1 July 2017

Investment Plan Template

Tertiary education providers can use this template to help them structure their Investment Plans in response to the content prescribed under the subheading Content of TEOs’ proposed Plans in this New Zealand Gazette notice.

› The TEC considers a range of information when determining whether or not to fund a Tertiary education organization (TEO). This template provides some examples of those considerations.

› Text boxes will expand to accommodate the content provided.

TEO details

GETGET New Zealand Institute of Sport

EDUMIS number 8490

Contact person/s: This person/s must have a understanding of the proposed Plan, be able to access Workspace 2 good and be able to be contacted by the TEC for at least six weeks from the submission date.

Dr David Lillis

Taulalo Fiso

Andreas Kasoulides

Nick Burrow

Phone: 04-4958390

Mobile:

Dr David Lillis – 04-815-8707

Taulalo Fiso – 021 844006

Andreas Kasoulides – 021 885693

Nick Burrow – 021 458298

Email:

Dr David Lillis - david.lillis@nzis.ac.nz

Taulalo Fiso - taulalo.fiso@nzis.ac.nz

Andreas Kasoulides - andreas.kasoulides@nzis.ac.nz

Nick Burrow - nick.burrow@nzis.ac.nz

Section 1 – Mission and role

In this section of the template TEOs should specifically respond to the following requirements as described in the New Zealand Gazette notice.

Pursuant to section 159P(c), the TEO must describe its mission and role for the term of the Plan, including its role within the overall network of provision.

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The TEO should demonstrate that it understands its distinctive mission and role within the system, and how this relates to the community it serves, and that it has a sustainable Plan for fulfilling this mission and role through its programmes and activities.

The assessment criteria that we will use when reviewing this aspect of a TEO’s proposed Plan are:

1a – The TEO’s proposed mission and role, and the outcomes the TEO intends to contribute to show an

awareness of, and are appropriate to the TEO’s place in the regional and national Tertiary system and the

Government’s priorities.

TEC considerations

Does the proposed Plan: ● clearly describe the mission and role of the TEO?

● show that the TEO understands its place in the regional and national Tertiary system?

TEO response Our mission, role and functions, and how these relate to the outcomes we intend to achieve:

ACG Overview

Change of Ownership – ACG Education

ACG Education’s New Education Group (NEG) is currently transforming a group of thirteen

historically-separate PTEs, including NZIS, into three high-quality vocational education and training

clusters. Each cluster has been developed on the basis of alignment of student demographic and

product offerings.

1. NZ School of Tourism, Cut Above, and Elite

2. NZMA, NZ Institute of Sport, NZ College of Massage, Academy, and NSIA

3. Yoobee School of Design, Animation College/AMES, South Seas Film and Television and

Design and Art College.

As the acquisition of the Intueri PTEs was not completed until 30 June 2017, the current MOP may

be amended, where applicable, to improve alignment with Government, Regional and stakeholder

priorities when this alignment is completed in discussion with TEC over the next 6-8 weeks.

Quality, Relevance and Performance

The position of ACG Education’s New Education Group PTEs in the marketplace will be based on

engagement, quality and relevance. Critical success factors include:

High level performance in educational and employment outcomes

Trusted-partner status with Government, the Tertiary sector and industry

Reputation for engagement, teaching quality and relevance with students and their

communities,

A sustainable and profitable business model, including the benefits of consolidation

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and rationalisation of core central services

Attraction and retention of high quality staff.

While the quality of delivery within each of the Intueri PTEs is not a concern, the key success

factors in the performance of the existing ACG PTEs will be shared and implemented across the

Intueri PTEs. This will include:

Central services and support with Quality Assurance, Product Development,

Research, Administration and Registry, Finance, Sales and Marketing, Property

Management, Student and Graduate Employment, Human Resources, IT,

Professional Development Programmes, Stakeholder Engagement, Strategic and

Business Planning, and Literacy and Numeracy.

Success with High Priority Learners, including sharing community stakeholder

linkages, internal student support programmes, tutor training programmes, and

NEG delivery modes and models.

Developing a consistent values-based and student-centred approach to

recruitment, delivery, and support.

Evidence of our focus on quality training, stakeholder relevance, and student achievement is

evident in the fact that two of the five PTEs approved for three-year investment plans and funding

in 2016 were from the ACG Vocational Group (NZST and NZMA).

Declining Enrolments As a group, the Intueri PTEs have faced a decline in enrolments over the past two years. In order to

address this issue, there will be an immediate focus on providing stronger sales and marketing

support across the group, increasing the level of stakeholder advocacy and referral, and improving

the alignment and relevance of the product portfolio to stakeholder needs (Government,

employers, and students).The existing ACG PTEs have substantial resources, expertise and

experience to support this focus.

The current student recruitment market is difficult, characterised by low unemployment, a

population dip at the school leaving age, and changes to Immigration Policy. Despite these

problems, the ACG PTEs have continued to show strong progression statistics, and innovative and

relevant product development strategies, leading to the full utilisation of SAC, YG, and Level 1 and

Level 2 competitive funding.

Educational Performance Indicators We are also aware that EPIs for the Intueri PTEs have declined over the past year, particularly for

Youth Guarantee. The decline in Course Completions has been impacted by the new Quantum

Rule, which was applied by Intueri in 2016. However, student educational performance needs to

improve and will be a focus for 2018 and beyond.

The ACG PTEs consistently report EPIs above sector medians and are well positioned to support

improvement in this area. This improvement will be achieved through:

Tutor development programmes

Resource development support

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Literacy and numeracy training

Student support programmes

Pastoral care services

Maori, Pasifika and Youth strategies

NEG staff sharing their expertise.

Parity of Achievement

Parity of achievement for all student demographics, and especially for high priority learners, is a

focus across NEG. We are aware that some of the Intueri PTEs have had issues with parity of

achievement, particularly with Maori students, but our success in this space has been built on

significant and ongoing self-assessment activity, which will be shared across the Intueri group of

PTEs to improve success rates.

Many of NEG’s students have had negative experiences within the compulsory school system. As

such, we implement non-conventional approaches with learners in order to achieve successful

outcomes. Cultural awareness and sensitivity is crucial to engaging and motivating these learners.

To optimise achievement, tutors use pedagogy and methodologies that take into account learners’

cultural identities and preferred learning styles. They adopt the holistic principle of Te Whare Tapa

Wha and keep learners engaged through the mentoring concept of tuakana teina, where senior

students coach and mentor the newer students. This mentorship, which is conducted in a very

supportive and non-threatening environment, has yielded positive results for students by instilling

a sense of self-belief and confidence and keeps them engaged as they adapt to the tertiary

education environment.

Tutors and support staff invest significant amounts of time and effort in pastoral care initiatives;

the value and necessity of this is confirmed by AUSSE research.1 The tutor-student relationship,

which is key to a student’s success, is re-conceptualised on the basis of whanau-like relationships

that influence the dynamics, obligations and responsibilities between the tutor and the student.

The importance of this approach is supported by the AUSSE research, which indicates that 75% of

the students in Australian Universities who rate their relationship with teaching staff as poor are

considering quitting their courses, which is in contrast to the 19% of students who rate their

relationship with teaching staff as excellent.

Review of MOP to improve alignment with Government priorities and sustainable employment

pathways

With a commitment to continual self-review and alignment to Government priorities, NEG will

continue to work closely with TEC to review its mix of provision each year to ensure that we are

maximizing our contribution to the achievement of the TES priorities and other relevant

stakeholder needs and expectations. This will be done with consideration of student demographic,

and the associated social and economic contribution of educational and employment outcomes

achieved within the communities that each PTE and campus serves, and the success rates we

achieve, both in terms of academic and employment outcomes.

1 AUSSE Volume 12 September 2011: Uniting teachers and learners: Critical insights into the importance of

staff student interactions in Australian university education

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NEW ZEALAND INSTITUTE OF SPORT

The New Zealand Institute of Sport (NZIS) is a high-performing Pacific Private Training Establishment (PTE) that provides excellent training for the sport, fitness and recreation industries. It was founded in 1996 on principles of inclusion and equality of opportunity for all New Zealanders, with particular commitment to Pacific Island and Maori students. NZIS’ Vision is that:

Every Learner can Learn.

The NZIS Mission Statement is:

To deliver high quality programmes that provide opportunities for all learners to work towards their potential. NZIS will enhance the personal employment and sporting opportunities of learners by providing holistic, innovative courses and programmes.

To provide an effective and culturally relevant learning environment which meets the needs of the individual, the industry and the wider community with a commitment to Pacific and Maori communities.

NZIS provides qualified graduates that meet the needs of the crucially important sport, fitness and recreation industries – which contribute more to the New Zealand economy than the dairy industry.

Since those early days NZIS has grown to be one of the ten largest PTEs in New Zealand and for some years now has been the highest performing Pacific provider in New Zealand. NZIS offers qualifications from Level 2 to Level 6 on the NZQF and delivers high quality Foundation and Youth Guarantee programmes from its campuses in Auckland, Wellington and Christchurch. NZIS has developed a range of collaborative arrangements with other Tertiary institutions, including developing pathways for its Diploma students to progress into the later stages of degree programmes, particularly with the Open Polytechnic of NZ and Victoria University in Melbourne (but also with other providers such as AUT, UNITEC and the University of Canterbury). NZIS maintains records of former students who have either enrolled or completed degree-level study at the Open Polytechnic of New Zealand and Victoria University in Melbourne. NZIS has active relationship agreements with these institutions that recognize the learning outcomes that students attain at NZIS. NZIS constantly reviews its provision and its processes to ensure that it meets the needs of its stakeholders, and has focused on further improving its performance and ensuring that its graduates are successful and productive in their work lives.

While a number of NZIS graduates are household names in their own sporting fields, while others are less well-known but are equally successful and have helped to drive productivity improvements across the large and growing sports, fitness and recreation industries. Since 1996, nearly ten thousand learners have been supported to develop skills and confidence, achieve valuable qualifications, and secure worthwhile, rewarding and sustainable jobs. Current examples include the General Manager of the Saints Basketball, the Rugby Services Administrator for the Wellington Rugby Union and the Marketing Manager of Wellington Phoenix.

For many years the educational performance of our students excellent, with outcomes for our large numbers of Maori and Pacific Island students being particularly strong and at or above the medians for other parts of the Tertiary sector (PTEs, ITPs and Wananga). NZIS underwent an NZQA External Evaluation and Review (EER) in June 2016 and maintained its status as a Category 1 provider (as in the EER of 2012). Thus NZQA rated NZIS as Highly Confident in educational performance and Highly Confident in capability in self-assessment.

Key Focus Areas for NZIS in 2018-2020 Over the next three years NZIS will develop further to remain a leading provider of Foundation and Tertiary training in the Tertiary sector, with world-class teaching and learning, stakeholder relationships and employer links. NZIS wishes to deliver to on the key Tertiary Education Strategy priorities. To do so, key focus areas for period 2018-2020 are as follows:

1. Enhancing our excellent educational performance 2. Developing new engaging and relevant programmes 3. Broadening our range of programmes and courses

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4. Increasing the flexibility of our new and existing programmes (e.g. developing modular programmes with multiple entry and exit points)

5. Growing our domestic enrolment numbers at each site 6. Growing our numbers of international students at each site 7. Enhancing our e-Learning capability 8. Delivering skills for industry 9. Boosting the achievement of Maori and Pasifika learners 10. Getting at-risk young people into careers 11. Developing and enhancing our domestic linkages with industry, Government agencies

and education providers 12. Developing and enhancing our international linkages, especially with overseas

secondary schools, universities and other Tertiary providers 13. Enhancing our delivery of relevant programmes at our new Hamilton site 14. Developing staff capability in teaching and assessment 15. Developing our research capability

NZIS is developing measures that will enable us to track progress towards each of these Focus Areas (see Section 5a of this Plan). For example, we aim to:

1. Gain 90% Course Completions and 80% Qualification Completions across all programmes and all NZIS sites by 2020.

2. Develop and deliver new programmes of learning at Foundation Levels 1, 2 and 3 and new Tertiary programmes at levels 5 and 6 by the end of 2018.

3. Create modular programmes by 2020, for both Foundation and Tertiary programmes, with multiple entry and exit points and that can be undertaken in any year or completed over several years.

4. Grow our domestic enrolment numbers (particularly Maori and Pacific learners) at each site to a total of 700 learners by 2020.

5. Grow our numbers of international students at each site to a total of 50 students by 2020.

6. Embody e-learning across all programmes and all relevant courses by 2020. 7. Review and improve our relevance to industry through ongoing stakeholder

engagement and re-develop our graduate profile in 2018/2020 in order to ensure appropriateness and relevance of our programmes.

8. Maintain and enhance our excellent Labour Market Outcomes, especially for Youth Guarantee learners, so that more than 90% of graduates each year move into employment or to further education and training within 90 days of graduation.

9. Grow our numbers and effectiveness of linkages and relationship in 2018, 2019 and 2020 with primary and intermediate schools, secondary schools, Tertiary education providers, relevant Government agencies and overseas universities and Tertiary institutions.

10. Ensure that all staff complete a programme in adult education and assessment. 11. Engage relevant staff in sports, fitness and recreation research, develop their research

capability and publish selected research on our web-site and or in relevant domestic and international journals.

Background and Rationale for our Focus Areas

NZIS Graduate Profile › NZIS is a provider of sports, fitness and recreation programmes of learning and an NZIS graduate will have the

required knowledge of the sports, fitness and recreation industries and the ability to put that knowledge into practice. They will also embody the personal and professional qualities to gain employment and lead successful careers. NZIS will continue to develop and refine its Graduate Profile through ongoing engagement with industry and other education providers.

›

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Serving the wider New Zealand Community Our medium-to-long term plan is to retain our delivery sites in the main centres (Auckland, Wellington, Christchurch and Hamilton). During 2017 we opened a new site in Hamilton. NZIS also continues to invest heavily in the rebuild in Christchurch with considerable improvements to its now purpose-built facility. Student numbers in this area improved in 2014 but still present challenges which the organisation will continue to address. NZIS staff strive to improve the offerings to students in an innovative fashion, particularly evidenced by links to the community such as work with the Riccarton Community Police in the delivery of fitness programmes.

NZIS operates very effectively in the three major cities in New Zealand (and now from Hamilton) and recruits significant numbers of students from areas of those cities that are high-needs in terms of Foundation skills. There is, however, scope to do much more. Too many people of all ages in large sectors of the Auckland region (particularly South and West Auckland), Christchurch (particularly North East of the city), and Wellington (particularly Porirua and the Hutt Valley) do not have the necessary skills to operate effectively in today’s workplaces, as evidenced by localised unemployment rates well above the national average, and predominantly low-skill, low-wage local labour markets in areas such as Otara, Aranui and Cannons Creek. Over 50% of the population in these areas are Maori or Pacific, and far too many have been under-served by school and previous Tertiary learning experiences. Our site in Papatoetoe (Manukau City) is an example of NZIS ensuring that its programmes are accessible to high-needs populations and, should the opportunity arise, NZIS wishes to expand its offerings in this area in particular. During 2017 NZIS opened a new site in Hamilton and will deliver Youth Guarantee programmes and Personal Training programmes from that site in Semester two of 2017 and beyond. Opening the Hamilton site provides additional educational opportunities to low decile Maori and Pacific communities. NZIS is considering the option of opening new sites in other New Zealand cities.

Broadening the existing NZIS Range of Programmes and Courses NZIS is further enhancing its programmes and contributing to economic development in NZ through the academic component of its programmes and developing concepts further into entrepreneurial leadership. This is particularly relevant in Pacific and Maori communities where the ability to develop the skills to own their own businesses will undoubtedly contribute to the greater prospect of wealth creation. NZIS intends to develop programmes with multiple entry and exit points throughout the academic year, thus making it possible for young people to enrol at different times of the calendar year.

NZIS is looking to develop a range of programmes that caters for diverse needs of diverse learners all across New Zealand and that will also enhance the growth of our market for international students.

› Programme Development and the Targeted Review of Qualifications (TRoQ) › In 2010, NZQA began its targeted review of qualifications. The key aim was to reduce the number of

qualifications on the New Zealand Qualifications Framework (NZQF) and ensure that they are useful and relevant. The focus is on qualifications at Levels 1-6. All existing qualifications will ultimately be replaced by a suite of new New Zealand qualifications. The majority of the programmes currently delivered within NZIS have been, or are in the process of being, reviewed and developed ready for submission to NZQA for approval. The process of programme development involves key academic and operational staff.

› › Our Programme Reviews, in conjunction with the TRoQ process, ensure appropriate content and design and

alignment with the NZIS Graduate Profile. There is also a very strong focus on high quality delivery, including strategies to engage challenging learners, improve both numeracy and literacy and the efficient use of e-Learning.

Meeting the needs of Young Learners Every year, over 90% of the NZIS cohort is aged Under 25, so that meeting the needs of young learners is a key area of experience and strength for the organisation. The practical, vocation-oriented qualifications and programmes offered through NZIS provide opportunities for some of these young people, not only to gain employment, but to orient themselves towards a life-long career. Careers New Zealand data indicates that the chances of getting a job as a personal trainer or fitness instructor are good due to increasing demand for their services and that the chances of getting work as an events manager are also good because such opportunities are growing. Both of these areas are key components of NZIS qualifications.

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Improving the Health of New Zealanders One of NZIS’s key drivers is to improve the health statistics in key demographic areas through the clear link between health and exercise. NZIS qualifications provide students with the necessary skills to make a difference in their communities and contribute significantly to the health sector through fitness, sport and exercise. For example, the Ministry of Health Survey 2011-2014 and its update for 2016 show that childhood obesity rates have stabilised at the figures of 2011-2012, but are nevertheless high. In New Zealand approximately 30% of adults and 10% of children are obese. Pacific adults are 2.5 times as likely to be obese as non-Pacific adults, and Pacific children are 3.2 times as likely to be obese as non-Pacific children. The smoking rate has decreased since 2006/2007, but the hazardous drinking rate has increased since 2006/2007. Māori, Pacific peoples and those living in the most deprived areas report poorer health than others. Thus, there is a clear need for investment in the health of New Zealanders, especially for Māori and Pacific. The clear correlation with exercise and improvements to health and wellbeing shows the importance of NZIS programmes in all communities but, most importantly, in Maori and Pacific communities. Improving Employment for New Zealanders Statistics New Zealand Census data shows that at the first quarter of 2017, of a total population of approximately 4,800,000 there were more than 670,000 people between the ages of 15-24 across New Zealand and 437,000 in the labour force (either employed or unemployed, as opposed to engaging in education or training). Of those in the labour force, more than 13.1% were unemployed.

As at quarter 1 of 2017 the unemployment rate in the Auckland Region was approximately 5% (across all age groups in the labour force). In the Waikato it was approximately 4.9%. In Wellington the figure was 5.1% and Canterbury it was 4%. Although NZIS delivers its programmes of learning specifically within Auckland, Hamilton, Wellington and Christchurch, we enrol students from all regions of New Zealand and we have the ability to cater for students from regions where unemployment is high.

Engagement Strategy Over the next three years, NZIS is committed to further developing stakeholder engagement to better understand and fulfill employer, student and Government needs in an ever-changing environment.

● Active engagement with the business and Industry community to enhance employment outcomes for students and obtain input on curricula and educational delivery

● Establishment of NZIS as a thought leader within the Tertiary education sector ● The ongoing promotion of NZIS to prospective domestic students, both direct and through

our school career advisor network; liaising with Careers New Zealand; participating in fairs and exhibitions; hosting secondary school visits; and showcasing our talents in competitions attended by potential students, their parents and the community

● The ongoing promotion of NZIS to prospective international students across known and developing markets

● Developing NZIS’ existing engagement with its graduates ● The ongoing engagement with Maori families and communities ● The ongoing engagement with Pacific families and communities ● The development and strengthening of the NZIS Group Alumni network.

Key to the NZIS strategy is understanding our students, meeting their needs and supporting them in fulfilling their career aspirations. Our domestic recruitment strategy will give attention to particular categories of learners identified in the Government’s Tertiary Education Strategy (Government’s Target Groups – Maori students, Pacific students and students aged Under 25 years). All NZIS programme development, marketing and recruitment activity will be informed by consideration of current and emerging trends in the labour market and qualitative and quantitative research from our government Tertiary education partners to ensure relevance and timeliness in our approach. Collaborations and Agreements with other Institutions Embodied in our initiatives is the collaborative arrangements with other Tertiary providers and the Tertiary education sector as a whole. Pathways and potential joint programmes (including Degree programmes)

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have been developed with the Open Polytechnic. Since 2013 NZIS students have had the option of enrolling in the Bachelor of Applied Science and the Bachelor of Applied Management after completing two years of study at the Diploma level (Level 6). Up to 30 students will have completed a degree through this pathway by the end of the 2017 academic year. Further agreements are being developed with the Auckland University of Technology, UNITEC and the University of Canterbury, enabling NZIS graduates to compete degrees at the following TEO:

The NZ Open Polytechnic – Bachelor of Applied Science and the Bachelor of Applied Management

The University of Canterbury – Bachelor of Sport Coaching with endorsements in Sport Leadership, Performance analysis, Strength and Conditioning or Maori Health and Wellbeing.

Auckland University of Technology (AUT) – Bachelor of Sport and Recreation with a Major in Sport and Exercise Science or Sport Management.

UNITEC (Auckland) – Bachelor of Sport (Management)

Victoria University of Melbourne – Bachelor of Applied Science (Sport management or Sport Science)

These agreements provide opportunities for degree level study to students who otherwise may never have considered degree-level study. Their time at NZIS allowed them to gain the academic confidence to take on this level of higher learning. Government funds our programmes because relatively few Maori and Pacific have degrees, partially because of difficulties in access to degree learning from high school. Universities are willing to pathway our student so that they are endorsing the quality of our product.

The other formal collaboration arrangement is with Victoria University in Melbourne, where students can pathway onto Year 3 of the Bachelor in Human Movement or a Bachelor in Sport and Recreation. In 2014 the first NZIS student graduate (a Pasifika student) from this pathway was accepted into the Victoria University’s Masters programme and has subsequently been approached to complete PhD studies.

NZIS has also played a major role in the NZQA Targeted Review of Qualifications, being represented on the Governance Group and now the Sector Reference Group. This has required collaboration with both other TEO’s and industry sector representatives.

Developing High Quality Data for Strategic Planning and Decision-Making Another focus to further improve our performance has been increased data sharing and usage, and accountability for performance across the management team at our various sites. While there has always been a focus at NZIS on helping students to succeed, greater accountability for results across management and staff has focused staff attention further on the importance of tailoring support for students, intervening where signs of difficulties emerge, and ensuring accurate data collection and input. NZIS continues to subscribe to the 4A framework, involving:

1. Access: to quality education 2. Affordability: fiscally more viable 3. Availability: appropriate site locations 4. Acceptability: a reputable and safe environment.

The 2016 EER noted that NZIS had presented strong evidence that the significant majority of its learners are achieving the formal qualifications they seek. Summary details of such outcomes within Youth Guarantee and Student Achievement Component-funded (SAC) programmes delivered by NZIS were made available. The salient feature noted by the evaluation team was the high Qualification Completion rate. NZIS will continue to use quantitative data and other evidence to ensure we focus on what works well, and make progressive changes as appropriate.

The 2012 EER confirmed that NZIS systematically collects feedback from learners, quantitative data about graduate destinations, and qualitative data from the many stakeholder groups. That EER also confirmed that NZIS has a comprehensive understanding of the needs of students. Students are interviewed on entry and processes are in place to ensure that students are enrolled in the programme that best matches their needs.

The 2016 EER confirmed that NZIS has a useful and comprehensive range of self-assessment systems in place, which collectively allow for the evaluation of its programmes and delivery. These systems include an ongoing series of student, employment and stakeholder surveys and tutor evaluations. One example of practice noted

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by the 2016 EER is the annual bringing together of staff from all sites in December to discuss the year’s delivery and develop best-practice methodologies for future educational provision. Ongoing review against teaching and delivery plans is then catered for in weekly staff meetings which are specifically oriented around programme delivery and student needs. Through such fora the EER found clear evidence that meaningful information is collated and used to make programme improvements. In particular, NZIS has been able to reflect on how well its programmes lead learners to further education and employment outcomes over an extended period of time. NZIS will continue to refine and further develop processes for measuring progress, including an Excel-based database to provide reliable measurements of NZIS Labour Market Outcomes and ongoing analysis of EPI data. Online Delivery Along with significant investment in international education, a key strategic initiative will be the development of online delivery of programmes and courses. This initiative is to provide students in current programmes access to excellent e learning opportunities through an investment in a comprehensive infrastructure and resources to enhance learning. This initiative will also and to open opportunities to additional learners through flexible learning programmes.

While various Tertiary providers are delivering sports courses in Wellington, Christchurch and Auckland, few or none deliver with NZIS’s range of experiences, both inside and outside the classroom, nor operate on a national scale and across such a range of different qualification levels. This scale and reach is highly important, allowing students to pathway from one site to another. It allows the transfer of staff and knowledge, and it brings a local, regional and national perspective to the management of NZIS. It also provides excellent opportunities to work effectively with key stakeholders, including those in the sports, fitness and recreation industries and sports administration bodies.

The NZIS e-Learning Strategy NZIS has adopted an eLearning strategy which continues to evolve. The strategy includes:

● Content development strategy

o Pedagogy

o Technology

o Effective management of resources

● Student portal A blended approach to teaching and learning is at the heart of the strategy and intended to improve student engagement and success, as well as preparing students for increasingly technological workplaces. As part of the strategy, each NZIS campus has eLearning champions who lead specific projects which are also contributing to the development of staff capability. NZIS has reviewed the positive impacts of e-learning with our industry-based courses such as Personal Training. E-Learning allows people with jobs and limited opportunities to upskill while working. NZIS has a clear e-Learning strategy for our full cohort of learners. Enhancing Staff Capability NZIS will continue to ensure that ongoing professional development of its staff through teacher education programmes (such as those offered within ACG and the Open Polytechnic of New Zealand) and by engaging them in relevant research.

1b – The TEO’s proposed mission and role, as outlined in its proposed Plan, is relevant to its current and likely

future environment. The TEO’s proposed mission and role demonstrates that it clearly understands its

distinctive mission and role within the system, and how this relates to the community it serves. The TEO

demonstrates it has developed a sustainable plan for fulfilling its mission and role through its programmes

and activities.

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TEC considerations ● Do the proposed programmes and activities align well with the TEO’s stated mission and role and are

they likely to help the TEO achieve that mission?

Does the Plan clearly show that the TEO has a focus on regular self-review2 and evaluation to ensure

it remains relevant to the needs of its communities and stakeholders in a changing environment?

Section 2 – Contribution to Government priorities

In this section of the template TEOs should specifically respond to the following requirements as described in the New Zealand Gazette notice.

Pursuant to section 159P(a), the TEO must describe how it will give effect to the Government’s current and medium-term priorities as described in the Tertiary Education Strategy 2014–2020 (“Strategy”). This must include information about how the TEO will:

● identify and respond to the needs of industry and employers and publish information to help inform enrolment choices (the “Delivering Skills for Industry” priority of the Strategy);

● attract and engage at-risk young people and support them to progress through Tertiary education and into sustainable work (the “Getting at-risk young people into a career” priority of the Strategy);

● attract and engage Māori and Pasifika students and support them to succeed educationally and achieve better outcomes (the “Boosting achievement of Māori and Pasifika” priority of the Strategy);

● respond to adult Foundation learners with literacy and numeracy skill needs (the “Improving adult literacy and numeracy” priority of the Strategy);

● if it is a research-based institution, manage its resources to support its research strategy and implementation plan, and support innovation (especially commercial innovation) through research, knowledge exchange, and human capital development (the “Strengthening research-based institutions” priority of the Strategy); and

● help to increase the value of international education to New Zealand (the “Growing international linkages” priority of the Strategy).The assessment criteria that we will use when reviewing this aspect of a TEO’s proposed Plan is:

2a – The TEO’s proposed mission and role, and the outcomes the TEO intends to contribute to, show

an awareness of, and are appropriate to the TEO’s place in the regional and national Tertiary system

and the Government’s priorities.

TEC considerations

Does the Plan: ● state which priority outcomes the TEO contributes to?

● articulate how the TEO plans to:

o identify and respond to the needs of industry and employers, and / or

2 TEOs may wish to refer to their most recent EER report regarding self-review.

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o attract and engage young people and support them to progress into sustainable

work, and / or

o attract and engage Māori and Pasifika students and support them to succeed and

achieve better outcomes, and / or

o respond to adult Foundation learners with literacy and numeracy skill needs, and /

or

o manage its resources to support its research strategy and implementation plan, and

/ or

o help to increase the value of international education to New Zealand.

● If the Plan does not respond to all of the priority outcomes, has the TEO given a satisfactory

reason

as to why not?

TEO response Our Educational Performance NZIS uses sport, fitness and recreation as a hook to encourage, challenge and support our students to achieve the best possible outcomes. This is particularly important for NZIS’ Maori and Pacific students who often come to NZIS with no prior Tertiary education experience, and sometimes no formal qualifications of any sort.

The 2012 EER noted that, while achievement rates were on a par with other PTEs, they were high when compared with other organizations with similar demographic profile. The 2012 and 2016 EERs also noted strong evidence of positive outcomes for graduates from NZIS programmes. The 2016 EER noted that NZIS has large cohorts of Māori and Pasifika learners and that NZIS very consciously monitors learning outcomes for these two groups of students.

A key focus for NZIS in recent years has been to focus more explicitly on maximizing student success rates. All students are pre-screened by tutorial staff to ensure that they are enrolled in the most appropriate level and type of qualification to meet their needs and circumstances, and there are tailored academic and pastoral support interventions for all students throughout their studies. These processes are helping to improve success rates.

These processes resulted in significant improvements in the core EPI measures from 2011 to 2015. SAC Course Completion rates improved from 85% in 2011 to 87% in 2015. SAC Qualification Completion rates improved from 77% in 2011 to nearly 80% in 2015. In 2016 our SAC Course Completion rate dropped to 80.3% (by comparison with the PTE sector median of 80%) and our SAC Qualification Completion rate dropped to 74.6% (by comparison with the sector median of 74%). NZIS has identified that the drop in performance in 2016 resulted directly from student withdrawals as a result of increased employment opportunities for many of our students, especially for students at our Auckland campus. A second factor was the family environment and associated economic challenges which create challenges for certain students.

In 2015 NZIS Youth Guarantee students achieved a 79% Course Completion rate and 76% Qualification Completion rate, compared to the sector medians of 61% for Course Completions and 62% for Qualification Completions. In 2016 NZIS Youth Guarantee students achieved a 70.4% Course Completion rate and a 58% Qualification Completion rate, compared to the sector medians of 62% for Course Completion and 58% for Qualification Completions. As for our SAC students, the drop in YG performance in 2016 resulted directly from student withdrawals as a result of increased employment opportunities and family or personal circumstances that caused students to focus their attention on their own challenges that in turn prevented them from continuation of study.

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Tertiary Education Strategy Priorities NZIS contributes to the following Tertiary Education Strategy priorities, as outlined below.

Priority 1: Delivering Skills for Industry The Economic and Social Value of Sport and Recreation to New Zealand, a report by Professor Paul Dalziel at Lincoln University (published in December 2011 by Sport NZ) emphasized the importance of the industries served by NZIS. Peter McSkimmin (Chief Executive, SPARC) summarized the key findings of the report in his foreword to the report:

Professor Dalziel’s work shows that the (sport and recreation) sector is much larger and its contribution to GDP (Gross Domestic Product) substantially greater than previous studies have shown.

The market value of sport and recreation to the New Zealand economy in 2008/09 was estimated to be $5.2 billion, or 2.8 per cent of GDP. This puts the sector on a par with the dairy industry’s contribution to the New Zealand economy. The estimate of market value tells only part of the story. This study shows that sport and active recreation result in gains in productivity and health benefits valued at $1.0 billion. Putting a dollar value on the personal benefits of participating in sport and recreation adds a further $6 billion, bringing Professor Dalziel’s overall estimate of the value of the sector to New Zealanders to $12.2 billion. The study also estimates that the tax revenue from the sector was two and a half times that of government expenditure. This represents an excellent return on the Government’s investment.

It was estimated that in 2013 the Sport Fitness and Recreation industry contributed $3.6 billion or 1.9% of GDP to the NZ economy. Taking the value of volunteer services into account increases the figure to $4.3 billion or 2.2% of GDP (Dalziel, Paul 2015, The Economic and Social Value of Sport and Outdoor Recreation to NZ).

It has been identified that, for the fitness and exercise industry alone, business growth for the industry has been 5.5% per annum, compared to 1.6% per annum in the total economy and that the sport and community recreation sector employs considerably more 15-24 year olds than in the total economy with 22.4%, compared with 13.7% (Skills Active Sport and Recreation Industries Workforce Scan 2016).

Ministry of Health research shows that Maori and Pasifika adults and children are over-represented in the obesity health statistics

3 and with increasing rates of obesity and obesity-related health conditions,

there is government pressure on the industries (sport, fitness and recreation) to offer different forms of physical activity. These findings demonstrate the economic value of NZIS’ programmes, and the importance of producing committed and skilled graduates to increase the productivity of these growing industries. Relevant activities include the following:

● NZIS regularly invites employers into their campuses to address students, provide work placements. These include Les Mills, Exodus Gym, Snap Fitness, Anytime Fitness, Allan Brewster Recreation Centre, Jetts gyms, Club Physical, The Phoenix Football Club, Wellington Rugby Union, Council run facilities such as the Papatoetoe Sports Centre and the ASB Sports Centre in Wellington, a significant employer of NZIS students and Sport Canterbury.

● Our students work with the Tactix with internship programs and Canterbury rugby, and we have local relationships with HPSNZ in Auckland, Wellington and Christchurch. We have ongoing relationships with Wellington Rugby Union, Auckland Rugby League and tentatively with the Warriors.

● In Auckland we have teamed up with Trusts Stadium, Auckland Rugby League, Auckland Warriors, MCR Crossfit Centre and in Hamilton the YMCA and Koroneihana.

● NZIS’s Level 5 and 6 Diploma programmes, particularly the Advanced Diploma in Exercise Prescription, have a significant element of technical and science content. These are the most popular of NZIS’s SAC-funded programmes. The constituent courses on anatomy and physiology, exercise science, advanced nutrition, biomechanics and analysis, and

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human movement, are all heavily science-based. ● Students are regularly monitored and encouraged in their career aspirations through

regular discussions and one to one interviews with their course leaders. ● Existing links with the NZ Police have also been strengthened in the NZIS Pre-Police

programme, where members of the Police are actively involved in the programme through monthly mentor sessions with the students, the provision of speakers and taking them through the physical requirements for the police entry test. The NZ Police were involved in the orientation programme and camps where students are put through Police specific activities such as ‘drill’, problem solving, and fitness.

● Key employers and industry representatives sit on the NZIS Academic Advisory Group, providing industry feedback.

Brett Turnidge, Personal Training Manager at Les Mills has stated:

We (Les Mills) and the wider fitness community have a strong demand for industry-trained professionals, and the NZIS suite of qualifications meet our requirements. We have employed and contracted many NZIS students during our relationship and found them to meet industry standards. Many of our top Personal Trainers and gym instructors are recruited straight from the NZIS course.

He stated further:

We run work placements for NZIS students twice per year to expose them to working in a commercial gym environment, and typically we recruit students who have shown excellence during their time with us.

Priority 2: Getting At Risk Young People into a Career NZIS now enrolls approximately 600 - 700 students annually and in recent years 80% or more of those enrolled on SAC-funded programmes gain a qualification, and more than 90% of graduates ultimately gain industry relevant employment, or employment in other areas, or move onto to further training.

NZIS has also consistently produced excellent labour market outcomes for its Youth Guarantee and SAC programmes. In 2014 nearly 89%, and in 2015 nearly 95% of NZIS Foundation students found work or went on to further education or training. In 2016 the figure was just under 95%.

The 2016 EER noted that NZIS monitors the employment outcomes of its learners. All relevant information is disaggregated by programme, campus, targeted learner cohorts (Māori and Pasifika), level of study, and industry-related and non-industry work. Reports on labour market outcomes are created and discussed every year, focusing on the graduates of the previous year. Thus, post-study sports sector engagement is a strong outcome that NZIS has identified as one of its successes. Engagement with employers and sport sector representatives demonstrate that the training provided by NZIS meet their needs and provides them with graduate-level employees with the necessary industry knowledge and skills to work in their organizations.

In relation to NZIS strategies for supporting learners to find employment, we note that:

● In 2016 approximately 90% of the NZIS student cohort was under the age of 25. ● In 2016 nearly 94% of NZIS students enrolled in qualifications at Level 5 and above were

under the age of 25. NZIS will continue to ensure that it focuses on helping young people to reach their potential through further developing its already-successful active recruitment strategy with schools across the country, including roadshows, expos and direct person-to-person contact.

● The SAC Course Completion rate for Under 25s was 85.8% in 2015 and 79.3% in 2016. ● Qualification Completion rates for our Under 25 SAC students were 78.4% in 2015 and 73.4%

in 2016. ● Clear pathway opportunities are available for students with the aim of progressing to higher

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levels of qualification achievement, both within NZIS and at other TEOs. ● NZIS is an established provider of high quality programmes for school leavers, and has an

excellent track record of progressing students into work or higher level study. ● The provision of vocational pathways enabling students to attain skills which are transferable

in nature and provide opportunities across a spectrum of careers. ● NZIS has clear pathways for these to students to progress to its own Level 3, 5 and 6

programmes as well as appropriate education opportunities at other Tertiary providers.

NZIS began as a Foundation provider and this is still a core area of our provision. The key message of the 2012 report “Lifting Our Game: Achieving greater success for learners in Foundational Tertiary education” by the Educational Attainment Working Group (EAWG) is that Foundation education should focus on what matters to the learner. NZIS is a prime example of success and good practice in the areas identified as crucial by the EAWG, demonstrating highly effective advice and support for learners as individuals, real, purposeful and personalized courses, and effective use and collection of data. These areas were strongly commended in NZQA’s EER reports in both 2012 and 2016.

Priority 3: Boosting Achievement of Maori and Pasifika In 2016 some 28.5% of NZIS students were of Pacific origin and 35.0% identified as of Maori origin. In 2015 and 2016, as a follow up on its research project of Le So’otaga (Bridging the Divide), NZIS engaged in further research through Ako Aotearoa in Motivation and Engagement of Maori and Pacific Students at PTEs. This research has been reviewed extensively within NZIS, and in both 2015 and 2016 NZIS managers and staff were given professional development on the findings of this research. As a result, a range of strategies have been verified and implemented by staff to engage with learners. The findings of this study have informed both the NZIS Pacific Strategy and the NZIS Maori strategy. These two high-level strategies outline our objectives for ensuring the success of our Maori and Pacific learners, both academically and in leading successful careers.

In recent years NZIS has forged very positive relationships with secondary schools characterized by high Maori and Pacific enrolments, and has established agreements and Memoranda of Understanding with several schools that provide pathways for students to complete qualifications at NZIS.

In addition NZIS has undertaken engagement activity such as Body Sweat Fitness and supporting school cultural events. Our activities now include the teaching of an NZIS haka at the Orientation Camp, the strengthening of the NZIS cultural groups and, in the case of Christchurch, the employment of a Pacific pastoral care staff member, the introduction of a Pacific Performance Group, engagement with the Christchurch Polyfest and the event management of PHIT sports festival at Easter, specifically targeting Pacific communities.

Pacific and Maori families have also been targeted through specific Foundation Parents Evenings to engage with staff. NZIS has also developed a proactive policy of attracting Pacific and Maori staff, many who have been former students of NZIS.

● In 2016 approximately 72% of Auckland NZIS students were Pacific or Maori. The figure was 68% at its Wellington site and 44% at its Christchurch site. Overall, in 2016 nearly 64% of our total student cohort was of Pacific or Maori origin. On our Level 5 and Level 6 qualifications, 25% of students in 2016 were Pacific and 30% were Maori.

● NZIS ensures that students are able to learn in a culturally safe environment, responsive to Maori and Pacific needs, particularly in its Foundation programmes. This is particularly important as many students come from a rural environment, they are young, and Maori and Pacific students have often left their whanau or aiga environment. NZIS provides Maori and Pacific cultural groups, and help to introduce people to local iwi through a mentoring system.

● NZIS has a mentoring programme, where students have access to Pacific and Maori role models as mentors to provide guidance, support and motivation, to lift Qualification Completions and Course Completions. Approximately half of NZIS staff are Pacific or Maori.

● NZIS has worked to increase its numbers of Pacific and Maori staff and has recently engaged several alumni students of Pacific descent to take on key tutoring, mentoring and leadership roles within the organization.

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● SAC Course Completion rates for Maori students were 81% in 2014, 85% in 2015 and 74.1% in 2016. The equivalent Course Completion rate for the PTE sector was 79% in 2014 (75% for ITPs and 78% for Wananga)

● The Youth Guarantee Course Completion rate for Maori students was 78% in 2014, but only 75% in 2015 because certain programmes were not due for completion until 2016. The figure was 67.6% in 2016, partly because of employment opportunities and circumstances involving family and personal challenges that resulted in increased withdrawal numbers.

● The SAC Course Completion rate for our Pacific students was 81% in 2014, 84% in 2015 and 72.7% in 2016. We will always continue to support the increase in performance. Our initiatives include supporting these students through tailored guidance and support mechanisms that are culturally appropriate in order to ensure that they have the best prospects of success.

● The Youth Guarantee Course Completion rate for Pacific students was 80% in 2014 but only 78% in 2015, again because certain programmes were due for completion in 2016, rather than in 2015. It was 67% in 2016 (employment opportunities), The Youth Guarantee Pacific PTE Course Completion rate was 66% in 2014 (72% for ITPs and 76% for Wananga).

● The Qualification Completion rate for our SAC-funded Maori students was 76% in 2014 and 79% in 2015 and 69.1% in 2016. The 2014 PTE rate for SAC-funded Maori students was 74%. The ITP rate was 64% and the Wananga rate was 64%. The 2015 PTE rate for SAC-funded Maori students was 74%.

● The Qualification Completion rate for our Youth Guarantee-funded Maori students was 76% in 2014, dropping to 68% in 2015 because of completion of certain programmes in 2016. It dropped again to 55.9% in 2016 because of employment opportunities. The PTE figure for 2014 was 52% (and 54% for ITPs and 73% for Wananga).

● The Qualification Completion rate for our SAC-funded Pacific students was 76% in 2014, 75% in 2015 and 60.8% in 2016. The PTE figure for 2014 was 75% (and 59% for ITPs and 76% for Wananga).

● Qualification Completion rates for our Youth Guarantee Pacific students have been high in recent years. In 2014 the rate was 80% but only 71% in 2015 because of the programmes that were due for completion in 2016. In 2016 it dropped to 52.5% because of employment opportunities and both personal and family issues and associated economic hardship.

Learners already have a number of entry and exit points in order to gain qualifications and such opportunities will grow in number in future years. There are clear pathways to higher level learning (from Certificate to Degrees) with exit points after each qualification. While at the Foundation level the majority of students pathway to higher levels of learning, there is an emphasis on the development of transferable skills within the qualifications. This enables students to gain employment in a range of areas, with those graduates at Diploma level entering the sport, fitness and recreation industries with the necessary skills and knowledge. NZIS will continue to interview learners at each stage to gauge their ability and circumstances, ensuring that only learners who are capable of completing each level are enrolled. This policy has raised retention rates from 57 per cent in 2011, 75 per cent in 2013, 79 per cent in 2014, 83% in 2015 but dropping to 79% in 2016 because of increased employment opportunities. Similarly, rates of progression between qualifications have increased from 24% in 2013, 39% in 2014, 44% in 2015 and 40% for both SAC and Youth Guarantee in 2016. Learners can also exit early with a qualification. NZIS is a Pacific provider with a clear Pacific Strategy that guides its delivery to, and support of, its Pacific learners. NZIS has world-leading practice in the provision of high quality education provision relevant to Pacific people. This commitment to best practice was clearly recognized when NZIS was funded by Ako Aotearoa in 2011 and 2012 to deliver the project: Le So'otaga (‘the Bridge’) in order to identify best practice in the provision of Tertiary education for Pacific people. This research study was led by the current NZIS Group Director Taulalo Fiso (who was actively involved in the Skills NZ now TEC pacific Monographs as a researcher for Seen but not Heard, ETSA 1996; Our place in the sun…poems by young Pacific people, ETSA 1998).

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The final summary of this report confirms that this was the first major research conducted by a Pacific PTE about Pacific PTEs, rather than conducted by researchers who are not from a Pacific PTE background. This research was significant because it is also about a commitment to develop the capacity and capability of Pacific PTEs to contribute to their respective research priorities. From the findings of the study, a model of effective holistic Pacific-focused teaching and learning could be further developed to enhance and extend the success of Pacific learners.

The study found that high quality private Tertiary educational provision and critical success factors can contribute to high overall progression, completion and employment rates for Pacific learners.

In 2017, five years after the Le So'otaga research, NZIS has followed through on the recommendations of the study. Today NZIS tutors:

1. Have agreements to meet learners’ expectations by providing a range of learning

styles and needs effective tutor-learner relationships reinforce mutual respect, trust and reciprocity through a Le so'otaga process

2. Demonstrate consistent, day-by-day monitoring and reviewing 3. Demonstrate dependable support, advice and encouragement for learners 4. Voluntarily provide learner time outside of the classroom and offer extra help 5. Willingly negotiate flexible schedules, depending on special circumstances,

particularly family obligations - child care and lotu obligations 6. Remind learners of higher goals and bigger priorities.

These critical success factors are embedded within NZIS’s current Foundation (and other) programmes, and our excellent performance demonstrates the value, relevance and success of this approach.

The 2016 EER found that NZIS works consciously to foster and develop relationships among its wider community. Diverse stakeholders provide linkages between NZIS and the community (for example, a community police officer who participated in a free community sports programme developed and run by students at NZIS Christchurch, a church pastor in Wellington who valued the health aspects of the service NZIS was delivering to the Pasifika community, and rugby union and rugby league representatives (who valued the self-confidence NZIS was able to provide to its learners within their sports codes. In addition, NZIS makes its facilities available for community use, and its staff and students contribute to community events, which promote healthy lifestyles. The EER found that NZIS is one of only a few providers of its type and focus within its communities of interest, and noted that it engaged with 59 secondary schools in 2015 to deliver STAR and Gateway programmes. In fact, Gateway enrolment numbers increased by 100% between 2015 and 2016. NZIS also has a mentoring programme, where students have access to Pacific and Maori role models as mentors to provide guidance, support and motivation, and to lift Qualification Completions and Course Completions. NZIS works with the NZIS Pacific chaplain in Auckland to provide mentoring and support via existing Church networks, including the Malaeola Samoan Youth Catholic Church, the Samoan and Tongan Methodist Churches.

Priority 4: Improving Adult Literacy and Numeracy The 2016 EER noted that the Tertiary Education Commission numeracy and literacy tools are used to pre-assess the levels of learners on entry and that written learning materials typically comprise worksheets developed by NZIS. These are held on a server, allowing students ready access. Then review also noted that students and staff consider that these materials are appropriate for the learning outcomes being sought and that textbooks are available on site. Currently at NZIS: ● NZIS’s vocational tutors and literacy specialists work together across all three sites to

develop relevant literacy programmes throughout our various programmes, appropriately tailored to individual student needs.

● Staff who are experienced in developing and administering literacy and numeracy assessments both teach and supervise other staff who are less experienced. In addition, selected staff are required to attend relevant TEC workshops on the use of the tool. All staff are required to attend literacy and numeracy webinar seminars provided by NZCER.

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● NZIS was an early-adopter of the national assessment tool for adult literacy, and uses both the tool and the Learning Progressions more generally to track student needs and progress on all our programmes. All NZIS tutorial staff have undergone, or will be required to undergo, the TEC capability professional development programme for the embedding of literacy and numeracy in our programmes of study. Many staff have been trained in the use of the on-line assessment tool, and this was fully implemented in 2011 for all programmes.

● Literacy and numeracy is contextualised, and our programmes use appropriate and relevant learning contexts to include a focus on digital literacy, and employment-related communication and interpersonal skills.

● NZIS has also invested in numeracy resources for all Foundation students (such as Mathletics) and, along with the provision of IT labs already available to students, has embraced relevant technology specifically for the Foundation programmes, with the provision of IPads and laptops for classroom use. In the 2015 academic year, NZIS students recorded an average of nearly 25% improvement in Mathletics test results (from an initial test average of 60.3% to a final test average of 85.2%). By comparison, the New Zealand average improvement in the same year was 16.9%. NZIS Mathletics scores for 2017 are showing similar gains.

● Foundation programmes place an emphasis on literacy and numeracy development, particularly the Pre-Police Proficiency Certificate and the Sportszone programme.

Priority 5: Strengthening Research-Based Institutions During 2013 NZIS bid successfully for research funding from Ako Aotearoa in order to support a substantive research project that could involve teaching staff and that would provide relevant and useful information on best practice teaching and learning strategies for all learners at PTEs, but particularly for Maori and Pasifika learners. This project was entitled Motivation and Engagement of Maori and Pasifika Students at PTEs: lessons for improved teaching and learning strategies. This project was led by Dr. David Lillis (Senior Academic Manager) who holds a B.Sc(Honours) in Mathematics and Physics, a M.Sc degree and a PhD from Curtin University (Western Australia).

The project was conducted in collaboration with a number of other TEOs (including the New Zealand Institute of Sport, Martin Hautus and the Waikato Institute for Leisure and Sport Studies). Though the focus of the study was on Maori and Pasifika students, other students (Europeans, Asians and others) were included in the study in order to provide comparison groups.

The primary objective of the study was to enhance our understanding of engagement and motivation of PTE students (particularly of Maori and Pasifika students).The second objective was to investigate of engagement across ethnicity, gender, academic level and socio-economic level, and explore possible reasons for these variations. The third objective was to provide evidence that will underpin improved engagement and enhancement of teaching and learning strategies and classroom practice.

Topics explored within the research study included the following:

1. Identifying the characteristics of effective tutors 2. Developing engaging and relevant teaching and learning programmes 3. Developing engaging and relevant learning environments.

NZIS has embedded the learnings from this research into its current programmes and continues to develop its own research capability, not only in this area, but in other exercise related areas. Four NZIS staff – Dr. David Lillis, Dr. Romina Villamonte, Nick Burrow (M.Sc) and Peter Zajac (MSc) - are currently research active.

In 2017 the NZ Institute of Sport is developing a study entitled: The effect of moderate intensity resistance training with blood flow restriction on performance measures: a comparison of trained males and females.

The purpose of this study is to investigate the effects of moderate intensity exercise with blood flow restriction (BFR) on markers of strength, limb girth and power. Previous research has indicated that a restrictive stimulus may catalyze the positive adaptations to resistance training in comparison to non-

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restricted control groups. However, no research has yet been carried out on a trained female population and the proposed research will include a trained female population in addition to a trained male population. Additionally, the relative effects on males and females will be compared.

During 2017 Dr. David Lillis completed a research study involving statistical analysis of performance data relating to the Australian National Basketball League: Exploring Variables that Predict Success in the Australian National Basketball League: a Pilot Study. This study explores variables that predict success in the Australian National Basketball League (NBL). The variables considered here are technical variables that are specific to basketball, such as blocks, assists and turnovers. The main research question for this study concerns those variables that predict a team’s win ratio, those variables that predict a team’s point differential and those variables that predict a team’s final ranking in the league.

During 2017 Dr. Romina Villamonte is conducting a study entitled: The effects of myofascial release techniques on range of motion compared with yoga or foam rolling combined with stretching . The purpose of this study is to investigate the effects of myofascial release technique on range of motion in comparison with yoga, foam rolling combined with stretching, or control. Participants will be asked to perform sit-and-reach flexibility test. The distance will recorded at baseline, post-intervention and 24 hours post-intervention by a blind assessor(s). David Lillis is assisting with the statistical analysis required in this study.

During 2017 Nick Burrow (M.Sc) is continuing with a research project involving tracking of NZIS fitness testing statistics since 2013. The goal of this study is to provide research on longitudinal fitness trends in young people, exploring differences between Maori, Pacific and European students. This topic aligns with our focus on young people and changing demographic trends.

The NZIS Strategic Research Plan NZIS, in conjunction with its sister provider, the New Zealand College of Massage (NZCM), has developed a three-year Research Strategy that governs its research priorities up to 2019 and that will be renewed during 2017. All staff who teach on any NZIS or NZCM degree programme should engage in the development of a research culture among other staff and students. NZIS also undertakes research in order to enhance staff skills and to enhance the NZIS teaching and learning environment.

Given the need for NZCM (as a degree provider) to engage in research, there is a concomitant need to foster an appropriate research culture within both organizations. It is expected that research activity will improve the quality of research-based evidence within the NZIS and NZCM curricula. This Strategic Research Plan was developed during 2016, and will remain in operation until 2020. The plan addresses the following five objectives:

1. Develop a research culture and infrastructure 2. Develop research-capable staff 3. Develop research-capable students 4. Ensure that teaching is research-informed 5. Contribute to regional and international research.

A broad range of research-related activities will be undertaken in order to meet each of the above objectives. For example, staff and students will continue to participate in the Research Club and the Journal Club, where students and staff give presentations and lead discussions on selected areas of research. The measureable goals for NZIS/NZCM’s research effort are as follows: 1. All staff who teach on any degree programme (NZIS pathways to the two Open Polytechnic degrees and NZCM’s Bachelor of Health Studies) are engaged in research every year to a minimum of 50 hours per year. 2. Internal and/or external funding is sought to support NZIS and NZCM research 3. All staff who teach on a degree programme receive professional development and/or further training in research methods 4. NZIS and NZCM publish and disseminate their research, whenever possible.

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Performance against these measureable goals will be reported to the Academic Advisory Group each year and a budget may be provided, on request of the principal researcher.

Priority 6: Growing International Linkages NZIS continues to increase its links with international stakeholders. Through a targeted approach NZIS international student numbers have increased from three in 2015 to 12 in 2016 and 12 in 2017. NZIS aims to double the current number by 2020, given an increased emphasis on international recruitment. NZIS also plans to use its rugby and other sporting academies as marketing to the UK, European and American markets. NZIS has also engaged with international universities such as Victoria University in Melbourne for a significant pathway whereby NZIS graduates can enter the third year of study and complete a degree programme at Victoria.

Links with Surabaya University in Indonesia saw a group of university staff spend time with NZIS staff and observe their teaching, with a particular interest in the Personal Training programme and interactive learning. NZIS has also developed strong links with Sungadai and Ritsumei Universities from Japan, where a group of students joins in with NZIS classes, all of which increases the level of diversity and international links.

The inclusion of the Rugby Sevens as an Olympic sport also provides opportunities for collaborations with international sports organizations, and will build on traditional NZIS links with Japan through its rugby programme. In 2015 three NZIS students travelled to Osaka to play for the Mie Prefecture Pearls Rugby team, one of the top clubs in Japan. NZIS also has links with the University of California (Santa Barbara) and University of California (San Diego) and Westmont University (Santa Barbara) through its rugby tours programme and looks to develop these links. NZIS has already embarked on a significant International Education Strategy and has recently employed an international director who will drive the move to increase student recruitment. While NZIS has students from countries such as France, South Africa, Italy and Brazil, the focus will be on China and other Asian nations. Over the last 10 years a particularly close link has formed with Xi’an Physical Education University, with students from this institution arriving to take part in NZIS academic and sporting programmes in 2013. NZIS has also hosted a delegation from the Maritime Education Institute from Guangzhou and will do the same for a delegation from the Capital University of Physical Education and Sports (CPUE) of China. NZIS welcomed the first students from CPUE on a short exchange programme in 2014. The development of international education initiatives will be a priority for the period 2018-2020. The focus will be on developing links to international markets to attract students to study in New Zealand, both through our suite of academic programmes and our sporting academies.

Conclusion New Zealand’s sports, fitness and recreation industries continue to grow in importance. NZIS is at the forefront of helping these industries to become more productive and more successful, while providing superb learning opportunities for its students which enable them to succeed and meet their own economic and social aspirations. NZIS will continue to focus on improving student achievement and success, and stakeholder responsiveness, while looking for business growth and aiming to further its community involvement, enhance industry relationships and positive impact on disadvantaged groups.

Therefore NZIS:

1. Must demonstrate a more significant and clearer economic contribution to society through its links to local and national employers in the sports, fitness and recreation industries, and its vocationally-relevant programmes and works closely with employers in

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the sector to ensure that graduates have the relevant skills.

2. Will focus on improving outcomes and managing for performance (holding Category 1 provider status) and has significantly increased key EPI measures year-on-year.

3. Will provide better outcomes for Màori and Pacific learners so that these demographics will succeed well on all programmes, at least on a par with other learner groups.

4. Has been highly commended by NZQA and its students for its high quality information for learners and the planning of vocational pathways for learners and will continue to ensure at-risk young people have the best opportunity to get into a career.

5. Will continue to deliver exceptional performance for its Youth Guarantee and SAC students.

6. Will prepare students well and work collaboratively with other institutions to provide smooth and navigable pathways and transitions to enable people to reach their potential. We have had examples of young people who left school with no qualifications, working their way through our Foundation and Diploma programmes, and going onto successfully complete degrees at other institutions.

7. Will continue to be an exemplar of best practice in the provision of focused and tailored literacy, language and numeracy training.

8. Will ensure high quality programmes, facilities and student support arrangements to increase international education enrolment.

Section 3 – Addressing the needs of stakeholders

In this section of the template TEOs should specifically respond to the following requirements as described in the New Zealand Gazette notice.

Pursuant to section 159P(b) the TEO must describe how it will address the needs of its stakeholders (including, without limitation, students enrolled with the organization). This section will include a description of:

● who its key stakeholders are, which may include: o students enrolled with the TEO or prospective students (in particular those who are Māori, or

Pasifika, or young people, or who have low levels of literacy, language, and numeracy); o employers, businesses or industries relevant to the TEO’s areas of delivery; or o relevant communities, including those that support Māori and Pasifika learners;

● how the TEO has identified the needs of its key stakeholders in the community it serves; ● how the TEO will respond to the needs of these key stakeholders; and ● how the TEO will report to its key stakeholders on progress towards meeting their needs.

The assessment criteria that we will use when reviewing this aspect of a TEO’s proposed Plan are:

3a – The TEO has clearly and accurately identified its key stakeholders, including:

● learners or prospective learners (in particular those who are Māori, or Pasifika, or young people, or

who have low levels of literacy, language, and numeracy)

● employers, businesses or industries relevant to the TEO’s areas of delivery

● relevant communities, including those that support Māori and Pasifika learners.

TEC considerations ● Has the TEO identified all of its stakeholder types/groups?

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● Has the TEO sought to engage stakeholders representing all priority learner groups?

● If some priority learner groups are not included in stakeholder engagement, has the TEO given a

satisfactory reason as to why not?

TEO response NZIS’s identification of the needs to key stakeholders and the responses to the needs and priorities of our learners and other stakeholders.

NZIS has identified its key stakeholders, including the following:

1. Pacific people, Maori and Under 25s 2. All current and past students 3. At-risk youth from all demographic backgrounds with New Zealand 4. Young people who face challenges in the secondary school system 5. Primary schools, intermediate schools and secondary schools 6. New Zealand universities and other Tertiary institutions 7. International universities, other Tertiary providers and secondary schools 8. New Zealand Government Agencies 9. Employers and other stakeholders within the sports, fitness, recreation and other industries.

All of these stakeholder groups are discussed in other sections of this Plan.

3b – The TEO has ascertained the needs of its key stakeholders, through direct consultation and the use of

statistical information about regional or national demographics and employment market demand.

TEC considerations

In relation to the stakeholder groups listed in section 3a:

● Has the TEO described how it identified the needs of its stakeholders?

● Did the TEO consider relevant statistical information and consult4 with stakeholders when

identifying regional and stakeholder needs?

● Have current and future stakeholder needs been clearly articulated?

TEO response NZIS has developed significant relationships within the sports, fitness and recreation sector since 1996 and has a policy of tracking graduate students in order to measure labour market outcomes. This is done by a variety of methods, particularly surveying students within 90 days of completion of their qualification, and using various social media networks and one to one contacts.

Of the 2016 graduates tracked in early 2017 (across all NZIS programmes from Level 2 to Level 6), 49% had proceeded to further education or training, 24% had found employment in related industries and over 22% had found employment in other industries. Thus 95% had either proceeded to further study or had found employment. Of particular note are the outcomes of the NZIS Personal Training programme, which had a 96% positive outcome (either further education or employment) and 69% into related employment or related industry training. Every year our Labour Market Outcomes are very positive and we will continue to collect high quality data in in the future.

Results of progress are fed back to industry stakeholders through the NZIS Academic Advisory Group and

4 TEOs may also wish to refer to the consultation work undertaken when seeking NZQA approval for specific qualifications/programmes.

23 July 2017

ongoing engagement with stakeholders. Actions resulting from Programme Reviews and student evaluative feedback are reviewed through robust internal meeting structures, an annual review by staff and through student representatives at each year level. NZIS also conducts surveys of key stakeholders, particularly its students and employers. Every year, students respond to a First Impressions survey (conducted within three weeks of the start of the year), End of Programme evaluations and evaluations of the performance of their tutors. Every year, NZIS tutors and managers review the past and current year to identify areas for improvement of delivery and performance. NZIS will continue to conduct such evaluations and use the findings to inform programme development and enhance the relevance of its programs. NZIS also monitors trends within the New Zealand population and its demographic subgroups, the labour market and the labour force through reviews of Statistics New Zealand data and engagement with Careers New Zealand. NZIS’ identification of the needs of key stakeholders and the responses to the needs and priorities of our learners and other stakeholders Industry representatives are involved in detailed programme design, updating and delivery, as well as steering the wider strategic direction of NZIS as an organization. NZIS has a formal Academic Advisory Group, consisting of sports and fitness industry leaders, and members of the Pacific and Maori communities. The Board has a mandated role to provide strategic direction to NZIS, as well as guiding the operations of the organization to ensure that it continues to be relevant to both students and industry. Key points about our effective work with our stakeholders are summarized in the 2016 EER Report. This report noted that, from an academic perspective, NZIS maintains an external academic committee (a member of which was interviewed and advised that they can and do contribute to programme and course design). The report also noted that NZIS had recently participated in sector research focused on best practice in support of Pasifika learners, and had developed linkages with two degree-level providers within its sector. Evidence showing a list of ten learners who had progressed their studies towards degree-level study had been provided. NZIS also makes its facilities (and staff) available to graduates who are studying higher-level qualifications at other institutions, to support their ongoing success.

The 2016 EER report also noted that NZIS had participated actively in sector reforms, including the current review of qualifications within the sports domain. This means that NZIS is highly familiar with the changes occurring within its sector, relating both to qualification offers and to funding systems. Accordingly, the 2016 EER found that educational performance in relation to stakeholder outcomes is strong. The evaluation also found evidence of effective self-assessment of stakeholder outcomes, as provided within a summary of self-assessment, supplementary materials on labour market outcomes, further education datasheets, and academic advisory committee minutes.

The 2016 EER Report found that NZIS has demonstrated strong evidence of the value of its educational offerings to stakeholders. The evaluation team identified three main groupings of stakeholders: learners and their families, employers and industry, and community/iwi groupings. It was noted that learners and their families desire future study and employment opportunities. In addition to this, many seek to be able to progress their own sporting careers, both during study and beyond.

The report also found that NZIS programmes are customized to accommodate the individual sporting aspirations of learners across a wide range of sporting codes (e.g. bodybuilding, rugby, netball, etc). NZIS employs staff with diversity in sporting experiences to accommodate this need. A rugby academy operates on some campuses to which supplement regular learning activities. However, employment for many NZIS graduates may not be in sports-related so that NZIS places a strong emphasis on pathways to further study and employment outcomes. NZIS focuses on ensuring initial success and inclusiveness for Youth Guarantee learners ting that many of these students have come from other educational settings where they may have been unsuccessful. NZIS has offered scholarships to such learners when their providers could no longer sustain training for them. The mix of practical experiences within our programmes and courses assists in providing this ‘hook’ into education and higher learning. Finally, the EER report noted that students commented that inter-campus sport exchanges and field trips were consistent highlights that helped to motivate their overall attendance

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and participation at NZIS. NZIS uses its relationships with stakeholders to inform them of our programmes, but also to collect information on their need and n trends within relevant sectors and industries. Specific examples of effective and productive stakeholder links include our relationships with:

Members of Industry and Sports Organizations ● Fitness industry contacts such as Les Mills, City Fitness, Instinct Fitness, Power of S, CLM gym,

Emerge Health & Fitness, Exodus, Jetts, Anytime Fitness, Snap Fitness and others, continue to provide a strong input into the development of NZIS qualifications. In 2017 NZIS has strengthened links with Basketball New Zealand, the NZ Handball Federation (that will link with schools around New Zealand) and others.

● NZIS engaged effectively with The Police to ensure the ongoing relevance of the NZIS Pre-Police programme. Since 2014 they are heavily involved with the course development and provide staff who meet with students once a month and provide specific police training such as “drill”, fitness testing and police situational simulations.

● The ASB Sports Stadium in Wellington is proving to be a significant employer of NZIS students across a range of areas, including facility management, programme coordination etc. ASB management are involved as guest deliverers on the Diploma programmes particularly in the area of event and facility management.

● NZIS continues to develop the Volunteer component to the Advanced Diploma Sport Management course where students have volunteered to assist in high-profile sporting events such as Wellington’s Round the Bays fun run, which sees 10,000 people take part annually, and, being on the management team for the Oxfam Trailwalkers 24 hour event. NZIS students are much sought after to assist in a wide range of community events and activities. Another example of year-on-year commitment to experiential learning is NZIS’s involvement with local primary schools, NZIS actively manage the Ngaio School Swim Meet with over 300 competitors and runs coaching and fitness sessions across a range of sports with this school.

● NZIS has linked with Wellington Primary School Sports Association to manage and implement their athletic and swimming events. Developing and managing sports and corporate events is now included as part of the event management component of the Level 5 and 6 programmes. Level 5 Diploma students facilitate coaching at schools; for example, as part of the coaching module students visit Newtown School to implement their training programmes with primary school students under the supervision of specialist NZIS coaching staff. The Level 6 Sport Management students in Wellington plan and run the annual Ngaio School Swimming competition. In 2017 this two-day event had over 200 participants across a number of swimming codes.

● NZIS has assisted Special Olympics NZ in Manukau City with the running of their national events. ● The NZIS Academy programmes give sports organizations the opportunity to link young athletes

into academic programmes. To-date these have included Canterbury Touch Association, Wellington Netball, the Auckland and Canterbury Rugby Unions, Basketball NZ, Mainland Football Association, Volleyball NZ, and Mainland Football. In 2015 a Memorandum of Understanding was signed with the Wellington Rugby Union for the development of education pathways for young athletes.

● The NZIS Rugby Academy programme impels sport-specific training, general fitness training and sport psychology techniques to young athletes who show a commitment to rugby and their studies. The Rugby Academy competes against domestic opponents as part of national tours in New Zealand while planning for international tours to the USA and Australia. The Rugby Academy has recently featured in the Wellington Sevens Tournament and Quadrangular Tournament opposing teams from Whitereia, Te Wananga and Weltec.

● The NZIS High Performance programme also assists young New Zealanders to meet their sporting goals whilst creating educational pathways.

● Other organizations such as Sport Canterbury, Sport Auckland, the Papatoetoe Sports Centre Trust also provide support and workplace opportunities

● NZIS has linked with the NZ Police in Christchurch who have promoted NZIS to the community. A representative states: For a number of months now the team at NZIS have been running a free community bootcamp aimed to allow their students the opportunity to train members of the

25 July 2017

public, but also aimed at bringing the Riccarton community the opportunity to mix and meet fellow community members and students under the umbrella of exercise…….These sessions have been extremely well run…….are designed for everyone of any fitness or capability level, the students are trained to work with their clients and evaluate your needs. To-date this initiative has reached over 300 community members.

● In 2017 NZIS signed an agreement with High Performance Sport New Zealand (HPSNZ) and wishes to form new relationships with other crown agencies (especially in sport) and allowing high performing student athletes access to flexible educational opportunities. Government supports elite athletes by providing them not only sporting support services but also educational support by teaming up with Tertiary providers that provide flexible and high quality educational options. NZIS is currently the only PTE that is part of HPSNZ’s accredited Tertiary Network which actively supports elite athletes to plan for their future career opportunities beyond sport through their Athlete Life Advisors. With NZIS’s range of sport, fitness and recreational qualifications, we are uniquely positioned to turn an athlete’s love of sport and recreation and prepare them to be the industries leaders of tomorrow.

Pacific, Maori and wider Community Organizations There is a comprehensive stakeholder engagement process with Pacific and Maori communities, which contributes to a culturally-safe learning environment and has increased the level of Pacific and Maori enrolments and completions in NZIS programmes. Here are some of our activities:

1. NZIS staff and students are involved in many community initiatives through links with churches and youth groups.

2. NZIS has regular parents’ evenings for Foundation students and specific fonos for Pacific and Maori parents.

3. NZIS also provides mentoring or the Pacific Business trust for aspiring Pacific entrepreneurs.

In addition, NZIS takes a leadership role in advocating for Pacific people, providing quality information to Pacific stakeholders and developing innovative Pacific initiatives alongside Pacific community organizations. NZIS is involved in the community through major Pacific events. Examples include, Pacwell Festival (Wellington), Strong Pacific Families March (Porirua), the Pacific Health and Talent Festival in Christchurch and the PIMKA (Pacific Island Manukau Kilikiti Association) Kilikiti Tournament in Manukau and the ASB Polyfest As at July 2017 NZIS is organising the kilikiti community-wide event late 2017 and 2018 for Wellington

NZIS has recently partnered with the Pacific Business Trust (PBT) in a collaboration where students have provided needed support in the event management of PBT events. The PBT has also played a key role in linking aspiring young Pacific people to NZIS through seminar visits to NZIS. NZIS is also developing links into Maori communities, not only through key staff networks but also through organizations such as NZ Maori Rugby League, Strive Community Trust (Tainui), Te Runanga O Nga Mata Waka and Te Whanui Tahi. NZIS was proud to work with Mike King and Key To Life Charitable Trust in 2016 to build awareness about mental illness, anxiety and depression affecting the community, friends, families and sometimes our students. The response was positive and students at sites around NZ enjoyed spending time hearing to Mike’s experiences in person. The Trust and NZIS collaborated with Mike King and the Advanced Diploma Sport Management students in wellington to plan and run a charity golf tournament in October 2016.

Primary and Intermediate Schools NZIS has positive relationships with Allenvale school, a very special needs school, and the work we do with them is proving very successful within the community. We have relationships with Freeville School, Kirkwood School, Middleton Grange and Cathedral Grammar School. Within the Personal Training programme NZIS works extensively with the Green Prescription and support other Crown community health initiatives, Parafed, NZ Police – Stronger communities together. Christchurch

26 July 2017

tutor, Craig Wilson runs a bootcamp for anyone in the wider community but has been especially successful with post-partum mothers and seniors.

Secondary Schools ● Secondary schools continue to be an important stakeholder for NZIS. NZIS continues its further

development of the Insight and roadshow programme, with NZIS staff holding interactive sessions with high school students and providing Gateway and Star opportunities for a number of schools. This activity has significantly increased from 6 schools in 2013 to 65 schools engaged nationwide in 2015 and many more in 2016 and 2017. NZIS has also been part of local city council fora, promoting educational opportunities for young people and linking schools and providers. During 2017 NZIS signed agreements with Rongotai College (whereby NZIS will provide pathways for Rongotai students) and Scots College students who wish to pursue careers in sport, fitness and recreation.

● NZIS has established positive relationships with college sport networks and supporting schools such as Hutt Valley high School.

● NZIS has also assisted at a number of secondary school events such as the Wellington Volleyball Championships, the Wellington Athletics Championships, as well as delivering fitness testing in schools in Christchurch and Wellington

● In Manukau, NZIS has formally linked with several schools and provided pathway taster programmes over a period of six weeks for programmes such as the Pre-Police programme. NZIS has delivered fitness components, as well as classroom-based activities within schools.

● NZIS students are also heavily involved in coaching and supporting secondary school sports teams in the region where students can gain valuable practical experience while providing a community service to the schools.

Members of the NZIS Student Body and Staff The 2016 EER noted that, in addition to formal qualification outcomes, learners consistently stated that their study with NZIS was providing them with useful skills and knowledge for desired work opportunities. They also considered that NZIS programmes enhanced their overall wellbeing and they valued the progressive learning levels available within NZIS. These comments were consistent for students across different programmes, and correlated with the views of learners who had already graduated from NZIS. NZIS continues to promote these opportunities. The EER also noted that self-assessment of learner achievement occurs at a number of levels. Tutors work with learners one-to-one in order to set personalized individual learning plans. NZIS also allocates a home tutor for learners, and this person monitors learner outcomes. Weekly meetings are held between tutors to discuss and report on student achievement, and ensure that all learners are progressing. This approach provides a comprehensive picture of direct and indirect issues to address and mitigate in order to ensure successful learner outcomes. Results are then tracked through to managerial level, so that NZIS has ongoing oversight of both individuals and cohorts. This data was very clearly articulated within the organization’s summary of self-assessment. This is followed by formal and regular board reporting of cohort outcomes. Accordingly, in this context, this evaluation finds strong evidence of effective self-assessment that leads to improvements. In 2014 NZIS made a significant investment in the development of the staff leadership team through a comprehensive professional development programme. This programme has broadened the capability and capacity of key staff throughout the organization and to achieve operational excellence. These initiatives will continue in order to build internal capability.

Government Agencies NZIS has constructive and positive relationships with NZQA, TEC, the Ministry of Social Development (where NZIS has employed staff on work placements and specialist training), the Ministry of Education and other relevant regulatory agencies, including at a strategic level in its role as a major Pacific PTE. NZIS has an excellent track record in meeting its compliance and TEC reporting obligations and has consistently demonstrated excellent management capability in forecasting, planning, and implementation.

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It is crucial that NZIS continues to ensure that its programmes maintain their relevance to industry need and employment opportunities. The 2012 and 2016 EERs both rated NZIS as excellent in value of the outcomes for key stakeholders, including learners.

3c – The TEO has reviewed its current and proposed Plans against the needs of its stakeholders, and has documented what changes it has made, or will make to better accommodate these.

TEC considerations

In relation to the stakeholder groups listed in section 3a:

● Does the proposed Mix of Provision (MoP) clearly respond to stakeholder needs and/or the TES

priorities, in the proposed regions of delivery?

● Is the TEO continuing to engage with stakeholders to ensure that their needs are being met on an

ongoing basis?

● Has the TEO described how it will report to key stakeholders on its progress towards meeting their

needs, and how it will amend its Plans in response?

TEO response

NZIS’s identification of the needs to key stakeholders and the responses to the needs and priorities of our learners and other stakeholders.

As discussed in the previous sections, NZIS has strong links with relevant stakeholder and we use those links to gather relevant information. Work placement opportunities, community involvement, continue to provide opportunities to report back to our stakeholders and communities, and ensure that NZIS is current in its alignment to industry needs. NZIS focuses on an applied approach to learning, where students are involved in authentic experiential learning, in a culturally safe environment. Emphasis is placed on practical application of theoretical knowledge. NZIS operates under both and Academic and industry-based Advisory Board, consisting of sport, fitness industry leaders, and members of the Pacific and Maori communities. The Board has a mandated role to provide strategic direction to both NZIS and NZIS in their specialist areas, to ensure that they continue to be relevant to students and industry alike.

As evidenced through the NZQA EER reports of both 2012 and 2016, NZIS has very robust engagement with all stakeholder groups and continues to be heavily engaged in a wide range of areas. Feedback to stakeholders is continuous and ongoing both formally and informally. There are clear feedback processes, through stakeholder surveys and growing the opportunities to engage with wider community groups.

Regional delivery provision for Hamilton, Auckland, Wellington and Christchurch remain the focus of the proposed MoP across both Youth Guarantee- and SAC-funded programmes. To minimize the impact of the overall reduced funding within both of these funding streams set in the 2018 Mix of Provision, an evenly reduced provision across these regions was requested in the Mix of Provision for 2018. Provision of delivery in Hamilton is a recent example of entering into new regional markets where sport, fitness and recreation is prominent. Stakeholder engagement with fitness facilities, schools, other TEOs and employers is vital to ensuring that programmes meet learner’s needs for progression onto further student while gaining worker-ready skills and NZIS is committed to maintaining and enhancing that engagement.

28 July 2017

Section 4 – Programmes and activities

In this section of the template TEOs should specifically respond to the following requirements as described in the New Zealand Gazette notice.

Pursuant to sections 159P(d) and (f), the TEO must set out a description of all:

● Tertiary education programmes run by the organization for which the organization is seeking funding under section 159YA and specify the amount of funding sought in relation to those programmes;

● activities (including, without limitation, programmes and initiatives that will be undertaken by the organization in order to build its capability) for which the organization is seeking funding under section 159YA and specify the amount of funding sought in relation to those activities; and

● Tertiary education programmes run by the organization other than those in relation to which funding is sought.

The proposed activities must align with and support the achievement of the mission and role of the TEO.

The description of programmes and activities must include information about:

● planned programmes and activities for which the TEO is seeking Student Achievement Component or Youth Guarantee funding, including planned learner numbers by New Zealand Qualification Framework Level (this information must be provided via a Mix of Provision template which the TEC will provide to TEOs in due course);

● planned programmes and activities for which the TEO is seeking funding from the TEC (other than Student Achievement Component or Youth Guarantee) including planned learner numbers in more detail (this information must be provided via a Mix of Provision template);

● total TEC funding sought (this information must be provided via a Mix of Provision template);

● a brief description of other programmes and activities not funded by the TEC (this information may be provided either via the Mix of Provision template or as part of a description of the TEO’s mission and role);

● a brief description of significant programmes and activities undertaken through subsidiary bodies. These include all subsidiaries, trusts, or in-substance subsidiaries. These entities should include all entities included in the TEO’s consolidated group reporting in its most recent Annual Report. The description of the programmes and activities undertaken through subsidiaries must include:

o a description of the main activities undertaken by the subsidiary body;

o the dollar value of the TEO’s investment in the subsidiary body; and

o a brief description of the governance and accountability arrangements in place; and

● any key new activities the TEO is contemplating undertaking over the Plan period.

The assessment criteria that we will use when reviewing this aspect of a TEO’s proposed Plan are:

4a – The TEO’s proposed programmes and activities are appropriate in the context of:

● regional and national needs, including those of employers, businesses or industries relevant to the

TEO’s areas of delivery

● benefits to learners and the proposed programmes and

● the activities of other TEOs.

TEC considerations

● Has the TEO:

29 July 2017

o listed all qualifications contained in its MoP?

o identified whether each qualification is existing (with no changes proposed), existing (with

changes proposed (e.g. new delivery sites or EFTS changes), or new?

o summarized how each proposed qualification will support the achievement of the TEO’s

mission and role and how it will respond to the needs of the TEO’s stakeholders and/or the

Tertiary Education Strategy priorities?

● Are any new qualifications proposed:

o complementary to the provision offered by others in the proposed region of delivery (e.g.

are they likely to improve opportunities for learners, improve rates of learner progression

to higher level study, and not duplicate existing provision)?

o clearly focused on benefits to the learner (e.g. are they offered by TEOs where students

are likely to achieve the qualification, and, if at level 3 or above, are they in subject areas

where graduates are likely to move on to higher level study or be in employment in fields

where median earnings are strong following completion)?

● Are any proposed changes to the location of existing delivery:

o clearly supported by other TEOs in the region?

o considered appropriate/desirable?

o leaving any gaps that will impact on learner access?

● Has the TEO described its other education programmes and activities that are not funded by the

TEC, including any significant programmes and activities undertaken through subsidiary bodies?

● Has the TEO described any key new activities it is contemplating undertaking over the Plan period if applicable?

TEO response5

All qualifications are active. However, some qualifications will be re-developed as a result of the NZQA Tertiary Review of Qualifications. Here is the current suite of NZIS programmes:

● National Certificate in Sport and Recreation (Core Skills) (Level 2) ● Certificate in Sport and Recreation (Level 2) ● Certificate in Sport Studies (Level 3) ● Certificate in Personal Training (Level 3) ● Certificate in Personal Training (Level 4) ● Certificate in Pre-Police Proficiency (Level 3) ● Certificate in Pre-Police Proficiency (Level 4) ● Certificate in Information Communication Technology (Level 3) ● Diploma in Sport Management and Exercise Prescription (Level 5) ● Diploma in Sport (Advanced Exercise Prescription) (Level 6) ● Diploma in Sport (Advanced Sport Management) (Level 6)

5 If you have not already discussed elsewhere in this form the rationale for the inclusion of new qualifications and/or the shifting of EFTS

to new locations, please do so here.

If you wish to signal delivery of a new qualification or are seeking a new funding type, this must also be included in the “additional funding requests” section of the MoP template.

IMPORTANT: If you are requesting new or additional funding, please do not make reference to any EFTS numbers or dollars on this form. Please signal the amount of new or additional funding sought through the ‘additional funding request’ section of your MoP.

30 July 2017

During 2017, on the basis of marketing intelligence and dialogue with potential learners and the Maori and Pacific communities, NZIS developed a new Level 4 Certificate in Personal Training (Level 4). NZQA approved this programme during 2017 for both full-time and part-time delivery and the programme is being delivered in Semester 2 of 2017. NZIS has nearly completed its development of new Pre-Police programmes (pitched at Level 3 and Level 4) and new Foundation programmes (pitched at Level 1 and Level 2). In addition, NZIS has applied for accreditation to run a Level 2 Youth Guarantee programme, known as the ‘Lowie programme’. Based on rugby and rugby league, this progamme will complement our provision of Level 2 and Level 3 Youth Guarantee programmes. During the remainder of 2017, NZIS intends to develop new Foundation programmes pitched at Level 3, and two new Tertiary diplomas in Sport Management and Exercise Prescription, both pitched at Level 6. Looking ahead, a number of important future developments are being implemented as a result of our ongoing stakeholder engagement and commitment to the Tertiary Education Strategy:

● Developing further strands of expertise (e.g. tailored Personal Training modules) ● Developing a range of potential postgraduate opportunities – continued development of the

Alumni Association ● Developing and implementing blended online learning resources, potentially in conjunction

with other providers (e.g. Open Polytechnic) ● Creating more effective links to local communities, and leveraging off the existing stakeholder

relationships ● Focusing on the development of the international student recruitment ● Developing and implementing a Level 4 Certificate programme in Health Sciences ● Creating additional Level 1, Level 2 and Level 3 Foundation programme opportunities to

increase the provision to those over the age of 20 years ● Establishing further links into schools programmes through Star and Gateway.

The scaffolding approach where students can progress from Certificate to Degree level (through its TEO collaborations) is a major point of difference. NZIS will continue to explore ways to be more responsive to key targets groups of Pacific and Maori, as already outlined. Benefits to learners will be tracked though our annual Labour Market Survey, student evaluations of our programmes and tutors and engagement with employers and other stakeholders. All of these surveys, reviews and evaluations are conducted across all sites, while our marketing team continuously explores opportunities to delivery across diverse communities in New Zealand. NZIS undertakes market analysis to ensure that programmes remain relevant for that region and its employment demands. Our growing links with primary, secondary and Tertiary education providers ensure the future success of our activities. In summary, NZIS continues to make significant progress and has the opportunity to develop its programmes, services and reach to provide holistic health, fitness and lifestyle changes to various communities, while offering excellent opportunities for its wide variety of students to learn and succeed.

4b – The TEO is capable of delivering the proposed programmes and activities, and outcomes.

TEC considerations

● Have any matters arisen with this TEO which suggests there may be capability issues impacting on its

ability to achieve the activities and outcomes outlined? For example, financial viability matters,

reporting and forecasting timeliness/accuracy issues, EER concerns, recurring EPI issues etc?

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Optional TEO response

No TEO response is required. However, if there is a specific matter that you wish to comment on in relation to the above, you may do so here.

NZIS has outstanding capability to deliver relevant programmes to Pacific, Maori and other high priority learners. Maintaining this capability is contingent on recruiting the right tutors with the right skills and also on high quality professional development. NZIS is committed to ensuring professional development for all of its staff.

Section 5 – Outcomes and measures

In this section of the template TEOs should specifically respond to the following requirements as described in the New Zealand Gazette notice.

Pursuant to section 159P(e), the TEO’s proposed plan must describe an organization’s proposed outcomes (including, without limitation, in relation to the Tertiary education programmes and activities for which funding is sought) and the performance indicators that the organization will use to measure whether those outcomes have been achieved.

The TEC will provide all TEOs with information about any specific metrics they must use when making certain performance commitments, and in some cases will specify minimum commitments for TEOs. TEOs should propose additional commitments as required.

A Performance Commitments template and Guidelines to give effect to the Māori and Pasifika TES Priorities will be available on the TEC website to assist commitment setting. This will include the need to set targets which will contribute to the achievement of parity of participation and achievement for Māori and Pasifika.

The proposed plan must describe:

● how the TEO has performed against the commitments it made in its last plan (for TEOs that have previously received plan funding);

● how the TEO has responded to specific data from the TEC about employment outcomes and the level of re-enrolments;

● the findings of any quality assurance reviews; and

● any key changes the TEO is making that are likely to have a significant impact on its educational performance or other outcomes.

The TEO’s proposed performance commitments should be:

● designed and presented so that they give clear evidence about the quality of the activity being measured;

● relevant, so that they give meaningful information about the TEO’s progress toward its proposed outcomes;

● set at a level that represents a meaningful improvement on past performance, especially with respect to outcomes for priority learner groups; and

● complete, so that they cover all significant programmes and activities the TEO intends to undertake, and all important dimensions of those activities.

The assessment criteria that we will use when reviewing this aspect of a TEO’s proposed Plan are:

5a – The TEO’s proposed performance commitments are:

● designed and presented so they give clear evidence about the quality of the activity being measured

● relevant, so that they give meaningful information about the TEO’s performance against its

proposed outcomes

32 July 2017

● set at a level that represents a meaningful improvement on past performance, especially with

respect to outcomes for priority learner groups (including contribution to achieving parity in

participation and achievement for Māori and Pasifika), and

● complete, so that they cover all significant programmes and activities the TEO intends to undertake,

and all important dimensions of those activities.

TEC considerations

Big 15 PTEs only

● Do the commitments in the descriptive TES Priority Commitments Template6 cover all of the TEO’s

main activities, and are they relevant and SMART7?

All PTEs (including the big 15)

Do the commitments in the numerical Educational Performance Indicator Commitments (EPICs) template(s):

● show that a high performing TEO is committed to maintaining that high performance?

● show that a lower performing TEO is striving for incremental performance improvement?

● show that the TEO is committed to the recruitment of priority learner groups8 at levels that are

sufficiently representative of regional demographics?

● show that the TEO is committed to the same levels of achievement for all learner groups?

TEO response Addressing a Performance Drop in 2016 NZIS has detailed knowledge of learner achievement across all programmes and across all three sites. It uses this knowledge to inform strategies to successfully address any identified gaps in learner achievement. NZIS has also reviewed its performance against the previous Investment Plan and believes that it has performed strongly in most areas, except for:

1. A drop in 2016 in both Course Completions and Qualification Completions, resulting from increased employment opportunities for learners as well as challenges in learners’ home environments and associated economic hardship

2. Reduction in enrolment numbers, also resulting from increased employment opportunities for learners, particularly at our Auckland site.

The significant number of withdrawals during 2016, particularly at our Auckland site, was disappointing, especially in view of our provision of pastoral care to students presenting with personal, family or financial issues, and our attempts to retain students who had been offered paid employment. NZIS is addressing the drop in completion rates and enrolments by:

1. Creating new and engaging programmes of learning. 2. Employing new staff to deliver engaging programmes that capture learners’ interest. 3. Strengthening its interview and enrolment procedures in order to ensure that we enroll

students who have the commitment and financial capacity to complete their programmes.

4. Providing additional professional development to staff to support them in dealing with students who are experiencing personal or family issues or financial hardship.

5. Providing oversight from the Senior Leadership Team on any student academic

6 Only Big 15 PTEs are required to complete this template, which will be e-mailed to all relevant PTEs for completion.

7 Specific, Measurable, Achievable, Realistic & Time bound

8

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performance issues and withdrawals as they arise. NZIS is addressing the drop in enrolment numbers by delivering a targeted Marketing Strategy within secondary schools and with the wider public. During the first half of 2017, our numbers of withdrawals have been far below the numbers of the first half of 2016. Performance Indicators and Progress towards those Indicators NZIS is developing measures that will enable us to track progress towards each of these Focus Areas. These measures were described in Section 1a of this plan. However, specific measures are as follows:

1. Gain 90% Course Completions and 80% Qualification Completions across all programmes and all NZIS sites by 2020.

2. Develop and deliver new programmes of learning at Foundation Levels 1, 2 and 3 and new Tertiary programmes at levels 5 and 6 by the end of 2018.

3. Create modular programmes by 2020, for both Foundation and Tertiary programmes, with multiple entry and exit points and that can be undertaken in any year or completed over several years.

4. Grow our domestic enrolment numbers (particularly Maori and Pacific learners) at each site to a total of 700 learners by 2020.

5. Grow our numbers of international students at each site to a total of 50 students by 2020.

6. Embody e-learning across all programmes and all relevant courses by 2020. 7. Review and improve our relevance to industry through ongoing stakeholder

engagement and re-develop our graduate profile in 2018/2020 in order to ensure appropriateness and relevance of our programmes.

8. Maintain and enhance our excellent Labour Market Outcomes, especially for Youth Guarantee learners, so that more than 90% of graduates each year move into employment or to further education and training within 90 days of graduation.

9. Grow our numbers and effectiveness of linkages and relationship in 2018, 2019 and 2020 with primary and intermediate schools, secondary schools, Tertiary education providers, relevant Government agencies and overseas universities and Tertiary institutions.

10. Ensure that all staff complete a programme in adult education and assessment. 11. Engage relevant staff in sports, fitness and recreation research, develop their research

capability and publish selected research on our web-site and or in relevant domestic and international journals.

Each of these indicators will be tracked and reviewed by the NZIS Senior Leadership Team on an ongoing basis. Corrective action will be undertaken to ensure that NZIS meets the agreed targets by the stated dates. .

5b – The TEO has reviewed its own performance against its current and previous Plans.

TEC considerations

● Has the TEO noted the commitments it made in its Plan for the last completed contractual year,

reviewed its performance against those, and proposed appropriate future commitments in light of

the progress made?

● Has the TEO responded to data from the TEC about employment outcomes and the level of

re-enrolments?

TEO response

34 July 2017

At the most recent external evaluation and review in 2016, NZQA was rated Highly Confident in both the educational performance and capability in self-assessment. NZIS reviews its plan commitments on an annual basis and is tracking in accordance with those plans.

5c – If applicable, the TEO has performed well against its current and previous Plans, and in particular has:

● improved its performance over time (this may include reference to return on investment, for

example employment outcomes of its graduates)

● met its Plan commitments and KPIs

● demonstrated satisfactory educational performance, including meeting the upper thresholds of the

TEC’s performance-linked funding framework (for TEOs subject to performance-linked funding)

● demonstrated satisfactory financial performance, including meeting the TEC’s prudential financial

standards for PTEs

● been assessed as satisfactory in terms of its last external review by the relevant quality assurance

body

● demonstrated good governance and management capability in forecasting, planning, and

implementation, and the (where applicable) ability to provide supplementary information

● demonstrated its ability and commitment to work with other organizations to build system

responsiveness and sustainability, and pathways through the education system

● complied with conditions imposed on funding approval

● complied with any other requirements and expectations imposed on funding approval, and

● complied with its obligations to report to TEC.

TEC considerations

● have all the criteria listed in 5c been met?

● have there been any reporting issues (eg, late or frequent data return resubmissions, or absent or

untimely reporting of learner results to NZQA)?

● have there have been any instances where the TEO has engaged in activities outside the approved

Plan (eg, delivery in unapproved regions, not delivering agreed EFTS according to the approved

MoP)?

● have any audits, reviews or investigations undertaken identified compliance issues?

● has allocated funding (and unfunded EFTS where applicable) been consumed historically?

● have funding conditions and expectations been met historically?

No TEO response is required. However, if there is a specific matter that you wish to comment on in relation to the above, you may do so here.

Other information

Optional

If you wish to add any further information not already covered above, you may do so here.

TEO response

35 July 2017