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Nelson Marlborough Institute of Technology CHARTER 2007 ­ 2010


PURPOSE, ROLE AND CONTRIBUTION.............................................................................3 Vision ....................................................................................................................................3 Mission Statement.................................................................................................................3 Goals.....................................................................................................................................3 New Zealand Tertiary Education Strategic Framework ..........................................................5 Values ...................................................................................................................................4 Special Character..................................................................................................................6 Contributions .......................................................................................................................13 Collaboration and Cooperation............................................................................................15 MEETING THE NEEDS OF LEARNERS.............................................................................16 Te Tiriti o Waitangi ..............................................................................................................18 CAPABILITY AND CONSULTATION ..................................................................................19 Staff Profile..........................................................................................................................19 Governance and Management ............................................................................................19 Engagement with Stakeholders ...........................................................................................21 GLOSSARY ........................................................................................................................22


The vision, mission statement and goals in this section identify the purpose, role and contribution of Nelson Marlborough Institute of Technology (Te Whare Wananga o Te Tau Ihu o Te Waka a Maui) to the regional and national tertiary education environment.


Nelson Marlborough Institute of Technology will be recognised as an exemplary provider of high quality, relevant and innovative vocational and applied education delivered in cooperation with our region and the wider education community.

Mission Statement

Nelson Marlborough Institute of Technology will contribute to the social, economic, cultural and environmental development of Nelson, Tasman and Marlborough, through the provision of applied and vocational education and training.


To achieve this mission Nelson Marlborough Institute of Technology will: 1. Provide relevant and accessible education and training to meet the needs of the region and niche markets 2. Ensure excellence of provision and student achievement 3. Ensure ongoing viability through effective governance and management. 1 Provide relevant and accessible education and training to meet the needs of the region and niche markets.

1.1 Improve access to tertiary education and training 1.2 Respond to regional developments 1.3 Provide foundation education and training 1.4 Provide Te Reo me ona Tikanga Maori 1.5 Collaborate with regional, national and international partners to benefit the region and country 1.6 Deliver flexible and innovative education and training in response to regional, national and niche demand 1.7 Ensure equity in access to tertiary education and training 1.8 Provide education and training for International students. 2 Ensure excellence of provision and student achievement.

2.1 Apply quality management systems to ensure excellence in the development and delivery of applied and vocational education and training 2.2 Enhance student success, retention, and satisfaction 2.3 Provide qualified, skilled, experienced, and professional staff 2.4 Provide responsive and appropriate student support and guidance 2.5 Collaborate with Iwi, Hapu, Whanau, and Maori Enterprises to develop quality in excellence and provision 2.6 Collaborate with industry, community and professional bodies to enhance delivery of graduate outcomes 2.7 Recognise prior learning and collaborate with other education providers to


establish effective educational pathways for students 2.8 Undertake applied research to underpin and support degree programmes. 3 Ensure ongoing viability through effective governance and management.

3.1 Enhance effective staff management and development 3.2 Provide Iwi and Maori representation on the Institute's governance body and Maori representation on the Institute's Management Team 3.3 Deliver effective and efficient marketing strategies 3.4 Be accountable for effective financial and resource management 3.5 Utilise Information Systems to support decision making 3.6 Undertake a range of commercial and entrepreneurial activities 3.7 Develop and deliver a medium to long term capital development plan 3.8 Support, enhance and sustain the environment in which the Institute operates.


In meeting its mission, Nelson Marlborough Institute of Technology is committed to the following values: Education as a Right We assert that access to meaningful and relevant education in an appropriate and responsive learning environment is the right of all people. Respect and Dignity The Institute is underpinned by respect for each individual and by providing education and learning opportunities that enhance the dignity of all involved. Service to Community and Society The Institute recognises and values the role it has in advancing the changing needs of society and contributing to the health and wellbeing of communities and individuals. Achievement and Excellence The Institute values education and learning which facilitates individual and institutional success and which encourages and recognises excellence. Autonomy and Academic Freedom The Institute values autonomy and academic freedom for both staff and students. Educational Leadership The Institute recognises and accepts its role as the primary provider of tertiary education and training for the region that it serves. Accountability The Institute recognises and accepts the need to be accountable to the wide range of stakeholders it serves.


New Zealand Tertiary Education Strategic Framework

The Charter Goals are aligned with the Tertiary Education Strategy (TES) and the Statement of Tertiary Education Priorities (STEP), which provide a framework for mediumterm strategic planning as detailed in the Institute's Profile. The TES has six strategies to enhance performance of the sector these are: 1. Strengthen system capability and quality 2. Te rautaki matauranga Maori ­ contribute to the achievement of Maori development 3. Raise foundation skills so that all people can participate in our knowledge society 4. Develop the skills New Zealanders need for our knowledge society 5. Educate for Pacific peoples' development and success 6. Strengthen research, knowledge creation and uptake for our knowledge society. The STEP 2005/07 are: 1. Investing in excellence in teaching, learning and research. 2. Increasing the relevance of skills and knowledge to meet national goals. 3. Enabling students and learners to access excellent and relevant tertiary education, and progress to higher levels of study and achievement. 4. Enhancing capability and information quality in the tertiary system to support learning, teaching and research.


Special Character

OVERVIEW The special character of Nelson Marlborough Institute of Technology (NMIT) comes from the region itself, through its geography, its people and its industries. Nelson, Tasman and Marlborough are known for their natural beauty and climate, and for a range of industries which have achieved national prominence. The region is isolated from other regions in New Zealand by distance, mountains and Cook Strait. NMIT recognises and accepts its critical role in ensuring the education and training needs of Nelson, Tasman and Marlborough are met for industry, Iwi, Hapu and Maori, and the wider community of the region. In accepting this role, NMIT is an integral part of the community and its strength and autonomy as an institution are key factors in the social, economic, cultural and environmental development of the region. If it were not located in the region the social, cultural and economic development of the community and its industry would be seriously impaired. NMIT is the largest provider of tertiary education in the Nelson, Tasman and Marlborough regions and maintains a physical presence in the local authority districts of Nelson and Marlborough. NMIT originated from the Nelson Technical Institute, which opened its doors in 1904 by offering classes in cookery, engineering, woodwork, commerce, craft, secretarial and plumbing. Throughout its 102 years of existence NMIT has concentrated on meeting the tertiary education needs of the region as it has maintained its emphasis on applied and vocational education. REGIONAL DEMOGRAPHICS The population of the Nelson, Tasman and Marlborough regions is growing the urban population of the Nelson and Tasman regions is forecast to become the second largest in the South Island within 20 years. The current population is predominantly of European origin. The proportion of Maori is lower than the national average however Maori are increasing in number. Maori are drawn from throughout New Zealand. There are eight Iwi recognised as Mana Whenua each has an individual identity and specific development needs and aspirations for its people and its business interests. However, a substantial proportion of Maori within the regions are not Mana Whenua Ki Te Tau Ihu. There is also an increasing migrant population from a range of countries settling in the region, particularly from Europe and North America and a small but increasing population of Asian and Pacific Island groups. The regions have a high percentage of residents aged over 65 the median age is 38.3 years compared to 34.8 years nationally. Predominantly, the needs of those aged over 65 differ from the overall population as they are more likely to be on low incomes and to live alone, and are more likely to be involved in arts and cultural activities. The Marlborough region is ageing faster than most and loses a large proportion of its 1924 year olds to the larger cities. It faces a significant shortage of a working age population to sustain current levels of business and community activity. The Marlborough Regional Development Trust has identified a number of opportunities, including the provision of educational opportunities, to address these issues. Employment levels are high for the Nelson, Tasman and Marlborough regions and it is estimated that over the next five years the demand for permanent full time labour will


1 increase by 26% and the demand for permanent part time labour will increase by 49% . A shortage of skilled labour means that work is relatively easy to come by and meeting the education and training needs of industry requires a considerable amount of onjob training and assessment. Wagelevels are lower than the national average and there is a large amount of seasonal work associated with the seafood, horticulture, viticulture and tourism industries. Seasonal coordination of labour is critical to ensuring the right people are in the right place at the right time Work and Income New Zealand (WINZ) are helping to link seasonal work within the regions to ensure that people are able to move from one seasonal industry to another, thus achieving yearround continuous employment and a ready supply 2 of seasonal workers for industry .

SIGNIFICANCE TO KEY INDUSTRIES The economic development plans of Nelson, Tasman and Marlborough identify the economic diversity of the regions. In these plans specific industries have been identified as having the potential for significant economic and employment growth in the future. The `driver' industries are identified as follows: Maritime and Seafood Geographically, the maritime and seafood industry is spread throughout the whole of New Zealand, however by far the greatest concentration of activity is in the Nelson and Marlborough regions. Combined, these regions contribute to over one third of nationwide sector value added and have an equivalent proportion of the total labour force employed by the industry. Seafood is a core industry for Nelson and Marlborough and directly impacts upon the regional economies. Nelson is the home of the New Zealand deep sea fishing industry, the Challenger Scallop Enhancement Company and the New Zealand Aquaculture Council. It also has significant activity in inshore fisheries. Marlborough is the country's leading aquaculture region. It is the major growing area for Greenshell mussels and King Salmon and a number of other species are being farmed either commercially or experimentally. It has an active inshore fishery including rock lobster, paua and finfish. The Nelson and Marlborough regions are home to a large group of specialist engineering, electronic, fishing and aquaculture equipment, boat building and seabed mapping companies. The regions are also home to a wide range of specialist advisers including quota traders, marine architects, software designers, legal advisers, RMA and other consultants. In late 2005 the Nelson Marlborough Seafood Cluster made the decision to defer the proposed Seafood Centre of Excellence. The reasons for this relate to the significant capital costs involved and to an industry reluctance to invest significantly in bricks and mortar. Industry is however supportive of initiatives that will help it to develop and broaden its skills and capabilities. With the change in focus of the Seafood Cluster, NMIT's focus is on providing the industry with programmes to do this. Viticulture and Wine Production Marlborough has the largest concentration of grapes planted in the country and is the country's greatest wine producer by volume. Industry expectations are that the majority of the country's new grape plantings will continue to be in Marlborough it is estimated that by 2008 there will be 11,153 hectares of vines planted in the region. Viticulture is expanding rapidly in the Nelson and Tasman regions combined, it is the third largest grape growing region in the South Island. Handmade wines from this region have been


Workforce Development Group Strategy 2006, Nelson Regional Economic Development Agency. 2 Regional Plan 2006/2007 (Nelson, Marlborough, West Coast), Ministry of Social Development, 2006. 7

recognised with international awards for the Pinot Noir, Chardonnay, Sauvignon Blanc, Riesling and Pinot Gris varieties. The most serious constraint on the continued development of the viticulture industry is the availability of qualified staff, from vineyard workers through to specialist managers and marketing personnel. The industry has a large dependence on imported expertise, and as demand increases in other markets, constraints on the availability of labour are expected to increase. As world production of wine increases the need for research in a broad range of disciplines will continue to grow in importance. For New Zealand to maintain its place in the premium market, ongoing continuous improvement will be an essential strategy. This is closely allied to the availability of relevant research capacity, including research focused on the specific needs of the country's different wine regions. Aviation New Zealand's aviation engineering industry excels in a range of areas from operations and maintenance to precision engineering, air traffic control, and aircraft manufacturing. Aviation sector exports have grown strongly over recent years and New Zealand companies are supplying customers throughout Australia, Asia/Pacific, China, Europe and the Americas. There is potential for significant growth and expansion, however this is dependent upon finding enough qualified engineers to do the work. At RNZAF Base Woodbourne, Marlborough has the largest aviation maintenance and engineering education and training facility in the country. The capability provided by graduates from Base Woodbourne supports the industry throughout the country and has been significant in supporting a rapidly developing aviation industry in the region itself.

3 The ATTTO's Aviation Workforce and Skill Projections Report (2005) examined the aviation industry's workforce and skill requirements in the medium term. The key findings were as follows:

§ The number of pilots and flight crew employed in New Zealand is projected to grow by 24% to 2370 workers by 2009 1260 new pilots and flight crew will be needed to cope with projected workforce growth, an average of 252 per year § The number of helicopter pilots employed in New Zealand is projected to grow by 21% to 328 workers by 2009. As New Zealand's most significant provider of Aviation education and training (including pilot training), NMIT is keen to consolidate its leading position in aviation industry training and education, by working closely with the regulators CAA, ATTTO and the aviation industry and remains committed to exploring all areas of training to support the New Zealand aviation industry. Arts and Tourism The Nelson, Tasman and Marlborough regions are recognised as having a strong community of locally based artists and crafts people who have received national and international acclaim. As a `top of the south point of difference', the arts sector contributes significantly to the regional economies. In 2005, an estimated $25 million was spent on arts and crafts in the combined Nelson and Tasman region the marketing value of this sector has also been estimated at $25 million. Support for the sector is provided by a number of community based organisations within the regions, including the Nelson Bays Arts Advocacy and Marketing Network, the Arts Council (Nelson), two community arts councils in Motueka and Golden Bay, Creative Marlborough and the Marlborough Arts Society Incorporated.


Aviation Workforce and Skill Projections Report, Aviation Tourism & Travel Training Organisation, January 2005. 8

Tourism is New Zealand's largest export sector. International visitors to New Zealand have doubled since 1994 and forecast annual growth is 6% for at least the next five years. With the location of three national parks, the Nelson, Tasman and Marlborough regions are well known tourism destinations this is recognised as a significant factor in the economies of these regions. In 2005, the Nelson and Tasman region received 1.9 million visitors, Marlborough 1.4 million. Combined, this generated $674 million of expenditure in the regions. By 2011, visits to these regions are expected to increase by 16% and expenditure by 41%. International travelers are expected to drive this growth, with the majority of visitors coming from Europe, Australia and North America. Maori Enterprises There has been a significant increase in the activities of Maori Enterprises within the Nelson, Tasman and Marlborough regions. Iwi Ki Te Tau Ihu are major contributors to the social and economic environment of the regions. They operate at least 63 businesses throughout the regions and contribute nationally through organisations and associations e.g. Aotearoa New Zealand Mori Council (ANZMC), the Mori Women's Welfare League (MWWL), the Federation of Mori Authority (FOMA) and government organisations. Within the Nelson, Tasman and Marlborough regions there are several major Maori owned businesses including Sealord Group, Wakatu Incorporation (property, investment, Tohu Winery, Kono Wines, horticulture, agriculture and forestry), Ngati Rarua Atiawa Iwi Trust (NRAIT), (investment, property, agriculture, viticulture, horticulture, fisheries and aquaculture). There are also Iwi trusts with investments in all areas above plus forestry and whanau owned businesses. Maata Waka businesses are also spread across the regions. Primary Industries Forestry and wood processing are significant industries for the Nelson region. The sector employs approximately 1900 FTE's, contributes close to $200 million in GDP, and almost 45% of the volume shipped through Port Nelson can be attributed to the forestry and wood processing industry. The largest industry in the Tasman region is horticulture with the main fruit crops in apples, kiwifruit, grapes and olives. The region also grows boysenberries and blackcurrants, and is the largest grower of hops in the country. Berryfruit production is growing and is expected to double over the next four years. The Marlborough region is known for high quality pipfruit and stonefruit. However, the area planted to vineyards has now taken over much of the central and southern valleys from stonefruit orchards. A small but growing area in the Marlborough region is that of the olive industry, which has the potential to be a significant contributor to the Marlborough economy. Sheep and cattle farming remains a major contributor to the regional economies of Nelson, Tasman and Marlborough. NMIT has recognised the need to provide broad based farming and horticultural skills development so that farm labour has the skills needed to contribute to and manage a complex business system. Issues of farm safety, adding value, and employment practice are important for the rural industries, as are savvy business skills to efficiently and profitably run farming and horticultural businesses. The predominance of industries, which rely on the quality of land, air, and water, elevates the importance of understanding and ensuring environmental sustainability in the use of these assets. Although this is an issue throughout the country, it is recognised specifically in the regional plans of Nelson and Marlborough. Specialist knowledge within these regions has developed around these issues knowledge which is critical to the region and to the country.


Engineering Engineering is a developing sector in the Nelson region, creating and servicing equipment for the seafood and manufacturing industries. In 2002, the Nelson Engineering Cluster was established to identify ways to add value to the work being generated by Nelson based engineering companies, to enhance the range of engineering services offered, and to attract larger project work to the region. Significant growth in ship repair and major refits of international fishing vessels has resulted from this initiative. Unfortunately, the shortage of engineers in the region, including fitters, turners, welders, mechanics and engineering labourers, has constrained growth considerably. SIGNIFICANCE TO INFRASTRUCTURE The importance of a tertiary education institution dedicated to the Nelson, Tasman and Marlborough regions cannot be underestimated, as it provides the education and training necessary to support the infrastructure of the regions. This infrastructure includes a number of diverse service and manufacturing businesses, community groups, local authorities and government agencies. These require a mixture of specialist education and training and generic training. Trades In 2005, the Department of Labour's Job Vacancy Monitor recorded 14 trade occupations for which labour shortages have been reported. Major findings indicated that of the 14 trades surveyed, nine had fill rates of less than 40% this is considered an acute shortage. The provision of a range of trades education and training is considered essential to this region of the 7 regions in New Zealand that are growing at a greater rate than the national average (0.9% per annum), the regions of Nelson, Tasman and Marlborough are 3 of the 7. This forces an increased demand on building and infrastructure, all of which draw from the trades labour pool. Statistics New Zealand released information in 2005 pertaining to increases in building work the seasonally adjusted value of all building work rose 6.5 percent in the June 2005 quarter, following a rise of 7.3 percent in the March 2005 quarter (the value of all building work has continued to rise from the March 2001 quarter low point). Clearly, New Zealand is experiencing a boom in construction and an increased demand for quality trade training. It is imperative that NMIT initially focus on catering for the growth in the three main trade programmes Carpentry, Engineering and Automotive. The Institute has recently conducted a specific trades survey as a part of the Business Links project, and now aims to build a comprehensive trades training facility at the Marlborough Campus. There is also opportunity for NMIT to develop industry training packages for the emerging trades, which include electrical and electronics, joinery, plumbing, gas fitting and drain laying, fibre cement linings and plastering, floor and wall tiling, concrete construction, brick and block laying, and scaffolding. Applied Science and Sustainability Increased scope and level of science and technology education and training is essential to support a New Zealand knowledgebased "cando" society in the 21st century. If New Zealand is to be competitive in a global market of ideas and skills, science tertiary education and research is essential. The regional economic requirement for and reliance on scientific research activity is paramount. Below are some of the current industry areas of scientific endeavour: § Viticultural, including the study of grapevine diseases, irrigation management and the use of vineyard mulches for sustainable production


§ New cultivars in hops, kiwifruit, pears, raspberries, blackberries and boysenberries, as well as methods to reduce production costs and increase yields of export quality fruit § Aquaculture research (mussel, oyster, paua, cryopreservation, biofouling, shellfish health, hatchery technology, aquaculture genetics). § Research into methods of disabling marine and agriculture biohazards and pests such as didymo, the Varroa bee mite, sea squirt, the asian paper moth, alligator weed etc. The other significant area of scientific training, research and activity in the Nelson, Tasman and Marlborough regions is strongly environmental. The regions have significant conservation estates DoC Nelson / Marlborough Conservancy administers 1 million hectares of land (45% of total Nelson Marlborough land area) and 20 percent of New Zealand's coastline. This includes three National Parks (Abel Tasman, Kahurangi and Nelson Lakes), 42 off shore islands, wetlands, mountain areas and more than 50 reserves in the Marlborough Sounds area. The Regional Economic Development Strategies of Nelson and Marlborough stipulate that future development, economic or otherwise, must lead to an enhanced and sustainable environment. The development of the Brook Waimarama Sanctuary in Nelson provides significant opportunities for environmental and conservation education. As a Trust partner in the Brook Sanctuary, NMIT assists by providing office space for the Trust to operate out of and students have been assisting the development of the Sanctuary. There is also potential for students to further assist with the management of the Sanctuary along with their concurrent learning in sustainable environmental management. Health and Social Services The Health and Social Services sector, which includes hospitals, care visits, residential care, education and central government administration, employs 35.6% of the total FTEs in the Nelson region. The large size of this industry is due in part to Nelson being the centre for a number of health services for the surrounding regions. NMIT has established itself as a major regional provider of health and social service programmes which are recognised nationally for their quality and the success of the graduates. These programmes are characterised by their partnership with local organisations such as the Nelson Marlborough District Health Board and are an integral part of the health and social services networks in the region. Business Services The Nelson, Tasman and Marlborough regions have recently undergone significant expansion growth in the Business Services sector has been parallel to this. In 2005, the sector accounted for 27.5% of Nelson's GDP, 32.9% of businesses and employed 3,088 FTE's. Growth has largely been driven by increases in people employed in computer consultancy services, and business administration and management services. Sector activity is projected to increase threefold over the next few years. The Information Technology (IT) industry, which contributes significantly to this sector, has increased the scope, capabilities and efficiencies of organisations. Increasing confidence in the New Zealand economy has encouraged organisatiions to continue investment in IT projects, sustaining a considerable level of growth within the IT industry. NMIT will provide applied and vocational education and training in: § Business and Administration § Communications and Media § Information and Communications Technology


§ § § §

Building, Engineering and other trades Health Sciences and Services Social Services and Counselling Hospitality and other service industries.

NMIT is committed to ensuring that education and training appropriate to the needs of key industries and infrastructure is provided in the Nelson, Tasman and Marlborough regions. The Institute will offer specialist education and training programmes to meet both regional and national needs. Regional provision will include specialist courses for each industry and generic education and training, which significantly contributes to sustainable economic growth and prosperity within the regions. SIGNIFICANCE TO THE COMMUNITY The region has a welldeveloped infrastructure of clubs and organisations typical of most communities of its size however there is a particularly strong interest in arts, crafts, cultural and outdoor recreational activities. There is also a strong community interest in issues related to conservation, the environment, health and lifestyle. Local public transportation is limited, which is a barrier to participation in tertiary education outside the main population centres of Nelson, Blenheim and Richmond. The region is one of the largest serviced by a regional polytechnic and is made up of distinctive subregions physically separated by hills which act as geographical barriers. This has led to the formation of separate communities, each with their own needs and a clear sense of identity. To meet the needs of these diverse and geographically spread communities NMIT will: 1. Provide a range of education and training programmes targeted specifically to the needs of the community 2. Offer a range of delivery mechanisms, times and locations appropriate to the needs of the community. Through its own spending and through that of its staff and its students, NMIT is a significant financial contributor to the region's economy. As the primary provider of tertiary education and training it is fundamental to meeting the needs of the region. As a member of the community it is a key contributor to the social fabric of this society.



NMIT recognises and accepts its role as part of the tertiary education sector and the importance of developing and implementing strategies that significantly contribute to and enhance the performance of the sector. Specific education and training programmes developed as a part of the Institute's Profile will therefore reflect the Tertiary Education Strategy and Statement of Tertiary Education Priorities.

4 In Opportunities for All New Zealanders the Ministry of Social Development (MSD) identified five priority areas to address social wellbeing NMIT will significantly contribute to `improving educational achievement among low socioeconomic groups' and `increasing opportunities for people to participate in sustainable employment'. The Institute is committed to providing foundation education and training to the people of the Nelson, Tasman and Marlborough regions to develop the skills and knowledge needed to participate fully in society, to enable students to develop knowledge and skills for further education and life skills and training for the purposes of entering or returning to work.

The MSD has also made a strong commitment to improving the opportunities for working age people and has stated that it is their responsibility to: "...give workingage people the skills and help they need to find sustainable employment to help single parents look at their options now and in the future, to find employment or training opportunities for people with ill health or a disability who want to work, and to help those who are not able to work to become better 5 connected with their communities." NMIT will continue to provide a range of applied and vocational tertiary education that will support the Ministry's commitment to the Nelson, Tasman and Marlborough regions through the provision of tertiary education that is flexible and caters for a diverse student body with diverse learning needs. The Institute will continue to support students enrolled via the Training Opportunities, Youth Training, Skill Enhancement, Employment Scholarship Programme and other regional and national initiatives that will provide learners with skills to enter or return to the workforce and / or connect with their communities. The Nelson, Tasman and Marlborough economies are dominated by forestry, fishing, aquaculture, horticulture, viticulture, tourism and aviation the provision of applied and vocational tertiary education is crucial to the ongoing economic development of the regions and also to that of New Zealand. NMIT will continue to consult and engage with industry and cluster groups to develop and deliver applied and vocational education and training which ensures a ready supply of graduates that are work ready and meet regional and national industry requirements. The Nelson Regional Economic Development Agency (EDA) works to develop the regional economy and to coordinate, promote, facilitate, investigate, develop, implement, support and fund initiatives relating to economic development, employment growth and improved average incomes. The EDA also facilitates the Work Force Development Strategy (WFDS) for the region. The key aims of the strategy are: To have accurate knowledge of the labour market and skill shortages § To ensure an appropriate labour market supply



Opportunity for All New Zealanders, Office of the Minister for Social Development and Employment, 2004. 5 Leading Social Development ­ Nelson, Marlborough and West Coast Regional Plan, 2006/2007, Ministry of Social Development, 2006. 13

§ §

To ensure training is meeting industry need To communicate relevant labour market information to employers, the labour market, and training providers.

NMIT and the EDA have signed a Memorandum of Understanding to formalise a relationship between the two organisations. The Institute will provide support for research being undertaken as part of the WFDS to identify regional trends in the labour market and the current and future staff, skill and training requirements of the region. The Marlborough Regional Development Trust (MRDT) is a community based charitable Trust that aims to enhance the individual and collective health and wealth of Marlburians. The MRDT has collaborative partnerships, networks and relationship clusters NMIT is an active participant in the Aquaculture, Aviation, Tourism and Wine areas. The NMIT Marlborough Campus Manager is on the Executive Council and is a member of the Business Excellence Steering Committee for the Marlborough Chamber of Commerce (MCOC), which aims to: § Provide a voice and advocacy for the business sector § Develop projects that support growth and prosperity § Identify and debate common business issues § Offer regular networking opportunities § Encourage and reward business excellence. NMIT has initiated the NMIT Business Network with the objective to gain community and industry commitment to NMIT and to ensure the Institute is meeting regional training needs. The Network includes representatives from the Marlborough District Council, NMIT Marlborough Campus, key Marlborough businesses and Marlborough Boys' College. By ensuring the provision of a broad range of generic and specialist education and training programmes, in its own right, or in partnership with others, NMIT makes a special contribution to the Nelson, Tasman and Marlborough regions and to the country.


Collaboration and Cooperation

NMIT will collaborate and / or cooperate with other education providers for the benefit of the country, region, community and the Institute. The Institute will: 1. Collaborate and / or cooperate with education organisations, industry training organisations, Iwi, Hapu, Whanau and Maori Enterprises to provide education and training to fulfill its mission statement 2. Collaborate and / or cooperate in the design, development and delivery of education and training programmes 3. Collaborate and / or cooperate in the delivery of infrastructural services 4. Require written and signed agreements between parties for all formal collaboration and / or cooperation agreements, including joint ventures, memorandum of associations, articulation agreements and contracts for service 5. Ensure that all education and training programmes it delivers itself or in collaboration and / or cooperation with others are developed in consultation with industry and the community as appropriate 6. Ensure that it provides pathways for students from compulsory education to post graduate study through collaboration and / or cooperation and articulation agreements with other providers 7. Ensure that any collaborative and / or cooperative agreements are not detrimental to its ongoing financial viability 8. Seek government support for collaboration and / or cooperation within the education sector.



NMIT will: 1. Ensure that its qualifications provide a pathway to further learning at NMIT or with other Tertiary Education Organisations 2. Promote the concept of life long learning 3. Reduce barriers to participation and success. This will be achieved through: 1. Clearly defined outcomes for learners for all education and training programmes 2. Providing foundation skills education and training 3. Developing clear pathways for foundation skill learners to progress into higher qualifications at NMIT or other Tertiary Education Institutions 4. Maintaining a portfolio of education and training that: a) Provides learners with a high level of specialist skills and transferable generic skills that are required by the labour market b) Will be delivered in a manner that responds to the diversity of needs within the Nelson, Tasman and Marlborough communities c) Meets the educational needs and aspirations of Iwi, Hapu, Whanau, Maori Enterprises and the wider Maori community d) Meets the educational needs and aspirations of Pacific Island people and the wider Pacific community. 5. Continuous quality improvement in teaching and research 6. Identifying, adapting and adopting national and international "best practice" into its education provision, administration and management through relationships with national and international networks 7. Improving the participation and achievement of traditionally underrepresented groups including learners from lowincome backgrounds 8. The provision of a safe supportive and accessible learning environment to meet the needs of its learners 9. Seeking regular feedback from students. Approach to Meeting the Needs of Maori Students: The Tertiary Education sector has a responsibility to advance the development of Maori. To this end, NMIT must develop and support the structures in place that assist the educational attainment of Maori students. The role of NMIT's KaituhonoaIwi has two significant contributions to the Institute to liaise between the Institute, Iwi and Maori Enterprises to ensure the Institute significantly contributes to the Maori Education Strategy of Te Tau Ihu, and, to assist the Institute in fulfilling its' responsibility under the Institute's Te Tiriti o Waitangi policy. The Kaituhono aIwi is a member of the Institute's Management Team and Academic Board. The role of NMIT's Kaitakawaenga is to offer support and guidance to Maori students and to act as liaison for staff when addressing the learning and development needs of Maori. The Kaitakawaenga is supported by the Maori and Pacific Island Study Support Coordinator whose role it is to ensure Maori and Pacifica Students are able to actively participate in the Institute's learning environment.


Te Tari Maori offers Foundation and Certificate level programmes in Maori Language for learners with or without prior experience. Te Tiriti o Waitangi workshops are also delivered throughout the year to a large number of NMIT students and to a wide range of community organisations, companies and government agencies Institute staff are actively encouraged to participate. Approach to Meeting the Needs of Pacific Students: Increasing and improving participation and outcomes for Pacific students is one of the major priorities identified for the tertiary education sector. To this end, NMIT, in consultation with the Pacific Island community, created the position of Pacific Island Liaison. This role has been established to offer support and guidance to Pacific students and to act as liaison between the Institute and the Pacific Island community. Approach to Meeting the Needs of Tertiary Students with Disabilities (TSD's): Equity in access and opportunity within tertiary education is crucial to achieving economic growth and improved social outcomes for all New Zealanders. To this end, it is imperative that barriers to academic achievement and participation are identified and removed. NMIT's Disability Coordinator, in consultation with stakeholder and community groups, is responsible for: 1. Identifying and improving physical access for TSD's at NMIT 2. Facilitating access to additional support and / or equipment to improve the level of educational achievement for TSD's at NMIT 3. Coordinating seminars and training for NMIT staff 4. Ensuring that NMIT is meeting its obligations in support of TSD's under the Human Rights Act 1993 and Education Act 1989. NMIT applies for annual TEC funding to support activities undertaken as part of its commitment to ensuring equity in access and opportunity for all.


Te Tiriti o Waitangi

NMIT recognises and accepts its responsibilities under Te Tiriti o Waitangi as a Crown owned autonomous Tertiary Education Institute as follows: Governance and Management NMIT will ensure representation of Iwi and Mataa Waka on the governance body of the Institution. Te Reo me ona Tikanga (Language and customs) NMIT will ensure that Maori language and customs are developed in the region by: 1. The leadership of Kaumatua and Kuia to the Institute 2. An appropriately resourced teaching department established for this purpose 3. Respect, acceptance and practice of the Kawa and Tikanga of Iwi Ki Te Tau Ihu. NMIT will ensure equal opportunities for Maori through student support and advice established specifically for Maori students and staff. NMIT acknowledges eight Iwi as Tangata Whenua in Te Tau Ihu o Te Waka a Maui: Ngati Apa, Ngati Kuia and Rangitane of Kurahaupo Waka origins Ngati Koata, Ngati Rarua and Ngati Toarangatira of Tainui Waka origins and Ngati Tama and Te Atiawa from Taranaki (Tokomaru and other Waka origins). NMIT recognises and supports all its Maori students and staff and will ensure that there are mechanisms to consult with Maori communities effectively.



NMIT is committed to being a good employer by providing / ensuring: 1. 2. 3. 4. 5. 6. 7. 8. Equal Employment Opportunities Appointment and advancement on merit A safe, supportive and accessible working environment Monitoring and rewarding of high performance Professional development as a requirement for all staff Professional development for teaching staff in both discipline and teaching methods Shared responsibility and accountability for the ongoing success of the institution Employing, developing and maintaining staff with the skills and knowledge necessary to meet the mission and vision of the institution.

These commitments will be reflected in the policies and procedures of NMIT.

Governance and Management

NMIT is under the control of a Council comprised of elected and appointed members from the Nelson Marlborough region. The role of the Council is governance of the Institution, policymaking and the appointment and performance management of the Chief Executive. The Council will delegate the management of the academic and administrative operation of the Institute to the Chief Executive. Responsibilities of the Council of NMIT are to: 1. 2. 3. 4. Approve and monitor the implementation of the Charter Determine the strategic direction of the Institution Approve the Institution's Profile Ensure that the financial, physical, educational and intellectual assets of the Institution are efficiently and effectively managed 5. Appoint the Chief Executive 6. Monitor the performance of the Chief Executive 7. Consult with stakeholders when reviewing the Charter. Notwithstanding the representative appointment process, all Council members have responsibility for the organisation as a whole and to all stakeholders. Composition of Council The Council of NMIT consists of: 1. The Chief Executive (ex officio) 2. Four persons appointed by the Minister of Education 3. One person to be elected by the permanently appointed tutorial staff of the Institution, who shall be a permanently appointed tutorial staff member of the Institution 4. One person to be elected by the permanently appointed allied staff as an allied staff member of the Institution


5. One person who shall be elected by students under the auspices of the Student Association of the Nelson Marlborough Institute of Technology Incorporated, who, at the time of election, shall be a student of the Institute 6. Two persons appointed by an electoral college to reflect Marlborough interests in tertiary education 7. Two persons to be appointed by Iwi Ki Te Tau Ihu o Te Waka o Maui 8. One person to be appointed by Maata Waka groups of Te Tau Ihu o Te Waka o Maui 9. One person appointed by the New Zealand Council of Trade Unions 10. One person appointed by the joint Nelson and Marlborough branches of the respective Regional Employers' Associations 11. Up to six persons coopted by the Council to take regard of the Council's specific needs for expertise, which must be identified. The Council will have a distribution of members that fairly reflects the Nelson, Tasman and Marlborough regions.


Engagement with Stakeholders

NMIT is committed to an effective and meaningful process of consultation with stakeholders to ensure the Institute is a provider of high quality, relevant and innovative vocational and applied education and significantly contributes to regional and national economic, social and cultural goals. NMIT identifies its stakeholders as: 1. Students of NMIT: a. Current b. Future c. Alumni d. The Student Association of the Nelson Marlborough Institute of Technology Incorporated 2. Staff of the Institution 3. Maori of the Region: a. Tangata Whenua Iwi b. Maata waka 4. Industry: a. Employers b. Unions c. Industry associations d. Professional bodies e. ITO's f. Regionallybased firms 5. Community and Special Interest Groups 6. Other Education providers: a. Secondary schools b. Other TEO's c. Professional associations 7. Nelson, Marlborough, Tasman Local Authorities 8. Government Agencies. NMIT is committed to an effective engagement process of consultation with its stakeholders by ensuring: 1. Active engagement and consultation with Tangata Whenua and Maata Waka Ki Te Tau Ihu 2. Regular dialogue between management, staff and student representatives 3. A process for student representation and advocacy 4. An industry advisory committee for each programme 5. Recognition of the status of unions 6. Industry representation in programme and school reviews 7. Regular, informal and structured dialogue between management, staff and students 8. Regular, informal and structured dialogue with all external stakeholders 9. Consultation on the development and review of the Charter. During the 20072010 Charter development process 199 stakeholders were identified and directly approached to comment on the draft Charter.



ATTTO (Aviation, Tourism and Travel Training Organisation) CAA (Civil Aviation Authority of New Zealand) Charter Develops and manages high quality training linked to nationally recognised qualifications for the aviation, tourism and travel industries. Establishes civil aviation safety and security standards, and monitors adherence to those standards. Describes an organisation's role in the tertiary education system and how it aligns with the government's Tertiary Education Strategy. It covers a medium to longterm time frame and provides the basis for a Profile. The purchase and distribution of goods or services across the internet. Employment, training and mentoring initiative for school leavers entering the workforce. Full Time Employee Gross Domestic Product Several Hapu might connect to an Iwi and a common ancestor. Facilitate workplace learning for trainees in employment. Usually a collection of Hapu or Whanau that link to a mutual common ancestor and is often associated to territorial (tribal) boundaries. Iwi, Hapu and Whanau who undertake decision making for a particular region through their genealogy and ancestors who lived and died there. Whanau from other areas who have moved out of their region and are from other waka not directly associated to this region (Te Tau Ihu). Demonstrates how an organisation gives effect to its Charter and what its contribution in terms of the Tertiary Education Strategy and Statement of Tertiary Education Priorities will be. Resource Management Act. The Statement of Tertiary Education Priorities (STEP) is a statutory document under the Education Act (1989) which the Minister of Education releases every one to three years. It applies across the entire tertiary education system, and sets out the government's immediate priorities for the performance of that system. People of the land. Maori Language and Customs from this region.

eCommerce Employment Scholarship Programme FTE GDP Hapu ITO (Industry Training Organisation) Iwi

Mana Whenua

Mataa Waka



Tangata Whenua Te Reo me ona Tikanga Maori



The Tertiary Education Strategy provides a vision of how the New Zealand tertiary education system can contribute to New Zealand's future development. School of Maori Studies. Top of the South. The text of the Treaty of Waitangi in Maori. The Treaty of Waitangi underpins the relationships between central and local government and Tangata Whenua. Programme which offers unemployed people over 18 with low qualifications the chance to gain valuable skills that will help in securing employment. A wider concept than just an immediate family made up of parents and siblings. Whanau links people of one family to a common tipuna or ancestor.

Te Tari Maori Te Tau Ihu o Te Waka a Maui Te Tiriti o Waitangi

Training Opportunties




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