Discussion paper 2016/02 A Manawatu perspective on tackling poverty This paper forms part of a series showcasing insights from individuals who have attended a one-day workshop in their local community.

‘We in the Manawatu are sitting in one of the most privileged regions in … we need to unlock the potential of this region.’

Mayor Margaret Kouvelis, Manawatu District Council

‘No single policy, government ‘Poverty both leads to and department, organisation or programme results from poor health.’ can tackle or solve the increasingly Kathryn Cook, Chief Executive Officer, complex social problems we face as MidCentral a society.’

Natasha Allan, Detective Senior Sergeant, National coordinator for Child Protection in New Zealand quoting from the Collective Impact. ‘We in the Manawatu community know that we are facing crisis levels of inequality.’

Amanda Oldfield, Carelink Community Trust Coordinator

‘The true measure of success in tackling poverty today will be demonstrated in a generation’s time.’ Manawatu

Nigel Allan, Chair, Te Manawa Family Services

Contents

1.0 Introduction...... 1 1.1 TacklingPovertyNZ – a national conversation...... 1 1.2 Manawatu – the lay of the land...... 1 2.0 Workshop Overview...... 3 2.1 Defining poverty...... 3 2.2 The workshop process...... 3 3.0 Tackling Poverty in Manawatu...... 6 3.1 Gathering information – the poverty landscape...... 6 3.2 How is Manawatu affected? Five domains...... 8 3.3 Developing consensus and collecting feedback – thirty-one ‘hows’...... 8 4.0 Further outputs...... 14 5.0 Afterword...... 16 6.0 References...... 17 7.0 Appendices...... 18 Appendix 1: Three exercise worksheets...... 18 Appendix 2: TacklingPovertyNZ Manawatu post-workshop survey results...... 21 Appendix 3: TacklingPovertyNZ Manawatu workshop programme...... 24 Appendix 4: QuickStats about Manawatu District...... 25 Appendix 5: TacklingPovertyNZ tour dates...... 26 1.0 Introduction

The purpose of this paper is to bring to light the issues raised by participants at the one-day TacklingPovertyNZ tour workshop in Manawatu, held on 15 August 2016. The views expressed in this paper represent those of the workshop participants on the day, who represented the Manawatu District community. This paper describes the structure of the one-day workshop, sets out the main discussion themes raised by participants, and presents the solutions they proposed at the close of the workshop. 1.1 TacklingPovertyNZ – a national conversation TacklingPovertyNZ is an initiative that started out as a three-day policy workshop run by the McGuinness Institute and the New Zealand Treasury in December 2015. This workshop saw 36 New Zealanders between the ages of 18 and 25 come together to articulate a youth perspective on the issue of poverty in New Zealand and how we might, as a country, go about tackling it.

Figure 1: December workshop representatives at the Manawatu District workshop

Felix Drissner-Devine Elaina Lauaki-Vea Maddie Little Caitlin Papuni-McLellan

One of the observations made by participants at the 2015 workshop was that poverty in New Zealand is too complex an issue to be overcome with a blanket solution. Instead, solutions must be sought at a local level to acknowledge that poverty has vastly differing consequences for people in different areas of New Zealand. This is a daunting prospect, requiring an enormous amount of difficult and rigorous work. As a first step in this direction, TacklingPovertyNZ has toured five regions around the country with a series of one-day workshops specifically designed to provide a platform for local voices addressing this poverty. The Manawatu District workshop was the second of these one-day workshops, and a similar discussion paper for each preceeding and subsequent workshop has been published online as a final draft. This series of discussion papers provides an insight into the different regional perspectives on poverty in New Zealand, in order to inform national decision-making and to support local initiatives. 1.2 Manawatu – the lay of the land The Manawatu District is divided into three wards: the Ward, the Rural Southern Manawatu Ward and the Rural Northern Manawatu Ward.1 At the time of the 2013 census, the total population of Manawatu was 27,456 (a 5.3% increase since 2006), of which 3924 were Mäori (a 9.5% increase since 2006), and the total number of dwellings in Manawatu was 11,703 (a 7.9% increase since 2006) (, 2013). Manawatu is a major farming and agricultural district and is the heartland of New Zealand. Manawatu is positioned as the gateway to four other regions: Hawkes Bay, , Rangitikei and Horowhenua and is close to four seaports, seven airports and major Defence Force bases. It is a highly strategic cargo, transport and business hub for the lower and the country (Manawatu District Council, n.d.). Manawatu also has highly fertile soil and agricultural production has been one of the single biggest contributors to the region’s economy. In recent years, processing and support industries for the agricultural sector have significantly expanded. While sheep and cattle farming continue to dominate, deer, goat and ostrich farming are becoming increasingly popular, and horticulture and forestry continue to provide valuable revenue (Manawatu District Council, n.d.).

1 The Feilding Ward includes the Feilding urban area; the Rural Southern Manawatu Ward, includes , Sanson, Beach, Ohakea, Bainesse, Kairanga, , Karere and ; and the Rural Northern Manawatu Ward includes Kimbolton, , Cheltenham, Waituna West, and Apiti.

DISCUSSION PAPER 2016/02 | 1 MCGUINNESS INSTITUTE Mayor Margaret Kouvelis asserted that ‘we in the Manawatu are sitting in one of the most privileged regions in New Zealand. We have water under the ground, type 1 and 2 soils, and terrain from mountain to sea. We are very privileged, but we need the workforce to underpin it […] we need to unlock the potential of this region’. To achieve this, Mayor Kouvelis stated that ‘we need to get connected and we need to collaborate […] and we need to take responsibility for ourselves’. Despite the growth and diversification in Manawatu’s economy, Mayor Kouvelis explained that Manawatu has been ‘a black hole – people have not wanted to know what is going on here’, which has ultimately resulted in the steady incline in the number of people in the region who are affected by poverty. This workshop brought together a group of people who were impatient to acknowledge and address this pressing issue in their community. The ideas developed at the workshop and discussed in this paper are specific to the district and may not be applicable across the rest of New Zealand; however, they may catalyse solutions in other communities facing similar issues.

Mayor Margaret Kouvelis at the evening presentation at Manawatu workshop

DISCUSSION PAPER 2016/02 | 2 MCGUINNESS INSTITUTE 2.0 Workshop Overview

This section describes the TacklingPovertyNZ one-day workshop process in order to provide context around how ideas were developed at the Manawatu one-day workshop.

2.1 Defining poverty The first obstacle in any discussion around poverty is the question of how to define it. Productive dialogue around poverty needs to begin with a degree of shared understanding. Most established definitions of poverty fall short because they place too much emphasis on income and fail to adequately consider some of the less tangible human needs that constitute a dignified life, such as culture, love and self-esteem. For the workshops we used two imperfect but well-established definitions of poverty: ‘absolute poverty’ as defined by the United Nations Education, Scientific and Cultural Organisation (UNESCO), and ‘hardship’ poverty as defined by the New Zealand Treasury. öö ‘Absolute poverty’ is when an individual does not have access to the amount of money necessary for meeting basic needs such as food, clothing and shelter (UNESCO, n.d.). öö ‘Hardship’ poverty is when an individual is constrained by their material circumstances from achieving a minimum ‘decent’ level of wellbeing (Treasury, 2012, p. 3). For the purposes of these workshops, we found it useful to look at individual and communal poverty as one end of a continuum of wellbeing. If absolute poverty represents the extreme experience of poverty, and hardship poverty is a step up from that, then the opposite and desirable end is a high level of individual and communal wellbeing that is sustainable over the long term.

Figure 2: A continuum of wellbeing

2.2 The workshop process Each one-day workshop in the TacklingPovertyNZ tour followed a similar four-phase process (see Appendix 1 for the three exercise worksheets). Phase one: Gathering information Figure 3: TacklingPovertyNZ 2015 workshop booklet: the primary output A panel of national and local speakers opened the workshop by from the December 2015 workshop putting forward a diverse range of evidence and ideas concerning the landscape of poverty in the region. The panel was joined by a small group of representatives from the December 2015 TacklingPovertyNZ cohort (see page 1), who presented the booklet produced as the primary output of the original workshop.2 Exercise 1: Maps (the ‘who’) Participants worked in groups to visualise poverty as a map based on their personal understandings as well as information from speakers and resources. The function of this exercise was to develop a common understanding of what participants were seeing and thus identify the groups in society that are being affected.

2 See the TacklingPovertyNZ website for more details – www.tacklingpovertynz.org/tacklingpovertynz-booklet

DISCUSSION PAPER 2016/02 | 3 MCGUINNESS INSTITUTE Exercise 1: Mapping poverty

Phase two: Discussing the issues The second phase of the workshop was about thinking deeply to explore and expand on the information gathered in phase one. Exercise 2: Post-its (the ‘ideas’) The groups were asked to build on their understandings from Exercise 1 by brainstorming ideas describing why and how poverty affects particular groups. They presented these ideas to the plenary on post-its, which were then placed on the wall.

Participants vote on ideas for discussion in the afternoon After Exercise 2, high school students joined the workshop for a lunchtime Q&A session with the national speakers. While this was happening, workshop participants used stickers to vote for the ideas on the wall that they considered most significant, and then categorised the ideas into different thematic domains. These domains were then used in phase three to direct the discussion of ways to effect change. After lunch, each participant selected the domain that they were most interested in or to which they felt most able to contribute, and new groups were formed based on this organic selection process.

DISCUSSION PAPER 2016/02 | 4 MCGUINNESS INSTITUTE Girol Karacaoglu and Dame Diane Robertson spend an hour with students from Feilding High School Phase three: Developing consensus The third phase of the workshop was about focusing the discussion on tangible actions to tackle poverty in the region. Exercise 3: Seven ways (the ‘hows’) Each group worked to develop at least seven specific, actionable ‘hows’ to address the issues in their chosen domain. The domain groups presented their results from this exercise back to the plenary, and the plenary presented the full list of ‘hows’ to the public in an evening presentation. Phase four: Collecting feedback After the workshop, a survey was made available online to collect feedback on the workshop process as well as on the hows developed at the workshop. This survey was open to the public but directed particularly at workshop participants and attendees of the evening presentation. The purpose of the post-workshop survey was to improve processes for future workshops and to refine the ideas generated for the region (see Appendix 2 for more detail on the survey).

Figure 4: The workshop method Adapted from (Krogerus & Tschäppeler, 2012, p. 111)

Discussing the issues

Gathering Developing information consensus

Collecting feedback Problem Ideas (definition) (‘hows’)

divergent convergent post-workshop survey thinking thinking afterword

contextual understanding (an ecosystem)

Phase one Phase two Phase three Phase four

DISCUSSION PAPER 2016/02 | 5 MCGUINNESS INSTITUTE 3.0 Tackling Poverty in Manawatu

This section describes the process and outputs specific to the Manawatu one-day workshop (see Appendix 3 for the workshop programme). 3.1 Gathering information – the poverty landscape The panel of speakers shown in Figure 5 opened the workshop by discussing national and local perspectives on Manawatu’s poverty landscape.3

Figure 5: Workshop speakers

Dr Girol Karacaoglu – Dame Diane Robertson Natasha Allan – Nigel Allan – Head of the School of – Chair of The Data Detective Senior Chair at Te Manawa Government at Victoria Futures Partnership and Sergeant, National Family Services, University and former former Chief Executive Co-ordination of Child Manawatu Chief Economist at the of City Protection based New Zealand Treasury, Mission, Auckland at Police National Headquarters, Manawatu

Michelle Cameron – Kathryn Cook – Amanda Oldfield – Principal at James Cook Chief Executive of Care Link Co-ordinator School, Manawatu MidCentral District at the Feilding Bible Health Board, Manawatu Chapel, Manawatu

3 More information on each of the speakers is available on the TacklingPovertyNZ website – www.tacklingpovertynz.org/speakers-mdc

DISCUSSION PAPER 2016/02 | 6 MCGUINNESS INSTITUTE Figure 6 presents a synthesised look at the participants’ perceptions of who is affected by poverty in the Manawatu District according to the maps they produced in groups.

Figure 6: Mapping the poverty landscape (an overview)

Exercise 1: Mapping poverty

Poverty is a complex and layered issue, even when examined at a local level. To build a contextual understanding of this policy problem, it is helpful to look at poverty as an ecosystem of several interconnected domains that affect and are affected by one another, as shown in Figure 7.

Figure 7: Manawatu’s poverty ecosystem

DISCUSSION PAPER 2016/02 | 7 MCGUINNESS INSTITUTE 3.2 How is Manawatu affected? Five domains Each group shared their ideas from Exercise 1 the ‘who’ and exercise 2 the ‘ideas’ with the plenary, and then came to a consensus on five key domains. The five domains that participants identified in phase two of the workshop represent the key areas of impact for poverty in Manawatu (see Appendix 4 for QuickStats poster). Housing The key issues that emerged during the workshop included: more people required emergency accommodation but housing options were sparse; increased demand for homes suitable for older people living on their own; many houses having inadequate insulation, associated with negative health outcomes for residents; poorly maintained rental housing and lack of adequate rental housing choices; unaffordable housing; and inadequate and/or not enough social housing. Youth/Under 5s At the time of the 2013 census, 21.1% of people in Manawatu were under 15 years of age (compared with 20.4% for all of New Zealand), additionally 35.3% of the Mäori population in Manawatu was under 15 years of age (Statistics New Zealand, 2013). The key issues that emerged during the workshop included: young children not having access to quality early childhood education, the lack of a youth centre in Manawatu, youth lacking basic life skills, youth having to move out of Manawatu to find employment, youth dependency on adults, and the presence of child abuse. Health & Wellbeing The key issues that emerged during the workshop included: the lack of accessibility and the high cost of healthcare in the Manawatu District, especially for those with long-term illnesses; inadequate programmes and healthcare for those with disabilities; the inability to access or make healthy food choices or get adequate amounts of food; and inadequate support and healthcare for those with mental illness. Participants at the workshop also argued that there needs to be better access to health care, more affordable prescriptions and more appointment times. Mäori At the time of the 2013 census, 14.8% of people in the Manawatu District belonged to the Mäori ethnic group, compared with 14.9% for all of New Zealand (Statistics New Zealand, 2013). Participants noted the growth in the Mäori population (a 9.5% increase since 2006), the increasing number of Mäori entering the workforce, and the efforts that have been undertaken to listen and respond to Mäori aspirations and needs. The key issues that emerged during the workshop included: the ongoing impacts of colonisation including cultural disparities, loss of land and loss of self-worth; the presence of false opportunities; and the continued assumption that assimilation is a desirable outcome. Elderly At the time of the 2013 census, 15.8% of people in the Manawatu District were aged 65 years and over, a 24.5% increase since 2006 (Statistics New Zealand, 2006; Statistics New Zealand, 2013). The key issues that emerged during the workshop included: rest-home isolation and the need for better mobility services, especially in a rural community; the inability to live off superannuation and the consequences of the definition of ‘relationship’4; the difficulty of accessing opportunities while also dealing with societal expectations, such as the view that the elderly should be involved in volunteering and community initiatives; and the struggle for grandparents raising grandchildren. 3.3 Developing consensus and collating feedback – thirty-one ‘hows’ Below are the ‘hows’ developed by participants for each of the five domains, along with a summary of feedback from the post-workshop survey (see Appendix 2 for more detail on the survey). 3.3.1 Housing 1. Emergency housing Community trusts, MDC and others to investigate the purchase or repurposing of a house to provide emergency housing for Feilding. 2. Transitional housing Community trusts and MDC to investigate options for transitional housing.

4 As discussed at the Workshop, the current defiition of ‘relationship’ means no two penioners who are not in a relationship can live together without having money cut from their pension. Adapting the definition of ‘relationship’ would not only reduce financial pressure of elderly but would also help reduce isolation and loneliness.

DISCUSSION PAPER 2016/02 | 8 MCGUINNESS INSTITUTE 3. Support beyond housing Identify a champion to work with central government agencies and local community groups to coordinate support services for the homeless. 4. Accommodation supplements Get the McGuinness Institute to review the existing policy for the existing accommodation supplement to determine if it could be improved. 5. Social housing Lobby via LGNZ for legislation to be changed to allow local government to partner with others to supply social housing. 6. Minimum housing standards Consult with community about minimum standards for all accommodation, not just rentals. 7. Capacity building Identify best providers and practice in Manawatu. Within the housing domain, participants of the workshop and commenters on the survey said that there needs be a review of the current housing provisions and that innovative solutions should be sought. The idea that received the most support in this domain (although there were a number of close seconds) was that of having community trusts, MDC and others to investigate the purchase or repurposing of a house to provide emergency housing for Feilding. One comment noted that looking into the ‘WikiHouse’ concept is a good place to start.5 A concern that was made apparent throughout survey comments was that many of the social and emergency houses in Manawatu are one bedroom, which is limiting and isolating. Instead, one respondent suggested that two or three connected units may be more valuable than houses, because they encourage group or close living for elderly people, people with disabilities or sickness people recieving the benefit, while also providing housing for families. There was also consensus around exploring the idea of identifying a champion to work with central government agencies and local community groups to co-ordinate support services for the homeless. One commenter considered this to be a ‘big task’ which needs to have a lead agency, and suggested that this service could be achieved through a collaboration with social services. Collaboration with Palmerston North City Council was a comment that often came out in the housing domain of the survey. It seems that housing, whether it be emergency, transitional, or services, is a pressing issue in Manawatu and respondents saw this urgency.

3.3.2 Youth/Under 5s 8. No child is harmed in the Manawatu Work with central government to track children’s wellbeing from birth to adulthood. Requires data sharing and co-ordination. 9. Improved parenting Increasing the number of visits from Plunket (or similar) from eight to 20 and teaching parenting skills. 10. Kids to adults Connect mentoring programmes with schools to ensure support for at risk students. 11. Coordination and collaboration Bring together all agencies who work with young people to ensure there are no gaps and reduce cross-overs.

The youth/under 5s domain proved fairly positive in the feedback from the post-workshop survey and the idea that received the most support was to bring together all agencies who work with young people to reduce cross-overs and to ensure there are no gaps. One commenter saw this ‘how’ as

5 WikiHouse had its beginnings in the United Kingdom in 2011 and has since come to New Zealand. WikiHouse ‘endeavours to democratise and simplify the construction of sustainable, resource-light dwellings’ by creating ‘adaptable structures designed to last for generations but at the same time be rapidly and easily modified, repaired or relocated’; ‘an innovative approach to strengthening our communities by empowering ordinary people to create and inhabit a restorative living environment’. For more information see – www.wikishouse.cc

DISCUSSION PAPER 2016/02 | 9 MCGUINNESS INSTITUTE ‘essential’ and should be ‘true of all agencies across all age groups’. Another respondent proposed, however, that although an interesting idea, collaboration may mean that organisations are fighting for the same funding pools, and might also impair the peer reviewing and client monitoring process. Instead, this respondent suggested that there should be ‘one strong and professional social service organisation with adequate funding, delivering a hub of services to our entire district’. Another commenter supported this suggestion and recommended that one agency needs to be ‘appropriately equipped professionally’ to establish a social services hub. Another idea that received a lot of support was to increase the number of visits from Plunket (or a similar organisation) from eight visits to 20 and to teach parenting skills throughout these visits. One commenter said that teaching parenting skills would ‘improve the overall health and wellbeing of youth’. Another respondent stated that increasing the number of visits is proven to improve the wellbeing of children: ‘when New Zealand statistics around under-fives were at their best, it was during a period when Well Child health providers made 20 contacts between birth and five’. Participants from the workshop contended that more visits from Plunket would reduce child mortality rates in Manawatu and that education in the home could include teaching cooking skills, basic health care, and financial literacy. In addition, participants also suggested that Manawatu could implement a social tracking or longitudinal study to provide care and training for parents in the first three years of their child’s life. The idea of connecting mentoring programmes with schools to ensure support for at-risk students also received support, but respondents noted that this initiative was already occurring in the Manawatu community. One commenter stated that Te Manawa Family Services is a local agency working on youth and parenting programmes and recently the Feilding practice expanded to Palmerston North. They would like to see these initiatives connect into schools too, but this would require a ‘funding mechanism and structure’. Another commenter asserted that the ‘Big Brothers Big Sisters Manawatu mentoring programme has a successful existing school-based programme’. A participant at the workshop also mentioned HALT: Horowhenua Abuse Liaison Team, a network of agencies which provide ‘a free wrap-around service for young people aged 10 to 19 years and their families, offering innovative programmes and services to reduce the harm and risk associated with young people’s alcohol and drug use, offending and other at risk behaviours’.6 Survey respondents and workshop participants emphasised that the Manawatu community should support and scale-up existing programmes.

3.3.3 Health & Wellbeing 12. Improved access to mental health services Work with DHB to create an integrated mental health facility. Educating our community about how to access services. 13. Food and nutrition Encourage food gardening education in schools, community gardens and food tables. 14. Improved access to healthcare Ensure current government support mechanisms are known to all Manawatu healthcare providers. Investigate third party contributions to reduce costs. 15. Disabilities Take a strength-based approach to assessing capabilities. Ensure social housing is constructed and renovated to be accessible. 16. Additional links Linking public services together to ensure a wrap-around service is provided. 17. Clothing Link local op-shops with health centres, provide clothing education and advice. 18. Integration into society Refugees, immigrants, prisoners – a community plan to help.

Within the health and wellbeing domain, the idea that received the most support in the post- workshop survey was to work with the district health board (DHB) to create an integrated mental health facility, while also educating our community about how to access services. One respondent

6 To learn more about HALT: Horowhenua Abuse Liaison Team, go to their website: http://www.halt.org.nz/life-to-the-max.html.

DISCUSSION PAPER 2016/02 | 10 MCGUINNESS INSTITUTE said that mental health is a ‘serious problem in our community and it can affect young or old, rich or poor’. They suggested that Manawatu should ‘expand on a high level Code of Conduct for citizens, which could come out of a facilitated focus group and, once adopted, should be presented to the community by people of respect and integrity in the community’. Many respondents also saw the benefit of linking public services together to ensure a wrap-around service is provided for those with health and mental health problems. Participants from the workshop asserted that the current health system is fragmented, and collaboration needs to occur to join up care across sectors. Participants also suggested that this wrap-around service should be accessible both online and as a physical space, and needs to be advertised so that the community is aware of it. Respondents saw encouraging food gardening education in schools and community gardens and food tables as an interesting idea, but argued that these already exist and that effort should be put into connecting the programmes that are already in existence. One respondent said that they are ‘more interested in getting a packed lunch into every school and ECE service so that children are fuelled for learning’; however, another respondent contended that if we teach young people and parents how to cook with food from their own gardens then people will always have access to inexpensive and healthy food for their whänau. The same respondent put forward the idea of providing ‘free cooking classes for young people so that they can learn how to enjoy cooking and providing for themselves’. What became apparent about health and wellbeing throughout the workshop and the post-workshop survey was that the support, access and affordability of health care needs to be improved: The Manawatu community needs to work together to create community initiatives that encourage healthy eating and lifestyles and also needs to create an environment for those with mental health problems and disabilities to feel included and supported.

3.3.4 Māori 19. Whanaungatanga – Togetherness and connectedness Creating community connectedness through public facilities (library, centres, WiFi). 20. Manaakitanga – Support and caring Supporting iwi in their quest for equity. Hosting and provision of food at community events. 21. Tikanga – Respect and deference Ensure those who work with Mäori understand and observe tikanga. 22. Aroha – Love Approach all poverty situations with aroha. Remove the stigma and the blame and allow healing. 23. Whakapapa – Awareness of past and present Mäori problems solved by being Mäori. Strengthen community connections. 24. Kaitiakitanga – Guardianship Ensure solutions are sustainable in all senses of the word. 25. Te Reo – Communication Consult, communicate and reflect in the context of the audience.

The Mäori domain of the post-workshop survey received a lot of feedback from respondents. The idea that received the most support was the awareness of past and present: Mäori problems should be solved by being Mäori, strengthening community connections. One respondent suggested that ‘too many people do not understand and are not open to listening to the stories of the hurt’. Another said that although they support the concept of Mäori supporting Mäori, Manawatu also needs ‘better connections between Mäori and other agencies’. Another idea that received significant support was that of creating community connectedness through public facilities (library, centres, WiFi). One respondent said that this ‘how’ was already underway through Ngä Manu Taiko. Ngä Manu Taiko is a marae-based subcommittee of the Council, which has a working party called Te Kaunihera that is focused on increasing WiFi and computer services at the library. The respondent argued that this group could further assist in following through with whanaungatanga. There was also some consensus around the idea of approaching all poverty situations with aroha, thereby helping remove the stigma and blame to allow healing. One respondent contended that ‘caring and understanding is the heart to community wellbeing’, while another suggested that although ‘this is a lovely concept […] it’s a value/approach as opposed to a particular plan of action’. Another respondent suggested that learning and utilising Te Reo Mäori would help facilitate community connection and understanding.

DISCUSSION PAPER 2016/02 | 11 MCGUINNESS INSTITUTE 3.3.5 Elderly 26. Community connectedness Community index at information centre of clubs, volunteers and services. Possibly also deliver online. 27. Computer literacy Students mentoring elderly at schools, churches, clubs and libraries. 28. Housing asset utilisation Budget services, community options for housing, lobby for shared housing not resulting in a drop in benefits. 29. Mobility support Work with Horizons on their public transport strategy. Encourage shared vehicles, scooter access and driving services. 30. Access to healthcare Lobby for free healthcare and dental care (this should be means tested). 31. End of life issues Develop a central list of people who can help develop end of life plans. 32. Purpose Iddentifying skill-based work, building community networks and supporting pets ownership.

In the elderly domain, the idea that received the most support was to work with Horizons on their public transport strategy,7 to encourage shared vehicles, scooter access and driving services. One respondent stated that ‘there are actually a lot of services out there but people are not aware of them’, for example the St John ambulance health shuttle service that can take elderly to health appointments both in Feilding and Palmerston North. This respondent said that the ‘biggest barrier to public transport is living in a rural environment’. Another respondent asserted that public bus services in Manawatu need to be reconfigured to go past the health centre and Woodlands Retirement Village. Another idea that received support was the housing asset utilisation. A respondent stated that there are ‘too many people living in cold damp homes that affect their health’, and suggested the implementation of a housing warrant of fitness (WoF) programme. Another idea which proved popular was that of community connectedness. Participants at the workshop suggested a community index be made which connects elderly to the community. This would be a booklet or list of opportunities, engagements, clubs and events and could be kept in the local library for easy access. However, one respondent said that indexes become ‘out of date as soon as they are written; we need a first port of call in the community, for example an information centre, library or Manchester House Senior Centre where people can go to get information from people who can act as navigators’. Many respondents were also supportive of students mentoring the elderly to improve computer literacy. One commenter suggested that the Manawatu Youth Ambassadors could be a vehicle for this programme, and another asserted that library staff or volunteers might be the best solution. Another respondent contended that this could be a ‘two-way mentoring programme with older people coaching young people in life skills and goals’. Participants at the workshop asserted the importance of intergenerational connections, and supported the idea of passing skills between generations.

7 Horizons Regional Council manages the natural resources of the Horizons (Manawatu-Wanganui) region.

DISCUSSION PAPER 2016/02 | 12 MCGUINNESS INSTITUTE

Participants share their thoughts at the evening presentation to the public

3.3.6 Additional comments As part of the survey, respondents were given the opportunity to share any ideas that were not discussed in the survey, or ideas that had been developed since the workshop. One respondent stated that they had spoken with ‘the CEO of Totally Vets and gave him a copy of our action plan. He immediately identified three of the streams where they could be involved, Youth/Under 5s, Health and Wellbeing and Elderly’. The respondent stated that they were ‘very interested in developing a programme and/or sponsorship around this’. Another commenter suggested that Manawatu needs to ‘deeply embed kindness as a psychological value, which will lead to the survival of societies and build other values such as sharing, connectedness, giving and empathy’. Another respondent argued that we need to start with ‘a roof over their heads and a full tummy and then the rest will follow’. The survey also enabled respondents to provide feedback or ask any questions about the one- day workshop or workshop series. One respondent stated that they ‘really benefitted from the conversations [they] held with various community groups prior to the workshop, for example social services, iwi, school leaders and church leaders. It has enabled [the respondent] to have key people to plug the resulting action plan into and to appreciate how important it is for these groups to come together to solve these issues’. Another commenter contended that ‘there was a very good cross section of the community participating and [they] think everyone learned something about their community on the day. The thing [they] took away from [the workshop] the most was where this piece of work sits in the national picture. [The respondent] feel[s] confident that what information was gained on the day from Manawatu will now feed back to the highest levels of central government’. The task is to connect the network of like-minded people within communities and across the country, and to use the ideas we have gathered from the workshops to call for action through national and local government.

DISCUSSION PAPER 2016/02 | 13 MCGUINNESS INSTITUTE 4.0 Further outputs Figure 8: An extract defining the sub-factors from A situational overview of the talking tour 2016/ He tūāhua o te haerenga kōrero 2016 Our intent in running the TacklingPovertyNZ 2016 tour was to provide a mechanism for Factor I: Survival / Oranga collating these perspectives, and we are grateful Providing emergency products and services for survival. to all those who have helped us put this A situational overview of the talking tour 2016/mechanism into motion. 1. Food [5]* 2. Clothing and shoes [2] He tūāhua o te haerenga kōrero 2016 In addition to this series of workshop discussion 3. Bedding [2] papers, the Institute will produce Working 4. Shelter (emergency housing) [10] Analysing the 240 ‘hows’ Paper 2017/01: TacklingPovertyNZ 2016 Tour: This infographic illustrates how participants of the TacklingPovertyNZ 5. Accessibility [2] Methodology, results and observations S in the workshops suggested we might tackle poverty. V I us New Year. This working paperta will explain the 1 1 2 in Factor II: Security / Tāmau Participants were asked to develop specific, actionable suggestions 30 3 3 in 9 methodology behind 4 the workshopg tour, collate 2 32 5 Providing a sense of short-term security. for how to address poverty. As a result of the tour’s six workshops, f 8 a 240 ‘hows’ were identified. In the process of reviewing the ‘hows’ 2 the 33raw information contributed by cworkshop t Sustaining and Empowering Factors Framework 7 o 6. Security of income [20] we created the . 2 participants, and summarise6 the McGuinnessr 6 s 2 This framework enabled us to divide the 240 ‘hows’ to correspond / 7. Security of place (social housing) [6] Institute’s thinking about tackling poverty in T with sustaining factors (which relate to an individual’s short-term o

5 New Zealand in terms of what was seen, heardh 8. Security of health [24] survival and security needs) and empowering factors (which relate to 2 7 u

Toitū Sustaining factors / Tohu the empowerment of an individual, community or nation). We then and felt. T 9. Security of transport and [9] I

I o grouped these ‘hows’ to produce 33 sub-factors for analysis (see i technology t 4 Figure 8 lists 33 sub-factors. These sub-factors ū right-hand column). 2

V I 3 are terms we have created to align with the

The key assumptions driving our analysis are: 8 2

Factor III: Self-determining individuals /

voices we heard on tour, and enable us to

1. If you ask people how to tackle poverty they will indirectly point

Tangata Motuhake

out the failings in the current system and suggest improvements analyse the ‘hows’. The Institute has divided

Providing skills and tools for individuals to live the life they want.

or novel solutions to existing problems. 2

the 240 ‘hows’ developed across the six

2

2. If knowledge lies with people and the tools lie with government, workshops to correspond with sustaining and

9

10. Employment literacy [5]

the list of ‘hows’ we have collected represents the knowledge of

empowering factors. Our analysis suggests

the people and illustrates to government how they might use a 11. Education literacy [13]

1

that tackling poverty will require establishing n

0

their tools more effectively.

a

1 12. Health literacy [12]

2 a base of sustaining factors before progressing

m

a

13. Financial literacy [9]

1 k

to sustainable wellbeing through addressing

1

a

h

14. Transportation literacy [4]

empowerment factors. On further review it

0

2

W

became apparent that the sustaining factors could

15. Technological literacy [2]

u

* Please note the numbers in [X] in the column on the right refer

1

h

2

o 9

be divided into survival and security factors.

1

to the number of ‘hows’ that relate directly to each of the 33 16. Civic literacy [38]

T

8

/

1

7

sub-factors. As some ‘hows’ are applicable to more than one Sustaining factors are short-term solutions that

1

1 s

3

17. Housing literacy [2]

r

o

1

sub-factor, the numbers in square brackets add up to 276.

4

t

require a low level of expertise from the giver

1

5

c

a

6

1 f

and the receiver, and focus on maintaining

g Factor IV: Self-determining communities /

I

I

I

n

i

r

survival and providing security. Empowering

e

Hapori Motuhake

w

o

p

factors differ in that they require a high level of

m

Providing social infrastructure to meet specific community needs.

E

expertise on the part of the provider in order to

ascertain the long-term needs of each individual’s 18. Resource allocation [4] journey to self-determination. The empowering 19. Community decision making [4] factors were divided into self-determining 20. Curriculum, teachers and students [15] individuals, self-determining communities and 21. Harmful products and services [7] Key differences self-determining nation. Sustaining factors / Tohu Toitū Empowering factors / Tohu Whakamana 22. Social infrastructure [22] Goal To move individuals quickly from the sustaining stage into the To retain an Afterindividual categorising in the empowering the ‘hows’ stage in for this as long way, as theywe need. 23. Community projects [4] empowering stage. were able to produce pie charts to visually 24. Medical services [6] Time taken Short-term (days or weeks) Long-term (yearsrepresent or decades) the results of our analysis. Figure 10 represents all of the 240 ‘hows’ divided by the 25. Home ownership, rentals and shared housing [14] Process type Production line (i.e. logistics and checklists) Individual approach (i.e. a unique package of needs fit for each individual) (affordable housing)

five factors, and illustrates how participants of Whakamana Empowering factors / Tohu Level of expertise required Low (must be centralised) High (must bethe decentralised) TacklingPovertyNZ workshops suggested 26. Culture of care [5] by the giver and the receiver Although requires knowledge on how to navigate the system Requires listening and sorting out what is needed over the long term we might address poverty. As an example, 27. Grandparents raising grandchildren [3] Costs to provider Expensive in terms of resources Expensive in terms of human capital Figure 9 illustrates the 32 ‘hows’ developed at 28. Financial assistance and tax systems [8] Administration Complex Complicatedthe Manawatu workshop, as grouped by their There are many components but the goal is to simplify the There is a high level of difficulty due to the diverse and unique range each 29. Local economy [8] factors. A pie chart has been developed for system and deal with a large number of individuals efficiently. individual has and how best they might be delivered. 30. Explore innovative ways to package debt [4] each workshop and will be included in their Risks That the system over-supplies to some and under-supplies to That the system over-supplies to some and under-supplies to others others due to a lack of coordination. due to a lackcorresponding of coordination. discussion papers. These figures Factor V: Self-determining nation / Iwi Motuhake illustrate the stark differences between the needs Providing a strategic approach that optimises both public Some individuals become institutionalised or dependent. Some suppliersof each provide region out-of-date and highlight information. the fact that there is good and economic enterprise. Ill-intentioned people take advantage of individuals in Some suppliersno one-size-fits-allmay not be motivated solution to solve to problems. poverty. 31. Central government strategy to tackle poverty [5] this space (e.g. loan sharks, drug dealers and perpetrators of There are no checks and balances or measures to evaluate what works and intimidation or sexual abuse). what does not. 32. Mental health services review [1] 33. Think Tank: takahanga tuatahi – The first footsteps [1]

DISCUSSION PAPER 2016/02 | 14 MCGUINNESS INSTITUTE FactorFactor I:I: SurvivalSurvival // KaOranga Morehu AA regionalregional perspectiveperspective ofof thethe talkingtalking tourtour 2016/2016/ HeHe tirohangatirohanga aa roherohe oo tete haerengahaerenga kōrerokōrero 20162016 ProvidingProviding emergencyemergency productsproducts andand servicesservices forfor survival.survival. Queenstown RotoruaRotorua KaitaiaKaitaia 1.1. FoodFood [5]* 2.2. ClothingClothing andand shoesshoes [2] 33 11 4 29 6 29 7 3311 33 4 29 6 3. Bedding [2] 8 3. Bedding 0 277 8 3 30 2 4. Shelter (emergency housing) [10] 28 66 4. Shelter (emergency housing) 8 6 28 26 9 5. Accessibility [2] 2 2 9

4 5. Accessibility 6 4 1 26 2 2 2 6

Factor II: Security / Tāmau

6 7 3 5 7 3 2 Factor II: Security / Ka Mau 5 2 1 2 2 2 1 Providing a sense of short-term security. 1

1 Providing a sense of short-term security.

1

1

8

2

8

2

4

6. Security of income [20] 4

2

2

6. Security of income 1

1

3

2

3

2

7. Security of place (social housing) [6]

2

2

2

2

7. Security of place (social housing)

2

2

1

5

1

8. Security of health [24]

0

1

2 0

1

2

8. Security of health

2

Toitū Sustaining factors / Tohu

9. Security of transport and [9]

Kaupapa Sustaining Factors / Tohu

0

0

1

2

1

2

1 9. Security of transport and

technology

1

0

1

0

2

8

2

1

9

1

technolog

6

1

9

1

6

3

1

2

1

2

2

1

3

2

6

1

1

2

3

6

1

1

9 0

2

FactorFactor III:III: Self-determiningSelf-determining individualsindividuals // Ka Tu Au ProvidingTangata skills Motuhake and tools for individuals to live the life they want. Providing skills and tools for individuals to live the life they want. 7.7. [1][1] 16.16. [8][8] 18.18. [4][4] 1.1. [1][1] 4.4. [2][2] 6.6. [7][7] 6.6. [2][2] 8.8. [1][1] 9.9. [4][4] 10. Employment literacy 19.19. [1][1] 20.20. [1][1] 22.22. [1][1] 7.7. [1][1] 8.8. [4][4] 10.10. [3][3] 11.11. [1][1] 12.12. [1][1] 13.13. [1][1] 11.10. EducationEmployment literacy literacy [5] 23.23. [1][1] 25.25. [5][5] 26.26. [1][1] 11.11. [3][3] 12.12. [2][2] 13.13. [2][2] 16.16. [9][9] 20.20. [2][2] 22.22. [2][2] 12.11. HealthEducation literacy literacy [13] 28.28. [4][4] 29.29. [1][1] 16.16. [4][4] 19.19. [2][2] 20.20. [3][3] 23.23. [4][4] 24.24. [2][2] 26.26. [3][3] 13.12. FinancialHealth literacy literacy [12] 21.21. [1][1] 22.22. [2][2] 24.24. [2][2] 27.27. [1][1] 29.29. [2][2] 14.13. TransportationFinancial literacy literacy [9] 14. Transportation literacy [4] 25.25. [3][3] 26.26. [1][1] 28.28. [2][2] 15. Technological literacy 15. Technological literacy [2] 30.30. [3][3] 31.31. [2][2] 33.33. [1][1] 16. Civic literacy 16. Civic literacy [38] 17. Housing literacy 17. Housing literacy [2] Figure 9: Manawatu’s perspectiveManawatuManawatu from The talking tour 2016/ Te GisborneGisborne KaikoheKaikohe haerenga kōrero 2016 Factor IV: Self-determining communities /

Factor IV: Self-determining communities /

29

31 29 1 11 8 31 11 2 2 4 3300 11 22 Ka Rongo Au 331 5 2 28 4 33 Hapori Motuhake

2 25 299 Providing social infrastructure to meet specifi c community needs.

23 4 2 23 4 6 44 2 2 6 4 226 6 4 Providing social infrastructure to meet specific community needs.

6 26 2 18. Resource allocation 44 5 5 2 5 5 2 18. Resource allocation [4]

5 2 7 5 2 7 7 19. Community decision making 2 2 2 2 7 2 2 2 19. Community decision making [4] 6 2

6

20. Curriculum, teachers and students

8

8 20. Curriculum, teachers and students [15]

21. Harmful products and services

1

1

8

2

8

21. Harmful products and services [7]

2

2 9

2 9

1

1 2

22. Social infrastructure

2

2

1

2

1

0

22. Social infrastructure [22]

0

7

0 9

23. Community projects

7

0 9

1

2

23. Community projects [4]

0

1

2

0

17

1

2

17

1

2

1

1

24. Medical services

9

9

24. Medical services [6]

7

7

1

1

1

25. Home ownership, rentals and shared housing

1

6

1

25. Home ownership, rentals and shared housing [14]

1

6

1 1

1

1

2

1

6

1

10 2 1

6

1 6

10 1

1

1 6

(affordable housing)

1

1 (affordable housing)

2

5 1 1

1

15

1

3

2

2 Motuhake Empowering Factors / Tohu

5

1 1

15

1

3

2

14

4 1 3

1

Whakamana Empowering factors / Tohu

14

4 1 3

1 26.26. CultureCulture ofof carecare [5] 27.27. GrandparentsGrandparents raisingraising grandchildrengrandchildren [3] 1.1. [2][2] 4.4. [3][3] 5.5. [1][1] 1.1. [1][1] 2.2. [1][1] 4.4. [2][2] 1.1. [1][1] 2.2. [1][1] 3.3. [2][2] 28.28. FinancialFinancial assistanceassistance andand taxtax systemssystems [8] 6.6. [2][2] 7.7. [5][5] 11.11. [1][1] 6.6. [10][10] 7.7. [1][1] 8.8. [11][11] 4.4. [3][3] 5.5. [2][2] 7.7. [1][1] 29.29. LocalLocal economyeconomy [8] 12.12. [3][3] 16.16. [6][6] 19.19. [1][1] 9.9. [4][4] 10.10. [1][1] 11.11. [4][4] 8.8. [3][3] 9.9. [1][1] 10.10. [1][1] 30.30. ExploreExplore innovativeinnovative waysways toto packagepackage debtdebt [4] 22.22. [2][2] 25.25. [4][4] 26.26. [1][1] 12.12. [3][3] 13.13. [4][4] 14.14. [1][1] 11.11. [4][4] 12.12. [3][3] 13.13. [2][2] FactorFactor V:V: Self-determiningSelf-determining nationnation // Ka Iwi Awatea Motuhake Au 31. [3] 15. [1] 16. [8] 17. [1] 14. [3] 15. [1] 16. [3] 31. [3] 15. [1] 16. [8] 17. [1] 14. [3] 15. [1] 16. [3] ProvidingProviding aa strategicstrategic approachapproach thatthat optimisesoptimises bothboth publicpublic 20.20. [3][3] 21.21. [3][3] 22.22. [11][11] 17.17. [1][1] 20.20. [4][4] 21.21. [3][3] goodgood andand economiceconomic enterprise.enterprise. Please note the numbers in [X] in the tables below 23.23. [1][1] 24.24. [2][2] 25.25. [2][2] 22.22. [3][3] 24.24. [1][1] 26.26. [1][1] the pie charts refer to the number of ‘hows’ that 31.31. CentralCentral governmentgovernment strategystrategy toto tackletackle povertypoverty [5] 28. Factor I: [2] Survival29. / Oranga [1] 31. [1] 29. [5] 30. [1] relate directly to each of the 33 sub-factors. 28. Providing [2] emergency29. products and services [1] for 31.survival. [1] 29. [5] 30. [1] Figure 10: An extract from A situational overview of the talking 32.32. MentalMental healthhealth servicesservices reviewreview [1] A situational overview of the talking tour 2016/ 1. Food [5]* tour 2016/ He tūāhua o te haerenga kōrero 2016 2. Clothing and shoes [2] 33.33. ThinkThink Tank:Tank: Tetakahanga Kopai Tuatahi tuatahi – The– The fi firstrst footsteps footsteps [1] He tūāhua o te haerenga kōrero 2016 3. Bedding [2] 4. Shelter (emergency housing) [10] Analysing the 240 ‘hows’

This infographic illustrates how participants of the TacklingPovertyNZ 5. Accessibility [2] S workshops suggested we might tackle poverty. V I us ta 1 1 2 in Factor II: Security / Tāmau Participants were asked to develop specific, actionable suggestions 30 3 3 in 9 4 g 2 32 5 Providing a sense of short-term security. for how to address poverty. As a result of the tour’s six workshops, f 8 a 240 ‘hows’ were identified. In the process of reviewing the ‘hows’ 2 33 c t Sustaining and Empowering Factors Framework 7 o 6. Security of income [20] we created the . 2 6 r 6 s 2 This framework enabled us to divide the 240 ‘hows’ to correspond / 7. Security of place (social housing) [6]

T with sustaining factors (which relate to an individual’s short-term o

5 h 8. Security of health [24] survival and security needs) and empowering factors (which relate to 2 7 u

Toitū Sustaining factors / Tohu the empowerment of an individual, community or nation). We then T 9. Security of transport and [9] I I o grouped these ‘hows’ to produce 33 sub-factors for analysis (see i technology t 4 ū right-hand column). 2

V I 3

The key assumptions driving our analysis are: 8 2

Factor III: Self-determining individuals /

1. If you ask people how to tackle poverty they will indirectly point

Tangata Motuhake

out the failings in the current system and suggest improvements

Providing skills and tools for individuals to live the life they want.

or novel solutions to existing problems. 2

2

2. If knowledge lies with people and the tools lie with government,

9

10. Employment literacy [5]

the list of ‘hows’ we have collected represents the knowledge of

the people and illustrates to government how they might use a 11. Education literacy [13]

1

n

0

their tools more effectively.

a

1 12. Health literacy [12]

2

m

a

13. Financial literacy [9]

1 k

1

a

h

14. Transportation literacy [4]

0

2

W

15. Technological literacy [2]

u

* Please note the numbers in [X] in the column on the right refer

1

h

2

o 9

1

to the number of ‘hows’ that relate directly to each of the 33 16. Civic literacy [38]

T

8

/

1

7

sub-factors. As some ‘hows’ are applicable to more than one

1

1 s

3

17. Housing literacy [2]

r

o

1

sub-factor, the numbers in square brackets add up to 276.

4

t

1

5

c

a

6

1

f

g Factor IV: Self-determining communities /

I

I

I

n

i

r

e

Hapori Motuhake

w

o

p

m

Providing social infrastructure to meet specific community needs.

E

18. Resource allocation [4] 19. Community decision making [4] 20. Curriculum, teachers and students [15] 21. Harmful products and services [7] Key differences Sustaining factors / Tohu Toitū Empowering factors / Tohu Whakamana 22. Social infrastructure [22] Goal To move individuals quickly from the sustaining stage into the To retain an individual in the empowering stage for as long as they need. 23. Community projects [4] empowering stage. 24. Medical services [6] Time taken Short-term (days or weeks) Long-term (years or decades) 25. Home ownership, rentals and shared housing [14] Process type Production line (i.e. logistics and checklists) Individual approach (i.e. a unique package of needs fit for each individual) (affordable housing) Empowering factors / Tohu Whakamana Empowering factors / Tohu Level of expertise required Low (must be centralised) DISCUSSIONHigh (must be decentralised)PAPER 2016/02 | 15 26. Culture of care [5] by the giver and the receiver Although requires knowledge on how to navigate the system Requires listening and sorting out what is needed over the long term MCGUINNESS INSTITUTE 27. Grandparents raising grandchildren [3] Costs to provider Expensive in terms of resources Expensive in terms of human capital 28. Financial assistance and tax systems [8] Administration Complex Complicated There are many components but the goal is to simplify the There is a high level of difficulty due to the diverse and unique range each 29. Local economy [8] system and deal with a large number of individuals efficiently. individual has and how best they might be delivered. 30. Explore innovative ways to package debt [4] Risks That the system over-supplies to some and under-supplies to That the system over-supplies to some and under-supplies to others others due to a lack of coordination. due to a lack of coordination. Factor V: Self-determining nation / Iwi Motuhake Providing a strategic approach that optimises both public Some individuals become institutionalised or dependent. Some suppliers provide out-of-date information. good and economic enterprise. Ill-intentioned people take advantage of individuals in Some suppliers may not be motivated to solve problems. 31. Central government strategy to tackle poverty [5] this space (e.g. loan sharks, drug dealers and perpetrators of There are no checks and balances or measures to evaluate what works and intimidation or sexual abuse). what does not. 32. Mental health services review [1] 33. Think Tank: takahanga tuatahi – The first footsteps [1] 5.0 Afterword

It is clear from the Manawatu workshop that community connection and engagement is key to making change. These connections need to be intergenerational and made at the ground level. The region has many initiatives and resources in place to address their needs, but these are often siloed or difficult to access. Communication and collaboration were both encouraged throughout the participants’ feedback to re-distribute these siloed services and allow the region to unlock its potential so that everyone can benefit from the privileges this region has to offer. This workshop brought locals together to paint a clearer picture of poverty in the Manawatu area. The insights from communities at the TacklingPovertyNZ workshops across the country will contribute further clarity to the discussion (see Appendix 5 for the tour calendar). However, talk is only valuable if it can be translated into action. Taking into account different regional perspectives will aid the development of robust and nuanced local and national policies to tackle poverty in New Zealand. This event would not have been possible without the support of local collaborators: Manawatu District Council (in particular Mayor Margaret Kouvelis), Manfeild Suite for the workshop venue, local speakers (Natasha Allan, Nigel Allan, Michelle Cameron, Kathryn Cook and Amanda Oldfield) and the wider Manawatu community. We also appreciate the attendance of Manawatu District Council chief executive Dr Richard Templer and Councillor Alison Short at the workshop. It will be interesting to follow community and government responses to this workshop. We are already aware of significant local interest and support for the community hub idea. The tour itself would not have been possible without support from a wide range of people and organisations interested in being part of a national conversation about how New Zealand might tackle poverty and improve wellbeing. In particular we would like to thank the New Zealand Treasury, whose continued support has been key in gaining a mandate to have this important conversation. A big thank you also goes to our national speakers – Dr Girol Karacaoglu (The New Zealand Treasury) and Dame Diane Robertson (Chair of The Data Futures Partnership Working Group). Lastly, the McGuinness Institute would like to applaud our young people, who gently (and sometimes not so gently) push the Institute into new frontiers.

Participants at the Manawatu workshop

DISCUSSION PAPER 2016/02 | 16 MCGUINNESS INSTITUTE 6.0 References

Central Economic Development Agency (CEDA). (n.d.). Palmerston North City and Manawatu: Key Industry Sectors. Retrieved 21 October 2016 from www.manawatunz.co.nz/do-business/key- industry-sectors HALT. (n.d.). Life to the max. Retrieved 21 October 2016 from www.halt.org.nz/life-to-the-max. html Krogerus, M., & Tschäppeler, R. (2012). The Decision Book: 50 Models for Strategic Thinking. New York: W. W. Norton & Company Ltd. Manawatu District Council (MDC). (n.d.). Council history. Retrieved 21 October 2016 from www.mdc.govt.nz/Your_Council/Council_History New Zealand Treasury. (2012). Data on Poverty in New Zealand (Treasury Report T2012/37). Retrieved 21 October 2016 from www.dpmc.govt.nz/sites/all/files/publications/2397303-mcop-tr- data-on-poverty-in-nz.pdf Statistics New Zealand. (2006). QuickStats about Manawatu District. Retrieved 21 October 2016 from www.stats.govt.nz/Census/2006CensusHomePage/QuickStats/AboutAPlace/SnapShot. aspx?id=2000039&type=ta&ParentID=1000008 Statistics New Zealand. (2013). QuickStats about Manawatu District (Poster). Retrieved 21 October 2016 from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/qstats-place- posters.aspx#manawatu UNESCO. (n.d.). Poverty. Retrieved 21 October 2016 from www.unesco.org/new/en/social-and- human-sciences/themes/international-migration/glossary/poverty WikiHouse Foundation. (June 2016). WikiHouse Brochure. Retrieved 19 December 2016 from www.wikihouse.cc/WikiHouse_Partners_2016_v1.7.1.pdf

DISCUSSION PAPER 2016/02 | 17 MCGUINNESS INSTITUTE Appendix 1: Three exercise worksheets

TacklingPovertyNZ Workshop Name: ...... Exercise 1: Maps (the ‘who’)

Task: Visually represent the poverty landscape in your community Step 1: Consider these two established definitions of poverty: absolute poverty as defined by the United Nations Education, Scientific and Cultural Organisation (UNESCO), and hardship poverty as defined by the New Zealand Treasury. • ‘Absolute poverty’ is when an individual does not have access to the amount of money necessary for meeting basic needs such as food, clothing and shelter. • ‘Hardship’ poverty is when an individual is constrained by their material circumstances from achieving a minimum ‘decent’ level of wellbeing. For the purposes of this exercise, imagine these types of poverty as one end of a continuum of wellbeing – at the other end of the continuum is a high level of individual and communal wellbeing that is sustainable over the long term. Step 2: Discuss with your group the different demographic groups that are affected by poverty in your area. Step 3: Fill in the map below by positioning the affected groups you have identified according to their age range and the extremity of their situation.

Please use this space to jot notes down during the panel discussion. This worksheet will then provide a useful resource in the group work that follows.

100

75

50 Years of age Years

25

Absolute poverty Hardship poverty

DISCUSSION PAPER 2016/02 | 18 MCGUINNESS INSTITUTE TacklingPovertyNZ Workshop Name: ...... Exercise 2: Post-its (the ‘ideas’)

Task: Think about how and why poverty affects different groups in different ways and how change could come about Step 1: Fill in the left-hand column with the affected groups identified in Exercise 1. Step 2: Discuss with your group the issues that these groups are faced with because of poverty. Fill in the right-hand column with your ideas and observations on how change could come about. Step 3: Write your ideas and observations on post-its to present to the plenary and display on the wall.

Please use this space to jot notes down during the panel discussion. This worksheet will then provide a useful resource in the group work that follows.

Affected group (from Exercise 1) How and why they are affected

DISCUSSION PAPER 2016/02 | 19 MCGUINNESS INSTITUTE TacklingPovertyNZ Workshop Name: ...... Exercise 3: Seven ways (the ‘how’)

Task: Develop seven specific, actionable ways to address the issues Step 1: Brainstorm with your group possible ways to address the ideas that come under the domain you have chosen. Record your thinking in the left-hand column. Step 2: Narrow your ideas down into seven actions or ‘hows’. These actions could be pursued at a local or national level (please specify). You will present these to the plenary and then to the public in the evening presentation.

Please use this space to jot notes down during the panel discussion. This worksheet will then provide a useful resource in the group work that follows.

Ideas and possible actions (specific ideas from Exercise 2) Seven ‘hows’

DISCUSSION PAPER 2016/02 | 20 MCGUINNESS INSTITUTE Appendix 2: TacklingPovertyNZ Manawatu post-workshop survey results (19 respondents) 1.1. What What is is your your connection connection with with Manawatu? Manawatu? 2.2. Did Did you you attend attend the the TacklingPovertyNZ TacklingPovertyNZ Manawatu Manawatu one-day one-day workshop workshop on on 15 15 August August 2016? 2016?

17 2 6 8 1 4 17 2 6 8 1 4 [Please note numbers refer to the number of respondents] [Please note numbers refer to the number of respondents]

I live, work, rent or own a property in Manawatu. I attended the full day workshop on 15 August 2016. I live, work, rent or own a property in Manawatu. I attended the full day workshop on 15 August 2016. I cannot categorize myself as either of the above but I do I attended the full day workshop on 15 August 2016 and the I cannot categorize myself as either of the above but I do I attended the full day workshop on 15 August 2016 and the consider myself as New Zealand based (just not based public event that evening. consider myself as New Zealand based (just not based public event that evening. in Manawatu). in Manawatu). I did not attend for the full day but I did attend the public I did not attend for the full day but I did attend the public event that evening. event that evening. I did not attend the 15 August 2016 event at all but I would like I did not attend the 15 August 2016 event at all but I would like to share my thoughts on the 32 hows below. to share my thoughts on the 32 hows below.

A.A. Looking Looking at at ways ways housing housing could could better better contribute contribute B.B. Looking Looking at at ways ways to to tackle tackle poverty poverty around around youth/ youth/ toto tackling tackling poverty poverty in in the the Manawatu Manawatu area, area, here here are are UnderUnder 5s 5s in in the the Manawatu Manawatu area, area, here here are are some some of of the the somesome of of the the ideas ideas raised raised at at the the workshop. workshop. We We would would ideasideas raised raised at at the the workshop. workshop. We We would would like like to to know know likelike to to know know which which you you recommend recommend we we highlight highlight in in the the whichwhich you you recommend recommend we we highlight highlight in in the the discussion discussion discussiondiscussion paper. paper. Please Please rank rank the the ‘housing ‘housing hows’ hows’ below. below. paper.paper. Please Please rank rank the the ‘Youth/Under ‘Youth/Under 5s 5s hows’ hows’ below. below.

1. Emergency Housing: Community 8. No child is harmed in the 1. Emergency Housing: Community 8. No child is harmed in the Trusts, MDC and others to 3 9 6 Manawatu: Work with central 1 1 1 Trusts, MDC and others to 3 9 6 Manawatu: Work with central 1 1 1 investigate the purchase or government to track children’s investigate the purchase or government to track children’s repurposing of a house to provide wellbeing from birth to repurposing of a house to provide wellbeing from birth to Emergency Housing for Feilding. adulthood. Requires data sharing Emergency Housing for Feilding. adulthood. Requires data sharing 2. Transitional Housing: Community and co-ordination. 2. Transitional Housing: Community and co-ordination. trusts and MDC to investigate 2 15 1 9. Improved Parenting: Increasing trusts and MDC to investigate 2 15 1 9. Improved Parenting: Increasing options for transitional housing. the number of visits from Plunket 2 2 3 options for transitional housing. the number of visits from Plunket 2 2 3 (or similar) from 8 to 20 and 3. Support beyond housing: Identify (or similar) from 8 to 20 and 3. Support beyond housing: Identify teaching parenting skills. a champion to work with central 3 10 4 teaching parenting skills. a champion to work with central 3 10 4 government agencies and local 10. Kids to Adults: Connect government agencies and local 10. Kids to Adults: Connect community groups to co-ordinate mentoring programmes with 1 2 2 2 community groups to co-ordinate mentoring programmes with 1 2 2 2 support services for the homeless. schools to ensure support for at support services for the homeless. schools to ensure support for at 4. Accommodation Supplements: risk students. 4. Accommodation Supplements: risk students. Get the McGuinness Institute 1 4 9 4 11. Coordination and Collaboration: Get the McGuinness Institute 1 4 9 4 11. Coordination and Collaboration: to review the policy settings for Bring together all agencies 1 11 6 to review the policy settings for Bring together all agencies 1 11 6 the existing accommodation who work with young people to the existing accommodation who work with young people to supplement to determine if it could ensure there are no gaps and supplement to determine if it could ensure there are no gaps and be improved. reduce cross-overs. be improved. reduce cross-overs. 5. Social Housing: Lobby via LGNZ 5. Social Housing: Lobby via LGNZ for legislation to be changed to 4 10 4 for legislation to be changed to 4 10 4 allow Local Government to partner allow Local Government to partner with others in social housing. with others in social housing. 6.Minimum Housing Standards: 6.Minimum Housing Standards: Consult with community about 1 5 6 5 Consult with community about 1 5 6 5 minimum standards for all minimum standards for all accommodation not just rentals. accommodation not just rentals. 7.Capacity Building: Identify best 7.Capacity Building: Identify best providers and practice in Manawatu. 1 5 7 3 providers and practice in Manawatu. 1 5 7 3

KeyKey Not a great idea Kind of interesting Interesting A really interesting idea Not a great idea Kind of interesting Interesting A really interesting idea 3. What age bracket do you belong to? 4. Are you... (19 respondents) (19 respondents)

Male Female 3

Between 18 and 25 years of age 5. To help us understand your answers, can you tell us 10 Between 26 and 50 if you ... (20 respondents) years of age 6 18 1 Over 50 years of age

Are a New Zealand citizen Are a New Zealand permanent resident

C. Looking at ways to tackle poverty around Health D. Looking at ways to tackle poverty around Māori in and Wellbeing in the Manawatu area, here are some the Manawatu area, here are some of the ideas raised of the ideas raised at the workshop. We would like to at the workshop. We would like to know which you know which you recommend we highlight in the recommend we highlight in the discussion paper. Please discussion paper. Please rank the ‘Health and Wellbeing rank the ‘Māori hows’ below. hows’ below.

12. Improved access to mental 19. Whanaungatanga – health services: Work with DHB to 2 11 6 Togetherness and connectedness: 3 10 5 create an integrated mental health Creating community connectedness facility. Educating our community through public facilities (library, about how to access services. centres, WiFi). 13. Food & Nutrition: Encourage 20. Manaakitanga – Support and food gardening education in 2 4 8 5 caring: Supporting Iwi in their quest 1 6 7 4 schools, community gardens and for equity. Hosting and provision of food tables. food at community events. 14. Improved access to healthcare: 21.Tikanga – Respect and deference: Ensure current government support 6 9 3 Ensure those who work with Māori 2 13 3 mechanisms are known to all understand and observe Tikanga. Manawatu healthcare providers. Investigate third party contributions 22. Aroha – Love: Approach all to reduce costs. poverty situations with Aroha. 3 13 3 Remove the stigma and the blame 15. Disabilities: Take a strength- and allow healing. based approach to assessing 3 11 3 capabilities. Ensure social housing is 23. Whakapapa – Awareness of constructed and renovated to past and present: Māori problems 1 13 5 be accessible. solved by being Māori. Strengthen community connections. 16. Addition: Link public services together to ensure a wrap-around 2 10 5 24.Kaitiakitanga – Guardianship: 2 13 service is provided. Ensure solutions are sustainable in 4 all senses of the word. 17. Clothing: Link local op-shops 25. Te Reo – Communication: with health centres, provide clothing 5 5 6 2 2 13 education and advice. Consult, communicate and reflect in 4 the context of the audience. 18. Integration into society: Refugees, immigrants, prisoners – a 2 4 8 3 community plan to help.

Key

Not a great idea Kind of interesting Interesting A really interesting idea E. Looking at ways to tackle poverty around Elderly in Manawatu’s additional ‘hows’ from survey comments the Manawatu area, here are some of the ideas raised · Reviewing current housing provisions. at the workshop. We would like to know which you recommend we highlight in the discussion paper. Please · Exploring the Wikihouse concept to empower the community to rank the ‘Elderly hows’ below. construct their own living environments. · Establishing one strong and professional social service organisation with adequate funding, delivering a hub of services 26. Community Connectedness: to our entire district. Community index at information 1 6 9 3 · Implementing a social tracking or longitudinal study to provide centre of clubs, volunteers, services. care and training for parents in the first three years of their Possibly also deliver online. child’s life. 27. Computer Literacy: Students · Connecting established mentoring programmes with schools. mentoring elderly at schools, 2 4 10 3 churches, clubs and the libraries. · Improving support and scaling up existing social programmes and services in the community. 28. Housing asset utilisation: Budget services, community options for 1 5 11 2 · Establishing a high level Code of Conduct for citizens, which housing, lobby for shared housing could come out of a facilitated focus group and, once adopted, not resulting in a drop in benefits. should be presented by people of respect and integrity in the community. 29. Mobility support: Work with Horizons on their public transport 4 12 3 · Creating an integrated, wrap-around public services website with strategy. Encourage shared vehicles, all information in one place. scooter access and driving services. · Providing free cooking classes for young people so that they can 30. Access to healthcare: Lobby for learn how to enjoy cooking and providing for themselves. free healthcare and dental care (this 3 2 11 3 · Learning and utilising te reo Māori to help facilitate community should be means tested). connection and understanding. 31. End of life issues: Develop a · Reconfiguring public bus services to go past the health centre central list of people who can help 1 7 9 2 and Woodlands Retirement Village. develop end of life plans. · Implementing a housing warrant of fitness programme. 32. Purpose: Skill-based work identified, community networks 1 5 7 3 · Mentoring elderly in computer literacy, lead by Manawatu and pets. Youth Ambassadors. · Creating a two-way mentoring programme with older people coaching younger people in life skills and goals.

Key

Not a great idea Kind of interesting Interesting A really interesting idea Appendix 3: TacklingPovertyNZ Manawatu workshop programme

TacklingPovertyNZ Manawatu Workshop rogramme P

Monday, 15 August 2016 Location: Manfeild Suite, 59 South Street, Feilding

Time Event Content Speakers and Guests 9.00 – 9.30 am Coffee and Tea Registration 9.30 – 9.50 am Session 1: -­‐ Welcome Wendy McGuinness Welcome -­‐ Health and Safety Mayor Margaret Kouvelis -­‐ Agenda 9.50 – 10.15 am Session 2: -­‐ Participants from the TacklingPovertyNZ 2015 Felix Drissner-­‐Devine Youth Presentation Workshop present their booklet. The booklet Elaina Lauaki-­‐Vea outlines their proposals for policy change Maddie Little Caitlin Papuni-­‐McLellan

10.15 – 12.45 Session 3: Phase 1: Gathering information Dr Girol Karacaoglu pm A National & Local -­‐ Panel p resentations The New Zealand Treasury Perspective (15 mins) Exercise 1 (the ‘who’) – identifying who is affected Dame Diane Robertson Data Futures Partnership Working Phase 2: Discussing the issues Group (15 mins) -­‐ Panellists hot seat with groups to identify key NB: Includes Michelle Cameron issues morning tea Principal, James Cook School

from 11.00 am (10 mins) Exercise 2 (the ‘ideas’) – identifying how different groups are affected (to be narrowed down over Kathryn Cook lunch) CEO, MidCentral District Health Board (10 mins) Amanda Oldfield Care Link Coordinator, Feilding Bible Chapel (10 mins) Natasha Allan Detective Senior Sergeant, National Coordinator Child Protection, Police National Headquarters (10 mins) Nigel Allan Chair, Te Manawa Family Services (10 mins) 12.45 – 1.45 pm Lunch: -­‐ Networking and voting on key issues Speakers and articipants p Participants session Exercise 2 continues 12.45 – 1.45 pm Lunch: -­‐ Students choose one of the following options: Dr Girol Karacaoglu Students session Option 1: Q & A with Dr Girol Karacaoglu Dame Diane Robertson Option 2: Q & A with Dame Diane Robertson (Students TBC) 1.45 – 3.15 pm Session 4: Phase 3: Developing consensus Challenges and -­‐ Groups discuss the local issues, challenges and opportunities opportunities

Exercise 3 (the ‘how’) – generating ways to combat the issues that arise

3.15 – 3.45 pm Coffee and Tea 3.45 – 5.00 pm Session 5: -­‐ Groups work towards public presentation Observations – the -­‐ Set up for the presentation presentation and discussion paper 5.00 – 6.00 pm Break 6.00 – 7.30 pm Session 6: -­‐ Welcome Wendy McGuinness Finale -­‐ Presentation Mayor Margaret Kouvelis 7.30 – 8.00 pm Refreshments

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DISCUSSION PAPER 2016/02 | 24 MCGUINNESS INSTITUTE Appendix 4: QuickStats about the Manawatu District Source (Statistics New Zealand, 2013)

QuickStats about Manawatu District

Total population 5.3% 27,456 since 2006

Mäori population 9.5% 3,924 since 2006

Total dwellings 7.9% 11,703 since 2006

Age and sex of people Age and sex of Māori Top five industries in Manawatu District Manawatu District Manawatu District By employee count 2013 Census 2013 Census For year ended February 2013

Age (years) Age (years) Percent 20 85+ 85+ 80–84 80–84 75–79 75–79 15 70–74 Male Female 70–74 Male Female 65–69 65–69 60–64 60–64 10 55–59 55–59 50–54 50–54 41.0 45–49 45–49 5 40–44 40–44 35–39 35–39 30–34 30–34 0 22.9 Agriculture, Manufacturing Public Retail trade Education and 25–29 25–29 forestry and administration training 20–24 20–24 fishing and safety 15–19 15–19 Industry (ANZSIC06) 10–14 10–14 5–9 5–9 0–4 0–4 20 10 0 10 20 20 10 0 10 20 Percent Percent Median age (years)

How Manawatu District compares with the national average

Individuals Households Major ethnic groups Percent born overseas Percent of households that own their dwelling* 10.4% VS 25.2% European 89.3% VS 74.0% 71.2% VS 64.8% Percent of people with a Mäori 14.8% VS 14.9% formal qualification* Median weekly rent

VS VS Pacific VS 72.1% 79.1% $200 $280 peoples 1.6% 7.4%

Median income* Percent of households with internet access Asian 1.8% VS 11.8% $28,400 VS $28,500 VS Middle Eastern/ 73.7% 76.8% Latin American/ 0.3% VS 1.2% African *For people aged 15 years and over. *Or hold it in a family trust.

Other 2.7% VS 1.7%

This poster summarises results from 2013 Census QuickStats about a place. Source: Statistics New Zealand All results exclude responses that cannot be classified (eg ‘not stated’, ‘response unidentifiable’, ‘response outside scope’). The data has been Visit our website for more information randomly rounded to protect confidentiality. www.stats.govt.nz/2013Census

DISCUSSION PAPER 2016/02 | 25 MCGUINNESS INSTITUTE Appendix 5: TacklingPovertyNZ tour dates

TacklingPovertyNZ 2016 tour dates

Kaikohe (Far North)

Kaitaia (Far North) Friday, 16 September 2016 Thursday, 15 September 2016 Kaikohe Memorial Hall, Memorial Avenue, Kaikohe Te Ahu, Cnr Matthews Ave & South Rd, Kaitaia

Rotorua Friday, 19 August 2016 Concert Chamber, Sir Howard Morrison Performing Arts Centre, 1170 Fenton Street, Rotorua

Manawatu Monday, 15 August 2016 Manfeild Suites, 59 South Street, Feilding

Gisborne Wednesday, 31 August 2016 Waikanae Surf Lifesaving Club, Grey Street, Gisborne

Queenstown Tuesday, 29 March 2016 Queenstown Memorial Centre, 1 Memorial St, Queenstown 9300

DISCUSSION PAPER 2016/02 | 26 MCGUINNESS INSTITUTE DISCUSSION PAPER 2016/02 | 27 MCGUINNESS INSTITUTE

McGuinness Institute Level 2, 5 Cable Street PO Box 24222 Wellington 6142 ph: 64 4 499 8888 Published December 2016 978-1-98-851805-3 (PDF)