2011 Annual Report | Rongo ā Tau AnnuAl RepoRt Rongo A tAu ... Waiariki Academy of Sport produced a...

2011AnnuAl RepoRtRongo A tAu

Waiariki In

stitute o

f Technolo

gy

2011 A

nnual R

eport | R

ongo ā Tau

Waiariki Institute of Technology

Mokoia Drive, Private Bag 3028

Rotorua 3046, New Zealand

P 07 346 8999 F 07 346 8768

E [email protected]

w w w . w a i a r i k i . a c . n z

Freephone 0800 924 274

Front Cover: Waiariki’s permanent art exhibit showcase pieces by artists with ties to the institute. Painting “Where all the Dreams Hide” by Angela McKenzie, Paerau Corneal’s clay bust “Tuahine III”, and wood carving “Paikea” by Todd Couper.Inside Front Cover: Inside the horticulture tunnel house, Waipa Campus.

Leading the way in innovative, quality education, provided within a bicultural framework,

and developed in partnership with the community.

“Arahitia te ara i te wairua auaha, me te pai o te mātauranga kia ū ki ngā tikanga rua,

kia mahi ngātahi ai ki te hapori me te iwi”.

Waiariki Academy of Sport produced a World Champion and two Olympians. Extreme kayaker Sam Sutton defended his 2010 world champion status in Austria, earning him his second title in 2011. Mike Dawson joined Sam on the podium after taking second place in the same competition. Just before this race, Mike’s race results in a canoe slalom race put him on the Olympics roster for the Games in 2012. Joining Mike in London is fellow canoe slalom racer Luuka Jones, a 2008 Olympics veteran.

For the second consecutive year, Waiariki students brought home awards from the Nestlé Toque d’Or, a national student hospitality and culinary competition held annually in Auckland. Culinary students Sally Vazey and Sanjoy Solomon earned gold for their four-course menu, and Hao Xu (wearing black tie) took bronze for his skills in silver service. The event is a great avenue for students to become noticed by and network with potential future employers in the hospitality and culinary sectors.

In late September, a $2.5 million construction and expansion project was completed on Waipa campus, integrating Waiariki’s forestry, agriculture and horticulture training in one main location. The improvements included installation of a high-tech gasification plant; creation of a lab for testing glue bonds, timber strength and suitability properties; upgrades to teaching facilities and saw doctoring workshops; new tunnel house and gardens for horticulture courses and more.

The John Deere E-Series harvester and forwarder simulator loaned to the School of Forestry and Primary Industries has proved invaluable to Waiariki students as well as industry workers. It has had a busy year providing true-to-life training in tree felling, log cutting and loading, forest engineering, mapping, analysis and more, as well as operating confidence to new and would-be loggers in classrooms and at logging sites.

Tihei Mauri Ora!E noho ana au i te roro o tōku whare a Ihenga, kia rongo mākahi mo taku tūpuna pōkai i te nuku whenua. Tū ana mai ki muri ko Tihiōtonga he ripa tau ārai atu i ngā hukapapa o te hautonga, e pūhia mai rā i a Tōngariro. Taha katau ko te whare tāpiri a Hinetekākara he tūpuna kōranga puna ora ka hua. Te Marae Areare ko Tangatarua, he tūpuna paihere i ngā Iwi, kia tau ko te maungārongo ki te papa.

E kokoia e ara e!Kei ngā mana, kei ngā reo, kei ngā hapu kārangarangatanga maha o ngā mātā waka i ngā tai e whā o te motu, o tāwahi anō hoki, kia koutou anō e te kāwanatanga, e ngā mēmā paremata, e ngā minita o te mātauranga, tae noa ki te hunga e ngākaunuitia ai ki te whaihua i ngā āhuatanga e pā ana ki te mātauranga e noho atu nei, i raro i te maru o ngā kuratini, o ngā whare takiūra huri noa i te motu, me ngā whakāāronui ki ō tātau tini hūhua aitua o te rā, o te wiki, o te marama, o te tau. Nā rēira, ka tika me mihi atu ki a rātau, ko tātau te hunga ora e pae nei, tēnā koutou, tēnā koutou, ā, tēnā tātau katoa.

Mīharo ana ngā mahi katoa i mahia ai e mātau o Te Whare Takiūra o Waiariki i tēnei tau, te rua mano me te tuangāhuru mā tahi o ngā tau. Ēhara mātau i tētahi whare wānanga,he whare takiūra kē, he whare takiūra whakahīhī kē. E hāere tonu mātau kia hāngai tonu ai ki ngā tino pūkenga ki te wāhi mahi. Kei te noho tonu tā tāua whakahāerenga moni i te paku o ngā kaimahi pūkenga i ngā wā katoa, kei te hāngai tonu mātau.

He tino whakahirahira tā mātau hononga ki ngā Iwi, ki ngā Hapū, ki ngā Whānau. Mā te mātauranga, mā te mātauranga ā mahi ake, ka tautoko mātau ki te whakangūngū i te Iwi Taketake o Aotearoa. Ahakoa he whare takiūra mātau e noho atu nei ki ngā tikanga o Te Amorangi Mātauranga Matua, me te tari o te Minitā o Te Mātauranga, e rima tēkau paihēneti a Ngai Māori kua whakauru kē mai ki ngā whatitoka o tēnei whare takiūra o Waiariki i tēnei tau. He tauira tēnei mo tā mātau momōea mo Te Whare Takiūra o Waiāriki, e kīīa nei, He Whare Takiūra Arataki – Tikanga a Rua He Ahurei. Ki te kore mātau e āhua whakatauira i te whakahāere tikanga a rua i tēnei rohe o te Waiariki, ā, karekau he take mo te tōenga o Aotearoa nei. He kaiārahi kawenga nui tēnei mo mātau katoa, mai i ngā kaimahi katoa, ā, tae noa ki te hunga tārewa, me ngā tauira, hei kawe i tēnei mōhiotanga ki roto i ngā wāhi mahi, ki roto i ngā hāpori, me ngā Iwi anō hoki.

Nā rēira, me waiho ngā tuhi kōrero i konā, tēnā koutou, tēnā koutou, ā, tēnā tātau katoa.

I sneeze, it is life!I am sitting in the realm of my ancestral meeting house, Īhenga, and so listening responsibly to my ancestor who was an expert in the exploration of the land. Standing behind me in all its splendour is Tihiotonga, my mountain that protects me from the freezing southerly winds blowing towards me from that majestic Ngāti Tūwharetoa of Te Ārawa mountain, Tōngariro. To my right is the associated dining room, Hinetekākara, where the spring of life and nourishment is displayed. The sacred courtyard spread out in front of the ancestral meeting house is Tangatarua, an ancestor from the Tuhourangi – Ngāti Wāhiao sub-tribe of Te Ārawa who brought all

the tribes together, a peacemaker who was able to settle the peace amongst his people.

To all the multitudes, to all the great orators, to all the descendants of all the many canoes who have gathered here, from the four tides of Aotearoa New Zealand, and overseas countries also, to you the government, the members of parliament, the ministers of education, and finally to all those people, who are passionate about tertiary education, and who are nestled beneath the shelter of the polytechnics and institutes of technology throughout the land, our thoughts must go out to those loved ones who have passed on today, recently, weekly, monthly, yearly, a long time ago.

Waiariki had a wonderful year in 2011. We are not a university, we are an institute of technology, continuing to concentrate on vocational education, and we are proud of it. Our main focus in 2011 was to continue to provide real skills for the workplace. Our economy still remains short of skilled workers in all areas that our institute focusses on.

It was very important also, Waiariki’s relationship with Iwi. It was through tertiary education, especially vocational tertiary education, that we were able to support the training of Iwi. Although we are a mainstream institute of technology, and being responsible to the Tertiary Education Commission, and Ministry of Education, 50% of our students that walked through our doors in 2011 were Māori. This is an example of our vision for our institute, that is,"Waiariki – A leading Institute of Technology – Uniquely Bicultural". The responsibility of leadership for all of us here at Waiariki is huge, from our stakeholders, to governance, to management, to staff and to students, that will carry this responsibility through to our Iwi, our communities and our workplaces.

I’ll leave it there...

Ken Kennedy

Kaumātua

MIHI FROM KEN KENNEDY, KAUMATUA, WAIARIKI INSTITUTE OF TECHNOLOGY HE MIHI NA TE KAUMATUA O TE WHARE TAKIURA O WAIARIKI

12011 ANNUAL REPORT

Playing croquet and stock market trading may seem unlikely outlets for a bit of life balance, but that is exactly what Wallace Te Ahuru is into when he’s not working full time at Rotorua Museum or studying part time toward the New Zealand Diploma in Business at Waiariki Institute of Technology.

Wallace, who is of Tuwharetoa descent, aims to become a chartered accountant and work for a major accounting firm after finishing the diploma, then going on to gain a Bachelor of Commerce.

“Waiariki is a stepping stone to achieving the end result. It’s just a marvellous facility ... one can work and study at the same time quite easily.”While working at the museum for the past five years, Wallace’s role has included

looking after the accounts. That has helped him gain skills which will serve him well as an accountant, he says, as it enhances his understanding of what he’s studying.

But he admits he hasn’t always been good at mathematics.

“To tell the truth I was very mediocre, but with my accounting papers, with the help of the lecturers, I have done very well and have an average of A-plus.”

Crediting his tutors with a lot of his success, Wallace also admits to being a very regimented and organised person and likes things “to be tidy.”

“It’s very much like that with accounting. It suits my personality.”

Wallace knows his qualifications will open doors in many areas within the finance arena and while he may be regimented and

organised in his day-to-day life, Wallace is not rigid when it comes to what the future may hold and is keeping his options open.

Remaining in his hometown of Rotorua, living at home and working full time will go a long way to supporting him financially in Auckland, but it’s Wallace’s stock market success in the wee hours of the night that will be the major contribution.

“I have had some success with the stock market, enough that between that and my other savings, I’ll be able to complete my Bachelor of Commerce without needing to work, and without having any student debt at the end of it. So, while I think some people might think it a little unusual a pastime, it is one that has paid off for me.”

22011 ANNUAL REPORT

WALLACE TE AHURUGRADUATE, NEW ZEALAND DIpLOMA IN BUSINESSSCHOOL OF BUSINESS AND TOURISM

YOUR STORY BEGINS HERE

Mihi from Ken Kennedy, Kaumātua, Waiariki Institute of Technology ................1 He Mihi nā Te Kaumātua o Te Whare Takiūra o Waiariki

DIRECTORY Waiariki Council Members ...........................................................................4 Ngā Mēmā o Te Kaunihera o Waiariki

Te Mana Mātauranga Members ....................................................................4 Ngā Mēmā o Te Mana Mātauranga

Waiariki Institute of Technology Senior Management Team .............................5 Te Rōpū Pouwhakahāere Matua o Te Whare Takiūra o Waiariki

Organisational Structure .............................................................................6 Hānganga Whakahāere

Governance Structure .................................................................................7 Hānganga Tikanga Whakahāere

OVERVIEW Report of the Chairperson of Council, Chairperson of Te Mana Mātauranga and Acting Chief Executive of Waiariki Institute of Technology .........................8 He Rīpoata nā te Tiamana o Te Kaunihera, Me Te Tiamana Te Mana Mātauranga Me, Te Pou Tu Mana Whakakapi o Te Whare Takiura o Waiariki

Governance and Accountability .................................................................. 12 Kia Tika ai Ngā Mahi Tikanga Whakahāere

New Zealand Benchmarking Project 2009 – 2010: Highlights of Waiariki Performance ................................................................................ 16 Kaupapa Tohu Nōhanga o Aotearoa 2009 – 2010: Ngā Mea Whakaharahara Whakaritenga o Waiariki

Government Tertiary Education Strategy 2011 – 2013: Highlights of Waiariki Performance ................................................................................ 17 Te Kāwanatanga Whakatakoto Kaupapa Matauranga Matua 2011 – 2013: Ngā Mea Whakaharahara Whakaritenga o Waiariki

Overview of Waiariki Institute of Technology Strategic Goals and Values ........ 18 Ko Ngā Whakaaroaro I Ngā Whainga Me Ngā Ūara Whakatakoto Tikanga o Te Whare Takiūra o Waiariki

First Year of Trades Academy a Huge Success ............................................. 23 Te Tīrā Mahi ā Rehe Tau Tuatahi – He Rawe

Waiariki Centre of Excellence in Environmental Sustainability ........................ 24 Te Pūtahi Tiketike Ōranga Taiāo o Waiariki

STATEMENT OF CORpORATE pERFORMANCE Report Against Objectives and Key Performance Indicators from Waiariki Investment Plan 2011 – 2013 ....................................................... 26

Waiariki Institute of Technology 2011 Enrolments ........................................ 28

Waiariki Institute of Technology Qualifications 2011 ..................................... 30

FINANCIAL STATEMENTS Management Statement ............................................................................ 33

Report of the Auditors Office ..................................................................... 34

Statement of Comprehensive Income ......................................................... 36

Statement of Financial Position .................................................................. 37

Statement of Cash Flows........................................................................... 38

Statement of Changes in Equity ................................................................. 39

Notes to the Financial Statements .............................................................. 40

STATEMENT OF RESOURCES Statement of Physical Resources ................................................................64

Statement of Human Resources .................................................................66

FURTHER STATEMENTS Statement Of Equal Educational Opportunities (EEdO) ..................................68

Statement Of Research ............................................................................. 71

Waiariki Local Advisory Committees ...........................................................77

KUpU WHAKATAKI2011

HE TIROHANGA

CONTENTS

32011 ANNUAL REPORT

NGA RIpOATA pUTEA

ETAHI ATU RIpOATA

HE RIpOATA I NGA RAWA

RIpOATA UMANGA WHAKAKITENGA

DIRECTORY 2011KUpU WHAKATAKI 2011

WAIARIKI COUNCIL MEMBERSNGA MEMA O TE KAUNIHERA O WAIARIKI

Graeme Nahkies Ministerial Appointment MA (1st Class Hons) Geography, MPP, Dip TP Chairperson Chair, CE Employment Committee

Dr Neil Barns Ministerial Appointment DBA, MBA, BBS, DipTchg Deputy Chair Chair Audit and Risk Committee

Ngaroma Tahana Ministerial Appointment BMS(Hons), LLB

Dr Tom Richardson Ministerial Appointment BA, PhD

Mary Smith Appointed by Waiariki Council BN, RGON, FCNA (NZ), Cert NZIM

Oscar Nathan BMS Appointed by Waiariki Council

Pihopa Kingi Appointed by Te Mana Mātauranga o te Waiariki Trust

Rāwiri Te Whare Appointed by Te Mana Mātauranga o te Waiariki Trust

TE MANA MATAURANGA MEMBERSNGA MEMA O TE MANA MATAURANGA

Aubrey Kohunui Tūhoe Pōtiki Chairperson

Colin Rangi Tūwharetoa Deputy Chair

Eru George Ngāti Kearōa/Ngāti Tuara

Pihopa Kingi Ngāti Whākaue

Kāterina Daniels Tūhourangi/Ngāti Wāhiao

Rawiri Te Whare Ngāti Tahū/Ngāti Whaoa

Faithe Hanrahan Whakatōhea

Mihipeka Sisley Ngāti Awa

Tina Rōre Ngāti Manawa

Parehuia Merito Ngāti Pikiao

Roberta Rickard Ngāti Whare

Tauri Morgan Ngāti Rangiwewehi

4 2011 ANNUAL REPORT

WAIARIKI INSTITUTE OF TECHNOLOGYSENIOR MANAGEMENT TEAMTE ROpU pOUWHAKAHAERE MATUA O TE WHARE TAKIURA O WAIARIKI

Dr Pim Borren (Jan-Oct) Chief Executive BSc, MCom(Hons), PhD, DipTchg Te Pou Tū Mana

John Snook (Nov-Dec) Acting Chief Executive MBA, BPhEd(Hons) Te Pou Tū Mana Whakakapi

John Snook (Jan-May) Deputy Chief Executive – Academic Quality & Strategy MBA, BPhEd(Hons) Te Pou Tū Mana Tuarua – Taha Mātauranga

Linda Neilson (Jun-Dec) Acting Deputy Chief Executive – Academic Quality & Strategy BSc(Hons) Te Pou Tū Mana Tuarua Whakakapi – Taha Mātauranga

Keith Ikin Deputy Chief Executive – Māori BA, ISLMBA, DipTchg, MInstD Te Pou Tū Mana Tuarua – Māori

Ken Kennedy Kaumātua BMS

Jared Dawson Director, Finance MBA, ACA, PGDipMgmt Te Pou ō Te Aro Pūtea

Christa George Director, Support Services MBA, DipMgmt, DipTchg, AFNZIM Te Pou ō Te Aro Manāāki

Richard Bird Director, Human Resources BSW(Hons) Te Pou ō Te Aro Tāngata

Allison Lawton Director, School of Business and Tourism MBA, NZCC Te Pou ō Te Kura Taki

Justine Crozier Director, School of Computing, Technology and BSc(Hons), PGCE Communications Te Pou ō Te Kura Pārongo

Jeremy Christmas Director, School of Forestry and Primary Industries ED, BForSci(Cant), DipAcc Te Pou ō Te Kura Takawāō

Helen Manoharan (Jan-May)1 Director, School of Nursing and Health Studies JP, RNON, RM, CECD, BA (HSc), Te Pou ō Te Puna Whai Ora MHA (Nursing), MHM

Ngaira Harker-Wilcox (Nov-Dec)1 Acting Director, School of Nursing and Health Studies RN, MSN(Dist) Te Pou Whakakapi ō Te Puna Whai Ora

Kevin Uncles Director, School of Trade Training Advanced Trade Certificate – Fitting & Te Pou ō Te Kura Mahi-ā-Rehe Welding Section, Advanced Trade Certificate – Automotive Engineering

52011 ANNUAL REPORT

1 John Snook (Jun-Oct) Acting Director, School of Nursing and Health Studies

62011 ANNUAL REPORT

ORGANISATIONAL STRUCTUREHANGANGA WHAKAHAERE As at 31 December 2011

Te Pou ō Te Aro Tāngata

Director

Human Resources

Te Pou ō Te Aro Pūtea

Director

Finance

Te Pou ō Te Kura Takawāo

Director School of Forestry and

Primary Industries

Te Pou ō Te Kura Pārongo

Director

School of Computing, Technology and Communications

Te Pou ō Te Kura Taki

Director

School of Business and Tourism

Te Tari ā Te Pou Tū Mana Tuarua Māori

Office of the Deputy Chief Executive – Māori

Te Mana Mātauranga Secretary

Manāākitanga

Research

Foundation Learning

Te Wānanga a Ihenga

Waiariki Academy of Singing and Music

Te Aro Manāāki

Support Services Directorate

Archives

Council Secretariat

Health Centre

International Centre

Library Learning Centre

Marketing

Regional Development Managers

Secondary School Liaison

Te Aro Pūtea

Finance Directorate

Facilities

Finance

Information Technology

Printery

Tari o Te Pou Tū Mana Taha Mātauranga

Office of the Deputy Chief Executive Academic Quality and Strategy

Academic Quality

Data Management Centre

Project Office

Waiariki Academy of Sport

Waiariki Community Recreation Centre

Waiariki Centre of Excellence in

Environmental Sustainability

TE POU TŪ MANA TUARUA MĀORI

DEPUTY CHIEF EXECUTIVE MĀORI

Te Tari ā Te Pou Tū Mana

Office Of The Chief Executive

Executive Assistant

TE POU TŪ MANA

CHIEF EXECUTIVE

TE POU TŪ MANA TUARUA TAHA MĀTAURANGA

DEPUTY CHIEF EXECUTVE

ACADEMIC QUALITY

AND STRATEGY

Te Pou ō Te Aro Manāāki

Director

Support Services

Te Pou ō Te Kura Mahi-ā-Rehe

Director

School of Trade Training

Te Pou ō Te Puna Whai Ora

Director

School of Nursing and

Health Studies

TANGATARUA MARAE

KAUMĀTUA

Waiariki Council 1,2

Council

Chief ExecutiveTe Pou Tū Mana

Te Mana Mātauranga o te Waiariki Trust 2,3

Te Mana Mātauranga o te Waiariki Trust

1 As per Education (Polytechnics) Amendment Act 2009.2 Tangata Whenua Deed of Agreement, October 2011.3 Te Mana Mātauranga o te Waiariki Trust, Charitable Trust Number 1473728, registered 8 January 2004.

Statutory Appointments4 x Ministerial Appointments2 x Te Mana Mātauranga o te Waiariki Trust Representatives2 x Waiariki Rohe Community Representatives

Tūhourangi/Ngāti WahiaoNgāti Kearoa/Ngāti TuaraNgāti RangiwēwehiNgāti ManawaNgāti WhakaueTūhoe PōtikiRaukawaNgāti PikiāoWhakatōheaTūwharetoaNgāti WhareNgāti Tahu/Ngāti WhāoaUenukukōpakoNgāti AwaTaurahereWaitahi/Tūhourangi ki Tapuika

MembershipNga Mema

Waiariki Bicultural Governance StructureTe Hanganga Tikanga Whakahaere a Rua o Waiariki

GOVERNANCE STRUCTURE HANGANGA TIKANGA WHAKAHAERE

72011 ANNUAL REPORT

It is with pleasure that we present the Annual Report of the Council of Waiariki Institute of Technology, Whare Takiura.

What have we achieved in 2011?The year 2011 has been another excellent one for Waiariki. Our course success continues to improve and this year it reached 72% (up from 50% in 2009 and 65% in 2010). This has improved consistently year on year compared with other polytechnics although we continue to be in the lower half of the group on the basis of this performance measure.

The organisation remains focused on improvement of this indicator again in 2012. Of particular concern and attention is the continued difference between Māori and non-Māori course success (in 2011 there was a 13% difference). Closing this gap is the primary focus of the Council and Te Mana Mātauranga.

Youth education and training is a core function of any polytechnic, and especially at this time of recession and the consequent low

employment situation. Waiariki had over 50% of its equivalent full time students (EFTS) aged 25 or less in 2011. This level of youth engagement is a direct result of a number of strategies that Waiariki has been pursuing and which have complemented two Government initiatives: the Youth Guarantee Scheme and the establishment of trade academies.

Along with its focus on the under 25s, Waiariki has also produced a considerable shift in the level of education it is delivering to our community. In 2011, 69% of all EFTS were enrolled in qualifications at Level 4 and above. This was consistent with the Government's Tertiary Education Strategy and the main purpose of a vocational education provider like Waiariki.

Waiariki has achieved another strong financial performance. This year a surplus of $5.1 million was recorded (10.5% of total revenue). This healthy surplus is in line with Waiariki’s Capital Asset Management Plan and is an important result for an organisation that is in the middle of a long-term programme of campus upgrading

OVERVIEWHE TIROHANGA

REpORT OF THE CHAIRpERSON OF COUNCIL, CHAIRpERSON OF TE MANA MATAURANGA AND ACTING CHIEF ExECUTIVE OF WAIARIKI INSTITUTE OF TECHNOLOGYHE RIpOATA NA TE TIAMANA O TE KAUNIHERA, ME TE TIAMANA TE MANA MATAURANGA ME, TE pOU TU MANA WHAKAKApI O TE WHARE TAKIURA O WAIARIKI

Tihei Mauri Ora!Whakarongo rā e Tâne ki te Ahurewa, ki te Pukenga, ki te Wānanga,

ki te Tāura, ki te Tauira,I tupu iho ngā pu, ngā weu, ngā rito, ngā take, i te orooro i te orooro,Tenei rā te whakahua iho i ngā Maunga Tapu, ko Tupua-o-te-Rangi, ko

Tawhito-o-te-Rangi,I takea mai ko te tapu, ko te mana, ko te mauri o ngā Atua i hohoū mai nō

Io Matua KoreKa whakatakina mai ki runga ki enei tāura

Kia mahea te hua mâkihikihi ki runga i tenei papaHe papa tātaki nō Awhitinuku, nō Awhitirangi

Tena whakaeke kia tū ki te RangiUhi wero, tau mai te mauri,

Haumi e, ui e, tāiki e…

Ko te mihi tuatahi ki te Runga Rawa nāna nei ngā mea katoa i hanga,Ko te mihi tuarua ki ō tātau tini mate kua huri atu ki tua ō te ārai

hāere, hāere, hāere atu ra

Ko te mihi tuatoru ki ngā mana, ki ngā ihi, ki ngā tapu otirā kiā koutou engā Rangatira, e ngā hoa, ō ngā iwi, ō ngā hapū maha e karapoti nei i te

rohe ō Te Waiariki, e hoe tahi nei tātau i te waka ō te mātauranga. Tena koutou katoa.

82011 ANNUAL REPORT

Graeme NahkiesCouncil Chairperson

John SnookActing Chief Executive

Aubrey KohunuiTMM Chairperson

and renewal. In 2011 Waiariki invested nearly $7.5 million in capital projects, buildings and infrastructure that will support our learners into the future and protect the Crown asset. At the end of 2011, Waiariki was also in a strong cash position with nearly $22.2m of cash in reserve. We are conscious that our continuing healthy financial situation is very dependent on maintaining a high level of full fee paying international students. There are not insignificant risks associated with this dependency.

What challenges have we faced?The year 2011 was the first year of the New Zealand Qualification Authority’s (NZQA) Targeted Review of Qualifications (TRoQ). This is an initiative that is strongly supported by Waiariki. We believe that there are too many qualifications on the framework and that until this is properly addressed there will be inefficiency in the tertiary education system, not to mention continued confusion regarding the value or otherwise of a particular qualification. While the TRoQ is being rolled out over the next four years, there is a moratorium on the development of any new Level 1-6 qualifications. This has some challenges for an organisation such as ours but the approach NZQA has taken has been constructive and flexible. Waiariki has developed eight new qualifications (above Level 6) and completed 91 major modifications to existing qualifications.

Waiariki is very conscious of the pressures on Government spending and of the need to make the best possible use of Crown assets. To that end the search for collaboration benefits with our neighbouring polytechnic, the Bay of Plenty Polytechnic has accelerated in 2011 with leadership at both governance and senior management level. This was supported by an investment by the Tertiary Education Commission (TEC) to assist both organisations to review and learn from sector benchmarking data. During 2011 the focus has been on identifying possible efficiency, productivity and quality gains. During 2012 attention to collaborative initiatives is likely to intensify and expand to other partners in this process. Towards the end of the year Waiariki was invited to join the Bay of Plenty Tertiary Partnership which involves university and wananga participants. We will explore the benefits of this relationship in 2012. At a senior leadership level our primary attention is on improving outcomes for learners.

Waiariki has led the sector with its move to the new (ebs4) Student Management System designed and delivered by the UK based ‘Tribal’ organisation. The development of and migration to a new student management system is a complex task and this work stream impacted all parts of our business. We completed the transition by the end of the year. Many other polytechnics have been watching this development carefully and we have been active in sharing our experience with them.

The Eastern Bay of Plenty Trades Academy (EBOPTA) is a collaboration between Waiariki and seven high schools (led by Trident High School) in the Eastern Bay. Based in Whakatane the Trade Academy was launched by the Hon Anne Tolley. EBOPTA opened with 105 students (Year 12) with Waiariki providing education over seven subject areas. In 2012 this will grow to 210 places (Year 12 and Year 13) with education to be provided across nine subject areas. We have needed to invest in buildings and infrastructure on our Whakatane Campus in order to support this number of learners alongside our traditional teaching.

During 2011 the Waiariki Strategic Plan has been updated (2011-2015) and now includes a matrix structure taking into account the four strategic imperatives as determined by the Council. These areas of particular focus are youth transition, environmental sustainability, international education and quality education.

Not least in relation to this review of 2011 we should highlight that Waiariki has the aspirational vision of being “The Leading Institute of Technology – Uniquely Bicultural”. Over the past year, with the guidance and support of our Maori Governance body, Te Mana Mātauranga (TMM) the Council has been steering the institute clearly and firmly in that direction. The dual governance model with TMM is of critical importance in terms of Waiariki and its future success in meeting the needs and assuring the success of Māori learners. During 2011 there was active engagement between TMM and the Council and many issues were robustly debated. We are pleased to note that integration between the Waiariki Strategic Plan 2011-2015 and the Māori Potential Framework has been achieved, giving “teeth” to Waiariki’s bicultural vision.

What are other highlights?Waiariki had a number of other notable achievements in 2011. For example:

• Hon Anne Tolley lifted the moratorium on teacher education and we are able to pursue accreditation and approval of a Bachelor of Teaching (Early Childhood Education).

• International student EFTS in 2011 reached 680, with our international revenue reaching over $9.8 million.

• Constructive and respectful relationships with both TIASA and TEU unions continued and give Waiariki the ability to reward performance across our organisation.

• Todd McClay (MP to Rotorua) opened our Waipa Campus Wood Manufacturing Centre, wood waste gasifier and harvesting simulator as part of an international conference, September 2011.

• The Centre of Excellence in Environmental Sustainability strategy was launched to address sustainability through community, campus and curriculum interactions.

• The Diploma in Sustainable Energy was launched with successful graduates. A Graduate Diploma in Resource Management was also developed and staffed.

• Two Waiariki Academy of Sport athletes qualified for the Olympic Games 2012 (slalom kayaking), and another academy athlete defended a World Championship gold medal (extreme kayaking).

What is the outlook for 2012?The year 2012 promises to be another challenging one. We face a number of risks not least of which is the change to immigration policy proposed by Immigration New Zealand which is likely to impact negatively on the eligibility of many of our current international students. This policy change seems to run counter to the Government’s emphasis on delivering greater export returns from education and Waiariki’s growing success in doing so. Waiariki will continue to work positively with Immigration New Zealand to ensure that the full raft of implications caused by policy shifts in this area is understood.

Support of the Canterbury Reconstruction Skills Project will be a major piece of work (and hugely significant) for Waiariki in 2012 and we expect to be working closely with a number of other providers and stakeholder groups in order to achieve the best result for the country. We remain strongly committed to increasing trade training provision in our region and believe this to be one of the three core roles of a polytechnic.

92011 ANNUAL REPORT

Progressing people into higher level education is the second core role of a polytechnic and we have worked with the Government to ensure that we perform effectively in this regard. Numeracy and literacy education has been embedded in every Waiariki qualification at Levels 1-3. Our region is one of the highest need areas for improved literacy and numeracy and we continue to train our staff in this area as well as invest further in additional student support personnel. Effective youth transition (including both Trades Academy and Youth Guarantee schemes) is vital in order that we achieve this progression for our community.

The third core role of the polytechnic is to support at an individual, community and national level, economic and social development. So that Waiariki can perform this third role, we are committed to working with iwi, industry, and both local and national governments to align our portfolio with their needs. In 2012 we will be required to agree a new Investment Plan with the TEC. We expect to be able to demonstrate a compelling case for continued investment into the tertiary education needs of the communities we serve and for the ability of Waiariki to achieve high quality educational outcomes.

Other work planned for 2012 includes:

• Construction of a new $10m nursing school;

• Trades qualifications where there is regional provision gap in plumbing and civil engineering;

• Planned extension of a trades academy for Rotorua schools transition in 2013.

AcknowledgementsTowards the end of 2011 we farewelled Chief Executive Dr Pim Borren. Pim made a major contribution to the progress Waiariki enjoyed during his nearly 6 year tenure. We wish to express our sincere thanks to him for this and to wish him well in his new role in Queensland.

Dr Borren’s departure has seen a number of senior staff take on acting positions as we commence the process to find a new Chief Executive. The Council is deliberating taking a measured approach to this confident in the capabilities of our senior staff – particularly our two deputy Chief Executives - to maintain the performance of Waiariki in the interim. We express our sincere thanks to all management and staff of Waiariki for their fine ongoing performance.

We also wish to express our appreciation to all Council and Te Mana Mātauranga members for their contributions this year. Our particular thanks go to Dr Neil Barnes, Deputy Chair of Council, and Colin Rangi, Deputy Chair Te Mana Mātauranga, for their support and tireless work throughout the year.

We welcome Oscar Nathan and Mary Smith who joined the Waiariki Council as non-Ministerial appointees in May 2011. We also want to acknowledge Pihopa Kingi and Rawiri Te Whare who have started their second term as the two other non-Ministerial appointees, both nominated by Te Mana Mātauranga.

It is with sadness that we acknowledge the passing of Te Mana Mātauranga member for Ngāti Uenukukōpako, Te Pōhawāiki, Wiringi Jones and former long-time serving Waiariki Councillor representing our Tokoroa Campus, Bev Sturgeon.

102011 ANNUAL REPORT

E rau Rangatira mā, kua tae ra tēnei ki te whakamutunga o tā mātau Rīpoata, ēngari ānei he paku kōrero mai ī ngā wā o mua hei whakapakari i te hunga e whai ana i te mātauranga.

Ko te Kēreru e kai ana i te toromiro nōnā te Ngāhere.

Ko te tangata e kai ana i te mātauranga nōnā te āo.

Graeme Nahkies Aubrey Kohunui John Snook

Council Chairperson TMM Chairperson Acting Chief Executive

“I enrolled at Waiariki Institute of Technology in 2008. I was 18 years of age and just discovered I was pregnant. From that moment I knew it was time for me to think seriously about my future.

“I did not desire just any job; I wanted something which was enjoyable, rewarding and satisfying. I knew that gaining a qualification to assist me on my journey was important. Leaving the comfort of a full-time income and entering an unfamiliar environment was a challenge, however, I knew it was required to achieve my desired goals and begin preparing a stable future for my family. To my surprise the hardest part was done – overcoming the fear of change.

“I chose to study at Waiariki purely because of its location and size. I wanted to remain in my hometown, surrounded by friends and family and also feared that the size and culture of a university would not suit my upcoming role as a mother. The thought of returning to study was daunting as I had little confidence in my academic ability as I left school at the age of 15 with no qualifications.

“I began my studies with the Certificate in Community and Social Work. Te Wānanga a Ihenga went beyond my expectations; within my first week of studies every preconception I had about studying diminished. It was a welcoming environment which not only supported but assisted me in meeting the needs of my role as a parent.

“My tutors were exceptional; I did not belong to a class with a tutor and classmates – I belonged to a whanau, a group of exceptional people who shared knowledge and experiences with each other within the comfortable environment and culture that the staff within Te Wananga a Ihenga school had created. “Moving onto the Bachelor of Applied Social Science (Social Work) was my next big step. Again, with the support of my tutors and

classmates, it was an easy transition.

“I grew immensely throughout my time on the programme; not just academically but emotionally, socially and culturally. In 2011 I was nominated and supported by Waiariki to apply for the National Māori Youth Council. My application was successful and Waiariki assisted my work in every way possible. I am very grateful for the support offered by Waiariki and the belief and encouragement that my tutors held in each and every student which made that opportunity possible.

“Everything that once was a dream is now at my finger tips, the opportunities are endless. I am now certain that with ambition and passion, anything is possible. I wish to continue my journey of working with young people, especially rangatahi Māori. My plan is to complete a Postgraduate Diploma in Teaching and Learning and utilise both qualifications to work with young people that struggle to fit within our education system. I embrace the challenges which await me in the near future and stand confident and prepared for what the future brings.”



AMANDA TE WHAU GRADUATE, BACHELOR OF AppLIED SOCIAL SCIENCE (SOCIAL WORK)TE WANANGA A IHENGA MAORI DEVELOpMENT, HUMANITIES AND RESEARCH


Role of the CouncilUnder the Education Act 1989, the Council is the governing body of Waiariki Institute of Technology. The Council has overall responsibility and accountability for ensuring the effective performance of the institution. This involves planning for its future development, determining policies and priorities and the high level allocation of financial resources to facilitate the implementation of plans and ensuring that the institution is managed in accordance with those plans. The Council appoints and delegates authority to the Chief Executive to implement plans then monitors and evaluates the Chief Executive’s performance.

Composition of the CouncilThe Council has eight members: four appointed by the Minister for Tertiary Education and four appointed by the Council in accordance with its statutes. During 2011, following a public invitation to apply for the vacancies, the Council appointed two new members (Mary Smith and Oscar Nathan) to replace retiring Council members, Tupara Morrison and Bruce Easton.

Ministerial appointments:

Graeme Nahkies (Chair)

[MA (1st class Hons); MPP; Dip TP] May 2010 – April 2014

Graeme Nahkies is Director of BoardWorks International, a specialist corporate governance consulting firm. He has held a wide range of chief executive and other senior executive roles and has been chair or member of numerous boards in the commercial,

public and not for profit sectors. He chairs the board of Ideas Shop Ltd and is on the board of the Tongariro National Trout Centre.

Dr Neil Barns (Deputy Chair)

[DBA; MBA; BBS; DipTchg] May 2010 – April 2013

Dr Neil Barns is the former Chief Executive of Christchurch Polytechnic Institute of Technology and former Chief Executive of Nelson Marlborough Institute of Technology. He is Deputy Chair of the Bay of Plenty Polytechnic and a member of the Education New

Zealand board.

Dr Tom Richardson

[BA; PhD] May 2010 – April 2013

Dr Tom Richardson is the Chief Executive Officer of the Crown Research Institute, AgResearch Ltd. He has been a practicing scientist, new business developer and senior science manager in New Zealand and Australia, and has served on many advisory boards, external review panels and international

science and trade delegations. Dr Richardson is currently a director of the following boards: Science NZ (Chair), SIDDC, AgR (Johnes Disease Research Consortium) Ltd, AgR (Meat Biologics Consortia) Ltd, AgR (Pastoral Genomics Consortia) Ltd, AgR (PPGR Consortia)

Ltd, Celentis Ltd, Covita Ltd, DEEResearch Limited, Encoate Holdings Limited, Epigen, Farmax Limited, Grasslanz Technology Limited, Paraco Technology Limited, Phytagro NZ Ltd. He is on the committee of Riddet Institute Governance Board and the National Research Centre for Growth & Development Governance Board.

Ngaroma Tahana

[BMS (Hons); LLB] May 2010 – April 2012

Ngaroma Tahana is a solicitor with Gordon Pilditch, and has held a number of positions including co-president of Te Hunga Roia Māori o Aotearoa (the National Māori Law Society), chairperson of Te Rūnanga O Ngāti Pikiao and member of Tourism Rotorua’s Māori

Tourism portfolio.

Council Appointments:

Mary Smith

[BN; RGON; FCNA (NZ); Cert NZIM] May 2011 – April 2015

Mary Smith is the General Manager of Planning and Funding at Lakes District Health Board. She was a Ministerial appointment to the Waiariki Council from 2007 to May 2010. Her background includes clinical nursing practice (ICU/CCU/cardiothoracic), nurse education,

change management, strategic planning and needs analysis, funding and contracting and service development in the health sector.

Oscar Nathan

[BMS (Management)] May 2011 – April 2014

Oscar Nathan has held a number of senior executive roles in the New Zealand tourism industry including chief executive positions with Tamaki Tours, Destination Rotorua Tourism and most recently with Tourism Industry Association NZ (as interim CE). He has

a number of business interests including his own group holdings company Group as well as being a shareholder/director of Tauranga based IT company Waka Digital. He is also owner/operator of Maruata Mud Hut Rotorua, a 4-Star plus Qualmark rated property.

Pihopa Kingi

(nominated by Te Mana Mātauranga)May 2010 – April 2013

Pihopa has served several terms on Te Mana Mātauranga o Waiariki, and is a current member. He is currently Chair of several Te Arawa Māori Trusts, Chair of charitable trusts, and a Director of the Pukeroa Holdings Ltd.

GOVERNANCE AND ACCOUNTABILITYKIA TIKA AI NGA MAHI TIKANGA WHAKAHAERE


Rawiri Te Whare

(nominated by Te Mana Mātauranga) May 2010 – April 2013

Rawiri is currently a Trustee on several Māori trusts; General Manager of Te Pumautanga o Te Arawa (Settlement) Trust; Chair of Ngāti Tahū-Ngāti Whaoa Runanga Trust and Director of CNI Iwi Holdings Ltd. Rawiri has held a number of positions including the Chief

negotiator for the Te Arawa collective Treaty of Waitangi claims.

Duties of Council MembersUnder the Education (Polytechnics) Amendment Act 2009 members of polytechnic councils have a duty to act:

• with honesty and integrity; • in the interests of the polytechnic as a whole; • in a manner that promotes the performance of the functions

characteristic of a polytechnic, and the duties of the council; and

• in good faith, not pursuing his or her own interests at the expense of the council’s interests.

Further, members must also exercise the care, diligence, and skill that a reasonable person would exercise in the same circumstances.

Honouring the provisions of the Treaty of Waitangi and engagement with iwi communitiesThe spirit of bi-culturalism is central to the governance of Waiariki. The Council is required by section 181 of the Education Act 1989 to acknowledge the Principles of the Treaty of Waitangi in the performance of its functions and the exercises of its powers. In addition, section 171 of the Education Act 1989 requires the Council when appointing members to have regard to the desirability that the Council should reflect so far as is reasonably practicable the ethnic and socio-economic diversity of the communities served. These requirements, generally, are implemented through the Tanagata Whenua Deed of Agreement with Te Mana Mātauranga.

Te Mana Māturanga o Waiariki (TMM) is a Charitable Trust established pursuant to the Charitable Trusts Act to represent the iwi and hapu having tangata whenua status in the various areas serviced by Waiariki. The Tanagata Whenua Deed of Agreement originally signed in November 2000, recognises Te Mana Mātauranga as Waiariki’s iwi tertiary education authority as per section 182 of the Education Act 1989 which requires the Council to consult any body established within Waiariki that has responsibility for giving advice and giving effect to the policy of Waiariki with respect to that matter. The Tangata Whenua Deed of Agreement also provides a formal basis for Waiariki’s commitment to the Principles of the Treaty of Waitangi and to biculturalism in governance.

The Council has an on-going relationship with Te Mana Mātauranga including formal joint meetings held quarterly and a joint liaison committee of the chairs and deputy chairs of both bodies.

Council meetingsThe Council primarily conducts its business via regular monthly meetings. The agenda for Council meetings is driven off a 12 month work programme of agreed priorities to ensure that the Council’s attention is focused on matters of governance substance. Each Council member is also a member of at least one standing committee. Council members are also expected to attend joint Council/Te Mana Mātauranga meetings and other special meetings as agreed by the Council. Council members also routinely attend special events in the life of the institution.

Attendance of Council members at formally convened Council and Committee meetings during 2011 is shown in the following table.

Council Member Council (11 mtgs)

JC/TMM (4 mtgs)

CEEC(2 mtgs)

A&RC(2 mtgs)

Graeme Nahkies (Chair)

11 3 2 1

Neil Barns (Deputy Chair)

11 3 2 2

Pihopa Kingi 9 4 2 n/a

Oscar Nathan (commenced 1 May)

6 from 8 0 from 2 n/a 0 from 1

Tom Richardson 11 4 2 n/a

Mary Smith (commenced 1 May)

7 from 8 1 from 2 n/a n/a

Ngaroma Tahana 10 1 n/a 2

Rawiri Te Whare 7 2 n/a 2

Tupara Morrison (term ended 30 April)

3 from 3 1 from 1 n/a 1 from 1

JC/TMM = Joint Council / Te Mana MātaurangaCEEC = Chief Executive Employment Committee A&RC = Audit & Risk Committee

During 2011 the Council conducted 2 of its meetings at its campuses outside Rotorua taking the opportunity to combine Council meetings with meetings with stakeholder representatives in each of those communities.

Council policiesTo a significant extent governance effectiveness and efficiency is dependent on the clarity of the Council’s policy leadership. A comprehensive policy framework has been developed and documented that both shapes and gives clarity to the governance function and frames the substantive work of the institution.

As a Crown entity the Council has paid particular attention to the way in which it manages conflicts of interest. In this regard, the Council has adopted the guidelines of the Tertiary Advisory Monitoring Unit (31 January 2011). The guidelines provide definition and explanation of types of possible conflict of interest and processes for their management.

Division of Responsibility between Council and Management Council policies and processes aim to ensure there is an effective and complementary collaboration between the governance and management of Waiariki. The Council determines the overall strategic direction and has the ultimate responsibility for all the affairs of the institution but has delegated authority for most aspects of the operational management of the institution and its day to day direction to the Chief Executive. The Chief Executive also has statutory responsibility for the employment of other staff.

Apart from policy direction and the formal delegation of authority the Council, through the Chief Executive Employment Committee, sets annual performance targets for the Chief Executive. These targets are also used as the basis for determining the performance-related component of the Chief Executive’s remuneration which is a requirement of the State Services Commission (SSC). Under the State Sector Act 1998, any changes to the terms and conditions of the Chief Executive’s employment must be agreed with the SSC.

The Council, through its Audit and Risk Committee, is planning in 2012 to review its various instruments of delegation to the Chief Executive to improve its management of risk and at the same time to empower its Chief Executive to the greatest extent possible.

Council Members’ Remuneration Council members’ annual fees are approved by Council Resolution and must lie within maxima determined by the Minister. Current fees (approved on 28 June 2010) are:

Council Chairperson $28,800 per annumCouncil Deputy Chair $18,000 per annumCouncillors $14,400 per annum

In addition, councillors are reimbursed for travel and other approved and receipted expenses.

Developing the Council’s performanceThe Council is committed to continuous improvement in its governance performance. To this end it undertakes an annual self-assessment of its efficiency and effectiveness. The views of Council members and senior staff who regularly engage with the Council are surveyed on a confidential basis and the collated results are discussed by the Council and an action plan agreed.

The Council has a ‘Continuing Professional Development’ Policy and associated budget for both group and individual professional development. In 2011 this was primarily allocated to ensuring that as many members as were available could attend the annual ITP sector conference in Christchurch. This was in acknowledgement that many members of the Council are still relatively new to the sector and will benefit from wider exposure to the latest thinking and developments affecting the work and performance of polytechnics.

In addition, a regular feature of Council meetings during 2011 were specific presentations on the Tertiary Education Commission’s educational performance indicators and the expectations of other key stakeholder organisations like the New Zealand Qualification Authority.

Council CommitteesThe Council has two committees: the Audit and Risk Committee and the Chief Executive Employment Committee. Each member of the Council sits on one or the other of these committees.

In addition, ad hoc committees of the Council may be set up from time to time to meet the needs of its activities and the membership of such Committees is determined by Council appointment.

As required by statute, the Council is advised by the Academic Board. The Academic Board is composed of senior management and academic staff and oversees academic matters at Waiariki.

Audit and Risk Committee:

The primary purpose of the Audit and Risk Committee is to assist the Council in fulfilling its responsibilities relating to the financial and educational performance risk reporting practices managed by the Chief Executive through delegated authorities. In addition, the Audit and Risk Committee:

• Discharges its responsibilities in a way that acknowledges that the Chief Executive is delegated the role of Internal Auditor from appointment, except in the situation where the Audit and Risk Committee determines that the Chief Executive appears to be compromised as an Internal Auditor;

• Evaluates the quality of audits conducted both by internal and external auditors;

• Maintains, by scheduling regular meetings, open lines of communication among the Council, the internal auditors (including the Chief Executive ) and external auditors to exchange views and information, as well as confirm their respective authority and responsibilities;

• Monitors financial and academic risk, and ensures that appropriate strategies are in place to minimise these risks;

• Serves as an independent and objective party to review the annual financial and educational information presented by management to Council, Government and the general public;

• Evaluates the adequacy of administrative, operating and accounting controls, taking into account the advice of internal and external auditors; and

• Undertakes specific risk-related investigations as requested by the Council.

Chief Executive Employment Committee:

The function of this committee is to assist the Council to ensure that there is an effective and positive partnership between the Council and the Chief Executive. This committee maintains an oversight of the Chief Executive Employment Agreement and performance and acts on behalf of the Council in the appointment of the Chief Executive. This Committee also reviews the Chief Executive’s remuneration and recommends to the Council adjustments to base salary and payment of performance components of remuneration as appropriate. In some cases these recommendations are also subject to consultation with the State Services Commission.


Carpentry is in Karen Brown’s blood.

Both Karen’s grandfather and great-grandfather were carpenters. Living with such creative people, Karen knew she wanted to work with her hands in moulding and shaping wood.

Although it was her aspiration to live up to her forefathers’ skills, Karen enrolled on a computing course instead at Waiariki Institute of Technology. But, there seemed to be something missing. Was it the scent of fresh timber shavings? The urge to go back to her roots?

Whatever it was, the pull of carpentry was too strong so Karen changed course and enrolled on the Certificate in Carpentry (Pre-trade). She wanted to study something she was passionate about. And learning

carpentry meant Karen felt closer to her family and their past.

“I wanted to get into a profession that I knew I would love and learn skills that would last a life time.”Karen’s toolbox of skills now includes the ability to solve mathematical problems quickly, develop plans and specifications, and prepare estimates and quotes for materials needed. She is learning everything she needs to know to become a knowledgeable carpenter. Completing the certificate, which includes an embedded national certificate, covers the theoretical criteria for ITaB (Industry Training Association Building) requirements for registered apprentices.

“I’m learning about the building industry as well as gaining new skills and developing the skills I already have. These skills will one day help me build my own home.”

Karen is confident that by learning these skills she will be able to receive an apprenticeship to become a qualified builder. She would love to build homes, kitchens, furniture and restore older homes for others.

“Ultimately I would like to further my skills in the industry and become an architectural designer. I would love to own my own company one day. I’m sure my family would be extremely proud.”

KAREN BROWNGRADUATE, CERTIFICATE IN CARpENTRY (pRE-TRADE)SCHOOL OF TRADE TRAINING




The New Zealand benchmarking project provides clear evidence of the productivity shifts that Waiariki has achieved over the last few years. During the period (2007 to 2010) the sector has achieved significant productivity gains such that overall sector core performance has shown a $78.1 million improvement from 2007.

From 2009 to 2010 Waiariki made the biggest shift in the sector. Educational outcomes improved by the largest percentage while cost of delivery decreased such that Waiariki had the lowest cost of delivery in the sector.

Significant benchmarked performance indicators identified by the benchmarking project are as follows:

• Waiariki’s core income increased by 209% from 2007 but costs increased by just 158%• Waiariki’s core costs are lower than the sector average by $5.3 million• Waiariki’s teaching productivity is higher by 9%• Waiariki’s facilities costs are lower by $1.6 million • Waiariki’s educational performance achieved 15% improvement 2009 to 2010, which was the biggest improvement in the sector. A

further 7% increase was achieved in 2011.

Figure 1 above illustrates educational value for money. The graph shows that Waiariki made the most significant improvement in educational performance in 2010 and is one of the ITPs with the lowest cost of provision. This trend has continued in 2011 moving Waiariki towards quadrant four achieving the aim of becoming the most effective quality education provider in the country.

Source: Tribal Performance benchmarking as presented to Waiariki Council July 2011

NEW ZEALAND BENCHMARKING pROjECT 2009 – 2010:HIGHLIGHTS OF WAIARIKI pERFORMANCEKAUpApA TOHU NOHANGA O AOTEAROA 2009 – 2010: NGA MEA WHAKAHARAHARA WHAKARITENGA O WAIARIKI

Sector average 2009 Sector average 2010 Waiariki results

Figure 1: Value for Money : Financial performance vs. Educational performance

$1,300

$1,250

$1,200

$1,150

$1,100

$1,050

$1,000

$950

$900

$850

$800

50% 55% 60% 65% 70% 75% 80% 85% 90%

above average course

completions

below average costs

Q1 Q2

Q4Q3

Successful course completion rate

Waiariki2009 - 2010

Cost

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$1

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0 o

f delivery

in

com

e (

incl

udes

core

, dis

tan

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Estimated

2011

GOVERNMENT TERTIARY EDUCATION STRATEGY 2011 – 2013:HIGHLIGHTS OF WAIARIKI pERFORMANCETE KAWANATANGA WHAKATAKOTO KAUpApA MATAURANGA MATUA 2011 – 2013: NGA MEA WHAKAHARAHARA WHAKARITENGA O WAIARIKI

Proportion at Level 4-7 Proportion Under 25 Qualification Completions

75%

55%

35%

60%

50%

40%

60%

40%

20%08 09 10 11 08 09 10 11 08 09 10 11

64%*

increase25%*

increase67%*

increase

New Zealand Government's tertiary education priorities for the next 3-5 years are:

• increasing the number of young people (aged under 25) achieving qualifications at levels four and above, particularly degrees• increasing the number of Māori students enjoying success at higher levels• increasing the number of Pacific students achieving at higher levels• increasing the number of young people moving successfully from school into tertiary education• improving literacy, language, and numeracy and skills outcomes from levels one to three study• improving the educational and financial performance of providers• strengthening research outcomes.

Course Success Rate Course Success Māori Export Education

75%

55%

35%

75%

55%

35%

600

500

400

300

200

49%*

increase57%*

increase190%*

increase

Waiariki outcomes demonstrate achievement of the following:

• More young people (aged under 25) enrolling in tertiary education• More students achieving success at both course and qualification level• Increased engagement of students in higher level qualifications (4-7)• More Māori students enjoying success at higher levels• Increased engagement in export education through building international links.

*percentage increase calculated from base year 2008


08 09 10 11 08 09 10 11 08 09 10 11

Waiariki has been on a path of continuous improvement since 2008. In 2011 Waiariki has again achieved significant shifts in educational performance aligned with Government priorities for tertiary education.

Aspirational Objective – Whainga Kaingakau mo: 2020Waiariki Institute of Technology, Uniquely3 Bicultural4 and the Leading Polytechnic in New Zealand.

Mā Te Whare Takiūra o Waiariki te Kuratini Ahurei Tikanga ā Rua,

me te Kuratini Amorangi i Aotearoa.

Waiariki’s preferred Future – Te Matakite: 2020Waiariki Institute of Technology is a unique organisation situated in a region of natural beauty.

The Region (Rohe):• Is renown for its national parks, Māori culture, tourism,

geothermal areas, forests, lakes and wilderness areas;

• Is an international tourist destination and provides food and forestry based products to the global market along with expertise in the sustainable environmentally safe management of resources, associated manufacturing and energy sector;

• Has Rotorua and Taupō as key and growing population centres with thriving larger towns in Whakatāne and Tokoroa, smaller towns of Tūrangi, Opōtiki and many rural centres;

• Has a total population base of 250,000 and working age population of 185,000;

• Has a population which demonstrates the following:

– Increased levels of literacy and numeracy which has led to increased productivity;

– Increased levels of skills and knowledge which has led to increased business activity within the region;

– Increased median wage and gross domestic product of the region;

– Increased proportion of the population with higher levels . of learning which has led to innovation;

– Decreased levels of crime and deprivation.

• Is driven by export earnings and continues to change to meet economic and social needs, as part of a growing hinterland economy.

Waiariki Institute of Technology:• Operates under a unique model of bicultural education and

governance through its Tangata Whenua Deed of Agreement.

• Is the preferred provider of technical and vocational education and training in the region with qualifications recognised nationally and internationally.

• Is a unique, strongly branded, bicultural institute of technology offering a range of high quality vocationally oriented education and training to 5,500 equivalent full time students (EFTS) per annum.

• Has a comprehensive and detailed understanding of both the needs of the region and New Zealand’s tertiary education strategies and priorities.

• Is forward looking, engaged with the community, innovative and responsive to regional and niche national trends and opportunities.

• Has a student population which reflects the demographics of the region.

• Has alumni that are prepared for and competitive in the global workforce market with qualifications that are recognised across the world.

• Operates as a viable and sustainable5 educational organisation with wise governance, vibrant management, a healthy balance sheet, prudent management of resources, strong financial support from stakeholders and a long term planning horizon.

• Offers high quality courses and qualifications defined primarily by the needs of the region’s economic, social, geophysical, technological and ethnic landscape that:

– promote and capture the strong cultural heritage and assets of the region;

– support foundation learning focusing on literacy and numeracy, enabling low secondary school achievers to enhance their life chances;

– are nationally recognised in sustainable land use, clean energy solutions, forestry, wood manufacturing and biotechnology, tourism management, social and health sector subjects; and

– include applied diplomas, degrees and postgraduate diplomas underpinned by sponsored collaborative applied research.

• Provides work-ready graduates in technologically advanced trades, management, social and cultural subjects, who actively contribute to the economic activity of the region and who are sought after by SME and corporate employers and industries from across New Zealand and our trading partners.

• Provides vibrant modern learning environments, facilities and technology where learners feel engaged and motivated to succeed at:

– two well provisioned collaborative main campuses – Rotorua and Taupō;

– two smaller regional centres – Tokoroa and Whakātane; and

– other delivery locations for specialist provision, such as Waipā campus as well as targeted provision in specific communities where engagement is a high priority.

• Has a networked virtual campus which serves both rural and urban learners, giving them flexibility to study from their workplace or home, utilising technology and supported by provision based in marae, workplaces, community halls, secondary schools and other centres.

OVERVIEW OF WAIARIKI INSTITUTE OF TECHNOLOGY STRATEGIC GOALS AND VALUESKO NGA WHAKAAROARO I NGA WHAINGA ME NGA UARA WHAKATAKOTO TIKANGA O TE WHARE TAKIURA O WAIARIKI


3 Uniquely: Being without a like or equal; unmatched; unequaled; unparalleled; single in kind or excellence gcide.4 Bicultural: “The Best of Both Worlds – Māori and everyone else” Marae Workshop, 2006, Hamilton Manaia Pihopa Kingi 5 Sustainable: Actions and products that meet current needs without sacrificing the ability of future generations to meet theirs. Sustainability is a broad term

and often refers to the desire to provide the best outcomes for the human and natural environments both now and into the indefinite future. http://www.lohas.

com/glossary.html#s

• Has successfully engaged with small and medium enterprises (SMEs) as the growing economic driver through consultation, collaboration, partnerships, research and workplace delivery, matching workers’ skills with industry and regional needs.

• Collaborates and has thriving partnerships with other quality providers which maximise pathway opportunities and benefits for students, sharing educational resources within the region and across regional boundaries.

• Has student learning and social development facilitated and supported by well qualified, well remunerated, high performing, staff, who are working in an innovative, supportive and enabling environment.

• Participates proactively in national tertiary education fora, supporting and implementing New Zealand tertiary reforms and sector strategies.

• Has pursued international opportunities and partnerships which have led to sustainable growth of international markets.

Goals – Nga WhaingaFour long-held goals affirmed by Waiariki for the period “to 2011” are to:

1. Ensure that Waiariki’s strategic and operational management, together with its teaching and learning activities and all associated support services, occur within a bicultural framework that acknowledges the Treaty of Waitangi principles of participation and protection.

Kia whakarite i nga ahuatanga mahi, nga ahuatanga rautaki, nga ahuatanga whakaako me nga ratonga tautoko hoki i Waiariki i tetahi anga haurua hei whakanui ai i nga tikanga o Te Tiriti o Waitangi, ara ko te “whai wahi te iwi Māori” me te “whakamarumaru i nga taonga Māori”

2. Deliver high quality education and training, which meet or exceed the expectations and requirements of Waiariki’s stakeholders.

Hei whakaako i nga akoranga whakahirahira kia tutuki ai i nga tumanako, i nga hiahia o te hunga e kaingakau ana ki Te Whare Takiūra o Waiariki.

3. Provide students with supportive and well resourced learning environments.

Hei whakarato i nga tauira ki nga ahuatanga tautoko, ki nga akomanga whai rawa hoki.

4. Maintain viability by effectively rationalising and expanding Waiariki’s financial base and by creating a transparent and responsive structure within which Waiariki’s core activities of education and training will continue to develop.

Hei hanga tetahi anga whai oranga i mua i te aroaro o te tangata kia whakawhanui ai i nga mahi putea o Waiariki i runga i te whakaaro hakune, a kia whakahaere, kia whakapakari ano hoki i nga mahi tuturu o Waiariki ara te mahi akoranga.


Waiariki Values1. Honesty

Whakapono

2. WhanaungatangaInclusion

familylearning together

3. ManaHonourprestige

guiding values

4. SpiritualismWairuatanga

5. UnityKotahitanga

6. MohiotangaLife-long learningquality teaching

academic excellence

7. ArohaUnconditional giving

8. Caring and SupportiveManaakitanga

Whaia e koe te iti kahurangi, Ki te tuohu koe, He maunga teiteiSeek that which is most precious, If you bow down, let it be before a lofty mountain

Waipa Campus Mokoia Campus Taupo Campus Tokoroa Campus Whakatane Campus

Tupara MorrisonCouncil Chair

Montero DanielsTe Mana Matauranga Chair

Dr Pim BorrenChief Executive

Graeme NahkiesCouncil Chair

Dr Pim BorrenChief Executive

Aubrey KohunuiTe Mana Matauranga Chair


Values – UaraThe below shows Waiariki's eight values, which are displayed as posters throughout the institute.

To hear someone say they’re making a career change is not uncommon these days.

Pengzhu Cui, a recent graduate of Waiariki Institute of Technology, is only 26 and already into his second career. He’s gone from being a website programmer in his homeland China, to working as a mental health nurse here in New Zealand because of something he saw on TV.

Most of Pengzhu’s work colleagues know him by his English name Jeffrey. He came to New Zealand five years ago, worked for a few years and studied English.

He said the desire to change careers was triggered by seeing media footage of injured people after an earthquake struck Japan. Just before that, his father had sustained spinal injuries in a car accident. Jeffrey said he felt a strong desire to be able to help people in such situations so he decided to enrol on the Bachelor of Nursing at Waiariki.

“I did not know anything about nursing but felt that nursing was a really wonderful job looking after people.”

When Jeffrey discovered New Zealand needs more mental health nurses, saying it is a field that “has a relatively small attention and a misunderstanding by the public”, he adjusted his focus slightly.

“I like being a mental health nurse because I feel mental health is the core of a human being. Even if a person does not have any physical illness, if he or she is mentally ill, this person is no longer himself or herself. I would like to join this area and hopefully will do some good things for those people who suffer from any mental health illness.”

In meeting Jeffrey, one is greeted with a gentle yet confident, easy smile and can immediately sense his empathetic and caring nature. His tutors say he got along well with all of the staff and his classmates. He says he chose Waiariki for its “great reputation” and helpful tutors.

“Waiariki teachers are very warm and kind,” he said. “Whenever I came across any questions, they always answered it patiently and pointed out the bits I missed or misunderstood without making me feel bad. Asking them questions is just like talking to my friends, there was no pressure and embarrassment at all. I appreciated this very much.

“Also as a student whose English is my second language, the Waiariki teachers and the library learner support gave me [much help] in terms of my language limitations. Without them I could not make it this far.”

The Cui family in New Zealand is a small one but growing. Jeffrey’s mother has been in New Zealand nearly 10 years. His father is still in China caring for Jeffrey’s grandfather and plans to join the Cui family here when he can. By then, Jeffrey, who’s an only child, and his wife Yanan, will be able to introduce him to the family’s first grandchild who is due in October.

While working full time to complete the Nursing Entry to Practice (NEPT) programme at Lakes District Health Board, Jeffrey is also studying toward a postgraduate certificate in mental health which he says will take about a year to earn.

“New Zealand provides many opportunities to people, and my family is very proud that I caught my own opportunity and made some great achievements in terms of studying and working.“My other family members in China are also very supportive to me. They think coming to New Zealand is one of my best decisions.”

pENGZHU CUI (jEFFREY)GRADUATE, BACHELOR OF NURSINGSCHOOL OF NURSING AND HEALTH STUDIES




Don Tahere is proof that it’s never too late to turn your life around.

Just before he turned 50, Don enrolled on the Certificate in Agriculture and Farm Maintenance at the Tokoroa campus of Waiariki Institute of Technology. He had closed down his mechanics shop after the overheads got too high, and he was looking for a useful trade to learn. His biggest motivation, however, was something much closer to his heart.

“What changed me was my kids. I saw them going down the same track as me. I had to make the change and that’s why I’m doing what I do now. I’ve gotta be their big role model.”That undesirable track was gang related. Don and wife Debbie have nine children. The last thing he wanted was to watch their children, who range from 6 to 23 years old, to follow in his footsteps and get involved with gangs.

“I’m not very proud of it. I’m done with it now. Even my kids, they’re all done with it. We threw it all away to make better lives.”

After making the decision to enrol at Waiariki, things changed rather quickly for the Taheres. In fact, Don wasn’t the only one filling out Waiariki enrolment forms.

“I’ve got this thing with my kids: when they leave school they are not allowed to go on the benefit. They have to get a job or go to school. That’s always been my rule.”

The oldest five, Roi, Jessica, Werehana, Joseph and Blaze, joined their father in the agriculture training. Four of them completed the qualification. Roi is now an apprentice at SWPE (South Waikato Precision Engineering Ltd) in Tokoroa, and Jess has gone to Tauranga to earn her bartending license (she wants to run a nightclub). Werehana and Joseph have continued their study at Waiariki in construction and engineering, respectively. Blaze didn’t quite finish the qualification, but is working now and hopes to return to study to become a vet.

Even mum Debbie is keen to get on board this family education mission. She’d like to study chef training but will wait until their grandchild starts school.

Don’s attitude to education and his commitment to studies were infectious. Unwittingly, he quickly became a role model to his classmates and caught the eye of

agriculture tutor Wayne Tonks. Toward the end of the year, Wayne pulled Don aside and suggested he apply for a position as tutorial assistant for Waiariki, which he did, albeit with some hesitation.

“To tell you the truth, when Wayne told me to apply for the job, I honestly didn’t think I’d get it. I’m glad I did apply for it.”

Wayne said he could see Don’s strong work ethic and, perhaps more importantly, his ability to connect with the students. Don says he’s just being himself.

“I can really see myself in a lot of the kids around here.”

With a busy work schedule and a large family to look after, one would think Don would relish in some down time. But it seems the study bug has bitten. Don is now studying social science courses online with Open Polytechnic.

“I’m trying to further myself. With that degree I’ll be able to help people or children at risk. I was one of those naughty kids once upon a time. I want to be able to give back to the community I took so much from.”

DON TAHEREGRADUATE, CERTIFICATE IN AGRICULTURE AND FARM MAINTENANCE, SCHOOL OF TRADE TRAINING


Don Tahere with two of his sons, Joseph (left) and Werehana


The Eastern Bay of Plenty Trades Academy (EBOPTA) is a consortium of seven secondary schools (Trident High as lead school, Whakatane High, Opotiki College, Kawerau College, Edgecumbe College,Te Whanau a Apanui and Te Wharekura o Ruatoki) with Waiariki Institute of Technology as the provider of tertiary trades programmes.

Senior students are dual enrolled at their secondary school and part time at Waiariki.

Students study to achieve NCEA Level 2 or 3 as well as a nationally transferable tertiary qualification at Level 2 or 3. Each Waiariki tertiary qualification includes an embedded NQF National Certificate at either Level 2 or 3, thus enabling students to achieve NCEA, a national certificate and a Waiariki certificate.

The programmes of study (automotive, electrical, construction, hospitality, agriculture, forestry and business administration) were designed to give students the knowledge, skills and understanding needed for a head start in an industry-related career or progress to further studies at a higher level. The programmes motto is Step Ahead.

To achieve their tertiary qualification, students study part time over two years while still gaining all the benefits of being at school. First-year classes are held each Friday for year 12 students. Second-year classes are held on Thursday and Friday.

Being dual enrolled provides significant benefits for EBOPTA students:

• Gain a tertiary education with no tertiary fees

• Get a step ahead on a trades career while achieving NCEA

• Gain two qualifications at the end of secondary schooling: NCEA and a tertiary qualification

• Combine NCEA studies with vocational trades training within supportive school and tertiary environments

• Use the studies as a pathway to further tertiary studies and gain higher qualifications

• Obtain nationally recognised skills to work in industries with strong career prospects

• Stay enrolled in their school where they can continue to be supported, maintain friendships and participate in school activities

The academy was launched on 11 February 2011 by the Minister of Education, Hon. Anne Tolley. Members of the community, school representatives, staff, parents and students from across the region

attended this significant event which included the blessing and opening of the new facilities – automotive and electrical workshops – which support the academy.

The Ministry of Education approved funding for 105 students and over the year 120 applications were accepted as enrolments. Additional non-funded applications were accepted to allow for withdrawals.

Seventy-eight per cent of students attending identified as Māori, 18 per cent were Pakeha and 4 per cent were from other ethnic groups. This compares with a national figure of 38 per cent Māori participating in the eight trades academies across Aotearoa New Zealand. Sixty-four per cent of the students were male and 36 per cent female. Of the 121 students 99 received NCEA credits: four students gained NCEA Level 1 and 45 gained NCEA Level 2 through their trades academy studies.

Another indicator of the success of EBOPTA was that 41 per cent of students stated that the trades academy helped them remain at school as year 12 or 13 students. Sixty-six per cent of the 2011 students returned in 2012 to continue with the trades academy while 16 per cent progressed to full-time tertiary studies and employment. The remaining returned to full-time secondary studies as year 13 students.

The first year of operations has been resounding success, with full support from the Eastern Bay of Plenty secondary schools and a positive response from students.

Waiariki values its partnership with the schools and sees the academy as an effective pathway through and beyond school that gives students a meaningful Step Ahead.

During 2011, each Friday at 6.00am students in the small coastal town of Te Kaha boarded their school van in the dark and headed for Whakatane to train at the academy, returning as late as 7.00 in the evening. All 10 students have returned in 2012 as either academy or full-time Waiariki students.

Two Trident High students, Claude Opperman and Caleb Foster, responded positively regarding their participation in the automotive and construction programmes.

“I enjoy working under the bonnet of cars, and can I can see career options ahead,” Claude said. “It’s something I really want to do after I leave school and the trades academy will open up doors.”

Caleb said, “Working with wood is my passion and when I leave school I want to be a builder. I thought it was a good opportunity to get a step ahead towards an apprenticeship.”

Principal of Trident High School, Peter Tootell, said, “The importance to us as a school is students having a qualification at the end rather than just credit accumulation.”

FIRST YEAR OF TRADES ACADEMY A HUGE SUCCESS!TE TIRA MAHI A REHE TAU TUATAHI – HE RAWE

Sustainability is the only futureClimate change, the challenge of feeding seven billion people across the globe, and the need to do so with new fuels, new energy and new technology will drive the way we think and work into the future. Global prosperity will depend on the smart and sustainable use of natural resources: land, water and biomass.

The successful businesses and organisations of the future will be those that start planning for these changes now. Sustainability means thinking about ways of living and doing business that will allow the natural environment to keep functioning, while providing for people’s needs and maintaining an economic base.

The Centre of Excellence in Environmental Sustainability has been established to help Waiariki integrate the principles for a sustainable future into all of its operations. This will both equip Waiariki to lead in this area in the future, and to provide graduates with the skills they will need to succeed in the workplaces of the future. The centre seeks to influence and improve environmental sustainability at Waiariki in three areas:

• Campus • Curriculum • Community

Our aim is to integrate sustainability principles into existing courses and the everyday running of the organisation. We see our role as partnering with staff and students to develop practical real world solutions that graduates can use in their future careers.

CampusThe Green Team – Te Timā Kākāriki o Waiariki – is a staff project group which meets bimonthly to brainstorm, discuss opportunities, and implement sustainability on campus.

The staff continue work to improve Waiariki’s environmental performance across the organisation, beginning with Mokoia Campus.

Recycling: Paper, cardboard, plastics, cans and glass are collected for recycling (picked up by Waiariki’s waste contractor).

Bokashi bins have been introduced for collection of food scraps from the staff room and student cafeteria. This produces rich compost which can be used on campus gardens.

Reuse: Glasses and ceramic cups have been purchased for use in the staff room. This has reduced the number of disposable cups thrown away.

Energy: The centre has obtained funding for construction of a solar pergola on campus. The pergola roof will be used for solar water heating, with the resulting water used for showers. Photovoltaic cells may also be installed. This project is being done as much for its educational value as for energy generation. It will feature electronic displays which will help students learn about solar technology.

Transport: The utilisation of sustainable fuels is under consideration for the vehicle fleet. Waiariki provides free urban access to public transport for staff and students and actively encourages resource use efficiencies across the campus.

CurriculumSustainability is firmly embedded in the Waiariki Strategic Plan. Work is underway on both existing and proposed qualifications with a particular focus on environmental sustainability.

Centre staff have drafted a sustainability index to assess the sustainability content of different courses at Waiariki. Over the long term, the aim is to integrate concepts of sustainability into all courses including environmental, social and economic dimensions.

CommunityPart of the centre’s role is to contribute to raising community awareness of wider environmental issues. Hosting or contributing to appropriate conferences and seminars can be a useful way to help the public learn and participate more. In 2011, the centre contributed to two conferences:

• April 2011 - LakesWater Quality Society Symposium • July 2011 - Seminar on sustainable land use, water quality and climate change

sustain@waiariki is the umbrella under which the centre organises community events and lecture series.

Centre of Excellence Staff

Warren Webber

Development of the Waiariki Centre of Excellence in Environmental Sustainability is led by Warren in his capacity as Project Manager. He has a background in farming and veterinary practice and for much of the last decade was the CEO for Veterinary Continuing Education in New Zealand. A long-standing interest in water quality issues for the Rotorua lakes, and committee

involvement with the LakesWater Quality Society underpins his passion for environmental sustainability.

Amanda Hunt

Amanda joined the centre as Development Manager in late 2011. Amanda has worked in environmental management in regional and central governments in New Zealand and Australia for the past 15 years. Amanda grew up in Rotorua and has recently moved back home after six years with the Ministry for the Environment in Wellington, where she worked

predominantly on water quality. Amanda looks forward to helping Waiariki put sustainability principles into practice at the day-to-day level.

WAIARIKI CENTRE OF ExCELLENCE IN ENVIRONMENTAL SUSTAINABILITYTE pUTAHI TIKETIKE ORANGA TAIAO O WAIARIKI


Advisory BoardSteve Chadwick (Chair)

Steve is a believer in sustainability and committed to using her bicycle whenever possible for local commuting. Her various roles and positions have included: Rotorua District Councillor (1996–1999), Member of Parliament for Rotorua (1999–2008), chaired the local Government and Environment Select Committee (2005–2007), Minister of Conservation (2007–2008), Labour List

MP (2008–2011). Steve also led the New Zealand delegation to the International Whaling Commission (IWC) in Santiago in 2008 in protest of “scientific whaling”, and was a strong advocate for $71 million from central government to clean up water quality in the Rotorua lakes.

Jo Wills (Deputy Chair)

Jo held the role of Bay of Plenty Regional manager for the Sustainable Business Network (SBN) for five years, growing the network into an engaged group of members focused on sustainable business practice. This has led to a new position as funding and key relationships manager with Energy Options, an award-winning, not-for-profit organisation focused on

delivering energy efficiency solutions with direct involvement in the Bay of Plenty energy strategy. Jo also holds the role of trustee for Tauranga Trade Aid, is a member of the New Zealand Association for Environmental Education and is part of the Smart Economy Action Group for the Western Bay of Plenty. She has a comprehensive understanding of sustainability through a combination of training with The Natural Step as well as hands-on learning at a commercial level through her role with SBN. Jo also enjoys running and mountain biking with a particular interest in off-road endurance events.

Darryl Church

Darryl is married to Lee-Ann and they have three children, a cat and a dog. Darryl runs a busy architectural practice and is an active Rotarian. His interest in architecture balances exacting detail and spatial resolution with an environmental conscience. Interests outside of work include mountain biking and family time outdoors exploring the beautiful Rotorua region.

Nicki Douglas

Te Arawa, Ngati Raukawa and Ngati Porou.

Nicki has worked for the Department of Conservation for the last 10 years in various roles and more recently as the area manager for the Rotorua lakes area. Her work embraces a diverse community involved in conservation in Rotorua. The most exciting aspect

of her role is working alongside people who share a passion for Rotorua and aim to make a difference for the region through conservation. Nicki accepted the role as an advisory board member for the Waiariki Centre of Excellence in Environmental Sustainability because it presented an opportunity to look at the environment through a different lens and to offer personal and Department of Conservation experience to the journey that is sustain Waiariki.

Eldad Collins

Eldad works with APR Consultants in Rotorua as their principal planner, assisting with the establishment of the Rotorua Sustainable Tourism Charter and more recently the Rotorua Sustainable Business Charter. He is the sustainability assessor for both charters. Outside of work he is the Rotorua Green Drinks coordinator and part of the Rotorua Cycle Action group; he loves

mountain biking, tramping, traveling and eating.

Hera Smith

Hera works as executive officer for Te Arawa Lakes Trust (previously Te Arawa Māori Trust Board). Her iwi affiliations include Ngati Manawa, Te Arawa, Tuwharetoa, Ati Haunui a Paparangi, Ngati Maniapoto and Ngai Tahu. She previously worked for the Department of Conservation over a 10-year period working in Wairarapa, South Westland, Whangarei, Murupara, Kermedec Islands

in areas of biodiversity, recreation and historic facilities and treaty settlement implementation. She works with a wide range of people including local, regional government and iwi and hapu and sees engagement with communities and their involvement as a priority in the success of any project. Outside of work she is the proud mother of Karihi and aunty of Ngarangi with whom she enjoys exploring and having many adventures in the outdoors.


REpORT AGAINST OBjECTIVES AND KEY pERFORMANCEINDICATORS FROM WAIARIKI INVESTMENT pLAN 2011 – 2013

Goal: Increasing course success at all NZQF levels for all Waiariki students and in particular increasing course success for Māori students and increasing the number of young people achieving qualifications at level 4 and above.

Objective Measure/Indicators Target 2011 Outcome

Successful course completion rate for all domestic students.

Percentage of students (EFTS) that have successfully passed courses out of all enrolments.

65% Met. 71.8% This result represents a remarkable improvement since 2009. The trend indicates continued improvement in course success.

Cohort Year Success Rate

2009 50.0%

2010 65.0%

2011 71.8%

Successful course completion for Māori students.

Percentage of Māori students (EFTS) that have successfully passed courses out of all Māori enrolments.

61% Met. Achieved 66%. The trend shows improving course success for Māori students with a 9.4% increase in the rate of successful course completion since 2010.


2009 45.6%

2010 56.6%

2011 66.0%

Successful course completion for domestic students aged under 25 at level 4 and above.

Percentage of students (EFTS) aged under 25 that have successfully passed courses out of all under 25 enrolments at level 4 and above.

68% Met. Achieved 70.9%. Students aged under 25 show a similar improvement in course success to the other groups with a 7.5% improvement in course success for the 2011 year on top of a 5.4% improvement in 2010.


2009 58.0%

2010 63.4%

2011 70.9%


STATEMENT OF CORpORATE pERFORMANCERIpOATA UMANGA WHAKAKITENGA

Goal: Increasing qualification completions through retention of students until they complete their qualification.


Student retention rate for all students.

Percentage of students from previous year that have either completed a qualification or re-enrolled.

40% Met. There has been a considerable improvement in the student retention rate which indicates that more students are either completing a qualification or returning to continue their studies. An indication of improved student satisfaction.

Cohort Year Retention

2009 28%

2010 39%

2011 54%


Goal: Increasing qualification success at all levels and in particular for Māori students and increasing the number of young people achieving qualifications at Level 4 and above.


Qualification completion rate for all students.

Students that have successfully completed a qualification, multiplied by the EFTS value of the qualification over the total number of EFTS enrolled.

= No. completed x EFTS value Total EFTS enrolled

45% Met. The 2011 result shows considerable improvement in the qualification completion rate for all students. This has been achieved despite the growth of enrolments into year one of qualifications which has the affect of lowering the overall qualification completion rate. Improvements were achieved through a focus on improved course success and improved retention of students.

Cohort Year Qualification Completion Rate

2009 31.5%

2010 45.5%

2011 55.8%

Qualification completion rate for Māori students.

As above. 43% Met. The qualification completion rate for Māori students shows a similar improvement to the overall improvement. This has been achieved through a focus on improving course success and retention and providing focussed student support.


2009 28.3%

2010 37.8%

2011 43.5%

Qualification completion rate for students aged under 25 at level 4 and above.

As above. 47% Met. The considerable improvement in qualification completion rate for students under 25 on higher level qualifications is in line with government priorities. This result represents the outcome of improving course success and engagement in learning for this group.


2009 38.4%

2010 45.3%

2011 61.7%


Goal: To strengthen Capital Asset Management (process and systems) across the TEI sector.


Extent of improvements in Attributes as per CAMS Improvement Plan.

Shift to Moderate for Levels of Service

Give effect to CAMS Action Plan.

Service level agreement for Information Technology has been completed and approved by the senior management team.

A draft service level agreement for Facilities Management has been completed for consultation.

WAIARIKI INSTITUTE OF TECHNOLOGY 2011 ENROLMENTS

Indicator(s) 2010 2011

Quantity: EFTS enrolments– Government subsidised (SAC & ACE) – Youth Guarantee– Trade Academies– Non government subsidised (FCR, STAR, ITO & International)

Actual309632-

612

Actual27374533842

Equity: Student enrolments (%)– NZ Māori – NZ European – Pacific Island– Other– Women – People with disabilities

36.6%55.7%3.9% 3.8%60.2%4.4%

41.3%39.0%2.9% 16.8%59.0%4.9%

Goal: Increasing student progression into higher levels of study to increase the number of highly skilled graduates in our region and nation.


Student progression rate for all students.

Percentage of Level 1-3 graduates who have re-enrolled in a higher qualification at any New Zealand provider.

44% Not met. The number of students achieving level 1-3 qualifications in 2009 was 566 of which 227 went on to higher qualifications. In 2010, 1084 students achieved level 1-3 qualifications of which 327 went on to higher qualifications in 2011. So although there was an increase in the number of students who progressed to higher qualifications this is a lower percentage of those who completed level 1-3 qualifications.

Cohort Year Progression

2009 41.5%

2010 40.0%

2011 30.2%

Goal: To maintain a viable sustainable business providing for the tertiary education needs of the Waiariki region.


Risk rating against the Financial Monitoring Framework.

As per TEC report. Low – Minimal Met. Low risk status confirmed for 2011.

Chris Groome, born in Kaitaia and raised in Tauranga, is both hardworking and talented.

Born into a family with a long history of working in forestry, from an early age Chris looked up to his grandfather who was a forest ranger, and his dad who drove logging trucks. Chris knew what line of work he wanted to pursue.

Early on in his career Chris moved to Australia and found work with a firewood merchant. After a few years of hard labour he returned to New Zealand to follow his dreams and enrolled on the Certificate in Practical Logging at Waiariki Institute of Technology.

His qualification led to a position at McIntosh Logging of Rotorua where he worked for a couple of years.

In 2004, Chris took another trip overseas, this time to the U.S. He saw a lot of the country

while driving interstate trucks delivering various goods. After Chris’s work visa expired he made his way back to Waiariki to upskill. He says he was hesitant to leave the industry for another two years to return to education, but he wanted more technical skills and management training.

“I had heard about the Diploma in Forest Management from a tutor, which was mentioned during my [practical logging courses]. I decided this was the route I wanted to pursue.”

While gaining the practical and theoretical elements of forestry, and developing a broad set of ground skills, Chris approached PF Olsen Ltd in Rotorua and was offered a three-month internship.

His hard work did not go unnoticed and during that internship Chris was offered a permanent position as a harvest supervisor.

Having completed his diploma in June 2011, Chris now works full time for PF Olsen. The diversity of tasks and the great indoor-outdoor ratio of work have inspired Chris to further his career with PF Olsen, aiming to become a harvest planner, a very hands-on role and integral part of forest management.

“I get a lot of job satisfaction as I am constantly challenged throughout the harvesting phase. There are great benefits in a job like this. There is so much I can strive towards.”

CHRIS GROOMEGRADUATE, DIpLOMA IN FOREST MANAGEMENTSCHOOL OF FORESTRY AND pRIMARY INDUSTRIES



Graduate QualificationsGraduate Certificate in Infection Prevention and ControlGraduate Diploma in Applied ManagementGraduate Diploma in Hotel ManagementGraduate Diploma in Infection Prevention and ControlGraduate Diploma in Tourism ManagementGraduate Diploma of Computing and Technology

DegreesBachelor of Applied ManagementBachelor of Applied Social Science (Social Work)Bachelor of Computing SystemsBachelor of Computing, Communications and Technology Bachelor of Māori DevelopmentBachelor of NursingBachelor of Tourism Management

DiplomasDiploma in AccountingDiploma in Adventure TourismDiploma in Applied TechnologyDiploma in Applied Tourism ManagementDiploma in Art and DesignDiploma in Art and Design (Advanced)Diploma in Bicultural JournalismDiploma in Business AdministrationDiploma in Business StudiesDiploma in Communications (Applied)Diploma in Computing, Communications and Technology (Level 5)Diploma in Computing, Communications and Technology (Level 6)Diploma in Creative WritingDiploma in Culinary ArtsDiploma in Early Childhood EducationDiploma in Enrolled NursingDiploma in Fashion TechnologyDiploma in Forest ManagementDiploma in Forestry OperationsDiploma in Hospitality ManagementDiploma in Hotel ManagementDiploma in Human Resource ManagementDiploma in Information TechnologyDiploma in Interior DesignDiploma in ManufacturingDiploma in MarketingDiploma in Patisserie and BakeryDiploma in Sustainable EnergyDiploma in Te Reo MāoriDiploma in Tourism ManagementDiploma of Teaching (Early Childhood Education): Te Pōkairua Whakaako KōhungahungaNational Diploma in Agribusiness Management (Level 5)National Diploma in Forestry (Operations Management) (Level 5)New Zealand Diploma in Business (Level 6)

CertificatesCertificate for Entry to Automotive TradesCertificate in Adventure TourismCertificate in Agriculture and Farm MaintenanceCertificate in Automotive Engineering (Transmission and Electrics)Certificate in Automotive Engineering (Vehicle Repair and Electronics)Certificate in Automotive Workshop and RepairCertificate in Business Administration (Level 3)Certificate in Business Administration (Level 4)Certificate in Café OperationsCertificate in Carpentry (Pre-Employment)Certificate in Carpentry (Pre-Trade)Certificate in Collision Repair Certificate in Community and Social ServicesCertificate in Computing and Communications Technology (Level 3)Certificate in Computing and Communications Technology (Level 4)Certificate in Construction Skills (Introductory)Certificate in Cookery and Hospitality (Introductory)Certificate in Creative Arts Certificate in Creative WritingCertificate in Electrical and Related Trades (Pre-Employment)Certificate in Embedding Literacy and Numeracy into Teaching PracticeCertificate in Engineering (Fitting and Turning)Certificate in Engineering and Automotive SkillsCertificate in EnglishCertificate in Food Safety DevelopmentCertificate in Forest OperationsCertificate in Forestry FundamentalsCertificate in HairdressingCertificate in Hairdressing (Advanced)Certificate in HorticultureCertificate in Occupational Health and SafetyCertificate in Office SkillsCertificate in Professional CookeryCertificate in Professional Cookery and PatisserieCertificate in Smart StudyCertificate in Solid Wood Manufacturing Foundation SkillsCertificate in Tertiary Learning (Core Skills)Certificate in Tertiary Learning SkillsCertificate in Tertiary Teaching Certificate in TravelCertificate in Welding and FabricationCertificate in Wood Manufacturing Certificate in Work and Life SkillsNational Certificate in Business (First Line Management) (Level 4)National Certificate in Carpentry (Level 4)


WAIARIKI INSTITUTE OF TECHNOLOGY QUALIFICATIONS 2011

Short Awards/Short Course CertificatesShort Award in Automotive, Engineering and Welding Skills (Introductory)Short Award in Carpentry and Electrical Skills (Introductory)Short Award in Cookery and Barista Skills (Introductory)Short Award in Hair and Beauty Services (Introductory)Short Award in Plant BiotechnologyShort Course Certificate for Role of Preceptor for Health ProfessionalsShort Course Certificate in Adult Teaching - Principles and Strategies Short Course Certificate in Basic Food Safety Hazard Identification and ControlShort Course Certificate in Chainsaw Skills Short Course Certificate in Experiencing Digital PhotographyShort Course Certificate in Facilitator Training for Food SafetyShort Course Certificate in Food Safety DevelopmentShort Course Certificate in Food Safety Hazard Identification and ControlShort Course Certificate in Food Safety PracticeShort Course Certificate in Nursing in New ZealandShort Course Certificate in Nursing in New Zealand for Enrolled Nurses/Nurse AssistantsShort Course Certificate in Rafting - Technical and Client Skills to Grade 3Short Course Certificate in Spanish (Introductory)

STAR/Gateway CoursesSTAR Agriculture and Horticulture CoursesSTAR Automotive Engineering CoursesSTAR Bridging CoursesSTAR Computing CoursesSTAR Creative Writing CoursesSTAR Fashion Technology CoursesSTAR Food Safety CoursesSTAR Forestry Management CoursesSTAR Hairdressing CoursesSTAR Hospitality CoursesSTAR Journalism Courses

Certificates of Achievement/Block Courses/ITOSaw Doctoring Block A (ITO)Saw Doctoring Block E (ITO)Saw Doctoring Block F (ITO)Forest Health Surveillance (ITO)Competenz Block CoursesCompulsories and Electives (ITO)Timber Machining Block A (ITO)Timber Machining Block B (ITO)Timber Machining Block C (ITO)Timber Machining Block D (ITO)

ACE/Non-Formal Education CoursesACE Art and Design CoursesACE Computing CoursesACE Communication CoursesACE Creative Writing CoursesACE Fashion CoursesACE Journalism CoursesACE Māori Studies Courses


“My ambition is to become a shoe designer. My story began at Waiariki.

“I talked with the tutors in Waiariki’s fashion department to help me create a pathway to realise my dream.

“The Diploma in Fashion Technology is practical and hands-on, so I was able to sew every day, giving me the confidence to be creative in my designs. The learning environment is open and the knowledge gained from tutors who have years of experience working in the industry was invaluable.“The structure of the diploma has been well planned, building upon previous classes,

which consolidates learning. A part of our study included computer programs like CAD and Illustrator which are key tools in today’s fashion industry.

“During my two years of study with Waiariki I had the opportunity to enter four competitions. I gained a place in the Miromoda Fashion competition which gave me the chance to show my garments at both the Auckland and Wellington Fashion Week events. During Fashion Week I was privileged to work alongside long established companies such as Trelise Cooper and World.

“I entered the ‘Op Shop to Catwalk’ competition which was a part of the Waiariki end-of-year fashion show. This was a fun event where we had to create an outfit for the catwalk with something purchased from the Hospice second-hand shop. I was proud to have won the public vote and was also judged the overall winner by a panel of industry judges.

“Being a student in the diploma at Waiariki has been a fabulous journey. I have been supported, encouraged and given the tools and knowledge to achieve my goals. I now have a CV that I am not only proud of but as a Diploma of Fashion Technology graduate I have gained the necessary skills, cutting-edge industry knowledge and been introduced to some of the country’s best fashion designers and key industry people around the country. I can now confidently take the next step in my journey!

“My next step is to use the skills gained to start my own fashion label in shoes, hats and handbags. I wish future fashion students all the best with their chosen career path.”

AROHA TApSELLGRADUATE, DIpLOMA OF FASHION TECHNOLOGYSCHOOL OF COMpUTING, TECHNOLOGY AND COMMUNICATIONS


YOUR STORYBEGINS HERE


FINANCIAL STATEMENTSNGA RIpOATA pUTEA

MANAGEMENT STATEMENTRIpOATA WHAKAHAERE For the Year Ended 31 December 2011

In terms of section 41 of the Public Finance Act 1989, we hereby certify that:

• we have been responsible for the preparation of these financial statements and the judgements therein; and

• we have been responsible for establishing and maintaining a system of internal control, designed to provide reasonable assurance as to the integrity and reliability of financial reporting; and

• we are of the opinion that these financial statements fairly reflect the financial position and operations of this institution for the year ended 31 December 2011.

G Nahkies J Snook J Dawson

Council Chairperson Acting Chief Executive Director, Finance

REpORT OF THE AUDITORS OFFICE


The accompanying accounting policies and notes from pages 40 to 63 form an integral part of these financial statements.

WAIARIKI INSTITUTE OF TECHNOLOGY STATEMENT OF COMpREHENSIVE INCOME

For the year ended 31 December 2011

Actual Budget Actual 2011 2011 2010 Notes $000s $000s $000s Revenue

Government Grants 3(a) 25,294 26,255 29,817 Student Tuition Fees 19,170 14,577 14,768Finance Income 3(b) 917 480 615Trading Income 1,201 1,236 1,463

Other Income 3(c) 2,123 1,820 2,048

Total Revenue 48,705 44,368 48,711

Personnel Expenses 3(d) (28,556) (28,341) (26,232)Depreciation Expense 8 (2,589) (3,399) (3,057)Amortisation of Intangible Assets Expense 10 (276) (50) (197)Finance Costs 3(b) (2) (4) (7)Materials and Consumables (1,923) (2,124) (1,861)Professional Fees (2,313) (1,365) (1,930)

Other Expenses 3(e) (7,970) (7,968) (7,615)

Total Operating Expenses (43,629) (43,251) (40,899)

Surplus/(Deficit) 5,076 1,117 7,812

Other Comprehensive Income Gain on Revaluation of Land and Buildings 15 - - -

TOTAL COMPREHESIVE INCOME 5,076 1,117 7,812

Explanation of major variances against budget are provided in Note 22.




WAIARIKI INSTITUTE OF TECHNOLOGY STATEMENT OF FINANCIAL pOSITION

As at 31 December 2011

Actual Budget Actual 2011 2011 2010 Notes $000s $000s $000s Assets Current Assets Cash and Cash Equivalents 4 3,421 1,754 5,250 Other Term Deposits 4a 18,778 11,387 13,778 Student Fees and Other Receivables 5 1,832 890 1,644 Inventories 6 188 68 64 Prepayments 71 99 106

Total Current Assets 24,290 14,198 20,842

Non-current Assets Financial Assets 7 85 84 89 Property, Plant and Equipment 8 50,311 51,797 45,473 Investment Properties 9 155 163 163 Intangible Assets 10 1,515 654 834

Total Non-current Assets 52,066 52,698 46,559

TOTAL ASSETS 76,356 66,896 67,401

Liabilities Current Liabilities Trade and Other Payables 11 3,206 2,534 1,519 Interest-bearing Loans and Borrowings 12 19 19 55 Provisions 13 477 1,182 360 Revenue Received in Advance 14 7,304 3,191 5,174

Total Current Liabilities 11,006 6,926 7,108

Non-current Liabilities Interest-bearing Loans and Borrowings 12 14 14 33

Total Non-current Liabilities 14 14 33

TOTAL LIABILITIES 10,988 6,940 7,141

NET ASSETS 65,336 59,956 60,260

Equity Public Equity 29,710 44,138 29,710 Retained Earnings 19,808 - 14,732 Asset Revaluation Reserve 15 15,818 15,818 15,818

TOTAL EQUITY 65,336 59,956 60,260

Explanation of major variances against budget are provided in Note 22.

These financial statements were approved for signing by the Council on 27 April 2012

Chairperson Chairperson of Audit & Risk Committee

27 April 2012 27 April 2012



WAIARIKI INSTITUTE OF TECHNOLOGY STATEMENT OF CASH FLOWS


Actual Budget Actual 2011 2011 2010 Notes $000s $000s $000s Cash Flows from Operating Activities Receipt of Government Grants 25,617 24,477 27,062 Receipt of Student Tuition Fees 20,974 14,285 17,737 Interest Income 913 480 615 Dividend Income 5 - - Receipt of Other Ancillary Income 2,781 5,108 5,811 Net GST Inflow 81 (213) (87) Payments to Employees and Suppliers (39,212) (39,619) (38,272) Interest Paid (2) (16) (7)

Net Cash Flows from Operating Activities 4 11,157 4,502 12,859

Cash Flows from Investing Activities Proceeds from Sale of Property, Plant and Equipment (9) - (1) Purchase of Property, Plant and Equipment (7,926) (9,128) (3,307) Increase in Term Investments (4,996) 5,520 (13,783)

Net Cash Flows used in Investing Activities (12,931) (3,608) (17,091)

Cash Flows from Financing Activities Raising of Funds from Finance Lease - - - TEC Distinctive Contribution Funding - - 30 Payment of Finance Lease Liabilities (55) (55) (370)

Net Cash Flows from Financing Activities (55) (55) (340)

Net Increase/(Decrease) in Cash and Cash Equivalents (1,829) 839 (4,572) Cash and Cash Equivalents at the Beginning of the Period 5,250 915 9,822

CASH AND CASH EQUIVALENTS AT THE END OF THE PERIOD 4 3,421 1,754 5,250

The GST (net) component of operating activities reflects the net GST paid to and received from the Inland Revenue Department. The GST (net) component has been presented on a net basis, as the gross amounts do not provide meaningful information for financial statement purposes and to be consistent with the presentation basis of the other primary financial statements.



WAIARIKI INSTITUTE OF TECHNOLOGY STATEMENT OF CHANGES IN EQUITY


Public Retained Revaluation Equity Earnings Reserve Total Budget $000s $000s $000s $000s $000s

At 1 January 2010 29,680 6,920 15,818 52,418 57,188TEC Distinctive Contribution funding 30 - - 30 -Surplus / (Deficit) for the Year - 7,812 - 7,812 1,651

AT 31 DECEMBER 2010 29,710 14,732 15,818 60,260 58,839

Total Comprehensive Income - 5,076 - 5,076 1,117

AT 31 DECEMBER 2011 29,710 19,808 15,818 65,336 59,956

NOTES TO THE FINANCIAL STATEMENTSStatement of Accounting policies for the Year Ended 31 December 2011

1. Reporting Entity Waiariki Institute of Technology (the Institute) is a TEI domiciled in New Zealand and is governed by the Crown Entities Act 2004 and the Education Act 1989.

The primary objective of the Institute is to provide tertiary education services for the benefit of the community rather than making a financial return. Accordingly, the Institute has designated itself as a public benefit entity for the purposes of New Zealand equivalents to International Financial Reporting Standards (NZ IFRS).

The financial statements of the Institute are for the year ended 31 December 2011. The financial statements were authorised for issue by the Council on 27 April 2012.

2. Summary of Significant Accounting policiesA. Basis Of Preparation

Statement of compliance

The financial statements of the Institute have been prepared in accordance with the requirements of the Crown Entities Act 2004 and the Education Act 1989, which includes the requirement to comply with New Zealand generally accepted accounting practice (NZ GAAP).

These financial statements have been prepared in accordance with NZ GAAP. They comply with NZ IFRS, and other applicable financial reporting standards, as appropriate for public benefit entities.

Measurement base

The financial statements have been prepared on a historical cost basis, modified by the revaluation of land, buildings, investment property, and certain financial instruments (including derivative instruments).

Functional and presentation currency

The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000). The functional currency of the Institute is New Zealand dollars (NZ$).

Changes in accounting policies

There have been no changes in accounting policies during the financial year.

Adoption of the revised NZ IAS 24 related party disclosure

The revised NZ IAS 24 Related Party Disclosure (Revised 2009) has been adopted for the year ended 31 December 2011. The revised standard:

i. Removes the previous disclosure concessions applied by the Institute for arms-length transactions between the Institute and entities controlled or significantly influenced by the Crown. The effect of the revised standard is that more information is required to be disclosed about transactions between the Institute and entities controlled or significantly influenced by the Crown.

ii. Clarifies that related party transactions include commitments with related parties.

Standards, amendments, and interpretations issued but not yet effective that have not been early adopted, and are relevant to the institute.

• NZ IFRS 9 Financial Instruments will eventually replace NZ IAS 39 Financial Instruments: Recognition and Measurement. NZ IAS 39 is being replaced through the following three main phases: Phase 1 Classification and Measurement, Phase 2 Impairment Methodology, and Phase 3 Hedge Accounting. Phase 1 on the classification and measurement of financial assets has been completed and has been published in the new financial instrument standard NZ IFRS 9. NZ IFRS 9 uses single approach to determine whether a financial asset is measured at amortised cost or fair value, replacing the many different rules in NZ IAS 39. The approach in NZ IFRS 9 is based on how an entity manages its financial instruments (its business model) and the contractual cash flow characteristics of the financial assets. The financial liability requirements are the same as those of NZ IAS 39, except for when an entity elects to designate a financial liability at fair value through the surplus or deficit. The new standard is required to be adopted for the year ended 30 June 2014. The Institute has not yet assessed the effect of the new standard and expects it will not be early adopted.

• FRS 44 New Zealand Additional Disclosure and Amendments to NZ IFRS to harmonise with IFRS and Australian Accounting Standards (Harmonisation Amendments) - These were issued in May 2011 with the purpose of harmonising Australia and New Zealand's accounting standards with source IFRS and to eliminate many of the differences between the accounting standards in each jurisdiction. The amendments must first be adopted for the year 31 December 2012. The Institute has not yet assessed the effects of FRS - 44 and the Harmonisation Amendments.

As the External Reporting Board is consulting on a new accounting standards framework for public benefit entities, it is expected that all new NZ IFRS and amendments to existing NZ IFRS with a mandatory effective date for annual reporting periods commencing on or after 1 January 2012 will not be applicable to public benefit entities. This means that the financial reporting requirements for public benefit entities are expected to be effectively frozen in the short term. Accordingly, no disclosure has been made about new or amended NZ IFRS that excludes public benefit entities from their scope.

B. Significant Accounting Policies

Revenue

Revenue is measured at the fair value of consideration received or receivable.

Government grants

Government grants are recognised as revenue upon entitlement.

Student tuition fees

Student tuition fees are recognised as revenue on a course percentage of completion basis. The percentage of completion is measured by reference to the days of the course completed as a proportion of the total course days.


Donations, bequests, and pledges

Donations and bequests are recognised as income when the right to receive the fund or asset has been established. Pledges are not recognised as assets or revenue until the pledged item is received.

Sales of goods

Revenue from sales of goods is recognised when the product is sold to the customer.

Interest and dividends

Interest income is recognised using the effective interest method. Dividends are recognised when the right to receive payment has been established.

Borrowing costs

The Institute has elected to defer the adoption of the revised NZ IAS 23 Borrowing Costs (Revised 2007) in accordance with the transitional provisions of NZ IAS 23 that are applicable to public benefit entities. Consequently, all borrowing costs are recognised as an expense in the period in which they are incurred.

Leases

Finance leases

A finance lease is a lease that transfers to the lessee substantially all the risks and rewards incidental to ownership of an asset, whether or not title is eventually transferred.

At the commencement of the lease term, finance leases are recognised as assets and liabilities in the statement of financial position at the lower of the fair value of the leased item or the present value of the minimum lease payments.

The finance charge is charged to the surplus or deficit over the lease period so as to produce a constant periodic rate of interest on the remaining balance of the liability.

The amount recognised as an asset is depreciated over its useful life. If there is no certainty as to whether the Institute will obtain ownership at the end of the lease term, the asset is fully depreciated over the shorter of the lease term and its useful life.

Operating leases

An operating lease is a lease that does not transfer substantially all the risks and rewards incidental to ownership of an asset. Lease payments under an operating lease are recognised as an expense on a straight-line basis over the lease term.

Foreign currency transactions

Foreign currency transactions (including those for which forward foreign exchange contracts are held) are translated into NZ$ (the functional currency) using the exchange rates prevailing at the dates of the transactions. Foreign exchange gains and losses resulting from the settlement of such transactions and from the translation at year end exchange rates of monetary assets and liabilities denominated in foreign currencies are recognised in the surplus or deficit.

Cash and cash equivalents

Cash and cash equivalents includes cash on hand, deposits held at call with banks, other short-term highly liquid investments with original maturities of three months or less, and bank overdrafts.

Bank overdrafts are shown within borrowings in current liabilities in the statement of financial position.

Student fees and other receivables

Student fees and other receivables are initially measured at fair value and subsequently measured at amortised cost using the effective interest method, less any provision for impairment.

Derivative financial instruments

Derivative financial instruments are used to manage exposure to foreign exchange and interest rate risks arising from financing activities. In accordance with its treasury policy, the Institute does not hold or issue derivative financial instruments for trading purposes.

Derivatives are initially recognised at fair value on the date a derivative contract is entered into and are subsequently remeasured at their fair value at each balance date with the resulting gain or loss recognised in the surplus or deficit. The Institute has elected not to apply hedge accounting.

The full fair value of foreign exchange derivative is classified as current if the contract is due for settlement within 12 months of balance date; otherwise, foreign exchange derivatives are classified as non-current. The portion of the fair value of an interest rate derivative that is expected to be realised or settled within 12 months of the balance date is classified as current, with the remaining portion of the derivative classified as non current.

Other financial assets

Financial assets are initially recognised at fair value plus transaction costs unless they are carried at fair value through surplus or deficit in which case the transaction costs are recognised in the surplus or deficit.

Financial assets are derecognised when the rights to receive cash flows from the financial assets have expired or have been transferred and the Institute has transferred subsequently all the risks and rewards of ownership.

Financial assets are classified into the following categories for the purpose of measurement:

• fair value through surplus or deficit;• loans and receivables; and• fair value through other comprehensive income.

Classification of the financial asset depends on the purpose for which the instruments were acquired.

Financial assets at fair value through surplus or deficit

Financial assets at fair value through surplus or deficit include financial assets held for trading. A financial asset is classified in this category if acquired principally for the purpose of selling in the short term or is part of a portfolio that are managed together and for which there is evidence of short term profit taking. Derivatives are also categorised as held for trading unless they are designated into a hedge accounting relationship for which hedge accounting is applied.

Financial assets acquired principally for the purpose of selling in the short term or part of a portfolio classified as held for trading are classified as a current asset. The current/non-current classification of derivatives is explained in the derivatives accounting policy above.

After initial recognition, financial assets in this category are measured at their fair values with gains or losses on remeasurement recognised in the surplus or deficit.


Loans and receivables (including cash and cash equivalents and debtors and other receivables)

Loans and receivables are non-derivative financial assets with fixed or determinable payments that are not quoted in an active market. They are included in current assets, except for maturities greater than 12 months after the balance date, which are included in non-current assets. Related party receivables that are repayable on demand are classified as a non-current asset because repayment of the receivable is not expected within 12 months of balance date.

After initial recognition, loans and receivables are measured at amortised cost using the effective interest method less any provision of impairment. Gains and losses when the asset is impaired or derecognised are recognised in the surplus or deficit.

Financial assets at fair value through other comprehensive income

Financial assets at fair value through other comprehensive income are those that are designated as fair value through other comprehensive income or are not classified in any of the other categories above. They are included in non-current assets unless management intends to dispose of the investment within 12 months of balance date. The Institute designates in this category:

• investment that it intends to hold long term but which may be realised before maturity; and• shareholdings that it holds for strategic purposes.

After initial recognition, these investments are measured at their fair value, with gains and losses recognised in other comprehensive income, except for impairment losses, which are recognised in the surplus or deficit.

On derecognition, the cumulative gain or loss previously recognised in other comprehensive income is reclassified from equity to the surplus or deficit.

Impairment of financial assets

At each balance date, the Institute assesses whether there is any objective evidence that a financial asset is impaired. Any impairment losses are recognised in the surplus or deficit.

Loans and receivables (including cash and cash equivalents and debtors and other receivables)

Impairment of a loan or a receivable is established when there is objective evidence that the Institute will not be able to collect amounts due. Significant financial difficulties of the debtor, probability that the debtor will enter into bankruptcy, receivership or liquidation, and default in payments are considered indicators that the asset is impaired. The amount of the impairment is the difference between the asset's carrying amount and the present value of estimated future cash flows, discounted using the original effective interest rate. For debtors and other receivables, the carrying amount of the asset is reduced through the use of an allowance account, and the amount of the loss is recognised in the surplus or deficit. When the receivable is uncollectible, it is written off against the allowance account. Overdue receivables that have been renegotiated are reclassified as current (that is not past due). For other financial assets, impairment losses are recognised directly against the instrument's carrying amount.

Financial assets at fair value through other comprehensive income

For equity investments, a significant or prolonged decline in the fair value of the investment below its cost is considered objective evidence of impairment.

For debt investments, significant financial difficulties of the debtor, probability that the debtor will enter into receivership or liquidation, and default in payments are considered objective indicators that the asset is impaired.

If impairment evidence exists for investments at fair value through other comprehensive income, the cumulative loss (measured as the difference between the acquisition cost and the current fair value, less any impairment loss on that financial asset previously recognised in the surplus or deficit) recognised in other comprehensive income is reclassified from equity to the surplus or deficit.

Equity instrument impairment losses recognised in the surplus or deficit are not reversed through the surplus or deficit.

If in a subsequent period the fair value of a debt instrument increases and the increase can be objectively related to an event occurring after the impairment loss was recognised, the impairment loss is reversed in the surplus or deficit.

Inventories

Inventories held for distribution or consumption in the provision of services that are not supplied on a commercial basis are measured at cost (using the FIFO method), adjusted when applicable, for any loss of service potential. The loss in service potential of inventories held for distribution is determined on the basis of obsolescence. Where inventories are acquired at no cost or for nominal consideration, the cost is the current replacement cost at the date of acquisition.

Inventories held for use in the production of goods and services on a commercial basis are valued at the lower of cost (using the FIFO method) and net realisable value.

The amount of any write-down for the loss of service potential or from cost to net realisable value is recognised in surplus or deficit in the period of the write-down.

Property, plant, and equipment

Property, plant, and equipment consists of the following asset classes: land and improvements, buildings, computer hardware, furniture and fittings, equipment, motor vehicles, library collection, and plant and machinery.

Land is measured at fair value, and buildings are measured at fair value less accumulated depreciation and impairment losses. All other asset classes are measured at cost, less accumulated depreciation and impairment losses.

Revaluation

Land and buildings are revalued with sufficient regularity to ensure that their carrying amount does not differ materially from fair value and at least every five years. If there is evidence supporting a material difference, then the off-cycle asset classes are revalued.

Property, plant, and equipment revaluation movements are accounted for on a class of asset basis.

The net revaluation results are credited or debited to other comprehensive income and is accumulated to an asset revaluation reserve in equity for that class of asset. Where this would result in a debit balance in the asset revaluation reserve, this balance is not recognised in other comprehensive income but is recognised in the surplus or deficit. Any subsequent increase on revaluation that off-sets a previous decrease in value recognised in the surplus or deficit will be recognised first in the surplus or deficit up to the amount previously expensed, and then recognised in other comprehensive income.

Additions

The cost of an item of property, plant, and equipment is recognised as an asset if, and only if, it is probable that future economic benefits or service potential associated with the item will flow to the Institute and the cost of the item can be measured reliably.

Work in progress is recognised at cost less impairment and is not depreciated.

In most instances, an item of property, plant, and equipment is initially recognised at its cost. Where an asset is acquired at no cost, or for a nominal cost, it is recognised at fair value as at the date of acquisition.


Disposals

Gains and losses on disposals are determined by comparing the disposal proceeds with the carrying amount of the asset. Gains and losses on disposals are reported net in the surplus or deficit. When revalued assets are sold, the amounts included in property revaluation reserves in respect of those assets are transferred to general funds.

Depreciation

Depreciation is provided on a straight-line basis on all property, plant, and equipment other than land, at rates that will write off the cost (or valuation) of the assets to their estimated residual values over their useful lives.

The depreciation rates of major classes of assets have been estimated as follows:

Buildings 1%-16% Equipment 5%-33% Plant and machinery 5%-20% Furniture and fittings 5%-8% Computer hardware 15%-33% Motor vehicles 20% Library collection 20%

Leasehold assets are depreciated over the unexpired period of the lease or the estimated remaining useful lives of the improvements, which ever is the shorter.

The residual value and useful life of an asset is reviewed, and adjusted if applicable, at each financial year end.

Intangible assets

Software acquisition and development

Acquired computer software licenses are capitalised on the basis of the costs incurred to acquire and bring to use the specific software.

Costs that are directly associated with the development of software for internal use, are recognised as an intangible asset. Direct costs include the software development employee costs and an appropriate portion of relevant overheads.

Staff training costs are recognised as an expense when incurred.

Costs associated with maintaining computer software are recognised as an expense when incurred.

Course development costs

Costs that are directly associated with the development of new educational courses are recognised as an intangible asset to the extent that such costs are expected to be recovered. The development costs primarily consist of employee costs.

Intellectual property development

Research costs are expensed as incurred in the surplus or deficit.

Development costs that are directly attributable to the design, construction, and testing of pre-production or pre-use prototypes and models associated with intellectual property development are recognised as an intangible asset if all the following can be demonstrated:

• it is technical feasible to complete the product so that it will be available for use or sale;• management intends to complete the product and use or sell it;• there is an ability to use or sell the product;• it can be demonstrated how the product will generate probable future economic benefits;• adequate technical, financial, and other resources to complete the development and to use or sell the product are available; and• the expenditure attributable to the product during its development can be reliably measured.

Other development expenses that do not meet these criteria are recognised as an expense as incurred in the surplus or deficit. Development costs previously recognised as an expense cannot be subsequently recognised as an asset.

Amortisation

The carrying value of an intangible asset with a finite life is amortised on a straight-line basis over its useful life. Amortisation begins when the asset is available for use and ceases at the date that the asset is derecognised. The amortisation charge for each period is recognised in the surplus or deficit.

The useful lives and associated amortisation rates of major classes of intangible assets have been estimated as follows:

Computer software 3-5 years 20%-33% Course development costs 3-5 years 20%-33%

Capitalised intellectual property development costs are still work in progress. The useful life of completed projects will be established at project completion.

Impairment of property, plant, and equipment and intangible assets

Intangible assets that have an indefinite useful life, or not yet available for use, are not subject to amortisation and are tested annually for impairment. Assets that have a finite useful life are reviewed for indicators of impairment at each balance date. When there is an indicator of impairment the asset’s recoverable amount is estimated. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount. The recoverable amount is the higher of an asset’s fair value less costs to sell and value in use.

Value in use is depreciated replacement cost for an asset where the future economic benefits or service potential of the asset are not primarily dependent on the asset’s ability to generate net cash inflows and where the Institute would, if deprived of the asset, replace its remaining future economic benefits or service potential.

The value in use for cash-generating assets is the present value of expected future cash flows.

If an asset’s carrying amount exceeds its recoverable amount, the asset is impaired and the carrying amount is written-down to the recoverable amount. For revalued assets the impairment loss is recognised in other comprehensive income to the extent the impairment loss does not exceed the amount in the revaluation reserve in equity for that same class of asset. Where that results in a debit balance in the revaluation reserve, the balance is recognised in the surplus or deficit.

For assets not carried at a revalued amount, the total impairment loss is recognised in the surplus or deficit.

The reversal of an impairment loss on a revalued asset is credited to other comprehensive income and increases the asset revaluation reserve for that class of asset. However, to the extent that an impairment loss for that class of asset was previously recognised in the surplus or deficit, a reversal of the impairment loss is also recognised in the surplus or deficit.


For assets not carried at a revalued amount the reversal of an impairment loss is recognised in the surplus or deficit.

Investment property

Properties leased to third parties under operating leases are classified as investment property unless the property is held to meet service delivery objectives, rather than to earn rentals or for capital appreciation. Property held to meet service delivery objectives is classified as property, plant, and equipment.

Investment property is measured initially at its cost, including transaction costs.

After initial recognition, investment property is measured at fair value as determined annually by an independent valuer.

Gains or losses arising from a change in the fair value of investment property are recognised in the surplus or deficit.

Trade and other payables

Short-term creditors and other short-term payables are recorded at their face value.

Borrowings

Borrowings are initially recognised at their fair value net of transaction costs incurred. After initial recognition, all borrowings are measured at amortised cost using the effective interest method.

Borrowings are classified as current liabilities unless the Institute has an unconditional right to defer settlement of the liability for at least 12 months after the balance date or if the borrowings are expected to be settled within 12 months of the balance date.

Employee entitlements

Short-term employee entitlements

Employee benefits that are due to be settled within 12 months after the end of the period in which the employee renders the related service are measured at nominal values based on accrued entitlements at current rates of pay. These include salaries and wages accrued up to balance date, annual leave earned to but not yet taken at balance date, and sick leave.

A liability for sick leave is recognised to the extent that absences in the coming year are expected to be greater than the sick leave entitlements earned in the coming year. The amount is calculated based on the unused sick leave entitlement that can be carried forward at balance date, to the extent it will be used by staff to cover those future absences.

A liability and an expense is recognised for bonuses where contractually obliged or where there is a past practice that has created a constructive obligation.

Long term employee entitlements

Employee benefits that are due to be settled beyond 12 months after the end of the period in which the employee renders the related service, such as long service leave and retirement gratuities, have been calculated on an actuarial basis. The calculations are based on:

• likely future entitlements accruing to staff, based on years of service, years to entitlement, the likelihood that staff will reach the point of entitlement, and contractual entitlement information; and

• the present value of the estimated future cash flows.

Expected future payments are discounted using market yields on New Zealand government bonds at balance date with terms to maturity that match, as closely as possible, the estimated future cash flows for entitlements. The inflation factor is based on the expected long term increase in remuneration for employees.

Presentation of employee entitlements

Sick leave, annual leave, vested long service leave, and non-vested long service leave and retirement gratuities expected to be settled within 12 months of the balance date, are classified as a current liability. All other employee entitlements are classified as a non-current liability.

Superannuation schemes

Defined contribution schemes

Obligations for contributions to Kiwisaver, the Government Superannuation Fund, and other defined contribution superannuation schemes are recognised as an expense in the surplus or deficit as incurred.

Defined benefit schemes

The Institute belongs to the Defined Benefit Plan Contributors Scheme ( the Scheme), which is managed by the Board of Trustees of the National Provident Fund. The Scheme is a multi-employer defined benefit scheme.

Insufficient information is available to use defined benefit accounting, as it is not possible to determine from the terms of the scheme the extent to which the surplus/deficit will affect future contributions by individual employers, as there is no prescribed basis for allocation. The scheme is therefore accounted for as a defined contribution scheme. Further information on this scheme is disclosed in note 18.

Provisions

A provision is recognised for future expenditure of uncertain amount or timing when there is a present obligation (either legal or constructive) as a result of a past event, it is probable that expenditures will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation.

Provisions are measured at the present value of the expenditures expected to be required to settle the obligation using a pre-tax discount rate that reflects current market assessments of the time value of money and the risks specific to the obligation. The increase in the provision due to the passage of time is recognised as an interest expense and is included in “finance costs”.

Equity

Equity is measured as the difference between total assets and total liabilities. Equity is disaggregated and classified into a number of components. The components of equity are:

• public equity;• assets revaluation reserves; and• retained earnings.

Property revaluation reserve

This reserve relates to the revaluation of land, land improvement and buildings assets to fair value.


Fair value through other comprehensive income reserves

This reserve comprises the cumulative net changes in the fair value of fair value through other comprehensive income instruments.

Goods and Services Tax (GST)

All items in the financial statements are stated exclusive of GST, except for student fees and other debtors and trade and other payables, which are presented on a GST inclusive basis. Where GST is not recoverable as input tax then it is recognised as part of the related asset or expense.

The net amount of GST recoverable from, or payable to, the Inland Revenue Department (IRD) is included as part of receivables or payables in the statement of financial position. The net GST paid to, or received from the IRD, including the GST relating to investing and financing activities, is classified as a net operating cash flow in the statement of cash flows.

Commitments and contingencies are disclosed exclusive of GST.

Income tax

The Institute is exempt from income tax. Accordingly, no provision has been made for income tax.

Budget figures

The budget figures are those approved by the Council at the start of the financial year. The budget figures have been prepared in accordance with NZ GAAP, using accounting policies that are consistent with those adopted by the Council in the preparation of the financial statements.

Critical accounting estimates and assumptions

In preparing these financial statements, the Institute has made estimates and assumptions concerning the future. These estimates and assumptions may differ from the subsequent actual results. Estimates and assumptions are continually evaluated and are based on historical experience and other factors, including expectations or future events that are believed to be reasonable under the circumstances. The estimates and assumptions that have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year are discussed below:

Property revaluations

Note 8 provides information about the estimates and assumptions exercised in the measurement of revalued land and buildings.

Critical judgements in applying accounting policies

Management has exercised the following critical judgements in applying accounting policies for the year ended 31 December 2011:

Crown owned land and buildings

Property in the legal name of the Crown that is occupied by the Institute is recognised as an asset in the statement of financial position. The Institute consider it has assumed all the normal risks and rewards of ownership of this property despite legal ownership not being transferred and accordingly it would be misleading to exclude these assets from the financial statements.

Distinction between revenue and capital contributions

Most Crown funding received is operational in nature and is provided by the Crown under the authority of an expense appropriation and is recognised as revenue. Where funding is received from the Crown under the authority of a capital appropriation, the Institute accounts for the funding as a capital contribution directly in equity.



3. REVENUES AND ExpENSES

2011 2010 $000s $000s (a) Government Grants Operational Bulk Grant 24,216 27,460 Māori and Pacific Island Grant 81 93 Disabilities Special Supplementary Grant 81 105 Other Grants 916 2,159

25,294 29,817

(b) Finance (Costs)/Income Bank Fees (2) (7) Total Finance Costs (2) (7) Interest Earned on Bank Deposits 917 615

Total Finance Income (on Historical Cost Basis) 917 615

(c) Other Income Rental Income 86 85 Industry Sponsored 1 - Other Income 1,430 1,166 ITO, Skill Enhancement and Links 606 797

2,123 2,048

(d) Personnel Expenses Wages and Salaries (26,974) (24,627) Employee Welfare Expenses (534) (615) Staff Training (331) (265) Superannuation Contribution (85) (72) Other Employment Related Expenses (632) (653)

(28,556) (26,232)

(e) Other Expenses Repair and Maintenance (500) (670) Operating Lease Payment (317) (323) Other Service Costs (2,187) (2,009) Trading Expenses (315) (394) Vehicle Fleet Expenses (593) (614) Audit Fees for Financial Statement (76) (72) Donations and Koha (5) (7) Advertisement and Promotion (642) (549) Computer Software Licence (468) (376) Provision for Doubtful Debts (note 5) (104) - Travel and Accommodation (693) (516) Other Administration Expenses (1,259) (1,313) Other Expenses (796) (761) Gain on Disposal of Property, Plant and Equipment (9) (1) Loss on the Investment Property (9) (10)

(7,970) (7,615)


4. CASH AND CASH EQUIVALENTS

2011 2010 $000s $000s

Cash at Bank and in Hand 2,296 2,775 Short-term Deposits 1,125 2,475

3,421 5,250 Cash at bank and in hand earns interest at floating rates based on daily bank deposit rates. Short-term deposits are made for varying periods of between one day and one month depending on the immediate cash requirements of the Institute, and earn interest at the respective short-term deposit rates.

Reconciliation of Cash for the Purpose of the Cash Flow Statement

For the purpose of the cash flow statement, cash and cash equivalents comprise the following as at 31 December.

Cash at Bank and in Hand 3,421 5,250

Reconciliation from the Net Profit After Tax to the Net Cash Flows from Operations

Net Surplus / (Deficit) for the Period 5,076 7,812

Add/(less) for non-cash items: Depreciation 2,589 3,057 Amortisation 276 197

Add/(less) items classified as investing or financing activities: Impairment Losses - - Net Loss (Gain) on Disposal of Property, Plant and Equipment 9 1

Add/(less) movements in working capital items: (Increase)/Decrease in Inventories (124) (19) (Increase)/Decrease in Student Fees and Other Receivables (188) (555) (Increase)/Decrease in Prepayments 35 9 Increase/(Decrease) in Trade and Other Payables 1,687 (109) Increase/(Decrease) in Revenue Received in Advance 2,130 2,748 Provision Movement 117 - Increase/(Decrease) in Other (450) (282)

Net Cash Flow from Operating Activities 11,157 12,859

The carrying value of cash and cash equivalents with maturities less than three months approximate their fair value.

4A. OTHER TERM DEpOSITS

2011 2010

$000s $000s Deposits with: BNZ 6,778 5,778 The National Bank 6,000 6,000 Kiwibank 6,000 2,000

18,778 13,778

Other term deposits vary from three to nine months.

The carrying value of cash and cash equivalents with maturities three months to nine months approximate their fair value.


5. STUDENT FEES AND OTHER RECEIVABLES

2011 2010 $000s $000s

Student Fees Receivables 1,406 825Sundry Debtors 627 940Accrued Interest 104 80Provision for Doubtful Debts (305) (201)

1,832 1,644 FAIR VALUE

Student fees are non-interest bearing and receipt is normally on 30-day terms, therefore the carrying value of student fees and other receivables approximates their fair value.

IMPAIRMENT

The Institute provides for any impairment on individual student fees receivables on a case by case basis. The students signed enrolment form constitutes a binding contract to pay fees in full. The Institute can claim collection costs and withhold qualification results if accounts are not collected.

The status of receivables as at 31 December 2011 and 2010 are detailed below:

2011 2010 $000s $000s

Student Fees ReceivablesNot past due 723 474Past due 1-30 days - -Past due > 30 days 683 351Provision Provided (201) (117)

Sundry Debtors and Other Not past due 376 711Past due 1-30 days 83 198Past due > 30 days 272 111

Provision Provided (104) (84)

1,832 1,644

The impairment provision has been calculated based on expected losses for the Institute’s pool of debtors. Expected losses have been determined based on an analysis of Institute’s losses in previous periods, and review of specific debtors as detailed below:

2011 2010 $000s $000s

Student Fees Impairment 201 117Sundry Debtors Impairment 104 84

Total provision for Impairment 305 201

Movement in the provision for impairment of receivables are as follows:

2011 2010 $000s $000s

Balance as at 1 January 201 389Addional provision made during the year 305 222Receivable written off during the year (201) (410)

Balance as at 31 December 305 201

The Institute holds no collateral as security or other credit enhancements over receivables that are either past due or impaired.


6. INVENTORIES

2011 2010

$000s $000s

Materials and Consumables Other Places 188 64

188 64

No inventory has been pledged as security for liabilities (2010 $nil). However, some inventory is subject to retention of title clauses.

7. OTHER FINANCIAL ASSETS

Effective Interest 2011 2010 Rate (%) Maturity $000s $000sNON-CURRENT Available For-Sale Financial Assets: - Shares in Listed Entities (at Fair Value) 85 89

85 89

Available for sale financial assets consist of investments in ordinary shares, and therefore have no fixed maturity date or coupon rate. The fair value of the shares are obtained from the published data from NZSX at the balance date (Source: New Zealand Herald).


8. pROpERTY, pLANT AND EQUIpMENT

Movement for each class of property, plant and equipment for the Institute are as follows:

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Land and Improvement 5,735 82 5,653 174 - - 84 - 5,909 - 166 5,743

Buildings 33,121 822 32,299 1,449 19 - 853 1 34,551 -

1,674 32,877

Plant and Machinery 3,043 1,686 1,357 9 - - 186 - 3,052 - 1,872 1,180

Motor Vehicles 1,012 680 332 131 9 - 104 9 1,134 - 775 359

Computer Hardware 2,443 1,412 1,031 265 1 - 457 1 2,707 - 1,868 839

Equipment 4,287 2,695 1,592 652 3 - 409 3 4,936 - 3,101 1,835

Furniture & Fittings 2,936 1,735 1,201 181 - - 248 - 3,117 - 1,983 1,134

Library Collections 4,327 3,616 711 315 - - 248 - 4,642 - 3,864 778

Work in Progress 1,297 - 1,297 4,269 - - - - 5,566 - - 5,566

Total Institute 58,201 12,728 45,473 7,445 32 - 2,589 14 65,614 - 15,303 50,311

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Land and Improvement 5,735 - 5,735 - - - 82 - 5,735 - 82 5,653

Buildings 31,204 - 31,204 1,917 - - 822 - 33,121 - 822 32,299

Plant and Machinery 3,016 1,479 1,537 27 - - 207 - 3,043 - 1,686 1,357

Motor Vehicles 921 548 373 91 - - 132 - 1,012 - 680 332

Computer Hardware 3,185 1,649 1,536 226 968 - 731 968 2,443 - 1,412 1,031

Equipment 3,735 2,155 1,580 555 3 - 543 3 4,287 - 2,695 1,592

Furniture & Fittings 2,694 1,432 1,262 242 - - 303 - 2,936 - 1,735 1,201

Library Collections 4,035 3,379 656 292 - - 237 - 4,327 - 3,616 711

Work in Progress 1,594 - 1,594 218 515 - - - 1,297 - - 1,297

Total Institute 56,119 10,642 45,477 3,568 1,486 - 3,057 971 58,201 - 12,728 45,473


8. pROpERTY, pLANT AND EQUIpMENT (continued)

Land and buildings with a carrying amount of $17,075,000 (2010: $17,498,000) included in the property, plant and equipment are owned by the Crown. These were first recognised on 31 December 1996. These consists of land and land improvement $4,635,000 (2010: $4,661,000), buildings book value $12,440,000 (2010: $12,837,000). Although legal title has not been transferred, Waiariki Institute of Technology has assumed all normal risks and rewards of ownership.

The carrying value of equipment held under finance lease as at 31 December 2011 is $19,000 (2010: $74,000). These lease assets under finance lease are pledged as security for the related finance lease (note 12).

VALUATION

Land

Land is valued at fair value using market-based evidence on its highest and best use with reference to comparable land values. Adjustments have been made to the "unencumbered" land value for campus land where there is a designation against the land or the use of the land is restricted because of reserve or endowment status. These adjustments are intended to reflect the negative effect on the value of the land where an owner is unable to use the land more intensely.

Restrictions on the Institute's ability to sell land would normally not impair the value of the land because the Institute has operational use of the land for the foreseeable future and will substantially receive the full benefits of outright ownership.

The most recent valuation of land was performed by a registered independent valuer, Kendall Russ of the firm Reid and Reynolds Ltd, and the valuation is effective as at 31 December 2009.

Buildings

Specialised buildings (e.g. campuses) valued at fair value using depreciated replacement cost because no reliable market data is available for buildings designed for education delivery purposes.

Depreciated replacement cost is determined using a number of significant assumptions. Significant assumptions include:• The replacement asset is based on the reproduction cost of the specific assets with adjustments where appropriate for obsolescence due to over-designed or surplus capacity.• The replacement cost is derived from recent construction contracts of similar assets and Property Institute of New Zealand cost information.• The remaining useful life of assets is estimated.• Straight-line depreciation has been applied in determining the depreciation replacement cost value of the asset.

The most recent valuation of buildings was performed by a registered independent valuer, Kendall Russ of the firm Reid and Reynolds Ltd, and the valuation is effective as at 31 December 2009.

RESTRICTION ON TITLE

Under the education Act 1989, the Institute is required to obtain the consent from the Ministry of Education to dispose or sell of property where the value of the property exceeds an amount determined by the Minister.

There are also various restrictions in the form of historic designations, reserve, and endowment encumbrances attached to land. The Institute does not consider it practical to disclose in detail the value of land subject to these restrictions.

9. INVESTMENT pROpERTIES

2011 2010 $000s $000s

Opening Balance as at 1 January (Fair Value) 163 173 Transferred to Property, Plant and Equipment - - Net Gain / (Loss) from Fair Value Adjustment (8) (10)

Closing Balance as at 31 December (Fair Value) 155 163

The buildings held currently for an undetermined future use is classified as an investment property.

Total rental derived from these properties amounted to $43,000 with expenses amounting to $17,000.

Investment properties are stated at fair value. Investment properties are valued on 31 December 2011 by Kendall Russ, independent registered valuer, of the firm Reid and Reynolds Ltd. Mr Kendall Russ is a member of the New Zealand Institute of Valuers (Inc.).

The valuation undertaken was based on an open market value, supported by market evidence in which assets could be exchanged between a knowledgeable willing buyer and a knowledgeable willing seller in an arm’s length transaction at the date of valuation.


10. INTANGIBLE ASSETS

Course Development Computer Costs1 Software2 Total $000s $000s $000sBalance at 1 January 2011 Cost 46 1,325 1,371Accumulated Amortisation (46) (491) (537)Opening Carrying Amount - 834 834 Year Ended 31 December 2011 Additions - 957 957Amortisation - (276) (276)

Closing Carrying Amount - 1,515 1,515

Balance at 31 December 2011 Cost 46 2,282 2,328Accumulated Amortisation (46) (767) (813)

Net Carrying amount - 1,515 1,515 Balance at 1 January 2010 Cost 46 857 903Accumulated Amortisation (45) (295) (340)Opening Carrying Amount 1 562 563

Year Ended 31 December 2010 Additions - 468 468Amortisation (1) (196) (197)

Closing Carrying Amount - 834 834

Balance at 31 December 2010 Cost 46 1,325 1,371Accumulated Amortisation (46) (491) (537)

Closing Carrying Amount - 834 834

1. Internally generated

2. Separately generated

For the year ended 31 December 2011, there have been no addition of course development costs and computer software are capitalised at cost. These intangible assets have been assessed as having finite lives and are amortised using the straight line method over a period of 3 - 5 years.

The additions to computer software represent intangible assets acquired separately.

The amortisation expense relating to intangible assets is included in the operating expenses line item of the statement of comprehensive income.

There are no restrictions over the title of the Institute’s intangible assets, nor are any intangible assets pledged as security for liabilities.


11. TRADE AND OTHER pAYABLES

2011 2010 $000s $000s

Accounts Payable 2,745 1,207ACC Levy Accrual 214 167GST Payable 159 78Special Funds 88 67

3,206 1,519

Accounts payables are non-interest bearing and are normally settled on 30 days terms.

Payroll suspense, deductions and accruals are adjusted every month.

GST is payable every month.

12. INTEREST-BEARING LOANS AND BORROWINGS

Effective interest rate 2011 2010 (%) Maturity $000s $000sCurrent Obligations under Finance Leases and Hire Purchase 3 2012 19 55

Contracts 19 55

Non-current Obligations Under Finance Leases and Hire Purchase 3 - 19Contracts Trust Funds 14 14

14 33

FAIR VALUE

The fair value of finance lease is $19,000 (2010: $74,000). Fair value has been determined using contractual cash flows discounted using a rate based on market borrowing rates at balance date ranging from 2.6% to 3.4% (note 8).

Trust Funds consist of Fletcher Trust Fund ($2,000), Quest Computer Scholarship Fund ($5,000) and Trustpower Scholarship Fund ($7,000). These were received from outside parties to set up these funds.

2011 2010ANALYSIS OF FINANCE LEASES $000s $000sPresent Value of Minimum Lease Payments Payable Not Later than One Year 19 55Later than One Year and Not Later than Five Years - 19Later than Five Years - -

19 74

Finance leases have been entered into for computers and electronic equipment for teaching, research and administrative purposes.

The finance leases can be renewed at the Institute’s option, with rents set by reference to current market rates for items of equivalent age and condition. The Institute does have the option to purchase the asset at the end of the lease term, but it is likely the option to purchase will not be exercised because the lease assets are usually technologically obsolete at lease expiry.

The Institute is not permitted to pledge the leased assets as security nor can it sublease the lease equipment without the permission of the lessor. There are no other restrictions placed on the Institute by any of the finance leasing arrangements.


13. pROVISIONS

2011 2010 $000s $000sEmployee Entitlements At 1 January 360 316Additions During the Year 477 360Utilised During the Year (360) (316)

At 31 December 477 360

Current Portion Annual Leave 113 141Sick Leave 31 25Payroll, Suspense, Deduction and Accruals 333 194

477 360

EMPLOYEE ENTITLEMENTSA provision is recognised for employment benefits payable to employees. Employees are entitled to annual leave with pay, long service leave with pay and sick leave.

Annual leave, long service leave and sick leave entitlements expected to be settled within 12 months of the balance date are measured at the current rates of pay and classified as current liabilities.

14. REVENUE RECEIVED IN ADVANCE

2011 2010 $000s $000sStudent Fees Invoiced Issued but not Earned 1,953 1,614Amount Received but Invoice has not been Issued 5,351 3,560

7,304 5,174

Current Portion 7,304 5,174Non-Current Portion - -

7,304 5,174

15. ASSET REVALUATION RESERVE

2011 2010 $000s $000s

At 1 January 15,818 15,818Addition Revaluation of Land and Building - -

At 31 December 15,818 15,818

The asset revaluation reserve is used to record increments and decrements in the fair value of land and buildings to the extent that they offset one another.


16. FINANCIAL INSTRUMENT CREDIT RISK

CREDIT RISKWith the exception of Student Fees the Institute trades only with recognised, creditworthy third parties.

Receivable balances are monitored on an ongoing basis with the result that the Institute’s exposure to bad debts are minimised. Significant as a result of the ability to withhold graduation from students who do not pay their fees.

With respect to credit risk arising from the other financial assets of the Institute, which comprise cash and cash equivalents and available-for-sale financial assets, the Institute’s exposure to credit risk arises from default of the counter party, with a maximum exposure equal to the carrying amount of these instruments.

There are no significant concentrations of credit risk.

CREDIT RISK – ACCOUNTS RECEIVABLE AGING ANALYSIS

OverdueYear ended 31 December 2011 Current Overdue Provided For TOTAL $000s $000s $000s $000s

Student Fees Receivables 723 683 (201) 1,205 Sundry Debtors and Other 376 355 (104) 627

TOTAL 1,099 1,038 (305) 1,832

OverdueYear ended 31 December 2010 Current Overdue Provided For TOTAL $000s $000s $000s $000s

Student Fees Receivables 474 351 (117) 708 Sundry Debtors and Other 711 309 (84) 936

TOTAL 1,185 660 (201) 1,644

The Institute’s primary receivable is from tuition fees which is due before the commencement of studies. Student Fees are considered overdue 30 days past the official course start date. Based on a historical analysis prepared by the institute every year, a percentage of doubtful debts is provisioned for, with the remainder expected to be collected in a timely fashion. There is no Related party receivables and no provision is made.

MAxIMUM ExPOSURE TO CREDIT RISKS 2011 2010 $000s $000s

Cash at Bank and Term Deposits 22,199 19,028Student Fees Receivables 1,205 708Sundry Debtors 627 936

TOTAL CREDIT RISKS 24,031 20,672

CREDIT QUALITY OF FINANCIAL ASSETSThe credit quality of financial assets that are neither past due nor impaired can be assessed by reference to external credit rating (if available) or to historical information about counterparty default rates:

Counterparties with credit ratings (Standard and Poor)

CASH AT BANK AND TERM DEPOSIT 2011 2010 $000s $000s

Bank of New Zealand AA- (rating) 10,199 11,028The National Bank AA- (rating) 6,000 6,000Kiwibank AA- (rating) 6,000 2,000

22,199 19,028

Student fees and other receivable mainly arise from the declaration by the client/students at the time of enrolment, therefore, there are no procedures in place to monitor the credit quality of student fees and other receivables with reference to internal or external credit rating. The Institute has no significant concentrations of credit in relation to student fees and other receivables, as it has large numbers of credit customers and the Institute can withhold qualification result to recover outstanding debts.


17. FINANCIAL INSTRUMENTS

FINANCIAL INSTRUMENT RISKSThe Institute’s activities expose it to a variety of financial instrument risks, including market risks, credit risk and liquidity risk. The Institute has series of policies to manage the risks associated with financial instruments and seeks to minimise exposure from financial instruments. These policies do not allow any transactions that are speculative in nature to be entered into.

MARKET RISKThe interest rates on the Institute investment varies from 2.40% to 5.31% per annum during 2011.

FAIR VALUE INTEREST RATE RISKFair value interest rate risk is the risk that the value of a financial instrument will fluctuate due to changes in market interest rates. The Institute’s exposure to fair value interest rate risk is limited to its bank deposits which are held at mixed rates of fixed and floating interest.

CASH FLOW INTEREST RATE RISKCash flow interest rate risk is the risk that the cash flows from a financial instrument will fluctuate because of changes in market interest rates. Investment interest rates expose the Institute to cash flow interest rate risk.

The Institute investment policy permitted by legislation to invest within the following areas:

- with New Zealand registered banks,- in Public Securities,- in such other securities as the Minister may from time to time approve.

It is specifically prohibited from investing in any other types of financial security.

CURRENCY RISKCurrency risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate due to changes in foreign exchange rates. The Institute has limited exposure to foreign currency risk.

All fees are denominated in NZ dollar to diminish risks associated with revenue streams.

CREDIT RISKCredit risk is the risk that a third party will default on its obligation to the Institute, causing it to incur a loss. Due to the timing of its cash inflows and outflows, surplus cash is invested into term deposits which give rise to credit risk.

The Institute invests funds only with registered banks that have a Standard and Poor’s credit rating of at least AA- for short term, medium and long-term investments.

The Institute holds a credit enhancement via the Crown Retail Deposit Guarantee Scheme (CRDGS) for funds held with banks that have opted into the scheme. There is a cap on the size of the deposit that is covered by the guarantee of $1 million per depositor per guaranteed institution.

Apart from the CRDGS, the Institute holds no collateral or other credit enhancements for financial instruments that give rise to credit risk.

Currently all funds are held with three different banks which does present a credit concentration risk.

FINANCIAL INSTRUMENT CATEGORIESThe accounting policies for financial instruments have been applied to the following line items below:

2011 2010 $000s $000sFINANCIAL ASSETSAvailable for Sale Financial Assets 85 89

Loans and ReceivablesCash and Cash Equivalents and Term Deposits 22,199 19,028Student Fees Receivables 1,205 708Sundry Debtors 627 936

Total Loans and Receivables 24,031 20,672

Financial Liabilities at Amortised CostTrade and Other Payables 3,206 1,519

Other Financial Liabilities at Amortised Cost 3,206 1,519

Finance Lease 19 74


FAIR VALUE HIERARCHY DISCLOSURESFor those instruments recognised at fair value in the statement of financial position, fair value are determined according to the following hierarchy:

• Quoted market price - Financial instruments with quoted prices for identical instruments in active markets.

• Valuation technique using observable inputs - Financial instruments with quoted prices for similar instruments in active markets or quoted prices for identical or similar instruments in inactive markets and financial instruments valued using models where all significant inputs are observable.

• Valuation techniques with significant non-observable inputs - Financial instruments valued using models where one or more significant inputs are not observable.

The following table analyses the basis of the valuation of classes of financial instruments measured at fair value in the statement of financial position:

Valuation Significant technique quoted Observable non-observable Total market price inputs inputs $000s $000s $000s $000s

31 December 2011– Institute Financial AssetsShares 85 85 - -

TOTAL 85 85 - -

Valuation Significant technique quoted Observable non-observable Total market price inputs inputs $000s $000s $000s $000s

31 December 2010– Institute Financial AssetsShares 89 89 - -

TOTAL 89 89 - -

FINANCIAL INSTRUMENTS BY CATEGORYThe accounting policies for financial instruments have been applied to the following line items below:

Assets at fair value Derivatives Loans and through the used for Available receivables profit and loss hedging for sale Total

31 December 2011Assets as per balance sheet

Available for Sale Financial Assets - - - 85 85Student Fees Receivables 1,205 - - - 1,205 Sundry Debtors 627 - - - 627Cash and Cash Equivalents 22,199 - - - 22,199

TOTAL 24,031 - - 85 24,116

Assets at fair value Derivatives Loans and through the used for Available receivables profit and loss hedging for sale Total

Year ended 31 December 2010Assets as per balance sheet

Available for Sale Financial Assets - - - 89 89Student Fees Receivables 708 - - - 708 Sundry Debtors 936 - - - 936Cash and Cash Equivalents 19,028 - - - 19,028

TOTAL 20,672 - - 89 20,761


LIQUIDITY RISKS

Management of Liquidity Risk

Liquidity risk is the risk that Institute will encounter difficulty raising liquid funds to meet commitments as they fall due. Prudent liquidity risk management implies maintaining sufficient cash, the availability of funding through an adequate amount of committed credit facilities and the ability to close out market positions.

The Institute has maintained cash at bank $22,199,000 at the end of 2011 ($19,028,000 in 2010).

The table below analyses the Institute’s financial liabilities into relevant maturity groupings based on the remaining period at the balance sheet date to the contractual date.

CARRYING AMOUNT FAIR VALUE

2011 2010 2011 2010 $000s $000s $000s $000s

Creditors and Other Payables 3,206 1,519 3,206 1,519 Finance Lease 19 74 19 74

TOTAL 3,225 1,593 3,225 1,593

There is no forward foreign exchange contract in 2011 and 2010.

Interest Rate Risk

The following table sets out the carrying amount, by maturity, of the financial instruments that are exposed to interest rate risk.

<1 >1 - <2 >2 year years years TotalYear ended 31 December 2011 $000s $000s $000s $000s

Cash and Term Deposits 22,199 - - 22,199

22,199 - - 22,199 Other Liabilities

Finance Lease Obligation 19 - - 19Non Interest Bearing Liabilities 14 - - 14

33 - - 33 Year ended 31 December 2010 Cash and Term Deposits 19,028 - - 19,028

19,028 - - 19,028 Finance Lease Obligation 55 19 - 74Non Interest Bearing Liabilities 14 - - 14

69 19 - 88


CATEGORIES OF FINANCIAL ASSETS AND LIABILITIES

FINANCIAL INSTRUMENTS

Fair values

Set out below is a comparison by category of carrying amounts and fair values of all the Institute’s financial instruments that are carried in the financial statements at other than fair values.

CARRYING AMOUNT FAIR VALUE

2011 2010 2011 2010 $000s $000s $000s $000sFinancial AssetsStudent Fees Receivables 1,205 708 1,205 708Sundry Debtors 627 936 627 936Cash and Term Deposits 22,199 19,028 22,199 19,028 Other Financial Assets Held for Sale 85 89 85 89

24,116 20,761 24,116 20,761

Financial LiabilitiesTrade Payables 3,206 1,519 3,206 1,519Interest-Bearing Loans and Borrowings: Obligations Under Finance Leases and Hire Purchase Contracts 19 74 19 74Non Interest Bearing Borrowing 14 14 14 14

3,239 1,607 3,239 1,607

Sensitivity Analysis

The tables below illustrate the potential surplus or deficit impact for reasonably possible market movements, with all other variables held constant, based on financial instrument exposures at the balance date.

CARRYING AMOUNT CARRYING AMOUNT

2011 2011 2010 2010 -25bps +70bps -25bps +70bpsINTEREST RATE RISK surplus surplus surplus surplus

Financial Assets - - - -Cash and Cash Equivalent (20) 55 (25) 70

OTHER PRICE RISK

Financial Assets - - - -Listed Shares (4) 11 (4) 11

17A.CApITAL MANAGEMENT

The Institute’s capital is its equity, which comprises general equity, property valuation reserve and retained earnings. Equity is represented by net assets.

The Institute is subject to the financial management and accountability provision of the Education Act 1989, which includes restrictions in relation to: disposing of assets or interests in assets, ability to mortgage or otherwise charge assets or interests in assets, granting leases of land or buildings or parts of buildings and borrowing.

The Institute manages its revenues, expenses, assets, liabilities, investments, and general financial dealings prudently and in a manner that promotes the current and future interest of the community. The Institute’s equity is largely managed as a by-product of managing revenues, expenses, assets, liabilities, investments and general financial dealings.

The objectives for which it has been established, while remaining a going concern.


18. COMMITMENTS AND CONTINGENCIES

CAPITAL COMMITMENT 2011

The Ihenga Building is under construction and commitment related to this building is $166,000 and commitment for the Gasification of Sawmill Kilns project is $46,000.

CAPITAL COMMITMENT 2010

The capital commitment for the Gasification of Sawmill Kilns project is $700,000.

Operating Leases as Lessee

Details of the commitments under these contracts are as follows:

2011 2010 $000s $000sContractsNo later than one year 323 279Later than one year but not later than five years 351 229Later than five years - -

674 508

The operating leases consist of EFTPOS machines, buildings lease and cleaning contracts.

There are definite contract end dates for EFTPOS machines and cleaning contracts but the buildings leases have renewal terms to extend the period and rents are reviewed before the start of the term.

Operating leases as lessor

2011 2010 $000s $000s ContractsNot later than one year 40 40 Later than one year and not later than five years 7 47 Later than fiver years - -

47 87

The operating leases as lessor consists of building lease.

The buildings lease has renewal terms to extend the period and rent is reviewed before the start of the term.

Statement Of Contingent Liabilities


There are no contingent liabilities in 2011.


There are no contingent liabilities in 2010.

Statement Of Contingent Assets


There are no contingent assets in 2011.


There is one claim for recovery of moneys from an ex-employee to the value of $3,000 in 2010 and the matter is scheduled for mediation.


19. RELATED pARTY DISCLOSURE

Significant transactions with government-related entities

The government influences, Waiariki Institute of Technology as well as being a major source of revenue. The Institute has received funding and grant from the Tertiary Education Commission totalling $25,294,000 (2010 $29,817,000) to provide educational and research services for the year ended 31 December 2011.

Collectively, but not individually, significant, transactions with the government-related entities

In conducting its activities, the Institute is required to pay various taxes and levies (such as GST, PAYE and ACC levies) to the Crown and entities related to the Crown. The payment of these taxes and levies is based on the standard terms and conditions that apply to all tax and levy payers. The Institute is exempt from paying income tax and FBT.

The Institute purchases goods and services from entities related to the Crown and it also provides services to entities related to the Crown. The purchase and provision of goods and services to government-related entities for the year ended 31 December 2011 are small when compared to the Institutes' total expenditure and revenue and have all been conducted in arms' length basis. The purchase of goods and services included the purchase of electricity from Genesis and Trust Power, air travel from Air New Zealand and postal services from New Zealand Post. The provision of services to government-related entities mainly related to the provision of educational courses.

The following table provides the total amount of transactions which have been entered into with related parties for the relevant financial year:

Ancillary Services Purchases Amounts Amounts Provided to From Owed by Owed By Related Parties Related Parties Related Parties Related Parties

Related Party $000s $000s $000s $000s

Key Management Personnel 2011 139 140 - - 2010 - - - -

KEY MANAGEMENT PERSONNEL 2011 2010 $000s $000s

Short Term Benefits 2,142 1,797Employee Welfare Expenses 11 12Termination Benefits 120 -

2,273 1,809

Key management personnel includes all members of Council, member of Te Mana Mātauranga, Senior Management Team members.

Relatives of senior management are employed through advertised recruitment processes on standard terms and conditions contracts.

20. EVENTS AFTER THE BALANCE DATE

There has been no event or activity likely to significantly affect the financial position of the Institute as at 31 December 2011.


21. AUDITORS’ REMUNERATION

2011 2010 $000s $000s

Amounts received or due and receivable by Audit New Zealand for: • Audit of Financial Statement 76 72• Other Assurance Services IFRS - -• Other Services - -

76 72

22. ExpLANATION OF MAjOR VARIANCES AGAINST BUDGET

Statement of comprehensive income

Student feesDomestic tuition fee income was $0.4m less than budget. This was due to lower student numbers than originally budgeted, the Institute only achieved 97% of the investment plan.International tuition income was $5m greater than budget. This was due to increased student numbers than previously expected. The Institute purposely budgets conservatively to manage risk.

Materials and ConsumablesMaterials and consumables costs were $0.2m less than budget due to proactive expenditure management.

Professional FeesProfessional fees were $0.9m greater than budget. This was primarily due to increased commission costs on International Tuition fees. This is directly offset by additional income above.

Statement of financial position

Cash and Cash EquivalentsInstitute cash deposits are $9m greater than budget. This is due to increased surplus achieved in 2011 plus timing of the major capital improvement projects. International fees received in advance (below) also contribute to this variance.

Student fees and other receivablesStudent fees and other receivables are $0.9m greater than budget. This was due to lower than anticipated collection of debt.

Property plant and equipmentProperty plant and equipment is $1.4m less than budget. This is due to timing of some capital projects scheduled for 2011.

Revenue received in advanceRevenue received in advance is $4.3m greater than budget. This mostly relates to international students enrolling and paying in advance for 2012 study.


pAYMENTS TO COUNCILLORS

2011 2010 Amount Amount $ $

Barns, Neil 19,741 13,253 Daniels, Montero - 2,056 Easton, Bruce - 7,910 George, Thomas - 1,635 Hagger, Jonathon Brian - 1,635Hallam, Rosalie - 1,635 Hanrahan, Faithe - 210 Howard, Raymond - 1,635 Hudson, Linda - 6,015 Kingi, Pihopa 14,399 11,351 Kohunui, Aubrey - 1,396McManus, Greg - 2,088 Morrison, Tupara 4,745 21,601Nahkies, Graeme (Chair) 30,012 18,455 Nathan, Oscar 9,585 1,315Opai, Sharon - 1,916 Raukawa-Doughty, Donnarae - 1,635Richardson, Dr Tom 15,239 9,333Rickard, Roberta - 1,163Robyn, Gwen - 2,217 Smith, Mary 9,582 2,386 Sutton, Chris Williams - 699Tahana, Ngaroma 14,405 10,361Te Whare, Rawiri 14,703 5,307Upston, Brian David - 4,192

Wilson, Stuart - 1,195

TOTAL 132,411 132,594

Note: The payment to Councillors is the honoraria and meeting fees, travel and medical insurance premium.

pAYMENTS TO TE MANA MATAURANGA

2011 2010 Amount Amount $ $ Daniels, Katerina 3,872 -Daniels, Montero 3,743 16,502Davies, Preston - 574 George, Eru - 1,210 Hanrahan, Faithe 3,417 2,790Kingi, Pihopa 4,064 3,330 Kohunui, Aubrey (Chair) 14,214 8,829 Matenga, Shannon - 724Merito, Parehuia 1,248 2,204Morgan, Tauri 4,000 2,906Ngata, Peri Todd - 3,603 Rangi, Colin 3,249 2,971Rickard, Roberta 4,811 3,902Roderick, Timothy - 212 Rore, Martena 4,811 4,868Sisley, Mihipeka 4,811 4,965 Te Whare, Rawiri 1,888 2,659

Wiringi-Jones, Pohawaiki 587 3,776

TOTAL 54,715 66,025


STATEMENT OF pHYSICAL RESOURCESWaiariki Institute of Technology occupies two campuses in Rotorua. The main Mokōia Campus is situated on Crown land within the City of Rotorua. The Forestry, Primary Industry campus is located on the Waipā Bypass Road off state highway 5. The other leased properties are InFocus and Hairspray hairdressing salon which are located in the central square of the Rotorua Central Business District (CBD). Waiariki also occupies other premises in the Bay of Plenty region: Tokoroa, Taupō and Whakatāne.

Rotorua ADDRESS: Mokoia Campus, Mokōia Drive, RotoruaLAND: 27 hectaresBUILDINGS: 23518m2

SPECIALIST AREAS: • Kaiwhata restaurant • Automotive workshop • Hairdressing salon • 2 x welding workshops • 2 x hairdressing labs • 2 x mechanical engineering workshops • 20 x computer labs • 2 x commercial teaching kitchens • Childcare centre – 173m2 • Library • 2 x videoconferencing suites • Tangatarua Marae • The Waiariki National Centre of Excellence • Waiariki Community Recreation Centre – 1156m2

for the Forest and Wood Industry • Golf course (16ha) • Te Tahuhuroa O Ihenga (1836m2) • Art resources – foundry, kilns, Māori • Barista lab weaving studio, photography studio

ADDRESS: InFocus, 1161 Hinemoa StreetSPECIALIST AREAS: • 1 x computer lab

ADDRESS: Hairspray, 1217 Eruera Street, Rotorua SPECIALIST AREAS: • Hairdressing salon

Waipa CampusADDRESS: Waipā Bypass Road, Off State Highway 5LAND: 5.286 hectaresBUILDINGS: 785m2

SAWMILL: 2404m2

WORKSHOPS: 1003m2

SPECIALIST AREAS: • 1 x sawdoctoring workshop • 2 x kilns • Training sawmill • 2 x planer rooms • Greenhouse • Wood processing workshop (648m2)

Tokoroa Campus ADDRESS: 29 Bridge StreetBUILDINGS: 759m2

SPECIALIST AREAS: • 2 x computer labs • Videoconferencing suite

ADDRESS: 226 Roseberry Street, Tokoroa SPECIALIST AREAS: • Hairdressing salon

ADDRESS: Tokoroa Club SPECIALIST AREAS: • Hospitality courses (kitchen, classrooms)

ADDRESS: Braeside Avenue, TokoroaBUILDINGS: 4760m2

SPECIALIST AREAS: • Classrooms • Workshop (automotive engineering, construction, agriculture programme)

STATEMENT OF RESOURCESHE RIpOATA I NGA RAWA


Whakatane CampusADDRESS: 33 Cutler CrescentLAND: 1.1218 hectaresBUILDINGS: 1,569m2

SPECIALIST AREAS: • 2 x computer labs • Videoconferencing suite • Hairdressing salon • Automotive workshop

ADDRESS: Francis StreetSPECIALIST AREAS: • Cookery and café operations

ADDRESS: Unit 13, 143 King StreetSPECIALIST AREAS: • Nursing lab

ADDRESS: 6 Te Tahi StreetSPECIALIST AREAS: • Carpentry workshop

Taupo CampusADDRESS: Cnr Kaimanawa Street & Heu Heu StreetLAND: 2024m2

BUILDINGS: 1408m2

SPECIALIST AREAS: • 2 x computer labs • Videoconferencing suite • Hairdressing salon

ADDRESS: 29 Runanga Street SPECIALIST AREAS: • Automotive workshop • Building construction


STATEMENT OF HUMAN RESOURCES

2011 2010

SCHOOL OF BUSINESS AND TOURISM – TE KURA TAKI 28.39 27.00Hospitality, Tourism, Business Management, Business Administration

SCHOOL OF COMPUTING, TECHNOLOGY AND COMMUNICATIONS 25.63 21.99– TE KURA PĀRONGOArt, Interior Design, Fashion, Computing, Technology, Journalism, Communications, Applied and Creative Writing

SCHOOL OF FORESTRY AND PRIMARY INDUSTRIES – TE KURA TAKAWĀO 49.50 46.60Forest Management, Forest Operations, Wood Manufacturing, Agriculture, Horticulture, Sawmill

SCHOOL OF NURSING AND HEALTH STUDIES – TE PUNA WHAI ORA 45.43 33.73Nursing, Health Studies

SCHOOL OF TRADE TRAINING – TE KURA MAHI-Ā-REHE 55.61 45.16Automotive, Engineering, Carpentry, Electrical, Hairdressing, Professional Cookery

DEPUTY CHIEF EXECUTIVE, MĀORI – TE POU TŪ MANA TUARUA MĀORI 55.28 46.30TE WĀNANGA A IHENGA, MĀORI DEVELOPMENT, HUMANITIES & RESEARCHTe Mana Mātauranga Secretary, Manāākitanga, Research, Foundation Learning, Waiariki Academy of Singing and Music, Early Childhood Education, Māori Development, Social Sciences, English Language

OFFICE OF THE CHIEF EXECUTIVE – TE POU TŪ MANA 6.80 7.00Kaumātua, Corporate Projects

DEPUTY CHIEF ExECUTIVE – ACADEMIC QUALITY AND STRATEGY 30.60 24.70– TE POU TŪ MANA TUARUA TAHA MĀTAURANGA

Academic Quality, Data Management Centre, Project Office, Waiariki Academy of Sport, Waiariki Community Recreation Centre, Waiariki Centre of Excellence in Environmental Sustainability

FINANCE DIRECTORATE – TE ARO PŪTEA 34.07 29.77Facilities, Finance, IT, Printery

HUMAN RESOURCES DIRECTORATE – TE ARO TĀNGATA 9.47 7.57Staff Development, Payroll

SUPPORT SERVICES DIRECTORATE – TE ARO MANĀĀKI 37.77 32.17Marketing, Regional Management, International, Health & Counselling, Library Learning Centre, - Archives, Council Secretariat

TOTAL 378.55 324.99


Equity policy

Waiariki Institute of Technology – Whare Takiūra (Waiariki) through its Chief Executive (CE) accepts responsibility to be an ‘equal opportunity’ institution.

Waiariki is committed to policies, practices and programmes which ensure the absence of all forms of discrimination in employment and education, including the requirements of the Human Rights Legislation. This equity policy includes Equal Employment Opportunity (EEO) and is to give special consideration to the requirements of:

• Māori• Women• Pacific Islands People and other ethnic minorities• People with Disabilities• People in Rural Communities• Low Income Groups

In the implementation of this policy it is Waiariki’s intention to give effect to the principles of the Treaty of Waitangi and to allow for the social and economic development of the Iwi represented in the Waiariki region.

Activities that have reflected this policy commitment.

The development and delivery of an equity programme which included:

• The development of a bicultural competency framework.

• Bicultural professional development opportunities for staff involving a lecture series, wānanga and Te Reo Māori and Tikanga courses with blended delivery.

• Recruitment process that ensures fair and equitable appointments and that take account of the kawa of the district and encourage support people to participate.

• Liaison with support employment agencies for the establishment of Mainstream projects to support employment of people with disabilities.

• Recognised ethnic diversity amongst staff and students

through appropriate ethnic and cultural celebrations.

Staff Ethnicity as at December 2011

2010

2010

2011

2011Per

cent

age

%


STATEMENT OF EQUAL EDUCATIONAL OppORTUNITIES (EEdO)Waiariki Institute of Technology is committed to equal educational opportunities for all students. A wide range of centralised support services is available in addition to the day-to-day support given by lecturers in the classroom.

In the 2010 External Evaluation and Review, Waiariki’s Support Services department was scored ‘Excellent’ for educational performance and ‘Excellent’ for capability in self-assessment. The commitment to Equal Educational Opportunities (EEdO) is evidenced through enabling equitable educational access, appropriate support services and barrier-free facilities for all students. Waiariki encourages the greatest possible participation by its community by eliminating barriers that cause under-representation.

A First Impressions Survey is conducted annually to gauge students’ impressions of the services in their first four weeks of term. This survey gives indicators of satisfaction with services at an early stage to give Waiariki time to respond and enhance the student experience whilst the students are still on course. Services are primarily coordinated through the following service areas.

Te Wairere Learning Resource CentreThe Learning Resource Centre (LRC) offers effective support services to all students and staff, including teaching and learning skills, information literacy, scholarships, computing support, pastoral care and study coaching.

Initiatives during 2011 included prioritising work to provide a more proactive learning support service to specific target groups. This was supplemented by generic workshops, helpdesk sessions and in-class support. Learner Advisors were working more closely side by side with tutors to engage them in sound support practices. The figures for different types of sessions for Learning Advisors to end of December 2011 represent a major achievement for the service, increasing by a factor of four times from 294 to 1,901 group sessions in one year, while still increasing overall sessions by about 600 hours.

Specific courses where student retention and success rates were low or at risk have been targeted. Regular meetings were held with all other support staff to plan the retention and success focus for 2011. This included identifying and organising specific support mechanisms. The typical student profile was Asian female, studying one year at Level 7 towards a degree. The School of Nursing and Health Studies was the biggest user of learning support services, followed by Te Wananga a Ihenga. Waiariki has demonstrated its commitment to enhancing student success and retention by appointing four additional Learning Advisors.

During 2011, the LRC was actively involved in institute-wide research and the Copyright Licensing Ltd (CLL) Survey. Such was the calibre of the reporting process that CLL asked Waiariki if they could use it as a best practice model, both in New Zealand and Australia. Additional information literacy sessions were conducted in 2011, resulting in increased and more effective usage of information resources. The LRC issued 1,776 more items in 2011 compared to the previous year.

ManaakitangaThe year 2011 marked the final year of the Manaakitanga service, a TEC-funded initiative focused on improving retention, success and progression rates of Māori students. The final report for the three-year pilot shows a marked improvement in these areas across the institution and higher levels of course success for Māori who accessed the service. The course success rate for those Māori who accessed the service in 2010 was 59%, this increased to 76% in 2011. In comparison, the course success rate for all Māori at Waiariki in 2010 was 57%, this increased to 71% in 2011.

Operating alongside existing learner support functions, efforts were directed into ensuring a culturally appropriate support option for Māori students was provided. The focus on pastoral care also recognised that support might be required in any realm of a students’ life which could impact on their ability to concentrate on and be successful in their studies. Although the Manaakitanga pilot has now been completed, the project has influenced important decisions around future service provision.

In 2011, 254 students accessed the service and Kaitautoko were actively involved in coordinating activities on Mokoia (Rotorua), Tokoroa and Whakatane campuses. Pastoral and academic support were also provided to Māori students at our Taupo and Turangi sites. For our Pacific learners (4% of enrolments in 2011), additional tailored support was provided as needed.

Embedding Literacy and NumeracyAlthough embedding work at Waiariki began prior, 2011 saw the TEC implementation of the Adult Assessment Tool. The targeted outcome being that all Level 1-3 and institution nominated literacy and numeracy embedded Level 4 programmes at Waiariki would use the tool for assessment; pre, midway, snapshot and post. All learners’ assessment information in the Assessment Tool is accessible to TEC, and it is expected that there will be progress in learning indicated by the tool. Assessment information will be linked with TEO’s Investment Plan commitments that relate to enrolments in programmes with embedded literacy and numeracy.

Status of the use of Adult Assessment Tool at Waiariki in 2011:

• 20 Level 1-3 programmes • 10 nominated Level 4 programmes • Self-referred Diploma of Enrolled Nursing (Level 5) • 2,200 students are entered in the Adult Assessment Tool

FURTHER STATEMENTSETAHI ATU RIpOATA


Supporting tutors in the embedding of literacy and numeracy into programmes continued in 2011, however, with the expectation that both embedding and administering of the Adult Assessment Tool would become institution business as usual within the next two years, the 2011 approach was modified. Waiariki introduced the Certificate in Embedding Literacy and Numeracy into Teaching Practice, a one year programme that provides theory and practical strategies for the embedding of literacy and numeracy into teaching and learning. The certificate includes using the Adult Assessment Tool. All Waiariki tutors are encouraged to complete the programme if they have not already done so.

Workplace Literacy programme Workplace Literacy upskilling programmes were delivered to 19 employers in 2011 in the areas of health, retail, iwi social services, tourism, kōhanga reo and early childhood education, hospitality, kiwifruit and agriculture industries, and local council. A total of 2,767 teaching hours were delivered to 132 employees/learners in programmes designed to raise knowledge and skills in customer services, effective written and oral communication, te reo Māori for the workplace, language skills for international staff, study support, computer intelligence for creating

and filing work documents, problem solving and working in a team.

Staff DevelopmentNine teaching staff completed the Certificate in Tertiary Teaching in 2011 (compared to 12 in the previous year), improving their skills as educators whilst also learning to be motivators and advisors to students, guiding them in more than just their academic studies. In addition, there was ongoing professional development for staff focusing on meeting the needs of diverse student groups, including an internal one-day staff conference on quality teaching.

Continuing to support teaching staff through Waiariki's BlendEd Learning Unit remained an important focus with a wide range of training and workshops provided to staff. BlendEd resource development requests increased from 70 in 2010 to 85 in 2011, and the number of courses with an active presence on eCampus increased from 522 in 2010 to 609 in 2011. Training and development were centrally provided to build capability in the areas of management development, health and safety, administration effectiveness, and time and priority management.

Youth TransitionWaiariki works in partnership with 39 secondary schools over the Waiariki rohe. A team of staff are committed to collaborating with secondary schools and includes a Secondary School Liaison and an Iwi Liaison, individual Waiariki school resources and the three regional campus managers. At the latter part of the year, a senior appointment was made of Trades Academy Development Manager to commit to Government’s transition strategy for this sector.

Although the total number of student enrolments stayed about the same between 2011 (7,244) and 2010 (7,853), the December 2011 SDR shows yet again an increase in full-time students across: High EFTS (>0.8) is 30.20% compared to 28.80% in 2010.

The student cohort aged 20 years and under has risen yet again from 37% in 2010 to 39% in 2011 adding a younger, more vibrant and energetic feeling to the campuses which it is believed in turn, attracts more young students. The increase is due to a number of factors. At a macro level, the current economic environment has resulted in a large number of younger people staying in education. At an institute level, initiatives such as the offer of Free Fees Scholarships for school leavers in their first year of study (with reimbursement of fees upon successful completion), sports academy scholarships, targeted Youth Guarantee and youth transition marketing and targeted school liaison team activity has increased Waiariki’s profile to the younger market.

The Eastern Bay of Plenty Trades Academy, approved by the Minister of Education, as mandated by the amendments to the Education Act, was officially opened by the Minister of Education Hon Anne Tolley in February 2011. Trident High School in Whakatane is the lead secondary school and Waiariki is the lead tertiary partner. The curriculum for the trades academy covered seven subject areas and was delivered from the Whakatane campus. The Minister approved 105 places for the year-one intake of a two-year programme and Waiariki received 120 enrolments from the seven secondary schools within the Eastern Bay of Plenty.

The trades academy demographic breakdown reflected the Eastern Bay of Plenty region: 78% Māori, 18% Pakeha, 2% Pacific and 2% other. The trades academy proved popular with males (64%). Ninety-nine students received credits towards achieving their NCEA 2. The MOE have approved 210 places for nine subject areas and nine secondary schools for 2012.

Health CentreThe needs of the diverse nature of students are met in the areas of health and counselling. These services are provided at no cost to the student. An effective healthy learning environment is promoted and encouraged with the assistance of the Occupational Health Nurse who also provide a comprehensive range of health services, including preventative health initiatives. Smoke Free Day saw large participation of about 50 clients in a smoking cessation programme who were monitored throughout the early stages, with a 30% success rate of smoking cessation. The Occupational Health Nurse visited all campuses during the year. Services are well promoted and accessible. As the counselling services are contracted in, students can see counsellors at times convenient to them and there are no waiting lists.

During 2011 the Occupational Health Nurse provided 2,394 consultations, doctors provided 383 consultations (slightly down on 2010 figures where there were 2,420 Occupational Health Nurse consultations and 427 consultations with a Doctor) and counsellors held 163 individual consultations showing an increase over 2010. Financial assistance is also provided to students who meet the Student Emergency Fund criteria. During 2011, 37 students benefited from the Emergency Fund and a further 23 received food parcels. Students can also independently access the services of a Budget Advisor and are often referred to this service as a result of an Emergency Fund application.


Disability CoordinationWaiariki fosters the development of a learning environment that supports the needs of students with disabilities, with a view to enhancing equity of access to education. This is achieved through:

• A Multidisciplinary Health and Counselling team, comprised of academic assessment staff, Occupational Health Nurse, Doctor, Counsellor, learning support staff, all facilitated by the Disability Coordinator.• There were 147 support contacts made during 2010, a decrease from 223 in 2010.• Kia Ōrite, Achieving Equity – Code of Practice assessment undertaken of Waiariki’s current position against the Kia Ōrite best practice standards and an ongoing action plan is in place.• Disability support team takes part in student orientation.• Promotion of disability support services to all Waiariki staff during induction, staff handbook and with school administrators.• A proactive relationship with relevant community agencies to maximise students’ opportunities.

Information and GuidanceStudent administrators, supported by tutors, provide guidance and support for enrolment. They offer an 0800 telephone number for free access and provide pastoral care, even signposting students onto professional help if required. Students can use their mobile phones to text Txt-4-Info at Waiariki for assistance and this has proven to be a valued contact media.

The website is continually updated and further student enhancements are available including online timetabling information. The use of Waiariki social networking has provided a more informal information sharing avenue between students and staff. Marketing collateral has been updated, including feedback from students, and two new student information brochures have been added to the suite that have proved extremely popular: the Student Guide and Student Orientation Planner.

Waiariki Institute of Technology Students’ Association (WITSA)Waiariki has a good relationship with WITSA and both work closely together to ensure the betterment of students’ experiences at Waiariki. Particularly valued are the advocacy services that WITSA provides as they allow early intervention to sort students’ queries. Amongst other things, both teams work during the year to provide student assistance, activities, orientation, induction and opportunities for students to meet and socialise.

International Student SupportWaiariki is a signatory to the Code of Practice for the Pastoral Care of International Students and met its external audit requirements during the External Evaluation Review (EER) and internal audit requirements in 2011. EER reported that “international students are achieving high levels of academic success with little or no variation from their domestic counterparts” and that “the pastoral care and support for these students to assist them in their adjustment to student life in Rotorua and New Zealand is outstanding”.

The International Team receives regular progress updates on international students from academic staff in order to identify where early assistance may be required. Accommodation services are also available and international advisors speak 13 languages between them. An international events programme was drawn up to promote and celebrate many significant cultural events during the year. This covered a number of ethnic groups and was enjoyed by students, staff and visitors.

The international student Buddy Programme, where one international student is paired with a domestic student, has proved successful with 100 pairs of students working together during the year (participants have trebled since 2009). The aims are mainly to introduce international students into New Zealand culture, create a study partner, to increase participation into the community and its social scenes, and to create long-lasting friendships in a global environment. This scheme supports Government’s International Education Agenda.


STATEMENT OF RESEARCHResearch activity among the degree / level seven diploma academic staff continues to be recognised on the national and international stage. During 2011, academic staff produced approximately 130 research outputs, of which 9 are publications in international journals or texts. Other staff presented at international and national conferences, national and international seminars or curated exhibitions. Waiariki Institute of Technology continues to be proud to support such research activities.

Books/Monographs (Edited)/Textbooks (>150pp) International publisher

Fox, J. C., Keenan, R. J., Brack C. L., & Saulei, S. (Eds.). (2011, September). Native forest management in Papua New Guinea: Advances in assessment, modelling and decision-making. Proceedings of the Australian Centre for International Agricultural Research, Australia, 135.

Chapters in Books International publication

Brack C. L. 2011. (2011). Improving forest inventory in Papua New Guinea: Moving away from the 1% stripline survey. In J. C. Fox, R. J. Keenan, C. L. Brack & S. Saulei, S. (Eds.), Native forest management in Papua New Guinea: Advances in assessment, modelling and decision-making (pp. 69-76). Canberra, Australia: Australian Centre for International Agricultural Research.

Keenan R. J., Brack C. L., Golman, M., & Vanclay J. K. (2011). A simple planning system for sustainable timber harvesting in Papua New Guinea. In J. C. Fox, R. J. Keenan, C. L. Brack & S. Saulei, S. (Eds.), Native forest management in Papua New Guinea: Advances in assessment (pp. 176-184). Canberra, Australia: Australian Centre for International Agricultural Research.

Keenan R.J., Fox J.C., Brack C.L and Saulei S. (Eds.). (2011). Native forest management in Papua New Guinea: An introduction. In Native forest management in Papua New Guinea: Advances in assessment, modelling and decision (pp. 10-16). Canberra, Australia: Australian Centre for International Agricultural Research.

papers in periodical/journals International journal: refereed papers

Ashton, A., & Scott, N. (2011). Hotel restaurant co-branding: The relationship of perceived brand fit with intention to purchase. Journal of Vacation Marketing, 17(4), 275 – 285. doi: 10.1177/1356766711420838

Ashton, A., & Scott, N. (2010). Hotel restaurant dining: The relationship between perceived value and intention to purchase. Tourism and Hospitality Research, 10(3): 206 - 218. doi: 10.1057/thr.2010.5

Brack, C. L., McElhinny, C., Waterworth, R., & Roberts, S. (2011). Multi-scale forest inventory and modelling for multi-purpose management. Journal of Forest Planning, 16, 133 - 139.

Stephens, P. R., Kimberley, M. O., Beets, P. N., Paul, T. S. H., Searles, N., Bell, A., Brack, C. L., & Broadley, J. (2011). Airborne scanning LiDAR in a double sampling forest carbon inventory. Remote Sensing of Environment, 117, 348-357. doi:10.1016/j.rse.2011.10.009

Thomas, N., Morrison, C., Winder, L., & Morley, C. (2011). Spatial distribution and habitat preferences of co-occurring vertebrate species: Case study of an endangered frog and an introduced toad in Fiji. Pacific Conservation Biology, 17(1), 68-77.

Creative OutputsNational curated group exhibition (multiple works)

Kara, E. (2011). Mata. Contemporary sculpture exhibition [Art work]. Rotorua, New Zealand.

Kara, E. (2011). Kanohi ki te Kanohi. Contemporary sculpture exhibition [Art work]. Rotorua, New Zealand.

Kara, E. (2011). Heki. Contemporary sculpture exhibition [Art work]. Rotorua, New Zealand.

Taepa, K. (2011, September). Miromoda Fashion Extravaganza. Wellington, New Zealand.

Taepa, K. (2011, June). Nga Mata Kakaa: Beacons of Light [Art work]. Taupo, New Zealand: Taupo Museum.

Thyne, D. (2011, June-July). Matariki Exhibition at RAVE Gallery [Art work]. Rotorua, New Zealand: Rotorua District Council.

Thyne, D. (2011, August). Wearable Creationz. Rotorua, New Zealand: Events Centre Rotorua.

National curated group exhibition (one work)

Thyne, D. (2011, June-July). Matariki Wahine Toi Exhibition [Art work]. Tauranga, New Zealand: Tono Toi Creative Tauranga Gallery.

National non-curated exhibition

Kara, E. (2011, February-March). Waiariki Institute of Technology Creative Arts Staff Exhibition [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.

Overbeay, D. (2011, February-March). Waiariki Institute of Technology Creative Arts Staff Exhibition [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.

Taepa, K. (2011, February-March). Waiariki Institute of Technology Creative Arts Staff Exhibition [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.

Taepa, K. (2011, October). Māori Market [Art work]. Porirua, New Zealand: Pataka Museum.

Thyne, D. (2011, February-March). Waiariki Institute of Technology Creative Arts Staff Exhibition [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.

International curated group exhibition at major venue/festivals

Taepa, K. (2011, August). Urbanmāori: Miromoda Māori Fashion Designers. Auckland, New Zealand: New Zealand Fashion Week.

National curated solo exhibition at major venue

Thyne, D. (2011, March-May). Interplay [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.


National curated solo exhibition

Overbeay, D. (2011, November-December). Polishing the cage [Art work]. Rotorua, New Zealand: Red Spot Gallery.

Design output

Thyne, D. (2011). Mural for School of Forestry and Primary Industries, Waipa Campus [Art work]. Rotorua, New Zealand: Waiariki Institute of Technology.

Thyne, D. (2011, August). Supplementary Learner Support Teachers Education Conference: Logo and poster [Art work]. Hamilton, New Zealand.

Other creative works

Kara, E. (2011, September-October). National campaign to showcase Contemporary Māori artwork: Solo exhibition [Art work]. Rotorua, New Zealand: VIP Corporate Lounge Rotorua International Rugby Stadium.

Overbeay, D. (2011, November 2). Artist Talk: Polishing the cage [Art work]. Rotorua, New Zealand: Red Spot Gallery.

Overbeay, D. (Producer). (2011, October 21). Polishing the cage: Promotional/painting demo [DVD]. Red Rotorua, New Zealand: Red Spot Gallery.

Thyne, D. (2011, March). Artist Talk: Interplay exhibition. Rotorua: New Zealand: Waiariki Institute of Technology.

Thyne, D. (2011, March-May). Interplay exhibition catalogue. Rotorua: New Zealand: Waiariki Institute of Technology.

Conference presentationsPublished refereed international conference proceedings

Asby, C., Brack, C., & Baykal, H. (2011, November). Developing a bilateral relationship for teaching of tourism and English language, based on common curricula between New Zealand and Turkey, using a blended learning approach. Paper presented at the Global Education Conference: New Tends in Global Education, Kyrenia, North Cypress.

Barnes, R. (2011, July). Literacy loves and loopholes: Exploring the early childhood literacy conundrum. Paper presented at the 12th annual Pacific Early Childhood Education Research Association (PECERA) Conference: Early childhood in an ever changing world, Kobe, Japan.

Fowler, A., & Cusack, B. (2011, July). Kodu Game Lab: Improving the motivation for learning programming concepts. Paper presented at the annual Computing and Information Technology Research and Education New Zealand (CITRENZ) Conference, Rotorua, New Zealand.

Fowler, A., & Cusack, B. (2011, June). Kodu Game Lab: Improving the motivation for learning programming concepts. Paper presented at the 6th international Foundation of Digital Games Conference, Bordeaux, France.

Kannangara, D., & Radicevic, M. (2011, July). Catering for DBMS training needs of the Bay of Plenty region. Paper presented at the annual Computing and Information Technology Research and Education New Zealand (CITRENZ) Conference, Rotorua, New Zealand.

Riini, D., Mercer, C., Hamerton, B., & McPherson, B. (2011, July). Evaluating healthy eating healthy action programmes in small Māori communities in Aotearoa New Zealand. Paper presented at the Primary Health Care Research Conference, Brisbane, Australia.

Published non-refereed conference proceedings

Bayler, N. (2011, July). Teaching html: Cold hard coding or WYSIWYG. Poster session presented at the annual Computing and Information Technology Research and Education New Zealand (CITRENZ) Conference, Rotorua, New Zealand.

Unpublished conference presentation

Ata, E. (2011, August). Experiences of Māori women middle managers working in government organisations. Presented at the 9th World Indigenous Peoples Conference on Education (WIPCE), Cusco, Peru.

Barnes, R. (2011, August). Literacy loves and loopholes. Early Childhood Education Research. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Bayler, N. (2011, July). Death by PowerPoint (or tips on what not to do). Presentation at the annual Computing and Information Technology Research and Education New Zealand (CITRENZ) Conference, Rotorua, New Zealand.

Kelly, J., & Bennett, S. (2011, November). Changing perceptions in vocational education. Presented at the Careers and Transition Education Association (CATE) Conference: Back to the future, Wellington, New Zealand.

Nicholls, L., & Dhanjee, O. (2011, September). KAI: a recipe to support Māori student success. Presentation at the Te Toi Tauira mo te Matariki Conference, New Plymouth, New Zealand.

Tapuke, S., & Emery, W. (2011, August). POI E: A lesson in bi-culturalism. Presentation at the 9th World Indigenous Peoples Conference on Education (WIPCE), Cusco, Peru.

Hamerton, H., Morrison, L., Riini, D., Mercer, C., & McPherson, B. (2010, December). Wahine Māori promoting health and well-being within their whānau. Paper presented at the Women in Psychology Conference, Nelson, New Zealand.

Hamerton, H., Morrison, L., Riini, D., Mercer, C., & McPherson, B. (2011, September). Evaluating healthy eating healthy action programmes in small Māori communities in Aotearoa New Zealand. Poster session presented at the 25th annual European Health Psychology Conference, University of Crete, Greece.

Mercer, C., Riini, D., Morrison, L., Hamerton, H., & McPherson, B. (2011, November). Collaboration in evaluating healthy eating healthy action. Presentation at the 5th annual Lakes District Health Board Health Research Seminar, Rotorua, New Zealand.

Hayes, J. (2011, August). Families need to belong too: Building relationships from the very first contact. Early Childhood Education Research. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Uncles, R., Fitzgerald, T., Kelly, J., Muldoon, P., Scadden, D., & Kelly, J. (2010, December). From BEER to SAEER: Our story. Presentation to Self-Assessment for Quality Conference: How do you know good when you see it? Dunedin, New Zealand.

Uncles, R., Fitzgerald, T., Kelly, J., Muldoon, P., Scadden, D., & Kelly, J. (2011). From BEER to SAEER: Our story. Proceedings of the Self-Assessment for Quality Conference: How do you know good when you see it? Retrieved from: http://akoaotearoa.ac.nz/download/ng/file/group-4/self-assessment-conference-2011-proceedings.pdf

Meek. G. (2011, August). The activities of the Gerentology Nursing Section. Presentation at the New Zealand Nurses Organisation (NZNO) College and Section Day, the New Zealand Nurses Organisation (NZNO) AGM. Wellington, New Zealand.


Reports to External Bodies (excluding milestone reports) Barnes, R. (2011, July). Review of the National Certificate in Early Childhood Education and Care, Level 3 and 5. Report to NZQA. Rotorua,

New Zealand: Waiariki Institute of Technology.

Barnes, R. (2011, August). Review of the National Diploma in Early Childhood Education and Care Pasifik, Level 7. Report to NZQA. Rotorua, New Zealand: Waiariki Institute of Technology.

Kermode, V. (2011, August). Filling the knowledge gap for administrative professionals undertaking their Diploma in Business Administration, Level 5. Report to Ako Aotearoa. Rotorua, New Zealand: Waiariki Institute of Technology.

MasterateAta, E. (2010). Awarded Masters in Indigenous Studies (MindS).

Emery, W. (2011) Toua Te Ahi: Stir the Embers. Masterate.

post-graduate Diploma Hayes, J. (2011). Completed post-graduate diploma with Massey University.

Miscellaneous Scholarly Activity Brief review articles/opinion pieces

Meek, G. (2011). Provided professional comment to: Scheme to include mental health and aged care. Kai Tiaki New Zealand, 17(3), 8.

Mercer, C. (2011). Reviewer of article from Health Promotion International.

Tiriana, C. (2011, January 6). Lee returns to defend Open title. The Daily Post, p. A14.

Tiriana, C. (2011, February 21). Let’s have request and keep shine in sports awards. The Daily Post, p. A10.

Tiriana, C. (2011, April 25). Lee notches best result as pro in China. The Daily Post, p. A10.

Tiriana, C. (2011, July 25). Clarke’s victory bender deserved. The Daily Post, p. A10.

Tiriana, C. (2011, August 23). Return to basics for Steamers essential. The Daily Post, p. A14.

Tiriana, C. (2011, October 29). Tears run as much-loved leader goes. The Daily Post, p. B1.

Tiriana, C. (2011, November 5). Lee could miss out playing NZ Open. The Daily Post, p. A14.

International seminars/workshops

Fowler, A. (2011). Using Microsoft Kodu Game Lab to improve literacy, numeracy and to teach programming concepts through making and playing computer games. Workshop presented at the Learning@School Conference, Rotorua, New Zealand.

New Zealand seminars/workshops

Asby, C., & Nielson, L. (2011, November 16). Waiariki's experience in the Youth Guarantee Space. Presentation to the Ministry of Education, ITP and PTE workshops. Christchurch, New Zealand.

Asby, C. & Nielson, L. (2011, November 22). Waiariki's experience in the Youth Guarantee Space. Presentation to the Ministry of Education, ITP and PTE workshops. Rotorua, New Zealand.

Ata, E. (2011, September). Encounters with Kaupapa Māori theory methodology: Everything counts. Kaupapa Māori. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Barnes, R. (2011, April). Creating academic poster presentations. Te Waianga a Ihenga Research hui. Conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Barnes, R. (2011, March). Research it's not so scary. Te Waianga a Ihenga Research hui. Conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Bourke, C., & Emery, W. (2011, April). A compilation of numeracy resources. Te Whakarewa Symposium. Conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Bourke, C. (2011, September). DAT Trade Show. Workshop presented at the Waiariki Quality Teaching Conference, Rotorua, New Zealand.

Brack, C. L. (2011, September). Remote sensing technologies. Workshop and presentation to BNZ Technology Clinic Program, Rotorua, New Zealand. Retrieved from http://www.fridayoffcuts.com/dsp_rte.cfm

Brack, C. L. (2011, September). Using feedback to promote collaboration and dialogue with your students. Workshop presented at the Waiariki Quality Teaching Conference, Rotorua, New Zealand.

Chepulis, L. (2011, March). The science behind Cyclopwer: Cyclodextrin-based honey products. Oral presentation to NZBIO Conference, Auckland, New Zealand.

Emery, W. (2011, September). Te Pa Harakete: A kaupapa Māori research framework. Kaupapa Māori. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Fowler, A. (2011). Kodu Game Lab. Workshop presented at the annual Computing and Information Technology Research and Education New Zealand (CITRENZ) Conference, Rotorua, New Zealand.

Kara, E. (2011, June). Matariki. Indigenous Art Conference, Hastings, New Zealand.

Mckinnon, D. (2011, September). Kaupapa Māori research workshop. Kaupapa Māori. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Meek, G. (2011, July). The Liverpool Care Pathway and the cancer patient journey. Education session conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Meek, G. (2011, June). Needs assessment and service coordination: The assessment process for aged care services. Education session conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Meek, G. (2011, March). Nursing in Cambodia - differing perspectives of nursing. Education session conducted at Waiariki Institute of Technology, Rotorua, New Zealand.


Meek, G. (2011, May). Infection prevention and control in the aged care setting. Education session conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Slade, M., & Emery, W. (2011, February). What's DAT. Te Wananga o Aotearoa Adult Literacy and Numeracy. Symposium conducted at Porirua, New Zealand.

Tapuke, S. (2011, August). POI E: A lesson in bi-culturalism. Presentation to the Te Tapenakara Mo Te Iwi Charitable Trust, Rotorua, New Zealand.

Tapuke, S. (2011, September). POI E: Whanau in research. Kaupapa Māori. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Tarau, R. (2011, September). Personal experiences around doing kaupapa Māori research. Kaupapa Māori. Symposium conducted at Waiariki Institute of Technology, Rotorua, New Zealand.

Thyne, D. (2011, March). Floor talk for Drawing Conclusions, a touring exhibition from The Dowse Art Museum. Conducted at Rotorua Museum of Art & History, Rotorua, New Zealand.

Visser, J. (2011, August). Program planning: An overview. Presentation to Nga Tamariki O Te Waiariki Educare, Rotorua, New Zealand.

Werry, S., Prebble, S., & Chemis, D. (2011, September). Bridging the gap. Workshop presented at the Waiariki Quality Teaching Conference, Rotorua, New Zealand.

New Zealand consultancies

Barnes, R. (2011, February 12). Certificate in Early Childhood Education and Care Level 5 [Consultancy to Cornell Institute].

Barnes, R. (2011). NZQA ECE [Support materials writing group].

Fowler, A. (2011). IP Telephony Project: Otonga Road Primary School [Provide ICT advice on selecting and implementing IP telephony system].

Kara, E. (2011). Key consultant in assisting the establishment of Te Takapu o Rotowhiu, NZMACI. This involved an in depth analysis of its purpose and function from a Māori world view, which was then translated into a deliverable document for teaching. January 2011.

Professional Advisor and Qualification writer for the National Certificate in Early Childhood Education and Care (level 5) for Cornell Institute of Technology and Business.

Software products

Bourke, C., & Emery, W. (2011, July 13). A compilation of numeracy resources. Retrieved from www.literacyandnumeracyforadults.com/Professional-Development/Webinars/Recorded-webinars-2011/A-compilation-of-numeracy-resources

Design

Bayler, N. (2011). Te Wairere Library Learning Centre web site. Currently located http://stuweb.waiariki.ac.nz/ctc/_library/index.html

Thyne, D. (2011, August). Co-design of Props for Waiariki Fashion Programme Wearable Creationz entry.

Commercial technical reports

Kelly, J. (2001). Timber machining best practice guide. Retrieved from www.forestryschool.ac.nz/schoolresearch.asp

Rotorua District Council. (2011). Rotorua District Council Annual Report 2010/11. Retrieved from rdc.govt.nz

Editorial Board Membership

International Journal

Ikin, K. (n.d.). Best practice in applied and indigenous Māori vocational education. Retrieved from www.waiariki.ac.nz/about/journal-best-practice.asp

Takeuchi, K. (n.d.). Sustainability Science. Retrieved from www.springer.com/11625

New Zealand Journal

Visser, J. (2011). The First Years: Nga Tau Tuatahi. [Editorial Board member].

Visser, J. (2011). Reviewed: The research process: A journey of discovery. In K. Bussey & A. Wojcikowski, First Years, 13(2).

Research-Related Awards/Fellowships/prizesInternational fellowships/awards/prizes

Barnes, R. (2010). International Children’s author competition [Judge] of, Joy Cowley Children’s Literature Awards.

Taepa, K. (2011, June 4). Miromoda: Indigenous Māori fashion awards. Co-winner tee shirt placement category. Retrieved from www.miromoda.co.nz/?s=Taepa+&submit=Go

National fellowships/awards/prizes

Fowler, A. (2011). CITRENZ 2011 Award [Excellence in Educational Innovation].

Thyne, D. (2011). New Zealand Photography Competition [3rd Prize in the United Nations International Year of Forests]. Retrieved from www.un.org/en/events/iyof2011/forests-for-people/awards-and-contests/award-winners.

Invited/Keynote Conference Addresses New Zealand conference

Barnes, R. (2011, August). Where to from here? Waiariki Institute of Technology Early Childhood Research Rotorua, New Zealand: Waiariki Institute of Technology.

Reviewing Research proposals/Conference proposal/ExhibitionsReviews of international conference papers/exhibitions proposals

Brack, C. L. (2011, October). SilviLaser 2011: 11th International conference on LiDAR applications for assessing forest ecosystems. [Reviewed 4 papers]. Retrieved from www.silvilaser2011.com

Fowler, A. 2011. Invited review of four papers for the ACM SIGITE (Special Interest Group Information Technology in Education) Conference 2011. New York.


Invited Editorial National journal

McLaren, D. (2011, January). Right of Passage. Education First.

McLaren, D. (2011, August). Our Life Bookcase. Education First.

McLaren, D. (2011, November). Competitive advantage and the total learning package. Education First.

Tiriana, C. (2011). SSWC 2011: The alien in Ireland. Mountain biking New Zealand 49, 14.

Organising ConferenceInternational

Brack, C.L. (2011, October). SilviLaser 2011: 11th International conference on LiDAR applications for assessing forest ecosystems. [Scientific committee]. Retrieved from www.silvilaser2011.com

Organising conference New Zealand

Duncan, J. (2011, August). Nelcon: Co-organiser of the NZ Applied Business Education Forum (NZABEF).

Emery, W. (2011, April). Organising Te Whakarewa Symposium. Rotorua, New Zealand: Waiariki Institute of Technology.

Hayes, J. (2011, August). Organisation of Early Childhood Education Research Symposium. Rotorua, New Zealand: Waiariki Institute of Technology.

Lynch, T. (2011). Local Advisory Committee for the New Zealand Ecological Society Conference, Ecology in the Heartland, 28 August-1 September 2011, Events Centre, Rotorua, New Zealand.

Mckinnon, D. (2011, September). Organisation of Kaupapa Māori Symposium. Rotorua, New Zealand: Waiariki Institute of Technology.

Overbeay, D. (2011, October-November). Curated: “Et Al” Advanced Diploma of Art & Design End of Year Exhibition, Waiariki Institute of Technology, I block Atrium & J block Gallery. Rotorua, New Zealand: Waiariki Institute of Technology.

Overbeay, D. (2011, Novemeber). Curated: Whitecliffe College of Art and Design - Bachelor of Fine Arts Graduate Show, Waiariki Institute of Technology, I block Atrium & J block Gallery, Rotorua. New Zealand: Waiariki Institute of Technology.

Tiriana, C. (2011, July). Past present and future of Bicultural Journalism. 25 year milestone event at Waiariki Institute of Technology.

Webber, W. (2011). Local Advisory Committee for the New Zealand Ecological Society Conference, Ecology in the Heartland, 28 August-1 September 2011, Events Centre, Rotorua, New Zealand.

Appointments to Key Research, Industry, professional, Community, Government or International Bodies

International bodies

Asby, C. (2011). Member of Executive Committee “Export New Zealand, Bay of Plenty Region.”

Asby, C. (2011). Member of Trade and Foreign Policy Committee, Employers and Manufacturers Association Northern Inc.

Brack, C. L. (2011). Member of the Forest Carbon Study Steering Committee. Tasmania, Australia: Minister for Climate Change, Government of Tasmania.

Brack, C. L. (2011). Deputy Chairman of International Union of Forest Research Organisations (IUFRO) group on Inventories in Successive Occasions.

Fowler, A. (2011). New Zealand Chapter President International Game Design Association (IGDA).

Fowler, A. (2011). Organised the New Zealand Chapter of the International Game Developers Association (IGDA).

Morley, C. (2011). Invited member of the IUCN Invasive Species Specialist Group.

Morley, C. (2011). Invited member of the IUCN World Commission on Protected Areas.

New Zealand bodies

Borren, P. Member of TEC/CEO Consultative Group.

Borren, P. Member of NZ Association of Economists.

Borren, P. Member of NZ Institute of Directors.

Borren, P. Member of the Editorial Board of the NZ Journal of Applied Business Research.

Borren, P. Member of Polytechnics International New Zealand Limited (PINZ).

Borren, P. Member NZITP CEO Committee.

Borren, P. Member Rotorua Economic Development Strategy Reference Group.

George, C. (2011). Past President and Executive Member, Rotorua Chamber of Commerce.

George, C. (2011). Executive, Institute of Directors BOP Committee.

Meek, G. (2011). Secretary to New Zealand Nursing Organisation National Gerontology Section Committee.

Riini, D. (2011, April). Accreditation panel for Nursing Council of New Zealand. Waikato Institute of Technology: The Diploma in Enrolled Nursing programme. Wellington, New Zealand: Nursing Council of New Zealand.

Riini, D. (2011, October). Member of the monitors' panel for Nursing Council of New Zealand. Whitirea Polytechnic: The Bachelor of Nursing programme. Wellington, New Zealand: Nursing Council of New Zealand.

Riini, D. (2011, October). Member of the accreditation panel for Nursing Council of New Zealand. Whitirea Polytechnic: The Diploma in Enrolled Nursing programme. Wellington, New Zealand: Nursing Council of New Zealand.

Scadden, D. (2011). Committee member of Computing and Information Technology Research and Education New Zealand (CITRENZ) curriculum development group.


Mentoring, Supervising Colleagues’ Research Fowler, A. (2011). Organised and presented at the CTC mini research retreat to develop and enhance research skills within the School of

Computing, Communications and Technology. Rotorua, New Zealand: Waiariki Institute of Technology.

Membership of Institutional or Faculty Research Brack, C. L. (2011). Chairman of School Forestry and Primary Industries Research Committee. Rotorua, New Zealand: Waiariki Institute of

Technology.

Cown, P. (2011). Chair of School of Te Wananga a Ihenga Research Committee. Rotorua, New Zealand: Waiariki Institute of Technology.

Fowler, A. (2011). Chair of School of Computing, Communications and Technology Research Committee. Rotorua, New Zealand: Waiariki Institute of Technology.

McLaren, D. (2011). Chair of School of Business and Tourism Research Committee. Rotorua, New Zealand: Waiariki Institute of Technology.

Mercer, C. (2011). Chair of School Nursing and Health Studies Research Committee. Rotorua, New Zealand: Waiariki Institute of Technology.

Mercer, C. (2011). Member of Waiariki Research Committee. Rotorua, New Zealand: Waiariki Institute of Technology.

Generation of Externally-Funded Research <$50,000

Ikin, K., Brack, C. L., Emery, T., Asby, C., Nicholls, L., & Tapuke, S. (n.d.). Realising Māori potential within the youth guarantee. Ministry of Education request for research. Rotorua, New Zealand: Waiariki Institute of Technology.

Kelly, J. (2011). Best practice guide for Solid Wood Innovation Company (SWI) for the timber machining industry in Australasia. Rotorua, New Zealand: Waiariki Institute of Technology.

Assistance to Student publishing, Exhibiting, or performingInternationally

Carreno, A. (2011, May). Comparison of individual tree height measurements: LiDAR Point Cloud vs. manual measurements. Poster presentation at the Australia New Zealand Institute of Forestry Conference (ANZIF), Auckland, New Zealand.

Gonzalez, S. (2011, May). The impact of plot size on LiDAR volume relationships. Poster presentation at the Australia New Zealand Institute of Forestry Conference (ANZIF), Auckland, New Zealand. *Awarded Best Poster of Conference.

Locally

Industry Project poster exhibition to local business community. (2011, November). Rotorua, New Zealand: Waiariki Institute of Technology.

Tiriana, C. (2011). Assisted 17 journalism students throughout the year from School of Computing, Communications and Technology. Rotorua, New Zealand: Waiariki Institute of Technology.


Art and Design Justine Crozier Waiariki Institute of Technology

Rachel Foster Waiariki Institute of Technology

Lewis Gardener The Jade Factory

Mike Green Rotorua Boys’ High School

Leslie Hughes Rotorua Girls’ High School

Kiri Jarden Rotorua District Council (Chair)

Eugene Kara Waiariki Institute of Technology

Glenn McLeary Red Spot Gallery

Karen Morrison Student Representative

Laurie Steer Bay of Plenty Polytechnic

Automotive Darren Palmer John Newton Panel & Paint Dave Seamer Grant Johnstone Nissan Andrew Wright Carson Taylor Ford

Business Peter Breen Placemakers Gregg Brown Pig & Whistle Joanne Duncan Waiariki Institute of Technology Kellie Hamlett Talent ID Chris Heywood Rotorua District Council Mark Jones Hallam Jones Finance Allison Lawton Waiariki Institute of Technology Don McLaren Waiariki Institute of Technology Paul Muggleton Hume Pine Damien Radesic Mainfreight Fletcher Tabuteau Rotorua Boys’ High School Lee-Anne Thompson Rotorua Energy Charitable Trust

Carpentry Gavin Brown Vistalite Taupo Ian Chamberlain Ian Chamberlain Carpentry and Joinery Ltd Mike Darvill Bayline Construction Warren Monk Warren Monk Builders Jim Pearson Consultant Graham Pedersen Graham Pedersen Builders

Computing Lisa Ainsley Student Representative Mark Bloor Waiariki Institute of Technology Charles Burns Rotorua District Council Julia Cass-Janes Waiariki Institute of Technology Justine Crozier Waiariki Institute of Technology Alan Dick Logistic Information Systems Ltd Denise Emery Rotorua Chamber of Commerce Rachel Foster Waiariki Institute of Technology Mark Holt SBS Technologies Sean Martin NightOwls IT Services David Scadden Waiariki Institute of Technology Richard Waldin Scion Alex Wheatley Lakes District Health Board Lea White-Phillips Waiariki Institute of Technology Mark Wilkinson ITCO (Chair)

Creative Writing Jenny Argante Independent Sue Emms Waiariki Institute of Technology


Janet Keen Independent

Vivienne Kermode Waiariki Institute of Technology

Kay McGregor Independent

Bernie MacWilliams Independent (Chair)

Phyllis Potter Retired English Teacher Roger Steele Steele Roberts Publishing Ltd Craig Tiriana Waiariki Institute of Technology

Lea White-Phillips Waiariki Institute of Technology

Early Childhood Education Sandra Anderson St Frances Childcare Centre Ruth Barnes Waiariki Institute of Technology Gayle Bell Tiaki Early Learning Centre Carole Dean School for Young Parents Childcare Trust Sue Genefaas Rotorua Girls High School Childcare Trust Keith Ikin Waiariki Institute of Technology Tasi Iona Little Lights Day-Care & Kindy Robyn McFadden Nga Tamariki o te Waiariki Denise Clomp Earlybirds Educare Heather Millar Central North Island Kindergarten Association Sheela Rao Tickles Early Childhood Centre

Lisa Teokatai Clydesdale Kindergarten Tokoroa

Electrical Tristan Hall Tristan Hall Electrical Lloyd May Lloyd May Electrical Paul Mitchell ETITO Chris Ryan Rotorua Hospital John Sefton Sefton Electrical Tom Tierney Newpower Electrical

Fashion Julia Cass-Janes Waiariki Institute of Technology Miranda Cobb Evolution Clothing March Crocker Waiariki Institute of Technology Justine Crozier Waiariki Institute of Technology Rachel Foster Waiariki Institute of Technology Mike Gorinski A.T.I.T.O Annette Greenfield Milliner Gail Kerwin Pumpkin Patch (Chair) Susan Lai Trident High School Don Overbeay Waiariki Institute of Technology Aroha Tapsell Student Representative Trevor Van Niekerk Drapes by Design

Lea White-Phillips Waiariki Institute of Technology Aroha Wikotu Shikoba Clothing

WAIARIKI LOCAL ADVISORY COMMITTEESWaiariki is committed to providing graduates who can be immediately effective in the workplace. Local Advisory Committees (LACs) form a vital link between the institution and the workplace. Waiariki values its LACs and is proud to acknowledge the work they put in to assuring the quality and relevance of our programmes.

This work is done on a voluntary basis and is part of their commitment to our students and to us. They ensure we offer programmes that enable our students to succeed and achieve their learning and vocational goals. LAC members assist us to assess the employment market and community needs, to develop programmes that meet those needs effectively, and to evaluate and moderate the quality of delivery of our programmes. Waiariki appreciates members’ continued involvement, often over years, in the work of these LACs.


Hairdressing Maryanne Avery Planet of Hair Jeanie Brayshaw Riverslea Hair Design Shona Burtt Chocolate blonde Hair Hilda Duff Salon St Bruno Lorna Jensen Hair Affair Dennice Keith Hair @ 212 Kelley Leonard Inspired by You Leah De Loree Stranz Hair Design Jo Mitchell Aislin Hair Studio Fiona Parker Duetts Angela Patterson Hair and Beauty by Design Veronica Reid Interhair Diandra Savage Bladez Hair Design Abby Erskine-Shaw Hair Affair

Chris Smith Headmasters

Hospitality (Culinary) Chris Bell Millennium Hotel Allan Cuplan Rotorua District Council Natasha Hall Blue Baths Michelle Hawthorne Hospitality Standards Institute Brad McGlynn Holiday Inn Pierre Vuilleumier Energy Events Centre

Gemma Wild Skyline Skyrides

Interior Design Darryl Church Darryl Church Architecture Ltd Justine Crozier Waiariki Institute of Technology Helena Dale Resene Paints


Marlene Hudson Marlene Hudson Design Carmen Leonard Designer Jessie McDonald Waiariki Institute of Technology

Claire McKinnon Waiariki Institute of Technology

Don Overbeay Waiariki Institute of Technology Terry Wheeler Colour Concepts (Chair)

Lea White-Phillips Waiariki Institute of Technology

journalism Sonya Bateson Student Representative

Justine Crozier Waiariki Institute of Technology Mike Fletcher NZ Journalists Training

Organisation


Kim Gillespie Daily Post (Chair)

Wena Harawira Māori Television

Scott Inglis BOP Times

Mark Longley The Whakatane Beacon

Jill Nicholas Retired Journalist

Craig Tiriana Waiariki Institute of Technology

Thomas Walker Student Representative Lea White-Phillips Waiariki Institute of Technology

James Williams The Radio Network

Maori Development Toby Curtis Te Arawa Lakes Trust Board Anaha Hiini Waiariki Institute of Technology Keith Ikin Waiariki Institute of Technology Renee Nathan Whakarewarewa Development

Trust Ron Roberts Te Arawa Fisheries Rawiri Te Whare Whakarewarewa Development

Trust

Graeme Vercoe Ministry of Justice

Mechanical Engineering John Hornfleck Haynes International Chris Joseph Summit Hydraulic Solutions

Amit Kumar Competenz

Nursing and Health Studies Cheryl Atherfold Lakes DHB

Jean Batt Lakes DHB Mala Grant Korowai Aroha Health Centre Orana Harris Nga Mataapuna Oranga

May Hart BOP DHB

Janet Keys Grace Hospital

Gary Lees Lakes DHB (Chair)

Brighid McPherson Waiariki Institute of Technology

Sonia Rapana Lakes DHB

Julie Robinson BOP DHB

Stephanie Thomson Southern Cross Hospital

Ngaira Harker-Wilcox Waiariki Institute of Technology

primary Industries Selwyn Bennett Te Arawa Representative Don Blackledge Rotorua Golf Club Jeremy Christmas Waiariki Institute of Technology Grant Colbert Waiariki Institute of Technology Brendon Conwell Farm Director Carl Dibley Classic Roses Martin Godfrey Rotorua Lakes High School Richard Horn Castlecorp Mijo Katavic Castlecorp Mark Keaney Farm Director George Schuler Agriculture ITO Nick Simmonds Farm Director

Social Science Norm Carter Ministry of Māori Development Chrissi Clement Problem Gambling Foundation

of NZ Grace Dorset Te Akatea Iwi Tauawhi Trust Tracey Ford Family Focus Helen Franich ADHD Association Inc Theresa Heywood Mana Social Services Trust Toni Hocquard Princess of Wales Health Camp Raymond Howard WITSA Shelley Kirk Lakeland Health John Merito Te Waiariki Purea Trust Penny Mitchell Te Roopu A Iwi O Te Arawa Frances Porter Families in Mental Health Leina Porter Tipu Ora/Family Start Mapihi Raharuhi Te Runanga O Ngati Pikiao Trust Debs Rahurahu Rotorua Social Services

Community House Cherie Reinders CCS (BOP) Geoff Manahi Department of Corrections Paul So’oula Pacific Island Development Trust Graeme Stark The Salvation Army Josie Tiopira Lakeland Health Greg Versalko Te Maioha o Parekarangi Youth

Justice Residence Brendan Ward Child Youth & Family


Taupo Rick Cooper His Worship the Mayor, Taupō Dorothy Dempsey Tongariro Area School Chris England Tongariro Area School Clinton Farley Hilton Lake Taupō Martin (Fritz) Frohlke Enterprise Lake Taupō Peter Gould Tauhara College Henriata Ham Te Kura o Hirangi John Ham Te Kura o Hirangi Barry Kerr REAP Rob Marshall Taupō Chamber of Commerce Peter Moyle Taupō-nui-a-Tia College Scott Pearson Destination Lake Taupō Miriama Prentice Te Kura o Hirangi Colin Rangi Ngati Tuwharetoa/Te Mana

Mātauranga Council Louise Upston National MP Taupō

Traceylee Hooton Town Centre Taupō

Tokoroa Frank Aerts South Waikato Precision

Engineering Ian Hema Waratah NZ Ltd Rosalie Lunsen South Waikato District Council Andy MacDonald Forest View High School Bruce Martin Holster Engineering Co Amanda Scott South Waikato District Council Garry Stewart Garry’s Garage Neil Voice ABB Maintenance Services Ltd Lyn Corban Councillor, South Waikato District

Council

Tourism Kay Clarke Stay and Play David Flashoff Grumpy's Limo

Don Gunn Consultant Kelly Hemana OGO

Allison Lawton Waiariki Institute of Technology Julia Nepia Waiariki Institute of Technology

Mericia Waqanimaravu Seismic Café

Pipiana Whiston Millennium Hotel

Jason Wright Kaitiaki Adventures

Whakatane Ajay Anand EBOP Chamber of Commerce Ged Casey EBOP Chamber of Commerce John Chemis Eastbay REAP Tony De Farias Toi EDA Bronwenn Foxx Disabilities Resource Centre Trust Jeremy Gardiner Ngati Awa Miles McConway BOP Regional Council Chris Neilsen Whakatane High School Dick Ransfield Ngati Awa Representative Peter Tootell Trident High School

Wood Manufacturing and Forestry Cris Brack Waiariki Institute of Technology Jeremy Christmas Waiariki Institute of Technology Brian Cox Bioenergy NZ Russell Dale Future Forest Research Ltd Bruce Easton Consultant (Chair) Lawrie Halkett Pine Manufacturers Association Jacob Kajavala Kajavala Logging Company John Kelly Waiariki Institute of Technology Keith Raymond Waiariki Institute of Technology David Rhodes Forest Owners Association Tim Rigter Red Stag Timber Ltd Richard Stringfellow Waiariki Institute of Technology

Front Cover: Waiariki’s permanent art exhibit showcase pieces by artists with ties to the institute. Painting “Where all the Dreams Hide” by Angela McKenzie, Paerau Corneal’s clay bust “Tuahine III”, and wood carving “Paikea” by Todd Couper.Inside Front Cover: Inside the horticulture tunnel house, Waipa Campus.

Leading the way in innovative, quality education, provided within a bicultural framework,

and developed in partnership with the community.

“Arahitia te ara i te wairua auaha, me te pai o te mātauranga kia ū ki ngā tikanga rua,

kia mahi ngātahi ai ki te hapori me te iwi”.

Waiariki Academy of Sport produced a World Champion and two Olympians. Extreme kayaker Sam Sutton defended his 2010 world champion status in Austria, earning him his second title in 2011. Mike Dawson joined Sam on the podium after taking second place in the same competition. Just before this race, Mike’s race results in a canoe slalom race put him on the Olympics roster for the Games in 2012. Joining Mike in London is fellow canoe slalom racer Luuka Jones, a 2008 Olympics veteran.

For the second consecutive year, Waiariki students brought home awards from the Nestlé Toque d’Or, a national student hospitality and culinary competition held annually in Auckland. Culinary students Sally Vazey and Sanjoy Solomon earned gold for their four-course menu, and Hao Xu (wearing black tie) took bronze for his skills in silver service. The event is a great avenue for students to become noticed by and network with potential future employers in the hospitality and culinary sectors.

In late September, a $2.5 million construction and expansion project was completed on Waipa campus, integrating Waiariki’s forestry, agriculture and horticulture training in one main location. The improvements included installation of a high-tech gasification plant; creation of a lab for testing glue bonds, timber strength and suitability properties; upgrades to teaching facilities and saw doctoring workshops; new tunnel house and gardens for horticulture courses and more.

The John Deere E-Series harvester and forwarder simulator loaned to the School of Forestry and Primary Industries has proved invaluable to Waiariki students as well as industry workers. It has had a busy year providing true-to-life training in tree felling, log cutting and loading, forest engineering, mapping, analysis and more, as well as operating confidence to new and would-be loggers in classrooms and at logging sites.

2011AnnuAl RepoRtRongo A tAu

Waiariki In

stitute o

f Technolo

gy

2011 A

nnual R

eport | R

ongo ā Tau

Waiariki Institute of Technology

Mokoia Drive, Private Bag 3028

Rotorua 3046, New Zealand

P 07 346 8999 F 07 346 8768

E [email protected]

w w w . w a i a r i k i . a c . n z

Freephone 0800 924 274

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