Discussion Paper 2016/05 a Far North Perspective on Tackling Poverty

Discussion paper 2016/05 A Far North 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 looked at what it was Moving from a sub-culture of that our community needed despair and dysfunctionality to one of positivity and a bright long term, and that was about future is what is at stake here.’ connecting.’ Mayor Hon John Carter, Far North Kelly Yakas, manager of a number of community- District Council based initiatives in Kaikohe

‘All the land given back from ‘Letting the market prevail is a simplistic outlook that settlement yet not a single potato has created a very complex planted in the ground.’ problem.’ Mark Anderson, Chair, Kaikohe Blair Peters, Far North District Youth Council and Kiwi Business Association Advocacy Kaimahi, Te Rarawa

‘We are dealing with ‘Kaitaia is innovative and needs to people and communities tap into social enterprise and build on possible opportunities and their uniqueness to connect with international needs to be respected.’ organisations.’

Deputy Mayor Tania McInnes, Far North District Deidre Otene, General Manager, MOKO Foundation Council and Director, GBT Ventures Ltd

‘As a youth council, ‘We need to do what’s right for we want to be the kids, instead of protecting [young people’s] our institutions… there is a lot voice.’ of government money, but the Far North Ebba Raikes, Far North people need the voice.’ District Youth Council Jim Luders, Principal, Northland College and Registered Nurse

Contents

1.0 Introduction...... 1 1.1 TacklingPovertyNZ – a national conversation...... 1 1.2 Far North – the lay of the land...... 2 2.0 Workshop Overview...... 3 2.1 Defining poverty...... 3 2.2 The workshop process...... 3 3.0 Tackling Poverty in Kaitaia...... 4 3.1 Gathering information – the poverty landscape...... 4 3.2 How is Kaitaia affected? Six domains...... 7 3.3 Developing consensus and collecting feedback – thirty-one ‘hows’...... 8 4.0 Tackling Poverty in Kaikohe...... 13 4.1 Gathering information – the poverty landscape...... 16 4.2 How is Kaikohe affected? Five domains...... 16 4.3 Developing consensus and collecting feedback – thirty-six ‘hows’...... 16 5.0 Further Outputs...... 21 6.0 Afterword...... 23 7.0 References...... 24 8.0 Appendices...... 25 Appendix 1: Three exercise worksheets...... 25 Appendix 2: TacklingPovertyNZ Kaitaia post-workshop survey results...... 28 Appendix 3: TacklingPovertyNZ Kaikohe post-workshop survey results...... 31 Appendix 4: TacklingPovertyNZ Kaitaia workshop programme...... 35 Appendix 5: TacklingPovertyNZ Kaikohe workshop programme...... 36 Appendix 6: QuickStats about the Far North...... 37 Appendix 7: TacklingPovertyNZ tour dates...... 38 1.0 Introduction

This paper highlights the issues raised by locals at the one-day TacklingPovertyNZ tour workshops in the Far North, held in Kaitaia on 15 September 2016 and Kaikohe on 16 September 2016. The Institute undertook two workshops in order to capture the diversity of perspectives in the Far North. The views expressed in this paper represent the participants of each workshop, who themselves represented the Far North community. This paper describes the structure of the one-day workshops, 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 2015 workshop representatives at the Far North workshops

Matt Bastion Lisa Jagoe Alexander Jones

Apurva Kasture Tara Officer Nathan Williams

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 toured five regions around the country with a series of one-day workshops specifically designed to provide a platform for local voices to address poverty. The Far North workshops were the final two of six workshops held in 2016, and a similar discussion paper has been produced for each of the other workshops. The Kaitaia and Kaikohe workshops have been brought together into this Far North discussion paper with a section on each. This series of

DISCUSSION PAPER 2016/05 | 1 MCGUINNESS INSTITUTE 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 Far North – the lay of the land The Far North is a paradise with landscapes tourists dream of, but the communities within the region have been suffering in isolation for a long time. The constant weight of poverty has been bearing down on the community, taking a toll on their mind-set and material wellbeing. Far North Deputy Mayor Tania McInnes called this ‘poverty of the soul’. When big businesses arrived in provincial towns without a local mandate, some local independent businesses could not compete and were forced to shut down. Money spent at these big businesses has simply left town, leaving behind empty high streets. Both Kaitaia and Kaikohe have recently seen waning populations, with 4.9% and 4.8% respective decreases from 2006 to their 2013 levels of 3,093 and 3,915 (Statistics New Zealand, 2013b,c). The communities are ready to collectively take responsibility for their future. Hone Mihaka said when closing the Kaikohe workshop that ‘everyone dreams for us… but we dream too’. The Far North District Council’s 2050 vision He Whenua Rangatira – a district of sustainable prosperity and wellbeing is a step in the right direction. Everyone has a role to play to change the story: central government, local government, iwi, hapü, organisations, and communities. The ideas developed at the Far North workshops 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 Hon John Carter at the evening presentation in Kaitaia

DISCUSSION PAPER 2016/05 | 2 MCGUINNESS INSTITUTE 2.0 Workshop Overview

This section describes the TacklingPovertyNZ one-day workshop process in order to provide context on how ideas were developed at the two Far North one-day workshops.

2.1 Defining poverty The first obstacle in any discussion about poverty is 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, self-esteem and love. 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’ 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 A panel of national and local speakers opened the workshop by putting workshop booklet: the primary output forward a diverse range of evidence and ideas concerning the landscape from the December 2015 workshop 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.1 Please note that due to the number of local speakers, the December 2015 cohort did not speak at the Kaikohe workshop, as the priority was for local perspectives to come to the fore. 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.

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

DISCUSSION PAPER 2016/05 | 3 MCGUINNESS INSTITUTE 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. After Exercise 2, high school students joined the workshop for a lunchtime Q&A session with the national speaker. 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. (Please note that at the Kaikohe workshop, high school students were unable to attend and that participants did not move into domain groups.) 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 ‘how’) Each group worked to develop at least seven specific, actionable suggestions for ‘how’ 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, two surveys were made available online to collect feedback on the workshop process as well as on the ‘hows’ developed at each workshop. The surveys were open to the public but directed particularly at workshop participants and attendees of the evening presentation. The purpose of the post-workshop surveys was to improve processes for future workshops and to refine the ideas generated for the region (see Appendices 2 and 3 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 2016/05 | 4 MCGUINNESS INSTITUTE 3.0 Tackling Poverty in Kaitaia

This section describes the process and outputs specific to the Kaitaia one-day workshop (see Appendix 4 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 Kaitaia’s poverty landscape.2

Figure 5: Workshop speakers

Dr Girol Karacaoglu – Deidre Otene – Blair Peters – Far North Ebba Raikes – Far North Head of the School of General Manager at District Youth Council District Youth Council Government at Victoria the MOKO Foundation, and Kiwi Advocacy and Registered Nurse, University and former Kaitaia Kaimahi, Te Rarawa, Kaitaia Chief Economist at the Kaitaia New Zealand Treasury, Wellington

Figure 6 presents a synthesised look at the participants’ perceptions of who is affected by poverty in Rotorua according to the maps they produced in Exercise 1.

Figure 6: Mapping the poverty landscape (an overview)

100

Geographically Grandparents raising isolated Beneficiaries Isolated elderly Elderly on fixed grandchildren incomes

75 Grandparents raising grandchildren Asset based equipped Minimum wage but without equity to do 70% of Far North in much (e.g. unclear Māori Single people Hardship title or papakainga) Migrants isolated from who are made family and services redundant, too without income young to access Ethnic minororites pension and don’t Disconnected from 50 fit assistance Full time working land, iwi, family and criteria whānau Rural groups low income families

Years of age Years Drug and alcohol dependent Homeless families and individuals with low or no income, who do not have an address to get Industry a benefit dependent Rurally isolated tangata whenua People with disabilities Earner

25 Solo parents Basic wage Beneficiaires Residents who Fatherless Single Dead-end education return from mothers courses education Youth Talented youth not properly supported Poverty mind-set Relatively everyone Blended whānau School kids lacking financial support needed 0

Absolute poverty Hardship poverty

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

DISCUSSION PAPER 2016/05 | 5 MCGUINNESS INSTITUTE 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 and players that affect and are affected by one another.

Figure 7: Kaitaia’s poverty ecosystem

Exercise 1: Mapping poverty

DISCUSSION PAPER 2016/05 | 6 MCGUINNESS INSTITUTE

Participants vote on ideas for discussion in the afternoon

Girol Karacaoglu spends an hour with economics students from Kaitaia College

3.2 How is Kaitaia affected? Six domains Six domains emerged after collecting and grouping the ‘hows’ identified in phase two of the workshop. These are areas of impact for poverty and potential drivers of change in Kaitaia. (See also Appendix 6 for QuickStats poster.) Communication and mapping Currently, there are people on the fringes of the Kaitaia community who are isolated due to lack of communication. The community is exposed to the risk of losing cultural knowledge such as how to make use of their ‘kai cupboard’ and live off the land if intergenerational connections are not fostered. It was recognised that the potential benefits of increasing intergenerational cohesion and communication in the community are significant and should be a focus moving forward. Elderly, retirees and volunteers could contribute through mentoring and community activities. Creating a directory that maps the social service providers in the area would help build an awareness of the services on offer and create a one-stop shop for someone in need. Geographic isolation People living in geographically isolated areas are disadvantaged by insufficient access to information and services. Both Internet access and cell phone reception are limited, an issue that can be overcome with the right action plan. Currently only 49.7% of Kaitaia’s population has access to Internet,

DISCUSSION PAPER 2016/05 | 7 MCGUINNESS INSTITUTE making it difficult to connect and communicate across the community without face to face interaction (Statistics New Zealand, 2013b). Access to services is restricted by the traditional dynamic of customers travelling to service providers, and the corresponding transport issues. Reversing this dynamic by bringing services to the people who need them and integrating digital options will help to overcome these geographical barriers. Changing the poverty mind-set The poverty mind-set can be more damaging and permanent than material hardship. Kaitaia needs to lift this mentality through education: self-directed, in-home, historical and intergenerational. This needs to be done from the ground up, with strong community leaders to inspire a collective consciousness for change. Grandparents raising grandchildren The shift in family relationships and children’s upbringing towards greater involvement of grandparents is a growing trend in Kaitaia as more parents are unable to raise their children alone. Grandparents need relevant information and wraparound support with regard to twenty-first century processes they may be unfamiliar with, such as the operation of the current education system. Education Education and diverse post-educational pathways were central to Kaitaia’s vision of a flourishing community. School curriculum changes such as the inclusion of horticulture education and health literacy, as well as refreshing the tertiary education model, were highlighted. Local youth speakers Ebba Raikes and Blair Peters argued that young people need to understand the pathways available to them other than university so that they may follow their dreams; ‘you won’t succeed if your heart is not in it’. University education does not necessarily align with many job opportunities in the Far North, causing too many students slip into poverty after returning to Kaitaia with student loan debt and no job. The equal importance of educational resources such as mentors and role models to support intergenerational leadership was also emphasised. Mäori Mäori people and their traditions are integral to the Far North. Mäori make up over 40% of the population (Statistics New Zealand, 2013a). Mäori at the Kaitaia workshop discussed the desire for greater alignment between their values, history and language, and the school curriculum. 56% of Mäori in the Far North leave school without an NCEA qualification (Otene, 2016). The current curriculum is not relevant to who they are. Greater alignment would help restore a voice, a purpose, and confidence to young Mäori. This confidence and support would also help decrease the unemployment rate, which was 20.4% for Mäori in 2013 but only 11.4% overall in the region. In 2013, Mäori in the Far North earned on average $3,300 less per year than the Far North average ($18,200 compared with $21,500) (Statistics New Zealand, 2013a). Since 2013, there has been progress in shifting to a post-treaty settlement era. Unfortunately these settlements have not sparked much needed rejuvenation for the Mäori community. 3.3 Developing consensus and collating feedback – thirty-one ‘hows’ Below are the ‘hows’ developed by participants at the Kaitaia workshop for each of the six domains, along with a summary of feedback from the post-workshop survey (see Appendix 2 for more detail on the survey). 3.3.1 Communication and mapping 1. Mentoring Introducing a mentoring system between local people to connect them as a community. For example, by using Te Ahu, hubs, and marae as meeting points. 2. Koha card Creating a Koha card to record 30 hours community service required from those on a benefit. For example, driving kuia and kaumatua to activities to give back to the community. 3. Social services Collating and developing a directory of social services that are available, and presenting this in the ‘Awhi pages’, which would be given to locals and be accessible online.

DISCUSSION PAPER 2016/05 | 8 MCGUINNESS INSTITUTE Regarding a mentoring system, one comment said there are a number of retired people who may want to participate. The Koha card received useful feedback. Two points were particularly insightful: working in the community provides opportunities for people to gain skills that make them more employable, and gives a sense of purpose to those retired from the workforce. Another comment highlighted that this would recognise parents who look after their children – whether older or younger – and volunteer their time at learning groups such as playcentre, playgroups, Puna Reo, Kohanga Reo, Mainly Music, manage sports teams, drive children to school trips, or volunteer at schools. One comment on the idea around social services argued that there are ‘loads’ of directories; the issue is in keeping them up to date and spreading this information to the community.

3.3.2 Geographic isolation 4. Repurposing school buses Using school buses as public transport during school hours. 5. Mobile medical centres Creating mobile medical centres to go to hard to reach places. 6. Hubs on wheels Creating hubs on wheels to take services to hard to reach places. For example, playgrounds and toys, a library bus, and a pharmacy. 7. Internet Approaching Internet and telecommunication providers such as Spark, Vodafone and Chorus to better resource and connect the Far North. 8. Landline phones Reinstating the community and landline phones that were removed based on the assumption that everyone was using mobiles, despite the lack of mobile coverage. 9. E-health Encouraging the community and health professionals to use E-health services to allow isolated people to make use of digital solutions. For example, enabling the communication of patient data between different healthcare professionals and allowing the requesting of diagnostic tests and treatments, and receiving the results, to be done electronically. 10. Internet hubs Creating Internet hubs with satellite broadband to serve and be run by the community (for example, in schools, marae, halls). This would allow people to Skype into multiple appointments. 100% of respondents voted the Internet idea as a really interesting idea. Internet hubs came second for highest interest, highlighting Internet access as a significant hurdle for the community. Regarding mobile medical centres, comments provided examples of similar initiatives already in place: Hau Ora and Whakawhiti ora pai. One comment on the idea of hubs on wheels mentioned a potential partnership between community hall committees to move resources between communities and use the hall spaces that are available. Around the idea of landline phones, a comment drew our attention to the fact that not everyone knows how to use a mobile phone, while another shared that Kaitaia still has landline public phones in the town centre.

3.3.3 Changing the poverty mind-set 11. Education Making education self-directed and self-ruled, with a focus on consequences and outcomes, by teaching life skills, financial literacy, positive classroom behaviours and mentoring. 12. Funding Ensuring funding to the community is constant rather than sporadic. 13. Education in the home Targeting education in the home, with both student and caregiver, to enable prevention rather than intervention.

DISCUSSION PAPER 2016/05 | 9 MCGUINNESS INSTITUTE 14. Historical education Improving historical education, particularly around Te Tiriti o Waitangi, including context around the Treaty and the actual text of the document. 15. Intergenerational mentoring Implementing a programme where retirees mentor youth on life skills such as budgeting, cooking and gardening. For example, Te Hiku Youth Hub. 16. Tackling poverty from the ground up Taking hui about tackling poverty to those who are most severely affected and disenfranchised to gather their perspectives about solutions relevant to them. 17. Media strategies Implementing media strategies to cover aspects such as social media awareness. This will ensure that messages are specific and relevant to the community and will create awareness with print media, radio, and TV. 18. Community led Focusing on engaging the community, and inspiring collective consciousness and responsibility to create systemic change. We need strong community leaders/movers and shakers to lead community engagement. It is evident from the feedback survey that intergenerational mentoring is a popular idea amongst respondents, with a comment saying ‘there is a mine of information’ to be tapped into going in both directions. Comments around the community led idea worried that strong community leaders are already in such high demand across all areas, so it may be challenging to achieve consistent and enduring leadership without burning these people out. Around education, one comment suggested we need to rethink how we measure education outcomes, as our National Standards have narrowed our focus to literacy and numeracy. This tunnel vision in the curriculum has reduced the effectiveness of education in key competencies. An issue around incentives was mentioned regarding the tackling poverty from the ground up idea: ‘how do we go about making it inviting for the homeless to attend?’ An idea was shared around historical education: funding treaty-training workshops or teaching land wars history, päkehä settlement, colonisation and its effects on Mäori and päkehä communities in the current curriculum. A respondent working in communications also raised concerns around the media strategy idea, as these communities ‘don’t necessarily respond well to media’ and need hands-on practical education, not just key messages.

3.3.4 Grandparents raising grandchildren 19. Normalising the experience Normalising the experience of grandparents raising grandchildren by approaching the issues with love and encouragement and letting this understanding show through in the language we use to talk about these situations. 20. Wraparound support Providing wraparound support by assessing the capability of grandparents to ensure that they receive assistance appropriate to their needs, whether that is physical, emotional or financial. For example, i) ensuring access to transport services for a grandparent who cannot drive, and ii) providing counselling services to a grandparent who needs emotional support. This could also be made available to their family. 21. Information and re-education Providing grandparents with information and re-educating them about available support services, the current education system and the needs of children. For example, through using one-on-one case workers and face-to-face meetings. 22. Grants Creating a ward of the state grant with long-term savings potential. For example, through an investment which generates interest. One comment around normalising the experience of grandparents raising grandchildren argued that parents still need to be able to take back responsibility if possible, while another respondent suggested the ‘rebirth of the extended family’.

DISCUSSION PAPER 2016/05 | 10 MCGUINNESS INSTITUTE 3.3.5 Education 23. Rural campuses Moving away from a supply and demand model of tertiary education by incentivising tertiary institutions to function in both urban centres and rural locations. For example, i) by making tertiary education hubs which partner with larger, more established institutions – these would be essentially smaller versions of the university and would rely on access to Internet more than in-person staff, and ii) by sourcing government funding to write-off debt for tertiary educators who choose to work in rural areas. 24. Post-education employment Establishing community-led hubs that link education providers and potential employers with the community. This would facilitate networking and encourage a coordinated approach to addressing problems of local employment after education. 25. Vocational skills and apprenticeships Shifting the focus of education to value vocational skills and apprenticeships. This would ensure that education is relevant for the jobs that are available in rural communities. For example, including practical secondary standards and courses in areas such as welding. 26. Pastoral care Creating a role for a coordinator to provide pastoral care for students transitioning from rural to urban education. These support staff would come from rural communities, so they would be better able to understand the needs and culture of rural students. The post-education employment idea received the most support, with one comment suggesting starting as young as possible for students to get a sense of why they are bothering going to school and to add value to the curriculum. Rural campuses received mixed feedback. One comment argued that they would like to see a refocus on trades and apprenticeships instead of tertiary education. Another comment suggested re- establishing private training providers that can connect to wänanga and polytechnics.

3.3.6 Māori 27. Civic education Improving civic education by including Tino Rangitiratanga narratives in the school curriculum. This would help our people find a voice and a purpose, and would also develop Mäori leadership to get our people at the table with the decision-makers. 28. Te Reo and Mäori history Making Te Reo and the history of Aotearoa compulsory in teacher training so that educators can pass on a respectful understanding of Mäori culture. 29. Mäori lens Changing the perception of Mäoridom by adopting a Mäori lens and starting a Mätauranga Mäori revival. This would include knowledge of such things as the Wai 262 claim and wänanga (cultural traditions and tribal lore). 30. Research Ensuring that research about the Far North is conducted by locals in Kaitaia and is useful for local communities. 31. Mäori culture Changing the drinking and party culture in the Far North and encouraging people to connect back to their Mäori culture. One respondent added to the idea around Te Reo and Mäori history, saying that educators who have immigrated to New Zealand should also be required to partake in the Te Reo and the history of Aotearoa teacher training course for the same reasons. Around civic education, a comment brought our attention to Te Runanga O Te Rarawa’s Youth Leadership programmes. The mission of Te Runanga o Te Rarawa in their five year strategic plan was ‘to provide leadership and support to enable the hapü to develop and the whänau to flourish’ (Te Runanga o Te Rarawa, 2008, p. 6). The strategy to establish a leadership development programme to mentor young people with potential was one of five Kaupapa to achieve their goal: ‘Te Rarawa whänau and hapü having a strong identity grounded in our history, culture, and tikanga’ (Te Runanga o Te Rarawa, 2008, p. 6).

DISCUSSION PAPER 2016/05 | 11 MCGUINNESS INSTITUTE Participants present their final ideas back to the plenary at the Kaitaia workshop

DISCUSSION PAPER 2016/05 | 12 MCGUINNESS INSTITUTE 4.0 Tackling Poverty in Kaikohe

This section describes the process and outputs specific to the Kaikohe one-day workshop (see Appendix 5 for the workshop programme). 4.1 Gathering information – the poverty landscape The panel of speakers shown in Figure 8 opened the workshop by discussing national and local perspectives on Kaikohe’s poverty landscape.3

Figure 8: Kaikohe workshop speakers

Dr Girol Karacaoglu – Jim Luders – Principal Deidre Otene – General Head of the School of of Northland College, Manager at the MOKO Government at Victoria Kaikohe Foundation, Kaitaia University and former Chief Economist at the New Zealand Treasury, Wellington

Tania McInnes – Deputy Kelly Yakas – manager Mark Anderson, – Chair Mayor of the Far of a number of of the Kaikohe Business North District Council community-based Association, Kaikohe and director of GBT initiatives in Kaikohe Ventures Ltd, Kaikohe

Figure 9 presents a synthesised look at the participants’ perceptions of who is affected by poverty in Rotorua according to the maps they produced in Exercise 1.

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

DISCUSSION PAPER 2016/05 | 13 MCGUINNESS INSTITUTE Figure 9: Mapping the poverty landscape (an overview)

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 and players that affect and are affected by one another.

Figure 10: Kaikohe’s poverty ecosystem

DISCUSSION PAPER 2016/05 | 14 MCGUINNESS INSTITUTE Exercise 1: Mapping poverty

Participants discussing ideas in the afternoon

Participants discussing speaker presentations

DISCUSSION PAPER 2016/05 | 15 MCGUINNESS INSTITUTE 4.2 How is Kaikohe affected? Five domains The five domains emerged after collecting and grouping the ‘hows’ identified in phase two of the workshop. These are areas of impact for poverty and potential drivers of change in Kaikohe. (See also Appendix 6 for QuickStats poster.) Economy The economy in the Far North is suffering as locally owned businesses are replaced by loan companies and gambling facilities. Big businesses have established a presence, monopolising demand and moving profits out of the local economy. As local speaker Mark Anderson put it ‘big business erodes local territorial powers and kills provincial towns’. The community needs to take action to set the terms for business operation and hold businesses accountable for the part they have to play in achieving the vision for Kaikohe. The Far North could revive community ownership and empower their economy by tapping into social enterprise and models of collective buying, building connections internationally, and following global trends. Social services and the community Social services need to promote collaboration, connectivity and shared goals in order to enhance their contribution to the Far North community. The sense of community has been weakened in Kaikohe and there is a lack of hope. Connections to the land, amongst neighbours and between generations are at risk of being lost. The community needs to build resilience and be empowered to determine their own future in alignment with their shared identities and aspirations. Rural isolation Kaikohe and the Far North suffer from isolation between people and services due to the geography of the area. Encouraging ways to connect neighbours in local communities will help build meaningful relationships. Restricted access to services can be addressed through in-home visits as well as rural bus services to transport people to appointments in the main towns. Education In 2013, only 59.2% of the Kaikohe population held a formal qualification, compared to 79.1% nationally (Statistics New Zealand, 2013c). We need to ensure that our young people have the space to learn about culture, spirituality, morality and life skills specific to their community to create agile, flexible, lifelong learners. Local speaker Jim Luders said ‘we need to do what’s right for the kids, instead of protecting our institutions’. Currently, students are often not finishing school, largely due to the lack of relevance of the curriculum to their community. Health A region’s poverty is reflected in the health of its residents. There are health epidemics in Kaikohe that the District Health Board and the Ministry of Health are currently not sufficiently addressing. The Far North has the highest rate of MRSA (Methicillin-resistant Staphylococcus aureus) infections in New Zealand. Local speaker Deidre Otene outlined how the treatment of an individual is often followed by the discovery that their household all have the same condition. Health issues need to be treated for their underlying causes to produce a sustainable recovery and understanding of healthy lifestyles. In addition, elderly, mental health patients, and isolated community members need assistance to ensure ongoing access to health services. 4.3 Developing consensus and collating feedback – thirty-six ‘hows’ Below are the ‘hows’ developed by participants for each of the five domains, along with a summary of the feedback from the post-workshop survey (see Appendix 3 for more detail on the survey). The survey was only completed by two respondents thereby limiting the value of the results; however, comments remain useful. 4.3.1 Economy 1. Community ownership Increasing community ownership of the local economy by buying from local businesses, promoting local business ownership and through cooperative banking 2. Collective buying Forming collective buying arrangements in the community to overcome price increases in the area. Models for this system exist in Italy and Cuba and involve a group of buyers who prioritise people and the environment in their purchasing decisions.

DISCUSSION PAPER 2016/05 | 16 MCGUINNESS INSTITUTE 3. Regulating money ‘loan sharks’ Regulating money ‘loan sharks’ to stop them preying on the vulnerable. 4. Innovative debt solutions Exploring innovative ways to package debt such as mortgages, higher-purchase agreements, cash loans, car costs, and student loans. This will help break cycles of debt and generational benefit reliance. 5. Removing gambling facilities Closing down gambling facilities like the ‘pokies’ in Kaikohe. 6. Stronger regulations for ‘big business’ Empowering the local council to stand up to ‘big business’ (such as The Warehouse and other businesses on the Australia/NZ Stock market) by imposing stronger regulations, possibly based on the size of the floor plan for the proposed business. The operation of ‘big business’ in the local community needs to be on the town’s terms. 7. Natural resource innovation Exploring the potentials of natural resource innovation to grow the local economy while also reinforcing shared values of environmentalism and appreciation for the land. 8. Development Developing older areas of town to stop money leaving the area and going to larger centres, and to reduce the presence of empty buildings which in turn contribute to the poverty mind-set of the town. One comment brought our attention to the additional regulations put in place by the Commerce Commission around loan sharks; however, ‘vulnerable people [in society] do not know their rights’. Another comment indicated that we need to broaden our thinking around removing gambling facilities, as people can turn to alternative forms of gambling such as lotto scratchies.

4.3.2 Social services and community 9. Grassroots community collaboration Encouraging grassroots community collaboration with networks of likeminded agencies and groups to ensure that local solutions are driven by community members. This will improve resilience and sharing knowledge about how to work within constraints. 10. Cooperation and shared goals Changing the culture of social services from a contest approach to one of cooperation and shared goals. This could be achieved by decentralising WINZ and other agencies of importance to allow the sharing of information between professionals, and improve connectivity and accessibility. 11. Increase connectivity Creating an initiative within social services that increases connectivity between providers and consumers so that risk indicators can be identified and acted upon from birth and throughout an individual’s adult life. 12. Emergency housing Increasing the availability of emergency housing. 13. Car registration Providing free car registration for those on the benefit. 14. Benefit following the child Ensuring the benefit follows the child rather than the parents. This will provide extra support in situations such as grandparents raising grandchildren and children who are constantly on the move from one family member to the next. 15. Police force Increasing the size of the police force to enable around the clock availability in the local area. 16. Pastoral care Providing pastoral care for prisoners on parole to aid their reintegration and reduce the chances of reoffending. A comment on the idea of cooperation and shared goals said there would be privacy issues involved in sharing information. The process and protocol for sharing information would need to be discussed and agreed upon.

DISCUSSION PAPER 2016/05 | 17 MCGUINNESS INSTITUTE A comment around increased connectivity suggested social services be audited/monitored to overcome the ‘tick box’ mentality of some social services. Another comment shared information about existing emergency housing in Kaikohe for $35 a night without bedding or food.

4.3.3 Rural isolation 17. Door knocking Encouraging door knocking and meetings between neighbours in local communities to facilitate connections and meaningful relationships. Social gatherings could be held at marae or clubrooms. 18. In-home visits Normalising in-home visits by health professionals to reduce the impact of rural isolation and remove barriers to receiving adequate health care. 19. Rural bus services Implementing rural bus services between rural communities and main towns to allow access to services such as medical appointments. 20. Road network Improving the quality of the existing road network in the Far North and evaluating the possibility of expansion it. 21. Funding Securing funding to enable WINZ to supply petrol vouchers for those whose movements are restricted by their location and ability to buy petrol.

One comment shared the example of free in-home visits in the Hokianga and argued that it is because Kaikohe medical services are run on a business model that everything has to be paid for. Another comment shared knowledge of bus services in the area: twice a week from the Hokianga to Kaikohe, Okaihau and Kerikeri.

4.3.4 Education 22. Cultural education Changing the education system to better address culture, spirituality and morality to strengthen a person’s wairua (spirit/soul). This will encourage a love of learning and produce creative, critical thinkers and innovators. 23. Research Using research to understand what forms of education are effective for the community in order to build and develop existing models. For example, research the value of peer education. This is a way of working with available resources to achieve education reform. 24. Long-term, holistic approach Adopting a long-term, holistic approach to education that encompasses all levels and ages, including in-home education, and life skills such as gardening and managing personal or household finances, as well as more formal education. 25. Mentoring Implementing a mentoring system for those who are struggling in the existing education system. 26. Diversify teachers Ensuring that teachers are diverse enough to engage and provide strong role models for their students who are in the process of developing their own identities and may also have one or more parent absent from their lives. This will reduce the creation of ‘educational refugees’ – students who drop out when transitioning from primary to secondary or from secondary to tertiary education. 27. Remove labels Educating teachers about the power of labelling their students and ensuring that they value the potential of their students regardless of those students’ backgrounds. This will help combat the erosion of self-esteem and resulting problems including mental health issues like depression and suicide, addiction problems, and involvement in the criminal justice system. 28. Accountability Increasing accountability in the teaching profession to ensure that teachers are evaluated based on the visible outcomes in the lives of their students, rather than just focusing on test scores of questionable relevance.

DISCUSSION PAPER 2016/05 | 18 MCGUINNESS INSTITUTE 29. Participation Increasing participation in early childhood education to strengthen family and community ties, providing one-on-one personal connections and creating networks of support. This is modelled in Te Kohekohe, which benefits from a focus on the positive and a hands-off approach by the Ministry of Education. 30. Driving lessons Teaching driving in schools so that students can get their licence. This will help combat geographic isolation and reduce the rate of ‘behind the wheel’ offences. One comment distinguished between the role of school and whänau: cultural education should come from whänau, while trade training should happen at school. Another comment provided an example of mentoring: retired people who have skills that would be helpful if shared with school kids. Around driving lessons, one comment shared that their children, who already had their learner licences, did defensive driving at secondary school.

4.3.5 Health 31. Mobile health facilities Establishing mobile GP centres in high schools to facilitate greater access for those who may only travel to town for school. 32. Elderly Providing special support for the elderly and those with age related illnesses. 33. Remove liquor stores Making alcohol unavailable in Kaikohe by closing down liquor stores in the area 34. Mental health support and counselling services Increasing the availability of mental health support and counselling. 35. Living conditions Prioritising the improvement of living conditions to stop the spread of preventable diseases such as MRSA (Methicillin-resistant Staphylococcus aureus). This would also improve the rates at which developmental milestones are reached for children under five. 36. Healthy lifestyles Creating education programmes about living healthy lifestyles to reduce the risk of issues such as diabetes.

One comment indicated that removing liquor stores would not ensure the desired results: what about supermarkets? What about homebrews? The commenter also drew on the example of McDonalds to illustrate how far people will travel to get what they want (some people travelled to Whangarei before it was in Kaikohe). 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. The only response simply stated that ‘employment is the answer’. 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 2016/05 | 19 MCGUINNESS INSTITUTE ‘Everyone dreams for us… but we dream too’ – Hone Mihaka closing the evening public presentation in Kaikohe

DISCUSSION PAPER 2016/05 | 20 MCGUINNESS INSTITUTE 5.0 Further Outputs Figure 10: 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 collating these Factor I: Survival / Oranga perspectives, and we are grateful to all those who Providing emergency products and services for survival. have helped us put this mechanism into motion. A situational overview of the talking tour 2016/ 1. Food [5]* In addition to this series of workshop discussion 2. Clothing and shoes [2] He tūāhua o te haerenga kōrero 2016 papers, the Institute will produce Working Paper 3. Bedding [2] 2017/01: TacklingPovertyNZ 2016 Tour: Methodology, 4. Shelter (emergency housing) [10] Analysing the 240 ‘hows’ results and observations in the New Year. This This infographic illustrates how participants of the TacklingPovertyNZ 5. Accessibility [2] working paper will explain S the methodology behind workshops suggested we might tackle poverty. V I us the workshop tour, collate thet araw information 1 1 2 in Factor II: Security / Tāmau Participants were asked to develop specific, actionable suggestions 30 3 3 in 9 contributed by workshop 4 participants,g and 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 summarise33 the McGuinness Institute’s c thinking about t Sustaining and Empowering Factors Framework 7 o 6. Security of income [20] we created the . 2 tackling poverty in New Zealand6 in termsr of what 6 s 2 This framework enabled us to divide the 240 ‘hows’ to correspond / 7. Security of place (social housing) [6] was seen, heard and felt. 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 Figure 10 lists 33 sub-factors. These sub-factors u

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

are terms we have created to align with I the voiceso grouped these ‘hows’ to produce 33 sub-factors for analysis (see i technology t 4 we heard on tour, and enable us to analyse theū right-hand column). 2

V I 3 ‘hows’. The Institute has divided the 240 ‘hows’

The key assumptions driving our analysis are: 8 2

Factor III: Self-determining individuals /

developed across the six workshops to correspond

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 with sustaining and empowering factors. Our

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

or novel solutions to existing problems. 2

analysis suggests that tackling poverty will require

2. If knowledge lies with people and the tools lie with government, establishing a base of sustaining factors before

10. Employment literacy [5]

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

progressing to sustainable wellbeing through

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

addressing empowerment factors. On further n

their tools more effectively.

1 12. Health literacy [12]

2 review it became apparent that the sustaining factors

13. Financial literacy [9]

1 k

could be divided into survival and security factors.

14. Transportation literacy [4]

Sustaining factors are short-term solutions that

require a low level of expertise from the giver and

15. Technological literacy [2]

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

o 9

the receiver, and focus on maintaining survival and

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

sub-factors. As some ‘hows’ are applicable to more than one providing security. Empowering factors differ in

1 s

17. Housing literacy [2]

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

that they require a high level of expertise on the

1 f

part of the provider in order to ascertain the long-

g Factor IV: Self-determining communities /

term needs of each individual’s journey to self-

Hapori Motuhake

determination. The empowering factors were divided

Providing social infrastructure to meet specific community needs.

into self-determining individuals, self-determining

communities and self-determining nation. 18. Resource allocation [4] After categorising the ‘hows’ in this way, we were 19. Community decision making [4] able to produce pie charts to visually represent 20. Curriculum, teachers and students [15] the results of our analysis. Figure 13 represents all 21. Harmful products and services [7] Key differences Sustaining factors / Tohu Toitū Empoweringof the factors 240 ‘hows’ / Tohu divided Whakamana by the five factors, and 22. Social infrastructure [22] Goal To move individuals quickly from the sustaining stage into the To retain anillustrates individual inhow the empoweringparticipants stage of the for asTacklingPovertyNZ long as they need. 23. Community projects [4] empowering stage. workshops suggested we might address poverty. 24. Medical services [6] Time taken Short-term (days or weeks) Long-term As(years an orexample, decades) Figure 11 illustrates the 31 ‘hows’ developed at the Kaitaia workshop, and figure 12 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)

illustrates the 36 ‘hows’ developed at the Kaikohe Whakamana Empowering factors / Tohu Level of expertise required Low (must be centralised) High (mustworkshop, be decentralised) grouped by their factors. A pie chart 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 has been developed for each workshop and will be 27. Grandparents raising grandchildren [3] Costs to provider Expensive in terms of resources Expensive in terms of human capital included in their corresponding discussion papers. 28. Financial assistance and tax systems [8] Administration Complex ComplicatedThese figures illustrate the stark differences between 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] the needs of each region and highlight the fact that 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] there is no one-size-fits-all solution to poverty. 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]

DISCUSSION PAPER 2016/05 | 21 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.

6. Security of income [20] 4

6. Security of income 1

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

7. Security of place (social housing)

8. Security of health [24]

2 0

8. Security of health

Toitū Sustaining factors / Tohu

9. Security of transport and [9]

Kaupapa Sustaining Factors / Tohu

1 9. Security of transport and

technology

technolog

9 0

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] FactorFactor I:I: SurvivalSurvival // KaOranga Morehu 16. Civic literacy ProvidingProviding emergencyemergency productsproducts andand servicesservices forfor survival.survival. 16. Civic literacy [38] AA regionalregional perspectiveperspective ofof thethe talkingtalking tourtour 2016/2016/ HeHe tirohangatirohanga aa roherohe oo tete haerengahaerenga kōrerokōrero 20162016 17. Housing literacy Figure 11: Kaitaia’s perspective from The talking tour 2016/ Te haerenga Figure 12: Kaikohe’s perspective from The talking tour 2016/ Te 17. Housing literacy [2] Manawatu Gisborne 1.1. FoodFood Kaikohe [5]* Queenstown RotoruaManawatuRotorua kōrero 2016 GisborneKaitaiaKaitaia haerenga kōrero 2016 Kaikohe Factor IV: Self-determining communities /

2.2. ClothingClothing andand shoesshoes [2] Factor IV: Self-determining communities /

31 29 11 3333 11 141 8 31 1 1 2 299 4 6 3300 11 22 Ka Rongo Au 29 7 3 3 3131 4 5 2 28 2 4 6 3. Bedding 33 [2] Hapori Motuhake

2 25 7 8 3. Bedding 2 9 9 Providing social infrastructure to meet specifi c community needs.

23 4 7 8 2 0 23 2 306 4 2 24 2 4 326 4 66 4. Shelter (emergency housing) 4 [10] Providing social infrastructure to meet specific community needs. 8 2 2 6 6 4. Shelter6 (emergency housing) 8 26 8 66 9 2 18. Resource allocation 2 2 9 5. Accessibility4 [2] 2 5 2 24 55 5 2 6 4 5. Accessibility 18. Resource allocation [4] 6 4 1 2 2 2 5 2 2 7 19. Community decision making 6 5 2 7 7 2 2 2 7 2 2 2 2 Factor II: Security / Tāmau 2 19. Community decision making [4] 6 6 7 6 7 3 5 3 2 Factor II: Security / Ka Mau

5 20. Curriculum, teachers and students 2 2 1 2 1 2 Providing a sense of short-term security. 8 1

1 8 20. Curriculum, teachers and students [15]

Providing a sense of short-term security.

21. Harmful products and services

1 1

8 1

21. Harmful products and services [7]

6. Security of income [20] 4

2 9

6. Security of income

22. Social infrastructure

1 3

22. Social infrastructure [22] 7. Security of place (social housing) [6]

7. Security of place (social housing)

0 9

23. Community projects

0 9

8. Security of health [24]

23. Community projects [4]

2 0

8. Security of health

24. Medical services

Sustaining factors / Tohu Toitū Toitū Sustaining factors / Tohu

9. Security of transport and [9]

Kaupapa Sustaining Factors / Tohu

24. Medical services [6]

9. Security of transport and

technology

25. Home ownership, rentals and shared housing

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

1 1

10 1

technolog

1 6

(affordable housing)

1 2

1 (affordable housing)

1 1

1 2

Motuhake Empowering Factors / Tohu

Whakamana Empowering factors / Tohu

9 0

FactorFactor III:III: Self-determiningSelf-determining individualsindividuals // Ka Tu Au 26.26. CultureCulture ofof carecare [5] ProvidingTangata skills Motuhake and tools for individuals to live the life they want. 27.27. GrandparentsGrandparents raisingraising grandchildrengrandchildren [3] 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. [1] [1] [2][2]4.4. 4. 4. [2] [2] [3][3]6.6. 5. 5. [7] [7] [1][1] 1.1. 6.6. [1] [1] 2. 2.[2][2] 8.8. [1] [1] 4.4. [1][1] 9.9. [2] [2] [4][4] 1.1. 10. Employment [1][1] 2.2. literacy [1][1] 3.3. [2][2] 28.28. FinancialFinancial assistanceassistance andand taxtax systemssystems [8] 19.19. [1][1] 20.20. [1][1] 22.22. [1][1] 7.7. 6. 6. [1] [1] [2][2]8.8. 7. 7. [4] [4] [5][5]10.10.11. 11. [3] [3] [1][1] 6.6. 11. 11. [10] [10] 7. 7.[1][1] 12. 12. [1] [1] 8.8. [1][1] 13.13. [11] [11] [1][1] 4.4. 11. 10. Education Employment [3][3] literacy5.5. literacy [2][2] 7.7. [1][1] [5] 29.29. LocalLocal economyeconomy [8] 23.23. [1][1] 25.25. [5][5] 26.26. [1][1] 11.11.12. 12. [3] [3] [3][3]12.12.16. 16. [2] [2] [6][6]13.13.19. 19. [2] [2] [1][1] 9.9. 16.16. [4] [4] 10. 10.[9][9] 20.20. [1] [1] 11.11. [2][2] 22.22. [4] [4] [2][2] 8.8. 12. 11. Health Education [3]literacy[3] 9.literacy9. [1][1] 10.10. [1][1] [13] 30.30. ExploreExplore innovativeinnovative waysways toto packagepackage debtdebt [4] 28.28. [4][4] 29.29. [1][1] 16.16.22. 22. [4] [4] [2][2]19.19.25. 25. [2] [2] [4][4]20.20.26. 26. [3] [3] [1][1] 12.12. 23.23. [3] [3] 13. 13.[4][4] 24.24. [4] [4] 14.14. [2][2] 26.26. [1] [1] [3][3] 11.11. 13. 12. Financial Health [4][4]literacy literacy12.12. [3][3] 13.13. [2][2] [12] FactorFactor V:V: Self-determiningSelf-determining nationnation // Ka Iwi Awatea Motuhake Au 31. [3] 15. [1] 16. [8] 17. [1] 14. 13. Financial [3] literacy15. [1] 16. [3] [9] 21.21.31. [1] [1] [3]22.22. [2][2] 24.24. [2][2] 15. 27. 27. [1] 16. [1][1] 29. 29. [8] 17. [2][2] [1] 14. 14. Transportation [3] 15. literacy [1] 16. [3] ProvidingProviding aa strategicstrategic approachapproach thatthat optimisesoptimises bothboth publicpublic 14. Transportation literacy [4] 25.25. [3][3] 26.26. [1][1] 28.28. [2][2] 20.20. [3][3] 21.21. [3][3] 22.22. [11][11] 17.17. 15. Technological [1][1] 20.20. literacy [4][4] 21.21. [3][3] goodgood andand economiceconomic enterprise.enterprise. Please note the numbers in [X] in the tables below 30.30. [3][3] 31.31. [2][2] 33.33. [1][1] 23.23. [1][1] 24.24. [2][2] 25.25. [2][2] 22.22. 15. Technological [3][3] 24.24. literacy [1][1] 26.26. [1][1] [2] the pie charts refer to the number of ‘hows’ that 16. Civic literacy 31.31. CentralCentral governmentgovernment strategystrategy toto tackletackle povertypoverty [5] 28.28. [2][2] 29.29. [1][1] 31.31. [1][1] 29.29. 16. Civic literacy [5][5] 30.30. [1][1] [38] relate directly to each of the 33 sub-factors. 17. Housing literacy 32.32. MentalMental healthhealth servicesservices reviewreview [1] Manawatu Gisborne Kaikohe 17. Housing literacy [2] Manawatu Gisborne Kaikohe Factor I: Survival / Oranga 33.33. ThinkThink Tank:Tank: Tetakahanga Kopai Tuatahi tuatahi – The– The fi firstrst footsteps footsteps [1] FactorProviding IV: emergency Self-determining products and services for communities survival. /

Figure 13: An extract from A situational overview of the talking tour Factor IV: Self-determining communities / 29 1. Food [5]*

A situational31 overview of the talking2016/ He tūāhua tour o te2016/ haerenga kōrero 2016 29 1 11 28 31 11 2 2 44 3300 11 22 Ka Rongo Au 331 5 2 8 33 Hapori2. Clothing Motuhake and shoes [2]

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

23 4 2 23 24 He tūāhua o te haerenga kōrero 2016 3. Bedding [2] 66 44 2 6 4 22 6 4 Providing social infrastructure to meet specific community needs. 4. Shelter (emergency housing) [10] Analysing the 240 ‘hows’ 66 2 TacklingPovertyNZ 2 18. Resource5. Accessibility allocation [2] This infographic illustrates how participants of the 44 5 5 2 V 5 S 5 workshops suggested we might tackle poverty. 2 I us t 18. Resource allocation [4] a 5 2 7 1 1 2 in 19. CommunityFactor II: Security decision / Tāmau making 5 2 Participants were asked to develop specific,7 actionable suggestions 0 3 3 7 i 2 2 2 3 4 7 n 2 9 g 2 2 2 2 32 Providing a sense of short-term security. for how to address poverty. As a result of the tour’s six workshops, 5 19. Community decision making [4] 6 2 f 6 a 8 33 2 c 240 ‘hows’ were identified. In the process of reviewing the ‘hows’ t 20. Curriculum, teachers and students

7 o 6. Security of income [20] we created the Sustaining and Empowering Factors Framework. 2 6 r 8 6 s 8 20. Curriculum, teachers and students [15]

This framework enabled us to divide the 240 ‘hows’ to correspond /

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

with sustaining factors (which relate to an individual’s short-term 21. Harmful products and services

1 o

8. Security of health [24] 8

5 h

survival and security needs) and empowering factors (which relate to 2 8 7

21. Harmful products and services [7]

2 9

Toitū Sustaining factors / Tohu

2 9

1 the empowerment of an individual, community or nation). We then

T 9. Security of transport and [9]

I o 22. Social infrastructure

grouped these ‘hows’ to produce 33 sub-factors for analysis (see

1 i technology

0 t

4 22. Social infrastructure [22]

0 ū right-hand column).

0 9

23. Community projects

The key assumptions driving our analysis are: 8

9 2

23. Community projects [4]

2 Factor III: Self-determining individuals /

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

Tangata Motuhake

24. Medical services

out the failings in the current system and suggest improvements

24. Medical services [6]

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

or novel solutions to existing problems.

2. If knowledge lies with people and the tools lie with government, 1

25. Home ownership, rentals and shared housing

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

10. Employment literacy [5]

the list of ‘hows’ we have collected1 represents the knowledge of

10 2

10 1

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

(affordable housing)

1 (affordable housing)

5 1 1

2 Motuhake Empowering Factors / Tohu

1 1

their tools more effectively.

a 1

4 1 3

Whakamana Empowering factors / Tohu

12. Health literacy [12]

4 1 3

13. Financial literacy [9]

26. Culture of care 1 k

26. Culture of care [5]

14. Transportation literacy [4]

27. Grandparents raising grandchildren

27. Grandparents raising grandchildren [3]

15. Technological literacy [2]

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

o 9

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

1. [1] 1 2. [1] 3. [2]

1. [2] 4. [3] 5. [1] 1. [1] 2. [1] 4. [2]

28. Financial assistance and tax systems [8]

28. Financial assistance and tax systems 7

1. [2] 4. [3] 5. [1] 1. [1] 2. sub-factors. As some [1] ‘hows’4. are applicable to more [2] than one 1. [1] 2. [1] 3. [2]

1 s

17. Housing literacy [2]

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

4. [3] 5. [2] 7. [1]

6. [2] 7. [5] 11. [1] 6. [10] 7. [1] 8. [11]

29. Local economy [8]

4. [3] 5. [2] 7. [1]

6. [2] 7. [5] 11. [1] 6. [10] 7. [1] 8. [11]

29. Local economy

g Factor IV: Self-determining communities /

Hapori Motuhake

12. [3] 16. [6] 19. [1] 9. [4] 10. [1] 11. [4] 8. [3] 9. [1] 10. [1]

30. Explore innovative ways to package debt [4]

12. [3] 16. [6] 19. [1] 9. [4] 10. [1] 11. [4] 8. [3] 9. [1] 10. [1] p

30. Explore innovative ways to package debt

Providing social infrastructure to meet specific community needs.

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] FactorFactor18. Resource V:V: Self-determiningSelf-determining allocation nationnation [4] // Ka Iwi Awatea Motuhake Au 31.31. [3][3] 15.15. [1][1] 16.16. [8][8] 17.17. [1][1] 14.14. [3][3] 15.15. [1][1] 16.16. [3][3] 19. Community decision making [4] ProvidingProviding20. Curriculum, aa strategicstrategic teachers approachandapproach students thatthat optimisesoptimises[15] 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 21. andand Harmful economiceconomic products and enterprise.enterprise. services [7] Key differences Sustaining factors / Tohu Toitū Empowering factors / Tohu Whakamana 22. Social infrastructure [22] 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 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. 31.31. CentralCentral23. Community governmentgovernment projects strategystrategy toto tackletackle [4] povertypoverty [5] empowering stage. DISCUSSION PAPER 2016/05 | 22 relate directly to each of the 33 sub-factors. 28.28. [2][2] 29.29. [1][1] 31.31. [1][1] 29.29. [5][5] 30.30. [1][1] 24. Medical services [6] Time taken Short-term (days or weeks) Long-term (years or decades) MCGUINNESS INSTITUTE32.32. MentalMental25. Home healthownership,health servicesrentalsservices and shared reviewreview housing [14] [1] Process type Production line (i.e. logistics and checklists) Individual approach (i.e. a unique package of needs fit for each individual) (affordable housing)

33. Whakamana Empowering factors / Tohu Think Tank: takahanga tuatahi – The first footsteps [1] Level of expertise required Low (must be centralised) High (must be decentralised) 33. Think26. Culture Tank: of care Te Kopai Tuatahi – The fi [5] rst footsteps 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 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] 6.0 Afterword

It is clear from the Far North workshops that communities need to be empowered to take responsibility for their future – everyone has a role to play in changing the story. Mayor Hon John Carter has been leading some work around encouraging central government to get behind the Far North and strengthen their ability to implement solutions; the community knows best how to tackle their own problems. If put into practice, his work could drive the Far North from a sub-culture of despair and dysfunctionality towards the District Council’s 2050 vision: He Whenua Rangatira – a district of sustainable prosperity and wellbeing. These workshops brought locals together to paint a clearer picture of poverty in the Far North area. The insights from communities at TacklingPovertyNZ workshops across the country will contribute further clarity to the discussion (see Appendix 7 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 Far North District Council (in particular Mayor Hon John Carter), local speakers (Ebba Raikes, Blair Peters, Deidre Otene, Jim Luders, Mark Anderson, Tania McInnes [Deputy Mayor] and Kelly Yakas) and the wider Far North community. It will be interesting to follow community and government responses to this workshop. 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 to gaining a mandate to have this important conversation. A big thank you also goes to our national speaker – Dr Girol Karacaoglu (The New Zealand Treasury). Lastly, we would like to applaud our young people, who gently (and sometimes not so gently) push the McGuinness Institute into new frontiers.

Thank you to The Baby Box Co. for donating a baby box to the Kaikohe workshop. Also thanks to The Wool Company from Utiku, Taihape, and Replete from Taupō for providing resources to go inside the box.

DISCUSSION PAPER 2016/05 | 23 MCGUINNESS INSTITUTE 7.0 References

Otene, Deidre. (16 September 2016). Presentation at the TacklingPovertyNZ Kaikohe workshop. Statistics New Zealand. (2013a). 2013 Census QuickStats about a place: Far North District. Retrieved 24 November 2016 from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/ quickstats-about-a-place.aspx?request_value=13069&tabname=&sc_device=pdf Statistics New Zealand. (2013b). 2013 Census QuickStats about a place: Kaitaia East. Retrieved 6 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/ quickstats-about-a-place.aspx?request_value=13079&tabname=Populationanddwellings&sc_ device=pdf Statistics New Zealand. (2013c). 2013 Census QuickStats about a place: Kaikohe. Retrieved 6 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-a- place.aspx?request_value=13103&parent_id=13069&tabname=&sc_device=pdf Statistics New Zealand. (2013d). 2013 Census QuickStats about a place: New Zealand. Retrieved 6 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/ quickstats-about-a-place.aspx?request_value=13067&tabname=&sc_device=pdf Statistics New Zealand. (2013e). QuickStats about Far North District (Poster). Retrieved 16 December 2016 from www.stats.govt.nz/~/media/Statistics/Census/2013%20Census/profile-and-summary- reports/quickstats-about-place-posters-ta-and-local-bd/2013-census-poster-far-nth-dist.pdf Te Runanga o Te Rarawa. (2008). Te Rarawa long term strategic plan. Retrieved 1 December 2016 from www.tiriti.terarawa.iwi.nz/uploads/7/4/6/3/7463762/te_rarawa_strategic_plan.pdf

DISCUSSION PAPER 2016/05 | 24 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

50 Years of age Years

Absolute poverty Hardship poverty

DISCUSSION PAPER 2016/05 | 25 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 2016/05 | 26 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 2016/05 | 27 MCGUINNESS INSTITUTE Appendix 2: TacklingPovertyNZ Kaitaia post-workshop survey results (8 respondents) 1. What is your connection with Kaitaia? 2. Did you attend the TacklingPovertyNZ Kaitaia one-day workshop on 15 September 2016?

6 1 1 3 3 2 [Please note numbers refer to the number of respondents]

I live, work, rent or own a property in Kaitaia. I attended the full day workshop on 15 September 2016. I cannot categorise myself as the above but I do live, rent or I attended the full day workshop on 15 September 2016 and own a property in the wider Kaitaia area. the public event that evening. I cannot categorize myself as either of the above but I do I did not attend for the full day but I did attend the public consider myself as New Zealand based (just not based in event that evening. Kaitaia). I did not attend the 15 September 2016 event at all but I would like to share my thoughts on the 31 ‘hows’ below.

A. Looking at ways to tackle poverty around B. Looking at ways to tackle poverty around geographic communication and mapping in the Kaitaia area, here isolation in the Kaitaia area, here are some of the ideas are some of the ideas raised at the workshop. We would raised at the workshop. We would like to know which like to know which you recommend we highlight in the you recommend we highlight in the discussion paper. discussion paper. Please rank the ‘communication and Please rank the ‘geographic isolation hows’ below. mapping hows’ below.

1. Mentoring: Introducing a 4. Repurposing school buses: Using mentoring system between local 3 5 school buses as public transport 3 5 people to connect them as a during school hours. community. For example using Te Ahu Centre, hubs, and marae as 5. Mobile medical centres: Creating meeting points. mobile medical centres to go to 1 7 hard to reach places. 2. Koha card: Creating a Koha card to record 30 hours community 1 3 4 6. Hubs on wheels: Creating hubs service required from those on a on wheels to take services to 1 7 benefit. For example driving kuia hard to reach places. For example and kaumatua to activities to give playgrounds and toys, a library bus back to the community. and a basic pharmacy. 3. Social services: Collating and 7. Internet: Approaching internet 8 developing a directory of social 1 2 5 and telecommunication providers services that are available, and such as Spark, Vodafone and Chorus presenting this in the ‘Awhi pages’, to better resource and connect the which would be given to locals and Far North. be accessible online. 8. Landline phones: Reinstating the community and landline phones 1 1 3 3 that were removed based on the assumption that everyone was using mobiles, despite the lack of mobile coverage. 9. E-health: Encouraging the community and health professionals 2 6 to use e-health services to allow isolated people to make use of digital solutions. For example, enabling the communication of patient data between different healthcare professionals and allowing both the requesting of diagnostic tests and treatments and receiving the results to be done electronically. 10. Internet hubs: Creating internet hubs with satellite broadband to 1 7 serve and be run by the community (for example in schools, marae, halls). This would allow people to Skype into multiple appointments.

Key

Not a great idea Kind of interesting Interesting A really interesting idea 3. What age bracket do you belong to? 4. Are you ... (8 respondents) (8 respondents)

Male Female 1

1 Between 18 and 25 years of age 5. To help us understand your answers, can you tell us Between 26 and 50 if you ... (8 respondents) years of age 7 1 Over 50 years of age

6 Are a New Zealand citizen Are a New Zealand permanent resident

C. Looking at ways changing the poverty mind-set could D. Looking at ways to tackle poverty around better contribute to tackling poverty in Kaitaia, here grandparents raising grandchildren in the Kaitaia area, are some of the ideas raised at the workshop. We would here are some of the ideas raised at the workshop. We like to know which you recommend we highlight in the would like to know which you recommend we highlight discussion paper. Please rank the ‘changing the poverty in the discussion paper. Please rank the ‘grandparents mind-set hows’ below. raising grandchildren hows’ below.

11. Education: Making education 19. Normalising the experience: self-directed and self-ruled, with 2 5 Normalising the experience of 1 7 a focus on consequences and grandparents raising grandchildren outcomes, by teaching life skills, by approaching the issues with love financial literacy, positive classroom and encouragement and letting behaviours and mentoring. this understanding show through in the language we use to talk about 12. Funding: Ensuring funding to these situations. the community is constant rather 2 6 than sporadic. 20. Wraparound support: Providing wraparound support by assessing 2 6 13. Education in the home: the capability of grandparents to Targeting education in the home, 2 6 ensure that they receive assistance with both student and caregiver, appropriate to their needs, whether to enable prevention rather that is physical, emotional or than intervention. financial. For example i) ensuring 14. Historical education: Improving access to transport services for a historical education, particularly 1 1 6 grandparent who cannot drive ii) around Te Tiriti o Waitangi, including providing counselling services to a context around the Treaty and the grandparent who needs emotional actual text of the document. support and also making this available to their family. 15. Intergenerational mentoring: Implementing a programme where 1 7 21. Information and re-education: retirees mentor youth on life skills Providing grandparents with 2 6 such as budgeting, cooking and information and re-educating them gardening. For example Te Hiku about available support services, Youth Hub. the current education system and the needs of children. For example 16. Tackling poverty from the through using one-on-one case ground up: Taking hui about 3 5 workers and face-to-face meetings. tackling poverty to those who are most severely affected and 22. Grants: Creating a ward of disenfranchised to gather their the state grant with long-term 1 2 5 perspectives about solutions savings potential. For example, relevant to them. through an investment which generates interest. 17. Media strategies: Implementing media strategies to cover aspects 1 1 6 such as social media awareness. This will ensure that messages are specific and relevant to the community and will create awareness with print media, radio and TV. 18. Community led: Focussing on engaging the community, and 2 6 inspiring collective consciousness and responsibility to create systemic change. We need the strong community leaders/movers and shakers to lead community engagement. Key

Not a great idea Kind of interesting Interesting A really interesting idea E. Looking at ways education could better contribute to F. Looking at ways to tackle poverty around Māori in tackling poverty in Kaitaia, here are some of the ideas the Kaitaia area, here are some of the ideas raised raised at the workshop. We would like to know which at the workshop. We would like to know which you you recommend we highlight in the discussion paper. recommend we highlight in the discussion paper. Please Please rank the ‘education hows’ below. rank the ‘Māori hows’ below.

23. Rural campuses: Moving 27. Civic education: Improving away from a supply and demand 1 1 6 civic education by including Tino 1 1 6 model of tertiary education by Rangitiratanga narratives in the incentivising tertiary institutions school curriculum. This would to function in both urban centres help our people find a voice and a and rural locations. For example purpose, and would also develop i) By making tertiary education Māori leadership to get our people hubs which partner with larger, at the table with the decision- more-established institutions – makers. these would be essentially smaller versions of universities and would 28. Te Reo and Māori history: rely on access to internet more Making Te Reo and the history of 1 1 6 than in-person staff ii) By sourcing Aotearoa compulsory in teacher government funding to write-off training so that educators can pass debt for tertiary educators who on a respectful understanding of choose to work in rural areas. Māori culture. 24. Post-education employment: 29. Māori lens: Changing the Establishing community-led hubs 1 7 perception of Māoridom by 1 2 5 that link education providers adopting a Māori lens and starting and potential employers with the a Mātauranga Māori revival. This community. This will facilitate would improve knowledge of areas networking and encourage a such as the Wai 262 claim and coordinated approach to addressing wānanga (cultral traditions and problems of local employment tribal lore). after education. 30. Research: Ensuring that research 25. Vocational skills and about the Far North is conducted 2 6 apprenticeships: Shifting the focus 2 6 by locals in Kaitaia and is useful for of education to value vocational local communities. skills and apprenticeships. This will 31. Māori culture: Changing the ensure that education is relevant drinking and party culture in the Far 2 6 for jobs that are available in North and encouraging people to rural communities. For example, connect back to their Māori culture. including practical secondary standards and courses in areas such as welding. 26. Pastoral care: Creating a role for a coordinator to provide pastoral 1 2 5 care for students transitioning from rural to urban education. These support staff would come from rural communities, so they are better able to understand the needs and culture of rural students.

Kaitaia’s additional ‘hows’ from survey comments · Partnering between community hall committees to share resources (from the ‘hubs on wheels’ idea). · Rethinking how we measure educational outcomes. · Funding treaty-training workshops or teaching land wars history, pākehā settlement, and colonisation and its effects on Māori and pākehā communities in the current curriculum. · Refocusing on trades and apprenticeships instead of tertiary education. · Re-establishing private training providers that can connect to wānanga and polytechnics. · Requiring educators who have immigrated to New Zealand to take a te reo Māori and history of Aotearoa teacher-training course.

Key

Not a great idea Kind of interesting Interesting A really interesting idea Appendix 3: TacklingPovertyNZ Kaikohe post-workshop survey results (2 respondents)

1. What is your connection with Kaikohe? 2. Did you attend the TacklingPovertyNZ Kaikohe one-day workshop on 16 September 2016?

1 1 2 [Please note numbers refer to the number of respondents]

I live, work, rent or own a property in Kaikohe. I attended the full day workshop on 16 September 2016. I cannot categorize myself as either of the above but I do consider myself as New Zealand based (just not based in Kaikohe).

A. Looking at ways the economy can better contribute to tackling poverty in the Kaikohe area, here are some of the ideas raised at the workshop. We would like to know which you recommend we highlight in the discussion paper. Please rank the ‘economy hows’ below.

1. Community ownership: 7. Natural resource innovation: Increasing community ownership of 1 1 Exploring the potentials of natural 1 1 the local economy by buying from resource innovation to grow the local businesses, promoting local local economy while also reinforcing business ownership and through shared values of environmentalism cooperative banking. and appreciation for the land. 2. Collective buying: Forming 8. Development: Developing older collective buying arrangements in 1 1 areas of town to stop money 1 1 the community to overcome price leaving the area and going to larger increases in the area. Models for centres, and to reduce the presence this system exist in Italy and Cuba of empty buildings which in turn and involve a group of buyers contribute to the poverty mind- set who prioritise people and the of the town. environment in their purchasing decisions. 3. Regulating money ‘loan sharks’: Regulating money ‘loan sharks’ 2 to stop them preying on the vulnerable. 4. Innovative debt solutions: Exploring innovative ways to 1 1 package debt such as mortgages, higher-purchase agreements, cash loans, car costs and student loans. This will help break cycles of debt and generational benefit reliance. 5. Removing gambling facilities: Closing down gambling facilities like 2 the pokies in Kaikohe. 6. Stronger regulations for ‘big business’: By empowering the local 1 1 council to stand up to ‘big business’ (such as The Warehouse and other businesses on the Australia/NZ Stockmarket) by imposing stronger regulations, possibly based on the size of the floor plan for the proposed business. The operation of ‘big business’ in the local community needs to be on the town’s terms.

Key

Not a great idea Kind of interesting Interesting A really interesting idea 3. What age bracket do you belong to? 4. Are you... (2 respondents) (2 respondents)

Female 2

Over 50 years of age 5. To help us understand your answers, can you tell us if you ... (2 respondents)

Are a New Zealand citizen

B. Looking at ways social services and the community C. Looking at ways to tackle poverty around rural could better contribute to tackling poverty in Kaikohe, isolation in the Kaikohe area, here are some of the ideas here are some of the ideas raised at the workshop. We raised at the workshop. We would like to know which would like to know which you recommend we highlight you recommend we highlight in the discussion paper. in the discussion paper. Please rank the ‘social services Please rank the ‘rural isolation hows’ below. and the community hows’ below.

9. Grassroots community 17. Door knocking: Encouraging collaboration: Encouraging 2 door knocking and meetings 2 grassroots community collaboration between neighbours in local with networks of likeminded communities to facilitate agencies and groups to ensure connections and meaningful that local solutions are driven by relationships. Social gatherings community members. This will could be held at marae or improve resilience and sharing about clubrooms. how to work within constraints. 18. In-home visits: Normalising in- 10. Cooperation and shared goals: home visits by health professionals 1 Changing the culture of social 2 to reduce the impact of rural services from a contest approach isolation and remove barriers to to one of cooperation and shared receiving adequate health care. goals. This could be achieved by 19. Rural bus services: decentralising WINZ and other Implementing rural bus services 1 agencies of importance to allow between rural communities the sharing of information between and main towns to allow access professionals, and improve to services such as medical connectivity and accessibility. appointments. 11. Increase connectivity: Creating 20. Roading network: Improving an initiative within social services 1 1 the quality of the existing roading that increases connectivity between 2 network in the Far North and providers and consumers so that evaluating the possibility of risk indicators can be identified expanding it. and acted upon from birth and throughout an individual’s adult life. 21. Funding: Securing funding to enable WINZ to supply petrol 12. Housing: Increasing the 1 1 vouchers for those whose availability of emergency housing. 1 movements are restricted by their location and ability to buy petrol. 13. Car registration: Providing free car registration for those on the benefit. 1 1

14. Benefit following the child: Ensuring the benefit follows the child 2 rather than the parents. This will provide extra support in situations such as grandparents raising grandchildren and children who are constantly on the move from one family member to the next. 15. Police force: Increasing the size of the police force to enable around 2 the clock availability in the local area. 16. Pastoral care: Providing pastoral care for prisoners on parole to aid 2 their reintegration and reduce the chances of reoffending. Key

Not a great idea Kind of interesting Interesting A really interesting idea D. Looking at ways education could better contribute to tackling poverty in Kaikohe, here are some of the ideas raised at the workshop. We would like to know which you recommend we highlight in the discussion paper. Please rank the ‘education hows’ below.

22. Cultural education: Changing 29. Participation: Increasing the education system to better 2 participation in early childhood 1 1 address culture, spirituality and education to strengthen family and morality to strengthen a person’s community ties, providing one- wairua (spirit/soul). This will on-one personal connections and encourage a love of learning and creating networks of support. This produce creative, critical thinkers is modelled in Te Kohekohe, which and innovators. benefits from a focus on the positive and a hands-off approach by the 23. Research: Using research Ministry of Education. to understand what forms of 1 1 education are effective for the 30. Driving lessons: Teaching driving community in order to build and in schools so that students can get 1 1 develop existing models. For their license. This will help combat example, research the value of peer geographic isolation and reduce the education. This is a way of working rate of ‘behind the wheel’ offences. with available resources to achieve education reform. 24. Long-term, holistic approach: Adopting a long-term, holistic 1 1 approach to education that encompasses all levels and ages, including in-home education and basic life skills such as gardening and managing personal or household finances, as well as more formal education. 25. Mentoring: Implementing a mentoring system for those who 1 1 are struggling in the existing education system. 26. Diversify teachers: Ensuring that teachers are diverse enough 1 1 to engage and provide strong role models for their students who are in the process of developing their own identities and may also have one or more parent absent from their lives. This will reduce the creation of ‘educational refugees’ – students who drop out when transitioning from primary to secondary or from secondary to tertiary education. 27. Remove labels: Educating teachers about the power of 1 1 labelling their students and ensuring that they value the potential of their students regardless of those students’ backgrounds. This will help combat the erosion of self- esteem and resulting problems including mental health issues like depression and suicide, addiction problems and involvement in the criminal justice system. 28. Accountability: Increasing accountability in the teaching 1 1 profession to ensure that teachers are evaluated based on the visible outcomes in the lives of their students, rather than just focussing on test scores of questionable relevance.

Key

Not a great idea Kind of interesting Interesting A really interesting idea E. Looking at ways to tackle poverty around health in Kaikohe’s additional ‘how’ from survey comments the Kaikohe area, here are some of the ideas raised • Auditing/monitoring social services to overcome the ‘tick box’ at the workshop. We would like to know which you mentality of some social services. recommend we highlight in the discussion paper. Please rank the ‘health hows’ below.

31. Mobile health facilities: Establishing mobile GP centres in 2 high schools to facilitate greater access for those who may only travel to town for school. 32. Elderly: Providing special support for the elderly and those 2 with age related illnesses. 33. Remove liquor stores: Making alcohol unavailable in Kaikohe 1 1 by closing down liquor stores in the area. 34. Mental health support and counselling services: Increasing the 1 availability of mental health support and counselling. 35. Living conditions: Prioritising the improvement of living conditions 1 1 to stop the spread of preventable diseases such as MRSA (Methicillin- resistant Staphylococcus aureus). This would also improve the rates at which developmental milestones 36. Healthy lifestyles: Creating education programmes about living 1 1 healthy lifestyles, to reduce the risk of issues such as diabetes.

Key

Not a great idea Kind of interesting Interesting A really interesting idea Appendix 4: TacklingPovertyNZ Kaitaia workshop programme

TacklingPovertyNZ Kaitaia Workshop Programme Thursday, 15 September 2016 Location: Te Ahu, Corner Matthews Ave & South Road, Kaitaia Time Event Content Speakers and Guests 9.00 – 9.25 am Coffee and Tea Registration 9.25 – 9.30 am Noho Everyone takes their seats Hosts and visitors 9.30 – 9.45 am Himene Opening hymn Minister Support Karakia Blessings for the day Local Minister Whakatau Welcome mihi Host Kaumatua Waiata Song Kaumatua Support Whakautu Reply mihi Visitor Kaumatua Song Waiata Kaumatua Support 9.45 – 10.15 am Whakapuare Apiha - Official Welcome Mayor Hon John Carter Kaiwhakahaere - Facilitator and Acknowledgements (guest Wendy McGuinness speakers etc.) Session 1: Welcome - Health and Safety and agenda Wendy McGuinness

10.15 – 10.35 am Session 2: - Participants from the 2015 Matthew Bastion Youth Presentation TacklingPovertyNZ Workshop present their Lisa Jagoe booklet. The booklet outlines their proposals Alexander Jones for policy change. Apurva Kasture Tara Officer Brad Olsen 10.35 – 12.45 pm Session 3: Phase 1: Gathering information Dr Girol Karacaoglu A National & Local - Panel presentations The New Zealand Treasury Perspective (15 mins) Exercise 1 (the ‘who’) – identifying who is Blair Peters affected Kiwi Advocacy Kaimahi, Te Rarawa and

NB: Includes FNDC Youth Council Phase 2: Discussing the issues morning tea from (10 mins) - Panellists hot seat with groups to identify 11.00 am Ebba Raikes key issues FNDC Youth Council and Registered Nurse Exercise 2 (the ‘ideas’) – identifying how (10 mins) different groups are affected (to be Deidre Otene narrowed down over lunch) General Manager, The MOKO Foundation (10 mins) 12.45 – 1.45 pm Lunch Q & A with Dr Girol Karacaoglu Dr Girol Karacaoglu Stream A: Students (Students TBC) 12.45 – 1.15 pm Lunch - Networking and voting on key issues Speakers and participants Stream B: Participants Exercise 2 continues 1.15 – 3.45 pm Session 4: Phase 3: Developing consensus Challenges and - Groups discuss the local issues, challenges opportunities and opportunities Observations – the presentation and Exercise 3 (the ‘how’) – generating ways to discussion paper combat the issues that arise

- Groups work towards public presentation 3.45 – 4.00 pm Coffee and Tea 4.00 – 5.00 pm Session 5: - Finale presentation Finale followed by refreshments

DISCUSSION PAPER 2016/05 | 35 MCGUINNESS INSTITUTE Appendix 5: TacklingPovertyNZ Kaikohe workshop programme

TacklingPovertyNZ Kaikohe Workshop Programme Friday, 16 September 2016 Location: Kaikohe Memorial Hall, Memorial Ave, Kaikohe

Time Event Content Speakers and Guests 9.00 – 9.25 am Coffee and Tea Registration 9.25 – 9.30 am Noho Everyone takes their seats Hosts and visitors 9.30 – 9.45 am Himene Opening hymn Minister Support Karakia Blessings for the day Local Minister Whakatau Welcome mihi Host Kaumatua Waiata Song Kaumatua Support Whakautu Reply mihi Visitor Kaumatua Song Waiata Kaumatua Support 9.45 – 10.15 am Whakapuare Apiha - Official Welcome Mayor Hon John Carter Kaiwhakahaere - Facilitator and Acknowledgements (guest Wendy McGuinness speakers etc.) Session 1: Welcome - Health and Safety and agenda Wendy McGuinness 10.15 – 10.35 am Session 2: - Participants from the 2015 Matthew Bastion Youth Presentation TacklingPovertyNZ Workshop present their Lisa Jagoe booklet. The booklet outlines their proposals Alexander Jones for policy change. Apurva Kasture Tara Officer Brad Olsen 10.35 – 12.45 pm Session 3: Phase 1: Gathering information Dr Girol Karacaoglu A National & Local - Panel presentations The New Zealand Treasury (15 mins) Perspective Jim Luders Exercise 1 (the ‘who’) – identifying who is Principal Northland College (10 mins) affected Deidre Otene

NB: Includes morning Phase 2: Discussing the issues General Manager, The MOKO tea from 11.00 am - Panellists hot seat with groups to identify key Foundation (10 mins) issues Mark Anderson Chair Kaikohe Business Association Exercise 2 (the ‘ideas’) – identifying how (10 mins) different groups are affected (to be narrowed Tania McInnes down over lunch) Chair Kaikohe Social Sector Trial, FNDC Deputy Mayor (10 mins) Kelly Yakas Ngā kākano puāwai o Kaikohekohe (10 mins) 12.45 – 1.45 pm Lunch Q & A with Dr Girol Karacaoglu Dr Girol Karacaoglu Stream A: Students (Students TBC) 12.45 – 1.15 pm Lunch - Networking and voting on key issues Speakers and participants Stream B: Participants Exercise 2 continues 1.15 – 3.45 pm Session 4: Phase 3: Developing consensus Challenges and - Groups discuss the local issues, challenges opportunities and opportunities Observations – the presentation and Exercise 3 (the ‘how’) – generating ways to discussion paper combat the issues that arise

- Groups work towards public presentation 3.45 – 4.00 pm Coffee and Tea 4.00 – 5.00 pm Session 5: - Finale presentation Finale followed by refreshments

DISCUSSION PAPER 2016/05 | 36 MCGUINNESS INSTITUTE Appendix 6: QuickStats about the Far North Source (Statistics New Zealand, 2013e)

QuickStats about Far North District

Total population 1% 55,731 since 2006

Mäori population 1% 22,110 since 2006

Total dwellings 8.1% 27,858 since 2006

Age and sex of people Age and sex of Māori Top five industries in Far North District Far North District Far North District By employee count 2013 Census 2013 Census For year ended February 2013 Percent Age (years) Age (years) 15 85+ 85+ 80–84 80–84 75–79 75–79 Male Female Male Female 70–74 70–74 10 65–69 65–69 60–64 60–64 55–59 55–59 50–54 50–54 43.3 5 45–49 45–49 40–44 40–44 35–39 35–39 28.1 30–34 30–34 25–29 25–29 0 20–24 20–24 Health care Retail trade Education Agriculture, Accommodation and social and training forestry and and food 15–19 15–19 assistance fishing services 10–14 10–14 5–9 5–9 Industry (ANZSIC06) 0–4 0–4 20 10 0 10 20 20 10 0 10 20 Percent Percent Median age (years)

How Far North District compares with the national average

Individuals Households Major ethnic groups Percent born overseas Percent of households that own their dwelling* 15.3% VS 25.2% European 66.4% VS 74.0% 64.4% VS 64.8% Percent of people with a Mäori 44.5% VS 14.9% formal qualification* Median weekly rent

VS VS Pacific VS 70.7% 79.1% $200 $280 peoples 3.8% 7.4%

Median income* Percent of households with internet access Asian 2.2% VS 11.8% $21,500 VS $28,500 VS Middle Eastern/ 63.8% 76.8% Latin American/ 0.4% VS 1.2% African *For people aged 15 years and over. *Or hold it in a family trust.

Other 1.7% 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 2016/05 | 37 MCGUINNESS INSTITUTE Appendix 7: 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 2016/05 | 38 MCGUINNESS INSTITUTE DISCUSSION PAPER 2016/05 | 39 MCGUINNESS INSTITUTE

McGuinness Institute Level 2, 5 Cable Street PO Box 24222 Wellington 6142 ph: 64 4 499 8888 Published December 2016 978-1-98-851801-5 (PDF)