Manaakitanga Aotearoa Charitable Trust
Private Training Establishment Profile 2006-08
Contact details:
Name of registered PTE: Name of legal entity / governing body: Street address: Suburb: Name of profile contact person: Profile contact person telephone number:
Manaakitanga Aotearoa Charitable Trust
as above
Provider code:
7527 P.O Box 515 ROTORUA mariana@xtra.co.nz 027 4578700 07 3468225 mariana@xtra.co.nz 027 4578700 07 3468225
3rd Floor – 1192 Hinemoa Street Central City Donna Mariana Grant 07 3468224 Donna Mariana Grant 07 3468224
Postal City: Email: Mobile: Fax:
CEO name: CEO telephone number:
Email: Mobile: Fax:
Manaakitanga Aotearoa Charitable Trust
Profile 2006-2008
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Contents
Ensure you have completed the appropriate sections of this profile.
n/a n/a
Reference to you PTE’s charter
1. Environmental scan 2. Strategic direction, objectives, performance indicators, and targets 3. Collaboration and rationalisation 4. Subcontracting 5. Risk management 6. Policies and processes 7. International education 8. Other activity of the organisation 9. Existing TEC funded activity and funding sought 10. Consultation 11. Profile areas for development
1. Environmental Scan
Strategic planning assumption Response(s) to your PTE’s strategic planning Strategic direction(s) assumptions
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Response(s) to your PTE’s strategic planning Strategic direction(s) assumptions 1.1 That relevant education provision of quality is By growing and strengthening opportunities for To ensure quality and flexible Māori performing arts/kaupapa Māori required for a growing Māori participation relevance of our Māori programme provision rate in tertiary education performing By providing qualified staff arts/kaupapa Māori By ensuring that staff access appropriate Manaakitanga voted ‘Best Regional Business’ for the education provision by professional development training Waiariki district at the Inaugural Maori Business By utilising appropriate ‘review’ documentation and continuously Awards (25 June, 2005) ‘kanohi ki te kanohi’ forums to measure programme reviewing and Key theme of the Māori education strategy is to delivery effectiveness acknowledge the importance of whānau, hapū, and iwi matching both our in determining and driving kaupapa matauranga Māori By working collaboratively with other nationwide qualifications and our Māori performing arts providers quality programme provision.1. 5 course content to Māori participation in tertiary education has increased By participating in NZQA review systems of NQF 2 development and review through the Manager’s learner needs and significantly in recent years . membership on the Whakaruruhau Matua Chair aspirations Māori students who achieved certificates tended to Strategic planning assumption
move on to further study3 100% of all Manaakitanga learners that have been, or who are currently enrolled, are of Māori ethnicity. 4 Therefore, we anticipate that over the next three years, our targeted clientele ‘Māori’ will continually increase Advisory Group, and through her position as National Moderator of Māori performing arts By working with the Secondary School community to review programme provision to meet learner entry needs By demonstrating tangible learner outcomes of quality in terms of training and/or employment destination
Reference to you PTE’s charter Sections 1, 2, 3, 4, 5, 6, 8, 10
1 2
Ministry of Education (2005). Nga Haeata Matauranga – Annual Report of Maori Education, 2004. ISSN 1173-2253Ibid.p.21 Ibid. p.15. 3 Ibid. p. 21. 4 Information taken from the TAKE2 Student Management Statistical Data, and 2002/03 TEC provider payment advice documentation 5 NQF refers to the National Qualifications Framework
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Strategic planning assumption 1.2 That relevant changes to skill development learning is required to match market demand
Māori cultural tourism and service related industries are an innate feature of employment in Rotorua Māori television production opportunities is reflected with the number of production house business growth in Rotorua Higher tertiary destination outcomes of Manaakitanga learners is demonstrated with entry into higher tertiary degree programmes in Māori, Teaching, Tourism & Management, and Sport & Leisure Majority of 2005 learners 48/102 fall within the 18-25 age band
Response(s) to your PTE’s strategic planning Strategic direction(s) assumptions By arranging orientation visits to higher tertiary To enhance work institutions experience and By ensuring that learners attain the pre-requisite graduate employment entry requirements for further tertiary study and training destinations opportunities for all By providing work place learning experiences that assists NQF credit achievement learners
By providing other NQF qualification opportunities By associating with business networking forums
Reference to you PTE’s charter Sections 1, 2, 3, 4, 5, 6, 8, 9, 10
1.3 Legislative reporting requirements are in constant flux and change
Current review of PTE’s and ‘race based funding’ emanating from government ‘cabinet decision-making’ Capacity building compliancy for Financial viability, Student Data documentation processes, electronic reporting of credit achievement, Audit, etc. requires sound business management practices Collaboration with aligned organisations is required for continued compliancy Changes in political direction and Crown Agency decisionmaking based on the forthcoming election process in September
By collaborating with the Maori PTE/Tertiary community to provide: Strategic leadership and development for aligned organisations; Generic services that can be shared with aligned organisations; Professional development and growth opportunities. By accessing appropriate forums of assistance to ensure that the Trust meets compliancy requirements By accessing on-going professional development training to develop professional standards of business practice
To build and develop strategic alliance relationships with local, regional, and nationally aligned organisations
Sections 1, 2, 3, 4, 5, 6, 8, 9, 10
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2. Strategic direction, objectives, performance indicators, and targets
Strategic direction(s) Contribution to the TES Objectives 1, 3, 5, 6, 7, 8, 9 , 10, 11, 12,13, 17, 18, 21, 22, 24 Contribution to the STEP Objectives
2.1 To ensure quality and relevance of our Māori performing arts/kaupapa Māori education provision by continuously reviewing and matching both our qualifications and our course content to learner needs and aspirations 2.2 To enhance work experience and graduate employment and training opportunities for all learners 2.3 To build and develop strategic alliance relationships with local, regional, and nationally aligned organisations
Promoting excellence in teaching and learning through effective teaching practices
2.1.1 2.1.2
To ensure that staff profiles reflect quality teaching practice through recruitment and professional development processes To work collaboratively with other ‘accredited’ nationwide Māori performing arts providers
Objectives 5, 6, 7, 8, 9 , 10, 11, 12,13, 17, 19, 21, 22, 24 Objectives 1, 2, 3, 5, 9 , 10, 11, 12,13, 19, 21, 24
Increasing differentiation in order to deliver education training that strengthens and meets identified community learning needs Increasing the relevance of skills and knowledge by strengthening Māori development (Priority # 12)
2.2.1 2.2.2
To ensure that the Trust provides relevant work place learning experiences that assists NQF credit achievement and possible outcome destination To provide additional and manageable NQF qualification opportunities to meet identified individual needs and aspirations
2.3.1
To collaborate with the Maori PTE/Tertiary community, and to become a member of business networking forums
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Table: Objectives, performance indicators, and targets Objectives
Performance indicators
Actual achievement for previous year(s)
2005 current staff includes: Professor of Māori Sociology; Degree qualified tutors (x2); and recognised Māori performing arts specialists. Manaakitanga provision of FREE assessment packages for aligned providers in the following NQF curriculum: New Māori Dance; New Māori Music, Mau rākau, Tikanga Concepts Additional qualifications achieved by Manaakitanga graduates includes: NCEA 1, NCEA 2, NCEA 3, NC in Reo Māori
Expected target 2005
80%
Target 2006
80%
Target 2007
80%
Target 2008
80%
To ensure that staff profiles reflect quality teaching practice through recruitment and professional development processes To work collaboratively with other ‘accredited’ nationwide Māori performing arts providers and become a member of business networking forums
Staff qualifications, knowledge, and experience documentation and % of learner satisfaction surveys
Number of hui Attendance at Association Membership forums
1
1
1
1
To ensure that the Trust provides relevant work place learning experiences that assists NQF credit achievement and possible outcome destination To provide additional and manageable NQF qualification opportunities to meet identified individual needs and aspirations To collaborate with the Maori PTE/Tertiary community to provide: ..1 Strategic leadership and development for aligned organisations; ..2 Generic services that can be shared with aligned organisations; ..3 Professional development and growth opportunities.
# of additional qualifications achieved by TO/SE learners
2
2
2
2
Minuted records of hui Signed Memorandum of Practice and/or Memorandum of Understanding documents
Hui with aligned forums includes: TAMP Māori performing arts PTE’s SFRITO NZQA Māori performing arts curriculum development hui Turanga Ararau (Gisborne) Kokiri Marae (Wellington) Pounamu (Auckland)
Regular attendance at hui
Regular attendance at hui
Regular attendance at hui
Regular attendance at hui
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3. Collaboration and rationalisation
The TEC is seeking a tertiary education system that is more strategically connected, collaborative and rationalised. Table: Collaborative initiatives Refer Guidelines, page 26 Briefly describe your PTE’s existing and planned collaborative initiatives with others.
3.1.Current Te Arawa Maori Providers (TAMP) Memorandum of Practice
Briefly describe how your PTE’s existing and planned collaborative initiatives meet the needs of stakeholders.
Collaboration with the Maori PTE/Tertiary community to provide strategic leadership and development for aligned organisations
Briefly describe how your PTE’s existing and planned collaborative initiatives give effect to its charter.
Briefly describe how your PTE’s existing and planned collaborative initiatives contribute to the TES.
Sections 1, 2, 3, 4, 5, 6, 8,
Strategy 1 - Capability building Objectives 1, 2, 3, 5 Strategy 2 - Maori development aspirations Objectives 8, 9, 10, 11, 12, 13 Strategy 1 - Capability building Objectives 1, 2, 3, 5 Strategy – Maori Development Aspirations Objectives 8, 9, 10, 11, 12, 13
3.2 Current Strategic alliance with School of Māori Departments with TEI’s, Wānanga, and Universities
Ensuring that Manaakitanga graduates have visits and entry requirements for higher tertiary study. Relationships for stair casing opportunities entered with: Waiariki Institute of Technology; Te Whare Wānanga o Awanuiarangi; University of Waikato, Auckland University, Massey University Canterbury University University of Hawaii. Member of Rotorua’s Chamber of Commerce, and Business Swap
Sections 1, 2, 3, 4, 5, 6, 8,
3.3 Current Membership in business networking forums
Sections 2, 3, 4, 5
Strategy – Strengthen system capability and quality Objectives 1, 3
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Profile 2006-08
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Briefly describe your PTE’s existing and planned collaborative initiatives with others.
3.4 Current Parkers Ltd Using Parkers Ltd. Accreditation6 (secured under contract) Manaakitanga facilitates Assessment and Development unit standard training with organisations requesting this service. 3.4 Planned Instant Learning Packages – Apostolic Training Outsourcing opportunity to provide marketing and distribution of Manaakitanga produced assessment resources
Briefly describe how your PTE’s existing and planned collaborative initiatives meet the needs of stakeholders.
Briefly describe how your PTE’s existing and planned collaborative initiatives give effect to its charter.
Briefly describe how your PTE’s existing and planned collaborative initiatives contribute to the TES.
Assessment and training professional development provision
Sections 1, 2, 3, 4, 5, 8
Strategy – Strengthen System Capability and Quality Objectives 2, 3, 5,
This is a potential market for business growth especially with assessment resources designed for Field Māori unit standards e.g. recently developed ‘Whakairo’ assessment resources designed by Manaakitanga have been used by NZQA TAM7 as a ‘best practice’ exemplar.
Sections 1, 2, 3, 4, 5, 6, 8, 9, 10
Strategy – Strengthen System Capability and Quality Objectives 3, 5 Strategy - Maori Development Aspirations Objectives 8-13
6 7
Training - Assessment (Unit Standard 4098) and Moderation (US 11552) covers mandatory compliancy required for NZQA registered PTE’s TAM refers to Tertiary Assessment and Moderation unit of NZQA
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Table: Rationalisation initiatives Briefly describe your PTE’s existing and planned rationalisation initiatives with others.
3.5 Current Governance resource personnel and associated networks NZQA membership for operational functions for NQF development 3.6 Planned Waiariki Institute of Technology
Briefly describe how your PTE’s existing and planned rationalisation initiatives meet the needs of stakeholders.
Strategic direction and development of business ‘best practice’ Keeping abreast of curriculum development and implementation into Manaakitanga programme provision Manager invited to be a member of School of Māori (Te Pakaro o Ihenga) advisory group (June 05). This is a potential opportunity to develop seamless transition opportunities for TAMP graduates. Potential opportunities: Generic service provision of Student Management System reporting Financial viability support ICT online learning Professional development Learner events e.g. pōwhiri, sports days, student council, graduation
Briefly describe how your PTE’s existing and planned rationalisation initiatives give effect to its charter.
Sections 1, 2, 3, 4, 6, 8, 9, 10
Briefly describe how your PTE’s existing and planned rationalisation initiatives contribute to the TES.
Strategy - Strengthen System Capability
Sections 1, 2, 3, 4, 6, 8, 9, 10
Strategy - Strengthen System Capability & Maori Development Aspirations
Sections 1, 2, 3, 4, 6, 8, 9, 10
Strategy - Strengthen System Capability & Maori Development Aspirations
3.7 Current TAMP
Sections 1, 2, 3, 4, 6, 8, 9, 10
Strategy - Strengthen System Capability & Maori Development Aspirations
Or, if there are no plans to increase contribution to the TES via developing rationalisation initiatives, describe the reason(s) for this decision.
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Profile 2006-08
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4. Subcontracting
Table: Subcontracting declaration Refer Guidelines, page 31 No subcontracting of teaching and learning activities over the duration of the profile 2006-08 Paste tick where appropriate
I affirm that our PTE has not subcontracted another organisation to deliver teaching and learning activity on our behalf and will not deliver teaching and learning activity on behalf of another organisation, over the duration of the profile 2006-08. Principal subcontracting declaration We subcontract another organisation to deliver teaching and learning activity on our behalf using TEC funding. I affirm our PTE has: processes in place to maintain quality learning outcomes; financial processes in place that provide a transparent audit trail for each contractual arrangement; records and administrative processes to enable a comprehensive audit of any of its subcontracting arrangements within 10 working days notice from the TEC; subcontracting arrangements that comply with the current Tertiary Funding Guide; and detailed all existing and intended Student Component (only) funded subcontracting arrangements in the Principal - subcontracting register (a separate Excel file available from the TEC website).
Contractor subcontracting declaration Our PTE delivers teaching and learning activity on behalf of another organisation. I affirm our PTE has detailed all of these existing and intended arrangements in the Contractor - subcontracting register (a separate Excel file available from the TEC website).
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Profile 2006-08
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5. Risk management
Information about your PTE’s risk management forms part of the TEC assurance around accountability for the use of public funds. It also provides assurance about your PTE’s ability to offer its learners a sustainable environment that protects their interests. Refer Guidelines, page 34 Detail how your PTE identifies any major operational or financial risks. Weaknesses and Threats identified through SWOT Analysis associated with yearly Business Planning with Governance Board Financial Viability Audit Detail how your PTE manages or minimises any operational or financial risks. Governance body reflects core competencies consistent with expectations of credible business and quality educational practice. Formalised and negotiated ‘monthly’ key performance indicators associated with financial viability requirements of contractual expectations TAKE2 Student Management System implemented in September 04. 3 x SDR Reports successfully submitted to date. Quality audit process exceeds AAA8 appraisal expectations. Maintenance of standards and monthly checks regarding compliancy accessed through NZQA website. Audit due Dec 05. Checked through NZQA annual moderation and internal moderation processes. Document control system with a doctrine hierarchy that ensures maintenance of the above processes. 3 x 3 lease signed July 2004. Expires July 2006.
Student Management Reporting
NZQA Quality Audit
Legislative Acts relevant to curriculum provision
Leased venue
8
AAA – Approvals, Audit, and Accreditation – NZQA. - 2003 Quality Audit report available for critique.
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Profile 2006-08
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6. Policies and processes
Describe in the policies and processes table where your PTE’s stakeholders can access the following policies and processes. Policies and Processes: Articulation arrangements with other providers Describe where your stakeholders can obtain copies of these policies and processes. (Type N/A below if it is not applicable to your PTE) 1.2.1.3 Community Consultation – 1.2.5.1 Programme Development – 1.2.5.2 Programme Evaluation – 1.2.6.3 Moderation – 1.2.1.2 Self Review - 1.2.6.2 Assessment for Current Competency 1.2.4.3 Fees Information and Protection – 1.2.4.1 Student Entry – 1.2.4.2 Student Guidance and Support Systems - 1.2.6.1 Assessments 5.2 Student Guidance and Support Systems– 1.2.4.1 Student Entry – 1.2.6.2 Assessment for Current Competence 1.2.5.2 Programme Evaluation – 1.2.6.1 Assessments - 1.2.4.2 Student Guidance and Support Systems– 1.2.7.1 Lerner Achievement 1.2.1 Governance and Management – 1.2.1.2 Self Review – 1.2.2.1 Staff Appointment - 1.2.2.2 Staff Development – 1.2.2.3 Staff Appraisal – 1.2.4.1 Student Entry – 1.2.4.2 Student Guidance and Support Systems – 1.2.5.1 Programme Development – 1.2.5.2 Programme Evaluation – 1.2.6.1 Assessments 1.2.6.2 Assessment for Current Competency – 1.2.6.3 Moderation – 1.2.6.4 Work Experience – 1.2.7.1 Learner Achievement 1.2.2.1 Staff Appointment 1.2.2.2 Staff Development – 1.2.5.1 Programme Development – 1.2.5.2 Programme Evaluation – 1.2.6.3 Moderation
Credit transfer policies Recognition of prior learning policies Learner grievances procedures Policies on stakeholder relations
Equal Employment Opportunities Equal Education Opportunities
The above policies and processes can be found at the Manaakitanga Aotearoa Trust administration offices on the 3 rd floor – 1192 Hinemoa Street, Rotorua
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7. International education
If your PTE has no international learners, type ‘No’ in the space provided here
NO
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8. Other activity of the organisation The TEC is interested in the business activities of your PTE, and its controlled entities, that are not funded by the TEC. If your PTE has no other business activities outside of those funded by the TEC, type ‘No’ in the space provided and go to section 9. List the other major activities of your PTE that are not funded by the TEC. Nationwide Maori Performing Arts profile through NZQA contract provision provides significant contribution to kaupapa Maori curriculum development and recognition of staff core competencies. Manaakitanga contracts include: 2002 Te Waharoa Project – 1050 secondary school students in 27 High Schools – 372 Graduates achieving level 2 qualification 2002 10 x kapa haka video resources secondary schools and accredited PTE’s 2003 Writer of the National Diploma in Maori Performing Arts 2003 Resource Developer of the Te Waharoa Resource Manual 2004 Facilitator and writer of Mau Rakau standards 2005 Assessment Resource Developer for New Maori Dance, New Maori Music, and Mau Rakau 2005 Mau rakau video assessment resource Manager is NZQA Chair of Maori Performing Arts Whakaruruhau Advisory Group & National Moderator of Maori Performing Arts TES Strategy 2 - TES Strategy 3 - TES Strategy 4 - TES Strategy 6 Ministry of Education ‘He Ara Tika Mentoring Project’ 2003 Te Wero graduates and current student body providing mentorial support for 30 students at Western Heights High School, Rotorua Girls High School, Te Kura o Te Koutu, Rotorua Boys High School, Te Wharekura o Ruamata TES Strategy 2 - TES Strategy 3 Sir Howard Morrison Education Foundation Secured $1million of privately sourced funding ($50,000 x 20 years), to develop Maori leadership support. Selection of elite school leavers and/or PTE graduates entering university – Foundation pays for course fees and holiday employment placement TES Strategy 1 - TES Strategy 2 - TES Strategy 3
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9. Existing TEC funded activity and funding sought
Table: Funding application forms submitted with your PTE’s profile Complete this checklist to ensure any funding application form(s) have been submitted to the TEC. Tick your PTE’s lead TEC area, and indicate the number of funding application forms submitted. Discuss your PTE’s application(s) for funding with your PTE’s local TEC advisor before submitting forms with its profile. Funding application forms are self-contained documents available from the TEC website at http://www.tec.govt.nz/funding/profiles/resources.htm. Refer Guidelines, page 42 TEC area office Bay of Plenty
Lead area Youth Training
Training Opportunities
Rangatahi Maia Tupulaga Le Lumana’i
Additional Student Component
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Student Component funding If your PTE is seeking Student Component funding in 2006, complete the ‘Summary of Student Component funded activity’ (a separate Excel file available from the TEC website at www.tec.govt.nz/funding/profiles/resources.htm). If your PTE has no existing student component funded qualifications, type ‘No’ in the space provided and go to section 10.
Table: Student Component funded learner support and resources offered in 2006. Briefly describe any plans to offer support or resources to learners in 2006 that were not described in your last year’s profile. If your PTE has no plans to offer additional support or resources to those described in last year’s profile, type N/A below. Selected learners that have successfully completed the National Diploma in Māori Performing Arts will be given the opportunity to complete the Work Assessor unit standard 4098. This will give them the opportunity to have an accredited pre-requisite qualification allowing them to teach ‘kapa haka’ within the tertiary education sector, and with other aligned organisations.
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Performance Based Research Fund (PBRF) If your PTE does not receive PBRF funding, type ‘No’ in the space provided and go to section 10. NO
PTEs receiving PBRF funding will need to provide a summary of the plans they have in place to address their PBRF results and to develop their research activities. For example, this could include plans to collaborate with another TEO to address an area of identified weakness, or plans to support Mäori and Pacific researchers. Table: PBRF Describe your plans if they have not been provided elsewhere in your profile. If you have addressed these elsewhere then please provide a page reference.
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10. Consultation
Your PTE needs to decide for itself the most effective way to gain ongoing stakeholder input into the development of its annual profile. Many organisations already have consultation processes in place that have been enhanced through charter and profile consultation. Whichever mechanisms your PTE chooses, your PTE will need to discuss, within this consultation report, how it is committed to ongoing engagement with its stakeholders and that it has suitable consultation plans or processes in place to maintain the engagement. Refer Guidelines, page 47 Briefly list your PTE’s stakeholders. NZQA Whakaruruhau Matua Advisory Group (CEO is the Chair representative for the Maori performing arts Whakaruruhau Advisory Group) Te Arawa Maori Providers forum (TAMP) Briefly describe how your PTE collects feedback from stakeholders. 4 x hui per year – Minuted feedback from Maori Qualifications Service of NZQA Describe how your PTE takes into account feedback from its stakeholders. Relevant Field Maori Developments implemented into operational functions of the Trust.
Industry
Regular hui to provide leadership and strategic Memorandum of Practices provides the forum with direction for local Maori PTE community the Code of Ethics regarding engagement. Formalised 2005/6 plans for development regarding collaborative and collective arrangements currently under negotiation. Advisory Groups Monitor, plan and provide for changing needs and Industry Representatives trends created through increased use of technology, Employers globalisation and the knowledge society Work Experience reports Consultation through submission, hui, proposal applications Achieving contracted outcomes
Purchasers and Funders
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Briefly list your PTE’s stakeholders. Learners and Participants
Other Education Providers
NZQA and ITOs
Staff
Suppliers
Kapa Haka Community
Briefly describe how your PTE collects feedback from stakeholders. Daily Evaluations Group Discussions One on one conferencing Satisfaction surveys Assessment Regular hui Distribution of Manaakitanga assessment resources to aligned Maori performing arts providers i.e. Pounamu, Te Ata Hou, Kokiri Marae – Keriana Olsen Trust, Turanga Ararau. Accreditation and Audit Compliance through NZQA AMAP processes for identified delivery Performance Reviews Relevant Job Descriptions Staff Hui Job Satisfaction Financial Capacity through ongoing professional development monitoring milestones Hui, Judging in competitions, presentations, kapa network communication. Trust Chair - Anaru Grant, is also Chair of the Te Arawa Kapa Charitable Trust
Describe how your PTE takes into account feedback from its stakeholders. Review and modify programme and service delivery to maintain quality standards.
Sharing of resources and expertise
Annual compliancy through moderation Maintenance of 2/3 year NZQA AAA Audit Cycle Maintain a responsive and supportive working environment. Qualified and dedicated staff performing to their full potential TAMU template assessment meets compliancy requirements Kapa community actively referring students for Manaakitanga. Trust actively involved in Kapa Haka event management at regional and national level.
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11. Profile areas for development
Your PTE’s charter and / or profile assessment report from the TEC (which should have been received in November 2004) may have identified areas for development for your PTE to address in its next profile. This section of the profile template ensures you have addressed these areas for development. If your PTE has no areas for development, type ‘No’ in the space provided. Refer Guidelines, page 50 List your PTE’s areas for development described in its charter and/or profile assessment report. Detail how your PTE addressed these areas, and how and where this has been reflected in your PTE’s current profile. NO
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