successful business and school partnerships: making a difference for a sustainable New Zealand contents

Visions for Successful Business and School Partnerships 2 Letter from the Prime Minister, Helen Clark 4 dedicated to Letter from the Minister of Education, Trevor Mallard 5 Purpose of this Guide 6 making a difference How to use this Guide 7 Section One – Implementing the Vision 8 Guidelines for Forming a Partnership 8 Implementation steps 10

Section Two – Partnerships: 13 What is the NZBCSD? Our aims Governance Partnerships 13 The New Zealand Business Council for Sustainable Our objectives and strategic directions, based on this Mentoring Partnerships 14 Development (NZBCSD), established in May 1999, is a coalition dedication, include: Education Enhancement Partnerships 16 of leading businesses united by a shared commitment to Business leadership – to be the leading business advocate Kiwi Can 17 sustainable development via the three pillars of economic on issues connected with sustainable development. Project K 18 growth, environmental protection and social progress. Policy development – to participate in policy development Books in Homes 20 Membership of the Council is listed on page 40 of this guide. in order to create a framework that allows business to Young Enterprise Scheme 21 contribute effectively to sustainable development. Enterprise Studies 22 The NZBCSD is a partner organisation to the World Business Best practice – to demonstrate business progress in Primary Enterprise Programme 24 Council for Sustainable Development, a coalition of 150 environmental and resource management and corporate Vocational Partnerships 26 international companies with members drawn from more than social responsibility and to share leading-edge practices Scholarship Partnerships 28 30 countries and 20 major industrial sectors. We also benefit among our members. First Foundation Project 28 from the WBCSD’s global network of 30 national and regional Global outreach – to contribute to a sustainable future for Sponsorship Partnerships 30 business councils and partner organisations, involving some developing nations and nations in transition. Section Three – Facilitators 32 700 business leaders globally. Partners New Zealand Trust 32 What is a Successful Business Our mission Regional Partnership Facilitator Organisations 34 and School Partnership? Youth Mentoring Associations 36 To provide business leadership as a catalyst for change toward A Successful Business and School Partnership is a strategic sustainable development, and to promote eco-efficiency, Further Resources 38 commitment by a business to a school for mutual benefit. innovation and responsible entrepreneurship. Examples of NZBCSD Members’ Involvement 39 Partnerships are about empowering our young people to

contribute to a sustainable New Zealand. NZBCSD members NZBCSD Member Companies and Council members 40

and other businesses are encouraged to participate in fostering

business and school partnerships through initiatives that match

their resources with the needs of individual schools.

1 A vision for successful business and school partnerships NZBCSD – successful business and school partnerships

We were one of the early companies New Zealand working with schools to commit to the New Zealand Business and communities in various ways. Council of Sustainable Development This guide is designed to make it and have already published our first easier for businesses throughout triple bottom line sustainable New Zealand to find ways in which development report. they can work within their own visions for The company operates ten processing communities on particular programmes plants mostly at smaller centres around that may suit their location and ability the North and South Islands. In four to resource some of the options outlined. locations (Kaeo, Coromandel, Havelock By working with schools we believe and Bluff) we are the major employer. business can play a vital role in assisting

successful business Eric Barratt, NZBCSD We therefore employ many family the education system to make the most Vice-Chairman and Managing Director, Sanford Limited members, friends and colleagues that meaningful contribution possible to the have a vital interest in the future of their future of society in New Zealand. and community. The future of these towns school partnerships is closely linked to the success of the children and their ability to learn in a successful and positive environment.

We became a sponsor of the Successful Business and School Partnerships project when we were lucky enough to hear Eric Barratt, NZBCSD are more able to contribute towards would enable them to contribute to about the successes of a number of Vice-Chairman and Managing Director sustainable development in their various Successful Business and School companies in different regions of Sanford Limited stakeholder capacities, whether as Partnerships. By also reporting on employees or business owners, NZBCSD business involvement in this consumers, or citizens. area we are able to facilitate ‘learning by sharing’ amongst NZBCSD The NZBCSD Leadership Forum of businesses. The result is this Successful 50 stakeholders from business, Business and School Partnerships guide Government and society held in February and the Successful Business and School 2000 produced a vision for a Sustainable Partnerships project area on the New Zealand. This vision identifies an NZBCSD website. educated society as a critical success factor. (Refer to diagram shown below). I believe that businesses have a Perhaps no other business and education making education accessible to those Stephen Tindall, NZBCSD Chairman and Founding tremendous opportunity and a social partnership will have a greater impact on among us who may currently believe it is Director of The Warehouse Limited At the Forum we heard the story of responsibility to work with schools to the partnership between Fletcher the young citizens of New Zealand than beyond their reach. This programme enhance education in New Zealand. The NZBCSD is dedicated to making Challenge and Tangaroa College. the NZBCSD Successful Business and will go a very long way to motivate and At The Warehouse we have committed a difference in creating a Sustainable Inspired by this example the NZBCSD School Partnership. It is by the hands of encourage our potentially vulnerable significant resources to such New Zealand. The education of our decided to document and report, our young people that the vision of a young people to engage in that exciting partnerships. In addition to benefiting young people is a critical step towards both initially and on an ongoing basis, Sustainable New Zealand will become challenging and difficult educational those we have worked with we have fulfiling the NZBCSD’s vision. A better- on initiatives available to NZBCSD a reality. journey that will benefit their lives, their also gained a great deal ourselves. future and our New Zealand community. educated population means citizens members and other businesses that This initiative will significantly I encourage your participation and I commend this guide to all business contribute to a constructive vision for commitment to Successful Business and ECONOMY leaders and encourage you to use New Zealand’s future by giving an School Partnerships. New Zealand and it in selecting and forming partnerships educational boost to those in need of Knowledge-intensive its young citizens deserve nothing less. Responsive with schools in order to make a assistance, thus, AUT wholeheartedly Niche-focused difference for a Sustainable endorses the NZBCSD’s Successful Clustered New Zealand. Business and School Partnerships and Dr John Hinchcliff, Vice-Chancellor, commends the NZBCSD for their vision Auckland University of Technology – Wealth is created Kiwis are confident sustainably & entrepreneurial and commitment. We look forward to Zeala wFor n SOCIETY ENVIRONMENT e d being an active participant in the N Ever Stretch goals for: Proactive successful development of the initiative. Waste reduction Educated Everyone walks Networked For me personally, this initiative Dr John Hinchcliff, Vice-Chancellor, Air and water quality the talk Stephen Tindall, NZBCSD Chairman Energy efficiency Diverse and Founding Director of resonates significantly with my vision for Auckland University of Technology Biodiversity Caring The Warehouse Limited Restoration

2 3 Letter from the Prime Minister, Helen Clark Letter from the Minister of Education, Trevor Mallard

4 5 the purpose of this guide how to use this guide

the purpose of this guide how to use this guide

with schools. In meeting this need, a guide through their respective liaison The guide is divided into three sections: implementing the vision; project team was set up to undertake a delegates Shane Walsh, who chaired the partnerships; and facilitators. literature review, research the details of a project team, and Richard Morley-Hall. wide-range of partnerships, and obtain input from educationalists and The NZBCSD has enjoyed the support of Section One – Implementing the Vision businesses. The result is this first business the Auckland University of Technology This section provides an overall picture of the Successful Business and and school partnerships guide written by (AUT) in the creation of this guide. AUT, business leaders for New Zealand under the leadership of Dr John School Partnerships initiative, defines the objectives of Successful business decision-makers. This guide will Hinchcliff, has been a pioneer in this help businesses choose the best option field. For example, it initiated The New Business and School Partnerships, explains the various partnership types, for their partnerships with schools. These Zealand Centre for Business Ethics and identifies the steps involved in creating a partnership and summarises partnerships can then be recorded and Sustainable Development. The Auckland shared through the Successful Business University of Technology has contributed the initiatives that NZBCSD businesses are already involved in. Dr Rodger Spiller, NZBCSD Executive Director and and School Partnerships project database substantial resources to this guide Managing Director, Money Matters on the NZBCSD website, which was including Faye Langdon’s and Alison Section Two – Partnerships Investing in education provides created as part of this project to provide Strother’s time. substantial returns. The NZBCSD for ongoing sharing and learning. Whilst developing this guide we classified the diverse range of Successful Business and School This initiative benefited greatly from the partnership opportunities available into six generic categories – Partnerships initiative seeks to promote We encourage you to use this guide expertise of educationalist Ann Dunphy this investment by New Zealand and our website as a basis for furthering who worked as Project Officer and the governance, mentoring, education enhancement, vocational, businesses to create a win-win for your contribution to realising the editorial services of Catherine Gunn. business and society. As a country we vision of Successful Business and A special thank-you to all those who scholarship, and sponsorship. This section of the guide has been divided want to earn more and to do this we all School Partnerships and a Sustainable work so hard in the business and school into six subsections which explain and describe each partnership type. need to learn more. To help this dream New Zealand. partnership field and have cooperated become reality, NZBCSD members and so generously in the preparation of other businesses are encouraged to Acknowledgements this guide. Section Three – Facilitators become involved in school partnerships. On behalf of the NZBCSD I wish to Skilled personnel are available from a number of organisations who can acknowledge the tremendous As the NZBCSD Executive representative This guide responds to a need identified contributions of the Successful Business on this project I greatly appreciated be utilised to help facilitate partnerships between businesses and schools. by NZBCSD members for a and School Partnerships project team. the contributions of the other team comprehensive document for businesses NZBCSD member businesses Sanford members and my colleagues at the This section profiles these organisations and the services they provide. interested in developing partnerships and The Warehouse championed this NZBCSD Executive.

6 7 section one – implementing the vision NZBCSD – successful business and school partnerships

section one – and the school learns from the contribution to New Zealand is 4. New skills for existing employees business. There is unique value in essential for their sense of purpose. from interaction with educators personal relationships between the and students. 5. Care for the environment and business and the school. Ideally, the community they live in. The 5. Enhanced ability to attract and retain partnerships are about real implementing the vision NZBCSD emphasises the importance the best employees because of involvement from both partners. of protecting our environment. It is demonstrated social responsibility. 8. Provide outcomes that are essential that the next generation has 6. Better relationships with Government measurable and auditable. As with this ethic. because Ministers will appreciate any business undertaking objectives 6. Possess an enhanced business supporting their policy should be defined, results measured understanding of the world directions. and improvements made as a result of beyond school. Exposure to other the audit. This assists with ongoing 7. Skills directly offered by students sectors such as business will mean continuous improvement and the through projects, activities and young people will be given the achievement of better outcomes. creative problem solving. opportunity to witness wider relationships and dynamics. 8. Assisting with the education of future Outcomes for Students This will help them to develop employees, to build higher skills in a The initiative may lead to fulfiling the increased motivation to grasp future workforce which will be better following outcomes for students: life’s opportunities. able to contribute to a sustainable Guidelines for however, the primary, intermediate 5. Assist with strengthening the 1. Possess a positive attitude towards New Zealand community. 7. Recognise opportunities for future and secondary schools are the focus governance and management of life and learning. There is a strong education and employment. Many 9. Developing a competitive business Forming a of this guide, because it is compulsory the school. NZBCSD members and correlation between positive mental of the initiatives in this guide provide advantage through being based in a for all New Zealanders to be schooled other businesses have many strengths attitudes and success in school, work Partnership specific opportunities for young better-educated, socially-healthier, To assist businesses considering during the years from six to 16. in governance and management. and life in general. people to experience the working clean and green New Zealand. initiatives that contribute to Successful These skills are of great use to schools, 3. Focus on lower decile schools. The 2. Set goals and possess the skills world. This makes learning relevant Business and School Partnerships the particularly in lower socio-economic decile system was established by the needed to achieve them. These are and gives young people a sense of following guidelines, outcomes for areas, where the local community Ministry of Education and categorises vital life skills for all young people direction beyond school. students and benefits for business have may not be able to supply adequate schools into deciles from one to ten. to learn. Implementation developed. The NZBCSD Successful and specialist business expertise to the Deciles are based on the socio- Benefits for Business Steps School Partnership team developed this Board of Trustees. Furthermore, 3. Succeed and excel, regardless of economic status of the community Businesses may receive the following framework in consideration with this is an excellent method for the odds. It is essential for young as measured in the census – the benefits from their involvement in school Businesses have different resources and educationalists. empowering the school to become people to learn that they must work lower the decile the lower the socio- partnerships: circumstances. It is important to make more self-sufficient. hard and be determined to succeed. economic ranking. Parents and the sure these fit with the type of partnership Guidelines for Selecting If they have this ethic, they are more 1. Goodwill towards businesses that community in lower decile areas are 6. Strengthening links between being undertaken. In this section an Initiative likely to be happy and to move on make a positive contribution to likely to have fewer specialist business the business sector and schools. decision-makers can learn about the Initiatives may meet the following and up in the world. the community. skills and resources to contribute to Businesses and schools need to work first steps towards setting up a new guidelines: schools, so the NZBCSD encourages in tandem. By doing so, young 4. Have pride in their country and the 2. Increased support from customers, partnership. initiatives that focus on these areas people will become increasingly contribution they can make. Having suppliers, shareholders and other 1. Provide a ‘hand up’ not just a ‘hand 1. Determine resource where there is the greatest need. aware of and interested in career a sense of identity and purpose is vital stakeholders. out’. Successful partnerships are not commitment – Decide what pathways. Both the education and for people to live a happy life. The only about donating money but are 4. Show on-going commitment in 3. Existing employees learning more resources, such as time and money, business sectors are vital participants vision of a sustainable New Zealand concerned with empowering schools contrast to a one-off programme. about their community and thereby you are able to commit to a and partners in a sustainable involves everyone in society making and students to become stronger, An on-going commitment will help learning about their current and partnership. Identify the champions New Zealand. a difference. Showing young people more self-sufficient and successful. business and young people build a future customers. that they can make a positive relationship. In turn, students are 7. Involve representatives from the 2. Focus on primary, intermediate and more likely to learn from a business. By involving business secondary schools. Businesses are partnership where there is a personnel there is the opportunity also encouraged to support early relationship of trust and familiarity. for a two-way process of learning. childhood and tertiary education, Company staff learn from the school

8 9 section one – implementing the vision NZBCSD – successful business and school partnerships

from within your business since i. Governance – These partnerships iii. Education Enhancement – ground where they can work 4. Making contact – This is the most the needs of both parties. It is these people will be the ones whose assist the work of school The school benefits from such a together on areas of mutual important implementation step. important to keep these achievable, energy and commitment are crucial management and Boards of partnership through an additional benefit. Often this involves a At this stage you must decide who to even if this means modest for success. There is the opportunity Trustees (BOT), particularly in teaching programme which project where students gain contact to develop the partnership. goals initially. to use specialist facilitator areas where schools cannot easily enhances the existing curriculum. measurable outcomes in a There are three choices. 6. Recording your involvement – organisations to assist with any access the services, advice and This programme may be delivered curriculum area, while working in i. If you already know which The NZBCSD believes in learning partnership. Refer to section three, support that tend to be more by teachers through business an authentic business environment school you would like to work by sharing. Therefore we would like page 32, for further details. readily available in other support, or businesses may fund with hands-on support from the with make contact with the you to record your involvement on communities. Partners from delivery by specialist instructors partner business. principal to arrange a meeting. 2. Determine type of partnership – our website. Refer to the NZBCSD the company are likely to join working in partnership with the At this meeting you can negotiate Having considered your resource v. Scholarship – Businesses can website www.nzbcsd.org.nz which a school’s BOT or serve on a school. Businesses can form a a match between your interests commitment consult the Partnership award scholarships to individual provides information on how to foundation that empowers generic education enhancement and the needs of the school. Summary Table to identify the type students. Their future is supported do so. local people. programme with a partner school, of partnership that best fits your by an investment in their tertiary ii. If there is a programme you or they can become involved with 7. Reviewing success – As with all resource commitment. The types ii. Mentoring – Partnerships of education as well as holiday work, would like to become involved in one of the six existing specific business initiatives it is important that of partnerships are defined below. this type have developed to help plus career and study guidance you can meet with the programmes: the outcomes of your partnership are students reach their full potential from the partnering business. representatives of the programme, Summary of types of partnership • Kiwi Can measured. The goals of the if they happen to come from who are listed in section two of There are many different examples • Project K vi. Sponsorship – This type of partnership, which were agreed upon backgrounds that might not have this guide. There is detailed of initiatives where businesses and • Books in Homes partnership looks at how firms can at the outset, should be periodically provided them with the insight information about each type of schools have formed partnerships. • Young Enterprise Scheme offer financial support to a school, reviewed. The NZBCSD encourages into their potential for further partnership in section two. For the purpose of this guide these • Enterprise Studies particularly those in remote or businesses to include these successes study and career opportunities Opportunities exist to develop have been classified into six • Primary Enterprise Programme low-decile areas, via the goods and as part of their published sustainable that mentoring can offer. partnerships that fit within the categories. Each partnership is services that a business can offer in development reporting. Mentor relationships are often iv. Vocational – In this type of structure of these programmes. analysed in full in section two of order to improve a school’s associated with some other partnership the business and a this guide. resource base. iii.If you are unsure which school or form of partnership. local school seek to find common partnership suits your business 3. What are other businesses you can contact an independent doing? Consult the table on Partnership Summary Table facilitator organisation who can the last page of this guide and Resource Requirements give you advice. If you wish, the refer to the NZBCSD website Annual Financial Staff Time Types of Partnerships Programme Operation Area Facilitation facilitator can also guide you in Contribution† Requirements* (www.nzbcsd.org.nz) to ascertain implementing any partnership. Nil Medium Governance Generic Nationwide Not required what partnerships and initiatives Nil Medium Vocational Generic Nationwide Optional other NZBCSD businesses are 5. Setting Objectives – At this stage Nil High Mentoring Generic Nationwide Optional involved in. This table will help it is essential that mutual objectives Programme dependent Medium Education Enhancement Generic Nationwide Optional you to ensure that your methods for the partnership are agreed $50,000 pa Low Kiwi Can Nationwide Included normally shared complement what other businesses between the parties. These objectives $2,500 per student Not required Project K Auckland Included are doing and will avoid any will be the measures to identify the unless mentoring duplication of partnerships. success of the activity. The success Average $3,000 Optional Books in Homes Nationwide Included per school Furthermore, the table provides of any partnership depends on the Nil Medium Young Enterprise Scheme Nationwide Optional contacts who can give you guidance development of activities that meet Nil Low Enterprise Studies Nationwide Included on programmes. Nil Low Primary Enterprise Nationwide Included Programme Programme dependent Low Scholarship Generic Nationwide Optional $4,000 per student Medium First Foundation Auckland Included for 3 years Project Programme Dependent Low Sponsorship Generic Nationwide Not required *NB (these are estimates only): Low=less than 20 hours per annum; Medium=20-40 hours per annum; High=more than 40 hours per year †NB this relates to the direct cost of the programme and excludes business incidental expenses, such as travel and hospitality

10 11 section one – implementing the vision section two – partnerships

Implementation Steps Flowchart

This flowchart summaries the Determine implementation steps outlined resource previously. commitment (people and time) section two – Determine type of partnership (see summary of types of partnership, page 10) partnerships

Check what other businesses are doing (refer to page 39 and website www.nzbcsd.org.nz) Governance Partnerships Do you have Do you have a Do you have a a type of school in mind partnership to No Yes Brief Description partnership that you would develop with in mind? like to form a this school? Governance Partnerships involves Board of Trustees is the visible symbol Programme Benefits partnership members of businesses providing their of this type of partnership. It entails Governance advice feeds directly into with? skills, expertise and advice to their long-term commitment with an the Board of Trustees at low-decile partner school. Membership on the annual review. schools, bringing expertise and specialist

Fletcher Building and Governance CASE STUDY

No No Yes Yes Following a 1995 TV Programme about the Under Tomorrow’s Schools the education The Board of Trustees have co-opted an plight of some South Auckland schools under bureaucracy was disintegrated and the executive from Fletcher Building to be a Tomorrow’s Schools, Fletcher Building community, through a Board of Trustees, member of the Board and two of Fletcher’s approached Tangaroa College to see what was expected to supply the required senior executives (Bill Roest and Bob Contact a Contact Contact the Contact the they could do. A partnership was then expertise to assist the school. Fletcher Linton) share the responsibility. They take facilitator for programme principal and/or principal and/or developed which has expanded greatly while Building soon discovered that this was an turns attending meetings to assist in further guidance co-ordinator facilitator to discuss facilitator to discuss remaining true to its founding principles. impossible task for the Principal and Board advising on financial matters, building and (see page 32) the partnership partnership options of Tangaroa College. property contracts, search for materials and and set objectives From the beginning, Jim Peters, the staff concerns. Principal at the time, said that whilst more The partnership statement, which was money for facilities, books and buildings drawn up in those early discussions with the These senior executives, in turn, have Once your initiative is underway, would be appreciated, more important Principal and management staff, identified appropriate expertise within record your from the school’s point of view would be underpinned all of the activities which have Fletcher Building or associated suppliers involvement: advice and expertise on a whole range been undertaken over the last six years. who have been able to assist the school. www.nzbcsd.org.nz of issues. This commitment, the relationship and activities over the previous year, are As a newly appointed Principal trained as an reviewed annually, and a plan of action for educator, Jim was expected to run an the coming year agreed. Review the enterprise with land and buildings worth success of your $5m, an annual budget of more than $1m, The Fletcher Building/Tangaroa governance partnership a team of 45 professionals and support staff, relationship is an example of how business plus 450 students and a whole community thinking and resources transfer readily to demanding better education for their kids. the school situation.

12 13 section two – partnerships NZBCSD – successful business and school partnerships

business experience. Such advice is NZBCSD business Fletcher Building phone 09 255 0404 or email Other locations: development/resiliency-building as their Evaluation Methods particularly important for low decile initiated this type of partnership with [email protected]. Refer to Youth Mentoring Associations in aim, through focused sessions and Particular to each programme. schools, as they may not otherwise have Tangaroa College in 1996. While the Section Three (Facilitators) of this guide. shared activities at least once per Computer measurement tools, which access to these resources. The entire associated mentoring is highly visible, Target Groups fortnight. Currently, schools with measure the self-esteem of young people school benefits from this long-term the behind the scenes work of senior Schools in low-decile (lowest income) Target Groups programmes tend to have at least a and are easy to use and cost-effective, commitment, both directly executives serving on the Board of communities. Students in low-decile secondary dozen students participating and some are available from the New Zealand and indirectly. Trustees (BOT) is even more significant. schools, particularly at senior level have more than thirty. However, Centre for Notational Analysis, For further information contact Student Numbers, Programme where subject choice and motivation mentoring is not dependent on a phone 09 815 5900. Business Personnel Merv Taiaroa at Fletcher Building phone Duration and Frequency depend upon having a realistic minimum number of students. Involvement 025 273 4775 or email [email protected]. Long-term, throughout the year. understanding of opportunities. Comparison Against Guidelines This involves the ongoing role of senior Contacts for Partnerships and Outcomes management on the Board of Trustees, At Southern Cross Campus (formerly Evaluation Methods Student Numbers, Programme Contact an individual school or one of for Students and other staff for specific tasks as needs known as Nga Tapuwae College) the All parties in the examples above are very Duration and Frequency the facilitators listed in section three of This programme meets all partnership are identified. same needs were evident as existed satisfied with the partnership and formal Most mentoring programmes run on this guide. guidelines except ‘governance and at Tangaroa, however, support offers evaluation by the Ministry of Education an annual cycle, with personal management’ which is not applicable to Cost to Participate came from a range of individuals rather has yielded very positive results. most Mentoring Partnerships. Can meet No financial cost. Time and skills. than a single large corporate, so these all the outcomes for students. have been drawn together into a Comparison Against Guidelines Mentoring – What’s in it for Fletcher Building? CASE STUDY Current Situation collective working partnership – for Partnerships and Outcomes Further Comments This was not a question which occurred requests are made from time to time to Auckland, decile one schools known at Southern Cross Campus for Students Businesses have a choice of to the two executives who saw the TV put the company name on prizes and Tangaroa College, Otara. as the Foundation model. For further Governance Partnerships meet all becoming involved in existing programme on the plight of South newsletters where it helps to show Southern Cross Campus, Mangere. information contact John Clark the guidelines under schools. However, Auckland schools back in 1995. They parents as employees and customers mentoring programmes or creating at Southern Cross Campus the outcomes for students are simply thought: “We should be able to that this large business is supporting a a new programme. largely indirect. do something to help them!” local school. The Fletcher/Tangaroa mentoring The initial request from the Principal The school has assisted the company in partnership is widely seen as ‘state-of- of Tangaroa College for Fletchers to a number of ways: their cultural groups the-art’ and information is willingly Mentoring Partnerships encourage sixth and seventh formers to have performed at business social keep studying, led to the mentoring occasions, their very accomplished band shared – including the school’s brochure Brief Description are mentoring. The communities of Cost to Participate programme being established. Fletchers has played at an executive’s farewell and powerpoint presentation. Through the support of people who take both organisations are enriched by Time, skills, and money (mostly for say they have never had any problem function, their artworks have been a special interest in them, students are this partnership. hospitality and travel costs). Other finding young graduates who are keen treasured by those employees lucky to participate. enough to receive them as gifts. assisted to develop their potential by business executives will be called on to identifying and overcoming barriers. Business Personnel provide advice as required. Mentoring gives the students “In helping Tangaroa College graduates, Mentors from business offer advice and Involvement opportunities to meet and learn from managers and other staff including guidance for the world beyond school. The number of executives generally Current Situation graduates about how they got to many Pacific Island and Maori employees This exposes senior students to role needs to match the number of students Auckland: university, how they studied, where they of Fletchers feel privileged to be in a models and networks they would who take part in the mentoring Fletcher Building and Bell Gully with worked. In the early days they also helped position to assist. It reminds many of the students with their studies. Fletchers their own humble beginnings; it keeps otherwise be unlikely to access. programme, as well as a senior Tangaroa College in Otara (see case soon learned however, to leave the them in touch with the real New Zealand; co-ordinator. There is not a pre-specified study). For more information contact teaching to the teachers. The mentor it opens new cultural horizons for some Programme Benefits number of students. Within an overall Merv Taiaroa at Fletchers phone groups spend time simply showing an and it is fun for all those involved.” The students benefit from learning more programme each group organises 025 273 4775 or email [email protected], interest in students as individuals and about the world of work and potential activities to meet the mentoring needs of or Andrea Tapu at Tangaroa College providing opportunities to explore further career opportunities. They also learn participants. On occasions when the phone 09 274 5764, fax 09 274 6371. study or career options. The students have also learned that simply being in the how their mentors have taken advantage groups have not arranged to get mentor group won’t, by itself, help them of tertiary study opportunities and are together contact is on a weekly basis by Rotorua: pass exams. encouraged to do similarly. The benefits fax or email from the Careers Centre. Fletcher Challenge Forests with

are reciprocal as company personnel Mentors also join with students for major Rotorua Boys’ High School as part of The Fletcher name has not been learn from their experience and school events. a vocational partnership, contact associated with the school except where it interaction with the students they Judy Holden 07 350 899. is beneficial to the school. For example,

14 15 section two – partnerships NZBCSD – successful business and school partnerships

URS: Sustainability Education CASE STUDY Each programme is organised into ten Education Enhancement Partnerships week modules to fit school terms, URS New Zealand is an engineering and parents and community-minded following a pattern of four weeks environmental consultancy that is organisations such as URS New Zealand,” Brief Description of business can provide a richness of Cost to Participate committed to the adoption of sustainable she says. classroom-based, four weeks outdoor These programmes are a practical and understanding and context for learning Programme-specific. business practices in New Zealand. One of intensive then two weeks community- positive response to the reality that the that greatly assist the work of teachers. the Company’s specific objectives is to use Gael says her sessions consist of a 30 based. The fun of music and song are knowledge base of educators needs to Current Situation its own scientific and engineering staff to minute interactive presentation, featuring vital teaching tools. be expanded and supported in a fast- These programmes, that intersect with There is a wide range of locations, actively promote environmental simple props to illustrate key messages awareness in the community. and lots of input from the children, changing, highly-specialised world. the business world and give students the for both types of partnerships. Programme Benefits followed by questions and discussion. Enhancement Partnerships enrich the opportunity to meet occupational role Partnerships are divided into two types: Senior consultants are encouraged to Development of positive attitudes and traditional curriculum because material models, can broaden student horizons deliver relevant seminars, workshops and “There is a wealth of environmental enhanced self-concept for the student, and input are aligned with existing from the early years of schooling. Generic partnership presentations to a range of community information available on the internet for through activities designed to build a school programmes. Generally operating at the initiative of groups, primary and secondary schools education purposes but what really strong sense of their identity in the Business Personnel businesses on a local or regional basis. and universities. inspires these young children is listening community and New Zealand society. to real people who work in the Programme Benefits Involvement This personal resiliency is a proven basis Gael Ogilvie, Senior Principal, based in environmental/science/engineering fields. The specialist knowledge and experience Programme-specific. Proprietary partnership Auckland has compiled a series of It is so important, particularly for the for achievement. Particular strengths of Where a trust has been formed to interactive sessions for Epsom Normal young people, to see and hear from actual Kiwi Can are its permanency and Watercare’s Adopt a Stream with promote a branded concept, seeking Primary School students, on “hot” topics scientists making a living working on consistent delivery. Otahuhu Intermediate School CASE STUDY business and community support both such as climate change, ozone layer environmental issues,” she says. for local operations, and often to expand protection, waste management and This programme is needs-based with the Watercare, Auckland’s bulk provider of students and teachers throughout biodiversity. Gael says teachers are thrilled Gael says young children are natural the curriculum opportunity as widely school setting priorities such as water and wastewater services, has the year, providing them with a to have the opportunity for specialists to “greenies” and seem to have a strong developed the Adopt a Stream program. comprehensive, user-friendly teacher’s as possible. spend time educating the children. empathy for environmental protection. combating truancy, promoting respect, manual, water testing kits and eight These young environmentalists are thirsty anti-bullying, improving motivation and This educational resource kit provides prepared “laboratories” for the students Target Groups “Many schools now have active for knowledge about how they can make co-operation. The continuous nature of students in years five to eight with a to complete. Both primary and secondary schools. programmes tapping into the expertise of a difference. the programme throughout an entire practical insight into the fundamental year, ensures it is a sustained force in the relationship between water and all living The program is flexible and can be Student Numbers, Programme school, becoming part of the culture. things, and creates an interest in science as adapted for the local environment. a subject. Adopt a Stream is also designed Last year, Otahuhu Intermediate School Duration and Frequency Leaders are from varied backgrounds, to fit into and enhance the current science in South Auckland focused on the estuary All Education Enhancement Partnerships aged 18-25, with a commitment to help curriculum at levels three and four. bordering the school grounds. Marilyn operate on an annual cycle to fit with the children realise their potential. Roberts, Deputy Principal says that the school year. Because the field is diverse, Students study local streams and rivers, program was extremely beneficial. there is wide variation in numbers of Business Personnel assessing the quality of the water. students and duration of programmes. Involvement Watercare’s Project Co-ordinator, Cathy “Watercare spent a lot of time with the Prentice, visits the school and works with students, and they appreciated the input Participating businesses are encouraged of an outside professional. This was real for Contacts to become actively engaged in the the kids, they loved being introduced to Contact the school you are interested in school to develop deeper mutual what they called ‘real science’. I think this developing a partnership with. You can understanding. Teachers and was the first time they truly looked at the also contact a programme co-ordinator Comparison Against Guidelines Kiwi Can principals provide collegial support estuary, which is beautiful but smelly, and for one of the specific Education for Partnerships and Outcomes to facilitators and evaluate each stage realised what pollutants were in there.” Enhancement Partnerships. Refer to Kiwi for Students Brief Description of the programme.

Watercare provided quality-testing kits for Can, Project K, Books in Homes, Young Meeting the guidelines for partnerships Kiwi Can, first piloted in 1997, is a assessing the water’s Ph and nitrate levels. Enterprise Scheme, Enterprise Studies and objectives for students programme that focuses on physical, Cost to Participate and Primary Enterprise Programme are dependant on the education mental, creative and social development, $50,000 per annum for the salaries of “Being a lower decile school, we could pages for further information. programme chosen. Typically, aligned with the national Health and two full-time leaders, which usually never have run a program like this without Education Enhancement partnerships Physical Education curriculum. It involves covers two smaller primary schools the use of outside resources, especially the kits. Help in the pre-planning stages was Evaluation Methods fit all of the school guidelines except whole-class groups in an active teaching or one large school. This can be shared invaluable for the teachers and helped us Mutual satisfaction, various methods of ‘strengthening governance and programme, delivered by two trained with the school itself and with get better results,” she says. measuring this. management’ which is not applicable facilitators, male and female, with the community organisations. to curriculum programmes. class teacher present at all times.

16 17 section two – partnerships NZBCSD – successful business and school partnerships

Sanford Believes a Kiwi Can CASE STUDY Current Situation Project K Northland: Kaeo Primary School Sanford is forming an education Desley Simpson the Chief Executive of Auckland: Koru School in Mangere and Brief Description enhancement partnership with Kiwi Can says: “Where the programme has Kaeo Primary School based on the been running for a while we have seen Hillsborough Primary School Project K is mainly focused on year ten Kiwi Can programme. some amazing changes. Apart from Central North Island: Ngaruawahia, (fourth form) students. An introduction children developing the “I Can” attitude Hamilton, Te Kuiti, Marton, to the programme is followed by the The Sanford oyster-processing factory is many other benefits emerge. The school Hunterville, Bulls residential Wilderness Adventure, with a the main employer in the small Northland atmosphere becomes more harmonious Wellington: Porirua, Stokes Valley, focus on teamwork, self-reliance and community of Kaeo. Northland has a high with bullying and violence being Naenae goal-setting. After the students return level of unemployment with children eliminated. Children develop a sound coming from homes where the main range of communication skills, teachers South Island: Timaru they build on their goal-setting skills in source of income is often from are able to relate to all pupils more the Community Challenge. Adult government benefits. positively and vice versa.” Target Groups mentors are then allocated to work with Primary and intermediate schools the students in a Mentoring Partnership, Sanford management together with A six-year-old’ child recently commented: for an intensive programme of with individual mentor follow-up, once Chrissi Wood the Principal of the Kaeo “We try to be more gooder and more social education. per fortnight. This includes informal Business Personnel Other locations which are being planned Primary School agreed the Kiwi Can honest. We weren’t like that before Kiwi program would make a positive Can came.” meeting/communication and quarterly Involvement include Northland, Palmerston North, contribution to their school and to the Student Numbers, Programme review, leading to graduation at the The project recruits and trains Porirua and Dunedin. Contact Project K community as a whole. Shane Walsh, North Island Manger of Duration and Frequency school prize-giving. community mentors. Their structure to participate or if your business would Sanford says he believes the Kiwi Can This programme involves all students of therefore offers an opportunity for like to be involved in a different location. “Two years ago, while looking at programme will benefit the children, the participating schools at least once A year nine (third-form) programme has businesses to encourage their staff to programmes for behaviour and learning teachers, parents and the community and, per week for an entire year. also been piloted in a small school in undertake this development Target Groups support, we investigated the Kiwi Can over the long-term, Sanford. Programme but found the cost to be Mangere in 2001. The students and their opportunity, without needing facilitation Junior secondary school students in year prohibitive. Last year’s approach from Contact teachers were involved in a one week support from the business, since this is nine (third-form) and selected year tens. Sanford with regard to sponsorship of the Desley Simpson CEO Wilderness Adventure, 20 days provided by the project. programme was wonderful,” Chrissi says. Phone: 09 528 2403 Community Challenge (run by teachers) Student Numbers, Programme Email: [email protected] and a Mentoring Partnership that will last Cost to Participate Duration and Frequency Whilst developing higher self-esteem throughout the school year. Senior Businesses can pay for students to The fourth-form programme generally in themselves, the children are also encouraged to develop a respect for Evaluation Methods students were trained as peer mentors and participate in Project K. The year ten involves groups of up to 12 boys and their peers, parents, community and Regular feedback is received from adult mentors were used for the students programme costs $2,500 per student girls (ages 14 to 15) who are selected by the environment. the school community. Two research who needed most support. Project K is and the year nine programme costs a scientific survey and confirmed by a projects, undertaken by Massey continuing to develop the year nine model $560 per student. school liaison team as most likely to and Victoria Universities, provided and will extend to the far north in 2002. benefit from this type of education positive results. Current Situation enhancement.The programme is Programme Benefits Seven operating in Auckland structured, and year long. Comparison Against Guidelines The project assists young people of South Auckland: Adventist High, for Partnerships and Outcomes potential, but at risk of under-achieving, Mangere College, Otahuhu College. Contact for Students at a time when their secondary school North Shore: Birkenhead College, Jenny Hylton This programme is sufficiently wide in timetable still has enough flexibility to Glenfield College, Takapuna Grammar, Phone: 09 379 2778 scope to have the potential to meet allow for significant breaks in the normal Northcote College. Email: [email protected] all guidelines for partnerships and teaching routine to undertake this outcomes for students. intensive personal development Four planned in Central North Island Evaluation Methods programme. The programme is not Putaruru High School, Tokoroa High A series of evaluations are administered Further Comments available for the critical ‘at risk’ group of School, Forest View High School annually for each site. An American Sponsorship, either from the school those involved in violence and drugs. (Tokoroa) Mangakino Area School self-esteem survey is also used for or business, is also needed for initial screening. administration costs, office space and teaching materials.

18 19 section two – partnerships NZBCSD – successful business and school partnerships

Business Personnel Contact The Fletcher Challenge Trust Young Enterprise Involvement Mervyn Bennett Scheme benefits students nationwide CASE STUDY The organisation is a charitable trust Phone: 09 579 0616 Introducing the Young Enterprise Scheme the middle school with two more teachers run by a Board of Trustees. There is a Email: [email protected] into van Asch Deaf Education Centre was being involved,” Joce said. national office based in Auckland with seen as a way for students to develop their regional branches and well-established Evaluation Methods enterprising skills. The teams developed The students of van Asch (known as ASHM promotional programmes. Sponsors A recent University of Canterbury study an idea (sign language stickers) and Business) won the National Award for have many opportunities to become showed very positive results. worked to produce and market the final Commitment at the Young Enterprise product. A mentor for each of the National Awards in 2000. They shared this involved with the schools they are students ensured they could compete award with Hamilton Boys’ High School. sponsoring – such as attending Comparison Against Guidelines with mainstream hearing students presentation assemblies and other for Partnerships and Outcomes throughout New Zealand. Garry Moore, Mayor of Christchurch, fun events which are an essential part for Students further endorsed the work of the Young of the programme. However, the main This programme meets all partnership Their teacher Joce White says this Enterprise scheme. role is as funders. guidelines except ‘governance and was one of her best years in her long teaching career. “Young people need to get a sense of management’ which is not applicable to enterprise and business as young as Cost most Educational Enhancement “We have been fully involved and were possible which is why I am a fan of the Cost is dependent on school size. Several programmes. It can meet most of the able to participate in the Fletcher Young Enterprise Scheme. YES gives thousand dollars is required for a full outcomes for students. Challenge Young Enterprise Examination. students the opportunity to learn from Comparison Against Guidelines points for good behaviour have their annual sponsorship, although this can be This group of students began the year the bottom up how a business operates,” for Partnerships and Outcomes names entered into a draw for the shared between sponsors. Further Comments with an ‘I can’t’ attitude and the he said. programme has helped to turn this for Students chance to earn an additional book. Refer to the website around. They have been extended in the This programme meets all partnership Current Situation www.booksinhomes.org.nz for further most positive way and they now all have guidelines except ‘governance and Resources such as colourful posters, Nationwide in 398 schools. information. There is also a variety of goals for the future.” management’ which is not applicable sing along CDs and the promotion hard-copy material available through to most Educational Enhancement of children’s art, are used to enable Mainfreight Transport is a lead sponsor Books in Homes offices. “I just wanted to let you know how Programmes. It can meet all the students and families to see the together with the Government, but valuable this programme has been. We are now going to start Enterprise Studies in outcomes for students. programme as ongoing and, in a wider many private individuals, charities, plus social context, relevant to their lives. 35 Rotary Clubs and other community Young Enterprise Further Comments organisations are also involved. There is YES is a partnership between one or Programme Benefits Refer to www.projectk.org.nz for more Schools pay part of the cost of the an ongoing need to fund programme Scheme more teaching department(s) of a school This is the “flagship” programme of the information. A range of brochures are annual book supply and sponsors meet development. and mentor(s) from local business. Enterprise NZ Trust, formed in 1980 as also available from the Auckland office. the balance. Sponsors are encouraged to Brief Description Generally there is a group of four to the first organisation to address the come to the school for the ‘hero Target Groups The Young Enterprise Scheme (YES) twelve senior students with a teacher, major lack of linkage between NZ assemblies’ when books are presented Low-decile one and two (lowest socio- involves student groups, supported by usually from Commerce or Technology, schools and business. With the Fletcher by the celebrities who donate their time economic areas) primary and mentors and teachers, forming and a business mentor. Some schools Challenge Trust as lead sponsor, Books in to the cause. intermediate schools. Year nine (third- companies to manufacture and market a have more mentors per group or more supported by nine companies including Homes form) students at some low-decile product or service, then producing a than one group. NZBCSD member 3M, this international Programme Benefits secondary schools. business report and balance sheet on scheme is widely known to be of proven Brief Description Books in Homes addresses the problem their success. An effective team There is a national organisation. Each worth and continues to increase in size Books in Homes aims to strengthen basic of ‘bookless homes’ where previously Student Numbers, Programme operation, commercial, entrepreneurial region has an office with a co-ordinator and scope. literacy and expose children to celebrity no reading was taking place outside Duration and Frequency and marketing skills are essential for who sources the mentors, organises role models who portray a positive view the classroom. Children from this Books In Homes was originated by success. There are New Zealand regional communications for the structured In recent years action has been taken to of reading. Sets of books are made background can become adults with novelist Alan Duff and began in 1992 in finals, then an annual national award programme in each area, trouble-shoots improve the uptake by Maori through the available to the schools for children to low communication skills which often Hawkes’ Bay. Nearly 80,000 children ceremony in Wellington, featuring a and runs the various fun and sharing involvement of the Poutama Trust and to select and take home to share with their results in reduced future income, social now receive a minimum of five books of trip to Singapore for representatives combined activities with active support support regions where enterprise families. Each week, in the ‘Caught Being exclusion and severe reduction in their their choice a year. of the top three YES companies for of the lead sponsor. Good’ programme, children who earn ability to reach their potential. New Zealand.

20 21 section two – partnerships NZBCSD – successful business and school partnerships

The BP Community Enterprise Project CASE STUDY Target Groups Further Comments same school can work on different Target Groups All secondary schools, generally at year Pamphlets are available from the projects, then all have the opportunity All secondary schools, mainly covering The BP Community Enterprise Project is Peter said he was encouraged to 12 (sixth form) but other senior students national office covering all aspects of to write a business report on their results years nine and ten (forms three and the culmination of a year’s work in the see young people with enterprising Enterprise Studies Programme. and social vision coming up through are often involved. the programme. Detailed information and gain recognition for themselves and four), about 10,000 students are the school ranks. is available on the website their beneficiary organisations in a expected to be involved in 2001. The project enables groups of students, Student Numbers, Programme www.enzt.co.nz. national competition. working together, to identify an “The entries into the BP Community Duration and Frequency Student Numbers, Programme organisation within their community that Enterprise project are carefully thought The number of student companies Enterprise Studies, which is generally Duration and Frequency would benefit from a capital project of up out and show initiative which bodes depends on the size of the school. taught at the fourth form level, is very Enterprise Studies operates in whole- to $1000. Students must identify this well for the future of ‘social’ business in Enterprise project, complete the costings, and this country”. As with all education enhancement popular with the commerce teachers class groups, incorporated in the weekly arrange for it to occur and make a formal programmes there is an annual cycle to Studies who deliver it, because it is a carefully and annual cycles of the junior presentation to the organisation. Entries Winning entries in 2000 included match the school year. Term one is designed course that matches national secondary school timetable. for an award in this competition are Tauranga Girls’ College who designed and orientation and planning, terms two and Brief Description curriculum requirements for students but submitted to a marking panel. From this, produced a cinema advertisement to three are for manufacture, marketing This is the junior secondary school has a real-life business focus that young Contact up to 20 entries can be awarded recruit members for the Tauranga and reporting while awards are made in programme and the second national people see as interesting, accessible and Ken Baker nationally. In 2000, there were 63 entries. Volunteer Coastguard and Buller High School who provided seating for a term four with the option for all students initiative promoted by the Enterprise relevant to their lives. Executive Director BP Managing Director Peter Griffiths said children’s play area on the West Coast. to use this experience to gain a NZ Trust, with NZBCSD member BP Head office in Wellington it is becoming increasingly important for credential through the international as principal supporter. Business Personnel Phone: 04 570 0452 businesses to be in tune with society and Young Enterprise examination, Involvement Email: [email protected] to have a positive influence in the sponsored in New Zealand by the The Trust has the goal: “To promote Teachers welcome the chance to show communities where they operate. Auckland University of Technology. business understanding, economic the practical relevance of the course by Evaluation Methods

“What we find is that because BP literacy and a ‘can-do’ attitude.” using the examples from local business, Annual reviews by teaching staff. contributes positively to the community, Contact The value of Enterprise Studies is now which may involve visits and speakers. External evaluation by sponsors. our staff feel good about working for Ken Baker recognised by co-sponsorship from the us and we actually do better business,” Executive Director Government, through the Ministry of Cost to Participate Comparison Against Guidelines he said. Head Office, Wellington Economic Development and funding The trust is continually sourcing for Partnerships and Outcomes Phone: 04 570 0452 from the Ministry of Education for sponsorship for the development of for Students development is a particularly important Business Personnel Email: [email protected] teacher professional development. additional programmes and the ability This programme meets all partnership part of an overall economic and Involvement There is also a strong focus on to offer fellowships for Lead Teachers. guidelines except ‘governance and employment strategy. This began in Business mentor(s) for Young Enterprise Evaluation Methods community responsibility for the management’ which is not applicable to Gisborne and has had a major uptake provide practical advice, encouragement Annual local review by participant young people involved. Current Situation most Education Enhancement in Northland through the appointment and a context for the annual process of mentors, students and teachers. Annual Nationally over 70 percent of New programmes. It can meet all of the of a regional co-ordinator and the brainstorming, planning, manufacture reports by national office and external Programme Benefits Zealand secondary schools use one or outcomes for students. involvement of the Northland Grow Trust. and marketing of the product and evaluation by sponsors. As well as the classroom-based more of the Enterprise programmes. preparation of the annual report and programme, all classes and teachers Enterprise Studies is particularly easy Further Comments Despite the challenging nature and time financial statements. Comparison Against Guidelines are encouraged to participate in a to use because it ties in so well with Pamphlets are available from the demands of the programme, many for Partnerships and Outcomes Community Enterprise Project where classroom practice for commerce and national office covering all aspects schools and mentors participate every Cost to Participate for Students students put their enterprise skills into with the social studies curriculum in of the programmes. Detailed year as the types of learning, creative Only in mentor time unless offering This programme meets all partnership action by identifying a local non-profit the community project information is available on the opportunities and skill development are sponsorship. guidelines except ‘governance and organisation, learning about its needs website www.enzt.co.nz. valuable and not available elsewhere in management’ which is not applicable to and undertaking a project that assists in the school curriculum. Current Situation most Education Enhancement meeting these needs. Teams from the A large majority of secondary programmes. It can meet all of the schools have now been involved in outcomes for students. Young Enterprise.

22 23 section two – partnerships NZBCSD – successful business and school partnerships

Fletcher Challenge Supports Primary There are two broad structures: one in Cost to Participate Evaluation Methods Enterprise Programme CASE STUDY Primary which a workable civil society is both Nil. Annual internal reviews by school staff Banking, performing arts, horticulture, programme in 2000, by sending four key Enterprise planned and sustained and in the and BOT. External review conducted by publishing and broadcasting are just some teachers to training in Term one. Programme second, the operation of a market Current Situation the trust’s national office and sponsors. of the student run-ventures at schools system for production, exchange, The programme started in 1999 and is throughout New Zealand. “Term two was spent introducing the (PrEP) distribution and consumption of goods growing fast. It has been recognised as Comparison Against Guidelines idea of PrEP to the children and to the and services within the school society. particularly suitable for the intermediate for Partnerships and Outcomes For about three hours a week students rest of the staff. Great excitement was create and work in student-run ventures. generated via competitions to design Brief Description and middle school age group, as well for Students A school currency is designed to facilitate and name our currency. The currency The Primary Enterprise Programme Programme Benefits as junior levels in primary schools This programme meets all partnership the exchanges that occur in their society. became known as “Kelvins” and the (PrEP), sponsored by the Fletcher It is an innovative way of delivering (see case study). guidelines except ‘governance and Students form their own government and competition winners were given some Challenge Trust, engages all learning in an integrated framework, management’ which is not applicable to judiciary system in response to the needs ‘free samples’” says Tommy. participating students in the design which assists with the teacher problem Involvement in PrEP has been identified most Education Enhancement of their community. They organise and operation of their own functioning of an overcrowded curriculum and as part of the Northland Grow programmes. It can meet all of the marketplaces for trading their goods and “The quality of the children’s C.V.’s and the services they produce. From their income thoughts contained within them, the skills community within the school. encourages students to take community development strategy, while outcomes for students. they earn as producers they can buy each gained from writing letters and reading responsibility for their own learning, the Government is also involved in this other’s goods and services. They also use replies, and the full interaction with other As with Enterprise Studies in the junior through a programme which offers regional learning partnership through Further Comments that income to pay tax, invest in their children and staff creates a stimulating and secondary school, this latest opportunity active participation for all. Te Puni Kokiri. Pamphlets are available from the ventures and/or save. challenging learning environment.” from the Enterprise NZ Trust is an national office covering all aspects education enhancement programme, As a result of the programme students Target Groups of the programme. Detailed Kelvin Road School is one of 120 schools The child-centred and child-directed integrating curriculum through the approach of PrEP requires the teacher to delivered by teachers to fulfil a need learn practical democracy and how to All primary, intermediate and middle information is available on the Primary Enterprise Programme (PrEP). act as facilitator. It is heartening to witness perceived by parents and community. turn problems into solutions, while schools, covering years one to ten website www.enzt.co.nz. Principal, Tommy Robertson, says the the children using the basic concepts of Teachers are supported by the quality improving their skills in reading, writing (primers to form four). decile one primary school in Papakura, economic thinking, problem solving and and relevance of the material, plus a and mathematics. Teachers are able to South Auckland introduced the PrEP understanding social organisation. network of advice and support offered work with material suitable to all Student Numbers, Programme by the Trust. learning styles and gain a greater Duration and Frequency understanding of key market aspects of The Primary Enterprise Programme Through PrEP, children and their society. With funding from the Ministry operates across class groups with a teachers have challenging hands-on of Education for the Trust to run strong outreach focus directed towards activities in both social studies and professional development for teachers, the business community. It therefore technology. The learning model is schools then have the benefit of a reaches large numbers of students in the designed to generate issues and programme that delivers skills training schools where it is offered. As with other problems for students to solve as a in the essential learning areas of enhancement programmes, details of consequence of decisions they and their communication, problem-solving, organisation are particular to each teachers make. These replicate issues self-management and competitive school, within an overall framework. found in the wider community. behaviour, social and co-operative behaviour and numeracy. Contact Ken Baker Business Personnel Executive Director Involvement Head office, Wellington Minimal, only as a part of curriculum Phone: 04 570 0452 outreach. Email: [email protected]

24 25 section two – partnerships NZBCSD – successful business and school partnerships

Vocational Partnerships

Brief Description They become aware of the connection Vocational Partnerships operate Current Situation Success for 3M Vocational Partnership CASE STUDY In Vocational Partnerships, students between their subject choices and throughout the country from primary Partners New Zealand facilitates

typically undertake work associated career opportunities and have the schools to senior secondary age levels. more than ninety separate vocational Timothy Wayper was in seventh form at his way through university by working with various curriculum areas in a satisfaction of knowing that the work At the most advanced stage, students partnerships throughout the country. Glenfield College in 1994 when he was part time at 3M during the semesters and business situation, thus heightening they have undertaken in the context can work on real problems that the Many others operate with regional given the opportunity of participating full time during the holidays. His work in a pilot work experience programme at included several trips to the international an awareness of vocational possibilities of the programme also has value for business has noted for attention, but has facilitators or directly between business 3M New Zealand. headquarters for the Telecom Division of and skills needed in the workplace. the business. not yet scheduled for any of its staff. and schools. 3M in Austin, Texas. On his second visit Tim’s supervisor Shell Promotes Cycle Safety in Taranaki CASE STUDY Programme Benefits Target Groups gave him an interesting programming While Tim was in Austin at the end of Students able to do work of this Students from all schools – ranging from assignment, writing a program to 1999, he was offered a job, in Texas, When Shell Todd Oil Services (STOS) was complexity in their own time have high mid-primary to senior secondary. remotely control some testing equipment. leading a team of programmers on a new co-hosting a major health and safety expo Tim was pleased to be able to use the technology project. He accepted the job levels of motivation and intelligence, in New Plymouth, they called on their programming skills he had been building and moved to Austin, where he spent a relish the challenge and benefit from Student Numbers, Programme vocational partner St John Bosco Primary up in his spare time, and the 3M staff year, before moving back to New Zealand. School to help out. the mentoring opportunities available. Duration and Frequency were very impressed with his work. Most secondary schools, in particular, Details vary depending on the students After another visit to 3M, and another Tim believes that the industry/high-school Students were asked to design posters have developed significant links with and nature of programmes, which successfully completed task, Timothy work experience programme was of highlighting the importance of wearing local businesses through their career generally include at least one annual was offered a part-time job in the benefit to both him and 3M. He feels that cycle safety helmets and to tell grown-ups, Telecommunications Division. the program was most successful when services, while some have enlarged project of benefit to both parties. from a child’s perspective, what makes the company involved had well planned these into full partnerships such as them feel unsafe when riding their bikes. Over the next four years, Tim completed assignments prepared for the student. described in the 3M case study. Contacts his conjoint degrees (BSc, BCom), paying On Tim’s first visit, the staff seemed The whole school studied the topic for Specific to each local project but general unsure what he should do; on his two weeks and the children had to The school benefited from this exercise Business Personnel information is available from partnership subsequent visits, however, he was given present, on a moveable display board, because this was a real-life learning Involvement facilitator organisations in Section Three specific tasks to complete, which proved a visual message to all STOS workers. project that the children responded much more effective. The messages had to be from the A co-ordinator from the business is of this guide. well to. They had a reason for doing children’s perspective for example: required to perform liaison work for the work and it obviously excited them Tim has recently returned to New “Please look out for me in your rear- to be a part of this big project for STOS. each programme. Business staff are then Evaluation Methods Zealand, and is currently leading a team vision mirror. We are smaller than you. delegated to work with the students for Annual goal-setting and measurement of of programmers at a small software We wobble on our bikes if you come The project also satisfied curriculum hours that suit programme lengths. project outcomes. company in downtown Auckland. too close. Please give us room.” aims in Health, English and Art and inspired the staff to want to do more “I was gobsmacked” said the STOS Cost to Participate Comparison Against Guidelines real-life learning projects with STOS in employee who came to pick up Only in time, while the process of mutual for Partnerships and Outcomes future. Additionally, the school gained the displays. a lot of publicity because it gave the goal-setting means there are often for Students general public an opportunity to see prompt and tangible benefits for the Meeting the guidelines for The standard of the work and the what the pupils were capable of business as well as the school. partnerships and outcomes for effectiveness of the message surprised achieving with minimal assistance. students are dependant on the all STOS workers. Vocational Partnership chosen. STOS were delighted with the projects that were proudly displayed in their cafeteria and at the exposition. STOS is currently working on ideas for new projects.

26 27 section two – partnerships NZBCSD – successful business and school partnerships

The Warehouse Assists Partnering Scholarship Partnerships to Fulfil Career Ambitions CASE STUDY

Sulieti Tava, a first-year engineering Her holiday work at The Warehouse has Brief Description Business Personnel Student Numbers, Programme The students are required to make a student at the University of Auckland, now exposed her to a range of roles, Scholarships are often made available Involvement Duration and Frequency financial contribution to their tertiary is the eldest in a family of five sisters from developing advertising and for senior secondary students and are There is usually minimal business Programme dependent. Scholarships are study costs from the money they earn from Otahuhu. She takes her promotions to working within customer therefore commented on in the context personnel involvement. However, if work generally for a minimum of one year, working – promoting an ethic of self- responsibility as the eldest seriously. service. The Warehouse has also of this guide. Students are given financial experience is included staff will be while good results can lead to increased reliance and independence. “It is important that I pave the way for developed Sulieti’s confidence and assistance to undertake tertiary study. needed to supervise and train students. sponsorship. the rest of my siblings”. interpersonal skills. “Working at The They are often also provided with work Business Personnel Through a partnership between the First experience that enhances their Cost to Participate Contacts Involvement Foundation Project and The Warehouse, commercial experience and broadens This is programme dependent. Contact a school of your choice to discuss A Human Resources Manager or General Sulieti is getting the opportunity to be a their career ambitions. partnership or you may prefer to join an Manager is required as the primary role model not only for her family but also for many others from her community. Current Situation existing programme such as the First contact point for the project. “This scholarship has helped me to prove Programme Benefits Nationwide. Foundation, detailed in the next article. Additionally, a holiday work supervisor to them, and myself, that anything’s Scholarship Partnerships provide students is needed to organise students’ work possible” says Sulieti. with the financial means to pursue their Target Groups Evaluation Methods responsibilities. The businesses involved Warehouse has taught me how to be Sulieti is one of 22 students who have a more people oriented. I’ve learnt the tertiary study ambitions, with the Talented but financially disadvantaged Programme dependent need to provide minimal scholarship unique opportunity through the First importance of good communications additional support of productive links students. infrastructure as the First Foundation Foundation Project to pursue their tertiary with people from different walks of life, with sponsoring businesses Comparison Against Guidelines Project is able to provide a scholarship study goals. NZBCSD businesses Fletcher whether they are customers or my fellow for Partnerships and Outcomes service to each business. Company time Challenge and Hubbard Foods are team members. My confidence in my own The Auckland University of Technology for Students is required to organise, and then amongst the 15 businesses involved in ability has grown as I have been given Business and Community Partnership Strategy CASE STUDY Meeting the guidelines for monitor, an employment programme. the scheme. more responsibility and independence in my work.” partnerships and outcomes for Sulieti was selected for a First Foundation The Auckland University of Technology AUT’s Student Support Services and students are dependant on the Cost to Participate scholarship with The Warehouse in 1999. Sulieti’s partnership has not only removed has established a Community and Business are linked to a comprehensive range Scholarship Partnership chosen. $4,000 annual contribution for three Since then this quietly determined young the financial barriers that impeded her Partnerships programme which involves a of academic and pastoral services. years which is dedicated to student fees. woman has not looked back, embracing career prospects, it has provided the four-pronged approach. Finally, the University establishes the opportunities The Warehouse has platform for making her career goals a partnerships with business/industry to provided for her. reality – she hopes to become a pharmacist. Firstly, enhanced partnerships are First Foundation Current Situation provide career pathways and employment established with selected decile one to five Auckland only, but there is a strong wish opportunities for students during and Auckland secondary schools, Private Project beyond their study. to develop this further. and personal growth, assisting to relieve 2. Quarterly progress reports by FFP Training Establishments and community financial pressures and broadening Scholarship Managers to FFP Board organisations. Designated Relationship The identifying and promoting of Brief Description A private enterprise initiative was commercial experience and perspectives of Trustees; Managers for Maori, Pasifika and People seamless career pathways from university The First Foundation Project has updated established in 1998 and 13 private sector through tailored mentoring and 3. Annual review to monitor with a Disability have been employed to to employment necessitates a range of the traditional scholarship concept into a forge and manage these mutually business partnerships to enhance the full partnership model. This model is businesses (including NZBCSD members work experience. achievement of the KPIs within beneficial relationships. employability of targeted equity groups. built on the knowledge that financial The Warehouse, Fletcher Challenge and each scholarship. AUT has established a diverse range of constraints are not the only barriers for Hubbard Foods) now partner the Contacts AUT Equity Relationship Managers then business partnerships from faculty some young people. Their likelihood of existing 22 students. Vikki Brannagan Comparison Against Guidelines work with the schools and organisations to industry advisory committees to local identify prospective students who success can be threatened by a lack of Chairperson for Partnerships and Outcomes businesses. These enable students to have demonstrate achievement (academic, guidance and encouragement in dealing Target Groups Phone: 630-7390 for Students meaningful employment while studying. leadership, sporting or cultural) and would with issues such as academic pressure Talented but financially disadvantaged Email: [email protected] This programme meets all partnership It also provides a pathway into benefit from a university education, but and extra-curricular activities, while they students. The students are selected in guidelines except ‘governance and employment and possible careers when lack support and resources. Scholarships often face demands to fulfil competing the students complete their studies, thus their sixth and seventh form as people Claire Stewart management’ which is not applicable to are then awarded to these students. AUT family and community expectations. enhancing success in both the tertiary and with considerable leadership potential. Executive Director most Educational Enhancement has committed an annual award fund of business world. Phone: 521-2103 programmes. It can meet most of the $350,000 for Community Partnership Programme Benefits Student Numbers, Programme Email: [email protected] outcomes for students. scholarships to increase participation of Students are provided with the financial core target equity groups. Partnership Duration and Frequency means to pursue their tertiary study strategies will enable students to explore The First Foundation Project is a very Evaluation Methods Further Comments and plan study and career pathways. In ambitions, and they are given work targeted programme. The scholarship 1. Communication of Key Performance The First Foundation has been a 2001, the inaugural year, 85 full-fee paying experience that not only enhances helps specific students make substantial Indicators to all parties at pioneer of this model and is now scholarships were awarded. Students their commercial experience but also progress in their career development commencement of scholarship; looking for support to expand its commit to a ‘partnership contract’ with broadens their career ambitions. work to different locations.

28 29 section two – partnerships NZBCSD – successful business and school partnerships

Sponsorship Partnerships

Brief Description Education Foundation website Telecom works with Government to Telecom supports Grass-roots Effort CASE STUDY Sponsorship Partnerships focus on www.tef.telecom.co.nz for further Bring Learning Alive for Isolated Communities CASE STUDY donating money or materials to meet information. NetDay, a grass-roots volunteer effort to take place in every State, and there schools’ needs. It’s 2001 and the new millennium. A group in Northland through better access to network schools’ computers, is organised are many NetDay groups. of school students at a popular Wellington information and communication Trustpower has a similar approach, with a by the 2020 trust and sponsored by The first NetDay in New Zealand was in school head through the school gate technologies. Telecom each year. June 1997, organised by Wellington’s General sponsorships are applied rewards programme operated through armed with laptops, computers and 2020 Communications Trust, when over nationally while targeted sponsorships the School Trustees Association and handheld learning devices. They sit down Telecom is fast-tracking $750,000 of Connecting a school’s computers and 200 volunteers installed networks in 35 are negotiated with the Ministry of at school, hook up to the Internet, and investment in the telecommunications direct community funding, which printers together in a Local Network Wellington schools. This has been Education (MOE) head office and digital images stream across their screens, infrastructure in Northland to increase the includes sponsorship for Newspapers in provides an opportunity for a wide section successfully followed by a National Net community organisations supporting they link up with other schools half a capacity – or bandwidth – in the Telecom Education and the Primary Schools music of the community to work together to Day in 1998, then Telecom NetDays from local schools. world away for video conferences. Online network. That means video conferencing, festival in their Bay of Plenty region. benefit local schools and their children. 1999 to 2001. learning is bringing traditional school fast access into and around the Internet subjects alive to these young people, will be available to schools and the rest of Labour is provided by volunteers and Programme Benefits Wellington’s 2020 Communications opening gateways to new information, the community. discounted materials, expertise and Funding is often beyond the ability of and new ways of learning, understanding Trust also run a project called Computer sponsorship by local bodies, community Government and local communities, and presenting information. It’s not hard Telecom’s fronting up with another Access New Zealand (CANZ). CANZ groups and businesses. particularly in areas such as information to imagine – for these students it’s $50,000 to hook these ten schools into the works with accredited computer technology, so businesses are fulfiling a happening today. new infrastructure to give the students recyclers who share a code of practice The resulting network is professionally faster and better internet access and tested and certified to show it meets the vital role. and the CANZ quality brand. The Trust But the reality is quite different for a Telecom is paying half the ongoing rental same internationally accepted standards receives donations from government group of students of the same age in and internet access charges for them for as would be expected from an cable Business Personnel remote parts of the far north of the North the next two years. departments (local and central), installation business. Involvement Island. Only one of them has a computer businesses and private individuals and There is minimal business personnel at home, they know what the Internet is The Digital Opportunities partnership the recyclers refurbish the computers The NetDay concept was pioneered involvement in sponsorship partnerships, but have trouble finding out much more between Government, Telecom and other and sell them on at minimum cost to in the USA, when a study showed because access is so slow. They don’t have business partners helps bridge the digital that networking existing computers apart from liaison with schools, MOE and schools and not-for-profit organisations. the time or patience to take turns sitting divide by opening up online learning together provided significant benefits community trusts where applicable. Refer to www.computeraccess.org.nz for down and trying to surf the Net, so they opportunities to students regardless of and was a major need. Now NetDays cut loose and go surfing at the nearby their backgrounds. further information. Cost to Participate beach instead. Varies according to the type of Telecom’s commitment to this project also Target Groups sponsorship. It can be very cost-effective And the digital divide opens even further. opens up opportunities for businesses and All schools, with low-decile areas communities in Northland to get more if done in-kind or if costs are shared with selected for special programmes. Evaluation Methods Telecom has teamed up with Government capacity from the Telecom network. local community organisations. Based on the ongoing satisfaction and other business partners to change all that and bring learning alive for students Together with Telecom, they’re joining Student Numbers, Programme of parties. Current Situation and communities at ten secondary schools the digital revolution. Duration and Frequency Examples of NZBCSD companies’ All sponsorship programmes listed Comparison Against Guidelines involvement in sponsorship partnerships are annual, ongoing and benefit an for Partnerships and Outcomes are discussed here and detailed in case entire school. for Students studies. Telecom, through its Education Meeting the guidelines for Foundation has taken a leading role in Contacts partnerships and outcomes for general sponsorship. This currently Refer to your local school, a community students are dependant on the involves 5895 schools and early facilitator organisation or: Sponsorship Partnership chosen. childhood centres in the School Adrienne Percy, Connection programme while 90 Ministry of Education Innovations percent of schools now have a Learning Phone: 04 463 8232 Line into a classroom, library or Email: [email protected] computer room at no cost for installation or rental. Refer to the Telecom

30 31 section three – facilitators NZBCSD – successful business and school partnerships

Where Both Sides Get A Bargain! CASE STUDY Contacts Elizabeth Deauchrass Making massive Easter eggs to hang up in Easter eggs to hang up amongst (National Co-ordinator) the local The Warehouse was the task The Warehouse’s Easter shop decorations. assigned to children at Marfell The school jumped at the opportunity to Phone: 03 357 1034 Community School in New Plymouth, get students involved and the eggs were Email: [email protected] facilitated by Partners New Zealand Trust. subsequently delivered to The Warehouse section three – and hung up. Evaluation Methods Liz Shaw, the Principal of Marfell Annual review and goal setting by both Community School and Alan Vincent, “They looked great and the children were parties. Outcomes are measured against Team Leader at The Warehouse have very proud of their efforts,” Liz says. developed a vocational partnership that set objectives and an ongoing auditing facilitators benefits both sides. Since Alan’s daughter of activities by facilitators is done to had attended the school and the Marfell measure progress towards agreed goals. community were a large percentage of The Warehouse’s clientele, a partnership Further Comments made sense. Full details are available on

Firstly, Liz was taken on a tour of The www.cwa.co.nz. Partners New Zealand Warehouse and various aspects of the The Warehouse has also given the school also publish newsletters and can advise company’s business administration were its plants that are too damaged to sell, or about the full range of different types of explained to her. She was also given the which are being replaced. partnerships operating in various areas of Partners New Zealand Trust opportunity to watch as the ticket writer the country. While there is no service effortlessly produced signs and price tickets “This is in keeping with their zero waste charge to participating businesses and at a rapid rate, and to learn first hand about policy but it also fits in with the school’s Brief Description business/school joint partnerships to Cost to Participate the policy of zero waste and recycling. desire to help children learn about schools, sponsorship assistance is most Partners New Zealand have traditionally operate successfully. Regional Nil. gardening and plants. I’m glad to have the welcome for salary, vehicle and focused on vocational partnerships co-ordinators are locally funded and A brief was then sent to the school, opportunity to improve the gardens operating expenses for each cluster between schools and businesses. their services are available free of charge Current Situation requesting that a class make twenty huge around the school,” Liz says. co-ordinator, which comes to a total However, they are available to assist to facilitate any partnership in their area. Nine areas are operating to date, all of approximately $90,000 per annum. with any other partnerships discussed supported by a national co-ordinator. Auckland: Partners Waitakere (West) as described earlier, Partners New This can be broken into components. in this guide. Co-ordinators work from a Business Personnel Six of these now have their own local Partners North Shore Zealand is a brokerage, providing Six regional and one national six-stage process which is tailored to suit Involvement co-ordinator. Additional three clusters in Wellington facilitation of whatever activities, co-ordinator are funded to date. the needs of each partnership in an The Partners New Zealand process South Island: Partners Clutha (Otago) and Auckland. projects or programmes local schools ongoing cycle. requires a team of business personnel to Wellington: Partners Porirua and enterprises wish to undertake. Government funding through Skill New work with a corresponding school team, Central North Island: Partners Wairarapa Target Groups Some of their current work is funded Zealand and the Ministry of Education 1. Introduction: learning about each size is negotiable. Partners Taranaki All levels of schooling for various types through the Ministry of Education. terminates this year. Local funding is other’s needs and resources. of partnerships. The long-term aim is to being sought as part of a strategic plan 2. Nuts and Bolts: tools to build the set up local partnerships throughout It is a long-term operation with the to pass ownership and operation to local partnership. the country. national body supporting regionally- clusters. National funding is sought for 3. Familiarisation: individual meetings funded co-ordinators who facilitate the quality assurance, advisory and and site visits. Student Numbers, Programme partnerships between school and support role for the local clusters and to 4. Project Teams: induction, planning, Duration and Frequency business, including community increase the number of regional clusters. setting tasks etc. Work was begun on the Trust in 1993 organisations and tertiary institutions. 5. Activity: implementing tasks, and refocused in 1996. Programmes Partnerships are tailored to meet the responsibilities and guidelines. are too complex to enumerate since, needs of the parties. They all add value 6. Review: evaluation of success and to student learning and may include future planning. mentoring for students and professional development for staff. Service Benefits Partners New Zealand Trust offer skilled personnel and a proven process to pass on the knowledge which assists

32 33 section three – facilitators NZBCSD – successful business and school partnerships

assistance to engage students on Cost to Participate Contact(s) Regional Partnership pathways to productive futures, which Nil. The purpose of all facilitator CDC Leonie Foster include programmes to develop an organisations is to provide free services Phone: 03 079 5575 Facilitator Organisations enterprise orientation. to enhance the smooth and productive Email: [email protected] development of partnerships. However COMET – Bernardine Vester Brief Description successful partnerships that have recognised key regional objectives is Nelson Bays Education Business if businesses have financial resources Phone: 09 273 6009 The following regional listings give continued to flourish in Otago in spite workforce capability. Regional Enterprise Partnership (NBEBP) was established in available, sponsorship is an Email: [email protected] examples of facilitator organisations of the difficult economic climate. and Education Networks (REENs) are one 1995 when the community realised local ongoing need. operating in New Zealand: Canterbury model used to form new relationships school students, their most important NBEBP – Vic Evans Development Corporation, City of Southland Education Business between the school and business sectors, resource, were unprepared for the fast- Current Situation Phone: 03 546 8198 Manukau Education Trust, Nelson Bays Partnership (South Ed) was established allowing creation of a more skilled and changing world of work. Funding comes All these organisations are busy with Email: [email protected] Education Business Partnership, Otago in 1996. The primary objective of the flexible workforce for the 21st Century. from 22 sponsors and the Trust works local projects, yet open to new SouthEd – John Dyer Education and Business Partnership Trust organisation is to facilitate relationships CDC are currently operating partnership very actively with four secondary schools developments. Most facilitator Phone: 0800 155 570 Southland Education Business between Southland High Schools and facilitation contracts funded by the and three intermediates in the region, organisations participated in an Email: [email protected] Partnership Network, 2020 the business community. South Ed Ministry of Education for three regions: encouraging teachers to include the Enterprise Education forum that was Communications Trust, Wellington. contracts a co-ordinator whose role is to Canterbury, West Coast and business community as a major resource held last year in Wellington with the aim 2020 – Clare Coman facilitate potential career orientated Marlborough. in their teaching. Their goal is maximum of producing a joint policy from the Phone: 04 479 8636 These organisations have formed in a seminars for sixth and seventh form understanding and co-operation Ministry of Education (MOE) and the Email: [email protected] range of locations over the past few students. The co-ordinator works closely The City of Manukau Education Trust between sectors and they offer Ministry of Economic Development, years with the common purpose to with Careers Advisers in schools who (COMET) was founded by the City facilitation for all staff. which is still being developed. Otago Education – Sally Gray facilitate business/school links and assist in promoting the seminars. Council in 2000 to develop an education Phone: 03 477 2236 partnerships, for economic development strand, linked with the city’s The 2020 Communications Trust was Some regional initiatives have spread Email: [email protected] and social well-being. All operate as Canterbury Development Corporation employment and economic set up in 1996 as an initiative of the more widely, such as 2020’s Computers charitable trusts, with paid co-ordinators (CDC) is the regional economic development strategies, to deal with the Wellington City Council seeking to in Homes which, through partnership Websites and board representatives from key development and employment arm of acute situation of their large youth ensure “that every citizen is equipped with business sponsors and the Manukau: www.comet.org.nz sectors of their region – business, the Christchurch City Council, formed in population, many of whom are in low- with the essential values, information, government, “aims to empower the Wellington: www.2020.org.nz education, local government and central 1983. Their role is to develop and decile schools. In Manukau, more than skills and opportunities to compete communities of decile one schools with Nelson:http://homepages.paradise.net. government agencies. There is some enhance long-term economic and social most other places in the country, people effectively in the emerging global digital the tools and skills to become active nz/nbebp/ variation in their funding sources and sustainability in Christchurch and the need work and the skills that make them economy and to fully participate in participants in our online world”. This has each has priorities to match the Canterbury region. One of the employable. Schools urgently require creating the information society”. led to initiatives in Panmure, Auckland as particular needs of their location. This has led to three very important well as Cannons Creek, Porirua. They actively strive to avoid overlap Computers in Homes CASE STUDY and effective school partnership projects and work co-operatively. that have grown beyond their Target Groups Fifty families in New Zealand have been my kids love doing their homework,” given a recycled computer, internet says a mother of three who took part in Wellington base: Computers in Homes, Students in all schools, to develop Service Benefits access, training and technician support the project. Living Heritage and NetDay. necessary new understandings and ways The Otago Education Business through a scheme supported by the 2020 of thinking. Partnership Trust was established in Communications Trust. Victoria University conducted a study on Business Personnel the project and found that almost all of 1996 to act as a catalyst to assist Involvement Student Numbers, Programme The project aims to empower the parents are using e-mail as a regular businesses and educational institutions in Discretionary. Each trust provides skilled Duration and Frequency communities of decile one schools with way of communicating including creating mutually beneficial partnerships the tools and skills to become active improved contact between home and services to facilitate any partnership Large numbers of students are reached in Otago. A strong network exists to participants in the online world. school. Families e-mail in child absences initiative, while executives with time through these partnership programmes support the Trust. It comprises wider and are accessing the Board of Trustees available will find their skills welcome in which are ongoing and on an annual groups of education and business “Everything about the computer is new minutes via the school website. projects or on trust boards. cycle to match the school year. and interesting to me especially because I organisations that are committed to have never in my whole life ever learnt to improving the links between business use one. I have never even used a and education. High points for the Trust typewriter. Now you wouldn’t believe how have been gaining national recognition good I can type. I can also touch type. My for the publication of a ‘good practice’ kids are learning to touch type as well. The Work Exploration Kit and the number of interesting thing about the computer is

34 35 section three – facilitators NZBCSD – successful business and school partnerships

Youth Mentoring Associations

Brief Description Service Benefits Current Situation Target Groups Evaluation Methods Youth mentoring began developing Through the support of people who take Auckland Secondary schools, in all areas where Particular to each programme, in New Zealand in the mid 1990s. a special interest in them, students are West Auckland: Waitakere College, interest is expressed. but computer measurement tools In 2000, two voluntary associations assisted to develop their self-efficacy by Kaipara College, Kelston Boys’ and are available. were formed to pool knowledge, identifying and overcoming barriers Girls’ High Schools, Rutherford Student Numbers, Programme promote best practice and facilitate and widening their experience and High School. Duration and Frequency Further Comments the growth of mentoring programmes confidence in the world Most mentoring programmes run Businesses have a choice of supporting North Shore: Long Bay College. to meet what is clearly a major need on an annual cycle, with personal local programmes or the two volunteer Business Personnel for young people. One is Auckland- Central: Penrose High School development/ resiliency-building as organisations already mentioned – Involvement based, AYMA – the Auckland Youth (with Rotary Club). their aim, through focused sessions the Youth Mentoring Association of Time with students and for Mentoring Association, the other is and shared activities at least once Aotearoa New Zealand (YMAANZ) or training/facilitation if the company South: Otahuhu College, Tangaroa centred on Wellington and the per fortnight. Numbers range from a the Auckland Youth Mentoring wants to offer mentors from their (as part of Fletcher partnership), South Island, YMAANZ – the Youth dozen or so students to thirty or more. Association (AYMA). staff, either in developing their own Aorere, Southern Cross-with Mentoring Association of Aotearoa programme or joining with an First Foundation. New Zealand. Contacts Contact either association for existing group. An example of Other Areas: Central North Island: Auckland and North information on programmes currently this is Bell Gully adding to the Mentoring initiatives operate on Edgecumbe (Bay of Plenty), Queen Jim Peters (Chair AYMA) operating or for assistance on how to Fletcher/Tangaroa mentoring scheme the traditional 1:1 pairing within an Elizabeth College (Palmerston North), Phone: 09 2928 850 get started. then developing their own initiative overall programme, with groups of Wanganui City College Email: [email protected] in Wellington. students and mentors or a very skilled Wellington: Naenae College, Taita Ann Dunphy (Secretary AYMA) single mentor can work with a group Cost to Participate College-with Bell Gully. Phone: 09 358 5310 of students. Time rather than money where the Email: [email protected] South Island: Nelson College. School mentoring programmes company is supplying mentors. generally support personal development Schools pick up administrative costs, South Island School mentoring pilots have been in one of three areas: but special events like trips and social Darren Gammie (YMAANZ) running since 1996, mostly with occasions need funding. Sponsorship Phone: 03 578 7848 minimal funding. Social Buddy programmes where of a local in-school programme or for Email: [email protected] senior students are paired the wider work of the two co-ordinating Kaipara College, Kelston Boys, Naenae, with troubled juniors. associations is an alternative for Wellington Waitakere, Wanganui and Nelson have businesses who are keen to be Lissie Hogg/Geoff Stone had short-term funding from the Academic Adult members of the school involved but have limited time or (Co-convenors YMAANZ) Ministry of Education and would community help students personnel available. Phone: 04 939 6547 welcome support for longer-term work. with subject choices and Email: [email protected],nz He Ara Tika, a Ministry of Education goal-setting. funded mentoring programme aimed at lifting achievement among young Pathways Business/community mentors Maori students, is also in early stages offer advice and guidance for of implementation. the world beyond school. This mentoring is often part of other partnerships.

36 37 further resources directories

further resources examples of NZBCSD members’ involvement

Recent 1993 “Successful schools Careers Service: The Government Business Type of Specific School/s Town/Suburb Annual Financial Annual * Business Partnership Programme Input (approx.) Time Input Contact successful business” department with statutory responsibility Fletcher Building Governance Generic Tangaroa College Otara Auckland Nil High Merv Taiaroa New Zealand Careers Service to promote links between Education and Fletcher Building Mentoring Generic Tangaroa College Otara Auckland Less than $2000 Medium Merv Taiaroa Publications (Based on conferences held in Enterprise. National office in Wellington Fletcher Challenge Mentoring and Generic Rotorua Boys Rotorua Nil Low Judy Holden Auckland and Wellington, ph 04 801 5177, District offices – see Forests Vocational High School March 1993) local phone book Fletcher Challenge Education Young Secondary Nationwide Confidential Low Paul Pirani 2000 “Pathways to Independence – Trust Enhancement Enterprise years 12 and 13 Effective Youth Transitions” Fletcher Challenge Education Primary years 1-8 Nationwide Confidential Low Paul Pirani Skill New Zealand Programmes run by Professional Trust Enhancement Enterprise Associations: include Neighbourhood Fletcher Scholarship First Foundation year 12 Auckland $4,000 for 3 yrs Low Liz Dover Organisations Companies 1999 “Working Together. Building Engineers – Institute of Professional BP Education Enterprise Junior high, Nationwide Confidential Low Jane Diver partnerships between schools Engineers New Zealand – Wellington, Enhancement Studies years 9 and 10 In addition to the organisations and 3M Vocational Generic Glenfield College North Shore Nil Medium Alan Williams and enterprises” Firm/School Partnership Programme – groups profiled in this guide, there are a Auckland Ministry of Education, New Zealand Law Society – Wellington, 3M Education Young Senior High Nationwide $25,000 Low James Marshall number of others who can assist republished from 1993. plus Building Research Association with Enhancement Enterprise businesses to develop partnerships with Wellington schools. The Warehouse Vocational Generic Primary & Sec Regional Less than $2000 Low John Hoffman schools. These include: Scholarship First Foundation year 12 Auckland $4,000 for 3 yrs Low John Hoffman 1997 “Career Information and guidance Hubbard Foods Scholarship First Foundation year 12 Auckland $4,000 for 3 yrs Low John Ashman in New Zealand schools” Other valuable initiatives such as the Ministry of Education (MOE): Local Sanford Education Kiwi Can Kaeo Primary Northland $30,000 Low Shane Walsh Ministry of Education annual Telecom Information Technology Enhancement management centres have contact Roadshow, various Science and Telecom Sponsorship Generic All Nationwide $9m Low Anna Hughes details for all schools in your area. (School 1996 “Growing partnerships. Practical Technology competitions and holiday Connection) Nationally the MOE, Phone 04 463 8000 examples of school-industry programmes, Lampen Work Choice Day Telecom Sponsorship Generic All Nationwide Confidential Low Anna Hughes provides start-up money each year to (Net Day) partnerships” and the Coca Cola Careers Expo lie trial new initiatives in schools and Telecom Sponsorship Generic All Nationwide $2m Low Anna Hughes Careers Service outside the scope of this document. (Learning Line) evaluates them for success. Some of Watercare Education Generic Primary yrs 5-8 Auckland $90,000 Medium Bruce Owen these are now looking for support from Enhancement (Adopt a Stream) 1996 “School-business links” other partners to continue operation. Shell Vocational Generic St John Bosco New Plymouth Nil Low Martine Carter Education Review Office URS Education Generic Primary SchoolsAuckland Nil Low Gael Ogilvie Enhancement

*NB (these are estimates only): Low=less than 20 hours per annum; Medium=20-40 hours per annum; High=more than 40 hours per year

38 39 directories

NZBCSD member companies and council members

3M New Zealand Morel & Co The Living Earth Company James Marshall Jenny Morel Rob Fenwick AFFCO New Zealand Natural Gas Corporation The Warehouse Group Sam Lewis John Barton Stephen Tindall BP Oil New Zealand New Zealand Dairy Board Toyota New Zealand Peter Griffiths Warren Larsen Bob Field City Care NIWA Transpower New Zealand Richard Lauder Paul Hargreaves Bob Thomson Deloitte Touche Tomatsu Palliser Estate Wines of Trust Power Nick Main Martinborough Jeff Williams Eagle Technology Group Richard Riddiford United Networks Craig Eagle Petros Plastics Dan Warnock Fletcher Building Geoff Harnett Urgent Couriers Ralph Waters Port of Tauranga Steve Bonnici Foresight Institute of New Zealand Jon Mayson URS – New Zealand Nick Marsh PricewaterhouseCoopers Mark Drury Hubbard Foods Andy Britton Waimangu Volcanic Valley Dick Hubbard Richmond Harvey James Interface Agencies Rod Pearce Waste Management New Zealand Robb Donze Sanford Kim Ellis Landcare Research Eric Barratt Watercare Services Andy Pearce Shell New Zealand Mark Ford Meridian Energy Ed Johnson Keith Turner Simpson Grierson Mighty River Power Martin Wylie Doug Heffernan Telecom New Zealand Theresa Gattung Milburn New Zealand Design: dunhambremmer Rex Williams The Boston Consulting Group June 2001 Money Matters New Zealand Rick Boven This publication is printed on paper containing no less Rodger Spiller than 50% recycled paper. The inks used are vegetable based dyes.

40 P.O. Box 250 Tel: 64 9 529 0678 E-mail: [email protected] Auckland 1 Fax: 64 9 529 0418 Web: www.nzbcsd.org.nz New Zealand