Te Pūrongo 2012

1 ANNUAL REPORT 2012

HE MIHI Tariao, Tāwera Tōia mai te ao Ka tokona ko te ao E pūao ai te ata huakirangi Tākiri mai te ata Korihi te manu Ka pō, ka pō Ka ao, ka ao Ko te ao ū, te ao ea Te ao tutuki, te ao oti Ka awatea!

Tihe mauriora ki Te Whai ao, ki Te Ao Mārama!

Te wehi ki a Īhowa i te Wāhi Ngaro, te tīmatanga me te whakamutunga o ngā mea katoa. Ka whakamoemititia atu, mōna i manaaki, i atawhai mai i tēnei tau kua mahue iho ki muri.Ko te tūmanako anō ia, ka tau tonu āna manaakitanga ki runga i a tātou a ngā rangi e heke mai nei, kia hua ko te pai me te rangimārie.

Tēnei te tangi atu nei ki a rātou kua ngaro atu i a tātou. E tangi tonu ana mātou ki tō mātou kuia morehu i waenga i Ngā Purutanga Mauri o tō tātou Wānanga, ki a Pōwhiri Lawton. Kua riro atu ia, otirā rātou ki te wahangūtanga o tēnei hanga o te mate, ki Hawaiki te hunanga o te tangata hoki kore ki muri nei. Kua okioki ō tātou mate o te Au ki te Tonga, o Ngāti Toa Rangatira, Te Āti Awa me Ngāti Raukawa.

Ahakoa tiki atu ai i ngā kōrero i te more o te whenua, i te ninihi o te moana, i ngā rangi tūhāhā, kia hoki mai rā rātou, e kore. Ko te akaaka o te wairua ki a rātou mā ō tātou mate, ko te akaaka o te whenua ki a tātou te hunga ora.

Kei ngā pou whakatupua o te reo, ngā puananī o te kōrero, ngā whakaihu waka o te mātauranga, koutou katoa i whakapeto ngoi nei i tēnei tau kia rangatira ai te tū a Te Wānanga o Raukawa, tēnā koutou katoa. I tū koutou hei kaitutungi i te ahi teretere o te reo, i te kanaku, i te hatete o te mātauranga kia muramura ai, kia kongange, kia pūkauri.

Me mihi ka tika ki te kāhui tauira i piri mai ki tēnei wānanga, kia whāngaia koutou ki ngā kai-mānga, ki ngā kai-mārō anō hoki kia pehapeha ai te korokoro, kia koto, kia tata te ruaki. I tae mai koutou ki te tiritiri i te toi whenua o te mātauranga hei oranga mō koutou, mō ō koutou whānau, mō ō koutou rahi. Kua whakatinanatia te pito mata, ā, he wā tōna ka tū koutou hei pāwhakawairua, hei iho pūmanawa mō te mātauranga, hei whakamaunga kanohi mō te iwi.

Ko te Pūrongo-ā-Tau o 2012 o Te Wānanga o Raukawa tēnei e hora ake nei me ngā kōrero mō ngā mahi me ngā tini kaupapa i whakahaeretia i te tau 2012.

E kore au e ngaro; he kākano i ruia mai i Rangiātea.

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Cover page: Ngā Purapura-Institute of Māori Lifestyle Advancement (IMLA)

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CONTENTS He Mihi

1

Iwi Presence, Governance and Management

Pou Akoranga

Te Kāhui Whakatupu Mātauranga 37

Ngā Akoranga o te Iwi, o te Hapū me te Tari Reo

43

10

Te Whare Toi

46

Tumuaki

15

Academic Board

20

Student Profile Tāhuhu Whakahaere Graduate

50

Organisational Arrangements

22

Te Whare Kōkiri

52

Te Whare Hāpai Akoranga

Ngā Purutanga Mauri Te Mana Whakahaere

Te Wānanga o Raukawa 2012 Maramataka

7

24

Te Whare o te Tumuaki

4

Te Kāhui Akoranga

Pou Whakatupu Mātauranga

68

Te Whare Whakatupu Mātauranga

70

Graduation and Enrolments

Te Rā Whakapūmau

Graduation EFTS by Programme 2012

Te Kāhui Whakahaere

98 101

75

Kaupapa, Tikanga and Performance

77

Serving Our World

103

54

79

Ngā Kaupapa, Tikanga Matrix

109

Student Profile Poutuarongo Te Rangakura Graduate

Te Whare Manaaki Whenua

Te Whare Tahā

81

56

Te Whare Mai i te Ūkaipō

84

Education and Financial Performance Participation

157

Te Whare Mātauranga

58

Te Whare Tiaki Rawa

90

Ngā Kaupapa o Te Wānanga o Raukawa

26

Te Whare Oranga

62

Ngā Kaihautū

31

Te Ōhākī

66

Paihere Tangata

33

Ngā Mahi a te Karauna

35

Pou Whakahaere

97

Te Whare Manaaki Tangata

Ngā Kaiāwhina Tautoko Ngā Kaiāwhina

92

Ngā Pūrongo Pūtea-ā-tau Financial Statements 2012

159

Audit Opinion

181

5

Ngā Purutanga Mauri

Ahorangi Ngarongo Iwikatea Nicholson Ngāti Pareraukawa Ngāti Toa Rangatira

Akuhata Akuhata Ngāti Kapumanawawhiti

Whatarangi Winiata Ngāti Pareraukawa

Iwi Presence, Governance and Management

Reimana Blackmore, Ngāti Koroki, Ngāti Pare, Ngāti Kapumanawawhiti

Pōwhiri Lawton Ngāti Kauwhata

Pita Richardson Ngāti Parewahawaha

Matiu Rei Ngāti Toa Rangatira

There was a strong desire during the early years of Te Wānanga o Raukawa development to acknowledge and give recognition to the special contributions kuia and koroua of Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira (ART) Confederation were making to the establishment of our Wānanga, and the expertise they provided on the marae of the Confederation and iwi representation on the wider Māori landscape and its various forums.

A younger group felt they would like to see created something similar to the honorary doctorates that are conferred from time to time by universities on persons, recognising contributions of special scholarship. It became clear that while we wanted something similar we did not want to duplicate the non-Māori example. They were clear about who should be recognised and then needed to find a title to bestow on these individuals.

They eventually settled on the title “Purutanga Mauri” (keepers of the mauri) i.e. the mauri of Te Wānanga o Raukawa and the various marae of the ART Confederation. It was never the intention to burden elders who had already made significant contributions to the survival and life of the ART Iwi. It has been convenient to seek their advice to the extent that the current group meet quite regularly to advise on matters related to Te Wānanga o Raukawa. It should be remembered that they are installed by invitation of Te Wānanga o Raukawa.

Ngā Purutanga Mauri o Te Wānanga o Raukawa are the guardians of tikanga and kawa at Te Wānanga o Raukawa; and act as senior scholars and advisers on a range of issues important to its ongoing development.

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NGĀ PURUTANGA MAURI

7

The Wānanga was saddened by the death of our kuia Pōwhiri Lawton in October. A Wānanga ope attended her tangihanga at Aorangi Marae in Feilding. A kawe mate was held in December on the eve of the graduation ceremony, to allow us to acknowledge her whānau and again express thanks for her willingness to participate in our development.

E kui, moe mai rā i roto i ngā ringaringa atawhai ō te Atua.

Ngā Purutanga Mauri met monthly throughout the year; we are indebted to them for their contributions. Activities undertaken in 2012 included:

Purutanga Mauri were kept informed of the project throughout the year and invited to visit the site as they wished in order to view progress, which was taken up on occasion.

Pakake and Huia Winiata were invited to organise the unveiling event, which took place on 19 October. The ceremony went well. Purutanga Mauri extended congratulations to Hemi Tahuparae for his leadership of the project.

Teaching and Creative Activity

Taonga

Advice of Purutanga Mauri in all aspects of the teaching programme, but particularly within Iwi and Hapū Studies, is invaluable. Assistance given by Purutanga Mauri includes teaching in the classroom as well as advice given to students on a personal basis.

Several taonga have been gifted to the Wānanga over time. Purutanga Mauri were keen to ensure that these are properly documented, cared for and displayed. The project has been referred to Te Whare Whakatupu Mātauranga.

Iwikatea Nicholson continued to supervise Year 3 undergraduate students engaged in the research and presentation of their Iwi and Hapū Studies Oral Literature paper; and supervision of postgraduate students engaged with mōteatea. He also provided invaluable knowledge, advice and direction to some of the work and publications of Te Whare Whakatupu Mātauranga.

Rangatiratanga

Akuhata Akuhata was called upon at times to lead karakia Karaitiana for various hui. Two significant occasions this year included the opening of Ngā Purapura in February, and the unveiling of the carvings for the Miria te Kakara building in October. Akuhata represents Purutanga Mauri on the Academic Board. He served as a panel member of an academic programme review.

Whatarangi Winiata continued his work within Te Whare Whakatupu Mātauranga and taught in the Tāhuhu Whakahaere. He was a speaker at the Kei Tua o te Pae Conference in September, his paper was titled “Building Māori futures on kaupapa tuku iho”. He is the Purutanga Mauri representative on the Te Wānanga o Raukawa governance review team.

Some Purutanga Mauri members attended the Kei Tua o te Pae Conference held at the campus in September, hosted jointly by Te Wānanga o Raukawa and the Council for Educational Research. The theme of the conference was ‘Changing Worlds, Changing Tikanga’. Those who attended the hui were very complimentary about the kaupapa of the hui and the calibre of speakers.

Toward the end of the year there was discussion about the survival of the local iwi radio station, Reo FM and what might be done to assist that.

Graduation As Ahorangi, Iwikatea spent a significant amount of time and effort checking and signing all of the graduands’ certificates. The karakia whakapūmau was conducted by Iwikatea.

Ngā Purutanga Mauri greeted the 2012 graduands who were presented with their certificates and taonga at the ceremony held at the campus in December. The opportunity to mihi to graduates is appreciated by our kaumātua.

8

Carvings for the Miria te Kakara Building

NGĀ PURUTANGA MAURI

Purutanga Mauri were kept informed of our interaction with the New Zealand Qualifications Authority (NZQA) and supported the tumuaki. It is planned to write a statement about the relationship between ourselves and the Crown (rangatiratanga and kawanatanga). This was recommended because it was noted that whenever there is a disagreement the Crown has no regard for rangatiratanga, and that is contrary to the Treaty. Our experience in this regard includes our experience with the Performance Based Research Fund (PBRF); lack of access to research funding; the recent targeted review and TEC performance indicators which determine the level of funding received by the Wānanga Ngā Purapura Discussion took place about what type of opening to have, and the reasons for it. It was eventually agreed to conduct a dawn ceremony, with Tainui tradition, and dawn being symbolic of new birth and coming into the new light. The group was pleased to hear about the positive feedback from a wide variety of people in the community including kaumātua, whānau and Pākehā.

Carvings by Te Whetūmārama o te Ata Kereama A presentation was given at the July meeting that included design options for a facility to house the carvings. The meeting expressed thanks for the presentation and congratulations for the work done, noting that the design is new. The Ahorangi did however have some concerns about the need for such a big undertaking and the costs involved.

He Mihi We are grateful for the knowledge, wisdom and support given by Ngā Purutanga Mauri that ensures this tikanga Māori institution keeps its kaupapa to the fore in all of its activities.

E kui mā, e koro mā, ka nui te mihi.

NGĀ PURUTANGA MAURI

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Te Mana Whakahaere Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atakura He huka he tio he hauhu Tihei Mauriora E rau rangatira mā tēnā koutou katoa.

Robin Hapi

It is with pleasure that I provide this report following my first year as Te Amokapua for Te Wānanga o Raukawa. To have been nominated for the position by Ngā Purutanga Mauri adds to the significance of my appointment by colleagues and members of Te Mana Whakahaere.

Te Mana Whakahaere had been ably chaired by Dr Turoa Royal since 1993. Turoa retired at the end of 2011 in the knowledge that he has made a major contribution towards Te Wānanga o Raukawa and Māori education in general. Turoa leaves Te Wānanga o Raukawa in good heart and confident in the role it has in contributing towards the survival of Māori as a people.

The year began well with the opening of a new multipurpose facility, Ngā Purapura, designed to assist the Wānanga to foster Māori health and lifestyle advancement. This multi-million dollar investment will assist in providing programmes in health, sports, fitness and nutrition. The project was managed with direct oversight by Te Mana Whakahaere to ensure the highest standards of design and construction were achieved and the project was completed on time and below the approved budget. To also receive accolades for excellence in subsequent design and sustainability awards was a bonus and recognition of the efforts of the architects and designers Tenant, and Brown and Fletcher Construction.

The introduction of new funding performance measures in 2011 resulted in a reduced allocation for the Wānanga based on our 2010 results. This was an immediate challenge for Te Mana Whakahaere and the Wananga necessitating not only the need to focus on costs but also saw a major effort towards an improvement in course and qualification achievement levels. Not only did the Wānanga again improve on Tertiary Education Commission (TEC) performance targets but did so ensuring a year-end financial surplus and the achievement of 72 percent of its own kaupapa/tikanga performance targets. Te Wānanga o Raukawa accepts the need for accountability in the use of tax payer funds but has, and continues to have, concern over the TEC performance targets. Given our delivery and provision imperatives of “ahuatanga Māori according to tikanga Māori” Te Mana Whakahaere believes a more relevant set of targets than the four currently existing is warranted.

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TE MANA WHAKAHAERE

In this our thirtieth year since establishment, the Wānanga celebrated with a range of new initiatives aimed at improving options available to our students. We have seen an increase in masters level enrolments, the development of a new on-line programme Huia Te Reo; the establishment of our publishing house Te Tākupu; collaboration with other educational institutions such as the Waikato-Tainui College for Research and Development and the Whitireia Polytechnic. These initiatives and others are the result of considered strategies by Te Mana Whakahaere and effective implementation by our staff.

Te Mana Whakahaere has established three sub committees to assist in its governance role. All these committees have worked closely with our executive and staff to advance the interests of the Board and Te Wānanga o Raukawa. The Audit and Risk Committee have ensured an unqualified audit and overseen improvements in financial management and board reporting resulting in an improved financial monitoring rating by the TEC. The Planning Committee despite an interim change in leadership maintained a close involvement in the development of our 2013-2015 Investment Plan “Hei Whakamaunga Atu”. Te Mana Whakahaere provided input at all stages of development and the plan was well received by the TEC. Our Paihere Tangata Committee had the major role of guiding Te Mana Whakahaere through the process of re-engaging our tumuaki for a further period of five years. This was achieved with the endorsement of terms and conditions by the State Services Commission, acceptance by the tumuaki and the final approval was given

by Te Mana Whakahaere.

The Wānanga has also been host to members of the New Zealand Qualifications Authority (NZQA) External Evaluation and Review Committee. The process involved an extensive preparation by all sectors of Te Wānanga o Raukawa including Ngā Purutanga Mauri, Te Mana Whakahaere, Iwi representatives and staff. This was the first such review conducted under the new NZQA Mātauranga Māori framework and had challenges for all involved.

The final report has not yet been agreed.

Te Mana Whakahaere enjoys a close working relationship with Ngā Purutanga Mauri who comprise representatives of our three founding iwi and provide advice and guidance to Te Mana Whakahaere to ensure our unique delivery is maintained and the principles and kaupapa that we promote and operate within are upheld at all times. Te amokapua of Te Mana Whakahaere and the tumuaki attend and participate fully in their monthly meetings.

Te Mana Whakahaere has also been closely engaged in the Targeted Review of Qualifications by NZQA. Te Wānanga o Raukawa is concerned that the rangatiratanga over programmes developed with input from iwi members would be seriously undermined should the review progress in the manner proposed.

It is reassuring to note that after careful consideration the NZQA elected to defer Wānanga developed qualifications from the review to allow the full implications for Wānanga to be considered and a way forward agreed. We are optimistic that such a path will be found.

A further milestone has been achieved with the agreement by the Secretary for Education to the assignment of $17.97m plus interest to the Te Wānanga o Raukawa Foundation.

This was an integral element of the 2008 Waitangi Tribunal Claim settlement negotiated with the Crown and enables Te Mana Whakahaere to now proceed with the appointment of the inaugural Chair of the Foundation and the transfer of this capital fund. We look forward to working with the Foundation to advance matters of mutual interest for the benefit of Te Wānanga o Raukawa.

TE MANA WHAKAHAERE

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During the year the composition of Te Mana Whakahaere has been affected by the resignations of Professor Sir Mason Durie who left following his retirement from Massey University. He will be sorely missed by Te Mana Whakahaere but there is no doubt his involvement with Te Wānanga o Raukawa will continue in other ways. We also lost Michelle Hippolite who was successful in her appointment as Chief Executive of Te Puni Kōkiri and Michelle goes with our best wishes. We were also affected by the absence of Willis Katene who took a leave of absence to recuperate from illness. We look forward to her early return. The membership and representation of Te Mana Whakahaere together with current vacancies at the end of 2012 is as follows:

Finally, I wish to acknowledge each member of Te Mana Whakahaere for their contribution in what has been a year of considerable challenge. The work of Te Mana Whakahaere and our sub committees including our Academic Board and staff committees is very much appreciated. We also acknowledge the significant contribution made by our tumuaki and her team. Their dedication in ensuring we continue to advance as a Wānanga in maximising our contribution to the survival of Māori as a people is fundamental to our continued success.

Members’ representation, name and qualifications Te Rōpū Whāiti o ngā Tauira Tuihana Babbington

Ngā Purutanga Mauri Robin Hapi MBA (With Distinction)

Ngāti Raukawa John Barrett

Ōtaki and Porirua Trusts Board Willis Katene MMMgt, BA (Hons), DipART

Te Rōpū Whāiti o ngā Tauira Hariata Christensen Massey University Professor Sir Mason Durie** KNZM, MB, ChB, DPsych (McGill), DLitt, Hon LID (Otago), FRANZCP, FRSNZ

Victoria University Wally Penetito , PhD, MA, DipTchg

Minister of Tertiary Education Eddie Ellison, BCA Michelle Hippolite BSW**

Non-academic Staff Mere Ropata-Box

Tumuaki Mereana Selby MMM, BA,DipTchg, DipBil Tchg, DipDA

Queenie Rikihana, BMM, DipART, Dip Journalism, PpK, Cert Taiahoaho, Cert Kaumātua Skills

Academic Staff Helen Taiaroa PhD, MA(AppNursing)

Kapiti Coast District Council Penny Gaylor, BA (Hons)

Minister of Tertiary Education Vacancy

Te Āti Awa Christopher Gerretzen

Minister of Tertiary Education Vacancy

Robin Hapi Te Amokapua/Chair - Te Mana Whakahaere Ngāti Kahungunu MBA (With Distinction)

Ngāti Toa Rangatira Jeanette Grace BEd (Adult Teaching), PGrad Dip Rehabilitation, Cert International Indigenous Diplomacy Studying towards a PtAT **

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Resigned or retired during the year

TE MANA WHAKAHAERE

TE MANA WHAKAHAERE

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MEMBER

MEETINGS ATTENDED

Robin Hapi

February 27, April 23, June 25, August 20, September 7 19, October 29, December 3

Helen Taiaroa

February 27, April 23, June 25, September 19, October 29, December 3

6

Penny Gaylor

February 27, June 25, August 20, October 29, December 3

5

Queenie Rikihana

February 27, April 23, June 25, August 20, September 6 19, December 3

Michelle Hippolite

February 27, April 23, June 25, August 20, September 6 19, October 29

Wally Penetito

February 27, April 23, August 20, October 29

Tumuaki

TOTAL

4 Mereana Selby

Mereana Selby

February 27, April 23, June 25, August 20, September 7 19, October 29, December 3

Willis Katene

February 27

Mere Ropata-Box

February 27, April 23, June 25, August 20, September 7 19, October 29, December 3

Chris Gerretzen

February 27, April 23, June 25, October 29, December 3

5

Eddie Ellison

6

Mason Durie

February 27, April 23, June 25, September 19, October 29, December 3 April 23, June 25

2

Hariata Christensen

June 25, August 20

2

Tuihana Babbington

August 20

1

Notes:

1.

2.

3.

4.

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Willis Katene was granted leave of absence from April onwards the September meeting was an unscheduled special meeting Mason Durie retired in June Michelle Hippolite resigned at the October meeting.

TE MANA WHAKAHAERE

1

A strong performance in giving expression to our ten kaupapa in 2011 provided a solid platform on which to commence our contribution for this year. Two years had passed since the whole of organisation reshape was implemented which, on reflection, impacted for a longer time than was anticipated while the many dynamics of the newly constructed Kāhui and Whare settled in and kaimahi gained confidence in undertaking their new roles and responsibilities. There was a more stable feel about the organisation as the 2012 year got under way.

A wonderful testimony to the contributions of so many over the years was the completion of our new institute for lifestyle advancement, Ngā Purapura. This substantial facility, a ten-year project in its concept development, design and construction, was opened on 25 February. A ceremony fitting such an occasion and in line with Tainui kawa was set out by our Purutanga Mauri. Accordingly a large dawn gathering, on hearing the first bird call of the morning, witnessed the commencement of the karakia and formalities. We were fortunate to have a group currently under the tutelage of Te Panekiretanga mātanga, Pou Temara and Te Wharehuia Milroy, perform the opening ceremony. A breakfast hākari followed, then a full day of celebrations including guest appearances from the Central Pulse netballers and the Wellington Saints basketballers. We were particularly pleased to open our new facility to the local community who came in large numbers to see what we had been up to. The reactions were very positive.

The building has considerably improved the quality of facilities at the campus. It enhances the student residential experience and our ability to express manaakitanga. It speaks of our commitment to contributing to the health and well-being of our people. The quality of its distinctive design and kaupapa was recognised with a supreme award at the New Zealand Best Design Awards ceremony and at the Concrete Sustainability Awards.

Our own self-assessment tool, the Kaupapa-Tikanga Matrix, has guided and measured our activities for ten years. We have been, for the most part, happy with how this has worked for us. We believe a framework that measures our performance against inherited values keeps us safely within and accountable to tikanga Māori. While we have received criticism about the detail this tool covers and the number of measures it applies to our performance (more than 100), we have not shied away from its scrutiny.

Through this assessment tool we have come to understand a great deal more about ourselves and can identify strengths and weaknesses in our provision. This year we resolved to undergo a bigger review of the matrix so as to address issues of currency, language use and consistency, alignment with other work plans, aspirational statements and ideas that emerged from our two-day staff strategic planning hui. The result is a sharper, more user friendly assessment tool that staff can recognise their contributions to. We look forward to its implementation in 2013.

TUMUAKI

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Student Profile 2012 • • • • • • •

97 percent of our student body is Māori 73 percent of our provision is at degree or post-graduate level 59 percent of our students learn at marae or other sites local to them the average age of our students is 39 nearly two thirds of our students study with us part-time 2259 students enrolled with us 26 percent are under 25 years.

Despite a strong showing in 2011 we were faced with yet another round of TEC imposed performance funding penalties this year. The positive outcomes achieved in 2011 as the result of a comprehensive improvement plan led to an easy decision to continue with more of the same. Our aim was to consolidate. We needed to assure ourselves that the progress made in 2011 was not a “harore rangi tahi”. It was welcome news to us at the end of the academic year to find that the hard work of our staff and commitment by our students had resulted in another three percent improvement in course completions.

We remain unwilling to heed the advice of the TEC to do away with our open entry policy. Te Wānanga o Raukawa will not put more barriers in front of many of our people who want to learn and develop but don’t make the cut elsewhere. We do require our students to undertake studies into their iwi and hapū and te reo. It is immensely challenging for most, but also, they say, hugely rewarding. Although tough to tackle, it is these curricula that reclaim the cultural capital that has been lost and with it, the Māori mind. They influence most the goal we aspire to; our survival as Māori. This work and the level of challenge required to undertake it is not appreciated or understood by our funders who continue to apply a one-size-fits-all mechanism that punishes our language and culture revival efforts. We are not deterred.

The name for our profile, Hei Whakamaunga Atu, was inspired by a line in the waiata tangi composed by Te Rauparaha, Tērā ia ngā Tai o Honipaka. Hei Whakamaunga Atu also serves as our Investment Plan. Our TEC funding is approved at the current level for the next two years. There will be no increase despite our improved performance and related request to the Commission to enable us to claw back some of what has been lost through funding penalties imposed over the last two years. We wish to reset ourselves on a path of growth.

Until this year Te Wānanga o Raukawa had not moved into trades provision despite many conversations about it. An engagement with Whitireia Polytechnic led to an arrangement for the delivery of their one-year pre-trade carpentry programme at our campus. The course got underway in July attracting a number of locally based Māori students. The group were given the name Tupu Kāmura by our Purutanga Mauri. Their presence has added a new and positive dimension to our campus. In 2013 a four-bed-room house will be constructed on campus by Tupu Kāmura. Te Wānanga o Raukawa is pleased to have collaborated with Whitireia Polytechnic to enable a new education option for our people. The model, we believe, is replicable which opens up other possibilities for broadening our education provision and contribution to our people.

A project undertaken in collaboration with a group of our reo staff produced our first online offering, the Poupou Huia Te Reo. The original idea was around developing a course for broadcast on our local radio station, Reo FM. It was made available on-line as well and we found more than 90 percent opted for this. This course has drawn interest widely both internally and abroad. The allure of language learning at home and at the learner’s convenience and pace was seen in the unexpected high uptake of the course. Language learning is usually a very public activity and a tough test of the learner’s inhibitions. This provision appears to have addressed many of those anxieties. The experiment has given us the confidence to continue down this path. A plan to develop more on-line options in 2013 is underway.

Following the broadcasting of Huia Te Reo on radio, discussions were held around the prospect of locating the radio station at the Wānanga campus. This was not a new concept for us. The first local radio station, Te Reo o Raukawa, operated out of Te Wānanga o Raukawa in the 1980s. The impact of the radio broadcast of Huia Te Reo is seen as a potential prototype for much more of our academic provision and Wānanga activities to be shared with our community through radio. This is appealing to us. The new Te Wānanga o Raukawa based Reo FM will begin broadcasting in 2013.

In June we enjoyed a successful two-day strategic planning hui with staff. A busy programme included key addresses, kaupapa exploration and workshop activities. The hui affirmed the adoption of a new vision statement for our Wānanga, Kia Māori ā tātou Mokopuna. This statement: •

• •

•

• •

preserves the intent of the Whakatupuranga Rua Mano iwi development plan in that it looks to the next generation and beyond is an adaptation of a related strategy, Kia Māori 24/7 : 2040 captures the purpose of Te Wānanga o Raukawa to focus on the needs of our people and to contribute to the survival of Māori as a people reaffirms the Māori model and the goal to produce Māori graduates competent in their ability to think and behave as Māori elevates the importance of intergenerational intervention in education by implication, reaffirms the place of te reo and iwi and hapū studies in our provision.

1

2

Later in the year, exploration commenced into the establishment of a business/ commercial arm, dubbed Ngā Mahi a Māui, for Te Wānanga o Raukawa. This entity would manage and grow those commercial activities already in place in our organisation and also provide a mechanism for facilitating new opportunities. Our bigger vision is that of increasing our financial independence so that our ability to determine the pathways we seek to follow is increased with minimal influence from external bodies, especially kāwanatanga. The work is progressing well with a business plan expected in the new year.

Whakatupuranga Rua Mano – iwi development plan launched by the Raukawa Trustees in 1975. It was from this plan that Te Wānanga o Raukawa emerged.

Kia Māori 24/7 – a strategy designed and promoted through a range of activities by Daphne Luke and Whatarangi Winiata

1

2

16

TUMUAKI

TUMUAKI

17

Our publishing unit, Te Tākupu, is growing its expertise in producing a variety of publications in both English and Māori. Mai i te Kākano, written by one of our kaiāwhina, Hēni Jacob, is a milestone in our publishing. Complex technical work was required in its compilation. The book addresses language errors commonly heard in kōhanga reo and kura kaupapa Māori, and every day conversational phrases that are often incorrectly said. It was no surprise to us that it won a national award for Ngā Kupu Ora, Māori Book Awards. A complimentary copy has been sent to all kōhanga reo in the country.

Our stalemate with the New Zealand Qualifications Authority over their Targeted Review of Qualifications and the new programme approvals process continued throughout this year without reaching a mutually agreeable conclusion. The imposition of a new process designed to address a problem that we understand but don’t believe is relevant to us has had a prejudicial effect on us. We are now into the third year of no new programme development as the qualification ownership and management issues are not yet resolved. The stunting of our development and inability to respond to our people is of grave concern to us. It does not make sense that in order to solve one problem another is created. We see the claiming of ownership or rangatiratanga of our qualifications through their being located in the “public domain” as akin to confiscation. This concern is borne out by the range of new rules that can then be applied by the NZQA to our qualifications, including assigning them to another provider if it is deemed appropriate.

Our position is that intellectual property developed at Te Wānanga o Raukawa is ours, as is the decision on how, where and by whom our qualifications are delivered. There have been a number of engagements with NZQA to resolve our concerns. Their offer to us for exemption from the process until 30 June 2013 to allow a solution to be found has been helpful to us. To date, though, we remain at odds.

It was within the context of this problem that, in August, we embarked on the external evaluation review of our organisation. The NZQA appointed panel spent five days on campus with us. Our organisation was the first to trial the new Mātauranga Māori Evaluative Quality Assurance tool. Although we understood the tool to provide for assessments to be made within a kaupapa framework there appeared still to be a strong link to the TEC performance indicators as carrying the weight of influence in what was counted as quality performance in our institution. We found ourselves having to urge the panel away from the Crown education performance indicators and into our own kaupapa/tikanga assessment framework (the Crown measures are contained within it) in order that they might gain a fuller and more valid picture of what occurs in our organisation. The matrix reflects the big picture and our commitment to the goal of maximising our contribution to the survival of Māori as a people. It is to our dismay that the new tool allows for the Crown measures to achieve the ascendant position in a Wānanga review. The reports (one in Māori and one in English) confirm the approach we feared. Discussions will be had with NZQA in the new year at which time our concerns will be tabled.

Our marae based activity, Mai i te Ūkaipō, continues to comprise around 60 percent of our provision. Marae based staff bring a high level of passion and commitment as they work with their own people in a most meaningful way. Many speak of the impact on small communities that degree level education has in growing capacity, improving employment prospects and increasing capability and confidence. The transformation that education brings about is felt by all those close to the students and has an intergenerational effect. This year marks the first time we have delivered our Tāhuhu Mātauranga Māori from sites other than our campus. This masters level course is now being taught at the Waikato-Tainui Endowment College, and at our marae-based sites at Te Araroa and Kaikohe.

Our Poupou Karanga course attracted a high number of enrolments this year. Very popular at our marae sites, the course was offered fee free. The uptake, around 195 EFTS, exceeded our expectations and, eventually our capacity to deliver. It clearly addressed a need on our marae.

Our senior scholars group, Ngā Purutanga Mauri, who are kaumātua of our founding iwi, meet monthly to review and discuss activities and performance of our Wānanga. There is no more important point of accountability than this. Their presence is a source of strength and stability for Te Wānanga o Raukawa.

The year concluded with graduation celebrating the efforts of 1008 students who completed qualifications. The opportunity to acknowledge them and those that supported their Wānanga journey is one we enjoy. We missed our kuia, Pōwhiri Lawton, who had passed away several weeks earlier. As the morehu kuia of Ngā Purutanga Mauri the loss of her support and guidance is deeply felt. Haere rā e kui. Moe mai i roto i te rangimārie.

Mereana Selby Tumuaki Ngāti Raukawa MMM, BA, DipTchg, DipBil Tchg, DipDA

We were pleased to once again host a Kura Reo at Te Wānanga o Raukawa. The 150 participants were treated to tutoring by highly regarded language exponents including Tīmoti Kāretu, Te Wharehuia Milroy, Materoa Haenga, Pania Papa, Te Pairi Blake, Paraone Gloyne and Pakake Winiata.

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TUMUAKI

TUMUAKI

19

Academic Board The Academic Board is a subcommittee of Te Mana Whakahaere and reports to them at regular intervals. Its role is to lead and direct academic activity and ensure academic standards are maintained. The Board meets monthly.

Kahukura Kemp

So that there is constant staff development in te reo and deepening and widening of our knowledge of kaupapa, the Board recommended that up to 30 percent of a full time position be dedicated to whakatupu mātauranga, decided upon, confirmed and supported by kaihautū.

To balance this, staff were expected to give the same amount of personal time to their study.

Te Kāhui Whakatupu Mātauranga took responsibility for development of bridging courses, development of content for Theory and Understanding of Wānanga and gathering data about graduates of the Wānanga for the period 1984-2011.

The New Zealand Qualifications Authority (NZQA) Targeted Review of Qualifications Level 3-6 was an agenda item for most of the year and generated a lot of discussion.

Issues of particular importance to the Board were the separation of the qualification from the programme; ownership of qualifications; changes to the look and feel of our level 1-6 programmes over the next three years and the NZQA review process. The matter was reported to Te Mana Whakahaere who were fully supportive of the Board’s view and keen for the Wānanga to protect its intellectual property. Our difficulty with the Targeted Review also caused a halt to our seeking NZQA approval to develop new programmes, however the Board noted that we should continue to design programmes that meet a need and not be discouraged because the Crown cannot accommodate us.

The academic sub committee held discussions with individual whare about possible course restructuring through the integration of a specialisation, Iwi / Hapū studies and Reo studies. The matter was referred to Te Kāhui Akoranga and is ongoing.

Programme review panels for the Tāhuhu Whakahaere, Poutuarongo Toko Mana and Poutuarongo Puna Maumahara were approved.

Programme review reports for the Poutuarongo Ahunga Tikanga (carried out in 2010), Poutuarongo Te Rangakura Kaiwhakaako, Poutuarongo Mātauranga Māori (carried out in 2011) Poupou Mātauranga Rorohiko/Poupou Rorohiko, Tāhuhu Whakaakoranga and Tāhuhu Whakahaere were received and approved and forwarded to Te Mana Whakahaere for endorsement. The Board regularly reminded itself about the need for monitoring and implementation of mātairua within all programmes.

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ACADEMIC BOARD

New poupou level programmes were introduced: Poupou Huia te Reo, Poupou Whakahaere, Poupou Tupunga Hapū and Poupou Hiko-rau.

Retention and completion was an ongoing focus throughout the year. A decision was made early in the year to establish a mid year cut off date for assignments from noho 1 and 2 in order to improve the quality of student work and space the completion load for a good educational experience and to assist students to learn about discipline and meeting deadlines. There was general acceptance that it be viewed as a mid year stocktake and review to ensure that students complete.

The Board was pleased that the total Equivalent Full-time Student (EFTS) completion rate was over 60 percent and that we exceeded our 2011 result. However, it remained concerned about courses with low completion rates and directed academic kaihautū to work on solutions and a way forward. The tumuaki acknowledged the Board’s work throughout the year, noting from the completion rate that we continue to go forward and that we can continue to improve.

Composition of the Board Area Member Te Whare Pukapuka Maewa Kaihau Te Pūtahi Whakawhiti Pārongo Leanne Barnard**

Sonya Daly Mai i te Ūkaipō Denise Hapeta Te Whare Toi Hemi Tahuparae Te Whare Kōkiri Hohaia Collier Iwi/Hapū/Reo Heitia Raureti Te Whare Mātauranga Manurere Devonshire Te Whare Oranga Meihana Durie Hāpai Akoranga Kirsten Hapeta Pou Akoranga Pakake Winiata Pou Whakahaere Oriwia Raureti Pou Whakatupu Mātauranga Petina Winiata Tumuaki Mereana Selby Purutanga Mauri Akuhata Akuhata Te Whare Whakatupu Mātauranga Huia Winiata Te Rōpū Whāiti o ngā Tauira Tuihana Babbington **

Alternate Marie Waaka Mark Taratoa Bromwyn Hapi Pip Devonshire Maria Collier Mike Paki Rob Kuiti Claire Rewi Hana Rawiri

Ani Mikaere

Leanne Barnard transferred to the Office of the Tumuaki part way through the year and Sonya Daly was subsequently appointed kaihautū.

Kahukura Kemp Executive Officer – Office of the Tumuaki Te Āti Awa, Ngāti Raukawa, Ngāti Toa Rangatira Dip. MMgt, Dip. ART, PpK, PpMT

ACADEMIC BOARD

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Organisational Arrangements Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira founded Te Wānanga o Raukawa in 1981 and have a continuing presence.

IWI PRESENCE Raukawa Marae Trustees (Native Purpose Act 1936); the founding body of Te Wānanga o Raukawa; each of its three constituent Iwi appoints a member of Te Mana Whakahaere

Te Ahorangi and other Purutanga Mauri (Scholars and kaumātua of Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira) who appoint a member of Te Mana Whakahaere

GOVERNANCE

The Ōtaki and Porirua Trusts Board (Ōtaki and Porirua Trusts Act 1943); an educational trust of Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira who appoints a member of Te Mana Whakahaere

GOVERNANCE

Te Mana Whakahaere (Education Amendment Act 1990 comprises 17 appointed/elected members) • Te Kotahitanga o Te Āti Awa, o Ngāti Raukawa me Ngāti Toa Rangatira • The Crown • Regional education and local governance bodies • Staff and students • Tumuaki

MANAGEMENT Academic Board is appointed by Te Mana Whakahaere (Education Amendment Act 1990). chaired by the Tumuaki provides advice to the board

Pou Akoranga

MANAGEMENT

Tumuaki (appointed by and reports to Te Mana Whakahaere) responsible for all academic and administrative matters

Pou Whakatupu Mātauranga

Pou Whakahaere

Te Mana Whakahaere Sub Committees Audit and Risk Planning Paihere Tangata

Nau mai haere mai ki mai, Nau mai haere Wānanga o Raukawa ki teTe Wānanga o Raukawa

Te Whare o te Tumuaki

The iwi presence: Te Kotahitanga o Te Āti Awa, o Ngāti Raukawa me Ngāti Toa Rangatira: Representatives of the three iwi, Ngāti Raukawa, Te Āti Awa and Ngāti Toa Rangatira form the ART Confederation and provide representation along with the Ōtaki and Porirua Trusts Board. The Trusts Board administers an education trust established to benefit ngā tamariki of the confederation.

Representatives from the Wānanga meet with each iwi, the Raukawa Marae Trustees and the Ōtaki and Porirua Trusts Board to share views about the future of the Wānanga and its performance.

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ORGANISATION ARRANGEMENTS

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2012 MARAMATAKA

KOHITĀTEA

POUTŪTERANGI

PIPIRI

HŌNGONGOI

MAHURU

WHIRINGA-Ā-RANGI

JANUARY

MARCH

JUNE

JULY

SEPTEMBER

NOVEMBER

Distance learning sites confirmed.

Māori Television campaign underway.

Mai I Te Kākano book launch.

Kura Reo Language Immersion Course hosted TWoR campus.

Hui Rumaki Reo 3 language immersion residential.

Te Aho Summit – Kia Māori 24/7. Hosted at TWoR Campus.

Poupou Huia Te Reo launched on Radio and Online.

Kei Tua o Te Pae National Conference jointly hosted by Te Wāhanga, NZCER and TWoR at Ōtaki campus.

Ōtaki Rotary Club hui.

HUITANGURU

PĀENGAWHĀWHĀ

Noho 1 Academic year commences.

Noho 2 Te Wānanga o Raukawa – Open Day.

Fulbright Outreach presentation hosted at TWoR campus.

Ngā Purapura opens.

Life to the Max hui.

Hui whakakaupapa – all staff strategic planning day.

FEBRUARY

APRIL

Ngāti Porou Rangatahi Council hui.

Te Wānanga o Raukawa – Student Open Day. Marae based studies (MBS) promotions underway.

E Tū Ake - Design and Art, Artists exhibition at Te Papa (April - June).

Whitireia Polytechnic carpentry course info hui hosted at TWoR campus.

HARATUA

MAY

Kahu Ora - Design and Art artists exhibition at Te Papa (June October).

Hui Rumaki Reo 1 language immersion residential.

Emerging Artist and Student Awards to TWoR Design & Art artists.

Smoking cessation mentoring training.

MBS staff training to deliver Matauranga Māori and Poupou Karanga at MBS sites.

Staff first aid training courses.

Promotions evenings for Heke Reo.

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Tū Toa Kura - girls’ netball hosted at TWoR campus.

Ngāti Raukawa kaumātua hui.

National Breast Screening Unit located and operated at TWoR campus.

2012 MARAMATAKA

Ōtaki Dental Services located and operated at TWoR Campus.

Community Connections training hui hosted at TWoR campus.

Te Iringa Kōrero Postgraduate Year 2 Waikato/Tainui based students hosted at TWoR campus.

Music CD launch for Māori language band ‘Iwi’ hosted at TWoR campus.

2000 visitors and graduates come to Ōtaki Campus.

Ngā Whakatupuranga - Design & Art artists exhibition at Rotorua Museum of Art and History (July – October).

HERETURIKŌKĀ

Te Rā Whakapūmau Te Rā Whakawhanaunga – Staff team building.

WHIRINGA-Ā-NUKU

AUGUST

OCTOBER

Hui Rumaki Reo 2– language immersion residential.

Hui Rumaki Reo 3 language immersion residential.

Te Māreikura o Tainui – Postgraduate studies kaumātua hui from Hamilton hosted at TWoR campus.

Student completions drive commences.

Toi Tū, Toi Matanui, Toi Te Kupu Design & Art artists exhibition at Mahara Gallery.

NZQA Mātauranga Māori Evaluative Quality Assurance external evaluation review commenced.

HAKIHEA

DECEMBER

Te Wānanga o Raukawa Open Day. Promote TWoR to the Community.

Unveiling of Miria Te Kakara Carvings.

2012 MARAMATAKA

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Ngā Kaupapa o Te Wānanga o Raukawa

Kotahitanga

The following are the kaupapa (values) accepted individually and collectively as the defining values. These working definitions draw on Te Wānanga o Raukawa’s own understanding from the body of knowledge, mātauranga Māori and the teachings of the Wānanga.

Kotahitanga involves developing and maintaining a unity of purpose and direction and avoiding approaches and decisions that lead to division and disharmony. A commitment by the institution through oneness of mind and action to achieving its vision would be the expression of kotahitanga. All are actively encouraged to make their contribution, to have their say. What is best and appropriate for the institution will be agreed and determined collectively.

Manaakitanga People at Te Wānanga o Raukawa endeavour to express manaakitanga, or mana enhancing behaviour towards each other as staff and students and to others, taking care not to trample on another person’s mana. The concept of manaakitanga includes understanding tapu and mana, those special aspects of Māori which derive from their spiritual nature. Staff and students express mana-enhancing behaviour such as fairness and generosity towards each other, taking care to show respect and consideration. In pōwhiri on the marae, for example, the objective is to deal with the tapu and mana of the tangata-whenua and manuhiri in an enhancing, positive way. In our relationships with others we are aware of mana, our own and theirs.

Rangatiratanga Rangatiratanga is the expression of the attributes of a rangatira (having chieftainship) including humility, leadership by example, generosity, altruism, diplomacy and knowledge of benefit to the people. It also means having a commitment to the community, using facts and honest information as well as legends and stories to make a case, relay a message or explain things in a way which binds people together, facilitating rather than commanding.

It is the fourth principle (self-determination) of Whakatupuranga Rua Mano. Te Wānanga o Raukawa acknowledges, aspires and encourages through the learning environment and in all of its activities, the rangatiratanga of individuals, whānau, hapū and iwi. It understands the importance of walking the talk, following through on commitments made, manaakitanga, integrity and honesty.

Whanaungatanga Whanaungatanga is about being part of a larger whole, of the collective. Our people are our wealth. This system of kinship, including rights and reciprocal obligations, or utu that underpin the social organisation of whānau, hapū and iwi should be part of the life of the institution. Māori are related to all living things and thus express whanaungatanga with their surroundings. Whanaungatanga is about knowing you are not alone, but that you have a wider set of acquaintances that provide support, assistance, nurturing, and guidance and direction when needed. Interdependence with each other rather than independence is the goal. Defined roles for kaumātua, mātua, rangatahi, tāne and wāhine are also part of whanaungatanga.

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NGĀ KAUPAPA O TE WĀNANGA O RAUKAWA

Wairuatanga An emphasis on the fostering of wairuatanga is a unique feature of the Wānanga.

Wairuatanga is about understanding and believing that there is a spiritual existence for Māori in addition to the physical. The physical world is represented by te ao mārama, surrounded and connected to ngā rangi tūhāhā and ngā pō, the spiritual realms. The spiritual world is an important part of reality for Māori, which is integral to day-to-day activities and necessary for their successful endeavours. Māori represent and live these realms, having both a taha kikokiko and a taha wairua. Māori are intimately connected spiritually to their environment, maunga, awa, moana and marae, all of which have their own wairua.

The wairua of a person requires nourishment as regularly as the tinana, and the forms of nourishment differ among people. The environs of Te Wānanga o Raukawa are nourishing and nurturing of the wairuatanga of staff and students. Ūkaipōtanga Ūkaipōtanga is about having a sense of importance, belonging and contribution. It shows the importance of tūrangawaewae, te hau kāinga, for people to ground themselves to the land and home. Through ūkaipō Māori will find themselves, their strength and their energy. Having a place where you belong, where you count, where you are important and where you can contribute is essential for Māori wellbeing. As a whole person with your identity intact, you can make your contribution.

Te Wānanga o Raukawa is considered more than a place of employment. The benefits derived from people being stimulated in their work and study, feeling energetic, believing they are important and having a contribution to make are considerable.

The presence of Iwi and Hāpū Studies as a generic programme of study highlights the importance of this kaupapa.

Pūkengatanga Te ako, te pupuri, te waihanga, teaching, preserving and creating mātauranga Māori and having recognised abilities in these areas is a reflection of pūkengatanga. Excellence in mātauranga Māori academic pursuits is fundamental to the purpose of the Wānanga.

This should not be to the exclusion of mātauranga drawn from other traditions, but the mātauranga Māori continuum is the priority and the focus at Te Wānanga o Raukawa.

Kaitiakitanga

NGĀ KAUPAPA O TE WĀNANGA O RAUKAWA

27

Preserving and maintaining the existence, core capability and viability of Te Wānanga o Raukawa so it can continue to fulfil its functions and duties, is the essence of this kaupapa. This kaupapa has several facets including:

a. the preservation of taonga, e.g. te reo, tikanga, kōrero-a-iwi

b. ensuring quality and safety in all activities

c. maintaining prudent financial management policies and practices to

ensure Te Wānanga o Raukawa does not encounter financial distress and

d. accountability to the founding iwi, Te Mana Whakahaere, and to the

Crown.

Financial wellbeing is but one aspect of this kaupapa. It is important for viability purposes, however it will never be viewed as a primary motivator for Te Wānanga o Raukawa.

Whakapapa Whakapapa represents our common ancestry and history and the responsibility that we have to past and future generations. This responsibility can be a source of inspiration and motivation for all of the activities of the Wānanga. It also provides the basis of a connection between all of the people involved in the work of the Wānanga.

This is essential to the Māori world view. As a people we trace our descent from te kore, to te pō and eventually through to te ao mārama, where we are grounded to Papatūānuku and look upwards to Ranginui. Māori descriptions of the creation, conception to childbirth, the growth of a tree and the acquisition of knowledge are all whakapapa based recitals.

Ranginui and Papatūānuku and their children are here and now, our tūpuna are beside us. As such we become one with these ancient spiritual powers and carry out our role in creation and contribution to our future. This is whakapapa.

Te Reo Māori Te Reo Māori is valuable as the principal language for expressing tikanga and mātauranga Māori.

Halting the decline and promoting the revival of te reo Māori has been a central focus of activity within the Confederation of Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira for nearly three decades. As such, te reo Māori has been identified as a kaupapa of the Wānanga, and its revival central to not only the academic pursuits of the Wānanga, but to all of its activities.

Te reo Māori is the medium through which Māori articulate and communicate meaning and understanding, about their world view. The survival of our people as Māori will be enhanced if te reo Māori survives. We will not be able to maintain our uniqueness as a people without it.

Our planning, policies, development, course proposals, and staff development have incorporated into them processes and facets that promote te reo Māori and ensure its survival within this institution and amongst our people.

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NGĀ KAUPAPA O TE WĀNANGA O RAUKAWA

29

Ngā Kaihautū Ngā Kaihautū monitors the management of the Wānanga in its day to day activities.

It meets monthly, receives reports from the tumuaki, pou and kaihautū and makes recommendations as appropriate.

A new work plan document (Mahere Mahi) was developed in 2012, the purpose of which was to refine and clarify tasks, to be led by kaihautū. It contained twelve goals, each with associated objectives. The focal point of the document was “that students have an excellent student experience”. The document was presented at each meeting, refinements made and updates given throughout the year so that progress could be clearly seen. It will be reviewed annually.

Kaihautū were encouraged to share the Profile/Investment Plan document Hei Whakamaunga Atu with colleagues and to implement it within their whare. This document has a five year span and will become the basis for our Strategic Plan. Many of the new measures came from the Mahere Mahi. Division of responsibilities between Te Kāhui Whakatupu Mātauranga, Akoranga and Whakahaere were identified. A Whakatupu Mātauranga Plan drawn up by Te Whare Whakatupu Mātauranga was approved.

Te Whare o te Tumuaki

Financial matters were reported at each meeting. Our finance area was assisted greatly by a chartered accountant. However, a major contribution was made by the Pou Whakahaere that included revamping and simplification of financial management systems, incorporation of divisional (whare) budgets and development of new processes.

Throughout the year comment was made about the good management of whare budgets.

Reaching the enrolment target, and retention and completion were a focus for a good part of the year. To assist achievement of the EFTS target it was agreed to offer certain fee-free courses, with the proviso that each course must have a minimum of twenty five enrolments. One of these was Poupou Huia te Reo, an innovative online language acquisition course that proved to be highly popular.

Regular reports were received from Te Ohu Peha Tūranga Kōrero, a committee established to advance the creation of a facility to house carvings by the late Te Whetūmārama o te Ata Kereama of Ngāti Manomano. The guidance of Ngā Purutanga Mauri in matters of tikanga was helpful. All in all it was a very busy year.

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TE WHARE O TE TUMUAKI - NGĀ KAIHAUTŪ

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Paihere Tangata

Ngā Kaihautū comprises the following: Tumuaki Pou Akoranga Pou Whakatupu Mātauranga Pou Whakahaere Executive Officer Kaihautū, Te Whare Manaaki Tangata Kaihautū, Te Whare Manaaki Whenua Kaihautū, Te Whare Toi Kaihautū, Te Whare Kōkiri Kaihautū, Te Whare Iwi/Hapū/Reo Kaihautū, Te Whare Mātauranga Kaihautū, Te Whare Oranga Kaihautū, Te Whare Hāpai Akoranga Kaihautū, Te Whare Hāpai Kaupapa; Paihere Tangata Kaihautū, Mai i te Ūkaipō Kaihautū, Te Whare Whakatupu Mātauranga Kaihautū, Te Pūtahi Whakawhiti Pārongo/ Te Whare Tahā **

Mereana Selby Pakake Winiata Petina Winiata Oriwia Raureti Kahukura Kemp Marie Waaka Mātārae Royal Hemi Tahuparae Hohaia Collier Heitia Raureti Manurere Devonshire Meihana Durie Kirsten Hapeta Sharmaine Cook** Aneta Rawiri Denise Hapeta Ani Mikaere Huia Winiata Leanne Barnard** Sonya Daly

Sharmaine Cook took maternity leave part way through the year and her kaihautū responsibilities were conducted in her absence by Aneta Rawiri.

Leanne Barnard transferred to Te Whare o te Tumuaki part way through the year and her kaihautū responsibilities were taken up by Sonya Daly. Te Pūtahi Whakawhiti Pārongo was subsequently merged into a new whare, Te Whare Tahā, which had combined responsibility for Te Pūtahi Whakawhiti Pārongo and Hāpai Kaupapa.

Paihere Tangata continues in its principal task to maximize its contribution to the fulfillment of the pepeha ‘E kore au e ngaro, he kākano i ruia mai i Rangiātea’ by supporting the organization with sound kaupapa- based practice.

In 2012 there were several staff movements which included the kaihautū taking parental leave. During this time Paihere Tangata was managed by a senior staff member from another area.

Staff study increases the pūkengatanga of Te Wānanga o Raukawa and is encouraged and Sharmaine Cook supported by the office of Paihere Tangata. It was pleasing to see the staff study records reflect successful staff study in 2012.

Manaakitanga is practised by offering excellent staff benefits as well as support for staff development as part of annual personal development discussions.

Paihere Tangata represents a high percentage of the annual budget and care is taken to manage leave entitlements, salary reviews and other budgetary matters in accordance with good kaitiakitanga principles. This includes regular monitoring, reporting and providing timely advice to the tumuaki and ngā kaihautū. This is reflected in the salaries and wages cost for the year of $9,680,182.30, a considerable saving on the previous year.

Teaching staff in full time employment Female Male

Allied staff in full time employment

52% 48%

Female Male

67% 33%

Equal Opportunity in Education and Employment Te Wānanga o Raukawa supports and encourages equal opportunity in the provision of employment and education. The majority of our staff are Māori which is a natural outcome of our obligation to maximise our contribution to the survival of Māori as a people.

Kahukura Kemp Executive Officer – Office of the Tumuaki Te Āti Awa, Ngāti Raukawa, Ngāti Toa Rangatira Dip. MMgt, Dip. ART, PpK, PpMT

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TE WHARE O TE TUMUAKI - NGĀ KAIHAUTŪ

TE WHARE O TE TUMUAKI -PAIHERE TANGATA

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Ngā mahi a te Karauna

Equal Opportunity in Education and Employment Kaupapa Manaakitanga

Opportunity Offer open entry to study Support and encourage appealing employment arrangements for staff and providing staff and kaiāwhina with research support and personal development

Rangatiratanga

Appropriate appointments of competent staff for teaching at relevant levels Nurturing, developing and reflecting rangatira attributes amongst staff, kaiāwhina students and their whānau

Whanaungatanga

Marae based delivery sites established in response to hapū and iwi approaches Developing policies consistent with whanaungatanga amongst staff and students

Kotahitanga

Prioritising the development of unity within the wānanga Encouraging participation in wānanga research conferences

Wairuatanga

Staff and students able to express their spirituality, participate in karakia, mihimihi and pōwhiri Continued development of a wairua nourishing and nurturing environment including teaching in natural venues

Ūkaipōtanga

Constantly refining PaihereTangata practices Foster a sense of importance, belonging and contribution among staff and students

Pūkengatanga

Encouraging the creation of knowledge Ongoing academic and pastoral support for students

Kaitiakitanga

Contributing to the survival and wellbeing of Māori as a people Investing in the future educational advancement of Māori

Whakapapa Reo

Encouraging research into the Māori World View Giving priority to the survival and well-being of Te Reo as a taonga

Sharmaine Cook Kaihautū – Paihere Tangata Ngāti Raukawa

Ngā mahi a te Karuana is a division of Te Wānanga o Raukawa that monitors and informs the tumuaki of government education policy changes and the effects of any changes which occur. More importantly, all policy changes that impact on Māori tertiary education and Māori learners.

Aneta WiNeera and Leanne Barnard

The tertiary reforms and the accompanying levels of compliance has seen a strengthening of resouces in this area and this small team now has a staff of two people whose main role is: • • • • • • • •

•

Policy analysis, monitoring and reporting Crown compliance Regular meetings with the Crown Legal compliance and reporting to Te Mana Whakahaere Te Tauihu o Ngā Wānanga support Research, preparation and compilation of the annual report and audit Research and compilation of the Investment Plan Support and preparation for the Matauranga Māori framework (MMQA) with the New Zealand Qualifications Authority (NZQA) Project work as requested by the Tumuaki.

2012 was an interesting and challenging year as the Wānanga reached the end of a plan period. Concurrently, as we were concluding our obligation in the expiring plan, research and planning the way forward was underway for the next plan period of 2013-2015.

Over a period of time Te Wānanga o Raukawa has been involved in the design of the Mātauranga Māori Quality Assurance (MMQA), External Evaluation Review (EER) tool.

In August 2012 the MMQA EER was conducted with the New Zealand Qualifications Authority. Te Wānanga o Raukawa was the first tertiary provider to be assessed using this tool. Central to design and use of this tool is a kaupapa/tikanga framework. The final report is not yet to hand.

In the later part of the year preparation for the Annual Report and the Audit consumes a significant amount of time. It has been a busy year with a high level of compliance and policy monitoring and reporting to inform and support the tumuaki.

Aneta WiNeera Ngā Mahi o Te Karauna Ngā Puhi, Ngāti Kahungunu ANZIM

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Leanne Barnard Ngā Mahi o Te Karauna Ngāti Raukawa PTRK

TE WHARE O TE TUMUAKI -NGĀ MAHI A TE KARAUNA

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Pou Akoranga He whakarāpopototanga tēnei nāku, nā te pou akoranga, i ngā pūrongo mō Te Kāhui Akoranga. E ono ngā Whare o Te Kāhui Akoranga, ko Te Whare Iwi, Hapū, Reo, ko Te Whare Toi, ko Te Whare Kōkiri, ko Te Whare Mātauranga, ko Te Whare Oranga tae atu ki Te Whare Hāpai Akoranga. Ka mahi tahi ngā kaihautū o ia whare me te pou akoranga hei whakatutuki i ngā whāinga matua a Te Kāhui Akoranga.

Nō te mutunga o te tau nei i whakapūmautia ai tōna tino whāinga, koia ko tēnei: Pakake Winiata

Kia whakatupuria he kāhui pūkenga whai mana, e tō mai nei i te marea e ngākaunui nei ki te whai i te mātauranga e kounga ana, ka mutu, e ora ai rātou.

Te Kāhui Akoranga

To develop a community of scholars whose reputation is established and growing, who in their own right as beacons are attracting students to their programmes which in terms of quality, are second to none.

The Kāhui Akoranga engaged in many areas of endeavour as we strove to fulfil the vision statement set out above.

Manaakitanga Improving the students’ educational experience continued to be a major area of activity to improve our retention and completion rates. Work undertaken in 2011 was continued in 2012 including: • • • • •

• • • • •

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Being discerning at enrolment time Providing full academic counselling Providing all relevant information in confirmation/welcome packs The Enrolment to Noho 1 plan implemented for all students Te Taituarā Ākonga (TTA) fully operational and resourced with an effective calling regime Ensuring an inspiring Noho 1 experience TTA providing post-noho telephone support towards completion of assignments Exercising the effective withdrawals process TTA continue providing pre and post noho support through the year On-going thorough reconciliations throughout the year.

TE KĀHUI AKORANGA - POU AKORANGA

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Our 2010 completion rate was 43%.

There were 400 graduates.

In 2011 the completion rate rose to 58%.

There were 605 graduates, a 50% increase.

In 2012 the completion rate rose to 61%.

There were over 1000 graduates, a 68% increase.

The Kāhui Akoranga will continue with this process to increase our completions rate.

We have come to the realisation that this work should be seen as similar to a marathon rather than a sprint. Effort must be maintained at a high level.

The Wānanga hosted a Taura Whiri Kura Reo for five days for 120 participants in July.

Our staff and some students availed themselves of the expert tutors and students in attendance. The Wānanga is now an established venue for this programme that is similar in age to the Wānanga.

Kotahitanga The kaihautū of the Kāhui Akoranga met monthly to discuss academic issues and plan for new developments including: 1. The development of Centres of Excellence

The other major aspect of manaakitanga we have begun planning around is attracting students to the Wānanga (further comments under Kaitiakitanga).

2. Engaging in whakatupu mātauranga activities of significance to Māori

Rangatiratanga

4. Looking after the student from enrolment through to employment

We continued a high level of engagement with TEC and NZQA in 2012. The TEC engagement was on-going work around expanding the Education Performance Indicators (EPIs) and meeting our completion targets. Some progress was made on both fronts. The work with NZQA was less fruitful and included our decision to cease supporting the development of the Mātauranga Māori Evaluative Quality Assurance (MMEQA) programme and the Targeted Review of Qualifications (TRoQ). We had been quite involved in the development of the MMEQA, however we were not happy with losing the rangatiratanga over our programmes in the TRoQ process, so we eventually withdrew from both. The major issue is maintaining our rangatiratanga over our taonga. At the moment we have TEC determining the size of our provision and NZQA the form of our provision.

5. Ongoing improvement in our completion rate

We continued developing our relationships with Māori and other organisations including Te Taura Whiri i Te Reo, Te Wānanga o Aotearoa, Te Tauihu o Ngā Wānanga, Te Kura Reo o Raukawa and the Waikato-Tainui College for Research and Development. We also began collaborative work programmes with Whitireia Polytechnic, Nelson-Marlborough Institute of Technology and the Clean Tech Park here in Ōtaki.

11. Working towards academic independence

Whanaungatanga We continued to engage with our pito, marae and kura around the motu, with several new groups joining the network and some leaving. Enhancing quality, staff development and retention and completion are the major areas of work, as the bulk of our provision occurs on the marae. The pito and marae have asked that a single point of contact (a one stop shop) be established at the campus. This planning began at the end of 2012.

The opening of Ngā Purapura (Institute for Māori Lifestyle Advancement) in February heralded a new level of engagement with the Ōtaki community, with public memberships made available. A number of community sporting and cultural events were also held in Ngā Purapura this year.

3. Establishing a Te Reo Māori Academy for research and development

6. Supporting staff to pursue their study/research passion and to complete studies in teaching 7. Refining the academic model to utilise synergies and create a realistic study load 8. Establishing a One Stop Shop for marae base sites 9. Committing to a blended learning approach 10. Establishing an Alumni group

12. Working towards financial independence.

These activities were included in the new Investment Plan 2013-2015 agreed with TEC. The staff of the Wānanga continued to perform well at events where they were asked to participate, including open days, promotional events, graduation and at other times.

Wairuatanga The opening of Ngā Purapura at dawn in February was an important campus wide wairuatanga activity. This was done by a team of in-training tohunga of the Mata Punenga group. Similarly, the Kura Reo held in July was reported by staff and students as an important wairua nourishing event. People were uplifted by these events.

In October the new carvings adorning Miria Te Kakara were unveiled in a traditional ritual.

Towards the end of the year, we began to come together on a Monday morning for karakia as a campus in Ōtaki, the thought being that this activity would be an appropriate wairuatanga start to the week’s work.

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Ūkaipōtanga Further development work occurred to establish seven whare pūkenga or centres of Excellence. Each centre to be developed will ensure they are: •

providing the highest level of quality provision

•

engaging in research and development that impacts on the quality of provision

•

assisting students to secure employment – relationships with employers, industrial parks, franchises etc.

•

assisting staff to become scholars and beacons

•

developing funding streams for their non-teaching activity

•

run by dedicated managers, allowing the kaihautū to provide academic leadership.

Whare managers were appointed in three of the whare to oversee the everyday management and administration of the whare and free up the kaihautū to provide academic leadership and contribute to activities that are campus wide. This development is to be reviewed in 2013.

A number of critical staffing issues were also addressed in 2012, ensuring that whare were adequately staffed to deliver quality programmes. The staffing needs of each whare were assessed and responded to. This was the first major staffing provision exercise since the reshape in 2010.

Pūkengatanga The Kāhui Akoranga continued its work to develop scholars and beacons, provide an excellent student experience and lift quality in the classroom. Up to 30 percent of staff positions are dedicated to whakatupu mātauranga and or study activities. A further improved staff completion result for 2012 was achieved (78 percent). In their discussions in 2012, the kaihautū akoranga group came to the view that staff studies should focus on ensuring that some form of teacher training is undertaken by all academics, and further improvement in te reo Māori capability occurs. In addition, staff should be supported to pursue their research passion.

The Tāhuhu Mātauranga Māori was delivered for the first time off campus and 58 students from around the country engaged in four delivery venues. A team of dedicated teachers delivered this course. The completion rate was over 75 percent.

NZQA came 20-24 August 2012 to undertake the first all of organisation external evaluative review using the new MMEQA tool. A selection of poupou, heke, poutuarongo and tāhuhu courses were evaluated and also the governance of the institution. Some concerns were raised during the five day visit, including the focus on the EPIs from TEC and the use of questions not suggested in the MMEQA tool. Some three months later a report was produced that the Wānanga will discuss with NZQA before accepting its findings.

Kaitiakitanga The Wānanga as a whole has become an institution focused on health and well-being, exercise and nutrition from a tikanga and kaupapa Māori perspective. The Poupou Pakari Tinana was completed by many staff and continued to be popular in 2012. Ngā Purapura is now a permanent part of the life of this place and is hugely influential.

As our EFTS have declined over the last few years, so has our contribution to the survival of our people. A series of hui to address this issue took place in 2012 and are on-going.

A plan is under development to address the attracting of students to Wānanga studies.

The plan will include the importance of the student experience, quality delivery, study workloads, course currency, resourcing promotions correctly and having a vocational outcome, among other things.

Whakapapa An exciting development in 2012 was the bringing together of a group to progress the erection of an educational facility to house the whakairo completed by Te Whetū Mārama o te Ata Kereama. The discussions over a series of months led to the development of a concept that includes a lecture theatre, the campus library, a student hub and a reception area where the carvings will be prominent. The building will be an acknowledgement of our whakapapa links with the ART confederation.

A series of hui took place in the second half of the year to bring together our various planning documents towards producing one set of statements. This was a very important activity that resulted in the production of Hei Whakamaunga Atu, our statement on work to be undertaken in the next 3 years. It is also our investment plan for TEC. Each of the three kāhui, together with the Office of the Tumuaki has determined what each will lead and support.

The pou herenga positions continue to develop as posts to coordinate our activity around the campus. The Wānanga wide view is important for this place.

The Wānanga also developed a number of new poupou or certificate programmes in performing arts, whaikōrero and te reo Māori. These programmes were Te Wānanga o Raukawa approved courses. Together with the existing Poupou Karanga and Poupou Pakari Tinana, a considerable increase in sub-degree provision occurred. This development needs to be carefully monitored, as the Wānanga intends to remain primarily a degree granting institution.

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Te Reo

Ngā Akoranga o te Iwi, o te Hapū me te Tari Reo

The pou akoranga continued in a teaching role at Te Panekiretanga o Te Reo and the coordinating role for tohunga development group - Te Mata Punenga. The Pou Akoranga was part of the 2012 tutoring team for the Kura Reo programme of Te Taura Whiri and attended four Kura Reo as a tutor and kaiwhakahaere.

Kotahi tonu ngā tari e rua nei, arā ko Ngā Akoranga o te Iwi, o te Hapū (IH) me te Tari Reo (Reo). Kua riro mā te whare kotahi nei ngā āhuatanga motuhake o te kākano i ruia mai i Rangiātea e whakatairanga ake; ko te reo me ngā āhuatanga whānui o te hapū me te iwi.

The Wānanga wants to undertake another push in the capacity of the ART confederation in te reo Māori. The establishment of the Wānanga was as a result of the desire of the founding iwi to revitalise the language. The capacity of the staff in te reo Māori has also been highlighted as a priority.

Heitia Raureti

Pakake Calm Winiata Pou Akoranga Ngāti Raukawa, Ngāti Whakaue, Ngāti Awa Dip Adult Ed, BMA(Hons), MMM, Te Panekiretanga o Te Reo

Whai wāhi ana ēnei kaupapa e rua ki ngā tohu katoa o TWoR, kei te herea tonutia me uru ngā ākonga ki ēnei akoranga.

Te Kākano i Ruia Mai Kei ngā akoranga IH ka whāngaitia ngā ākonga ki ngā pūkenga e whai hua ai te rangahautanga o ngā kōrero mō te whānau, mō te hapū, mō te iwi, otirā mō te ākonga ake anō. Mā reira e hōhonu ake ai te puna mātauranga me te puna pūkenga o te ūkaipō.

Tērā te kōrero e mea ana “Ko te reo te whare e iriiri ai te mātauranga Māori.”Me mātua mōhio te tangata ki te reo e ruku ai i te hōhonutanga o te mātauranga o ngā tūpuna. Nā konā ka mate tā te ākonga whai i te reo Māori. Ka pakari te reo, ka tuwhera te whatitoka ki te whare o te mātauranga.

He mea whakaako ēnei kaupapa ki ngā Pito katoa hoki o tēnei wānanga i roto i ngā tau. I te tau 2012 ka pērā anō te āhua. Nō te tau i mua mai, e mĪharo ana ngā whakatutukitanga a ngā ākonga i roto i ēnei kaupapa, kua kake anō i te tau kua taha ake nei. Mō te nuinga o ngā akoranga o te Iwi o te Hapū, o te Reo hoki, kua hipa kē atu ngā putanga i tōmua tau.

Me mihi ngā ākonga ka tahi, ngā ringa toihaunui o ngā pito ka rua. Nā pango, nā whero i oti katoa ai tēnei mahi nui whakaharahara!

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He Tohu Rangatira, he Mahi Rangatira hoki E kī ana te kōrero ko te manaakitanga te tohu o te rangatira. He mea hāpai tēnei kaupapa e ngā kaimahi katoa. Whakapau werawera ana mātou ki te tautoko i ngā ākonga. Ka tuku reta, imēra, waea hoki i mua, i muri hoki i ngā noho. Ka hui ā-kanohi atu ki a rātou i ngā noho katoa. Ka manaakihia hoki ngā kura tautoko i tū ai i ngā Pito. Arā noa atu ngā kaimahi o te whare nei, o ngā pito hoki i whakatangetange riaka kia whakatutuki ngā ākonga i ā rātou mahi. Ka tae atu ana ki ngā rā whakamutunga o te tau akoranga, ao noa, pō noa, ka pau katoa ō rātou kaha ki tēnei kaupapa.

completions

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Nō te tau 2012, i whakarewahia ai tētehi rautaki hou. Ka whakatauria he rā kati i waenganui o te tau. Ko tōna tikanga, ka mate te tuku mai i ngā aromatawai o te noho tuatahi, tuarua hoki i mua i taua rā. Ko te hunga tōmuri ka whai whakaritenga motuhake e oti pai ai ngā mahi, ka whakarerea rānei. Koia tētehi rautaki hei patu i te pōturi e noho toka ana i roto i a Ngāti Taihoa.

E whakapaetia ana kua tutuki tonu tā mātou i whai ai, kei te tokomaha o ngā ākonga i puta ai te ihu te taunakitanga!

He Waihoe Tahi Mai anō i te tīmatatanga o Whakatupuranga Rua Mano, e whakamomori ana te iwi nei ki te whakarauora i te reo. Nō roto anō i te tau kua hori ake, kua whai waka anō e kawe atu ai te reo ki te kāinga o tēnā o tēnā o tātou. Ka tuituia ngā akoranga ki te tino o ngā waka kawe mātauranga o te ao rorohiko nei, arā te ipurangi. Kāti ake ka tīkina atu tētehi o ngā akoranga o te Heke Reo, ka hurihia hei Poupou. Ka whakawhitia ngā akoranga hei akoranga reo irirangi, akoranga ipurangi hoki. Inā rawa te nui o te mahi, kāore i taea e te whare kotahi. Ka whakawhirinaki a Tari Reo ki a Whare Tahā, mĪharo ana ō rātou pūkenga ipurangi, reo irirangi hoki. Warea katoatia a Tari Reo ki te mahi nui nei, ka mahue mai he kōwhao ki ērā atu o ngā akoranga, ka riro mā ngā kaimahi o Tari kē atu hei whakakī. Me kore ake te waihoe tahi o ngā tari e ū ai te reo ki ngā whare o te marea.

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Aro nui ai te Poupou nei ki te reo o te kāinga. Ko te whai ia, kia whakatōkia te reo o ia rā ki te ngākau o ngā ākonga, māna anō e hāpai ake ki tōna hapori ake, kia mau anō i a rātou te reo e whai take ana ki te katoa. E rua ngā horopaki matua, ko ngā pakiwaitara Pākehā e mōhiotia whānuitia ana e ngā reanga katoa. Ko te mahi a tētehi whānau hoki, e kawe ana i ngā kīanga o te whare. Ka whakatauirahia ai ngā kupu me ngā kīanga ki ngā horopaki e rua nei. Ka tāpirihia he akoranga, he taumahi hoki e titi ai te mātauranga ki te hinengaro o te ākonga.

Kāore he painga o ngā ara e rua nei hei whakamau i te ākonga ki āna mahi. Kei te nuinga o ngā whare he reo o te motu irirangi, he ipurangi hoki. Koia ngā taputapu matua i kawe atu ai i ēnei akoranga ki ngā whare. Kua kore ngā ākonga e takahi i ngā huarahi o te motu kia tae atu ai ki ngā akomanga. Waihoki i whakakorehia te utu, kia māmā ake ai te urunga mai. Nā konā i turaki ai ngā taupā e tāmi ana i te whaitanga o te reo.

Kāti ake kua hua mai tēnei o ngā akoranga hou e tohu ana i te ara mātauranga ki mua. Ākuanei pea ka noho tēnei o ngā akoranga hei tauira ki ngā whare katoa o te wānanga.

Nō te mutunga o te tau, ka huri anō a Tari Reo ki te whakahiko i tētehi akoranga atu anō. Koia te tau tuatahi o ngā akoranga mai tawhiti. Kua tōia mai tētehi o ngā pūkenga o Te Ātaarangi hei kaiwhakahou, kaiwhakahiko hoki o te kaupapa nei. Ko te whai ia, kia whakarewahia tēnei o ngā akoranga i te tīmatatanga o te tau 2014.

E whakataukī ana hoki a Iwi Hapū, ka whakahoutia ngā akoranga i roto anō i ngā tau e tū mai nei kia whai wāhi ai te ipurangi ki ngā akoranga. Kua whakaakohia kētia ētehi o ngā akoranga mā te ipurangi. Nā kua puta te whakatau ka huri ētehi o ngā kaimahi o te

whare ki te ako i tēnei rautaki whakaako. Hei te tau e tū mai nei ka tukuna ngā Pūkenga tokotoru ki ngā akoranga mō tēnei tū āhuatanga. Māna, mā te tokotoru anō ngā tikanga e whakaako ki ngā Pūkenga katoa o te whare.

He Ata Ahau nō te Tangata Tokomaha ngā ākonga kua hono atu anō ki ō rātou ūkaipō i roto i te tau kua taha ake nei.

Koia te whāinga matua o ngā akoranga IH. Kei te herea ngā akonga o te paetahi me te paerua kia hoki atu ki te kāinga, hahu ake ai i ngā kōrero kua roa pea e moe ana. Ka āta rangahautia ngā kōrero a ngā kaumātua; ngā kōrero hoki mō ngā marae, ngā hapū, ngā iwi, ngā toi, ngā rangatira, te ora o te reo, te ora o te hapū, ngā reo ōkawa, ngā taonga.

Ka noho tonu ngā tuhinga hei puna kōrero mā te iwi i ngā tini tau e tū mai nei. Mā roto tonu i tēnei tūkanga ka pakari te tangata hei pūkenga mō ōna rahinga. E hia nei ngā mano kupu kua puta i te tau kotahi mō ngā iwi huri noa. E kore rawa ngā puna nei e mimiti. Koia pea tētehi o ngā rerekētanga o te wānanga nei, mā te iwi anō te rangahau a ngā ākonga, ehara mā te ākonga anahe, ehara hoki mā Te Wānanga o Raukawa!

Anei e hora ake ana ko ngā kaimahi o te whare nei kua oti i a rātou ngā mahi nunui o te tau kua mahue ake.

Riria Ropata Nganeko Wilson Mihinui Daly Larisa Winterburn Karangawai Marsh

Gael Paki Kelly-Anne Ngatai Milton Rauhihi Lupa Daly James Ratapu

Jovita Floyd Rochelle Paranihi Mike Paki Sonya Daly Heitia Raureti

Tokomaha atu anō ngā kaimahi i hāpai ake ai i ēnei akoranga ki ngā pito, e kore e taea te katoa te whakahua. Me mihi ki a rātou katoa ka tika. Kei ngā pito te nuinga o ngā ākonga, ka mutu i riro mā rātou anō te ahi kā e whāngai atu ki te kaupapa nei. Inā te mahi he rangatira!

Whakakapi E pērā tonu ana te kiko o ngā kaupapa e whakatairangahia ana e te Whare nei. Nō te tau 2012 ka whakarewahia he tikanga hou hei waka mōna. Totoro atu ana te ringa ki te hangarau o te ao hikorau, māna ngā akoranga e mau atu ai ki ngā tōpito katoa o te motu.

E whakapaetia ana, hei iho ēnei kaupapa mō te kākano i ruia mai i Rangiātea, mō te iwi Māori anō hoki. Kia kaha rā tā tātou whai i ngā huarahi e horapa haere ai tēnei puipuiaki nei ki ngā whare Māori o te motu!

Heitia Raureti Kaihautū – Ngā Akoranga o te Iwi, o te Hapū/ Tari Reo Ngāti Raukawa, Ngāti Rangitihi LLB, MReo, Te Panekiretanga o te Reo

Poupou=certificate

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Hemi Tahuparae

Te Whare Toi

The Mahara Arts Review, held in May, was a selected exhibition which showcased the creative talents of the Kapiti to Horowhenua region. One of our staff members won the Emerging Artists award and a year 3 student received the Student Award.

The academic programmes that sit within Te Whare Toi are: Toi Whakarākai (Carving and Weaving), Hikorau (3D Animation) Whare Tapere (Literary Performing Arts) and Puna Maumahara (Information Management).

‘Toi Tū, Toi Matanui, Toi te Kupu’, held at the Mahara Gallery was a collaboration of thought provoking reo phrases composed by kaiāwhina Heeni Jacob tailored to complement each of the artworks created by students, associates and tutors of the Wānanga. Exhibitions supported by staff and kaiāwhina included the ‘E Tū Ake’ exhibition curated by Te Papa which opened in Paris, France displaying the finely woven copper cloak of staff member Diane Prince and kaiāwhina Sonia Snowden’s intricately woven kete whakairo

A key focus for Te Whare Toi is the arts in their multi-faceted forms. Students are introduced to the art forms and processes of tūpuna Māori, which have been handed down through the generations, to gain an understanding of taonga and their origins.

The journey begins with an insight into the theoretical, practical application and composition: whether it is 3D animation depicting iwi narratives; the composition of waiata and mōteatea encompassing symbolism, imagery and social values providing a window into the past; whakairo rākau giving a physical presence to thought embellishing the visual landscape, to raranga continually weaving muka threads into ‘Te Kahu Mutunga Kore’ the endless cloak’. Puna Maumahara gives voice to our taonga ensuring their kōrero remains intact for the generations to come. All of these elements complement each other on the journey forward into the contemporary Māori art movement of today.

A collection of art works created by staff and students are regularly exhibited throughout the various facilities on campus. Short term exhibitions were set up throughout 2012 to enhance conference rooms throughout the Wānanga. These artworks are regularly viewed by the local community, visitors and staff. Te Whare Toi to a large degree has a visual component: kāore he kupu tū atu i te kitenga.

Local community contributions for 2012: Year 3 students of Te Whare Toi under the guidance of tutor Te Rangi Kapiki Fraser contributed to ‘Te Kawa o te Ako’ the new student whare at Ōtaki College which reflects the guiding principles of the college.

The carving of amo and maihi saw a collaboration of the more traditionally known materials coupled with new mediums such as the laser cut aluminium inserts to reflect the ever changing times and challenges for rangatahi.

The aim of our programmes is to create repositories; a knowledge base belonging to iwi, hapū; and whānau, and as such is underpinned by whakapapa, genealogically linking whānau, hapū and iwi to their taonga tuku iho. Taonga tuku iho refers to those possessions that iwi, hapū and whānau consider to be the most precious and valued, which have genealogical links and are handed down to succeeding generations to ensure iwi, hapū and whānau identity and whakapapa remain intact.

With so many changes occurring in the tertiary landscape, 2012 proved to be a challenging year. Te Whare Toi campus staff and marae based staff at Huakina, ably assisted by the staff in Te Taituara Akonga (student support) with support mechanisms in place, met those challenges with a great deal of enthusiasm. The success at the end of 2012 for students and staff who met their targets and those who walked the graduation stage was testimony to the level of energy that was exerted by all.

2012 provided Te Whare Toi with many opportunities to be involved in a number of toi related kaupapa locally and nationally. One such example was the ‘Kahu Ora’ exhibition held at Te Papa. Te Whare Toi provided ten weavers who were on a roster system to fulfil five days a week for a four week residency demonstrating traditional weaving techniques and material preparation to a national and international audience.

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Another local community contribution in 2012 by Te Whare Toi was the involvement with the district council in a cultural advisory capacity in terms of design work and the manufacture of arts works by year 1 students under the guidance of tutor Chris Gerretzen for the revamp of our township. Each of the designs reflects the local environment and community.

Another high point for Te Whare Toi was the completion and the opening of the whakairo for the mahau of Miria te Kākara. The carvings on the amo, maihi and kōruru depict the ten guiding principles of Te Wānanga o Raukawa with the kōruru at the centre symbolising the starting point, the seed ‘Te Kākano’ taken from the well known tribal maxim ‘E kore au e ngaro, he kākano i ruia mai i Rangiātea’ (I am a seed sown from Rangātea, I shall never be lost’). The project was a collaboration by year 2 students of Te Whare Toi and many staff members of Te Wānanga o Raukawa who gave freely of their time.

Whether it is whare tapere, hikorau, toi whakairo or puna maumahara, deeply embedded in the arts are the tribal icons, the sign posts that make each and every iwi, every hapū unique. Te Whare Toi will continue to strive to create opportunities for our people to enhance their environment, to give a visual presence and voice to their stories Hemi Tahuparae Kaihautū – Te Whare Toi Ngāti Rangi, Whanganui BDA

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Student Profile

Maramatanga Ruby Davis

TĀHUHU WHAKAHAERE GRADUATE Maramatanga Ruby Davis Ngāti Karewa, Ngāti Tahinga One of the many special characteristics of Te Wānanga o Raukawa is marae based studies (MBS). For those of us pursuing educational qualifications, MBS provides a learning environment at my local marae and amongst my people. This was one of the main reasons I chose to study for the degree of Tāhuhu Whakahaere (Postgraduate Management) at Te Wānanga o Raukawa.

Incorporated in the Tāhuhu Whakahaere papers and complementing those papers is Te Reo Māori and Iwi and Hapū studies. Te Reo Māori facilitated communication, relationship building and reinforced the kawa and tikanga of my Iwi and Hapū. The advantages of Iwi and Hapū studies are many; however the main advantage in my opinion is gaining an understanding of identity fashioned by generations of tūpuna. To me, having identity as a Māori is the first critical step in the survival process.

My contribution and obligation to future generations is to impart the knowledge fashioned by my koroua and kuia and gained by me through Iwi and Hapū and Te Reo studies. In addition the management skills I have gained through my specialist subject will define my management practice in my work with kohanga and kura Māori, at the marae and on the various trusts with which I am associated.

Over the past two years, I have juggled being a mother of four, a wife, a student and a relieving teacher. At the completion of my studies I accepted a casual teacher position at Manukau Institute of Technology with a view to expanding my horizons while at the same time relief teaching at the local primary school. More importantly, my prospects of becoming a full-time teacher at the local primary school or alternatively teaching at our local kura kaupapa Māori are enhanced by my degree. I attribute my future prospects to Te Wānanga o Raukawa and in particular to the Tāhuhu Whakahaere tohu I have gained. It has not been easy but the constant help of the staff from Te Wānanga o Raukawa has been instrumental in my little moment of success.

‘E tipu e rea, mo ngā rā o tou ao, ko tō ringa ki ngā rākau a te Pākēhā hei ara mō to tinana: ko to ngākau ki ngā taonga ā ō tīpuna Maori hei tikitiki mō tō mahuna: ko tō wairua ki te Atua nāna nei ngā mea katoa’.

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Te Whare Kōkiri Te Whare Kōkiri manages programmes in whakahaere (management), toko mana (administration), tupunga hapū (hapū development), kaute (accounting methods) and hangarau pārongo (communications technology). Each of these areas is managed by a dedicated pūkenga who is responsible to the pūkenga matua for the effective preparation, delivery, assignment marking and follow up support to students.

Hohaia Collier

The academic team has a breadth of knowledge that allows them to teach across each other’s programmes revealing a propensity towards pūkengatanga, kotahitanga and whanaungatanga. The robust internal administrative systems, designed, implemented and reinforced by the kaikōkiri matua express our rangatiratanga while having a natural symmetry with Wānanga wide administrative systems as an expression of kotahitanga.

Every staff member enrolled in studies in 2012 completed the credits for which they enrolled, realising their pūkengatanga. The credits for which they enrolled were carefully selected to ensure that they could fulfil their primary responsibility to our students. This expression of manaakitanga saw some spectacular results in the postgraduate area with our whakahaere students achieving 83.33 percent completion of Poutāhu credits and 91.27 of Tāhuhu credits. While in some individual courses at the undergraduate or heke and poutuarongo level has been challenging to achieve the completion rates above our target of 50 percent, overall the undergraduate degree programmes have met the target set.

In 2012 the Tāhuhu Whakahaere programme was selected as one of the programmes to be part of the external quality audit by the New Zealand Qualifications Authority (NZQA). This was the first time that Te Wānanga o Raukawa or any other institution had participated in the newly developed Mātauranga Māori External Quality Audit (MMEQA).

The programme was assessed against two categories, capability in self-assessment and educational performance. The final report has not yet been received.

We continue to deliver our programmes at sites in Kaikohe, Pukekohe, Kawerau, Rotorua, Fielding and Marton in response to those whānau and hapū wishing to learn at home.

This expression of ūkaipōtanga has resulted in whanaungatanga, reflected in the mutual trust and respect built up over a number of years between the whare and our people.

Of particular note was the second year of delivery of the Tāhuhu Whakahaere degree at Huakina in Pukekohe. This attracted 22 full – time poutāhu students who completed 88 percent of enrolled credits and 9 tāhuhu students who completed 83 percent of their enrolled credits. These are considered to be very good results in a competitive field of study, and reflects well on the manaakitanga of the Pukekohe staff toward our students and the whanaungatanga built up with the Ōtaki pūkenga. These and other marae based results are the outcome of kotahitanga, the collaborative efforts of both groups and the intense support efforts of the staff of Te Taituarā Ākonga.

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This unity of purpose is reflected in the ancestral saying: Ehara taku toa i te toa takitahi engari he toa takitini – My achievements are not through my efforts alone but through the efforts of many.

Te Whare Kōkiri completed an operational plan in 2011 for implementation in 2012.

There were a number of initiatives that we designed to achieve efficiencies in operations, better student retention, higher levels of student completion, 100 percent completion of staff studies, enhancing individual and collective reo capacity, and active participation in all Te Wānanga o Raukawa activities. We have been successful!

The highlights have been: • •

•

•

•

Operating within our budget as expressions of kaitiakitanga and rangatiratanga improving our student retentions rate through an ongoing support and communication process as expressions of manaakitanga and wairuatanga achieving higher levels of student achievement through mentorship administrative excellence and acting as conduits between students and other areas as expressions of kaitiakitanga, kotahitanga and manaakitanga achieving the target set for staff studies through commitment, support and personal study discipline reflecting pūkengatanga, manaakitanga and rangatiratanga creating an environment where te reo is placed in the ascendant through regular karakia, kauwhau and pānui sessions and supporting wānanga wide initiatives that do the same.

We have had a good year. We set out to pursue some milestones this year and have achieved those. This has only been possible with the leadership from our tumuaki, pou akoranga and the wider academic support area; the willing cooperation and support from the pou whakahaere and her operational area; the research support and encouragement from the pou whakatupu mātauranga and her team; the coordination of marae based deliveries by the kaihautū MBS and her dedicated team; and finally, the willingness of our students to make the time to support the Wānanga and to allow us to support them to achieve their aspirations.

Mehemea ka moemoeā ahau, ko au anake.

Mehemea ka moemoeā tātou, ka taea.

Te Puea Herangi

Hohaia Collier Kaihautū – Te Whare Kōkiri Ngāti Porou, Te Whānau a Apanui ONZM, BA L (UNE), MML, MMM, T Reo

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Te Whare Hāpai Akoranga

Programme Development

Te Whare Hāpai Akoranga supports the academic programmes, our students and facilitates some of the activities of the Academic Board. The whare is made up of three areas;

• • • •

•

• •

Programmes 2012

Te Tomonga and Ratonga Ākonga enrolments and student services Te Taituarā Ākonga student support; and Te Tumu Akoranga academic office.

Kirsten Hapeta

Te taituarā ākonga team continues to demonstrate their passion and dedication to provide manaakitanga to our students and assist them to achieve their study commitments.

It is extremely fulfilling to see students we have worked with making achievements throughout the year then walking the stage on graduation day. The systems put in place, including kura tautoko at venues around the country, have made a large contribution to the completion rates in 2012.

We are fortunate to also have equally dedicated, passionate and committed staff in the other areas of the whare who are rigorous in the management of our student enrolment and data systems and diligent in working with the academic areas to facilitate evaluation activities. Often working in the background, these staff are instrumental in our hāpai akoranga work.

The Mātauranga Māori Evaluative Quality Assuance (MMEQA) review hui in 2012 brought a number of staff, kaiāwhina, purutanga mauri, students and stakeholders together to discuss our programmes with a panel. It provided an excellent opportunity for people to share their stories. Throughout the week we were reminded over and over of the fantastic work that our staff do and of the important role of our Wānanga in the lives of our people.

The major challenge for our whare in 2012 was the New Zealand Qualifications Authority (NZQA) Targeted Review of Qualifications. The implications from this system including the question of rangatiratanga over our programmes have caused serious uncertainty about the approval and on-going ownership of our programmes. It saw a halt to seeking approval of new programmes and the development activity reduced significantly.

Discussions did progress in the last quarter of 2012 and it is hoped that the issues will be resolved in 2013.

Progress was made on the following new programme proposals: Poupou Huia Te Reo (a 13 week certificate programme) Poupou Whare Tapere (a one-year certificate programme) Poupou Tikanga (a one-year certificate programme) Poutuarongo Nursing, a bachelor degree

A collaborative arrangement was agreed with Whitireia Polytechnic to deliver a certificate level carpentry course. A number of areas are working on changes to their programmes with the impetus for making the changes from the internal programme reviews, which were held in 2011/2012. Programmes making changes include the Tāhuhu Whakaakoranga, Tāhuhu Whakahaere, Poutuarongo Ahunga Tikanga, Poutuarongo Hikorau and Heke Rongoā. Discussions on synergy of papers within programmes progressed in 2012. This will be a significant activity in 2013.

The following programme review hui were held: • • •

Tāhuhu Whakahaere Poutuarongo Puna Maumahara Tāhuhu Reo.

Monitor visits for the following programmes occurred: • • • • • •

Poutuarongo Kawa Oranga Poutuarongo Kaitiakitanga Pūtaiao Poutuarongo Te Rangakura PoutuarongoWhakaakoranga Kōhungahunga Heke Reo Tāhuhu Reo.

Monitoring reports for the following programmes were confirmed by Te Wānanga o Raukawa and received by NZQA: • • •

Poutuarongo Kawa Oranga Poutuarongo Kaitiakitanga Pūtaiao Heke Reo.

Kirsten Hapeta Ngāti Raukawa, Ngāti Toa Rāngatira, Te Āti Awa Kaihautū - Te Whare Hāpai Akoranga BMM, HKO, DipDA, NCC, CCS, PpPT

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Student Profile

POUTUARONGO TE RANGAKURA GRADUATE

Kahura Cameron with ngā tamariki at Levin East Primary School

Kahura Cameron Ngāti Raukawa, Ngāti Wehiwehi, Ngāti Tūkorehe Kahura is a father of three young boys and currently he and his family live in Ōtaki. He timed his teacher training to graduate the same year his eldest son started school at a local kura. At two years of age he went to live with his grandparents and his grandfather spoke te reo Māori on a regular basis. He acknowledges and appreciates the cultural survival of whakapapa, mātauranga Māori and te reo Māori.

Kahura enrolled in the Poutuarongo Te Rangakura programme in 2009. Job security was a priority and he has since secured a permanent, full time position with Levin East Primary School in 2012. The main challenges over the three years of study were the financial sacrifices he and his family made but the key goal of graduating with a teaching degree was the main focus. He currently teaches years five and six in a multi-cultural environment using te reo Māori on a daily basis.

He also supports the following activities: •

• •

Whānau liaison meeting with local community iwi and hapū members to coordinate pōwhiri, customary education, discussions with parents about any issue they may have with their tamariki and discussions with local iwi and runanga. assists with inter school and community sports coordination assists with teaching ngā tamariki kapahaka and supports the school’s kapahaka activities.

The main attraction for enrolling at Te Wānanga o Raukawa was the hui rumaki reo noho (total immersion language residentials), which are scheduled three times a year for each year of study. This was important to him as he could continue to focus on te reo Māori.

Iwi and hapu studies was an opportunity to document whakapapa and iwi and hapū history for himself and his whānau. He says when it is time and his boys are ready the information is there to pass on to them.

The experiences of whakawhanaungatanga are an everlasting memory. The friendships and camaraderie has continued since graduating from the programme. Logistics have not been a barrier with the introduction of Facebook, which was used over the three year period of study. This has continued to be the medium for communicating with colleagues, friends and family with questions and answers and general discussion being communicated across the internet.

On reflection Kahura believes that at Te Wānanga o Raukawa you are not just a number.

Due to the kaupapa Māori environment and learning, living and eating together he felt an enormous sense of belonging. Family life is full on and his philosophy is what goes around comes around. If you maintain a positive mind, positive things will happen, and they have.

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Te Whare Mātauranga The provision of teacher education opportunities for Māori in a kaupapa based institution continues to attract a wide range of students from throughout Aotearoa. They combine learning from a mātauranga Māori base through the iwi and hapū and te reo studies and specialisation (teacher education) components.

Our aim is to ensure that the student experience at Te Wānanga o Raukawa is a very positive one.

Manurere Devonshire

The uniqueness of the programmes, the support given by staff to ensure positive outcomes and experiences for our graduates, enables kura to plan ahead for the professional development of their staff.

To date, of the 32 graduates for this year, 24 have secured teaching positions in a wide range of kura in the primary sector including tikanga Pākehā, bilingual, immersion, kura kaupapa Māori and kura-a-iwi. Three students have employment in other education sectors, two students are awaiting position application responses and one student will continue studying at the postgraduate level in 2013. Te Taituarā and Kura Tautoko support students in their studies, with tutors available to assist with aspects such as learning, assignment writing, and time management.

Factors that contribute to the success of our programmes is the whanaungatanga and kotahitanga. This develops amongst students and staff very early in the year, and this remains with them even after graduation, and throughout their teaching careers.

Staff studies and research this year have included five students enrolled in postgraduate studies, one student in writing for the fifth publication of the Ūkaipō series, two students furthering their reo studies. Engaging in study and research is fully encouraged and supported by management. Staff attended conferences and seminars that will broaden and strengthen their knowledge base and reaffirm the value of what we do at Te Wānanga o Raukawa Hosting the very successful conference, Kei Tua o Te Pae and the publishing of the Āhunga Tikanga journal were highlights for the staff of Āhunga Tikanga programmes.

The graduates of the three year Ahunga Tikanga undergraduate degree have a sound understanding of tikanga Māori in both the historical and contemporary context. The students are introduced to Māori legal systems prior to contact with Pākehā and consider the influence of Pākehā values on Māori legal systems. They are able to critique the legal processes that we encounter in contemporary times.

Moana Jackson, Debbie Broughton and Mereana Pitman continued to enjoy their kaiāwhina contributions to the Āhunga Tikanga programme. Their manaakitanga is acknowledged by Te Wānanga o Raukawa: ka nui te mihi koutou. Strengthening staff capability in 2013 will be Debbie Broughton who has graduated with her Tāhuhū Āhunga Tikanga.

Our well resourced early childhood centre, He Iti Nā Mōtai, is adjacent to the campus and provides full child care facilities for staff and students’ tamariki as well as the public on a fulltime or casual basis. As an immersion tikanga Māori centre, four qualified pouako and two kaiako make every effort to raise the level of te reo. Their large mārakai encourages tamariki to care for Papatūānuku and develop their sense of kaitiakitanga.

At the postgraduate level, we are delighted to see an increase in the number of successful applicants awarded the Teach NZ scholarships for Māori medium teachers.

This scholarship enables teachers to be released from their schools to focus on their studies during the first year. The number of scholarships awarded to Te Wānanga o Raukawa has grown from 10 to 20. As well some students choose to enrol without the scholarship. The programme is delivered and assessed in te reo Māori.

The manaakitanga extended to students applies also to staff. One commitment that has been undertaken is supporting a staff member who is currently undergoing medical treatment. In a variety of ways we help enhance her wairua and general well-being. She has been an inspiration to us all and continues to fulfil her employment arrangements with strength and grace. The inclusion of a tari manager also provided support for kaihautū and staff. The aim for 2013 is to attract well qualified staff to fill positions in three of our programmes.

Integral to the distinctiveness of our programmes, is the contribution made by kaiāwhina.

Contributing to the pūkengatanga of our programmes these people support and enhance our programmes with their skills, experience and knowledge. Their manaakitanga is acknowledged by Te Wānanga o Raukawa at Matariki and again at the end of the year.

Kaiāwhina who are acknowledged this year include:

We have become creative in attracting students to our programmes. Word of mouth by students and social media is a successful strategy. Enrolments, retention and completion are a focus each year, staff have supported various annual events to promote and market.

The support we have from kura, kaiako and the tumuaki is critical and most appreciated.

Whakaakoranga: (4 programmes) Te Waari Carkeek, Hēni Wilson, Whatumairangi Hapeta, Harina Cooper, Tanirā Cooper, Yvonne Tahere, Anahera Taiaki, Maharata NikoraDavis, Hariata Green, Tāwhiti Kunaiti, Vicki-Anne Heikell, Kataraina Edmonds, Waratau Houia, Ruakere Hond, Leanne Clayton, Devianne Griffiths, Renee Kerehoma-Johnston, Sandy Lind, Riroroko Poike, Maraea Hunia, Amster Reedy, Hēneti Hammond, Pūrere Winterburn, Elaine Dyason, Keriata Kuiti, Amber Grace.

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Our graduates are in demand from kaupapa Māori sectors. The ability to view education through Māori eyes and the competence and confidence developed by students through our programmes is most heartening. We acknowledge also, staff members from other areas who have contributed and further enhanced our programmes. These include: Frank McNally, Heitia Raureti, Ani Mikaere, Joan Gray, Rupene Waaka, and Matene Climie.

These expressions of rangatiratanga, whanaungatanga and pūkengatanga made by staff members and kaiāwhina this year have been reflected in the improved completion rates across the programmes. Ka nui te mihi ki a koutou.

Manurere Devonshire Kaihautū - Te Whare Mātauranga Ngāti Raukawa, Ngāti Maniapoto TTC, DipBil Tchg, PpK, HKP, MMMgt

Mauri Tau – A multi-use, centrally located Kākano area in the atrium of Ngā Purapura for spiritual enhancement, contemplation and reflection.

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TE WHARE ORANGA Ngā Purapura, the Institute for Māori Lifestyle Advancement was opened on February 25th 2012. It represents over a decade of planning, development, investigation and exploration into future pathways, which will empower whānau, hapū and iwi to assert influence and control over positive outcomes in health and wellbeing for future generations. Ngā Purapura comprises four main kaupapa:

Meihana Durie

1.

2.

3.

4.

Provision of academic qualifications in Māori wellbeing (Poutuarongo Kawa Oranga & Poupou Pakari Tinana) Whakatupu mātauranga (knowledge growth, innovation and creativity) World class architecturally designed facilities for exercise, sport & nutrition Whānau, hapū, iwi and community wide engagement

The fundamental philosophy underpinning Ngā Purapura is based around Te Whare Tapa Whā, a holistic Māori wellbeing framework launched by Professor Sir Mason Durie at Raukawa Marae in 1983. Te Wānanga o Raukawa is now fully equipped to enrich the student experience on campus even further by providing mana and wairua enhancing experiences across each of the four domains of Te Whare Tapa Whā including: te taha wairua; te taha hinengaro; te taha whānau and now te taha tinana. The availability of a dedicated exercise, sport and nutrition focused facility means that students are now able to exercise throughout the day or night on campus in between class.

Services extend to provision of nutrition based services, smoking cessation based services and wellbeing is a theme central to all academic programmes within Te Whare Oranga.

The notion of Oranga Taiao for example reinforces the importance of the relationship between people and the wider physical environment. The way in which we engage and interact with the domains of Ranginui, Papatūānuku, Tangaroa, Tāne Mahuta and other environmental domains will ultimately determine the sustainability of the planet.

Moreover, an increased awareness of environmental issues will maximise our ability to live in greater harmony with the environment we inhabit. Students within the pūtaiao studies programme at Te Puna are committed to finding and developing sustainable solutions that will enhance prospects of whānau, hapū and iwi maintaining an enduring accord with the environment.

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Oranga Whānau is another critical element of wellbeing emphasised in Te Whare Oranga.

As the Whānau Ora initiative continues to gain traction across the motu it highlights a corresponding need to ensure that whānau, hapū and iwi have well qualified and suitably experienced people capable of empowering whānau to fulfil potential realise ambition and secure beneficial outcomes. The next decade will see a new breed of whānau specialists emerging. These experts will be able to see beyond many of today’s common barriers to Māori achievement and instead identify within whānau a range of unique skills, talent and potential that when nurtured and encouraged will bring about positive change and ultimately success on many levels. Toiora Whānau students are a part of this new generation. The skills, knowledge and practical experiences that they receive during their studies will enable them to contribute to positive outcomes for Māori.

Oranga Tinana is critical to ensuring successive generations of fit and healthy whānau members, extending from tamariki and mokopuna to pakeke and kaumātua. Physical wellbeing provides a strong foundation upon which all other aspects of life can be more fully experienced and realised. In recent years a growing awareness of the fundamental role of exercise and optimal nutrition has led to increasing numbers of whānau determining their own sustainable approaches to te taha tinana. As the science of physical wellbeing continues to undergo rapid advances globally, many new developments are also occurring within te ao Māori. The Kawa Oranga programme based at Ngā Purapura explores the notion of kawa as a tool for Māori lifestyle advancement.

Students develop a strong foundation in all aspects of physical wellbeing in addition to learning how to apply leadership skills within the contexts of exercise, sport, nutrition and wellbeing across a range of whānau based environments.

Other initiatives such as Iron Māori are empowering whānau to engage collectively in endurance based training and performance in a manner that is underpinned by the values of kotahitanga and whanaungatanga.

The principle of whakapapa in this respect provides an important source of intrinsic motivation for whānau to engage in endurance based training in order to fully realise physical potential and the benefits therein.

Oranga Wairua represents the sensory and passive responsive elements of human existence. Taste, sight, smell, touch and hearing each represent an aspect of rongo and each of these five senses has the capacity to evoke within people a particular response and reaction. The domain of Rongo does, however, extend far beyond these five sensory operations. It can characterise particular moments, events and stimuli that bring about a heightened sense of awareness of one’s environmental surroundings or a sense of belonging to a higher cause or kaupapa.

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Of each of the domains described above, it is perhaps Oranga Wairua that provides the greatest amount of unchartered territory for further exploration. As our understanding of Rongo increases, so too will our ability to adapt and apply aspects of sensory awareness to our own lives in order to enhance our sense of interconnectedness to all elements of wellbeing. Students within the Rongoā studies programme learn about a range of rongoā perspectives in both a theoretical and applied context. Hapū and iwi specific traditions and methods of practice of rongoā are presented. More recently, the role of rongoā as a means of promoting health prevention and healthy lifestyles has been emphasised. This line of enquiry will continue to be advanced as a means of whakatupu mātauranga.

There are a multitude of challenges that lay ahead for Te Whare Oranga: •

•

•

•

•

Te Puna (Environmental Studies whare) are investigating concepts for the establishment of a fully sustainable whare that will house the pūtaiao studies programme (environmental studies) and related activity that contributes to a sustainable future The rongoā studies programme will be redeveloped to reflect recent advances in the application of rongoā to health prevention and modes of sensory exploration Toiora Whānau will aim to increase delivery sites to encompass additional marae- based studies sites Poupou Pakari Tinana will be offered on a greater scale in order to meet the growing demand from whānau who wish to learn the fundamental elements of sustainable physical wellbeing Kawa Oranga will continue to explore the potential of human physical capacity as a catalyst for lifestyle advancement amongst whānau, hapū and iwi.

Hei whakatepe ake i ēnei pitopito kōrero, koia rā tēnei ko te mihi kau atu ki a koutou katoa ngā tini kaiāwhina o Te Whare Oranga. Hui katoa koutou ngā tauira, kaitautoko hoki kua tae mai i tēnei tau. Whāia kia hua mai ngā tino wawata, moemoeā hoki mō te rangi āpōpō.

Whāia te oranga o te tangata hei ora mō te iwi

Dr Meihana K. Durie Kaihautū - Te Whare Oranga Ngāti Kauwhata, Ngāti Raukawa, Rangitāne, Ngāti Porou, Rongo Whakaata, Ngāi Tahu PhD, M Reo, BEd, DipBil Tchg, Dip Tchg

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TE ŌHĀKĪ In past years, Te Ōhākī has focused on smoking cessation strategies. Since 2011 and with the opening of Ngā Purapura and the introduction of Kawa Oranga programmes the purpose of Te Ōhākī has expanded to promote healthy lifestyles, to assist our people to pursue activities that improve their health and wellbeing and, to provide access to health professionals who can help with personal health strategies.

In 2012 the Te Ōhākī Committee undertook to initiate a number of projects for implementation in 2013. These included a review and re-write of the Te Ōhākī Booklet, the encouragement of written compositions addressing health issues common to Māori, a series of seminars designed to grow the mātauranga about Māori health issues, rebranding of Te Ōhākī, physical activities and nutrition and the production of a calendar featuring staff members whose lives have been turned around by Te Ōhākī.

Surveys conducted by Te Whare Kōkiri students as part of their data analysis courses since 2010 indicate that: • •

•

•

Smoking among Wānanga staff has decreased by 21 percent 48 percent of students interviewed indicated that they would be interested in smoking cessation strategies 32 percent of students who were referred to smoking cessation consultants undertook courses of treatment Of those who undertook courses of treatment 72 percent have given up smoking.

Early interventions at enrolment and during orientation where smoking cessation practitioners make early contact with smokers wishing to give up smoking have contributed to the figures quoted. It is intended to have interested staff trained as ‘Quit Coaches’ to complement the early intervention work and to provide the ongoing support to our people.

Te Kāhui Whakatupu Mātauranga

The other area of our wellbeing strategy is connected to Ngā Purapura. Staff have full access to the gym facilities and students in residence also have access to the facilities and specialist coaching. A meaningful introduction period is included in the orientation package that familarises all students with the facilities and the activities available.

Part of Ngā Purapura is the Pipi Reka Cafe which provides a healthy alternative menu to high fat, high carbohydrate meals available in local cafes. Meals provided in the dining room also reflect this change to healthier eating.

The refocus of the Te Ōhākī Committee has been a positive move and has taken some of the pressure off smokers who felt stigmatised by the attention they had been receiving.

Smoking continues to be an area of attention however taking a broader view of health and wellbeing has seen the opportunities for breast-screening and the future visit of men’s health professionals extend our role.

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Pou Whakatupu Mātauranga He kupu ruarua ēnei nā te pou.

Petina Winiata

Kua huri te tuarā, kua eke te paunga o te tau 2012, ā, nei e mihi ana ki ā tātou mahi huhua ki te whakapūmau, ki te whakaara, ki te whakatupu hoki i te mātauranga a ō tātou mātua tūpuna. Hei aha?

Hei whakatutuki i te whakataukī nā te waka o Aotea, ‘E kore au e ngaro, he kākano i ruia mai i Rangiātea’.

He kōrero kua hikitia e Te Wānanga o Raukawa i roto i ngā tau hei whakahau i a ia me āna mahi. Kaiāwhina mai, ākonga mai, kaimahi mai kua ora anō ngā mahi a ngā tūpuna i ā tātou mahi katoa.

Another year has passed and the contribution through whakatupu mātauranga activity to the survival of Māori as a people continued with a commitment from kaiāwhina, ākonga and kaimahi to explore, explain and extend mātauranga (whakapapa, te reo) to enrich our lives and understandings about the inheritance from our tūpuna.

Te Tākupu, Te Wananga o Raukawa’s own publishing unit has continued to produce high quality publications. We are indeed grateful to the authors who readily offered their material to be shaped and fashioned into works of art. One in particular, Mai i Te Kākano, over 300 pages long. The effort to produce this book was extraordinary. The accuracy of the presentation of the text, the original formatting style implemented and the digital designs were new and challenging for the team that persevered to ensure the highest of quality. Many lessons were learned and the skills acquired will now inform future publications.

In addition, Te Tākupu completed three other publications in 2012 and advanced several other publications for 2013. We are developing a reputation to publish quality material.

Another significant area of whakatupu mātauranga has been the management of staff studies. At an Academic Board hui in 2011 it was agreed that each staff member must be engaged in whakatupu mātauranga. Although the level of engagement has varied it is promoted by Te Whare Whakatupu Mātauranga that up to 30 percent of paid work time is to be dedicated to whakatupu mātauranga.

In 2012 nearly eighty percent of staff who enrolled in courses at the Wānanga completed. This has been the completion level for staff over the past three years. Te Whare Whakatupu Mātauranga has a senior staff member engaged with the activity of discussing study requests, ensuring support, mentoring and addressing administrative tasks. This has been critical in the implementation phase and is providing accurate and up to date information on study progress for each staff member.

The development of an ARTENA database of staff enrolments from 2009-2012 has been essential to this information sharing. Weekly reports are generated that indicate attendance and completion amongst other details and shared with kaihautū. The immediate access to such a report allows quick reference to the study status of any staff member. We intend in 2013 onwards that more energy can be spent on mentoring and supervising studies.

The Profile matrices for 2012, of which there were 104 targets was a focus of energy for our whare. We accepted responsibility of one-third of these targets, which we determined were akin to our work, and which we could best contribute to. A great deal of planning and reporting occurred bi-monthly and, in our own self-assessment, we progressed and/or completed all of our targets to varying degrees. Targets that were to be jointly pursued with either akoranga staff or whakahaere staff or both required more time and energy to ensure cohesion of ideas and planning. Managing the achievement of the targets is growing the mātauranga continuum as we aspire to maintain, develop and extend the kaupapa/tikanga framework in all we do.

E tautoko ana au i ngā kōrero a ngā kaihautū o Te Whare Whakatupu Mātauranga. He nui ngā mahi i whai, i waihanga, i whakaoti i tēnei tau. Ka hoki anō ki tērā whakataukī e kawea ana e te Wānanga, arā, e kore au e ngaro he kākano i ruia mai i Rangiātea. E hiki ana tātou katoa i te whakahau kia whakaara ake i ā tātou taonga tuku iho kia tupu, kia pua ki tēnei ao hurihuri hei painga mō tātou katoa, mō te motu, mō te ao whānui, ā, mō ngā uri whakaheke. Kia kaha tātou ki te whakatupu mātauranga e ora ai tātou hei iwi ka tahi, hei Māori ka rua.

Petina Winiata Pou – Te Whare Whakatupu Mātauranga Ngāti Raukawa, Ngāti Awa, Ngāti Whakaue MMM, BA(Hons), BMA, Toi Reo Maori, Te Panekiretanga

The implementation of the Academic Board’s decision has been successful in that staff have heightened their awareness to the value of whakatupu mātauranga. Whakatupu mātauranga has been uplifting for their confidence and quality of work.

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Te Whare Whakatupu Mātauranga 2012 has been a productive year. We have consolidated on the work of previous years in order to lay the foundation for the future expansion of whakatupu mātauranga activity within Te Wānanga o Raukawa.

Ani Mikaere

Building on work that has been undertaken within Te Whare Whakatupu Mātauranga during the past two years, a Whakatupu Mātauranga plan has been designed to guide the future direction of whakatupu mātauranga activity within Te Wānanga o Raukawa.

It consists of a number of interrelated elements (some already in existence, some newly developed) that, combined, are aimed at fostering a culture of philosophising and theorising that is essential to the reclamation, maintenance and expansion of the mātauranga continuum.

These elements include: •

•

•

•

• •

•

the development of a kaupapa-based approach to whakatupu mātauranga activity at Te Wānanga o Raukawa the establishment of Ngā Toko Whakatupu Mātauranga, a group of mentors to encourage and assist staff in their whakatupu mātauranga activity guidelines to facilitate the accessing of support by staff attending domestic and international conferences provision of travel and transcribing support for staff undertaking whakatupu mātauranga activity Te Tākupu publishing guidelines the development of a whakatupu mātauranga recognition framework to ensure the systematic recording and appropriate acknowledgement of whakatupu mātauranga work that is undertaken the establishment of a process and guidelines for submission of whakatupu mātauranga funding applications to external agencies.

Our team met regularly throughout the year to report on our various activities and to ensure that we were collectively meeting our commitments under the profile document and the mahere mahi for 2012.

We were heavily committed as kaiāwhina in the following programmes: • • •

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Iwi and Hapū Reo Toiora Whānau

• • •

Whakaakoranga Mātauranga Māori Ahunga Tikanga.

TE KĀHUI WHAKATUPU MĀTAURANGA – TE WHARE WHAKATUPU MĀTAURANGA

Many of our staff were engaged in study, ranging from the staff basic kete papers to masters, doctoral and Te Kāurutanga programmes.

During 2012 Te Wānanga o Raukawa staff were supported to attend a range of conferences, both domestic and international, and staff seminars were held to enable them to share with other staff any insights gained as a result of this activity. A number of staff spoke at conferences during the year (Kei Tua o te Pae: Changing Worlds, Changing Tikanga – Educating History and the Future; Our People, Our Future, Our Way).

The Our People, Our Future, Our Way summit was held at Te Wānanga o Raukawa on 7-8 September. All Māori in our community mai i Rangitikei ki Whitireia were invited to attend. At previous summits Māori models of success and innovation were discussed.

This year we continued to celebrate Māori wellbeing, listening to speakers who explored kaupapa based themes and participating in activities that raised our aspirations for the Māori nation into the future.

The Kei Tua o te Pae conference was held at Te Wānanga o Raukawa on 4-5 September and was jointly hosted by Te Wāhanga, NZ Council for Educational Research (NZCER) and Te Wānanga o Raukawa. A wide range of issues were considered, with hui participants being encouraged to consider the authenticity of contemporary tikanga practices and to explore the innovative potential of kaupapa. Conference proceedings are being prepared for publication through Te Tākupu.

Te Tākupu (Te Wānanga o Raukawa publishing house) has continued to publish material of significance to the Te Ati Āwa, Ngāti Raukawa and Ngāti Toa Rangatira (ART confederation) and beyond. 2012 publications include the following: • A booklet to commemorate the opening of Ngā Purapura, the Institute for

Māori Lifestyle Advancement • The inaugural Ahunga Tikanga journal (edited by Kim McBreen) • A report entitled Te Wānanga o Raukawa; Restoring Mātauranga to Restore Ecosystems (written by Āneta Rāwiri) Mai I Te Kākano, a book designed to assist people who are seeking to improve their reo competency, particularly in the home and in everyday

situations (by Hēni Jacob). Mai I Te Kākano won the Te Reo Māori category in the Ngā Kupu Ora Book Awards (Massey University) and, consistent with its commitment to championing te reo Māori, Te Wānanga o Raukawa gifted a copy of the book to kōhanga reo throughout the country.

A grant has been obtained from the JR McKenzie Trust to enable completion of a project to write up and publish the results of interviews conducted with local elders on kaitiakitanga and local waterways. The work is being conducted jointly by Te Whare Whakatupu Mātauranga and Te Puna staff, and the report will be published by Te Tākupu.

The project is due for completion in 2013.

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Our senior scholar has been active in supporting the work of the Ōtaki and Porirua Trusts Board and Te Rūnanga o Raukawa, and has worked with others to advance Ngāti Raukawa ki te Tonga Treaty claims. Our team have been available to assist with inquiries from within the ART confederation and beyond on whakapapa, historical, educational and constitutional matters. There has been continuing involvement with the Ngāti Toa Rangatira Reo Strategy, with a staff member supporting two wānanga reo that were held during the year.

Te Whare Whakatupu Mātauranga staff have also contributed to activities beyond Te Wānanga o Raukawa and the ART confederation. One of our staff taught a post-graduate paper, Te Whiriwhiri Oranga (House of Wellbeing) for Māori registered nurses at WINTEC. Another was involved in Matike Mai Aotearoa (the constitutional transformation working group) and in an advisory capacity to Te Wāhanga (New Zealand Council for Educational Research). Our senior scholar was involved with numerous external groups, including Te Aute College, the New Zealand Māori Council, Te Pīhopatanga o Aotearoa and Mai i Rangitīkei ki Whitireia (working on constitutional arrangements between local bodies and Māori between the Rangitīkei River and Porirua), and also worked on designing a whānau ora programme for Te Runanga o Raukawa and the Muaūpoko Authority.

The people are our wealth, develop and retain them.

Te reo is a taonga, halt the decline and revive it.

Marae are our principal homes, maintain and respect them.

Self determination, look for opportunities to develop as Māori.

There is considerable external interest in the kaupapa-tikanga framework utilised by Te Wānanga o Raukawa, and innovative expressions of kaupapa are at the forefront of much of the external work that we have been invited to participate in this year.

Ani Mikaere Kaihautū – Te Whare Whakatupu Mātauranga Ngāti Raukawa LLB (Hons); MJur (Hons)

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Pou Whakahaere 2012 was an exciting year for Te Kāhui Whakahaere.

The goal to provide an excellent student experience was the catalyst for; a distinctively Māori environment, exploring and implementing innovative solutions, continuous quality improvement and healthy lifestyles.

Oriwia Raureti

Operational Services and Facilities Management

Excellent Student Experience

High Quality Residential Services

Te Kāhui Whakahaere

Changes in practice, new infrastructure capability and capacity facilitated the implementation of innovative technology solutions to teaching and learning. 2011 student surveys across all areas of responsibility resulted in quality improvement to existing services.

Te Kāhui whakahaere maramataka 2012 KOHITĀTEA – January • Distance learning provision sites • Campus improvements and readiness completed • 2012-2013 promotions and marketing commences • Whare annual plans completed

HONGONGOI – July • Otaki Dental services located at TWOR supported by Manaaki Whenua • Poupou Huia Te Reo launched on radio supported by Te Whare Tahā

HUITANGURU – February • Marae based studies promotions underway

HERETURIKŌKĀ - August • Increased kaumātua and disability accommodation facilities • Te Māreikura o Tainui – postgraduate studies kaumātua from Hamilton hosted in Ōtaki MAHURU – September • Kei Tua o Te Pae – National Conference supported by Te Kāhui Whakahaere • Te Iringa Kōrero postgraduate year 2 Waikato Tainui based students support by Kāhui Whakahaere

POUTŪTERANGI – March • 2013 marketing and promotions plan confirmed • Māori Television campaign underway

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Distance Learning

PĀENGAWHĀWHĀ – April WHIRINGA-Ā-NUKU – October • Kahui strategic planning • Promotions for TWOR Open Day completed • Staff weekly hui to share karakia TE KĀHUI WHAKAHAERE – POU WHAKAHAERE and pānui commences • Whare strategic planning completed

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•

plan confirmed.

Māori Television campaign underway

PĀENGAWHĀWHĀ – April • Kahui strategic planning completed • Whare strategic planning completed • TWOR Open day support by Te Kāhui Whakahaere HARATUA – May • Literacy and numeracy assessment tool fully utilized in Poupou Mātauranga Rorohiko programme delivery.

• Miria Te Kakara Carving project in full swing with the support of Te Whare Manaaki Whenua • National Breast Screening unit located at TWOR supported by Whare Manaaki Whenua PĪPIRI – June • Poupou Huia Te Reo joint venture with Te Whare Tahā facilitated the development of the first fully online Te Reo Māori programme.

• Campus services review conducted.

• Strategic Asset Management plan commissioned

•

Conference supported by Te Kāhui Whakahaere Te Iringa Kōrero postgraduate year 2 Waikato Tainui based students support by Kāhui Whakahaere

WHIRINGA-Ā-NUKU – October • Promotions for TWOR Open Day. • Staff weekly hui to share karakia and pānui commences

Te Whare Manaaki Tangata

WHIRINGA-Ā-RANGI – November • Te Aho summit – Kia Māori support by Te Kahui Whakahaere

Goal: An excellent student residential experience.

Marie Waaka

HAKIHEA – December • Te Rā Whakapūmau supported

by Te Kāhui Whakahaere • Te Rā Whakawhanaunga – staff team building supported by Te Kāhui Whakahaere

Oriwia Raureti Pou Herenga – Te Kahui Whakahaere Ngāti Raukawa, Ngāti Rangitihi PpHTReo, TWh

Objectives:

Responsive and helpful reception services disabled student/kaumātua accommodation warm, clean and inviting student accommodation suitable staff/kaiāwhina accommodation high quality catering services safe and secure campus environment physical and online library service to students on and off campus high quality reprographic services.

While all students and manuhiri (visitors) are in the main, welcomed with a pōwhiri, at times the initial contact will be with the Te Wānanga o Raukawa reception team and we warmly welcome everyone to both our campus and other sites.

In 2012, Te Whare Manaaki Tangata worked towards improving student comfort levels whilst in residence.

The maintenance of student accommodation is always an important focus and is a challenge to ensure we can satisfy everyone’s needs. Surveys were conducted towards the end of 2011 and indicated a high level of student satisfaction. The survey results were analysed and where possible, changes were implemented in 2012 as follows:

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Our capacity to accommodate kaumātua and students with disabilities increased. We are now able to provide these students with wheelchair access to separate accommodation with showers and toilet facilities which are more conducive to their needs. The provision of a separate kaumātua accommodation space was well received and utilised.

We continue to provide temporary accommodation on campus to staff and kaiāwhina who come from around the motu. This facility is comparable to a motel room and we have created an environment where our staff and kaiāwhina can relax and rest at the end of the day.

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Te Whare Manaaki Whenua

We offer meals which are nutritious, healthy and safe to fuel both the mind and the body. All our fresh produce is sourced locally, contributing and supporting the local economy. Catering for residentials, meetings, seminars and conferences were opportunities for the catering staff to be creative and showcase their cooking and presentation skills. We constantly seek new combinations of food and presentation to provide interesting meals. This offers our staff an opportunity to research the benefits of healthy eating as well as increase their knowledge of nutrition. All feedback is seen as a further opportunity to improve our services and product.

The kaitiaki (security) team are diligent in their role of keeping Te Wānanga o Raukawa welcoming, safe and secure place for staff, students and visitors. They safeguard the residents and property 24 hours per day, seven days per week. All infringements or breaches of rangatiratanga are reported, investigated and resolved in a way consistent with kaupapa and tikanga Māori. This team also ensure that students arriving in Ōtaki at the train or bus depots are picked up and taken to the campus to ensure their safe arrival and departure. Over the academic year ngā kaitiaki and students build an ongoing, positive relationship.

Te Wānanga o Raukawa has a small succinct library in which books and other material are carefully chosen for inclusion. Te Whare Pukapuka (Library) staff provide a professional and personal service and are familiar with all academic programmes offered at Te Wānanga o Raukawa. They are more than able to assist with required and recommended readings and other relevant information. Te Whare Pukapuka forms a significant part of student study and use of it and its facilities is included in all induction programmes. We offer the full services available in all other libraries and are an outpost for the NZ Film Archive. Opening hours are arranged to suit students study.

We are now moving to become less paper based to make more use of electronic transmission via wireless and broadband technology. Our Reprographic Centre is transitioning from paper to electronic resource production and we anticipate this to be a two to three years transition period. We celebrate our reduction on the dependence of paper based material and our increased contribution to the well-being of Papatūānuku.

2012 was a busy and exciting year full of challenges and some extremely pleasing achievements.

Marie Waaka Kaihautū – Te Whare Manaaki Tangata Ngāti Toa Rangatira, Ngāti Whakaue Dip DA, Dip ART, NZLSC

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Mātārae Royal

2012 has been a satisfying year for Manaaki Whenua. Manaaki Whenua are responsible for daily maintenance and operations, facility repairs and furniture. Preventative maintenance is an important component of the routine maintenance programme, and consists of regularly scheduled inspections and other tasks to prolong the life of various building components. Manaaki Whenua works with other contractors and vendors to perform repair and maintenance work where necessary.

In addition, Manaaki Whenua provides estimates, oversees alteration projects and is involved in future planning for Te Wānanga o Raukawa facilities. Our primary role is to maintain and enhance the campus facilities and ensure that the building and furniture requirements for the marae based studies sites are met.

Guided by ngā Purutanga Māuri, Manaaki Whenua have contributed to the preliminary design of a facility to accommodate whakairo fashioned by the late Te Whetūmārama o te Ata Kereama. In response to a hui-ā-iwi requesting that the whakairo come out of storage an educational facility is due to be erected at the campus by 2015.

November 2012 saw the adorning of the Miria Te Kakara whare with whakairo fashioned by staff and students. Manaaki Whenua were pivotal in the erection of the whakairo to ensure it met the required timeframe of a pre-graduation unveiling.

Manaaki Whenua received two requests to support kaupapa consistent with health and wellbeing. The mobile Breast Cancer Unit providing free screening for the women of Ōtaki and the mobile Dental Unit providing a free service for the tamariki of Ōtaki were given space on Te Wānanga o Raukawa grounds at no charge to provide their service.

The Wānanga will continue to support these and other services that enhance the health and wellbeing of whānau, hapū and iwi.

A review of several campus operational activities provided an opportunity to decrease operational costs whilst enhancing our awareness of local and national environmental concerns. A highlight for 2012 was refining the systems and reducing costs for the disposal of our waste products.

Aligning with various documentation that reflect the aspirations of the Wānanga, the Strategic Assets Management Plan – to include documentation and processes for reviewing campus services such as water, waste products, electronics and electrical has been worked on by Manaaki Whenua this year. The plan is to be enhanced with the support of an external advisor.

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Te Whare Tahā

A highlight to end the year was the involvement of Manaaki Whenua in the staff whakawhanaungatanga day held on the last day of work. Manaaki Whenua staff were instrumental in the design, delivery of material and judging of the mārakai boxes produced by staff. The key themes being whakawhanaungatanga and kotahitanga.

April marked a new chapter for Te Pūtahi Whakawhitiwhiti Pārongo and Hāpai Kaupapa. Te Whare Tahā became a cooperative unit through the amalgamation of these two areas with a new kaihautū to help shape its future direction. The name tahā was offered as the whare name to describe the roles and responsibilities of these two units and reference the importance of the tahā in traditional Māori society to carry water and preserve kai to sustain the iwi.

Manaaki Whenua were tasked with reviewing the electrical power usage by the campus.

This was a challenge. Developing an alternative energy system by using solar power technology was explored in response to this request. Whilst further exploratory work is required, the work to date has had some positive outcomes. A component of the exploratory work has been developing a system of measuring the power usage of the campus. This work is ongoing.

Sonya Daly

Mātārae Royal Kaihautū – Te Whare Manaaki Whenua Ngāti Raukawa, Ngāti Tamatea, Ngāti Kahu/Kai Tahu HWh

Made up of two separate arms with a diverse range of reports within each, Te Whare Tahā operations arm consists of the information technology department and associated services, marketing and promotions, publications, graphic and web design, special projects, e-learning, and audio and sound. The academic arm is responsible for two foundation level computer programmes Poupou Mātauranga Rorohiko and Poupou Rorohiko.

Poupou Huia Te Reo, the first fully online course, was developed and offered at Te Wānanga o Raukawa, marking the beginning of a new approach that enhances course delivery.

Facilitated online and via radio, Poupou Huia Te Reo saw Te Whare Tahā collaborate with Te Tari Reo to create a 13 week, fee free reo programme. Poupou Huia Te Reo began with a simple impetus: to create an interactive, short reo programme with achievable learning outcomes that would attract a critical mass of learners nationwide. Te Whare Tahā provided content, flash animations, recordings, radio and online administration and management, technical support, programming and marketing for this project.

An external communications strategist was employed to facilitate the media release advising the nation of our new course. Attracting inquiries from around the world, the exercise shows how we can work together for a common purpose to make educational opportunities available to remote learners and maximize Māori participation in tertiary education. The range of delivery modes and course content lends itself to attaining steady revenue streams in radio, television and online mediums not foreseen in the development and planning stages.

This year the Wānanga became the broadcast sponsors of the five hour language learning block on Māori Television aired seven days a week, 365 days a year catering from the beginner to more advanced learner.

The three open days held locally and attendance at promotional events kept us connected to communities and created further opportunities to profile the Wānanga and the courses. A lot of progress has been made toward better understanding and producing promotional material, which communicates the profile of each course, and continue to develop ideas and our own understanding of best practice for branding.

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Enhancing the student and staff experience by increasing opportunities for whakawhanaungatanga is a key priority for Te Whare Tahā. This year we gave effect to assignments established with special project funding to enable us to communicate, train and facilitate learning through technology. The open source platform Moodle was deployed for staff and student interaction. Big Blue Button or Kahurangi, open source software, customised to suit the Te Wānanga o Raukawa community helped us communicate with and train remote staff, deliver content to students and receive assessments. While new means of business and social interaction tools at our disposal are relatively new – like all new tools and inventions, it will take us some time to understand all of the long-term implications and to find ways to effectively work within or around them.

The Hui Whakakaupapa provided an opportunity for team members to present completed or on-going projects. Presentations focused on the potential of technology to enhance teaching and learning, reduce expenditure and create more effective ways to communicate with remote audiences.

Te Whare Tahā continued to find electronic solutions to reduce our dependency on paper and make documents more accessible to students. We were instrumental in creating the interactive online enrolment form allowing a seamless transmission of information directly to Ratonga Ākonga.

Special consideration was given to Ngāi Tuahuriri due to the earthquakes. We responded to the needs of marae by delivering Poupou Mātauranga Rorohiko in Otautahi to Ngāi Tuahuriri students and again at Ruamata to Te Pae Tawhiti o Waiariki students.

The reo commitment and capacity of staff members enhances Te Whare Tahā. Weekly whare karakia and pānui sessions give staff the opportunity to develop, use and gain confidence in speaking te reo Māori. More emphasis on formal reo development is a feature for 2013 as we strive to raise the level of competent and proficient reo speakers at Te Wānanga o Raukawa. One of our team members joined Te Panekiretanga o Te Reo December 2012, another is a graduate. One staff member enrolled in and completed Te Taura Whiri o te Reo Māori Kura Reo in 2012.

Sonya Daly Kaihautū – Te Whare Tahā Te Āti Haunui-a-Pāpārangi, Ngāti Rangi, Ngāti Tūwharetoa MReo, Te Panekiretanga o Te Reo, BMM

The academic programmes Poupou Mātauranga Rorohiko (PpMR) and Poupou Rorohiko (PpR) were delivered throughout the year. Retention and completion was a challenge, particularly in the level 3 PpR tohu. Feedback from students reveal that due to the course not being a co-requirement to graduating and scheduling of deliveries midyear, committing to PpR noho with an already heavy study load meant that PpR was not a priority course to complete. Despite Te Whare Tahā efforts to encourage students to attend noho, the offer was not readily taken up. As a result, PpR will be put into recess in 2013 with a view to offering it online in 2014. Students enrolled in Poupou Mātauranga Rorohiko, the level 2 computer course were given extra opportunities past noho deliveries to complete. The experience revealed the need to work collaboratively and proactively with specialisations and Te Taituarā to ensure transparency with each area’s processes and a united approach to retention and completion efforts.

The Poupou Mātauranga Rorohiko programme was selected for assessment in theNZQA Mātauranga Māori framework. This report has not yet been finalized. We are confident that computer training is as relevant today as it was in 2000; the pace of technology change challenges us to stay abreast with developments to ensure our students are prepared for the modern classroom and workplace. Reinforcing the mātauranga Māori component of the course reminds students of their responsibility to whānau, hapū and iwi, something that is quite often forgotten when engaging in the worldwide web and social network sites.

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Te Whare Mai i te Ūkaipō As an initiative that responds to hapū and iwi across the country Mai i te Ūkaipō forms relationships with rōpū tuku iho to assist people to learn; their language including mita, who they are and where they are from whilst studying toward a diploma or degree, which will assist them to gain employment.

This option has been created to allow participants to stay at home, wherever that may be, continuing to participate as active members in their families and on Denise Hapeta their marae whilst they continue to work. Qualified and knowledgeable people selected jointly by the rōpū tuku iho and Te Wānanga o Raukawa present the courses to the students.

Each year, significant advancements are made in the profile of this initiative. It was primarily marae based, and has developed to include quasi Māori organisations which are organically formed from kaupapa Māori practitioners who may not be associated with the traditional rōpū tuku iho e.g. the marae.

In order to encourage growth and support survivability of programmes, some groups were encouraged to pool their resources by unifying as a pito. There has been varied success in these amalgamations. Some have struggled with kaupapa and tikanga as rōpū of different origins, whilst others have flourished.

New relationships were secured in 2012 including: • Ngāi Tuahuriri, Christchurch. A wonderful opportunity for Te Wānanga o Raukawa to support a community struck heavily by earthquakes. Loss of life, resources, buildings and employment weighed heavily on the people and severely impacted their ability to see a brighter future. This has changed. Through the Ngāi Tuahuriri relationship Te Wānanga o Raukawa made a difference. Teaching in the main occurred in Christchurch, where flexibility in schedules applied to best meet the needs of the group.

• Te Māreikura o Tainui was an extension to the relationship formed through Te Kāhui Kārohirohi. A postgraduate offering to Waikato/Tainui, this initiative provided one of two outposts for this level of study in Mātauranga Māori.

Candidates for this programme are invited to participate on the course which is delivered in a high quality campus, teaching and residential environment at Hopuhopu. A highly successful group, it is expected that the majority will move into year two in 2013 with a new cohort of participants in 2013.

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TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ

• Te Ururangi o te Mātauranga became the second site away from the campus to enter the postgraduate Mātauranga Māori course delivery. High quality and renowned scholars support the teaching and learning of tutors and students.

Marae across the country asked the Wānanga to consider introductory courses in language, protocols and practices. They felt their people needed to have courses that would equip them to fulfill their responsibilities as active participants on their marae and in kaupapa and tikanga Māori situations. Mai i te Ūkaipō groups were very supportive of poupou or certificate courses being presented and completed. Twenty one percent of students enrolled in poupou at Te Wānanga o Raukawa in 2012.

1200.0 1000.0

1025.3 889.4

800.0 600.0

634.0

869.7 666.9

596.9

785.6

Marae 548.6

400.0

Wānanga

200.0 0.0

2009

2010

2011

2012

Marae based student enrolments are consistently higher than those that are campus based.

As technology responds to the extensive imagination of the human mind through computers, software and the World Wide Web, Te Wānanga o Raukawa continues to pursue the many solutions such tools provide. In 2012 pito/marae and the campus interacted extensively through the Kahurangi technology conducting meetings, course deliveries and assessments via the World Wide Web. This is a major step forward and could prove to be essential to the continued delivery of programmes to Māori across Aotearoa and the globe.

With the ever moving Māori population continued access to knowledge and information of and for Māori via the World Wide Web and its technology are crucial to the survival of Māori as a people.

Denise Hapeta Kaihautū – Te Whare Mai i te Ukaipō Ngāti Raukawa, Muaupoko, Ngāti Whakaue

TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ

85

1

Ngā Pito/Ngā Marae

Location

Participating Marae/Hapū

Programmes offered

Te Ururangi o Te Mātauranga

Hicks Bay

Poupou Karanga

Te Araroa,

Potaka Marae Hinemaurea Marae Hinerupe Marae Hinepare Marae

Rangitukia

Ohinewaiapu

Whakawhitira,

Tinatoka Marae

Ruatoria,

Mangahanea Marae

Tokomaru Bay

Rongohaere (Pahou) Marae,

Te Wānanga o Raukawa Marae & Kura Based Studies Sites

Tāhuhu Mātauranga Māori

Whareponga Pā Rongoitekai (Penu) Marae Te Wharekura o Arowhenua, Murihiku

Whakapaurangi Pā (Te Aowera) Waiparapara Marae Pākirikiri Marae

2

Te Mauri o Ngā Puhi

Whangarei

Akerama Marae

Poutuarongo Mātauranga Māori

Pehiaweri Marae

Heke Rongoā

Terenga Parāoa Marae

Poupou Karanga

Ngāi Tuahuriri, Ōtautahi

Poupou Whaikōrero 3

Te Ara Mātauranga

Tūrangi

Korohe Marae

Poutuarongo Mātauranga Māori

Taupō

Waitahanui Marae Takaputiraha Marae

Poutuarongo Tupunga Hapū

Ngā Paerangi/Ngā Poutama

Poupou Karanga

Whangaehu Marae Tiniwaitara Marae Rātana Pā Kohunui Marae

Poutuarongo Mātauranga Māori Poutuarongo Hangarau Pārongo Heke Rongoā Poupou Karanga Poupou Huia Te Reo

Taumarunui

Poupou Karanga

Te Kura Māori o Porirua

4

Te Whāriki Takapau

Whanganui

5

Te Kunenga o Te Pū Manawa

Marton

6

Ngā Tapuwae Tū Mana Tīkei

Palmerston North

Poupatate Marae Kauwhata Marae Parewahawaha Marae Te Hiiri o Mahuta Marae Aorangi Marae Taumata o Te Rā Marae

Poutuarongo Mātauranga Māori Poutuarongo Toko Mana Poupou Karanga Poupou Huia Te Reo Heke Rongoā

7

Huakina Marae Based Studies

Pukekohe

Te Ūpoko Whakarehu Hato Paora College

Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga Hukarere Māori Girls College

Te Wānanga o Raukawa, Ōtaki Te Kura Kaupapa Māori o te Rito Te Kura a Iwi o Whakatupuranga Rua Mano

Te Ara Mātauranga Te Kura o Hirangi

Te Ranga Taiuru Te Kura Kaupapa Māori o Tupoho Kawa Pūmau o Taranaki

Te Ururangi o te Mātauranga Makotuku Ngāti Āhuru

Te Kete Poutama Te Pae Tawhiti o Waiariki Te Kāhui Wharekura o Tauranga Moana Te Wharekura o Te Rau Aroha

Ngā Hau e Whā Marae

Poutuarongo Te Rangakura

Te Iringa Kōrero

Whātāpaka Marae

Poutuarongo Whare Tapere

Ngā Taiātea Wharekura

Te Awamārahi Marae

Poutuarongo Hiko Rau

Te Kotahitanga Marae

Poutuarongo Toko Mana

Ōrāeroa Marae

Poutuarongo Kaitiakitanga Pūtaiao Poupou Karanga

Huakina Development Trust Ngā Pou Wānanga o Tamaki

Tauranganui Marae Ngā Tai E Rua Marae

Te Wharekura o Manaia Te Mauri o Ngā Puhi

Mangatangi Marae

Poutāhu Whakahaere Tāhuhu Whakahaere

Te Pito o Ngai Tāwake

8

Te Kete Poutama

Kawerau

Hahuru Marae

Poutuarongo Tupunga Hapū

Rautahi Marae

Poupou Karanga

Umutahi Marae Rangitihi Marae Tū Teao Marae

86

TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ

TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ

87

9

10

Te Pae Tawhiti o Waiariki

Te Pito o Ngāi Tāwake

Rotorua

Kaikohe

Ruamata Marae

Ngāi Tāwake

Poutuarongo Tupunga Hapū Poutuarongo Kaute Poutuarongo Hangarau Pārongo Poutuarongo Kaitiakitanga Pūtaiao

Participating Marae/Hapū

Programmes offered

Tauranga

Kura and TWoR

Poutuarongo Mātauranga Māori

Te Kura Kaupapa Māori o Te Whānau Tahi

Ōtautahi

Ngāi Tuahuriri/TWoR

Heke Mātauranga Māori

32

Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga

Heretaunga

TWoR

Poutuarongo Mātauranga Māori

33

Te Wharekura o Arowhenua

Murihiku

TWoR

Heke Mātauranga Māori

34

Te Kura Kaupapa Māori o Te Rito

Ōtaki

TWoR

Heke Ahunga Tikanga

Ngā Pito/Ngā Marae

Location

30

Te Kāhui Wharekura o Tauranga Moana

31

Poutuarongo Mātauranga Māori Poutuarongo Tupunga Hapū Poupou Karanga

Heke Kawa Oranga

Poupou Whaikōrero

Heke Toi Whakarākai

Tāhuhu Mātauranga Māori 11

Te Iringa Kōrero

Tainui

Maketu Marae

Poupou Pakari Tinana

Poupou Karanga 35

Ngāti Mahuta

Te Kura ā Iwi o Whakatupuranga Rua Mano

Ōtaki

Kura and TWoR

Heke Kawa Oranga

Waipapa Marae

Heke Ahunga Tikanga

Ngāti Hikairo 12

Te Māreikura o Tainui

Kirikiriroa

Aramiro Marae

Whatawhata Hawera

Parihaka

Poupou Karanga

14

Te Whānau Whānui o Arowhenua

Murihiku

Takutai o Te Titi Marae, Te Rau Aroha Marae

Poupou Karanga

15

Ngāi Tuahuriri

Ōtautahi

Rehua Marae

Poutuarongo Mātauranga Māori

17

Raetihi

Waikato/Tainui

Hopuhopu, Ngaruawāhia.

College for Research and Development

Raetihi Marae

Poupou Karanga

Mangamingi Pā.

Poupou Huia Te Reo

Waikato/Tainui

Tāhuhu Mātauranga Māori

College for Research and Development

18

Houngarea Marae

Pakipaki, Hastings

Houngarea Marae

Poupou Karanga

19

Poneke Puna Aroha

Petone, Wellington

Hikoikoi Marae

Poupou Karanga

20

Ngā Pou Wānanga o Tamaki

Massey, Auckland

Te Piringatahi Marae

Poupou Karanga

21

Tūranga Ararau

Tūranganui a

Manutuke

Poutuarongo Te Rangakura

Kura and TWoR

Poutuarongo Mātauranga Māori

Kiwa 22

Te Kura Māori o Porirua

Porirua

Heke Hikorau Heke Kawa Oranga 23

Te Kura o Hirangi

Turangi

Kura

Poutuarongo Mātauranga Māori

24

Te Wharekura o Te Rau Aroha

Matamata

TWoR

Poutuarongo Mātauranga Māori

25

St Peters

Kirikiriroa

TWoR

Te Reo - Poutuarongo Ahunga Tikanga

26

Waiuku High School

Waiuku

Te Mareikura o Tainui

Heke Mātauranga Māori

27

Te Wharekura o Manaia

Manaia

TWoR – Mai te reo only

Poutuarongo Ahunga Tikanga

28

Hukarere Māori Girls College

Napier

TWoR

Heke Kawa Oranga Heke Ahunga Tikanga

29

88

Ngā Taiātea Wharekura

Kirikiriroa

Ngā Pito/Ngā Marae

Location

30

Te Kāhui Wharekura o Tauranga Moana

31 32

Poupou Whare Tapere

Poupou Karanga

Kawa Pūmau o Taranaki

Mākotuku

Heke Rongoā

Poutuarongo Mātauranga Māori

13

16

Kura and Te Mareikura o Tainui Participating Marae/Hapū

Poutuarongo Mātauranga Māori

Tauranga

Kura and TWoR

Poutuarongo Mātauranga Māori

Te Kura Kaupapa Māori o Te Whānau Tahi

Ōtautahi

Ngāi Tuahuriri/TWoR

Heke Mātauranga Māori

Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga

Heretaunga

Poupou Pakari Tinana Heke Whare Tapere 36

Te Kura Whakapumau i te Reo Tuturu Ki Waitaha

Ōtautahi

Ngāi Tuahuriri /TWoR

Heke Mātauranga Māori

37

Te Kura Kaupapa Māori o Taumārere

Moerewa

Te Pito o Ngāi Tāwake

Heke Mātauranga Māori

38

Te Kura Kaupapa Māori o Te Rangi Aniwaniwa

Kaitaia

Te Pito o Ngāi Tāwake

Heke Mātauranga Māori

39

Te Kura Kaupapa Māori o Hokianga o Te Tonga

Kaikohe

Te Pito o Ngāi Tawake

Heke Mātauranga Māori

40

St Johns College

Kirikiriroa

TWoR

Iwi & Hapū - Heke Ahunga Tikanga

41

Fraser High Schools

Kirikiriroa

TWoR

Te Reo - Poutuarongo Ahunga Tikanga

44

Ōtaki College

Ōtaki

TWoR

Heke Ahunga Tikanga

42

Wainuiomata College

Wainuiomata

TWoR

Heke Mātauranga Māori

43

Te Kura Kaupapa Māori o Rawhitiroa

Whangarei

Te Mauri o Ngā Puhi

Heke Mātauranga Māori

44

Wesley College

Pukekohe

Huakina Marae Based Studies

Heke Whare Tapere

45

Te Kura Kaupapa Māori o Te Kaokaoroa o Pātatere

Putāruru

Te Pae Tawhiti o Waiariki

Iwi & Hapū - Heke Ahunga Tikanga

46

Waitara High School

Taranaki

TWoR

Poutuarongo Mātauranga Māori

47

Te Kura Kaupapa Māori o Tuia Te Matangi

Whakatū

TWoR/Kura

Heke Mātauranga Māori

48

Gisborne -Tūranga Ararau Rangakura

Tūranganui Kiwa

Manutuke

Poutuarongo Te Rangakura

45

Te Kura Kaupapa Māori o Te Kaokaoroa o Pātatere

Putāruru

Te Pae Tawhiti o Waiariki

Iwi & Hapū - Heke Ahunga Tikanga

46

Waitara High School

Taranaki

TWoR

Poutuarongo Mātauranga Māori

47

Te Kura Kaupapa Māori o Tuia Te Matangi

Whakatū

TWoR/Kura

Heke Mātauranga Māori

48

Gisborne -Tūranga Ararau Rangakura

Tūranganui Kiwa

Manutuke

Poutuarongo Te Rangakura

a

a

Programmes offered

TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ TWoR

HART- Heke Mātauranga Māori

Poutuarongo Mātauranga Māori

TE KĀHUI WHAKAHAERE – TE WHARE MAI I TE ŪKAIPŌ

89

Te Whare Tiaki Rawa Exciting times for a relatively new team in Tiaki Rawa. New arrangements with increased capacity resulted in a challenging but fruitful year.

5%

Kaupapa based tikanga continue to be developed and reviewed to support all attempts to provide an excellent student experience. Conservative investment practices continue as Te Wānanga o Raukawa selects highly rated guaranteed banks to achieve an average of 4.2 percent return on investment.

A 5 percent return on income for 2012 against a significantly lower prediction was an outstanding achievement as Te Wānanga o Raukawa faced further reductions in EFTS allocations and funding.

New financial management practices including departmental budget management resulted in high standards of kaitiakitanga in an attempt to grow the taonga entrusted in the current staff. Current plans to grow investments and their returns remain the focus of new business for Te Wānanga o Raukawa.

Winiata and Associates Limited provide contracted services for the preparation of annual accounts, training of existing staff, and checking of monthly audit files, to give confidence to the Audit and Risk Committee of Te Mana Whakahaere.

Ngā Kaiāwhina

Oriwia Raureti Pou Herenga – Te Kāhui Whakahaere Ngāti Raukawa, Ngāti Rangitihi PpHTReo, TWh

90

TE KĀHUI WHAKAHAERE – TE WHARE TIAKI RAWA

91

Ngā Kaiāwhina Kaiāwhina are the people who share freely of their time, energy and expertise to enrich programmes of Te Wānanga o Raukawa. Kaiāwhina are considered experts in their discipline and whose generosity greatly enhances the academic rigour and experience of what makes Te Wānanga o Raukawa distinguishable from other tertiary institutions.

They include kuia and koroua, teachers, lecturers, kaitiaki of marae and advisors. We are aware of our purutanga mauri, members of Te Mana Whakahaere, komiti mātauranga of marae based studies and the many hundreds of others who help in various ways.

Although unconstrained by contract, our volunteers have an innate desire to proffer knowledge where knowledge is deserved. Kaiāwhina make themselves available on weekends and sometimes during the working week. These are people who, in the practice of kaiāwhinatanga, confer status on others simply by sharing. Their contribution is substantial. We are grateful.

From time to time small tokens of acknowledgement are sent to our kaiāwhina for their continuing interest and contributions to this Wānanga. For 2012 our kaiāwhina received a picnic rug, a 2013 diary and an engraved pen. It was accompanied with a letter of acknowledgement and thanks from the tumuaki.

We thank those who contributed to the Wānanga in 2012 and list their names below.

AKUHATA, Akuhata ARAHANGA, Paddy ARCHIBALD, David BAKER, Ricki BANDERS, Justin BARCLAY-KERR, Hoturoa BARRETT, Susan BELL, Tania BENNETT, Phillip BIDDLE, Jim BIDDLE, Nola BIRCH, Bruce BLACKMORE, Reimana BRIDER, Hinewai BRIDER, Lou BRIDER, Robin BROOKING, Joni BROUGHTON, Debbie BROWN, George BROWN, Maria BROWN, Matiu BROWN-RAPANA, Rita BROWN-RAPANA, Te Wahapu Paul

92

NGĀ KAIĀWHINA

DELL, Kiri DIXON, Rosita DODD, Carol EDMONDS, Arthur EDMONDS, Jim EDMONDS, Katarina EDMONDS, Patsy ELLIS, Cynthia ELLIS, Ritina EVANS Rawiri FALAOA, Waiparemo GARCIA Emmanuel GRACE, Aperahama GRAY, Roderick GREEN, Hariata HALLET, Hune HALLET, Ronnie HAPETA, Whatumairingi HARTLEY, Papua HAWIRA, Turama HAWKINS, Sue HEIKELL, Vicki-Anne HENDERSON, Mark

CARKEEK, Te Waari CLARKE, Bonnie CLARKE, Maria CLAYTON, Leanne COOK, Clayton COOK, Ropine COOPER, Ani COOPER, Erena COOPER, Harina COOPER, Kingston COOPER, Raymond COOPER, Tanira CRIBB, Kararaina DELL, Hinetu HUNT, Maewa HURIWAKA, Tom HUTA, Hiria IRWIN, Kathie JACKSON, Moana JACOB, Heni JURY, Rangi Te Whiu KAIHAU, Tungia KAKA, Hoori KAKA, Robert KATENE, Willis KAWANA, Manu KAWE-SMALL, Tiahuia KEMARA, Grace KEMARA, Tahana KEREOPA, Rachel KING Kauwai KINNAIRD, David KIRA, Huria KIRA, Te Karohirohi KOIA, Bob KOPUA, Mark KUNAITI, Tawhiti KUPENGA, Anaru KUPENGA, Parekura KURURANGI, Renata KURURANGI, Tawhai LEACH, Winnie MAHUTA, Dawn MANIAPOTO-ANDERSON, Rovina MANUKAU, Ami MARSHALL, Sally McKINNON Ron

HIKU, Whare HIPPOLITE, Michelle HOETE, Phyllis HOHAIA, Vivienne HOND, Ruakere HOOPER, Robyn HOTERENI, Indiana HOUIA, Waldo HUATA, Cordry HUATA, Elizabeth HUATA, Paraire HUATA, Ron HUATA, Tuhoe HUNIA, Maraea NEPIA, Sandy NGAHEKE Lionel NGERENGERE, Charlie NGERENGERE, Tiraha NICHOLAS, Anipeka NICHOLSON, Ngarongo Iwikātea NIKORA-DAVIS, Maharata NOHOTIMA, Peti NUKU, Phillip PAHURU, Rongohou PAHURU, Tui PAKI, Maehe PEHI, Wiremu PEHI,Te Mataara PETERS, Lorna PEWHAIRANGI, Merekaraka PEWHAIRANGI, Tate PHILLIPS, Cheryl PITMAN, Mereana POHATU, Toroa POUTU, Penny PUTAKA, Kathy RANGIPAOA, Rihari RAPANA, Hune RAPANA, Reo RAPANA, Tana RAROA, Moki REI, Matiu REWETI, Trist RICHARDSON, Pita RINTOUL, Regina ROA, Raukura ROBINSON-SILBERY, Juneea

NGĀ KAIĀWHINA

93

MILL, Stella MUNRO, Jill MURRAY, Bill MURRAY, Waimatao SELBY, Rachel SHAW, Urikore SMITH, Matekino SMITH, Pi SOUTAR, Brenda STAINTON, Ani TAIAROA-SCOTT, Tahupotiki TARAPA, May TAU, Lance TAUA, Rima TAUA, Tangiaro TAYLOR, Mina TE AWEAWE MANIAROA, Ruihi TE HIKO, Nigel TE HORE, Nga Pani TE RANGI, Georgina TE RANGI, Puawinawina TE RIINI, Margret TE RIRE, Te Haukakawa TE RUKI, Te Waraki TE TAI, Betty THOMPSON, Richard THOMPSON, Wiki TIMU, Irirangi TIPENE, Pera TUHOU, Wattie TUPAEA, Marangai TURIA, Alan TURIA, Tariana WAAKA, Ropata WALKER, Mere WALKER, Piripi WALL, Kenneth WALL, Mataara WATENE, Alfred WATENE, Dylan WATENE, Shane

94

ROPATA TE HEI, Mari ROTA, Jimi ROTORANGI, Wira RUWHIU, Eruera WHARE, Mina WHATARAU, Shane WICKLIFFE, Hine WILLIAMS Mere WILLIAMS, Emily WILLIAMS, Gary WINIATA, Whatarangi WINTERBURN, Purere WIPAKI, Miria WIRIHANA TE REI, Janey WITEHIRA, Judy WITERI, Rana WOOD, Nick

NGĀ KAIĀWHINA

Graduation and Enrolments

95

“Te Rā Whakapūmau is my favourite day of the year. There is no other time that I find our kaupapa and our tikanga so palpable and our mauri or life force so energised.”

Mereana Selby

Te Rā Whakapūmau There is no bigger day on the calendar year for us here at Te Wānanga o Raukawa than Te Rā Whakapūmau, our graduation day. It is an occasion for the founding iwi known as the ART Confederation (Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira) to invite graduands to return to Te Wānanga o Raukawa to receive their tohu (qualification) and celebrate their success with peers, staff and most importantly their whānau members.

This year Te Rā Whakapūmau was held on Saturday 8th December and was attended by between 2000-3000 graduands, whānau and supporters. Many spent days travelling from all over Aotearoa in support of their loved ones.

The days and weeks leading up to graduation see a buzz of activity here on campus. The entire event is organised and managed by staff. A huge marquee is erected and the stage set. Staff are transformed into parking wardens, event co-ordinators, stall managers and kapa haka performers; others are in charge of lunch packs and activities for our tamariki and the kitchen staff suddenly trebles in size.

The morning itself is set in motion with welcome karanga very ably led by our treasured kuia, Aunty Margaret Davis. Ahorangi, Iwikātea Nicholson opens the day with karakia.

The stage is taken by ngā Purutanga Mauri (kaumātua of the ART Confederation who are our senior scholars and advisers) who play a vital role in the days proceedings. These esteemed kaumātua will mihi to each and every graduand crossing the stage, presenting and endorsing all tohu for the year. The presence and mana of ngā Purutanga Mauri is crucial to the day’s success and we are always very grateful for their contribution.

A major expectation here at Te Wānanga o Raukawa is that students will reconnect with their kaumātua, study the history and kōrero of their iwi and hapū, and strengthen their connections to their marae. As a result the educational journey is a very emotional and a very personal one. However, for our students and their whānau it can be life changing, it can be emancipatory. As each graduand crosses the stage they are acutely aware that their success is a shared one. Whānau and friends perform rousing haka and waiata tautoko continuously throughout the day in a show of support and of pride. It is a spectacular sight and reaffirms the notion that these successes are shared and belong to whānau, hapū and iwi.

Te Rā Whakapūmau is my favourite day of the year. There is no other time that I find our kaupapa and our tikanga so palpable and our mauri or life force so energised. The educational successes we celebrate each year are an important way in which we are reclaiming our knowledge and our tikanga to ensure our survival as a people. It is further proof that our desire for tino rangatiratanga, to determine our own destinies for ourselves and generations to come is alive and well.

Nāku i roto i ngā mihi, Nā Mereana Selby, Tumuaki

96

TE RĀ WHAKAPŪMAU

97

Graduation Toi Whakarakai Heke Toi Whakarakai Poutuarongo Toi Whakarakai Total tohu in Toi Whakarakai

The graduation class of 2008, 2009, 2010, 2011 and 2012 by area of specialisation and by level of study are shown below.

Tohu Awarded

2008

2009

2010

2011

2012

7 4 5 0 10 4 6 0 36

5 3 12 5 3 2 2 1 33

7 3 17 0 3 5 4 2 41

4 9 10 1 2 6 3

2 11 0 0 0 8 1 0 22

8 19 16

4 34 13

3 38 10

1 1 45

2 0 53

4 8 63

13 26 17 1 8

Hauora Heke Oranga Hinengaro Heke Hauora Heke Rongoā Heke Tupu Ora Poutuarongo Oranga Hinengaro Total tohu in Hauora Studies

3 0 13 2 3 21

4 0 8 2 0 14

2 0 22 1 0 25

Mātauranga Māori Heke Awa-Raukawa-Toa Rangatiratanga Heke Mātauranga Māori Heke Whare Tapere Poupou Karanga, Ppk Poutuarongo Mātauranga Māori Poutuarongo Whare Tapere Tāhuhu Mātauranga Māori Total tohu in Mātauranga Māori

3 59 12 4 18 2 1 99

2 57 18 17 15 1 2 112

4 70 21 65 33 5 1 199

Toko Mana Heke Kaute Heke Toko Mana Heke Whakahaere Poutuarongo Kaute Poutuarongo Toko Mana Poutāhū Whakahaere Tāhuhu Whakahaere Poutāhū Tauira a Maui Total tohu in Toko Mana Tupunga Hapū Heke Kaitiakitanga Pūtaiao Heke Tupunga Hapū Heke Toiora Whānau Poutuarongo Kaitiakitanga Putaiao Poutuarongo Tupunga Hapū Poutuarongo Toiora Whānau Total tohu in Tupunga Hapū

98

GRADUATION

35

65

25

8 12 9 1 7 5 42

19

25

19

4 100 33 132 20 3 5 297

8 102 17 322 13 4 1 467

19 2 21

14 1 15

10 2 12

16 1 17

7 1 8

N/A N/A N/A 0

N/A N/A N/A 0

N/A 17 N/A 17

21 15 N/A 36

124 20 3 147

Puna Maumahara Heke Puna Maumahara Poutuarongo Puna Maumahara Total tohu in Puna Maumahara

12 1 13

10 0 10

7 2 9

5 1 6

0 1 1

Hiko-rau Heke Hiko-rau Poutuarongo Hiko-rau Total tohu in Heke Hiko-rau

7 NA 7

6 NA 6

8 NA 8

14 1 15

12 0 12

Ahunga Tikanga Heke Ahunga Tikanga Poutuarongo Ahunga Tikanga Poutāhū Ahunga Tikanga Tāhuhu Ahunga Tikanga Total tohu in Ahunga Tikanga

11 1 3 1 16

6 2 3 0 11

7 2 0 3 12

8

10

6 3 1 1 11

1 1 317 45

1 0 345 63

0 1 406 68

1 407 54

9 0 147 28

364

409

475

462

184

NA 3 3

NA 3 3

NA 8 2 10

10 2 1 13

12 1 0 13

Oranga Poupou Pakari Tinana Heke Kawa Oranga Poutuarongo Kawa Oranga Total tohu in Kawa Oranga Tohu Awarded

Te Pūtahi Whakawhiti Pārongo, Rorohiko Studies Heke Hangarau Parongo Poutuarongo Hangarau Pārongo Poupou Mātauranga Rorohiko Poupou Rorohiko, PpR Total tohu in Te Pūtahi Whakawhiti Pārongo, Rorohiko Studies Te Reo Māori Heke Reo Poutāhū Reo Tāhuhu Te Reo Māori Total tohu in Te Reo Māori

GRADUATION

2

99

Whakaakoranga Heke Te Rangakura - Kaiwhakaako Heke Whakaakoranga Heke Whakaakoranga Kōhungahunga Poutuarongo Te Rangakura Kaiwhakaako Poutuarongo Whakaakoranga Poutuarongo Whakaakoranga Kohungahunga Poutāhū Whakaakoranga Tahuhu Whakaakoranga Total tohu in Whakaakoranga

7 23 1 7 3 0 9 0 50

16 6 3 5 2 2 7 2 43

15 17 0 11 13 3 8 4 71

100

24 10 3 19 13 1 12 0 82

Te Wānanga o Raukawa tohu awarded

675

709

942

1081

1008 105 7 22

PpHReo Huia Te Reo Poupou Poupou PpWT Whare Tapere Poupou PpWhai Whaikōrero

GRADUATION

100

34 15 6 12 8 4 21

GRADUATION

EFTS By Programme 2012 Heke Ahunga Tikanga Heke Awa- Raukawa-Toa Rangatiratanga Heke Hangarau Pārongo Heke Hiko-rau Heke Kaitiakitanga Pūtaiao Heke Kaute Heke Kawa Oranga Heke Matauranga Māori Heke Puna Maumahara Heke Reo Heke Rongoā Heke Te Rangakura Heke Toi Whakarākai Heke Toiora Whānau Heke Toko Mana Heke Tupunga Hapū Heke Whakaakoranga Heke Whakaakoranga Kōhungahunga Heke Whakahaere Heke Whare Tapere Poupou Karanga Poupou Mātauranga Rorohiko Poupou Pakari Tinana Poupou Rorohiko Poutāhū Ahunga Tikanga Poutāhū Reo Poutāhū Whakaakoranga Poutāhū Whakahaere Poutuarongo Ahunga Tikanga Poutuarongo Hangarau Pārongo Poutuarongo Hiko-rau Poutuarongo Kaitiakitanga Pūtaiao Poutuarongo Kaute Poutuarongo Kawa Oranga Poutuarongo Mātauranga Māori Poutuarongo Puna Maumahara Poutuarongo Te Rangakura Poutuarongo Toi Whakarākai Poutuarongo Toiora Whānau Poutuarongo Toko Mana Poutuarongo Tupunga Hapū Poutuarongo Whakaakoranga Poutuarongo Whakaakoranga Kōhungahunga GRADUATION Poutuarongo Whare Tapere Tāhuhu Ahunga Tikanga Tāhuhu Mātauranga Māori Tāhuhu Te Reo Māori Tāhuhu Whakaakoranga Tāhuhu Whakahaere TOTAL EFTS

EFTS BY PROGRAMME 2012

HAT HART HHP HHr HKP HK HKO HMM HPM HReo HR HTRK HToi HTW HTM HTH HW HWK HWh HWT PpK PpMR PpT PpR PtAT PtReo PtWako PtWh PAT PHP PHr PKP PK PKO PMM PPM PTRK PToi PTW PTM PTH PW PWK PWT TAT TMM TReo TW TWh

16.303 3.253 18.9863 20.922 14.67 1.713 21.321 149.148 0.185 65.6822 33.486 30.9834 14.08 9.175 17.407 29.7589 11.626 5.964 0.193 19.3 194.5212 94.7457 36.6027 30.69 6.1723 10.2059 19.4872 29.8285 21.3392 2.9126 12.0779 12.4222 1.378 13.3449 83.0368 2.9438 58.8018 16.1862 17.463 9.2797 40.7059 27.6746 8.3428 23.9988 2.0995 60.166 0.769 3.9251 8.2981 1333.5762

101

Serving our world Te Wānanga o Raukawa continues to refine its Kaupapa, Tikanga and Performance statement (formerly Statement of Service Performance) as the prime instrument for measurement of our contribution to the long term survival of Māori as a people. With kaupapa and tikanga Māori as the expression, Te Wānanga o Raukawa seeks to fulfil its purpose by continuing to draw inspiration and innovation for rawa tuku iho.

E kore au e ngaro; he kākano i ruia mai i Rangiātea A forever statement, this confirms our goal to ensure that current and future generations are distinctively and identifiably Māori.

Kaupapa, Tikanga and Performance

102

1.

The increased capacity of students in te reo Māori, as a result of our whakaakoranga, whakatupu mātauranga and whakahaere

Selected completion rates at graduate level, undergraduate level, 25 years and below, 25 years + and staff

2.

An improvement in the maintenance of and respect for marae, as a result of our whakaakoranga, whakatupu mātauranga and whakahaere

Increased participation at marae, in particular the paepae and sharing of knowledge of whānau and hapū. Kia Māori ā tātou mokopuna

3.

The retention and development of Māori as a people in our whakaakoranga, whakatupu mātauranga and whakahaere

Selected progression rates (into higher levels of study) for those who start at heke level

4.

The maintenance of or an improvement to, the degree of rangatiratanga in our whakaakoranga, whakatupu mātauranga and whakahaere

Deliver high quality, relevant qualifications in which mātauranga is embedded

5.

We will support these outcomes by continuing to express kaupapa and tikanga in our whakaakoranga, whakatupu mātauranga and whakahaere.

We will achieve this with programme design and delivery of our courses and services in accordance with the expression of kaupapa and tikanga.

SERVING OUR WORLD

103

Highlights - 2012 2,397students and their whānau were engaged in language learning and practice.

In 2012 a total of

Te reo Māori is one of the compulsory components of study for students completing qualifications at Te Wānanga o Raukawa. From Certificate level 5 through to level 9 students are engaged in language studies through blended learning options.

Te Wānanga o Raukawa specialises in delivering six-day-long immersion programmes aimed at developing fluency and accuracy in te reo Māori. Initially the programme was an experiment: a search for the most effective ways of reviving, learning and teaching te reo Maori. Today, forty two immersion courses are run annually by Te Wānanga o Raukawa for undergraduate reo students.

Language-based activities include: • • • • • • •

Te Wetewete Reo | Grammar Te Mahi Aroā | Comprehension Karanga/Whaikōrero Kīwaha | Colloquial language Whakataukī/Whakatauākī/Pepeha | Proverbs/Tribal sayings Whakarongo/Titiro/Kōrero | Listening/Watching/Speaking exercises widening knowledge on the meaning and application of proverbs.

There is no doubt that those participating in language studies at Te Wānanga o Raukawa are increasing their capacity in the language.

In 2012 a total of 2,397 students were engaged in study at Te Wānanga o Raukawa.

These students engage in te reo studies in their time with us and the nature of mobile learning would indicate that their households are also exposed to the language which supports our wider goal for the language.

767.5 funded equivalent full time students (EFTS) were located at marae based studies (Mai i te Ūkaipō)

Whakapapa – Kia Māori a tātou mokopuna.

In 2012, 767.5 funded equivalent full time students (EFTS) were located at marae based studies (Mai i te Ūkaipō) contributing to the achievement of our goal that Māori are distinctive and identifiably Māori in the future. The remaining 550.6 EFTs were students based in Ōtaki who also spend one third of their time on iwi & hapū based studies at which time they will engage in research that requires them to discover who they are, what that means, and where they are from.

104

SERVING OUR WORLD

The Mai i te Ūkaipō strategy assures learners of improved language skills, the knowledge of who they are, where they come from, and the development of research skills necessary to accurately source that knowledge. The theory is that to teach students “at home” “about home” “by home” assures learners of their own dialect, protocols practices, and knowledge. The idea is to build a base in their own community to enable a group to nurture the full understanding of who they are and what it is to be Māori. This type of mātauranga provides stability at the marae and within the hapū to assure Māori of a future with Māori who know who they are and where they are from.

TWoR qualifications require

completion

100% attendance and

Pūkengatanga- Te Wānanga o Raukawa purpose.

Typically in the tertiary sector the practice is to reach targets within each course’s workload e.g. 80% attendance, 70% assignments and 30% in an examination. Within both the assignment and the examination, a student will be required to achieve a level for satisfactory completion which could range from 50 percent to 90 percent.

TWoR qualifications require 100% attendance and completion in order to satisfy the requirements for a student’s programme of study. Students of Te Wānanga o Raukawa must attend all teaching whether on-line or in person and complete every paper in the relevant year of study. Typically a study year comprises around 140 credits or 1400 hours of teaching/learning and research which is around 200 hours more than the average tertiary institution.

Te Wānanga o Raukawa is aware that it is a very high standard when some students have little or no experience in tertiary study. For the 31 years that it has been providing and conferring tertiary qualifications, Te Wānanga o Raukawa has taken students on a journey of discovery, enlightenment and development. In some cases it will take longer than the three years a degree can be completed in, and some will complete a diploma and decide that they have done enough to satisfy their need or kick start other study.

Designed in residential style delivery, students enter a tikanga Māori environment which for many is very new. They learn daily routines in the Māori world of protocol and practice, whilst engaging in tertiary study. They will be immersed in Māori language and exposed to a kawa (protocol) that focuses on oranga (health). A student of Te Wānanga o Raukawa makes significant strides each time they attend a residential seminar.

Advancement through qualifications as a norm for Te Wānanga o Raukawa is at each individual’s own pace. A special unit was established in 2011 to assist student progress in completing their work and supporting the attendance at classes. The success of that programme was felt in the first year and continues to date. Academic areas offer a great level of support to students from visiting them to presenting “catch up” tutorials and assignment writing seminars.

SERVING OUR WORLD

105

Students of Te Wānanga o Raukawa have an average age of 39 years therefore they are more likely to have families to support and employment they must keep. Our teaching delivery supports students to study and work full time however finding the time to complete can be a challenge. Many of our students are part time because of these commitments and research in 2012 confirmed this. Logically it follows that students who are enrolled part time will take longer to progress through to completion.

new language initiative and innovation Huia Te Reo. TWoR introduced a

Rangatiratanga – high quality and relevant qualifications.

To design and deliver programmes which are relevant, appropriate and contribute to the advancement of Māori as a people is critical to fulfilling our vision

our way.

All programmes delivered by Te Wānanga o Raukawa were designed and implemented by Te Wānanga o Raukawa for delivery to its people (community). 93.7 percent of students in 2012 identified as Māori.

Te Wānanga o Raukawa has over thirty years’ experience in delivering te reo programmes for undergraduate and postgraduate level students. In 2012 the Wānanga introduced a new language initiative and innovation Huia Te Reo. A new language programme facilitated on the radio and online, the purpose of Huia Te Reo is to inform, educate, entertain and more importantly to contribute to the revival of te reo Māori. Contributing to the survival of Māori as a people by providing language delivery through Iwi radio, online and mobile learning (m-learning) is the goal of the developers in response to the twenty first century learner and modern technology.

The learning design for Huia Te Reo is based on the idea that language should not be taught in isolation; that students will get more value from learning a range of phrases that can be applied instantly in everyday situations. The developers are using widely known fairytales to entertain, provoke the imagination and provide a visual context for students learning. This is based on the notion that a familiar story line helps learners acquire the new language from the context as they are able to concentrate on the use of language rather than try to understand a totally unfamiliar story in the new language.

Other components of the course include instruction on kīwaha, whakataukī, pēpeha, common errors and Te Kāinga which follows the lives of a whānau.

106

SERVING OUR WORLD

Mobile learning (m-learning) lends itself to new methods of delivery that are suited to the “just enough, just in time, just for me” demands of new age learners. The availability of mobile and wireless devices is enabling different ways of communicating and the cost of mobile access to the internet is steadily being reduced. The Huia Te Reo programme responds to these technological advances and the range of deliveries – radio, online, podcasts – is expected to appeal to the mobile learner, the corporate workers as well as those who listen to the radio as a normal part of their daily routine.

The challenge for the developers is to create and produce a quality reo programme that profiles Te Wānanga o Raukawa globally as: • •

Leaders in language, ICT and resource development.

An institute responsive to modern day technology and all that it affords today’s on-the-go learner.

The initial discoveries of this experiment are: 1.

2.

3.

4.

5.

6.

7.

There is a large interest in this type of blended delivery.

Geographic barriers do not exist (a fee would apply to those outside NZ).

Te reo Māori is highly desired by the Te Wānanga o Raukawa demographic.

Content/technological challenges are surmountable.

Deliverables are manpower/investment intensive in their creation.

The cost for delivery is controllable.

Re-delivery is at the flick of a switch.

These realisations have prompted the view that potentially all te reo delivery could be repackaged in this way. It is postulated that accessible and desirable learning mechanisms which are high quality, effective and allow us to increase the delivery and pastoral care to students more cost effectively will improve the student participation over the duration of a course and result in higher programme completion. If this is correct then it is a pathway that we must pursue and with vigour as it will contribute to the achievement of our overarching goals.

“Te reo is a taonga; halt its decline and revive.”

SERVING OUR WORLD

107

108 SERVING OUR WORLD NGĀ KAUPAPA, TIKANGA MATRIX

109 Student Completion

Item

Undergraduate:

Masters 2010 MY1 -Performance 82.17% MY - 81.17%

Year 1 - 50.17% Year 2 - 66.03% Year 3 - 74.42%

Undergraduate:

Met Met

Not met Not met Met

29.8% of total EFTS Not Met

Participation of Rangatahi Aged Under 25 years Student Retention Rates

Enrolment (EFTS) 2010 1694 2009 521

Māori Participation Target EFTS

Not Met

2010 Performance

Undergraduate: Undergraduate: Undergraduate:

MY1 – 80% MY2 – 85%

M Y1 – 85 % M Y2 – 86% M Y1 – 80 % M Y2 – 85% Undergraduate:

Masters MY1- 90% MY2- 80%

Masters

Masters Masters

Met

Met MY1- 90% MY2- 80% 2012 Performance

2012 Target

Year 3 – 83%

Year 3 – 75%

Met Met Met Year 1 - 68% Year 2 - 77% Year 3 - 83%

Year 1 – 65% Year 2 – 75% Year 3 – 75% MY1 – 80% MY2 – 85%

25%

1420 1333 Met

Undergraduate:

570 students

Funded EFTS Consumed EFTS EFTS funding

Undergraduate:

30% of total EFTS

1700

2012 Performance

2011 Performance

Year 2 – 75%

Year 2 – 75%

Met

Not met

Not Met

2012 Target

2011 Target

Year 1 – 68%

Undergraduate: Year 1 – 65%

Undergraduate:

30% of total EFTS

29% of total EFTS

Enrolment (EFTS) 1463 EFTS 98% Māori

1650 EFTS forecast 1541 EFTS funded

2011 Performance

2011 Target

Viewing each enrolment as a mana enhancing act toward the Wānanga and its founding iwi.

More Māori participating successfully in tertiary education.

Maximising retention and completion rates while maintaining acceptable academic standards in courses which fulfil the purpose of the Wānanga.

Providing the best teaching, support services, kai and accommodation possible.

Developing and implementing support systems for tauira to enhance retention completion rates.

Extending appealing terms of employment arrangements to staff and providing staff and kaiāwhina with research support and personal development opportunities.

Engaging in annual discussions that focus on being supportive of staff aspirations.

Item

• • • • • •

•

MANAAKITANGA

110 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

111

Not Met Not Met Not Met

2010 Performance Undergraduate: Year 1 – 32.27% Year 2 – 44.57% Undergraduate: 1 – 62.53 32.27% Year 3 Year 2 – 44.57 Y1 – 63.34 % % Year 3 – 62.53 Y2 – 63.42 % %

Item Student Completion Rates Student Completion Rates

Not Met

Y2 – 63.42%

2010 Performance

A review completed. Te Taituarā Ākonga established to support students.

Item

Student Support Systems

Student Satisfaction Surveys

Annual Reviews for Staff and Kaiāwhina

Student Completion Rates

Annual Reviews for Staff and Kaiāwhina Item

Masters Undergraduate: MY1 – 80%

Masters Undergraduate: M Y1 – 85 % M Y21–– 86% Year 52% Year 2 – 57% Year 3 – 62% Undergraduate:

M Y1 – 80 % 2011 Target M Y2 – 85% Masters Undergraduate: M Y1 – 80 % Year 60% M Y21–– 85% Year 2 – 65% Year 3 – 75% Undergraduate:

Support plans to be advised.

Support plans, with quarterly monitoring of actual retention and completion rates as well as actions in response.

2011 Target

Support plans to be advised.

Support plans, with quarterly monitoring of actual retention and completion rates as well as actions in response.

Two surveys conducted annually; positive trends maintained; manaaki and Te Whare Pukapuka.

Two surveys conducted annually; positive trends 2011 Target maintained; manaaki and Te Whare Pukapuka.

M Y1 – 60% MY2 – 80%

Not Met

Met

Not Met

Two surveys conducted.

Positive trends for all aspects surveyed, especially kai and te reo .

Y2 – 63.42% 40%

Year 2 – 44.57%

Not Met Not Met 89 conducted,

by Met Year 3 – 62.53%35 heldNot Paihere Tangata and 54 held Y1 63.34% Met by –Kaihautū

Undergraduate: Year 1 – 32.27%

Two surveys conducted annually; positive trends maintained; manaaki and Te Whare Pukapuka.

Supportive annual reviews M Y1 – 60% conducted and responses MY2 – 80% given that enhance the quality of their Wānanga experience.

Year 1 – 60% Year 2 – 65% Year 3 – 75%

Undergraduate:

Met

Two surveys conducted and positive trends maintained.Te Whare Manaaki and Te Whare Pukapuka.

Met

Not Met Not Met Not Met Not Met 85 completed 43% of total M Y1 – 68% Met staff numbers.

MY2 – 48% Not met Year 1 – 52% Year 2 – 57% Year 3 – 62%

Undergraduate:

M Y1 – 85 % M Y2 – 86%

Masters

Te Taituarā Ākonga established and maintained student academic support throughout the year.

Retention and completion rates were monitored on a regular basis and discussed with the TEC Investment Not Met Manager.

85 completed 43% of total Course completion rates staff numbers.

2011 Performance increased by 15%.

2011 Performance Course completion rates increased by 15%.

established and maintained student academic support throughout the year.

Retention and completion rates were monitored on a regular basis and discussed with the TEC Investment Manager.

Met Two surveys conducted and positive trends maintained.Te Whare Met Manaaki and Te Whare Two surveys conducted and Pukapuka. positive trends 2011 Performance maintained.Te Whare Manaaki and Te Whare Met Pukapuka.

Te Taituarā Ākonga

M Y1 – 68% MY2 – 48%

Year 1 – 52% M Y1 – 68% Year 2 – 57% MY2 – 48% Year 3 – 62%

MY1 80% 2012–Target MY2 – 85%

M Y1 – 85 % 2011 Performance M Y2 – 86%

Year 1 – 60% M Y1 – 60% Year 2 – 65% MY2 – 80% Year 3 – 75%

Masters

Masters

Masters

Two surveys conducted annually; positive trends maintained; Te Whare Manaaki and Te Whare Pukapuka.

Year 1 – 60% Year 2 – 65% Year 3 – 75% M Y1 – 60% Supportive annual reviews M Y2 – 80% conducted and responses given that enhance the quality of their Wānanga experience.

Undergraduate:

Supportive annual reviews conducted and responses 2012 Target given that enhance the quality of their Wānanga Masters experience.

MY1 – 80% MY2 – 85%

Support plans, with quarterly monitoring of actual retention and completion rates as well as actions in response.

Support plans to be advised.

2012 Target

Two surveys conducted annually; positive trends maintained; Te Whare Manaaki and Te Whare Two surveys conducted Pukapuka. annually; positive trends 2012 Target maintained; Te Whare Manaaki and Te Whare Pukapuka.

Support plans, with quarterly monitoring of actual retention and completion rates as well as actions in response.

Support plans to be advised.

Not Met MY2 Year–185% – 60% Not Met Year 2 – 65% Not Met Year 3 – 75% Undergraduate: M Y1 – 60% Not Met Year 1 – 60% Met M Y2 – 80% Not Met Year 2 – 65% Not met Not Met Year 3 – 75% M Y1 – 60% Met M Y2 – 80% Not met

2012 Target

2011 Performance

2011 Target

Not Met 89 conducted, 35 held by Supportive annual reviews Paihere Tangata and 54 held conducted and responses 2010 Performance 2011 Target

by Kaihautū given that enhance the quality of their Wānanga Masters 40% experience.

M Y1 – 80 % M Y2 – 85%

Met

A review completed. Te Taituarā Ākonga established to support students.

Student Support Systems

Student Satisfaction Surveys Item

Two surveys conducted.

Positive trends for all aspects surveyed, especially kai and te Met reo .

Two surveys conducted.

Positive trends for all aspects 2010 Performance surveyed, especially kai and te Met reo .

Student Satisfaction Surveys

Met

Met

Y1 – 63.34%

Not Met

Not Met

2010 Performance

Item

Met

Met

Two surveys conducted Te Whare Manaaki and Te Whare Pukapuka, positive trends maintained.

Met

Additional monitoring and Undergraduate: reporting was provided to the YearAcademic 1 - 55% Board Undergraduate: throughout Year 2 - 63%the year.

Year 3 - 64% Met M Y 1 - 76% Supportive annual M Y 2 - 49% discussions were held for most staff

Supportive annual Kura tautoko were discussions were for provided both onheld campus 2012 Performance most staff and at a range of venues.

Masters Actual retention and MY190% were Met completions MY280% quarterly. monitored

throughout the year toand Additional monitoring monitor progress and to reporting was provided provide support. the Academic Board throughout the year.

2012 completions 61% a 3% increase Met

Kura tautoko were 2012 Performance provided both on campus and at a range of venues.

Met Actual retention and Te Taituarā Ākonga completions continued towere contact monitored quarterly. students regularly

2012 completions 61% a 3% increase

Two surveys conducted Te Whare Manaaki and Te Whare Pukapuka, positive Met trends maintained.

Two surveys conducted Te Whare Manaaki and Te 2012 Performance Whare Pukapuka, positive trends maintained. Met Te Taituarā Ākonga continued to contact students regularly throughout the year to monitor progress and provide support.

Masters Undergraduate: MY190% MY2Year 80% 1 - 55% Undergraduate: Year 2 - 63% Year 3 - 64% Undergraduate: M Y 1 - 76% Year 1 - 55% Undergraduate: M Y 2 - 49% Year 2 - 63% Year 3 - 64% M Y 1 - 76% M Y 2 - 49%

Masters MY1- 90% Met 2012 Performance MY2- 80%

2012 Performance

112 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

113

Item

Staff Support Systems

Item

The four point plan to assist staff to manage their circumstances and plan for the future is the offer of free will preparation, life and subsidised health insurance and Kiwi Saver participation.

The benefits of free gym and pool membership are a contribution to a healthy lifestyle and Te Ōhākī. Staff study is a contribution to the long term survival of Māori as a people. This plan constantly seeks opportunities to assist staff to plan for the future.

2010 Performance

Staff engaged in study were as follows: 2010 2009 At TWOR 145 173 Elsewhere: 6 Doctoral studies: 5 5 Te Kāurutanga 2 1 Other qualifications 2010 2009 151 178 Staff benefits are: • Kiwi Saver • Subsidised Health insurance • Life insurance • Gym membership • Staff study • Te Ōhākī • Free will preparation

Salaries were reviewed twice in 2010 by the tumuaki.

Turnover 2010 15% (includes the reshape of TWoR)

Met At the end of 2010 and 2009 staff numbers were: 2010 2009 Fulltime 194 189 P/T and casual 26 26 Head count 220(a) 215(a) FTE 208 203

2010 Performance

2011 Target

Salaries, study arrangements, staff development and other benefits that build capability and are appealing to staff, as measured by stability of staff numbers, and a low turnover.

2011 Target

2011 196 34 230 202

Met

Life insurance Gym membership Staff study Te Ōhākī Free will preparation Free pool entry The four point plan to assist staff to manage their circumstances and plan for the future is the offer of free will preparation, life and subsidised health insurance and Kiwi Saver participation.

The benefits of free gym and pool membership are a contribution to a healthy lifestyle and Te Ōhākī. Staff study is a contribution to the long term survival of Māori as a people. This plan constantly seeks opportunities to assist staff to plan for the future.

• • • • • •

2011 Performance

Staff benefits are: • Kiwi Saver • Subsidised Health insurance

Creative Activity Register developed and maintained.

Staff completion rates Undergraduate 71% Masters 60%

Staff engaged in study were: 2010 2011 At TWOR 145 207 Elsewhere: 6 34 Doctoral studies: 5 2 Te Kāurutanga 2 2 Some staff are enrolled in more than one study programme.

Turnover 2011 8%

Salaries were reviewed twice during the year.

At the end of 2011 staff numbers were: 2010 Fulltime 194 P/T & casual 26 Headcount 220 FTE 208

2011 Performance

2012 Target

Salaries, study arrangements, staff development and other benefits that build capability and are appealing to staff, as measured by stability of staff numbers, and a low turnover.

2012 Target

174 32 206 187

2012 Performance

Benefits maintained were: • Kiwi Saver • Subsidised Health Insurance • Life Insurance • Gym membership • Staff study • Te Ōhākī • Free will preparation

Fulltime 196 P/T & Casual 34 Headcount 230 FTE 202

In 2012 the staff numbers were: 2011 2012

Turnover 7%

Met Salary reviews were completed in 2012 staff study arrangements and staff development continue to be a priority.

2012 Performance

114 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

115

Not Met

4.5 PhD holders on staff (FTE).

34 masters holders on staff

Four (4) staff enrolled/studying in doctoral studies; Two (2) in Te Kāurutanga are now studying this taonga (b) Six(6) staff enrolled in master degree papers (c) Staff enrol progressively i.e. not as full time students, completion therefore takes longer.

(a)

Notes:

Postgraduate – all programmes were taught by masters holders or recognised authorities

Undergraduate – all undergraduate programmes were taught by masters holders, recognised authorities or academics engaged in masters study and more advanced than the students

Staffing Competence Levels

Met

2010 Performance

Met Examples of rangatiratanga by way of staff qualification, reporting by department and kaiāwhinatanga are documented throughout the Annual Report.

Item

Rangatira Attributes Displayed

Met Three hui held with the Crown in mutual recognition of each other’s rangatiratanga.

2010 Performance

6 PhD holders.

50 Masters holders

Postgraduate – 80% taught by masters, PhD holders or recognised scholars

Undergraduate – 75% taught by masters holders or recognised authorities

2011 Target

Examples among students, staff and kaiāwhina published in the Annual Report.

Three hui held with the Crown and mutual recognition of each other’s rangatiratanga affirmed.

2011 Target Met

Met

4.5 PhD holders on staff.

Not Met

28 Masters holders on staff Not Met

Postgraduate – 80% taught

by Masters, PhD holders or recognised scholars

Undergraduate – 75% taught by masters holders or recognised authorities or academics engaged in masters study and more advanced than the students

2011 Performance

Met Examples among students, staff and kaiāwhina published in the Annual Report.

Three hui held with the Crown and mutual recognition of each other’s rangatiratanga affirmed.

Some examples are: monthly meetings with TEC Investment Manager, monthly inter-wānanga meetings with the Crown.

2011 Performance

7 PhD holders.

50 Masters holders

All postgraduate programmes taught by masters, PhD holders or recognised scholars.

All undergraduate programmes taught by masters holders or recognised authorities or academics engaged in masters study and more advanced than the students

2012 Target

Examples among students, staff and kaiāwhina published in the Annual Report.

Three hui held with the Crown and mutual recognition of each other’s rangatiratanga affirmed.

2012 Target

Met

Met

8

Te Panikiretanga ( awarded 2012 1)

2 2

Te Kāurutanga Candidates PhD candidates.

Notes

Postgraduate holders 36 (9 hold more than one postgraduate qualification) Diploma of Adult Education 13

4 39

PhD holders Master holders

All Postgraduate programmes were taught by masters, PhD holders or recognised scholars

All undergraduate programmes were taught by masters holders or recognised authorities, or academics engaged in masters studies and more advanced than the students

2012 Performance

Examples of rangatiratanga by way of staff qualification, reporting by department and kaiāwhinatanga are documented throughout the Annual Report

Met

Some examples are: monthly meetings with TEC Investment Manager, monthly inter-wānanga meetings with the Crown.

More than three hui held with the Crown and mutual recognition of each other’s rangatiratanga affirmed.

2012 Performance

Relationships with the Crown through the Ministry of Education (MoE) that reflect rangatira characteristics Appropriate appointments of competent staff for teaching at relevant levels Attributes described by tūpuna Nurturing, developing and reflecting rangatira attributes amongst staff, kaiāwhina(and their whānau)and students (and their whānau) No intrusion into the space of others (e.g. removing property without authority).

Wānanga and Crown in Partnership Relationship through MoE

Item

• • • • •

RANGATIRATANGA

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Nine incidents, all resolved

Intrusions into the Spaces of Others Zero

2011 Target

Five incidents of theft, none resolved

2011 Performance

Zero

2012 Target

Three incidents all resolved.

Attended Kura Reo

Undergraduate staff

Masters external Candidate

Masters awarded(external)

2012 Performance

2010 Performance

Marae: 7 Pito: 10 Kura: 12 Rangakura: 2 Campus (Ōtaki): 1

Delivery sites

Met Marae: 17 Pito: 8 Kura: 13 Rangakura: 2 Campus (Ōtaki): 1

2011 Target

Met

During 2011 other sites expressed an interest in our programmes.

Marae: 6 Pito: 7 Kura Māori: 13 MBS sites: 13 Māori Boarding Schools: 2 Colleges: 3 Campus (Ōtaki): 1

2011 Performance

Marae: 17 Pito: 10 Kura: 12 Rangakura: 2 Campus (Ōtaki): 1

2012 Target

1

1

Met

12

70

Marae: 4 Pito: 1 MBS Sites: 13 Rōpū Tuku Iho: 1 Kura Māori: 16 Māori Boarding Schools: 1 Kura Auraki: 9 Rangakura: 2 Campus (Ōtaki): 1

2012 Performance

Whānau, hapū and iwi working relationships with the Wānanga maintained, enhanced, enlarged Increased participation by members of the founding Iwi (ART: Te Āti Awa, Ngāti Raukawa, Ngāti Toa Rangatira) in programmes of the Wānanga More marae based delivery sites established in response to hapū and iwi approaches Development of MBS programme and successful delivery Developing policies consistent with whanaungatanga amongst staff and students.

Item

• • • • •

WHANAUNGATANGA

2010 Performance

Item

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More than 3 hui took place where opportunity to encourage members of ART to enrol occurred.

One hui to present our Annual Report.

At least 3 hui to encourage members of ART to enrol.

All MRA’s to be negotiated, revised and agreed by 30 November each year.

2011 Target

Curriculum

Whakawhanaungatanga Events (built around our courses, e.g. design and art, the reo, festivals)

Met Annual review completed on eight programmes. The ART Iwi feature in these courses.

• Two hui were held for Marae/Pito. Each Kaiwhakahaere and up to two (2) Komiti Mātauranga members were invited.

Met • All sites were visited by Ngā Pou in preparation for the 2010 teaching year. Kaihautū, Te Whare Ūkaipō visited all sites twice throughout the year.

Heke Whakahaere Poutuarongo Toi Whakarākai Poutuarongo Ahunga Tikanga Poutuarongo Hangarau Pārongo Poutuarongo Kaute Poutuarongo Kaitiakitanga Pūtaiao Poutuarongo Whakaakoranga Kōhungahunga Poutuarongo Whakaakoranga.

2010 Performance

Item

Whanaungatanga events held.

Annual review with the intention of ensuring the ART Iwi feature appropriately in 3 courses.

2011 Target

Met

Kura and marae sites hold one noho at the matua campus each.

All sites were visited more than once during the year

Met 2011 saw conferences, hui, exhibitions and various other celebrations held

Poutuarongo Hiko-rau (PHr), Heke Rongoā(HR), Poutuarongo Te Rangakura (PTRK), Poutuarongo Mātauranga Māori (PMM), Tāhuhu Whakaakoranga (TW), Poupou Mātauranga Rorohiko (PpMR) Poupou Rorohiko(PpR).

Programme reviews held in 2011:

2011 Performance

Whanaungatanga events held.

Annual review with the intention of ensuring the ART Iwi feature appropriately in three courses.

2012 Target

One hui to present our Annual Report

One hui to present our Annual Report

All MRA’s to be negotiated, revised and agreed by 30 November each year.

At least three hui to encourage members of ART to enrol.

Met

Met

2012 Target

At least 3 hui were held to encourage members of ART to enrol.

All MRAs were negotiated by 30 November 2011.

2011 Performance

ART: Stands for the three founding iwi of Te Wānanga o Raukawa which is Ātiawa, Raukawa and Toarangatira.

5

1

ART Members

Met

Arrangements were unable to be finalised for all sites. 10 from 12 sites completed 84%

Mutual Recognition Agreements – [for Marae Based Studies]

Not Met

2010 Performance

Item

• • • •

Conferences Hui a iwi Visits to marae sites Kura and marae sites attend noho at the campus each year.

Met Whanaungatanga events held throughout the year include

Met Annual review with the intention of ensuring the ART Iwi feature appropriately in three courses which were: 1. Tāhuhu Whakahaere 2. Tāhuhu Reo 3. Poutuarongo Puna Maumahara.

2012 Performance

Staff involved in developing the Ngāti Toa Rangatira Reo strategy

At least three hui to encourage members of ART to enrol were held.

One hui to present our Annual Report

Met

Five MRA’s were with new marae/Rōpū Tuku Iho and finalised post 30 November 2012.

Not all MRA arrangements were finalised by 30 November 2012.

2012 Performance

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Students update their iwi & hapū details on graduation.

The information is also shared at mihimihi and karakia

All staff and students’ iwi and hapū details are provided at enrolment for study, staff data is collected at the time of employment

Met

• All kura were invited to Te Wānanga o Raukawa for noho one (1) and noho five (5).

Excellent response in high numbers attending.

Attendance was high

2010 Performance

Encourage staff and students to provide detail on their whānau, hapū and iwi to colleagues through a central facility.

2011 Target

Met

Students update their iwi & hapū details on graduation.

The information is also shared at mihimihi and karakia

All staff and students were encouraged to provide details of their whānau, hapū and iwi at employment and/or enrolment

year.

2011 Performance

Encourage staff and students to provide detail on their whānau, hapū and iwi to colleagues through a central facility.

2012 Target

Met

Whakawhanaunga hui Staff monthly hui Graduation and others.

More opportunities for whakawhanaungatanga occur in other kaupapa.

Students update their iwi & hapū details on graduation

The information is also shared at mihimihi and karakia

All staff and students were encouraged to provide details of their whānau, hapū and iwi at employment and/or enrolment

• •

•

2012 Performance

Not Met

Annual Report distributed to ART kaiāwhina, the Crown and other interested parties. The Annual Report will be distributed in May.

Regular reports are submitted to Te Mana Whakahaere the Academic Board and Ngā Kaihautū Reports to Crown agencies submitted as and when required

Half yearly activity report 33% completed

2010 Performance

The Annual Report is to be distributed to: • ART • kaiāwhina and a range of others.

All areas of responsibility report on their activity annually for distribution to all staff

2011 Target

Met Regular reports were made to Te Mana Whakahaere, the Academic Board, Ngā Kaihautū and Ngā Pou Reports to Crown Agencies submitted as and when required and on time The Annual Report was distributed to: • ART • kaiāwhina and a range of others.

2011 Performance

The Annual Report is to be distributed to: • ART • Kaiāwhina and a range of others.

All areas of responsibility report on their activity annually for distribution to all staff.

2012 Target

Met

The Annual Report was distributed to: • ART • kaiāwhina and a range of others • Crown agencies.

Regular reports made to Te Mana Whakahaere, the Academic Board, Ngā Kaihautū and Ngā Pou. Reports to Crown Agencies submitted as and when required and on time

2012 Performance

Reporting on activity Development of an e-learning strategy, plan and work programme, optimising use of technology at-hand, and interdisciplinary and collaborative participation Encouraging interdisciplinary creative activity (research) projects Providing for contributions from all staff to decision-making processes Prioritising the development of unity within the Wānanga Sharing information on Wānanga-wide issues or opportunities.

Reporting

Item

• •

• • • •

KOTAHITANGA

Staff and Students

Item

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2010 Performance

Ten staff participated in research conferences

Item

Participation in Wānanga research conference

Not Met

E-learning is continuing to build staff capability. We are currently producing the software and transitioning into business as usual.

Development of E-learning

Met

2010 Performance

Item

Twenty research staff participate in international and inter wānanga creative activity conferences.

2011 Target

Report on e-learning experience over past two years.

2011 Target

Met

Skype Kahurangi Smartsheet Mūrau.

Met

15 staff attended and three staff presented papers at the “Our Future Our Way” conference in September.

Four staff attended and one staff member presented a paper in the “Rising Above Tokenism” conference in November

Six staff attended and two staff presented papers at ‘Kei Tua o te Pae’ in Wellington in May

Six staff attended the WIPCE conference in Peru in August and five presented papers.

One staff member and the Chair of Te Mana Whakahaere attended the WINHEC conference in Peru

2011 Performance

Wi-Fi was also installed at the Wānanga which has changed the way students communicate with us whilst on campus.

Fibre optic cable was installed at the Wānanga. We consulted widely within the iwi about the opportunities this offered the Runanga, Raukawa Marae, Te Rōpu Pakihi and kura who took advantage of this highspeed internet connectivity.

• • • •

Report compiled and staff and students increased their capacity and capability using:

2011 Performance

20 research staff participate in international and inter-wānanga creative activity conferences.

2012 Target

e-learning is integrated into full learning packages.

2012 Target

Met

Met

12 staff attended Kura Reo Details are provided in the relevant pou and kaihautū reports.

1 staff member attended ‘Wharangi Ruamano Hui-aTau at WINTEC 12-14 December 2012

1 staff member attended the 2012 WINHEC hui in Taiwan 16-20 September

20 staff attended ‘Kei Tua o te Pae: Changing Worlds, Changing Tikanga – Educating History and the Future’ conference 4-5 September 2012

5 staff attended the ‘Māori Nutrition and Physical Activity Research’ hui at Massey University 28-29 August 2012

2012 Performance

Upskilling of staff and building institutional capacity across all sectors of TWoR increases opportunities of employment for whānau, hapū and iwi.

Open source web- based software was trialled with success and will continue to be used

Connectivity advances, including e-learning, continue to improve the quality of education and communication at TWoR.

2012 Performance

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Item

Interdisciplinary creative activity

Sharing information

Item Information on wānangawide issues and opportunities to be shared with staff and students (monthly).

Met There are many opportunities to share information, on Tiki-Rau, at staff meetings, planning for graduation, hui whakakaupapa.

Seven formal staff meetings were held in 2010.

Manaaki tangata project, further advancement in 2011, report due December 2011. (This is a project run from Te Puna, to increase healthy lifestyles).

Inclusion of mārakai as extension of classroom to encourage organized engagement with living eco systems, supporting the guiding kaupapa in an active manner and is essentially consistent with a Māori world view

Development of mārakai activities, for staff and wider community, in which the application of pūtaiao and mātauranga, encompass pedagogical enquiry as both disciplines require observations, pattern recognitions, problem solving and draws upon the theoretical foundations of tikanga tuku iho

2010 Performance

2011 Target

2011 Performance

Progressed the WAI2258 claim and ecosystems project reports are being reviewed.

Ecosystems draft reports submitted for peer review. Amendments to be made in 2011 for publication in 2013.

Tikanga Māori creative activity evaluation.

Met

Tiki-Rau is widely used to share information.

Met Information was shared at seven staff hui, the planning hui, graduation planning hui

2011 Performance

Met Genuine Progress Index and other interdisciplinary projects continued and reports released

2011 Target

2010 Performance

2012 Target

Tikanga Māori creative activity evaluation.

Genuine Progress Index and other interdisciplinary projects continued and reports released

Information on wānangawide issues and opportunities to be shared with staff and students (monthly).

2012 Target

Increasing use and development of new tools and technologies offer exciting opportunities for the wānanga.

for Murau and digital readings enhance delivery techniques

2012 Performance

Staff workshops and training.

Huia Te Reo radio and online programmes is one example

New media and new technologies have created opportunities for thinking differently about learning and learning processes

Minutes of Te Mana Whakahaere, the Academic Board and ngā kaihautū are widely distributed.

Met

Tiki-Rau is widely used for information sharing Staff are invited to attend Te Mana Whakahaere meetings

Seven formal staff meetings were held in 2012

Met There are many opportunities to share information, • Monday morning pānui at karakia, • Staff meetings, • Planning for graduation • Hui whakakaupapa

2012 Performance

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Decision making

Item

We continue to offer the Whakatupuranga Rua Mano paper for all new staff and those who have not yet been able to attend.

This is one formal development for staff and other informal situations arise on a daily basis that encourages kotahitanga

Development of unity

Five kaihautū planning hui followed by one hui whakakaupapa for staff.

One joint project for all staff (at graduation time)

Quarterly hui for staff

7 staff hui and graduation arrangements were completed More than 5 Kaihautū planning hui were held.

Hui whakakaupapa for staff (two days)

Met

2011 Target

Conduct seminars when new insights into the kaupapa are discovered (expect two to be required).

Ensure that all new staff and new kaiāwhina are introduced to the kaupapa

2011 Target

Hui whakakaupapa for staff took place in July

2010 Performance

During the course of the delivery, opportunities arose for discussion of new insights into the kaupapa.

In 2010, 50 staff enrolled and 49 completed

2010 Performance

Item Met

Met

Five kaihautū planning hui followed by one hui whakakaupapa for staff held.

One joint project for all staff (at graduation time)

Quarterly hui for staff held

Hui whakakaupapa for staff (two days) were held

2011 Performance

Whakatupuranga Rua Mano was delivered to 60 MBS staff in August at Rotorua, 20 Ōtaki staff in October.

2011 Performance

Five kaihautū planning hui followed by one hui whakakaupapa for staff.

One joint project for all staff (at graduation time)

Quarterly hui for staff

Hui whakakaupapa for staff (two days)

2012 Target

Conduct seminars when new insights into the kaupapa are discovered (expect two to be required).

Ensure that all new staff and new kaiāwhina are introduced to the kaupapa

2012 Target Met

Met

Where necessary, tumuaki and pou make executive decisions.

Five kaihautū planning hui followed by one hui whakakaupapa for staff

Staff are encouraged to collectively participate in decision making

One joint project for all staff (at graduation time)

Quarterly hui for staff held

Hui whakakaupapa held in June for staff (two days)

2012 Performance

There are frequent opportunities for the development of unity and where insights into the kaupapa are developed and discussed. Some examples are: • Weekly karakia • Monthly staff meetings • Graduation • Hui Whakakaupapa • Publications and conferences explore insights into the kaupapa.

All new staff are introduced to Whakatupuranga Rua Mano and the basic kete of knowledge

2012 Performance

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Wairua nourishment

Item

Construction of dedicated noho puku space.

There are several noho puku places on the campus. A review was conducted with a view to establishing a space in Ngā Purapura.

2 noho puku spaces have been established in the Rangataua building. A 1.6km walkway was investigated as part of a Te Ōhākī initiative. Plans for bench seats along the pathway and paving were designed.

2011 Performance

Met 35 percent of courses taught in natural venues.

Te Whare Oranga is fully operational, Ngā Purapura to open in 2012.

2011 Performance

Met Review of activity

2011 Target

35 percent of courses taught in natural venues.

2011 Target

Met

2010 Performance

Met As time passes and we become more confident in our ability to teach in a variety of venues, we have progressed to 75% of our teaching being held in natural venues.

2010 Performance

Construction completed.

Noho puku space in use.

2012 Target

35 percent of courses taught in natural venues.

2012 Target

Met

With the opening of Ngā Purapura, Te Kākano is a contemplative space for wairua nourishment.

There are several noho puku places on the campus.

Kawe mate of Pearl Pōwhiri Lawson in December

in traditional ritual, the new carvings adorning Miria Te Kakara were unveiled in October

Matariki was celebrated in June

The dawn opening of Ngā Purapura in February was an important campus-wide wairuatanga activity and this was conducted by a team of in-training tohunga of the Mata Punenga group. The local community also took part

2012 Performance

Based on this, the percentage is met.

Met Courses are taught in many and varied locations that include Kāpiti Island, Rangiātea Church, Raukawa Marae, Takapūwahia Marae, Waitohu sand dunes and all are reflective of the wairua of the Wānanga and the Confederation.

At the marae and other sites, much of the teaching takes place outdoors.

2012 Performance

Learning through tikanga and kaupapa Māori Development of a wairua nourishing and nurturing environment including the provision of noho puku. spaces, marae style environs and teaching in natural venues including te ngāhere and te moana Staff and students able to express their spirituality; participate in karakia, mihimihi and pōwhiri Staff hui held annually to nourish wairua.

Outdoor education

Item

• •

• •

WAIRUATANGA

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2011 Target

All hui begin with karakia and mihi are often a part of the proceedings.

Met All staff are encouraged to participate in tikanga activities around campus and on MBS marae.

The target of 75% is met by staff attending at least one tikanga activity around campus and on MBS marae 80% of staff participate in tikanga activities (including pōwhiri) around campus and on MBS marae.

Met Hui Whakakaupapa and Staff revitalisation hui held graduations are annual events annually with smaller events contributing to the wairua of the held monthly (10). wānanga. The dedication of the IMLA site was widely attended by Purutanga Mauri, Te Mana Whakahaere, the architects and building contractors and was both a moving ceremony and a moment of pride in the progress of this project.

2010 Performance

All hui start and end with karakia.

Met During the year all staff will, at some time, attend pōwhiri both in Ōtaki and at marae sites.

Met Staff revitalisation is part of all staff hui.

2011 Performance

90% of staff participate in tikanga activities (including pōwhiri) around campus and on MBS marae.

Staff revitalisation hui held annually with smaller events held monthly (10).

2012 Target

Smaller facility developments improvements are made as and where required.

Met The building of the Institute of Māori Lifestyle Advancement (IMLA) commenced as well as discussion on the re-development of the library

2010 Performance

Upgraded sleeping quarters.

New Archives facility

Met

Te Tākupu, our new publishing unit, established.

Smaller developments and upgrades completed as required

Ngā Purapura 95% completed by year end

IT and Library redevelopment put on hold

Upgraded library facility including student relaxation areas Upgraded IT area

Sleeping quarters upgraded

2011 Performance Advise through Annual Report

2011 Target

Further upgrade of campus facilities.

Ngā Purapura (formerly IMLA) opened and operational.

2012 Target

Constantly refining Paihere Tangata practices Arrangements that foster a sense of importance, belonging and contribution among staff and students Assisting staff to live according to kaupapa and tikanga Māori Commitment to a higher purpose of the survival and wellbeing of Māori Appropriate good quality facilities and equipment available Ensuring an inclusive learning environment Mentorships for students.

Facilities Development

Item

• • • • • • •

ŪKAIPŌTANGA

Kaupapa and Tikanga support

Annual staff hui

Item

Facilities and services were maintained and upgraded as required and planned for

Work continues on planning the facility to house the carvings of te Whetūmarama o te Ata Kereama

Met Award winning Ngā Purapura opened in 2012 on time and below the approved budget. It received an award for excellence in design and sustainability Miria Te Kakara whakairo were installed and unveiled in October

2012 Performance

Other kaupapa and tikanga support is documented throughout this report.

Met All staff, at some time in the year, participate in tikanga based activities on campus and at all other sites.

Pōwhiri, poroporoaki karakia and mihi all form part of encouraging and growing kaupapa and tikanga support

Met There are both formal and informal times for staff revitalisation. It is nurtured at Monday morning karakia, monthly staff hui and the annual staff Whakawhanaunga event in December.

2012 Performance

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Item

Expression of kaupapa and tikanga

Strategic planning

Refined Paihere Tangata practices

Item

2010 Performance

Met Four contributions published.

• Toi Whakarākai • Kia Māori te titiro ki te Ao • He Aratohu Tuhi • Māku Anō e hanga Tōku Nei Whare.

Met Continuation of the development of the three to five year plan, relevant staff participated.

Not Met The reshape of the organisation has the number of kaihautū at 14 and 13 annual discussions have been completed. 93 percent.

2010 Performance

“He Rukuruku Whakaaro – Colonising Myths Māori realities” by Ani Mikaere, co published with Huia publishers, launched at Te Wānanga o Raukawa.

“Whakatupuranga Rua Mano 1975 – 2000: He Tirohanga Whakamuri”

by Piripi Walker in te reo and English, launched at Te Wānanga o Raukawa.

by Rachel Selby, Awhina English and Hayley Bell.

in the 21 century.

st

2011 Performance

Met Publications in 2011: Puna Maumahara Conference Proceedings (2006) “Social Workers in Schools: A New Zealand Māori Experience and Working with Whānau”

Met

kaupapa and tikanga st Māori in the 21 century.

2012 Target

On-going whakatupu mātauranga into living according to kaupapa and tikanga Māori within rōpū tikanga Māori generally that results in two publications on living according to

Participation rate of at least 75 percent.

Annual discussions maintained.

Not Met 85 completed 43% of total staff.

45 percent plus participation.

2012 Target

2011 Performance

2011 Target

Ongoing whakatupu mātauranga into living according to kaupapa and tikanga Māori within rōpū tikanga Māori generally that results in two publications on living according to kaupapa and tikanga Māori

Participation rate of at least 45 percent but with wide representation.

Annual discussions maintained.

2011 Target

•

•

‘Mai i Te Kākano’ by Hēni Jacob published in June, winner of the Te Reo Māori category in the Ngā Kupu Ora Book Awards (Massey University) and consistent with the commitment to championing te reo Māori Inaugural ‘Ahunga Tikanga’ journal, edited by Kim McBreen

Te Tākupu published: • a booklet to commemorate the opening of Ngā Purapura In February

‘Our people, Our Future, Our Way’ hosted at TWoR

“Kei Tua o Te Pae: Changing Worlds, Changing Tikanga – Educating History and the Future”

spoke at conferences during the year.

2012 Performance

Staff study register is maintained Two staff retreats held during the year 30 staff attended and/or

Met This kaupapa is also expressed elsewhere

Met The 2012 Strategic Planning Hui saw the launch of ‘Our Wānanga Our way” 2012 - 2040 • Kia Māori a tātou mokopuna • Kia whakamāori tātou • Mā te reo ka Māori ai te hāpori, mā tō hāpori ka Māori ai ngā mokopuna More than 75% of staff participated.

Met Annual discussions were held for most staff

2012 Performance

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Item

Item

2010 Performance

2010 Performance

2011 Target

2011 Target

2011 Performance

2011 Performance

2012 Target

2012 Target A report entitled ‘Te Wānanga o Raukawa; Restoring Mātauranga to Restore Ecosystems’

by Aneta Rawiri.

Our Senior Scholar and purutanga mauri continues to make a major contribution to the expression of kaupapa and tikanga with his involvement in numerous external groups including:

Advised Te Wāhanga, the NZ Council for Educational research

Involved in Matike Mai Aotearoa (the constitutional transformation working group)

Taught a post graduate paper,’ Te Whiriwhiri Oranga’ for Māori nurses at WINTEC

Te Whare Whakatupu Mātauranga staff have contributed to activities beyond the Wānanga and the Confederation

A Whakatupu Mātauranga plan has been conceived to guide activities in the whare

write up and publish the results of interviews with local elders on kaitiakitanga and local waterways

2012 Performance

The JR McKenzie Trust granted funds for a project to

Staff are involved in the Ngāti Toa Rangatira Reo strategy

Ngā Purutanga Mauri continue to have an influential and guiding presence

Work has continued on planning the building of a facility to house the carvings of Te Whetūmarama o te Ata Kereama

The whakairo on the mahau of Miria Te Kakara were completed and unveiled in October with staff contributing to the explanations of the carvings.

The explanation was also included in the graduation booklet for 2012

•

2012 Performance

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Register of staff mentors

Staff training in Mentorship

Item

Mentorship arrangements available for students

Item

Met A register of academic coaches was generated to assist with the completion project.

Met All academic staff are available as mentors.

Not Met No annual hui held.

2010 Performance

50

Annual hui for mentors.

Responsibility for programme to sit with one staff member from each academic discipline

2011 Target

The learning centre continued, report on student participation produced.

Met While all academic staff are available to mentor students, the establishment of Te Taituarā Ākonga has largely superseded this arrangement We continue to refine this activity.

2011 Target

2010 Performance

Met As all academic staff and Te Taituarā fulfil this role, a register is not maintained.

Met All academic staff are available as mentors and they hui regularly.

2011 Performance

Met Te Taituarā is the front line group for mentoring, all academic staff are capable and expected to mentor as and when needed.

2011 Performance

Annual hui for mentors

Responsibility for programme to sit with one staff member from each academic discipline.

2012 Target

The learning centre continued, report on student participation produced.

2012 Target The NZ Māori Council Te Aute College Te Pihopatanga o Aotearoa Mai i Rangitikei ki Whitireia Te Runanga o Raukawa and Muaūpoko Authority.

This is no longer continued.

Met While all staff mentor all students academically and pastorally, each whare and each tohu have staff available to students as and when needed.

Training is provided annually

2012 Performance

Met Te Taituarā is the front line group for mentoring, all academic staff are capable and expected to mentor as and when needed.

•

•

• • •

2012 Performance

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Staff Development Plan

Item

[Education outcomes: Course Profiles)

Two staff enrolled in the Dip. Adult teaching.

Basic kete of knowledge implemented. HMTW1A delivered August and October, MM1G delivered in November & December. Te Te Tiriti o Waitangi delivered in November.

The senior academic appointed to this role has maintained constant monitoring and support for staff in their development

Implementation of Basic Kete of knowledge for staff.

Met

2011 Performance

On-going delivery of Basic Kete of knowledge for staff.

Met

Staff attendance at conferences and presentation of conference papers.

12 staff attended Kura Reo

Study plans are developed for all staff in agreement with kaihautu and the tumuaki

On-going delivery of Basic Kete of knowledge for staff continues

Research Postgraduate degree Target 4% Actual 5%

6%

Taught Postgraduate degree Target 22%

Postgraduate Degree:

Actual

2012 Performance

As a percentage of enrolments poupou and stand alone diplomas Target 8% Actual 29% • This is the result of offering Poupou Karanga fee free Met Undergraduate degree Target 66% Actual 60%

2012 Performance

2012 Target

Research

Taught Postgraduate Degree:

Undergraduate Degree: 66%

As percentage of enrolments poupou and stand-alone diplomas:

Not Met Poupou and stand-alone diploma: 27% Undergraduate degree 67% Taught Post graduate degree: 5% Research Postgraduate Degree: 1%

2012 Target

2011 Performance

Met

2010 Performance

2011 Target

As percentage of enrolments poupou and stand alone diplomas: 8% Undergraduate Degree: 66% Taught Postgraduate Degree: 22% Research Postgraduate Degree: 4%

Poupou and stand-alone diploma : 22% Met Undergraduate degree: 71% Met Taught Postgraduate degree: 5% Not Met Research Postgraduate degree 1% Not Met

2011 Target

2010 Performance

Strengthening kaupapa based education Creation of knowledge High academic standards, quality development and excellence are displayed Research/ Journal published three-yearly Higher education trends increasing – particularly with the undergraduate, postgraduate percentages increasing All academic programmes have a mātauranga Māori basis A significant proportion of research funding [creative activity] and time is targeted towards the preservation and creation of mātauranga Māori, as a living body of knowledge Mātauranga Māori based teaching pedagogy, assessment and evaluation is developed, implemented, and refined On-going support for conference attendance and other opportunities to test the pūkengatanga of the Wānanga Exhibitions.

Level of tohu

Item

•• • • • • • •

• • •

PŪKENGATANGA

140 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

141

No journals were produced by Kaihautū in 2010

Minimum of three journals produced annually.

10 Masters degrees.

14 Masters degrees

Creative Activity Journal

20 Postgraduate diplomas

23 Postgraduate degrees

Not Met

60 Undergraduate degrees

87 Undergraduate degrees

Graduations

Met

2010 Performance

2011 Target

6 exhibitions held.

2011 Target

Item

Design and Art

5 exhibitions held. An exhibition also at Graduation and two staff members held solo exhibitions

Exhibition

Met

2010 Performance

Item

Met

There were four publications in 2011.

9 Masters degrees

Met

31 Post graduate Diplomas

63 Undergraduate degrees

2011 Performance

Many short term exhibitions for conferences and at graduation

2011 Performance

Minimum of three journals produced annually.

10 Masters degrees.

25 Postgraduate diplomas

65 Undergraduate degrees

2012 Target

6 exhibitions,many short term exhibitions for conferences and at graduations held.

2012 Target Met TWoR Wharekai Ngā Purapura Te Whare Toi

Ngā Whakatupuranga – Rotorua Museum –

•

E Tū Ake – Paris, France

Met

1008

3

22

67

Ahunga Tikanga (journal, edited by Kim McBreen)

Mai i Te Kākano ( by Heni Jacob)

Te Tākupu published:

Total

Masters degrees

Postgraduate degrees

Met 621 Undergraduate degrees

Poupou

2012 Performance

Many short term exhibitions for conferences and at graduation.

Diane Prince and Sonia Snowden – artists 9 April – 26 June

•

8 June to 22 October

20 July to 14 October • Kahu Ora, Te Papa

Elaine Bevan –artist

Tu Toi, Toi Matanui, Toi Te Kupu – Mahara Gallery th August 25 to th October 14

•

Exhibitions 2012

1.

2.

3.

Permanent exhibitions

2012 Performance

142 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

143

Not Met

Not Met

Met

Met

Note: many were progressive enrolments.

30 staff graduated with a qualification..

6 staff completed papers from elsewhere.

123 staff completed TWoR papers.

1 PhD submitted for examination.

164 staff on the Creative Activity register.

Recommendations implemented.

Met The recommendations were implemented and the ten kaupapa form the terms of reference for all reviews and includes a specific reference on the mātauranga Māori basis of the programme.

Progressive enrolments continue and this will affect final results each year.

No iwi/hapū conference.

Not Met

Eight academic reviews completed per annum.

Academic programmes review process advises on mātauranga Māori orientation

2 doctoral theses completed.

Register of Creative Activity maintained. Regular reports maintained.

Met

Two Journals; 22 complete sets of masters papers (including theses), doctoral papers (including dissertations), iwi/hapū and conference.

No Journals, no masters theses completed.

30 Staff masters candidates.

8 Staff graduate with masters

5 Staff PhD candidates.

1 Staff graduates with PhD.

2012 Target

1 national and 3 international conferences.

Met

4 masters graduates

44 staff enrolled in masters study

PhD

2 staff graduated

2 PhD candidates

Not Met

2 Te Kāurutanga candidates

2011 Performance

2012 Target

2011 Target

Two Journals; 22 complete sets of masters papers (including theses), doctoral papers (including dissertations), iwi/hapū and conference.

8 Staff graduate with masters

30 Staff masters candidates

1 Staff graduates with PhD

5 Staff PhD candidates

2011 Target

2011 Performance

2010 Performance

5 complete sets of Masters papers completed Not Met

Not Met

No journals produced in 2010

Masters

5 staff graduated with

Met

36 staff enrolled in Masters study

Not Met

Not Met

Met Mātauranga Māori Basis Programme reviews were of a Academic Programmes undertaken. The ten kaupapa of the Wānanga form the basis for these reviews and recommendations. This approach ensures mātauranga Māori underpins the new/reviewed programmes that emerge. In addition to reviews conducted in

Item

4 PhD candidates

Creative Activity No staff PhD graduates

2010 Performance

Item

39

Master holders

70

Met Course reviews now include the requirement for programmes to describe how each is informed by the 10 guiding kaupapa and how each has a basis in mātauranga Māori. This ensures distinctiveness for the wānanga.

All of this study has a creative study component.

1 Journal completed and published, Ahunga Tikanga Edited by Kim McBreen.

Iwi/Hapū 78.4% Reo 78.4% (100% of postgraduate papers completed).

Staff completions

Undergraduate staff

(9 of these hold more than one post graduate qualifications).

2012 Performance 36

1

Masters external Candidate Postgraduate holders

1

Masters external

Notes

2

4

2

PhD candidates

PhD holders

Te Kāurutanga candidates

Postgraduate taught by masters PhD holders or recognised scholars

Undergraduate taught by masters holders or recognised authorities.

Met

A booklet to commemorate the opening of Ngā Purapura

Te Wānanga o Raukawa: Restoring Mātauranga to restore Ecosystems(edited by Aneta Rawiri)

2012 Performance

144 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

145

Mātauranga Māori pedagogy has been introduced to all courses in terms of delivery venues and approaches. There has been an increase of Te Reo, iwi and hapū studies as well as in our courses of mātauranga Māori as our understanding has expanded.

Met

2009, the majority of programmes have gone through this review process.

2010 Performance

Introduction of mātauranga Māori pedagogy continued.

2011 Target

[Healthy eating]

Accommodation is clean, warm and inviting.

Met Our catering promotes manaakitanga by offering balanced meals and an awareness of health issues for Māori and is cost effective

2010 Performance

Assess and review the healthy eating plan.

2011 Target

Met Introduction of Mātauranga Māori pedagogy continues to increase.

2011 Performance

Accommodation is clean, warm and inviting and was upgraded in 2011.

Met The menus compiled for staff and students reflect healthy eating, balanced meals and satisfaction

2011 Performance

Contributing to the survival and wellbeing of Māori as a people Investing in future educational achievement of Māori Exit surveys indicating increasing employment or further training Rate of return on assets 9% Management and financial accounting practices consistent with the kaupapa of the Wānanga.

Contribution to Survival and Well being

Item

• • • • •

KAITIAKITANGA

Mātauranga Māori Pedagogy

Item

Implementation of recommendation of review.

2012 Target

Mātauranga Māori pedagogy evident in all programmes

2012 Target

Met

Tāhuhu Whakahaere Tāhuhu Reo Poutuarongo Puna Maumahara

We encourage the community to participate on our campus.

• The annual Breast Screening on Ōtaki is conducted here as is • the annual visit of the mobile Dental Clinic for school children

Met Ngā Purapura, Te Whare Oranga and Te Whare Manaakitanga combine their strengths to promote Oranga in various ways including healthy eating, inviting accommodation education and information in support for staff and students.

2012 Performance

The Diploma in Adult Education completed by 13 staff further informed the wānanga as to mātauranga Māori pedagogy. We are confident that all of our courses have an increasing mātauranga Māori pedagogical profile in terms of delivery and assessment

1.

2.

3.

Three programmes were reviewed in 2012

2012 Performance

146 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

147

Developing a campus-wide kaitiakitanga plan that fosters attitudes of kaupapa-based responsibility and monitoring

Environmental Sustainability [Management Plan]

Waste Minimisation Plan

Produced an inventory of significant natural features

Item

Met Energy assessment recommendations are still being implemented.

Under consideration for implementation to support a sustainable campus are: • Water and waste audit • Water saving devices • Paper recycling • Participation in energy renewable experiences through professional development • Document post-consumer food wastage • Regular professional development for food service staff

Ensure new staff are introduced to this plan Include this in the student handbook Regular professional development for maintenance staff.

Met

Met

2010 Performance

Te Ōhākī

Met The commencement of the building to house the IMLA programme offers a tangible reminder to staff and students about the importance of staying well and healthy. Participation in the Poutuarongo Kawa Oranga programme increases skills and knowledge to support whānau in maintaining a healthy lifestyle.

2010 Performance

Met The Te Ōhākī group is planning to increase their support of Auahi Kore for staff and students

[Healthy lifestyles]

Item

Further development of a sustainable campus plan.

Assess the reduce, reuse, recycle plan.

2011 Target

Assess Te Ōhākī programme.

Development of new Kai Ora courses.

Assess and review the healthy lifestyles plan for staff and students

2011 Target

Met The move towards edocuments in 2010 was progressed further in 2011 with the introduction of paperless meetings (Ngā Kaihautū and Academic Board meetings) and the approval of ‘Kupu Irihiko” our paperless wānanga project outline.

At the December graduation we initiated the use of ecofriendly compostable products. The bulk of waste was buried on campus and a mārakai was planted on top.

Met Kupu Irihiko initiative was introduced in 2011 as a means of reducing the use of paper on campus.

2011 Performance

Met Te Ōhākī as a programme was assessed and the ‘smoke free’ programme re introduced with an 84% success rate.

Kai Ora course not developed due to a change in development policy and is on hold.

Met Staff and students are increasingly aware of the importance of staying well and healthy. Completion of Ngā Purapura has been an incentive as well as the personal wish to change

2011 Performance

Implementation of sustainable campus plan

Review reduce, reuse, recycle plan

2012 Target

Review Te Ōhākī programme.

Introduction of new Kai Ora courses.

2012 Target

Met Introduction and use of online readings, meeting papers and distribution of other material reduces our reliance on paper based material and therefore improves and enhances our support for Papatūānuku.

Met Workshops at Hui Whakakaupapa to improve our ability to honour our institutional identity through appropriate kai choices that directly support the kaupapa through sustainable behaviour.

2012 Performance

Programme reviewed to continue to offer smoking cessation plan but widen the scope of contribution to the survival of Māori as a people.

For example the establishment of Te Mata o Te Ora, a group to promote oranga in various ways. The well being strategy is linked to Ngā Purapura and its activities.

Met

The Kai Ora course has been delayed.

Pathways will empower whānau, hapū and iwi to assert influence and control over positive outcomes in health and wellbeing for future generations.

Met Award winning Ngā Purapura opened in February and provides a dedicated exercise, sport and nutrition focused facility for staff students and the community.

2012 Performance

148 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

149

Integrity of Te Wānanga o Raukawa

Kaupapa Based Accounting

Liquidity Reserve

Employment or Further Study Survey

Item

Met Te Wānanga o Raukawa has many opportunities during the year to ensure it maintains and enhances its integrity.

Met

Met As with all practice at Te Wānanga o Raukawa activities including financial expenditure is a measure against the ten kaupapa as and when required.

Working capital exceeds three months expenditure. Equal to 47.50 months.

Met Alumni research is proving fruitful.

With a ‘working title’ of Te Rōpū Whakapae (to be considered by Purutanga Mauri) focus has been on contacting former students who hold masters degrees awarded by the organisation. Of the 155 postgraduate degree holders, contact has been made with 58.

A three year plan has been developed.

2010 Performance

External Evaluation by NZQA that is kaupapa-based a further example.

Annual reporting, completion of the Annual Report and audit by Audit NZ of the Kaupapa Tikanga and Performance of Te Wānanga o Raukawa framework is another

Annual hui with the ART Confederation maintains our accountability to our iwi

Hui Whakakaupapa is one formal example

2010 Performance

Item

Continuation of the design of summaries of the tikanga.

Recasting of the financials to reflect the expressions of kaupapa.

Working capital equal to 3 months expenditure.

Regular communications with Alumni.

2011 Target

One hui whakakaupapa identifying innovative expressions of two different kaupapa at the Wānanga for implementation.

2011 Target

Met Tiaki Rawa met during the year with senior scholars for the purpose of recasting the financials to reflect the expressions of kaupapa.

This work is ongoing.

Met Working capital exceeds three months expenditure.

Equal to 42.99 months.

Met While there is no formal Alumni, there is regular communication with past students and kaiāwhina past and present.

2011 Performance

Met Te Wānanga o Raukawa has many opportunities during the year to ensure it maintains and enhances its integrity.

Hui Whakakaupapa, hui with the ART Confederation collectively and individually.

Annual audit with Audit NZ of the Kaupapa, Tikanga and Performance of te Wānanga o Raukawa.

Completion of the Annual Report.

2011 Performance

Tiaki Rawa met during the year with senior scholars for the purpose of recasting the financials to reflect the expressions of kaupapa. This work is ongoing.

Working capital equal to 3 months’ expenditure.

Regular communications with alumni.

2012 Target

.

One hui whakakaupapa identifying innovative expressions of two different kaupapa at the Wānanga for implementation.

2012 Target

Tiaki Rawa met during the year with senior scholars for the purpose of refining the recasting of the financials to reflect the expressions of kaupapa.

This work is ongoing.

Met Working capital equal to 3 months’ expenditure. Equal to 38.5 months expenditure.

All programmes have pathways to higher study and employment opportunities.

Met The formal establishment of an Alumni, with a working title of Te Rōpū Whakapae, is slowly developing

2012 Performance

Completion and publication of the Annual Report.

Annual audit with Audit NZ of the Kaupapa, Tikanga and Performance of Te Wānanga o Raukawa

The integrity is maintained and enhanced with Hui Whakakaupapa, hui with the ART Confederation collectively and individually

Hui Whakakaupapa reinforced our commitment to the survival of Māori as a people with ‘Kia Māori ā tātou Mokopuna’ 2012 – 2040

Met Continuing development of the expressions of kaupapa and tikanga strengthen the integrity of the wānanga

2012 Performance

NGĀ KAUPAPA, TIKANGA MATRIX Met Maintained within budget/forecast.

Operation Expenditure and Capital Spending

Met

Met $11,484

450.33%

Met

Met

Met

Total Annual Operation cost per EFTS

Liquidity Reserve [bank deposits plus investments]

Maintained within budget/forecast.

.

Less than $11,133 per EFT

102.4%

1.27

10.5%

Positive 4.2%

2011 Target

NGĀ KAUPAPA, TIKANGA MATRIX

Met

Met

67% iwi and hapū papers taken were completed by staff.

97%

% Students Identified as Māori

Iwi / Hapū Connections

2010 Performance

65% completion of iwi and hapū studies papers taken by staff.

Current level maintained.

2011 Target

Met

Not Met

Not Met

Not Met

Maintained within budget/forecast.

Met

Met

68% completion of iwi and hapū studies papers taken by staff.

98%

2011 Performance

Met

Not Met Less than $13,496.56 per EFT.

420.51%

1.25

3%

Positive 1%

2011 Performance

Māori body of knowledge being built Developing links between students, staff, hapū and iwi Whakapapa developed as an analysis and synthesis tool within the creative activity Encouraging research into the Māori World View.

Item

• • • •

19.7%

6.03%

2010 Performance

Cash-Inflow from Operations/ Cash-Outflow 1.37 from Operations

Operating Surplus [excluding abnormals] as a Percentage of income

Rate of Return on Assets

Item

WHAKAPAPA

150 151

65% completion of iwi and hapū studies papers taken by staff.

Current level maintained.

2012 Target

19482

12,799.88

492%

1.22

0%

0.02%

2012 Target

Met

Met

Met

Met

Not Met

Met

Met

Note postgraduate papers 100%

78.4% completion of iwi and hapū papers taken by staff.

96.2%

2012 Performance

18204

12,192.69

494%

1.09

5%

1%

2012 Performance

152 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

153

No Wānanga organised conferences but three conferences hosted for other organisations.

Māori World View conference

Not Met

2010 Performance

Item

Two conferences organised.

2011 Target

Whakapapa as a standard creativity base.

Met

Formal farewell dinner for the outgoing chair of Te Mana Whakahaere, November.

Te Korowai Aroha Hui-a-Tau November

Otaki & Porirua Trusts Board, November

He Oranga Hapori, June.

ART Confederation Hui. May

Kura Reo for Te Panikiretanga, April

Hui Amorangi, April

Hosted the Education Review Office, January

2011 Performance

Also a chapter in the book “He Rukuruku Whakaaro” about whakapapa.

A senior staff member‘s keynote presentation at the Te Wāhanga conference – “Kei Tua o te Pae” advances thinking about whakapapa being central to whakatupu mātauranga

A review of the paper was completed by Marae Based Studies office and Pou Akoranga and implemented.

Whakapapa Creative Activity Paradigm

Dependant on review

Met

2011 Performance

Met

2011 Target

2010 Performance

Item

Two conferences organised.

2012 Target

Whakapapa as a standard creativity base.

Dependant on review.

2012 Target

Met

‘Our People, Our Future, Our Way Summit’ Co hosted with Te Arahanga o Ngā Iwi 15 November 2012.

Kei Tua o te Pae: Changing Worlds, Changing Tikanga – Educating History and the Future, co hosted with NZCER 4-5 September 2012.

TWoR hosted two conferences

2012 Performance

Te Wānanga o Raukawa:Restoring Mātauranga to Restore Ecosystems(edited by Aneta Rawiri

Ahunga Tikanga (journal, edited by Kim McBreen)

Mai i Te Kākano ( by Heni Jacob)

Tākupu published:

Met Whakatupu Mātauranga plan conceived to guide the future direction of whakatupu mātauranga activity at the wānanga with whakapapa as a standard creative activity base.

2012 Performance

154 NGĀ KAUPAPA, TIKANGA MATRIX NGĀ KAUPAPA, TIKANGA MATRIX

155

Reo Māori Campus

•

•

•

•

Reo Academy planning in progress Poutuarongo Reo approved Continue to improve the number of documents produced in Te Reo Continue to support Te Panekiretanga with one student in 2010. We have eight graduates of the programme on current staff, all together; this rohe has had 16 students through this prestigious programme.

Met

61% of staff are engaged in reo studies and completing papers

Staff Development in Te Reo

Met

2010 Performance

Not Met We continue to produce He Aratohu Tuhi in Te Reo. Progress with other works is slow.

Item

Wānanga Documents Rendered in Māori [including the Charter, the Annual Report, Ngā Akoranga].

Met Poutuarongo Reo is a step along the way to the establishment of a Te Reo Māori Academy.

Discussions with Te Paepae Motuhake have confirmed the importance of our contribution to the survival and wellbeing of Māori in promotion of Te Reo.

2010 Performance

Review, assess and further enhance reo Māori campus plan.

45% of staff engaged in reo studies and completing courses.

2011 Target

25% of official documents in Māori.

Maintain revitalisation programme.

2011 Target

Not Met

Two students enrolled in Te Panikiretanga in 2011.

Poutuarongo delivered

Met

Level of participation varies according to work commitments but all staff are committed to improving their reo.

20% (40) staff enrolled in reo studies in 2011.

2011 Performance

Not Met 2011“Whakatupuranga Rua Mano 1975 – 2000: He Tirohanga Whakamuri” by Piripi Walker in te Reo and English, launched at Te Wānanga o Raukawa.

Met We hosted a Taura Whiri Kura Reo in 2011 that saw the top Māori language tutors present on campus, together with 70 top students of te reo.

2011 Performance

Maintain established reo Māori only zones.

50% of staff engaged in reo studies and completing courses.

2012 Target

25% of official documents in Māori.

Maintain revitalisation programme.

2012 Target

Met During Hui Rumaki Reo, the whole campus becomes a reo Māori zone, outside hui rumaki, the R angataua building is currently the only reo Māori space. A new plan is being developed to introduce further reo Māori zones.

1 staff member graduated from Te Panekiretanga.

12 staff attended Kura Reo

(100% at postgraduate level)

31% staff were enrolled in reo papers with a 78.4% completion rate

2012 Performance

Te Reo and Iwi/Hapū contribution to the annual report is in te reo Māori.

The Wānanga began working on an ART confederation language revival and advancement plan Met The publication of Mai i te Kākano by Hēni Jacob is a significant contribution to the revitalisation of te Reo Māori

Staff reo Māori capacity has been identified as a priority for staff studies and planning

Met Hosted Te Taura Whiri o Te Reo for Kura Reo which attracted high calibre tutors and 120 students.

2012 Performance

Give priority to the survival and wellbeing of Te Reo as a taonga All official documents and papers are rendered in Māori by 2010 All staff are provided with opportunities and are encouraged to take up the challenge to become capable speakers and writers of te reo, through classes and experiential learning Development of a reo Māori campus.

Māori Language Revitalisation

Item

• • •

•

TE REO

156 NGĀ KAUPAPA, TIKANGA MATRIX EDUCATIONAL AND FINANCIAL PERFORMANCE PARTICIPATION

157

Poutuarongo Reo is a step along the way to the establishment of a Te Reo Māori Academy.

Degree programme finalised for delivery in 2011

Met

Hui Rumaki Reo is a major contributor to delivery in te reo at all levels.

Year 3 undergraduate courses have at least 35% te reo content and year 2 masters courses have at least 60% Te Reo content

Met All programmes have significant Te Reo content with our Mātauranga Māori masters and Whakaakoranga programmes having 100% delivery in Te Reo

2010 Performance

Reo Academy conference

Review, assess and further enhance the reo delivery plan.

40% of all masters year 2 courses

40% of year 3 undergraduate courses;

2011 Target

5% 25% 55% 65% 50% 45% 65% 45% 60% 48% 65% 50% 62% 45% 66.6%

70% 48% 45% 36%

2011

2010 5% 25% 54% 76% 50% 33% 51% 30% 55% 47%

Target

Forecast

Little progress made in 2010/2011. Discussions are ongoing.

Not Met

Met All programmes have significant te reo content with our Mātauranga Māori masters and Whakaakoranga programmes having 100% delivery in Te Reo.

2011 Performance

The proportion of SAC Eligible EFTS enrolled at the TEO who are aged under 25 years Level 1-3 Level 4 and above Successful course completion rate for all students (SAC Eligible EFTS) Level 1-3 Level 4 and above ** Qualifications completion rate for all students (SAC Eligible EFTS) Level 1-3 Level 4 and above Student retention rate for all students (SAC Eligible EFTS) Student progression for students (SAC Eligible EFTS) at levels 1-3 Successful course completion for students (SAC Eligible EFTS) aged under 25 years Level 1-3 Level 4 and above Qualification completion for students (SAC Eligible EFTS) aged under 25 years Level 1-3 Level 4 and above The proportion of level 1-3 courses offered that contain embedded literacy and numeracy The proportion of EFTS assessed as requiring additional literacy and numeracy who are enrolled in level 1-3 provision and make literacy and numeracy progress as measured by the Literacy and Numeracy for Adults Assessment Tool Financial TEO risk rating against the Financial Monitoring Framework

Education and Financial Performance Participation

Reo Academy

Delivery in te Reo

Item

LOW

100%

42%

72%

52%

76%

39%

56%

48%

61%

51%

55%

69%

58%

23.3%

5.3%

2011

Actual

Reo Academy conference.

Review, assess and further enhance the reo delivery plan.

40% of all masters year 2 courses

40% of year 3 undergraduate courses

2012 Target

64% 47% 100%

67% 52%

5% 25% 57% 67% 52% 47% 67% 47% 62% 50%

2012

Target

54% 65% 100%

55% 64%

9% 31% 61% 51% 61% 53% 52% 53% 69% 46%

2012

Actual

With the ART Confederation plan, the move to increase the ‘zones te reo Māori’ on campus and the increased number of confident speakers, an academy will eventually emerge.

Met

Met The nation-wide expansion of the Tāhuhu Mātauranga Māori programme has significantly increased the delivery in re reo. In addition as the kura kaupapa Māori graduates move through each year, the delivery in reo Māori is increasing.

2012 Performance

DIRECTORY AS AT 31 DECEMBER 2012

KAUPAPA

TUMUAKI

Kia rite tāua ki a Tāwhaki

"Let us be like Tāwhaki our

ki to tātou tupuna i kakea te Toi-o-ngā-rangi i tikina ai ngā kete o te Wānanga

ancestor who ascended the heavens to the highest, and obtained the baskets of knowledge"

Mereana Selby, Dip Tchg, BA, Dip Bil Tchg, MMM, Dip DA, PpR, PpPT

BANK

Ngā Pūrongo Pūtea-a-tau

158

For the

ANZ Bank Main Street ŌTAKI

AUDITOR

Audit New Zealand P.O. Box 99 WELLINGTON (on behalf of the Auditor General)

SOLICITOR

Hayman Lawyers P.O. Box 204 WELLINGTON

TE KAINGA NOHO

Te Wānanga o Raukawa 144 Tasman Road P.O. Box 119 ŌTAKI Nama Waea: (64-6) 3649011 Nama Waea Whakaahua: (64-6) 3649013

NGĀ PŪRONGO PŪTEA-A-TAU

159

Statement of Responsibility for the Year Ended 31 December 2012

Te Mana Whakahaere and management are responsible for the preparation of the Te Wānanga o Raukawa and group’s financial statements and statement of service performance, and for the judgements made in them.

Te Wānanga o Raukawa Statement of Comprehensive Income For the Year Ended 31 December 2012

Te Mana Whakahaere and management of Te Wānanga o Raukawa have the responsibility for establishing and maintaining a system ofinternal control designed to provide reasonable assurance as to the integrity and reliability offinancial reporting.

In Te Mana Whakahaere and management’s opinion these financial statements and statement of service performance fairly reflect the financial position and operations of Te Wānanga o Raukawa and group for the year ended 31 December 2012.

Notes INCOME Government Funding Student Tuition Other Income Interest Income TOTAL REVENUE

Signed by:

Robin Hapi Te Amokapua Te Mana Whakahaere 23rd April 2013

Parent and Group 2012 Actual Budget

Mereana Selby Tumuaki Te Wānanga o Raukawa 23rd April 2013

2011 Actual

10,793,517 3,606,957 367,208 2,285,380 17,053,062

10,913,024 4,936,953 126,902 2,212,639 18,189,518

11,496,626 5,711,998 518,927 2,711,726 20,439,277

10,254,750 39,646 125,000 3,571,314 2,262,147 16,252,856

10,702,325 60,763

10,956,367 58,274

5,058,209 2,354,526 18,175,824

6,911,187 1,819,634 19,745,462

800,205

13,695

693,815

Wānanga Equity - Opening Balance Total Comprehensive Income

Parent and Group 2012 Actual Budget 69,393,242 69,393,242 800,205 13,695

2011 Actual 68,699,427 693,815

Wānanga Equity General Equity Surplus Endowment Reserve

63,893,242 800,205 5,500,000

63,893,242 13,695 5,500,000

63,199,428 693,814 5,500,000

70,193,447

69,406,937

69,393,242

EXPENSES Personnel Finance Costs Lease Costs from prior period Other Expenses (excl. Depreciation) Depreciation TOTAL EXPENSES

5 4 4

TOTAL COMPREHENSIVE INCOME Te Wānanga o Raukawa Statement of Changes in Equity For the Year Ended 31 December 2012

Notes

Total Wānanga Equity

6

The accompanying notes form part of these financial statements.

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161

Te Wānanga o Raukawa Statement of Financial Position As at 31 December 2012 Parent and Group 2012 Actual Budget

Notes Current Assets Cash & Cash Equivalents Term deposits Accounts Receivable Interest Receivable Prepayments Student Fees Receivable

7 7 8

8

TOTAL CURRENT ASSETS Non Current Assets Property, Plant & Equipment Intangible assets

13 14

Total Assets

Less Liabilities Current Liabilities Accounts Payable Revenue in Advance Finance Leases Employee entitlements GST Payable Te Wānanga o Raukawa Foundation

10 12 11 2

Total Current Liabilities

5,520,508 70,308,709 24,441 509,158 221,171 347,637

5,681,724 67,604,528 (80,513) 1,000,702 221,171 62,553

74,019,112

76,931,624

74,490,165

17,465,009 522,764 17,987,773

16,911,689 520,000 17,431,689

17,652,263 826,547 18,478,810

92,006,885

94,363,313

92,968,975

453,842 111,969 102,808 870,017 8,497 20,266,305

2,595,041 1,115,857 95,006 843,607 55,000 20,251,865 24,956,376

Parent and Group 2012 Actual Budget

2011 Actual

1,366,096 71,054,671 36,065 1,088,727 37,346 436,207

21,813,438

2,189,809 685,734 262,444 890,784 (276,866) 0 3,751,904

Cashflows from Operating Activities Cash was provided from: Government Grants Tuition Fees Revenue from services Interest Net GST

Cash was applied to: Payment to employees Payment to suppliers Net Cash flows from Operating Activities Cash flows from Investing Activities Cash was provided from: Maturing investments Interest transferred to the TWoR Foundation Cash was applied to: Purchase investments Purchase assets Purchase intangible assets Net Cash flows from Investing Activities Cash flows from Financing Activities Cash was applied to: Lease payments Interest paid

Non Current Liabilities Revenue in advance Finance leases Te Wānanga o Raukawa Foundation

255,875 95,006 19,472,947

Total Non Current Liabilities

19,823,828

Net Cash flows from Investing Activities

10,913,024 4,826,117 21,948 2,704,183

11,496,626 6,081,271 937,840 2,658,904

285,363

331,866

(314,316)

15,930,528

18,797,138

20,860,325

10,275,517 4,381,962 14,657,479 1,273,049

10,749,502 4,652,976 15,402,478 3,394,660

10,869,035 7,234,635 18,103,670 2,756,655

76,413,909 793,358 77,207,267

10,000,000 778,918 10,778,918

245,690,055 784,147 246,474,202

79,864,052 2,637,604

12,704,181 1,307,405

82,501,656 (5,294,389)

14,011,586 (3,232,668)

250,353,819 7,927,476 289,752 258,571,047 (12,096,845)

254,642 39,646 294,288

262,444 60,763 323,207

237,107 58,274 295,381

(294,288)

(323,207)

(295,381)

(161,215)

(9,635,571)

21,813,438

24,956,376

23,575,732

Net change in Cash and Cash equivalents

(4,315,628)

NET ASSETS

70,193,447

69,406,937

69,393,243

OPENING CASH & CASH EQUIVALENTS BALANCE CLOSING CASH & CASH EQUIVALENTS BALANCE

5,681,724 1,366,096

70,193,447

69,406,937

69,393,242

6

The accompanying notes form part of these financial statements.

NGĀ PŪRONGO PŪTEA-A-TAU - FINANCIAL STATEMENTS 2012

2011 Actual

10,793,517 2,403,664 250,630 2,197,355

Total Liabilities

WĀNANGA EQUITY

162

Te Wānanga o Raukawa Statement of Cash flows As at 31 December 2012

5,681,724 5,520,509

15,317,295 5,681,724

The accompanying notes form part of these financial statements.

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163

Statement of Commitments for the Year Ended 31 December 2012

Reconciliation of net surplus to the net cash flow from operating activities Net Surplus Add/(less non cash items) Depreciation/Amortisation Provision for doubtful debts Interest paid Lease payments Interest transferred to TWoR Inc Total non cash items

800,205

13,695

2,262,147

2,354,526

39,646

60,763

3,101,997

2,428,984

693,815

1,819,634 61,995 58,274 237,107 (784,147) 2,086,678

Non- Cancellable Operating Lease Commitments Whanaungatanga Te Wānanga o Raukawa and the Ōtaki and Porirua Trusts Board (OPTB) share a vision to provide education for its people. A history of education OPTB has supported the initiative by building schools facilities for the education of Māori. That tradition continues in present day. The remaining hostel building and school buildings, were constructed in 1909, and have great representative significance as it is part of over 150 years of Māori education. On the current site are; the OPTB offices, Tūroa Kohanga Reo and the Te Wānanga o Raukawa Campus.

Te Wānanga o Raukawa as an expression to the vision for its founding iwi has established further teaching and residential facilities on the lands generously provided by the OPTB. Te Wānanga o Raukawa is confident that the whakapapa and whanaungatanga of the two organisations is such that there is no risk to one or the other choosing to withdraw from the relationship. The lease of lands and buildings is non-cancellable and is viewed to be a relationship in perpetuity. In latter times the requirement for Crown entities like TWoR is such that leases are required to give certainty to the arrangements. Te Wānanga o Raukawa intends to discuss a longer term lease as a truer reflection for both parties of the commitment to the land and buildings.

Te Wānanga o Raukawa holds a lease over land and certain buildings, on that land, owned by the Ōtaki and Porirua Trust Board. The total 2012 2011 (i) (ii)

Not later than one year.

Later than one year but not later than 5 years.

94,277 94,277

94,277 188,554

Refer to note 12 for finance lease commitment disclosures.

Capital commitments entered into at balance date was $NIL (2011: $1,765,759 for the building of the Te Wānanga o Raukawa of Māori Lifestyle Advancement).

Statement of Contingent Liabilities and Contingent Assets Te Wānanga o Raukawa has Contingent Liabilities of $NIL at 31 December 2012 (2011: $300,000).

Add/(less) movements in working capital items (Increase)/Decrease in receivables (Increase)/Decrease in inventories (Increase)/Decrease in Prepayments (Increase)/Decrease in Fees Receivable (Increase)/Decrease in payable (Increase)/Decrease in revenue in advance (Increase)/Decrease in employee entitlements (Increase)/Decrease in GST Payable

(204,603) 0 183,825 (373,654) (869,473) (829,640) (20,767) 285,363

386,590 0 0 (285,084) 405,233 174,248 (47,177) 331,866

Net Cash flows from operating activities

1,273,049

3,394,660

797,357 48,426

72,374 (335,512) 87,332

2,756,655

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. No equipment was acquired by means of finance leases during the year (2011:Nil).

The accompanying notes form part of these financial statements.

NOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2012 1. Statement of accounting policies for the year ended 31 December 2012.

REPORTING ENTITY Te Wānanga o Raukawa was established as a Wānanga within the meaning ascribed to that term by the Crown Entities Act 2004 and the Education Act 1989.

The primary objective of Te Wānanga o Raukawa and group is to provide tertiary education services for the benefit of the community rather than making a financial return. Accordingly, Te Wānanga o Raukawa and group has designated itself as a public benefit entity for the purposes of New Zealand equivalents to International Financial Reporting Standards (“NZIFRS”).

The financial statements for Te Wānanga o Raukawa and group are for the year ended 31 December 2012. The financial statements were authorised for issue by Te Mana Whakahaere on 29 April 2013.

BASIS OF PREPARATION Statement of Compliance The financial statements of Te Wānanga o Raukawa have been prepared in accordance with the requirements ofthe Crown Entities Act 2004 and the Education Act 1989, which includes the requirementto 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 except where modified by certain financial instruments to fair Functional and presentation currency The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000). The functional currency of Te Wānanga o Raukawa is New Zealand dollars (NZ$).

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165

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

Te Wānanga o Raukawa has adopted the following revisions to account standards during the financial year, which have had only a presentational or disclosure effect:  FRS-44 New Zealand Additional Disclosures and Amendments to NZ IFRS to harmonise with IFRS and Australian Accounting Standards (Harmonisation Amendments) – The purpose of the new standard and amendments is to harmonise Australian and New Zealand accounting standards with source IFRS and eliminate many of the differences between the accounting standards in each jurisdiction. The main effect of the amendments on Te Wānanga o Raukawa is that donations are no longer required to be separately disclosed.

Standards, amendments, and interpretations issued that are not yet effective and have not been early adopted The Minister of Commerce has approved a new Accounting Standards Framework (incorporating a Tier Strategy) developed by the External Reporting Board (XRB). Under this Accounting Standards Framework, the Te Wānanga o Raukawa is classified as a Tier 1 reporting entitiy and it will be required to apply full public sector Public Benefit Entity Accounting Standards (PAS). These standards are being developed by the XRB and are mainly based on current International Public Sector Accounting Standards. The effective date for the new standards for public sector entities is expected to be for reporting periods beginning on or after 1 July 2014. This means Te Wānanga o Raukawa expects to transition to the new standards in preparing its 31 December 2015 financial statements. As the PAS are still under development, Te Wānanga o Raukawa is unable to assess the implications of the new Accounting Standards Framework at this Due to the change in the Accounting Standards Framework for public benefit entities, it is expected that all new NZ IFRS and amendments to existing NZ IFRS will not be application to public benefit entities. Therefore, the XRB has effectively frozen the financial reporting requirements for public benefit entities up until the new Accounting Standard Framework is effective. Accordingly, no disclosure has been made about new or amended NZ IFRS that exclude public benefit entities from their scope.

SIGNIFICANT ACCOUNTING POLICIES Basis of Consolidation The group financial statements are prepared by adding together like items of assets, liabilities, equity, income, expenses, and cash flows on a line-by-line basis. All significant intragroup balances, transactions, income and expenses are eliminated in full on consolidation.

Subsidiaries Te Wānanga o Raukawa Charitable Trust was established under the terms ofthe deed of settlement with the Ministry of Education. The Crown Entities Act 2004 requires the preparation of consolidated financial statements in relation to the group for each financial year. For the year ended 31 December 2012, the Trust had total revenue of $6,721 and expenses of $336 and a net surplus of $6,385 (2011: revenue of $2,881 and expenses of $132,041 and a net deficit of $(129,161). The Trust had assets of $229,122 and liabilities of $1,897 (2011: $221,786 and $1,897 respectively ). On this basis consolidated financial statements for the group have not been prepared, as the parent and group amounts are not materially different.

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 Revenue from student tuition fees is recognised over the period in which the course is taught by reference to the stage of completion of the course as at the balance date. Stage of completion is measured by reference to the number of noho completed as a percentage of total noho for each course.

Koha Koha is recognised as income when received.

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Interest Interest income is recognised using the effective interest method Borrowing costs Te Wānanga o Raukawa 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 Te Wānanga o Raukawa substantially all the risks and rewards incidental to ownership of an item, 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 Te Wananga-o-Raukawa 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.

Cash and cash equivalents Cash and cash equivalents includes cash on hand, deposit 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.

Debtors and other receivables Debtors and other receivables are initially measured attheir face value and subsequently measured atface value less any provision for impairment.

Derivative financial instruments Derivative financial instruments are used to manage exposure to interest rate risk arising from financing activities. In accordance with its investment policy, Te Wānanga o Raukawa does not hold or issue derivative financial instruments for trading purposes.

Other financial assets Financial assets are initially recognised at fair value plus transaction costs unless they are carried at fair value though the 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 Te Wānanga o Raukawa has transferred substantially all the risks and rewards of ownership.

Financial assets are classified into the following categories for the purposes 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.

Te Wānanga o Raukawa main financial assets are loans and receivables.

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167

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 noncurrent assets.

After initial recognition, loans and receivables are measured at face value less any provision for impairment. Gains and losses when the asset is impaired or derecognised are recognised in the surplus or deficit.

Impairment of financial assets At each balance date, Te Wananga-o-Raukawa assesses whether there is any objective evidence that a financial asset or group of financial assets is impaired. Any impairment losses are recognised in the surplus or deficit.

Property, Plant and Equipment Property, plant and equipment consist of the following asset classes: land and site development, buildings, equipment, library books, motor vehicles and taonga. Land is measured at fair value. Te Wānanga o Raukawa owns the land where He Iti na Motai, Te Puna and Design and Art are located. The balance of the land occupied by Te Wānanga o Raukawa is leased from the Otaki and Porirua Trust Board.

Buildings, equipment, and motor vehicles are measured at cost less accumulated depreciation and impairment losses. Library collections are recorded at depreciated replacement cost in accordance with the method of library collection valuation developed by the New Zealand Library Association. The valuation was completed in December 1995. Subsequent additions are recorded at cost. Taonga are measured at cost.

Additions The cost of an item of property, plant and equipmentis recognised as an assetif, and only if, itis probable thatfuture economic benefits or service potential associated with the item will flow to Te Wānanga o Raukawa and the cost of the item can be measure reliably.

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

Disposals Gains and losses on disposals are determined by comparing the disposal proceeds with the carrying amount ofthe asset. Gains and losses on disposals are reported net in the surplus or deficit.

Depreciation Depreciation is provided on a straight-line basis on all property, plant and equipment other than land and taonga at rates that will write offthe cost (or valuation) ofthe assets to their estimated residual values over their useful lives. The depreciation rates of major classes of assets have been estimated as follows: Buildings Site Development Equipment (Office, Teaching and Kitchen) Furniture and Fittings Computer Equipment Library Books Photocopier Motor Vehicles Telephone System Lease assets – use the depreciation rate pertaining to the respective asset class.

168

2.5%-20% 10.0% 20.0% 10.0% 33.0% 7.5% 25.0% 20.0% 20.0%

NGĀ PŪRONGO PŪTEA-A-TAU - FINANCIAL STATEMENTS 2012

Intangible Assets Software acquisition and development Acquired computer software licences are capitalised on the basis ofthe costs incurred to acquire and bring to use the specific software.

Costs that are directly associated with the development of software for internal use by Te Wānanga o Raukawa 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.

Costs associated with the development and maintenance of the Te Wānanga o Raukawa website 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 assetto the extent that such costs are expected to be recovered. The development costs primarily consist of employee costs.

Intellectual Property Development Research and other development costs are expensed as incurred in the surplus or deficit.

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 assetis available for use and ceases atthe date thatthe assetis derecognised. The amortisation charge for each period is recognised in the surplus or deficit. The useful lives and associated amortisation rates of major classes ofintangible assets have been estimated as follows: Acquired computer software 33% Developed computer software 33% 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 subjectto amortisation and are tested annually for impairment. Assets that have a finite useful life are reviewed for indicators ofimpairment at each balance date. When there is an indicator ofimpairmentthe asset’s recoverable amountis estimated. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount. The recoverable amountis the higher of an asset’s fair value less costs to sell and value in use.

Creditors and other payables Creditors and other payables are recorded at their face value.

Employee Entitlements Short-term employee entitlements Employee benefits that are due to be settled within 12 months after the end ofthe 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, and annual leave earned but not yettaken at balance date. An expense is recognised for bonuses where contractually obliged or where there is a past practice that has created a constructive obligation. A liability for sick leave is recognised to the extentthat absences in the coming year are expected to be greater than the sick leave entitlements earned in the coming year. The amountis calculated based on the unused sick leave entitlementthat can be carried forward at balance date, to the extentit will be used by staff to cover those future absences.

Superannuation schemes Defined Contribution Schemes Obligations for contributions to Kiwisaver, the Government Superannuation fund, are recognised as an expense in the surplus or deficit as incurred.

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169

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, itis probable that expenditures will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation.

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 general equity and the endowment reserve. The endowment reserve was established for the recognition of surpluses achieved each year as a result of the efforts performed by kaiāwhina.

Goods and Services Tax All items in the financial statements are stated exclusive of GST, except for debtors and other receivables and creditors 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 Te Wānanga o Raukawa is exempt from income tax. Accordingly, no provision has been made for income tax.

Budget Figures The budget figures are those prepared in the 2011 – 2015 Profile. The annual budget approved by Te Mana Whakahaere in February 2012. This budget was approved by the Audit and Risk committee on behalf of Te Mana Whakahaere in December 2011. The budget figures have been prepared in accordance with NZ GAAP, using accounting policies that are consistent with those adopted by Te Mana Whakahaere for the preparation of the financial statements. There was no cash flow statement prepared for budget purposes.

Cost Allocation The cost of service for each significant activity of Te Wānanga o Raukawa and group has been derived using the cost allocation system outlined below. Direct costs are those costs directly attributable to a significant activity. Indirect costs are those costs that cannot be identified in an economically feasible manner with a specific significant activity. Direct costs are charged directly to significant activities.

Indirect costs are charged to significant activities using appropriate cost drivers such as actual usage, student numbers, staff numbers, and floor area.

Lease classification Determining whether a lease agreement is finance or an operating lease requires judgement as to whether the agreement transfers substantially all the risks and rewards of ownership to Te Wānanga o Raukawa. Judgement is required on various aspects that include, but are not limited to, the fair value of the leased asset, the economic life of the leased asset, whether or not to include renewal options in the lease term and determining an appropriate discount rate to calculate the present value of the minimum lease payments.

Classification as a finance lease means the asset is recognised in the statement of financial position as a fixed asset according to the type of asset, whereas for an operating lease no such asset is recognised.

Te Wānanga o Raukawa has exercised its judgement on the appropriate classification of equipment leases and, has determined the photocopier lease arrangements are finance leases.

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, Te Wānanga o Raukawa accounts for the funding as a capital contribution directly in equity.

Rounding There will be rounding of numbers in the Annual report as the financial reporting model used calculates to the cents but the Annual Report is rounded to the nearest dollar.

2. Amount Payable to Te Wānanga o Raukawa Foundation Te Wānanga o Raukawa is currently holding $17,970,000 (plus interest) on behalf of a Foundation which is being established to contribute to the on-going survival of Māori as a people in its provision of educational services to the founding iwi.

Amount received in 2009 from the Crown 17,970,000 Interest earned: 2009 92,270 2010 626,530 2011 784,147 2012 793,358 20,266,305

Critical accounting estimates and assumptions In preparing these financial statements Te Wānanga o Raukawa 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 of 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:

3. Statement of Comprehensive Income Te Wānanga o Raukawa has received Quality Reinvestment Funding or QRP funding since 2006. The purpose ofthe funding provided by the Tertiary Education Commission (TEC) was to increase capacity and capability. (2011:$138k was repaid with regard to capital injection from QRP3). Te Wānanga o Raukawa made a repayment of $178,000 in 2012 for performance obligations not fulfilled.

Property, plant and equipment useful lives and residual value

4. Disclosures The following items are to be disclosed separately:

These assets are valued at original cost price less straight line depreciation based on their respective useful life. Te Wānanga o Raukawa does not revalue Property, Plant and Equipment and all assets are held at book value. An incorrect estimate of useful life or residual value will impact the depreciation expense recognised in the statement of financial performance, and carrying amount of the asset in the statement of financial position. Te Wānanga o Raukawa minimises the risk of the estimation uncertainty by: ● ● ●

physical inspec on of assets: regular maintenance: and asset replacement programs.

Te Wānanga o Raukawa has not made any changes to past assumptions concerning useful lives and residual values. The carrying amounts of property, plant and equipment are disclosed in note 13.

170

Critical judgements in applying Te Wānanga o Raukawa accounting policies.

Management has exercised the following judgements in applying the Te Wānanga o Raukawa accounting policies for the period ended 31 December 2012:

NGĀ PŪRONGO PŪTEA-A-TAU - FINANCIAL STATEMENTS 2012

Other Income Koha received Bad debts written off Change in provision for doubtful debt Audit fees for financial statements (including disbursements) Te Mana Whakahaere fees Koha Rental expenses on operating leases Lease Costs from prior periods

2012

2011

14,748

12,132

0 382,079 92,559 34,920 8,214 94,277 125,000

61,995 76,600 40,633 20,133 94,277 0

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171

7. Cash and Cash Equivalents/Term Investments

5. Personnel Costs Employer contributions to defined contribution plans include contributions to the Kiwisaver.

2012 10,164,251

Salaries and Wages Employer contributions to defined plans Increase in employee entitlements

92,907 -

2011 10,783,485 85,096

2,408

87,786

10,254,750

10,956,367

All costs associated with personnel (including staff, contractors and consultants) and their engagement at TWoR has been reclassified. Differences in Budget are a reflection of this, variations in actual to budget are a result of this.

6. Wānanga Equity Wānanga Equity - Opening Balance

63,893,242

63,199,427

800,205

693,815

Wānanga Equity

64,693,447

63,893,242

Endowment Fund Opening Balance

5,500,000

5,500,000

5,500,000

5,500,000

70,193,447

69,393,242

Surplus

2012

2011

Cash and Cash Equivalents Petty Cash ANZ Operating ANZ Premier account Raboplus

553 84,728 1,280,814 0

1,761 364,966 1,284,553 4,030,444

Total Cash and Cash Equivalent

1,366,096

5,681,724

13,919,377 20,435,896 15,736,601 4,000,000 0 16,962,798

14,308,129 20,110,944 9,634,581 5,021,280 4,000,000 14,529,594

Investments ANZ ASB Kiwibank National Bank Raboplus Westpac Total Investments

71,054,671

67,604,528

Total Cash and Cash Equivalents and Term Investments

72,420,767

73,286,252

Transfer from Wānanga Equity Closing Balance Total Wānanga Equity

The Endowment Reserve represents a modest estimate of the value of kaiāwhina contributions to the affairs of Te Wānanga o Raukawa.

1 There were no impairment provisions for investments.

2 Term investments represent deposits with trading banks with terms ranging from three months up to one year. These banks have a Standard & Poor’s rating of at least AA-.

3 Interest rates applicable to cash and cash equivalent deposits and term investment range from 3.15% to 4.51%.

4 Included in this balance is $20,266,305 yet to be transferred to the Te Wānanga o Raukawa Foundation.

5 The carrying value of cash and cash equivalents and term investments approximate their fair value.

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173

8. Debtors and other receivables.

Other Receivables Student Debtors Less: provision for impairment

2012 1,162,138 536,220 (100,014)

2011 1,141,359 544,647 (482,093)

Total debtors and other receivables

1,598,345

1,203,913

The carrying value of receivables approximates their fair value. As at 31 December 2012 all overdue receivables have been assessed for impairment and appropriate provisions applied, as detailed below: 2012 2011 Impairment Impairment Gross $000s $000s Net $000s Gross $000s $000s Net $000s Not past due 1,162 1,162 1,141 1,141 Past due 1-30 days Past due 31-60 days Past due 61-90 days Past due > 91 days

536 1,698

(100) (100)

0 0 0 436 1,598

0 0 0 544 1,685

(482) (482)

0 0 0 62 1,203

The provision for impairment has been calculated for student debtors. Due to the large number of students debtors, the impairment assessment is performed on a actual basis. Movements in the provision for impairment of receivables are as follows: Provision for Impairment Plus: Additional provision made during the year Less: Receivables written-off Total provision for impairment

2012 (482,093) 382,079 0 (100,014)

2011 (420,098) (61,995)

Credit Risk Credit risk is the risk that a third party will default on its obligation to Te Wānanga o Raukawa . Te Wānanga o Raukawa has minimal credit risk in its holdings of various financial instruments. These financial instruments include cash and bank balances, accounts receivable and cash investments. Te Wānanga o Raukawa is risk averse and seeks to minimise exposure arising from its treasury activities. Te Wānanga o Raukawa invests funds only in deposits with registered banks.

Te Wānanga o Raukawa maximum credit exposure for each class offinancial instrumentis represented by the total carrying amount of cash and cash equivalents, term investments and debtors and other receivables. There is no collateral held as security againstthese financial instruments.

Liquidity Risk Liquidity risk is the risk that Te Wānanga o Raukawa will encounter difficulty raising liquid funds to meet commitments as they fall due.

Te Wānanga o Raukawa mainly invests in term deposits with maturities less than 12 months, so funds are always available to meet commitments as they fall due. Te Wānanga o Raukawa currently has sufficient liquid assets to meet all liabilities therefore liquidity risk is minimal.

Currency Risk and Interest Rate Risk There is no currency risk. Cash investments are held until maturity and all are in New Zealand Dollars, therefore no allowance has been made for any potential loss, and due to the nature and general short-term maturity ofthese investments no allowance for interest rate risk is considered necessary.

Fair Value The fair value of financial assets and liabilities held by Te Wānanga o Raukawa is estimated as being equal to the carrying value of those assets and liabilities shown in the financial statements.

The carrying amount of financial assets and liabilities are as follows:

(482,093)

9. Financial Instruments Te Wānanga o Raukawa’ activities expose it to a variety of financial instrument risk, including credit risk and liquidity risk. Te Wānanga o Raukawa has a series of policies to manage the risks associated with financial instruments and seeks to minimise exposure from financial instruments. Te Wānanga o Raukawa does not allow any transactions which are speculative in nature to be entered into.

Market risk Price risk Price risk is a risk that the fair value or future cash flows of a financial instrument will fluctuate as a result of changes in market prices. Te Wānanga o Raukawa and group’s listed share investments and managed fund are exposed to price risk. This price risk is managed by diversification of the managed fund portfolio in accordance with the limits set out in the Te Wānanga o Raukawa and group’s investment policy.

Currency risk Currency 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.

Te Wānanga o Raukawa purchases library items and scientific equipment from overseas which exposes it to currency risk.

Categories of Financial Assets and Liabilities 2012

2011

1,366,096 71,054,671 1,598,344

5,681,724 67,604,528 1,203,913

453,842

2,189,809

Loans and Receivables Cash and Cash Equivalents Term Investments Debtors and other receivables Financial liabilities measured at amortised cost Accounts Payable

Contractual maturity analysis of financial liabilities Financial liabilities consist of creditors and other payables. The carrying amount equals the contractual amount and is due to be paid in less than six months (2011: $2,189,809).

Sensitivity analysis Interest rate sensitivity is based on a reasonable possible movement in interest rates, with all other variables held constant. If interest rates on investments were to move by 1% the potential effect on the surplus or deficit and equity would be $724,207 (2011:$714,471).

Fair value interest rate risk Fair value interest rate risk is the risk that the value of a financial instrument will fluctuate due to changes in market interest rates.

Borrowings and investments issued at variable interest rates create exposure to cash flow interest rate risk.

Cash flow interest rate risk Cash flow interest rate risk is the risk that the cash flows from a financial instrument will fluctuate because of changes in market interest rates. Borrowings and investments issued at variable interest rates create exposure to fair value interest rate risk.

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10. Revenue in Advance

13. Property, Plant and Equipment

Student fees in advance re 1-2 years Student fees in advance re 2 - 5 years Total student fees in advance

2012 111,969 111,969

2011 685,734 255,875 941,609

2011 Opening cost

11. Employee Entitlements 2012 231,088 638,929 870,017

Accrued salaries and wages Annual Leave Total employee entitlements

2011 249,448 641,336 890,784

Additions Work in Progress Disposals COST

12. Finance Leases - Photocopiers The net carrying amounts of the leased photocopiers are disclosed below:

Accum depreciation Opening balance

Site Buildings $000 Equipment Library books Motor Development $000 $000 vehicle $000 $000

Taonga $000

Total

1,289

9,271

5,872

643

60

17

17,152

164

100

1,258

2

0

0

1,524

0

7,092

183

0

0

21

7,296

0 1,453

(18) 16,445

(1,616) 5,697

0 645

0 60

0 38

(1,634) 24,338

765

1,989

3,402

426

27

0

6,609

86

206

1,333

49

10

0

1,684

2012

2011

357,449 (254,641) 102,808

594,557 (237,108) 357,449

Current Portion Term Portion Other Term Liabilities 1 - 2 years Other Term Liabilities 2 - 5 years Term Portion

102,808

262,443

Eliminate on disposal ACCUM DEPRECIATION

0 851

0 2,195

(1,607) 3,128

0 475

0 37

0 0

(1,607) 6,686

0 0 0

95,006

CLOSING BOOK VALUE

602

14,250

2,569

170

23

38

17,652

1,453

16,445

5,697

645

60

38

24,338

Total Finance Leases

102,808

357,449

Additions

0

1,420

342

1

0

8

1,771

788 0

(34,934) 322,515

Disposals

0

0

0

0

0

0

0

Present value of minimum lease payments payable No later than one year and not later than five years Later than one year and not later than five years

Transfers

1,227

(1,134)

(93)

0

0

0

0

0 0

230,599 91,916

Work in Progress

0

0

0

0

0

0

0

Total present value of minimum lease payments

0

322,515

COST

2,680

16,731

5,946

646

60

46

26,109

Accum depreciation Opening balance

851

2,195

3,128

475

37

0

6,686

Depreciation

187

389

1,333

40

10

0

1,958

Opening Balance Net lease payments

Future finance charges Present value of minimum lease payments

95,006

1 The leases can be renewed at Te Wānanga o Raukawa option, with rents set by reference to current market rates for items of equivalent age and condition. Finance lease liabilities are effectively secured as the rights to the leased asset revert to the lessor in the event of default. There are no restrictions placed on Te Wānanga o Raukawa by any of the finance leasing arrangements.

2 The effective interest rate on the finance lease of around 6%.

3 Retrospective approval from the Ministry of Education has still not been received.

Depreciation

2012 Opening cost

Eliminate on disposal

0

0

0

0

0

0

0

ACCUM DEPRECIATION

1,038

2,584

4,461

515

47

0

8,644

CLOSING BOOK VALUE

1,642

14,147

1,485

131

13

46

17,464

1 All assets are held at original purchase price less sraight line depreciation. Depreciation rates are disclosed in the Statement of Accounting Policies.

2 Equipment includes furniture and fittings, office equipment, photocopiers, computers, telephones, teaching equipment and kitchen equipment.

3 The net carrying amount of office equipment held under finance lease is $26,286 (2011: $183,952).

4 There are no restrictions over the title of Te Wānanga o Raukawa Plant, Property and Equipment, nor is any Plant, Property or Equipment pledged as security for liabilities.

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14. Intangible Assets

17. Transactions with Related Parties Related Parties

Te Wānanga o Raukawa has no internally generated software. There are no restrictions over the title of Te Wānanga o Raukawa intangible assets, nor are any intangible assets pledged as security for liabilities.

Movements for acquired software as follows: 2012

2011

Tupu Associates Ltd Tupu Associates Ltd is no longer a related party. During 2011 Tupu Associates Ltd ($26,840) was related as Tupu Associates Ltd director Antony Royal is the son of Turoa Royal the retiring chairperson of Te Mana Whakahaere.

Winiata & Associates Winiata & Associates is no longer a related party. In 2011 $13,177 was paid.

Cost Opening Balance Additions

1,095,392 1,095,392

522,810 572,582 1,095,392

Accumulated amortisation and impairment Opening Balance Amortisation expense Closing Balance

268,845 303,783 572,628

218,569 50,276 268,845

Carrying amounts

522,764

826,547

15. Capital Management Te Wānanga o Raukawa capital is its equity, which comprises general equity and the endowment reserve. Equity is represented by net assets. Te Wānanga o Raukawa is subjectto the financial management and accountability provisions ofthe Education Act 1989, which impose restrictions in relation to borrowings, acquisition of securities, issuing guarantees and indemnities and the use of derivatives.

Te Wānanga o Raukawa manages its equity as a by-product of prudently managing revenues, expenses, assets, liabilities, investments, and general financial dealings to ensure Te Wānanga o Raukawa effectively achieves its objectives and purpose, whilst remaining a going concern.

16. Variance Analysis Explanations for major variations against the budget information for the year are as follows: Statement of Comprehensive Income 1 Student Tuition fees are below budget by $1.26m due to budgeting being completed on 1420 efts however 1333 efts were achieved and Fee Free Poupou.

2 Budget set for other income did not anticipate the increased fees for the Childcare Centre, nor did it anticipate kura reo and other contracts secured within the year.

3 Actual expenditure were consistently down over 2012. Controls over expenditure by Kaihautū has been completed this year.

Te Tauihu o Ngā Wānanga (TToNW) During the year payments to TToNW amounted to $23,000 (2011: $23,967) ). This body is a representative group for all Wānanga.

Kapiti Island Alive During the year payments of $0 (2011: $10,892) were made to Kapiti Island alive. John Barrett, a member of Te Mana Whakahaere, is a director of Kapiti Island Alive.

All transactions are entered into under normal terms and conditions.

Significant transactions with government-related entities The government influences the roles of the Wananga as well as being a major source of revenue.

The Wananga has received funding of $10,793,517 from the Tertiary Education Commission (2011: $ 11,496,626 ) to provide education services for the year ended 31 December 2012.

Collectively, but not individually, significant transactions with government-related entities In conducting its activities, the Wānanga is required to pay various taxes and levies (such as PAYE, GST and ACC levies) to the Crown and entities related to the Crown. The purchase and provision of goods and services to government-related entities for the year ended 31 December 2012 are small when compared to the Wānanga’ total expenditure and revenue. The purchase of goods and services included the purchase of electricity from; Meridian, Genesis and 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.

Key Management Personnel Compensation Salaries and other short-term employee benefits Te Mana Whakahaere Fees Total key management personnel compensation

2012 1,559,190 34,920 1,596,122

2011 1,463,004 40,633 1,503,637

Key management personnel include the Tumuaki, Ngā Pou Herenga and Ngā Kaihautū.

4 All costs associated with personnel (including staff, contractors and consultants) and their engagement at TWoR has been reclassified. Differences in Budget are a reflection of this, variations in actual to budget are a result of this.

Statement of Financial Position 1 The transfer of settlement funds to the Te Wānanga o Raukawa Foundation did not occur as projected.

2 No Capital assets has been purchased during the year.

Statement of Cash Flows 1 The length of our term investments has changed from being short term to a longer term.

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18. Te Mana Whakahaere Fees Te Mana Whakahaere Attendance and Meetings - 2012 Name TMW Planning Babbington, Tuihana 1 0 Barrett, John 3 0 Christensen, Hariata 2 0 Durie, Mason 2 0 Ellison, Eddie 6 0 Gaylor, Penny 5 0 Gerretzen, Chris 5 0 Grace, Jeanette 4 0 Hapi, Robin * 7 0 Hippolite, Michelle 6 0 Katene, Willis 1 0 Penetito, Wally 4 0 Rikihana, Queenie 6 0 Ropata-Box, Mere 7 0 Royal, Turoa 0 0 Selby, Mereana 7 0 Taiaroa, Helen 6 0 Tangatata'i, Virginia 0 0 Totals 72 0

Fees Finance 0 0 0 0 4 3 0 1 2 0 0 0 1 0 0 0 0 0 11

Total 1 3 2 2 10 8 5 5 9 6 1 4 7 7 0 7 6 0 83

2012 960 3,200 25,000 1,280 2,240 2,240 34,920

2011 320 3,200 6,993 2,240 2,240 25,000 640 40,633

[159]

[180]

* Ex-officio member Audit and Risk Committee.

19. Events Subsequent to Balance Date There were no events subsequent to balance date.

[103] [157]

[159]

[180]:

[103] [157]

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[159]

[180]

[103] [157]

[159]

[180]:

[103] [157]

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144 Tasman Rd P.O. Box 119 Ōtaki 5512 Aotearoa New Zealand Phone: (64‐6) 364 9011 or 0800 WANANGA Facsimilie: (64-6) 364 9013 Web: www.wananga.com

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