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WESTERN INSTITUTE OF TECHNOLOGY AT TARANAKI

INVESTMENT PLAN

2018

Ensuring the success of every student

WITT’s Investment Plan 2018 | Mission and Role 2

On behalf of Council, the Executive and the wider team at the Western Institute of Technology at Taranaki Te Kura Matatini o

Taranaki (WITT), and the stakeholders we serve, we are pleased to submit to TEC this single-year Investment Plan so that we can

continue to improve the valued and tertiary education outcomes for learners.

The purpose of this document is to provide TEC with a comprehensive picture to support our assertions that we are a quality

Institute that listens and responds to its stakeholders, and has considered its mix of provision to provide compelling pathways in

subject areas with breadth and depth. WITT understands the work it needs to do in contributing to the Tertiary Education Strategy

and this is articulated in this document. A summary of this plan will be published on WITT’s website.

WITT has endured a challenging time during the life of the previous plan. This Investment Plan heralds a strong vision, a focused direction, and a renewed sense of who we

are and why we are here. Unlike polytechnics of old, we cannot be all things to all people. We are not funded to provide services that do not lead to excellent outcomes,

and like any business, we must cut our cloth according to achieving the greatest results from the resources we have. This does not mean though that our learners will miss

out. We will continue to work collaboratively with our partners to ensure pathways that fit learner aspirations. Our new logo stands as a symbol for a refreshed approach

to achieving our goals.

The WITT team is strong, from Council, leadership, teaching and support staff, and we all share the core value that we want our students to be successful and they are at

the heart of what we do. Our purpose is to achieve excellent valued and tertiary education outcomes for students, employers, iwi and Taranaki. And when we dream we

see success for every student. This vision unites us – it is unchanging, it is WITT. Manaaki whenua, manaaki tangata, haere whakamua.1

Robin Brockie Barbara George Chair of WITT Council Chief Executive

1 Care for the land, care for the people, go forward.

Mission and Role

The Western Institute of Technology at Taranaki, Te Kura Matatini o Taranaki, or

“WITT”, is the largest tertiary provider of education outcomes in Taranaki. As a

regional provider, it offers a unique service to its customers who include

students, employers and industry.

WITT’s Purpose is to ensure excellent tertiary

education outcomes and valued outcomes for

students, employers and the Taranaki region. Its

Vision is to ensure the success of every student.

The context for tertiary education has changed dramatically over the last few

years, leading WITT to assess, reassess and also change direction to ensure that

it’s Purpose and its Vision remain appropriate for its size and context – with

some room also to dream of a better world.

Its role for the term of this plan is to provide quality tertiary education outcomes

that are measured at not less than the median for the sector; valued outcomes

for its students that can be measured by student, graduate and employer

feedback; and align its programmes to meet the skills shortages of the region

2 Although it is small, it is of greenstone.

based on engagement with employers. It will strengthen its secondary tertiary

pathways to both provide compelling choices for the region’s secondary school

young people, and stress-free transitions through levels of learning with a line of

sight to employment. It will continue to address the widening gap in

achievement between Māori and non-Māori learners.

WITT will continue to improve its business processes to remain sustainable, and

make progress in its plans to diversify revenue streams. Over the course of the

single-year life of this plan, WITT

expects to continue its positive

transformational change and

restore confidence in its

operation and impact with its

stakeholders who include

students, employers, the

Taranaki community, Iwi and

Government. Ahakoa he iti, he

pounamu.2

Figure 1: The Taranaki region


WITT is the only Institute of Technology and Polytechnic (ITP) in the Taranaki

region. WITT has campuses in New Plymouth and South Taranaki district

(Hāwera). WITT had 5,298 students enrolled in 2016. This equates to 1,727

equivalent full time students (EFTS). Almost all students (98%) studied at the

New Plymouth campus. In 2016 International students made up 12% of all

students studying at WITT. More information is in Table 2.

Table 2: WITT at a glance (2016)

Students enrolled 5,298 Male 61%

EFTS 1,727 Female 39%

Graduates 1,361 18 years and under 16%

Māori 21% 19-24 years old 22%

Pasifika 4% 25+ years 62%

International 12% Staff 233

WITT offers courses which cater to people at all stages of their lives. In 2016, 28%

of students were above 40, while 38% were below 25.

Courses at WITT include foundation level 1-3 courses, through to bachelor and

graduate diploma programmes at level 7. In 2016, 48% of students were

enrolled in foundation programmes level 1-3, 38% in certificate and diploma

programmes levels 4-6, and 13% in degree and graduate diplomas level 7. This

created a somewhat unbalanced portfolio (nearly 50% of learners at levels 1-3)

which then led WITT to review its offerings and mix of provision and further

develop level 4 pathways, and compelling programmes that meet learner needs

for progression and preparation for employment, in nine programme areas.

These are: Engineering, Construction and Engineering Trades, Health and

Wellbeing; Business, Computing and Design Technologies; Hospitality; Hair and

Beauty; Foundation Learning and Pathways; Māori Development; Primary

Industries; and Highways and Engineering Technologies through its wholly owned

subsidiary company New Zealand Institute of Highways Technology (NZHIT).

NZIHT operates a block course model in most cities or larger towns throughout

New Zealand and also has offshore delivery. It responds to requests from

industry, and develops its teaching materials in partnership with industry and

employers, thereby directly addressing skills needs. As well, NZIHT offers more

than 200 short courses that are relevant and required by industry, up-skilling

those already in employment, and providing a non–Government funded revenue

stream to the company, ensuring the profitability of the entity.

Within the network of provision, WITT is an Institute of Technology or

Polytechnic (ITP), one of 16 in New Zealand. It works collaboratively with a

number of Tertiary Education Organisations (TEO)s to ensure it can continue not

only operate cost-effectively, but provide a range of opportunities in the region

for its learners. These collaborations include blended programme delivery and

content development using Open Polytechnic’s iQualify platform; MOUs and

programme development with Wintec, and the seven-TEO consortium Bachelor

of Applied Management, Engineering Consortium for diploma level engineering,

and of course shared “back room” services with its subsidiary NZIHT.


WITT offers a number of pre-trade qualifications which then pathway into

apprenticeships with ITOs, for whom WITT delivers the off-job component. This

provides continuity and support for learners, and promotes employment

outcomes. WITT’s pre-trade completion improvements remain a focus, including

understanding the nature of the learners and when they stop participating.

Anecdotally, changing from a 17 week to 34 week programme in mechanical

engineering (welding etc), has seen participation rates improve. WITT’s NZ

Certificate Level 3 Electrical Skills, which prepares students to enter an electrical

apprenticeship, has drawn strong numbers and there is a focus on improving

outcomes.

WITT has done well in recent years in retaining students in study, and then

pathwaying them through levels of study. This can be seen in the following

Figure 2:

3 One example of a successful pathway

Figure 2: Student progression to higher level study

Successful students at WITT leave and take up apprenticeships and employment,

and also staircase into higher study. WITT has many examples of learners who

joined in foundation programmes, completed the level 4 Certificate in Mental

Health and Addiction Support, then enrolled in the Bachelor of Nursing3. This

continuity of learning that WITT gives students a line of sight through to

employment, the impact of which is improved social and economic outcomes for

themselves and their families.

As tertiary education provider, WITT directly targets its graduate diplomas to

those who have already have successfully completed tertiary study who are


looking to retrain, extend their knowledge and skills, or fulfil a desire for lifelong

learning. WITT recently undertook a survey on graduate satisfaction4 and found

that 82.4% of students were satisfied with their study at WITT.

Over the life of this plan, WITT intends to increase its activities in working

collaboratively with other TEOs, and is expecting to enter into pathway

agreements where learners in the region can complete a level 6 diploma and

then transition to the third year of another provider’s degree. This is presently

occurring in engineering where the WITT NZ Diploma in Engineering then opens

the door to WINTEC’s Bachelor of Engineering Technology where the prior

learning is acknowledged.

Health and Wellbeing is an important and growing area in the Taranaki Region

and WITT is responding by developing programmes that address skills needs with

local health providers, such as NZ Certificate in Health Care Assistance Level 4,

and the proposed Whānau Ora qualifications. In 2017 WITT discontinued offering

WINTEC’s Bachelor of Social Work to new students as it found that there were

4 SIL LTD research

poor employment outcomes for graduates in the region.5 Not wanting to leave a

gap, WITT’s new programme development is a better match for the region, and

welcomed by employers. It also addresses sustainability as WITT cannot keep

adding programmes, so must review its portfolio each year and ensure that it can

best use its resources to meet the expectations of its stakeholders, who include

learners, employers, industry and the community.

The annual operating plans further provide an implementation plan for

sustainability, and progress against these is monitored by WITT Council at each

Council meeting. In 2017 WITT expects to make at least a modest surplus. It can

improve this by diversifying and increasing its revenue streams, further

controlling costs, and investing wisely. WITT’s balance sheet remains healthy,

and five year projections continue to show positive returns and an ability to

repay the TEC loan (subject to repayment terms yet to be negotiated).

5 Needs Analysis completed June 2017

Contribution to Government Priorities

According to the Tertiary Education Strategy, the New Zealand Government has

high expectations of performance in terms of efficiency and student

achievement, and now requires a focus on improving economic outcomes. It

cites as examples labour productivity, skilled employees and higher incomes.

The strategy also has an expectation of environmental and social outcomes,

citing as examples that individuals and communities will have the skills and

knowledge necessary to prudently manage natural resources, and support social

cohesion and democratic values for a safe and equal society.

Each section begins with a demonstration by WITT of the understanding of the

problem. To achieve all of this at a high level extends well beyond the life of this

single year plan. The priority tables that follow are a realistic plan of what WITT

can, and intends to do in the life of the 2018 plan.

To that end the following tables in the six priority areas contain three goals each

which WITT will work towards over the life of this single year plan. WITT has

deliberately chosen to focus on a smaller number of goals and asserts that by

achieving the milestones of each, it will lead to ongoing and sustainable impacts

against the priority areas, and can be continued and enhanced in subsequent

years. WITT has adopted a strategic rather than transactional approach to these

goals. In other words, all of the required activities are not listed, but they are

necessary so that the outcomes and impact can be measured.

Alongside these goals are the actions and proposed changes to the mix of

provision that can currently be identified. Inherent in this will be measurable

outcomes. WITT considers that achieving these goals is a long term proposition,

but expects it can make measureable gains in the one year time frame,

particularly as it has identified these goals as important priorities and work is

already well underway.

WITT’s Investment Plan 2018 | Contribution to Government Priorities 8

Priority 1 - Delivering Skills for Industry

WITT understands to give effect to this priority it must:

Ensure WITT’s portfolio of programmes match the skills needed in the

region, which it will do by working closely with industry, employers, and

the regional economic development agency, Venture Taranaki Trust

Ensure that WITT can provide the programme delivery in a way that is

fit for purpose for the learner and employers, which will include

flexibility, blended delivery, appropriate pedagogies, and excellent

teaching and support staff

Build increased capability of learners once they reach employment,

which it will do by offering further qualifications, training and

professional development opportunities in a flexible way, and working

with employers and learners to ensure that this is valued.

As progress towards achieving the above, in 2018 WITT specifically will:

Develop an in depth understanding of the needs of the region

Develop plans that address gaps in skills for industry and follow through

with adjustments to programmes, content and delivery, and

Measure and analyse the success, feedback and review with industry,

and make further adjustments to programmes, content and delivery.

6 Embargoed until its release on 31 August 2017

Over the last few months, WITT, its Council and leadership, have been working

closely with the development of Taranaki’s Regional Development Strategy Make

Way for Taranaki Tapuae Roa.6 This strategy asserts its dependence on

growing, retraining and attacting talented people. It notes that the region has

lower levels of qualifications than the national average and that this then impacts

on the availability of skills in the workforce. In large part this can be attributed to

young people leaving the region for tertiary education and other opportunities

once they leave the compulsory schooling system.

WITT will work with the region to address this net effect outflow by both

ensuring that the qualifications gained at WITT are fit for purpose and have the

required tertiary and valued outcomes, and by a schools and youth strategy to

can show compelling pathways to employment through fit for purpose

programmes of study. In a number of cases, this will require collaboration with

other TEOs to give Taranaki learners the depth and breadth that is required.

Priority Template 1 – Delivering Skills for Industry

Table 5: Delivering Skills for Industry

Priority Commitments/Goal Description of the related activities

How this area is reflected in the mix of provision,

and/or the EPI commitments

Additional Information (e.g. where is this taking place -

region, industry sector, etc.)

Develop an in depth understanding of the needs of the region

Gain an in depth understanding of the economic forecast for the region by analyzing the economic impact study for WITT recently completed, by working closely with Venture Taranaki Trust, by engaging and collaborating with industry and business partners, by analyzing information available from government sources such as MBIE, MOE and INZ, and by conducting targeted needs analysis research in programme areas.

MOP Based on the work done in 2017 on understanding the needs of employers in the region, WITT proposes the following changes to its Mix of Provision for 2018: NZ Cert Lv 3 in Process Operators is replaced by two NZ Certs Lv 3 in Workplace Health and Safety, and in Energy and Chemical Plant; NZ Cert Lv 4 Food and Beverage has been developed for 2018 delivery in response to Employment data from the Employers Survey that indicates that there is a significant demand for sub degree hospitality graduates; and NZ Cert Lv 4 in Business First Line Management responds to a lack of provision in the region that is seeing employers sending their staff out of the region for this training. EPIS Employment outcomes for graduates and employer satisfaction

WITT recently conducted an in depth needs analysis on the effectiveness of delivering the Bachelor of Social Work in Taranaki. This work also looked at how the gap could be filled if BSW delivery was discontinued. The analysis highlighted the need for alternative programmes, and has led to a renewed and enhanced MOU with the major Māori Health Provider, Tui Ora. A targeted needs analysis in Engineering is currently underway, responding to the economic forecast for this industry. A needs analysis has been commissioned to look specifically at the needs of South Taranaki to ensure programmes at the Hāwera campus are fit for purpose Taranaki has seen large growth in tourist and hospitality industry due to the rise in tourism in NZ but also specifically after Taranaki was named in the Lonely Planet as the second-best place to visit in the world

Develop plans that address gaps in skills for industry. Follow through with adjustments to programmes, content and delivery

Specific programme area plans will be developed that align to the needs of particular industries and employers. LACs will be key to an overall industry approach, and there will also be an individual employer or group of employers approach. WITT will establish a skills plan that considers the contribution of other providers in the region, and collaborate on providing holistic solutions.

MOP NZ Cert Lv 4 Whanau Ora (with subsequent development of Lv 5 and Lv 7 grad dip) to fill needs gap that existing programmes not targeting. WITT has a continued commitment to the needs of Iwi in the region.

Existing MOUs provide an excellent starting point to ensure achievement against this goal. Taranaki Futures is a good example of a collaboration with a group of employers that sees learners pathway from the Build a Bach programme into apprenticeships.







Measure and analyse the success, feedback and review with industry, and make further adjustments to programmes, content and delivery

WITT’s programme portfolio will be reviewed at least annually to ensure that its programmes deliver work ready graduates, sought after by employers. WITT will continue to conduct surveys and analyse the results to make improvements. WITT will partner with TEC on RateMyQual to improve its satisfaction by graduates and employers, and benchmark regionally and nationally. WITT is increasing its commitment to academic performance and supporting its teachers to achieve better results.

WITT is seeking new funding for teaching qualifications at level 4 and level 5 to better support our teachers and improve results. WITT will cease to deliver the NC in Adult Literacy and Numeracy and use an integrated approach by embedding it within the wider teaching context within the new teaching qualifications. WITT will introduce the NZ Certificate in Adult Teaching level 4 and 5 based Te Ara’s qualification. This will allow WITT to grow and develop talent locally.

WITT carried out a detailed and independent employers survey. As a response, WITT is reworking its Stakeholder Engagement Strategy and has developed a response plan that addresses key issues.


Priority 2 - Getting At-risk Young People into a Career


Encourage 16-18 year olds at secondary school to transition to tertiary

education, which it will do with accurate information and careers advice

based on vocational pathways, offering secondary tertiary pathway

programmes such as 3+2, EE2E, and trades academy, and building

effective engagement and relationships with secondary schools in the

region

Encourage participation in programmes that can pathway to level 4 and

ensure better employment outcomes for graduates and better

safeguarding against market downturns, which it will do by continuing

to monitor and improve literacy and numeracy, encourage participation

in STEM programmes that can lead to employment in areas of high

growth and demand, and work with ITOs for smooth transitions into

apprenticeships

Ensure that programmes are fit for purpose in their content, delivery

and outcomes, and meet the aspirations of learners, which will include

flexibility, blended delivery, workplace experience, appropriate

pedagogies, pathway options, and excellent teaching and support staff.

Youth Guarantee will continue to be the cornerstone of WITT’s work in

attracting back into education, those who have not succeeded or are

unsure of their future.

7 Discussed later in the Teaching and Pathways programme area

As progress towards achieving the above, in 2018 WITT specifically will:

Develop transitions and pathways strategies for each of the 10 schools

in the Taranaki region

Develop pathways and transition options for the majority of students

who will not choose to attend university, and

Change its approach and offerings to Foundation Learners to provide

the necessary grounding for success.

WITT recognises that this priority refers to all learners from 16 to 25, some of

whom will still be enrolled in the compulsory schooling system. WITT’s response

to this priority area is that during the life of this single-year plan, it will largely

concentrate its efforts on significant gains it can make in wrapping its arms

around young learners and walking them over the interface between the

secondary and tertiary systems, towards sustainable employment.

WITT’s proposed foundation programmes7 cater for all learners without NCEA

levels 1, 2 and 3, including those who have disengaged from tertiary, or never

engaged in tertiary. In 2018, a newly developed NZ Certificate Level 2 in

Foundation Skills provides a supporting and compelling whānau-based approach

to being successful, and then pathways into other Level 3 certificates in the


Institute, or on to NZ Certificate Level 4 In Study and Career Preparation, then

higher level programmes. I ore ate tuatara ka patu ki waho.8

Actions that target and support learners in their choices, learning and

employment aspirations, are outlined in the priority template at Table 7 which

will then be operationalised through WITT’s operating plans.

The EOTE data recently received shows that for levels 1-3 all learners in their first

year after graduation, 40-45% of WITT learners went into employment,

compared to 30-35% for all providers; and 40-45% went on to further study,

compared to 45-50% for all providers. Further, WITT graduates earned $3,000

more than graduates of all providers.

Even more interesting are the statistics on benefits which show 5-10% of WITT

graduates, up to 9 years out being a beneficiary, compared to 10-15% for all 9

years for all providers nationally. Figure 4-3 illustrates this:

Figure 4-3: Level 1-3 certificates all fields of study

8 A problem is solved by continuing to find solutions


Priority Template 2 – Getting at risk young people into a career

Table 7: Getting at risk young people into a career






Develop transitions and pathways strategies for each of the 10 secondary schools in the Taranaki region

Using Qlik and other data, gain an indepth understanding of current and forecast demand for tertiary education for Taranaki learners. Over the course of the year, work with each school to ascertain their needs and improve enrolment numbers for this target group at WITT. Based on the engagement work WITT is currently undertaking with schools, and the success of its secondary tertiary pathway programmes, WITT intends to work with each school to ensure there is an opportunity for each year 12 and 13 student to gain tertiary education experience at WITT. Currently WITT offers Trades Academy, Star, Youth Guarantee, 3+2, Dual Pathways Pilot, EE2E, and is developing the COOL Schools initiative WITT currently has with Inglewood to evidence measurable outcomes and impacts Continue to be a high profile partner in education and community events that enable conversations to take place about the value of tertiary education and what options are available for learners at WITT, developing pathways as necessary

MOP Based on the work done in 2017 in creating a secondary tertiary pathways team, and increasing offerings in pathway programmes, to its Mix of Provision for 2018: The following are being offered for 3+2 in 2018 and may be varied according to demand: NZ Cert Lv 3 in Digital Media and Design NZ Cert Lv 3 in Ag (Vehicles Mach an Infrastructure) NZ Cert Lv 3 in Computing NZ Cert Lv3 in Cookery NZ Cert Lv3 in Fitness (Exercise Consultant) NZ Cert Lv3 Food and Beverage NZ Cert Lv3 Makeup and Skincare EE2E offers the 8 credit Lv 3 course Engineering Fundamentals EPIs The major EPIs are course completions all learners, non-Māori and Māori

With only 109 secondary schools, it is possible for WITT to understand the unique nature of the school and offer opportunities for participation. For example, a group of year 13 girls at St Mary’s Diocesan School in Stratford have enrolled in WITT’s 2018 Bachelor of Nursing year 1 intake. In 2015, no St Mary’s year 13 students enrolled at WITT, according to the Qlik data. In 2017, WITT carried out an independent school leaver survey to determine drivers for demand from the school sector. Of note in 2017 have been the successful 3+2 programmes which had an uptake of 52 students in 5 programmes. WITT engages with young people through careers days at their schools, principal sponsorship of the LEAD conference, naming sponsorship of the WITT Taranaki Science Fair, presentations at Māui Pōmare Day, Careers Expo, and sponsoring competitions such as cookery and engineering. One significant improvement that is the resourced Secondary Tertiary Partnership team at WITT who ensures that all school initiatives are centralised, actioned, and managed effectively and efficiently.

9 Thirteen schools if the two area schools, Patea and Coastal, and Te Kura are counted, but for the purposes of the plans we will use the 10 schools in the region.







Develop pathways and transition options to develop career opportunities for the majority of students who will not choose to transition to university.

WITT has identified the need to develop pathways and transition options to develop career opportunities for the majority of students who will not choose to transition to university. A tertiary applied vocational pathway is a great option and will lead to improved economic and social outcomes

MOP WITT has identified and developed pathway programmes for its Mix of Provision for 2018: NZ Cert Lv 4 Food and Beverage has been developed for 2018 delivery in response to Employment data from the Employers Survey that indicates that there is a significant demand for sub degree hospitality graduates; NZ Cert Lv 4 in Business First Line Management responds to a lack of provision in the region that is seeing employers sending their staff out of the region for this training; NZ Certificate Lv 4 in Health and Wellbeing which pathways from Lv 3 and can enable a pathway to WITT’s Bachelor of Nursing NZ Certificate Lv 4 in Career and Study Prep which will more appropriately prepare students to continue in higher study, particularly in Health and Engineering EPIS The major EPIs are progression to further study, and employment outcomes data

The Taranaki region is growing and will face significant skills shortages if it cannot retain and train talent in the region. Many young people leave the region for education and other opportunities, and WITT can make an impact in stemming some of this outflow. WITT was successful in its request for funding from the TEC for the Engineering Education to Employment (EE2E) Secondary-Tertiary Pathways Project. This project sets out to prepare students for tertiary engineering study, increase enrolments in level 6-7 engineering qualifications, increase awareness of engineering careers in the community, increase numbers of under-represented groups enrolling in engineering (including women, Māori and Pasifika), and improve and establish sustainable pathways from secondary school to engineering study and careers.

Change its approach and offerings to Foundation learners to provide the necessary grounding for success

WITT has reviewed its offerings and in 2018 will significantly change its approach to these important foundation learners. A regional polytech offering good quality learning opportunities to those who have been unsuccessful in gaining qualifications from the compulsory sector is essential, and WITT recognises that it must work very hard to improve its results in this area so that learners can gain good education and valued outcomes, and pathway to further learning and employment. This is particularly true for Māori learners who lag behind national achievement levels in Taranaki.

MOP This is reflected in changes in its Mix of Provision for 2018: NZ Certificate Lv2 Foundation Skills which aims to give students a foundation education that is strong on core literacy, numeracy, computing and working together. Students will also choose an elective for their pathway. This qualification pathways to the NZ Cert Lv 4 in Career and Study Prep. EPIs The major epis are course completions Level 2 all learners, non-Māori and Māori learners, and progressions to level 3 and 4

Despite the dedication and hard work of tutors on the foundation programmes at WITT, the pastoral care, extra support and monitoring, WITT has been somewhat unsuccessful in sustainably raising the performance of its foundation learning programmes. It is a fact though that learners have used WITT’s foundation programmes to gain the necessary credits to gain entry into higher qualifications, and/or University Entrance, leaving the programme when the necessary credits were gained. Whilst learner expectations were met, Institute performance was not. (See Foundation Learning and Pathways Akoranga section for more information)


Youth Guarantee has been a cornerstone of WITT’s Youth Strategy. In this side-bar report, the success of WITT’s Youth Guarantee programme can be measured by the following 2016 results. Figure 5 shows the breakdown of programmes that the 74 students enrolled in.

The WITT team oversaw the transitioning to WITT. This included interviewing 105 students with their parents, whānau or support people; 78 Personal Education Plans were completed and tutors were often present at the interviews; two Transition to Tertiary Workshops held over 3 days including an afternoon raft construction race at Ngamotu Beach to enable students to get to know their tutors, support staff and fellow students; and additional liaison with tutors, support services and support staff. Once in the programme, the support team were busy providing pastoral support; 40 referrals to external specialist services; information and advocacy; 43 referrals to learning skills tutors; 60 student/tutor/YG support meetings to discuss either behaviour, attendance, incidents or progress; 32 similar meetings with parents, whānau or support people; support for students on independent youth benefit and those at-risk; two transition workshops to assist students with tertiary study; and transport costs of $27,338 were provided by TEC so that transport was not a barrier to success. Upon completions, 42 CVs were written and edited with students; 25 were prepared for job interviews; ongoing career support and guidance was given; eight referrals were made to Youth Services for follow-up, and the team celebrated with 82.4% of students in work or further study. The team continued to work with job search to assist the remaining 17.6%. Retentions for this cohort of Youth Guarantee Students was 79.25%. Completions achieved 77.92%.

YOUTH GUARANTEE


Priority 3 - Boosting Achievement of Māori and Pasifika


Increase participation of Māori Learners in tertiary education, which it

will do with accurate and culturally appropriate information and careers

advice based on vocational pathways, offering secondary tertiary

pathway programmes such as 3+2, EE2E, and trades academy, building

effective engagement and relationships with secondary schools in the

region, and effectively engaging with Iwi to encourage whānau support

for learners

Encourage participation in programmes that can pathway to level 4 and

ensure better employment outcomes for graduates and better

safeguarding against market downturns, which it will do by continuing

to monitor and improve literacy and numeracy, encourage participation

in STEM programmes that can lead to employment in areas of high

growth and demand, and work with ITOs for smooth transitions into

apprenticeships, and monitor and intervene to achieve improved

outcomes

Ensure that programmes are fit for purpose in their content, delivery

and outcomes, and meet the aspirations of learners, which will include

flexibility, blended delivery, workplace experience, with appropriate

Māori pedagogies, pathway options, and excellent teaching and support

staff. Youth Guarantee will continue to be the cornerstone of WITT’s

10 Ignore small matters and direct efforts towards important projects

work in attracting back into education, those who have not succeeded

or are unsure of their future. WITT recognises the importance of Māori

succeeding as Māori.

To make significant progress towards this priority, in 2018 WITT will:

Achieve parity of achievement for Māori learners

Increase participation for Māori learners, and

Grow Mātauranga Māori research and development

WITT recognises that it must continue to focus on the effective implementation

of its Te Rautaki Māori strategy that will see improvements in Māori learner

achievement, pedagogy and learner outcomes. He maurea kai whiria.10

The strategy is underpinned by four key initiatives that include:

Implementing an organisational cultural competency framework.

Culturally competent staff will enable better outcomes for Māori

Learners. WITT will do this through opportunities for staff professional

development related to Māori learner success, workshops and seminars,

guidance materials, embedded Māori pedagogies, and teaching

materials and methods that reflect Te Ao Māori

Pastoral and academic support for Māori learners, which WITT will do by

employing a specialist learning tutor Māori.


Targeted support for programmes based on performance data. Support

offered to staff and students will be beneficial if it is the right support,

by the right people, at the right time, and is culturally appropriate. WITT

will do this through targeted support for programmes including

evidenced based support and interventions for all WITT staff

Iwi consultation and involvement. WITT will consult and engage through

hui, noho marae, guest lectures, mentoring, LAC membership and

maintaining networks by WITT’s leadership and Council.

Activities to improve achievement, increase participation, and support the

development and research of Mātauranga Māori, outlined in the priority

template at Table 9 which will then be operationalised through WITT’s operating

plans.

In the recently received EOTE data, WITT considered its achievement with

learners at levels 1-3 and compared this to alternative provision in the region,

namely Te Wananga o Aotearoa. While the EOTE data available to WITT cannot

currently be segmented into Māori and non-Māori learners, WITT will contend

that the following information shows it has good achievement with learners in

foundation provision. Figure 5-2 shows WITT achievement, and Figure 5-3 shows

Te Wananga o Aotearoa (noting that this is also not regionally segmented).

Figure 5-2: WITT achievement in Levels 1-3 and median earnings each year after graduation

Figure 5-3: TWOA achievement in Levels 1-3 and median earnings each year after graduation


Priority Template 3 – Boosting Achievement for Māori and Pasifika

Table 9: Boosting Achievement for Māori and Pasifika






Parity of Achievement for Māori Learners

WITT has developed clear performance targets in its EPIs that will measure achievement for each level of study 1 to 7, and will compare these to all non-Māori learners. Strategies for improvement will be put in place with responsibility assigned and expectations for outcomes and timeframes. WITT will aim to achieve parity for level 4 and above, year on year improve its EPIs for levels 1-3. Over the life of this single-year plan, WITT does not expect to achieve parity for all levels.

MOP Based on the work done in 2017, enhanced customer service, a whole of Institute approach to cultural competency, the development and implementation of Te Rautaki Māori and oversight of the Academic Board through its Te Kahui Matanui Committee, WITT has made changes to its Mix of Provision for 2018 to meet this goal: Redevelopment of Lv 4 qualifications in Health and Wellbeing that have higher proportions of Māori Learners; Development of Lv 4 and 5 Whanau Ora qualifications; NZ Certificate Lv 3 Carpentary Skills will be brought back to WITT (not sub-contracted) and Māori learners will be better supported to succeed (this was a problem in the sub-contracting arrangement); NZ Dip Lv 5 and 6 in Tikanga (Mātauranga Māori) replace expiring qualifications; NZ Cert Lv 4 in Māori Heritage and Wāhi Tapu will provide a pathway; and NZ Cert Lv 4 and NZ Dip Lv 6 in Māori Governance in response to Iwi engagement feedback for growing capabilities of talented Māori leaders (starting with Lv 4 in 2018). EPIs The major EPI is course completions for Māori learners at not less than 76% for the Institute

Semester 1 results at WITT show marked improvements in course completions for both all learners and for Māori learners, at 82.07% and 76% respectively. Analysis shows that for Māori learners, completion rates levels 1-3 are still below acceptable levels at 62.62%. Interventions and improvements are being implemented to improve this result for second semester. Level 4 shows Māori learner course completion at 95.32%, and Levels 5-6 and Level 7 93.56%. WITT concludes that it has made significant progress since the 2016 results, but is yet to fully analyse how much of this is a result of pedagogies, or Institute wide initiatives such as cultural competency training and practice, and tightening of entry and withdrawal criteria. WITT has engaged new specialist team members with experience in support Māori learner achievement. It expects this will also be a factor. WITT staff are encouraged to learn Te Reo Māori through professional development classes arranged for staff, enrolment in qualifications and professional development leave, and through conversational practice in Te Kopu Manaaki, the Learning Resource Centre and at staff hui.







Increase participation by Māori Learners

WITT’s student population currently has 21% who identify as Māori. WITT intends to increase its outreach and recruitment activities to encourage participation to at least 24%. This requires an understanding of cultural drivers to education, and better engagement with iwi to support their whānau to participate. Through its Te Rautaki Māori strategy, WITT has embedded Māori pedagogies throughout its programmes so that it is easier for Māori to achieve as Māori. WITT considers these pedagogies will benefit all learners.

MOP WITT has identified and developed programmes that embeds Māori pedagogies in its programmes for its Mix of Provision for 2018: NZ Certificate Lv 2 in Tertiary Studies which aims to give students a foundation education that is strong on core literacy, numeracy, computing and working together. The first three courses are based very strongly in Māori pedagogies. This qualification pathways to the NZ Cert Lv 4 in Career and Study Prep; NZ Certificate Lv 4 in Health and Wellbeing which pathways from Lv 3 and can enable a pathway to WITT’s Bachelor of Nursing which is a bi-cultural programme which attracts significant numbers of Māori Learners; NZ Certificate Lv 4 in Career and Study Prep which will more appropriately prepare students to continue in higher study, particularly in Health and Engineering; EPIs The major EPI is that at least 21% of learners participating in programmes at the Institute will identify as Māori

WITT has been successful in attracting Māori Learners to its MPTT and EE2E programmes. Māori and Pasifika consortium members support learners and assist with employment and apprenticeship pathways. Some secondary schools, such as Waitara High School, have significantly high numbers of Māori Learners. The specific school engagement plan discussed in priority 2 will enable WITT to address Māori Learner participation and achievement, and it is expected that good results will follow. In 2017 Māori learners from a township further south (Patea) took advantage of the closer Hāwera campus. WITT is also looking at the role of Te Wananga o Aotearoa in the region and the success of, and demand for, pathways from TWoA qualifications, and researching collaborative opportunities.

Grow Mātauranga Māori

WITT has committed to growing Mātauranga Māori research and development, and research that specifically supports improvements in the quality of teaching, achievement and programme pathways for Māori.

MOP The development of new and expiring qualifications under NZQA’s Māori Quaifications framework, is new to WITT’s Mix of Provision. These qualifications include: NZ Dip Lv 5 and 6 in Tikanga (Mātauranga Māori) replace expiring qualifications; NZ Cert Lv 4 in Māori Heritage and Wāhi Tapu will provide a pathway; and NZ Cert Lv 4 and NZ Dip Lv 6 in Māori Governance in response to Iwi engagement feedback for growing capabilities of talented Māori leaders. EPIs The major EPI will be an increase of research outputs that specifically support improvements in teaching and pathways for Māori learners

WITT’s Research and Innovation Manager has post graduate qualifactions and expertise in Māori teaching and supporting Māori learners. New academic support staff are currently being recruited to support this work as research shows proven success with the approach. Guest lectures that encourage growing Mātauranga Māori research and development are being held at WITT and community professionals and business leaders attend.


Priority 4 - Improving Adult Literacy and Numeracy


Remove barriers to literacy and numeracy so that students can be

successful in their courses and transition to further study, which WITT

will do by directing and resourcing a whole of Institute approach to

embedded literacy and numeracy such as appropriate training for staff,

effective use of the assessment and other tools, reviewing and updating

its supporting policies and monitoring by the Academic Board, and

identifying roles and responsibility for delivery.

Improve literacy and numeracy so that learners are prepared for the

workplace, which WITT will do by embedding literacy and numeracy in

all foundation education programmes, ensuring literacy and numeracy

are contextualised in workspace and simulated settings, identifying

issues in courses and effective interventions, and continuing to work

with Pathways Awarua.

Improve literacy and numeracy so that learners can fully participate in

day to day activities and the community, use every day skills for every

day problems, which WITT will do by encouraging students to

participate in campus skills activities, accessing support, counselling and

advisory services when a needs has been identified, behaving in a

culturally competent way towards learners, and ensuring appropriate

funding and resourcing supports these valued outcomes activities.

To make progress towards the above goals, in 2018 WITT will:

Better target support to learners, particularly Māori learners

Increase participation in foundation learning, particularly level 2 (with

embedded literacy and numeracy, and

Ensure tutors and learning support staff are equipped to help learners

succeed.

Activities to improve adult literacy and numeracy at WITT are outlined in the

priority template at Table 11 which will then be operationalised through WITT’s

operating plans. Te tōia tē hau matia.11

11 Nothing can be achieved without a plan, workforce, and a way of doing things


Priority Template 4 – Improving Adult Literacy and Numeracy

Table 11: Improving Adult Literacy and Numeracy






Better targeting of support to learners, particularly Māori Learners

WITT will employ specialist learning support tutors Māori who have competence in Māori succeeding as Māori. Whilst activity will be measured, analysis will be conducted, along with continuous improvement, which is then expected to result in higher course completions, retention, and pathways to higher study. Implementing schools plans with individual schools, particularly those with higher proportions of Māori students (such as Waitara High and Hāwera High) are expected to increase participation and support learners through their pathway.

WITT’s Mix of Provision for 2018 to meet this goal includes: NZ Certificate Lv 3 Construction Trades will be brought back to WITT (not sub-contracted) and Māori learners will be better supported to succeed (this was a problem in the sub-contracting arrangement and is included here as an example of targeted improvement); NZ Cert Lv 4 in Māori Heritage and Wāhi Tapu will provide a pathway; NZ Certificate Lv 4 in Health and Wellbeing which pathways from Lv 3 and can enable a pathway to WITT’s Bachelor of Nursing which is a bi-cultural programme which attracts significant numbers of Māori Learners. EPIs The major EPIs to be measured are higher course completions, retention, and pathways to higher study. WITT has set a target of not less than 76% for course completions for all learners

WITT has committed to raising its achievement of course and qualification completions, particularly for Māori learners. Enhanced monitoring is now in place, and WITT’s Academic Board has a sub-committee with an oversight remit (Te Kahui Matanui). WITT is currently recruiting Māori Learning Tutors who will work under the guidance of both the Learning Support Team and WITT’s Research and Innovation Leader who is recognised as qualified and experienced in this area. Semester 1 results at WITT show marked improvements in course completions for both all learners and for Māori learners, at 81% and 75% respectively. Analysis shows that for Māori learners, completion rates levels 1-3 are still below acceptable levels at 62.62%.

Increase participation in Foundation learning, particularly Level 2

WITT is proposing to conduct a needs analysis and other research in order to first understand the magnitude of the problem in Taranaki. Māori in New Zealand are below the national average for qualifications held, and represent a higher proportion of learners who have not engaged or who have disengaged in tertiary. The individual schools plans will highlight learners who are at risk of not achieving level 2. WITT will work with the schools, students, parents, whanau and support people to engaged these students in transition programmes, or supporting their transition to the Lv 2 NZ Certificate in Tertiary Studies.

WITT has identified and developed programmes that embeds Māori pedagogies in its programmes for its Mix of Provision for 2018: NZ Certificate Lv 2 in Foundation Skills which aims to give students a foundation education that is strong on core literacy and numeracy. The first three courses are based very strongly in Māori pedagogies. NZ Certificate Lv 4 in Career and Study Prep which will more appropriately prepare students to continue in higher study, particularly in Health and Engineering EPIS The major EPI is 21% Māori learners at WITT, and increased course completions and retentions in the level 2 Foundation programme.

WITT has been successful in attracting Māori Learners to its MPTT and EE2E programmes. Māori and Pasifika consortium members support learners and assist with employment and apprenticeship pathways. Some secondary schools, such as Waitara High School, have significantly high numbers of Māori Learners. The specific school engagement plan discussed in priority 2 will enable WITT to address Māori Learner participation and achievement, and it is expected that good results will follow.







Ensure Tutors and Learning Support staff are equipped to help learners succeed

WITT is committed to increasing literacy and numeracy using the tools and resources that are available. WITT will continue to grow its engagement with Pathways Awarua which can be tailored to the needs of the Institute. Increased professional and staff development is being made available to support teaching and learning support staff, including attendance at conferences, guest lectures, workshops and time for research. Particular attention will continue to given to improving literacy and numeracy of Māori learners.

MOP WITT’s Mix of Provision for 2018 includes: NZ Certificate in Adult Teaching level 5. This will allow WITT to grow and develop talent locally

WITT’s Academic Board closely monitors and discusses the results of LNAAT. WITT’s team leader for this tool is well regarded and experienced and in 2017 won the national leadership award in this area. WITT has found some issues with the tool, particularly around enrolments, and is working on improvements. WITT has in the past also included level 3 learners in its assessments, even though this was not required. WITT is actively engaged with Pathways Awarua. WITT staff are encouraged to learn Te Reo Māori through professional development classes arranged for staff, enrolment in qualifications and professional development leave, and through conversational practice in Te Kopu Manaaki, the Learning Resource Centre and at staff hui.


WITT held an all staff workshop in February 2017 with Gill Thomas, CE of

Pathways Awarua. Feedback from the workshop was 100% positive and WITT

users were engaged with how they could improve outcomes for learners. The

process was iterative, and WITT’s feedback has been taken on board by

Pathways Awarua, with the aim of improving their service.

Pathways Awarua has received funding from TEC to develop 20 more modules

in Pathways in 2017, 16 have been taken by enhancements to the health and

safety modules and the development of a ‘my money’ module BUT Pathways

Awarua have asked WITT to have direct input into two of the remaining

modules, one with the focus on NZ Certificate in Business and Technology Level

3 and 4 programmes, and the other with a focus on Agriculture.

Since the visit the WITT team have continued discussing improvements to

learner success and putting in place interventions.

PATHWAYS AWARUA


Priority 5 - Strengthening Researched-based Institutions


Establish its role in the network of tertiary provision for research

(recognising that this priority is more targeted towards higher degree

research of Universities and some ITPs), which WITT will do by

implementing its recently developed Research and Innovation Strategy

that has as its primary goal providing robust and excellent research that

contributes and responds to the aspirations and positive development

of the Institution, its stakeholders and communities.

Outline where the research and innovation focus should be placed at an

institutional level at WITT, which WITT will do through its Research

Committee of the Academic Board, and by resourcing a central research

unit, recruiting talented researchers, and developing a framework to

ensure outcomes can be measured, and develop the capability and

capacity of research enabled and empowered staff across the Institute

Ensure that research at WITT will add to the body of work that helps us

better understand our unique place in the world, and promotes positive

social and economic outcomes for learners, which WITT will do by

ensuring its research themes align to its strategies and the needs of its

stakeholders, and that the innovation that follows research activity is

used to inform programme development, delivery, content, support and

the needs of learners and employers.

To make progress towards this priority, in 2018 WITT will:

Build research capability for WITT staff and students

Raise the standing of research and innovation as an important and

necessary activity at WITT, and

Develop the research themes at WITT that will extend WITT’s current

capabilities and align with WITT’s strategy and stakeholder needs.

Research at WITT should result in measurable and reportable outcomes.

Collaboration within the institution and across its subject areas will be

encouraged, as will external collaboration with other tertiary institutions and

with business, industry and the community. Applied research with industry,

business, iwi, and community partners will be the primary area of focus in

particular through problem-focused activities, strategic funding projects and

initiatives and support for knowledge and technology transfer. Such partnerships

will enable WITT’s programmes and qualifications to become an integral part of

the industries and businesses they service.


Priority Template 5 – Strengthen Researched-Based Institutions

Table 13: Strengthening Research at WITT






Build research capability and capacity for WITT staff and students

WITT has employed a talented Research and Innovation Manager who has some 20 years experience in the tertiary sector to lead the work on building capability and capacity at WITT for staff and students. WITT degree and diploma staff have a requirement for ongoing research which will be identified, managed (through ELMO), and developed to meet the needs of the Insitute, staff, students and industry. Support the professional development of all staff teaching on undergraduate degree and graduate diploma programmes to develop research project supervisory skills and research capability

EPIs An increase in scholarly outputs and research activity

WITT has significantly improved its research capacity during 2017 by ensuring that research is appropriately calculated on workload planners, recorded and managed through its performance management system (ELMO), and research activities that support the aims of the Institute, or the academic progression plans, are agreed in advance. The biggest impact has been the recruitment of the Research and Innovation Manager who has been central to the encouragement of staff. Since then, two members of staff have taken time out from their FTE positions to take on a 1 day per week role with WITT in research and development, while they complete PhDs.

Raise the standing of research and innovation as an important and necessary activity at WITT

Effective engagement with business, industry and other education and research providers is necessary to form partnerships and collaborations. WITT needs to be positioned to respond to increased demand for its knowledge and services, particularly in the areas of applied and vocational research, and consultancy. Strategically recruit new staff, as opportunities arise, to increase the institution’s capacity to undertake applied research at a level that sustains advanced level tertiary education Reflect and empower the application of bicultural, multicultural and sustainability principles in WITT research activities

EPIs An increase in scholarly outputs and research activity

WITT’s Research and Innovation Strategy links directly to the Government’s Tertiary Education Strategy 2014-2019 (TES) which requires ITPs to “deliver high-quality qualifications for students and attract and develop skilled staff to teach and contribute to growing a strong research base”, and that “Tertiary education research provides significant economic, social, cultural and environmental benefits”. WITT’s emphasis is on practical and translational research that is innovative and collaborative; works across institutions, sectors, and industries; and is of high quality; therefore providing maximum benefit from research funding. WITT’s Stakeholder Engagement Strategy underpins this goal. In 2019 WITT expects to be undertaking innovation and research projects with industry.







Develop the research themes at WITT that will extend WITT’s current capabilities, and align with WITT’s strategy and stakeholder needs

Having Māori and indigenous knowledge – Mātauranga as an explicit theme acknowledges the status of Māori as tangata whenua of Aotearoa, and of Taranaki iwi in particular; WITT’s commitment to Māori learners and staff; and the local, national and international potential of research with Māori and indigenous peoples. It is acknowledged that there is work to do in further engaging with local Māori and iwi groups, and in building relationships which not only honour the unique needs of Māori in Taranaki, but which seek to co-create collaborative and innovative research projects that explicitly responds to the needs of Taranaki iwi and other Māori groups. Themes identified include: economy and industry, the environment, health and wellness and teaching and learning.

MOP WITT’s Mix of Provision for 2018 includes: NZ Certificate Lv 5 Adult Teaching level. Research components of degree and graduate diploma level progammes.

Funding and other government agencies often encourage inter-disciplinary, inter-institutional, and/or inter-sectoral research, and having these theme areas recognises that research at WITT can cross disciplines, institutions and sectors also. Encouraging such research projects will feed into developing dynamic, creative and innovative research, and building the reputation of WITT as a provider of excellent research.


Priority 6 - Growing International Linkages


Recruit students that align to skills needed for the region, which WITT

will do by actively promoting Taranaki as a destination location for

learning, collaborating with other providers and secondary schools to

create learning pathways, integrate them into the Institute and

community, and help them build relationships with employers so that as

they graduate they may stay and contribute positively to the region

Increase networks to encourage cost effective recruitment to ensure

numbers of international students coming to WITT are in cohorts of

students of a viable size for the sustainability of the programme, which

WITT will do by developing programmes that are fit for purpose in all

respects that offer good pathways and economic prospects upon

graduation

Operate sustainably in the international context which is currently a risk

scenario, which WITT will do by managing its resources and revenue

expectations, ensuring the integrity of its agents, not promising what

can’t be delivered, and building good relationships in diverse markets.

To make progress towards this priority as outlined above, in 2018 WITT will:

Build its international reputation for WITT and for the region

Offer programmes that address the skills shortages in the region so that

graduates have good employment outcomes, and

Diversify the markets from which international students come and

reduce dependence on the Indian market.

Numbers of international students were growing at a steady and sustainable rate

in the years leading up to 2016. In 2017, international numbers declined for

several factors such as NZQA ranking from Category 1 to Category 3 and students

and agents being advised to work with and choose Category 1 providers,

realigned points system, skilled migrant changes, exclusion from Education New

Zealand off shore events, significant negative media coverage about international

education across New Zealand, and unfavourable changes made to programmes.

WITT recognises that programmes of interest to international students need to

align with national and local skill needs, have a strong vocational element, and be

very industry inclusive. WITT provides the region with more graduates than could

be achieved by domestic students alone. International education is one of the

few opportunities open to the education sector to generate uncapped income.

International students at WITT perform well, the EPIs are higher than for

domestic students, and WITT consistently ranks high in external international

student experience surveys. WITT is considering its portfolio and structure of


delivery to meet the expectations of the international market. EFTS targets will

continue to be conservative. He taonga nui te tūpato.12

Actions to continue to develop WITT’s international linkages can be found at

Table 15 and will be operationalised in WITT’s annual operating plans.

Expectations for international recruitment are included in the six-weekly reports

to WITT Council.

12 Caution is highly prized


Priority Template 6 – Growing International Linkages

Table 15: Growing International Linkages


How this area is reflected in the mix of provision, and/or

the EPI commitments



Build international reputation for WITT and the region

Work collaboratively with the VTT led Taranaki regional international group and ENX to collectively grow the reputation for New Plymouth and the region as a destination for international students. Recover its EER Category rating at least to Catetory 2.

MOP Based on the work done in 2017 on understanding skills shortages in the region, WITT proposes the following changes to its Mix of Provision for 2018: Reviewing Grad Dips, Dips and Degree provision to ensure it meets with student’s and employers needs. EPIs Increased recruitment of international students and good employment outcomes

WITT has struggled to address is portfolio for international students and has at best made short term adjustments to respond to current need. International thought is a longer term strategy, and therefore indepth research and analyse is needed for the next phase to ensure that WITT’s programmes and proposition are fit for purpose. Taranaki has seen large growth in tourist and hospitality industry due to the rise in tourism in NZ but also specifically after Taranaki was named in the Lonely Planet as the second-best place to visit in the world

Offer programmes that address the skills shortages in the region so that graduates have good employment outcomes

Specific programme area plans will be developed that align to the needs of particular skills shortages industries and employers, so that students are able to gain employment when they graduate.

MOP WITT currently has students enrolled in the following programmes: Grad Dip Highways Level 7; Grad Dip Operations Management Level 7; Grad Dip HR Level 7; Grad Dip Project Management Level 7; Bachelor or Nursing Level 7; Diploma in Engineering Mechanical Level 6; Diploma in Engineering Level 6; Diploma in Cookery Level 5; English Language Levels 1- 4

EPIs Increased recruitment of international students and good employment outcomes

As well as this WITT has considered the timing of intakes of students for the International Market and is offering October or November intakes.

Diversify the markets from which International students come and reduce dependence on the Indian market

WITT’s international programme portfolio will be reviewed at least annually to ensure that its programmes deliver work ready graduates, sought after by employers. WITT will continue to conduct surveys and analyse the results to make improvements.

EPIs Increased recruitment of international students and good employment outcomes

WITT currently draws its students from India, Nepal, Sri Lanka, China, The Phillipines, and Russia. Long standing arrangements are in place with agents that operate with integrity. WITT’s visa decline rates are not an issue for the Institute.

WITT’s Investment Plan 2018 | WITT’s Stakeholders 4

WITT’s Stakeholders

Figure 6: The Taranaki region

If you are looking for Taranaki on a map of

New Zealand, you’ll see it’s the bump on the

west coast of the North Island. Located

halfway between the main centres of

Auckland and Wellington.

At the heart of the region - both

geographically and spiritually -

is the picture-perfect 2518m

peak of Mount Taranaki.

WITT recognises that learners are its major stakeholders, and this Investment Plan

addresses their needs. Key stakeholders can be summarised as follows:

Taranaki’s people are known for their friendly and resourceful ‘can do’ attitude. They

are incredibly proud of their turangawaewae. Many people from a variety of different

cultures and countries have moved to Taranaki for work and lifestyle. These people

now call Taranaki their home, adding variety and vibrancy to the community.

The Taranaki region is home to New Zealand’s oil and gas industry, and is known as

the country’s engineering hub. Agriculture plays a significant part in the regional

economy, with half the region’s land used for agricultural production. The region’s

arts and cultural presence is flourishing, and its diverse national environment attracts

a respectable number of tourists each year.

Taranaki has 116,600 residents, with recent population growth occurring almost

entirely in New Plymouth. In 2016, 69% of Taranaki residents lived in New Plymouth,

with the remaining 31% of residents living in the South Taranaki and Stratford

districts (25% and 6% respectively). Overall, 2.5% of New Zealand’s population live in

Taranaki

There are 57,837 people employed in the Taranaki region. New Plymouth accounts

for 69% of filled jobs in the Taranaki region, with South Taranaki and Stratford

accounting for 25% and 6% of filled jobs respectively.

Outside of New Plymouth, Taranaki’s population over the past 10 years has had a net

outflow of working-aged people, with many young adults choosing to leave the area

in pursuit of employment or educational opportunities. Reflecting this, job growth

has occurred most strongly in New Plymouth, which has become more urbanised.

The decline of the mining industry, which currently generates 20% of GDP but now

only employs 1.5% of all people employed in the region, and more recently, sluggish

dairy prices which have put a cap on employment in the agricultural sector is a factor

limiting job growth in South Taranaki and Stratford


Taranaki’s industries have a high-level mix of skills which are required by

business within Taranaki region are similar to those in demand nationally.

However, Taranaki’s economy relies heavily on a few industries. The Taranaki

region is home to the New Zealand oil and gas industry and known as the

centre of engineering and energy. Employers also require more people with

skills in the agriculture, forestry, farming and fishing, and manufacturing

sectors, than is the case nationally.

The following industries are central to Taranaki’s economy;

Manufacturing (15.4% of filled jobs)

Agriculture, Forestry and Fishing (10.7%)

Health care and social assistance (10.1 %)

Construction (9.4%)

Retail Trade (9.2%).

Fifty-four percent of Taranaki’s population are employed in five key industries –

Agriculture, Forestry and Fishing, Manufacturing, Health Care and Social Assistance,

Construction, and Retail Trade

A higher proportion of job openings over the next five years

will be in higher skilled jobs than has previously been the

case.

Economic Development Agencies and Taranaki’s Regional Plan has been developed

by Venture Taranaki, Taranaki Chamber of Commerce, District and Regional councils,

Iwi, industry, and MBIE. The regional plan sets out the wider vision and development

for Taranaki.

Government Agencies including TEC and and NZQA, hold special significance for WITT

as WITT works through some key challenges. Other key partners include the Ministry

of Education, the Ministry of Social Development, and the Taranaki District Health

Board. These are critical agencies who’s strategic aims overlap and could be mutually

supportive to achieving Taranaki’s ambitions.

Māori iwi, hapū and whanau make up

the second largest population group

comprising 15% of Taranaki’s

population. The region has a strong

Māori presence and is home to several

local iwi as represented in Figure 7.

According to the 2013 census,

approximately 3.0% of New Zealand’s

Maori population live in Taranaki.

Figure 7: Iwi in Taranaki are

represented in the rohe


There are eight Iwi in the Taranaki rohe, and a

significant number of hapū. Currently there is a

significant focus on preservation of the Maunga, Mt

Taranaki, as arguably the one unifying taonga for all

Taranaki iwi. Of significance is the reference to

Taranaki Waka (see Figure 8) and the recent

formation of advocacy for Iwi under the three

waka. This will enabled greater communication

and engagement.

Figure 8: Taranaki Waka

Educational Providers include 10 secondary schools, two area schools, Te Kura, Open

Polytechnic, and a small number of tertiary providers (PTEs) with specialist areas of

interest. WITT remains the only tertiary provider with a full range of programmes.

WITT’s staff are key to it achieving its ambition. WITT has undertaken to better align

its senior staff structure and invest in its staff to realise its ambition through the high-

quality teaching and services. Staff capability and staff engagement are two major

goals within The WITT Strategy 2017-2020. He aha te mea nui o te ao? He tangata, he

tangata, he tangata.13

13 What is the most important thing in the world? It’s the people, it’s the people, it’s the people


Addressing the Needs of Stakeholders

WITT’s Mix of Provision is aligned to meet the demands of its stakeholders and is

reviewed each year based on engagement and feedback from stakeholders.

Changes are ongoing as WITT continues to respond to identified needs. Reports from

MBIE regional reports, StatsNZ, the “Better Public Service’ sector targets, profile and

Trends, and MoE policy unit studies, the Tertiary Education Strategy, and recent

Productivity Commission response, have given direction to the sector.

WITT has carried out a number of substantial studies to better understand its

stakeholders. These include:

Analysis of its employers and its satisfaction with WITT graduates. It has

measured its performance and has set up a number of actions based on the

recommendations

An economic assessment of its impact in the region. This indicated a number

of gaps and suggested a forward direction to fulfil its potential for the region

and its stakeholders. WITT is working on establishing a skills match with the

new regional plan and in line with the infometrics analysis

An appraisal of its graduate experience by conducting a study on over 1000

graduates, their work and the contribution studying at WITT made to that. A

series of recommendations have been considered in the operating plans for

2018. WITT will partner with TEC on implementing the national progamme

RateMyQual.

Over the life of this plan, WITT will focus on the stakeholder group “Employers” and

expects to make significant gains. (Other stakeholders needs will continue to be

addressed).

WITT will develop an implementation plan that addresses “what employers need

from WITT”. This will form the work of strategic leaders and operational mangers

and will include:

Online and downloadable communications material about skills

development (written from an industry specific perspective)

Clear policies and communication about the benefits of skills development

Business development support

Incentives to train, including financial

Dedicated access points, such as programme managers (already in place)

Consistent, accessible information, advice and guidance on skills

development for individual companies and employees

Flexibility in when, where, how and what training is delivered (flexibility for

employers, for WITT, learners)

Straightforward administrative processes that reduce time, effort and

duplication, for example the new customer service positions in a new look

reception area that ensure one point of contact for enrolments and

enquiries.

WITT recognises the scale of change needed to respond to employers’ requirements

and policy drivers. WITT has scheduled an end-to-end review of provision that is


aimed at demand, need and growing markets. This will take place in early 2018 and

will include:

Developing a corporate approach to employer responsiveness, and a WITT

wide commitment to employers as customers

Processes, proforma MOUs, guest lecturing in every industry programme,

participation on external boards and work through Venture Taranaki

Generating demand from employers for skills development including short

courses through proactive marketing and relationship management, that will

see continual review and development of products for skills in the region

Delivering training flexibly, often at or near workplace with minimum

disruption to work patterns

Work in partnership with other agencies and providers supporting skills

development (Venture Taranaki, Chamber of Commerce)

Support, and create where necessary, employer networks, especially for

small and medium sized enterprises

Development of service standards and quality assurance methods for work

with employers.

WITT’s Investment Plan 2018 | WITT’s Mix of Provision 2018-2020 9

WITT’s Mix of Provision 2018-2020

WITT is working closely with its regional economic development agency, Venture

Taranaki, to address the skills needs of Taranaki and the wider national skills needs.

As part of understanding the Taranaki region better WITT has had analysis done by a

number of agencies14 to understand its position better and what it needs to do in

meeting the needs of Taranaki. Key drivers and trends are included in Table 17

Figure 17: Key drivers and trends

A detailed analysis of opportunities relating to qualifications was mapped and

worked through. The key results of that work are presented in Figure 9:

14 Agencies include KPMG, SiL Ltd and Infometrics

Figure 9: Jobs and industries linked to qualifications

In response WITT has produced a detailed plan of EFTS commitment under nine

programme areas to deal with skills needs, student demand, and Māori aspirations:

1. Engineering, and Construction Trades - Hanganga

2. NZIHT – Highways and Engineering Technologies - Huanui

3. Health and Wellbeing - Hauora

4. Business, Computing and Creative Technologies - Kaipakihi

5. Hospitality - Manaakitia

6. Hair and Beauty Trades - Whakapaipai

7. Foundation Learning and Pathways - Akoranga

8. Māori Development - Whakaako

9. Primary Industries - Ahuwhenua


For 2017 and 2018 WITT is focused on improving its quality and processes, reducing

poor performing courses, building pathways, and supporting Māori learner

achievement and aspirations. A detailed 3-year Academic Programme Portfolio Plan

that further explains these developments has been completed15.

In 2017, and planned for 2018, WITT is delivering vocational programmes and

qualifications covering levels 1 to 7 of the NZQF under the following funding sources

seen at Table 18.

15 Scheduled for adoption by WITT Council in September 2017 as part of WITT’s operating plans for the 2018 year

Table 18: Funding sources of qualifications and programmes update

Funding Code and Category

01 Student Achievement Component (SAC) 02 International Full Fee Paying 03 Domestic Full Fee Paying 05 STAR 06 Training Opportunities FFTO 11 ITO Off Job Training 22 Youth Guarantee (YG) 23 ACE (Adult and Community Education) 24 Trades Academies 25 SAC Level 1 & 2 Competitive Process Funding 26 SAC Level 1 & 2 Plan Process Funding 27 Under 25 Fees Free SAC Level 1 & 2 Plan Process Funding 28 Maori & Pasifika Trades Training Level 1 & 2 29 Maori & Pasifika Trades Training Level 3 & 4 32 SAC Level 3 and 4 Competitive Process Funding 33 Dual Pathways (Level 2-3) Pilot Funding

WITT has made significant improvements to the shape of its offerings for 2018, as can

be seen in the following figures: Figure 10 Mixes of Provision by programme area and

Figure 11 Mixes of Provision by level.


Figure 10: Mix of provision by programme area in 2017 and 2018 for comparison


Figure 11: Mix of provision by level in 2017 and 2018 for comparison


In 2018 WITT will offer a core foundation programme with project-based

delivery through a homeroom concept. The first three courses, which follow

in order are:

This is me - Tēnei ahau

This is me in the wider world - Tēnei ahau i roto i te ao whānui

This is where I am going - Tēnei tāku haerenga

The fourth course will be an elective chosen by the learner so that they can

learn in context and gain experience relevant to their next step at WITT. Based

on consultation, the options are likely to be health science, trades, business

and computing, art, hair beauty and makeup, and fitness.

All projects will require core numeracy, literacy, computer skills and working

together and evidence of these skills will be collected through the projects. By

the end of 17 weeks, students will have had the opportunity to gain core

generic NCEA credits (literacy, numeracy, digital literacy) as well as NCEA

credits that align with the graduate profile.

A NEW FOUNDATION FOR LEARNING


WITT’s new NZ Certificate Lv 4 Study and Career Preparation

In 2018 WITT will offer a 17 week full time programme consisting of

two compulsory courses:

Academic writing (including formal writing, research, and

referencing skills)

Study and citizenship skills (including time management,

self directed learning, digital competencies, group work

and making presentations, as well as te reo Māori and

Tiriti o Waitangi)

Two elective courses relevant to and/or prescribed by each student’s

chosen future qualification will be offered, eg human biology, social

science, Te Ao Māori and Early Childhood Education.

It is intended that graduates of CTS Level 4 will pathway to diploma and

degree programmes at WITT for which they will be appropriately

prepared and can achieve tertiary and valued outcomes success.

STUDY AND CAREER PREPARATION

WITT’s Investment Plan 2018 | WITT’s Priorities for 2017-2018 15

WITT’s Priorities for 2017-2018

Performance Commitments

6017 Western Institute of Technology Taranaki

Previous Years' Actuals

Latest data Actual Planned Commitments

Performance Commitments SAC Levels 1 and 2 2013 2014 2015 2016 2017 2018 2019

% % % % % %

Participation

The proportion of SAC Eligible EFTS who are:

Māori Levels 1 and 2 7.0 6.3 5.4 7.1 6.0 7.0 7.0

Pasifika Levels 1 and 2 0.5 0.7 0.7 0.76 1.0 1.0 1.0

Educational Performance

Course completion

The successful course completion rate (SAC Eligible

EFTS) for:

All students Levels 1 and 2 n/a 59 62 55 65 66 66

Qualification completion

The qualification completion rate (SAC Eligible EFTS) for:


Student Retention

The student retention rate for all students (SAC Eligible

student count)


Student Progression

The student progression rate (SAC Eligible

student count) from levels 1 and 2, to a higher

level, for:

All students

Levels 1 and 2, to a higher

level n/a 28 34.0 48.4 35.0 45 46


SAC Levels 3 and above


Prev years actuals Actual Planned Commitments

Performance Commitments SAC Level 3 and Above 2013 2014 2015 2016 2017 2018 2019

% % % % % % %

Participation

The proportion of SAC Eligible EFTS who are:

Under 25 Level 3 and above n/a 42.4 42.0 40.1 43.0 40.0 40.0

Level 4 and above n/a 24.9 26.2 23.3 30.0 - -

Māori Level 3 and above n/a 26.6 22.9 26.6 24.0 25.0 25.0

Level 4 and above n/a 15.0 11.1 10.0 22.0 24.0 25.0

Pasifika Level 3 and above n/a 2.6 3.3 23.7 4.0 2.0 3.0


Educational Performance

Course completion

The successful course completion rate (SAC Eligible EFTS)

for:

All students Level 3 and above n/a 75.9 73.7 70.6 74.0 76.0 76.0








Qualification completion

The qualification completion rate (SAC Eligible EFTS) for:

All students Level 3 and above n/a 70.6 61.2 60.9 63.0 65.0 65.0










Previous Years' Actuals

Latest data Actual Planned Commitments

Performance Commitments SAC Level 3 and Above 2013 2014 2015 2016 2017 2018 2019

% % % % % % % Student Retention Retention data is at "All Levels"

The student retention rate (SAC Eligible student count) for: All students Level 3 and above 76.6 82.8 73.9 66.1 74.0 75.0 76.0

Māori Level 3 and above 80.1 83.5 63.1 56.8 64.0 66.0 67.0

Pasifika Level 3 and above 71.8 80.2 68.9 68.5 69.0 70.0 70.0

Student Progression

The student progression rate for students (SAC Eligible

student count) at level 1 to 3, to a higher level

All students Levels 1 to 3, to a

higher level

34.00 37.2 34.5 45.1 35.0 34.0 35.0

Māori 38.4 39.3 29.8 39.1 30.0 31.0 32.0

Pasifika 40.0 46.7 34.6 51.9 35.0 35.0 35.0

Other Commitments

The number of international student EFTS All students All levels 53.61 131.73 226.65 175.48 180 150 161

PBRF-Participants only

The amount of external research income earned ($000) All students All levels 0 0 0 0 n/a n/a n/a

The number of Research Degrees completed All students All levels n/a n/a n/a n/a


Statement of Service Performance 2018

How we will measure our success 2017 target 2017 (expected result)

2018 2019 Measurement

Number of full cost recovery courses 11 20 30 40 Number of full cost recovery courses

Progress in developing subject areas and development of pathways

5 5 5 New programmes developed that can show good pathways for learners the lead to employment or further study outcomes

Māori participation : All levels (SAC) 24 21 21 21 Percentage of all Māori SAC students Pasifika participation All Levels (SAC) 2.0 2.0 2.0 2.0 Percentage of all Pasifika SAC students Māori course completion level 3+ 66.0 76.0 76.0 76.0 Percentage of Māori students enrolled and

successfully completing at levels 3+ Pasifika course completion level 3+ 65.0 76.0 76.0 76.0 Percentage of Pasifika students enrolled and

successfully completing courses in levels 3+ Māori progression rate Lv 1-3 to higher 30% 30% 31% 32.0 Percentage of Māori who progress onto

higher levels of study from level 1-3 Pasifika progression rate Lv 1-3 to higher 35.0 35.0 35.0 35.0 Percentage of Pasifika who progress onto

higher levels of study from level 1-3 courses Proportion of staff identifying as Māori 11% 11% 12% 14% Percentage of staff identifying as Māori Number of students participating in Secondary Tertiary Pathways programmes

6 51+ 60+ 60+ Number of students participating in Secondary Tertiary Pathways

Participation (all students): Under 25s STEM

40% 525

40% 525

40% 530

Percentage of all students Number of students enrolled in programmes with STEM

Course completion (all students): Under 25s levels 1-3 Youth Guarantee

73% 63%

73% 63%

76% 76%

76% 76%

Percentage of students completing course

Ensure all programme areas have active Local Advisory committees

100% 100% 100% 100% All programmes have LACs

Proportion of programmes using on-line learning/blended learning

50% 50% 80% 100% Percentage of programmes with active on-line learning elements

Develop staff capability in teaching and learning

70% 70% 70% 80% % of teaching staff engaging in Staff Development, Professional Develop and/or research

The Student Voice to inform decision making 1000 1000 1000 1000 The number of times WITT hears the student voice

Domestic students who achieve at level 4 or higher 63% 66% 67% 67% % of SAC students achieving qualifications at levels 4+


How we will measure our success 2017 target 2017 (expected result)

2018 2019 Measurement

Number of international students 180 150 150 161 Number of international students (not EFTS) Level of qualifications held by WITT academic

29% 33.37% 30% 31% Percentage of academic staff qualified at masters level and above

Develop research and development projects in conjunction with external organisations

2

2

2

4

Number of externally linked research projects undertaken

Increase number of research outputs by WITT staff 30 30 35 40 Number of research outputs achieved Financial stability and the capacity to invest in the learning environment

2% 2% 1.5% 1.5% Financial surplus of at least 1.5% per annum

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