Education and Training Act 2020

Schedule 13 Te Pūkenga—New Zealand Institute of Skills and Technology’s charter

ss 9(1)(g), 316(1)

Schedule 13 heading: amended, on 25 September 2020, by clause 4(1) of the Education (Name Change for NZIST) Order 2020 (LI 2020/260).

1

Te Pūkenga—New Zealand Institute of Skills and Technology exists to perform the functions set out in section 315.

2

Te Pūkenga—New Zealand Institute of Skills and Technology is to be responsive to the needs of all regions of New Zealand and their learners, industries, employers, and communities.

3

To meet the needs of regions throughout New Zealand, Te Pūkenga—New Zealand Institute of Skills and Technology must—

(a)

offer in each region a mix of education and training, including on-the-job, face-to-face, and distance delivery that is accessible to the learners of that region and meets the needs of its learners, industries, and communities; and

(b)

operate in a manner that ensures its regional representatives are empowered to make decisions about delivery and operations that are informed by local relationships and to make decisions that meet the needs of their communities; and

(c)

ensure that international learners are attracted to train and study in regions throughout New Zealand; and

(d)

ensure that there is collaboration across its national network; and

(e)

maintain a high-quality, coherent network of infrastructure that meets regional skills needs.

4

Te Pūkenga—New Zealand Institute of Skills and Technology must operate in a way that allows it to—

(a)

empower students and staff on academic, non-academic, and well-being matters and matters relating to the organisation’s practices and services; and

(b)

develop meaningful partnerships with—

(i)

industry across the country, including Māori and Pacific employers, smaller employers, and those operating in niche sectors; and

(ii)

communities at a local level, including hapū and iwi, and Pacific communities; and

(c)

use the insights gained through partnerships to—

(i)

develop and provide vocational education and training that meets short-term and long-term skills needs; and

(ii)

expand industry training into smaller employers and niche sectors; and

(iii)

align education and training delivery to support the unique social and economic goals of local communities; and

(iv)

work towards equity for learners and staff of different genders, ethnicities, cultures, and abilities; and

(d)

reflect Māori-Crown partnerships in order to—

(i)

ensure that its governance, management, and operations give effect to Te Tiriti o Waitangi; and

(ii)

recognise that Māori are key actors in regional social, environmental, and economic development; and

(iii)

respond to the needs of and improve outcomes for Māori learners, whānau, hapū and iwi, and employers; and

(e)

hold inclusivity and equity as core principles, recognising and valuing the diversity of all of its learners, and providing the unique types of support different learners need to succeed; and

(f)

meet the needs of all of its learners, in particular those who are under-served by the education system, including (without limitation) Māori, Pacific, and disabled learners; and

(g)

promote equitable access to learning opportunities for learners across all regions; and

(h)

have culturally responsive delivery approaches, whether on campus, in the workplace, online, or otherwise; and

(i)

work collaboratively with schools, wānanga, and other tertiary education organisations (including workforce development councils) to improve the outcomes of the education system as a whole, including the transition of learners into employment.

5

In giving effect to clause 4, Te Pūkenga—New Zealand Institute of Skills and Technology must ensure that—

(a)

students and employers can transition seamlessly between delivery sites and educational modes, including between workplaces and other forms and places of learning; and

(b)

programmes of study and qualifications are portable and consistent, yet flexible enough to meet local needs; and

(c)

the academic integrity of the education and training programmes it delivers is protected; and

(d)

New Zealand’s reputation as a quality study destination for international learners is sustained; and

(e)

the range of education and training options available to learners and employers is appropriately broad and current; and

(f)

future skill needs are anticipated and quickly responded to; and

(g)

teaching and learning is supported by research, evidence, and best practice; and

(h)

learning pathways provide learners with a range of opportunities to progress to higher levels of education and training, and also into employment; and

(i)

the needs of adult and second-chance learners are afforded high priority.

Compare: 1989 No 80 Schedule 22

Schedule 13 item 2: amended, on 25 September 2020, by clause 4(1) of the Education (Name Change for NZIST) Order 2020 (LI 2020/260).

Schedule 13 item 3: amended, on 25 September 2020, by clause 4(1) of the Education (Name Change for NZIST) Order 2020 (LI 2020/260).

Schedule 13 item 4: amended, on 25 September 2020, by clause 4(1) of the Education (Name Change for NZIST) Order 2020 (LI 2020/260).

Schedule 13 item 5: amended, on 25 September 2020, by clause 4(1) of the Education (Name Change for NZIST) Order 2020 (LI 2020/260).