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Report of External Evaluation and Review

Tuwharetoa Ki Kawerau Health, Educational and Social Services Trust

Confident in educational performance Confident in capability in self-assessment

Date of report: 30 May 2012


Purpose of this Report................................................................... 3

Introduction ................................................................................... 3

1. TEO in context..........................................................................................3 2. Scope of external evaluation and review..................................................5 3. Conduct of external evaluation and review...............................................5

Summary of Results ...................................................................... 7

Findings ........................................................................................ 9

Recommendations ...................................................................... 15

Appendix ..................................................................................... 16

MoE Number: NZQA Reference: Date of EER visit:

7660 C07188 20 and 21 March 2012


Purpose of this Report

The purpose of this external evaluation and review report is to provide a public statement about the Tertiary Education Organisation's (TEO) educational performance and capability in self-assessment. It forms part of the accountability process required by Government to inform investors, the public, students, prospective students, communities, employers, and other interested parties. It is also intended to be used by the TEO itself for quality improvement purposes.


1. TEO in context

Name of TEO: Tuwharetoa Ki Kawerau Health, Educational and Social Services Trust (the Trust) 20 Islington Street, Kawerau Private training establishment (PTE) 2004 Domestic: 15 Training for Work places per term (four terms per annum) Two full-time tutors and one administration person within the PTE arm · · · Sites: Work and Study Skills (to level 2) Forestry Workbase initiatives (levels 1-3) Community Programme

Location: Type: First registered: Number of students:

Number of staff:

Scope of active accreditation:

In addition to the Trust's training site, a health centre and a main office are in close proximity. The Trust is an iwi-based provider with a focus on improving the well-being of Mori and the wider community. It delivers a broad range of services to the Kawerau community on contract to the Bay of Plenty District Health Board, the Ministry of Health, and the Ministry of Social Development (MSD). The PTE's activities are part of the organisation's programmes to assist learners in achieving their goal of employment.

Distinctive characteristics:


Recent significant changes:

There have been a number of recent significant changes for this provider: 1. The Trust has moved the PTE delivery to new premises which means there has been a significant improvement in the physical resource, with a reception/office area, kitchen/dining room space, a computer room with six networked computers and a large training space, two smaller teaching spaces, and a large garage space. 2. An interim acting chair/chief executive was appointed in 2011. 3. A new trust deed has been developed and new trustees appointed with two appointments made by the community. This means the new board is at the stage of review of the strategic plan/business plan and quality management systems.

Previous quality assurance history:

The 2011 external evaluation and review (EER) results were : · · Not Yet Confident in education performance Not Confident in capability of selfassessment


The Trust has a Training for Work contract with the Ministry of Social Development. Under this contract students are directed to the programme by Work and Income New Zealand (WINZ). Entry to and exit from the programme are flexible. This means learners can enter the programme at any time and leave the programme when they are ready to be placed in employment. The Training for Work contract does not focus on the provision of a full qualification. Instead, learners attain a mix of unit standards that will further ready them for immediate work opportunities. Learners are expected to take any employment opportunities made available to them during the course of the programme. Of the 44 learners who went through the Training for Work programme in 2011, 39 were Mori, with the majority of this group affiliating to local iwi and 4

hap of the region. The gender apportion was 31 male and 15 female (two students withdrew).

2. Scope of external evaluation and review

In accordance with NZQA policy, the mandatory focus area of governance, management, and strategy was included in the scope of this EER. The second focus area was the Training for Work Mahi Ngahere/Work and Study Skills programme.

3. Conduct of external evaluation and review

All external evaluation and reviews are conducted in accordance with NZQA's published policies and procedures. The methodology used is described fully in the web document Policy and Guidelines for the Conduct of External Evaluation and Review available at: The TEO has an opportunity to comment on the accuracy of this report, and any submissions received are fully considered by NZQA before finalising the report. The external evaluation and review was conducted over two days by two NZQA evaluators. The evaluation involved interviews with the following people: · · · · · · · · · · · · Chief executive officer Two trustees Administrator Kaumatua Two tutors Six trainees Regional contract manager Two advisory group members Iwi training manager Wnanga representative Social services representative Consultant (external stakeholder).

Hard-copy information sighted included: self-assessment plan; student results data; student evaluations; classroom activity plan; learner resource handbooks; learner 5

journal; quality management system policies and procedures; governance and management documents.


Summary of Results

Statement of confidence on educational performance

NZQA is Confident in the educational performance of Twharetoa Ki Kawerau Health, Educational and Social Services Trust. The 2011 learner achievement results for the Trust show that students achieved credits at level 2 with an average of 20 credits achieved per student (24 credits is the maximum that can be attained within the 11 weeks). The data shows that very few students had found work at the 91-day measurement point. However, retention and credits are a better measure of the TEO's performance. Learners interviewed describe their achievement at the Trust as providing them with skills to access employment through gaining credits for unit standards 504 Produce a CV (curriculum vitae) and 1978 Work and Study Skills. Learners said they felt more motivated and interested in work and this helped raise their sense of well-being and overall heath. These results are good achievements for the learners, as many have not previously experienced educational success. The Trust currently offers a Training for Work Mahi Ngahere/Work and Study Skills programme. This is an 11-week training course delivered four times a year with training places for up to 15 WINZ referrals within each intake. The training focuses on readiness for work, wherever directed, and increasing social confidence. The Trust collects performance data as well as evaluation feedback from learners and anecdotal comments from external stakeholders, but this feedback is not yet being analysed to gain a full understanding of the information collected. The Trust is conscious of the need to develop a system for analysis to occur to enable it to identify strengths and areas for improvement. Tutors actively look for and engage in a range of opportunities to improve learners' achievements and to offer pastoral care. This occurs through effective internal processes to check that assessments meet industry criteria and that external moderation is valid and consistent with the national standard. There is supplementary literacy and numeracy available, but it is still to be formally embedded in programme delivery.

Statement of confidence on capability in self-assessment

NZQA is Confident in the capability in self-assessment of Twharetoa Ki Kawerau Health, Educational and Social Services Trust. Since the previous EER in 2011, self-assessment activity has taken place under the close direction and guidance of the interim chief executive officer. This has lead to conscious and important improvements in the planning, programme, and systems activities of the Trust.


In the area of governance and management, a new trust deed has been developed and new trustees elected by the community. This is likely to improve performance in the future. In order to self-assess against the needs of the community, the Trust has now developed an active external advisory group which meets regularly to discuss course design and development. To some degree, this improved connection with the local community is likely to ensure programmes maintain relevance to stakeholders and communities. In relation to working collaboratively with a range of different groups, the Trust understands the importance of growing and maintaining its stakeholder relationships and has strengthened this alliance through memorandum of understanding (MOU) agreements. Tutor evaluation of students is provided formally and informally, and student progress is tracked and discussed at weekly staff meetings. The results are discussed among tutors and discussed further at regular management meetings. In the matter of the funder contract, management is fully aware that the training offered does not necessarily lead to employment for students, with Kawerau presenting few employment opportunities. This aspect of the contract is currently under review. It is too soon to ascertain the effect, but interviews with the chief executive officer, contract manager, and tutors give the EER team reason for confidence in a good outcome.



1.1 How well do learners achieve?

The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. In 2011, learner achievement results for the MSD-funded Training for Work programme delivered by the Trust achieved some positive outcomes. Of the 44 WINZ referrals directed to the training programme, 25 per cent of learners went into short to long-term employment, 25 per cent of the learners exited early, and 50 per cent successfully completed. Those who completed the full programme had an average of 75 per cent total credit achievement within each cohort, an average of 20 credits achieved per student. This means that on average, students achieved two credits per week per 11-week cohort. Students interviewed talked of raised self-confidence and an overall improvement in their confidence. They felt more motivated to find work, with one student placed in permanent employment with a local arborist company. The student attributes this success to the Trust's support, while other students spoke positively about future endeavours, including pursuing higher education to increase their employability. The Trust is aware of the difficulty of meeting the employment placement target in the MSD contract. A possible reason noted for this is the region's depressed employment situation. In addition, the Trust feels there is a skills mismatch between the unit standards offered and the work opportunities within the region. The evaluation team, based on the evidence presented, acknowledges that this externality is affecting contractual performance. The Trust knows that for a number of learners their previous educational success is limited and at times fraught with social problems, and these issues present significant challenges for the Trust to deal with in meeting MSD's expectation of providing quality education to the learner, ultimately leading to employment. Selfassessment by the Trust in relation to improving the students' ability to achieve has identified two major factors: · · A mismatch between the contract target and the demographic of learners, and responding to that by review and change of the MSD contract Tracking the locations of learners, which the Trust is now doing.


The findings in this report are derived using a standard process and are based on a targeted sample of the organisation's activities.


These developments should enhance understanding of the issues identified and provide a forum for an agreed way forward.

1.2 What is the value of the outcomes for key stakeholders, including learners?

The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. Youth confidence-building is a significant community focus, highlighted by the presence of a Ministry Taskforce to address the high youth suicide rate in the Kawerau community. Through MSD the Trust has accessed additional funding to support youth initiatives in the community. The training provided by the Trust adds considerable value to and is meeting the needs of the learners, as well as external stakeholders such as Manna Support Services (a Kawerau youth trust), iwi education providers, and Te Wnanga o Aotearoa. Engagement with youth is through the local college and this is occurring through the Trust's training premises being utilised for after-school programme delivery with computers provided by a local manufacturing company. Furthermore, this activity has led to the development of a mentoring programme for the college jointly driven by the Trust, Te Wnanga o Aotearoa, and Manna Support Services. It is too soon to establish the benefits of this approach. The Trust is aware that stakeholder engagement of this nature can facilitate further learning opportunities, and it provides a pool of skills and knowledge that will lend additional support to existing students. This collaborative approach has led to supplementary literacy support extended to learners with confirmation that students are gaining additional knowledge and skills towards gaining employment and increase in self-worth and motivation. The Trust values its extensive stakeholder networks which support the planning, programme, and systems activities of the training centre. An advisory group meets twice a year to reflect on changes in course content, design, and development. Memorandums of understanding are in place with stakeholders. The Trust is conscious that formalising relationships with stakeholders is one way of managing change strategically. The students interviewed were able to clearly explain their progress in achieving credits and unit standards, and they understood their future opportunities. Tutors interviewed confirmed that this understanding occurs upon entry into the programme. However there was some confusion around entry information, leading the learner to think there was a practical element in the training, i.e. training in chainsaw use. The evaluation team accepts that this misunderstanding exists in the referral procedure and the Trust is in discussion with MSD to review the process.


1.3 How well do programmes and activities match the needs of learners and other stakeholders?

The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. The Trust has consciously reviewed unit standards and domains to include health and safety units. This decision is in keeping with industry needs and is achievable under the shortened programme delivery time. Interviews with employers confirmed the Trust's self-assessment results that the programmes are matching their needs. Funding contracts influence the provision of programmes and activities. However, the Trust strives to work within the agenda of the conditions to deliver positive, meaningful educational programmes for the learners and stakeholders. This goal is achieved by actively seeking other options of support and resourcing to maintain the capacity to meet the needs of the learners. One such example is the Trust's computer room being set up and resourced, with some of the funding being contributed by a local manufacturing company. Community networks include formal and informal links. Mori-based organisations such as training providers, wnanga, and iwi groups as well as independent facilitators and consultants are involved to a degree in the Trust's activities. One such activity relating to matching the needs of learners is the input by an external educational consultant with 30 years' teaching experience assisting tutors to incorporate relevant teaching practice and technologies into the Work and Study Skills programme. Interviews with students confirmed the Trust's self-assessment that the programme is matching their needs. The Trust values its relationship and the service agreement and MOU with Bay of Plenty Polytechnic, and also its relationship and MOU with Waiariki Polytechnic, which has been in place since 2011. The Trust has a joint collaborative MOU between Te Wnanga o Aotearoa and Manna Support Services. Collectively, these complementary services support the youth suicide Ministry Taskforce priorities through a joint venture in developing and delivering the mentoring programme to the community.

1.4 How effective is the teaching?

The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. Teaching is effective and learning environments are structured and a clear daily plan is visible which outlines the day's activities but is flexible enough to accommodate slumps in learner motivation. Tutors take learners to job interviews and work inductions. Students keep a daily diary and record reflections about their activities; these are discussed with the tutor each week. This is good practice. 11

Study guides developed by the Forestry Industries Training and Education Council are used and the industry-related unit standard 17769 Demonstrate knowledge of the general health, safety and environmental requirements in forestry and assessment schedule were reviewed and moderated and are valid and consistent with the national standard. Tutors have completed the National Diploma of Adult Teaching (Level 5), and have also completed the National Certificate in Hauora (Level 4). Professional development opportunities are supported by management. Tutors have developed a recording sheet to capture whnau feedback to determine improvements in the home environment. Information collected noted motivation improvement for students who have had little educational success in the past. These are important changes. The new training complex is significantly improved compared with the former site. The relocation has provided improved physical presentation which is conducive to learning, including large teaching areas, a computer room, reception area, common area, kitchen, and a large training space. Management and tutors consider that this has improved the learning and teaching environment and students interviewed supported this view.

1.5 How well are learners guided and supported?

The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Good. Tutors and learners relate effectively to one another and learners hold tutors in high regard. Tutors actively look for, and engage in, a range of opportunities to improve learners' academic achievements and pastoral care. Examples of this are the provision of transport, daily kai provision, and the use of karakia to open and close the day's lessons. This is good practice. Guidance and support to some extent occurs for the learner through the training centre co-existing with and integrated into a hauora (health) setting. This means access to social services is embedded into the learners' individual learning plans. Learners knew of the other services and had used them, for example anger management. This is an invaluable practice, described by the Trust's kaumatua as the learner's taha wairua (spiritual state), taha hinengaro (emotional state), taha tnana (physical state) elements supported with positive attitudinal shifts, improving the chances of the learner staying engaged with education. This is good practice. The Rural Education Activity Programme (REAP) is on site at the training centre and carries out literacy assessment on all secondary students, but also extends this service to include the Trust's learners. However, discussion of formalising the process has yet to result in action. Learners are also aware of and are using the training centre resources, including the computer room. These support processes reduce learning difficulties and promote achievement. 12

1.6 How effective are governance and management in supporting educational achievement?

The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Good. The training division of the Trust aspires to `provide quality education in response to the social needs of the Kawerau and the wider community'. This aim is strengthened with strategic amendments implemented by the interim chief executive officer under his close guidance, and further supported by the recruitment of qualified staff able to relate responsively and positively to students. The evaluation team acknowledges the changes at all levels of the organisation, with important decisions made in planning, programme, and systems activities for the organisation. There were significant changes and improvements in governance and management in 2011 for the Trust. Planning and strategic guidance at governance level is now firmly in place with the implementation of a new Trust deed, and the appointment of trustees selected under an open election process resulting in two positions nominated by the community. The trustees interviewed at this evaluation spoke of the review of the strategic/business plan and current developments. These developments include worthwhile improvements in developing programmes and resources: a new training facility for the Trust; networked computers sponsored by a local manufacturing company; establishment of a joint community mentoring programme; discussions with Bay of Plenty Polytechnic to extend its fashion course delivery to the Trust; a review process initiated with MSD to discuss the length of the programme. The evaluation team acknowledges that this response shows governance and management's growing ability to anticipate and respond to change. Delivery of the programme is integrated with other learning opportunities ­ the Alternative Education programme (Ttangata) and the Bay of Plenty Polytechnic fashion course ­ with shared literacy support for students available. The Trust considers this arrangement to be beneficial for building strategic alliances with other education providers as a basis for developing best practice strategies. Stakeholder networks and input are active and support the planning, programme, and systems activities of the training centre. The chief executive officer is actively involved with the youth suicide Ministry Taskforce in the Kawerau region to support the identified social and educational needs of the community.


Focus Areas

This section reports significant findings in each focus area, not already covered in Part 1.

2.1 Focus area: Governance, management, and strategy

The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good.

2.2 Focus area: Training for Work Mahi Ngahere/Work and Study Skills

The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good.



There are no recommendations arising from the external evaluation and review, other than those expressed or implied within the report.



Regulatory basis for external evaluation and review

Self-assessment and external evaluation and review are requirements of programme approval and accreditation (under sections 249 and 250 of the Education Act 1989) for all TEOs that are entitled to apply. The requirements are set through the Criteria for Approval and Accreditation of Programmes established by NZQA under section 253(1)(d) and (e) of the Act and published in the Gazette of 28 July 2011 at page 3207. These policies and criteria are deemed, by section 44 of the Education Amendment Act 2011, to be rules made under the new section 253. In addition, for registered private training establishments, the criteria and policies for their registration require self-assessment and external evaluation and review at an organisational level in addition to the individual programmes they own or provide. These criteria and policies are also deemed, by section 44 of the Education Amendment Act 2011, to be rules made under section 253. Section 233B(1) of the Act requires registered PTEs to comply with these rules. NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. The New Zealand Vice-Chancellors' Committee (NZVCC) has statutory responsibility for compliance by universities. This report reflects the findings and conclusions of the external evaluation and review process, conducted according to the EER process approved by the NZQA Board. The report identifies strengths and areas for improvement in terms of the organisation's educational performance and capability in self-assessment. External evaluation and review reports are one contributing piece of information in determining future funding decisions where the organisation is a funded TEO subject to an investment plan agreed with the Tertiary Education Commission. External evaluation and review reports are public information and are available from the NZQA website ( Information relevant to the external evaluation and review process, including the publication Policy and Guidelines for the Conduct of External Evaluation and Review, is available at:

NZQA Ph 0800 697 296 E [email protected]



Tuwharetoa Ki Kawerau Health, Educational and Social Services Trust

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