,699 47,646 59,066 64,832 45.2 9.8
Mäori as a % of All Completions 12.7 13.8 14.5 14.8 16.4
Notes: Excludes international students and those with ethnicity not stated.
Excludes multiple completions.
PTEs included from 2000 onwards.
TABLE 6.12: MÄORI AND NON-MÄORI STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2001-2001
Males Mäori 2,492 2,825 3,114 2,860 3,142 26.1 9.9
Non-Mäori 19,059 19,221 19,088 19,525 19,946 4.7 2.2
Females Mäori 3,999 4,666 4,971 4,999 5,397 35.0 8.0
Non-Mäori 25,602 27,478 28,558 28,922 30,192 17.9 4.4
All Students Mäori 6,491 7,491 8,085 7,859 8,539 31.6 8.7
Non-Mäori 44,661 46,699 47,646 48,447 50,138 12.3 3.5
Mäori as a % of All Completions 12.7 13.8 14.5 14.0 14.6
Notes: excludes international students and those with ethnicity not stated.
Excludes multiple completions.
TABLE 6.13: MÄORI STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND SUB-SECTOR, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
Polytechnics Male 1,461 1,690 1,942 1,602 1,692 15.8 5.6
Female 2,430 2,797 2,897 2,600 2,585 6.4 -0.6
Colleges of Education Male 70 78 105 103 96 37.1 -6.8
Female 195 211 341 330 339 73.8 2.7
Universities Male 900 966 939 843 891 -1.0 5.7
Female 1,348 1,477 1,555 1,493 1,491 10.6 -0.1
Wänanga Male 108 158 256 496 673 523.1 35.7
Female 148 293 378 929 1,385 835.8 49.1
PTES Male 966 1,925 99.3
Female 1,514 2,411 59.2
Total Male 2,539 2,892 3,242 4,010 5,277 107.8 31.6
Female 4,121 4,778 5,171 6,866 8,211 99.2 19.6
All students 6,660 7,670 8,413 10,876 13,488 102.5 24.0
Notes: PTEs included from 2000 onwards.
Includes multiple completions.
TABLE 6.14: MÄORI STUDENTS COMPLETING QUALIFICATIONS BY AGE AND GENDER, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
16-24 Male 1,271 1,417 1,504 1,798 2,183 71.8 21.4
Female 1,839 1,940 2,047 2,625 2,883 56.8 9.8
Total 3,110 3,357 3,551 4,423 5,066 62.9 14.5
25-39 Male 903 1,086 1,213 1,506 2,130 135.9 41.4
Female 1,532 1,921 2,053 2,695 3,306 115.8 22.7
Total 2,435 3,007 3,266 4,201 5,436 123.2 29.4
40 and over Male 365 389 525 706 964 164.1 36.5
Female 750 916 1,071 1,546 2,022 169.6 30.8
Total 1,115 1,305 1,596 2,252 2,986 167.8 32.6
Notes: PTEs included from 2000 onwards.
Includes multiple completions.
PAGE 231
TAB
LE 6
.15:
MÄO
RI S
TUD
ENTS
CO
MPL
ETIN
G Q
UAL
IFIC
ATIO
NS
BY F
IELD
OF
STU
DY
AND
GEN
DER
, 199
7-20
01
19
97
1998
19
99
2000
20
01
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Mal
e Fe
mal
e To
tal
Nat
ural
and
Phy
sica
l Sci
ence
s 81
82
16
3 84
95
17
9 11
4 10
7 22
1 91
11
1 20
2 11
0 11
7 22
7
Info
rmat
ion
Tech
nolo
gy
133
209
342
148
324
472
154
237
391
300
638
938
537
975
1,51
2
Engi
neer
ing
and
Rela
ted
Tech
nolo
gies
23
7 57
29
4 33
3 88
42
1 45
4 82
53
6 42
2 11
1 53
3 46
5 15
1 61
6
Arch
itect
ure
and
Build
ing
86
10
96
97
12
109
125
18
143
123
27
150
216
35
251
Agri
cultu
re a
nd E
nvir
onm
enta
l Stu
dies
18
4 57
24
1 25
9 81
34
0 20
9 75
28
4 19
2 72
26
4 18
7 57
24
4
Hea
lth
42
276
318
60
343
403
59
385
444
79
441
520
86
467
553
Educ
atio
n 21
1 54
3 75
4 22
4 69
1 91
5 24
1 83
5 1,
076
250
1,01
5 1,
265
292
989
1,28
1
Man
agem
ent a
nd C
omm
erce
31
1 65
3 96
4 31
2 83
6 1,
148
304
772
1,07
6 45
8 1,
125
1,58
3 53
6 1,
275
1,81
1
Soci
ety
and
Cultu
re
758
1,44
1 2,
199
788
1,46
5 2,
253
905
1,65
1 2,
556
1,19
0 1,
750
2,94
0 1,
828
2,06
0 3,
888
Crea
tive
Arts
21
5 24
7 46
2 26
0 28
3 54
3 23
6 27
8 51
4 35
4 39
6 75
0 37
2 43
6 80
8
Food
, Hos
pita
lity
and
Pers
onal
Ser
vice
s 87
16
8 25
5 10
2 20
2 30
4 12
0 22
6 34
6 14
4 55
7 70
1 20
2 67
7 87
9
Mix
ed F
ield
Pro
gram
mes
14
7 25
6 40
3 15
8 24
6 40
4 19
3 30
5 49
8 20
1 22
1 42
2 18
8 48
1 66
9
Tota
l 2,
492
3,99
9 6,
491
2,82
5 4,
666
7,49
1 3,
114
4,97
1 8,
085
3,80
4 6,
464
10,2
68
5,01
9 7,
720
12,7
39
TABLE 7.1: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Males Pasifika 4,464 4,695 4,925 5,280 5,631 5,806 30.1 3.1
Non-Pasifika 100,192 99,998 98,878 102,638 107,658 112,824 12.6 4.8
FemalesPasifika 5,364 6,120 6,387 6,679 7,449 8,386 56.3 12.6
Non-Pasifika 124,987 128,348 129,678 134,999 145,484 161,625 29.3 11.1
All Students Pasifika 9,827 10,815 11,312 11,959 13,080 14,192 44.4 8.5
Non-Pasifika 225,175 228,346 228,556 237,637 253,142 274,449 21.9 8.4
Pasifika as a %of Domestic Students 4.2 4.5 4.7 4.8 4.9 4.9
Note: Excludes international students and those with ethnicity not stated.
TABLE 7.2: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN PRIVATE TRAINING ESTABLISHMENTS, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Males Pasifika 1,115 1,097 1,260 1,397 1,620 1,560 39.9 -3.7
Non-Pasifika 11,366 11,174 12,876 15,074 19,273 19,907 75.1 3.3
Females Pasifika 1,324 1,599 1,811 1,917 2,136 2,244 69.5 5.1
Non-Pasifika 14,793 14,842 15,571 18,553 25,205 24,661 66.7 -2.2
All Students Pasifika 2,439 2,696 3,071 3,314 3,756 3,804 56.0 1.3
Non-Pasifika 26,159 26,016 28,447 33,627 44,478 44,568 70.4 0.2
Pasifika as a % of Domestic Students 8.5 9.4 9.7 9.0 7.8 7.9
Note: Excludes international students and those with ethnicity not stated.
TABLE 7.3: FORMALLY ENROLLED PASIFIKA STUDENTS BY SUB-SECTOR, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002 2001-2002
Universities Males 1,670 1,748 1,757 1,777 1,820 1,910 14.4 4.9
Females 1,995 2,152 2,194 2,346 2,559 2,791 39.9 9.1
Total 3,665 3,900 3,951 4,123 4,379 4,701 28.3 7.4
Polytechnics Males 1,487 1,696 1,717 1,900 1,901 1,921 29.2 1.1
Females 1,463 1,836 1,831 1,883 2,054 2,137 46.1 4.0
Total 2,950 3,532 3,548 3,783 3,955 4,058 37.6 2.6
Colleges of Education Males 138 117 137 164 151 165 19.6 9.3
Females 554 503 518 490 507 602 8.7 18.7
Total 692 620 655 654 658 767 10.8 16.6
Wänanga Males 52 37 54 42 139 250 380.8 79.9
Females 25 30 33 43 193 612 2,348.0 217.1
Total 77 67 87 85 332 862 1,019.5 159.6
Private Training Establishments Males 1,115 1,097 1,260 1,397 1,620 1,560 39.9 -3.7
Females 1,324 1,599 1,811 1,917 2,136 2,244 69.5 5.1
Total 2,439 2,696 3,071 3,314 3,756 3,804 56.0 1.3
Total Males 4,464 4,695 4,925 5,280 5,631 5,806 30.1 3.1
Females 5,364 6,120 6,387 6,679 7,449 8,386 56.3 12.6
Total 9,828 10,815 11,312 11,959 13,080 14,192 44.4 8.5
% % % % % %
Universities 37.3 36.1 34.9 34.5 33.5 33.1
Polytechnics 30.0 32.7 31.4 31.6 30.2 28.6
Colleges of Education 7.0 5.7 5.8 5.5 5.0 5.4
Wänanga 0.8 0.6 0.8 0.7 2.5 6.1
Private Training Establishments 24.8 24.9 27.1 27.7 28.7 26.8
Total 100.0 100.0 100.0 100.0 100.0 100.0
Note: Excludes international students and those with ethnicity not stated.
PAGE 233
TAB
LE 7
.4: F
ORM
ALLY
EN
ROLL
ED P
ASIF
IKA
AND
NO
N-P
ASIF
IKA
STU
DEN
TS IN
TER
TIAR
Y ED
UCA
TIO
N P
ROVI
DER
S BY
QU
ALIF
ICAT
ION
LEV
EL A
ND
GEN
DER
, JU
LY 1
997-
2002
19
97
1998
19
99
2000
20
01
2002
%
Cha
nge
Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l Fe
mal
e M
ale
Tota
l 19
97-2
002
2001
-200
2
Pasi
fika
- TEI
Po
stgr
adua
te L
evel
21
6 17
8 39
4 24
6 20
3 44
9 28
4 22
6 51
0 28
3 20
8 49
1 31
4 21
0 52
4 33
6 21
9 55
5 40
.9
5.9
Deg
ree
Leve
l 1,
792
1,33
2 3,
123
2,05
3 1,
437
3,49
0 2,
199
1,47
9 3,
678
2,37
1 1,
545
3,91
6 2,
596
1,63
1 4,
227
2,73
2 1,
709
4,44
1 42
.2
5.1
Dip
lom
a Le
vel
918
634
1,55
1 90
1 63
2 1,
533
799
596
1,39
5 83
3 66
2 1,
495
915
701
1,61
6 1,
144
770
1,91
4 23
.4
18.4
Cert
ifica
te L
evel
1,
114
1,20
5 2,
319
1,32
1 1,
326
2,64
7 1,
294
1,36
4 2,
658
1,27
5 1,
468
2,74
3 1,
488
1,46
9 2,
957
1,93
0 1,
548
3,47
8 50
.0
17.6
Tota
l 4,
040
3,34
8 7,
388
4,52
1 3,
598
8,11
9 4,
576
3,66
5 8,
241
4,76
2 3,
883
8,64
5 5,
313
4,01
1 9,
324
6,14
2 4,
246
10,3
88
40.6
11
.4
Pasi
fika
- PTE
s Po
stgr
adua
te L
evel
1
0 1
3 3
6 3
4 7
5 6
11
8 10
18
5
3 8
700.
0 -5
5.6
Deg
ree
Leve
l 3
14
17
18
20
38
26
17
43
54
36
90
40
19
59
45
40
85
400.
0 44
.1
Dip
lom
a Le
vel
137
46
183
100
42
142
303
97
400
443
177
620
485
246
731
444
275
719
292.
9 -1
.6
Cert
ifica
te L
evel
1,
183
1,05
5 2,
238
1,47
8 1,
032
2,51
0 1,
479
1,14
2 2,
621
1,41
5 1,
178
2,59
3 1,
603
1,34
5 2,
948
1,75
0 1,
242
2,99
2 33
.7
1.5
Tota
l 1,
324
1,11
5 2,
439
1,59
9 1,
097
2,69
6 1,
811
1,26
0 3,
071
1,91
7 1,
397
3,31
4 2,
136
1,62
0 3,
756
2,24
4 1,
560
3,80
4 56
.0
1.3
Pasi
fika
- All
Tert
iary
Po
stgr
adua
te L
evel
21
7 17
8 39
5 24
9 20
6 45
5 28
7 23
0 51
7 28
8 21
4 50
2 32
2 22
0 54
2 34
1 22
2 56
3 42
.5
3.9
Deg
ree
Leve
l 1,
795
1,34
6 3,
141
2,07
1 1,
457
3,52
8 2,
225
1,49
6 3,
721
2,42
5 1,
581
4,00
6 2,
636
1,65
0 4,
286
2,77
7 1,
749
4,52
6 44
.1
5.6
Dip
lom
a Le
vel
1,05
5 68
0 1,
735
1,00
1 67
4 1,
675
1,10
2 69
3 1,
795
1,27
6 83
9 2,
115
1,40
0 94
7 2,
347
1,58
8 1,
045
2,63
3 51
.8
12.2
Cert
ifica
te L
evel
2,
297
2,26
0 4,
557
2,79
9 2,
358
5,15
7 2,
773
2,50
6 5,
279
2,69
0 2,
646
5,33
6 3,
091
2,81
4 5,
905
3,68
0 2,
790
6,47
0 42
.0
9.6
Tota
l 5,
364
4,46
4 9,
828
6,12
0 4,
695
10,8
15
6,38
7 4,
925
11,3
12
6,67
9 5,
280
11,9
59
7,44
9 5,
631
13,0
80
8,38
6 5,
806
14,1
92
44.4
8.
5
Non
-Pas
ifika
- TE
I Po
stgr
adua
te L
evel
10
,313
9,
740
20,0
53
10,7
74
9,70
2 20
,476
11
,542
10
,848
22
,390
12
,304
10
,637
22
,941
12
,517
9,
281
21,7
98
12,8
85
8,98
3 21
,868
9.
1 0.
3
Deg
ree
Leve
l 52
,524
38
,619
91
,143
57
,696
40
,880
98
,576
59
,554
40
,237
99
,791
59
,673
40
,710
10
0,38
3 59
,784
41
,879
10
1,66
3 60
,207
41
,229
10
1,43
6 11
.3
-0.2
Dip
lom
a Le
vel
20,3
81
14,2
20
34,6
01
18,0
74
13,9
04
31,9
78
16,9
17
12,2
86
29,2
03
17,1
79
12,3
96
29,5
75
17,9
52
12,5
60
30,5
12
22,7
69
14,4
15
37,1
84
7.5
21.9
Cert
ifica
te L
evel
26
,975
26
,247
53
,222
26
,962
24
,338
51
,300
26
,094
22
,631
48
,725
27
,290
23
,821
51
,111
30
,026
24
,665
54
,691
41
,103
28
,290
69
,393
30
.4
26.9
Tota
l 11
0,19
4 88
,826
19
9,01
9 11
3,50
6 88
,824
20
2,33
0 11
4,10
7 86
,002
20
0,10
9 11
6,44
6 87
,564
20
4,01
0 12
0,27
9 88
,385
20
8,66
4 13
6,96
4 92
,917
22
9,88
1 15
.5
10.2
Non
-Pas
ifika
- PT
Es
Post
grad
uate
Lev
el
37
68
105
151
100
251
134
107
241
244
197
441
232
174
406
175
152
327
211.
4 -1
9.5
Deg
ree
Leve
l 17
3 20
9 38
2 24
8 30
5 55
3 19
2 18
6 37
8 42
6 29
4 72
0 56
8 33
8 90
6 80
2 58
1 1,
383
262.
0 52
.6
Dip
lom
a Le
vel
2,71
6 80
9 3,
525
2,52
7 82
0 3,
347
3,52
5 1,
422
4,94
7 4,
496
2,31
7 6,
813
5,53
9 3,
264
8,80
3 5,
581
3,33
3 8,
914
152.
9 1.
3
Cert
ifica
te L
evel
11
,867
10
,280
22
,147
11
,916
9,
949
21,8
65
11,7
20
11,1
61
22,8
81
13,3
87
12,2
66
25,6
53
18,8
66
15,4
97
34,3
63
18,1
03
15,8
41
33,9
44
53.3
-1
.2
Tota
l 14
,793
11
,366
26
,159
14
,842
11
,174
26
,016
15
,571
12
,876
28
,447
18
,553
15
,074
33
,627
25
,205
19
,273
44
,478
24
,661
19
,907
44
,568
70
.4
0.2
Non
-Pas
ifika
- Al
l Ter
tiar
y Po
stgr
adua
te L
evel
10
,350
9,
808
20,1
58
10,9
25
9,80
2 20
,727
11
,676
10
,955
22
,631
12
,548
10
,834
23
,382
12
,749
9,
455
22,2
04
13,0
60
9,13
5 22
,195
10
.1
-
Deg
ree
Leve
l 52
,697
38
,828
91
,525
57
,944
41
,185
99
,129
59
,746
40
,423
10
0,16
9 60
,099
41
,004
10
1,10
3 60
,352
42
,217
10
2,56
9 61
,009
41
,810
10
2,81
9 12
.3
0.2
Dip
lom
a Le
vel
23,0
97
15,0
29
38,1
26
20,6
01
14,7
24
35,3
25
20,4
42
13,7
08
34,1
50
21,6
75
14,7
13
36,3
88
23,4
91
15,8
24
39,3
15
28,3
50
17,7
48
46,0
98
20.9
17
.3
Cert
ifica
te L
evel
38
,842
36
,527
75
,369
38
,878
34
,287
73
,165
37
,814
33
,792
71
,606
40
,677
36
,087
76
,764
48
,892
40
,162
89
,054
59
,206
44
,131
10
3,33
7 37
.1
16.0
Tota
l 12
4,98
7 10
0,19
2 22
5,17
8 12
8,34
8 99
,998
22
8,34
6 12
9,67
8 98
,878
22
8,55
6 13
4,99
9 10
2,63
8 23
7,63
7 14
5,48
4 10
7,65
8 25
3,14
2 16
1,62
5 11
2,82
4 27
4,44
9 21
.9
8.4
Not
e: E
xclu
des
inte
rnat
iona
l stu
dent
s an
d th
ose
with
eth
nici
ty n
ot s
tate
d.
TAB
LE 7
.5: F
ORM
ALLY
EN
ROLL
ED P
ASIF
IKA
AND
NO
N-P
ASIF
IKA
STU
DEN
TS IN
TER
TIAR
Y ED
UCA
TIO
N P
ROVI
DER
S BY
QU
ALIF
ICAT
ION
LEV
EL, J
ULY
199
7-20
02
19
97
1998
19
99
2000
20
01
2002
N
o.
%
No.
%
N
o.
%
No.
%
N
o.
%
No.
%
Pasi
fika
Post
grad
uate
Lev
el
395
4.0
455
4.2
517
4.6
502
4.2
542
4.1
563
4.0
Deg
ree
Leve
l 3,
141
32.0
3,
528
32.6
3,
721
32.9
4,
006
33.5
4,
286
32.8
4,
526
31.9
Dip
lom
a Le
vel
1,73
5 17
.7
1,67
5 15
.5
1,79
5 15
.9
2,11
5 17
.7
2,34
7 17
.9
2,63
3 18
.6
Cert
ifica
te L
evel
4,
557
46.4
5,
157
47.7
5,
279
46.7
5,
336
44.6
5,
905
45.1
6,
470
45.6
Tota
l 9,
828
100.
0 10
,815
10
0.0
11,3
12
100.
0 11
,959
10
0.0
13,0
80
100.
0 14
,192
10
0.0
Non
-Pas
ifika
Po
stgr
adua
te L
evel
20
,158
9.
0 20
,727
9.
1 22
,631
9.
9 23
,382
9.
8 22
,204
8.
8 22
,195
8.
1
Deg
ree
Leve
l 91
,525
40
.6
99,1
29
43.4
10
0,16
9 43
.8
101,
103
42.5
10
2,56
9 40
.5
102,
819
37.5
Dip
lom
a Le
vel
38,1
26
16.9
35
,325
15
.5
34,1
50
14.9
36
,388
15
.3
39,3
15
15.5
46
,098
16
.8
Cert
ifica
te L
evel
75
,369
33
.5
73,1
65
32.0
71
,606
31
.3
76,7
64
32.3
89
,054
35
.2
103,
337
37.7
Tota
l 22
5,17
8 10
0.0
228,
346
100.
0 22
8,55
6 10
0.0
237,
637
100.
0 25
3,14
2 10
0.0
274,
449
100.
0
TABLE 7.6: FORMALLY ENROLLED PASIFIKA AND NON-PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY AGE, JULY 2002
TEI PTE Total % in Each Age Band
Pasifika Under 18 1,028 470 1,498 11.2
18-24 4,047 926 4,973 37.2
25-39 3,743 1,111 4,854 36.3
40 and over 1,570 466 2,036 15.2
Total 10,388 2,973 13,361 100.0
Non-Pasifika Under 18 23,858 4,874 28,732 10.9
18-24 80,507 8,020 88,527 33.7
25-39 75,340 11,819 87,159 33.2
40 and over 50,176 8,265 58,441 22.2
Total 229,881 32,978 262,859 100.0
Note: Excludes formal students in non-EFTS-funded PTEs.
TABLE 7.7: FORMALLY ENROLLED PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY FULL-TIME/PART-TIME STATUS AND GENDER, JULY 2002
TEI PTE Total % of Total
Part-time Male 1,413 382 1,795 13.4
Female 2,281 662 2,943 22.0
Full-time Male 2,833 730 3,563 26.7
Female 3,861 1,199 5,060 37.9
Total Male 4,246 1,112 5,358 40.1
Female 6,142 1,861 8,003 59.9
Total 10,388 2,973 13,361 100.0
Note: Excludes 831 formal students in non-EFTS-funded PTEs.
PAGE 235
TABLE 7.8: FORMALLY ENROLLED PASIFIKA STUDENTS IN TERTIARY EDUCATION PROVIDERS BY PRIOR ACTIVITY, JULY 2002
TEI PTE Total % of Total
Secondary School 2,225 476 2,701 20.2
Private Training 214 175 389 2.9
Unemployed or Other Benefit 1,516 741 2,257 16.9
Wage or Salary Worker 3,591 1,042 4,633 34.7
College of Education 69 27 96 0.7
Polytechnic 555 100 655 4.9
Self-Employed 206 73 279 2.1
University 699 83 782 5.9
Wänanga 16 8 24 0.2
House-person or Retired 312 122 434 3.2
Overseas 345 88 433 3.2
Not Known 640 38 678 5.1
Total 10,388 2,973 13,361 100.0
Note: Excludes 831 formal students in non-EFTS-funded PTEs
For Table 7.9 see the following page.
TABLE 7.10: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION PROVIDERS BY GENDER, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
Males Pasifika 660 765 773 1,168 1,461 121.4 25.1
Non-Pasifika 20,891 21,281 21,429 26,465 29,993 43.6 13.3
Females Pasifika 1,042 1,086 1,217 1,895 2,340 124.6 23.5
Non-Pasifika 28,559 31,058 32,312 39,699 43,777 53.3 10.3
All Students Pasifika 1,702 1,851 1,990 3,063 3,801 123.3 24.1
Non-Pasifika 49,450 52,339 53,741 66,164 73,770 49.2 11.5
Pasifika as a %of All Completions 3.3 3.4 3.6 4.4 4.9
Notes: Excludes international students and those with ethnicity not stated.
Excludes multiple completions.
Includes Ministry-funded PTEs and PTEs with courses approved for student loans and allowances from 2000 onwards.
For Table 7.11 see the following page.
TABLE 7.12: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
Males Pasifika 660 765 773 819 938 42.1 14.5
Non-Pasifika 20,891 21,281 21,429 21,511 22,150 6.0 3.0
Females Pasifika 1,042 1,086 1,217 1,173 1,471 41.2 25.4
Non-Pasifika 28,559 31,058 32,312 32,696 34,118 19.5 4.3
All Students Pasifika 1,702 1,851 1,990 1,992 2,409 41.5 20.9
Non-Pasifika 49,450 52,339 53,741 54,207 56,268 13.8 3.8
Pasifika as a % of All Completions 3.3 3.4 3.6 3.5 4.1
Notes: Excludes international students and those with ethnicity not stated.
Excludes multiple completions.
TAB
LE 7
.9: F
ORM
ALLY
EN
ROLL
ED P
ASIF
IKA
AND
NO
N-P
ASIF
IKA
STU
DEN
TS IN
TER
TIAR
Y ED
UCA
TIO
N P
ROVI
DER
S BY
FIE
LD O
F ST
UD
Y, JU
LY 1
997-
2002
1
997
1998
19
99
2000
20
01
2002
Pasi
fika
Non
-Pas
ifika
To
tal
Pasi
fika
Non
-Pas
ifika
To
tal
Pasi
fika
Non
-Pas
ifika
To
tal
Pasi
fika
Non
-Pas
ifika
To
tal
Pasi
fika
Non
-Pas
ifika
To
tal
Pasi
fika
Non
-Pas
ifika
To
tal
Nat
ural
and
Phy
sica
l Sci
ence
s 42
3 14
,086
14
,509
49
5 16
,432
16
,927
46
5 16
,734
17
,199
45
1 16
,323
16
,774
46
5 16
,152
16
,617
51
3 15
,402
15
,915
Info
rmat
ion
Tech
nolo
gy
331
7,40
9 7,
741
639
8,99
2 9,
631
1,31
7 15
,588
16
,905
91
3 12
,943
13
,856
83
0 14
,713
15
,543
1,
040
16,3
81
17,4
21
Engi
neer
ing
and
Rela
ted
Tech
nolo
gies
66
0 18
,859
19
,519
72
8 17
,760
18
,488
78
5 17
,154
17
,939
88
3 18
,064
18
,947
86
3 19
,181
20
,044
95
8 18
,987
19
,945
Arch
itect
ure
and
Build
ing
208
5,84
5 6,
053
212
6,06
1 6,
273
281
5,45
2 5,
733
279
6,47
1 6,
750
370
6,72
9 7,
099
303
6,87
9 7,
182
Agri
cultu
re a
nd E
nvir
onm
enta
l Stu
dies
21
2 7,
856
8,06
8 16
0 7,
934
8,09
4 93
7,
214
7,30
7 64
7,
045
7,10
9 86
6,
857
6,94
3 11
9 8,
157
8,27
6
Hea
lth
313
13,3
09
13,6
22
360
13,4
92
13,8
52
431
14,3
21
14,7
52
491
15,5
90
16,0
81
587
17,2
55
17,8
42
691
18,5
26
19,2
17
Educ
atio
n 1,
011
22,4
34
23,4
46
922
21,7
70
22,6
92
1,11
9 23
,138
24
,257
1,
141
23,3
63
24,5
04
1,18
7 20
,574
21
,761
1,
338
20,9
44
22,2
82
Man
agem
ent a
nd C
omm
erce
1,
818
49,9
95
51,8
13
2,02
9 47
,309
49
,338
2,
446
46,9
53
49,3
99
2,52
3 49
,693
52
,216
2,
856
52,0
78
54,9
34
3,32
7 54
,571
57
,898
Soci
ety
and
Cultu
re
2,15
1 47
,600
49
,751
2,
299
46,3
88
48,6
87
2,31
4 46
,713
49
,027
2,
532
48,3
12
50,8
44
2,77
3 52
,153
54
,926
3,
080
61,2
95
64,3
75
Crea
tive
Arts
33
1 8,
377
8,70
8 33
9 9,
578
9,91
7 41
2 10
,057
10
,469
40
9 10
,336
10
,745
48
4 11
,073
11
,557
61
8 12
,696
13
,314
Food
, Hos
pita
lity
and
Pers
onal
Ser
vice
s 19
6 4,
125
4,32
1 21
2 3,
947
4,15
9 26
8 4,
760
5,02
8 29
0 5,
680
5,97
0 32
6 5,
982
6,30
8 36
1 6,
516
6,87
7
Mix
ed F
ield
Pro
gram
mes
2,
172
25,2
80
27,4
52
2,42
0 27
,513
29
,933
1,
381
20,4
72
21,8
53
1,98
3 23
,817
25
,800
2,
253
30,3
95
32,6
48
1,84
4 34
,095
35
,939
Tota
l 9,
827
225,
175
235,
002
10,8
15
227,
176
237,
991
11,3
12
228,
556
239,
868
11,9
59
237,
637
249,
596
13,0
80
253,
142
266,
222
14,1
92
274,
449
288,
641
Not
es: F
ield
of S
tudy
for
non-
Min
istr
y-fu
nded
PTE
s an
d fo
r al
l PTE
s fo
r 19
97 a
nd 1
998
has
been
der
ived
from
Pro
vide
r Ty
pe D
efin
ition
Ter
tiary
Edu
catio
n St
atis
tics,
Min
istr
y of
Edu
catio
n 20
01.
Excl
udes
stu
dent
s w
ho d
id n
ot s
tate
thei
r et
hnic
ity.
TABLE 7.11: PASIFIKA AND NON-PASIFIKA STUDENTS COMPLETING QUALIFICATIONS IN PRIVATE TRAINING ESTABLISHMENTS BY GENDER, 1999-2001
% Change 2000 2001 2000-2001
Males Pasifika 349 523 49.9
Non-Pasifika 4,954 7,843 58.3
Females Pasifika 722 869 20.4
Non-Pasifika 7,003 9,659 37.9
All Students Pasifika 1,071 1,392 30.0
Non-Pasifika 11,957 17,502 46.4
Pasifika as a % of All PTE Completions 18.5 22.2
Notes: Excludes international students and those with ethnicity not stated.
Excludes multiple completions.
Includes Ministry-funded PTEs and PTEs with courses approved for student loans and allowances from 2000 onwards.
PAGE 237
TABLE 7.13: PASIFIKA STUDENTS COMPLETING QUALIFICATIONS BY SUB-SECTOR AND GENDER, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
Polytechnics Male 372 406 447 469 588 58.1 25.4
Female 547 527 597 508 892 63.1 75.6
Colleges of Education Male 37 39 25 34 36 -2.7 5.9
Female 135 144 152 145 99 -26.7 -31.7
UniversitiesMale 277 334 320 337 342 23.5 1.5
Female 396 444 494 539 562 41.9 4.3
Wänanga Male 9 8 15 11 25 177.8 127.3
Female 9 8 19 27 26 188.9 -3.7
Private Training Establishments Male - - - 357 542 - 51.8
Female - - - 758 889 - 17.3
Total Male 695 787 807 1,208 1,533 120.6 26.9
Female 1,087 1,123 1,262 1,977 2,468 127.0 24.8
Total 1,782 1,910 2,069 3,185 4,001 124.5 25.6
Notes: Includes Ministry-funded PTEs and PTEs with courses approved for student loans and allowances from 2000 onwards.
Includes multiple completions.
Excludes international students and those with ethnicity not stated.
TABLE 7.14: PASIFIKA STUDENTS COMPLETING QUALIFICATIONS BY GENDER AND AGE, 1997-2001
% Change 1997 1998 1999 2000 2001 1997-2001 2000-2001
16-24 Male 354 414 387 625 742 109.6 18.7
Female 559 527 607 1,023 1,061 89.8 3.7
Total 913 941 994 1,648 1,803 97.5 9.4
25-39 Male 261 286 306 442 594 127.6 34.4
Female 388 414 460 683 947 144.1 38.7
Total 649 700 766 1,125 1541 137.4 37.0
40 and over Male 80 87 114 142 197 146.3 38.7
Female 140 182 195 271 460 228.6 69.7
Total 220 269 309 413 657 198.6 59.1
TEI PTE Other PTE Total
16-24 4,585 1,742 - 7,062
25-39 3,398 938 - 4,336
40 and over 1,341 341 - 1,682
Total 9,324 3,021 735 13,080
Notes: Includes multiple completions.
Includes Ministry-funded PTEs and PTEs with courses approved for student loans and allowances from 2000 onwards.
Excludes international students and those with ethnicity not stated.
TAB
LE 7
.15:
PAS
IFIK
A ST
UD
ENTS
CO
MPL
ETIN
G Q
UAL
IFIC
ATIO
NS
BY F
IELD
OF
STU
DY
AND
GEN
DER
, 199
7-20
01
19
97
1998
19
99
2000
20
01
M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l M
ale
Fem
ale
Tota
l
Nat
ural
and
Phy
sica
l Sci
ence
s 22
27
49
36
32
68
33
35
68
32
50
82
31
35
66
Info
rmat
ion
Tech
nolo
gy
60
50
110
59
66
125
40
65
105
126
231
357
175
210
385
Engi
neer
ing
and
Rela
ted
Tech
nolo
gies
74
6
80
89
17
106
133
14
147
143
39
182
140
62
202
Arch
itect
ure
and
Build
ing
29
2 31
34
4
38
58
2 60
80
4
84
71
4 75
Agri
cultu
re a
nd E
nvir
onm
enta
l Stu
dies
12
1
13
20
8 28
18
9
27
18
7 25
14
3
17
Hea
lth
19
55
74
23
86
109
26
92
118
22
104
126
35
149
184
Educ
atio
n 40
19
3 23
3 50
20
3 25
3 35
23
8 27
3 48
28
3 33
1 54
23
0 28
4
Man
agem
ent a
nd C
omm
erce
11
5 22
3 33
8 12
6 24
1 36
7 12
3 28
4 40
7 23
5 55
7 79
2 24
2 62
3 86
5
Soci
ety
and
Cultu
re
144
266
410
151
265
416
152
262
414
259
364
623
338
430
768
Crea
tive
Arts
36
42
78
43
38
81
54
43
97
91
54
14
5 10
2 10
9 21
1
Food
, Hos
pita
lity
and
Pers
onal
Ser
vice
s 14
23
37
36
28
64
24
42
66
65
14
2 20
7 60
14
1 20
1
Mix
ed F
ield
Pro
gram
mes
95
15
4 24
9 98
98
19
6 77
13
1 20
8 49
60
10
9 19
9 34
4 54
3
Tota
l 66
0 1,
042
1,70
2 76
5 1,
086
1,85
1 77
3 1,
217
1,99
0 1,
168
1,89
5 3,
063
1,46
1 2,
340
3,80
1
Not
es: I
nclu
des
Min
istr
y-fu
nded
PTE
s an
d PT
Es w
ith c
ours
es a
ppro
ved
for
stud
ent l
oans
and
allo
wan
ces
from
200
0 on
war
ds.
Excl
udes
inte
rnat
iona
l stu
dent
s an
d th
ose
with
eth
nici
ty n
ot s
tate
d.
PAGE 239
TABLE 8.1: UNIVERSITY RESEARCH OUTPUTS, 1997-2002
Number of Research Outputs
1997 14,747
1998 15,802
1999 15,567
2000 17,602
2001 17,933
2002 16,686
% Change 1997-2002 13.1
% Change 2001-2002 -7.0
TABLE 8.2: NEW ZEALAND’S INDEXED SCIENTIFIC RESEARCH PUBLICATIONS DISTRIBUTION BY RESEARCH SECTOR, 1997 AND 2000
1997 2000 % %
Tertiary Education 46 47
CRIs 15 12
Health 23 24
Government 9 9
Private 7 7
Local - -
TABLE 8.3: UNIVERSITY RESEARCH OUTPUTS PER ACADEMIC FTE STAFF MEMBER, 1997-2002
1997 1998 1999 2000 2001 2002
Auckland University of Technology - - - 0.99 1.23 1.45
Lincoln University 3.95 4.19 4.36 4.44 3.42 3.59
Massey University 2.39 2.54 2.18 2.12 2.03 1.63
University of Auckland 3.29 3.65 3.50 3.48 3.75 3.15
University of Canterbury 2.15 2.22 2.19 2.53 2.52 2.83
University of Otago 1.74 1.86 1.81 1.61 1.53 1.55
University of Waikato 2.23 1.58 1.59 3.57 3.29 2.40
Victoria University of Wellington 2.64 3.00 3.07 2.88 3.16 2.82
Total 2.53 2.62 2.50 2.50 2.52 2.29
TABLE 8.4: DOCTORAL DEGREE ENROLMENTS BY GENDER, 1997-2002
Number of Doctoral Enrolments Male Female All % Women
1997 1,543 1,144 2,687 43
1998 1,605 1,274 2,879 44
1999 1,623 1,306 2,929 45
2000 1,767 1,534 3,301 46
2001 1,769 1,589 3,358 47
2002 1,831 1,701 3,532 48
% 1997-2002 31.4
% 2001-2002 5.2
TABLE 8.5: DOCTORAL DEGREE ENROLMENTS BY SELECTED GROUPS,1997-2002
1997 1998 1999 2000 2001 2002 % of Total 1997 % of Total 2002
European/Päkehä/Other 2,041 2,167 2,102 2,379 2,381 2,442 76.0 69.1
Mäori 103 124 163 186 196 201 3.8 5.7
Pasifika 38 35 32 43 45 52 1.4 1.5
Asian 232 287 356 387 397 446 8.6 12.6
Unknown 42 38 40 47 41 55 1.5 1.6
International 232 228 236 259 298 336 8.6 9.5
Total 2,687 2,879 2,929 3,301 3,358 3,532 100.0 100.0
% Change Mäori Pasifika Asian International All
2001-2002 2.6 15.6 12.3 12.8 5.2
1997-2002 95.8 37.2 91.9 45.1 31.4
TABLE 8.6: DOCTORAL DEGREE COMPLETIONS BY GENDER, 1997-2001
Male Female All % Women
1997 210 144 354 41
1998 244 155 399 39
1999 266 200 466 43
2000 260 194 454 43
2001 276 193 469 41
% Change
2000-2001 3
1997-2001 32
TABLE 8.7: DOCTORAL DEGREE COMPLETIONS BY ETHNIC GROUP, 1997-2001
1997 1998 1999 2000 2001 % of Total 1997 % of Total 2001
European/Päkehä/Other 294 301 330 348 364 83.1 77.6
Mäori 3 7 16 17 20 0.8 4.3
Pasifika 2 6 4 2 4 0.6 0.9
Asian 23 34 54 48 41 6.5 8.7
Unknown 32 51 62 39 40 9.0 8.5
Total 354 399 466 454 469 100.0 100.0
% Change Mäori Pasifika Asian All
2000-2001 18 100.0 -15 3
1997-2001 567 100.0 78 32
TABLE 8.8: DOCTORAL DEGREE COMPLETIONS BY FIELD OF STUDY, 2001
% of Total
Physical Sciences 376 17.6
Engineering and Architecture 170 7.9
Humanities 178 8.3
Medicine and Health Sciences 212 9.9
Law, Business and Commerce 143 6.7
Biology/Biological Science 377 17.6
Mathematics and Computer and Information Science 130 6.1
Social Sciences 397 18.6
Not Stated 41 1.9
Agriculture, Food, Forestry and Environment 116 5.4
Total 2,140 100.0
TABLE 8.9: DOCTORAL DEGREE COMPLETIONS PER FTE BY UNIVERSITY, 1997-2001
1997 1998 1999 2000 2001 % % % % %
Lincoln University 6 8 9 11 9
Massey University 7 7 5 5 6
University of Auckland 5 6 7 6 7
University of Canterbury 7 9 10 13 14
University of Otago 6 8 8 7 7
University of Waikato 7 5 6 8 6
Victoria University of Wellington 5 5 8 6 7
Total 6 7 7 6 7
TABLE 8.10: CITATIONS PER PAPER BY RESEARCH SECTOR FOR PAPERS PUBLISHED IN 1997 AND CITED IN THE PERIOD 1997-2001
Citations Per Paper
Tertiary Education 6.07
CRIs 5.92
Health 7.80
Government 5.66
Private 6.43
Local 2.22
TABLE 8.11: RESEARCH CONTRACT INCOME IN UNIVERSITIES, 1997-2002
Research Contract Research Contract Income Income ($million) as a % of All Income
1997 131 11.1
1998 159 12.6
1999 174 13.0
2000 193 12.8
2001 218 12.9
2002 235 13.1
% Change
2001-2002 8
1997-2002 78
PAGE 241
TABLE 8.12: UNIVERSITY RESEARCH CONTRACT INCOME AS A PERCENTAGE OF ALL INCOME, 2001 AND 2002
2001 2002 % %
Auckland University of Technology 1.5 2.1
Lincoln University 9.3 10.9
Massey University 14.6 12.9
University of Auckland 20.9 21.2
University of Canterbury 6.7 6.6
University of Otago 12.7 15.7
University of Waikato 10.9 10.3
Victoria University of Wellington 7.1 5.9
Total 12.9 13.1
TABLE 8.13: UNIVERSITY RESEARCH CONTRACT INCOME PER ACADEMIC FTE, 2002
$/FTE
Auckland University of Technology 4,166
Lincoln University 33,704
Massey University 33,609
University of Auckland 57,613
University of Canterbury 16,529
University of Otago 34,937
University of Waikato 22,286
Victoria University of Wellington 15,116
Total 32,130
TABLE 8.14: UNIVERSITY RESEARCH FUNDING FROM VOTE RESEARCH, SCIENCE AND TECHNOLOGY, 1999/00-2002/03
1999/00 2000/01 2001/02 2002/03 % Change ($million) ($million) ($million) ($million) 1999/00-2002/03 2001/02-2002/03
FRST 21.9 21.1 23.1 23.3 6.4 0.9
HRC 34.4 45.2 40.9 40.1 16.6 -2.0
Marsden Fund 19.6 21.1 23.1 23.3 18.9 0.9
Total 75.9 87.4 87.1 86.7 14.2 -0.5
TABLE 8.15: ESTIMATED EXPENDITURE ON RESEARCH BY UNIVERSITIES, 1996-2002
($million)
1996 273.4
1998 403.6
2000 374.1
2002 435.8
TABLE 8.16: PERCENTAGE OF RESEARCH EXPENDITURE BY RESEARCH TYPE, 2002
% By Research Type Universities All Research Sectors
Pure Basic Research 33.6 20.2
Strategic Research 34.4 25.5
Applied Knowledge/Experimental Development 32.0 54.2
TAB
LE 9
.1: E
NRO
LMEN
TS, S
TAFF
ING
AND
QU
ALIF
ICAT
ION
CO
MPL
ETIO
NS
AT T
ERTI
ARY
EDU
CATI
ON
INST
ITU
TIO
NS,
200
2
EN
ROLM
ENTS
S
TAFF
ING
(FTE
)1
COM
PLET
ION
S
31 Ju
ly 2
002
Full
Year
EF
TS
Acad
emic
O
ther
Al
l Po
stgr
adua
te
Deg
ree
Leve
l Su
b-D
egre
e Al
l
MoE
Fun
ded
Inte
rnat
iona
l O
ther
To
tal
Poly
tech
nics
Ao
raki
Pol
ytec
hnic
1,
469
2,24
4
1,3
89
51
1
9
1,4
59
5
4
3
8
92
- -
517
517
Bay
of P
lent
y Po
lyte
chni
c 2,
534
7,87
3
2,2
94
56
30
3
2,6
53
12
3
11
6
2
39
- 7
7,85
3 7,
860
Chri
stch
urch
Pol
ytec
hnic
Inst
itute
of T
echn
olog
y 9,
595
14,0
54
5
,250
7
27
248
6
,225
426
337
763
-
289
1,38
7 1,
676
East
ern
Inst
itute
of T
echn
olog
y 3,
207
4,28
0
2,8
47
218
15
3
3,2
18
19
0
13
6
3
26
3 19
4 1,
222
1,41
9
Man
ukau
Inst
itute
of T
echn
olog
y 7,
058
11,6
36
6
,575
9
63
868
8
,406
383
399
782
10
20
6 1,
893
2,10
9
Nel
son
Mar
lbor
ough
Inst
itute
of T
echn
olog
y 2,
473
3,97
7
1,9
46
304
11
7
2,3
67
15
2
10
6
2
58
- 86
95
6 1,
042
Nor
thla
nd P
olyt
echn
ic
2,05
8 3,
123
1
,568
1
14
204
1
,886
164
100
264
-
58
333
391
Ope
n Po
lyte
chni
c of
New
Zea
land
25
,891
43
,494
5,4
83
65
91
0
6,4
58
16
5
29
9
4
64
201
744
3,23
4 4,
179
Ota
go P
olyt
echn
ic
3,79
4 5,
354
3
,441
2
13
166
3
,820
292
182
474
-
144
2,49
4 2,
638
Sout
hern
Inst
itute
of T
echn
olog
y 4,
212
5,88
1
2,9
58
82
33
7
3,3
77
18
3
9
9
2
82
- -
1,60
4 1,
604
Tai P
outin
i Pol
ytec
hnic
74
6 1,
449
874
24
17
915
48
26
74
-
- 60
5 60
5
Tair
awhi
ti Po
lyte
chni
c 85
1 1,
675
1
,397
1
45
218
1
,760
102
61
163
-
- 41
3 41
3
Telfo
rd R
ural
Pol
ytec
hnic
34
1 1,
257
249
-
67
316
18
19
37
-
154
8,65
9 8,
813
Uni
tec
Inst
itute
of T
echn
olog
y 10
,286
14
,886
6,7
60
2
,569
23
6
9,5
65
62
6
46
6
1,0
92
60
2,80
8 7,
564
10,4
32
Uni
vers
al C
olle
ge o
f Lea
rnin
g 4,
340
6,28
0
4,7
22
211
33
7
5,2
70
24
3
14
2
3
85
13
490
2,50
4 3,
007
Wai
arik
i Ins
titut
e of
Tec
hnol
ogy
2,55
2 3,
997
2
,244
2
67
194
2
,705
202
115
317
-
247
1,99
7 2,
244
Wai
kato
Inst
itute
of T
echn
olog
y 5,
602
8,02
1
4,5
02
508
73
6
5,7
46
39
3
31
2
7
05
39
1,04
7 6,
603
7,68
9
Wel
lingt
on In
stitu
te o
f Tec
hnol
ogy
4,44
1 7,
116
2
,596
2
53
710
3
,559
263
88
351
-
106
1,51
0 1,
616
Wes
tern
Inst
itute
of T
echn
olog
y Ta
rana
ki
1,84
5 2,
611
1
,419
69
109
1
,597
116
90
206
-
72
445
517
Whi
tirei
a Co
mm
unity
Pol
ytec
hnic
2,
487
3,95
2
2,1
83
624
24
2
3,0
49
15
5
11
1
2
66
- 82
1,
499
1,58
1
Sub-
Sect
or T
otal
95
,782
15
3,16
0
60,6
97
7
,463
6,19
1
74,3
51
4,29
8
3,2
42
7,5
40
326
6,73
4 53
,292
60
,352
Colle
ges
of E
duca
tion
Au
ckla
nd C
olle
ge o
f Edu
catio
n 3,
639
5,02
4
2,8
34
26
1
6
2,8
76
32
2
21
2
5
34
16
1,19
6 1,
516
2,72
8
Chri
stch
urch
Col
lege
of E
duca
tion
4,52
9 5,
742
2
,987
1
21
-
3
,108
236
215
451
13
69
0 92
4 1,
627
Dun
edin
Col
lege
of E
duca
tion
1,40
3 1,
534
1
,141
17
-
1
,158
65
130
195
28
1,
352
842
2,22
2
Wel
lingt
on C
olle
ge o
f Edu
catio
n 1,
217
1,44
6
1,0
90
-
-
1,0
90
11
7
6
5
1
82
12
784
974
1,77
0
Sub-
Sect
or T
otal
10
,788
13
,746
8,0
52
164
1
6
8,2
32
74
0
62
2
1,3
62
69
4,02
2 4,
256
8,34
7
Uni
vers
itie
s Au
ckla
nd U
nive
rsity
of T
echn
olog
y 16
,164
21
,482
11,2
03
2
,200
82
6
14,2
29
82
5
67
7
1,5
02
520
3,93
6 20
,188
24
,644
Linc
oln
Uni
vers
ity
3,06
6 3,
860
1
,975
1,0
86
-
3
,061
225
320
545
21
4 87
6 85
8 1,
948
Mas
sey
Uni
vers
ity
33,0
02
39,2
05
18
,554
2,5
36
448
21
,538
1,
412
1
,443
2
,855
2,
841
8,01
3 5,
490
16,3
44
Uni
vers
ity o
f Auc
klan
d 27
,429
31
,515
22,6
39
2
,918
42
2
25,9
79
1,69
2
1,8
41
3,5
33
2,60
0 9,
032
3,17
8 14
,810
Uni
vers
ity o
f Can
terb
ury
11,3
09
12,0
36
10
,404
1,1
15
-
11
,519
640
904
1
,544
2,
881
7,44
1 96
4 11
,286
Uni
vers
ity o
f Ota
go
16,1
38
18,0
29
14
,596
1,0
27
-
15
,623
1,
216
1
,604
2
,820
2,
184
7,78
5 3,
171
13,1
40
Uni
vers
ity o
f Wai
kato
11
,691
14
,118
8,7
87
2
,715
4
1
11,5
43
73
9
99
3
1,7
32
473
1,73
1 2,
255
4,45
9
Vict
oria
Uni
vers
ity o
f Wel
lingt
on
13,5
97
16,5
52
11
,663
1,4
44
55
13
,162
631
719
1
,350
15
90
4,92
0 2,
300
8,81
0
Sub-
Sect
or T
otal
13
2,39
6 15
6,79
7
99,8
21
15
,041
1,79
2
1
16,6
54
7,38
0
8,5
01
15,8
81
13,3
03
43,7
34
38,4
04
95,4
41
Wän
anga
Te
Wän
anga
o A
otea
roa
25,2
33
44,0
46
20
,769
-
-
20
,769
475
411
886
-
108
18,5
53
18,6
61
Te W
änan
ga o
Rau
kaw
a 1,
858
2,29
4
1,4
48
-
-
1,4
48
-
-
-
7 43
1,
482
1,53
2
Te W
hare
Wän
anga
o A
wan
uiar
angi
44
4 45
5
1,0
79
-
-
1,0
79
4
0
6
9
1
09
- 47
18
3 23
0
Sub-
Sect
or T
otal
27
,535
46
,795
21,8
48
-
-
21,8
48
51
5
48
0
9
95
7 19
8 20
,218
20
,423
All S
ub-S
ecto
rs
266,
501
370,
498
190
,418
22,6
68
7,
999
221
,085
12,
933
12,
845
25
,778
13
,705
54
,688
11
6,17
0 18
4,56
3
Not
e: 1
The
figur
es fo
r st
affin
g in
this
tabl
e ar
e dr
awn
from
the
annu
a l r
epor
ts o
f the
TEI
s.
PAGE 243
TAB
LE 9
.2: T
ERTI
ARY
EDU
CATI
ON
INST
ITU
TIO
N F
INAN
CIAL
PER
FORM
ANCE
SU
MM
ARY,
200
2
RE
VEN
UE
EXPE
ND
ITU
RE
SURP
LUS/
DEF
ICIT
RE
TURN
200
2
Gove
rnm
ent
Fees
Re
sear
ch
Oth
er
All
Pers
onne
l O
ther
D
epre
ciat
ion
All
Abno
rmal
20
02
2001
O
n In
com
e O
n Eq
uity
(Exc
ludi
ng
It
ems
($00
0)
N
Z In
tern
atio
nal
Tota
l
Dep
reci
atio
n)
%
%
Poly
tech
nics
Ao
raki
Pol
ytec
hnic
7,6
83
2,55
1
253
2,8
04
-
542
1
1,17
4
4,9
37
4,0
74
54
6
9,5
57
-
1,61
7
(
267)
14
.5
11.7
Bay
of P
lent
y Po
lyte
chni
c
14,2
08
6,42
1
525
6,9
46
-
1
,630
2
3,15
4
1
3,63
0
6,0
24
2,16
7
2
1,82
1
(496
)
1,
829
1,03
8
7.9
5.0
Chri
stch
urch
Pol
ytec
hnic
Inst
itute
of T
echn
olog
y 3
5,62
6
1
3,71
1
7
,880
21,5
91
11
6
,460
6
4,29
4
3
7,71
7
2
0,28
9
3,26
1
6
1,26
7
(244
)
3,
271
(63
8)
5.1
4.0
East
ern
Inst
itute
of T
echn
olog
y
17,5
11
7,38
7
2
,070
9,4
57
-
2
,152
2
9,70
8
1
5,46
1
8,2
30
1,98
1
2
5,67
2
400
3,
636
5,28
7
12.2
9.
0
Man
ukau
Inst
itute
of T
echn
olog
y
41,8
93
2
4,21
3
10
,305
34,5
18
-
1
,594
7
8,78
7
4
1,60
3
2
4,75
8
6,36
7
7
2,72
8
70
5,
989
92
2
7.6
7.3
Nel
son
Mar
lbor
ough
Inst
itute
of T
echn
olog
y
11,4
88
4,11
9
3
,164
7,2
83
-
3
,538
2
2,54
0
1
1,89
2
6,3
35
2,00
6
2
0,23
3
-
2,
307
(
1,39
3)
10.2
10
.5
Nor
thla
nd P
olyt
echn
ic
10
,714
5,
750
1,2
88
7
,038
-
6
60
18,
467
12,
552
7
,584
1,
030
21,
166
9
45
(
3,64
4)
(1,
231)
-1
9.7
-21.
6
Ope
n Po
lyte
chni
c of
New
Zea
land
31,1
56
1
3,70
9
558
14,2
67
-
2
,999
4
8,97
1
3
0,43
1
1
3,01
1
3,69
6
4
7,13
8
4
,130
(2,
297)
4,12
9
-4.7
-6
.7
Ota
go P
olyt
echn
ic
24
,063
10,
359
2,2
53
12
,612
2
5
4,2
22
41,
107
24,
693
13,
093
3,
220
41,
006
-
10
1
1,
162
0.
2 0.
2
Sout
hern
Inst
itute
of T
echn
olog
y
19,2
53
2,45
6
684
3,1
40
-
4
,075
2
6,86
3
1
3,05
7
8,9
03
2,18
1
2
4,14
1
-
2,
722
80
4
10.1
3.
1
Tai P
outin
i Pol
ytec
hnic
6,0
65
1,72
8
51
1,7
79
-
257
8,2
09
3,5
16
3,3
38
57
1
7,4
25
-
78
4
576
9.
6 12
.9
Tair
awhi
ti Po
lyte
chni
c
9,2
07
3,10
1
1
,351
4,4
52
-
358
1
4,13
3
7,2
19
4,3
12
75
1
1
2,28
2
-
1,
851
(52
4)
13.1
13
.1
Telfo
rd R
ural
Pol
ytec
hnic
1,9
13
44
0
-
4
40
-
729
3,1
89
1,5
46
1,5
42
17
9
3,2
67
(26
9)
19
1
135
6.
0 5.
3
Uni
tec
Inst
itute
of T
echn
olog
y
43,9
41
2
2,72
0
25
,829
48,5
49
147
7
,866
10
1,11
4
5
7,65
2
3
7,59
2
4,48
6
9
9,73
0
-
1,
384
(27
7)
1.4
1.8
Uni
vers
al C
olle
ge o
f Lea
rnin
g
30,3
57
1
0,71
8
2
,284
13,0
02
69
2
,329
4
6,90
1
2
2,21
4
1
8,80
0
3,53
2
4
4,54
6
3
,279
(
924)
37
9
-2.0
-1
.2
Wai
arik
i Ins
titut
e of
Tec
hnol
ogy
14
,065
5,
184
3,0
59
8
,243
-
2,1
66
24,
599
16,
095
6
,895
2,
370
25,
360
-
(76
1)
608
-3
.1
-3.4
Wai
kato
Inst
itute
of T
echn
olog
y
31,4
79
1
3,77
9
5
,005
18,7
84
187
3
,150
5
4,75
2
3
3,78
0
1
4,82
0
4,79
8
5
3,39
8
-
1,
354
53
1
2.5
1.5
Wel
lingt
on In
stitu
te o
f Tec
hnol
ogy
19
,762
6,
715
2,2
74
8
,989
-
2,0
42
30,
954
19,
282
8
,119
3,
349
30,
750
1,0
38
(83
4)
(2,
932)
-2
.7
-3.1
Wes
tern
Inst
itute
of T
echn
olog
y Ta
rana
ki
9
,477
4,
164
8
46
5
,010
-
2,8
23
17,
415
10,
394
5
,972
1,
063
17,
429
(4
39)
42
5
331
2.
4 3.
0
Whi
tirei
a Co
mm
unity
Pol
ytec
hnic
12,7
79
6,22
6
5
,554
11,7
80
-
3
,760
2
8,79
6
1
2,48
9
1
0,28
8
1,90
2
2
4,67
8
-
4,
118
1,22
0
14.3
15
.8
Sub-
Sect
or T
otal
3
92,6
40
16
5,45
1
75
,233
2
40,6
84
439
53
,352
69
5,12
7
39
0,16
0
22
3,97
9
4
9,45
6
6
63,5
94
8,41
4
2
3,11
9
5,
336
3.
3 3.
0
Colle
ges
of E
duca
tion
Au
ckla
nd C
olle
ge o
f Edu
catio
n
30,3
33
7,92
7
290
8,2
17
-
5
,654
4
5,29
2
2
6,69
8
1
4,32
7
3,15
0
4
4,17
5
-
1,
117
2,01
9
2.5
1.8
Chri
stch
urch
Col
lege
of E
duca
tion
24
,114
5,
949
1,2
76
7
,225
-
12,1
55
43,
653
21,
884
18,
652
2,
088
42,
624
-
1,02
9
836
2.
4 2.
3
Dun
edin
Col
lege
of E
duca
tion
12
,232
2,
559
-
2
,559
-
1,5
01
16,
876
10,
070
4
,830
1,
264
16,
164
-
71
2
752
4.
2 1.
7
Wel
lingt
on C
olle
ge o
f Edu
catio
n
11,1
54
1,38
3
812
2,1
95
-
4
,685
1
8,35
9
1
0,91
2
5,0
93
1,61
1
1
7,61
6
-
743
55
3
4.0
2.9
Sub-
Sect
or T
otal
77,8
33
1
7,81
8
2
,378
20,1
96
-
23
,995
12
4,18
0
6
9,56
4
4
2,90
2
8,11
3
1
20,5
79
-
3,60
1
4,
160
2.
9 2.
1
Uni
vers
itie
s Au
ckla
nd U
nive
rsity
of T
echn
olog
y
75,3
08
3
3,83
0
22
,754
56,5
84
3,
179
18
,086
15
3,27
3
8
2,20
6
5
5,96
6
8,58
0
1
46,7
52
-
6,52
1
2,
242
4.
3 5.
2
Linc
oln
Uni
vers
ity
16
,728
6,
230
11,7
68
17
,998
6,84
2
20,6
33
62,
736
37,
592
21,
768
4,
177
63,
537
1,2
00
(
2,00
1)
(
749)
-3
.2
-2.4
Mas
sey
Uni
vers
ity
133
,831
65,
172
29,2
60
94
,432
3
9,18
8
32,9
49
302,
949
163,
482
100,
029
23,
003
286
,514
-
16,
435
1
5,25
7
5.4
3.1
Uni
vers
ity o
f Auc
klan
d 1
79,7
47
7
5,64
4
40
,406
1
16,0
50
97,
482
60
,506
46
0,53
9
24
8,53
2
15
5,46
8
4
4,90
0
4
48,9
01
4,49
1
7,14
7
12,
448
1.
6 1.
0
Uni
vers
ity o
f Can
terb
ury
74
,457
32,
768
13,2
32
46
,000
1
0,50
9
26,8
31
158,
672
96,
344
42,
451
18,
427
157
,222
-
1,
450
(
4,28
6)
0.9
0.4
Uni
vers
ity o
f Ota
go
129
,836
53,
381
22,4
38
75
,819
5
1,28
8
63,0
06
326,
377
181,
326
100,
808
31,
201
313
,335
-
13,
042
1
9,93
1
4.0
2.0
Uni
vers
ity o
f Wai
kato
65,4
86
2
9,52
7
28
,127
57,6
54
16,
469
18
,847
16
0,52
6
10
0,87
7
4
1,52
0
1
3,56
2
1
55,9
59
-
4,56
7
4,
894
2.
8 2.
4
Vict
oria
Uni
vers
ity o
f Wel
lingt
on
75
,978
35,
539
16,6
47
52
,186
9,55
2
20,8
88
161,
190
93,
318
45,
988
15,
585
154
,891
(2,
494)
8,
793
5,32
7
5.5
2.6
Sub-
Sect
or T
otal
7
51,3
71
33
2,09
1
184
,632
5
16,7
23
234,
509
261
,746
1,78
6,26
2
1,0
03,6
77
5
63,9
98
15
9,43
5
1,7
27,1
11
3,19
7
5
5,95
4
55,
064
3.
1 1.
9
Wän
anga
Te
Wän
anga
o A
otea
roa
104
,037
3,
484
-
3
,484
-
1,6
21
110,
227
29,
676
44,
947
6,
375
80,
998
-
2
9,22
9
1,
872
26
.5
37.2
Te W
änan
ga o
Rau
kaw
a
11,3
21
8,41
8
-
8,4
18
-
978
2
1,30
7
8,6
18
9,8
88
66
7
1
9,17
3
-
2,
134
1,78
3
10.0
11
.0
Te W
hare
Wän
anga
o A
wan
uiar
angi
5,9
79
1,27
3
-
1,2
73
-
411
7,6
95
2,7
39
4,5
51
33
8
7,6
28
-
6
7
719
0.
9 1.
4
Sub-
Sect
or T
otal
1
21,3
37
1
3,17
5
-
13,1
75
-
3
,010
13
9,22
9
4
1,03
3
5
9,38
6
7,38
0
1
07,7
99
-
3
1,43
0
4,
374
22
.6
30.6
All S
ub-S
ecto
rs
1,34
3,18
1
723,
929
1
87,0
10
790
,778
23
4,94
8 34
2,10
2 2,
744,
798
1,50
4,43
4 89
0,26
5 22
4,38
4 2,
619,
083
1
1,61
1
11
4,10
4
68,9
34
4.2
2.8
Not
es: T
he fi
gure
s fo
r 20
02 e
xclu
de W
anga
nui R
egio
nal C
omm
unity
Pol
ytec
hnic
,whi
ch m
erge
d w
ith a
noth
er p
rovi
der.
All f
igur
es a
re G
ST e
xclu
sive
.
TAB
LE 9
.3A:
FIN
ANCI
AL R
ESU
LTS
OF
TERT
IARY
ED
UCA
TIO
N IN
STIT
UTI
ON
S, 1
996-
2002
: STA
TEM
ENT
OF
FIN
ANCI
AL P
ERFO
RMAN
CE
To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
% C
hang
e($
000)
19
96
1997
19
98
1999
20
00
2001
20
02
1996
-200
2 20
01-2
002
Reve
nue
Go
vern
men
t Fun
ding
EFTS
98
0,31
5
990,
194
1,00
7,21
7
1,
041,
483
1,04
6,73
7
1,
112,
503
1,26
5,90
6
IT
Os
24,
118
2
4,16
8
21,
862
1
6,51
5
11,
540
1
3,58
1
15,
176
O
ther
Gov
ernm
ent F
undi
ng
(E
xclu
ding
Res
earc
h Co
ntra
cts)
3
4,56
6
36,
173
4
2,33
5
39,
518
4
3,03
5
49,
909
6
2,09
9
To
tal
1,
038,
999
1,05
0,53
5
1,
071,
414
1,09
7,51
5
1,
101,
312
1,17
5,99
3
1,
343,
181
29
.3
22.0
As
% o
f Tot
al R
even
ue
58.0
55
.9
53.7
51
.1
49.5
48
.7
48.9
St
uden
t Tui
tion
Fee
s
Dom
estic
32
6,31
5
373,
552
41
9,10
4
490,
804
53
8,22
9
529,
099
52
8,53
5
62.0
-1
.8
In
tern
atio
nal
35,
519
4
4,18
0
41,
953
5
6,60
2
74,
733
15
3,09
3
262,
243
63
8.3
250.
9
To
tal
361,
834
41
7,73
3
461,
057
54
7,40
6
612,
963
68
2,19
3
790,
778
11
8.5
29.0
As
% o
f Tot
al R
even
ue
20.2
22
.2
23.1
25
.5
27.6
28
.3
28.8
Re
sear
ch G
rant
s
11
4,80
5
130,
641
16
8,59
1
180,
296
19
5,97
1
220,
547
23
4,94
8
104.
6 19
.9
As
% o
f Tot
al R
even
ue
6.4
6.9
8.5
8.4
8.8
9.1
8.6
O
ther
Inco
me
276,
184
28
1,01
7
293,
298
32
2,08
2
313,
639
33
4,88
5
342,
102
23
.9
9.1
As
% o
f Tot
al R
even
ue
15.4
14
.9
14.7
15
.0
14.1
13
.9
12.5
To
tal R
even
ue
1,
791,
822
1,87
9,92
6
1,
994,
360
2,14
7,29
9
2,
223,
884
2,41
3,61
7
2,
744,
798
53
.2
23.4
Expe
nses
Pers
onne
l
1,01
6,24
5
1,
030,
827
1,09
7,32
7
1,
181,
337
1,23
4,99
5
1,
342,
378
1,50
4,43
4
48.0
21
.8
As
% o
f Tot
al E
xpen
ses
(Exc
l Dep
reci
atio
n)
62.8
61
.3
61.8
62
.5
62.1
62
.5
62.8
O
ther
Cos
ts (E
xcep
t Dep
reci
atio
n)
601,
395
65
0,44
4
677,
317
71
0,15
2
753,
125
80
3,90
3
890,
265
48
.0
18.2
As
% o
f Tot
al E
xpen
ses
(Exc
l Dep
reci
atio
n)
37.2
38
.7
38.2
37
.5
37.9
37
.5
37.2
D
epre
ciat
ion
O
n Cr
own
Asse
ts
13,
775
1
3,61
4
9
,714
9,7
07
11,
740
4
3,77
7
O
n N
on-C
row
n As
sets
10
9,26
9
119,
157
13
8,49
9
164,
803
17
0,12
5
147,
291
To
tal
123,
044
13
2,77
1
148,
213
17
4,51
0
181,
865
19
1,06
7
224,
384
82
.4
23.4
To
tal E
xpen
ses
1,
740,
684
1,81
4,04
3
1,
922,
858
2,06
5,99
9
2,
169,
984
2,33
7,34
9
2,
619,
083
50
.5
20.7
Ab
norm
al R
even
ue/(E
xpen
ses)
(1,2
31)
(6
,082
)
(6,2
53)
(31,
906)
(2
3,06
8)
(7
,335
)
(1
1,61
1)
Surp
lus/
(Def
icit)
4
9,90
7
59,
801
6
5,24
9
49,
394
3
0,83
2
68,
934
11
4,10
4
128.
6 27
0.1
Re
turn
on
Inco
me
2.8
3.2
3.3
2.3
1.4
2.9
4.2
Re
turn
on
Equi
ty
1.6
1.8
1.9
1.4
0.9
1.9
2.8
PAGE 245
TAB
LE 9
.3B
: FIN
ANCI
AL R
ESU
LTS
OF
TERT
IARY
ED
UCA
TIO
N IN
STIT
UTI
ON
S, 1
996-
2002
: STA
TEM
ENT
OF
FIN
ANCI
AL P
OSI
TIO
N
To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
($00
0)
1996
19
97
1998
19
99
2000
20
01
2002
Curr
ent A
sset
s To
tal C
urre
nt A
sset
s
28
1,83
5
277,
840
30
9,56
4
373,
834
38
7,84
3
417,
818
58
2,01
8
Curr
ent L
iabi
litie
s To
tal C
urre
nt L
iabi
litie
s
24
9,26
2
270,
529
31
9,11
1
355,
712
41
4,30
6
475,
008
59
1,27
6
Wor
king
Cap
ital
3
2,57
3
7
,311
(9,5
47)
18,
122
(2
6,46
3)
(57,
190)
(9,2
58)
Fixe
d As
sets
To
tal F
ixed
Ass
ets
3,
144,
133
3,40
5,87
0
3,
519,
742
3,70
3,11
9
3,
782,
869
3,82
2,12
5
4,
127,
232
Oth
er N
on-C
urre
nt A
sset
s To
tal O
ther
Non
-Cur
rent
Ass
ets
53,
355
5
1,76
4
54,
615
5
6,46
2
49,
094
6
7,10
7
116,
767
Term
Lia
bilit
ies
Tota
l Ter
m L
iabi
litie
s
7
2,31
7
80,
672
9
5,13
1
157,
803
19
2,39
7
204,
225
21
5,96
5
Net
Ass
ets
3,
157,
744
3,38
4,27
3
3,
469,
679
3,61
9,90
0
3,
613,
104
3,62
7,81
7
4,
018,
776
Equi
ty
Tota
l Equ
ity
3,
160,
052
3,38
5,18
5
3,
472,
701
3,62
9,99
1
3,
613,
104
3,62
7,81
7
4,
018,
876
Tota
l Ass
ets
3,
479,
323
3,73
5,47
4
3,
883,
921
4,13
3,41
5
4,
219,
806
4,30
7,05
1
4,
826,
017
TAB
LE 9
.3C:
FIN
ANCI
AL R
ESU
LTS
OF
TERT
IARY
ED
UCA
TIO
N IN
STIT
UTI
ON
S, 1
996-
2002
: RAT
IO A
NAL
YSIS
To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
($00
0)
1996
19
97
1998
19
99
2000
20
01
2002
Viab
ility
Shor
t-te
rm V
iabi
lity/
Liqu
idit
y
Curr
ent M
onet
ary
Asse
ts
184,
327
17
0,43
0
196,
745
25
2,56
9
250,
482
26
6,54
8
385,
232
To
tal L
iqui
d As
sets
15
8,90
9
174,
749
19
3,83
4
261,
315
26
2,86
8
264,
417
38
7,29
8
To
tal L
iqui
d As
sets
/Ope
ratin
g Ca
sh O
utflo
ws
0.09
0.
10
0.10
0.
14
0.13
0.
12
0.1
6
Q
uick
Rat
io
1.42
1.
27
1.11
1.
40
1.28
1.
31
1.59
Su
rplu
s/D
efic
it
4
9,90
7
59,
801
6
5,24
9
49,
394
3
0,83
2
68,
934
11
4,10
4
Su
rplu
s/D
efic
it as
% o
f Tot
al R
even
ue
2.8
3.2
3.3
2.3
1.4
2.9
4.2
N
et C
ash-
flow
Fro
m O
pera
tions
19
5,41
3
210,
916
25
8,66
0
269,
759
26
1,02
3
307,
455
40
9,72
4
O
pera
ting
Cash
Inflo
ws/
Ope
ratin
g Ca
sh O
utflo
ws
1
.11
1.
12
1.14
1.
14
1.13
1.
14
1.17
U
ndra
wn
Port
ion
of L
oans
1
7,54
3
10,
601
1
4,69
0
37,
424
3
0,44
4
71,
088
49
2,63
7
Med
ium
-ter
m V
iabi
lity
N
et O
pera
ting
Cash
-flo
ws
Less
Net
Cap
ital E
xpen
ditu
re
(52,
551)
7,9
30
6
,583
4,7
65
(76,
733)
(1
6,69
5)
60,
802
Ca
pita
l Exp
endi
ture
/Dep
reci
atio
n
2.
00
1.51
1.
68
1.50
1.
85
1.69
1.
55
Ca
pita
l Exp
endi
ture
/EFT
S ($
) 1
,564
1
,206
1
,465
1
,497
1
,885
1
,678
1
,602
D
ebt/
Tota
l Ass
ets
0.02
0.
02
0.02
0.
03
0.04
0.
04
0.0
3
In
tere
st C
over
age
Ratio
1
17.0
9
5
5.81
49.
84
6
4.09
20.
15
3
7.97
22
.83
Effic
ienc
y
As
set E
ffic
ienc
y
Fixe
d As
sets
/EFT
S ($
) 1
9,98
9
20,
490
2
0,66
0
21,
111
2
1,21
8
19,
901
1
8,66
8
O
pera
ting
Reve
nue/
Fixe
d As
sets
0.
57
0.55
0.
57
0.58
0.
59
0.63
0.
67
Ope
rati
ng E
ffic
ienc
y
Ope
ratin
g Co
sts/
EFTS
($)
11,
067
1
0,91
3
11,
287
1
1,77
8
12,
172
1
2,17
0
11,
846
Pe
rson
nel C
osts
/EFT
S ($
) 6
,461
6
,202
6
,441
6
,735
6
,927
6
,990
6
,805
EF
TS/A
cade
mic
Sta
ff
14
.5
15.2
15
.7
15.4
15
.7
15.6
17
.1
TAB
LE 9
.3D
: FIN
ANCI
AL R
ESU
LTS
OF
TERT
IARY
ED
UCA
TIO
N IN
STIT
UTI
ON
S, 1
996-
2002
: NO
N-F
INAN
CIAL
IND
ICAT
ORS
To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
Tota
l TEI
s To
tal T
EIs
19
96
1997
19
98
1999
20
00
2001
20
02
Dem
and
St
uden
t Num
bers
Achi
eved
MoE
EFT
S
14
1,76
1
148,
090
15
3,83
0
160,
574
16
0,78
5
169,
387
19
0,41
8
In
tern
atio
nal E
FTS
6
,331
6,8
17
7
,213
7,7
47
9
,747
1
4,23
7 22
,668
O
ther
EFT
S
9,1
98
11,
314
9,3
20
7
,093
7,7
52
8
,430
7
,999
To
tal E
FTS
157,
290
16
6,22
1
170,
363
17
5,41
4
178,
284
19
2,05
4
221,
085
M
oE F
unds
Per
Fun
ded
EFTS
6
,915
6
,686
6
,548
6
,486
6
,510
6
,568
6
,648
Fe
es P
er T
otal
EFT
S 2
,300
2
,513
2
,706
3
,121
3
,438
3
,552
3
,577
Ed
ucat
ion
Reve
nue
Per
Tota
l EFT
S 8
,533
8
,470
8
,619
9
,058
9
,309
9
,345
1
0,22
5
Staf
fing
St
affin
g (F
TE)
Ac
adem
ic S
taff
11,
190
1
1,40
5
11,
359
1
1,87
8
11,
861
1
2,33
6
12,9
33
N
on-A
cade
mic
Sta
ff
1
0,34
5
10,
651
1
1,09
8
11,
290
1
1,43
1
11,
929
12
,845
To
tal
21,
535
2
2,05
6
22,
457
2
3,16
8
23,
292
2
4,26
5
25,7
78
PAGE 247
TABLE 9.4: FINANCIAL PERFORMANCE INDICATORS FOR TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 2002
($000) Total TEIs Universities Polytechnics Colleges Wänanga
Short-term Viability/Liquidity Current Monetary Assets 385,232 204,664 113,562 25,335 41,671
Total Liquid Assets 387,298 204,651 112,781 29,792 40,074
Total Liquid Assets/Operating Cash Outflows 0.16 0.13 0.18 0.25 0.44
Quick Ratio 1.6 1.3 1.8 2.5 3.2
Surplus/Deficit 114,104 55,954 23,119 3,601 31,430
Surplus/Deficit as % of Total Revenue 4.20 3.10 3.30 2.90 22.60
Net Cash Flow From Operations 409,724 265,277 90,032 14,164 40,251
Operating Cash In Flows/Operating Cash Outflows 1.17 1.17 1.14 1.12 1.44
Medium-term ViabilityNet Operating Cash Flows Less Net Capital Expenditure 60,802 39,260 8,115 5,990 7,437
Capital Expenditure/Depreciation 1.55 1.42 1.63 1.00 4.45
Capital Expenditure/EFTS ($) 1,602 1,983 1,096 1,034 1,504
Debt/Total Assets 0.03 0.03 0.05 0.01 0.03
Interest Coverage Ratio 22.83 19.08 15.15 23.94 306.15
Asset Efficiency Fixed Assets/EFTS ($) 18,668 26,759 10,668 19,011 2,565
Operating Revenue/Fixed Assets 0.67 0.57 0.88 0.79 2.48
Operating Efficiency Operating Costs/EFTS ($) 11,846 14,805 8,925 14,648 4,934
Personnel Costs/EFTS ($) 6,805 8,604 5,248 8,450 1,878
EFTS/Academic Staff 17.09 15.81 17.3 11.12 42.42
General Overview of Trends in the Tertiary Education Sector Total TEIs Universities Polytechnics Colleges Wänanga
Student Numbers Achieved (Funded) MoE EFTS 192,494 99,766 60,686 8,052 23,990
Overseas EFTS 22,220 14,630 7,426 164 -
Other EFTS 8,481 2,259 6,206 16 -
Total EFTS (Achieved+Overseas+Other) 223,195 116,655 74,318 8,232 23,990
MoE Funds Per Funded EFTS 6,648 7,319 5,951 6,643 5,520
Fees Per Total EFTS 3,552 4,017 3,237 2,453 603
Education Revenue Per Total EFTS 10,200 11,336 9,188 9,096 6,123
Staffing (FTE) Academic Staff 12,929 7,381 4,293 740 515
Non-Academic Staff 12,857 8,502 3,253 622 480
Total Staff 25,786 15,883 7,546 1,362 995
TABLE 9.5: FTE STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 13,703 14,181 14,510 14,018 14,886 15,883 15.9
Polytechnics 7,077 6,933 7,225 7,132 7,395 7,546 6.6
Colleges of Education 1,173 1,213 1,289 1,284 1,349 1,362 16.1
Wänanga 103 130 144 220 635 995 866.0
All TEIs 22,056 22,457 23,168 23,286 24,265 25,786 16.9
Note: Data refers to full academic year.
TABLE 9.6: FTE ACADEMIC STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 6,612 6,679 6,877 6,529 7,112 7,381 11.6
Polytechnics 3,993 3,884 4,115 3,974 4,213 4,293 7.5
Colleges of Education 702 718 753 712 756 740 5.4
Wänanga 98 78 133 210 255 515 425.5
All TEIs 11,405 11,359 11,878 11,425 12,336 12,929 13.4
Note: Data refers to full academic year.
TABLE 9.7: FTE NON-ACADEMIC STAFF EMPLOYED IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 7,091 7,502 7,633 8,121 7,774 8,502 19.9
Polytechnics 3,084 3,049 3,110 3,158 3,182 3,253 5.5
Colleges of Education 471 495 536 572 593 622 32.1
Wänanga 5 52 11 10 380 480 9,500.0
All TEIs 10,651 11,098 11,290 11,861 11,929 12,857 20.7
Note: Data refers to full academic year.
TABLE 9.8: EFTS PER FTE IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 15.3 15.5 15.4 16.2 15.5 15.8 3.1
Polytechnics 14.1 14.9 14.5 15.2 15.5 17.3 23.1
Colleges of Education 10.7 10.9 11.2 11.9 10.8 11.1 4.1
Wänanga 11.9 18.1 13.3 17.4 32.4 46.6 290.4
All TEIs 14.6 15.0 14.8 15.6 15.6 17.2 17.8
Note: Data refers to full academic year.
TABLE 9.9: PERSONNEL COSTS AS A PERCENTAGE OF TOTAL COSTS (LESS DEPRECIATION) IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 61.8 61.3 62.2 61.6 63.1 60.7 -1.8
Polytechnics 67.3 66.8 65.9 64.9 63.6 63.6 -5.5
Colleges of Education - - 51.5 60.6 60.1 61.8 -
Wänanga - - 37.6 34.7 40.1 41.8 -
All TEIs 61.3 61.8 62.5 61.1 62.5 60.7 -1.0
Note: Data refers to full academic year.
TABLE 9.10: PERSONNEL COSTS PER EFTS IN TERTIARY EDUCATION INSTITUTIONS BY SUB-SECTOR, 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Universities 7,012 7,149 7,500 7,755 8,197 8,604 22.7
Polytechnics 5,260 5,388 5,578 5,739 5,466 5,250 -0.2
Colleges of Education - - 6,037 6,064 7,107 8,450 -
Wänanga - - 3,110 2,098 2,272 1,718 -
All TEIs 6,202 6,441 6,727 6,925 6,990 6,741 8.7
Note: Data refers to full academic year.
TABLE 9.11: ACADEMIC/TEACHING STAFF IN TERTIARY EDUCATION PROVIDERS BY GENDER AND TENURE, JULY 2002
Male Female Full-time Part-time Total Full-time Part-time Total
Polytechnics 1,884 957 2,841 1,562 1,749 3,311
Universities 3,384 1,684 5,068 1,928 1,620 3,548
Colleges of Education 107 25 132 304 139 443
Wänanga 245 76 321 229 88 317
Private Education Providers 1,782 754 2,536 1,648 1,074 2,722
TABLE 9.12: EXECUTIVE AND SUPPORT STAFF IN TERTIARY EDUCATION PROVIDERS BY GENDER AND TENURE, JULY 2002
Male Female Full-time Part-time Total Full-time Part-time Total
Polytechnics 789 369 1,158 1,666 1,201 2,867
Universities 137 13 150 50 - 50
Colleges of Education 109 33 142 330 227 557
Wänanga 172 64 236 287 129 416
Private Education Providers 927 221 1,148 1,638 558 2,196
PAGE 249
TABLE 9.13: SENIOR ACADEMIC STAFF IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Polytechnics Male 519 731 640 504 454 390 -25
Female 466 619 517 401 387 347 -26
Total 985 1,350 1,157 905 841 737 -25
Universities Male 2,578 2,671 2,726 2,995 2,959 3,007 17
Female 537 641 730 1,009 1,063 1,137 112
Total 3,115 3,312 3,456 4,004 4,022 4,144 33
COEs Male 105 78 77 74 68 59 -44
Female 117 142 149 158 164 170 45
Total 222 220 226 232 232 229 3
Wänanga Male 3 6 5 8 11 16 433
Female - 4 2 8 11 10 -
Total 3 10 7 16 22 26 767
Note: The PTE collections do not breakdown the teaching and executive staff data into more detailed categories as do the TEI data collections.
TABLE 9.14: SENIOR EXECUTIVE STAFF IN TERTIARY EDUCATION INSTITUTIONS BY GENDER, JULY 1997-2002
% Change 1997 1998 1999 2000 2001 2002 1997-2002
Polytechnics Male 37 46 30 28 31 29 -22
Female 28 36 21 16 10 16 -43
Total 65 82 51 44 41 45 -31
Universities Male 130 15 132 155 176 141 8
Female 33 7 48 58 80 50 52
Total 163 22 180 213 256 191 17
COEs Male 22 17 16 16 13 13 -41
Female 18 17 15 16 20 26 44
Total 40 34 31 32 33 39 -3
Wänanga Male - - 6 1 2 3 -
Female 1 - 8 1 1 4 300
Total 1 - 14 2 3 7 600
TABLE 9.15: TERTIARY TEACHING PROFESSIONALS BY AGE AND GENDER, 2001
Male Female Total Female Ratio
15-19 30 42 72 58.3
20-24 354 297 651 45.6
25-29 339 447 786 56.9
30-34 588 726 1,317 55.1
35-39 876 990 1,860 53.2
40-44 948 1,194 2,142 55.7
45-49 1,083 1,164 2,244 51.9
50-54 1,146 1,014 2,163 46.9
55-59 942 618 1,563 39.5
60-64 573 279 852 32.7
65-69 144 60 204 29.4
70+ 51 33 87 37.9
Total 7,074 6,864 13,941
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
TABLE 9.16: TERTIARY TEACHING PROFESSIONALS BY ETHNIC GROUP, 2001
Male Female Total % of Total
European/Päkehä 5,856 5,610 11,466 82.2
Mäori 528 669 1,200 8.6
Samoan 42 63 108 0.8
Cook Island Mäori 12 21 33 0.2
Asian 435 357 795 5.7
Tongan 15 9 24 0.2
Niuean 3 9 9 0.1
Tokelauan - - - -
Fijian 6 9 15 0.1
Other Pacific Island 12 9 18 0.1
Other 102 51 150 1.1
Not Specified 72 51 123 0.9
Total 7,080 6,864 13,944 100.0
Notes: Ethnic Groups are prioritised. For example a person who identified with both Samoan and Mäori ethnic groups is classified as Mäori, not Samoan.
Source: 2001 Census of Population and Dwellings, Statistics New Zealand.
TABLE 10.1: GOVERNMENT APPROPRIATION FOR EXPENDITURE ON TERTIARY EDUCATION, 1998/99-2002/03
1998/1999 Actual 1999/2000 Actual 2000/2001 Actual 2001/2002 Actual 2002/2003 Supplementary Estimate ($000) % ($000) % ($000) % ($000) % ($000) %
Ministry of Education Policy Advice and Other Services 2,577 0.2 3,733 0.2 3,668 0.1 5,148 0.2 4,124 0.1
Ownership Advice 2,274 0.1 1,825 0.1 1,633 0.1 4,546 0.1 4,346 0.1
Administration of Resourcing 19,139 1.1 7,046 0.3 2,852 0.1 3,706 0.1 4,023 0.1
Implementing the Tertiary Education Strategy - - - - - - - - 3,312 0.1
Sub-Total 23,990 1.4 12,604 0.5 8,153 0.3 13,400 0.4 15,805 0.4
Non-Ministry Management and Administration Provision of Information and Advisory Services 10,586 0.6 9,548 0.4 11,086 0.4 12,570 0.4 13,776 0.4
Services to Students (DWI/MSD) 12,633 0.7 41,445 1.7 43,172 1.5 32,185 1.0 32,103 0.9
Management of Grants and Contracts 6,704 0.4 6,410 0.3 8,183 0.3 8,842 0.3 10,448 0.3
Development of Standards and Qualifications 2,434 0.1 1,881 0.1 4,726 0.2 3,214 0.1 2,075 0.1
Training for Designated Groups1 121,545 7.2 134,247 5.5 146,381 4.9 165,405 5.0 190,498 5.3
Education Research Initiatives - - - - - - 1,376 - 16,237 0.5
Developing Strategic Coherence Across the Tertiary Sector - - - - - - - - 9,757 0.3
Sub-Total 153,902 9.1 193,531 8.0 213,548 7.2 223,592 6.8 274,894 7.7
Benefits and Other Unrequited Expenses Student Allowances 175,469 10.4 375,962 15.5 390,913 13.1 400,758 12.2 405,043 11.4
Training Incentive Allowances (DWI/MSD) 24,861 1.5 34,745 1.4 35,801 1.2 35,582 1.1 48,111 1.4
Community Wage – Training (DWI/MSD)2 66,798 4.0 43,761 1.8 39,539 1.3 36,011 1.1 - -
Tertiary Scholarships3 5,686 0.3 6,488 0.3 10,600 0.4 13,618 0.4 19,188 0.5
Sub-Total 272,814 16.2 460,956 19.0 476,853 16.0 485,969 14.7 472,342 13.3
Other Expenses Community Education - - 16,207 0.7 17,601 0.6 18,859 0.6 21,470 0.6
Tertiary Education Strategic Change - - - - - - - - 18,142 0.5
Whare Wänanga Development - - - - - - 100 - 500 -
Tertiary Education and Training Subsidies4 1,235,641 73.2 1,202,969 49.6 1,343,782 45.1 1,535,213 46.6 1,717,669 48.2
Sub-Total 1,235,641 73.2 1,219,176 50.2 1,361,383 45.7 1,554,172 47.2 1,757,781 49.4
Capital Contributions Student Loans - - 534,262 22.0 867,344 29.1 934,859 28.4 951,840 26.7
Other Capital Contributions 2,300 0.1 6,599 0.3 49,526 1.7 84,199 2.6 89,054 2.5
Sub-Total 2,300 0.1 540,861 22.3 916,870 30.8 1,019,058 30.9 1,040,894 29.2
Total Funding 1,688,647 2,427,128 2,976,807 3,296,191 3,561,716
Notes:1 This includes Industry Training Fund, Modern Apprenticeship programmes, Skill Enhancement, Training Opportunities, Gateway and Mäori Trades Training. 2 The name of Community Wage-Training (DWI/MSD) was changed to Unemployment Benefit Training in 2001/02. 3 These include Maanaki Tauira, Mäori Education Scholarships, Ngarimu VC and 28th (Mäori) Battalion Memorial Scholarship Fund, Queen Elizabeth II Study Awards, Tertiary Teaching Awards and Tertiary Scholarships. 4 In 1999/2000 tertiary subsidies were $41.9 million less than forecast. This mainly relates to changes in timing of expenditure with the introduction of a new payments system for EFTS funding. Providers are now funded on the basis of the actual EFTS numbers achieved in four-monthly periods.
PAGE 251
TABLE 10.2: FORMALLY ENROLLED STUDENTS BY SUB-SECTOR AND SOURCE OF FUNDING, JULY 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change 1997-2002 2001-2002
Tertiary Education Institutions Ministry of Education Funded1 199,300 204,400 204,300 204,628 211,433 234,190 17.5 10.8
Domestic Full Fee Paying 2,100 1,800 1,100 1,358 1,058 1,189 -43.4 12.4
Skill NZ Programmes2 1,200 1,400 1,100 1,138 1,030 734 -38.8 -28.7
ITO off Job Training 7,400 6,700 5,000 6,291 6,983 6,364 -14.0 -8.9
Foreign Fee Paying & MFaT Sponsored 7,100 7,000 7,200 9,204 13,628 21,296 199.9 56.3
Other Source3 900 1,100 2,000 2,561 1,663 2,728 203.1 64.0
Total 218,000 222,300 220,700 225,180 235,795 266,501 22.2 13.0
Private Training Establishments Ministry of Education funded1 3,100 4,500 10,500 18,428 27,710 31,276 908.9 12.9
Domestic Full Fee Paying 7,100 6,000 3,600 1,409 2,427 2,340 -67.0 -3.6
Skill NZ Programmes2 14,400 13,200 12,300 11,873 12,568 7,962 -44.7 -36.6
ITO off Job Training 1,600 2,700 4,900 4,623 4,879 6,537 308.6 34.0
Foreign Fee Paying & MFaT Sponsored 1,300 1,400 1,200 2,137 3,331 4,903 277.2 47.2
Other Source3 1,100 900 500 703 751 367 -66.6 -51.1
Total 28,600 28,700 33,100 39,173 51,666 53,385 86.7 3.3
Total Ministry of Education funded1 202,400 208,900 214,800 223,056 239,143 265,466 31.2 11.0
Domestic Full Fee Paying 9,200 7,800 4,700 2,767 3,485 3,529 -61.6 1.3
Skill NZ Programmes2 15,600 14,600 13,400 13,011 13,598 8,696 -44.3 -36.0
ITO off Job Training 9,000 9,400 9,900 10,914 11,862 12,901 43.3 8.8
Foreign Fee Paying & MFaT Sponsored 8,400 8,400 8,400 11,341 16,959 26,199 211.9 54.5
Other Source3 2,000 2,000 2,500 3,264 2,414 3,095 54.8 28.2
Total 246,600 251,100 253,700 264,353 287,461 319,886 29.7 11.3
Notes: 1 Includes Ministry of Education EFTS subsidies and supplementary grants/fund. 2 Includes Training Opportunities, Youth Training, Skill Pathways and Skill Enhancement Programmes. 3 Other sources include prison education, Ministry of Health funding, English for migrants 2000 and other contracts.
The figures for 1997-1999 are estimated and therefore rounded. Owing to rounding, individual figures do not always sum to give stated totals.
For Table 10.3 see the following page.
TABLE 10.4: PERCENTAGE OF SUBSIDISED PLACES BY FUNDING CATEGORY, FULL YEAR 2000, 2001 AND 2002
2000 2001 2002 % % %
Category A Arts, Social Sciences, Business Accountancy, General Including Community Education, Law 54.4 56.6 60.3
Category B Agriculture (Non-Degree), Architecture (Non-Degree), Computing, Engineering (Non-Degree), Fine Arts, Music, Nursing, Science, Trades 30.8 30.2 28.1
Category C Agriculture (Degree), Architecture (Degree), Doctoral/Honours Courses/Programmes In Funding Category A, Engineering (Degree), Health Sciences, Foreign Going Nautical 6.2 5.7 5.1
Category G Dentistry, Medicine, Veterinary 1.3 1.1 1.0
Category H Specialist Large Animal Science - - -
Category I Teaching 7.2 6.2 5.4
TABLE 10.5: TOTAL DOMESTIC FEE REVENUE IN TEIs IN NOMINAL TERMS, 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change($000) 1997-2002 2000-2002
Universities 240,733 271,342 326,205 359,831 378,506 373,474 55.1 3.8
Polytechnics 122,401 141,025 172,570 180,386 185,091 184,097 50.4 2.1
Colleges of Education 14,875 17,388 20,432 22,743 21,582 20,045 34.8 -11.9
Wänanga 1,650 2,288 4,024 7,272 10,058 10,086 511.2 38.7
Total 379,658 432,044 523,232 570,233 595,237 587,702 54.8 3.1
Notes: Fees only include domestic fees reported by institutions.
All figures are GST inclusive.
TAB
LE 1
0.3:
TER
TIAR
Y IN
STIT
UTI
ON
S FU
ND
ING
SUM
MAR
Y (IN
CLU
DES
BU
LK A
ND
WH
OLL
Y RE
SEAR
CH F
UN
DIN
G, A
ND
BAS
E GR
ANTS
AN
D E
FTS
FUN
DIN
G), 1
991-
2002
19
91
1992
19
93
1994
19
95
1996
19
97
1998
19
99 A
ctua
l 20
00 A
ctua
l 20
01
2002
%
Cha
nge
$ $
$ $
$ $
$ $
$ Ad
just
ed $
$
$ 20
00-2
001
2001
-200
2
Uni
vers
ities
57
1,81
0,86
4 61
5,23
8,89
8 63
7,26
2,88
5 64
1,98
7,66
8 65
5,49
0,18
0 66
9,61
2,11
8 67
2,73
6,55
1 68
4,75
8,18
7 69
3,37
2,51
9 75
6,00
1,63
2 79
3,13
3,10
8 82
8,60
7,15
7 4.
9 4.
5
Poly
tech
nics
36
7,90
1,84
8 38
5,31
6,46
6 40
2,43
2,52
9 40
2,05
6,59
8 40
1,75
7,71
1 39
8,99
2,33
7 39
9,89
6,99
4 40
3,48
2,23
0 40
5,12
4,15
0 34
4,15
3,62
3 36
5,95
4,52
4 41
4,30
7,34
1 6.
3 13
.2
Colle
ges o
f Edu
catio
n 53
,543
,079
58
,849
,041
57
,078
,104
54
,635
,339
54
,452
,687
47
,370
,637
48
,638
,205
50
,925
,870
54
,837
,256
58
,770
,918
58
,209
,080
61
,083
,714
-1
.0
4.9
Wän
anga
-
-
366,
563
2,16
9,71
7 3,
399,
417
3,82
0,80
3 5,
752,
341
6,88
4,87
9 10
,244
,051
20
,344
,394
43
,169
,311
12
7,92
7,15
6 11
2.2
196.
3
Priv
ate
Trai
ning
Est
ablis
hmen
ts
-
1,90
0,00
0 2,
700,
000
4,90
0,00
0 5,
900,
000
7,00
0,00
0 7,
000,
000
7,00
0,00
0 16
,802
,141
92
,020
,422
13
3,78
4,74
3 16
3,67
1,99
6 45
.4
22.3
Oth
er T
ertia
ry E
duca
tion
Prov
ider
s -
- -
- -
- -
- 89
1,98
5 3,
056,
754
15,0
73,9
86
21,6
26,5
71
393.
1 43
.5
Tota
l 99
3,25
5,79
1 1,
061,
304,
405
1,09
9,84
0,08
1 1,
105,
749,
322
1,12
0,99
9,99
5 1,
126,
795,
895
1,13
4,02
4,09
1 1,
153,
051,
166
1,18
1,27
2,10
2 1,
274,
347,
743
1,40
9,32
4,75
2 1,
617,
223,
935
10
.6
14.8
Bulk
Fun
ded
EFTS
Pla
ces
Uni
vers
ities
63
,234
68
,521
72
,142
75
,702
77
,976
80
,809
81
,981
83
,705
89
,115
97
,545
98
250
99,9
77
0.7
1.8
Poly
tech
nics
45
,141
49
,044
52
,565
54
,213
54
,370
55
,229
56
,198
57
,297
61
,507
51
,953
55
,575
60
,166
7.
0 8.
3
Colle
ges
of E
duca
tion
5,73
5 6,
560
6,75
8 7,
028
7,09
7 6,
333
6,65
2 6,
955
8,01
9 8,
372
8,07
3 8,
052
-3.6
-0
.3
Wän
anga
-
- 54
28
1 47
3 59
1 85
5 1,
021
1,64
1 3,
581
8,20
2 23
,981
12
9.1
192.
4
Priv
ate
Trai
ning
Est
ablis
hmen
ts
- 36
3 1,
435
2,70
3 2,
362
1,96
9 2,
123
2,17
8 9,
187
15,8
33
22,8
81
26,5
10
44.5
15
.9
Oth
er T
ertia
ry E
duca
tion
Prov
ider
s -
- -
- -
- -
- 11
1 56
2 1,
339
1,65
4 13
8.3
23.5
Tota
l 11
4,11
0 12
4,48
8 13
2,95
4 13
9,92
7 14
2,27
8 14
4,93
1 14
7,80
9 15
1,15
6 16
9,58
0 17
7,84
7 19
4,32
2 22
0,34
0
9.3
13.4
Fund
ing
per
Bulk
Fun
ded
EFTS
Pla
ce
$ $
$ $
$ $
$ $
$ $
$ $
Uni
vers
ities
9,
043
8,97
9 8,
833
8,48
0 8,
406
8,28
6 8,
206
8,18
1 7,
781
7,75
0 8,
073
8,28
8 4.
2 2.
7
Poly
tech
nics
8,
150
7,85
6 7,
656
7,41
6 7,
389
7,22
4 7,
116
7,04
2 6,
587
6,62
4 6,
585
6,88
6 -0
.6
4.6
Colle
ges
of E
duca
tion
9,33
6 8,
971
8,44
6 7,
774
7,67
3 7,
480
7,31
2 7,
322
6,83
9 7,
020
7,21
0 7,
586
2.7
5.2
Wän
anga
-
-
6,
788
7,72
1 7,
187
6,46
5 6,
728
6,74
3 6,
242
5,68
1 5,
263
5,33
4 -7
.4
1.4
Priv
ate
Trai
ning
Est
ablis
hmen
ts
-
5,23
4 1,
882
1,81
3 2,
498
3,55
5 3,
297
3,21
4 1,
829
5,81
2 5,
847
6,17
4 0.
6 5.
6
Oth
er T
ertia
ry E
duca
tion
Prov
ider
s -
- -
- -
- -
- -
5,43
5 11
,255
13
,078
10
7.1
16.2
Tota
l 8,
704
8,52
5 8,
272
7,90
2 7,
879
7,77
5 7,
672
7,62
8 6,
966
7,16
5 7,
253
7,34
0 1.
2 1.
2
Not
es: C
are
shou
ld b
e ta
ken
in c
ompa
ring
200
0 w
ith p
revi
ous
year
s be
caus
e of
the
chan
ge to
the
way
fund
ing
was
del
iver
ed in
20 0
0.
Actu
al E
FTS
and
fund
ing
achi
eved
and
del
iver
ed in
200
0 do
not
acc
ount
for
cour
ses
that
spa
n tw
o ac
adem
ic y
ears
.
Figu
res
in th
e co
lum
n he
aded
“20
00 A
ctua
l Adj
uste
d” h
ave
been
adj
uste
d to
take
som
e ac
coun
t of t
his
diffe
renc
e an
d ar
e pr
ovid
e d fo
r co
mpa
riso
n pu
rpos
es.
The
EFTS
pla
ces
reco
rded
in th
is ta
ble
are
fund
ed th
roug
h th
e E F
TS-b
ased
tuiti
on s
ubsi
dy s
yste
m.
The
EFTS
num
bers
exc
lude
inte
rnat
iona
l stu
dent
pla
ces,
pla
ces
f und
ed th
roug
h th
e In
dust
ry T
rain
ing
Fund
, and
con
trac
ts b
etw
een
prov
ider
s an
d pr
ivat
e ag
enci
es.
All f
igur
es a
re G
ST in
clus
ive.
PAGE 253
TABLE 10.6: AVERAGE TUITION FEES PER EFTS IN TEIs IN NOMINAL TERMS, 1997-2002
1997 1998 1999 2000 2001 2002 % Change % Change $ $ $ $ $ $ 1997-2002 2000-2002
Universities 2,612 2,868 3,319 3,703 3,862 3,744 43.3 -3.1
Polytechnics 2,571 2,804 3,295 3,494 3,363 3,034 18.0 -9.8
Colleges of Education 2,031 2,253 2,468 2,706 2,672 2,490 22.6 -6.8
Wänanga 1,644 1,882 2,451 2,514 1,218 420 -74.4 -65.5
Overall Average 2,564 2,809 3,259 3,547 3,514 3,053 19.1 -13.1
Note: Fees include domestic fees reported by institutions only. All figures are GST inclusive.
TABLE 10.7: TOTAL PRIVATE SPENDING IN TEIs BY SUB-SECTOR IN NOMINAL TERMS, 2000-2002
2000 2001 2002 % Change ($000) $ $ $ 2000-2002
Borrowed Tuition Fees Universities 236,615 256,511 268,637 13.5
Polytechnics 115,997 124,204 139,098 19.9
Colleges of Education 13,086 13,285 13,497 3.1
Total 365,698 394,000 421,232 15.2
Non-Borrowed Tuition Fees Universities 123,216 121,995 104,837 -14.9
Polytechnics 64,389 60,886 44,999 -30.1
Colleges of Education 9,657 8,297 6,548 -32.2
Total 197,262 191,178 156,385 -20.7
Total Private Spending Universities 359,831 378,506 373,474 3.8
Polytechnics 180,386 185,090 184,097 2.1
Colleges of Education 22,743 21,582 20,045 -11.9
Total 562,961 585,178 577,617 2.6
Notes: The fees include domestic fees reported by institutions only. All figures are GST inclusive.
Borrowed fees are fees borrowed through the compulsory fee component of the Student Loan Scheme.
Non-borrowed fees are fees paid by students without recourse to the Student Loan Scheme.
All figures are GST inclusive.
TABLE 10.8: AVERAGE FEES BORROWED PER STUDENT IN TEIs IN NOMINAL TERMS, 2000-2002
2000 2001 2002 % Change $ $ $ 2000-2002
Universities 2,435 2,617 2,693 10.6
Polytechnics 2,247 2,257 2,292 2.0
Colleges of Education 1,557 1,645 1,676 7.7
Total 2,326 2,445 2,500 7.5
Note: Fees only include domestic fees reported by institutions.
All figures are GST inclusive.
TABLE 10.9: AVERAGE NON-BORROWED FEES IN TEIs IN NOMINAL TERMS, 2000-2002
2000 2001 2002 % Change $ $ $ 2000-2002
Universities 1,268 1,245 1,051 -17.1
Polytechnics 1,247 1,106 742 -40.5
Colleges of Education 1,149 1,027 813 -29.2
Total 1,255 1,187 928 -26.0
Note: The fees only include domestic fees reported by institutions.
All figures are GST inclusive.
TABLE 11.1: STUDENT BORROWERS IN EACH ACADEMIC YEAR, 1992-2002
Student Borrowers
1992 44,202
1993 68,411
1994 79,338
1995 89,817
1996 95,411
1997 105,038
1998 114,387
1999 115,142
2000 128,107
2001 148,174
2002 150,575
% Change 1992-2002 240.70
2001-2002 1.62
Source: Ministry of Social Development – StudyLink.
TABLE 11.2: AVERAGE ANNUAL AMOUNT BORROWED BY GENDER, 1992-2002
Male Female Total $ $ $
1992 3,665 3,586 3,628
1993 4,043 3,920 3,979
1994 4,347 4,241 4,309
1995 4,526 4,353 4,432
1996 4,739 4,576 4,649
1997 5,576 5,478 5,494
1998 5,862 5,654 5,714
1999 5,221 4,734 4,917
2000 6,558 5,957 6,058
2001 6,576 5,751 6,135
2002 6,677 5,845 6,204
% Change 1992-2002 82.2 60.4
2001-2002 1.5 1.6
Source: Ministry of Social Development – StudyLink.
TABLE 11.3: STUDENT BORROWERS AND AMOUNT BORROWED BY AGE AND GENDER, 2000-2002
Number of Borrowers Amount Borrowed ($000) 2000 2001 2002 % Change % Change 2000 2001 2002 % Change % Change 2000-2001 2001-2002 $ $ $ 2000-2001 2001-2002
Under 18 3,189 4,129 4,462 29.5 8.1 21,702 28,147 30,410 29.7 8.0
Female 1,749 2,218 2,419 26.8 9.1 12,694 15,963 17,281 25.8 8.3
Male 1,440 1,911 2,043 32.7 6.9 9,008 12,183 13,129 35.2 7.8
18-20 37,537 41,642 41,895 10.9 0.6 248,773 285,445 290,535 14.7 1.8
Female 20,641 23,220 23,505 12.5 1.2 135,418 156,868 159,331 15.8 1.6
Male 16,896 18,422 18,390 9.0 -0.2 113,354 128,577 131,204 13.4 2.0
21-23 30,992 34,444 35,800 11.1 3.9 214,900 237,616 248,568 10.6 4.6
Female 16,502 18,521 19,312 12.2 4.3 110,858 121,716 127,124 9.8 4.4
Male 14,490 15,923 16,488 9.9 3.5 104,042 115,900 121,444 11.4 4.8
24-26 13,420 15,435 15,555 15.0 0.8 79,139 90,790 92,076 14.7 1.4
Female 6,986 8,141 8,423 16.5 3.5 37,752 44,086 45,499 16.8 3.2
Male 6,434 7,294 7,132 13.4 -2.2 41,387 46,704 46,577 12.8 -0.3
27-29 9,225 10,743 10,464 16.5 -2.6 47,451 56,166 56,449 18.4 0.5
Female 5,052 6,063 5,847 20.0 -3.6 24,097 29,124 28,275 20.9 -2.9
Male 4,173 4,680 4,617 12.1 -1.3 23,354 27,042 28,174 15.8 4.2
30-32 7,251 8,921 9,004 23.0 0.9 36,474 47,087 47,294 29.1 0.4
Female 4,189 5,098 5,164 21.7 1.3 19,456 24,399 24,110 25.4 -1.2
Male 3,062 3,823 3,840 24.9 0.4 17,017 22,688 23,184 33.3 2.2
33-35 6,092 7,314 7,197 20.1 -1.6 29,578 37,420 36,476 26.5 -2.5
Female 3,508 4,344 4,330 23.8 -0.3 15,805 20,450 19,808 29.4 -3.1
Male 2,584 2,970 2,867 14.9 -3.5 13,774 16,971 16,668 23.2 -1.8
36-38 5,720 6,508 6,210 13.8 -4.6 27,471 31,800 30,438 15.8 -4.3
Female 3,487 4,007 3,849 14.9 -3.9 15,879 18,511 17,384 16.6 -6.1
Male 2,233 2,501 2,361 12.0 -5.6 11,592 13,290 13,054 14.6 -1.8
39-41 4,437 5,467 5,521 23.2 1.0 20,677 25,731 26,500 24.4 3.0
Female 2,816 3,482 3,593 23.7 3.2 12,535 15,563 16,217 24.2 4.2
Male 1,621 1,985 1,928 22.5 -2.9 8,142 10,168 10,283 24.9 1.1
42-44 3,394 4,216 4,239 24.2 0.5 16,119 20,192 19,620 25.3 -2.8
Female 2,226 2,772 2,809 24.5 1.3 10,302 12,699 12,289 23.3 -3.2
Male 1,168 1,444 1,430 23.6 -1.0 5,818 7,493 7,330 28.8 -2.2
45-47 2,517 3,123 3,157 24.1 1.1 11,984 14,742 14,909 23.0 1.1
Female 1,667 2,081 2,096 24.8 0.7 7,517 9,443 9,649 25.6 2.2
Male 850 1,042 1,061 22.6 1.8 4,467 5,299 5,260 18.6 -0.7
48-50 1,665 2,156 2,245 29.5 4.1 8,151 10,172 10,517 24.8 3.4
Female 1,120 1,406 1,491 25.5 6.0 5,356 6,327 6,863 18.1 8.5
Male 545 750 754 37.6 0.5 2,795 3,845 3,654 37.6 -5.0
51-54 1,532 2,093 2,242 36.6 7.1 7,337 10,496 11,107 43.1 5.8
Female 969 1,371 1,474 41.5 7.5 4,573 6,942 7,166 51.8 3.2
Male 563 722 768 28.2 6.4 2,764 3,554 3,941 28.6 10.9
55-59 625 977 1,163 56.3 19.0 3,234 5,714 7,229 76.7 26.5
Female 374 624 756 66.8 21.2 1,879 3,633 4,688 93.4 29.0
Male 251 353 407 40.6 15.3 1,356 2,081 2,541 53.5 22.1
60-64 288 491 641 70.5 30.5 1,704 3,673 5,294 115.6 44.1
Female 151 256 360 69.5 40.6 867 1,815 2,893 109.4 59.4
Male 137 235 281 71.5 19.6 837 1,858 2,401 122.0 29.2
Over 65 223 515 780 130.9 51.5 1,329 3,797 6,682 185.7 76.0
Female 89 212 322 138.2 51.9 483 1,359 2,661 181.6 95.8
Male 134 303 458 126.1 51.2 847 2,438 4,021 188.0 64.9
Total 128,107 148,174 150,575 15.7 1.6 776,022 908,989 934,105 17.1 2.8
Female 71,526 83,816 85,750 17.2 2.3 415,469 488,899 501,238 17.7 2.5
Male 56,581 64,358 64,825 13.7 0.7 360,554 420,090 432,867 16.5 3.0
Source: Ministry of Social Development – StudyLink.
PAGE 255
TABLE 11.4: STUDENT BORROWERS AND AMOUNT BORROWED BY ETHNIC GROUP AND GENDER, 2000-2002
Number of Borrowers Amount Borrowed ($000) 2000 2001 2002 % Change % Change 2000 2001 2002 % Change % Change 2000-2001 2001-2002 $ $ $ 2000-2001 2001-2002
European/Päkehä 59,779 70,996 73,175 18.8 3.1 366,813 441,812 467,835 20.4 5.9
Female 33,259 39,484 41,165 18.7 4.3 195,066 233,618 248,389 19.8 6.3
Male 26,520 31,512 32,010 18.8 1.6 171,746 208,194 219,446 21.2 5.4
Mäori 13,914 18,797 18,036 35.1 -4.0 80,092 109,020 103,427 36.1 -5.1
Female 8,448 11,543 11,011 36.6 -4.6 45,900 64,026 59,820 39.5 -6.6
Male 5,466 7,254 7,025 32.7 -3.2 34,192 44,994 43,607 31.6 -3.1
Pasifika 5,756 6,895 7,612 19.8 10.4 36,845 42,416 47,647 15.1 12.3
Female 3,453 4,126 4,492 19.5 8.9 22,013 24,747 27,401 12.4 10.7
Male 2,303 2,769 3,120 20.2 12.7 14,832 17,669 20,246 19.1 14.6
Asian 9,362 11,612 13,402 24.0 15.4 54,686 71,932 87,742 31.5 22.0
Female 4,617 5,877 6,919 27.3 17.7 25,765 35,007 43,799 35.9 25.1
Male 4,745 5,735 6,483 20.9 13.0 28,921 36,925 43,943 27.7 19.0
Other 3,178 4,131 4,676 30.0 13.2 18,926 24,486 28,487 29.4 16.3
Female 1,440 1,929 2,163 34.0 12.1 8,281 11,255 12,761 35.9 13.4
Male 1,738 2,202 2,513 26.7 14.1 10,646 13,231 15,726 24.3 18.9
European/Päkehä and Mäori 2,652 4,522 5,677 70.5 25.5 16,173 27,362 35,045 69.2 28.1
Female 1,561 2,647 3,341 69.6 26.2 9,316 15,357 19,881 64.8 29.5
Male 1,091 1,875 2,336 71.9 24.6 6,857 12,005 15,165 75.1 26.3
European/Päkehä and Pasifika 602 852 1,089 41.5 27.8 3,770 5,592 7,133 48.3 27.6
Female 319 462 588 44.8 27.3 2,014 2,872 3,561 42.6 24.0
Male 283 390 501 37.8 28.5 1,756 2,720 3,572 54.9 31.3
Mäori and Pasifika 304 432 545 42.1 26.2 2,000 2,565 3,418 28.2 33.3
Female 179 237 321 32.4 35.4 1,148 1,406 2,044 22.4 45.4
Male 125 195 224 56.0 14.9 852 1,159 1,374 36.1 18.6
European/Päkehä and Asian 252 345 438 36.9 27.0 1,544 2,196 2,776 42.3 26.4
Female 126 180 228 42.9 26.7 762 1,101 1,298 44.5 17.9
Male 126 165 210 31.0 27.3 782 1,096 1,478 40.1 34.9
Mäori and Asian 38 52 62 36.8 19.2 227 266 354 17.3 32.9
Female 21 28 27 33.3 -3.6 131 144 146 9.4 1.4
Male 17 24 35 41.2 45.8 96 123 208 28.2 69.9
Pasifika and Asian 227 368 495 62.1 34.5 1,366 2,253 3,352 65.0 48.8
Female 114 188 248 64.9 31.9 682 1,088 1,525 59.6 40.2
Male 113 180 247 59.3 37.2 684 1,165 1,828 70.3 56.9
European/Päkehä and Other 206 440 753 113.6 71.1 1,289 2,646 4,854 105.3 83.4
Female 94 210 387 123.4 84.3 550 1,180 2,280 114.5 93.2
Male 112 230 366 105.4 59.1 739 1,466 2,574 98.5 75.6
Mäori and Other 79 136 189 72.2 39.0 477 822 1,058 72.2 28.7
Female 47 81 102 72.3 25.9 287 502 571 74.9 13.6
Male 32 55 87 71.9 58.2 190 320 487 68.0 52.4
Pasifika and Other 49 76 102 55.1 34.2 327 423 588 29.3 38.9
Female 30 44 51 46.7 15.9 196 224 287 14.6 28.0
Male 19 32 51 68.4 59.4 132 199 301 51.1 51.2
Asian and Other 142 426 833 200.0 95.5 835 2,393 4,891 186.5 104.4
Female 60 208 416 246.7 100.0 332 1,124 2,407 238.6 114.1
Male 82 218 417 165.9 91.3 503 1,268 2,484 152.0 95.8
3 Ethnic Groups 223 440 625 97.3 42.0 1,373 2,628 3,706 91.4 41.0
Female 123 245 335 99.2 36.7 753 1,407 2,009 86.7 42.8
Male 100 195 290 95.0 48.7 620 1,222 1,697 97.1 38.9
4 Ethnic Groups 15 23 45 53.3 95.7 110 116 292 5.9 151.3
Female 7 13 25 85.7 92.3 46 55 157 20.0 183.7
Male 8 10 20 25.0 100.0 64 61 135 -4.3 121.8
More Than 4 Ethnic Groups 2 3 1 50.0 -66.7 8 21 10 160.8 -50.8
Female 1 1 - - -100.0 3 5 - 78.2 -100.0
Male 1 2 1 100.0 -50.0 5 15 10 212.4 -33.2
Unspecified 31,327 27,628 22,820 -11.8 -17.4 189,160 170,038 131,487 -10.1 -22.7
Female 17,627 16,313 13,931 -7.5 -14.6 102,223 93,779 72,902 -8.3 -22.3
Male 13,700 11,315 8,889 -17.4 -21.4 86,938 76,259 58,586 -12.3 -23.2
Total 128,107 148,174 150,575 15.7 1.6 776,022 908,989 934,105 17.1 2.8
Female 71,526 83,816 85,750 17.2 2.3 415,469 488,899 501,238 17.7 2.5
Male 56,581 64,358 64,825 13.7 0.7 360,554 420,090 432,867 16.5 3.0
Source: Ministry of Social Development – StudyLink.
TABLE 11.4A: STUDENT BORROWERS BY ETHNIC GROUP AND GENDER, 2000-2002
2000 2001 2002
European/Päkehä 63,491 77,155 81,132
Female 35,359 42,983 45,709
Male 28,132 34,172 35,423
Mäori 16,987 23,939 24,509
Female 10,256 14,536 14,802
Male 6,731 9,403 9,707
Pasifika 6,938 8,623 9,843
Female 4,095 5,057 5,700
Male 2,843 3,566 4,143
Asian 9,692 12,208 14,316
Female 4,778 6,179 7,379
Male 4,914 6,029 6,938
Other 3,894 5,675 7,224
Female 1,802 2,731 3,479
Male 2,092 2,944 3,745
Unknown1 31,567 28,094 23,491
Female 17,758 16,572 14,291
Male 13,809 11,522 9,200
Total 128,107 148,174 150,575
Female 71,526 83,816 85,750
Male 56,581 64,358 64,825
Notes: 1 Unknown includes those with three or more declared ethnicities.
The ethnicity question is optional for borrowers and they can choose multiple ethnic groups. The methodology used to record ethnicity has changed since the publication of the report New Zealand’s Tertiary Education Sector: Profile and Trends 2001, which used prioritised ethnicity reporting. The figures in tables 11.4 A and B use the total response method of reporting ethnicity. In this method, the number recorded for each ethnicity includes those who declared that ethnicity as one of two ethnic groups, as well as those who chose that ethnicity as a sole response.
Source: Ministry of Social Development – StudyLink.
TABLE 11.4B: PERCENTAGE OF BORROWERS BY ETHNIC GROUP AND GENDER, 2000-2002
2000 2001 2002 % % %
European/Päkehä 49.56 52.07 53.88
Female 49.44 51.28 53.30
Male 49.72 53.10 54.64
Mäori 13.26 16.16 16.28
Female 14.34 17.34 17.26
Male 11.90 14.61 14.97
Pasifika 5.42 5.82 6.54
Female 5.73 6.03 6.65
Male 5.02 5.54 6.39
Asian 7.57 8.24 9.51
Female 6.68 7.37 8.60
Male 8.68 9.37 10.70
Other 3.04 3.83 4.80
Female 2.52 3.26 4.06
Male 3.70 4.57 5.78
Unknown1 24.64 18.96 15.60
Female 24.83 19.77 16.67
Male 24.41 17.90 14.19
100.00 100.00 100.00
Notes: 1 Unknown includes those with three or more declared ethnicities.
The ethnicity question is optional for borrowers and they can choose multiple ethnic groups. The methodology used to record ethnicity has changed since the publication of the report New Zealand’s Tertiary Education Sector: Profile and Trends 2001, which used prioritised ethnicity reporting. The figures in tables 11.4 A and B use the total response method of reporting ethnicity. In this method, the number recorded for each ethnicity includes those who declared that ethnicity as one of two ethnic groups, as well as those who chose that ethnicity as a sole response.
Source: Ministry of Social Development – StudyLink.
TABLE 11.6: VALUE OF STUDENT LOAN DEBT HELD BY INLAND REVENUE, JUNE 1995-2002
Total Debt Increase % Change $ $
1995 799,155,618 - -
1996 1,221,546,927 422,391,309 52.9
1997 1,676,337,210 454,790,283 37.2
1998 2,254,803,172 578,465,962 34.5
1999 2,885,542,989 630,739,817 28.0
2000 3,412,349,928 526,806,939 18.3
2001 3,927,522,895 515,172,967 15.1
2002 4,559,362,310 631,839,415 16.1
Source: Inland Revenue.
TABLE 11.7: AVERAGE STUDENT LOAN BALANCE HELD BY INLAND REVENUE, JUNE 1994-2002
Average Student % Change Loan Balance $
1994 5,525 -
1995 6,765 22.4
1996 7,734 14.3
1997 8,854 14.5
1998 10,207 15.3
1999 11,665 14.3
2000 12,413 6.4
2001 12,497 0.7
2002 12,643 1.2
Source: Inland Revenue.
TABLE 11.5: STUDENT BORROWERS AND VALUE OF FEES BORROWED BY SUB-SECTOR, 2000-2002
Student Borrowers Amount Borrowed – Course Fees ($000) 2000 2001 2002 % Change % Change 2000 2001 2002 % Change % Change 2000-2001 2001-2002 $ $ $ 2000-2001 2001-2002
Universities 61,380 65,507 68,688 6.7 4.9 240,371 260,583 272,441 8.4 4.6
Polytechnics 36,996 38,605 39,511 4.3 2.3 117,838 126,175 142,139 7.1 12.7
Colleges of Education 4,910 5,139 5,201 4.7 1.2 13,294 13,496 13,721 1.5 1.7
Wänanga 2,054 2,782 3,035 35.4 9.1 8,090 11,563 14,273 42.9 23.4
PTEs 17,493 26,358 22,950 50.7 -12.9 89,267 139,778 118,418 56.6 -15.3
Total 122,833 138,391 139,385 12.7 0.7 468,860 551,594 560,991 17.6 1.7
Note: From 2000, only fees borrowed are recorded by provider type.
Source: Ministry of Social Development – StudyLink.
PAGE 257
TABLE 11.8: RANGE OF STUDENT LOAN BALANCES HELD BY INLAND REVENUE, JUNE 2002
Number of Cumulative Borrowers % %
$1 - $1,999 39,036 10.8 10.8
$2,000 - $3,999 41,875 11.6 22.4
$4,000 - $5,999 45,556 12.6 35.1
$6,000 - $7,999 37,011 10.3 45.3
$8,000 - $9,999 31,657 8.8 54.1
$10,000 - $14,999 56,396 15.6 69.8
$15,000 - $19,999 32,896 9.1 78.9
$20,000 - $24,999 24,213 6.7 85.6
$25,000 - $29,999 15,586 4.3 89.9
$30,000 - $34,999 11,388 3.2 93.1
$35,000 - $39,999 7,944 2.2 95.3
$40,000 - $44,999 5,751 1.6 96.9
$45,000 - $49,999 3,785 1.1 97.9
$50,000 - $54,999 2,598 0.7 98.6
$55,000 - $59,999 1,721 0.5 99.1
$60,000 - $79,999 2,538 0.7 99.8
$80,000 - $99,999 527 0.2 99.9
$100,000 + 134 - 100.0
Total 360,612 100.0 100.0
Source: Inland Revenue.
TABLE 11.9: STUDENT LOAN REPAYMENTS RECEIVED BY INLAND REVENUE – BORROWER/EMPLOYER SPLIT, JUNE 1992-2002
Borrower Employer (PAYE) Total Interest and ($million) ($million) Principal Repayments ($million)
92/93 1.99 0.42 2.41
93/94 8.68 10.37 19.05
94/95 16.18 24.87 41.05
95/96 28.86 43.46 72.32
96/97 41.36 65.41 106.77
97/98 64.18 83.18 147.36
98/99 115.84 97.39 213.23
99/00 115.59 133.91 249.50
00/01 128.13 156.55 284.68
01/02 168.97 177.91 346.88
Total 689.78 793.47 1,483.25
Note: Employer repayments are those paid by borrowers’ employers to Inland Revenue by way of deductions from borrowers’ income. Borrower repayments are those made to Inland Revenue directly by the borrower. A share of the borrower repayments related to voluntary repayments. Borrowers are able to make voluntary repayments to Inland Revenue of any amount at any time.
Source: Inland Revenue.
TABLE 11.10: STUDENT BORROWERS WITH INTEREST WRITE-OFFS BY AMOUNT AND TYPE, MARCH 2002
$ Borrowers
Full Interest Write-off 69,957,688 78,335
Base Interest Write-off 66,164,736 111,985
Base Interest Reduction 32,342,191 52,826
Total 168,464,615 243,146
Source: Inland Revenue.
TABLE 11.11: STUDENT ALLOWANCES RECIPIENTS BY GENDER, 1999-2002
1999 2000 2001 2002
Allowances Recipients 62,780 68,020 70,219 68,486
Female 31,722 34,538 35,424 34,623
Male 31,058 33,482 34,795 33,863
% Change 1999-2002 2001-2002
Allowance Recipients 9.1 -2.5
Females 9.1 -2.3
Males 9.0 -2.7
Source: Ministry of Social Development – StudyLink.
TABLE 11.12: STUDENT ALLOWANCES AND A AND B BURSARIES BY AGE AND GENDER, 1999-2002
1999 2000 2001 2002 Female Male Female Male Female Male Female Male
Under 18 66 60 121 76 149 98 558 334
18-24 24,270 19,679 25,795 20,765 26,335 21,110 24,997 20,202
25-30 5,658 6,716 6,041 7,216 6,190 7,729 7,108 8,548
31-35 2,278 3,260 2,408 3,297 2,491 3,461 2,877 3,882
36-40 1,614 2,176 1,729 2,398 1,831 2,505 1,996 2,640
41-45 962 1,130 1,244 1,291 1,306 1,440 1,475 1,573
46-55 909 831 1,150 983 1,347 1,171 1,615 1,369
56-65 104 105 138 147 206 189 331 272
66 and over 1 2 2 3 5 13 15 33
Total 35,862 33,959 38,628 36,176 39,860 37,716 40,972 38,853
Source: Ministry of Social Development – StudyLink.
TABLE 11.16: STUDENT ALLOWANCES EXPENDITURE, 1999-2002
1999 2000 2001 2002 % Change % Change $ $ $ $ 2001-2002 1999-2002
Student Allowances 325,633,600 340,512,604 355,442,415 355,109,967 -0.1 9.1
Accommodation Benefit 38,790,366 40,878,930 41,479,346 41,205,794 -0.7 6.2
Total 364,423,966 381,391,534 396,921,761 396,315,761 -0.2 8.8
Source: Ministry of Social Development – StudyLink.
TABLE 11.17: A AND B BURSARIES EXPENDITURE, 1999-2002
1999 2000 2001 2002 % Change % Change $ $ $ $ 2001-2002 1999-2002
A and B Bursaries 2,075,000 2,338,100 2,310,600 2,245,200 -2.8 8.2
Source: Ministry of Social Development – StudyLink.
TABLE 11.13: STUDENT ALLOWANCES RECIPIENTS BY ALLOWANCE TYPE, 1999-2002
1999 2000 2001 2002 % Change % Change 2001-2002 1999-2002
16-24 Single Students Allowances 31,124 32,738 32,693 30,294 -7.3 -2.7
Over 25 Single Students Allowances 15,689 18,013 19,489 19,779 1.5 26.1
Independent Circumstances Allowances 5,410 5,978 6,477 7,100 9.6 31.2
With Dependants Allowances 7,352 8,063 8,292 8,523 2.8 15.9
Other Kinds of Allowances 3,205 3,228 3,268 2,790 -14.6 -12.9
Total 62,780 68,020 70,219 68,486 -2.5 9.1
% % % %
16-24 Single Students Allowances 49.6 48.1 46.6 44.2
Over 25 Single Students Allowances 25.0 26.5 27.8 28.9
Independent Circumstances Allowances 8.6 8.8 9.2 10.4
With Dependants Allowances 11.7 11.9 11.8 12.4
Other Kinds of Allowances 5.1 4.7 4.7 4.1
Total 100.0 100.0 100.0 100.0
Note: Other kinds of allowances include: student with earning spouse allowances and a couple, both students but only one eligible for allowances.
Source: Ministry of Social Development – StudyLink.
TABLE 11.14: STUDENT ALLOWANCES RECIPIENTS BY ETHNIC GROUP AND GENDER, 1999-2002
1999 2000 2001 2002 % Change % Change Male Female Total Male Female Total Male Female Total Male Female Total 2001-2002 1999-2002
European/ Päkehä 17,026 19,346 36,372 18,570 21,429 39,999 21,530 24,860 46,390 21,973 25,117 47,090 1.5 29.5
Mäori 3,365 3,189 6,554 4,355 4,102 8,457 5,831 5,358 11,189 6,799 6,503 13,302 18.9 103.0
Pasifika 1,324 1,343 2,667 1,578 1,731 3,309 2,132 2,217 4,349 2,693 2,731 5,424 24.7 103.4
Asian 4,063 3,933 7,996 4,557 4,460 9,017 5,020 5,127 10,147 5,633 5,762 11,395 12.3 42.5
Other 702 1,012 1,714 1,123 1,508 2,631 1,741 2,067 3,808 2,234 2,720 4,954 30.1 189.0
Unknown 8,796 8,473 17,269 7,561 7,265 14,826 3,392 3,751 7,143 2,491 2,571 5,062 -29.1 -70.7
Note: Unknown includes those with 3 or more declared ethnicities.
Source: Ministry of Social Development – StudyLink.
TABLE 11.15: STUDENT ALLOWANCES RECIPIENTS BY GENDER AND SUB-SECTOR, 2002
Female Male Total %
Colleges of Education 2,097 887 2,984 4.1
Private Training Establishments 5,162 5,821 10,983 14.9
Polytechnics 9,538 10,433 19,971 27.2
Universities 20,061 17,959 38,020 51.7
Wänanga 699 872 1,571 2.1
73,529 100.0
Source: Ministry of Social Development – StudyLink.
PAGE 259