Waiariki 2010 Annual Report

2010 Annual Report

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Waiariki ¯ Institute of Technology

Wai¯ ariki Institute of Technology Mokoia Drive, Private Bag 3028 Rotorua 3046, New Zealand P 07 346 8999 F 07 346 8768 E enquiries@waiariki.ac.nz www.waiariki.ac.nz Freephone 0800 924 274

2010 Annual Report

Sam Sutton, Wai¯ariki Academy of Sport athlete, became the Extreme Kayak World Champion in 2010 and was named Sportsman of the Year at the Wai¯ariki Institute of Technology 2010 Bay of Plenty Sports Awards.

In 2010, the Wai¯ariki Centre of Excellence in Environmental Sustainability was launched. Hon Steve Chadwick, Rotorua MP Labour, (second from right), officially opened the centre in November.

Tom Lynch, Dr Toby Curtis, Warren Webber and Mayor Kevin Winters also attended the launch.

Katherine Hamilton (in black tie), Laetitia Haines and Matt Cotterill earned silver and bronze medals at the Nestlé Toque d’Or national student hospitality competition in Auckland.

Leading the way in innovative, quality education, provided within a bicultural framework, and developed in partnership with the community.

“Arahitia te ara i te wairua auaha, me te pai o te m¯atauranga kia u¯ ki ng¯a tikanga rua, kia mahi ng¯atahi ai ki te hapori me te iwi”.

Outside Front Cover: Wai¯ariki Community Recreation Centre – Te P¯utahi H¯akinakina o Wai¯ariki.

Inside Front Cover: Wai¯ariki Community Recreation Centre interior.

Awhina Teka, Lanette Nahu and Vicki Browne were the first Wai¯ariki students to earn the Bachelor of Fine Arts in Rotorua from the prestigious Whitecliffe College of Arts and Design. This accomplishment was made possible through a new partnership between Wai¯ariki and Whitecliffe College of Arts and Design.

contents DIRECTORY KUPU WHAKATAKI 2010

Wai¯ ariki Council Members............................................................................. 4 Ng¯ a M¯ em¯ a o Te Kaunihera o Wai¯ ariki Te Mana Ma ¯ tauranga Members .................................................................... 5 Ng¯ a M¯ em¯ a o Te Mana M¯ atauranga Wai¯ ariki Institute of Technology Senior Management Team........................... 6 Te R¯ op¯ u Pouwhakah¯ aere Matua o Te Whare Taki¯ ura o Wai¯ ariki Organisational Structure ................................................................................ 7 H¯ anganga Whakah¯ aere Governance Structure.................................................................................... 8 H¯ anganga Tikanga Whakah¯ aere

OVERVIEW HE TIROHANGA

Report of the Chairperson of Council ........................................................... 10 He R¯ipoata n¯ a te Tiamana o te Kaunihera Report of the Chief Executive of Wai¯ ariki Institute of Technology.................. 12 He R¯ipoata n¯ a te Pou T¯ u Mana o Te Whare Taki¯ ura o Wai¯ ariki Report of the Chairperson of Te Mana M¯ atauranga .................................... 17 He R¯ipoata n¯ a te Tiamana o Te Mana M¯ atauranga Mihi from Ken Kennedy, Kaum¯ atua, Wai¯ ariki Institute of Technology ........... 19 He Mihi n¯ a Te Kaum¯ atua o Te Whare Taki¯ ura o Wai¯ ariki Management Statement ............................................................................. 22 R¯ipoata Whakah¯ aere External Evaluation and Review – ITP Quality .............................................. 23 Tirohanga a ¯ Waho – Painga Kuratini Whare Taki¯ ura Overview of Wai¯ ariki Institute of Technology Strategic Goals and Values .... 26 ¯ Whakatakoto Ko Ng¯ a Whakaaroaro I Ng¯ a Whainga Me Ng¯ a Uara Tikanga o Te Whare Taki¯ ura o Wai¯ ariki Government Tertiary Education Strategy 2008-2010: HIghlights of Wai¯ ariki Performance .................................................................................. 30

STATEMENT OF CORPORATE PERFORMANCE ¯ R¯IPOATA UMANGA WHAKAKITENGA

Report Against Objectives and Key Performance Indicators from Wai¯ ariki Investment Plan 2008-2010 ........................................................... 33 Wai¯ ariki Institute of Technology 2010 Enrolments ........................................ 37 Wai¯ ariki Institute of Technology Qualifications 2010 ..................................... 38

FINANCIAL STATEMENTS ¯ R¯IPOATA P UTEA ¯ NG A

Report of the Auditors Office ........................................................................ 41 Statement of Comprehensive Income ......................................................... 43 Statement of Financial Position .................................................................... 44 Statement of Cash Flows ............................................................................ 45 Statement of Changes in Equity .................................................................. 46 Notes to the Financial Statements ............................................................... 47

STATEMENT OF RESOURCES ¯ RAWA HE R¯IPOATA I NG A

FURTHER STATEMENTS ¯ ETAHI ATU R¯IPOATA

Statement of Physical Resources ................................................................ 70 Statement of Human Resources ................................................................. 72 Statement Of Equal Educational Opportunities (EEdO) ................................ 74 Statement Of Research ............................................................................... 78 Wai¯ ariki Local Advisory Committees ........................................................... 83

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Yue Dong Bachelor of Tourism Management School of Business and Tourism Several factors had come into play before Yue Dong chose Wai¯ ariki Institute of Technology as the place to finish his tertiary education.

The young man from Beijing learned about Wai¯ ariki while studying at Beijing Vocational College of Finance and Commerce. The two institutes have a credit transfer agreement, allowing students to carry credits from one institute to the other, encouraging them to gain international experience while seeking higher qualifications.

Yue was considering a number of institutes in other countries, but in traditional Chinese fashion, the final word came from his family. “My parents chose New Zealand for me because it is a good place to live and has friendly people,” he says.

It was early 2008 and Yue was 20 when he packed up his cello and moved to Rotorua. He couldn’t be happier, he says, with a huge grin

backing his words, “...because New Zealand is great! The environment, the people, a completely different culture, everything. Coming here is like a new start for me, you have to make new friends and you have to study hard to get something back for coming here.

“In Chinese culture, parents would like to help you do most things, but coming here you have do everything for yourself, make friends, and learn about the culture.”

After taking English courses through Wai¯ ariki’s English Language Centre, in 2009 Yue began studying toward the Bachelor of Tourism Management, finishing the threeyear degree in 18 months because of the credits he had earned in Beijing. He joined more than 400 graduands as they accepted their parchments in the 2011 graduation awards ceremony.

While studying, Yue worked as an interpreter for Chinese tourists visiting Agrodome in Rotorua, a job he still has today. “It was very interesting in the beginning, learning so many things about Rotorua and New Zealand, and making these things exciting for the shows and farm tours, and including jokes, too,” he added.

He has also been working for Geoff Manners translating forest-related data from China. As a result, Yue’s newly acquired knowledge and understanding of the industry have sparked a new interest.

“Geoff has 30 years in the industry.

He has taught me a lot about how to talk to others in the industry while I was translating and I quite like the industry. Maybe I’ll take some forestry courses at Wai¯ ariki this year and use that to start a career in the forestry industry in China.”

“Because new Zealand is great! the environment, the people, a completely different culture, everything.”

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Directory 2010 Kupu Whakataki 2010 ¯ Wai ariKi council MeMBers ¯ MeM ¯ a ¯ o te Kaunihera o WaiariKi ¯ nGa until 30 april 2010 Due to legislative change Tupara Morrison BBS, CA Chairperson Joint Chairperson, Joint Committee

Ministerial Appointment

Dr Pim Borren BSc, MCom(Hons), PhD, DipTchg

Chief Executive

Linda Hudson RAD Tchg Dip (Dist) – London 1998 Deputy Chairperson

Whakat¯ ane District Council

Montero Daniels Chairperson Te Mana M¯ atauranga Joint Chairperson, Joint Committee

Te Mana M¯ atauranga o te Wai¯ ariki Trust T¯ uhourangi

Bruce Easton

Forestry Sector

Jonathon Hagger

(Allied) Staff Representative

Raymond Howard

WITSA President

Thomas George BTM (Tourism Management)

(Academic) Staff Representative

Rosalie Hallam TTC, Adv Dip Tchg

NZ Council of Trade Unions

Pihopa Kingi

Te Mana M¯ atauranga o te Wai¯ ariki Trust Ng¯ ati Whakaue

Greg McManus BA (Auckland) and MA (Leicester)

Ministerial Appointment

Sharon Opai BA, English, M¯ aori LLB

Ministerial Appointment

Donnarae Raukawa-Doughty MBA, PGDipMgmt, GDipBus

M¯ aori Women’s Welfare League

Gwen Robyns Diploma in Speech/Language Therapy – London 1959, Licenciate of the College of Speech Therapists 1959

South Waikato District Council

Mary Smith BN, RGON, FCNA (NZ), Cert NZIM

Ministerial Appointment

Brian Upston MA, Dip Tchg, JP Chairperson Audit & Risk Committee

Taup¯ o District Council

Stuart Wilson CA, PP, NCB, NDA

Auckland Employers Association

Oscar Nathan BMS (Management)

Tourism Industry

Chris Sutton

Rural Sector

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¯ Wai ariKi council MeMBers ¯ MeM ¯ a ¯ o te Kaunihera o WaiariKi ¯ nGa From 1 May 2010 Due to legislative change Graeme Nahkies MA (1st Class Hons) Geography, MPP, Dip TP Chairperson Chair, CE Employment Committee

Ministerial Appointment

Dr Neil Barns Ministerial Appointment DBA, MBA, BBS, DipTchg Deputy Chair, Chair Audit and Risk Committee Ngaroma Tahana BMS(Hons), LLB

Ministerial Appointment

Dr Tom Richardson BA, PhD

Ministerial Appointment

Tupara Morrison BBS, CA

Appointed by Wai¯ ariki Council

Bruce Easton – Resigned October 2010

Appointed by Wai¯ ariki Council

Pihopa Kingi

Appointed by Te Mana M¯ atauranga o te Wai¯ ariki Trust

R¯ awiri Te Whare

Appointed by Te Mana M¯ atauranga o te Wai¯ ariki Trust

¯tauranGa MeMBers te Mana Ma ¯ MeM ¯ a ¯ o te Mana Ma ¯tauranGa nGa Montero Daniels Chairperson

T¯ uhourangi/Nga ¯ ti Wahiao

Eru George

Nga ¯ ti Kearoa/Nga ¯ ti Tuara

Tauri Morgan

Nga ¯ ti Rangiw¯ ewehi

Tina Rore

Nga ¯ ti Manawa

Pihopa Kingi

Nga ¯ ti Whakaue

Aubrey Kohunui

Tu ¯ hoe Po ¯ tiki

Parehuia Merito

Nga ¯ ti Pikia ¯o

Faithe Hanrahan

Whakato ¯ hea

Colin Rangi

T¯ uwharetoa

Roberta Rickard

Nga ¯ ti Whare

R¯ awiri Te Whare

Nga ¯ ti Tahu/Nga ¯ ti Wha ¯ oa

Pohawaiki ¯ Wiringi-Jones

Uenukuko ¯ pako

Mihipeka Sisley

Nga ¯ ti Awa

Peri Ngata (Deceased August 2010)

Taurahere

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¯ WaiariKi institute oF technoloGY senior ManaGeMent teaM ¯ u ¯ PouWhaKahaere ¯ ¯ te roP Matua o te Whare taKiura o ¯ WaiariKi Dr Pim Borren BSc, MCom(Hons), PhD, DipTchg

Chief Executive Te Pou tu ¯ Mana

John Snook MBA, BPhEd(Hons)

Deputy Chief Executive – Academic Quality & Strategy Te Pou Tu ¯ Mana Tuarua Taha Ma ¯ tauranga

Keith Ikin BA, ISLMBA, DipTchg, MInstD

Deputy Chief Executive – Ma ¯ ori Te Pou Tu ¯ Mana Tuarua – Ma ¯ ori

Ken Kennedy BMS

Kauma ¯ tua

Jared Dawson MBA, ACA, PGDipMgmt

Director, Finance Te Pou o ¯ Te Aro Pu ¯ tea

Christa George MBA, DipMgmt, DipTchg, AFNZIM

Director, Support Services Te Pou o ¯ Te Aro Mana ¯a ¯ ki

Richard Bird (Jan-June) BSW(Hons)

Director, Human Resources Te Pou o ¯ Te Aro Ta ¯ ngata

Tina Chemis (June-Dec)

Acting Director, Human Resources Te Pou Whakakapi o ¯ Te Aro Ta ¯ ngata

Allison Lawton (Jan-June) MBA, NZCC

Director, School of Business and Tourism Te Pou o ¯ Te Kura Taki

Annabel Schuler – Resigned June 2010 MA(Mass Comms), JP

Director, School of Computing, Technology and Communications Te Pou o ¯ Te Kura Pa ¯ rongo

Richard Bird (June -Dec) BSW(Hons)

Acting Director, School of Computing, Technology and Communications Te Pou Whakakapi o ¯ Te Kura Pa ¯ rongo

Jeremy Christmas ED, BForSci(Cant), DipAcc

Director, School of Forestry and Primary Industries Te Pou o ¯ Te Kura Takawa ¯o ¯

John Snook (Jan-Feb 2010) MBA, BPhEd(Hons)

Acting Director, School of Nursing and Health Studies Te Pou Whakakapi o ¯ Te Puna Whai Ora

Sue Fitzmaurice (Feb-July 2010) RCompN, BA (Hons), MBA

Director, School of Nursing and Health Studies Te Pou o ¯ Te Puna Whai Ora

Helen Manoharan JP, RNON, RM, CECD, BA (HSc), MHA (Nursing), MHM

Director, School of Nursing and Health Studies Te Pou o ¯ Te Puna Whai Ora Acting July 2010 Appointed October 2010

Kevin Uncles Advanced Trade Certificate – Fitting & Welding Section Advanced Trade Certificate – Automotive Engineering

Director, School of Trade Training Te Pou o ¯ Te Kura Mahi-a ¯ -Rehe

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orGanisational structure ¯ nGanGa WhaKaha ¯ ere ha As at 31 December 2010

te tari a ¯ te Pou tu ¯ Mana tuarua Ma ¯ ori office of the Deputy chief executive – Ma ¯ ori te Mana Ma ¯ tauranga secretary Mana ¯a ¯ kitanga research Foundation learning te Wa ¯ nanga a ihenga Waia ¯ riki academy of singing and Music

te aro Pu ¯tea Finance Directorate Facilities Finance information technology Printery

te aro Mana ¯a ¯ ki support services Directorate archives council secretariat health centre international centre library learning centre Marketing regional Development Managers secondary school liaison

tari o te Pou tu ¯ Mana taha Ma ¯tauranga office of the Deputy chief executive academic Quality and strategy academic Quality Data Management centre Project office Wai¯ ariki academy of sport Wai¯ ariki community recreation centre Wai¯ ariki centre of excellence in environmental sustainability

te Pou o ¯ te aro ta ¯ngata Director human resources

te Pou o ¯ te aro Pu ¯tea Director Finance

te Pou o ¯ te aro Mana ¯a ¯ ki Director support services

¯ Mana te Pou tu ¯ ori tuarua Ma DePutY chieF ¯ ori eXecutiVe Ma

tanGatarua Marae

¯ tua KauMa

te Pou o ¯ te Kura taki Director school of Business and tourism

te Pou o ¯ te Kura Pa ¯rongo Director school of computing, technology and communications

te tari a ¯ te Pou tu ¯ Mana office of the chief executive executive assistant

te Pou o ¯ te Kura takaw¯ ao Director school of Forestry and Primary industries

te Pou o ¯ te Puna Whai ora Director school of nursing and health studies

¯ Mana te Pou tu chieF eXecutiVe

te Pou o ¯ te Kura Mahi-a ¯-rehe Director school of trade training ¯ Mana tuarua te Pou tu ¯ tauranGa taha Ma DePutY chieF eXecutVe acaDeMic QualitY anD strateGY

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GoVernance structure ¯ ¯ h anGanGa tiKanGa WhaKahaere

Wai¯ ariki Bicultural Governance structure te h¯ anganga tikanga Whakah¯ aere a ¯ rua o Wai¯ ariki Wai¯ ariki council

te Mana M¯ atauranga o te Wai¯ ariki trust 2,3

1,2

chief executive te Pou t¯ u Mana

1 2 3

as per education (Polytechnics) amendment act 2009. tangata Whenua Deed of agreement, 1 november 2000. te Mana M¯ atauranga o te Wai¯ ariki trust, charitable trust number 1473728, registered 8 January 2004.

Membership ng¯ a M¯ ema council Statutory Appointments 4 x Ministerial Appointments 2 x Te Mana M¯ atauranga o te Wai¯ ariki Trust Representatives 2 x Wai¯ ariki rohe community representatives

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te Mana M¯ atauranga o te Wai¯ ariki trust T¯ uhourangi/Ng¯ ati Wahiao Ng¯ ati Kearoa/Ng¯ ati Tuara Ng¯ ati Rangiw¯ ewehi Ng¯ ati Manawa Ng¯ ati Whakaue T¯ uhoe P¯ otiki Raukawa Ng¯ ati Piki¯ ao Whakat¯ ohea T¯ uwharetoa Ng¯ ati Whare Ng¯ ati Tahu/Ng¯ ati Wh¯ aoa Uenukuk¯ opako Ng¯ ati Awa Taurahere Waitahi/T¯ uhourangi ki Tapuika

Delise Waerea Diploma of Teaching (Early Childhood Education) Te W¯ ananga a Ihenga M¯ aori Development, Humanities and Research With some trepidation, Delise Waerea enrolled at Wai¯ ariki Institute of Technology. She was in her late 30s, the mother of four, and it had been many years since her school days. But she didn’t let any of those factors sway her from her course.

“I just decided that I didn’t want to wait until my baby finished school before enrolling and doing something for myself,” she says. “I wanted to up skill myself and get out of the rut we were in, to get off the benefit.

So I made a bold move to go live in Rotorua, leave my whanau and start brand new in a strange town.”

She shifted to Rotorua in 2008 and set her sights on earning the Diploma of Teaching (Early Childhood Education), a Level 7, three-year qualification.

Polite and very well-spoken, one would never guess that Delise had difficulty in school while growing up in Putaruru, South Waikato. Returning to the education system as an adult learner was a little scary, she says, so she enrolled first on the Certificate in Smart Study, a one-semester qualification which prepares students for study at diploma and degree levels.

“It challenged me a bit – study still does. It ruffles your comfort zone, and as an older student I was worried, but with my smart study training and some positive encouragement from our teachers, I felt I was as ready as I could be to just dive in. But our [Wai¯ ariki] tutors were so awesome, they were a wealth of support for identifying and alleviating our fears. That’s one of the things I had heard about Wai¯ ariki and the tutors. The walls of education, from memory, are not always kind, so it was up to our tutors to break down those walls of fear, the fear of failing.”

Delise is now in her third and final year of studying toward her diploma.

She shifted to Mount Maunganui in late 2010 to be with her partner. She now commutes to Rotorua a few days a week, and has just started her practicum experience for early childhood education.

“I love seeing children go from exploration to the comprehension of knowing. Seeing children bridging that knowledge and watching them navigate their own learning is one of the rewards of being a teacher. As a teacher I believe that part of our role is to empower children to be happy,

healthy human beings, capable of problem solving and making informed choices that contribute to their wealth of knowledge as our leaders of tomorrow. I have had a wonderful journey from being a fulltime mum and a full-time student.

The knowledge collected from both have had a huge impact on the way I practice my role in both arenas.”

While Delise looks forward to completing her diploma and embarking on her career, she has another event to look forward to in the more immediate future. She is among a group of three Wai¯ ariki students selected to go to Dubai to attend a women’s conference focussing on cultural issues relating to education.

“It has been a huge privilege to be selected for this scholarship. I could not have imagined that my journey with Wai¯ ariki would have left me, of all people, with the honour of such an experience. I really look forward to meeting new people, learning from their areas of expertise and being exposed to their beautiful language and culture.”

“i wanted to up skill myself and get out of the rut we were in, to get off the benefit.”

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overview he tirohanga rePort oF the chairPerson oF council ¯ te tiaMana o te Kaunihera he r¯iPoata n a It is with pleasure that I present my first Annual Report as Chairperson of the new Council of Wai¯ ariki Institute of Technology – Whare Takiura.

Wai¯ ariki has risen to the challenge with outstanding achievements in a number of areas, finishing the year with a significant financial surplus and strong progress in educational performance. This was achieved with an increase in the number of enrolments, an unprecedented rise in international recruitments, implementation of efficiencies that resulted in containment of costs and excellent progress with respect to external partnerships that will provide long term benefits to Wai¯ ariki; its staff and students. Governance and management focus, at all times, has been to manage growth without compromising the high quality of service to students.

in Level 4 courses and above.

Wai¯ ariki has been extremely successful in its recruitment of international students in 2010 with a revenue of just over $6m – the highest in its history. The added value and benefit to the community fiscally is thought to be 2-3 times more than that. Equally, it is important that our domestic students are globally and culturally aware and having students from other diverse backgrounds studying alongside them adds to their world view, their experiences and hopefully will help them in the international arena in future.

A particular area of improvement for Wai¯ ariki has been in course completion rates. Recorded at 50% in 2009, targeted strategies have improved success rates to 65% in 2010. One of the main reasons for the previous, comparatively low, success rates was the availability of free, online computing classes that could run over an academic year and had a high drop-out rate.

GOVERNANCE AND MANAGEMENT FOCUS, AT ALL TIMES, HAS BEEN TO MANAGE GROWTH WITHOUT COMPROMISING THE HIGH qUALITY OF SERVICE TO STUDENTS.

Wai¯ ariki’s aspiration to be “the leading Institute of Technology in New Zealand, uniquely bicultural” has been central to its thinking over the last year.

Progress continues to be made in this area with the guidance of M¯ aori governance group Te Mana M¯ atauranga. Wai¯ ariki will also continue to maintain strong relationships with Iwi at a governance level to ensure the Institute can play a valued supporting role in their success.

GOVERNANCE Government legislative changes that took affect from 1 May 2010, reduced the size of the Council from twenty to eight members. The governance of Wai¯ ariki is now in the care of four members apppointed by the Minister of Tertiary Education (including the Chair and Deputy Chair) and four further members appointed by the Council.

The four Council appointed members (two of whom are nominees of Te Mana M¯ atauranga) included three existing Councillors one of whom was previous chair, Tupara Morrison. This has greatly assisted a smooth transition to the new governance arrangements. The new Council has striven to ensure that it builds on the excellent foundations laid by its predecessor.

EDUCATIONAL AND FINANCIAL PERFORMANCE 2010 was the final year of Wai¯ ariki’s Investment Plan with the Tertiary Education Commission (TEC) which allowed a 10% increase per annum (over three years) in domestic students. In line with Government requirements, the numbers of students under the age of 25 rose, there was an increase in M¯ aori students and more students enrolled

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Prudent fiscal management has ensured that Wai¯ ariki remains in a strong financial state. A surplus of $7.8m was achieved and we are well placed for continued growth through a strategic programme of capital investment that supports operational requirements. This surplus outperforms the TEC guidelines. Wai¯ ariki will continue to maintain an institute-wide focus on improving the quality and cost effectiveness of expenditure.

The Development Strategy for the Mok¯ oia Campus progressed further with construction completed on the Recreation Centre. Since its opening the Centre has been well used and offers many recreational and social opportunities to bring students and staff together.

Work began on the Te W¯ ananga a Ihenga building with completion expected in time for semester one in 2012.

Wai¯ ariki became the lead tertiary partner of the Bay of Plenty Trades Academy – a government initiative to create opportunities for disengaged youth at secondary schools. The initiative was instigated by Peter Tootell, Principal of Trident High School in Whakat¯ ane, which took the lead with six other Eastern Bay Secondary Schools. The Trades Academy is one of nine approved by the Ministry of Education and over 100 students attend courses at the Wai¯ ariki Whakat¯ ane Campus, covering seven subject areas. A new automotive workshop was built to accommodate the extra students. Furthermore, a new Forestry building at Waip¯ a Campus which is a joint collaboration with Auckland University, FITEC and Wai¯ ariki is under construction for completion mid 2011.

Student satisfaction is another component of quality engagement and Wai¯ ariki was one of the first ITPs to undergo the sector External Evaluation and Review (EER). Staff found the change in emphasis from an audit model to one of self-reflection was challenging but also motivating. The Evaluators rated their level of confidence in Wai¯ ariki to be Confident in education performance and Confident in capability in self-assessment. Support services to students, both domestic and international, was rated Excellent, after triangular feedback from staff, students and other stakeholders. The Institute conducted its inaugural First Impressions Survey in the first six weeks of semester to identify areas of students’ satisfaction or otherwise in their early engagement with the Institute.

This provided opportunities for staff to address issues early and for students to see that their feedback had been heard. The first survey did not show any major areas of concern.

The Future As we look forward, the fiscal uncertainty both locally and globally presents challenges for everyone. Recent earthquakes in Christchurch have undoubtedly added further challenges with, as yet uncertain, implications for the enrolment of overseas students throughout New Zealand.

Wai¯ ariki has an important role to play in its rohe, facilitating youth transition pathways and helping those who are unemployed to gain the skills needed to become part of the workforce. With an increasing emphasis on meeting industry needs, Wai¯ ariki is indebted to its industry partners who assist in ensuring its qualification and course offering is accessible and responsive to the needs of the various communities it serves.

The need to negotiate a new Investment Plan for the period 2011 to 2013 has been the major preoccupation of the new Council. The process completed late in 2010 has focused on setting targets for a number of Educational Performance Indicators the achievement of which will contribute to meeting the needs of both Wai¯ ariki’s regional communities and to New Zealand’s social, environmental, cultural and economic development. The Government continues its focus on increasing accountability for performance and improving productivity. In this context there is a drive for Polytechnics to identify and take advantage of opportunities for collaborative partnerships with other tertiary institutions and this will be a particular focus for the Council in the coming year. Wai¯ ariki is committed to meeting the changing needs of its students, employers, partners and communities and partnerships and collaborations are an important means of increasing the educational opportunities for many.

Acknowledgements I would like to thank the previous Council members who left at the end of April, for their support and commitment to Wai¯ ariki, and for the strong foundations they helped put in place in recent years. They leave a legacy of which they can be proud. I would particularly like to thank Tupara Morrison who ably led the Council through a period of significant growth and change and who has been an invauable member of the new Council.

Regretably other commitments mean he is unable to continue in the role and we wish him well in his new endeavours when he retires from the Council at the end of April 2011.

Unfortunately, pressure of business commitments also forced the resignation of Bruce Easton from the Council during the year. Bruce was a Council appointee under the new legislation and as well as his forestry expertise he brought a good understanding of wider regional issues and corporate governance practice to the Council table.

We are grateful he will continue to play an active advisory role for Wai¯ ariki.

I would like to thank outgoing Chair of Te Mana M¯ atauranga (TMM) Monty Daniels and his successor Aubrey Kohunui, and their TMM colleagues, for their continued collaboration and support within our bicultural governance process.

Our Chief Executive, Dr Pim Borren, has been an active leader of Wai¯ ariki in 2010 and in conjunction with the senior management team and Wai¯ ariki staff, has been dedicated to improving both the academic and administrative performance of Wai¯ ariki. It has been a year of further significant progress in the evolution of Wai¯ ariki and its ability to meet the vocational education needs of its rohe. On behalf of the Council I thank Pim and his team most sincerely.

It is with sadness that I acknowledge the passing of Peri Ngata, member of Te Mana M¯ atauranga. He will be remembered for his extensive contributions to the tertiary sector and for his constant support of Wai¯ ariki.

Finally, my special thanks go to my colleagues on the Council for their support in bedding down the new governance arrangements and for their contributions as we have worked through the various challenges facing us. As a Council and staff we are looking forward to the tertiary education challenges of 2011.

Noho ora mai

Graeme Nahkies

Council Chairperson: 1 May 2010 to Present 11 2010 ANNUAL REPORT

¯ rePort oF the chieF eXecutiVe oF Wai ariKi institute oF technoloGY ¯ Mana o te Whare ¯ te Pou tu he r¯iPoata n a ¯ ¯ taKiura o Wai ariKi

2010 was another year of significant progress for Wai¯ ariki, both in terms of student numbers and in terms of educational performance. It was the final year of our three year Investment Plan signed off with the Tertiary Education Commission in 2007 for the 2008-2010 triennium. Renegotiating our next Plan (2011-2013) obviously provided us (and TEC) with an opportunity to reflect on the progress made. Wai¯ ariki’s progress has been significant and partly due to the investment TEC chose to make in us three years ago. The most satisfying aspect of the 2008-2010 Investment Plan was that we achieved the majority of our agreed KPIs. Wai¯ ariki is almost unrecognisable from the institution it was in 2007.

We have significantly increased the number of students under the age of 25 (now over half of our students) and also grown the proportion of M¯ aori (now over half of our students). As well we have significantly grown the number of students studying at Level 4 and above.

More critically we made major progress in our course success rate. In 2010 we improved our domestic student success to 65% (up from 50% in 2009) and our international student success to over 85%. We were also one of the first ITPs to undergo an ITPQ External Evaluation and Review (EER). We found the process very helpful and the evaluators were largely pleased with what they found at Wai¯ ariki. This was particularly reassuring given our lower than average rating from TEC across its own educational performance indicators (which have significant limitations, not least the focus on crude statistical aggregates).

(around 15%) while ensuring educational standards were maintained.

Through prudent financial management Wai¯ ariki recorded a surplus of $7.8 million against a budgeted surplus of $1.6 million. This gave Wai¯ ariki an unusual (and unique) surplus result of 16% of total revenues; well above TEC guidelines of 2%-4%. Given funding cuts for 2011 and the completion of our EFTS growth track, we do not anticipate surpluses of this nature in the future.

However it has allowed Wai¯ ariki to grow a financial reserve backstop which is also prudent at these uncertain times. That reserve sits at around $11 million at 2010 year end.

Equally important has been growing our student base and educational reputation locally as a quality provider to a point where we are not at risk from a viability or sustainability perspective. At 3700 EFTS we are now amongst the ten largest ITPs and around the size one would expect given the size of our region’s population. We are one of the largest regional ITPs. The ongoing growth in demand for Wai¯ ariki programmes was highlighted by our restricted Semester 2 intake (restricted to programmes at Level 4 and above). The success of our School of Nursing & Health Studies has meant the majority of applicants now miss out.

THROUGH PRUDENT FINANCIAL MANAGEMENT ¯ WAIARIKI RECORDED A SURPLUS OF $7.8 MILLION AGAINST A BUDGETED SURPLUS OF $1.6 MILLION.

2010 was our final year of growth of domestic EFTS (10% per year for three years) to support the previous under provision across our rohe. As well we were able to achieve significant growth in our international student numbers (25% growth). As a result our total revenues increased by 15% to $48.7 million. However (and mostly because of reduced Government funding we anticipated for 2011) we managed our resources extremely carefully.

We were able to maintain our spending within our original budget for both staffing and all other expenditures.

Additional students usually require additional staff (teaching and support). With increased international students, international commissions rose accordingly.

Other costs were managed tightly. This was also partly in respect to our Government’s wishes to ensure cautious public expenditure within light of the world recession.

As a result we achieved significant productivity gains

12 2010 ANNUAL REPORT

Increased student numbers continues to place some stress on facilities. It is very pleasing that two new major buildings are in development to be completed by the end of 2011. Both buildings have been funded through previous Council commitments and will not impact on reserves. We have also built an additional 40 vehicle car park above the new Recreation Centre as well as our continued support of increased (and subsidised) use of local buses.

2010 had three particular highlights for me. The first was the opening of the Wai¯ ariki Community Recreation Centre by Dame Susan Devoy. The Centre has a particular focus on improving the health and fitness of the Wai¯ ariki Community and in 2010 already achieved double the anticipated memberships. The second is the opening of the Wai¯ ariki Centre of Excellence in Environmental Sustainability (CEES) by the previous Minister of Conservation Hon Steve Chadwick. A focus on the environment for future generations is a critical aspect of our region’s needs for the future relying as we do on tourism, forestry, and agriculture. It sits comfortably

with the values of local iwi and is therefore also in line with our uniquely bicultural focus. Finally the opening of the Wai¯ ariki Academy of Singing and Music (WASM).

This academy (mirrored on our successful academy of sport) has already gained significant support with 35 scholarship winners and the introduction of our first formalised Kapa Haka group. Both build on a history of success, and especially amongst M¯ aori performers.

A significant change for Wai¯ ariki during 2010 was the legislated reorganisation of our governing Council.

Membership was reduced from 20 to eight from 1st May 2010. I was particularly pleased with how this transition was managed at Wai¯ ariki. Of the eight members of Council five were new. This included four ministerial appointments, two of whom were appointed as Chair and Deputy Chair. In supporting this transition I would particularly like to thank the outgoing Chairperson Tupara Morrison. While remaining a Council member Tupara showed utmost professionalism in handing over the reins to our new Chair. I would also like to thank two of my own staff, Christa George (Council Secretary) and Chris Walls who worked tirelessly in supporting the new structure (not without its challenges).

iwi and w¯ ananga continue to grow. The most important result for 2010 however was how well our own w¯ ananga (TWAI) flourished under its new sub-brand. Clearly Te Arawa now sees TWAI as its own w¯ ananga and are supporting it with growing demand from M¯ aori students.

This is a very positive sign indeed given the checkered past of this educational business unit.

Wai¯ ariki has continued to focus significantly on educational quality improvement, as it has in previous years. Ultimately the test of our quality is in the experience of our students. They are in the best position to judge whether the skills training they receive meet their expectations. And overwhelmingly they do. Each year I receive increasingly positive feedback about the quality of teaching. As well our student evaluations continue to improve. As a result, and unsurprisingly given that over 50% of new enrolments choose Wai¯ ariki because of “word of mouth”, the demand for places at Wai¯ ariki continues to grow and significantly outstrips the Government cap.

Wai¯ ariki is simply full to the brim with students.

THE DEMAND FOR ¯ PLACES AT WAIARIKI CONTINUES TO GROW AND SIGNIFICANTLY OUTSTRIPS THE GOVERNMENT CAP. ¯ WAIARIKI IS SIMPLY FULL TO THE BRIM WITH STUDENTS.

Unquestionably our M¯ aori governing body Te Mana M¯ atauranga (TMM) felt anxious about the legislated change. As things transpired our new Council has worked well with TMM and is looking to assist in improvements across both bodies. I would like to thank Montero Daniels for his wonderful support as Chairperson of TMM. Sadly Monte vacated the position during 2010 due to ill health.

Wai¯ ariki continues to evolve as a uniquely bicultural organisation and continues to lead our sector in this regard. On the back of our positive bicultural audit by Professor Ranginui Walker, we continue to challenge our staff and students around engagement with our bicultural vision and values. I have been particularly pleased with the progress made under Deputy CEO Keith Ikin. The indigenising of our curriculum has made real progress for the first time (course by course). There are so many other examples of progress, not least the improved respect (and enrolment growth) for Te Reo courses and waiata practices. For the first time over half of our students identify firstly as M¯ aori. WASM and CEES both support our bicultural objectives. Our many partnerships with

All of our quality measures improved during 2010. I have already indicated that the TEC EPI’s give a poor measure of real quality. Statistics rarely tell the real story. However they too have shown significant improvement. More importantly we have a motivated staff who aim firstly at excellence in teaching and support. We welcome complaints, but they are rare. Academic Board continues to function very well. I was sorry to farewell our Academic Manager Dr Bryan Mac Lean who left during the year for family reasons. We are fortunate that Gordon Acres has taken over this important area of responsibility and is well supported by an excellent team. Educational quality and delivery remains our number one focus and reason for being. Critically all of our applications for qualification developments (new and reviewed) to ITPQ were approved through 2010.

Progression rates of students moving from Levels 1-3 to Levels 4-7 qualifications in the following year continue to improve. The target for 2010 as set by TEC through our Investment Plan was 15%. In 2010 Wai¯ ariki achieved 25%.

Actual numbers of students (under 25 years) enrolled in Level 4-7 qualifications have increased. Successful

13 2010 ANNUAL REPORT

qualification completion rates for 2010 are ahead of the 2009 cohort for both two and five year completions.

The quality of our organisation relies mostly on the quality of our staff. We are a people business! In 2010 our Quality Teaching Conference gained in momentum with over 200 participants. Our biannual staff survey (JRA Best Places to Work Survey) showed significant improvement across the board. Our own staff see Wai¯ ariki much more positively than other ITPs (according to the benchmark comparisons). We continue to lead the sector in the way we support performance through our two collective agreements.

2010 was another year of significant investment in our IT infrastructure. We continue to grow our wireless space on Mok¯ oia. With the completion of three major software installations (HRIS, FIS, and Outlook) we are now well underway in developing a new Student Management system (SMS). This is a major and critical investment for Wai¯ ariki of over $1 million. Wai¯ ariki has taken the lead with Tribal in developing the Educational Business System (EBS) which we believe will become a template for most other ITPs. It has significantly greater functionality than Artena (our current system) at no greater cost. We continue to support a growing student and staff with up to-date hardware (computers and computer labs).

2010 was a year of major capital investment. The previous Council had allocated $7.5 million for capex and this is easily the largest spend in our history. As well as the Recreation Centre, we have started two new projects which will be completed by December 2011. One is our new teaching block for TWAI. This is the largest project since we built N Block in 2000. We are also developing our Waip¯ a Campus for the first time in many years. Rebranding our School of Forestry to include Primary industries (agriculture and horticulture programmes) and establishing Waip¯ a as a Wai¯ ariki trades’ academy for primary industries has given it a real boost.

As well as a new Wood testing lab we are building a gasification plant to assist modernising and fuelling our sawmill. Other changes include an overall beautifying of the campus environment as well as improvements in roading. It will be wonderful to see many more students at Waip¯ a again in the future and an improved utilisation of teaching spaces.

The other area of significant success through 2010 has been the growth in our export business. Against our expectations, demand for Wai¯ ariki programmes continues to grow despite the current world recession.

In 2010 international student numbers and revenues grew by 25%. Of these almost 80% came from India.

Pleasingly however given our investment in China, we are seeing growth in this market also. The Chinese market is based on an institutional partnership model with a lead time of at least two years (ie 2 + 2 programmes of study).

We are continuing to explore new markets by investing cautiously, and particularly in countries where NZ has free trade agreements (eg Chile). Our strategy of broadening our market to include more countries (less reliance on India) is still important but clearly the programme of support in place is helping consolidate the current numbers as well. We anticipate further growth in 2011.

We have supported the EBoP Trades academy with a new automotive engineering workshop. We hope to continue to expand this academy which works closely with EBoP secondary schools to enable an improved transition for school age pupils who plan on a vocational or trades pathway. Finally we are looking forward to the new boulevard taking shape on our Mok¯ oia campus, as per our campus master plan. The TEC gave Wai¯ ariki the highest praise when implementing its new Capital Assets Management System (CAMS), by indicating that we were well ahead of other ITPs in our long term capital planning and investments.

Environmental sustainably has become a new focus for Wai¯ ariki. Our commitment through the establishment of the CEES means that we must practice what we preach. There is now a much stronger focus on keeping our own campus’ green. Environmental issues such as conserving fuel (eg free bus transport), improving water quality, reducing air pollution, protecting forests, reducing dairy farming run-offs, supporting eco-tourism, etc are just some of the issues which we are supporting now.

We are working with all our programmes to endeavour to add an educational focus on conservation through a green curriculum and better awareness for our students (and staff).

2010 WAS A YEAR OF MAJOR CAPITAL INVESTMENT. THE PREVIOUS COUNCIL HAD ALLOCATED $7.5 MILLION FOR CAPEx AND THIS IS EASILY THE LARGEST SPEND IN OUR HISTORY.

14 2010 ANNUAL REPORT

Locally we continue to work with many industries (LACs), community groups (eg RECT) and iwi groups. We are positioning ourselves through our structures to be more responsive to new business opportunities. We have been successful in two trade academy developments in partnership with industry (forestry, agriculture) and high schools. We see the CNI collective as a huge potential opportunity, and especially in our niche training areas of forestry and tourism. Our relationships with the CNI collective and especially through our iwi leadership programme and newly established W¯ ananga (TWAI) are also focused on future partnership opportunities.

Our focus in taking Wai¯ ariki forward has been through careful project management and “making things happen”. There are so many advances in technology.

Some of these require new skill sets for industry and some relate to our own industry (ie education delivery).

We have worked hard to ensure that we are keeping pace with innovations in e-learning. We continue to review our courses and qualifications to ensure that we are meeting relevant skills for industry for their future employees. We now have six of our own degree programmes and success in new majors for the Bachelor of Applied Management (eg Hotel Management). We have also established a range of new diplomas and graduate diplomas and these are proving popular across the board.

We continued to get only positive media reporting through 2010 with not a single negative article. I have continued to work closely with media and especially the Daily Post. We have had many wonderful stories about Wai¯ ariki during the year.

I particularly wish to thank Council and Te Mana M¯ atauranga (TMM) for their positive support of me as Chief Executive for another year. In particular I would like to thank my Chair of Council Graeme Nahkies and Deputy Chair Dr Neil Barns. I would also like to thank Chair of TMM Monte Daniels and Deputy Chair Aubrey Kohunui. All of these people through their wisdom have assisted me greatly in my leadership of Wai¯ ariki during 2010.

I would particularly like to acknowledge the hard work of all staff during 2010, clearly another excellent year for Wai¯ ariki. Their dedication and loyalty to the Institute is valued enormously.

My most important team of staff are those people who make up our senior management team (SMT). Their support and loyalty of my leadership has been hugely appreciated. I was very sorry to accept one resignation from SMT during 2010. Annabel Schuler will be sorely missed but we wish her well in her new role at Tai Poutini Polytechnic. I thank all Wai¯ ariki third tier managers for their ongoing support.

Pim Borren, PhD Chief Executive (March 2011)

15 2010 ANNUAL REPORT

Laetitia Haines Certificate in Professional Cookery and Patisserie School of Trade Training Two things Laetitia Haines has learned while studying toward the Certificate in Professional Cookery and Patisserie at Wai¯ ariki Institute of Technology: 1) no plan is fail safe, and 2) there are no guarantees for the future. She uses those nuggets of truth to both plan for her future and prepare for a change in course, should new, unplanned-for opportunities present themselves.

Laetitia grew up in Auckland’s North Shore but has lived also in Rotorua, Sydney, Singapore and Hong Kong.

Perhaps her nomadic childhood was key in preparing her to handle change, adaptation and adjusting to unknown futures with grace – perfect ingredients for a chef-to-be.

While growing up overseas, Laetitia learned the importance of teamwork while she and teammates in soccer, basketball and volleyball competed against other international schools throughout China. At the same time, she developed an interest in food, especially cooking and eating with her friends.

Back in Rotorua, Laetitia enrolled at Wai¯ ariki in the beginning of 2010

and says she enjoyed working in the kitchens on campus. “They give a real team atmosphere,” she says, “and the tutors are all very experienced and have a wealth of knowledge that I know they enjoy sharing. I made some great friends while studying and know that all that I’ve learnt will help me in my future endeavours.”

In August of 2010 Laetitia won a spot on the team of three Wai¯ ariki students who represented the institute in the Nestlé Toque d’Or. ‘Toque’ is a national competition held every year in Auckland which sees the county’s best culinary and hospitality students compete. Laetitia and teammate Matt Cotterill proudly brought home the bronze medal.

“Toque d’Or was an interesting experience for me. I think I learnt a lot about myself, and what kind of pressures I can handle. I also feel that I learnt about everything from designing a dish to planning everything so pedantically that even your back up plan should have a backup plan.”

Laetitia earned her qualification from

“the advice i always get given is to jump at any opportunity and to see where life leads and that’s my ultimate plan.”

16 2010 ANNUAL REPORT

Wai¯ ariki in June 2011 and has been working as a junior chef at Solace Café & Restaurant on Rotorua’s Eat Streat. “My responsibilities are to help with food preparation, to assist senior chefs during service, and to maintain a clean work area and to help with full clean down after service, just to name a few things.

I’ve also been given an opportunity to work a couple of breakfast shifts as the senior chef and found it challenging but also really enjoyed it.

“Having just turned 20,” she says, “I find it hard to imagine what the future holds for me. I know that I’ll never lose my passion for food and hope that I’m still in the industry in the years to come.

“I would hope to work my way up in the kitchen until I have enough experience to take on my own restaurant of sorts, and eventually I’d like to pass on my knowledge and experience and end up teaching or writing about food. Although, who knows? The advice I always get given is to jump at any opportunity and to see where life leads and that’s my ultimate plan.”

report of the chairpERson of te mana ¯ M Atauranga ¯ te tiamanA o te manA HE R¯IPOATA N A ¯ M Atauranga

I te mea, ko t¯ enei te r¯ipoata whakamutunga i a au Te Tiamana o Te Mana M¯ atauranga, ka tika me mihi rawa atu ki a koutou katoa, i a koutou e pau kaha tonu ana e p¯ upuri tonu ana, te mauri o a ¯ koutou wh¯ anau, a ¯ koutou Hap¯ u, a ¯ koutou Iwi, ki ng¯ a taketake kaip¯ akihi katoa, kua puta k¯ e mai i ng¯ a r¯ a, i ng¯ a wiki, i ng¯ a marama, i ng¯ a tau kua hipa. Kua mau i a koutou katoa, te mana, te ihi, te wehi, o a koutou wh¯ anau, a ¯ koutou Hap¯ u, a ¯ koutou Iwi, i a koutou hei M¯ em¯ a o Te Mana M¯ atauranga.

Anei te whakatauki n¯ a Nelson Mandela: “Ki te kore te reo, k¯ aore te tangata e t¯ aea te k¯ orero atu ki ng¯ a t¯ angata, te m¯ ohio atu ki a r a¯tau an¯ o hoki, k¯ aore e t u¯hono ai a¯ r a¯tau wawata, a¯ r a¯tau moemoea, te mau i ng¯ a k¯ orero o nehe r¯ a, te ng¯ akaunui i a¯ r a¯tau waiata, a¯ r a¯tau whiti hoki. Ko te wero e tino kaha ana t a¯tau ko te k¯ orerorerotanga o te tangata.”

Kei te tautoko au i t¯ enei whakatauki n¯ a Nelson Mandela, i runga i ng¯ aa ¯ huatanga o ng¯ a tikanga a ¯ rua, me te whakaurutanga mai o au¯ a tikanga katoa, a ¯ , me whakahoki mai e t a ¯ tau ki a papatuanuku e takoto ake nei.

Ng¯ a Wero i te tau 2010 He rerek¯ e te a ¯ hua o te Kaunihera o Te Whare Taki¯ ura o Wai¯ ariki in¯ aia tonu nei, n¯ a te K¯ awanatanga i whakarerek¯ ehia. Te whakait¯ingia i ng¯ a m¯ em¯ a o runga i te Kaunihera, mai i te tekau m¯ a waru ki te tokowaru n¯ oiho. Tokowhitu r¯ atau ka whiwhi n¯ a te K¯ awanatanga, ko te t¯ oenga, no te hau kainga nei. Ka waimaria, ka whak¯ aa ¯ rohia ake e te Kaunihera me Te Mana M¯ atauranga, kia tukua atu he r¯ op¯ u hei k¯ orero atu ki te k¯ omiti o te K¯ awanatanga, i ng¯ a whak¯ aa ¯ ronui o t¯ enei rohe o te Wai¯ ariki. Ka mutu, ka t¯ u he anga hou, kua riro i a m¯ atau he Kaunihera tokowaru ng¯ a m¯ em¯ a, tokowh¯ a kua whiwhi k¯ e n¯ a te K¯ awanatanga, tokowh¯ a an¯ o hoki tokorua kua whiwhi n¯ a te Kaunihera, tokorua kua whiwhwi n¯ a Te Mana M¯ atauranga.

Te Whakapono, Te Wh¯ anaungatanga, Te Mana, Te Wairuatanga, Te K¯ otahitanga, Te M¯ ohiotanga,Te Aroha me Te Mana¯ akitanga.

I t¯ enei w¯ a, me tuku atu te k¯ omuri aroha ki t¯ a t¯ atau rangatira, ki t¯ a t¯ atau hoa, ki t¯ a t¯ atau m¯ em¯ a a Peri Ngata, I mate ai i te marama o Hereturik¯ ok¯ a 2010, ka puta te aroha tino nui ki a ¯ ia. N¯ an¯ a te Te Anga M¯ aia M¯ aori i whakatakotohia i mua i te aroaro o ng¯ a Kaunihera e rua, m¯ a t¯ atau katoa e h¯ aere whakamua o ¯ na moemoea, o ¯ na matakite i ng¯ a tau e h¯ aere ake nei.

Ka¯ ati e mau mahara ana i te r¯ arangi k¯ orero o t¯ etahi waiata. “N¯ aku i mahi ai“ me k¯ otahi tatau ki t¯ a t¯ atau r¯ arangi k¯ orero o t¯ atau waiata “M¯ a t¯ atau e mahi ai.“ As this is my last official report as Chairman of Te Mana M¯ atauranga may I give my grateful thanks to you all who have given loyal service, on behalf of your iwi to all business matters that have arisen in the past. You, as members of Te Mana M¯ atauranga, have served your iwi with distinction, dignity and diplomacy.

“Without language, one cannot talk to people and understand them, one cannot share their hopes and aspirations grasp their history, appreciate their poetry or savour their songs. One of our strongest weapons is DIALOGUE”.

Nelson Mandela This quotation from Nelson Mandela fully supports my views of how, in a form of bilingual and indigenising, we need to come back down to earth.

Tikanga a ¯ Rua Kua whak¯ aa ¯ e k¯ e i ng¯ aa ¯ huatanga tikanga a ¯ rua e ng¯ a Kaunihera e rua o Te Whare Taki¯ ura o Wai¯ ariki. H¯ eoi an¯ o, me tino whakam¯ ohio t¯ atau katoa ki ng¯ a tikanga katoa e p¯ a ana ki ng¯ a mahi whakah¯ aere tikanga a ¯ rua, huri noa i te whare takirua nei, kia pai ai te h¯ikoi whakamua i t¯ enei kaupapa n¯ unui.

CHALLENGES FOR 2010 One of the greatest challenges during 2010 was the introduction of changes to the Education Act which disbanded the Education selection to eight members only. Seven of these members would be Ministerial appointees and the remaining would be local. Fortunately, Wai¯ ariki Councils decided to send a delegation to Wellington to debate and submit items to the Select Committee, on behalf of the Wai¯ ariki rohe.

After submissions, a new structure was announced and we now have a Council structure that makes up four Ministerial appointments, two appointed from Wai¯ ariki Council and two appointed from Te Mana M¯ atauranga Council.

¯ Ng¯ a Uara ¯ Kia whakam¯ ohio ai koutou ki ng¯ a Uara o Wai¯ ariki e iri ana i ng¯ a kar¯ aihe katoa. N¯ a r¯ atau te tino t u ¯ honohonotanga kia nohotahi ai t¯ atau i runga i te whak¯ aa ¯ ro k¯ otahi, kia t¯ a rangatira ai t¯ atau:

Bilingual / Bicultural Biculturalism practices and theories have been readily accepted by both governance bodies, Te Mana M¯ atauranga and the Wai¯ ariki Council. Nevertheless, there needs to be a positive programming of understanding

17 2010 ANNUAL REPORT

and various practices to ensure that each cog is fitting into the wheels of progress.

In other words, the progress will be geared to cater for the Directors, Senior Managers and Administrators, as living examples of the status of Wai¯ ariki’s commitment to biculturalism.

Wai¯ ariki Values I would like to bring attention to the Values, which are expressed on the plaque that hangs in all classrooms and throughout Wai¯ ariki. All of these Values underpin our existence and what we stand for. 

Whakapono – Honesty



Wh¯ anaungatanga – Inclusion, family, learning together



Mana – Honour, prestige, guiding values



Wairuatanga – Spiritualism



K¯ otahitanga – Unity



M¯ ohiotanga – Life-long learning, quality teaching, academic excellence



Aroha – Unconditional giving



Man¯ aa ¯ kitanga – Caring and supportive

18 2010 ANNUAL REPORT

It is with great sadness that we remember our friend, colleague and esteemed member of our community Peri Ngata. His passing in August 2010 was greeted with deep sadness and sorrow. His legacy of implementing a M¯ aori Potential Framework within Wai¯ ariki is coming to fruition and it is our honour to continue his dream.

In closing, remembering the line of the song “I did it my way”, let us unify and sing our own song and “Do It Our Way”.

N¯ aku noa,

Montero Daniels Te Tiamana o Te Mana M¯ atauranga

¯ ¯ MIHI FROM KEN KENNEDY, KAUM ATUA, WAIARIKI INSTITUTE OF TECHNOLOGY ¯ te KAUM ATUA ¯ ¯ HE MIHI N A o te Whare TakIUra o ¯ WAIARIKI

Tih¯ ei Mauri Ora! E noho ana au i te roro o t¯ oku whare a Ihenga, kia rongo m¯ akahi mo taku t¯ upuna p¯ okai i te nuku whenua.

T¯ u ana mai ki muri ko Tihi¯ otonga he ripa tau a ¯ rai atu i ng¯ a hukapapa o te hautonga, e p¯ uhia mai r¯ aia T¯ ongariro. Taha katau ko te whare t¯ apiri a Hinetek¯ akara he t¯ upuna k¯ oranga puna ora ka hua. Te Marae Areare ko Tangatarua, he t¯ upuna paihere i ng¯ a Iwi, kia tau ko te maung¯ arongo ki te papa.

E kok¯ oia e ara e!

Kei ng¯ a mana, kei ng¯ a reo, kei ng¯ a hapu k¯ arangarangatanga maha o ng¯ a m¯ at¯ a waka i ng¯ a tai e wh¯ a o te motu, o t¯ awahi an¯ o hoki, kia koutou an¯ o e te k¯ awanatanga, e ng¯ a m¯ em¯ a paremata, e ng¯ a minita o te m¯ atauranga, tae noa ki te hunga e ng¯ akaunuitia ai ki te whaihua i ng¯ aa ¯ huatanga e p¯ a ana ki te m¯ atauranga e noho atu nei, i raro i te maru o ng¯ a kuratini, o ng¯ a whare taki¯ ura huri noa i te motu, me ng¯ a whak¯ aa ¯ ronui ki o ¯ t¯ atau tini h¯ uhua aitua o te r¯ a, o te wiki, o te marama, o te tau.

N¯ a r¯ eira, ka tika me mihi atu ki a r¯ atau, ko t¯ atau te hunga ora e pae nei, t¯ en¯ a koutou, t¯ en¯ a koutou, a ¯ , t¯ en¯ a t¯ atau katoa.

M¯iharo ana ng¯ a mahi katoa i mahia ai e m¯ atau o Te Whare Taki¯ ura o Wai¯ ariki i t¯ enei tau, te rua mano me ¯ te tuang¯ ahuru o ng¯ a tau. Ehara m¯ atau i t¯ etahi whare w¯ ananga,he whare taki¯ ura k¯ e, he whare taki¯ ura whakah¯ih¯i k¯ e. Ka h¯ angai tonu m¯ atau ki ng¯ a tino p¯ ukenga ki te w¯ ahi mahi. Kei te noho tonu t¯ a t¯ aua whakah¯ aerenga moni i te poto o ng¯ a kaimahi p¯ ukenga i ng¯ a w¯ a katoa, kei te h¯ angai tonu m¯ atau.

He tino whakahirahira t¯ a m¯ atau hononga ki ng¯ a Iwi, ki ng¯ a Hap¯ u, ki ng¯ a Wh¯ anau. M¯ a te m¯ atauranga, m¯ a te w¯ atauranga a ¯ mahi ake, ka tautoko m¯ atau ki te whakang¯ ung¯ u i te Iwi Taketake o Aotearoa. Ahakoa he whare taki¯ ura m¯ atau e noho atu nei ki ng¯ a tikanga o Te Amorangi M¯ atauranga Matua, me te tari o te Minit¯ a o Te M¯ atauranga, e rima t¯ ekau paih¯ eneti a Ngai M¯ aori kua whakauru k¯ e mai ki ng¯ a whatitoka o t¯ enei whare taki¯ ura o Wai¯ ariki i t¯ enei tau. He tauira t¯ enei mo t¯ a m¯ atau mom¯ oea mo Te Whare Taki¯ ura o Wai¯ ariki, e k¯i¯ia nei, He Whare Taki¯ ura Arataki – Tikanga a Rua He Ahurei. Ki te kore m¯ atau e a ¯ hua whakatauira i te whakah¯ aere tikanga a rua i t¯ enei rohe o te Wai¯ ariki, a ¯ , karekau he take mo te t¯ oenga o Aotearoa nei.

He kai¯ arahi kawenga nui t¯ enei mo m¯ atau katoa, mai i ng¯ a kaimahi katoa, a ¯ , tae noa ki te hunga t¯ arewa, me ng¯ a tauira, hei kawe i t¯ enei m¯ ohiotanga ki roto i ng¯ a w¯ ahi mahi, ki roto i ng¯ a h¯ apori, me ng¯ a Iwi an¯ o hoki.

I sneeze, it is life!

I am sitting in the realm of my ancestral meeting house, ¯Ihenga, and so listening responsibly to my ancestor who was an expert in the exploration of the land.

Standing behind me in all its splendour is Tihiotonga, my mountain that protects me from the freezing southerly winds blowing towards me from that majestic Ng¯ ati ¯ T¯ uwharetoa of Te Arawa mountain, T¯ ongariro. To my right is the associated dining room, Hinetek¯ akara, where the spring of life and nourishment is displayed. The sacred courtyard spread out in front of the ancestral meeting house is Tangatarua, an ancestor who brought all the tribes together, a peacemaker who was able to settle the peace amongst his people.

I’ll leave it there....

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

Wai¯ ariki had a wonderful year in 2010. We are not a university, we are an institute of technology, and we are proud of it. Our main focus in 2010 was to provide real skills for the workplace. Our economy still remains short of skilled workers in all areas that our institute focusses on.

It was very important also, Wai¯ ariki’s relationship with Iwi. It was through tertiary education, especially vocational tertiary education, that we were able to support the training of Iwi. Although we are a mainstream institute of technology, and being responsible to the Tertiary Education Commission and Ministry of Education, 50% of our students that walked through our doors in 2010 were M¯ aori.

19 2010 ANNUAL REPORT

This is an example of our vision for our institute, that is, “Wai¯ ariki – A leading Institute of Technology – Uniquely Bicultural”. The responsibility of leadership for all of us here at Wai¯ ariki is huge, from our stakehoders, to governance, to management, to staff and to students, that will carry this responsibility through to our Iwi, our communities and our workplaces.

N¯ a r¯ eira, me waiho ng¯ a tuhi k¯ orero i kon¯ a, t¯ en¯ a koutou, t¯ en¯ a koutou, a ¯ , t¯ en¯ a t¯ atau katoa.

Ken Kennedy Kaum¯ atua

20 2010 ANNUAL REPORT

Lisa Te Whare Graduate, Diploma in Art and Design (Advanced) Level 7 (Waiariki ¯ Institute of Technology), and Bachelor of Fine Arts (Whitecliffe College of Arts and Design) School of Computing, Technology and Communications From an upstairs studio at Wai¯ ariki Institute of Technology’s art department, passersby used to hear a mixture of Dean Martin’s crooning, Maria Callus’s classical opera, Metallica and Che Fu blaring, all in the same afternoon – a sure sign there was an artist at work.

After several years of working in the corporate world, Lisa Te Whare had returned home to Rotorua in 2009 and re-enrolled at Wai¯ ariki, revisiting interests and areas of strength through the Diploma in Art and Design (Advanced) Level 7.

Lisa says Wai¯ ariki was her choice first because of the location.

Secondly, Wai¯ ariki’s reputation and relationships, Lisa says, “to have M¯ aori perspectives are comforting, and the calibre of the teaching staff is exceptional.”

The final deal-maker, however, was that a new partnership was created between Wai¯ ariki and Whitecliffe College of Arts and Design in

Auckland. It allows Wai¯ ariki’s art diploma students to transfer their credits and pathway to Whitecliffe’s Bachelor of Fine Arts (BFA), which takes one additional year to complete.

It was an attractive challenge and a personal goal for the mother of three (which includes twin boys!).

Her motivations were to expand her skill base, meet more people, and be ready and open to new opportunities that came her way.

She accomplished all this and more, earning the Whitecliffe BFA in 2010.

“From a fine arts perspective,” she says, “Whitecliffe has gifted me the opportunity to expand my practice conceptually and bring forward unique viewpoints reinterpreted as valid forms of visual art.

Whitecliffe encourages awareness in global contexts in art, offering an understanding of cultural theories and how these theories relate to art practice.

“In my previous work experience, the ability to challenge myself creatively, problem solve and visualise positive outcomes were essential skills that are applicable in many situations.

From this point I can add what I have learnt at both Wai¯ ariki and Whitecliffe and adapt the same strategies in business, marketing or teaching. For me the study of art is not separate from the challenges of life, and finding strength by overcoming a challenge and reaching a goal can be extremely rewarding.

“I greatly appreciate the opportunity that Wai¯ ariki and Whitecliffe have offered, and that I was able to do so in my hometown. The greatest joy was that my children, who are now 8 and 9 years old, were able to attend my capping ceremony in Auckland, and hopefully they will be inspired from this to move toward their own goals.”

“I greatly appreciate the opportunity that Wai¯ ariki and Whitecliffe have offered, and that i was able to do so in my hometown”.

21 2010 ANNUAL REPORT

MANAGEMENT STATEMENT ¯ R¯IPOATA WHAKAH AERe

For the Year Ended 31 December 2010

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



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



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



we are of the opinion that these financial statements fairly reflect the financial position and operations of this institution for the year ended 31 December 2010.

G Nahkies

P Borren

J Dawson

Council Chairperson

Chief Executive

Director, Finance

22 2010 ANNUAL REPORT

eXternal eValuation anD reVieW – itP QualitY ¯ Waho – PainGa Kuratini Whare taKi ura ¯ tirohanGa a Date of Report: 7 October 2010

General Conclusion Statement of confidence on educational performance itP Quality is confident in the educational performance of Wai¯ ariki institute of technology.

Wai¯ ariki Institute of Technology offers a range of qualifications that meet the needs of its stakeholders across the rohe (region). It has undergone substantial growth in both domestic and international student numbers in a very short space of time1. This increase in student numbers is a positive outcome but the effect of this rapid growth has put pressure on some resources and systems. Data shows, and Wai¯ ariki Institute of Technology senior management acknowledge, that the educational performance of its students has been low on some courses when compared against other ITPs2.

However, to focus on performance statistics in isolation would not provide an accurate account of the many positive aspects of student learning and development that were evident during the review.

The review highlighted that at all levels of Wai¯ ariki the focus on lifting educational performance is being actively pursued through a broad array of initiatives. There is evidence that many of these strategies are having the desired effect. Examples include an emphasis on increasing the accountability for teaching performance at the course, School and Academic Board levels; an on-going commitment to the professional development of staff; an investment in technologies and teaching resources; improved information and reporting systems and a substantial capital expenditure programme on new facilities.

M¯ aori students make up approximately 48% of the student population and this is higher than the regional figure of 35%. Specific completion and success targets are set for this group and the results demonstrate that M¯ aori students are achieving as well as other Wai¯ arikii students. M¯ aori students are also supported by the Man¯ aa ¯ kitanga programme where kaitautoko (support staff) work with staff in each school to provide additional support.

The major programme ‘refresh’ that has occurred in recent years, and is now nearing completion, will ensure that graduates are adequately equipped to move in to the workforce with the necessary skills and relevant learning.

Of particular note is the quality of support students receive during their course of study at Wai¯ ariki. A comprehensive range of assistance is offered to all students and dedicated support is available to international students in particular.

Wai¯ ariki’s bicultural commitment is evident throughout the institution. The concept is evident in promulgated policies and processes, and appears to be embraced and treasured by staff. There are specific strategies to increase the number of M¯ aori students and M¯ aori staff.

Statement of confidence on capability in selfassessment itP Quality is confident in the capability in selfassessment of Wai¯ ariki institute of technology.

Wai¯ ariki has developed and promulgated internal Quality Assurance, Self-Assessment and Review frameworks that are supported by defined processes and annual review cycles. Educational performance is the focal point of Wai¯ ariki’s comprehensive self-assessment programme that comprises both formal and informal activities at course, School and institution levels. At the core is the Annual Course Improvement (ACIF) process, prepared with input from staff teams at the end of each course that covers the following aspects: student outcomes, student feedback, stakeholder consultation/ feedback, delivery, staffing, moderation, changes made and further actions needed. The ACIFs inform the Annual Qualification Improvement Form, which is reviewed at School Academic Committee level and endorsed by the Academic Board. For those courses where educational performance does not meet the targets set, improvement action plans are developed and monitored by the School and/or Academic Board. This level of monitoring reflects a robust process.

Student feedback is a fundamental element of the selfassessment programme, and this was confirmed by those interviewed. Courses are evaluated regularly with summaries produced for discussion amongst teams.

Any courses with a student satisfaction rating of less than 80% positive (or response rate of less than 50%) are referred to the Academic Board for further discussion and/or monitoring.

Staff performance and development processes have been modified and improved significantly in recent years.

There is an educational performance component in the performance plans of all teaching staff.

1

Wai¯ ariki institute of technology had a total student population of: 2006: 2362 eFts; 2007: 2942 eFts; 2008: 3,353 total eFts; 2009: 3718 eFts.

2

using the tec educational Performance indicators, Wai¯ ariki institute of technology in total achieved a successful course completion rate of 50% in 2009 (up from 47.41% in 2008), and a Qualification completion rate of 32.1% in 2009 (up from 29.52% in 2008).

23 2010 ANNUAL REPORT

Graduate destination surveys and data analysis are carried out by some Schools and provide valuable information to develop courses further however there is opportunity for their use to be more widespread. The extensive use of Advisory Committees also provides input and guidance to course relevancy and development.

A group of staff have been trained and are mentoring others in the evaluative review of internal focus areas and this review process results in course improvement action plans being generated and monitored.

It is evident to the EER team that WaiÂŻ ariki have commenced on the self-assessment and continuous improvement journey. There are some courses that have responded to the concept of self-assessment well and are using the results of analysis to modify course design, content and teaching practice. However, some of the practices, supporting systems and processes are relatively new and their use varies across the Institute.

The expectation is that over time the use of selfassessment practices and tools will become universal and that educational performance will rise as a result.

24 2010 ANNUAL REPORT

ITP Response WaiÂŻ ariki Institute of Technology has confirmed the factual accuracy of this report.

Rowena Walker National Diploma in Forestry (Forest Management) (Level 6) School of Forestry and Primary Industries Rowena Walker is a young M¯ aori woman with a mission. Driven by ambition, having a keen sense of purpose, and a desire to see people succeed has propelled her career forward to the point where she is now a forestry supervisor with Juken New Zealand Ltd (JNL).

She discovered her passion for forestry while at high school in Gisborne so she enrolled in Forest Foundation Skills, a Level 2 qualification that covered the basics. What she learned there only increased her interest.

Sheldon Drummond of JNL happened to see first hand Rowena’s drive and determination and offered her a part-time job during her holiday break, an opportunity that would lead to ongoing career development for Rowena with Juken.

After completing school Rowena began the National Diploma in Forestry (Forest Management) (Level 6) at Turanga Ararau and a year later shifted to Wai¯ ariki Institute of Technology to complete the diploma.

Two years later, while seeking an opportunity to increase her practical skills and experience, she was scooped up by JNL again to join a logging crew. It didn’t take long for them to see the potential that Sheldon had spotted years before.

Through various roles with JNL, Rowena has gained experience in people management, planning and leadership. “I love to jump in and help wherever the need is,” she says. “That includes spending time on a chainsaw, log making, breaking out or pulling logs with a skidder, or whatever else may be

required at that time.”

She recently shifted from Gisborne to the far north town of Kaitaia.

Although the two towns are separated geographically they are “very similar in lifestyle and people,” Rowena says. “Kaitaia is laid back and warm just like Gisborne. It truly is the winterless north.”

As you’d expect, Rowena has more plans for her future, including some travel and work overseas. Yes, there will be the usual tourist attractions but keeping true to her ambitious drive, she is intent on visiting countries where forestry is a major industry. The sights and sounds of South Australia, Scandinavia and Canada are high on the list.

“i love to jump in and help wherever the need is, that includes spending time on a chainsaw, log making, breaking out or pulling logs with a skidder, or whatever else may be required at that time”.

25 2010 ANNUAL REPORT

¯ oVerVieW oF WaiariKi institute oF technoloGY strateGic Goals anD Values ¯ WhaKaaroaro i nGa ¯ WhainGa Me nGa ¯ uara ¯ Ko nGa ¯ ¯ WhaKataKoto tiKanGa o te Whare taKi ura o Wai ariKi

Wai¯ ariki Institute of Technology:

Aspirational Objective – Wh¯ ainga Kaing¯ akau m¯ o: 2020



Operates under a unique model of bicultural education and governance through its Tangata Whenua Deed of Agreement.

M¯a Te Whare Taki¯ura o Wai¯ariki te Kuratini Ahurei Tikanga ¯a Rua, me te Kuratini Amorangi i Aotearoa



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

Wai¯ ariki’s Preferred Future – Te Matakite: 2020



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



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



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



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



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



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



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

Wai¯ ariki Institute of Technology, Uniquely Bicultural and the Leading Polytechnic in New Zealand.

3

4

Wai¯ ariki Institute of Technology is a unique organisation situated in a region of natural beauty.

The Region (Rohe): 





Is renown for its national parks, M¯ aori culture, tourism, geothermal areas, forests, lakes and wilderness areas; Is an international tourist destination and provides food and forestry based products to the global market along with expertise in the sustainable environmentally safe management of resources, associated manufacturing and energy sector; Has Rotorua and Taup¯ o as key and growing population centres with thriving larger towns in Whakat¯ ane and Tokoroa, smaller towns of T¯ urangi, Op¯ otiki and many rural centres;



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



Has a population which demonstrates the following: – Increased levels of literacy and numeracy which has led to increased productivity; – Increased levels of skills and knowledge which has led to increased business activity within the region; – Increased median wage and gross domestic product of the region; – Increased proportion of the population with higher levels of learning which has led to innovation; – Decreased levels of crime and deprivation.



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

– promote and capture the strong cultural heritage and assets of the region; – support foundation learning focusing on literacy and numeracy, enabling low secondary school achievers to enhance their life chances; – are nationally recognised in sustainable land use, clean energy solutions, forestry, wood manufacturing and biotechnology, tourism management, social and health sector subjects; and – include applied diplomas, degrees and postgraduate diplomas underpinned by sponsored collaborative applied research.

3

uniquely: Being without a like or equal; unmatched; unequaled; unparalleled; single in kind or excellence gcide.

4

Bicultural: “the Best of Both Worlds – M¯ aori and everyone else” Marae Workshop, 2006, hamilton Manaia Pihopa Kingi

5

sustainable: actions and products that meet current needs without sacrificing the ability of future generations to meet theirs. sustainability is a broad term and often refers to the desire to provide the best outcomes for the human and natural environments both now and into the indefinite future. http://www.lohas.com/glossary.html#s

26 2010 ANNUAL REPORT





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

Provides vibrant modern learning environments, facilities and technology where learners feel engaged and motivated to succeed at: – two well provisioned collaborative main campuses – Rotorua and Taupo; ¯

Goals – Ng¯ a Wh¯ ainga Four long-held goals affirmed by Wai¯ ariki for the period “to 2010” are to: 1. Ensure that Waiariki’s ¯ strategic and operational management, together with its teaching and learning activities and all associated support services, occur within a bicultural framework that acknowledges the Treaty of Waitangi principles of participation and protection.

– two smaller regional centres – Tokoroa and Whak¯ atane; and – other delivery locations for specialist provision, such as Waip¯ a campus as well as targeted provision in specific communities where engagement is a high priority. 





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

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

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



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



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



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

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

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

Hei whakaako i nga akoranga whakahirahira kia tutuki ai i nga tumanako, i nga hiahia o te hunga e kaingakau ana ki Te Whare Taki¯ura o Wai¯ariki.

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

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

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

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

27 2010 ANNUAL REPORT

¯ Values – Uara T¯ o M¯ atou Uara

Values

Whakapono

Honesty

Wh¯ anaungatanga

Inclusion, family, learning together

Mana

Honour, prestige, guiding values

Wairuatanga

Spiritualism

K¯ otahitanga

Unity

M¯ ohiotanga

Life-long learning, quality teaching, academic excellence

Aroha

Unconditional giving

Man¯ aa ¯ kitanga

Caring and Supportive

The next page shows these eight Waiariki ¯ Values, which are displayed as posters throughout the institute.

28 2010 ANNUAL REPORT

29 2010 ANNUAL REPORT

GoVernMent tertiarY eDucation strateGY 2008-2010: ¯ hiGhliGhts oF Wai ariKi PerForMance Wai¯ ariki has achieved significant shifts since 2008 aligned with government priorities for tertiary education.

Proportion at Level 4-7

45%*

50%

30%

increase

08

09

Proportion Under 25

40%

10

24%*

50%

increase

08

09

Proportion of M¯ aori at Level 4-7

30%

10

49%*

50%

increase

08

09

10

Tertiary Education Strategy 2007-12 Incorporating Statement of Tertiary Education Priorities 2008-10 the priority outcomes are: • increasing educational success for young New Zealanders – more achieving qualifications at level four and above by age 25 • increasing literacy and numeracy levels for the workforce • increasing the achievement of advanced trade, technical and professional qualifications to meet regional and industry needs.

Course Success Rate 75%

Progression from L1-3 to L4-8 30%

International Enrolments 450

350 55%

20%

35%*

39%*

increase

35%

08

09

10

increase

10%

08

09

10

106%*

250

150

increase

08

09

10

Increasing the proportion of young New Zealanders achieving qualifications at level four and above before the age of 25 will require: • an increase in tertiary education participation by 18–24 year olds • improved retention in tertiary education through lower attrition in the first year of study • increased progression from level one to three on to higher levels of tertiary education.

“In measuring the success of this priority, we will be looking for specific evidence of increased achievement by young M¯ aori at levels four and above”.

“The tertiary education system needs to provide education with an increased international dimension – to support New Zealand and New Zealanders to compete internationally and support New Zealand’s contribution to international economic and social development and environmental sustainability”. *Relative to base year 2008 30 2010 ANNUAL REPORT

Rachelle Stables Bachelor of Nursing School of Nursing and Health Studies From a very early age, Rachelle Stables, a 2011 graduate of the Bachelor of Nursing at Wai¯ ariki Institute of Technology, knew that her calling was most definitely in a hands-on community role. But it would be several years before she began living her dreams.

Her focus and determination showed itself again when Rachelle won two scholarships from the New Zealand Institute of Rural Health and the Waikato District Health Board to be used toward study of the Bachelor of Nursing at Wai¯ ariki Institute of Technology.

Growing up on a small farm, Rachelle always wanted to be a nurse, but her academic career path found her studying animal science and technology at Wintec and working as a veterinary nurse.

After starting a family she became a dental chairside assistant and then assistant practice manager, a position she held for about three years.

Since completing her State Final Exam in November 2010, and like many of Wai¯ ariki’s nursing graduates, Rachelle was snapped up by Lakes District Health Board.

She has been working in Rotorua Hospital’s emergency department, a role in which she absolutely thrives and makes the best use of her energy and enthusiasm.

Rachelle’s sense of community is an integral part of her character so it was no surprise to find that after a visit to Nepal through the Youth to Everest Program she felt compelled to take on extra work to fund her second and third trips. Those events included visits to orphanages and a facilitiy that rehabilitates girls who had been sold as slaves in Bombay.

Rachelle believes the bicultural learning gained through her studies have become an embedded component of her work ethic and has really given her the edge to confidently and successfully navigate her daily nursing role.

Rachelle draws on this learning to break down potential barriers such as age, gender and ethnicity, and also to manage patients who are

unable to give verbal queues, as in a recent case when she was dealing with non-English speaking patient.

Rachelle says the lecture on nonverbal skills “came rushing back when I needed them, and they can be applied to all areas of life.”

Rachelle says she firmly believes her nursing education has prepared her to be a well-rounded and skilled practitioner. She is able to utilise her learning in conjunction with her inherent communication and leadership skills, along with her strong community spirit, to forge ahead in her professional and personal ambitions.

Rachelle’s goals are to eventually return to Nepal where she intends to undertake more community work. She would like to complete her master’s in nursing which she feels would help her really make a difference in any area she pursues in New Zealand and in the Nepalese community.

“the lecture on nonverbal skills came rushing back when i needed them, and they can be applied to all areas of life.”

31 2010 ANNUAL REPORT

32 2010 ANNUAL REPORT

statement of corporate Performance ¯ r¯ipoata umanga Whakakitenga rePort aGainst oBJectiVes anD KeY PerForMance ¯ inDicators FroM WaiariKi inVestMent Plan 2008-2010 GOAL: IMPROVE REGIONAL SUCCESS MEASURED BY INDIRECT SOCIO-ECONOMIC INDICATORS OF MEDIAN WAGE AND GDP OF THE ROHE. objective

Measure/indicators

target 2010

outcome

an improvement in reported crime per 10,000 of resident population.

crime statistics for the region.

an improvement in indicators over the long term.

not met. this is an indirect indicator of outcomes of education. improvement in the indicators will be measured over a long term. crime per 10,000 population for total Bay of Plenty area.

2006: 1058 2007: 1105 2008: 1060 2009: 1103 (period June 08 to June 09) 2010: 1212 (period June 09 to June 10) source: nZ Police6

an improvement in the median average wage for the region.

average weekly household income.

an improvement in indicators over the long term.

Met. this is an indirect indicator of successful outcomes of education. improvement in the indicators will be measured over a long term. average weekly household income, Bay of Plenty region.

2008: 1328 2009: 1356 2010: 1373 source: statistics nZ7

an improvement in indicators over the long term.

Met. indicator available for M¯ aori average Weekly income for Bay of Plenty region.

2008: 508 2009: 520 2010: 522 source: statistics nZ7

an improvement in M¯ aori economic indicators.

6

Bay of Plenty District crime statistics, Published on http://www.police.govt.nz/sites/default/files/services/ statistics/06-bay-of-plenty-official-stats-09-10_asoc.pdf, accessed February 2011.

7

statistcs new Zealand, household income by region. accessed from tableBuilder on http://wdmzpub01.stats. govt.mz/wds/tableViewer/tableView.aspx, February 2011.

33 2010 ANNUAL REPORT

Goal: Deliver foundation courses and qualifications to meet increasing literacy, numeracy and language needs, to full time and part time students across the region.

Objective

Measure/Indicators

Target 2010

Outcome

Portfolio of identified foundation learning courses and qualifications which meet Foundation Learning Quality Assurance (FLQA) requirements.

Percentage of identified foundation courses that meet FLQA requirements.

100%

FLQA requirements are no longer an appropriate focus as these criteria are no longer to be adopted. Foundation learning courses are now required to meet criteria for a literacy/numeracy flag.

Foundation courses and qualifications are provided from all four campuses and are accessible for learners in the workforce.

Enrolments in identified foundation courses for all regions.

Learners in the workforce have access to foundation courses.

Met.

Increase the proportion of enrolments in qualifications that have specific support structures in place relating to foundation level skills in literacy, numeracy and language.

Proportion of EFTS enrolled in qualifications with integrated foundation skill teaching or with provision for students to access electives in foundation skills.

70% of level 1-3 efts have support structures in place.

Met.

Regional cluster in place by 2009.

Met.

Facilitate regional cluster of providers and participate in sector cluster (Learning for Life) which focuses on literacy and numeracy teaching and learning using the foundation learning progressions.

Foundation courses are offered in all regional campuses.

Workplace literacy programmes are being successfully offered through Rotorua businesses.

86% of 2010 enrolments in level 1-3 qualifications are in qualifications which have integrated foundation skill teaching.

Staff are using knowledge gained from clusters to embed literacy and numeracy into vocational courses.

A qualification has been developed to offer literacy and numeracy teaching within the region.

Goal: Increase student progression to NQF level 4 and above, in line with workforce needs and skills gaps identified in the Regional Statement.

Objective Increase progression rates for students after completion moving from level 1-3 qualifications to higher level qualifications.

34 2010 ANNUAL REPORT

Measure/Indicators Rates of progression for enrolment cohorts from level 1-3 (measured by students returning the following year to higher level study).

Target 2010 15%

Outcome Met. 2010 outcome 25%.

Cohort Year

Numbers completed level 1-3

Number returning to higher study

Outcome

2009

565

140

25%

2008

363

62

17%

Goal: Increase educational success for young New Zealanders, with more achieving qualifications by age 25.

Objective Increase the proportion of EFTS for students aged under 25 enrolled in qualifications at level 4 and above.

Measure/Indicators

Target 2010

Proportion of total EFTS for under 25 students enrolled at level 4 and above.

60%

Outcome Not met.

Increased proportion to 55% although stretch target not met.

Wai¯ ariki has increased the numbers of students aged under 25 at all levels over the last three years. The table below shows actual numbers and the proportion in level 4-7.

Cohort year

Total under 25 EFTS

Under 25 EFTS in level 4-7

2010

1539

846

55%

2009

1395

628

45%

2008

408

170

42%

Prop.

Although the target was not achieved there was a 10% increase over 2009.

Increase the successful course completion rates for courses from level 4 certificates and level 5-7 diplomas, degrees and grad diplomas for students aged under 25.

Successful course completion rate for courses level 4-7 for students aged under 25.

70%

Not met.

Increased successful course completion rate.

2010 result = 63%, 5% increase over 2009.

Cohort year

EFTS under 25 & level 4-7

EFTS in courses passed

Course completion rate

2010

848

536

63%

2009

624

362

58%

2008

492

275

56%

The result for 2010 shows a significant increase over 2009.

During 2010 there was a focus on course success which will continue in 2011.

Increase qualification level completion rates in one EFTS and under, level 4 and above qualifications for students aged under 25 (over 2 year period).

Successful qualification completion rate over 2 years – for one EFTS and under qualifications for students under 25.

Increase qualification level completion rates for level 4 and above qualifications for students aged under 25 (over 5 year period).

Successful qualification completion rate over 5 years – for all qualifications for students under 25.

34%

Met. Cohort year

Outcome to date

2010

36%

2009

32%

2008

24%

2010 result has already reached the target figure and can still improve. This demonstrates a considerable improvement in qualification completions during the 2010 year.

50%

Final outcome end of 2015.

There is a 5 year lag for this indicator.

During this time the numbers can still increase for each of the cohort years.

Cohort year

Outcome to date

2010

23%

2009

27%

2008

24%

As this measures completions over 5 years the final outcome for students that started in 2010 will not be available until December 2015.

The shift towards higher level longer qualifications means a higher proportion is in qualifications that take at least 3 years to complete. Considering this factor the 2010 cohort shows an improvement over previous years as the total is already close to the total for 2008 and is expected to reach the target of 50% within the 5 year period.

Reduce first year qualification level attrition for level 4 and above qualifications for students aged under 25.

Percentage of students who start a qualification and are no longer studying at the same level or higher in the next year.

40% or below.

Achieved reduction for 2009 cohort. Target of 40% not met.

Cohort year

Proportion no longer studying in following year

2009

53%

2008

66%

2007

62%

This indicator shows that in 2010 there was a considerable improvement in the percentage of students who carried on to further study in the following year (or a reduction in those that are no longer studying).

35 2010 ANNUAL REPORT

¯ Goal: Increase MAori participation, retention and successful achievement at all levels, with increasing progression from foundation to mid level trades and to applied diploma and degrees.

Objective

Measure/Indicators

Increase progression rates for students after completion moving from level 1-3 qualifications to higher level qualifications, specifically for M¯ aori students.

Rates of progression for M¯ aori students from level 1-3 (measured by students returning the following year to higher level study).

Reduce first year qualification level attrition for level 4 and above qualifications for M¯ aori students.

Percentage of students who start a qualification and are no longer studying a qualification at the same level or higher in the next year.

Increase the proportion of M¯ aori students engaging in study at levels 5 -7.

Increase the proportion of enrolments of M¯ aori students in levels 5-7 qualifications that successfully graduate with a qualification at the same or higher level over a 5 year period.

Proportion of total M¯ aori enrolments (EFTS) enrolled in qualifications at levels 5 -7.

Successful qualification completion rate over 5 years – for all qualifications for M¯ aori students.

Target 2010 20%

Decrease by 5% per year.

Increase by 5% per year.

Increase by 2% per year.

Outcome Met. 2010 outcome 26%. (Progression of 2009 cohort into 2010 study).

Cohort year

Progression rate

2009

26%

2008

21%

Met. 2010 outcome 57%. A decrease of 12% on prior year.

Cohort year

Attrition rate

2009

57%

2008

69%

2007

72%

Met. Outcome showed an increase of 10% over 2009.

Cohort year

Total M¯ aori EFTS

M¯ aori EFTS in level 5-7

Prop.

2010

1680

561

33.4%

2009

1537

358

23.3%

2008

1337

308

23.1%

Final outcome not available until December 2015.

Cohort year

Progress to date

2010

12.3%

2009

15.9%

2008

17.2%

During the 5 year period numbers completing the qualifications will continue to accumulate and is expected to meet the target.

¯ Goal: Extend WaIAriki’s contribution to higher levels of learning, with teaching supported by an understanding of advanced practice, and with technology transfer informed by applied research to underpin learning at levels 5 to 7.

Objective Increase the proportion of enrolments into levels 4-7 qualifications.

Measure/Indicators EFTS in level 4 and above qualifications as a percentage of total EFTS.

Target 2010 63%

Outcome Achieved increase in proportion although target not met.

Cohort year

Total SAC EFTS

EFTS level 4-7

Prop.

2010

2968

1819

61%

2009

2983

1371

46%

2008

2679

1131

42%

Although the target of 63% was not reached the 2010 result is a 15% improvement over 2009. Demonstrating a large shift to higher level enrolments in one year.

Increase the proportion of enrolments into industry based course offerings (placements, work experience, industry projects) at levels 5 and above.

36 2010 ANNUAL REPORT

Proportion of EFTS in identified industry based courses as a proportion of total EFTS level 5-8.

20%

Met 20% of EFTS enrolled in level 5-8 qualifications are directly enrolled in courses that involve work experience, industry projects or internships.

¯ Goal: Increase the proportion and total number, of graduates within WaIAriki enrolments that succeed in achieving applied diplomas and degrees, where the identified impact is greatest on productive capability of the region, or the nation.

Objective Increase the proportion of enrolments in levels 4-7 qualifications that successfully graduate with a qualification at the same or higher level over a 5 year period.

Target 2010

Measure/Indicators Successful qualification completion rate over 5 years – for all level 4-7 qualifications.

60%

Outcome Final outcome not available until December 2015.

Cohort year

Progress to date

2010

16%

2009

21%

2008

28%

As per similar indicators above the final outcome for this indicator will not be available until the end of the five year period. The shift towards higher level longer qualifications means a higher proportion are in qualifications that take at least 3 years to complete. During the 5 year period numbers completing the qualifications will continue to accumulate and is expected to meet the target.

Goal: To engage with stakeholders and providers across the region in order to maximise collaboration and efficiency of resource use in providing high quality, relevant and current vocational education and training in the rohe ensuring work ready graduates who can adapt to new technologies in the future.

Objective Stakeholder feedback identifies that regional needs and priorities are understood and the system is more responsive.

Measure/Indicators Regional statement

Target 2010 80% identify the system is more responsive to their needs.

Outcome A graduate destination survey was conducted in 2010 and analysed in November. Within those surveyed only 6% reported that the qualification was not helpful for their employment.

Other more general stakeholder feedback has not been collated.

Agreements established with Te Whare W¯ ananga o Awanuiarangi.

Agreements

Agreements in place by end of 2009.

Memorandum of Understanding signed November 2008.

Agreements established with Te W¯ ananga o Aotearoa.

Agreements

Agreements in place by end of 2009.

Agreement in place in 2009 with a Memorandum of Understanding signed December 2010.

¯ Waiariki inSTITUTE OF TECHNOLOGY 2010 ENROLMENTS Indicator(s)

2010

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

Actual 3096 32 612

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

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

37 2010 ANNUAL REPORT

¯ wai ariki institute of technoloGy qualifications 2010 Graduate Qualifications Graduate Certificate in Infection Prevention and Control Graduate Diploma in Applied Management Graduate Diploma in Infection Prevention and Control Graduate Diploma in Tourism Management Degrees Bachelor of Applied Management Bachelor of Applied Social Science (Social Work) Bachelor of Computing Systems Bachelor of M¯ aori Studies Bachelor of Nursing Bachelor of Nursing for Registered Nurses Bachelor of Tourism Management Diplomas Diploma in Accounting Diploma in Applied Technology Diploma in Applied Tourism Management Diploma in Art and Design Diploma in Art and Design (Advanced) Diploma in Bicultural Journalism Diploma in Business Administration Diploma in Business Studies Diploma in Communications (Applied) Diploma in Computing Systems Diploma in Creative Writing Diploma in Fashion Technology Diploma in Hospitality Management Diploma in Human Resource Management Diploma in Manufacturing Diploma in Marketing Diploma in Multimedia, Internet and Web Design Diploma in Networking and Communications Technology Diploma in Spa and Body Therapies Diploma in Sustainable Energy Diploma in Systems Design and Implementation Diploma in Te Reo M¯ aori Diploma of Teaching (Early Childhood Education): He Tohu M¯ atauranga Mo Te Whakaako K¯ ohungahunga Diploma in Therapeutic Massage and Spa Diploma in Tourism Management Diploma in Webmastery National Diploma in Agribusiness Management (Level 5) National Diploma in Business Administration (Level 5) National Diploma in Forestry (Forest Management) (Level 6) New Zealand Diploma in Business (Level 6) Certificates Certificate for Entry to Automotive Trades Certificate in Learning Skills Certificate in Adventure Tourism Certificate in Agriculture and Farm Maintenance Certificate in Automotive Engineering (Fault Diagnosis, Repair and Administration) Certificate in Automotive Engineering (Vehicle Service and Electronic Control) Certificate in Business Administration (Level 3) Certificate in Business Administration (Level 4) Certificate in Café Operations Certificate in Carpentry (Level 4) Certificate in Collision Repair Certificate in Community and Social Services Certificate in Computer Skills

38 2010 ANNUAL REPORT

Certificate in Computing and Communications Technology (Level 3) Certificate in Computing and Communications Technology (Level 4) Certificate in Construction Skills (Introductory) Certificate in Creative Writing Certificate in Electrical and Related Trades (Pre-Employment) Certificate in Engineering and Automotive Skills Certificate in Engineering (Fitting and Turning) Certificate in English Certificate in Fashion Technology (Level 3) Certificate in Fashion Technology (Level 4) Certificate in Food Safety Development Certificate in Forest Operations Certificate in Front Desk Operations Certificate in Hairdressing (Level 2) Certificate in Hairdressing (Level 3) Certificate in Hairdressing (Level 4) Certificate in Health Science (Nursing) Nurse Assistant Programme Certificate in Homeopathy Certificate in Horticulture Certificate in Infection Control Certificate in Interior Design Certificate in Learning Skills Certificate in M¯ aori Studies (Level 4) Certificate in Ng¯ a Mahi Whakairo Certificate in Occupational Health and Safety Certificate in Professional Chef’s Craft Certificate in Professional Cookery and Patisserie Certificate in Public Sector Knowledge: The Very Civil Servant Certificate in Rural Skills (Level 2) Certificate in Small Business Management Certificate in Smart Study Certificate in Solid Wood Processing Advanced Technical Operations Certificate in Solid Wood Processing Foundation Skills Certificate in Solid Wood Processing Operations Certificate in Solid Wood Processing Technical Specialist Certificate in Tertiary Teaching Certificate in Tourism and Travel Certificate in Turf Maintenance and Management Certificate in Welding and Fabrication Certificate in Wood Processing Handling and Distribution Certificate in Work and Life Skills National Certificate in Business (First Line Management) (Level 4) National Certificate in Carpentry (Level 4) National Certificate in Computing (Level 2) National Certificate in Journalism (Introductory) Short Course Certificates Short Course Certificate for Clinical Educators Short Course Certificate for Role of Preceptor for Health Professional Short Course Certificate in Adult Teaching - Principles and Strategies Short Course Certificate in Basic Food Safety Short Course Certificate in Basic Food Safety Hazard Identification and Control Short Course Certificate in Chainsaw Skills Short Course Certificate in Facilitator Training for Food Safety Short Course Certificate in Fire Safety Short Course Certificate in Food Safety Development Short Course Certificate in Food Safety Hazard Identification and Control Short Course Certificate in Food Safety Practice Short Course Certificate in Introduction to Digital Photography Short Course Certificate in Nursing in New Zealand Short Course Certificate in Nursing in New Zealand for Enrolled Nurses/Nurse Assistants Short Course Certificate in Understanding Wood Te P¯ okaitahi P¯ ataka Kai (¯ ahua poto)

39 2010 ANNUAL REPORT

STAR/Gateway Courses STAR Agriculture and Horticulture Courses STAR Automotive Courses STAR Construction Courses STAR Creative Writing Courses STAR Fashion Courses STAR Food Safety Courses STAR Forest Management Courses STAR Hairdressing Courses STAR Health Courses STAR Hospitality Courses STAR Journalism Courses Certificates of Achievement/Block Courses/ITO Bridging Certificates of Achievement Compulsories and Electives (ITO) Certificate of Proficiency Chainsaw Competenz Block Courses Forest Health Surveillance (ITO) Language Certificates of Achievement Units toward National Certificate in Agriculture (Sheep, Beef and Dairy) (Level 4) (Stage 2 Production Management) National Diploma in Agribusiness Management (Level 5) (ITO) Wood Processing Core Skills (ITO) Wood Processing Saw Doctoring Block D (Level 3-4) (ITO) Wood Processing Saw Doctoring Block E (Level 3-4) (ITO) Wood Processing Saw Doctoring Block F (Level 3-4) (ITO) Wood Processing SM Block C (Level 2-3) (ITO) Wood Processing Timber Machining Block A (Level 2-3) (ITO) Wood Processing Timber Machining Block B (Level 2-3) (ITO) Wood Processing Timber Machining Block C (Level 3-4) (ITO) Wood Processing Timber Machining Block D (Level 3-4) (ITO) ACE/Non-formal Education Courses ACE Art and Design Courses ACE Computing Courses ACE Humanities Courses ACE Journalism Courses Health Short Courses

40 2010 ANNUAL REPORT

Financial Statements Ng¯ a R¯ipoata P¯ utea Report of the auditors office

41 2010 ANNUAL REPORT

42 2010 ANNUAL REPORT

WaiÂŻ ariki Institute of Technology Statement of Comprehensive Income For the year ended 31 December 2010 Actual

Budget

2010

2010

2009

Notes

$000s

$000s

$000s

3(a)

29,817 14,768 615 3,500 48,700

27,889 10,943 240 3,793 42,865

27,942 11,096 298 3,714 43,050

(26,232) (3,057) (197) (7) (1,861) (9,534) (40,888)

(25,599) (3,048) (69) (16) (3,492) (8,990) (41,214)

(24,527) (2,674) (119) (18) (2,615) (8,672) (38,625)

7,812

1,651

4,425

-

-

6,822

7,812

1,651

11,247

Actual

revenue Government Grants Student Tuition Fees Interest Income Other Income Total Revenue Personnel Expenses Depreciation Expense Amortisation of Intangible Assets Expense Finance Costs Materials and Consumables Other Expenses Total Operating Expenses

3(b) 3(c)

3(d) 8 10 3(b) 3(e)

Surplus/(Deficit) Other Comprehensive Income Gain on Revaluation of Land and Buildings

15

TOTAL COMPREHESIVE INCOME

explanation of major variances against budget are provided in note 22

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

43 2010 ANNUAL REPORT

WaiÂŻ ariki Institute of Technology Statement of Financial Position As at 31 December 2010

Actual

Budget

Actual

2010

2010

$000s

$000s

$000s

Assets Current Assets Cash and Cash Equivalents 4 5,250 551 Other Term Deposits 4a 13,778 7,043 Student Fees and Other Receivables 5 1,644 43 Inventories 6 64 59 Prepayments 106 101 Total Current Assets 20,842 7,797

9,822 1,089 45 116 11,072

Non-current Assets Financial Assets 7 89 93 Property, Plant and Equipment 8 45,473 41,683 Investment Properties 9 163 173 Intangible Assets 10 834 164 Total Non-current Assets 46,559 42,113

83 45,477 173 563 46,296

Notes

TOTAL ASSETS

67,401

2009

49,910

57,368

Liabilities Current Liabilities Trade and Other Payables 11 1,519 1,707 Interest-bearing Loans and Borrowings 12 55 - Provisions 13 360 500 Revenue Received in Advance 14 5,174 776 Total Current Liabilities 7,108 2,983

1,628 379 437 2,426 4,870

Non-current Liabilities Interest-bearing Loans and Borrowings 12 33 84 Total Non-current Liabilities 33 84

80 80

TOTAL LIABILITIES

7,141

3,067

4,950

NET ASSETS

60,260

46,843

52,418

Equity Equity Asset Revaluation Reserve 15

44,442 15,818

37,847 8,996

36,600 15,818

TOTAL EQUITY

60,260

46,843

52,418

These financial statements were approved for signing by the Council on 29 April 2011

Chairperson 29 April 2011

Chairperson of Audit & Risk Committee 29 April 2011

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

44 2010 ANNUAL REPORT

WaiÂŻ ariki Institute of Technology Statement of Cash Flows For the year ended 31 December 2010

cash Flows from operating activities Receipt of Government Grants Receipt of Student Tuition Fees Interest Income Dividend Income Receipt of Other Ancillary Income Net GST inflow Payments to Employees and Suppliers Interest Paid Net Cash Flows from Operating Activities

Actual

Budget

2010

2010

2009

Notes

$000s

$000s

$000s

4

27,062 17,737 615 5,811 (87) (38,272) (7) 12,859

26,111 10,841 240 5,890 (181) (38,037) (16) 4,848

27,942 11,851 263 35 3,768 153 (35,671) (18) 8,323

(1) (3,307) (13,783) (17,091)

(6,196) 1,760 (4,436)

(20) (3,258) 9 (3,269)

30 (370) (340)

(379) (379)

(239) (239)

(4,572) 9,822

33 518

4,815 5,007

5,250

551

9,822

cash Flows from investing activities Proceeds from Sale of Property, Plant and Equipment Purchase of Property, Plant and Equipment Increase in Term Investments Net Cash Flows used in Investing Activities cash Flows from Financing activities Raising of Funds from Finance Lease TEC Distinctive Contribution Funding Payment of Finance Lease Liabilities Net Cash Flows from Financing Activities Net Increase/(Decrease) in Cash and Cash Equivalents Cash and Cash Equivalents at the Beginning of the Period CASH AND CASH EqUIVALENTS AT THE END OF THE PERIOD

4

Actual

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

45 2010 ANNUAL REPORT

WaiÂŻ ariki Institute of Technology Statement of Changes in Equity For the year ended 31 December 2010

At 1 January 2009 Surplus / (Deficit) for the Year AT 31 DECEMBER 2009 Total Comprehensive Income TEC Distinctive Contribution Funding AT 31 DECEMBER 2010

Public

Retained

Revaluation

Equity

Earnings

Reserve

Total

Budget

$000s

$000s

$000s

$000s

$000s

29,680 -

2,495 4,425

8,996 6,822

41,171 11,247

44,752 440

29,680

6,920

15,818

52,418

45,192

30

7,783 -

-

7,812 30

1,651 -

29,710

14,703

15,818

60,260

46,843

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

46 2010 ANNUAL REPORT

notes to the Financial stateMents statement of accounting Policies for the Year ended 31 December 2010

1. reporting entity WaiÂŻ ariki Institute of Technology (the Institute) is a TEI domiciled in New Zealand and is governed by the Crown Entities Act 2004 and the Education Act 1989.

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

The financial statements of the Institute are for the year ended 31 December 2010. The financial statements were authorised for issue by the Council on 29 April 2011.

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

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

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

Functional and presentation currency The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000).

The functional currency of the Institute is New Zealand dollars (NZ$).

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

NZ IFRS 9 Financial Instruments will eventually replace NZ IAS 39 Financial Instruments: Recognition and Measurement. NZ IAS 39 is being replaced through the following 3 main phases: Phase 1 Classification and Measurement, Phase 2 Impairment Methodology, and Phase 3 Hedge Accounting. Phase 1 on the classification and measurement of financial assets has been completed and has been published in the new financial instrument standard NZ IFRS 9. NZ IFRS 9 uses single approach to determine whether a financial asset is measured at amortised cost or fair value, replacing the many different rules in NZ IAS 39.

The approach in NZ IFRS 9 is based on how an entity manages its financial instruments (its business model) and the contractual cash flow characteristics of the financial assets. The new standard also requires a single impairment method to be used, replacing the many different impairment methods in NZ IAS 39. The new standard is required to be adopted for the year ended 31 December 2013. The Institute has not yet assessed the impact of the new standard and expects it will not be early adopted.

NZ IAS 24 Related Party Disclosure (Revised 2009) replaces NZ IAS 24 Related Party Disclosures (Issued 2004) and will be applied for the first time in the Institute’s 31 December 2011 financial statement. The revised standard: i.

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

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

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

B. significant accounting Policies REVENUE Revenue is measured at the fair value of consideration received or receivable.

Government grants Government grants are recognised as revenue upon entitlement.

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

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

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

47 2010 ANNUAL REPORT

Interest and dividends Interest income is recognised using the effective interest method.

Dividends are recognised when the right to receive payment has been established.

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

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

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

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

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

Operating leases An operating lease is a lease that does not transfer substantially all the risks and rewards incidental to ownership of an asset.

Lease payments under an operating lease are recognised as an expense on a straight-line basis over the lease term.

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

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

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

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

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

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

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

Land is measured at fair value, and buildings are measured at fair value less accumulated depreciation and impairment losses.

All other asset classes are measured at cost, less accumulated depreciation and impairment losses.

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

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

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

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

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

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

Disposals Gains and losses on disposals are determined by comparing the disposal proceeds with the carrying amount of the asset.

Gains and losses on disposals are reported net in the surplus or deficit. When revalued assets are sold, the amounts included in property revaluation reserves in respect of those assets are transferred to general funds.

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

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

1%-4%

Equipment

5%-100%

Plant and machinery

4%-20%

Furniture and fittings

5%-100%

Computer hardware

20%-33%

Motor vehicles

20%

Library collection

25%

48 2010 ANNUAL REPORT

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

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

INTANGIBLE ASSETS Software acquisition and development Acquired computer software licenses are capitalised on the basis of the costs incurred to acquire and bring to use the specific software.

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

Staff training costs are recognised as an expense when incurred.

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

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

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

• it is technical feasible to complete the product so that it will be available for use or sale;

• management intends to complete the product and use or sell it;

• there is an ability to use or sell the product;

• it can be demonstrated how the product will generate probable future economic benefits;

• adequate technical, financial, and other resources to complete the development and to use or sell the product are available; and

• the expenditure attributable to the product during its development can be reliably measured.

Other development expenses that do not meet these criteria are recognised as an expense as incurred in the surplus or deficit.

Development costs previously recognised as an expense cannot be subsequently recognised as an asset.

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

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

3-5 years

20%-33%

Course development costs

3-5 years

20%-33%

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

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

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

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

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

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

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

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

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

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

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

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

CREDITORS AND OTHER PAYABLES Creditors and other payables are initially measured at fair value and subsequently measured at amortised cost using the effective interest method.

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

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

49 2010 ANNUAL REPORT

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

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

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

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

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

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

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

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

• general equity;

• assets revaluation reserves; and

• retained earnings.

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

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

Commitments and contingencies are disclosed exclusive of GST. INCOME TAx The Institute is exempt from income tax. Accordingly, no provision has been made for income tax.

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

CRITICAL ACCOUNTING ESTIMATES AND ASSUMPTIONS In preparing these financial statements, the Institute has made estimates and assumptions concerning the future. These estimates and assumptions may differ from the subsequent actual results. Estimates and assumptions are continually evaluated and are based on historical experience and other factors, including expectations or future events that are believed to be reasonable under the circumstances. The estimates and assumptions that have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year are discussed below: Property revaluations Note 8 provides information about the estimates and assumptions exercised in the measurement of revalued land and buildings.

CRITICAL JUDGEMENTS IN APPLYING ACCOUNTING POLICIES Management has exercised the following critical judgements in applying accounting policies for the year ended 31 December 2010: Crown owned land and buildings Property in the legal name of the Crown that is occupied by the Institute is recognised as an asset in the statement of financial position. The Institute consider it has assumed all the normal risks and rewards of ownership of this property despite legal ownership not being transferred and accordingly it would be misleading to exclude these assets from the financial statements.

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

50 2010 ANNUAL REPORT

3.

revenues and expenses

(a)

2010

2009

$000s

$000s

27,460

24,493

93

98

Government Grants Operational Bulk Grant MÂŻ aori and Pacific Island Grant

105

81

2,159

3,270

29,817

27,942

Bank Fees

(7)

(18)

Total Finance Costs

(7)

(18)

Disabilities Special Supplementary Grant Other Grants

(b) Finance (costs)/income

(c)

Interest Earned on Bank Deposits

615

298

Total Finance Income (on Historical Cost Basis)

615

298

1,463

1,148

other income Trading Income Rental Income

85

83

Gain on Disposal of Property, Plant and Equipment

(1)

(21)

-

75

Industry Sponsored Loss on the Investment Property Other Income ITO, Skill Enhancement and Links

(10)

-

1,166

1,447

797

982

3,500

3,714

(d) Personnel expenses (24,627)

(22,972)

Employee Welfare Expenses

(615)

(539)

Staff Training

(265)

(260)

Wages and Salaries

(72)

(52)

(653)

(704)

(26,232)

(24,527)

Repair and maintenance

(670)

(462)

Operating lease payment

(323)

(258)

(2,009)

(2,105)

Trading expenses

(394)

(371)

Vehicle fleet expenses

(614)

(565)

(72)

(69)

Superannuation Contribution Other Employment Related Expenses

(e)

other expenses

Other service costs

Audit fees for financial statement

(7)

(8)

Advertisement and promotion

(549)

(603)

Computer software licence

(376)

(376)

Provision for doubtful debts

-

(316)

Travel and accommodation

(516)

(404)

Professional fees

(1,930)

(1,081)

Other administration expenses

(1,313)

(1,562)

Donations and koha

Other Expenses

(761)

(492)

(9,534)

(8,672)

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

51 2010 ANNUAL REPORT

4.

cash and cash equivalents 2010

2009

$000s

$000s

Cash at Bank and in Hand

2,775

1,705

Short-term Deposits

2,475

8,117

5,250

9,822

5,250

9,822

7,812

4,425

Depreciation

3,057

2,674

Amortisation

197

119

Impairment Losses

-

18

Net Loss (Gain) on Disposal of Property, Plant and Equipment

1

2

Cash at bank and in hand earns interest at floating rates based on daily bank deposit rates.

Short-term deposits are made for varying periods of between one day and one month depending on the immediate cash requirements of the Institute, and earn interest at the respective short-term deposit rates.

Reconciliation of Cash for the Purpose of the Cash Flow Statement For the purpose of the cash flow statement, cash and cash equivalents comprise the following as at 31 December.

Cash at Bank and in Hand

Reconciliation from the Net Profit After Tax to the Net Cash Flows from Operations Net Surplus / (Deficit) for the Period add/(less) for non-cash items:

add/(less) items classified as investing or financing activities:

add/(less) movements in working capital items: (Increase)/Decrease in Inventories (Increase)/Decrease in Trade and Other Receivables (Increase)/Decrease in Prepayments

(19)

14

(555)

(264)

9

(14)

Increase/(Decrease) in Trade and Other Payables

(109)

(22)

Increase/(Decrease) in Revenue Received in Advance

2,748

1,371

Increase/(Decrease) in Other Net Cash Flow from Operating Activities

(282)

-

12,859

8,323

4a. other term Deposits 2010

2009

$000s

$000s

Deposits with: BNZ

5,778

-

The National Bank

6,000

-

Kiwibank

2,000

-

13,778

-

Other term deposits vary from three to nine months.

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

52 2010 ANNUAL REPORT

5.

student Fees and other receivables 2010

2009

$000s

$000s

Student Fees Receivables

825

747

Sundry Debtors

940

723

Accrued Interest Provision for Doubtful Debts

80

8

(201)

(389)

1,644

1,089

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

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

The status of receivables as at 31 December 2010 and 2009 are detailed below: 2010

2009

$000s

$000s

474

195

student Fees receivables Not past due Past due 1-30 days

-

24

Past due > 30 days

351

528

(117)

(342)

Provision Provided sundry Debtors and other Not past due

711

348

Past due 1-30 days

198

262

Past due > 30 days

111

121

Provision Provided

(84)

(47)

1,644

1,089

The impairment provision has been calculated based on expected losses for the Institute’s pool of debtors.

Expected losses have been determined based on an analysis of Institute’s losses in previous periods, and review of specific debtors as detailed below:

Student Fees Impairment Sundry Debtors Impairment Total provision for Impairment

2010

2009

$000s

$000s

117

342

84

47

201

389

Movement in the provision for impairment of receivables are as follows: 2010

2009

$000s

$000s

Balance as at 1 January

389

73

Addional provision made during the year

222

1,141

(410)

(825)

201

389

Receivable written off during the year Balance as at 31 December

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

53 2010 ANNUAL REPORT

6.

inventories

Materials and Consumables at Sawmill Held for Resale Materials and Consumables Other Places

2010

2009

$000s

$000s

-

11

64

34

64

45

No inventory has been pledged as security for liabilities (2009 $nil). However, some inventory is subject to retention of title clauses.

7.

other Financial assets Effective

Interest

2010

2009

Rate (%)

Maturity

$000s

$000s

NON-CURRENT Available For-Sale Financial Assets: - Shares in Listed Entities (at Fair Value)

89

83

89

83

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

54 2010 ANNUAL REPORT

8.

Property, Plant and equipment

Land and Improvement Buildings Plant and Machinery Motor Vehicles

Carrying Amount 31 Dec 10

Accumulated Depreciation & Impairment 31 Dec 10

Revaluation 31 Dec 10

Cost 31 Dec 10

Reverse Accumulated Depreciation

Current Year Depreciation

Current Year Impairment Charges

Current Year Disposal Charges

Current Year Addition

Carrying Amount 1 Jan 10

Accumulated Depreciation 1 Jan 10

Institute

Cost/Valuation 1 Jan 10

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

5,735

-

5,735

-

-

-

82

-

5,735

-

82

5,653

31,204

-

31,204

1,917

-

-

822

-

33,121

-

822

32,299

3,016

1,479

1,537

27

-

-

207

-

3,043

-

1,686

1,357

921

548

373

91

-

-

132

-

1,012

-

680

332

Computer Hardware

3,185

1,649

1,536

226

968

-

731

968

2,443

-

1,412

1,031

Equipment

3,735

2,155

1,580

555

3

-

543

3

4,287

-

2,695

1,592

-

-

303

-

2,936

-

1,735

1,201

292

-

-

237

-

4,327

-

3,616

711

1,594

-

-

1,297

-

-

1,297

Land and Improvement Buildings Plant and Machinery Motor Vehicles

- 12,728 45,473

Carrying Amount 31 Dec 09

971 58,201

Revaluation Surplus

3,057

Accumulated Depreciation & Impairment 31 Dec 09

-

Revaluation 31 Dec 09

515 1,486

Cost 31 Dec 09

218 3,568

Accumulated Depreciation 1 Jan 09

Institute

1,594

56,119 10,642 45,477

Cost/Valuation 1 Jan 09

Work in Progress Total Institute

Current Year Depreciation

242

656

Current Year Impairment Charges

1,262

3,379

Current Year Disposal Charges

1,432

4,035

Current Year Addition

2,694

Library Collections

Carrying Amount 1 Jan 09

Furniture & Fittings

3,536

-

3,536

16

-

-

-

3,552

5,735

-

2,183

5,735

28,754

1,533

27,221

69

72

-

742

26,476

31,204

-

4,728

31,204

2,984

1,268

1,716

32

-

-

211

3,016

-

1,479

-

1,537

802

485

317

169

48

-

113

923

-

550

-

373

Computer Hardware

3,046

1,467

1,579

596

438

18

621

3,186

-

1,650

-

1,536

Equipment

3,830

2,102

1,728

326

409

13

461

3,734

-

2,154

-

1,580

Furniture & Fittings

2,512

1,145

1,367

181

-

-

286

2,693

-

1,431

-

1,262

Library Collections

3,779

3,140

639

257

-

-

240

4,036

-

3,380

-

656

312

-

312

1,594

312

-

-

1,594

-

-

-

1,594

49,555 11,140 38,415

3,240

1,279

31

Work in Progress Total Institute

2,674 49,210 36,939 10,644

6,911 45,477

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

55 2010 ANNUAL REPORT

8.

Property, Plant and equipment

(continued)

Land and buildings with a carrying amount of $17,498,000 (2009: $17,921,000) included in the property, plant and equipment are owned by the Crown. These were first recognised on 31 December 1996. These consists of land and land improvement $4,661,000 (2009: $4,688,000), buildings book value $12,837,000 (2009: $13,233,000). Although legal title has not been transferred, WaiÂŻ ariki Institute of Technology has assumed all normal risks and rewards of ownership.

The carrying value of equipment held under finance lease is at 31 December 2010 is $74,000 (2009: $445,000). These lease assets under finance lease are pledged as security for the related finance lease (note 12).

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

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

9.

investment Properties 2010

2009

$000s

$000s

Opening Balance as at 1 January (Fair Value)

173

279

Transferred to Property, Plant and Equipment

-

(121)

Net Gain / (Loss) from Fair Value Adjustment

(10)

15

Closing Balance as at 31 December (Fair Value)

163

173

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

Total rental derived from these properties amounted to $36,000 with expenses amounting to $16,000.

Investment properties are stated at fair value. Investment properties are valued on 31 December 2010 by Kendall Russ, independent registered valuer, of the firm Reid and Reynolds Ltd. Mr Kendall Russ is a member of the New Zealand Institute of Valuers (Inc.).

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

56 2010 ANNUAL REPORT

10. intangible assets

Balance at 1 January 2010 Cost Accumulated Amortisation Opening Carrying Amount

Course

Computer

Development Costs1

Software2

Total

$000s

$000s

$000s

46 (45)

857 (295)

903 (340)

1

562

563

Year Ended 31 December 2010 Additions Amortisation Closing Carrying Amount

-

468

468

(1)

(196)

(197)

-

834

834

Balance at 31 December 2010 Cost Accumulated Amortisation Net Carrying amount

46

1,325

1,371

(46)

(491)

(537)

-

834

834

Balance at 1 January 2009 Cost Accumulated Amortisation Opening Carrying Amount

46

408

454

(32)

(189)

(221)

14

219

233

Year Ended 31 December 2009 Additions Amortisation Closing Carrying Amount

-

449

449

(13)

(106)

(119)

1

562

563

Balance at 31 December 2009 Cost Accumulated Amortisation Closing Carrying Amount

46

857

903

(45)

(295)

(340)

1

562

563

1. Internally generated 2. Separately generated For the year ended 31 December 2010, there have been no addition of course development costs and computer software are capitalised at cost. These intangible assets have been assessed as having finite lives and are amortised using the straight line method over a period of 3 - 5 years.

The additions to computer software represent intangible assets acquired separately.

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

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

57 2010 ANNUAL REPORT

11. trade and other Payables

Accounts Payable ACC Levy Accrual GST Payable Special Funds

2010

2009

$000s

$000s

1,207 167 78 67

1,286 130 165 47

1,519

1,628

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

Payroll suspense, deductions and accruals are adjusted every month.

GST is payable every month.

12. interest-Bearing loans and Borrowings Effective interest rate

current Obligations under Finance Leases and Hire Purchase Contracts non-current Obligations Under Finance Leases and Hire Purchase Contracts Trust Funds

(%)

Maturity

3

2011

3

2012

2010

2009

$000s

$000s

55

379

55

379

19

66

14

14

33

80

FAIR VALUE The fair value of finance lease is $74,000 (2009: $445,000). Fair value has been determined using contractual cash flows discounted using a rate based on market borrowing rates at balance date ranging from 2.6% to 3.4% (note 8).

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

ANALYSIS OF FINANCE LEASES

2010

2009

$000s

$000s

55 19 -

379 66 -

74

445

Present Value of Minimum lease Payments Payable Not Later than One Year Later than One Year and Not Later than Five Years Later than Five Years

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

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

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

58 2010 ANNUAL REPORT

13. Provisions 2010

2009

$000s

$000s

316 360 (316)

401 437 (401)

At 31 December

360

437

Current Portion: Annual Leave Sick Leave Payroll, Suspense, Deduction and Accruals

141 25 194

257 59 121

360

437

employee entitlements At 1 January Additions During the Year Utilised During the Year

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

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

14. revenue received in advance Student Fees Invoiced Issued but not Earned Amount Received but Invoice has not been Issued

Current Portion Non-Current Portion

2010

2009

$000s

$000s

1,614 3,560

722 1,704

5,174

2,426

5,174

2,426

-

-

5,174

2,426

15. asset revaluation reserve 2010

2009

$000s

$000s

At 1 January Addition Revaluation of Land and Building

15,818 -

8,996 6,822

At 31 December

15,818

15,818

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

59 2010 ANNUAL REPORT

16. Financial instrument credit risk CREDIT RISK With the exception of Student Fees the Institute trades only with recognised, creditworthy third parties.

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

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

There are no significant concentrations of credit risk.

CREDIT RISK – ACCOUNTS RECEIVABLE AGING ANALYSIS Year ended 31 December 2010 Overdue

Student Fees Receivables Sundry Debtors and Other TOTAL

Current

Overdue

Provided For

TOTAL

$000s

$000s

$000s

$000s

474

351

(117)

708

711

309

(84)

936

1,185

660

(201)

1,644

Current

Overdue

Provided For

TOTAL

$000s

$000s

$000s

$000s

195

552

(342)

405

Year ended 31 December 2009 Overdue

Student Fees Receivables Sundry Debtors and Other

348

383

(47)

684

TOTAL

543

935

(389)

1,089

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

MAxIMUM ExPOSURE TO CREDIT RISKS 2010

2009

$000s

$000s

Cash at Bank and Term Deposits Student Fees Receivables Sundry Debtors Derivative Financial Instrument Assets

19,028 708 936 -

9,822 405 684 -

TOTAL CREDIT RISKS

20,672

10,911

CREDIT qUALITY OF FINANCIAL ASSETS The credit quality of financial assets that are neither past due nor impaired can be assessed by reference to external credit rating (if available) or to historical information about counterparty default rates: Counterparties with credit ratings (Standard and Poor) CASH AT BANK AND TERM DEPOSIT

Bank of New Zealand AA (rating) The National Bank AA (rating) Kiwibank AA- (rating)

2010

2009

$000s

$000s

11,028 6,000 2,000

9,822 -

19,028

9,822

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

60 2010 ANNUAL REPORT

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

MARKET RISK The interest rates on the Institute investment varies from 3.0% to 5.31% per annum during 2010.

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. The Institute’s exposure to fair value interest rate risk is limited to its bank deposits which are held at mixed rates of fixed and floating interest.

CASH FLOW INTEREST RATE 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. Investment interest rates expose the Institute to cash flow interest rate risk.

The Institute investment policy permitted by legislation to invest within the following areas: - with New Zealand registered banks, - in Public Securities, - in such other securities as the Minister may from time to time approve.

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

CURRENCY 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. The Institute has limited exposure to foreign currency risk.

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

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

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

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

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

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

FINANCIAL INSTRUMENT CATEGORIES The accounting policies for financial instruments have been applied to the following line items below: 2010

2009

$000s

$000s

FINANCIAL ASSETS Fair Value Through Profit and Loss – Held for Trading Derivative Financial Instrument Assets

-

-

89

83

Loans and Receivables 19,028

9,822

Student Fees Receivables

708

405

Sundry Debtors

936

684

20,672

10,911

Cash and Cash Equivalents and Term Deposits

Total Loans and Receivables Financial Liabilities at Amortised Cost Creditors and Other Payables

1,519

1,628

Other Financial Liabilities at Amortised Cost

1,519

1,628

74

445

Finance Lease

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

61 2010 ANNUAL REPORT

FAIR VALUE HIERARCHY DISCLOSURES For those instruments recognised at fair value in the statement of financial position, fair value are determined according to the following hierarchy: • Quoted market price - Financial instruments with quoted prices for identical instruments in active markets.

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

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

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

Total $000s

Valuation technique quoted market price $000s

Observable inputs $000s

Significant non-observable inputs $000s

Shares

89

89

-

-

TOTAL

89

89

-

-

Total $000s

Valuation technique quoted market price $000s

Observable inputs $000s

Significant non-observable inputs $000s

Shares

83

83

-

-

TOTAL

83

83

-

-

31 December 2010 – Institute Financial Assets

31 December 2009 – Institute Financial Assets

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

Loans and receivables

Assets at fair value through the profit and loss

Derivatives used for hedging

Available for sale

Total

31 December 2010 Assets as per balance sheet Available for Sale Financial Assets Student Fees Receivables Sundry Debtors Cash and Cash Equivalents TOTAL

-

-

-

89

89

708

-

-

-

708

936

-

-

-

936

19,028

-

-

-

19,028

20,672

-

-

89

20,761

Loans and receivables

Assets at fair value through the profit and loss

Derivatives used for hedging

Available for sale

Total

Year ended 31 December 2009 Assets as per balance sheet Available for Sale Financial Assets Student Fees Receivables Sundry Debtors Cash and Cash Equivalents TOTAL

-

-

-

83

83

405

-

-

-

405

684

-

-

-

684

9,822

-

-

-

9,822

10,911

-

-

83

10,994

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

62 2010 ANNUAL REPORT

LIqUIDITY RISKS Management of Liquidity Risk Liquidity risk is the risk that Institute will encounter difficulty raising liquid funds to meet commitments as they fall due.

Prudent liquidity risk management implies maintaining sufficient cash, the availability of funding through an adequate amount of committed credit facilities and the ability to close out market positions.

The Institute has maintained cash at bank $19,028,000 at the end of 2010 ($9,822,000 in 2009).

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

CARRYING AMOUNT

Creditors and Other Payables Finance Lease TOTAL

FAIR VALUE

2010

2009

2010

2009

$000s

$000s

$000s

$000s

1,519

1,628

1519

1,628

74

445

74

445

1,593

2,073

1,593

2,073

There is no forward foreign exchange contract in 2010 and 2009.

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

Year ended 31 December 2010 Cash and Term Deposits

<1

>1 - <2

>2

year

years

years

Total

$000s

$000s

$000s

$000s

19,028

-

-

19,028

19,028

-

-

19,028

55

19

-

74

other liabilities Finance Lease Obligation Non Interest Bearing Liabilities

14

-

-

14

69

19

-

88

9,822

-

-

9,822

9,822

-

-

9,822

379

66

-

445

Year ended 31 December 2009 Cash

Finance Lease Obligation Non Interest Bearing Liabilities

14

-

-

14

393

66

-

459

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

63 2010 ANNUAL REPORT

CATEGORIES OF FINANCIAL ASSETS AND LIABILITIES FINANCIAL INSTRUMENTS Fair values Set out below is a comparison by category of carrying amounts and fair values of all the Instituteâ&#x20AC;&#x2122;s financial instruments that are carried in the financial statements at other than fair values.

CARRYING AMOUNT

FAIR VALUE

2010

2009

2010

2009

$000s

$000s

$000s

$000s

708

405

708

405

Financial assets Student Fees Receivables Sundry Debtors Cash Other Financial Assets Held for Sale

936

684

936

684

19,028

9,822

19,028

9,822

89

83

89

83

20,761

10,994

20,761

10,994

1,519

1,628

Financial liabilities 1,519

1,628

Interest-Bearing Loans and Borrowings: Obligations Under Finance Leases and Hire Purchase Contracts

74

445

74

445

Non Interest Bearing Borrowing

14

14

14

14

1,607

2,087

1,607

2,087

Trade Payables

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

CARRYING AMOUNT

INTEREST RATE RISK Financial Assets Cash and Cash Equivalent

CARRYING AMOUNT

2010

2010

2009

2009

-25bps

+70bps

-25bps

+70bps

surplus

surplus

surplus

surplus

-

-

-

-

(25)

70

(2)

4

OTHER PRICE RISK Financial Assets Listed Shares

-

-

-

-

(4)

11

(4)

11

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

64 2010 ANNUAL REPORT

17a.capital Management The Instituteâ&#x20AC;&#x2122;s capital is its equity, which comprises general equity, property valuation reserve and retained earnings.

Equity is represented by net assets.

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

The Institute manages its revenues, expenses, assets, liabilities, investments, and general financial dealings prudently and in a manner that promotes the current and future interest of the community. The Instituteâ&#x20AC;&#x2122;s equity is largely managed as a by-product of managing revenues, expenses, assets, liabilities, investments and general financial dealings.

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

18. commitments and contingencies CAPITAL COMMITMENT 2010 The capital commitment for the Gasification of Sawmill Kilns projects is $700,000.

CAPITAL COMMITMENT 2009 The Recreation Centre was under construction at the total cost of $1.5 million and was completed in February 2010.

All the expenses have been included in work in progress.

Operating Leases as Lessee Details of the commitments under these contracts are as follows: 2010 $000s

2009 $000s

No later than one year

279

319

Later than one year but not later than five years

229

462

contracts:

Later than five years

-

-

508

781

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

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

Operating leases as lessor 2010

2009

$000s

$000s

contracts Not later than one year

40

39

Later than one year and not later than five years

47

42

Later than fiver years

-

-

87

81

The operating leases as lessor consists of building lease.

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

Statement Of Contingent Liabilities As at 31 December 2010 There are no contingent liabilities in 2010.

As at 31 December 2009 There was one personal grievance claim pending at the end of the year 2009 amounting to $7,000. This was the amount claimed in 2009 and paid in 2010.

Statement Of Contingent Assets As at 31 December 2010 There is one claim for recovery of moneys from an ex-employee to the value of $3,000 in 2010 and the matter is scheduled for mediation.

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

65 2010 ANNUAL REPORT

19. related Party Disclosure The following table provides the total amount of transactions which have been entered into with related parties for the relevant financial year: Ancillary Services

Purchases

Amounts

Amounts

Provided to

From

Owed by

Owed By

Related Parties

Related Parties

Related Parties

Related Parties

$000s

$000s

$000s

$000s

Key Management Personnel 2010

-

-

-

-

2009

-

-

-

-

Related Party

KEY MANAGEMENT PERSONNEL

Key Management Personnel Compensation Short Term Benefits Employee Welfare Expenses Post Employment Benefits

2010

2009

$000s

$000s

-

-

1,797

1,859

12

12

-

-

1,809

1,871

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

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

20. events after the Balance Date There has been no event or activity likely to significantly affect the financial position of the Institute as at 31 December 2010.

21. auditors’ remuneration 2010

2009

$000s

$000s

Amounts received or due and receivable by Audit New Zealand for: • Audit of Financial Statement

72

69

• Other Assurance Services IFRS

-

-

• Other Services

-

-

72

69

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

66 2010 ANNUAL REPORT

22. explanation of Major Variances against Budget statement of comprehensive income Student fees Domestic tuition fee income was $1.2m greater than budget. This was due to a change in student demand from lower value part time to higher value full time study. International tuition income was $2.6m greater than budget. This was due to increased student numbers than previously expected.

Other income Other income was $223,000 less than budget. This is due to reduced ITO delivery.

Materials and consumables Materials and consumables costs were $1.6m less than budget which was due to proactive expenditure management.

statement of financial position Cash and cash equivalents Institute cash deposits are $11.4m greater than budget. This is due to increased surplus achieved in 2010 plus planned major capital expenditure not committed until 2011 year. International fees received in advance (below) also contribute to this variance.

Student fees and other receivables Student fees and other receivables are $1.5m greater than budget. This was due to aggressive collection targets set during the budget process which were not achieved.

Property plant and equipment Property, plant and equipment is $3.7m greater than budget. This is due to the changes from revaluation of assets completed in late 2009 (and not approved until 2010) not being included in the budget.

Revenue received in advance Revenue received in advance is $4.4m greater than budget. This mostly relates to international students enrolling and paying in advance for 2011 study.

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

67 2010 ANNUAL REPORT

Payments to Councillors

Barns, Neil Daniels, Montero Easton, Bruce Flavell-Brown, Eileen George, Thomas Hagger, Jonathon Brian Hallam, Rosalie Hanrahan, Faithe Howard, Raymond Hudson, Linda Kingi, Pihopa Kohunui, Aubrey Maxwell, Trevor H McManus, Greg Morrison, Tupara Nahkies, Graeme Nathan, Oscar Opai, Sharon Raukawa-Doughty, Donnarae Richardson, Dr Tom Rickard, Roberta Robyn, Gwen Smith, Mary Sutton, Chris Williams Tahana, Ngaroma Te Whare, Rawiri Upston, Brian David Wilson, Stuart TOTAL

2010

2009

Amount

Amount

$

$

13,253 2,056 7,910 1,635 1,635 1,635 210 1,635 6,015 11,351 1,396 2,088 21,601 18,455 1,315 1,916 1,635 9,333 1,163 2,217 2,386 699 10,361 5,307 4,192 1,195

3,704 2,110 981 3,541 3,861 2,110 2,880 12,361 2,942 1,030 1,548 4,995 28,666 1,120 3,477 4,601 210 4,737 2,960 2,438 10,184 2,932

132,594

103,388

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

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

68 2010 ANNUAL REPORT

Payments to Te Mana Ma ÂŻ tauranga

Daniels, Montero Davies, Preston George, Eru Hale, Vera Hanrahan, Faithe Kingi, Pihopa Kohunui, Aubrey Martenga, Shannon McGough, Ronald Merito, Parehuia Morgan, Tauri Mortensen, Josie Ngata, Peri Todd Rangi, Colin Rickard, Roberta Roderick, Timothy Rore, Martena Sisley, Mihipeka Te Whare, Rawiri Wiringi-Jones, Pohawaiki TOTAL

2010

2009

Amount

Amount

$

$

16,502 574 1,210 2,790 3,330 8,829 724 2,204 2,906 3,603 2,971 3,902 212 4,868 4,965 2,659 3,776

11,904 979 814 2,992 6,924 2,587 2,290 665 2,004 2,362 2,108 324 2,848 3,282 1,330 1,970

66,025

45,383

The accompanying accounting policies and notes from pages 47 to 69 form an integral part of these financial statements.

69 2010 ANNUAL REPORT

statement of resources he r¯ipoata i ng¯ a rawa stateMent oF PhYsical resources Wai¯ ariki Institute of Technology occupies two campuses in Rotorua. The main Mok¯ oia Campus is situated on crown land within the City of Rotorua. The Forestry, Primary Industry campus is located on the Waip¯ a bypass Road off state highway 5. The other leased properties are the City Focus and Hairspray hairdressing salon which are located in the central square of the Rotorua Central Business District (CBD). Wai¯ ariki also occupies other premises in the Bay of Plenty region: Tokoroa,Taupo ¯, Whakata ¯ ne and Kawerau.

Mok¯ oia campus

ADDRESS: LAND: BUILDINGS: SPECIALIST AREAS:

Waipa ¯ campus

ADDRESS: LAND: BUILDINGS: SAWMILL: WORKSHOPS: SPECIALIST AREAS:

Mok¯ oia Drive, Rotorua 27 acres 23518m2 • Kaiwhata Restaurant • Hairdressing salon • 2 x hairdressing labs • 20 x computer labs • Childcare Centre – 173m2 • 2 x videoconferencing suites • The Wai¯ ariki National Centre of Excellence for the Forest and Wood Industry

Waip¯ a Bypass Road, Off State Highway 5 5.286 hectares 785m2 2404m2 1003m2 • 1 x sawdoctoring workshop • Training sawmill • Greenhouse

• Automotive workshop • 2 x welding workshops • 2 x mechanical engineering workshops • 2 x commercial teaching kitchens • Library • Tangatarua Marae • Wai¯ ariki Community Recreation Centre – 1156m2 • Art Resources – foundry, kilns, Ma ¯ ori weaving studio, photography studio

• 2 x kilns • 2 x planer rooms

tokoroa campus The Wai¯ ariki Institute of Technology campus in Tokoroa is situated over three different locations in Tokoroa. The four properties are leased on a long term basis.

ADDRESS: 29 Bridge Street BUILDINGS: 759m2 SPECIALIST AREAS: • 2 x computer labs • Videoconferencing suite ADDRESS: 226 Roseberry Street, Tokoroa SPECIALIST AREAS: • Hairdressing salon ADDRESS: Tokoroa Club SPECIALIST AREAS: • Hospitality courses (kitchen, classrooms) ADDRESS: Braeside Avenue, Tokoroa BUILDINGS: 4760m2 TENANCY SPECIALIST AREAS: • Classrooms

• Workshop (automotive engineering, construction agriculture programme)

Whakata ¯ ne campus ADDRESS: LAND: BUILDINGS: SPECIALIST AREAS:

ADDRESS: SPECIALIST AREAS:

33 Cutler Crescent 1.1218 hectares 1,569m2 • 2 x computer labs • Hairdressing salon Francis Street • Cookery and café operations

• Videoconferencing suite • Automotive workshop

taupo ¯ campus The Taupo ¯ campus is located in Kaimanawa Street in Taupo ¯.

ADDRESS: Cnr Kaimanawa Street & Heu Heu Street LAND: 2024m2 BUILDINGS: 1408m2 SPECIALIST AREAS: • 2 x computer labs

• Hairdressing salon TENANCY SPECIALIST AREAS: 29 Rununga Street

• Automotive workshop

70 2010 ANNUAL REPORT

• Videoconferencing suite

• Building construction

City Focus Campus The City Focus Campus is located opposite the InFocus Square in the heart of the Rotorua CBD. SPECIALIST AREAS:

• 1 x computer lab

Kawerau Tarawera Mall, Kawerau.

SPECIALIST AREAS:

• 1 x computer lab

Hairspray 1217 Eruera Street, Rotorua.

SPECIALIST AREAS:

• Hairdressing salon

71 2010 ANNUAL REPORT

Statement of HUMAN RESOURCES

2009

2010

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

25.50

27.00

SCHOOL OF COMPUTING, TECHNOLOGY AND COMMUNICATIONS ¯ RONGO – TE KURA PA Art, Interior Design, Fashion, Computing, Technology, Journalism, Communications, Applied and Creative Writing

28.70

21.998

¯ O SCHOOL OF FORESTRY AND PRIMARY INDUSTRIES – TE KURA TAKAWA Forest Management, Forest Operations, Wood Manufacturing, Agriculture, Horticulture, Sawmill

26.00

49.609

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

33.06

33.73

¯ -REHE SCHOOL OF TRADE TRAINING – TE KURA MAHI-A Automotive, Engineering, Carpentry, Electrical, Hairdressing, Professional Cookery

60.07

45.169

¯ ORI – TE POU TU ¯ MANA TUARUA MA ¯ ORI DEPUTY CHIEF EXECUTIVE, MA ¯ NANGA A IHENGA MA ¯ ORI DEVELOPMENT, HUMANITIES & RESEARCH TE WA Te Mana Ma ¯ tauranga Secretary, Mana ¯a ¯ kitanga, Research, Foundation Learning, Waia ¯ riki Academy of Singing and Music, Early Childhood Education, Ma ¯ ori Development, Social Sciences, English Language

31.40

46.3010

¯ MANA 5.00 OFFICE OF THE CHIEF EXECUTIVE OFFICER – TE POU TU Kauma ¯ tua, Corporate Projects DEPUTY CHIEF EXECUTIVE – ACADEMIC QUALITY AND STRATEGY ¯ TAURANGA ¯ MANA TUARUA TAHA MA – TE POU TU Academic Quality, Data Management Centre, Project Office, Waia ¯ riki Academy of Sport, Waia ¯ riki Community Recreation Centre, Waia ¯ riki Centre of Excellence in Environmental Sustainability

21.86

¯ ORI – TE POU TU ¯ MANA TUARUA MA ¯ ORI DEPUTY CHIEF EXECUTIVE, MA Research, Foundation Learning, Mana ¯a ¯ kitanga ¯ TEA FINANCE DIRECTORATE – TE ARO PU Facilities, Finance, IT, Printery

TOTAL

8 9

40.40

29.77

7.11

7.57

30.69

32.17

319.50 324.99

Free computing removed.

Agriculture, Horticulture and Sawmill moved from the School of Trade Training to the School of Forestry and Primary Industries.

10

Deputy Chief Executive, M¯ aori merged with Te W¯ ananga a Ihenga.

72 2010 ANNUAL REPORT

24.70

9.71

¯ NGATA HUMAN RESOURCES DIRECTORATE – TE ARO TA Staff Development, Payroll ¯A ¯ KI SUPPORT SERVICES DIRECTORATE – TE ARO MANA Marketing, Regional Management, International, Health & Counselling, Library Learning Centre, Archives, Council Secretariat

7.00

Equity Policy Wai¯ ariki Institute of Technology – Whare Taki¯ ura (Wai¯ ariki) through its Chief Executive (CE) accepts responsibility to be an ‘equal opportunity’ institution.

Wai¯ ariki is committed to policies, practices and programmes which ensure the absence of all forms of discrimination in employment and education, including the requirements of the Human Rights Legislation. This equity policy includes Equal Employment Opportunity (EEO) and is to give special consideration to the requirements of: • Ma ¯ ori • Women • Pacific Islands People and other ethnic minorities • People with Disabilities • People in Rural Communities • Low Income Groups In the implementation of this policy it is Wai¯ ariki’s intention to give effect to the principles of the Treaty of Waitangi and to allow for the social and economic development of the Iwi represented in the Wai¯ ariki region.

Activities that have reflected this policy commitment.

The development and delivery of an equity programme which included: • Bicultural professional development opportunities for staff involving a lecture series, w¯ ananga and Te Reo Ma ¯ ori and Tikanga courses with blended delivery.

• Recruitment process that ensures fair and equitable appointments and that take account of the kawa of the district and encourage support people to participate.

• Completing a Pay and Employment Equity Review with the Department of Labour.

• Remuneration Working Party with our allied staff union (TIASA) to review and ensure an equitable pay framework for allied staff.

• Liaison with support employment agencies for the establishment of Mainstream projects to support employment of people with disabilities.

• Recognised ethnic diversity amongst staff and students through appropriate ethnic and cultural celebrations.

Staff Ethnicity as at December 2010 70% 60%

2009 2010

2% New Zealander

50%

Pacifica Islander

40%

33%

29%

30%

Not Known Other

2009 2010

Maori

20%

27%

10% 0%

Female staff

2% 3% 4%

European Asian

Maori staff

73 2010 ANNUAL REPORT

Further statements ¯ etahi atu r¯ipoata stateMent oF eQual eDucational oPPortunities (eedo) Wai¯ ariki Institute of Technology is committed to equal educational opportunities for all students. A wide range of centralised support services are available in addition to the day-to-day support given by lecturers in the classroom.

In the 2010 External Evaluation and Review, Wai¯ ariki’s Support Services were scored ‘Excellent’ for educational performance and ‘Excellent’ for capability in self-assessment. The commitment to EEdO is evidenced through enabling equitable educational access, appropriate support services and barrier-free facilities for all students.

Wai¯ ariki encourages the greatest possible participation by its community by eliminating barriers that cause underrepresentation.

A First Impressions Survey was introduced in March 2010 to gauge students’ impressions of the services in their first four weeks of term. This survey gives indicators of levels of satisfaction with services at an early stage to give Wai¯ ariki time to respond and enhance the student experience whilst the students are still on course. Services are primarily coordinated through the following service areas.

te Wairere library/learning centre The Centre (LLC) offers effective support services to all students and staff, including teaching and learning skills, information literacy, scholarships and computing support, pastoral care and study coaching. The service was given an “Excellent” as part of the 2010 External Evaluation and Review.

Historically, delivery of learner support has been predominantly on a 1:1 basis driven largely in a reactive sense by students seeking help. Initiatives during 2010 targeted support to work more proactively in groups and supplemented by workshops. Learner Advisors (LAs) are working more closely side-by-side with tutors to engage them in sound support practices. Specific courses where student retention and success rates are low have been targeted. For the year 2010, LAs provided over 3,500 tutorial hours of support (compared to 3,086 in 2009). They greatly exceeded target figures for the year, despite the late term start of some of the staff.

The typical student profile was Asian female, studying one year at Level 7 towards a degree qualification. The student demographic was 65% Asian, 70% female, 88% Year 1 students and 88% Level 5-7. The team conducted 340 hours of group sessions of all kinds (in class, workshops, briefings and orientations), an increase of over 200% on 2009.

Te W¯ ananga a Ihenga was the biggest user, responsible for 31% of groups and 39% of sessions. The figures for the school of Nursing and Health Studies were 32% and 20% respectively, for Business and Tourism 19% and 23% and with Computing, Technology and Communications, Trade Training and Forestry and Primary Industries at lower levels.

During 2010, the LLC was actively involved in institute wide research and copyright programmes. The usage of databases/electronic resources increased by 37,223 document retrievals and the LLC issued 5,844 more items in 2010, compared to 2009. Positive survey feedback confirmed an overall increased level of satisfaction in all service categories at 98%.

Man¯ aa ¯ kitanga Man¯ aa ¯ kitanga is a TEC funded initiative focusing on improving retention, success and progression of M¯ a ori students through the provision of pastoral care and mentoring. The Man¯ aa ¯ kitanga team is made up of Kaitautoko (support staff) who work closely with administrative and teaching staff on a range of strategies to help create a culture of success.

Domestic students are able to seek 1:1 support on a wide range of issues and Kaitautoko on-refer, when appropriate, to various internal and external specialists. This service complements the traditional academic focus of learner support staff.

In 2010, Kaitautoko supported 396 students across our Mok¯ o ia (Rotorua), Tokoroa and Whakat¯ a ne campuses, with an 81% (n=322) M¯ a ori student utilisation rate. The Man¯ aa ¯ kitanga Coordinator also oversees Learner Support on our regional campuses. In 2010, 272 students received academic support at Tokoroa, Whakat¯ a ne, Taup¯ o and T¯ u rangi campuses. This total includes 40 M¯ a ori students enrolled in the Diploma in Te Reo M¯ a ori in T¯ u rangi who were

74 2010 ANNUAL REPORT

provided with extensive academic and pastoral care support with a 0.5 full time equivalent (FTE) Learning Advisor providing tailored in and out of class assistance.

For our Pacific learners (3% of Wai¯ a riki’s students), a small project was undertaken looking at the distinct cultural groupings and levels of study with the aim of providing more tailored support in future. Various cultural considerations and support strategies have been identified as avenues Wai¯ ariki can explore further to support Pacific students success and progression.

Embedding Literacy and Numeracy 2010 saw embedding work progress with 17 Level 1-4 qualifications across four campuses. There have been observable shifts in vocational tutors’ teaching styles. Embedding principles have been taken on board and there was evidence that some tutors moved towards embedding independence, whereas others continued to need support. The team delivered literacy and numeracy expertise to two outside organisations; Te W¯ a nanga o Aotearoa and Te R¯ u nanga o Ng¯ a ti Pikiao, and also trialled the Adult Assessment Tool with volunteer tutors. Assessment Tool workshops were offered to staff throughout the year in order to prepare for 2011.

Workplace Literacy Programme Delivery The Workplace Literacy Team worked with 18 employers in the areas of health, retail, banking, iwi social services, early childhood education, care for the elderly, and the hospitality industry. 5,293 teaching hours were delivered to 179 employees/learners in programmes designed to raise knowledge and skills in customer services, effective communication, te reo M¯ a ori for the workplace, language skills for international staff, study support, computer intelligence for creating and filing work documents, leadership, problem solving, working in a team, numeracy in the workplace and financial literacy.

Other wider team achievements were the completion of the development of the Certificate in Embedding Literacy and Numeracy qualification (NCALE embedded), the Adult Numeracy & Literacy Symposium: Engaging the M¯ a ori Learner, a contract to develop literacy and numeracy resources, and the completion of a research project.

Staff Development In 2010, 12 teaching staff completed the Certificate in Tertiary Teaching, improving their skills as educators while also learning to be motivators and advisers to students guiding them in more than just their academic studies. In addition, there was on-going professional development for staff focusing on meeting the needs of diverse student groups, including an internal one-day staff conference on quality teaching.

Continuing to support teaching staff through our Blended Learning Unit remained an important focus with a wide range of training and workshops provided to staff. BlendEd resource development requests increased from 30 in 2009 to 79 in 2010, and the number of courses with an active presence on eCampus increased from 507 in 2009 to 522 in 2010. Training and development was also centrally provided to build capability in areas of management development, health and safety, administration effectiveness, and time and priority management.

Youth Transition Wai¯ ariki works in partnership with thirty nine secondary schools over the Wai¯ ariki rohe. A team of staff is committed to collaborating with secondary schools and includes a full time Secondary School Liaison, individual Wai¯ ariki school resources, centralised marketing and the three regional campus managers.

The aims that underpin all engagement activity between the secondary and tertiary sectors are to: 

Design seamless transitions from secondary school to tertiary education or employment;



Reduce barriers for secondary school students to access tertiary institutions;



Increase school leaver participation;



Improve success and achievement for the regions’ youth.

Although the total number of student enrolments dropped between 2009 (9,257) and 2010 (7853), the December 2010 SDR shows yet again an increase in fulltime students across: High EFTS (>0.8) is 28.80% compared to 21.80% in 2009.

The student cohort aged 20 years and under has risen from 34% in 2009 to 37% in 2010 adding a younger, more vibrant and energetic feeling to the campuses which we believe in turn, attracts more young students. The increase

75 2010 ANNUAL REPORT

is due to a number of factors. At a macro level, the current economic environment has resulted in a large number of younger people staying in education. At an Institute level, initiatives such as the offer of Free Fees Scholarships for school leavers in their first year of study (with reimbursement of fees upon successful completion), Sports Academy scholarships, targeted youth guarantee and youth transition marketing and targeted school liaison team activity has increased Wai¯ ariki’s profile to the younger market.

At the end of 2010, the formation of the Eastern Bay of Plenty Trades Academy was approved by the Minister of Education, as mandated by the amendments to the Education Act. Trident High School, Whakat¯ a ne, are the lead secondary school and Wai¯ ariki are very pleased to be the lead tertiary partner. The curriculum for the Trades Academy covers seven subject areas and the delivery site is Wai¯ ariki’s Cutler Crescent Campus in Whakat¯ a ne. One hundred and five places were approved by the Minister for semester 1 2011 enrolments for a two year programme.

health centre The needs of the diverse nature of students are met in the areas of health and counselling. These services are provided at no cost to the student. An effective healthy learning environment is promoted and encouraged with the assistance of the Occupational Health Nurses who also provide a comprehensive range of health services, including preventative health initiatives. The Occupational Health Nurse visited all campuses during the year. Services are well promoted and accessible. As the counselling services are contracted in, students can see counsellors at times convenient to them and there are no waiting lists.

During 2010 occupational health nurses provided 2,420 consultations, doctors provided 427 consultations (both showing an increase over 2009 appointments) and counsellors held 141 individual consultations (slightly down on 2009). Financial assistance is also provided to students who meet the Student Emergency Fund criteria. During 2010, 32 students benefited from the Emergency Fund and many received food parcels. Students can also independently access the services of a Budget Advisor and are often referred to this service as a result of an Emergency Fund application.

Disability co-ordination Wai¯ ariki fosters the development of a learning environment that supports the needs of students with disabilities, with a view to enhancing equity of access to education. This is achieved through: 

A Multidisciplinary Health and Counselling team, comprising of academic assessment staff, occupational health nurses, doctor, counsellor, learning support staff - all facilitated by the Disability Co-ordinator.



There were 223 support contacts made during 2010, an increase from 172 in 2009.



An active Disability Advisory Committee with a student representative enabling relevant stakeholder input.



¯ Achieving Equity - Code of Practice assessment undertaken of Wai¯ ariki’s current position against the Kia Kia Orite, ¯ Orite best practice standards and an ongoing action plan is in place.



Disability Support team takes part in student orientation.



Promotion of disability support services to all Wai¯ ariki staff during induction, staff handbook and with school administrators.



A proactive relationship with relevant community agencies to maximize students’ opportunities.

information and Guidance Student administrators, supported by tutors, provide guidance and support for enrolment. They offer a 0800 telephone number for free access and provide pastoral care, even signposting students onto professional help if required.

A successful trial of Txt-4-Info where students can use their mobile phones to text Wai¯ ariki for assistance, proved popular and has become part of the mainstream marketing campaign. Marketing collateral has been updated, including feedback from students. Website services were further enhanced during the year simplifying the layout and adding social networking features that encourages interaction and information sharing between students.

Wai¯ ariki institute of technology students’ association (Witsa) Wai¯ ariki has a good relationship with WITSA and both work closely together to ensure the betterment of students’ experiences at Wai¯ ariki. Amongst other things, both teams work during the year to provide student assistance, activities, orientation, induction and opportunities for students to meet and socialise.

76 2010 ANNUAL REPORT

International Team Support Wai¯ ariki is a signatory to the Code of Practice for the Pastoral Care of International Students and met its external audit requirements during the External Evaluation Review (EER) and internal audit requirements in 2010. EER reported that “international students are achieving high levels of academic success with little or no variation from their domestic counterparts” and that “the pastoral care and support for these students to assist them in their adjustment to student life in Rotorua and New Zealand is outstanding”.

The International Team receives regular progress updates on international students from academic staff in order to identify where early assistance may be required. Accommodation services are also available and international advisors speak 13 languages between them. An international events planner was drawn up to celebrate many significant cultural events during the year. This covered a number of ethnic groups and was enjoyed by students, staff and visitors.

The international student buddy scheme, where one international student is ‘buddied’ with a domestic student, has proved successful, with 68 pairs of students working together during the year (more than double since 2009). The aims are many to introduce international students into NZ culture, create a study partner, to increase participation into the community and its social scenes, and to create long-lasting friendships in a global environment. This scheme supports government’s International Education Agenda.

77 2010 ANNUAL REPORT

stateMent oF research Research activity among the degree / level seven diploma academic staff continues to be recognised on the national and international stage. During 2010, academic staff produced approximately 127 research outputs, of which 10 are publications in international journals or texts. Other staff presented at international and national conferences, national and international seminars or curated exhibitions. Wai¯ ariki Institute of Technology continues to be proud to support such research activities.

BOOKS/MONOGRAPHS (>150pp) AUTHORED Publisher Lyall, K. (2010). Rotorua Boys’ High School: An historical introduction for new boys. Rotorua, New Zealand: Author.

Lyall, K., & O’Connor, K. (2010). The cutting edge: A history of Waip¯ a Sawmill, 1939-2010. Rotorua, New Zealand: Author.

EDITING SPECIAL ISSUE OF PERIODICAL/JOURNAL National Journal Carter, L., Davies, P., Ikin, K., Karaitiana, K., Matenga, S., Merito, J., Roderick, M., & Te Waru-Rewiri, K. (2010) (Eds). Journal of Best Practice in Applied and M¯ aori/Indigenous Vocational Education, 2. Auckland, New Zealand: Print Design Ltd. PAPERS IN PERIODICAL/JOURNALS International Journal: refereed papers Brack, C. (2010). The distance of structural compliment (DiSCo) approach for expressing forest structure described by aerial photograph interpretation data sets. Forest Ecology and Management, (260), 1230-1240.

National Journal: refereed papers Foster, P. & Neville, S. (2010). Women over the age of 85 years who live alone: A descriptive study. Nursing Praxis in New Zealand, 26(10), 4-13.

Kapua, T. (2010). What are M¯ aori learning needs while maintaining identity? Do they know what they need, now that they have the wherewithal? Journal of Best Practice in Applied and M¯ aori/Indigenous Vocational Education, 2, 60-67.

Taurua, N. (2010). Reflective teaching-make it real. Journal of Best Practice in Applied and M¯ aori/Indigenous Vocational Education, 2, 23-39.

Tawhara, M. (2010). Best practice proposition for supervisors working with M¯ aori social workers employed in a mainstream social service organisation. Journal of Best Practice in Applied and M¯ aori/Indigenous Vocational Education, 2, 51-58.

Journal non-refereed papers Brack, C. (2009). Robust decisions in a climate of change: what should you do tomorrow if you do not know what will be happening in 30 years? New Zealand Journal of Forestry, 54(3), 38-44.

Brack, C. (2010). Valuable thoughts: Can a forest be too valuable? New Zealand Journal of Forestry, 55(2), 18-20.

CREATIVE OUTPUTS International curated group exhibition (multiple works) Taepa, K. (2010, September). Urbanm¯ aori – NZ Fashion Week 2010. Viaduct Harbour Marine Village, Auckland, New Zealand.

International curated group exhibition (one work) Taepa, K. (2010, January). Te Tihi Exibition. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

National curated group exhibition (multiple works) Kara, E. (2010, March). E Heke, Niu, supporting stick, clearing the path. Rotorua Sculpture exhibition. Rotorua, New Zealand.

Taepa, K. (2010). Matariki ki Tua o Nga Whetu. Whakat¯ ane Museum and Gallery, Whakat¯ ane, New Zealand.

Thyne, D. (2010, January). Guest exhibitor at Red Spot Gallery Opening, Rotorua, New Zealand.

National curated group exhibition (one work) Taepa, K. (2010). In Retrospect. Winners of Molly Morpeth Drawing and Painting Awards from the last 25 years. Whakat¯ ane Museum and Gallery, Whakat¯ ane, New Zealand.

National non-curated exhibition Thyne, D. (2010). ID. Curated exhibition of student paintings. Rave Gallery, Rotorua, New Zealand.

78 2010 ANNUAL REPORT

International non-curated exhibition Overbeay, D. (2010, April). Art Workshop for Art Teachers. Production and display of artwork during the symposium. Kathmandu, Nepal.

National curated solo exhibition at major venue Kara, E. (2010). Nga Pou Whenua Exhibition. Waikato Museum, Hamilton, New Zealand.

National curated group exhibition at major venue Thyne, D. (2010, December). Ngai Tahu ki Rotorua. Rave Gallery, Rotorua, New Zealand.

Thyne, D. (2010). Te Hokinga Mai. Canterbury Museum, Christchurch, New Zealand.

Thyne, D. (2010). Matariki. Taup¯ o Museum, Taup¯ o, New Zealand.

Thyne, D. (2010) Bees. Creations in Wearable Art, Rotorua, New Zealand.

Thyne, D. (2010) Bees. Published exhibition on Resene website (http:www. resene.co.nz/artists/Debbie_Thyne.htm..\..\..\ArtCV\Bees\Bees. doc) Thyne, D. (2010, September). Sika Show. Taup¯ o Events Centre, Taup¯ o, New Zealand.

Design Output Kara, E. (2010, June). Mighty River Domain at Lake Karapiro entranceway design. For 2010 World Rowing Championships (collaboratively with Jett Creative Design). Commissioned by Mighty River, Waip¯ a District Council and Local Iwi, Lake Karapiro, New Zealand.

Taepa, K. (2010, May). 2011 Calendar design. Commissioned by Saepig Photography, Rotorua, New Zealand.

Taepa, K. (2010, May). 2011 Advertisement design. Commissioned by Saepig Photography, Rotorua, New Zealand Other creative works Kara, E. (2010 June). Mighty River Domain at Lake Karapiro entranceway carvings- 6 Pou Pou. For 2010 World Rowing Championships.

Commissioned by Mighty River, Waip¯ a District Council and Local Iwi, Lake Karapiro, New Zealand.

Kara, E. (2010, November). Rotorua Stone Sculpture Symposium. Rotorua, New Zealand.

Kara, E. (2010). Wai¯ ariki Art Staff Exhibition. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Overbeay, D. (2010). Wai¯ ariki Art Staff Exhibition. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Taepa, K. (2010). Wai¯ ariki Art Staff Exhibition. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Taepa, K. (2010, June). [Illustrations]. In J. Paama-Pengelly, M¯ aori Art and Design. Auckland, New Zealand: Author.

Thyne, D. (2010). Wai¯ ariki Art Staff Exhibition. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Thyne, D. (2010, August). He Kokonga Whare. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

HIGHER DEGREE AWARDED Masters Ata, E. (2010). Awarded Master in Indigenous Studies.

Bennett, W (2010). Awarded Master in M¯ aori and Pacific Development.

Biddle, E. (2010). Awarded Master in M¯ aori and Pacific Development.

Jones, J. (2010). Awarded Master of Nursing.

Meek, G. (2010). Awarded Master of Nursing.

Uncles, R. (2009). Awarded Master of Arts (Applied in Nursing).

Waqairawaqa, A. (2010). Awarded Master in Health Practice.

79 2010 ANNUAL REPORT

CONFERENCE PRESENTATIONS Published refereed international conference proceedings Kannangara, D. (2010, January). Programming concepts, teaching and learning styles and cognitive factors. Research paper presentation at the sixth International Conference on Science, Mathematics and Technology Education, Hualien, Taiwan.

Published refereed New Zealand conference proceedings Brack, C. (2010, April). Planted forest carbon inventory using LiDAR & ground plot measurements to meet Kyoto Protocol reporting requirements. Presentation at LiDAR in Forests conference, Hobart, Australia.

Brack, C. (2010, October). Improving forest inventory in Papua New Guinea: Moving away from the 1% strip-line survey. Proceedings of ACIAR workshop, Port Moresby, Papua New Guinea.

Brack, C. Peacey, M. & Searles, N. (2010, September). Observations from a NZ perspective: using LiDAR for carbon inventories and international scrutiny. Presentation at Making KiDAR Add Value in Forest and Resource Management Conference, Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Fitchett, E. & Van Toor, H. (2010, July). Poster presentation at HERDSA Conference, Melbourne, Australia.

Kelly, J., Muldoon, P., Scadden, D. & Uncles, R. (2010, December). From BEER to SAEER: Our Story. Presentation at the EER Conference at Otago University, Dunedin, New Zealand.

Unpublished conference presentation Asby, C. (2010, August). Forming an educational relationship with a Turkish technical university through development of a blended video based learning package for tourism. Presentation at Education New Zealand Export Education Conference, Christchurch, New Zealand.

Barnes, R. (2010, July). Research paper presentation at Pacific Early Childhood Education Research Association 11th Annual Conference “Early Childhood Education in a Changing World”. Hangzou, China.

Christmas, J. (2010, March). Student pathways through New Zealand’s integrated education System. Presentation at the Joint International Conference on Teacher Education in a global perspective. Babe Ke College of Education, Daudhar, Moga, India.

Hagger, J. (2010, July). Defining your management brand. Presentation at ATEM Conference. Auckland University of Technology, Auckland, New Zealand.

Hill, W., Simmonds, A. & Van Toor, H. (2010, September). Kinesthetic numeracy. Presentation at NZABE Conference Workshop, Wellington, New Zealand.

Malbon, I (2010, November). Management of hypoglycemia. Year 2 practicum. Tauranga Hospital, Tauranga, New Zealand.

Truter, E. (2010, September). Resistance is Futile; MRO’s in the OR. Conference presentation at International Theatre Management Conference, Sydney, Australia.

Visser, J. (2010, April). If art is a language, how do I foster this as an infant/toddler teacher? Presentation at Early Childhood Research and Professional Development Symposium, Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Visser, P. (2010 July). Environmental art in early childhood education. Presentation at Na te moa I takahi te rata. Manukau Institute of Technology, Auckland, New Zealand.

Wilkinson, S. & Laidlow, K. (2010, March). Feasibility and impact on practice of 3rd year nursing students and new graduate nurses.

Intravenous Certification. Bay of Plenty DHB Board, Tauranga, New Zealand.

Wilkinson, S. & Laidlow, K. (2010, November). Feasibility and impact on practice of 3rd year nursing students and new graduate nurses.

Intravenous Certification. Lakes District Health Board Research & Ethics Committee, Rotorua Hospital, Rotorua, New Zealand.

Wilkinson, S. & Laidlow, K. (2010, November). Feasibility and impact on practice of 3rd year nursing students and new graduate nurses.

Intravenous Certification. Lakes District Health Board Nursing Forum, Rotorua Hospital, Rotorua, New Zealand.

REPORTS TO ExTERNAL BODIES (ExCLUDING MILESTONE REPORTS) Brack, C. (2010, May). Detailed protocol for sampling tree and stand biomass in Indonesia. Manual developed for Indonesian Ministry of Forestry (ver 1), 28 pp.

Brack, C. (2010, May). Assist statistical analysis of the Indonesian National Forest Inventory data: Linear regression. Manual developed for Indonesian Ministry of Forestry (ver 1), 21 pp.

Mercer, C. (2010, August). Project REPLACE. Report findings of evaluative research for Nga Mataapuna Oranga.

80 2010 ANNUAL REPORT

MISCELLANEOUS SCHOLARLY ACTIVITY Brief review articles/opinion pieces Bayley, B. (2010, May). The impact of fluorescent lighting. Presentation to School Research Committee, Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Bayley, B. (2010, August). Taranaki identities 1800’s and their descendants. Presentation to School Research Committee, Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Christmas, J. (2010). Influence of international students to Wai¯ ariki Institute of Technology and Rotorua. The Daily Post.

Kara, E. (2010, October). Indigenous approach to contemporary art. Lecture presented for Art, Fashion and Graphic Design students.

Whitecliffe College of Arts and Design, Auckland, New Zealand.

International seminars/workshops Brack, C. (2010, April). Analysis and model building for the Indonesian National Forest inventory. Organised and facilitated workshop for Indonesian Ministry of Forestry, Indonesia.

Brack, C. (2010, July). Advanced forest inventory workshop. Workshop delivered at Australian National University, Canberra, Australia.

Brack, C., Lucas, R. & Nugroho, N. (2010, September). Retrieval of forest biomass and detection of degradation from logging in Indonesia using ALOS PALSAR data. Proceedings of the Remote Sensing and Photogrammetry, 15th ARSPC conference, Alice Springs, Australia.

Overbeay, D. (2010, April). Art Workshop for Art Teachers. Production and display of artwork during the symposium, Kathmandu, Nepal.

New Zealand seminars/workshops Biddle, E., Kapua, T. & Mutu, T. (2010, September). Bicultural approach to group assessment. Quality Teaching Conference, Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Mercer, C. (2010, September). Sally Brown Workshop. Report back to School of Nursing & Health Studies Research Breakfast, Tauranga, New Zealand.

New Zealand consultancies Kelly, J. (2010, June). Production evaluation and audit of timber machining operation and staff. Kiwi Lumber, Putaruru, New Zealand.

Truter, E. (2010, September). Delivered lecture to nursing staff. Southern Cross/QE, Rotorua, New Zealand.

Truter, E. (2010, October). Delivered lecture to nursing staff. Grace Hospital, Tauranga, New Zealand.

RESEARCH-RELATED AWARDS/FELLOWSHIPS/PRIzES International fellowships/awards/prizes Brack, C. 2010 SAG Award Winner. Member of Australian Department of Climate Change.

Broadley, J. ASPRS (American Society of Photogrammetry and Remote Sensing) KODAK Educational Literature Award for 2010.

National fellowships/awards/prizes Taepa, K. (2010, July). Miromoda Indigenous Fashion Awards 2010 – runner up tee-shirt category.

ORGANISING CONFERENCE/CURATING ExHIBITION International Brack, C. (2010, September). Organiser for Australian/NZ Conference and workshop (Wai¯ ariki Institute of Technology and FFR Ltd). Making LiDAR Add Value in Forest and Resource Management. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Brack, C. (2010, October). Organiser of workshop to complete project on improved forest management. Native Forest management in Papua New Guinea; Advances in Assessment, Modelling and Decision Making. Port Moresby, Papua New Guinea.

New Zealand Williams, M. (2010, September). Conference Committee member/organiser. Share-E-Fest. Waikato Institute of Technology, Hamilton, New Zealand.

Williams, M. (2010, September). Conference Committee member/organiser. Staff Quality Teaching Conference. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

81 2010 ANNUAL REPORT

INVITED/KEYNOTE CONFERENCE ADDRESSES International Conference Barnes, R. (2010, September). Books books and more books: Choosing books for young children. Invited speaker at Eaton House International School Conference. Singapore.

Borren, P. (2010, March) India.

Borren, P. (2010, March) China – NZ Symposium on Vocational Education – Quality Assurance in New Zealand.

Brack, C. (2010, September). Invited speaker at Making LiDAR Add Value in Forest and Resource Management Conference. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

New Zealand Conference Barnes, R. (2010, April). Teacher training: The gate keeping of our profession. Keynote speaker at Early Childhood Symposium. Wai¯ ariki Institute of Technology, Rotorua, New Zealand.

Barnes, R. (2010, July). Invited presenter at Teacher’s Refresher Course Committee, Manukau Institute of Technology, Auckland, New Zealand.

Borren, P. (2010, December) – Institutes of Technology and Polytechnic, NZ ITP Conference 2010: A Sector Delivering on its Potential.

Presentation on International Education.

Brack, C. (2010, October). Modern forest inventory: When the stand mean just doesn’t do it anymore! Invited presenter at Forestry GIS Conference. Rotorua, New Zealand.

Visser, J. (2010, July). Sharing, caring and learning together – it really takes a village! Keynote address at Na te moa I takahi te rata Conference. Manukau Institute of Technology, Auckland, New Zealand.

Visser, J. (2010, July). Closing address at Na te moa I takahi te rata Conference. Manukau Institute of Technology, Auckland, New Zealand.

REVIEWING RESEARCH PROPOSALS/CONFERENCE PROPOSAL/ExHIBITIONS Reviews for national research organisations Barnes, R. (2010, March). Appointed Research Reviewer for NZARE Research Journal.

Reviews of international conference papers/exhibition proposals Brack, C. (2010). Indicative estimate of carbon stocks on Victoria’s publicly managed land using the FullCam® carbon accounting model.

Review of papers for Special Issue of Australian Forestry Journal.

Brack, C. (2010, May). Weighted analysis methods for mapped plot forest inventory data: Tables, regressions, maps and graphs. Review of papers for Canadian Journal of Forest Research.

Brack, C. (2010, May). Analyzing the efficacy of subtropical urban forests in offsetting carbon emissions from cities. Review of papers for Environmental Science and Policy Journal.

Brack, C. (2010, August). Non-destructive measurement techniques for taper equation development. A case study for different pines in Northern Iberian Range (Spain). A case study for European Journal of Forest Research.

Reviews of national conference papers/exhibition proposals Thyne, D. (2010, June). Critiqued prospective artist works for Red Spot Gallery, Rotorua, New Zealand.

RESEARCH-RELATED AWARDS/FELLOWSHIPS/PRIzES International Barnes, R. (2010). Judge of International Children’s author competition, Joy Cowley Children’s Literature Awards.

INVITED EDITORIAL International Journal Kemp, O. (2010, August). The role of M¯ aori iwi in forest ownership in New Zealand. LIGNUM Magazine, Chile.

Visser, J (2010, April). Peer review for art ECE journal, International Art in Early Childhood Research Journal.

82 2010 ANNUAL REPORT

APPOINTMENTS TO KEY RESEARCH, INDUSTRY, PROFESSIONAL, COMMUNITY, GOVERNMENT OR INTERNATIONAL BODIES International Bodies Asby, C. Member of Executive Committee “Export New Zealand, Bay of Plenty Region”.

Asby, C. Member of Trade and Foreign Policy Committee, Employers and Manufacturers Association Northern Inc. Brack, C. Deputy Chairman of International Union of Forest Research Organisations (IUFRO) group on Inventories in Successive Occasions.

Brack, C. Co-Chairman of International Union of Forest Research Organisations (IUFRO) group on Improving education and further education in forestry.

Brack, C. Member of Institute of Foresters of Australia (Inc).

Brack, C. Member of Research Working Group on Forest Measurement and Information.

New Zealand Bodies Barnes, R. (2010). Appointment to NZQA National Diploma in Early Childhood Education and Care Level 5 Review Panel.

Borren, P. Member of TEC/CEO Consultative Group.

Borren, P. Member of NZ Association of Economists.

Borren, P. Member of NZ Institute of Directors.

Borren, P. Member of the Editorial Board of the NZ Journal of Applied Business Research.

Borren, P. Member of Polytechnics International New Zealand Limited (PINZ).

Borren, P. Member of Institutes of Technology and Polytechnics Quality (ITPQ).

Borren, P. Member NZITP CEO Committee.

Brack, C. Member of New Zealand Institute of Forestry.

George, C. Past President and Executive Member, Rotorua Chamber of Commerce.

George, C. Member of Institute of Directors Bay of Plenty Committee.

Meek, G. Committee member of NZNO National Gerontology Section Committee MENTORING, SUPERVISING COLLEAGUES’ RESEARCH Brack, C. (2010). Resource provider, presenter and mentor. Wai¯ ariki Research Retreat. Wai Ora Resort and Spa, Rotorua, New Zealand.

Brack, C. (2010, August). Mentor, Peer Reviewer. Does teacher education and training matter in providing high quality early childhood education.

Mercer, C. (2010) Presenter and mentor. Wai¯ ariki Research Retreat. Wai Ora Resort and Spa, Rotorua, New Zealand.

GENERATION OF ExTERNALLY-FUNDED RESEARCH $50,000-$100,000 Brack, C. (2010). National Forest Inventory of Indonesia. Research contract for Australian and Indonesian Governments <$50,000 Brack, C. (2010). Forests NSW models for Cypress Pine in the western and Riverina bioregions to determine how it can be used to estimate sustainable timber yields from State Forests. Research contract for NSW State Government.

Brack, C. & Broadley, J. (2010). Co-location of LiDAR and post-1989 forest plots. Research contract for Ministry of Education.

Fitchett, E. & Van Toor, H. (2010). SIGNPOSTS Teacher Resource & Research (AKO Project). Collaboration Research Project with Bay of Plenty Polytechnic, Waikato Institute of Technology, Manukau Institute of Technology, Northern Institute of Technology and Wai¯ ariki Institute of Technology.

Sharma, S. & Shirley, R. (2010, August). International Literature Review. Does teacher education and training matter in providing high quality Early Childhood Education. Research contract for Early Childhood Education Council.

Kelly, J. (2010). Best Practice Guideline for Timber Machining Sector. Research contract for Solid Wood Innovation Company.

ASSISTANCE TO STUDENT PUBLISHING, ExHIBITING, OR PERFORMING Nationally Brack, C. (2010, June). Light vs Sound: How best to height and locate trees in a forest. Student poster presentation (T. Lasini & S. Honour) at NZIF conference, Rotorua, New Zealand.

Brack, C. (2010, June). Can’t see the forest for the trees? Finding the trees using airborne LiDAR. Student poster presentation (H Yates & C.Carter) at NZIF conference, Rotorua, New Zealand.

Locally Brack, C. (2010, August). Research Flair. NZ Journal of Forestry, 55 (20): 9.

83 2010 ANNUAL REPORT

¯ WaiariKi local aDVisorY coMMittees Wai¯ ariki is committed to providing graduates who can be immediately effective in the workplace.

Local Advisory Committees (LACs) form a vital link between the institution and the workplace.

Wai¯ ariki values its LACs and is proud to acknowledge the work they put in to assuring the quality and relevance of our programmes.

This work is done on a voluntary basis and is part of their commitment to our students and to us.

They ensure we offer programmes that enable our students to succeed and achieve their learning and vocational goals. LAC members assist us to assess the employment market and community needs, to develop programmes that meet those needs effectively, and to evaluate and moderate the quality of delivery of our programmes. Wai¯ ariki appreciates members’ continued involvement, often over years, in the work of these LACs. Art and Design Lewis Gardener June Grant Mike Green Leslie Hughes Kiri Jarden Tricia King Don Overbeay Annabel Schuler Lisa Te Whare

Creative Writing The Jade Factory Te Raukura Gallery Rotorua Boys’ High School Rotorua Girls’ High School Rotorua District Council Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology Student Representative

Automotive Greg Keepin Dave Seamer Cameron Smith Chris Tregilgas

MITO Grant Johnstone Nissan A Head Cylinder Head Specialists Ltd Chris Panel & Paint

Business Peter Breen Gregg Brown Kim Ibberson Grant Kilby Allison Lawton Don McLaren Damien Radesic Fletcher Tabuteau Lee-Anne Thompson

Placemakers Pig & Whistle Millennium Hotel Rotorua District Council Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology Mainfreight Rotorua Boys’ High School Rotorua Energy Charitable Trust

Carpentry Jason Galbraith Steve Jackson Warren Monk Jim Pearson Graham Pedersen Bob Wheeler

Shamrock Builders Woodside Frame and Truss Warren Monk Builders Consultant Graham Pedersen Builders Glencoe Construction

Computing Mark Bloor Alan Dick Keith Gregory Mark Holt Len Jennings Paul Killerby David Scadden Richard Waldin Mark Wilkinson

84 2010 ANNUAL REPORT

Wai¯ ariki Institute of Technology Logistic Information Systems Ltd Eastern BOP Primary Health Organisation SBS Technologies Wai¯ ariki Institute of Technology APR Consultants Wai¯ ariki Institute of Technology Scion ITCO

Jenny Argante Sue Emms Janet Keen Vivienne Kermode Tricia King Bernice McDonnell Kay McGregor Bernie MacWilliams Phyllis Potter Jack Shoeman Annabel Schuler

Independent Wai¯ ariki Institute of Technology Independent Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology Rotorua Writers’ Group Independent Independent Retired English Teacher Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology

Disabilities Nik Andre Noreen Botha Janine Cullen Barbara Hart Jan Hastie Sheryl Hewitson Raymond Howard Mairwen Ladd-Sandford Erica McHardy Peter O’Flaherty Anne Perrott Mark Reinders Robynne Rose Jenny Sosich Lyall Thurston Vivienne Witt

Workwise Rotorua Boys’ High School St Chads Serious Fun N Mind Trust CCS John Paul College WITSA President Supported Employment Agency Western Heights High School Community Representative Lakes High School Special Needs Unit Workbridge Support Net Student Representative Life Member CCS Disability Action Life Unlimited

Early Childhood Education Sandra Anderson Ruth Barnes Gayle Bell Carole Dean Denise Durban Nikki Hawer Keith Ikin Tasi Iona Robyn McFadden Deborah McCarthy Heather Miller Liason Person Sheela Rao

St Frances Childcare Centre Wai¯ ariki Institute of Technology Tiaki Early Learning Centre Rotorua Girls High School Childcare Trust Top Kids Pukuatua Flying Start Childcare Wai¯ ariki Institute of Technology Little Lights Day-Care & Kindy Nga Tamariki o te Wai¯ ariki Earlybirds Educare Central North Island Kindergarten Association Ministry of Education Kreative Kidz

Electrical

Tristan Hall

Lloyd May

Paul Mitchell

Chris Ryan

John Sefton

Tom Tierney

Interior Design Tristan Hall Electrical Lloyd May Electrical ETITO Rotorua Hospital Sefton Electrical Newpower Electrical

Fashion

March Crocker Wai¯ ariki Institute of Technology Annette Greenfield Milliner

Gael Harper Whakat¯ ane High School Maria Ingram-Read Wai¯ ariki Institute of Technology

Gail Kerwin Pumpkin Patch

Tricia King Wai¯ ariki Institute of Technology

Susan Lai Trident High School

Joan Manners Grace

Rita Reiman Rita St John Sewing Studio

Annabel Schuler Wai¯ ariki Institute of Technology Bruce Tollemache Apparel Training Organisation

Andrew Trott Trelise Cooper Trevor Van Niekerk Student Representative Hairdressing

Maryanne Avery

Jeanie Brayshaw

Shona Burtt

Hilda Duff

Lorna Jensen

Dennice Keith

Kelley Leonard

Leah De Loree

Jo Mitchell

Fiona Parker

Angela Patterson

Veronica Reid

Diandra Savage Abby Erskine-Shaw

Chris Smith

Planet of Hair Riverslea Hair Design Chocolate blonde Hair Salon St Bruno Hair Affair Hair @ 212 Inspired by You Stranz Hair Design Aislin Hair Studio Duetts Hair and Beauty by Design Interhair Bladez Hair Design Hair Affair Headmasters

Betty Bayley Darryl Church Muiread Douglas Helena Geraets Robert Gooding Marlene Hudson Tina Humphrey Tricia King Donna Morrison Pauline O’Driscoll Don Overbeay Peter Reynolds Annabel Schuler Terry Wheeler

Wai¯ ariki Institute of Technology Darryl Church Architecture Ltd Student Representative Resene Paints Gooding Marlene Hudson Design Kitchens and Bathrooms Wai¯ ariki Institute of Technology Material Girl Interior Fittings Ltd Wai¯ ariki Institute of Technology Peter Reynolds Interior Wai¯ ariki Institute of Technology Colour Concepts

Journalism

Dionne Bidois

Mark Dawson

Mike Fletcher

Kim Gillespie

Wena Harawira

Paul Hickey

Tricia King

Jill Nicholas

Jack Schoeman

Annabel Schuler

James Williams

Student Representative The Beacon NZ Journalists Training Organisation Daily Post M¯ aori Television Media Works Wai¯ ariki Institute of Technology Retired Journalist Wai¯ ariki Institute of Technology Wai¯ ariki Institute of Technology The Radio Network

M¯ aori Development

Toby Curtis Anaha Hiini Renee Nathan

Ron Roberts Rawiri Te Whare

Graeme Vercoe

Te Arawa Lakes Trust Board Wai¯ ariki Institute of Technology Whakarewarewa Development Trust Te Arawa Fisheries Whakarewarewa Development Trust Wai¯ ariki Ministry of Justice

Hospitality (Culinary)

Mechanical Engineering

Chris Bell Millennium Hotel

Allan Cuplan Rotorua District Council

Natasha Hall Blue Baths Michelle Hawthorne Hospitality Standards Institute

Matt Juniper Novotel

Brad McGlynn Heritage Hotel Herbert Sabapathy Novotel

Pierre Vuilleumier Energy Events Centre

Gemma Wild Skyline Skyrides

Stu Williamson Paul Cranston Chris Joseph Bob Reed Amit Kumar

Mills Tui Rotorua Roadmasters Trailers Summit Hydraulic Solutions ORCA Engineering Competenz

Nursing and Health Studies

Cheryl Atherfold

Helen Manoharan

Jean Batt

Pat Cook

Mala Grant

Philippa Jones

Janet Keys

Jane Lane

Gary Lees Brighid McPherson

Jane Mildenhall

Julie Robinson

Bev Simpkins Ngaira Harker-Wilcox

Maria Williams

Lakes DHB Wai¯ ariki Institute of Technology Lakes DHB BOP DHB Korowai Aroha Health Centre BOP DHB Grace Hospital Rotorua General Practice Group Lakes DHB (Chair) Wai¯ ariki Institute of Technology Oakland Life Care BOP DHB Southern Cross Hospital Wai¯ ariki Institute of Technology Whare Aroha Home and Hospital

85 2010 ANNUAL REPORT

Primary Industries Don Blackledge Brendon Conwell Carl Dibley Martin Godfrey Richard Horn Mijo Katavic Mark Keaney George Schuler Nick Simmonds

Rotorua Golf Club Farm Director Classic Roses Rotorua Lakes High School Castlecorp Castlecorp Farm Director Agriculture ITO Farm Director

Tokoroa Frank Aerts Ian Hema Rosalie Lunsen Andy MacDonald Bruce Martin Amanda Scott Garry Stewart Neil Voice Brenda Watkins

Social Science Eileen Bridgens Norm Carter Chrissi Clement Te Akau Cribb-Waka Grace Dorset Tracey Ford Helen Franich Theresa Heywood Toni Hocquard Raymond Howard Shelley Kirk Putu Mihaka Penny Mitchell Frances Porter Leina Porter Mapihi Raharuhi Debs Rahurahu Cherie Reinders Michelle Richmond Paul So’oula Hilary Thole Josie Tiopira Greg Versalko Brendan Ward

Lakeland Health Ministry of M¯ aori Development Problem Gambling Foundation of NZ Prisoners Aid & Rehabilitation Te Akatea Iwi Tauawhi Trust Family Focus ADHD Association Inc Mana Social Services Trust Princess of Wales Health Camp WITSA Lakeland Health Te Wai¯ ariki Purea Trust Te Roopu A Iwi O Te Arawa Families in Mental Health Tipu Ora/Family Start Te Runanga O Ngati Pikiao Trust Rotorua Social Services Community House CCS (BOP) Department of Corrections Pacific Island Development Trust The Salvation Army Lakeland Health Te Maioha o Parekarangi Youth Justice Residence Child Youth & Family

Taup¯ o Rick Cooper Dorothy Dempsey Chris England Clinton Farley Martin (Fritz) Frohlke Peter Gould Henriata Ham John Ham Barry Kerr Rob Marshall Peter Moyle Scott Pearson Miriama Prentice Colin Rangi Louise Upston Shawn Vennell

86 2010 ANNUAL REPORT

His Worship the Mayor, Taup¯ o Tongariro Area School Tongariro Area School Hilton Lake Taup¯ o Enterprise Lake Taup¯ o Tauhara College Te Kura o Hirangi Te Kura o Hirangi REAP Taup¯ o Chamber of Commerce Taup¯ o-nui-a-Tia College Destination Lake Taup¯ o Te Kura o Hirangi Ngati Tuwharetoa/Te Mana M¯ atauranga Council National MP Taup¯ o Town Centre Taup¯ o

Tourism Kay Clarke Don Gunn Keith Kolver Allison Lawton Oscar Nathan Julia Nepia Pipiana Whiston Jason Wright

South Waikato Precision Engineering Waratah NZ Ltd South Waikato District Council Forest View High School Holster Engineering Co South Waikato District Council Garry’s Garage ABB Maintenance Services Ltd Councillor, South Waikato District Council

Stay and Play Tourism Rotorua Consultant Wai¯ ariki Institute of Technology Consultant Wai¯ ariki Institute of Technology Millennium Hotel Kaitiaki Adventures

Whakat¯ ane Peter Tootell John Chemis Ajay Anand Bronwenn Foxx Dick Ransfield

Trident High School Eastbay REAP EBOP Chamber of Commerce Disabilities Resource Centre Trust Ngati Awa Representative

New committee sourced for 2010 however no meetings held to date.

87 2010 ANNUAL REPORT

88 2010 ANNUAL REPORT

Sam Sutton, Wai¯ariki Academy of Sport athlete, became the Extreme Kayak World Champion in 2010 and was named Sportsman of the Year at the Wai¯ariki Institute of Technology 2010 Bay of Plenty Sports Awards.

In 2010, the Wai¯ariki Centre of Excellence in Environmental Sustainability was launched. Hon Steve Chadwick, Rotorua MP Labour, (second from right), officially opened the centre in November.

Tom Lynch, Dr Toby Curtis, Warren Webber and Mayor Kevin Winters also attended the launch.

Katherine Hamilton (in black tie), Laetitia Haines and Matt Cotterill earned silver and bronze medals at the Nestlé Toque d’Or national student hospitality competition in Auckland.

Leading the way in innovative, quality education, provided within a bicultural framework, and developed in partnership with the community.

“Arahitia te ara i te wairua auaha, me te pai o te m¯atauranga kia u¯ ki ng¯a tikanga rua, kia mahi ng¯atahi ai ki te hapori me te iwi”.

Outside Front Cover: Wai¯ariki Community Recreation Centre – Te P¯utahi H¯akinakina o Wai¯ariki.

Inside Front Cover: Wai¯ariki Community Recreation Centre interior.

Awhina Teka, Lanette Nahu and Vicki Browne were the first Wai¯ariki students to earn the Bachelor of Fine Arts in Rotorua from the prestigious Whitecliffe College of Arts and Design. This accomplishment was made possible through a new partnership between Wai¯ariki and Whitecliffe College of Arts and Design.

2010 Annual Report

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Waiariki ¯ Institute of Technology

Wai¯ ariki Institute of Technology Mokoia Drive, Private Bag 3028 Rotorua 3046, New Zealand P 07 346 8999 F 07 346 8768 E enquiries@waiariki.ac.nz www.waiariki.ac.nz Freephone 0800 924 274

2010 Annual Report