Strategic Plan 2007-11
August 2007
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Preface
This Strategic Plan describes the way forward for Tairāwhiti Polytechnic over the next five years. The strategies outlined within the Plan have been developed following input from a diverse range of internal and external stakeholders. The strategies have also taken into account a number of previous analyses undertaken by the Polytechnic and by national and local agencies. The Plan was recently the subject of community consultation, and its content now incorporates feedback on the draft document from staff, unions, students, iwi, employers, industry and other public.
The Plan includes a draft regional needs analysis as an appendix, though it should be noted that, given the requirement to submit this Plan to the TEC by May 31 2007, and the need to rebuild relationships between the Polytechnic and many other local tertiary education providers, it is a somewhat one-dimensional analysis that reflects the views of the Polytechnic rather than those of all regional providers. The Polytechnic expects to continue to work with the TEC and other providers, as part of its regional facilitation role, and to submit a joint statement later in 2007, to support the TEC’s regional investment decisions.
Given the current financial crisis at the Polytechnic, the strategies outlined in this Plan have a somewhat short-term and tactical focus. In the short term the Polytechnic’s goals are simple: • maintain academic standards; • restore financial viability by better matching costs to revenue; and • establish timely control systems and processes to ensure stronger management control.
The TEC has endorsed the overall direction proposed in the strategic plan and in particular the need for the Polytechnic to resize.
The institution expects to review the Plan on an annual basis, in conjunction with key stakeholders. The strategies outlined here are also highly ambitious, given the problems the Polytechnic has had in terms of implementation capability and effectiveness in recent years.
The Council also expects to submit an Investment Plan, as required for all institutes of technology and polytechnics, later in 2007. Subject to the TEC’s funding policies, the Investment Plan will closely reflect the strategies outlined here.
This Plan should be read in conjunction with the Options paper and supporting financial modelling prepared by the Polytechnic, with the assistance of the Crown Observer and Crown management team, as required by the viability funding agreement.
The preparation of this Plan has proved an informative and salutary process, with many of our staff and stakeholders telling us that our strategy needs to be clear and distinctive, to reflect the unique needs of the Tairāwhiti, and that rather than protract planning processes or delay decision-making and implementation, we need to ‘just get on with it’ as soon as possible.
Pehimana Brown Tracey Tangihaere
Council Chairman Acting Chief Executive
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Table of Contents
1. Introduction ...... 4
2. Student Profile ...... 5
3. Key Strategic Issues ...... 9
4. Planning Context...... 16
5. Strategic Positioning ...... 25
6. Performance Indicators and Targets...... 38
7. Mapping Strategy to Investment Guidance ...... 42
8. Risk Management ...... 46
Appendix One: English Explanation of the Māori Concepts in the Mission Statement ...... 48
Appendix Two: Draft Regional Needs Analysis and Implications for Tairāwhiti Polytechnic...... 52
Appendix Three: Financial Modelling of Strategies ...... 53
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1. Introduction
This Strategic Plan sets out the broad direction that Tairāwhiti Polytechnic will take over the medium term (2007-11) within the context of Government’s policies and priorities for the national tertiary education system. It has been developed with input and analysis from Tairāwhiti Polytechnic staff, the senior management team, the Council and focus groups and forums, external stakeholders, students, iwi, unions and officials. It draws on regional needs analyses prepared by a variety of local and national agencies and on the results of a major staff, student and public consultation exercise.
The planning context has changed since the preparation of the Tairāwhiti Polytechnic’s Charter and Profile 2007–2009. Government has released new priorities for the sector and has signalled investment preferences and upcoming policy shifts. A Crown Observer and Crown Manager have been put in place by Government to assist the Polytechnic to restore its financial viability. In view of these changes, the strategies outlined here represent a fundamental reconfiguration of the Polytechnic. They are intended to ensure both educational and financial viability and to optimise the contribution that Tairāwhiti Polytechnic makes to the social, economic and cultural development needs of its region and the national network of tertiary education provision.
1.1. Snapshot
Tairāwhiti Polytechnic is a public tertiary education institution providing services predominantly to the Tairāwhiti region. We also provide specialist education services to the forestry sector throughout the North Island. In 2006 it had: • 8,201 enrolled students, and 1,789 EFTS; • a student age range from 17 to 82 years; • students from all over New Zealand, but most from Tairāwhiti; • 52% of female students; • 71% of Māori students to a local demographic of 44%; • a high proportion of students who start this training/education with low prior educational qualification levels, poor literacy and low confidence with regard to education; • 225 full time equivalent staff; • over 70 accredited programmes, from levels 1-7 on the Register of quality assured qualifications; • annual operating revenues of $18 million; and • an unsustainable annual deficit of $4.8 million
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2. Student Profile
2.1. Ethnicity
The students enrolled at the Polytechnic in 2006 had the following ethnic profile. A notable feature was the high proportion of Māori students, who comprised 71% of enrolled students. In the 2006 census, Māori made up 44.4% of the total population of the Gisborne region.
Ethnic Profile of Students 2006
3% 2% 24% NZ M āori NZ European/Pakeha Other International Pacific Island 71%
2.2. Age
The age distribution of students enrolled at the Polytechnic in 2006 is shown below. It is notable, and somewhat surprising given the regional demographic profile (see Appendix Two), that the Polytechnic enrolled relatively few students in the 18-25 age group, as the following table shows.
Age Profile of Students 2006
18 to 25 years old 20%
80% 25+years old
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2.3. Gender
The gender distribution of students enrolled in 2006 is illustrated in the chart below. As with most tertiary education providers, women outnumber men in the student population.
Gender Profile of Students 2006
48% Male Female 52%
2.4. Prior Experience of Students
The table below shows the prior activity of students enrolled at the Polytechnic in 2006. The low number of school leavers is noticeable, as is the high proportion of students from or in employment. Reporting Year: 2006 Student Student Prior Activity Count All 8,201 Secondary school student 602 Unemployed or other Beneficiary e.g. DPB (exclude retired) 1,568 Wage or salary worker 2,978 Self-employed 347 University student 91 Polytechnic student 141 College of Education student 14 House person or retired 265 Overseas (irrespective of occupation) 166 Private Training Establishment student 59 Wananga 44 Other 2 None 1,924
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2.5. School leavers
The chart below illustrates that 57% of students who enrolled directly from school come from Gisborne Girls’ High School or Lytton High School.
Where the school leaver(2006) enrolments(2007) come from?
Other region, Campion, 7 Correspond. 23 School, 2 Lytton, 32 Wairoa, 7 Tolaga BA, 3 Waikohu, 2
GBHS, 9 GGHS, 38
The chart below provides a breakdown of the origin of school leavers from other regions.
What other regions do enrolled school leavers (2006) come from?
Waihi, 1 Fairfield, 1
NP, 1 Rathkeale, 1
Raglan, 1 Overseas, 7 Unknown, 3
Rotorua, 1 Long Bay, 1 Heretaunga, 1
CHB 1 PN Boys, 3 Grn Bay, 1
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2.6. Levels of study
The charts below show the distribution of levels from 2004 to 2006 in which students have been enrolled. It demonstrates that in 2005 and 2006 about 50% of Tair āwhiti Polytechnic’s programmes were at level 4 or above, compared with 60% in 2004.
Level Distribution at Tairawhiti Polytechnic - 2004
Contracted Delivery, 3% Level 1, 1% STAR, 10% Level 2, 15% Level 7, 1%
Level 6, 17% Level 3, 11%
Level 5, 6%
Level 4, 36%
Level Distribution at Tairawhiti Polytechnic - 2005
Contracted Level 1, 1% Delivery, 16% Level 2, 12%
STAR, 4%
Level 7, 2% Level 3, 17%
Level 6, 12%
Level 5, 3%
Level 4, 33%
Level Distribution at Tairawhiti Polytechnic - 2006
Contracted Level 1, 3% Delivery, 15% Level 2, 18% STAR, 6%
Level 7, 1% Level 3, 7% Level 6, 10%
Level 5, 2%
Level 4, 38%
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3. Key Strategic Issues
In this section we summarise the key strategic issues facing Tairāwhiti Polytechnic. For each of these we present conclusions regarding actions required and outcomes to be achieved.
In this section we outline a range of challenges that the Polytechnic faces as an organisation. These should be balanced by the many positive aspects of our current operations. We have not chosen to detail the latter here, in order to illustrate the connections between current areas for improvement and the strategies proposed in the next section.
3.1. Financial Viability
The table below summarises high-end financial (revenue, expenses, surplus/deficit and closing cash) and student volume (equivalent full time students EFTS) information for the Polytechnic over the period 2001 to 2006:
$M 2001 2002 2003 2004 2005 2006
Revenue 11.2 14.1 32.0 16.0 16.2 16.0
Expenses (11.7) (12.2) (22.1) (19.4) (19.5) 21.0
Surplus/(Deficit) (0.5) 1.9 9.9 (3.4) (3.3) (5.0)
EFTS 1,275 1,760 5,274 1,685 1,683 1,666
Closing Cash 0.7 2.2 6.8 16.7 6.6 0.4
Financial Performance 2001 - 2006
35 6,000
30 5,000 25
20 4,000 Revenue
15 Expenses $M 3,000 EFTs Surplus/(Deficit) 10 EFTS 5 2,000 Closing Cash 0 2001 2002 2003 2004 2005 2006 1,000 -5
-10 0 Year
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The analysis shows that student volumes, revenue and surplus grew strongly in 2002 and 2003, leading to an accumulation of reasonably significant cash reserves by the end of 2004. Although costs increased over this period the revenue increase was greater. Since 2003 student numbers have declined to be in the range of 1650 to 1700 EFTS. The decline compared to the high of 2003 was driven primarily by changes in Government funding priorities, offset to a certain extent by growth in other areas. The resulting decline in revenue was not matched by a reduction in costs which resulted in significant and growing deficits over the period 2004 to 2006. By the end of 2006, cash reserves of more than $13 million had been nearly depleted.
The forecast operating deficit for 2007 (before one-off costs) is $3 million. The institution is not sustainable in its current form. Particular issues, which are currently being addressed, include:
• staffing levels relative to equivalent full time student numbers are among the highest in the sector;
• inadequate financial management information provided to managers and Council; and
• low control environment (lack of experience with budget setting, variance management, risk and assurance regimes etc).
Conclusion: Redress operating position.
Institute improved financial reporting and controls.
Improve management and Council information.
Outcomes: Flexible and responsive cost structures.
Higher financial literacy and accountability among managers.
Operating within budget to deliver core services.
More transparent cost structures.
At least breakeven net of depreciation within 12 months.
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3.2. Operational Challenges
Staff at the Polytechnic will require considerable support and strong leadership if the changes outlined in this Plan to meet the strategic issues facing the Polytechnic are to be successfully implemented. There is a risk that the current position of the institution and the changes required will distract staff from their current strong professional focus on the needs of learners and good teaching practice.
Employment arrangements also create challenges in developing the flexible delivery arrangements that are likely to benefit part-time learners and to attract new student groups.
The Polytechnic and its staff have been trying to do ‘everything for everyone’, without a clear strategy. Managers have limited experience in making trade-offs or saying no. There has also been a tendency to analyse or wait and see rather than to act and make decisions. Once decisions are made, the institution has had a poor track record in implementing them effectively.
Conclusion: Improve understanding by staff of current position.
Invest in staff and manager development.
Make decisions and act on them.
Develop and communicate clear strategy.
Outcomes: Action-oriented culture developed.
Greater focus on results.
3.3. Operating Environment External
Government’s vision for the national tertiary education sector is for a series of regional networks of providers, together ensuring local access to a wide variety of qualifications that meet the skills required for the social and economic development of the area. This will necessitate the Polytechnic, in its regional facilitation role, developing a significant number of practical collaborative arrangements for stair-casing, transition and cross- credit arrangements with other local tertiary education providers.
This will require a reorientation away from the former competitive approach to provision, in which institutions were funded on the basis of student volumes and competed for enrolments, to a new model in which institutions are funded only in part on the basis of volumes, and in which the TEC, as neutral purchaser, will invest in what it sees as the appropriate mix of programmes from the various providers in the region. It will be challenging for the Polytechnic to change the nature of its relationships with others providers, such as PTEs and the local campus of Te Wananga o Aotearoa, from their former competitive basis to a more collaborative approach. This is particularly the case with regard to the Wananga, which has directly competed with the Polytechnic for Māori learners on the basis of price.
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The presence of both the Wananga and the Polytechnic, combined with the multiplicity of programmes delivered by out-of-region tertiary education providers and the small geographically isolated nature of the region, increases the challenge in developing and sustaining an academically and financially viable Polytechnic.
The region in which the Polytechnic operates has skill gaps in some industries and reskilling requirements for those in work. However, it is often uneconomic for the Polytechnic to meet these ‘just in time’ training requirements given the current lead times for accreditation, the inability of many local employers to contribute financially and of learners themselves to pay a fee that covers the costs of development and delivery.
Conclusion: Improve business and industry links. Actively work with other providers to co-ordinate programmes and processes between tertiary education providers Rethink delivery and services to improve access, attraction and retention of 17 to 25-year- old group, Māori and those in work, while retaining second chance group. Outcomes: Clear and distinct role for Tairāwhiti Polytechnic. Redefined relationships with other providers. More flexible delivery modes. Internal
Given the current financial position of the institution, many staff feel unsure about the future of Tairāwhiti Polytechnic. Staff, though dedicated, are also unclear about the Polytechnic’s longer term strategy and direction. They feel that the Polytechnic has a contribution to make to its region but are unsure exactly what it is. Some needs are very clear, but others less so.
Staff also feel some tension at times between being professional educators and providing pastoral care to students. Some are unsure where to draw the line in terms of support services.
As a result, the institutional culture is a little defensive, tends to over-deliver and can be internally focused.
Conclusion : Refocus the Polytechnic on a distinctive strategy. Clarify expectations and service levels (and thus costs) for different student segments. Outcomes: Sustainable business model. Accountability and performance-based culture.
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3.4. Students/Demographics
Tairāwhiti Polytechnic’s students are very diverse in terms of age, need, background and aspiration. But, because many have low literacy and numeracy skills, their basic educational needs are greater than the norm.
This diversity has increased the complexity and cost of programmes and support services.
It also raises questions about the role of Tairāwhiti Polytechnic in relation to the roles of other tertiary education providers and social agencies. The Polytechnic needs to decide which segments it will focus on and which groups of learners are best-served by other regional tertiary education providers, including private providers, and national education providers (Open Polytechnic and universities).
Conclusion: Focus on specific needs of identified student groups. Focus on particular segments. Improve the engagement and success of the 18 to 25-year-old group. Simplify and streamline programme portfolio and support services. Outcomes: Specific services to meet student needs. Ensure needs we cannot meet are served elsewhere in the regional tertiary education network. Stronger links with schools, providers and agencies. Sustainable programmes and services.
3.5. Physical Assets
While the campus is centrally located and accessible to students, it has poor signage, making it difficult to navigate, and a hard-to-locate ‘front door’ for enrolments and enquiries. The campus is not configured appropriately for flexible use and easy community access.
Multiple sites also create some dislocation in internal communications.
Teaching spaces are of mixed quality and most are small in size. There are almost no shared computer suites of the kind seen in many other ITPs (institutes of technology and polytechnics). Utilisation of both generic and specialist spaces outside of core hours is generally low.
Discussions with other local providers about shared utilisation of facilities and assets have not resulted in significant improvements in utilisation.
Conclusion: Improve navigability and access on campus. Rethink delivery to utilise existing assets ‘smarter’ 24/7. Consolidate or divest where possible. Outcomes: More vibrant and student-friendly environment. Better utilisation of regional education assets.
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3.6. Student Support Services The Polytechnic currently provides a broad range of support services, but there is an inconsistent service experience for students depending on their point of access. This is a high-cost area relative to sector benchmarks and many services appear duplicative or could and should more appropriately be performed by other agencies.
Currently, most services are oriented to meeting the needs of fulltime learners. Out-of-hours learners and those in some remote centres have access to little support.
All students on the UCOL Nursing programme, facilitated by the Polytechnic, have a personal education plan assessment (PEP), which identified the barriers that may impede their successful completion of the course and strategies that can be put in pace to overcome these.
In general, however, there is poor diagnostic information on students for teachers to use. As a result, some may be responding more to demand than to need. Conclusion : Streamline services and manage costs. Ensure equitable access and provision. Target services to needs of particular learner segments. Need PEP or affordable equivalent. Outcomes: Provision of services to identified levels only. Better retention and success of learners.
3.7. Teaching and Delivery Modes While there are pockets of leading edge teaching and learning innovation at the Polytechnic, and a clear track record of success in particular areas e.g. cable logging, the poor progress in implementing the e-learning strategy and resource constraints have meant that the sub-strategy for blended and web-supported delivery is still in a developmental stage. Institutional accountabilities, performance measures and targets for teaching improvement are input-focused. The bulk of delivery occurs in the traditional 9-4pm face-to-face mode, though this may be unsuited to some learner groups and many part-time learners. There is a need for focus and leadership in the development of blended and flexible delivery models that can meet the needs and learning styles of different student segments in an affordable manner. It will be important that decisions with regard to changes in teaching delivery are made, as far as possible, on the basis of evidence about the key drivers of student achievement for each learner group. Conclusion : No systematic approach to innovation in teaching practice and delivery modes. Delivery is largely traditional 9-4pm classroom, though the student body need is not. Outcomes: Clear strategy for developments in quality of teaching delivery. Evidence-based teaching practice. Greater flexibility to meet the needs of different learner groups. Output and outcome – focused measures and targets.
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3.8. Summary of Key Strategic Challenges
In summary, the key strategic challenges facing the Polytechnic are the need:
• to demonstrate distinctive positioning and to measure and demonstrate results to clients/stakeholders/Government;
• to use capability and capacity to make the greatest contribution to the regional and national network of tertiary education provision;
• to control and manage costs within revenue limits;
• to redesign programme portfolio for improved efficiency, aligned to regional needs and to introduce more flexible or blended delivery modes;
• to build improved relationships with other regional tertiary education providers and translate these into practical arrangements;
• for ‘smart customisation’ and improved service specification to avoid over- or under-servicing of students; and
• to develop the flexibility to manage within a changing environment.
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4. Planning Context
4.1. National Drivers of Change in Tertiary Education 1
Drivers Trend Impact on Tairāwhiti
Social Increasing socio-economic stratification. Lower literacy and qualification levels in region than nationally. Low average family incomes in region.
High growth Māori and Pacifica population. Young and growing Māori population (54% regionally by 2016). Overall ageing population profiles, especially in rural and provincial areas. Opportunities for lifelong learning.
Baby blip now in tertiary education sector. Fewer young people in the region.
Growth in Auckland, particularly Māori and Pacifica. Small local population base.
Changing family dynamics. Students require support services e.g. childcare.
Economic High employment generally but shortages in seasonal Demand for fulltime enrolment reduced. industries. Opportunities to upskill workforce but needs High demand for skilled labour-skill gaps across range employer support and flexible delivery. of industries.
Relatively low-skilled workforce.
Technological Lower cost PCs and access. More people get better ICT access at lower cost.
Increased broadband.
Rapid technological changes. Increased demand for web-supported and flexible/blended provision. Wider usage.
1 Based on Pulse Marketing Ltd’s analysis of the political, economic, social and technological environment, the organisation’s strengths and weaknesses, and the perceived opportunities and threats facing the organisation. This analysis was undertaken for Tairāwhiti Polytechnic in September 2006.
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Drivers Trend Impact on Tairāwhiti
Cultural Considerable language recovery and tikanga activity Need for pedagogies and support appropriate to has succeeded. Māori students while preserving ITP 2, rather than wananga, status. Iwi development plans and aspirations increasingly sophisticated. Need to understand and respond to iwi educational goals.
Need for skills to support growing iwi asset bases and Need to clarify contribution of Tairāwhiti economic influence. Polytechnic as opposed to Māori providers.
Māori (especially young males) and Pacifica still over- Targeted support required for many Māori represented in ‘tail’ of educational achievement. students.
Consumer High expectations of service delivery. Increasing demand from students seeking greater choice (subject, time, place, learning style). Increased diversification of needs and aspirations.
Policy Emphasis on regional/community capacity building Improve collaborative relationships.
High level strategic settings contained in TES and Develop a distinctive strategy. STEP. Demonstrate a link to regional needs. Strategic purchasing of programmes by government.
Recognising the regulatory constraints on strategic initiatives and programme development.
Strong signalling with regard to need for collaborative ventures. Significant and dramatic short term effects – Capped and targeted funding and plans for a details of new funding policy unknown. mixed/base/volume/performance funding regime.
MECCAs have strengthened the influence of unions Challenges and opportunities to innovate in and employment arrangements are not flexible. partnership with unions as flexible delivery is developed.
2 Institutes of Technology and Polytechnics
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4.2. The Tairāwhiti Region, its Needs and the Implications
Tairāwhiti region comprises the districts of Gisborne and Wairoa, the tribal rohe of Ngati Porou, nga Iwi e toru o Turanganui a Kiwa and Kahungunu ki te Wairoa. Māori are a significant proportion of the population in the Tairāwhiti region (Gisborne/Wairoa) and this is forecast to grow over the next 10 years, despite predicted slow regional population growth overall.
The region’s population has a higher proportion of young people in the 0-19 age group than the New Zealand average, and a lower proportion of the 20-40 age group compared to the national average. This is particularly evident within the Māori population.
The region has a low level of educational attainment compared to the rest of New Zealand. Only 16% of the Gisborne population and 10% of the Wairoa population have achieved a Level 5 Diploma or better, compared to 23% of the general population of New Zealand. Since 2001 the region has seen an increase in certificate levels, a marginal increase in diploma levels and below-average increases in degree awards. Thus, while people are engaging in tertiary education, they are doing so at low levels on the qualifications framework. The region has high relative numbers of people with no qualifications, low levels of literacy and numeracy, and is under-represented in degree qualifications.
The decile rating of the region’s secondary schools currently averages less than 3. In 2005, the achievement levels for Māori and females surpassed the national average. Europeans and males did not. In 2005, 18% of the region’s Year 13 students intended to study at a Polytechnic - 26% of Year 13 Māori, 5% of non-Māori, 19% of males, and16% of females.
The economic standard of living in the region is also comparatively low by national standards. The region has considerably lower incomes than the national average and does not enjoy the same levels of telecommunication and connectivity as the rest of the nation.
The regional economy is primarily based around agriculture and related industries. Overall agriculture, retail trade, health and community services, and education will continue to be the most important sectors contributing to regional employment. By 2008 agriculture will account for more than 24% of employment in the region with retail trade a further 11%, health and community services 11% and education a further 8%.
The main drivers of employment growth are domestic tourism, the climate and suitability for increased horticulture and agriculture, the move to more community services and increased wood flow and infrastructure construction.
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The table on this page provides the relative size of key employment sectors and summarises the findings regarding key trends, skill needs and delivery method from a comprehensive survey of employers in Tairāwhiti 3. IDENTIFIED SECTOR NEEDS 4 Agriculture, Horticulture, Forestry 5390 employed 28.1% of workforce Skill Needs Delivery Key Trends: ICT 39% On-site (on the job) 65% Improving Land Management; Increased Processing. Trades/Technical 32% Seminars/workshops 63% Increasing need for regulatory, core, and management/business Management/Leadership 31% Block courses 32% skills. Core/Cultural 23% Distance (extramural) 20%
Customer/Sales 18% Off-site (longterm class room) 5%
Manufacturing, Construction, Engineering, Transport, Distribution, & Logistics 4,250 employed 22.1% of workforce Skill Needs Delivery Key Trends: Trades/Technical 41% On-site (on the job) 71% Growth is projected from food & wood processing industries with Customer/Sales 37% Seminars/workshops 47% resultant increase in transport sector. Construction has been high ICT 37% Block courses 35% growth - expected to level off. Management/Leadership 26% Distance (extramural) 35%
Core/Cultural 25% Off-site (longterm class room) 6%
Education, Health and other Social Services 3,780 employed 19.7% of workforce Key Trends: Skill Needs Delivery Education: No growth projected in education sector. 76% used local ICT 63% Seminars/workshops 82% training & education. Management/Leadership 54% On-site (on the job) 77% Health: Steady employment growth expected into the future in health Core/Cultural 41% Distance (extramural) 48% & social services, particularly health. 57% used local education & Customer/Sales 25% Block courses 41% training. Trades/Technical 19% Off-site (longterm class room) 31%
Tourism & Hospitality, Retail, Wholesale & Personal Services 3,500 employed (34% part time) 5 18.2% of workforce Key Trends: Skill Needs Delivery Retail, wholesale & personal services growing at higher than national Customer/Sales 48% On-site (on the job) 66% average – 50% of growth from retail sector. With increasing skills ICT 35% Seminars/workshops 45% and knowledge needs around sales, customer service and core skills. Core/Cultural 24% Block courses 26% Cultural & heritage tourism targeted economic development areas. Management/Leadership 23% Distance (extramural) 18% Little impact to date. Trades/Technical 20% Off-site (longterm class room) 6%
Professional, Business and Government Services 2,270 employed 11.8% of workforce Skill Needs Delivery ICT 63% On-site (on the job) 73% Key Trends: Management/Leadership 45% Seminars/workshops 71% Increasing need for computer/IT, management/business & Customer/Sales 43% Distance (extramural) 37% professional skills. 44% used local education & training. Core/Cultural 20% Block courses 29% Trades/Technical 16% Off-site (longterm class room) 10%
3 A local survey of local employers conducted during 2005 and 2006 by APR of Rotorua. A questionnaire response from 503 employers, representing 11% of all Tairāwhiti employers, was supplemented by 120 face-to-face interviews and 20 hours of industry focus group workshops.
4 Primarily drawn from Tairāwhiti Employment Skills Strategy, January 2007
5 This is significantly high. Total part time employed in Gisborne (14%) and Wairoa (13%) are in line with national average.
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While Tairāwhiti Polytechnic has been successful in recruiting and retaining Māori learners, there is now an ethnic imbalance across the institution relative to the ethnic composition of the communities it serves – non-Māori comprise 53% of the region’s population and only 29% of the Polytechnic’s students. At that same time there are priority regional workforce needs areas e.g. trades where Māori are under-represented. To address this will require:
• analysis of possible internal and external causative factors
• marketing and communication approaches that are targeted to the specific needs of individual sectors.
The regional analysis clearly indicates the need for achievement of foundation skills and clear pathways to higher qualifications. To achieve this will require:
• targeted student support and pathway management
• redevelopment or acquisition of a numeracy and literacy programme that is attractive to those with literacy and numeracy difficulties
• establishing cost effective ways of providing bridging through to level 4 programmes.
To meet the identified needs of key employment sectors Tairāwhiti Polytechnic should:
• continue provision of cable logging and explore options for contributing to the technical and management skill needs in forestry and wood processing
• maintain and develop its current suite of social service programmes in collaboration with local health and social services and in consultation with Te Wananga O Aotearoa the provision of advanced level services
• maintain and develop its current suite of trades programmes maintaining good collaboration with industry, ITOs and other tertiary education providers
• develop viable and sound programmes in applied business management and ICT
• increase the flexibility of programme delivery options to improve access for the workforce. For example, teaching terms may need to be adapted for some programmes relating to seasonal employment
• in collaboration with PTEs and Te Wananga O Aotearoa, play an effective role in turning around the tertiary educational underachievement in Māori and young males.
The community profile and regional needs demonstrate a need to target ‘Generation Y’ 18 to 25- year-olds in the region for ‘earn while you learn’ courses. This will require:
• programmes that are highly flexible and offer a rewarding social experience in addition to skills development and training
• strong and effective communication with schools and career guidance personnel
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• clearly expressed benefits of local tertiary education study – the ‘earnings proposition’
• revamping Tairāwhiti Polytechnic’s approach to marketing to this group.
The skill and productivity challenges faced by the Tairāwhiti region are by no means insurmountable, but they will require co-ordinated efforts by all providers and agencies and some fundamental changes to the way tertiary education in the region is accessed and delivered.
Tairāwhiti as a region faces significant challenges in the area of educational underachievement by Māori. Lifting the educational achievements of Māori is the responsibility of the entire network of provision. This does not preclude ITPs 6 from taking an active and appropriate role alongside Te Wananga o Aotearoa and other Iwi providers, and is an important focus for Tairāwhiti Polytechnic given our history of provision in areas of excellence such as Toihoukura.
6 Institutes of Technology and Polytechnics
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4.3. Competitor/Collaboration Analysis
The competitive landscape is cluttered and includes out-of-region providers such as Waikato and Massey universities and all the public wananga. While discussions have been held with regard to partnership ventures over many years, other providers express concern that such discussions have not resulted in detailed, practical joint delivery arrangements. The exception is the local Tertiary Education Alliance,(comprising Bay of Plenty Polytechnic; The University of Waikato; Waiariki Institute of Technology; Waikato Institute of Technology; and Western Institute of Technology at Taranaki), which has considerable potential for the development of shared programme development and back office arrangements, though these have also gained little practical traction to date.
Other providers attribute the lack of progress to the lack of clear strategy by the Polytechnic. Aside from local schools, many of which have ‘competing’ offerings, other key competitors and organisations with which collaborative arrangements may potentially be made include: • Gisborne Development Inc. PTE • Matapuna PTE • Turanga Ararau (Te Runanga o Turanganui A Kiwa) PTE • Te Wananga o Aotearoa TEI • Te Wananga o Raukawa TEI • Te Whare Wānanga o Awanuiarangi TEI • Agriculture New Zealand PTE • Literacy Aotearoa PTE • Massey University TEI • Salvation Army Employment Plus PTE • Tairāwhiti Rural Education Activities Programme OTEP • Tautoko Work Trust PTE • Tectra PTE • Te Aroha Kanarahi Trust – Hicks Bay PTE • Te Kura Motuhake o te Ataarangi (Wairoa-based) PTE • The Open Polytechnic of New Zealand TEI • Wairoa Waikaremoana Māori Trust Board PTE • Workforce Consultants PTE • YMCA PTE
Most of the local PTEs offer lower level programmes which could, with improved curriculum alignment and collaborative approaches, provide enhanced pathways into the proposed programme offerings of the Polytechnic.
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4.4. Government’s Tertiary Education Strategies General
The priority outcomes of the newly released Tertiary Education Strategy (TES) and Statement of Tertiary Education Priorities (STEP) are: • increased education success for young New Zealanders; i.e. more young people achieving qualifications at levels 4 and above by age 25; • increasing literacy, numeracy and language levels of all age groups but especially mature workers; • increased achievement of advanced trade, technical and professional qualifications to meet regional and national industry needs; and • improving research connections and linkages to create economic opportunities. Polytechnics
The distinctive contributions required by Government of public institutions such as Tairāwhiti Polytechnic are to: • provide skills for employment and productivity; • support progression to higher levels of learning; and • act as a regional facilitator. To give effect to this contribution, Government suggests that the following changes are required by Polytechnics: • extending the reach into higher levels of learning; • growth in volume of learning in applied diplomas; • step change in the extent of progression from entry level into technician level and higher learning; and • building their role as a regional facilitator; “ building a shared understanding about the tertiary education needs of local communities and industries”. With regard to Māori learners, the following key areas for development are identified: • increased levels of literacy, information literacy, numeracy; • increased participation and achievement, especially at bachelor level (level 7) and above; and • increased tertiary education participation from younger ages, especially males (who have a very low participation rate for 18 to 25 year olds and tend to participate only in training programmes at this lower level 1-3 on the qualifications framework). Polytechnics also have a regional facilitation role, to develop a shared understanding by all regional providers of stakeholder and regional needs. Tairāwhiti Polytechnic will be required to work in partnership with other providers (both private and public, regional and national) in such a manner that all providers work to their strengths, to ensure the needs of stakeholders and the economic, social and cultural development needs of the Tairāwhiti region are met in the most efficient and effective way.
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4.5. Implications for Tairāwhiti Polytechnic
Some of the key implications of the TES and STEP priorities for the development of strategy at Tairāwhiti Polytechnic are summarised in the table below:
TES/STEP Priorities and Signals Tairāwhiti Response
Increased education success for young New Zealanders; i.e. Improved targeting, retention and progression of 18-25 cohorts. more young people achieving qualifications at level 4 and above by age 25.
Increasing literacy, numeracy and language levels. Need for targeted student support and ‘bridging programmes’ with entry level programmes provided by PTEs and partnership arrangements for progression to the Polytechnic.
Increase achievement of advanced trade, technical and Programme rationalisation to ensure focused suite of mid to professional qualifications to meet regional and national industry higher-level qualifications aligned to local industry sectors. needs. Cannot meet all regional needs alone and shouldn’t try to cover all sectors.
Improving research connections and linkages to create Improved focus on evidence base of teaching and delivery economic opportunities. changes.
Suggestions for ITPs:
extend the reach into higher levels of learning; Act as qualifications uplift facility, with PTEs offering lower level courses and other providers offering higher level programmes.
grow volumes of learning in applied diplomas; Focus on new or amended programmes at this level.
step change in the extent of progression from entry level Use Personal Education Plans (PEPs) and improved evidence into technician level and higher learning; and base to support students’ progression through education pathways.
build role as a regional facilitator; “building a shared Work with other providers and stakeholders to develop understanding about the tertiary education needs of local progression partnership agreements. Educate stakeholders as communities and industries”. to the Polytechnic’s strategies.
Goals for Māori:
increased levels of literacy, information literacy, numeracy; Targeted support services through PEPs.
increased participation and achievements, especially at Facilitate progression from lower to higher levels of study .
bachelor level and above; and
increased tertiary education participation from younger Actively market to 18-25 year old cohort and develop stair- ages especially males (who have a very low participation casing partnerships with relevant PTEs who serve this group. rate 18-25 and tend to participate only at levels 1-3).
Regional facilitation. Map and align programmes of regional providers to remove duplication and overlap. Work with all other regional providers and the TEC to understand and ‘pool’ stakeholder needs and ensure a co-ordinated response.
Tairāwhiti Polytechnic’s strategic positioning outlined in Section 5 reflects the above priorities and changes.
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5. Strategic Positioning
5.1. Vision
By 2011 Tairāwhiti Polytechnic will be meeting the region’s skill needs and sharing our region’s expertise with the world. We will be strongly engaged with students, other education providers, business, industry, iwi organisations and the social agencies that make up the Tairāwhiti community through our commitment to a relationship-based/Whare Tāhū 7 way of operating. Students will graduate empowered to reach their full potential and be ‘work ready’ to apply their learning or carry on studying.
5.2. Mission 8 Kia hikurangi ai te wawata 9 Papawhāriki 10 te Tāhū o Whare Kōrero 11 Realise your dreams Through inspired learning This mission builds on the philosophy behind Tairāwhiti Polytechnic’s logo and branding statements. Dream Attain Embark Takina Takitu Takirau
7 Whare Tāhū is a Māori term particular to the Tairāwhiti, which refers to the learning houses of this region. Tāhū (or tāhūhū) is the ridge-pole or centre beam that runs along the apex of the ceiling of a meeting/ancestral house. It is the symbolic backbone of an ancestral house. As such it supports the main theme or kaupapa of a house and is the focal point where information is exchanged and used in that house and among its people. The term tāhū also describes the practice of reciting core genealogical lines, or core themes, to which people can link and connect to for support, inspiration and guidance towards a common goal.
Whare Tāhū in our organisation also emphasises a way that is unique to Tairāwhiti where relationships are central to the provision of quality education and learning. It is an inclusive framework that encourages the building and fostering of interconnectedness, of relationships within the organisation and externally with business, industry and the community. This promotes the notion and practice of individual and collective responsibility towards the development of people as positive, contributing citizens of this region and of this country.
8 A brief interpretation in English of Māori terms is in the footnotes below. Additional detail is provided in the appendix.
9 hikurangi ai te wawata – hiku means ‘tip’ or ‘summit’ and rangi means ‘sky’. The literal meaning of hikurangi is ‘tip into the sky’. The imagery is that of a high mountain whose summit pierces the sky. Hikurangi, in the context of the mission statement, is used as an adverb to mean, ‘height’, ‘highest’, or ‘of great altitude’. The term ‘hikurangi’ thus embraces meanings such as, aspirations, dreams, desires, mana, descent and inheritance, and wawata means ‘dream’, ‘desire’, or ‘aspirations’.
10 papawhāriki in this context embraces meanings such as, protective covering, shelter, genealogy, inheritance, ancestors, mana, leadership, connectedness, history and heritage.
11 whare kōrero in this context embraces meanings such as, education, learning, knowledge, traditions, history.
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5.3. Principles The key principles guiding our plan are: • contributing strongly to the economic, social, cultural and environmental aspirations of Te Tairāwhiti • achieving financial and academic viability. • upskilling the region’s workforce to facilitate achievement of regional economic development aspirations • incorporating evidence-based best practice to achieve excellent student outcomes, recognising that effective interaction between teachers and students makes the greatest difference to achievement outcomes • honouring te Tiriti o Waitangi and the Treaty of Waitangi • recognising and valuing the diversity of our staff • recognising the uniqueness of learners’ different learning styles, ethnicity and background • working with other education providers to enable seamless pathways for learners to achieve their academic aspirations • minimising duplication of education services through collaboration with other providers • progressively lifting the level of qualifications offered through Tairāwhiti Polytechnic
5.4. Values The values underpinning our plan are: • Excellence – focusing on achieving best practice in teaching practice and external and internal service delivery • Uniqueness of learners – acknowledging students’ differing learning styles and backgrounds, and making every effort to accommodate these • Connectedness – embracing Whare Tāhū 12 to express our distinctiveness and to demonstrate our commitment to building and sustaining strong relationships internally with students and staff and externally with key stakeholders • Tairāwhititanga – valuing and instilling a sense of regional identity and context that is unique to this district • Tikanga Māori – recognising that Māori comprise nearly 50% of the region’s population 13 • Action-oriented – developing a ‘make it happen’ culture and accountability for outcomes • Stewardship – taking accountability for our responsibility to steward scarce public resources and to make informed and prudent decisions.
12 For an explanation of Whare Tāhū see the footnote on the previous page and Appendix 1.
13 In 2006 71% of Tairāwhiti Polytechnic students were Māori
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5.5. Snapshot: Tairāwhiti Polytechnic in 2011
By 2011 Tairāwhiti Polytechnic will be recognised as making a significant contribution to enabling the people of Te Tairāwhiti to achieve their economic transformation aspirations; through providing programmes of learning that reflect regional priorities and are delivered in a way that meet the learning requirements of individual students.
It will be consistently demonstrating its commitment to and engagement with business, industry, iwi and the communities for whom it provides tertiary education services. Its graduates will be equipped to achieve their career aspirations and be welcomed by employers.
Its suite of programmes will be tailored to reflect the region’s need for strong foundation programmes. Increasing numbers of students will be achieving the academic and other criteria to progress to more skilled employment and higher level programmes of learning either within Tairāwhiti Polytechnic or with other tertiary education providers. The successful achievement of formal qualifications will be trending strongly upwards, relative to New Zealand trends, across all ethnicities.
In collaboration with each primary industry sector and other tertiary education providers, Tairāwhiti Polytechnic will have reviewed its programme portfolios to maximise the degree to which identified regional needs may be met both for technical skills and applied management and ICT skills. A similar collaborative review will have been undertaken with each major employment sector in the region, and this will have informed programme development and delivery decisions.
The continued strengthening of the programmes for which it is famous and renovations to enhance the physical connection of the campus with the city will have developed strong brand awareness. Flexible programme delivery options will have increased enrolments and therefore the financial viability of core programmes to meet local workforce needs.
This commitment to excellence and effective marketing will have ensured that school career guidance counsellors and secondary school students have a good understanding of the programmes the Polytechnic offers.
More youth and younger adults will be seeing Tairāwhiti Polytechnic as an attractive option for further study and will be benefiting from its investment in staff professional development and enjoying its social and events programme.
Students will be appreciating the targeted and efficient assistance accessed through the centrally located student support services team, freeing academic staff to focus on teaching and learning. Other tertiary education providers will be starting to find mutual benefit in sharing this and other student-focused resources.
Government will be seeing the positive results of investing in the repositioning of the Polytechnic and will have a confidence in the robustness of its governance and management.
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5.6. Key Five-Year Strategies
The strategies outlined below are intended to enable Tairāwhiti Polytechnic to fulfil its role in the regional and national tertiary education sector in a manner that is both educationally and financially sustainable, meets regional needs and allows for flexibility in response to future policy changes.
High-level goals for the period 2007-11 are to:
1. provide programmes and services that meet identified student and regional needs, evidenced by increased enrolments and improved student achievement;
2. develop an appropriately resourced and structured staff and infrastructure to enable the efficient, effective and appropriate delivery of programmes and services;
3. operate on a sustainable financial basis, evidenced by break-even net of depreciation by year-end 2008 with annual operating surpluses thereafter;
4. actively work to restore our credibility and profile as a proficient and professional educational provider within the Tairāwhiti; and 5. structure and appropriately resource Tairāwhiti Polytechnic to ensure effective and timely implementation of the strategies outlined in this Plan.
Interdependent and integrated educational, organisational capability building, financial and regional responsiveness strategies are needed to achieve these five-year goals, which will be reached through the achievement of key annual outcomes directly related to the goals. These will be reflected in Annual Plans and Budgets based on this longer term Plan.
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5.6.1. Education Strategies
Goal 1: Provide programmes and services that meet identified student and regional needs, evidenced by increased enrolments and improved student achievement outcomes.
Strategy Timeframe for implementation
1. Facilitate the progression of students from a strong foundation into programmes at level 4 and above by:
I. actively promoting pathway progression from sub level 4 programmes through targeted student support and pathway management; By December 07
II. working with other education providers of literacy and numeracy programmes in Tairāwhiti to determine how best Tairāwhiti Polytechnic can contribute to lifting the literacy and numeracy skills of the Tairāwhiti workforce and broader By December 08 community;
III. developing a distinctive and organisation-wide bridging programme (Ako Tairāwhiti) to level 4 programmes that will broaden the pathways with other education providers and includes ‘tasters’ and options;
IV. ensuring the required academic and other criteria for entry to programmes are By December 08 rigorously applied; and
V. identifying and addressing as appropriate the internal and external reasons for the ethnic ratios of enrolments differing widely across courses. Now
By June 08
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Strategy Timeframe for implementation
2. Remain famous for our programmes 14 in: By December 08
I. Cable-logging II. Toihoukura III. Social work and health workforce; and IV. Trades 15 . And build on our strengths in these areas by: I. exploring the development of broader and higher level forestry management programmes that meet the Eastland Wood Council’s projected regional and national needs; II. expanding the social services suite of programmes in conjunction with Te Wananga o Aotearoa and other providers to meet the projected needs of the health and social services’ workforces; and III. supporting Toihoukura to work successfully within the financial policy environment; and IV. improving the quality of our trades’ suite, the ethnicity balance of enrolees, and the currency and work readiness of our graduates.
3. Contribute to the workforce skills development of the Tairāwhiti region by developing By December 08 innovative and viable programmes in applied business, management, computing and te reo Māori, that can be flexibly delivered (evenings, weekends, remote locations) to support the primary industry, education, health, social services, retail, construction, heritage/cultural tourism, sustainable land management and transport sectors.
14 These programmes have been selected on the basis on quality education outcomes, financial returns, fit with regional skills needs, current size (measured in EFTS), and ‘world famous in Gisborne’ factor.
15 Carpentry, Automotive, Engineering and Catering.
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Strategy Timeframe for implementation
4. Continue to deliver and further develop a core suite of regionally relevant Now programmes, provided they are both educationally and financially viable, particularly for the primary sector and including Level 4 and above for Te Reo Māori 16 .
5. Target the recruitment, retention and success of 18 to 25-year-old students who are: By December 08 returning to learning after a period out of the education system; undertaking initial vocational training; wishing to undertake the initial year(s) of a programme at home, before transitioning to the programmes of an out-of-region provider; male school leavers. By: revamping our approach to marketing to this group; investing in professional development for staff with regard to the evidence on the needs and expectations of the youth segment and to encourage a strengths- based approach to youth; working with schools and with agencies such as Career Services to encourage improved access to the Polytechnic and to support young people to plan flexible vocational and study pathways; and developing a social and events programme on campus focused on the distinctive interests and aspirations of this group to ensure young people experience a vibrant and exciting learning environment.
6. Pilot a personal education plan (PEP) 17 approach to student support in selected By December 2008 programmes for which student achievement outcomes need to improve.
16 The Polytechnic will endeavour to maintain a balanced portfolio of programmes typical of other such institutions, subject to the educational and viability criteria referred to in the Financial Goal 5 below, the capacity and offerings of other providers in the network and the investment decisions of the TEC.
17 UCOL has a personal education plan with which Tairāwhiti Polytechnic has some experience as it is used with the UCOL Bachelor of Nursing (Level 7) students.
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Strategy Timeframe for implementation
7. Take a proactive and leadership role in increasing the educational achievement of By December 09 Māori students in the region by: adopting an aspirational approach to the teaching and support of Māori students; applying, through targeted professional development, evidence-based practice to teaching and learning strategies for Māori students 18 ; providing access to Te Reo Māori at tertiary level for kura kaupapa students within the region’s secondary schools; and improving mechanisms for the accountability and performance monitoring of staff and managers for Māori student achievement outcomes.
8. Take a proactive and leadership role in increasing the educational achievement of By December 09 young males in the region by:
strengthening Tairāwhiti Polytechnic' analysis of achievement trends and vocational aspirations of male school leavers in Tairāwhiti
reviewing in collaboration with secondary schools, other tertiary education providers and employers how Tairāwhiti Polytechnic may best assist young males to increase their skill and qualification levels.
18 A key resource for this is the findings of the Te Kotahitanga project in the compulsory schooling sector
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5.6.2. Organisational Capability Strategies
Goal 2: Develop an appropriately resourced and structured staff and infrastructure to enable the efficient, effective and appropriate delivery of programmes and services.
Strategy Timeframe for Implementation
1. Implement a Whare Tāhū approach in all aspects of organisational culture, By December 08 including:
stressing sound and supportive relationships, both internally and externally;
imbuing our teaching and learning with a strong sense of place (Tairāwhititanga); and
imbuing our learners with values of regional, national and global citizenship.
2. Reconfiguring and rationalising corporate and support services, including exploring By December 07 options for provision of shared services by, or for, other tertiary education providers and agencies.
3. Actively promote improved student achievement outcomes by: By December 07 supporting staff to develop the skills necessary for blended delivery; utilising ahuatanga 19 Māori approaches to teaching and learning for Māori students; requiring all teaching staff to achieve a tertiary teaching qualification at level 4 or above; initiating new programmes and programme delivery changes in a more timely way to meet changing needs; enhancing Academic Board’s contribution to new programme development and programme delivery changes, and utilisation by Council and management, by ensuring its appropriate structure and resourcing; and investing in a targeted and centrally-planned professional development programme centred on evidence based teaching practice.
19 Ahuatanga Māori - this can be broadly translated as traditions and practices that are uniquely Māori
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Strategy Timeframe for Implementation
4. Require all new staff to undertake, within four months of commencement, an By December 07 induction programme that incorporates the strategy, operations and teaching practices of the Polytechnic.
5. Develop an in-service training programme to be undertaken by all staff that By December 07 incorporates the strategy, operations, and teaching practices of the Polytechnic.
6. Enhance information technology systems performance to support blended delivery By December 08 (within resource constraints) and invest in developing the information technology capabilities of staff.
7. Implement a best practice management and accountability regime. Now
8. Improve the efficiency and effectiveness of student support services by By December 07 implementing the recommendations of the draft Student Support Services Monitoring and Review Group Report, March 2007.
9. Implement best practice health and safety procedures. Now
10. Maximise government’s investment in campus and infrastructure by: By December 08
improving campus utilisation through timetable management; enhancing the physical connection of the campus with the city; improving community access for on-campus events; and facilitating student access and pathways by developing shared utilisation arrangements with other providers and agencies.
11. Develop library capability, within available resources, that is aligned to programme By December 09 portfolio and flexible delivery requirements.
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5.6.3. Financial Strategies
Goal 3: Operate on a sustainable financial basis, evidenced by break-even net of depreciation by year end 2008 with annual operating surpluses thereafter.
Strategy Timeframe for implementation
1. Develop and maintain only those programmes that are both Ongoing financially and educationally viable, unless explicitly provided for strategic reasons.
2. Implement improved processes and accountabilities for cost Now management and control, particularly monthly variance management practices.
3. Implement best practice budgeting processes and improve the Now accuracy of forecasting.
4. Improve the quality, timeliness and completeness of financial Now reporting to management and Council.
5. Improve enrolment management and reporting to ‘sales targets’ to Now ensure timely programme stop/go decisions.
6. Develop a five-year capital plan, including an IT strategy and asset By December 07 management plan.
7. Explore options for shared systems (such as payroll and finance) By December 07 with other tertiary education providers, particularly the Tertiary Education Alliance.
8. Establish an independent internal audit and best practice risk By December 07 management systems and reporting.
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5.6.4. Regional Responsiveness Strategies
Goal 4: Actively work to restore our credibility and profile as a proficient and professional educational provider within the Tairāwhiti.
Strategy Timeframe for Implementation
1. Make a positive, credible and high profile contribution to regional, social and Ongoing economic development forums and initiatives.
2. Collaborate with the compulsory schooling sector and local tertiary education By December 08 providers to agree strategies that ensure:
i. schools and their careers advisers are well-informed about regional skill gaps and local tertiary education provision 20 ; and
ii. teachers’ requirements for skills in Te Reo 21 are met.
3. Map pathways with regional providers in accordance with our regional By September 07 facilitation role, and recommend preferred pathways to the TEC for decision.
4. Reflect practical collaborative arrangements with other tertiary education By December 07 providers and agencies in Service Level Agreements (SLAs).
5. Develop a range of innovative mechanisms for actively engaging employers in By June 08 programme development and delivery.
6. Provide professional educational expertise to support the aspirations of iwi By June 08 within our prescribed role as a polytechnic.
20 Continuing to develop and widely promulgate the Tairāwhiti Career Express 2006 in collaboration with education providers in Tairāwhiti will be an important component of this strategy.
21 As recommended in the Education Review Office (ERO) report ‘An Evaluation of the Quality of Māori Language Teaching in Secondary Schools: Te Tairāwhiti’, June 2006.
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5.6.5. Implementation Strategies
Goal 5: Tairāwhiti Polytechnic is structured and resourced appropriately to ensure the effective and timely implementation of the strategies outlined in this plan.
Strategy Timeframe for implementation
1. Restructure the management team and wider organisation to ensure No later than June 08 effective and timely implementation of the strategies outlined in this plan.
2. Develop and implement a performance management system for all staff By June 08 and managers.
3. Implement proactive internal and external communications strategies. By December 07
4. Implement a financial literacy programme to be completed by all senior and By December 07 middle managers.
5. Make decisions informed by business cases for all material new initiatives. Now
6. Use robust market and regional needs analysis to inform programme Now development decisions.
7. Implement stringent monitoring and accountability mechanisms at both Now management and governance levels.
8. Rebuild trust-based and meaningful relationships with other tertiary Now education providers in the region.
9. Strive to achieve customer-focused and efficient systems and processes Across the life of this Plan across the organisation.
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6. Performance Indicators and Targets
These indicators and targets will be further refined at management implementation level as the Annual Plans, based on this five-year Plan, are developed. These metrics will be regularly reported at Council level. Previous management and governance level reporting was weak. As a result, the key focus for the remainder of 2007 will be establishing baseline data and developing reporting functionality for ensuing years. Goals Indicators (KPIs) Baseline 2006 Target 2008 Target 2011
Financial Net surplus/loss before $(3.23m) $0 $0.75m Viability depreciation and interest
Operating cash flow (cash in/cash 0.84 1.05 1.1 out)
Debt/Equity ratio (gearing) 0 0 0
Cash Reserves/Monthly Cash to 0.24 To be To be Outgoings determined determined
Educational Qualification completion rate 22 19% 23 To be To be Viability determined determined
Total student course retention 24 92% To be To be determined determined
NZ Māori student course 90% To be To be retention determined determined
European/Pakeha & all other 95% To be To be student course retention determined determined
22 Single Data Return (SDR)
23 This percentage does not include qualifications completed by students enrolled with facilitation partners, e.g. UCOL. It is also important to note that it relates to 2,724 student enrolments of which 1,273 (47%) were enrolled in programmes of less than 0.3 EFTs (being predominantly part time study).
24 Course retention SDR
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Goals Indicators (KPIs) Baseline 2006 Target 2008 Target 2011
Total successful course 67% To be To be completion 25 determined determined
NZ Māori total successful course 63% To be To be completion 26 determined determined
European/Pakeha & all other 73% To be To be student successful course determined determined completion
Student satisfaction – good Survey & To be To be teaching indicator (proportion of extraction determined determined students satisfied with teaching process to be practice) developed. No baseline.
Completion progression, and non- Being To be To be completion progression (to higher developed out determined determined level TEO programmes of TEC Baseline Monitoring processes.
Improving outcomes for Youth Not currently To be To be student ratios (report key KPIs by collected determined determined qualification level and age group)
Organisation Staff satisfaction ratio (proportion Not surveyed To be To be capability of staff overall satisfied) determined determined
Professional development 100% To be To be ratio (proportion of staff determined determined with agreed development plans in place)
25 Course Completion SDR
26 Course Completion SDR
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Goals Indicators (KPIs) Baseline 2006 Target 2008 Target 2011
% of professional Not surveyed To be To be development plans being determined determined met
% of teaching staff with a 60% To be To be professional teaching determined determined qualification at L4 or above
Efficiency ratios ► total staff FTE:total student 1:6.5 1:8.0 1:8.5 EFTS ► personnel costs as % of total Tutorial expenditure Salaries/Total Expenditure 34% 33% 36%
Non-tutorial Salaries/Total Expenditure 27% 20% 18% ► space utilisation per EFTS Not measured To be To be and per staff FTE currently. determined determined
Regional Employer satisfaction ratio Not surveyed. To be To be Responsiveness (proportion of those surveyed New survey determined determined overall satisfied with graduate needs to be skills and attributes designed.
Stakeholder satisfaction ratio Not surveyed To be To be (proportion of identified key determined determined stakeholders overall satisfied with institution)
Māori stakeholder satisfaction Not surveyed To be To be ratio (proportion of identified key developed developed Māori stakeholders overall satisfied with institution)
Youth stakeholder satisfaction Not surveyed To be To be ratio (proportion of identified key developed developed Māori stakeholders overall satisfied with institution)
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Goals Indicators (KPIs) Baseline 2006 Target 2008 Target 2011
Graduate employment ratio Not surveyed To be To be (proportion of graduates in determined determined fulltime employment or full time study within 4 months of completion)
Negative Contribution ratio Not measured To be To be (proportion of programmes below currently determined determined efficient contribution threshold for strategic reasons)
Collaboration ratio (proportion of 9.8% 27 To be To be programmes delivered determined determined collaboratively with or facilitated on behalf of other providers)
Implementation All implementation strategies are No baseline To be To be Effectiveness appropriately resourced and determined determined monitored to targets. Implementation targets reflected Inconsistent Yes Yes in CEO and management
performance agreements. Governance effectiveness Not done Completed Completed reviewed annually and an audit schedule implemented.
Governance review and audit No baseline Completed Completed recommendations implemented.
27 Six qualifications out of 61 are facilitated or provided in collaboration with another provider. This does not count multiple offerings of qualifications in the denominator, e.g. Cable Logging, which would reduce the ratio and make it meaningless.
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7. Mapping Strategy to Investment Guidance
This Plan has not been formulated according to the content framework suggested in the Tertiary Education Commission’s Investment Guidance. An Investment Plan, based on this document, will be developed later, once the TEC is satisfied with the approach taken and the contents of this document.
The table below correlates the strategies outlined above with the key shifts and investment priorities outlined in the Investment Guidance.
Key Shift/STEP priority TP Strategy
STEP Priority: Extending the reach into high levels of Remain famous for our programmes28 in: learning, with all teaching informed by Cable-logging an understanding of advanced practice, and in some cases also by applied Toihoukura research. Social work and health workforce; and Trades 29 . And build on our strengths in these areas by: exploring the development of broader and higher level forestry management programmes that meet the Eastland Wood Council’s projected regional and national needs; support Toihoukura to work successfully within the financial policy environment; expanding the social services suite of programmes in conjunction with Te Wananga o Aotearoa and other providers to meet the projected needs of the health and social services’ workforces; and improving the quality and ethnicity balance of our trades’ suite and the currency and work readiness of our graduates.
28 These programmes have been selected on the basis on quality education outcomes, financial returns, fit with regional skills needs, current size (measured in EFTS), and ‘world famous in Gisborne’ factor.
29 Carpentry, Automotive, Engineering and Catering.
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Key Shift/STEP priority TP Strategy
Increase the achievement of advanced Continue to deliver and further develop a core suite of regionally relevant trade, technical and professional programmes, provided they are both educationally and financially viable, qualifications to meet regional and particularly for the primary sector and including Level 4 and above for Te national industry needs . Reo Māori . 30
A step-change in progression from Facilitate the progression of students from a strong foundation into entry level into technician level and programmes at level 4 and above by: higher learning, building on a continued actively promoting pathway progression from sub level 4 focus on providing entry-level and programmes through targeted student support and pathway foundation education. management; working with other education providers of literacy and numeracy programmes in Tairāwhiti to determine how best Tairāwhiti Polytechnic can contribute to lifting the literacy and numeracy skills of the Tairāwhiti workforce and broader community; developing a distinctive and organisation-wide bridging programme (Ako Tairāwhiti) to level 4 programmes that will broaden the pathways with other education providers and includes ‘tasters’ and options; ensuring the required academic and other criteria for entry to programmes are rigorously applied; and identifying and addressing as appropriate the internal and external reasons for the ethnic ratios of enrolments differing widely across courses. Take a proactive and leadership role in increasing the educational achievement of Māori students in the region by: adopting an aspirational approach to the teaching and support of Māori students; applying, through targeted professional development, evidence- based practice to teaching and learning strategies for Māori students 31 ; providing access to Te Reo Māori at tertiary level for kura kaupapa students within the region’s secondary schools; and
30 The Polytechnic will endeavour to maintain a balanced portfolio of programmes typical of other such institutions, subject to the educational and viability criteria referred to in the Financial Goal 5 below, the capacity and offerings of other providers in the network and the investment decisions of the TEC.
31 A key resource for this is the findings of the Te Kotahitanga project in the compulsory schooling sector
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Key Shift/STEP priority TP Strategy
improving mechanisms for the accountability and performance monitoring of staff and managers for Māori student achievement outcomes. Take a proactive and leadership role in increasing the educational achievement of young males in the region by: strengthening Tairāwhiti Polytechnic' analysis of achievement trends and vocational aspirations of male school leavers in Tairāwhiti reviewing in collaboration with secondary schools, other tertiary education providers and employers how Tairāwhiti Polytechnic may best assist young males to increase their skill and qualification levels.
STEP Priority: Contribute to the workforce skills development of the Tairāwhiti region by developing innovative and viable programmes in applied business, Increasing literacy, numeracy and management, computing and te reo Māori that can be flexibly delivered language levels in the workforce. (evenings, weekends, remote locations) to support the primary industry, education, health, social services, retail, construction, heritage/cultural tourism, sustainable land management and transport sectors.
STEP Priority: Target the recruitment, retention and success of 18 to 25-year-old students who are: Increasing educational success for returning to learning after a period out of the education system; young New Zealanders – more achieving qualifications at level four undertaking initial vocational training; and above by age 25. wishing to undertake the initial year(s) of a programme at home, before transitioning to the programmes of an out of region provider; male school leavers. By revamping our approach to marketing this group; investing in professional development for staff with regard to the evidence on the needs and expectations of the youth segment and to encourage a strengths-based approach to youth; working with schools and with agencies such as Career Services to encourage improved access to the Polytechnic and to support young people to plan flexible vocational and study pathways; and developing a social and events programme on campus that focuses on the distinctive interests and aspirations of this group to ensure young people experience a vibrant and exciting learning environment.
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Key Shift/STEP priority TP Strategy
Building a role as regional facilitator, Map pathways with regional providers in accordance with our regional providing support to the system at a facilitation role, and recommend preferred pathways to the TEC for regional level, through building a decision. shared understanding about the tertiary education needs of local communities Reflect practical collaborative arrangements with other tertiary education and industries. providers and agencies in Service Level Agreements (SLAs).
Develop a range of innovative mechanisms for actively engaging employers in programme development and delivery.
Increasing involvement in evidence- Actively promote improved student achievement outcomes by: based technology development and supporting staff to develop the skills necessary for blended delivery; transfer. utilising ahuatanga 32 Māori approaches to teaching and learning for Māori students; requiring all teaching staff to achieve a tertiary teaching qualification at level 4 or above; enhancing Academic Board’s contribution to, and utilisation by, Council and management by ensuring its appropriate structure and resourcing; and investing in a targeted and centrally-planned professional development programme centred on evidence-based teaching practice.
32 Ahuatanga Māori - this can be broadly translated as traditions and practices that are uniquely Māori
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8. Risk Management
The number and type of changes outlined in the strategies above pose risks to the performance of ongoing business and to achieving all the changes that are proposed within the intended timeframe. A range of risk management strategies will be adopted to manage and mitigate the key risks, which will be monitored regularly at both management and governance levels.
Key Risks Explanation Probability Impact Mitigation
Management Lack of capability and Invest in the capability of the capability and capacity to lead and management team and acting CE with capacity manage change and targeted PD and support. H H manage the organisation. Appoint new CE at least by January 2008, and the key members of the executive team by November 2007. Implementation focus Risk that cannot Phased and managed implementation and complexity successfully implement programme with regular progress high number of collectively checks. complex changes within a Some external support to assist in the 2 to 3-year timeframe H H successful completion of the change within an organisation programme. unused to ‘making it happen’ and accountability for outcomes. Staff ‘pushback’ Internal resistance to Actively communicate need for change, change. the rationale for and implementation of each change as it occurs. Wherever possible involve staff in designing the changes and planning the H M implementation. Actively support staff implementing change. Balance reductions with some investment in key areas of activity that signal the future. Revenue downturn Reduced levels of student Develop more targeted communications enrolment and thus and marketing strategies and improved revenue. enrolment processing and reporting systems. M H Create a buffer for risk when budget setting. Close down loss making courses Further adjust staff and support infrastructure
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Key Risks Explanation Probability Impact Mitigation
Decline in operational Pressure of complex Recognise high levels of performance performance change leads to loss of and good outcomes. M M focus on the basics of Performance manage those who are quality service to students. not achieving appropriate targets. Loss of key staff High performing or key Establish incentives to retain key staff staff leave for more certain M M for 2-3 years or less stressful roles. Increase in operating Control regime does not Develop operating budgets with budget costs ‘take’ and key efficiency managers, based on cost to provide initiatives are deferred or agreed levels of service. delayed. L H Monthly variance reporting. Recognise/reward performance achieved within agreed budget. Manage poor performance. Non-compliance with Loss of momentum on Actively review impacts on educational academic quality teaching and learning quality from changes to education M M standards improvement during provision / resources and ensure change process. compliance with quality standards. Unforeseen adverse Change of government Ensure regular engagement with TEC policy shift policy or adverse impacts H H and ITPNZ for no surprises policy of new funding policy. monitoring. External stakeholder Stakeholders are not Involve stakeholders in strategy resistance engaged with strategies or development process. Communicate react adversely to strategy frequently and in a wide variety rationalisation. M M of locations. Invest in managing relationships with key stakeholders. Keep regional facilitation role active and mutually beneficial. Resistance from other Other local providers (e.g. Work with TEC to facilitate regional providers TWOA) do not co-operate portfolio of offerings that align with with staircasing strategy. needs. Invest in bi-lateral and M H multilateral relationship management at all levels, from Council to teaching and allied staff. Reputation/brand Current financial position Develop communications plan and damage and restructuring creates regularly manage key stakeholder adverse publicity. relationships. H H Ensure TEC support for “Investing in the Future” Plan and communicate this to the community. Out of region Failure of collaborative Engage in investment process competition and new model and regional M M negotiations with TEC and identify out- entrants facilitation to ‘take’. of-region problems.
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Appendix One: English Explanation of the Māori Concepts in the Mission Statement
Kia hikurangi ai te wawata Papawhāriki te Tāhū o Whare Kōrero Realise your dreams Through inspired learning Dream Attain Embark Takina Takitu Takirau The whakatauaki (proverbial saying) that constitutes the ‘Mission Statement’ is apt and appropriate to the Tairāwhiti Polytechnic because its authorship is local, its references are local and its imagery captures the essence of what education is about and the role that the Polytechnic plays in the education of students in this district.
1. Hikurangi ai te wawata – Hiku means ‘tip’ or ‘summit’ and rangi means ‘sky’. The literal meaning of hikurangi is ‘tip into the sky’. The imagery is that of a high mountain whose summit pierces the sky. Hikurangi, in the context of the mission statement, is used as an adverb to mean, ‘height’, ‘highest’, or ‘of great altitude’.
The literal translation of ‘Kia hikurangi ai te wawata ’is: Let your dreams be as high as Hikurangi : indicating a sense of striving, aspiring, dedication and commitment to achieve one’s goals. In this context, goals are achieved through education.
Hikurangi is also the name of at least two mountains/peaks in the North Island – one on the East Coast (height 1088m) inland from Ruatorea and the other just north of Whāngārei. The Hikurangi of the East Coast is the ancestral mountain of the Ngāti Porou tribe and is referred to in their whakatauki: Ko Hikurangi te maunga Hikurangi is the mountain Ko Waiapu te awa Waiapu is the river Ko Ngāti Porou te iwi Ngāti Porou is the tribe
Therefore, there is further significance of the use of ‘hikurangi’ being an important geographical feature of the Tairāwhiti district and a defining tribal symbol of the Ngāti Porou tribe, through whom all the major iwi (Rongowhakaata, Te Āitanga-a-Māhaki and Ngāi Tāmanuhiri) of the Gisborne district descend.
Wawata means ‘dream’, ‘desire’, or ‘aspirations’.
The term ‘hikurangi ai te wawata’ thus embraces meanings such as, aspirations, dreams, desires, mana, descent and inheritance.
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2. Papawhāriki – Papa means ‘ground’ or ‘surface’; whāriki means a ‘covering’, be it a floor mat or covering or an item of clothing.
Papawhāriki is a literal reference to floor mats, but more importantly it is also a reference to the tradition and practice of making floor mats through the art of raranga, or weaving, using whenu (warp) and aho (weft). Raranga is an expression of drawing sustenance from the land through the whenu and connecting these to people and their genealogical lines through the aho. Papawhāriki then, represents the connectedness and relationship of all local people to Tūranganui and to Tairāwhiti.
Whāriki is also used to describe ceremonial coverings such as korowai. Korowai are usually reserved for important dignitaries and worn only on important occasions.
Papawhāriki was also the name of the area we know as Sponge Bay and the name of the marae and wānanga that was situated there. On the headland that connects Sponge Bay and Wainui, at Tuahine Point, was located the sacred burial caves called Kohurau. It is said that Ruapani, the paramount chief of the Gisborne district in his time (circa 1525), was buried there, as was Konohi, paramount chief of Ngāti Konohi of Whāngārā. Papawhāriki was thus an important landmark in the early local history of Gisborne.
The term ‘papawhāriki’ therefore, in the context of its use in the Mission Statement, embraces meanings such as, protective covering, shelter, genealogy, inheritance, ancestors, mana, leadership, connectedness, history and heritage.
3. Tāhū – Tāhū, alternatively, tāhūhū, is the ridgepole that runs down the centre of the ceiling/roof of a meeting house. Structurally it is critical to the stability of the house and symbolically, it is the ‘backbone’ and the most important part of the meeting house. Within the tāhū resides the intellectual knowledge and traditions of the people who belong and reside in that meeting house. As such it supports the main theme or kaupapa of a house and provides the focal point of information exchange and use in that house and among its people.
The term tāhū is also used to describe the practice of reciting core genealogical lines, or core themes to which people can link and connect to for support, inspiration and guidance towards a common goal. 33
4. Wharekōrero – Whare means ‘house’ and kōrero means ‘talk’. Literally it means ‘the house of talk’, that ‘talk’ being the traditions of people who lived and live in this region.
Wharekōrero was also the name of the traditional wānanga (house of learning) that stood on Tītīrangi or Kaiti Hill. It was a house of learning for the people of the Tairāwhiti. It was from the palisades of Wharekōrero that the arrival of Captain James Cook upon the HMS Bark Endeavour was witnessed on the 9 th October, 1769.
33 Wayne Ngata explanation.
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‘Wharekōrero’ therefore, in its use in the Mission Statement, embraces meanings such as, education, learning, knowledge, traditions, history.
The phrase ‘Papawhāriki te tāhū o wharekōrero’ literally can be taken to mean, ‘Cloaked by the ridgepole of knowledge of the house of learning’.
It means to ground the people of this region in the traditions and practices of Tairāwhiti. It encourages us to develop a culture of learning particular to this region that acknowledges the contributions of all its sectors. It promotes the building of relationships and the building of personal and community assets, people with knowledge and skills, people who we will support so that they can strive for excellence in their chosen field of endeavour and contribute meaningfully to this community and to this country.
5. Whare Tāhū – The term Whare Tāhū is a contraction of the words in the second line of the Mission Statement , ‘Papawhariki te tāhū o whare kōrero’, and is a term unique to the Tairāwhiti. In the current context, it refers specifically to the Tairāwhiti Polytechnic as a ‘Whare Tāhū’ or a ‘House of learning’. It may be interchangeable with words such as ‘wānanga – ‘university’ or ‘place of learning’, or ‘kuratini’ – ‘polytechnic’. However, the term is used specifically to describe the Tairāwhiti Polytechnic and gives us a point of difference from every other tertiary institution in the region and throughout the country.
Everything emanates from the Whare Tāhū – the House of Learning. The analogy is with the meeting house, the symbolism of its respective structural parts and its function as an educational facility.
The tāhū (or tāhūhū) or ridgepole, represents the infrastructure of the Polytechnic. Within the tāhū is embedded the core knowledge of the Polytechnic – its intellectual property, its history, the knowledge and kōrero of its people, the story of its own genesis and all the things that make it uniquely of the Tairāwhiti. The tāhū also supports the main theme or kaupapa of a house and provides the focal point of information exchange and use in that house and among its people.
From the tāhū descend the ‘heke’, the ‘linkages’, to the ‘pou’ or ‘wall posts’ of the house of learning. The ‘pou’ make up the infrastructure of the Polytechnic – that is, all its respective departments, support services, students association, etc. Without the support of the pou, the tāhū will collapse. The key point here is that for the house of learning to remain functioning all the pou have to work together and in tandem.
The open space beneath the tāhū, between the pou and upon the papawhāriki (floor) of the Whare Tāhū is the classroom for the students. It provides shelter, it nurtures, it protects and most of all it empowers the student with knowledge through learning. Once again, your house may be structurally strong but without students its stands empty.
It is therefore the role and task of the Whare Tāhū to look after its students and to impart to them the knowledge contained within its walls before they embark on their journey into the open world.
Whare Tāhū, therefore, provides a framework for the provision of education and learning uniquely Tairāwhiti. It is an inclusive framework that encourages the building and fostering of interconnectedness, of relationships; internally, within the house and externally with community. This promotes the notion and practice of individual and collective responsibility towards the development of people as positive, contributing citizens of this region and of this country.
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Whare Tāhū is about;
• Common goals • Educational growth • Relationship building • Economical sustainability • Asset building • Service to the learner • Support • Contribution to community 34
6. The relationship to the Polytechnic Logo
The concept of Whare Tāhū and the Mission Statement are complementary to and build on the concepts embedded in the logo design. The Tairāwhiti Polytechnic logo was designed by Steve Gibbs and Patrick Takoko from the Tairāwhiti Polytechnic’s School of Visual Arts – Toihoukura. The logo consists of two elements: • the mangopare or hammerhead shark, and • the poutama or stairway to knowledge.
The mangopare represents a journey. Our students enter the Polytechnic with an open mind and willingness to learn. As they move through their studies they grow in knowledge and understanding finally taking their insights and skills into the wider world. The mangopare also represents commitment and endurance as typified in the following well-known proverb: Kei mate wheke Don’t give in easily like the octopus Kei mate ururoa But fight to the bitter end like the hammerhead shark
An octopus when caught becomes passive and limp and gives up without a struggle, while the hammerhead shark will struggle to the bitter end to get free. It is this same kind of attitude, that of the mangopare, that a student should have in order to graduate from their course.
This design encircles the poutama which represents the growth of knowledge and understanding. The poutama also symbolises a student’s personal journey in ascending the stairway of knowledge in their quest to achieve educational excellence – similar to the imagery in ascending Hikurangi to achieve your dreams.
The circular shape of the design represents wānanga, a cooperative way of learning. In the centre, the orange colour represents the sun illuminating our learning in the Tairāwhiti, the first place to see the sun.
34 Source: Wayne Ngata
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Appendix Two: Draft Regional Needs Analysis and Implications for Tairāwhiti Polytechnic
See separate Draft Regional Needs Statement attached
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Appendix Three: Financial Modelling of Strategies
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