Introduction Page | 1 – August 2014
Waiāriki Institute of Technology – Whare Takiūra.
Investment Plan – Māhere Whakangāo 2015-2017
Addendum Page | 2 – February 2015
Table of Contents – Ngā Hua Plan Addendum (February 2015) .................................................................................. 5
1. Introduction - Whakatūwheratanga ......................................................................... 6
2. Executive Summary – Whakarāpopoto Matua ......................................................... 8
2.1 The 2015-2017 Investment Plan - Mahere Whakangāo ......................................................... 8
2.1.1 Student Numbers - Domestic ................................................................................................. 9
2.1.2 Student Numbers - International ......................................................................................... 10
2.1.3 Priorities ............................................................................................................................... 11
2.1.4 Performance ......................................................................................................................... 11
2.2 The Waiāriki Region - Te Rohe o Te Waiāriki ........................................................................ 12
3. Part One: Strategic Intent – Wāhanga Tuatahi: Matū Rautaki ............................... 13
3.1 National context – Matū ā Motu ........................................................................................... 13
3.2 Waiāriki Institute of Technology - Mission and Distinctive Role - Ngako ............................. 14
3.2.1 Vision - Matakite .................................................................................................................. 14
3.2.2 Mission – Whakatakanga ..................................................................................................... 14
3.2.3 Distinctive Role - Whakatūnga ............................................................................................. 14
3.3 Regional Context - Matū ā Rohe ........................................................................................... 17
3.3.1 Bay of Plenty Tertiary Action Plan – Mahi ā Ringa ............................................................... 18
3.3.2 Responding to Regional Needs – Whakarongo ā Rohe ........................................................ 19
3.4 Waiāriki Strategic Plan – Mahere Rautaki ............................................................................. 19
3. 5 Achievement of 2014 Priorities – Ngā Angitū ...................................................................... 20
3.6 Building on the 2013 and 2014 Investment Plans – Mahi Hāere Whakamua ...................... 23
3.7 Institutional changes, new activities and developments – Ngā Rerekētanga ...................... 25
3.7.1 Organisational Structure - Anga ........................................................................................... 25
3.7.2 Regional and Networked Provision – Ratonga ā Rohe ......................................................... 28
4. Part Two: Strategic Direction – Wāhanga Tuarua: Ara Rautaki .............................. 29
4.1 Strategic Priorities and Link to TES priorities – Matua Rautaki ............................................. 29
4.2 Priority A: Make Waiāriki a preferred institution of choice by learners, employers and the
community, meeting the needs of the region by closely aligning its programmes to regional
economic and resource needs (Link to TES Priority 1 Delivering skills for Industry) .................. 30
4.2.1 Regional Priority Areas – Ngā Wāhi Matua ā Rohe .............................................................. 30
4.2.2 Programme/Qualification Development – Whānaketanga Marautanga ............................. 31
4.3 Priority B: Enhance graduate employability and outcomes (Link to TES Priority 1 Delivering
Skills for Industry and to Priority 2 Getting at Risk Young People into a Career) ....................... 32
4.3.1 Developing student employability – Whānake Mahi ā Akonga............................................ 32
4.4 Priority C: Raise Māori and Pasifika success and outcomes to achieve equity with non-
Māori and non-Pasifika and achieving qualifications at higher levels (Link to TES Priority 3
Boosting Achievement of Māori and Pasifika) ............................................................................ 33
4.4.1 Māori Engagement – Whakataurite Māori .......................................................................... 33
Addendum Page | 3 – February 2015
4.4.2 Participation of Māori and Pasifika learners in higher level learning – Ako ā Runga Ake .... 34
4.4.3 Specific Initiatives to Improve Success of Māori and Pasifika – Whakāāro Mātanga .......... 34
4.4.4 Bicultural Framework – Anga Tikanga ā Rua ........................................................................ 34
4.4.5 Regional Provision – Whakarato ā Rohe .............................................................................. 35
4.5 Priority D: Increase the number of youth engaging in tertiary education and strengthening
secondary tertiary transition (Link to TES Priority 2 Getting at Risk Young People into a career
and Priority 4 Improving Adult Literacy and Numeracy) ............................................................. 35
4.5.1 Outreach and Youth Provision – Whakarato Taiohi ............................................................. 36
4.5.2 Secondary-Tertiary Transition - Whakawhiti Kura Kuratini Takiūra ..................................... 36
4.5.3 Level 1 and 2 and Youth Guarantee Provision – Whakarato Taiohi Tīmatanga ................... 37
4.5.4 Embedded literacy and numeracy - Mau ā Tuhi, ā Whika .................................................... 38
4.5.5 Workplace Literacy and Numeracy - Wāhi Mau ā Tuhi ā Whika .......................................... 39
4.6 Priority E: Develop applied research to underpin programmes offered and to meet the
needs of industry (link to TES Priority 5 Strengthen Research and Priority 1 Delivering Skills for
Industry) ...................................................................................................................................... 39
4.6.1 Research and Enterprise Strategy – Rautaki Rangahau ....................................................... 39
4.7 Priority F: Develop partnerships and collaborations that will support the development of a
sustainable, efficient and high quality professional vocational education institution. (Underpins
all TES Priority Areas and responds to directives on collaboration) ........................................... 40
4.8 Priority G: Growing international education. (Link to TES Priority 6 Grow International
Linkages) ...................................................................................................................................... 42
4.9 Investment Plan Outcomes Framework – Anga Māhere Whakangāo .................................. 43
4.10 Statement of Service Performance Aligned to Tertiary Education Priorities – Māia Ratonga
..................................................................................................................................................... 45
4.11 Outcomes and Educational Commitments - Whakaheretanga Mātauranga ...................... 53
4.11.1 Volume of EFTS and Nature of Provision – Ratonga Rārangi Akonga ................................ 53
4.11.2 Mix of Provision – Whakarato i Ngā Taumata .................................................................... 53
(a) By level ................................................................................................................... 53
(b) By Subject Area - Kaupapa ..................................................................................... 54
4.11.3 Priority Trades and Māori and Pasifika Trade Training - Mahi Tuatahi i Waitaha,
Whakangūngū Mahi Iwi Māori, Iwi Mōana nui ā Kiwa .................................................................. 54
4.11.4 STEM Provision - Ratonga Pūtaiāo ..................................................................................... 55
4.12 Educational Performance – Māia Mātauranga ................................................................... 56
4.12.1 Performance commitments – Whakahere Māia ................................................................ 57
4.12.2 Progression – Ahu Whakamua ........................................................................................... 58
4.12.3 Retention - Pūpuritanga ..................................................................................................... 59
5. Part Three: Supplementary Information – Wāhanga Tuatoru: Pūrongo Tāpiritanga
.................................................................................................................................... 60
5.1 Governance and Management – Tikanga Whakahāere, Tikanga ā Mahi ............................. 60
5.1.1 Council and Te Mana Matauranga – Kaunihera, Te Mana Mātauranga .............................. 60
5.1.2 Senior Management Team – Te Rōpū Whakahāere Matua ................................................. 60
Addendum Page | 4 – February 2015
5.1.3 Self-Assessment – Aro Matawai ........................................................................................... 60
5.1.4 Risk Management – Whakahāere Wetiweti ......................................................................... 61
5.2 Capital Asset Management – Whakahāere Rawa ................................................................. 61
5.2.1 Property Development – Whānake Rawa ............................................................................ 61
5.2.2 Capital Asset Plan – Mahere Rawa ....................................................................................... 62
5.2.3 Business Process Improvement – Mahi Whakapai Ake ........................................................ 62
5.3. Regional demand statistics – Pāngarau ā Rohe ................................................................... 63
5.3.1 The Waiāriki Region – Te Rohe o Te Waiāriki ....................................................................... 63
5.3.2 Population Demographics – Nuinga Tāngata ....................................................................... 64
5.3.3 Population Forecasts – Poropiti Nuinga Tāngata ................................................................. 65
5.3.4 Ethnicity – Mōmō Tāngata ................................................................................................... 65
5.3.5 Future Tertiary Population – Nuinga Tāngata Kuratini Takiūra ............................................ 65
5.3.6 Industry and Economy – Whakahāerenga Moni, Mahinga .................................................. 66
5.3.7 Regional Economic Initiatives and Consultative Groups – Rōpū Rūnanga ā Rohe ............... 67
5.3.8 Regional Social Economic Factors – Tū Tāngata ā Rohe ....................................................... 68
5.3.9 Qualification Level in the Regional Population – Pae Tohu ā Rohe ...................................... 70
Table of tables – Ngā Tēpū
Table 1 Amendment: 2014 Provision and Investment Summary (Amended February 2015) ...... 5
Table 1: 2014 Provision and Investment Summary ...................................................................... 9
Table 2: Details of Additional Funding Requests Level 3 - 9 ....................................................... 10
Table 3: International Student Number Projections 2014-2017 ................................................. 11
Table 4: Achievement of 2014 Priorities ..................................................................................... 21
Table 5: Significant Changes Made During 2013 and 2014 ......................................................... 23
Table 6: Key Academic Developments Made During 2013 and 2014 ......................................... 26
Table 7: Investment Plan Priorities 2015-2017 and Links to TES Priorities ................................. 29
Table 8: Trades Academy Provision 2011 – 2015 (Student Places) ............................................ 37
Table 9: Forecast Statement of Service Performance ................................................................. 46
Table 10: Mix of Provision, SAC EFTS (including priority trades) by NZQF level of qualification 53
Table 11: STEM Related Provision Projections 2013 – 2017 ....................................................... 56
Table 12: Summary of EPI Outcomes: 2008 – 2014 .................................................................... 57
Table 13: Estimated resident population by District as at 30 June 2013 .................................... 64
Table 14: Roll and Decile for Schools teaching to Year 13 in the Waiāriki region, as at 1 July
2014 ............................................................................................................................................. 69
Table 15: School leavers for the six districts of the Waiāriki region, 2012 ................................. 70
Appendices - Tāpiritanga Appendix One: Summary of Activity
Appendix Two: Waiāriki Organisation Structure
Appendix Three: Waiāriki Committee Structure
Appendix Four: The Student Lifecycle
Appendix Five: Summary Diagram of Aspirational Teaching and Learning Standards Aspirational
Standards
Appendix Six: High Level KPI from Waiāriki Strategic Plan 2013-2017
Addendum Page | 5 – February 2015
Plan Addendum (February 2015)
Following TEC confirmation of 2015 funding (December 2014) and a later reallocation
(February 2015), 2015 values in Table 1 from this Plan have been amended as below.
Table 1 Amendment: 2014 Provision and Investment Summary (Amended February 2015)
2015 Plan
EFTS 2015
Investment
2016 Plan EFTS
(Proposed)
2016 Investment (Proposed)
2017 Investment (Indicative)
SAC Level 1-2 134 $1,091,400 155 $1,269,680 $1,269,680
SAC Level 3-9 (including MPTT)
2557 $22,360,262 2795 $24,345,438 $24,345,438
Sub-total 2691 $23,451,662 2791 $25,615,118 $25,615,118
Youth Guarantee 108 $1,227,240 100 $1,150,000 $1,150,000
ACE 69 $307,278 69 $307,278 $307,278
Workplace literacy $321,900 $463,536 $463,536
Special supplementary grant
$80,468 $80,468 $80,468
Equity loading $223,335 $223,335 $223,335
On plan total 2868 $25,611,883 2968 $27,916,975 $27,916,975
Introduction Page | 6 – August 2014
1. Introduction - Whakatūwheratanga
Waiāriki Institute of Technology was established in 1978 to provide vocational and professional
education primarily within the Bay of Plenty and South Waikato region. Waiāriki’s aim is to
deliver the skill sets and intellectual capital needed in the region, and nationally, through high
quality staff providing vocational education, training and applied research. This provision will
be accessible to learners throughout the region, nationally and internationally, from certificate
to postgraduate level, with specialisations and qualifications relevant to the region.
I whakapūmautia e Te Whare Takiūra o Waiāriki i te tau 1978 kia whakarite he mātauranga
mātanga he mātauranga ā mahi anō hoki, ki roto i te rohe Mai i Ngā Kuri a Whārei ki Tihirau,
mai i Maketū ki Tōngariro, me Te Kāokāoroa o Pātetere ki Waikato ki te Tonga. Ko te
tūmanako o Waiāriki kia kawe ngā mōmō pūkenga me te hua punenga e hiahia ana i te rohe
nei me te motu, mā ngā kaimahi kounga teitei e whakarite ana i te mātauranga ā mahi, mahi
whakangūngū, me te rangahau ā ringa. Ka whakawātea tēnei tū mōmō mātauranga ki ngā
akonga huri noa i te rohe, i te motu, i te taiāo, mai i ngā taumata pōkaitahi ki ngā taumata
tohu paerua taurā, ki nga whakamātanga me ngā tohu e hāngai ana ki te rohe.
This Investment Plan for the period 2015-2017 builds on the work undertaken as part of the
2014 Investment Plan and presents priorities and requests for funding for the 2015-2016
academic years and also outlines indicative priorities for 2017. This three year investment plan
is the result of close dialogue with the TEC and with regional stakeholders and requests an
enhanced level of funding to meet the regional priorities and learner needs within the Waiāriki
region. The objectives and priorities outlined in this plan are aligned with the Government’s
Tertiary Education Strategy 2014-2019 (TES) priorities, together with the ‘Better Public
Services’ targets and with the targets, outcomes and objectives of Waiāriki’s Strategic Plan for
the period 2013-2017.
Ka waihangatia tēnei Mahere Whakangāo 2015-2017 i runga i te mahi i whakatauria e pā ana
ki te Mahere Whakangāo 2014 e whakāārahia ai i ngā mea tuatahi, me ngā tono mō ngā
pūtea mō ngā tau pūmātauranga 2015-2016; e whakamāramahia ai anō hoki i ngā mea
tuatahi waitohu mō 2017 anō. Kua whakaārangatia tēnei mahere whakangāo e toru ngā tau, i
te kōrerorerotanga tata, kua whakaritea ai ki te Amorangi Mātauranga Matua me ngā rōpū
kaingākau ā takiwā, kia tono ai he taumata whakarēia o ngā pūtea, kia tūtaki ai ngā mea
tuatahi ā rohe, me ngā hiahia akonga ki roto i Te Rohe o Te Waiāriki. Ko ngā whāinga me ngā
mea tuatahi i hua ai i roto i tēnei mahere, kua whakahāngatia ki ngā mea tuatahi o te Rautaki
Mātauranga Kuratini Takiūra o te Kāwanatanga 2014 – 2019 (TES), ngātahi ki ngā pironga
“Ratonga āi iwi Whānui Pai Ake”, me ngā pironga me ngā whāinga o te Mahere Whakangāo ā
Waiāriki mo ngā tau 2013 - 2017.
Waiāriki is focused on, and committed to, becoming a first choice institution for learners and
business in the Waiāriki region and for providing learners with high quality vocational and
professional education, to support their own and New Zealand’s future.
Ka whakahāngaia e Waiāriki kia whakaherea anō hoki hei whare takiūra kōwhiri tuatahi mā
ngā akonga me ngā pākihi i Te Rohe o Te Waiāriki, kia whakaratongia ngā akonga nā rātau te
mātauranga kounga teitei, tohunga anō hoki, mātauranga ā mahi, ki te tautoko tā rātau ake
oranga e heke mai nei, me te ōranga o Aotearoa e heke mai nei.
Introduction Page | 7 – August 2014
Resolution: That Waiāriki Institute of Technology Council approves this Investment Plan 2015-
2017, as the basis for TEC funding of SAC and other investment in provision. The Council
recognises that this is a three year commitment to financial investment by the TEC.
Whakataunga: Ka whakāāe e Te Kaunihera o Waiāriki i tēnei Māhere Whakangāo 2015 – 2017,
he pūtake mō te pūtea Wāhanga Whakatūtukitanga Akonga me ēra atu ratonga moni
whakangāo o Te Amorangi Mātauranga Matua. Ka whakamōhia ai e te Kaunihera he herenga
tēnei mo ngā tau e toru ki te whakangāo pūtea e Te Amorangi Mātauranga Mataua.
August 22, 2014
Chair, Council,
Tiamana o Te Kaunihera,
Graeme Nahkies
Chief Executive,
Te Pou Tū Mana,
Professor Margaret Noble
Executive Summary Page | 8 – August 2014
2. Executive Summary – Whakarāpopoto Matua
This Investment Plan for 2015-2017 builds on the work undertaken through the 2013 and 2014
Investment Plans, reports on achievements for 2014 and presents priorities and requests for
funding for the 2015-2016 academic years. It also outlines indicative priorities for the 2017
academic year. There is a close alignment between Investment Plan, institutional Strategic Plan
objectives and Tertiary Education Strategy priorities.
Waiāriki developed and approved a new five year Strategic Plan in early 2013 with a clear
focus on ensuring alignment with the needs of the regional economy and the priorities and
context of the tertiary education landscape in New Zealand and beyond. The Strategic Plan
positions Waiāriki Institute of Technology as a distinctively bicultural institution with a strong
commitment to ensuring learner success, strong graduate outcomes and to meeting the
economic and social needs of the region. This Investment Plan for 2015-2017 seeks to build on
the considerable progress made and to enable the institution to continue to meet these
commitments.
2.1 The 2015-2017 Investment Plan - Mahere Whakangāo
Through this Investment Plan Waiāriki aims to continue to meet the skill sets and intellectual
capital required by the region and nationally through impacting on:
People and families by enhancing their life chances through education.
Iwi and communities through supporting and enabling the achievement of their social, cultural and economic goals.
Businesses through developing work force capacity and capability and developing and retaining regional talent.
While acknowledging the impact of government policy changes and the largely capped funding
environment, this investment plan is based on the expectation of continuing student
enrolment with a small expansion of learning provision over the Investment planning period as
a result of regional development initiatives, the requirement to respond to the needs of the
region, particularly in the areas of science and technology and other regional priority economic
sectors, the continued upward trajectory in student success and the demonstrated ability of
Waiāriki to meet its funding and performance targets over the last two years. The proposals
outlined in this plan will enable Waiāriki to better meet the social and economic development
needs of the region through both its main campus and regional campus provision and through
selective delivery at other regional delivery locations.
Part One provides details of:
The Investment Plan context;
The education commitment;
The Investment Plan outcomes framework; and
The planning and regional context.
Part Two focuses on strategic direction and provides a detailed breakdown of commitments
and activity together with the Statement of Service performance.
Part Three covers supplementary information including financial forecasts and regional
demand statistics.
Executive Summary Page | 9 – August 2014
Detailed tables relating to the mix of provision, performance commitments and additional
institutional information are provided in the appendices.
2.1.1 Student Numbers - Domestic
For 2015, Waiāriki proposes to provide Student Achievement Component (SAC) equivalent
fulltime students (EFTS) at levels 1-9 to a total of 2867, giving a total for SAC funded
investment of $24,891,876. The institute seeks small levels of expansion over 2014 core
funding to meet regional demand for tertiary education, Youth Guarantee provision and Māori
and Pasifika Trade Training. An increase of the equivalent of 150 SAC places in level 3-9 core
funding, primarily at levels 3 to 5 is sought to support regional development and new learning
pathways and Māori and Pasifika Trades Training. An increase of a further 100 EFTS is sought
for 2016, primarily to provide for expansion of science, technology (STEM) and creative
technology courses and qualifications, as well as to meet regional priority economic sector
needs particularly in relation to primary industries, tourism and hospitality. A small increase in
level 1 and 2 funding is sought above the recent level 1 and 2 residual and Youth Guarantee
allocations to meet the very real needs of the region for foundation learning pathways,
particularly for Māori and Pasifika young people. An increase in workplace literacy funding is
also requested, building on the considerable success of work in this area and to meet growing
demand.
The SAC provision and other TEC funding for 2015-2016 proposed is shown in Table 1 while
Table 2 provides brief details of the allocation of the increases sought in 2015 and 2016.
Table 2: 2014 Provision and Investment Summary
2015 Plan
EFTS 2015
Investment 2016 Plan
EFTS 2016
Investment 2017
Investment
SAC Level 1-2 155 $1,269,680 155 $1,269,680 $1,269,680
SAC Level 3-9 (including MPTT)
2712 $23,622,196 2794.8 $24,345,438 $24,345,438
Sub-total 2867 $24,891,876 2949.8 $25,615,118 $25,615,118
Youth Guarantee 100 $1,150,000 100 $1,150,000 $1,150,000
ACE 69 $307,278 69 $307,278 $307,278
Workplace literacy $386,280 $463,536 $463,536
Special supplementary grant
TBD TBD TBD
On plan total 3036 $26,735,434 3,119 $27,535,932 $27,535,932
NOTE: This table has been updated in the Addendum (Page 5). The update reflects funding
approved by TEC for 2015.
Executive Summary Page | 10 – August 2014
Table 3: Details of Additional Funding Requests Level 3 - 9
Area of Activity 2015 Pan
EFTS
2016 Plan
EFTS TOTAL
Increase regional provision of level 3 to 5 courses
to give students progression options in applied
trades including new areas such as brick and block
laying and with expansion of trades offerings
primarily for MPTT at: Opotiki, Turangi, Murupara,
Taumarunui, Taupo, Tokoroa, Whakatāne
70 10 80
Bachelor of Applied Science 0 20 20
Expansion of Primary Industries courses at
multiple locations including courses in
environmental management and forestry courses
at South Island centres
40 10 40
Expansion of STEM related programmes including
introduction of CAD/CAM and foundation courses
in science
20
Bachelor of Creative Technology * 0 20 20
Bachelor of Culinary Arts * 0 20 20
Postgraduate Programmes in Applied
Management 10 10 20
Postgraduate Programmes in Professional Studies
– Social, Education, Health 10 10 20
TOTAL 150 100 200
* EFTS shown for these qualifications are the additional domestic EFTS attracted to these
qualifications on top of EFTS in current programmes that will be absorbed and International
enrolments that will be attracted to these qualifications.
In addition Waiāriki anticipates receiving continuing Ministry of Education investment for
support to deliver, and selectively expand, the Eastern Bay of Plenty Trades Academy
operating through hubs in the Eastern Bay, Rotorua, Tokoroa and Taupo. It will continue to
seek funding from Industry Training Organisation (ITO) for training and assessment.
Waiāriki aims to support Government and TES priorities for investment by continuing to
achieve gains across all TEC Educational Performance Indicators (EPI).
2.1.2 Student Numbers - International
Waiāriki currently has the fourth largest international student cohort in the New Zealand ITP
sector and the second largest proportion studying on any campus outside Auckland. The
institution remains committed to supporting the Government’s objective of growing export
education during the next three years. For 2014 the forecast number of international students
studying at Waiāriki will be in excess of 700 EFTS with a headcount of some 1000 international
students. Waiāriki anticipates continued growth in international student numbers as a result of
Executive Summary Page | 11 – August 2014
new programme development and in particular the attractiveness of its new postgraduate
programmes; it is estimated these will have attracted in excess of 100 EFTS in 2014. While
most of these numbers will be on-shore in New Zealand, Waiāriki anticipates that a minimum
of 50 EFTS will be delivered through offshore initiatives by the end of the Investment planning
period. Waiāriki is working in a regional partnership led by the EDA from Rotorua, Grow
Rotorua, to promote Rotorua as an international study destination. The institute intends to
maintain international numbers at about 20% of total student enrolment through continuing
the process of diversifying enrolments into new curriculum areas and countries, growing
international partnerships and through selective development of offshore education. The
following table sets out projected target numbers for 2015-2017.
Table 4: International Student Number Projections 2014-2017
2014 2015 2016 2017
EFTS 710 730 800 850
Headcount 1040 1069 1172 1250
2.1.3 Priorities
Waiāriki has identified a number of priorities for this planning period, in line with the Strategic
Plan outcomes and supporting objectives and the government’s Tertiary Education Strategy
priorities, which aim to meet the needs of the region and to support continued enhanced
performance. They include to:
A. Make Waiāriki a preferred institution of choice by learners, employers and the
community through meeting the needs of the region by closely aligning programmes
to regional economic and resource needs;
B. Enhance graduate employability and outcomes;
C. Raise Māori and Pasifika success and outcomes to achieve equity with non-Māori and
non-Pasifika and achieve more qualifications at higher levels;
D. Increase the number of youth engaging in tertiary education and strengthen secondary
tertiary transition;
E. Develop applied research to underpin programmes offered and to meet the needs of
industry;
F. Develop partnerships and collaborations that will support the development of a
sustainable, efficient and high quality professional vocational education institution;
G. Grow international education.
2.1.4 Performance
An integral aspect of this 2015-2017 Investment Plan is to achieve continuing increases in
educational performance during this three year period. Tables 2 and 3 within Appendix 1 set
out these targets. Given the considerable achievements already made Waiāriki recognises the
challenge of continuing to improve performance while at the same time continuing to uplift
the quality of educational provision and learner achievement. Performance gaps across the ITP
sector continue to narrow with now a very small standard deviation across certain indicators.
Waiāriki is also conscious of the challenge of its regional demographic and the fact that it
serves a primarily rural region with a large proportion of low decile schools and a growing
number of Māori, most of whom are located in isolated communities. It is a region where
educational achievements of both the youth and adult population are below the New Zealand
average with a persistent gap in levels of achievement between Māori and Pasifika population
Executive Summary Page | 12 – August 2014
and those of all other learners. While achievement of the targets set are unlikely to
immediately see Waiāriki exceed the ITP sector median in all dimensions, they will likely see a
further consolidation of the considerable gains already made. Waiāriki has put in place a range
of plans and initiatives to ensure that it can continue to improve student course success and
qualification completion, and Waiāriki is confident that these will continue to bear fruit.
2.2 The Waiāriki Region - Te Rohe o Te Waiāriki
The Waiāriki region comprises the six districts of Opotiki, Whakatāne, Kawerau (collectively
known as the Eastern Bay of Plenty), Rotorua, Taupo and South Waikato (see regional map in
Part three, Figure 4). This covers a regional population of around 176,000, of which 40%
identify as Māori and 4.5% Pasifika, and with a workforce that reflects just 20% Māori and
2.4% Pasifika.
The Waiāriki region is large and dispersed with many isolated rural communities exhibiting
high levels of social deprivation and high proportions of Māori population. It has a number of
distinctive features that shape tertiary education and this Investment Plan, these include:
The high proportion of Māori within the region;
A highly distributed population with small population centres with markedly different demographic mix;
High concentration of Māori in isolated rural communities with Māori accounting for upwards of 70% of the population in many localities;
Relatively high numbers of Māori youth that will reach tertiary age in the next few years with 51% of youth aged 15 and under identifying as Māori compared to 23% nationally;
A high proportion of low decile schools with very few schools with a decile rating over six and over 60% with a decile rating of three or lower;
A reliance on primary industry and tourism for economic activity;
Low levels of tertiary qualifications in the population and low levels of achievement of school leavers;
High demand for culturally contextualised learning;
Low socio-economic indicators.
The region is characterised by relatively low levels of educational attainment in both the young
and adult population and a persistent gap in educational achievement. There is currently an
achievement gap of some 12% between Māori and Pasifika and all other learners in the
National Certificate of Educational Achievement (NCEA) at level 2 for school leavers and a gap
of 14% in attainment at NCEA level 3. For adult learners a higher proportion of learners gain
their qualifications at levels 1-4 post-secondary school, and over 4% fewer adults have degree
or level 7 qualifications compared to New Zealand as a whole; over 5% more of the adult
population have no qualifications. This persistent gap in level of educational attainment and
the geographical characteristics of the region have particular significance for both educational
provision and performance of learners at Waiāriki.
More detail of the regional characteristics is provided in Part Three of this plan. Of particular
note is Table 13 showing: secondary school rolls within the region, decile rating and NCEA2
achievement. This table evidences the low socio-economic rating for the region and the low
levels of achievement in NCEA2.
Part One: Strategic Intent Page | 13 – August 2014
3. Part One: Strategic Intent – Wāhanga Tuatahi: Matū Rautaki
3.1 National context – Matū ā Motu
The Government’s new Tertiary Education Strategy for the period 2014-2017 aims to develop a tertiary
education system that can provide a passport to success in modern life helping people to improve their
lives and the lives of those around them, through providing the specific tools for a career and being an
engine of knowledge creation.1 It recognises the critical role played by tertiary education in developing
milestones to a future successful career through the provision of flexible and seamless opportunities.
Institutes of Technology and Polytechnics (ITPs) are expected to contribute to these aims and the
development of New Zealand’s tertiary education system through:
Improving outcomes for all;
Building international relationships that contribute to increased competitiveness;
Supporting business and innovation through development of relevant skills and research;
Improving the quality and relevance of tertiary education and research;
Contributing to the achievement of economic, environmental and social outcomes;
Supporting Māori and Pasifika educational success.
The Tertiary Education Strategy 2014-2017 (TES) identifies six clear priorities to:
Deliver skills for industry;
Get at risk young people into a career;
Boost the achievement of Māori and Pasifika;
Improve adult literacy and numeracy;
Strengthen research-based institutions;
Grow international linkages.
In contributing to meeting these priorities tertiary institutions are expected to continue to improve the
value they deliver to students, business and the country and to have a clear focus on maintaining and
improving system-wide performance through a clear focus on enhancing access, boosting achievement and
improving economic, social and cultural outcomes. Tertiary institutions are also expected to support Māori
language, Tikanga Māori and Matauranga Māori through working in partnership with Māori to provide
culturally relevant teaching and learning and contribution to the growth of Matauranga Māori research.
These priorities are complemented by the Government’s goals designed to stretch the public services and
to stimulate new ways of working to deliver better public services to New Zealanders. The two public
service goals that impact strategically on all ITPs are:
To increase the proportion of 18 year olds with NCEA Level 2 or equivalent qualifications;
To increase the proportion of 25-34 year olds with advanced trade qualifications, diplomas and degrees (at NZQF level 4 or above).
1Overarching Education Vision, Tertiary Education Strategy 2014-2015 - Ministry of Education;
www.minedu.govt.nz/TertiaryEducationStrategy
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3.2 Waiāriki Institute of Technology - Mission and Distinctive Role - Ngako
3.2.1 Vision - Matakite
Waiāriki Institute of Technology is a regional polytechnic committed to serving the vocational education
needs across the Waiāriki region. Its vision is to be ‘known for its capability to develop individual potential
and enabling its students to excel through strong regional links with business, iwi and the community’.
Waiāriki’s vision is focused on the provision of high quality vocational and professional education; the
institute aims to enhance life chances through education by making its provision accessible to learners
throughout the region, nationally and internationally, offering specialisations and qualifications from
foundation and certificate learning to postgraduate level, through its network of regional campuses and
delivery sites.
Waiāriki has positioned itself as distinctly bicultural in response to its particular student demographic (over
60% Māori) and the needs and characteristics of its rohe. Waiāriki’s mission, role and regional provision is
set out clearly in both the institution’s new Strategic Plan and the related underpinning strategies.
3.2.2 Mission – Whakatakanga
As a high quality Institute of Technology with a distinctive bicultural focus, Waiāriki’s mission is to support
the social and economic development of the region, through producing highly competent work ready
graduates and its collaboration with key partners from education, business, industry and iwi. The
distinctively bicultural focus is based on the recognition of Māori as Tangata Whenua (first nations people
of Aotearoa New Zealand), and a basis on which to celebrate the cultures of Māori, with European and all
other cultures globally. This philosophy is embedded inside Waiāriki’s ancestral meeting house Ihenga, at
Tangatarua Marae. Waiāriki aims to produce graduates who will have the skills and attributes to drive
growth and prosperity in the region and are able to support the opportunities of an increasingly
interconnected international world and economy.
Waiāriki is committed to achieving its mission through high quality staff providing vocational education,
training and applied research.
3.2.3 Distinctive Role - Whakatūnga
Waiāriki’s aims to occupy a distinctive position in the tertiary education landscape through:
Offering innovative, relevant and high quality programmes of study (trade and foundation certificates, applied diplomas, degrees and graduate and postgraduate qualifications) linked to regional, and national, economic needs;
Provision of programmes that are responsive to regional culture and the needs of iwi and hapu;
Developing and delivering qualifications in partnership with iwi, industry, commerce and the community;
Active collaboration with other education providers where such partnership can provide better outcomes and improve access to, and progression in, learning;
Ensuring that its graduates are skilled, knowledgeable, work-ready and achieve good employment outcomes;
Part One: Strategic Intent Page | 15 – August 2014
Working with the region’s schools and other ‘foundation education’ providers to support the region to meet the BPS targets and to narrow the achievement gap between Māori and Pasifika and that of all other learners;
Supporting New Zealand’s export education goals through:
◦ Internationalising the curriculum;
◦ Attracting inward investment;
◦ Developing offshore education and partnerships;
◦ Providing a quality education and experience for international students wherever the study location;
Providing access to, and success in, learning, through providing flexible, vocational educational pathways for the communities served.
Waiāriki is committed to offering a distributed model of provision for the maximum benefit of the region
and offers accessible learning pathways through a network of five campuses sited within population
centres at Rotorua, South of Rotorua at Waipa, Taupo, Whakatāne and Tokoroa and additional provision
located at the Bay of Plenty Polytechnic in Tauranga. This provision is increasingly complemented by a
growing range of programmes offered at local delivery sites including through collaborative arrangements
with PTEs, iwi and other Māori organisations.
While Waiāriki is the only ITP based within its region, it recognises that it cannot achieve all of the region’s
educational needs single-handedly and Waiāriki will continue to develop collaborative partnerships with
local PTEs, Wānanga, Universities and with the Bay of Plenty Polytechnic, in particular through the Bay of
Plenty Tertiary Education Partnership, to ensure that the full educational needs of individuals and local
communities in the region are met. Learning currently offered through collaborative partnerships includes:
provision of the Bachelor of Nursing, offered at the Bay of Plenty Polytechnic Windermere Campus in
Tauranga, programmes offered with Te Whare Aronui o Tuwharetoa in Turangi, Huria Management Trust in
Tauranga, Tuwharetoa ki Kawerau Health Education and Social Services Trust in Kawerau and marae-based
delivery in collaboration with iwi and hapu.
Regional campuses and other local delivery sites operate primarily at NZQF levels 2-5 with higher level
diploma and degree studies mainly offered at the main campus at Rotorua (Mokoia). Regional transport
links have been established to facilitate learner progression from regional campuses to the Mokoia campus
and in 2014 free buses have operated from Whakatāne, Tokoroa and Taupo to Rotorua. The Bay of Plenty
Tertiary Action Plan has proposed that the first year of degree courses should be offered outside the largest
population centres and this will be considered over the Investment Plan period.
Distinctly Bicultural – Tikanga ā Rua He Āhurei
Waiāriki Institute of Technology has positioned itself as a distinctively bicultural tertiary education
institution. This is demonstrated both through student experience and engagement and a number of
distinctive structural features that set it apart from other ITPs. Waiāriki aims to achieve the best outcomes
for its Māori students, as well as for Pasifika students and all other learners, through offering programmes
and curricula which celebrate cultural identity, customs and traditions and which incorporate Māori values
and beliefs. The aim is to produce graduates who are cross-culturally sensitive, inter-culturally competent
and who are supported to learn in an environment which is caring and attuned to particular learning styles
and needs. Such an approach ensures that all students are supported to achieve higher levels of aspiration,
achievement and success.
Part One: Strategic Intent Page | 16 – August 2014
As a distinctly bicultural institution Waiāriki:
Is the only New Zealand tertiary institution with a dual governance structure. The Waiāriki Council
is supported by Te Mana Mātauranga (TMM) - an iwi trust made up of 15 iwi and hapu
representatives from across the Waiāriki region - through a Deed of Agreement. The Deed outlines
how both the Council and Te Mana Mātauranga will work together to improve iwi and Māori
engagement and success in tertiary education within the region. The Deed makes provision for Te
Mana Mātauranga to have input into the Strategic Plan and Investment Plan and the appointment
of the Chief Executive in particular through the two TMM representatives on Council.
Has a management structure that supports the bicultural focus with a senior member of the
Executive Management Team holding responsibility for Māori engagement and success and for
links with iwi and hapu across the rohe. Waiāriki also employs a full time Kaumātua who is a
member of the Senior Management Team and has also appointed a Bicultural Development Adviser
and a Stakeholder Relationships Coordinator to facilitate developments in learning and teaching
and external employer and iwi links.
Has a Māori Engagement and Implementation Plan that considers Māori development across the
three dimensions of student success, staff bicultural competence and iwi and Māori business
relationships. The objectives of the plan sit across the whole of the institution and drive the lift in
Māori and all learner success. Student course success at Waiāriki has had the fastest improvement
in the ITP sector during the last four years. The focus of the Māori Engagement and
Implementation Plan is to achieve equity of outcomes between Māori/Pasifika and non-
Māori/Pasifika student success, and to ensure that staff have an appropriate set of competences
relevant to the institution’s distinctively bicultural context.
Established an institutional- wide project to indigenise the curriculum to ensure course content and
materials reflect the regional profile and include case studies and curriculum content that reflects
Māori participation. Indigenisation is now one of the three pillars underpinning curriculum
development along with sustainability and internationalisation. Waiāriki has in 2014 established a
new academic committee - Te Tira Tohutohu, to ensure that all programmes reflect the institution’s
bicultural focus. Waiāriki is working to ensure that this indigenisation process will also lead to some
of its programmes meeting the requirements of the Matauranga Māori Evaluative Quality
Assurance (MMEQA) mark. Over the Investment Plan period Waiariki intends to achieve MMEQA
for at least one delivery area.
Has adopted a bicultural competency framework for staff that sets out expectations of engagement
with Māori including knowledge of the Treaty of Waitangi, understanding of Māori protocols and
Te Reo Māori, with professional development available at Waiāriki and elsewhere to give
opportunity to progress from ‘beginners’ to ‘high competence’. The Bicultural Development Adviser
plays an important role in facilitating the implementation of this framework.
Instigated a major project to refresh and strengthen its bicultural framework incorporating both
internal and external consultation. This will bring together the Māori Engagement Strategy, iwi
relationships and the bicultural competences framework under one coherent approach to
biculturalism in the institution.
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3.3 Regional Context - Matū ā Rohe
The region served by Waiāriki Institute of Technology covers both the Bay of Plenty and parts of South
Waikato and has a number of distinctive characteristics and features that shape tertiary education. Māori
make-up more than 35% of the Waiāriki region’s population (compared to 14% nationally) and among
young people under the age of 15 this percentage increases to 51%. In many parts of the region these
proportions are considerably higher with communities comprising between 60%-80% Māori.
The region is rich in natural resources and its economic strength derives from resources and assets in
forestry, agriculture and horticulture and health and tourism, with employment growth being particularly
strong in the primary sectors. The service sector is also of growing importance through the major urban
centres in Tauranga, Rotorua and Whakatāne. A considerable proportion of the asset base in the region is
held in collective ownership through Māori authorities, trust boards, runanga and Treaty of Waitangi
settlement entities; they are an important economic sector within the region through the increasing
ownership of key assets and the influence on the region’s primary resource base2.
Within the region population growth is fuelled by high birth rates among the Māori population and
immigration of retirees, many of whom have low incomes. It is estimated that household income and
employment growth will be circa 0.8% per annum during the next 20 years, but household income is
projected to remain below the national average. Currently the Bay of Plenty average is $76,600 compared
to $88,400 for New Zealand3. In part due to the resource base, employment growth is, at 1.7%, slightly
above the New Zealand average of 1.5% per annum, although unemployment at 7.4% is slightly higher.
Across a number of socio-economic dimensions the region exhibits varying levels of multiple deprivation.
These are evidenced by school decile ratings. Of the 34 schools within the Waiāriki region only five have a
decile rating of six or higher and twenty-three, or 67.6%, have a rating of three or below.( See Table 13 in
Part Three for a summary of school decile rating).
Levels of educational attainment in the region are consistently below the national average. For example,
statistics available for the Bay of Plenty show that for the percentage of the 25-34 year old population with
qualifications at level 4 and above is circa 45.7% compared to the New Zealand average of 52.4% and as a
consequence the proportion of highly skilled employees is below the national average. While, for young
people the region has seen increasing levels of attainment at NCEA level 2 with 79.1% of young people,
aged 18 years old, achieving at this level compared to a national average of 77.2%, the figures mark
considerable regional differences and sharp contrasts in levels of achievement between different
ethnicities and across different communities and localities. In 2012, within the Waiariki region, 79% of
school leavers had attained NCEA level 1, 66% NCEA level 2 and 37% university entrance standard,
compared to 49% nationally. However for Māori, only 57% of regional school leavers left school with NCEA2
and for Pasifika 52%, and only 28% of Māori achieved the university entrance standard; these figures
evidence the considerable gap of around 14% that exists between Māori and Pasifika achievement and that
of all school leavers. Among 18 year olds in the Bay of Plenty achieving NCEA level 2 Māori achievement has
accelerated by 7% during the period 2011-2012 showing the impact that tertiary education can have on
2 Te Ripoata Ohanga Māori mō Te Waiariki. Report on the Māori Asset Base in the Waiariki Economy: An Economic Growth Strategy
for a Sustainable Future 3 Regional Economic Activity Report 2014. To access this report online go to www.mbie.govt.nz/regions
Part One: Strategic Intent Page | 18 – August 2014
levels of attainment, however, Pasifika achievement in the region has declined4. These low levels of
educational attainment correlate with the decile ratings of schools and with regional ethnicities.
In meeting the educational needs of the region Waiāriki Institute of Technology thus has a focus on
narrowing an attainment gap that is persistently evident at the regional level and in raising levels of
attainment and achievement for all groups. As is demonstrated in this Plan, Waiāriki has an explicit focus
on modelling the delivery of teaching and learning and student support and of working in partnership with
iwi and other education providers to ensure better outcomes for students.
The Bay of Plenty and South Waikato regions have identified a number of educational priorities for the
region.5 Priorities identified include to:
Increase tertiary education participation, particularly for Māori;
Develop a highly educated and skilled workforce aligned to the needs of employers;
Increase research for sector development and innovation to support economic growth, community
and business development;
Focus the work of ITPs on raising the skill level of the population;
Increase Youth Guarantee provision;
Lift Māori school leaver achievement;
Develop Māori trades training;
Leverage the cultural and asset base of the Māori economy to support regional economic growth;
Double the value of international education.
Waiāriki Institute of Technology has, and continues to, responded to each of these business growth
priorities through the aims, objectives and targets in its Investment and Strategic Plans.
3.3.1 Bay of Plenty Tertiary Action Plan – Mahi ā Ringa
A Tertiary Education Action Plan has been developed for the Bay of Plenty region through extensive
stakeholder and iwi consultation. The draft Action Plan, which is currently the subject of consultation has
set out 3 broad objectives to:
Increase tertiary education participation and attainment, particularly for Māori;
Develop a highly educated and skilled workforce aligned to regional needs;
Facilitate research for sector development and innovation to help support overall economic
growth and community and business development.
Following consultation with more than 150 stakeholders, the plan has identified a number of priorities
including
Attracting and retaining more youth in the region, through training and employment;
4 Education Counts, School leavers with UE Standard by territorial authority and ethnic group 2012, Number of 18-year olds with a
minimum of NCEA Level 2 qualification or equivalent, by Student Ethnicity & Territorial Authority (2012), School leavers with UE
Standard by region and ethnic group 2012, School leavers with NCEA Level 1 or above by territorial authority and ethnic group 2012
(www.educationcounts.govt.nz), 5 Bay of Plenty Region Education Profile, 2014
Regional Ecomonic Activity Report 2014
Part One: Strategic Intent Page | 19 – August 2014
Improving labour participation of young people (particularly Māori);
Improving potential labour force participation and opportunities for older people.
The plan also recognises that there is a strong basis for vocational training in particular industries and for
developing distinctive regionally focused education and research. Key themes and priorities that have
emerged from this consultation include:
The significance of Māori and the Māori economy in the region;
Need for more engineering and STEM related skills;
Importance of entrepreneurships within education programmes;
The need for tailored education and training solutions;
Importance of access to education and training for older people;
Importance of both progression into, and through, education;
Support for priority economic sectors;
Improving engagement with business and industry;
Supporting more young people to be work ready.
Priority sectors have been identified as primary industries of forestry, horticulture and agriculture, tourism
and hospitality, geothermal, high technology manufacturing, business, health, construction and high
performance sports.
Waiariki’s Investment Plan, as well as the institution’s Strategic Plan, addresses and responds to these
identified tertiary education priorities and to the priority economic sectors. Waiariki has a focus on
strengthening networks with Māori employers, matching education and training needs to the iwi resource
base and developing future business leaders. As a member of the Bay of Plenty Tertiary Education
Partnership, Waiāriki will play a key role in continuing to respond to regional priorities both through its own
programmes and through work undertaken in collaboration with other TEOs.
3.3.2 Responding to Regional Needs – Whakarongo ā Rohe
Waiariki has carefully considered the needs of the region and has developed a range of responses to ensure
that the requirements of individual learners, communities, businesses and iwi are addressed. These are
encapsulated and embedded as an integral part of the institution’s strategic plan and its attendant
outcomes, objectives and targets. Response to identified sectoral, demographic and social needs include a
wide variety of initiatives relating to the portfolio, delivery in rural locations, establishing and further
developing partnerships, developing learner pipelines, ensuring equity of achievement and focusing on
positive graduate employment outcomes. These are discussed in detail in sections 3.4 to 3.7.
3.4 Waiāriki Strategic Plan – Mahere Rautaki
Waiāriki’s Strategic Plan for the period 2013-2017 was approved in February 2013 following extensive
internal and external consultation. Subsequent to its approval the strategic aims and objectives and
proposed outcomes have been shared widely with stakeholders in the community and region. The plan has
been set in the context of the changing environment for tertiary education, both in New Zealand and
internationally, and with regional priorities.
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Key Performance Indicators (KPIs) are an integral part of the strategic plan and the plan’s high level KPIs
have a clear synergy with the priorities and commitments outlined within this Investment Plan and the
government’s Tertiary Education Strategy (see Appendix 6). These KPIs are regularly monitored by the
Waiāriki Council and are supported by further KPIs for each of the priority outcome areas identified in the
Strategic Plan.
Waiāriki’s Strategic Plan has identified seven key outcomes and associated objectives to make Waiāriki an
institute:
Of choice for learners, industry and the wider community standing out from other ITPs through its distinctively bicultural focus;
Where the number of youth, and adults, especially Māori and Pasifika, who engage in tertiary education and achieve qualifications, especially at higher levels, is raised;
Known for its excellence in learning, teaching and applied research;
Of high quality with enhanced facilities, services and systems to support the needs of students and staff;
With a high level of student achievement and success, producing graduates with highly marketable skills;
Valued for its partnerships and collaborations that support the development of a sustainable, efficient organisation providing high quality professional and vocational education;
That supports economic growth of the Central North Island and New Zealand, by improving the efficiency and productivity of the current and future workforce.
Key underpinning strategies and policies for the strategic plan have also subsequently been developed and
approved by Academic Board and/or Council, as appropriate. Each has an associated implementation plan
and they are regularly monitored through Waiāriki’s internal committee structure and through designated
implementation groups such as those established for Māori Engagement and Internationalisation.
Each of the institution’s outcomes and strategies are underpinned by Waiāriki’s eight core values that
characterise Waiāriki as a welcoming caring institution reflecting manāākitanga / whānaungatanga, where
people are valued as individuals and their strengths are found and encouraged whatever their background.
Uara Values Whakapono Honesty Whānaungatanga Inclusive, families, relationships, learning together Mana Honour, prestige, guiding values Wairuatanga Spirituality, life Tumanakotanga Aspirational Mōhiotanga Life-long learning, quality teaching, academic excellence Aroha Unconditional giving Manāākitanga Caring and being supportive
3. 5 Achievement of 2014 Priorities – Ngā Angitū
Waiāriki Institute of Technology (Waiāriki) set out a clear statement of Service Performance in its 2014
Investment Plan and has been successful in meeting the majority of these commitments with ongoing work
in the small number of areas where continuing progress is still required. Waiāriki identified a number of key
Part One: Strategic Intent Page | 21 – August 2014
initiatives and priorities in both its 2013 and 2014 Investment Plans to meet and support delivery of both
the institution’s and the government strategic objectives through five specific priority focus areas:
Support economic growth of the Central North Island, and New Zealand more generally, to improve
the efficiency and productivity of the current and future workforce;
Raise Māori and Pasifika success to achieve equity with non-Māori and non-Pasifika;
Increase the number of youth engaging in tertiary education and achieving qualifications, especially
at higher levels;
Maximise student success and employability;
Develop partnerships and collaborations that will support the development of a sustainable,
efficient and high quality professional vocational education institution.
The institution was also committed to developing its work in internationalisation and export education and
to seeing business process improvement and capital and learning environment investment.
Waiāriki has met its performance commitments from the 2013 Investment Plan and is on track to meet
2014 commitments. Learner course and qualification success in 2013 exceeded 2013 Investment Plan
commitments with qualification completion rising above the sector median at 74% and overall course
completion rising to 79% compared to the sector median of 80%. However, Waiāriki acknowledges that,
while improving, the gap between Māori and Pasifika achievement and that of all other learners is still too
wide. There is a need to make further improvements in the area of student success, building on the
initiatives implemented to ensure the upward trajectory continues.
Waiāriki has responded to the TEC Board of Commissioners Expectations for ITPs in the area of financial
performance through completing a programme of realignment of staffing structures to ensure that staffing
costs are tightly managed and controlled. Staffing costs which have been as high as 64% fell to 62% in 2013
and a forecast to be in the region of 61% in the 2014 academic year. Waiāriki’s realignment in terms of a
new structure has been completed successfully and this has been supported through revisions to the
academic committee structure both centrally and in faculties (see Appendix 2 Organisation Structure and
Appendix 3 Committee Structure). These changes have supported the emphasis on lifting quality and in
ensuring that there is leadership and enhanced communication at all levels within Waiāriki.
The table below summarises the developments and initiatives undertaken in relation to each of these
Investment Plan focus areas.
Table 5: Achievement of 2014 Priorities
Priorities. As identified in 2014 plan or from requirements for all ITPs
Waiāriki Achievement
Māori and Pasifika participation and achievement (also ITP funding requirement) Continue to make improvements in Māori and Pasifika:
Participation.
Course and qualification completion rates.
Progression to higher NZQF levels attainment of parity with non-Māori and non-Pasifika learners.
Ensure that the rate of improvement is on track to attainment of the
Māori participation and achievement has shown continuous improvement over the last five years. 2013 outcomes compared to those for 2012 show:
Māori course success rose by 4% to 75%.
Māori qualification completions rose by close to 10% to 68%.
The gap between Māori course success and all other learners has decreased from 14% to 10% in one year.
Pasifika course success has not yet shown further improvement on 2012 though small numbers make valid statistical comparisons difficult. In 2014 specific initiatives have been undertaken to investigate the needs of Pasifika students through close interaction between Pasifika students and staff. Continuous
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performance targets as reflected in the institution's Investment Plan.
improvement in Māori and Pasifika course success remains a focus of the institute.
Partnerships and Collaboration (also ITP funding requirement) Actively engage in collaboration with other TEOs to:
Achieve better value for money.
Improve education opportunities and outcomes for learners.
Share back office services, programme development and programme delivery costs.
A range of partnerships have been established with other tertiary providers and following a Council resolution in May 2013 Waiāriki joined the Bay of Plenty Tertiary Education Partnership (BOPTEP). New relationships have also been established with iwi, supported by a new post of Stakeholder Relationships Coordinator. Partnerships are now well established with Te Whare Aronui O Tuwharetoa in Turangi, Huria Management Trust in Tauranga, Tuwharetoa ki Kawerau Health Education and Social Services in Kawerau, Taumarunui Community Kokiri Trust and other iwi based organisations within the region. A comprehensive programme to develop bilateral links with iwi has been established in 2014. The Bay of Plenty Polytechnic and Waiāriki Institute of Technology have collaborated through:
The implementation of EBS4 and TechOne systems;
Programme developments in culinary arts and agriculture;
Reciprocal representation on each institution’s Academic Board;
A common Employer Engagement Survey;
Tracking of progression of secondary students to tertiary education.
Financial performance (ITP funding requirement) Tight cost control and continuous improvements in, and a focus on,:
Financial management.
Capital asset management.
Productivity.
'Doing more with less.'
Tight management of personnel costs, including in relation to costs per EFTS.
Waiāriki has tightly managed budgets and finance in 2013 and 2014 to achieve a sound financial position and a reduction in staffing costs.
Realignment of staffing structures was completed in 2013 reducing overall staff costs from 64% to a forecast value of 61% of expenditure for 2014.
New financial procedures have been developed to ensure tight control on non-pay expenditure including through the use of cost reduction specialists by the institution.
Waiariki has focused on improving efficiency and this is reflected
in the 2013 Tribal benchmarking results which indicate that
Waiāriki scores well on the Tribal value for money measure.
Support economic growth Support economic growth of the Central North Island, and New Zealand more generally, to improve the efficiency and productivity of the current and future workforce.
Regional economic growth is supported through continued development of the Waiāriki programme portfolio which is focussed on programmes that are directly related to regional, national and international needs. A review of the portfolio of programmes was undertaken early in 2014 with stakeholder input. A three year programme development plan has been approved for 2014 to 2016 aligned to regional growth areas. Focus areas identified include: primary industries, tourism, hospitality, health, nursing, Māori and iwi development, applied management and applied technology.
Youth engagement and success The proportion of young learners (under 25) in the student body reached 51% in 2013 in line with the Investment Plan target.
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Increase the number of youth engaging in tertiary education and achieving qualifications, especially at higher levels.
Initiatives adopted to increase youth engagement have included: increasing Youth Guarantee places, expansion of the Eastern Bay of Plenty Trades Academy and financial support (enabling students from these regional centres to access higher learning at the Rotorua centre) for school leavers through regional transport initiatives and a Waiāriki fees scheme. The percentage of students who are under 25 and enrolled in programmes at level 4 and above reached 33% in 2013 and is on track to reach 34% for 2014.
Student success and employability Maximise student success and employability.
Waiāriki has adopted the student lifecycle as the principal organising framework for its work with students. This covers seven stages, from raising aspirations and pre-entry information and guidance, through to graduation and student employment. Providing students with full access to information and advice in making future study and career choices ensures that they are well matched to their proposed programmes of study and learning success. The lifecycle has already been a catalyst for significant improvement to the student experience from enhanced orientation and induction to initiatives related to graduation and employability.
Waiāriki established a new Careers and Employability Centre in
late 2013 with a focus on work placement, part-time employment,
and improving graduate employment.
3.6 Building on the 2013 and 2014 Investment Plans – Mahi Hāere Whakamua
Waiāriki identified a number of initiatives and actions in both its 2013 and 2014 Investment Plans which
were designed to meet and deliver both its own priorities and those of the region and government.
Significant progress was made on the development of these initiatives and actions which are now widely
embedded across the institution. The following table provides a brief summary of some of the initiatives
undertaken which have served to strengthen Waiāriki and which have underpinned its continuous
improvement and growing reputation, regionally, nationally and internationally.
Table 6: Significant Changes Made During 2013 and 2014
Initiative Underpinning Strategy Comment
Embedding of the Student Lifecycle as the organising framework for student success.
Retention and Student Success
policy Drawing on good practice already
established, to provide a
comprehensive approach to course
and qualification completion for all
learners.
Working with schools and private training enterprises (PTEs) to support transition and progression to tertiary level learning and involving clearly articulated learning pathways.
Youth Engagement and Outreach
Strategy
Enhanced level of engagement. Increased
number of Open Days; development of
progression agreements.
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Curriculum development and
strategic development and
delivery of the programme
portfolio.
Learning and Teaching Strategy Refinement and selective expansion of the programme portfolio, including to NZQF level 8 and 9 to ensure the relevance of the portfolio to existing and emergent regional sectors and priorities and to meet the growing demand for export education.
Careers and employability and
establishment of a Careers and
Employability Centre.
Learning and Teaching Strategy Providing all students with access to work
and work-related experience and
assistance with job search. Strengthened
focus on employability in
programme/qualification development and
delivery; assisting students to find work
placements and employment.
Increasing the quality of research
outputs and faculty research
plans.
Research and Enterprise Strategy Implementation of reduced teaching-hours
for staff teaching at higher levels to ensure
that all programmes are underpinned by
applied research and advanced
scholarship. Support staff to gain higher
qualifications and improve research
outputs. The institution is committed to
entering the Performance Based Research
Fund (PBRF) in 2018.
Partnership and collaboration with
other education providers.
Community Outreach and Youth Engagement Strategy Regional Strategy Internationalisation Strategy
The provision of foundation learning, stair-casing learner progression, collaborative research links, shared services and complementarity of provision
A regional development strategy
and action plan, supporting
regional and networked provision
across the Bay of Plenty.
Regional Strategy On-going development of strong industry
and employer links; consolidation of
regional campus provision in encouraging
access to, and progression through,
tertiary education. Ensuring academic
pathways from school to tertiary, through
e.g. the Trades Academy, school
partnerships, regional campuses and free
transport.
Business process improvement. Ensuring core processes are efficient and effective in meeting the needs of students and other stakeholders, and in improving organisational performance.
Internationalisation and the
growth of export education.
Internationalisation Strategy Associated targeted country and regional plans and the establishment of key relationships with partner institutions overseas.
Continued investment in the
learning environment.
Property Strategy, Capital Asset
Management Framework
Investment in e-learning technology, through movement to Moodle 2.6; further capital investment on the main and regional campuses, the opening of
Part One: Strategic Intent Page | 25 – August 2014
residential accommodation on the institution’s adjoining holiday park and upgrading of the learning infrastructure.
Māori and Pasifika Student
Support.
Māori Engagement Integrating support for students in a
cohesive and coordinated way that
focuses on building positive relationships,
acknowledging identity, developing a
stronger understanding of students’ needs
and using delivery modes such as noho
and marae-based delivery to encourage
learning within Te Aro Māori. Waiāriki is
currently reviewing the bicultural
framework under which it operates and
this will be a focus of work for the
remainder of 2014.
3.7 Institutional changes, new activities and developments – Ngā Rerekētanga
In the past four years, Waiāriki has undergone significant change in response to feedback from its
stakeholders and community and to ensure that it is supporting successful outcomes for learners, industry,
iwi and the community.
3.7.1 Organisational Structure - Anga
Following the approval of the new Strategic Plan, Waiāriki underwent a process of realignment to ensure
that it had the right organisational structure to deliver against objectives and targets and a structure
resourced to enable achievement of the planned outcomes and KPIs set out in the strategic plan.
In 2013, the six schools were replaced by three faculties:
Faculty of Business Information Technology and Creative Arts;
Te Pakaro a Ihenga: Faculty of Health, Education and Humanities;
Faculty of Applied Technology and Primary Industries.
In addition five new directorates were established:
Student and Staff Support Services;
Finance and Corporate Services;
International Education;
Learning and Quality;
Partnerships and Planning.
The revised structure also centralised key support areas to create greater synergies and opportunities for
integrated support. These centralised units include the Centre for Business, Research and Enterprise (CBRE)
and the Planning and Information Office. Appendix Two shows the revised organisational structure.
These changes served to create new levels of synergy between different delivery areas while also creating a
leaner focused management structure. The organisational change was also supported by revisions to the
Part One: Strategic Intent Page | 26 – August 2014
institute’s academic policy and process framework to enhance the focus on quality and excellence in
teaching and learning, and to ensure that there is close integration between faculty and central priorities
and processes. Table 6 below details key academic developments during 2013 and 2014.
Table 7: Key Academic Developments Made During 2013 and 2014
Academic Development Comment
A revised committee structure. Provides a strong focus on accountability and quality assurance.
New academic statute and quality
management system.
Development of a comprehensive Regulatory Framework that
includes Statute, Academic Regulations, Student and Staff Codes of
Conduct, Quality Management System (QMS) for academic policy
and procedures and Performance Management System (PMF) for
corporate policies and procedures.
A ‘whole of organisation’ approach to self-
assessment, evaluation and external review
and establishment of communities of
practice.
Ensures that all staff take responsibility for ensuring teaching is
effective, learners are successful and that all stakeholder needs are
met.
Consolidating support structures and systems
to improve teaching and learning.
Consolidated around three pillars of:
Support for lecturers to ensure effective teaching;
Support for learners to maximise achievement and ensure
equity of outcomes; and
Support for student wellbeing and success on graduation.
Improving information systems for
prospective and enrolled students and
establishment of Information Centres.
Implementing processes to ensure ‘enrolment with integrity’,
including providing a single point of contact for prospective and
enrolled students to access information and resources they need to
support them to succeed in their study. Processes include providing
comprehensive pre-enrolment information, advice and interviews.
Associated review of the portfolio to ensure that foundation and
bridging programmes are offered that provide pathways for those
students who don’t meet academic requirements.
In 2014, Waiāriki evaluated the performance of the Student
Information Centre in handling semester one enrolments and has
identified actions and further refinements to continue to improve
services to students. These are being implemented in semester two
2014.
Part One: Strategic Intent Page | 27 – August 2014
Enhanced academic induction. Student induction has a focus on building a sense of belonging,
understanding students’ capabilities and developing academic skills.
Takes place in the first 2-3 weeks of the semester and is led by
teaching staff with support from Learning Advisors and Library
Learning Support Staff. A wide range of resources have been
developed to support staff to get to know their students, their
strengths and weaknesses, and to orient them to the expectations of
the course they are studying. These include resources on e-
Campus site and a Guide to Academic Induction.
An enhanced induction and orientation to learning in New Zealand
was introduced for international students in 2013 which has helped
prepare students for the challenges of the New Zealand learning
environment.
Technology enhanced and enabled learning. Including:
Upgrade to Moodle 2.6 involving redevelopment of the e-
Campus site;
Development of a system to support e-portfolios;
Supporting integrated assessment; and
Providing regular professional development opportunities for
staff around three themes; assessment and moderation,
technology enabled and enhanced learning and programme
and curriculum development.
Ensuring the iwi voice is widely represented. Developing focus on indigenising of the curriculum in programme
and qualification development.
Improved mechanisms for hearing and
responding to the ‘student voice’.
Student Council established.
Senior managers worked with the Waiāriki Institute of Technology
Students Association (WITSA) to develop a programme
representative structure and a Student Council who are responsible
for ensuring there is student representation on key academic
committees and a mechanism to liaise directly with both senior
management and Council.
During 2013 and into 2014, Waiāriki undertook considerable work to
improve its feedback mechanisms to enable the student voice to be
heard on key teaching and learning, support and overall satisfaction
with Waiāriki. It has implemented a wide range of student feedback
mechanisms including surveys, focus groups and questionnaires.
Using data analytics and stakeholder
feedback to target support and resources to
areas of most need.
Feedback from students and other stakeholders is analysed and
used by staff as part of the self-assessment deliberations. It is also
used to assist SMT to make decisions on resourcing, for example,
expansion of the bus services for students and ensuring that
developments meet the priority needs of students, staff and other
stakeholders.
Establishing Professorial and Teaching
Fellow roles.
Recognition for staff who excel in research and/or teaching.
Redevelopment of website. Reviewed by external organisations and received high ratings. The
website and online services available have also received high
ratings from students.
Part One: Strategic Intent Page | 28 – August 2014
On-line strategy including an online
admission process.
Improved mechanisms for communicating with current and
prospective students through the use of online information, social
media, particularly Facebook and comprehensive student Intranet
services. On line admissions are being implemented for
international students from semester 2, 2014.
Embedding literacy and numeracy. Whole of institute approach. From the start of the 2014 academic
year, the Learning Advisor team has taken over responsibility for
supporting diagnostic testing using the Adult Assessment Tool and
other diagnostic assessments. This team works in partnership with
teaching staff to use diagnostics to understand learner capability
and adapt teaching practice to meet identified learner needs. A
comprehensive Action Plan that identifies the whole of organisation
approach has been developed to embed literacy and numeracy as
‘business as usual’ This has enabled Waiāriki to articulate the
literacy and numeracy demands of learning across all levels of the
NZQF.
3.7.2 Regional and Networked Provision – Ratonga ā Rohe
Waiāriki Institute of Technology serves a wide and diverse region with many students sited far from the
main Mokoia campus in Rotorua. Responding to these needs Waiāriki has had a long established network
of regional campuses and delivery sites to provide access and to enable students to engage in study. Much
of this delivery relates to social responsibility and the institution’s commitment to supporting and serving
the needs of the region.
As a delivery philosophy, Waiāriki has focused regional delivery at lower level qualifications, with the higher
levels of diplomas and degrees being offered primarily from the larger central campuses. Activities to
extend regional access have included:
Providing free bus transport from Whakatāne, Taupo and Tokoroa campuses to Mokoia;
Re-siting its main programme delivery at Tokoroa at the premises occupied by Te Wānanga o
Aotearoa. This co-location initiative enabled the two institutions to build on their individual
strengths and combined synergies;
Roll-out of wireless internet across the regions being a focus for semester two, 2014;
Delivery of forestry and wood manufacturing programmes to the Marlborough region, with
Waiāriki working in partnership with Nelson Marlborough Institute of Technology (NMIT);
Development of partnerships with other educational providers, both on-shore and off-shore to
provide sound academic pathways for learners. Within New Zealand, these partnership
relationships are a key way that Waiāriki works to meet the needs of iwi; two key organisations it
works with in achieving this are Te Whare Aronui in Turangi and the Huria Management Trust in
Tauranga;
Working closely with Te Mana Matauranga (TMM) to understand and respond to the needs and
aspirations of mana whenua;
A strategic programme of creating bilateral links with iwi through presenting its vision and seeking
close alignment with, and an enhanced ability to respond to, iwi, hapu, runanga and trust
education plans.
This work will continue to develop over the period of the Investment Plan.
Part Two: Strategic Direction Page | 29 – August 2014
4. Part Two: Strategic Direction – Wāhanga Tuarua: Ara Rautaki
4.1 Strategic Priorities and Link to TES priorities – Matua Rautaki
Waiāriki’s priorities for the next five years are clearly laid out in its Strategic Plan and associated
underpinning strategies and these are closely aligned with both national priorities, as set out in the Tertiary
Education Strategy, and regional economic priorities of the various regional development agencies,
including: Priority One, Bay of Connections, Enterprise Great Lakes Taupo, Toi-EDA (Eastern Bay) and Grow
Rotorua.
Waiāriki identified five main priorities in its 2014 Investment Plan together with a number of related
initiatives and actions. Following the publication of the new Tertiary Education Strategy and in the light of
institutional development a slight refocusing of these priorities is proposed for the next three years to
ensure close alignment with TES priorities. These revised priorities will also ensure that the institution
continues to build on the success it has achieved to date. Significant progress and developments have taken
place against all the intended initiatives and actions for 2014, and it is important that the institution is now
able to build on and consolidate these to support its continued upward trajectory in student success and
the enhancement of its regional role.
Table 8: Investment Plan Priorities 2015-2017 and Links to TES Priorities
Waiariki Investment Plan Priorities Links to TES Priorities
Make Waiāriki a preferred institution of choice by learners,
employers and the community, meeting the needs of the
region by closely aligning its programmes to regional
economic and resource needs.
TES Priority 1: Delivering Skills for Industry
Enhance graduate employability and outcomes. TES Priority 1: Delivering Skills for Industry and TES Priority
2: Getting at Risk Young People into a Career
Raise Māori and Pasifika success and outcomes to achieve
equity with non-Māori and non-Pasifika and achieving
qualifications at higher levels.
TES Priority 3: Boosting Achievement of Māori and Pasifika
Increase the number of youth engaging in tertiary education
and strengthening secondary tertiary transition.
TES Priority 2: Getting at Risk Young People into a Career
and
TES Priority 4: Improving Adult Literacy and Numeracy
Develop applied research to underpin programmes offered
and to meet the needs of industry.
TES Priority 5: Strengthen Research and TES Priority 1:
Delivering Skills for Industry
Develop partnerships and collaborations that will support the
development of a sustainable, efficient and high quality
professional vocational education institution.
Supports all TES Priority areas and responds to directives on
collaboration
Grow international education. TES Priority 6: Grow International Linkages
Part Two: Strategic Direction Page | 30 – August 2014
The specific priorities for the 2015–2017 Investment Plan that support the institute’s strategic objectives
are to:
4.2 Priority A: Make Waiāriki a preferred institution of choice by learners, employers
and the community, meeting the needs of the region by closely aligning its
programmes to regional economic and resource needs (Link to TES Priority 1 Delivering
skills for Industry)
This will be achieved through offering programmes and qualifications that are directly related to regional
needs and priorities. The institution will continue to develop and refresh its portfolio to ensure that there is
a synergy with regional, and national needs. A key aspect of this priority it to continue to raise the profile of
Waiāriki as an institution of choice for learners and business and to ensure that all programmes,
qualifications and activities involve close linkages with employers, businesses, iwi and the wider
community.
4.2.1 Regional Priority Areas – Ngā Wāhi Matua ā Rohe
The government’s 2014 Regional Economic Activity Report has identified the following sectors of regional
specialisation for the Bay of Plenty and Waikato, the regions served by Waiāriki, based on comparative
advantage and employment growth.
Dairy;
Agriculture, forestry and fishing;
Wood, paper and print manufacturing;
Horticulture;
Tourism;
Administrative and Support Services;
Chemical, minerals and metal manufacturing;
Health Care and Social Assistance, including professionals skilled in kaupapa Māori contexts.
The report identifies the ongoing diversification of the regional economy with the harnessing of solar and
geothermal energy, value added wood processing, special manufacturing and leveraging off Māori talents
and assets being key areas of focus. Waiāriki offers programmes in each of these areas and will continue to
respond to regional needs over the period of the plan.
Waiāriki has aligned its programme portfolio to the needs of industry with a key aim of ensuring that its
programmes contribute to regional priorities and economic growth sectors. Waiāriki’s Strategic Plan
identifies a number of priority economic sectors clearly linked to the needs of the regional economy viz:
Primary Industries – with specialisation in forestry and agriculture and a focus on conservation, environmental management, added value technology and sustainable practice;
Tourism and Hospitality – with particular emphasis on expertise in indigenous, eco-, adventure and spa and health tourism;
Health and Nursing – with particular emphasis on expertise in Māori/indigenous health and social welfare issues;
Part Two: Strategic Direction Page | 31 – August 2014
Māori/iwi Development – through strongly developed and supported programmes and research links to corporate iwi economic development and governance;
Geothermal – particularly though application and use of geothermal energy;
Engineering and construction – with particular emphasis on priority trades areas related to national demand and the Christchurch rebuild.
Waiāriki has identified a number of key actions to ensure that its programmes meet industry needs these
include:
Authentic learning environments and assessment activities;
Work based learning experiences (e.g. internships, projects etc.);
Graduate profiles based on transferable skills and on employment requirements;
Tracking employment outcomes of students;
Employer surveys;
Engagement with specific industries and professions (e.g. forestry, wood processing, engineering
firms, tourism, geothermal, spa, early childhood education, nursing, social work);
Engagement with the Māori economy.
Waiāriki maintains a close dialogue with key employers through its Local Advisory Groups (LACs) and
through regular dialogue with Economic Development Agencies. The LACs are a key part of the institute’s
academic decision making framework. Consisting of stakeholder representatives who provide input,
feedback and advice on subject and programme developments and delivery; they comprise a mix of local
sector leaders, representatives of Industry Training Organisation (ITO), employers and local government.
These committees are the first line of engagement with the various sectors and are consulted on
programme and qualification relevance and fit to regional needs, on gaps and priorities for new
development and on graduate demand. Waiāriki Council also has the opportunity to engage with
stakeholders through meetings involving the Council, Senior Management Team and local employers and
industry. These initiatives have been widely welcomed and provide an important source of feedback on
Waiāriki graduates and on the way in which the institution’s programmes respond to regional needs.
Specific initiatives undertaken to ensure active engagement with industry include:
A work plan developed in partnership with the Rotorua Chamber of Commerce setting out a range
of actions including research and market research support for local business, student placements,
staff development and training and joint activities to support business growth;
A MoU with the board of Māori in Tourism Rotorua to support skills and training for employees and
new entrants in Māori owned tourism ventures and with employers of Māori in tourism. The MoU
sets out a 3 year objective to increase levels of productivity, innovation and customer service to
support Māori tourism;
Regular dialogue with the EDA Grow Rotorua to support identified growth sectors for the regional
economy including collaborative work on marketing Rotorua as an international education
destination.
4.2.2 Programme/Qualification Development – Whānaketanga Marautanga
Continued refreshment and development of the programmes and qualifications will continue through the
planning period as an integral aspect of meeting the TES aim of increasing participation in programmes at
Part Two: Strategic Direction Page | 32 – August 2014
NZQF level 4 and above and in delivering the skills required by industry. Waiāriki’s Academic Development
Committee takes a strategic and whole of institution approach to programme and qualification
development and planning. The 2014 year has seen a major revision of the Bachelor of Nursing and new
post-graduate programmes are now offered in Applied Management with specialist endorsements in
Health, Hospitality, Information Technology and Business. Planned developments during the period of the
plan include new degree programmes in culinary arts, creative technology and applied science (with
strands in, environmental and resource management), a new four year Social Work degree and a new post-
graduate suite in professional studies.
4.3 Priority B: Enhance graduate employability and outcomes (Link to TES Priority 1
Delivering Skills for Industry and to Priority 2 Getting at Risk Young People into a
Career)
4.3.1 Developing student employability – Whānake Mahi ā Akonga
Developing student employability to ensure strong outcomes through both further study and employment
is a key institutional priority with the aim of producing highly employable work ready graduates with a set
of subject knowledge and skills and wider personal transferable skills relevant to their future careers. The
establishment of a Careers and Employability Centre, supported through a partnership with Careers New
Zealand, has been a principal focus for work in this area, bringing together a range of employability
initiatives. The new Centre has a job shop and job centre website integrated into the Waiariki website, an
Industry Placement Coordinator and an Employability Advisor to support the development of employability
competences among all students. The Centre, through its various activities, enables employers to find
prospective employees and enables students to promote themselves to employers. The work of the Centre
is complemented by the work of the institute’s Centre for Business, Research and Enterprise in forging
strong links with business, iwi and the wider community.
Waiāriki is committed to providing education that develops skills for employment and offers a range of
learning pathways and qualifications that specifically engage learners and prepare them for the increasing
demand for work ready graduates with higher skill levels. Role modelling and mentoring by industry
experienced staff and preparation of students for the demands of employment in different sectors relevant
to the region are of central importance. In the area of primary industries, for example, life skills, health and
safety, nutrition knowledge, drug and alcohol education and drug testing for employment are embedded
within programmes.
Waiāriki increasingly recognises that there is a need for a broader range of information to assist it to
answer questions relating to its effectiveness in demonstrating graduate employment outcomes. Waiāriki
has prioritised the development of student employability as an integral part of programmes with all
students having access to work and work related learning. Many programmes use simulated work
environments to embed learning in a work context and to embed employability skills in teaching delivery.
Many programmes also include work placements and/or work projects that integrate learning with real-life
work experiences; work placement coordinators and supervisors are used to assist students to integrate
into workplaces seamlessly. Students are expected to turn up to class on time, in the appropriate clothing
and safety gear and with appropriate equipment and to display teamwork, customer service and
interpersonal relationship skills while in a learning environment.
Part Two: Strategic Direction Page | 33 – August 2014
The institute has begun to gather increasingly robust data in relation to student outcomes and
employability through its own surveys as well as participating in the Ministry of Education employability
pilot. New data and information collection tools have been introduced to enable triangulation of
stakeholder input with EPI and employment data. Tools used include:
Graduate Destination Survey data;
Anecdotal information from staff on student destinations;
Employers Satisfaction Survey;
Data from MoE/TEC project on graduate destinations (linking IRD numbers to NSIs);
Local Advisory Committee feedback.
The Employer Satisfaction Survey, run for the first time in 2014, provides a deeper understanding of how
employers view Waiāriki education and training, qualifications and graduates. From this survey, overall
satisfaction with Waiāriki training relevance was 93%, and 89% of respondents believed Waiāriki
qualifications were relevant to their needs. Waiāriki is also working to build stronger links with graduates,
strengthening the sense of belonging to Waiāriki. Waiāriki is a key player in Capable Rotorua - a cross sector
group working to create successful career outcomes for the people of Rotorua - and is leading Project 12 of
the social sector trial initiative in Rotorua, Excel Rotorua, focusing on the aim that no young person in
Rotorua under the age of 20 should be out of employment or training.
4.4 Priority C: Raise Māori and Pasifika success and outcomes to achieve equity with
non-Māori and non-Pasifika and achieving qualifications at higher levels (Link to TES
Priority 3 Boosting Achievement of Māori and Pasifika)
Waiāriki has the largest overall proportion of SAC funded Māori and Pasifika population among the ITPs,
with 68% of SAC funded students identifying as either Māori or Pasifika in 2014. Ensuring that there is
parity of learning success between Māori and Pasifika and all other learners has been a long standing goal
for Waiāriki and over the last five years there has been considerable improvement in levels of participation,
in narrowing the achievement gap and in supporting progression to higher levels of learning.
4.4.1 Māori Engagement – Whakataurite Māori
Waiāriki is committed to the recruitment and success of Māori learners and in 2013 developed a Māori
Engagement and Implementation Strategy to bring together a wide range of initiatives to support Māori
student engagement and success. The plan sets out the institute's commitment to supporting Māori across
three dimensions of: student recruitment and success, staff development and engagement with Māori and
iwi. It links closely to the institution’s retention policy and youth engagement and outreach plans and to the
Bicultural Competency Framework for staff.
The Plan focuses on raising the levels of Māori and Pasifika success through well-developed programmes of
student support, enhanced information and guidance prior to entry to ensure ‘recruitment and enrolment
with integrity’, improving cultural empathy with the needs of the students through offering a culturally
relevant curriculum through the process of indigenisation and drawing on the support of whanāu, iwi and
community in supporting students. While the success of Māori and Pasifika students continues to improve,
an achievement gap remains and narrowing this gap, as well as supporting Māori and Pasifika students to
transition to higher levels of learning, remains a key priority.
Part Two: Strategic Direction Page | 34 – August 2014
4.4.2 Participation of Māori and Pasifika learners in higher level learning – Ako ā Runga Ake
While learning programmes offered by Waiariki have increasingly been developed at level 4 and above, in
response to government priorities, participation of Māori and Pasifika groups in higher level programmes
has been lower than that of all other learners. The institute aims, while closing the achievement gap, to
also encourage enhanced progression and increased participation and success in tertiary education at
higher levels for these priority groups. Growing participation at level 4 and above for Māori learners, from
around 60% in 2012 to 67% in 2014 and achieving a further increase of the proportion of Māori engaged in
study at and above NZQF level 4 by another 6% by 2016 is an important aim. For Pasifika students a similar
increase in the proportion of participation in study at, or above, NZQF level 4 is estimated over the planning
period. Despite lower than anticipated progression to higher level learning it is important to note that
Waiāriki is achieving significant success, as improving EPIs testify.
4.4.3 Specific Initiatives to Improve Success of Māori and Pasifika – Whakāāro Mātanga
Specific initiatives to increase learner success and to ensure equity of outcomes for Māori/Pasifika include:
Continued extension of the staff professional development programme to improve teaching
practice and build bicultural staff competencies;
Sharing of expertise between subjects, qualifications and departments and detailed analysis of
success rates across different courses and programmes;
A strong learner adviser support system through a team of 12 Learning Advisers at Mokoia and
regional centres;
An institute-wide approach to recording, monitoring and responding to non-attendance;
Supporting Youth Guarantee and foundation learning programmes through the Certificate in
Vocational Skills, facilitated by experienced tutors skilled in engaging youth and through marae-
based delivery;
Embedded literacy and numeracy teaching and assessment and use of the Adult Assessment Tool in
all level 1-3 courses;
Development of a Māori and Pasifika trade training initiative, implemented in 2014;
Formation of Pasifika staff and student forums to develop greater understanding of strategies to
support Pasifika leaner success.
4.4.4 Bicultural Framework – Anga Tikanga ā Rua
In 2014, Waiāriki embarked on the strengthening of its Bicultural Framework in the context of the
institution’s position as a distinctly bicultural institution. Initiatives that have, and are, been undertaken
include:
The establishment of the Te Tira Tohutohu committee to facilitate indigenisation of the curriculum;
Provision of Māori medium instruction to support transition from Kura;
The offering of Māori medium pathways through professional development programmes in Early
Childhood Education;
An increased level of marae-based delivery of programmes especially at foundation learning level;
Development of partnerships with iwi PTEs;
Links to iwi and trust education plans.
Part Two: Strategic Direction Page | 35 – August 2014
4.4.5 Regional Provision – Whakarato ā Rohe
Much of Waiāriki’s work with priority groups occurs in the wider Waiāriki region as the institution is
committed to providing stair-casing opportunities from more rural areas and isolated communities to the
higher level learning offered at the Rotorua campus. Regional provision provides an important means of
supporting initial learner engagement in tertiary education. Partnerships with iwi are of particular
significance and during the last three years Waiāriki has attracted significant numbers of youth, Māori and
Pasifika and first time adult learners to new offerings of programmes. It is the intention to build on this
work in the Investment Plan period through further strengthening regional and iwi partnerships.
As part of this commitment to regional provision a new regional support structure and strategy aligning
Waiāriki’s provision to regional needs was approved by Waiāriki Council in 2013. This sets out clear
commitment to regional development in terms of numbers and programmes at each regional campus with
new management arrangements being established to support regional centres in the Eastern Bay of Plenty
and in South Waikato. At the same time there has been a commitment to upgrade the learning
environments at regional centres through relocation to new premises, partnership with other education
providers and through proposed new build. At Tokoroa, for example, Waiāriki has relocated the majority of
its provision to a shared site with Te Wānanga o Aotearoa and at Whakatāne on-going discussion is taking
place with Awanuiārangi regarding co-location of some provision. For Taupo, proposals are underway to
rebuild the current campus to better meet the needs of learners and to provide a local training point for
specialist training in the application of geothermal technology, use of natural resources and tourism and
hospitality.
The Centre for Business Research and Enterprise (CBRE) plays a key role in supporting regional engagement
through its Business Information Analyst, Business Developer and Stakeholder Relationship Coordinator.
4.5 Priority D: Increase the number of youth engaging in tertiary education and
strengthening secondary tertiary transition (Link to TES Priority 2 Getting at Risk Young
People into a career and Priority 4 Improving Adult Literacy and Numeracy)
Waiāriki has had a long standing commitment to supporting young people to progress to further learning
through a range of foundation learning, bridging and transition initiatives. During the last five years the
proportion progressing has grown by over 30%.6
Waiāriki has achieved considerable success in increasing the number of young people accessing its
programmes but recognises that within the Waiāriki region many young people still fail to progress to
tertiary education and others have only a limited engagement. It is estimated that there are more than 800
young people not in employment education or training (NEETS) in the region, many of whom could access
tertiary study through the Youth Guarantee scheme and the institution’s foundation learning initiatives.
The institute has seen an increase in both the numbers engaging, and the success of those participating, in
6 Waiāriki 2013 Annual Report.
Part Two: Strategic Direction Page | 36 – August 2014
Youth Guarantee and foundation learning programmes. Partnerships are being developed with PTEs
working with NEETS and young adults, offering employment skills, Youth Guarantee and other level 1 and 2
programmes to develop progression pathways for such learners. There are a number of clear successes of
progression of young people from foundation learning to bridging and diploma and degree level studies.
One example is provided below.
Jayde commenced study at Waiāriki as a 19 year old solo mother on a level 2 qualification. Although
she didn’t complete this initial qualification she was accepted onto the level 3 Certificate in Cafe
Operations in the following year, which she was awarded, and then stair-cased from that
qualification to the level 5 Diploma in Hospitality Management. Jayde has completed the level 5
diploma over two years while caring for her young son and working part-time. Jayde has been
described as “truly inspirational”. Armed with her diploma Jayde is now looking for full-time
employment in the hospitality industry.
4.5.1 Outreach and Youth Provision – Whakarato Taiohi
In 2013, Waiāriki developed a new Outreach and Youth Engagement Strategy to provide direction and
action to support increased access and progression of young people to tertiary education, including
through engagement with community groups and trusts.
The Outreach and Youth Engagement Strategy sets out a framework for a wide range of youth engagement
activities including open days, tasters and vocational progression initiatives. This plan will be fully
implemented over the next three years and is subject to regular reporting and debate through the Senior
Management Team, Academic Board and Waiāriki Council. In support of the achievement of the targets set
within this strategy Waiāriki has established a new post of Secondary-Tertiary Transition Manager and a
Secondary Tertiary Transition team. The actions resulting from this strategy include increased interaction
through taster and raising aspiration programmes, and wider involvement of Waiāriki students as
ambassadors to engage with young people in schools and PTEs. The student ambassadors provide real-life,
relevant and aspirational role models for youth who may not have considered the opportunities of tertiary
education relevant to them.
4.5.2 Secondary-Tertiary Transition - Whakawhiti Kura Kuratini Takiūra
The institution collaborates widely with the secondary school sector in expanding collaborations under
Secondary-Tertiary Progression initiatives with the Trade Academy being extended to benefit secondary
school pupils in Tokoroa and Taupo, as well as operating in the Eastern Bay of Plenty and Rotorua, in 2014.
The success of the Eastern Bay of Plenty Trades Academy (EBOPTA) in the development of partnerships
with schools, recruiting students and in raising the education achievement of students participating in the
programmes offered, has raised demand from schools for more places. The programme has been very
successful with 84% of participants achieving their Waiāriki level 2 or 3 qualification, as well as an
embedded National Certificate. Ninety per-cent (90%) of the EBOPTA students achieved their National
Certificate of Educational Achievement Level 2 (NCEA2) during the first two years of the programme and
71% of the 2012 student intake achieved NCEA2 in their first year on the programme. Since 2011 82% of
the enrolments in the EBOPTA are priority Māori learners.
More than 420 places are now offered across the Bay of Plenty with demand exceeding supply. Schools in
Rotorua, Taupo and Tokoroa are keen to further expand Trade Academy provision and working with Trident
Part Two: Strategic Direction Page | 37 – August 2014
High School, the lead for the EBOPTA, Waiāriki has been successful in securing a small number of
additional places for 2015. Table 8 below shows Trade Academy numbers for 2012- 2014 and proposed
2015 numbers.
Table 9: Trades Academy Provision 2011 – 2015 (Student Places)
Area 2011 2012 2013 2014 Proposed 2015*
Whakatane and surrounding areas
105
210 (covering year one and
year two students)
210 total (with 70 year 2 and
140 year 1 students)
145 140
Rotorua area - - 65 year 1 only 120 155
Taupo / Turangi - - - 40 40
Tokoroa (South Waikato) - - - 40 40
TOTAL 105 210 275 345 375
*2015 numbers are subject to final confirmation from the Ministry of Education.
The range of secondary-tertiary initiatives established during the last three years will continue to be
enhanced throughout the planning period and the Senior Management Team has prioritised this area of
work for the next two years. Continuing to establish strong relationships with the region’s schools and
community groups will be of particular importance, building and extending the work of the Trades
Academy supported by a programme of secondary engagement focused on removing actual and perceived
barriers to access to tertiary education.
4.5.3 Level 1 and 2 and Youth Guarantee Provision – Whakarato Taiohi Tīmatanga
Waiāriki is looked to by the region to provide foundation learning, including literacy and numeracy skills, for
the large numbers of people who did not achieve at school and who left without any formal qualification.
The Waiāriki region is one of the lowest qualified in New Zealand and the ability to offer foundation level
qualifications is thus of particular importance and central to: releasing latent demand, addressing the socio-
demographic deprivation in the region and meeting labour force requirements. While partnerships are, and
will continue to be, established with private providers and iwi trusts, many learners look to Waiāriki due to
its central role in the region and tradition of offering foundation learning. The Investment Plan for 2015-
2017 thus proposes to expand foundation level learning at level 2, through both SAC funding and Youth
Guarantee provision, and also anticipates a small increase in numbers enrolled in bridging programmes
offered at level 4. Both levels of foundation learning will be offered through regional centres and through
selected partnerships with iwi.
Waiāriki submitted plans, as part of the second competitive funding round, to grow its level 1 and 2
provision to meet the real needs for foundation learning in the Waiāriki region. At the time of submitting
this plan there is ongoing dialogue about the level of funding awarded through competitive funding.
Waiāriki has been notified of the award of indicative funding for 90 Youth Guarantee EFTS but due to high
levels of demand aims to continue to support and grow the Government’s Youth Guarantee initiative
through provision of direct TEC funded provision to the value of 100 Youth Guarantee EFTS in 2015. The
Youth Guarantee programme has been particularly important in re-engaging youth and Waiāriki is working
Part Two: Strategic Direction Page | 38 – August 2014
closely with schools, community groups and iwi to identify and support young people who will benefit from
the programme. This bid for an expanded level of activity is based on the improvement in performance of
Youth Guarantee students with course success now standing at 72% which is above the 2013 sector median
of 71%.
Waiāriki has developed a number of programmes to support learner engagement at this level including the
Certificate in Vocational Skills (CVS) at level 2 which combines literacy and numeracy teaching with
development of skills for learning and an introduction to vocational trades in eight different areas
including: hospitality, construction, agriculture, automotive engineering, forestry, business administration,
hairdressing and health and education. The programme aims to provide learners with the skills, experience
and knowledge to become work ready or to progress onto higher level qualifications. In 2014, this
programme has been offered through both campus based and marae based delivery and has been
successful in continuing to attract young people and adults into further steps in their learning journey.
A number of pre-trade and introductory programmes are offered at level 3 including: forestry operations,
business administration, health and computing. These programmes provide learners with the confidence
and skills to progress to the higher level skills required for key economic sectors. Waiāriki plays an
important part in the lives of these learners and has strong evidence of the life changing opportunities
provided to learners and families, through the mentoring, support and work ready skills that foundation
learning brings. At Kawerau, for example, over 20 students commenced study of a level 3 programme in
Health Disability and Aged Support, half of this number progressed to the degree bridging programme,
Smart Study, and four students then enrolled on the Bachelor of Nursing.
4.5.4 Embedded literacy and numeracy - Mau ā Tuhi, ā Whika
Of particular importance in building learner pathways is support for learners to develop the literacy and
numeracy skills and knowledge required by industry and/or for progression to higher level learning. All
Waiāriki programmes at levels 1 to 3 include embedded literacy and numeracy teaching.
In 2013 Waiāriki, with the support of pilot funding from the TEC, worked in partnership with the National
Centre for the Assessment of Adult Literacy at the University of Waikato to develop a new whole of
institute approach to literacy and numeracy; this approach is being fully embedded in 2014. While the
focus is in particular at levels 1-3, literacy and numeracy is being given priority at all levels of the curriculum
with recognition that many learners may have literacy and numeracy needs even at higher levels, including
for postgraduate study.
Initial results for 2014 indicate a significant increase in the use of the National Adult Assessment Tool and,
in subject areas such as automotive engineering, there has been marked improvement in student literacy
and numeracy levels. Staff development in embedding literacy and numeracy has been provided to all staff
teaching at level 4 and below, and staff have also been supported to undertake courses in Embedding
Literacy and Numeracy.
Waiāriki’s 2014-2015 Literacy and Numeracy Action Plan is implemented through the work of the Learning
Advisor Team. This team works in partnership with teaching staff to use the Adult Assessment Tool and a
range of diagnostic materiel developed in-house to assess the numeracy and literacy capability of learners
at all NZQF levels. The results of these diagnostic assessments are used to inform teaching and learning
programmes and to monitor learner progress. Newly developed templates across the institution identify
the specific numeracy and literacy demands of each course and a range of professional learning
Part Two: Strategic Direction Page | 39 – August 2014
opportunities have been developed and promoted to support staff to develop effective teaching that
embeds literacy and numeracy and employability. Waiāriki staff are contributing to the embedding literacy
and numeracy knowledge base at both regional and national level.
Waiāriki’s literacy work is also developed through the work of the English for Students of Other Languages
(ESOL) team and their delivery of a range of English programmes for non-native speakers.
4.5.5 Workplace Literacy and Numeracy - Wāhi Mau ā Tuhi ā Whika
Waiāriki’s delivery of workplace literacy and numeracy supports development and improvements in literacy
and numeracy for a wide range of employees and employing organisations within the community, leading
to better outcomes for businesses and enhanced vocational opportunities for individuals. The Waiāriki
programme has been in place since 2008 with improving engagement of employers throughout this period;
in 2013, 233 learners were engaged in workplace based study for literacy and numeracy. All participation
targets for 2014 will be achieved with increasing requests from employers to provide this learning, a
demand that cannot be met with the current level of 87 funded places. Waiāriki thus proposes to increase
delivery to meet this increased demand and deliver 104 funded workplace literacy and numeracy places in
2015.
4.6 Priority E: Develop applied research to underpin programmes offered and to meet
the needs of industry (link to TES Priority 5 Strengthen Research and Priority 1
Delivering Skills for Industry)
Waiāriki is committed to research informed teaching, curriculum, and programme delivery and will
continue to raise levels of achievement in the areas of research and advanced scholarship. Waiariki has a
clear commitment to underpin all programmes at NZQF levels 5 and above with applied research and to
fulfil the requirement of ITPs to engage in applied research relevant to regional needs.
4.6.1 Research and Enterprise Strategy – Rautaki Rangahau
The Research and Enterprise Strategy provides a framework for the development of research and is
supported by Faculty Research Plans. Revised expectations of research activity have been set for staff and
Waiāriki’s new research workload allocation model ensures that all staff teaching higher level programmes
are supported to engage in research and/or advanced scholarship. Institutional support and development
of research activity is led by the Centre for Business, Research and Enterprise (CBRE). Established in 2013,
the Centre has overseen significant increases in the level of external funding for research and enterprise
activity in line with the annual targets set out in the Waiāriki Strategic Plan of over $100K for 2014, and
further targets of $150K for 2015 and $200K by 2017.
The Centre is supported by staff with a focus on business planning, business development and stakeholder
relationships, particularly with iwi. Strong links are being established with other research institutes,
including Crown Research Institutes such as Scion, and with employers and trusts in the development of
research and enterprise activity. Early initiatives in this area included the Māori Geothermal Symposium
and the Māori Forestry Forum arranged jointly with GNS, Scion and Te Puni Kokiri held at Waiāriki in July
and August 2013. In 2014 project and partnership development activity undertaken by the CBRE has
focussed on areas of regional significance including forestry, wood manufacturing, construction, health,
Part Two: Strategic Direction Page | 40 – August 2014
education (early childhood and adult) and Māori language. These regional priority areas, including in
addition tourism, IT and resource management, will continue to guide research and enterprise
development activity at Waiāriki.
In 2014, Waiāriki implemented, for the first time, a formal research workload allocation framework. Under
this framework, staff teaching at levels 5 and above are allocated research hours up to 0.2 FTE. These staff
are required to develop an annual research plan, including proposed outputs, which forms part of a new
research component of Waiāriki’s performance appraisal system. The plans inform higher level faculty and
institutional strategic planning including activities of the CBRE, and the whole framework is having a
positive effect on Waiāriki’s research culture. A clear strategy is underway to develop areas of expertise in
selected subject areas that meet the economic development priorities of the region including, for example,
forestry and primary industries, indigenous tourism, Māori health and Māori development. New
appointments which have been made in these areas provide an important baseline for further
development of applied research and enterprise activity.
The current Waiāriki Strategic Plan recognises the importance of continuing staff development to achieve
the institute’s research goals. Support for staff to achieve Masters and PhD qualifications is provided
through a generous co-funding scheme. A new research career track initiated in 2013 will see an increasing
number of Professors and Associate Professors appointed to provide leadership and mentorship.
A focus on engagement in research for less experienced staff is now shifting towards improving the quality
and impact of Waiāriki’s research outputs. In 2013 Waiāriki staff published 72 outputs in the high-quality,
peer-reviewed categories, compared with 33 in 2012. Waiāriki will look to continue to improve in this area,
while also placing considerable value on applied and/or commercial outcomes for external partners as a
measure of research performance. A longer term objective to ensure sustainable growth in research
funding is for Waiāriki to enter the PBRF in 2018. In the intervening period significant work is planned to
upgrade data recording and reporting systems, implement procedures and train staff.
Waiāriki will continue to provide an appropriate internal funding pool for research and enterprise activity.
The current contestable fund administered by the Waiāriki Research and Enterprise Committee supports
research projects with up to $5000 each. From July 2014 a new contestable fund is being administered in
parallel to support Teaching Innovation Projects, which aims to improve teaching and learning practice and
associated research.
4.7 Priority F: Develop partnerships and collaborations that will support the
development of a sustainable, efficient and high quality professional vocational
education institution. (Underpins all TES Priority Areas and responds to directives on
collaboration)
Partnership and collaboration is of particular importance in enabling Waiāriki to meet regional needs and
underpins Waiāriki’s work in a wide range of areas. Waiāriki recognises the importance of the development
of partnerships and collaboration with industry, iwi, crown research institutes and other education
providers in delivering its objectives. The need to increase efficiency of investment of TEC funding through
shared services, alignment of networks of provision and reduction in overlap of portfolios has led to
increased awareness of the benefits of collaboration. Partnership activity has developed in scope over the
last two years and over the period of the Investment Plan a key priority will be to strengthen further
partnership and collaborative work through enhanced links at regional, national and international levels.
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This will include collaborative curriculum and programme development and research through the Bay of
Plenty Tertiary Education Partnership, on-going curriculum and shared service collaboration with the Bay of
Plenty Polytechnic and selective links with PTEs to provide access and transition to Waiāriki programmes.
The institute joined the Bay of Plenty Tertiary Partnership at the end of the 2013 academic year to
strengthen outcomes for learners in the Bay of Plenty region and to create new opportunities. Through
working with the University of Waikato, Te Whare Awanuiārangi and the Bay of Plenty Polytechnic.
Waiāriki aims to:
Improve engagement in and progression to higher level learning;
Improve outcomes for learners;
Engage in selective collaborative programme provision and research.
The Tertiary Action Plan for the Bay of Plenty region will be important in helping to share tertiary provision
over the next five years. It has identified a number of clear priorities which are currently subject to public
consultation (see section 3.3.1).
Waiāriki continues to work closely with the Bay of Plenty Polytechnic in a range of areas including:
Sharing of expertise in support services provision;
Collaborative programme development including, for example, recent developments in the area of
culinary arts;
Shared attendance at each institute’s Academic Board.
Active dialogue is taking place between the Chief Executives and Chairs of both institutions to identify
potential areas for future collaboration for the benefit of learners within the region.
Waiāriki has also engaged in a small number of both strategic and subcontracting partnerships with iwi
education providers and trusts where such partnerships enable access to, and support for, learners who
otherwise would not participate in, or progress to, tertiary education. In 2014 there has been evident
success in the development of such relationships with the numbers studying at Turangi through partnership
with Te Whare Aronui o Tuwharetoa doubling since 2013 and with the offering of programmes in Kawerau
in partnership with Tuwharetoa ki Kawerau. Partnerships with iwi and hapu through the development of
marae-based delivery of foundation learning have been developed and delivered in 2014 and have been
successful in releasing latent demand within the region.
Waiāriki is developing strong relationships with iwi and hapu and with associated runanga and trusts
through seeking to support and align with their education plans. New work commencing in 2014 has come
through the Māori and Pasifika Trades Training initiative, links with health agencies and through work with
youth and community organisations such as Te Waiāriki Purea Trust and WERA.
Through partnership with iwi Waiāriki is delivering a marae-based programme for the Certificate in
Vocational Skills (CVS) Level 2, as part of a foundation pathway suite of programmes that provide a clear
staircase well suited to Māori. Marae-based CVS is delivered in collaboration with, and at the request of,
local iwi or other Māori provider organisations, with delivery underway or planned for: Opotiki, Ruatoki,
Murupara, Turangi, Tokoroa, Taumarunui, Te Puke, Taupo, Rotorua, Kawerau, Te Kaha and Papamoa.
Partnership with these organisations is a key to success because they know their local community
intimately and can provide extra pastoral and wrap-around support over and above that which Waiāriki
already provides. This programme provides a sound basis for further pathway planning carried out in
collaboration with local iwi and Māori provider organisations – ensuring local area needs are well
Part Two: Strategic Direction Page | 42 – August 2014
understood and met with a planned response. Data from MSD and others is being analysed so it can
supplement this localised analysis of need. Outcomes of the first cohort of the marae-based delivery
include high levels of completion and achievement and high levels of progression to higher programmes.
4.8 Priority G: Growing international education. (Link to TES Priority 6 Grow
International Linkages)
Waiāriki has a strong commitment to international activity which has seen the number of overseas
students coming to study at Waiāriki increase significantly over the last five years. International pathways
have served to support the goal of export education and the institution has partnerships in a number of
countries to provide academic pathways for students wishing to study in New Zealand.
International activity is an important part of Waiāriki provision contributing to student diversity, the
support of the regional economy and the development of graduates with a world view. Almost one fifth of
Waiāriki EFTS are recruited from overseas and they make an important contribution to both the overall
student experience and to the diversification of institutional income. In 2013 Waiāriki developed a new
Internationalisation Strategy focusing on on-campus recruitment, offshore development and collaborative
partnerships, the internationalisation of the curriculum and pastoral support. New country and regional
plans have been developed with the aim to diversity recruitment from different countries and across
different programmes.
Significant achievements have been made in international activity and Waiāriki has the second largest
cohort of international students in the ITP sector studying outside Auckland. Students have been attracted
by the New Zealand experience offered by Rotorua, the cost effectiveness of living outside the
metropolitan areas and the employment opportunities and work related experience particularly in the
primary industry and tourism and hospitality sectors. Waiāriki has a strong reputation overseas supported
by the high level of student satisfaction with Waiāriki programmes, high level of student success, good
employment outcomes and strong levels of personal and pastoral support.
Waiāriki has a number of developing partnerships overseas and the last year has seen a growth in
articulation arrangements between education institutions overseas and Waiāriki programmes. Partnerships
have been established in China, India and Indonesia and there are plans for new partnerships in Chile and
Nepal. Waiāriki will be exploring the potential of moving to offshore delivery through split-site
undergraduate and postgraduate programmes from 2015.
A key aim for the Investment Planning period is to continue to diversify international enrolments into areas
other than health, business, computing and tourism and to grow international recruitment and
partnerships in trades, agriculture, forestry, technology and design, and manufacturing and to broaden the
base of export education countries. The potential of developing new delivery modes, in particular through
the growth of transnational or offshore education will also be explored. The current dependence on the
Indian and South Asia market will be reduced through growing enrolments from the Philippines, China,
Indonesia, the Pacific Region and Central / South America where academic pathways and institutional
relationships already exist. Waiāriki is collaborating closely with the Ministry of Foreign Affairs and Trade
and Education New Zealand in the development of its international work. It is also working collaboratively
with other ITPs through VETNZ and the EDNZ India consortium.
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4.9 Investment Plan Outcomes Framework – Anga Māhere Whakangāo
Waiāriki has developed an Outcomes Framework, which is modelled on the Outcome Framework diagram
in the TEC Statement of Intent 2014, to reflect the seven Investment Plan priorities together with the
broader picture associated with the government’s tertiary education goals. This framework illustrates that
tertiary education contributes to high level societal and economic outcomes, although achievement of
these high level outcomes are not fully within Waiāriki’s, or any education provider’s, realm of influence.
The Outcome Framework, Figure 1 below, shows how Waiāriki activity contributes to high level regional,
TEC and New Zealand-wide outcomes and education priorities. It is supported by a Statement of Service
Performance that identifies clear outcome measures (see Table 9).
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Figure 1: Outcomes Framework Diagram
NATIONAL AND REGIONAL OUTCOMES
Economic Growth and Productivity
Social and Community Development
Cultural Development Environmental Development
A more highly skilled workforce supporting economic growth of Central North Island and across New Zealand
Social and cultural development in the region with greater awareness of global cultural dimensions and understanding of
environmental priorities and considerations
A world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century
Along with other providers this contributes to:
IMPACTS OF WAIĀRIKI ACTIVITY
An increased proportion of the regional population with
a tertiary qualification
Increased workforce capability and higher level skills
Tertiary activity that serves the needs of
regional employers and learners
Contribution to dissemination of knowledge and practical
solutions through research activity
Increasing rates of student success for all students
Increasing rates of success for Māori, Pasifika and youth
Increasing numbers who graduate with a high level vocational qualification
More graduates have skills valued by employers
Programmes closely linked to regional economic sectors and skill needs
Applied research underpinning all high level programmes
Research projects aligned to industry needs contribute to knowledge transfer
WAIĀRIKI OUTPUTS
High quality vocational
education aligned to
regional needs
Supporting student success
and employment outcomes Grow export education
Grow research and
enterprise
Portfolio development aligned to regional needs
Increased delivery in economic sectors of priority to the region
Increased number of active partnerships with iwi or Māori organisations
Improved outcomes for priority groups of: Māori, Pasifika and Youth
Improved outcomes for Level 1-3 learners; more completing qualifications with more progression to Level 4 and above
Enhance employment outcomes of graduates
Expand export education through development of a range of high level qualifications
All students develop globally relevant skills
Develop offshore partnerships and delivery
Grow staff research and enterprise capability and quality of research outputs.
Support staff to complete high level qualifications
Grow commercial/ applied research and enterprise aligned to regional priorities
PRIORITY FOCUS AREAS
A. Make Waiāriki an institute of choice through meeting the needs of the region with programmes aligned to regional needs.
B. Enhance graduate employability and outcomes.
C. Raise Māori and Pasifika success and outcomes. To achieve equity with non-Māori, non-Pasifika
D. Increase youth engagement in tertiary education and strengthen secondary-tertiary transition.
E. Develop applied research to underpin programmes and to meet the needs of industry.
F. Develop partnerships and collaboration to support development of a sustainable, efficient, high quality professional vocational
education institute.
G. Grow international education.
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4.10 Statement of Service Performance Aligned to Tertiary Education Priorities – Māia
Ratonga
This Investment Plan focuses directly on the Government’s key initiatives. These include the Better Public
Service Targets of 85% of 18 year-olds achieving NCEA2, or equivalent, by 2017; and over 55% of 25 to 34
year olds having a qualification at NZQF level 4 or above by the same date. Waiāriki has adopted a
significant response to the need for skilled tradespersons to assist with Canterbury rebuild and through the
MPTT initiative it also recognises the importance of partnership and collaboration in meeting tertiary
education targets. The Outcome Framework Diagram illustrates how Waiāriki activities contribute to
national and regional education and wider government outcomes. The following table summarises
Waiāriki’s commitments for each of the seven identified strategic priorities aligned to relevant TES
priorities.
Waiāriki’s educational commitments for 2015-2017 are to provide:
EFTS at NZQF levels 1-9 aligned to the educational needs of the region;
A mix of provision by NZSCED subject aligned to the vocational needs of the region;
Increase SAC funded EFTS at level 3-9 by 150 in 2015 and 100 in 2016 through enhanced regional
engagement and development of new subject provision in particular aligned to meeting regional
demand and the government’s STEM and trade training priorities for Māori and Pasifika Trade
Training;
Expand level 1 and 2 provision by c. 10 EFTS and Youth Guarantee provision by 10 EFTS
Deliver a minimum of 65% of SAC provision at level 4 and above;
Increase the number of EFTS delivered outside the main campus in Rotorua though new delivery
sites including through partnership and marae-based delivery;
Improved education outcomes for priority groups;
Improved educational performance across all measures;
Improved graduate employment outcomes.
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Table 10: Forecast Statement of Service Performance
Priority A: Make Waiāriki a preferred institution of choice by learners, employers and the community through meeting the needs of the region by closely aligning its programmes to regional economic and resource needs. (Links to TES Priority One: Delivering Skills for Industry)
Relevant TES outcome:
Industry and TEOs invest time, money and expertise in skills development to ensure that graduates gain both transferable skills and specific qualifications that are matched to labour market demand.
Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets
Performance Measures
We will:
Align the portfolio with regional economic sectors and priority needs and seek to reduce duplication of qualifications in the region through collaboration with other providers as appropriate.
Continue to support priority trades for Canterbury rebuild and introduce Māori and Pasifika Trade Training.
Extend collaborative arrangements between business, industry, iwi and Waiāriki.
Achieve 280 EFTS within the combined total for priority trades and Māori and Pasifika Trade Training.
Achieve priorities of Regional Tertiary Education Action Plan once approved.
EFTS enrolled in priority trades and MPTT qualifications.
Increase the number of local centres in which programmes are offered through partnership arrangements.
Refresh portfolio to meet economic priorities in region.
EFTS enrolled through partnership arrangements.
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Priority B: Enhance graduate employability and outcomes. (Links to TES Priority One: Delivering Skills for Industry and Priority Two: Getting at Risk Young People into a Career)
Relevant TES outcomes:
Industry and TEOs invest time, money and expertise in skills development to ensure that graduates gain both transferable skills and specific qualifications that are matched to labour market demand.
Better employment outcomes for graduates.
Investment in education makes good use of information about employment outcomes.
More industry involvement with tertiary education to support the up-skilling of the existing labour force.
Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets
Performance Measures
We will:
Continue to gather data on graduate outcomes and to research levels of employability and relevance of skills.
Enhance the work of the Careers and Employability Centre to link students and graduates to industry and employers, increasing work readiness and employment outcomes; including within iwi or community, and/or with other employers regionally, nationally or overseas.
Achieve an increase (from the 2013 baseline of 104) in the number of industry placements and work-based projects.
All programmes to incorporate work-integrated learning.
Number of programmes incorporating industry projects and industry placements.
Increase level of response to graduate employment survey.
2% increase per annum in graduate employment rates in period of plan.
Percentage of graduates in further study and/or employment in the year following graduation.
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Priority C: Raise Māori and Pasifika success to achieve equity with non-Māori and non-Pasifika and achieving qualifications at higher levels. (Links to TES Priority Three: Boosting Achievement of Māori and Pasifika)
Relevant TES outcomes:
An increase in rates of progressions for Māori and Pasifika from study at level 1-3 to higher levels.
Increased rates of Māori and Pasifika enrolling in and completing qualifications at levels 4 and above.
Better employment outcomes for Māori and Pasifika graduates.
Achievement of appropriate performance targets for Māori and Pasifika learners.
TEOs set an appropriate level of Māori and Pasifika teaching staff.
There are opportunities for Māori and Pasifika to participate in study and research that will engage them as Māori and Pasifika within tertiary education.
TEOs engage Pasifika communities in the mentoring and pastoral care of Pasifika learners
Waiāriki Activities 2015-2017 Targets Longer term Strategic Plan Targets
Performance Measures
We will:
Operationalise a strengthened Bicultural Framework.
Provide culturally appropriate learning contexts, environments and curricula to support participation in tertiary education and successful course and qualification achievement for Māori and Pasifika students.
Upskill second chance learners, age 25 and above, especially poorly skilled Māori and Pasifika.
Continue to expand youth vocational education to enhance transition to skilled workforce opportunities especially for Māori and Pasifika.
Establish strong links with iwi/hapu and Pasifika communities.
Achieve performance targets for Māori and Pasifika learners. Course success
Māori: 79% by 2017 Pasifika: 77% by 2017
Qualification completions: Māori: 66% by 2017
Pasifika: 63% by 2017.
Equity between Māori, Pasifika and other learners.
EPI measures for Māori and Pasifika SAC funded students.
An increase of 1% per year in the percentage of Māori and Pasifika students graduating at levels 4 or above.
Comparable levels of engagement in higher level learning for all groups.
Percentage of Māori and Pasifika students who graduate with a qualification at Level 4 and above.
An increase in employment outcomes for Māori and Pasifika graduates.
2% increase per annum in graduate employment rates
Percentage of Māori and Pasifika graduates in relevant employment or progressing to higher study in the year following graduation.
Pasifika student and staff forum established
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Priority D: Increase the number of youth engaging in tertiary education and strengthening secondary tertiary transition. (Links to TES Priority Two: Getting At Risk Young People into a Career and Priority Four: Improving Adult Literacy and Numeracy)
Relevant TES outcomes:
A reduction in the number of young people not in employment, education or training.
Support attainment of Better Public Service Targets: 85% of 18 year olds achieve NCEA2 or equivalent and 55% of 25-34 year olds have a qualification at level 4 or above by 2017.
Better pathways from unemployment to tertiary education to give better employment outcomes.
More individuals across all age groups attain qualifications at Level 2 and above.
Literacy, language and numeracy skills improve across all age groups.
More industry involvement with tertiary education to support the up-skilling of the existing labour force.
Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets
Performance Measures
We will:
Implement the Community Outreach and Youth Engagement Strategy.
Increase the success and impact of Youth Guarantee funding, including through collaboration with community organisations and the PTE/iwi sector.
Expand the Certificate in Vocational Skills to secondary-tertiary learners, YG students and young adults, to promote NCEA 2 achievement and seamless STP.
Further expand and strengthen secondary-tertiary initiatives including through Trades Academy delivery.
Provide learning pathways for youth aged 19 to 24 from foundation studies at NZQF level 2-3 through to studies at NZQF level 4-9.
Target early identification of challenged learners and embed support systems, including through using the National Literacy and Numeracy Assessment Tool.
Embedding and delivery of strategy. Strong links with communities and Waiariki a first choice institution for young people.
Clear strategy in place to encourage progression to tertiary learning for school leavers.
Achieve performance targets for under 25 learners
Course Success: 80% by 2017
Qualification completion : 68% by 2017
A coherent secondary-tertiary transition programme available throughout the region.
EPI measures for SAC funded students under 25
Achieve performance targets for Youth Guarantee.
Course Success: 75% by 2017
Qualification completions : 70% by 2017
EPI measures for youth guarantee
An increase in the percentage of students under 19 who achieve NCEA2 or equivalent through study at Waiariki or in a supported STP programme.
Increased proportion of secondary school leavers from linked schools progressing to tertiary education.
Percentage of Waiāriki (including TA) students under 19 who achieve at least a level 2 qualification (NCEA or equivalent).
An increase in the percentage of students aged under 35 who graduate at level 4 or above.
Percentage of students aged under 35 who graduate with a qualification at level 4 or above.
Part Two: Strategic Direction Page | 50 – August 2014
Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets
Performance Measures
Two new partnerships established to support extension of foundation learning into new areas.
Increase the number of active partnerships with iwi and Māori organisations.
Number of partnerships established with PTEs/iwi through foundation learning and bridging programmes.
Priority E: Develop applied research to underpin programmes offered and to meet the needs of industry. (Links to TES Priority Five: Strengthening Research and Priority One: Delivering Skills for Industry)
Relevant TES outcomes:
TEOs, industry and research organisations collaborate more to share expertise, transfer knowledge and progress joint research programmes.
Greater movement of staff between TEOs and their partners, more opportunities to learn and research with the TEOs partners and increased private funding for tertiary education research.
Industry and TEOs invest time, money and expertise in skills development to ensure that graduates gain both transferable skills and specific qualifications that are matched to labour market demand.
Waiāriki Activities 2015-2017 Target Longer term Strategic Plan Targets
Performance Measures
We will:
Strengthen applied research and research informed teaching to support regional and national social, cultural, environmental, and economic development.
Increase the proportion of staff with degree and postgraduate qualifications.
Increase the volume of research outputs.
An increase in the number of applied research projects. An increase in the proportion of staff who are research active.
Achieve external contract funding targets for research and consultancy.
Number of applied research projects undertaken in collaboration with industry/iwi/community and volume of funding received.
An increase in the percentage of staff with degree and postgraduate qualifications.
A highly qualified workforce. Percentage of staff with postgraduate qualifications.
An increase in the number and quality of research outputs.
To enter the PBRF in 2018. Number and quality of research outputs.
Part Two: Strategic Direction Page | 51 – August 2014
Priority F: Develop partnerships and collaborations that will support the development of a sustainable, efficient and high quality professional vocational education institution. (Underpins all TES Priority areas and responds to directives on collaboration).
Relevant TES outcomes:
Strengthen collaboration and shared resources for greater efficiency.
Strengthen research outcomes.
Enhance quality assurance.
Continue to build international links.
Waiāriki Activities 2015-2017 Targets Longer term Strategic Plan Targets
Performance Measures
We will:
Strengthen collaboration with foundation education providers through developing vocational pathways to NZQF level 4 and above.
Develop curriculum alignment strategies and processes for regional portfolio review to ensure complementary provision through the tertiary partnership.
Assess opportunity for shared services with other TEIs including Bay of Plenty Polytechnic.
An increase in the number of active partnerships.
Increased number of active partnerships.
Number of active partnerships with iwi or Māori organisations that result in student enrolments.
Active involvement in Bay of Plenty Tertiary Education Partnership.
A regional approach to educational provision agreed and adopted by TEOs in the Bay of Plenty.
MOUs in place with regional providers.
Regional review of portfolio including qualifications, programmes and education pathways undertaken.
Progress towards Regional Tertiary Action Plan targets.
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Priority G: Growing international education. (Links to TES Priority 6: Grow international linkages).
Relevant TES outcomes:
Strengthen collaboration and shared resources for greater efficiency.
Strengthen research outcomes.
Enhance quality assurance.
Continue to build international links.
Waiāriki Activities 2015-2017 Targets Longer term Strategic Plan Targets
Performance Measures
We will:
Continue and widen export education to countries linked to New Zealand’s global trading partnerships and priorities.
Seek to grow export education through articulation arrangements and offshore delivery.
Ensure that programmes offered respond to international needs.
Maintain export education at around 20% of total EFTS.
Reduce reliance on one major market and broaden range of subjects and programmes to which students are recruited.
EFTS achieved through export education.
Scope and where feasible engage in offshore education delivery.
Develop offshore education partnerships.
Number of countries from which students are recruited and percentage of students from different markets.
Increase the proportion of students recruited from countries outside South Asia.
Number of active articulation arrangements.
Increase number of international articulation arrangements.
Number of students studying
partially or wholly offshore.
Increase level of staff and student exchanges and activities with international TEOs.
Part Two: Strategic Direction Page | 53 – August 2014
4.11 Outcomes and Educational Commitments - Whakaheretanga
Mātauranga
4.11.1 Volume of EFTS and Nature of Provision – Ratonga Rārangi Akonga
Waiāriki’s commitment for 2015 is to provide a total of 2867 SAC funded EFTS from New
Zealand Qualification Framework (NZQF) level 1-9. In addition, Waiāriki will provide additional
capacity funded through Adult and Community Education (69 EFTS), Youth Guarantee (100
EFTS), Workplace Literacy and Numeracy (104 learners), and Secondary-Tertiary Transition
Programmes and Trades Academy (circa 375 learners in 2015) see Table 1.
4.11.2 Mix of Provision – Whakarato i Ngā Taumata
(a) By level
The mix of provision by level, shown in Table 10 below, evidences delivery across a range of
levels from 1–9 with most provision located at level 3 and above.
Table 11: Mix of Provision, SAC EFTS (including priority trades) by NZQF level of qualification
NZQF Level
2014 Forecast
2015 2016 Notes
1 4 8 8 New NZ qualifications in ESOL at level 1.
2 148 147 147 Provision at level 2 to meet the needs of learners across the region for foundation learning.
Total 1-2 152 155 155
3 735 781 786 Pathway qualifications to higher levels and vocational trade qualifications.
4 781 689 687 Pre-employment trades qualifications and bridging to level 5-7.
5 465 426 426 Entry level diplomas.
6 137 127 127 Mostly 2 year diplomas
7 661 640 700 Capped health with rising ECE & applied management.
8 14 39 49 Specialist industry professional up-skilling with increased offerings of post-graduate certificates and diploma.
9 5 10 20 Specialist industry professional up-skilling to Masters level
Total 3-9 2798 2712 2795
Grand Total
2950 2867 2950
The levels of provision at Waiāriki have, in response to government priorities, increasingly
moved towards higher level provision at NZQF levels 4 and above. Since 2007 Waiāriki has
reduced the proportion of SAC funded EFTS at foundation level (levels 1 and 2). These levels
accounted for only 6% of total SAC provision in 2013 with more than 65% of SAC provision now
being at level 4 and above. The shift in provision has involved offering and supporting learning
at higher levels through development of trade certificate qualifications at NZQF level 4,
diplomas at levels 5 and 6, and professional applied bachelor degrees and graduate diplomas
at level 7. Postgraduate certificate, diplomas and masters degrees in specialised management,
information technology, hospitality management and health subjects at NZQF level 8 and 9
were approved during 2013, with delivery commencing in February 2014. Response to these
new programmes, especially at postgraduate level, has been very positive from both domestic
and international markets and Waiāriki is currently developing a new professional post-
Part Two: Strategic Direction Page | 54 – August 2014
graduate suite to address the learning needs of education, social work and health professions.
These new programmes will be offered from the first semester in 2015, subject to NZQA
approval. A key focus for postgraduate programmes is ensuring that there are positive
employment outcomes for students and the institution’s Careers and Employability Centre is
playing a key role in this regard.
(b) By Subject Area - Kaupapa
During 2015-2017 Waiāriki will continue its planned programme development to respond to
both learner and industry needs. Changes to the subject mix and balance of provision are
managed to ensure that they align to national and regional workforce priority needs. The work
already undertaken with Local Advisory Committees (LACs) will continue and evaluation will be
undertaken of the way in which Waiāriki can better respond to vocational and professional
development needs, and the listing of New Zealand qualifications post-TROQ. The institution
will see some growth in science, technology, engineering and maths (STEM) provision numbers
through the development of new applied science and technology provision and through
programmes in hospitality with the introduction of a new culinary arts degree. A further
expansion of postgraduate provision to meet the needs of the service economy is also
planned. There will be some decline in numbers studying Māori language and development
programmes largely as a result of increased competition from free fees programmes offered
by the wanangas in Māori language and the move to offer such programmes through e-
learning, mobile apps and in partnership with other providers. Tables 5 and 6 within Appendix
1 document the detail of key changes by New Zealand Standard Classification of Education
(NZSCED) subject area.
4.11.3 Priority Trades and Māori and Pasifika Trade Training - Mahi Tuatahi i Waitaha,
Whakangūngū Mahi Iwi Māori, Iwi Mōana nui ā Kiwa
The proposed mix of provision includes a combined total of 253 applied trades EFTS covering
Māori and Pasifika Trade Training and EFTS in recognised priority trades areas within the core
SAC funding from 2015 and beyond.
During the last five years, Waiāriki has seen an increase in the volume and take-up of trade
programmes and has responded to growing demand through expansion of the number, range
and location of its trade provision. With programmes in automotive engineering, carpentry,
electrical, engineering, fabrication and welding, agriculture, forest operations, wood
manufacturing, hairdressing and culinary arts, Waiāriki has developed a portfolio of
programmes at NZQF levels 2-4 which directly relate to student demand and the needs of the
regional economy. In the period 2012 to 2013, and anticipated for 2014, Waiāriki has also
responded to the Priority Trades for Canterbury initiative achieving its target of 100 additional
EFTS over and above the priority trades in its core SAC contract. More than 75% of the
students involved in trades training are Māori or Pasifika and levels of achievement have been
steadily growing. Waiāriki seeks to build on this success and is seeking a growth of places in
trade training funding in 2015 to accommodate enhanced participation in and demand for the
Government’s Māori and Pasifika Trades initiative as well as responding to the identified
requirements of stakeholders for delivery of more applied trades courses at multiple locations
across the region. Waiāriki’s work in this area is well respected and students are in high
demand from different trade sectors with over 50% of graduates from level 1-3 trade
qualifications moving directly into employment. Some comments from employers of trade
graduates include:
Part Two: Strategic Direction Page | 55 – August 2014
“I carried out my training at Waiāriki Institute of Technology 21 years ago and highly
recommend this programme. We have employed at least 17 apprentices from Waiāriki
since then. We see Waiāriki as a major resource that we tap into!”
“Our company has employed many graduates over the last 15 years and I find that the
training that they are given at Waiāriki is invaluable. I am able to liaise directly with the
friendly staff and find that I am always able to find the right person every time. An
unbelievable asset for the industry and our company!”
Waiāriki recruits significant numbers of Māori and Pasifika students to its growing portfolio of
trade programmes and has successfully been awarded funding for the new Māori and Pasifika
Trade Training initiative. The institute is working in partnership with Ngati Whakaue, Te Whare
Wananga o Awanuiarangi, regional employers and the Taumarunui Community Kokiri Trust to
deliver its Māori and Pasifika trade training initiative for Rotorua and the wider Waiāriki
region. High demand has been identified for this initiative with an estimated 500 learners
expressing interest in the Rotorua region. It is estimated that from a base of 60 EFTS Māori and
Pasifika Trade Training places in 2014, this could rise to circa 150 EFTS over the next two years.
The institution has embedded 900 trade training places within its core allocation but has
limited capacity to deploy more of its EFTS to this area of provision without adversely
impacting on the mix and balance of provision of programmes across all levels. While Waiāriki
has been able to absorb up to 60 MPTT EFTS as part of core provision in 2014, the award of
additional EFTS is needed to meet the regional demand for Māori and Pasifika Trade Training.
The institution seeks additional award of EFTS for this provision which is part of the request for
150 additional EFTS for regional provision in 2015 and 100 for STEM and other regional
demand areas in 2016.
Waiariki is applying to the 2014 MPTT round for delivery to the rest of the Waiariki region not
already covered by the Rotorua contract. This proposal is expected to include a consortium of
iwi, Māori organisations, Pasifika organisations, PTEs and hopefully other TEOs in the region.
This proposal will see a scale of delivery that will allow sub-regions to focus on a wider range of
trades of significance for their local area – for example, horticulture in Opotiki, agriculture in
Turangi, and construction in Papamoa.
4.11.4 STEM Provision - Ratonga Pūtaiāo
The Tertiary Education Strategy (TES) has a priority for increasing levels of engagement in
science and engineering with the aim of increasing Māori, Pasifika and women enrolled on
tertiary programmes in these subject areas. While Waiāriki has strong provision in the areas of
fitting and turning, welding and fabrication, automotive skills and manufacturing technology,
provision of engineering skills and knowledge to date has been up to NZQF level 4 only and
science provision has primarily focused on the area of health. The institute’s Strategic Plan has
a commitment to further develop programmes in areas related to regional economic needs,
including skills required by the geothermal industry and the harnessing of natural resources.
The draft Tertiary Action Plan for the Bay of Plenty Region has identified a clear need for
learners with science and engineering technology skills to meet the intermediate skill needs of
the geothermal sector, materials engineering and freshwater science through, for example,
provision of automation and control, calibration and instrumentation, CAD/CAM, drilling,
laboratory skills and technology for the primary sector. Discussions have been held, for
example, with fabrication firms in Rotorua and precision engineering firms in Kawerau and
with geothermal companies who have confirmed that currently labour is primarily sought out
of the region due to the lack of availability of skilled local labour.
Part Two: Strategic Direction Page | 56 – August 2014
Waiāriki is in the process of introducing a new degree in Applied Science and certificates and
diplomas in Engineering Technology with a particular focus on CAD/CAM from 2016 (subject to
approval). Waiāriki seeks the allocation of additional EFTS to support these developments as
well as growing provision in the tourism and hospitality sector to meet regional needs.
Waiāriki recognises that many potential students, and in particular Māori and Pasifika, do not
have the necessary level of numeracy and scientific skills to undertake study in these subjects
at level 5 and above and thus the institute will expand its bridging programme, the Certificate
in Smart Study, to provide an appropriate learning foundation for science and technology
study at levels 5 and above. In addition Waiāriki will also seek to attract a larger number of
women into science in particular through enrolments on the bridging programme. Planned
development and expansion of provision in STEM areas is documented in Table 11 below.
Table 12: STEM Related Provision Projections 2013 – 2017
Projected EFTS
Qualification Level NZSCED 2014 2015 2016 2017
Certificate in Welding and Fabrication 4 03 38 40 40 40
Certificate in Engineering (Fitting and Turning)
3 03 16 25 25 25
Certificate in Smart Study [introducing new courses with foundation mathematics and science for engineering and science pathways from 2014] – STEM courses
4 12 6 14 14 14
Bachelor of Creative Technology 7 02, 03, 10 0 20 25
Bachelor of Applied Science 7 02, 03 20 25
Geothermal Related Science and Environmental Engineering [being developed with stakeholders]
5 02, 03 0 15
Total EFTS 60 80 100 145
4.12 Educational Performance – Māia Mātauranga
Improving Educational Performance - Whakapai Ake Mātauranga Māia: Student Success and EPIs
– Angitū Akonga, Tūtohu Mātauranga Māia
During the last five years Waiāriki has established an upward trend in course completion rates
and an increasing level of qualification success as evidence by the following table.
Part Two: Strategic Direction Page | 57 – August 2014
Table 13: Summary of EPI Outcomes: 2008 – 2014
Performance
Measure
2008 2011 2012 2013 2014 (plan) 2014
(predicted)
Course completion 48% 73% 77% 79% 80% 80%
Qualification
completion 29% 55% 67% 74% 69% 74%
Progression 44% 29% 29% 33% 33% 33%
Retention 31% 54% 63% 67% 63% 68%
Māori Course
Success 42% 67% 72% 75% 75% 77%
Pasifika Course
success - 67% 73% 73% 75% 75%
Gap Māori success
and that of all other
learners
- 15% 14% 10% 10% 8%
During this period there has been year on year improvement with further significant
improvement in the 2013 academic year. This is evidenced in the institute’s 2013 Annual
Report which documented the increase in the overall course success of more than 60% in the
period 2008 to 2013, the increase in qualification completion by 150% and the increase in
Māori course success of 70%7.
4.12.1 Performance commitments – Whakahere Māia
The institute recognises that it has still some way to go to be placed among the highest
performing ITPs. Waiāriki has therefore set further challenging targets for student success in
2015-2017. Waiāriki aims to improve the overall course success EPI to 80% in 2015 with the
qualification completion EPI increasing to 74%. The course success EPI for all Māori will
improve to 77% in 2015 and to an average of 79% by 2017, an increase of approximately 3%
over this period. For Pasifika the target is for course success EPI to improve to 77% in the same
period. Waiāriki will continue to work towards equity of success for Māori and Pasifika with
non-Māori and non-Pasifika, with the goal of reducing the gap to no more than 8% for course
success by 2017. While the gap may seem high at 8% it is important to recognise the starting
point. The current achievement gap prior to entry to tertiary education is close to 14% in the
region as a whole and as high as 25% in some districts. To reduce the gap to 8% will thus be a
significant achievement given the region’s statistics and the current Waiāriki position. The aim
is to continue to improve. Full details of the performance commitments for the educational
indicators are provided in Tables 2 and 3 within Appendix 1.
Qualification completion in Waiāriki increased to 74% in 2013, taking the institute above the
ITP sector median of 72% for the first time. While it is aimed to continue to increase this level
of completion the institute is aware that the completion rate is affected by a number of
7 Waiāriki 2013 Annual Report
Part Two: Strategic Direction Page | 58 – August 2014
factors. Such factors include: the limited offering of qualifications of less than one year in
length, the recent growth of three year bachelor degree programmes and hence the limited
number of graduates who will complete their full three year learning cycle during the first
three years of offering compared with the EFTS consumed during these years, and the
socio-demographic composition of the student body which may prevent long periods of study.
In the plan period it is envisaged that qualification success will rise to 76%, building on
improving course success and due to larger cohorts reaching the end of their qualifications.
This will place Waiāriki above the current ITP median. The funding situation is, however,
complex and it is important that TEC is aware of the way in which the mix of provision impacts
on any calculation of qualification success8.
4.12.2 Progression – Ahu Whakamua
The ITP sector median for student progression to higher levels, after graduation from levels 1
to 4, in 2013 was 37%, with Waiāriki at 33%. In the Waiāriki region learner demographics and
the nature and demand for local higher level local tertiary provision mean that many students’
preference is to progress through different learning levels taking a qualification of shorter
duration rather than initially committing to an extended learning pathway; as a result this can
impact on the progression indicator. Regional learners also often take a year’s break before
continuing study to increase family income or to afford the move away from home to progress
to higher study; those taking a break from study of more than one year are not counted as
progressed in this indicator.
In absolute terms Waiāriki is making a significant difference to the numbers progressing to
higher study. In 2009 only 456 students completed a qualification at levels 1-4 whereas in 2010
this number had increased to 1,434 and in 2013, 1606. Of these students 190 and 530
respectively progressed directly to higher study. The absolute numbers of students progressing
to higher study after completing a level 1-4 qualification showed a 180% increase, however,
this increase is not shown by the EPI which is based on the proportion of those progressing out
of the numbers who graduate with a qualification.
To effect further improvement in this EPI Waiāriki has made significant changes to the
portfolio of qualifications offered at levels 1-3 such that a higher proportion of enrolments are
full-time students in pathway qualifications that lead to higher level study. In addition higher
level qualifications have been developed, to provide pathways to higher level qualifications
and the acquisition of skills within the region for learners who are not in a position to move.
These developments include higher level qualifications in electrical related trades, engineering
related trades and construction. In addition new and/or redeveloped programmes are also
being identified to establish clear pathways to degree level study; this may include articulation
agreements to other providers.
Another factor affecting progression has been the economic downturn which has resulted in
reducing apprenticeship opportunities for regional students in trade qualifications. Waiāriki is
8 For example : Reducing the enrolments into year one of the Bachelor of Nursing will have a positive impact on the
indicator, due to the method of calculation which gives a higher result if year three students outnumber year one.
Whereas increasing enrolments into the three year pathway of the early childhood teaching degree will have the reverse
effect. Increasing enrolments into two year, Level 5-6 diplomas will have a negative impact on the indicator as less
students reach the end of the qualification. Longer learning pathways, including hours of work experience, to achieve full
trade certification will have negative impact.
Part Two: Strategic Direction Page | 59 – August 2014
developing innovative solutions to compensate for this lack of opportunity and to provide a
pathway to trades apprenticeships for these students. As the economy continues to grow it is
anticipated that opportunities will increase but that there will be a related challenge of
ensuring that students moving into employment continue with study part-time.
4.12.3 Retention - Pūpuritanga
Supporting the retention of learners is a target for all teaching, administrative staff and
support teams. Many factors impact on retention and learner success including campus ‘feel’,
welcoming attitudes, curriculum content and external factors in the often challenging lives of
students. Retention of students at Waiāriki is currently 67% which is just below the sector
median of 68%; however, this hides considerable variation – with NZQF level 7-8 at 83%
demonstrating the impact of dedicated learners, while NZQF level 1-3 varies between 85% and
50%.
Waiāriki’s Retention and Student Success Strategy has been developed to both support
Strategic Plan and Investment Plan targets and in support of the institute’s commitment to
raise levels of student achievement and success. The strategy focuses on a number of distinct
areas of activity including the provision of enhanced information, advice and guidance to
students to ensure that they are on the right programme at the right level. This is provided in
particular through the new student Information and Enrolment Centre established to provide
both centralised advice and guidance and providing support to students accessing Study Link
and other support measures. The new Centre also identifies students who are likely to need
additional programme support in advance of commencing their programme of study, so that
Waiāriki’s team of learning advisors can ensure appropriate levels of support are available
when students formally enrol. An enhanced orientation and induction programme has been
developed for all students at each campus providing a comprehensive introduction to their
programme, student support services and extra curricula activities. This is followed with
diagnostic testing of learning skills, literacy and numeracy testing from those studying courses
at Level 3 and below using the Adult Assessment Tool and early formative assessment to
identity students who might need additional support to ensure course and qualification
success. Attendance monitoring and tracking has also been introduced within all programmes
and students are made aware of attendance requirements as an integral aspect of developing
their employability skills. Evaluation of the success of the new retention and progression
initiatives is evident through the ongoing improvement in student results.
Part Three: Supplementary Information Page | 60 – August 2014
5. Part Three: Supplementary Information – Wāhanga Tuatoru:
Pūrongo Tāpiritanga
5.1 Governance and Management – Tikanga Whakahāere, Tikanga ā Mahi
5.1.1 Council and Te Mana Matauranga – Kaunihera, Te Mana Mātauranga
Waiāriki Institute of Technology has a governing Council of eight members which is supported in the
strategic development and oversight of the institution by Te Mana Matauranga an iwi governance
Trust representing 15 iwi and hapu from across the Waiāriki rohe. Both bodies meet monthly and
also come together five times a year through four joint Council and TMM meetings and the
institution’s annual strategic planning day. Both bodies operate through annual work plans which
ensure that they have insight and input into a wide range of strategic developments. The Council, for
example, has a programme of looking at main curriculum areas through reports and dialogue with
Deans, Heads of Departments, and Directors; a policy focus considering key aspects of institutional
performance such as research, student retention and success, teaching and learning, the student
voice and international developments and a strategic focus considering achievement of KPIs, regular
assessment of principal risks from the risk register and the institution’s strategic objectives. TMM
similarly operates through regular presentations on aspects relating to the support of Māori
students and staff including, for example, the staff bicultural competences framework,
indigenisation of the curriculum, links with iwi and trust education plans and student success.
5.1.2 Senior Management Team – Te Rōpū Whakahāere Matua
The Senior Management Team (SMT) comprises the Chief Executive, three Deans, five Directors and
the Kaumatua. The SMT meets fortnightly to consider and debate a wide range of institutional
developments including recruitment, student performance, resource requirements, regional and
business engagement and staffing. Each Dean and Director produces an Annual Business Plan for
their area which is debated and discussed by the Senior Management Team and which informs
Investment and Strategic Planning and budget and resource allocations. Regular presentations are
made by a wider group of staff to SMT on key topics such as secondary tertiary transition, marketing
and teaching and technology enhanced and enabled learning. The SMT also meets monthly with a
wider group of senior managers, the Waiāriki Managers Forum. This forum provides the opportunity
to discuss institutional development with third tier managers and to ensure strong communication
flow within the organisation.
5.1.3 Self-Assessment – Aro Matawai
Over the last twelve months Waiāriki has strengthened its approach to self-assessment. In 2013,
Waiāriki reviewed its approach to self-assessment and evaluation and an external contractor was
bought in to review effectiveness of the system and to recommend changes. Following this review,
Waiāriki developed a revised system of Self-Assessment, Evaluation and External Review to embed a
whole of organisation approach. All parts of the institution engaged in reflective deliberations
against NZQA’s key enquiry questions and prepared action plans to enhance their effectiveness.
These deliberations were held between December 2013 and March 2014 and all parts of the
Part Three: Supplementary Information Page | 61 – August 2014
organisation, including Council, TMM and SMT participated. The resulting action plans have been
collated and are being monitored for implementation and impact.
The key shift in this process has been away from one person taking responsibility for reviewing
performance and preparing a written report, to a Community of Practice deliberation where all parts
of the institution reflect on their contribution to key areas particularly effective teaching and
ensuring valued outcomes for learners and other stakeholders.
Response from staff has been extremely positive and there has been a significant shift in
understanding of roles and responsibilities as well as the way in which support units within Waiāriki
contribute to effective outcomes for students. The culmination of this process was a ‘whole of
organisation’ professional development day where all staff came together to define what an
effective organisation focused on excellence in teaching and learning looks like. The resulting staff
feedback has been developed into a set of ‘aspirational standards’ that are being used to guide on-
going developments across the institution.
The Aspirational Standards are attached as Appendix Five.
5.1.4 Risk Management – Whakahāere Wetiweti
The institution has a comprehensive risk register that is closely linked to the aims and objectives of
the Strategic Plan and Investment Plan and to the risks identified in Faculty and Directorate Business
Plans. It identifies 21 strategic risks in five broad categories of sustainability, the student experience,
staff, infrastructure and stakeholders. The Risk Register is regularly reviewed by the Senior
Management Team, Council and the Audit and Risk Committee. At each Council meeting there is a
comprehensive review of one of the higher level risks facing the institution, providing the
opportunity for Council to consider actions being taken by Senior Management to mitigate and
reduce the impact of the risk.
Operational risks are identified in Faculty and Directorate Business Plans and are kept under review
by the Faculty and Directorate management teams. Risk management is also an integral aspect of
the assessment of new project and initiatives undertaken by the institution.
5.2 Capital Asset Management – Whakahāere Rawa
5.2.1 Property Development – Whānake Rawa
Waiāriki developed a master plan for the development of its main campus in 2009 and over the past
five years has been working toward the achievement of key elements of that plan as witnessed by
the construction and opening of a new building at Waipa campus in 2011, Ihenga in 2012 and the
current construction of the new Health and Sciences building due to open in January 2015. Over the
past year Waiāriki has begun the development of a new Property Strategy for both its main campus
in Rotorua and also for its regional campuses in Tokoroa, Taupo and Whakatāne. An initial property
strategy was presented to the Council in November 2013 and subsequent to that the institution has
engaged an external contractor to undertake an assessment of property needs across all campuses.
This work has been complemented by a full condition survey of buildings to ascertain fitness to
modern teaching and learning requirements and to earthquake standards. Following assessment it
Part Three: Supplementary Information Page | 62 – August 2014
has been confirmed that Waiariki meets the government’s earthquake standard with all but two
buildings being fully compliant.
Initial work has identified the need for the construction of a minimum of two new buildings at the
main Rotorua campus and for the reconstruction of one of the regional campuses. Work is currently
taking place to assess the financial options for new property development and it is anticipated that
this work will be completed toward the end of the current academic year. Part of the strategy going
forward, particularly in relation to regional development, is to ascertain the potential of working in
partnership in the development of tertiary learning provision. This has already happened in Tokoroa
with Waiāriki co-locating with Te Wananga o Aotearoa to develop a new tertiary leaning centre for
Tokoroa. In Turangi, Waiāriki is working in partnership with Te Whare Aronui Tuwharetoa in the joint
delivery of programmes from a single site. Work is currently underway to assess the potential of
redeveloping the Taupo campus through working in partnership in the region.
Waiāriki recognises that it has an ageing stock of buildings requiring an increasing level of
maintenance and this property strategy will assume growing significance over the period of the
Investment Plan during which time it is hope that significant new developments will be able to be
undertaken.
5.2.2 Capital Asset Plan – Mahere Rawa
Through annual business and resource planning the institution has a robust approach to the
management of capital development in terms of new buildings and equipment required to sustain
the institution’s portfolio. Waiāriki has a long term Capital Asset Management plan under which
investment is scheduled for major improvements in campus facilities and systems. Further work is
currently on-going to incorporate new campus developments and scheduling of required
maintenance and replacement. In 2013-2014 investment has been committed for the new Health
and Sciences building and other lesser facilities to the value of $9.5m. This has been funded from
cash reserves.
The 2014 academic year has seen the continuation of the upgrading of the learning environment
through the commencement of the building of a new teaching block for health sciences provision
and work on upgrading student residential accommodation in the holiday park. Work has also
commenced on the development of a new Property and Estate Strategy which is expected to be
presented to Council for approval in the spring. Options are being considered for the long term
development of both the main and regional campuses and the most appropriate means of funding
future developments.
Quality of the data recorded for all campus assets is progressively being improved with ongoing
building assessments, repairs and maintenance costs added to a database to form the basis on
ongoing maintenance requirements.
5.2.3 Business Process Improvement – Mahi Whakapai Ake
The business process improvement initiative established in 2012, and further developed and
implemented in 2013 and 2014, involves staff analysing and improving core processes based on the
student lifecycle, seeking to eliminate waste and inefficiency, and identify how best to ensure these
processes add value and meet the needs of students and other stakeholders. These improvement
Part Three: Supplementary Information Page | 63 – August 2014
processes work in tandem with the implementation of business solutions such as the EBS4 student
management system, the TechOne finance system and more effective use of web-based technology.
In the longer term the initiative aims to embed mechanisms for continuous improvement and an
organisational culture that supports this.
A principal focus in 2014 has been on further developing the EBS4 student management and
TechOne finance systems to ensure that they can provide a comprehensive support system for all
student administration, from enquiries and offers, to timetabling, course selection and the
processing of student results. It is anticipated that EBS4 will be functioning across a number of
additional functional areas by the start of the 2015 academic year to ensure that greater efficiency in
the management of student record processing systems is achieved. Related to this has been the
development of a new On-line Strategy and approach. The appointment of an On-line
Communication Manager has significantly developed work on the enhancement and utility of on-line
information and services within Waiāriki together with significant developments to the website.
Over the period of the investment Plan the aim will be to further enhance business processes to
ensure effective interaction between the finance and administrative systems used in Waiāriki and to
ensure a whole scale move to on-line applications and processing of admissions. It is anticipated that
the current work being undertaken in this area will lead to greater efficiency in staffing and timelier
response rates to student enquiries and admission.
5.3. Regional demand statistics – Pāngarau ā Rohe
5.3.1 The Waiāriki Region – Te Rohe o Te Waiāriki
Waiāriki Institute of Technology is a regional polytechnic providing vocational professional tertiary
education to the six administrative districts of the Waiāriki region in the wider context of New
Zealand’s labour force needs. In 2008, the region, as defined by TEC, accounted for all of the five
administrative districts making up the Eastern Bay of Plenty, Rotorua and Taupo, and 50% of the
population of the South Waikato District.
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Figure 2: The Waiāriki Region Map
Waiāriki also provides limited specialist provision, within the Western Bay of Plenty region. This
includes the provision, by agreement, of the Bachelor of Nursing based at the Bay of Plenty
Polytechnic campus at Windermere and provision of qualifications in Te Reo based at the Huria
Management Trust in Judea.
5.3.2 Population Demographics – Nuinga Tāngata
Population estimates9 for the six districts making up the Waiāriki region show a population of around
175,000, or around 4% of the New Zealand population. Of this, around 23% are aged between 0 to
14 years, with a further 31% aged between 15 and 39. The table below documents the population
numbers in the six districts and also shows the percentage by age group within those districts.
Table 14: Estimated resident population by District as at 30 June 2013
Territorial authority area Total 0–14 15–39 40–64 65+ Median
age(3) (years) Number Percent
South Waikato district 22,500 23.2 29.7 31.4 15.7 37.1
Taupo district 34,400 20.6 29.0 33.3 17.2 40.3
Rotorua district 68,600 23.1 31.7 31.7 13.4 36.0
Whakatāne district 34,200 22.6 28.7 33.1 15.5 38.7
Kawerau district 6,720 23.4 30.2 28.7 17.8 36.7
Opotiki district 8,590 22.9 27.2 32.4 17.4 39.0
Average: Waiāriki Region 29,168 22.6 29.4 31.8 16.2 38.0
New Zealand 4,470,800 19.9 33.7 32.2 14.2 37.1
9 Statistics New Zealand, Estimated resident population by broad age group (provisional) as at June 2013
Extension
across to
Waikato
region
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5.3.3 Population Forecasts – Poropiti Nuinga Tāngata
New Zealand, like the rest of the world, is facing a slowing of population growth and an ageing population. Projections show nationally that population growth between 2011 and 2031 will be 17.9%, however, the population aged 65 and over will increase by nearly 90%, while those under 65 years will increase by 7%.10 Statistics New Zealand predicts that the population in the coming decades will be older, more diverse and increasingly concentrated in the mid and upper North Island.
The population of 18 to 22 year olds will fall significantly over the next decade, and the youth
population will become more ethnically diverse, given higher birth rates in Māori and Pasifika
families.11 New Zealand will have around 28,000 fewer school leavers over the next few years,
before an increase, starting in 2021, which reflects a recent baby blip.12
While youth numbers in the Bay of Plenty are expected to follow a similar pattern, the decline will
be less prominent than in other parts of New Zealand due to the youthful Māori population of the
Bay of Plenty and the Waiāriki region.
Rotorua’s population is younger than that of New Zealand’s. Rotorua is projected to still have more
young people than elderly until around 2031 whereas in the rest of New Zealand elderly already
outnumber young people in 16% of New Zealand’s territorial authorities; this is projected to increase
to 40% of territorial authorities by 2016 and 78% by 2026. New Zealand’s future may arguably be
dependent on the education of the youth in the Waiāriki region.
5.3.4 Ethnicity – Mōmō Tāngata
Māori make up around 35% of the overall population in the Waiāriki region, around 41% of 15 to 39
year olds and 51% of under 15 year olds.13 Nationally only around 14% of the New Zealand
population are Māori, with only 16% of 15 to 39 year olds and 23% of under 15 year olds identified
as Māori. This evidences that the Waiāriki region contains significantly more Māori than the rest of
New Zealand. Around 4.5% of the regional residents identify as Pasifika, based mainly in Tokoroa
and Rotorua and there is capacity to increase the participation by Pasifika in tertiary education.
5.3.5 Future Tertiary Population – Nuinga Tāngata Kuratini Takiūra
Due to the global ageing population, the region’s young people, especially those with current,
transferable skills, will be in increasing demand both in New Zealand and globally. Therefore tertiary
education and training is a significant opportunity, especially for young Māori, who historically have
underachieved in the secondary school model. Data from the 2013 Census suggests that about 14%
of the population is aged between 15 and 24 years with 18% of this population identifying as Māori.
10 National Institute of Demographic and Economic Analysis 11 TEC Statement of Intent 2013/14-2015/16, pg. 10 - 13 12 National Institute of Demographic and Economic Analysis 13 Statistics New Zealand: Age group and sex by territorial authority area and Auckland local board area, for the census usually
resident population count 2006 and 2013 Censuses
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Within the Waiāriki region 15-24 year olds make up 12% of the population and 47% identify as
Māori. Ministry of Education data for 2012 indicate that, across the different Territorial Local
Authorities in New Zealand that the proportion of the Māori population leaving school without
achieving Level 2 NCEA varied from 16% to 74%. In the Waiāriki rohe it is estimated that this figure is
60.2% and moreover, it is estimated that about 800 youth are not in employment or training in the
region.
Ensuring all learners are prepared for success at their next stage requires all education agencies to
focus on the transition points along the education pipeline. For the tertiary system, this means
focusing on the interface between compulsory and tertiary education, and on the transition from
tertiary education to employment.14 Focusing on the interface between compulsory and tertiary
education entails more than looking at school leavers. Engaging with youth early in their secondary
school education is also being developed, supported by the projection that there will be fewer
workers at labour market entry age than exit age in approximately seven years in Rotorua, around
the time these students will be completing their tertiary studies.
Waiāriki already has a strong focus on youth. Further supporting this, and aimed at students who are
underachieving at secondary school and/or who wish to follow a more vocational focus, are
initiatives such as youth engagement opportunities through secondary school liaisons, Youth
Guarantee placements, an established Trades Academy in Whakatāne and a developing Trades
Academy in Rotorua, Taupo and Tokoroa.
5.3.6 Industry and Economy – Whakahāerenga Moni, Mahinga
Waiāriki’s regional economy is dominated by a number of specific economic sectors including
forestry, agriculture, tourism and geothermal; each of which are key drivers of future economic
growth. The dominance of these sectors, together with recent and pending Treaty settlements,
means that working with regional employers and with iwi business development is key and Waiāriki
recognises this has important implications for the development of a tertiary curriculum that matches
employment opportunities for business in general and for young Māori learners in particular15.
In the Waiāriki region tourism, forestry, agriculture and horticulture are the traditional backbone of
the economy. The primary sector accounts for almost 22% of Waiāriki regional GRP16. The
importance of specialised manufacturing is growing in the region, particularly chemicals, minerals
and metal manufacturing. Diversification of the region’s economy is expected to increase and
improve regional outcomes through opportunities such as harnessing solar and geothermal energy,
value-added wood processing specialist manufacturing, tourism and leveraging off Māori assets and
talent; 29% of New Zealand’s collective asset base is in the wider Bay of Plenty, with the majority
this asset base in agriculture and forestry17,18. These emerging sectors will be significant within the
medium term and demand increased workforce skills to which Waiāriki is responding.
14 TEC Statement of Intent 2013/14-2015/6, pg. 7 15 Waiāriki Institute of Technology five-year Strategic Plan, 2013-2017 16 Gross Regional Product (GRP) is the regional contribution to Gross Domestic Product (GDP) which is a national measure.
17 Regional Economic Activity Report, 2014, pg. 24, Māori Economic Development Strategy 2013, Bay of Connections pg. 9, 18 Report to Bay of Connections, Update of the Bay of Connections Regional Economic Development Strategy; Economy,
Industry Profile and Projections: BERL, Commissioned by Environment Bay of Plenty Economic Planning group; August 2011;
BERL Reference #5040. 2011 Labour Market and Economic Profile for Waiāriki Rohe; report commissioned by TEC from
Part Three: Supplementary Information Page | 67 – August 2014
The Ministry of Business, Innovation and Employment forecasts continuing demand for skilled workers in the New Zealand economy over the next decade. Strong employment growth is expected in skilled occupations in primary processing, construction, and certain manufacturing industries (machinery and equipment, metal products). Employment growth is expected to be weakest for semi-skilled jobs (clerical and some service and primary-sector workers). Demand for skilled (trades) workers is expected to be strongest over the next two years as the Canterbury rebuild reaches its peak. In the medium term, service industries, including the health and education sectors, will also experience modest employment growth. The growth is likely to be strongest in highly skilled occupations, including managers and professionals. (TEC Statement of Intent 2014) The institute is committed to supporting the Māori economy, and the extensive resources of land
and water, including geothermal, assets of iwi within the region through expanding provision in the
areas of geothermal and engineering technology, environmental management, sustainable practice
in resource use and energy management. The Treasury’s work on sustainability indicates that
current and future living standards will continue to rely on New Zealand’s natural resource base.
Growing environmental consciousness and a trend towards the ’greening’ of business are thus likely
to be of special significance for New Zealand.19 In July 2013 a two-day Māori Geothermal Symposium
was held at Waiāriki, focusing on the factors that drive investment and interest in geothermal
energy developments, research and development and training. The Symposium was held jointly
between GNS Science, Te Puni Kokiri and Waiāriki Institute of Technology.
Opportunities arising as a result of the ageing population include replacing retiring workers in local
major industries, such as in the primary sectors, and in new emerging industries such as geothermal,
as well as opportunities in the areas of health care and other industries to support an active older
population in their retirement. With the increasing numbers of older people leaving the local
workforce, there is also an opportunity for second chance learners to return to tertiary education
and retrain in fields of high demand. These particular learners are increasingly likely to choose local
and regional education provision due to family and lifestyle commitments.
5.3.7 Regional Economic Initiatives and Consultative Groups – Rōpū Rūnanga ā Rohe
Waiāriki will ensure that its programmes and provision are in line with key regional economic
strategies of the Bay of Connections, Grow Rotorua and the Waikato Economic Profile through
maintaining representation on, and dialogue with, these consultative groups and their
representative bodies.
Grow Rotorua’s 2013/15 Statement of Intent identifies 15 projects to drive economic growth in the
Rotorua area in four key sectors – geothermal, forestry, tourism and agribusiness. These projects
include spa and wellness, processed timber, aged care and specialist living, alternative uses and
value or geothermal resources, geothermal direct heat opportunities, land use change options and
Te Arawa investment opportunities. Waiāriki’s strategic direction is aligned to these projects.
Infometrics Limited, May 2012. Waiāriki Institute of Technology, Māori Industry Scan 2012; a report reviewing the entities,
scope and scale of Māori industry within the Waiāriki rohe and the associated operational and research needs of those
businesses; report commissioned from AgNOSIS limited, September 2012. 19 TEC Statement of Intent 2013/14-2015/6, pg. 10
Part Three: Supplementary Information Page | 68 – August 2014
Waiāriki uses projections from Statistics New Zealand 2013 Census, which support the findings of the
BERL and Infometrics reports, to develop strategies in response to identified need. Waiāriki also
draws on reports from the regional economic planning agencies to inform planning, including:
Priority One’ the Tauranga and Western Bay economic development agency.
The Bay of Connections (BoC) pan-regional and multi sector strategic economic development
body supported by the Bay or Plenty Regional Council.
Rotorua District Council Economic Development Group (RCCO)20.
Kawerau Economic Agency (KEA).
Opotiki District Economic Development Office.
Lake Taupo Development Board.
South Waikato and the Waikato Regional Councils.
Geothermal and sustainable energy needs are captured in Waiāriki’s long term planning and, in
association with New Zealand’s international collaborations and through partnerships with the
Universities of Auckland and Canterbury and the regional energy sectors.
5.3.8 Regional Social Economic Factors – Tū Tāngata ā Rohe
The Waiāriki region is characterised by a significant number of administrative districts with high
indices of deprivation. Decile ratings for secondary schools within the Waiāriki region are generally
low. Of the 34 schools listed in Table 14 below, 22 have a rating of between one and three. The
majority of these schools also have high number of Māori students, with all but two of these low
decile schools having more than 50% Māori. Of the remaining twelve schools, only four schools have
a decile rating of more than five, with the highest being Rangitaiki Independent School with a rating
of eight but a small roll of just 49 students. Pasifika student numbers are generally low in the region,
with South Waikato being the exception. The two secondary schools in Tokoroa, where Waiāriki has
a campus, have significant Pasifika numbers, with 8% and 18% of the respective student bodies
identifying as Pasifika.
Overall the total roll for the region’s schools increased between 2011 and 2013, increasing by
around 400 students with the overall proportion of Māori and Pasifika students unchanged in that
time. Between 2013 and 2014 the total decreased by 229 while the total Māori decreased by only
61.
The majority of decile ratings also remained unchanged between 2011 and 2014. Four schools had a
decrease in decile rating (the majority from four to three), while just two schools increased;
Edgecumbe College (from two to three) and Taupo Nui a Tia (from four to six).21
NCEA Level 2 results show considerable intra-regional and school variation with the proportion of
year 12 students achieving NCEA Level 2 by the end of that year ranging from 14% to over 85% in
2013 and from 33% to 100% in 2014.
20 Rotorua has established a Council Controlled Organisation in 2012 to assist driving economic recovery and new initiatives for
economic development within the District; this is driven from a professional governance body of experienced and successful NZ
business people and public servants. 21 Te Kete Ipurangi, Directory of Educational Organisations www.tki.govt.nz
Part Three: Supplementary Information Page | 69 – August 2014
Table 15: Roll and Decile for Schools teaching to Year 13 in the Waiāriki region, as at 1 July 2014
Waiariki Region - Schools with Students to Year 13
Total July Roll
Māori Roll
% Māori
Pasifika
Roll %
Pasifika Decile
NCEA results 2013
Trades Academy
Participating School
Rotorua Boys' High School 774 512 66% 43 6% 3 90.0% Y
Rotorua Girls' High School 657 473 72% 34 5% 3 79.0% Y
Rotorua Lakes High School 663 328 49% 5 1% 5 85.0% N
Western Heights High School 1513 761 50% 22 1% 4 89.7% Y
John Paul College 1152 197 17% 44 4% 7 99.3% Y
Chapman College 88 14 16% 3 3% N/A - N
TKKM o Te Koutu 228 226 99% 0 0% 3 100.0% N
TKKM o Ruamata 156 156 100% 0 0% 2 75.0% N
Reporoa College 342 138 40% 5 1% 6 77.7% Y
TKK Motuhake o Tawhiuau 131 125 95% 0 0% 75.0% Y
TKKM o Huiarau 77 76 99% 0 0% 1 - N
Tokoroa High School 523 308 59% 93 18% 2 92.7% Y
Forest View High School 409 198 48% 32 8% 3 77.4% Y
Putaruru College 405 142 35% 1 0% 3 76.5% Y
Mangakino Area School 99 88 89% 0 0% 1 33.3% Y
Te Wharekura o Te Kaokaoroa o Patetere
217 214 99% 0 0% 1 Small Y
Taupo-nui-a-Tia College 972 304 31% 28 3% 6 81.0% Y
Tauhara College 563 162 29% 8 1% 5 92.3% Y
Tongariro School 467 392 84% 1 0% 2 88.2% Y
Te Kura o Hirangi 148 147 99% 0 0% 2 100.0% N
TKKM o Whakarewa I Te Reo Ki Tuwharetoa
117 116 99% 0 0% 2 - N
Lake Taupo Christian School 92 16 17% 4 4% 6 100.0% N
Trident High School 1175 586 50% 5 0% 5 87.1% Y
Whakatane High School 813 435 54% 4 0% 4 80.3% Y
Opotiki College 471 394 84% 9 2% 1 86.1% Y
Tarawera High School 469 403 86% 1 0% 1 46.1% Y
Edgecumbe College 212 151 71% 0 0% 3 95.4% Y
Te Wharekura o Ruatoki 157 156 99% 0 0% 1 50.0% Y
Te Kura Mana Māori o Whangaparaoa
49 49 100% 0 0% 1 Small Y
Te Whanau-A-Apanui Area School
91 88 97% 2 2% 1 80.0% Y
Te Kura Māori-a-Rohe o Waiohau 34 34 100% 0 0% 1 - N
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Waiariki Region - Schools with Students to Year 13
Total July Roll
Māori Roll
% Māori
Pasifika
Roll %
Pasifika Decile
NCEA results 2013
Trades Academy
Participating School
Rangitaiki Independent School 49 15 31% 1 2% 8 - N
Te Kura Toitu o Te Whaiti-nui-a-Toi
34 32 94% 1 3% 1 - N
Murupara Area School 311 300 96% 1 0% 1 83.3% Y
TOTAL 13,658 7,736 57% 347 3%
(Small): Used to indicate that the cohort is too small to be included as a reliable rate for the cohort.
5.3.9 Qualification Level in the Regional Population – Pae Tohu ā Rohe
Across the six districts making up the Waiāriki region, approximately 2,500 students left compulsory
education in 2012. Of these 54% identified as Māori, 49% as European/Pakeha with small numbers
in other categories. A total of 43% of Māori and 48% of Pasifika school leavers did not achieve NCEA
Level 2 before leaving compulsory schooling, compared with 24% of European/Pakeha school
leavers. Across the region, 34% of school leavers did not achieve NCEA Level 2 before leaving
compulsory schooling, compared with 26% for New Zealand as a whole.22
Table 16: School leavers for the six districts of the Waiāriki region, 2012
School leavers 2012 Of ethnicity Of total leavers
Ethnicity % total leavers % below NCEA L2 % NCEA L2+
% below NCEA L2 % NCEA L2+
Māori 54% 43% 57% 23% 31%
Pasifika 6% 48% 52% 3% 3%
Asian 3% 15% 85% 0% 2%
Euro/Pakeha 49% 24% 76% 12% 37%
MELAA 1% 8% 92% 0% 0%
Other 1% 38% 63% 0% 1%
Data from the 2013 Census shows the highest level of qualification attained for the usually resident
population of the six districts of the Waiāriki region aged 15 years and over. These statistics show
Waiāriki’s population is more likely to hold no qualification (23% compared to 19% nationally) and is
less likely to hold a Level 7 qualification, Bachelor degree or higher (8% compared with 12% for New
Zealand).23
22 Education Counts, School Leavers, NCEA Level 2 or Above (2009-2012) (www.educationcounts.govt.nz) 23 Statistics New Zealand, Regional Summary Tables (2013 Census) (www.stats.govt.nz)
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