Discussion Paper 2016/04 a Gisborne Perspective on Tackling Poverty

Discussion paper 2016/04 A Gisborne 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 are a great generation of generosity, the people of Gisborne Tairāwhiti are known as the most generous people in New Zealand, giving the most per capita in money and in time to their community, and they generally are the most connected.’

Mayor Meng Foon, Gisborne District Council

‘It is cyclical – children who are ‘We can’t do this born and grow up in poverty alone, but we can live as adults in poverty. Unless do this together.’ we can make a difference.’ Annette Toupili, Te Ora Hou Virginia Brind, group manager, Planning, Funding and Population Health, Hauora Tairāwhiti

‘The backbone of this community ‘Do not look for a is based on volunteers and I unique solution, but just want to celebrate all the rather look to be a volunteers in this region who are piece of the puzzle that also struggling themselves.’ provides a solution.’ Jess Jacobs, Single mother and Leighton Evans, General volunteer, helping the homeless Manager, Eastland Community and hungry in Gisborne Trust

‘If we lift up the health of our most vulnerable, we lift up the health of the whole region. This is actually where we

need to be investing, into targeted health Gisborne and social services that actually work.’ Linda Coulston, Manager, SuperGrans Tairāwhiti Trust

Contents

1.0 Introduction...... 1 1.1 TacklingPovertyNZ – a national conversation...... 1 1.2 Gisborne – 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 Gisborne...... 6 3.1 Gathering information – the poverty landscape...... 6 3.2 How is Gisborne affected? Six domains...... 8 3.3 Developing consensus and collecting feedback – sixty-nine ‘hows’...... 9 4.0 Further outputs...... 16 5.0 Afterword...... 18 6.0 References...... 19 7.0 Appendices...... 20 Appendix 1: Three exercise worksheets...... 20 Appendix 2: TacklingPovertyNZ Gisborne post-workshop survey results...... 23 Appendix 3: TacklingPovertyNZ Gisborne workshop programme...... 27 Appendix 4: QuickStats about Gisborne...... 28 Appendix 5: TacklingPovertyNZ tour dates...... 29 1.0 Introduction

The purpose of this paper is to bring to light the issues raised by locals at the one-day TacklingPovertyNZ tour workshop in Gisborne, held on 31 August 2016. The views expressed in this paper represent those of the workshop participants on the day, who themselves represented the Gisborne community. This paper describes the structure of the one-day workshop, sets out the main discussion themes raised by participants, and presents the solutions they proposed at the close of the workshop. 1.1 TacklingPovertyNZ – a national conversation TacklingPovertyNZ is an initiative that started out as a three-day policy workshop run by the McGuinness Institute and the New Zealand Treasury in December 2015. This workshop saw 36 New Zealanders between the ages of 18 and 25 come together to articulate a youth perspective on the issue of poverty in New Zealand and how we might, as a country, go about tackling it.

Figure 1: December 2015 workshop representatives at the Gisborne workshop

Ali Bunge Felix Drissner-Devine Monique Francois Anna-Marei Kurei

Zoe Pushon Caroline Simmonds 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 Gisborne workshop was the fourth of these, and a similar discussion paper for each preceding and subsequent workshop has been published online as a final draft. This series of discussion papers provides an insight into the different regional perspectives on poverty in New Zealand in order to inform national decision-making and support local initiatives.

DISCUSSION PAPER 2016/04 | 1 MCGUINNESS INSTITUTE 1.2 Gisborne – the lay of the land Located in the north-eastern corner of the central North Island and named after its largest settlement, Gisborne is a region rich in Mäori culture; 48.9% of people in the region identify as Mäori, compared with 14.9% for all of New Zealand (Statistics New Zealand, 2013a). Gisborne also has one of the largest youth demographics in the country with 24.6% of people aged under 15 years in the region, compared with 20.4% for all of New Zealand (Statistics New Zealand, 2013b). Main local industries include agriculture, horticulture, fishing, farming, and forestry, with labourers being the most common occupational group in Gisborne (Gisborne District Council, n.d.). As a result of these trade- based industries, the seasonal working climate, and Gisborne’s wine production sector, there is also a large population of cyclical workers. Gisborne is a relatively isolated region that exists as a destination rather than a thoroughfare. This isolation means residents often have to travel outside of the region to access particular services. Access to some health services in Gisborne, such as cardiac treatment services and renal services, are the poorest nationally (Tairäwhiti District Health Board, n.d). People in Gisborne also have a lower life expectancy than anywhere else in New Zealand, and Mäori living in the region do not enjoy the same health outcomes as non-Mäori, on average dying five years younger (Tairäwhiti District Health Board, n.d.). Real estate prices present good opportunities in Gisborne and commercial and residential space is available at extremely inexpensive rates compared with those in other areas. Median weekly household rent in the area is $200 compared with $280 for New Zealand as a whole (Statistics New Zealand, 2013c). These low rent prices coupled with the warm, sunny climate and access to safe beaches make Gisborne an attractive place for families to live and grow. Mayor Meng Foon explained that ‘the people of Gisborne, Tairäwhiti, are known as the most generous people in New Zealand, giving the most per capita in money and in time to their community… we are said to be one of the more happier communities as well, so you have come to a beautiful place and we hope to make beauty for our community’. The ideas developed at the Gisborne workshop and discussed in this paper are specific to the district and may not be applicable across the rest of New Zealand; however, they may catalyse solutions in other communities facing similar issues.

Mayor Meng Foon opening the Gisborne workshop

DISCUSSION PAPER 2016/04 | 2 MCGUINNESS INSTITUTE 2.0 Workshop Overview

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

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

Figure 2: A continuum of wellbeing

2.2 The workshop process Each one-day workshop in the TacklingPovertyNZ tour followed a similar four-phase process (see Appendix 1 for the three exercise worksheets). Phase one: Gathering information Figure 3: TacklingPovertyNZ 2015 workshop booklet: the primary output A panel of national and local speakers opened the workshop by from the December 2015 workshop putting forward a diverse range of evidence and ideas concerning the landscape of poverty in the region. The panel was joined by a small group of representatives from the December 2015 TacklingPovertyNZ cohort (see page 1), who presented the booklet produced as the primary output of the original workshop.1 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 2016/04 | 3 MCGUINNESS INSTITUTE Exercise 1: Mapping poverty

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

The ‘hows’ as voted by participants

After Exercise 2, workshop participants used stickers to vote for the ideas on the wall that they considered most significant, and then categorised the ideas into different thematic domains. These domains were then used in phase three to direct the discussion of ways to effect change. After lunch, each participant selected the domain that they were most interested in or to which they felt most able to contribute, and new groups were formed based on this organic selection process.

DISCUSSION PAPER 2016/04 | 4 MCGUINNESS INSTITUTE

Discussions over lunchtime at the Gisborne workshop

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, a survey was made available online to collect feedback on the workshop process as well as on the ‘hows’ developed at the workshop. This survey was open to the public but directed particularly at workshop participants and attendees of the evening presentation. The purpose of the post-workshop survey was to improve processes for future workshops and to refine the ideas generated for the region (see Appendix 2 for more detail on the survey).

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

Discussing the issues

Gathering Developing information consensus

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

divergent convergent post-workshop survey thinking thinking afterword

contextual understanding (an ecosystem)

Phase one Phase two Phase three Phase four

DISCUSSION PAPER 2016/04 | 5 MCGUINNESS INSTITUTE 3.0 Tackling Poverty in Gisborne

This section describes the process and outputs specific to the Gisborne one-day workshop (see Appendix 3 for the workshop programme). 3.1 Gathering information – the poverty landscape The panel of speakers shown in Figure 5 opened the workshop by discussing national and local perspectives on Gisborne’s poverty landscape.2

Figure 5: Workshop speakers

Dr Girol Karacaoglu – Dr Carwyn Jones – Virginia Brind – Group Leighton Evans – Head of the School of (Ngāti Kahungunu) Manager Planning, General Manager of the Government at Victoria – Senior Lecturer in Funding and Population Eastland Community University and former the Faculty of Law at Health at Haurora Trust, Gisborne Chief Economist at the Victoria University of Tairāwhiti, Gisborne New Zealand Treasury, Wellington, Wellington Wellington

Linda Coulston – Annette Toupili Jess Jacobs – Single Manager at SuperGrans – Resident of a mother and volunteer, Tairāwhiti Trust, Deprivation 10 helping the homeless Gisborne neighbourhood in and hungry in Gisborne Tairāwhiti, Gisborne

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

DISCUSSION PAPER 2016/04 | 6 MCGUINNESS INSTITUTE Figure 6 presents a synthesised look at the participants’ perceptions of who is affected by poverty in Gisborne according to the maps they produced in Exercise 1.

Figure 6: Mapping the poverty landscape (an overview)

100 Elderly living alone with no social support

Superannuates Grandparents looking Māori Frail elderly without additional Gangs income after grandchildren

Embedded Unemployed inter-generational poverty Gamblers

Working families/working poor

Drugs 50 Years of age Years Physically and Homeless Those of mentally ill privilege fallen on Single parents hard times

Suicidal females victims males Suicidal

25 Seasonal workers Domestic violence

Students Teenagers

Youth at risk

Hungry school children Children with literacy problems

Absolute poverty Hardship poverty

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

Figure 7: Gisborne’s poverty ecosystem

DISCUSSION PAPER 2016/04 | 7 MCGUINNESS INSTITUTE 3.2 How is Gisborne affected? Six domains

Each group shared their ideas from Exercise 1 the ‘who’ and Exercise 2 the ‘ideas’ with the plenary, and then came to a consensus on six key domains. The six domains that participants identified in phase two of the workshop represent the key areas of impact for poverty in Gisborne (see also Appendix 4 for QuickStats Poster). Working families/working poor Local families have member/s in employment but are still living in poverty. This is a direct consequence of low wages not meeting high living costs, which can be exacerbated by poor financial literacy. Working families receive less support and assistance from agencies than unemployed families but often end up in a similar situations. Seasonal workers employed in the main local industries of fishing, farming and forestry also fall into this domain. These workers suffer physically from the harsh conditions of their labour without the benefits of sick pay and holiday pay. Once the working season is over, they also have to find new employment or apply for Work and Income support. This domain also includes single parents in employment. Local speaker from Hauora Tairäwhiti, Virginia Brind, discussed the family type in Gisborne and identified the increased proportion of single parent families. The statistics in her presentation illustrated that 27.8% of families in the Gisborne region are made up of one parent with children, compared to 17.8% of families for New Zealand as a whole (Statistics New Zealand, 2013d). Families’ finances and resources are drastically reduced when single parents have responsibility for the roles of housekeeper, breadwinner and caregiver. Gangs and drug users There is a lack of social infrastructure in the Gisborne region which deters those in need from seeking treatment. The closest prison is located in Hawkes Bay which furthers the disconnection in families with a member serving a prison sentence. Additionally, there is no local rehabilitation centre, forcing those with drug addictions to move to Rotorua to seek treatment. Criminal gangs in Gisborne are often intergenerational in nature and have had a permanent presence for nearly 40 years. The inherent social inequality and deprivation in the region can result in frustration and may become a driver for young people to join gangs as a way of attaining status. Factors such as family instability, failure at school, poor employment prospects and the ‘social norm’ act as a push towards gang membership. The allure of prestige, thrills, excitement, power, belonging and protection act as a pull (Ruia – Gang Transformation Project, 2013, p. 5). The ‘hows’ developed for this domain focused on supporting families who are in gangs as opposed to the gangs themselves. Children under 12 Approximately 50% of Tairäwhiti communities are highly deprived areas (Marsters, H., Shanthakumar, M., Fyfe, C., Borman, B. & Dayal, S., 2012, p. 19). Children living in socio- economically deprived areas have higher levels of health risks; they are 2.7 times more likely to be obese and have a higher risk of getting rheumatic fever (Tairäwhiti District Health Board, 2015, pp. 6-7, 18). These poor health outcomes can have implications for a child’s ability to learn at school and hinder their development into young adults. In low-income families, books may be considered a costly luxury and the time to read may be scarce. Children raised by parents whose reading levels and practices are low are at an increased risk of literacy failure. This puts children from lower socio- economic backgrounds at a disadvantage and means they have to catch up with their more privileged peers. Health and mental health The lack of social infrastructure also emerged in relation to this domain. Gisborne has the highest rates of overall avoidable mortality and morbidity, and high rates of ambulatory sensitive hospitalisations (Tairäwhiti District Health Board, n.d.). Additionally, access to some health services are the poorest nationally. The factors contributing to these poor health statistics include high smoking and obesity rates and a high level of health inequalities especially between Mäori and non- Mäori (Tairäwhiti District Health Board, n.d.). A 2008 report for the Tairäwhiti District Health Board found that Gisborne’s population has the highest rate of people suffering serious mental health problems of any district in New Zealand (Williment, R., Codyre, D. & Katene, K., 2008, p. 4).

DISCUSSION PAPER 2016/04 | 8 MCGUINNESS INSTITUTE Elderly This group refers to the 14% of people in the Gisborne Region that are aged 65 years and over (Statistics New Zealand, 2013b). Many superannuates are asset poor or have not planned effectively for their retirement. These elderly people have little or no savings and are more susceptible to health issues resulting from poor housing. Elderly also tend to lack some of the technological skills needed to navigate social services and interact with others, which leaves them feeling isolated from the community. Mäori Fractured by the trauma of colonisation, Mäori identities and culture have suffered from assimilationist policies which in turn have created a poverty of mana and spirit. Mäori also experience institutionalised racism across the health and justice systems and are overrepresented in negative statistics as an indirect result of colonisation. The ‘hows’ developed for this domain focus on the poverty of mana and explore ways, other than treaty settlements, to recognise this, and improve outcomes for Mäori. 3.3 Developing consensus and collecting feedback – sixty-nine ‘hows’ Below are the ‘hows’ developed by the participants for each of the four domains, along with a summary of feedback from the post-workshop survey (see Appendix 2 for more detail on the survey). 3.3.1 Working families/working poor 1. Innovating the current system Innovating the current financial system by reducing or removing GST on basic items, cutting dishonour charges for lower income families, and providing access to low-interest loans. 2. Saving schemes Creating incentives to save and encouraging financial literacy by creating short-term saving schemes to help with budgeting (e.g. Christmas Clubs or saving for car registration). 3. Re-teaching Re-teaching basic life skills and educating families so that all can contribute (e.g. through a family mentor). 4. Parental leave Increasing paid parental leave. 5. Seasonal workers Creating a smooth pay system, an income to cover the basics, and increased holiday pay to help seasonal workers in the off-season. This could be a WINZ system (e.g. seasonal workers could volunteer over the off-season but would be paid by WINZ). 6. Employers Implementing a lower tax-rate for employers who offer employees a living wage and redundancy packages. 7. Minimum wage Increasing the minimum wage. 8. Training Consulting stakeholders to develop a plan which ensures availability of skilled seasonal workers and implements targeted training for Tairäwhiti region. This would also increase job security because jobs would reflect demand (e.g. through looking at local industries such as forestry and horticulture). 9. Grants Promoting awareness of small business centre grants. 10. Stand-down periods Removing stand-down period in jobs.3 11. Transportation Encouraging employers to provide transport for employees to and from work. 12. Financial training/literacy Ensuring financial training is a part of any job so that employees learn financial literacy.

3 As define by Work and Income New Zealand: ‘A stand down is a period, of up to a maximum of two weeks, where the client cannot receive a benefit payment.’ See – www.workandincome.govt.nz/about-work-and-income/our-services/what-is-a-stand-down.html

DISCUSSION PAPER 2016/04 | 9 MCGUINNESS INSTITUTE 13. KiwiSaver Encouraging employees and employers to contribute to KiwiSaver. 14. Union Setting up a Seasonal Workers Union. 15. PEP scheme Putting people back on marae under the PEP scheme (Project Employment Programme) – designed to provide fully tax-funded jobs and short-term jobs for those at risk of long-term unemployment. 16. Hub Bringing the Hub to the community instead of the community to the Hub. 17. Funding Implementing ongoing local funding. 18. Belonging Encouraging whanaungatanga (relationship, kinship, sense of family connection) (e.g. getting a ride to town with neighbours, getting neighbours to do your shopping, or having a Saturday driving service). 19. Pasifika Encouraging Pacific Islanders to seek help both within and outside the Pacific Island Community, and encouraging employers to provide information about support services and networks available to the Pacific Island community. 20. Mobile health clinic Creating a mobile health clinic. 21. Sharing meals Creating a ‘sharing meal’ system. 22. Emergency housing Creating affordable emergency housing (e.g. through transportable shipping containers). 23. Housing regulations Reviewing housing regulations to improve housing stock. The ideas shared under the working families/working poor domain in the workshop were plentiful and varied. Interestingly, the idea that received the most support was that of reviewing housing regulations to improve housing stock. This was one of only two ideas that addressed housing and the second idea, creating affordable emergency housing, also received considerable interest. Comments reflected this support and expanded these ideas by suggesting communal housing models that need to be ‘flexible and practical and not all red taped up’. Another participant also introduced the idea of a housing warrant of fitness to ensure that all homes have the essential amenities. Many respondents also supported the idea of consulting stakeholders to develop a plan that ensures the availability of skilled seasonal workers and implements targeted training. There was also some consensus around the idea encouraging whanaungatanga (relationship, kinship, sense of family connection) and the idea of re-teaching basic life skills. To this end, one response recommended teaching families how to garden, cook and sew. Another interesting idea suggested addressing financial literacy by developing a resource, either a book or blog, which gives clarity to every day spending implications. The need for community engagement and involvement was evident in many of the respondents’ comments and one stressed the need for residents to lead the discussions if we are to avoid the implementation of a one-size-fits-all framework.

3.3.2 Gangs and drug users 24. Services Reviewing current services and bringing services directly to gang families and wänanga, and ensure they are whänau-led (e.g. Ruia Sisters in Red and Notorious). 25. Whänau Listening to the experience of gang whänau and involving whänau from the beginning to the end, in setting goals.

DISCUSSION PAPER 2016/04 | 10 MCGUINNESS INSTITUTE 26. Acceptance Accepting the scale of the problems, especially by the community at large. 27. Re-integration Improving re-integration after prison sentences, particularly for women. i. Job opportunities – Increasing job opportunities by ensuring social enterprises provide jobs to those who mainstream employers might not consider. ii. Housing – Increasing access to quality housing, including creating a bank of emergency accommodation, supported housing for those in need, and halfway houses for people coming out of prison. 28. Local prison Drawing on the Norwegian prison model of local prisons to decrease impact on whänau. 29. Support and rehabilitation Ensuring more support is there for those dealing with addictions (e.g. a local drug and alcohol court and a local rehabilitation unit in the Gisborne/Tairäwhiti region). 30. Education Ensuring appropriate drug education is available in the community. 31. Reviewing access Reviewing access to alcohol licencing. 32. Youth centre Creating a youth centre/safe zone for children. Gisborne was the first workshop to allocate a gangs and drugs users domain. This was largely to review the lack of social infrastructure to address these issues in the region. The idea that received the most interest was to ensure more support for those dealing with addiction, potentially in the form of a rehabilitation centre. One respondent felt particularly strongly about this proposal and commented on the sharp rise of meth users who, without help or support, end up in prison. Based on the results, the respondents also felt strongly about improving re-integration after prison sentences, particularly for women. There was also a considerable amount of debate around drug education. One respondent questioned the effectiveness of the current forms of drug education while another suggested that stories shared by those who have first-hand experiences with addictions would have more resonance and impact. The final idea, creating a youth centre/safe zone for children, proved to be the most contentious, with one respondent arguing that there is already a series of youth centres across the region and that the ‘youth population is diverse and there is no “one” place that suits all’. However, many respondents endorsed the idea of a central hub for youths but advised that it should provide a range of services and have ‘cross generational involvement’ for the community to acknowledge that they all need each other. This was an interesting suggestion and correlates to some of the responses under the elderly domain.

3.3.3 Children under 12 33. Intervention and support Having earlier intervention and support for struggling students by building trusting relationships between people and providers. 34. Education system Making systems adaptable to individual needs by implementing a strength-based educational system and updating the delivery of that system for 2017 and the long term. 35. Engage youth Keeping youth engaged in learning for longer by creating more modern trade apprenticeships, encouraging outdoor education programmes and supporting initiatives such as CACTUS (Combined Adolescent Challenge Training Unit Support). 36. Access to information Ensuring children and families have access to information about education. 37. Family relationships Strengthening family relationships and role modelling ‘better ways’ to interact as a family. This should include ‘teaching parents how to teach’.

DISCUSSION PAPER 2016/04 | 11 MCGUINNESS INSTITUTE 38. Access and affordability Improving access to, and affordability of, early childhood education (ECE) by identifying children who are not attending childcare, checking in with parents and caregivers, asking why the 20 hours free early childhood education and care scheme is not being used, and addressing these needs. 39. Antenatal care Improving antenatal care. 40. Supporting existing groups Supporting community groups that are already established and encouraging groups to collaborate, support each other and scale-up (e.g. Te Ora Hou, -9+ and Tu Tangata). 41. Community governance Encouraging community governance to reduce bureaucracy (e.g. a community washing machine could be installed at a school, allowing support for struggling families). It is evident from the feedback received for the children under 12 domain that there are existing agencies working towards these goals, but access to and communication of these services need vast improvements. Supporting community groups that are already established and encouraging groups to collaborate was the ‘how’ that respondents agreed to be the most important. New agencies or roles were not seen as necessary for progress; the focus instead was on strengthening and promoting current initiatives. One respondent mentioned the ‘Ka Pai Kaiti’ community group that works at the ground level to reach those in need and suggested that current service providers should adopt this approach. Keeping youth engaged in learning received unanimous interest, as did the idea of strengthening family units. Many respondents saw encouraging community governance to reduce bureaucracy as an interesting idea. One respondent keenly encouraged the idea of installing a community washing machine at schools and proposed a volunteer system in which the parents donate an hour of their time to the school in exchange for using the machine. The same respondent also suggested planting a school vegetable garden for the school’s families to all tend to and share. Alternative ideas were introduced in the comments, such as the development of a regional campaign to recruit mentors for children and young people, and a buy-your-own-home package for families in deprived areas offered by the Housing Corporation. One respondent suggested an increase in the amount people receive on the benefit to reduce child poverty, and the creation of a child poverty fund for parents who struggle to pay their children’s educational costs at school. Ideas of community governance were prevalent throughout the comments. Respondents believed that an empowered community needs to be collaborative and sustained by sharing resources ‘so that if they break down everyone has a role in how to get it fixed’.

3.3.4 Health and mental health 42. Dress-up shop Creating a dress-up shop to provide professional clothes for those without access to professional clothing, such as for a job interview. 43. Drug management Improving prescription drug management. 44. Fluoride Taking fluoride out of the water in Gisborne. 45. Sugar tax Taxing sugar to discourage unhealthy eating. 46. External review Implementing an external review of the mental health system and mental health services. This review would ensure that the right people are in the right roles, that staff have the appropriate workload and pay, and could potentially increase funding for mental health. A review would also ensure central government acknowledge the need for change. 47. Services hub Creating a one-stop shop where services collaborate and share information (potentially though a database) but also ensure confidentiality. This integrated approach would assist in removing structural and institutionalised poverty and would put a stop to siloed support systems. 48. Changing the perception of mental health Ensuring service providers change the way they engage with patients by asking ‘what matters to you’, not ‘what’s the matter with you’, improving responsive services by removing judgement, and encouraging tolerance and empathy by building trust and understanding.

DISCUSSION PAPER 2016/04 | 12 MCGUINNESS INSTITUTE 49. Service delivery Improving service delivery for hard to access groups such as homeless or mentally ill through innovation, social media, building relationships rather than just delivering services and by listening not directing. 50. Local rehabilitation centre Creating a local rehabilitation centre, which would include meeting rooms, specialists and car parking. 51. Support homes Creating support homes for those with mental illness. 52. Health professionals Increasing accountability of health professionals and service providers and facilitate the possibility of retraining. 53. Therapy and counselling Improving access to therapy and counselling for homeless. Opinions differed in the responses to the health and mental health domain. One idea where there was substantial friction was the sugar tax. Several respondents advocated for the tax with enthusiasm while others opposed the tax and instead suggested removing GST from fruit, vegetables and milk. Opinions were also divided over taking the fluoride out of Gisborne’s water supply, with the majority disagreeing with the idea. Creating support homes was an idea also in dispute. For the most part, the idea received a considerable amount of interest, but one participant criticised the ‘idea of putting people all together in “support homes” as potentially stigmatising people seeking wellness’. It was also argued that the idea of a dress-up shop to provide professional clothes is a service already provided by the SuperGrans charitable trust. The idea that proved to be most well received was the implementation of an external review of the mental health system and mental health services, however one commenter put forward the point that all funders and providers must be excluded in the administration of this review. Another respondent voiced the need for the results of such a review to be easily accessible so that the community can see what is working well.

3.3.5 Elderly 54. Collated information Creating a Plunket booklet for the elderly; a simplified, universal booklet to inform them of where to go for help. 55. Housing Building more kaumätua flats (kaumätua flats are available for people who are 65 years and over). Building these houses will create jobs and also provide housing for elderly. 56. Programmes Creating programmes that combat loneliness and encourage elderly to live interactive and active lifestyles (e.g. implementing a programme where elderly can interact with animals and creating walking, swimming and tai chi groups). 57. Intergenerational connections Encouraging more interaction between the young and elderly (e.g. through elderly people teaching young people basic life skills and young people teaching elderly people technological skills, by integrating retirement homes and nurseries, encouraging single mums to volunteer with the elderly, creating a space for elderly to read to the blind and teach young people how to read, and implementing an ‘adopt a grandparent service’). 58. Emergency and health services Creating and implementing an emergency police contact or panic button for elderly, and encouraging GPs to know who their elderly patients are and who is living alone. 59. Home-help jobs Creating home-help jobs with extended hours. This service will create jobs in the community while also providing prolonged support for the elderly. 60. Transportation Encouraging SuperGrans to create a ‘Superbus’ which facilitates transportation for elderly.

DISCUSSION PAPER 2016/04 | 13 MCGUINNESS INSTITUTE 61. Abuse and neglect Raising awareness of abused elderly (e.g. advertisements on television, radio and newspapers). 62. Funding Reviewing and potentially increasing funding and resources for the elderly (e.g. through lowering medical and prescription costs, reviewing the ‘living pension’, creating a superannuation scheme like Australia’s, and eliminating rate penalties and GST for ages 65+). The respondents shared valuable insights and adjustments to the ideas put forward in the elderly domain. An example of this is the suggestion that the Plunket booklet be an online resource, if those using it are confident with computers and the Internet. Another recommendation was that a review and increase of the funding and resources for the elderly should be ‘targeted by need rather than universal’. Several ideas received less interest as they are already provided for within the community. Many respondents noted that a ‘Superbus’ is unnecessary as the Sunshine Bus Service already transports the elderly and this should be expanded if needed. Programmes that combat loneliness and encourage elderly to live interactive and active lifestyles were also stated to already be provided by iwi, NGOs and rest homes. Perhaps what is lacking is the promotion of and access to these programmes. The idea of creating home-help jobs with extended hours received positive feedback and the strongest general consensus formed on the idea of intergenerational interactions. One respondent described this as ‘critical and the best investment’. This reflects the importance of a holistic community approach that came up throughout the responses to this survey.

3.3.6 Māori 63. Correct the statistics Correcting the institutionalised racism of colonisation that results in the over-representation of Mäori in negative statistics (e.g. Mäori incarceration, Mäori mortality rates, more medical tests conducted for non-Mäori). 64. Healing Healing for Tairäwhiti cultural oppression by 2019, by: restoring mana, unveiling the truth of Mäori history in Tairäwhiti, restoring identity, restoring indigenous healing, restoring connectedness, and embracing traditional practices. 65. Asking what it means to be Mäori Addressing lost identities and rethinking what being Mäori means by creating a sense of belonging through cultural education. Drugs, alcohol and gangs are not who Mäori are. 66. Connectivity Celebrating success and encouraging collective living arrangements (e.g. through the ‘20 houses’ model – build 20 units in one area so that nannies, papas, ‘empty nesters’, young parents, and whanau are not isolated). 67. Incorporation Increasing effective engagement with whänau, and ensuring Mäori – Mäori conversations rather than just Mäori – non-Mäori, especially in the implementation of any ‘hows’. 68. Mäori male primary teachers Encouraging more Mäori male primary school teachers. 69. Community gardens Initiating a Maara Kai programme – the Te Puni Kökiri Maara Kai Programme provides financial assistance to community groups wanting to set up sustainable community garden projects, such as fruit forests. The ideas developed under the Mäori domain highlight the strong Mäori representation at the Gisborne workshop and address the deep rooted, pervasive issues. Despite this, the idea that respondents were most interested in was the initiation of a Maara Kai programme. This idea is the most practical and the easiest to implement. The ‘hows’ that opened up a discourse on the embedded issues of racism and lost mana proved to be more contentious. There was debate around the idea of correcting the institutionalised racism of colonisation that results in the over-representation of Mäori in negative statistics. One respondent proposed a new approach, to shift the focus to ‘päkehä as the problem and the solution rather than just Mäori’ which would revisit the deep-seated causes of the over-representations. Another claimed that the over- representations in statistics are a response to ‘classism’ not institutionalised racism.

DISCUSSION PAPER 2016/04 | 14 MCGUINNESS INSTITUTE Many respondents supported the idea of addressing of cultural oppression in Tairäwhiti by 2019. One suggestion was to develop local historical resources to improve understanding of the lasting impacts of colonisation on Mäori. One comment built on the idea of encouraging more Mäori male primary school teachers by adding that support is needed to get more non-Mäori teachers as well. One respondent went further with the idea of celebrating success and encouraging collective living arrangements by suggesting the de-urbanisation of Mäori with incentives to return to their whenua, grow food, build houses and reconnect with their whakapapa. This idea links to the processes of de- colonisation and is a potential way of slowly reversing the effects of the assimilationist polices that have fractured and dislocated Mäori identities. Overall, the feedback promoted a partnership between Mäori and päkehä and encouraged ‘päkehä to be confident Treaty partners rather than fearful’. Again, the respondents wanted to know what is working well and what iwi are already doing to meet these needs. One respondent was cautious as to the labelling of the support that Mäori receive and wants this to be viewed as a form of accountability and reparation rather than as a ‘privilege’.

tacklingpovertynz.org/publications

DISCUSSION PAPER 2016/04 | 15 MCGUINNESS INSTITUTE Figure 8: An extract defining the sub-factors from A situational overview 4.0 Further outputs of the talking tour 2016/ He tūāhua o te haerenga kōrero 2016

Our intent in running the TacklingPovertyNZ 2016 tour is to provide a mechanism for collating these Factor I: Survival / Oranga perspectives, and we are grateful to all those who have Providing emergency products and services for survival. 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 the S methodology behind workshops suggested we might tackle poverty. V I us ta the workshop1 1 tour, 2 collate the raw iinformationn Factor II: Security / Tāmau Participants were asked to develop specific, actionable suggestions 30 3 3 in 9 4 g contributed2 32 by workshop 5 participants, and summarise Providing a sense of short-term security. for how to address poverty. As a result of the tour’s six workshops, f 8 a 240 ‘hows’ were identified. In the process of reviewing the ‘hows’ 2 the McGuinness33 Institute’s thinking aboutc tackling t Sustaining and Empowering Factors Framework 7 o 6. Security of income [20] we created the . 2 6 r 6 poverty in New Zealand in terms of what wass seen, 2 This framework enabled us to divide the 240 ‘hows’ to correspond / 7. Security of place (social housing) [6]

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 u Figure 8 lists 33 sub-factors. These sub-factors are Toitū Sustaining factors / Tohu the empowerment of an individual, community or nation). We then T 9. Security of transport and [9] I

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

V I 3

The key assumptions driving our analysis are: Institute has divided the 240 ‘hows’ developed8 across 2

Factor III: Self-determining individuals /

the six workshops to correspond with sustaining and

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 empowering factors. Our analysis suggests that tackling

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

or novel solutions to existing problems. 2

2 poverty will require establishing a base of sustaining

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

factors before progressing to sustainable wellbeing

10. Employment literacy [5]

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

through addressing empowerment factors. On further

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

review it became apparent that the sustaining factors

their tools more effectively.

1 12. Health literacy [12]

could be divided into survival and security factors.

13. Financial literacy [9]

1 k

Sustaining factors are short-term solutions that

14. Transportation literacy [4]

require a low level of expertise from the giver and

15. Technological literacy [2]

the receiver, and focus on maintaining survival and

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

o 9

1 providing security. Empowering factors differ in that

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

s they require a high level of expertise on the part of the

17. Housing literacy [2]

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

provider in order to ascertain the long-term needs of

each individual’s journey to self-determination. The

g Factor IV: Self-determining communities /

empowering factors were divided into self-determining Hapori Motuhake

individuals, self-determining communities and self- Providing social infrastructure to meet specific community needs.

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 the results of our analysis. Figure 10 represents all of the 20. Curriculum, teachers and students [15] 240 ‘hows’ divided by the five factors, and illustrates 21. Harmful products and services [7] Key differences Sustaining factors / Tohu Toitū Empowering factors / Tohu Whakamana how participants of the TacklingPovertyNZ workshops 22. Social infrastructure [22] Goal To move individuals quickly from the sustaining stage into the To retainsuggested an individual we inmight the empowering address poverty. stage for As as longan example, as they need. 23. Community projects [4] empowering stage. Figure 9 illustrates the 69 ‘hows’ developed at the 24. Medical services [6] Time taken Short-term (days or weeks) Long-termGisborne (years or workshop, decades) as grouped by their factors. A pie 25. Home ownership, rentals and shared housing [14] Process type Production line (i.e. logistics and checklists) Individualchart approach has been (i.e. developeda unique package for each of needs workshop fit for each and individual) will (affordable housing)

be included in their corresponding discussion papers. Whakamana Empowering factors / Tohu Level of expertise required Low (must be centralised) High (must be decentralised) 26. Culture of care [5] by the giver and the receiver Although requires knowledge on how to navigate the system RequiresThese listening figures and sortingillustrate out whatthe stark is needed differences over the longbetween term 27. Grandparents raising grandchildren [3] Costs to provider Expensive in terms of resources Expensivethe inneeds terms of of eachhuman region capital and highlight the fact that there is no one-size-fits-all solution to poverty. 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]

DISCUSSION PAPER 2016/04 | 16 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] 16. Civic literacy 16. Civic literacy [38] 17. Housing literacy Figure 9: Gisborne’s perspective from The talking tour 2016/ 17. Housing literacy [2] ManawatuManawatu Te haerenga kōrero 2016GisborneGisborne KaikoheKaikohe Factor IV: Self-determining communities /

Factor IV: Self-determining communities /

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

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

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

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

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

20. Curriculum, teachers and students

8 20. Curriculum, teachers and students [15]

21. Harmful products and services

21. Harmful products and services [7]

2 9

1 2

22. Social infrastructure

22. Social infrastructure [22]

0 9

23. Community projects

0 9

23. Community projects [4]

24. Medical services

24. Medical services [6]

25. Home ownership, rentals and shared housing

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

1 1

10 2 1

1 6

10 1

1 6

(affordable housing)

1 (affordable housing)

5 1 1

2 Motuhake Empowering Factors / Tohu

1 1

4 1 3

Whakamana Empowering factors / Tohu

4 1 3

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

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

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

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

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

V I 3

The key assumptions driving our analysis are: 8 2

Factor III: Self-determining individuals /

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

Tangata Motuhake

out the failings in the current system and suggest improvements

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

or novel solutions to existing problems. 2

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

10. Employment literacy [5]

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

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

their tools more effectively.

1 12. Health literacy [12]

13. Financial literacy [9]

1 k

14. Transportation literacy [4]

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]

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

1 s

17. Housing literacy [2]

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

g Factor IV: Self-determining communities /

Hapori Motuhake

Providing social infrastructure to meet specific community needs.

18. Resource allocation [4] 19. Community decision making [4] 20. Curriculum, teachers and students [15] 21. Harmful products and services [7] Key differences Sustaining factors / Tohu Toitū Empowering factors / Tohu Whakamana 22. Social infrastructure [22] Goal To move individuals quickly from the sustaining stage into the To retain an individual in the empowering stage for as long as they need. 23. Community projects [4] empowering stage. 24. Medical services [6] Time taken Short-term (days or weeks) Long-term (years or decades) 25. Home ownership, rentals and shared housing [14] Process type Production line (i.e. logistics and checklists) DISCUSSIONIndividual approach PAPER (i.e. a 2016/04unique package | 17 of needs fit for each individual) (affordable housing) Empowering factors / Tohu Whakamana Empowering factors / Tohu Level of expertise required Low (must be centralised) HighMCGUINNESS (must be decentralised) INSTITUTE 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 27. Grandparents raising grandchildren [3] Costs to provider Expensive in terms of resources Expensive in terms of human capital 28. Financial assistance and tax systems [8] Administration Complex Complicated There are many components but the goal is to simplify the There is a high level of difficulty due to the diverse and unique range each 29. Local economy [8] system and deal with a large number of individuals efficiently. individual has and how best they might be delivered. 30. Explore innovative ways to package debt [4] Risks That the system over-supplies to some and under-supplies to That the system over-supplies to some and under-supplies to others others due to a lack of coordination. due to a lack of coordination. Factor V: Self-determining nation / Iwi Motuhake Providing a strategic approach that optimises both public Some individuals become institutionalised or dependent. Some suppliers provide out-of-date information. good and economic enterprise. Ill-intentioned people take advantage of individuals in Some suppliers may not be motivated to solve problems. 31. Central government strategy to tackle poverty [5] this space (e.g. loan sharks, drug dealers and perpetrators of There are no checks and balances or measures to evaluate what works and intimidation or sexual abuse). what does not. 32. Mental health services review [1] 33. Think Tank: takahanga tuatahi – The first footsteps [1] 5.0 Afterword

It is evident from the discussions that took place in Gisborne that there is a shared recognition of poverty in the region, but the complexities within the issues of poverty are not well understood. Gisborne is one of the most deprived regions in New Zealand, where poverty is intergenerational and embedded (Marsters, H. et al., 2012, p. 19). The lack of social infrastructure, the lure of gang culture and the effects of living off low incomes are all contributing factors to the region’s uncertainties and fragilities. However, Gisborne has a strong community focus built on optimism and hope. Participants at the workshop wanted to create both short-term and long-term integrated, pragmatic, locally grown solutions that can influence local and central government policies. These solutions are to have milestones and commitment from cross-community agency groups to oversee and support their implementation. Currently, there are many small initiatives working towards trying to alleviate poverty, but they are often not well publicised and are difficult to access. To this end, participants also sought to enhance existing connections, streamline information and get better access to local data. This workshop brought locals together to paint a clearer picture of poverty in the Gisborne region. The insights from communities at TacklingPovertyNZ workshops across the country will contribute further clarity to the discussion (see Appendix 5 for the tour calendar). However, talk is only valuable if it can be translated into action. Taking into account different regional perspectives will aid the development of robust and nuanced local and national policies to tackle poverty in New Zealand. This event would not have been possible without the support of local collaborators Gisborne District Council (in particular Mayor Meng Foon), local speakers (Virginia Brind, Linda Coulston, Leighton Evans, Annette Toupili and Jess Jacobs) and the wider Gisborne 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 speakers – Dr Girol Karacaoglu (New Zealand Treasury), and Dr Carwyn Jones (Victoria University of Wellington). Lastly, the McGuinness Institute would like to applaud our young people, who gently (and sometimes not so gently) push the Institute into new frontiers.

Participants present their final ideas back to the plenary

DISCUSSION PAPER 2016/04 | 18 MCGUINNESS INSTITUTE 6.0 References

Gisborne District Council. (n.d.). Our District. Retrieved 9 December 2016 from www.gdc. govt.nz/our-district Marsters, H., Shanthakumar, M., Fyfe, C., Borman, B. & Dayal, S. (2012). Health Needs Assessment Tairawhiti District Health Board. Retrieved 14 December 2016 from cphronline.massey.ac.nz/ resource/view?resourceId=14 New Zealand Treasury. (2012). Data on Poverty in New Zealand (Treasury Report T2012/37). Retrieved 10 December 2016 from http://www.dpmc.govt.nz/sites/all/files/publications/2397303- mcop-tr-data-on-poverty-in-nz.pdf Safe Tairäwhiti Community Trust. (2013). Ruia – Gang Transformation Project. Retrieved 10 December 2016 from www.stct.org.nz/wp-content/uploads/2015/02/RUIA-PROJECT-Final- Report-2013.pdf Statistics New Zealand. (2013a). 2013 Census QuickStats about a place: Gisborne Region: Cultural diversity. Retrieved 9 December 2016 from www.stats.govt.nz/ Census/2013-census/profile-and-summary-reports/quickstats-about-a-place.aspx?request_ value=13991&tabname=Culturaldiversity Statistics New Zealand. (2013b). 2013 Census QuickStats about a place: Gisborne Region: Age and sex. Retrieved 9 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and- summary-reports/quickstats-about-a-place.aspx?request_value=13991&tabname=Ageandsex Statistics New Zealand. (2013c). 2013 Census QuickStats about a place: Gisborne Region: Housing. Retrieved 9 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and- summary-reports/quickstats-about-a-place.aspx?request_value=13991&tabname=Housing Statistics New Zealand. (2013d). 2013 Census QuickStats about a place: Gisborne Region: Families. Retrieved 9 December 2016 from www.stats.govt.nz/Census/2013-census/profile-and- summary-reports/quickstats-about-a-place.aspx?request_value=13991&tabname=Families Statistics New Zealand. (2013e). QuickStats about Manawatu District (Poster). Retrieved 15 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-gisborne-dist.pdf Tairäwhiti District Health Board. (n.d.). Tairäwhiti’s Health Profile. Retrieved 10 December 2016 from www.tdh.org.nz/about-us/planning-and-funding/our-population/tairawhiti-s-health- profile/ Tairäwhiti District Health Board. (2015). Tairäwhiti Mäori Health Plan 2015/2016. Retrieved 10 December 2016 from www.tdh.org.nz/assets/maori-annual-plan- 20156/TairawhitiMaoriHealthPlan15-16final.pdf UNESCO. (n.d.). Poverty. Retrieved 9 December 2016 from www.unesco.org/new/en/social- and-human-sciences/themes/international-migration/glossary/poverty/ Williment, R., Codyre, D. & Katene, K. (2008). Report and Recommendations for Tairäwhiti Adult Mental Health and Addiction Services: A Pathway to Better Mental Health From 2008 Final Draft Report. Retrieved 10 December 2016 from www.tdh.org.nz/ assets/Documents/Reviews-and-plans/TairawhitiAdultMentalHealthReviewDraftReport. pdf?phpMyAdmin=VUv7y9CtBOrsmnBFWxFyha%2CKC6d Work and Income New Zealand. (n.d.). What is a stand down? Retrieved 20 December 2016 from www.workandincome.govt.nz/about-work-and-income/our-services/what-is-a-stand-down.html

DISCUSSION PAPER 2016/04 | 19 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 2016/04 | 20 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 2016/04 | 21 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 2016/04 | 22 MCGUINNESS INSTITUTE Appendix 2: TacklingPovertyNZ Gisborne post-workshop survey results (16 respondents)

1. What is your connection with Gisborne? 2. Did you attend the TacklingPovertyNZ Gisborne one-day workshop on 31 August 2016?

16 5 5 1 5 [Please note numbers refer to the number of respondents]

I live, work, rent or own a property in Gisborne. I attended the full day workshop on 31 August 2016. I attended the full day workshop on 31 August 2016 and the public event that evening. I did not attend for the full day but I did attend the public event that evening. I did not attend the 31 August 2016 event at all but I would like to share my thoughts on the 69 hows below.

A. Please rank the ‘working families/ working poor hows’ below.

1. Innovating the current system: 9. Grants: Promoting awareness of Innovating the current financial 6 4 6 small business centre grants. 4 10 2 system by reducing or removing GST on basic items, cutting 10. Stand-down periods: Removing dishonour charges for lower income stand-down period in jobs. (From 2 1 7 6 families, and providing access to Work and Income New Zealand: low-interest loans. ‘A stand down is a period, of up 2. Saving schemes: Creating to a maximum of two weeks, incentives to save and encouraging 1 5 5 5 where the client cannot receive a financial literacy by creating short- benefit payment.’ Source:www. term saving schemes to help with workandincome.govt.nz/about- budgeting (e.g. Christmas Clubs or work-and-income/our-services/ saving for car registration). what-is-a-stand-down.html) 3. Re-teaching: Re-teaching basic life 11. Transportation: Encouraging skills and educating families so that 1 2 4 9 employers to provide transport for 1 6 3 6 all can contribute (e.g. through a employees to and from work. family mentor). 12. Financial training/literacy: 4. Parental leave: Increasing paid Ensuring financial training is a part 6 5 5 parental leave. 1 4 6 5 of any job so that employees learn financial literacy.

5. Seasonal workers: Creating: a 13. KiwiSaver: Encouraging smooth pay system; an income to 1 3 8 4 employees and employers to 4 5 7 cover the basics; and increased contribute to KiwiSaver. holiday pay to help seasonal 14. Union: Setting up a Seasonal workers in the off-season. This Workers Union. 1 7 4 4 could be a WINZ system (e.g. seasonal workers could volunteer over the off-season but would be 15. PEP scheme: Putting people back paid by WINZ). on marae under the PEP scheme 1 3 7 5 (Project Employment Programme) – 6. Employers: Implementing a designed to provide fully tax-funded lower tax-rate for employers who 1 2 8 5 jobs and short-term jobs for those offer employees a living wage and at risk of long-term unemployment. redundancy packages. 16. Hub: Bringing the Hub to 7. Minimum wage: Increasing the the community instead of the 1 4 4 7 minimum wage. 1 5 5 4 community to the Hub. 17. Funding: Implementing ongoing 8. Training: Consulting stakeholders local funding. 1 3 7 5 to develop a plan which ensures 1 8 7 availability of skilled seasonal workers and implements targeted 18. Belonging: Encouraging training for Tairāwhiti region. whanaungatanga (relationship, 1 6 9 This would also increase job security kinship, sense of family connection) because jobs would reflect demand (e.g. getting a ride to town with (e.g. through looking at local neighbours, getting neighbours industries such as forestry to do your shopping, or having a and horticulture). Saturday driving service).

Key

Not a great idea Kind of interesting Interesting A really interesting idea 3. What age bracket do you belong to? 4. Are you... (16 respondents) (16 respondents)

Male Female 1

6 Between 18 and 25 years of age 5. To help us understand your answers, can you tell us Between 26 and 50 if you ... (16 respondents) years of age 16 9 Over 50 years of age

Are a New Zealand citizen

B. Please rank the ‘gangs and drug users hows’ below.

19. Pasifika: Encouraging Pacific 24. Services: Reviewing current Islanders to seek help both within and 6 4 6 services and bringing services 2 9 5 outside the Pacific Island Community, directly to gang families and and encouraging employers to wananga, and ensure they are provide information about support whanau-led (e.g. Ruia Sisters in Red services and networks available to the and Notorious). Pacific Island community. 25. Whānau: Listening to the 20. Mobile health clinic: Creating a experience of gang whanau and 2 6 7 mobile health clinic. 1 5 3 7 involving whānau – from the beginning to the end – and letting 21. Sharing meals: Creating a them set goals. ‘sharing meal’ system. 2 3 6 4 26. Acceptance: Accepting the scale of the problems, especially by the 5 3 8 community at large. 22. Emergency housing: Creating affordable emergency housing 3 6 7 27. Re-integration: Improving re- (e.g. through transportable integration after prison sentences, 2 4 9 shipping containers). particularly for women. i.) Job opportunities – Increasing job 23. Housing regulations: Reviewing opportunities by ensuring social housing regulations to improve 1 4 10 enterprises provide jobs to those housing stock. who mainstream employers might not consider. ii.) Housing – Increasing access to quality housing, including creating a bank of emergency accommodation, supported housing for those in need, and halfway houses for people coming out of prison. 28. Local prison: Drawing upon the Norwegian prison model of 1 5 4 6 local prisons to decrease impact on whanau. 29. Support and rehabilitation: Ensuring more support is there for 3 12 those dealing with addictions (e.g. a local drug and alcohol court and a local rehabilitation unit in the Gisborne/Tairāwhiti region). 30. Education: Ensuring appropriate drug education is available in 1 1 2 11 the community. 31. Reviewing access: Reviewing access to alcohol licencing. 4 5 6

32. Youth centre: Creating a youth centre/safe zone for children. 1 1 5 9

Key

Not a great idea Kind of interesting Interesting A really interesting idea C. Please rank the ‘children under 12 hows’ below. D. Please rank the ‘health and mental health hows’ below.

33. Intervention and support: 42. Dress-up shop: Creating a dress- Having earlier intervention and 3 6 7 up shop to provide professional 2 7 1 6 support for struggling students clothes for those without clothes, by building trusting relationships such as for a job interview. between people and providers. 43. Drug management: Improving 34. Education system: Making prescription drug management. 1 4 8 3 systems adaptable to individual 5 5 6 needs by implementing a strength- 44. Fluoride: Taking fluoride out of based educational system and the water in Gisborne. 9 3 4 updating the delivery of that system for 2017 and the long-term. 45. Sugar tax: Taxing sugar to 35. Engage youth: Keeping youth discourage unhealthy eating. 3 1 6 6 engaged in learning for longer 3 3 10 by creating more modern trade apprenticeships, encouraging 46. External review: Implementing outdoor education programmes an external review of the mental 2 5 9 and supporting initiatives such as health system and mental health CACTUS (Combined Adolescent services. This review would ensure Challenge Training Unit Support). that the right people are in the right roles, that staff have the 36. Access to information: Ensuring appropriate workload and pay, and children and families have access to 5 4 7 could potentially increase funding information about education. for mental health. A review would 37. Family relationships: also ensure central government Strengthening family relationships 4 3 9 acknowledge the need for change. and role modelling ‘better ways’ 47. Services hub: Creating a one-stop to interact as a family. This should shop where services collaborate 1 4 6 5 include ‘teaching parents how to share information (potentially to teach’. though a database) but also ensure 38. Access and affordability: confidentially. This integrated Improving access to, and 4 4 7 approach would assist in removing affordability of, early childhood structural and institutionalised education (ECE) by identifying poverty and would put a stop to children who are not attending siloed support systems. childcare, checking in with parents 48. Changing the perception of and caregivers and asking why mental health: Ensuring service 3 6 7 the 20 hours free early childhood providers change the way they education and care scheme is not engage with patients by asking being used and then addressing ‘what matters to you’, not ‘what’s these needs. the matter with you’, improving 39. Antenatal care: Improving responsive services by removing antenatal care. 5 5 5 judgement, and encouraging tolerance and empathy by building trust and understanding. 40. Supporting existing groups: Supporting community groups 1 5 10 49. Service delivery: Improving that are already established and service delivery for hard to access 4 7 5 encouraging groups to collaborate, groups such as homeless or support each other and scale-up mentally ill (e.g. through innovation, (e.g. Te Ora Hou, -9+ and social media, building relationships Tu Tangata). not just delivering services and by listening not directing). 41. Community governance: Encouraging community governance 2 5 9 50. Local rehabilitation centre: to reduce bureaucracy (e.g. a Creating a local rehabilitation 3 4 9 community washing machine could centre, which would include be installed at a school, allowing meeting rooms, specialists and support for struggling families). car parking. 51. Support homes: Creating support homes for those with 3 3 9 mental illness. 52. Health professionals: Increasing accountability of health 3 4 9 professionals and service providers and facilitate the possibility of retraining. 53.Therapy and counselling: Improving access to therapy and 5 3 8 counselling for homeless.

Key

Not a great idea Kind of interesting Interesting A really interesting idea E. Please rank the ‘elderly hows’ below. F. Please rank the ‘Māori hows’ below.

54. Collated information: Creating 63. Correct the statistics: Correcting a Plunket booklet for the elderly; 1 4 4 7 the institutionalised racism of 2 1 5 7 a simplified, universal booklet for colonisation that results in the over- elderly to inform them of where to representation of Māori in negative go for help. statistics (e.g. Māori incarceration, Māori mortality rates, more medical 55. Housing: Building more tests conducted for non-Māori). Kaumātua Flats (Kaumātua flats 1 3 6 6 are available for people who are 65 64. Healing: Healing for Tairawhiti years-old and over). Building these cultural oppression by 2019, 2 1 3 10 houses will create jobs and also by: restoring mana; unveiling provide housing for elderly. the truth of Māori history in Tairāwhiti; restoring identity; 56. Programmes: Creating restoring indigenous healing; 1 2 5 8 programmes that combat loneliness restoringconnectedness; and and encourage elderly to live embracing traditional practices. interactive and active lifestyles (e.g. implementing a programme where 65. Asking what it means to be elderly can interact with animals Māori: Addressing lost identities and 3 4 9 and creating walking, swimming and rethinking what being Māori means, tai chi groups. by creating a sense of belonging through cultural education. 57. Intergenerational connections: Drugs, alcohol and gangs are not 2 4 10 Encouraging more interaction who Māori are. between the young and elderly (e.g. through elderly teaching 66. Connectivity: Celebrating young people basic life skills and success and encouraging collective 1 3 3 9 young people teaching elderly living arrangements (e.g. through technological skills; by integrating the ‘20 houses’ model – build 20 retirement homes and nurseries; units in one area so that nannies, encouraging single mums to papas, ‘empty nesters’, young volunteer with the elderly; creating parents, and whānau are not a space for elderly to read to the isolated). blind and teach young people how to read; and implementing an ‘adopt 67. Incorporation: Increasing 5 3 9 a grandparent service’). effective engagement with whānau, and ensuring Māori to Māori are 58. Emergency and health services: in conversation rather than just Creating and implementing an 1 4 7 4 Māori to non-Māori, especially in the emergency police contact or panic implementation of any ‘hows’. button for elderly, and encouraging GPs to know who their elderly 68. Māori male primary teachers: patients are and who is living alone. Encouraging more Māori male 3 3 10 primary school teachers. 59. Home-help jobs: Creating home- help jobs with extended hours. 4 6 6 69. Community gardens: Initiating 2 4 10 This service will create jobs in the a Maara Kai programme – the Te community while also providing Puni Kōkiri Maara Kai Programme prolonged support for the elderly. provides financial assistance to community groups wanting to set 60. Transportation: Encouraging up sustainable community garden SuperGrans to create a ‘Superbus’ 3 3 7 3 projects, such as fruit forests. which facilitates transportation for elderly. 61. Abuse and neglect: Raising awareness of abused elderly (e.g. 6 3 7 advertisements on television, radio and newspapers). 62. Funding: Reviewing and potentially increasing funding 1 8 4 3 and resources for the elderly (e.g. through lowering medical and prescription costs, reviewing the ‘living pension’, creating a superannuation scheme like Australia’s, and eliminating rate penalties and GST for 65+ year-olds).

Key

Not a great idea Kind of interesting Interesting A really interesting idea Gisborne’s additional ‘hows’ from survey comments · Establishing communal housing models that are flexible and practical. · Establishing a housing warrant of fitness. · Teaching families how to garden, cook and sew. · Addressing financial literacy by developing a resource, either a book or blog, which gives clarity to every day spending implications. · Sharing stories of those who have first-hand experiences with addictions as part of drug education. · Installing a community washing machine at schools with a volunteer system in which the parents donate an hour of their time to the school in exchange for using the machine. · Planting a school vegetable garden for the school’s families to all tend to and share. · Developing a regional campaign to recruit mentors for children and young people. · Creating a buy-your-own-home package for families in deprived areas offered by the Housing Corporation. · Increasing the amount people receive on the benefit to reduce child poverty. · Creating a child poverty fund for parents who struggle to pay their children’s educational costs at school. · Removing GST from fruit, vegetables and milk. · Developing local historical resources to improve understanding of the lasting impacts of colonisation on Māori. · Encouraging the de-urbanisation of Māori with incentives to return to their whenua, grow food, build houses and reconnect with their whakapapa.

DISCUSSION PAPER 2016/04 | 27 MCGUINNESS INSTITUTE Appendix 3: TacklingPovertyNZ Gisborne workshop programme

Version 8 TacklingPovertyNZ As at 30 August 2016 Gisborne Workshop Programme Wednesday, 31 August 2016 Location: Waikanae Surf Lifesaving Club, Grey Street, Gisborne Time Event Content Speakers and Guests 9.00 – 9.30 am Coffee and Tea Registration 9.30 – 9.50 am Session 1: - Welcome Wendy McGuinness Welcome - Health and Safety Mayor Meng Foon - Agenda 9.50 – 10.15 am Session 2: - Participants (from the 2015 TacklingPovertyNZ Ali Bunge Youth Presentation Workshop) present their booklet. The booklet Felix Drissner-Devine outlines their proposals for policy change. Monique Francois Anna-Marei Kurei Zoe Pushon Caroline Simmonds Nathan Williams 10.15 am – 12.45 Session 3: Phase 1: Gathering information Dr Girol Karacaoglu pm A National & Local - Panel presentations The New Zealand Treasury Perspective (15 mins) Exercise 1 (the ‘who’) – identifying who is Dr Carwyn Jones affected Faculty of Law, Victoria University of Wellington Phase 2: Discussing the issues NB: Includes (15 mins) - Panellists hot seat with groups to identify key morning tea from Virginia Brind issues 11.00 am Group Manager Planning, Funding and Population Health at Hauora Tairāwhiti Exercise 2 (the ‘ideas’) – identifying how different (10 mins) groups are affected (to be narrowed down over Leighton Evans lunch) General Manager, Eastland Community Trust (10 mins) Linda Coulston Manager, SuperGrans Tairāwhiti Trust (10 mins) Annette Toupili and Jess Jacobs (10 mins) 12.45 – 1.45 pm Lunch: - Networking and voting on key issues Speakers and participants Participants session Exercise 2 continues 12.45 – 1.45 pm Lunch: Students choose one of the following options: Dr Girol Karacaoglu Students session Option 1: Q & A with Dr Girol Karacaoglu Dr Carwyn Jones Option 2: Q & A with Dr Carwyn Jones (Students TBC) 1.45 – 3.15 pm Session 4: Phase 3: Developing consensus Local Issues – the - Groups discuss the local issues, challenges and challenges and opportunities opportunities Exercise 3 (the ‘how’) – generating ways to combat the issues that arise 3.15 – 3.45 pm Coffee and Tea 3.45 – 5.00 pm Session 5: - Groups work towards finale public presentation Observations – the - Set up for the presentation presentation and discussion paper 5.00 – 6.00 pm Break 6.00 – 7.00 pm Session 6: - Welcome and presentation Wendy McGuinness Finale - Mayor Meng Foon close with a karakia, and Mayor Meng Foon bless kai 7.00 – 7.45 pm Refreshments

DISCUSSION PAPER 2016/04 | 28 MCGUINNESS INSTITUTE Appendix 4: QuickStats about Gisborne Source (Statistics New Zealand, 2013e)

QuickStats about Gisborne District

Total population 1.8% 43,653 since 2006

Mäori population < 0.1% 19,683 since 2006

Total dwellings 3.5% 18,063 since 2006

Age and sex of people Age and sex of Māori Gisborne District Gisborne District Top five industries in Gisborne District 2013 Census 2013 Census By employee count For year ended February 2013 Age (years) Age (years) Percent 85+ 85+ 25 80–84 80–84 75–79 75–79 Male Female Male Female 20 70–74 70–74 65–69 65–69 60–64 60–64 15 55–59 55–59 50–54 50–54 10 45–49 37.0 45–49 40–44 40–44 35–39 35–39 26.2 5 30–34 30–34 25–29 25–29 20–24 20–24 0 Agriculture, Health care Education Manufacturing Retail trade 15–19 15–19 forestry and and social and training 10–14 10–14 fishing assistance 5–9 5–9 0–4 0–4 Industry (ANZSIC06) 20 10 0 10 20 20 10 0 10 20 Percent Percent

Median age (years)

How Gisborne District compares with the national average

Individuals Households Major ethnic groups Percent born overseas Percent of households that own their dwelling* 9.7% VS 25.2% European 60.8% VS 74.0% 59.2% VS 64.8% Percent of people with a Mäori 48.9% VS 14.9% formal qualification* Median weekly rent

VS VS Pacific VS 71.7% 79.1% $200 $280 peoples 3.8% 7.4%

Median income* Percent of households with internet access Asian 2.4% VS 11.8% $24,400 VS $28,500 VS Middle Eastern/ 63.2% 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 1.5% 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 2016/04 | 29 MCGUINNESS INSTITUTE Appendix 5: TacklingPovertyNZ tour dates

TacklingPovertyNZ 2016 tour dates

Kaikohe (Far North)

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

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

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

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

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

DISCUSSION PAPER 2016/04 | 30 MCGUINNESS INSTITUTE DISCUSSION PAPER 2016/04 | 31 MCGUINNESS INSTITUTE

McGuinness Institute Level 2, 5 Cable Street PO Box 24222 Wellington 6142 ph: 64 4 499 8888 Published December 2016 978-1-98-851800-8 (PDF)