Category: Education

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End of first-year Fees Free policy

Source: Tertiary Education Commission

Learners who have already used Fees Free in their first year of study or training won’t be able to access Fees Free under the new final-year policy. However, from now until the end of 2025, first-year Fees Free will operate under ‘first-year transition rules’.
First-year Fees Free transition rules
Learners who used Fees Free in 2024 may be able to continue to use their remaining first-year Fees Free entitlement in 2025 if they:

are continuing in the same qualification in 2025, and
have Fees Free entitlement remaining.

They will be able to access their entitlement until the end of 2025, or until they reach their 24-month (for work-based learning), one EFTS (120 credits), or $12,000 cap, whichever occurs first.
Learners with remaining entitlement will not be able to access first-year Fees Free in the future if they:

did not use Fees Free in 2024, or
used Fees Free in 2024 but are not continuing in the same qualification in 2025.

Learners who still need to declare their eligibility for 2024
Learners who studied or trained in 2024 and met the criteria for first-year Fees Free can still declare their eligibility. They have 12 calendar months from the start date of their first course or programme to declare their eligibility to receive Fees Free for their 2024 study or training – and any continuation of the qualification into 2025 that falls within the learner’s remaining entitlement.
Provider-based courses that continue across years
First-year Fees Free will still cover the full course fees within the learner’s remaining entitlement where courses start in 2024 or earlier. Please report the fees for these learners as you normally would in your 2024 Fees Free All Enrolments and Costs templates.
For courses that start in 2025 and are covered under the transition rules, Fees Free will only cover the fees for the portion of the course that is delivered up to 31 December 2025. The learner will need to organise payment of fees if they are enrolled in a course that finishes after 2025.
Please report the EFTS and fees charged to the learner for the full course in your 2025 Fees Free All Enrolments and Costs returns. On validation of your submission, we will calculate the amount of fees covered by Fees Free, and communicate this to you via the Multiple Providers and Cap Limit report. You may invoice the learner for remaining fees not covered by Fees Free.
Work-based programmes that continue beyond 2025
Under the first-year transition rules, work-based learners enrolled in 2024 that continue with the same qualification into 2025 will have their fees for that programme covered only up to the end of 2025 (and within the learner’s remaining 24-month and $12,000 maximum entitlement).
For reporting, please state the fees incurred by the learner up to 31 December 2025 only. Where a fee period is reported to end after 31 December 2025, we will calculate the portion of the fees incurred up to 31 December 2025, and inform you of the reduced payment amount in your Remittance report. You may charge the learner for fees incurred after 31 December 2025.
Reporting in 2025
You will continue to receive Fees Free reporting templates in 2025 to collect fee information for learners that are covered under the first-year transition rules. We will confirm the allocation of Fees Free funding for these learners via usual reporting.
The Fees Free eligibility file for 2025 will include all learners that meet the criteria for receiving remaining first-year entitlement in 2025, if they are continuing in the same qualification.
Course or programme enrolments that are not covered under the transition rules do not need to be reported in your Fees Free returns and may be charged fees.
2025 Fees Free indicative allocations
All tertiary education organisations will receive a zero-dollar Fees Free indicative allocation for 2025. We’ll then monitor your reported delivery for learners entitled to Fees Free under the first-year transition rules. Monthly payments will be made to you in 2025 on behalf of these learners, as required.
Keep up to date
We will update tertiary education organisations on any reporting and process changes via the TEC website and Fees Free Focus.
Sign up to the Fees Free Focus newsletter for policy, process, and reporting updates
Frequently asked questions
Do I need to change anything in my Fees Free reports for 2024 enrolments?
Please continue to fill in your 2024 Fees Free returns as usual. We will continue to allocate funding for eligible learners who enrol in 2024 under the first-year Fees Free policy. Where a provider-based course starts in 2024 and finishes in 2025 we’ll cover the full fees (within the learners remaining entitlement), so you should still report the full fees and EFTS for enrolments in your returns.
How do I report learners who are covered by the first-year Fees Free transition rules?
You’ll continue to receive monthly Fees Free reporting templates in 2025, for collecting fee information for learners covered by the first-year transition rules. You should report the 2025 enrolments for these learners as you normally would, and we’ll calculate the payment we need to make to you on behalf of the learners. You’ll receive confirmation of these allocations via the usual Work-based Remittance or Multiple Providers and Cap Limit reports.
How will I know which learners are covered by the first-year Fees Free transition rules?
We’ll provide you with a list of your learners who used Fees Free in 2024 and have remaining entitlement in the 2025 Fees Free eligibility file, which will be published on DXP Ngā Kete.
You only need to report learners who are on this list. We’ll update the list each month.
Some TEOs find it easier to include all learners who are enrolled with them in their Fees Free returns. If you prefer to do this, that’s okay too. During validation we’ll exclude learners who are not entitled to Fees Free under the transition rules, and let you know which learners we’re allocating funding for.
Do learners need to be continuing in the same qualification with the same TEO to meet the transition rules?
Learners continuing in the same qualification do not need to continue the qualification with the same TEO to continue to access their entitlement. A learner may access their remaining entitlement in 2025 at a different TEO, as long as they were using Fees Free in 2024, and are studying or training towards the same qualification.
For most enrolments, we’ll use the qualification code to validate this. In some cases where TEOs have bespoke qualification codes, we may also use the qualification title, credit amount and length to determine whether the learner is in the same qualification.
What do I need to tell my learners? Do you have communications I can send to my learners?
Please direct your learners to the Fees Free website for information: FeesFree.govt.nz
Clearly tell your 2024 learners to check their Fees Free eligibility sooner rather than later, to ensure eligible learners don’t miss out on their first-year entitlement in 2024.
To help you provide the most up-to-date information for your learners we have prepared copy for you to use on your website.
Update your website copy
I have some Fees Free reporting errors in previous years. Can I still fix them and get a wash-up adjustment?
Yes! Please check your reports for previous years and make sure you’ve included all eligible learners and fixed up any errors as soon as possible.
From 31 December 2025, we will no longer accept changes to first-year Fees Free eligibility, or entitlement for 2018 to 2025. It’s important that we clean data up as much as possible before 31 December 2025, so that no learner misses out on their first-year entitlement. TEOs’ last opportunity to finalise first-year Fees Free reporting will be through the 2025 wash-up process, in early 2026.
Under the new final-year policy, learners who have studied or trained using first-year Fees Free will not be able to access Fees Free for their final year.

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Passion for academia and achieving educational reform for Māori learners important for new EIT Head of School | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

1 day ago

Zac Anderson is EIT’s new Head of School: Education and Social Sciences and the Centre for Veterinary Nursing.

A passion for academia and achieving educational reform for Māori learners are important for EIT’s new Head of School: Education and Social Sciences and the Centre for Veterinary Nursing.

Zac Anderson, who joins EIT from Tamatea High School where she was Deputy Principal, says that the opportunity to work at EIT was too good to pass up.

“I’ve been in New Zealand for twenty years from Australia, and I’ve always known EIT to have a fantastic reputation. I am feeling very fortunate to have been chosen and I think that it is going to be a great job.”

Zac’s role will see her leading a diverse team of social workers, early childhood and primary school professionals, and those teaching in the Centre for Veterinary Nursing.

“The kaupapa of the different departments within the school that I’m head of is all based on care for humans or animals, and teaching others to be the best they can be.”

Before Tamatea High School, Zac held various management positions at schools in Hawke’s Bay and was employed at the University of Waikato for four years. During her tenure at the University of Waikato, she was part of the Poutama Pounamu team led by Professor Mere Berryman, embedding transformative changes in culturally responsive pedagogies in kura throughout Aotearoa.

Zac says she sees her role as building her team, but also getting to know stakeholders in both Hawke’s Bay and Tairāwhiti and getting to know what the community wants and needs from EIT’s graduates.

“It is about building the relationships with the stakeholders and the advisory groups in our different areas. I think this  is going to be really important for me, so I know what they need and then we can make sure that it’s reflected in our teaching and learning programmes.”

“I’m excited that I work across both Hawke’s Bay and Tairāwhiti, because I know Gisborne, in particular, and the surrounding East Coast area. I lived and worked with Wairoa-based communities for so long, and there’s unique needs on the East Coast compared to Hawke’s Bay.”

Zac has a Master’s in Education, where she looked at critical leadership to achieve educational reform for Māori learners, “which is my passion”.

“I’ve been learning Te Reo since I arrived in New Zealand, but I’m nowhere near where I want to be. And I love that learning journey about the tikanga and the kawa of what it means to immerse yourself into te ao Māori.”

“It’s deeply important to me as a non-Māori leader to be very clear about what role I play as Tangata Tiriti in honouring the bicultural intent of Te Tiriti o Waitangi. I am passionate about bringing practical effect to Te Tiriti in my daily practice. I will be enrolling soon in my PhD and no doubt this area of critical leadership to decolonise and indigenise our curriculum will be a focus of my research.”

Zac is mindful of the vital role research plays at an academic institute and she will be encouraging her staff on this front.

“Research really allows us to get the voice of our communities, our learners, our academics and our professionals, and really understand the nature of what we’re doing.”

“Research, to me, is all about making sure you’re at the cutting edge of practice , making sure that we’re taking into account what’s happening around the world, but for our own flavour here in Aotearoa.”

Originally from Australia, Zac has lived in Hawke’s Bay since 2004 with her wife, Kae Schlierike, and their three rescue dogs.

Dr Helen Ryan-Stewart, EIT’s Executive Dean, Education, Humanities and Health Science, said:  “We are thrilled to welcome Zac to our team. Her connections in to the Hawke’s Bay and East Coast community and inclusive approach to education are a perfect fit for our organization. We are excited to see the contributions she will make to the school and the wider institution. She has already made a positive impression with her energy and passion in her short time with us.”

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EIT lecturer’s research into ChatGPT in education shows challenges and promises | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 days ago

Amr van den Adel is a Senior Lecturer in the EIT School of Computing in Auckland.

ChatGPT in educational settings has potential benefits, but there are also challenges, research by an EIT lecturer has found.

The research, led by Amr van den Adel, a Senior Lecturer in the EIT School of Computing in Auckland, has recently been published in the renowned journal Educational Sciences, entitled ChatGPT promises and challenges in education: Computational and ethical perspectives. The other authors of the article are Ali Ahsan and Claire Davison, both from the University of Torrens Australia. Amr and the two other authors are all members of the Centre for Organisational Change and Agility at Torrens.

The study explores the integration of ChatGPT in educational settings. It highlights the potential benefits, but also addresses significant challenges like AI biases and the lack of emotional and interpersonal interactions typical in traditional education.

“The paper underscores the need for ongoing research to adapt educational strategies in response to rapidly evolving AI technologies, offering insights for educators, policymakers, and researchers,” says Amr.

“This paper investigates the integration of ChatGPT into educational environments, focusing on its potential to enhance personalised learning and the ethical concerns it raises. Through a systematic literature review, interest analysis, and case studies, the research scrutinises the application of ChatGPT in diverse educational contexts, evaluating its impact on teaching and learning practices.”

Amr says that the key findings reveal that ChatGPT can enrich education significantly by offering dynamic, personalised learning experiences and real-time feedback, thereby boosting teaching efficiency and learner engagement.

“However, the study also highlights significant challenges, such as biases in AI algorithms that may distort educational content and the inability of AI to replicate the emotional and interpersonal dynamics of traditional teacher–student interactions.”

“The paper acknowledges the fast-paced evolution of AI technologies, which may render some findings obsolete, underscoring the need for ongoing research to adapt educational strategies accordingly.”

Amr says that this study provides a balanced analysis of the opportunities and challenges of ChatGPT in education, emphasising ethical considerations and offering strategic insights for the responsible integration of AI technologies.

“These insights are valuable for educators, policymakers, and researchers involved in the digital transformation of education.”

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The Tertiary Education Strategy

Source: Tertiary Education Commission

Last updated 13 November 2020
Last updated 13 November 2020

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The Tertiary Education Strategy (TES) sets out the long-term strategic direction for tertiary education. This strategy has been developed following consultation with the tertiary education sector and other stakeholders.
The Tertiary Education Strategy (TES) sets out the long-term strategic direction for tertiary education. This strategy has been developed following consultation with the tertiary education sector and other stakeholders.

What the TES focuses on
The TES shares priorities with the Statement of National Education and Learning Priorities (NELP) for early learning and schooling. This linking recognises that learners change and grow as they move through their education and that the education system needs to listen to them, adapt to their needs, and empower them to achieve their aspirations, whatever their age or stage of learning.
The TES comprises eight priorities which ask tertiary education organisations to focus on:

the achievement and wellbeing of all learners
ensuring that places of learning are safe and inclusive and free from racism, discrimination, and bullying  
reducing barriers to success and strengthening the quality of teaching to give learners the skills they need to succeed in education, work and life 
taking account of learners’ needs, identities, languages and cultures in their planning and practice
incorporating te reo Māori and tikanga Māori into their everyday activities
collaborating more with whānau, employers, industry and communities to support learners to succeed in work.

The TES includes actions that both tertiary education organisations (TEOs) and Government can take to help achieve the priorities. TEOs will need to show how they will have regard to the TES priorities in their investment plans. The TEC’s Investment Plan Guidance will support TEOs to do this.
More information about the TES can be found on the Ministry of Education website.

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EIT horticulture team helps rescue rare Ngutukākā (Kakabeak) plants | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

6 mins ago

Horticulture lecturers Gerard Henry (left), Tania Basher and Tane Cruikshank with Helen Joros (second left) from the Department of Conservation.

Rare Ngutukākā (Kakabeak) plants, that survived Cyclone Gabrielle, have been planted by members of the EIT Primary Industries Horticulture team in a partnership with the Department of Conservation.

The seeds were collected , some by helicopter, from rare and precious wild Ngutukākā plants in the Wairoa region.

Primary Industries Programme Coordinator Lisa Turnbull says it means a lot to the team to have been able to get the plants to this point where they can be returned to the taiao.

Ngutukākā (kakabeak) is a plant of special significance to New Zealand. Its conservation status is Nationally Critical with less than 70 known plants growing in the wild.

These plants were first planted by the Growing Natives class in November 2022.

“DOC had collected the seeds from nine locations across the East Cape.  They entrusted these seeds to Tania Basher our PI Technician, and the night class group of horticulture ākonga were excited to be able to sow these seeds and nurture the plants into young seedlings.”

Last month, some of the PI Horticulture team, students from Ruakituri School and Helen Jonos from DOC worked together to plant them in their new enclosure in the Ruakituri Valley.

“Being able to grow, nurture and return these special plants to the taiao alongside DOC was a wonderful collaboration, and we look forward to doing more to help with Ngutukākā regeneration in the future.”

Lisa says these particular plants became extra special as they survived the cyclone, when they were in the hardening off section on the Hawke’s Bay campus in Taradale.

“They were rescued from the silt, repotted and looked after at home by members of the Primary Industries staff. It certainly has been a journey for them.”

Lecturers from EIT joined the Department of Conservation and students from Ruakituri School to plant rare Ngutukākā (Kakabeak) plants.

While it is the first time, they have partnered with the Department of Conservation to grow Ngutukākā, they hope to do it again.

“We are also exploring the idea of building our own predator proof planting area at the Ōtātara Outdoor Learning Centre (ŌOLC) where our horticulture and environmental management ākonga can grow more Ngutukākā plants along with potentially other endangered species.”

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Former Commonwealth Games triathlete keen to promote health, sport and exercise in new role at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

1 hour ago

Dr Andrew Garrett is the new Head of EIT’s School of Health and Sport Science.

A former Commonwealth Games triathlete, who has been appointed the Head of EIT’s School of Health and Sport Science, is keen to use his new role to promote health, sport and exercise,

Dr Andrew Garrett represented the Isle of Man in the triathlon at the 1990 Commonwealth Games in Auckland and said that he knew then that he wanted to return to live in New Zealand.

“It was the first time I came to New Zealand. After competing and obviously enjoying the Commonwealth Games itself, I told myself that I would come back here at some point. And in 1996, I came back to a teaching post at Wintec in Hamilton.”

Currently living in Christchurch since December when he moved back here with his New Zealand raised wife Karen, Andrew had been Sport, Health and Exercise Science Programme Director and Graduate Research Director at the University of Hull..

Sport has played a big role in Andrew’s life being a former international triathlete. He is a keen veteran athlete having recently completed a 100-mile cycling sportive and several half Iron triathlons. He plans to take part in the Taupo half Ironman next March. His applied sport science work on preparing athletes for the Marathon des Sables has received television media attention in the UK from BBC Look North News and BBC Radio Humberside.

He says that he is looking forward to his new role. Initially he will be working remotely from Christchurch until his wife finishes her job there, but he will be commuting up to Napier regularly.

While he was drawn to the lifestyle offered by Hawke’s Bay, it was having a leadership role that attracted him. He is also keen to get to know the staff and EIT’s systems.

“After a period of uncertainty, there’s also an opportunity to  provide some stability for the school at the institution.”

Andrew says the School of Health and Sport Science also has a role to play in bringing exercise into people’s lives to enhance the quality of life.

“I think that exercise can be paramount in balancing the mental health side of things. Our programmes show that there are now more opportunities available work-wise than perhaps weren’t available five or ten years ago. Exercise specialists are becoming more accessible to most people these days and at all stages of life.”

Andrew’s main area of research  expertise are the markers of fatigue in temperature regulation during exercise in the time of climate change and he was an Associate Member of the Hull York Medical School (HYMS). His PhD work was funded by the Australian Military based at the University of Otago in New Zealand (Induction and decay of heat acclimation) and in collaboration with the Otago Medical School. He received an MSc in Sport Science from Loughborough University and his undergraduate degree is from the University of Wales in Cardiff.

Helen Ryan-Stewart, EIT’s Executive Dean, Education, Humanities and Health Science, said: “Andrew brings a wealth of knowledge and experience to our team, and we are confident that he will make a significant contribution to the success of the School of Health and Sport Science.”

“Whilst Andrew is currently working remotely, we are excited to welcome him to  Hawke’s Bay soon so that he can immerse himself in our community to achieve the best outcomes for our ākonga.”

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Living in emergency housing did not stop social work student from studying at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

4 mins ago

Harata Gordon is in her fourth year of the Bachelor of Social Work at EIT Tairāwhiti.

Living in emergency housing with her two young children has not stopped Harata Gordon (Ngāti Porou) from pursuing her dream of studying at EIT Tairāwhiti.

Thankfully, Harata has recently moved into a Kāinga Ora home with her two children, but her hardships have not deterred her from continuing with her studies.

Having left Campion College in year 12, Harata enrolled NZ Certificate in Beauty Therapy (Level 4) at EIT. She spent a number of years after that working  in customer service and in a packhouse, however, she always wanted something more for her life and this has led her to pursue a career in social work.

“I’m a very simple person. Throw me in anywhere and I have the drive or the aroha to find a way to help.”

Harata, 29, is currently in her fourth year of the Bachelor of Social Work at EIT Tairāwhiti, but has decided to split the final year into two which means that she will finish up next year.

“Studying full-time made it a long year. It is just more manageable with my two babies as well. I can  re-set my goals, so it makes more sense and is more fitting for me now.”

The journey has had a few disruptions with Harata splitting the degree between EIT and Ara Institute of Canterbury falling pregnant in her second year, and dealing with COVID. She did her first year at EIT before moving down to Christchurch for personal reasons where she did her second year at Ara. She returned to EIT Tairāwhiti for the rest of her degree.

Harata says that she believes the tough times she has endured with her children recently will shine through when she becomes a social worker.

“I think that having lived the way I have for the last year will give me more appreciation and make me more understanding.”

“I hope that I can inspire or give hope to a mama who hasn’t got anywhere for her or her kids to live to realise that she can do something with her life.”

Harata is enjoying her studies, especially her placement at Ngāti Porou Oranga where she got work experience in the community.

“It was such a positive experience and I was able to make some great connections and have some good networking opportunities.”

While the degree is taking longer than she intended, Harata realises that she needs to be patient.

“I have the same passion, the same drive, the same fire inside. I will always love helping people.”

Harata acknowledges that she could not do what she is doing without whānau or as she puts it “my village sprinkles everywhere”.

Charlotte Chisnell, EIT’s Social Work Programme Coordinator, says: “Harata’s journey is a powerful example of resilience and determination. Despite the challenges of living in emergency housing with her two young children, she has remained committed to her studies and her dream of becoming a social worker.”

“Harata’s perseverance, even in the face of adversity, is inspiring. Her ability to balance her education with being a parent, while overcoming significant obstacles, highlights her strength and dedication. Her story will undoubtedly inspire others, showing that achieving your goals is possible with passion, patience, and strong community support.  Harata’s journey illustrates the profound impact that lived experiences can have in shaping compassionate and effective social workers.”

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Centres of Asia-Pacific Excellence (CAPEs)

Source: Tertiary Education Commission

Last updated 29 August 2024
Last updated 29 August 2024

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The three CAPEs are university-led centres of excellence for languages, culture, politics and economics of the Asia-Pacific regions – North Asia, Southeast Asia and Latin America.
The three CAPEs are university-led centres of excellence for languages, culture, politics and economics of the Asia-Pacific regions – North Asia, Southeast Asia and Latin America.

The CAPEs focus on developing strong links with North Asia, Southeast Asia and Latin America, facilitating collaboration between tertiary institutions and other stakeholders to support language development, research and knowledge of each region, and to strengthen networks and relationships.
The CAPEs deliver programmes, resources and initiatives that deepen New Zealanders’ knowledge and understanding and provide a platform for commercial, educational and cultural relationships with the economies of the Asia-Pacific.
Please note: The CAPEs initiative is coming to an end, with final reports to be provided to the Tertiary Education Commission in October 2024. There will be no further funding rounds for CAPEs. For background on the Budget 2023 decision, see: Budget 2023.
Preparing New Zealand to ‘do business’ 
Our economic future success is increasingly connected to the Asia-Pacific region, which includes 11 of our top 20 trading partners. CAPEs help to ensure that New Zealand is better prepared to ‘do business’ with the region, including both goods and services trade.
New Zealand is a progressively more diverse society, so a greater understanding of the Asia-Pacific region also has positive impacts domestically.
CAPEs facilitate the provision of, and access to, education and training relevant to the Asia-Pacific region for a range of learners:

current full- or part-time students
those already in the workforce
people looking for additional training
business people.

This includes language qualifications to support New Zealand exporters and government agencies operating overseas.
Supporting key government strategies 
The CAPEs were designed to support the following government strategies:

the Building Export Markets stream of the Business Growth Agenda
Goal 3 of the Leadership Statement for International Education
the Tertiary Education Strategy
NZ Inc strategies for China led by the Ministry of Foreign Affairs and Trade and the numerous trade agreements with Asia-Pacific countries. 

Three CAPEs currently operate
Three CAPEs began operating on 1 July 2017:

North Asia CAPE hosted by the University of Auckland
South-East Asia CAPE hosted by Victoria University of Wellington
Latin America CAPE hosted by Victoria University of Wellington.

A consortium was established to deliver on the purpose and policy objectives of all three CAPEs. The consortium includes the host universities (University of Auckland and Victoria University of Wellington) as well as the University of Otago and the University of Waikato. 
Impact Report
A CAPEs Impact Report assessed the collective impact of the three CAPEs from 2017 to 2022.
Measuring our Impact 2017–2022 (PDF 2MB) – Centres of Asia-Pacific Excellence
More information
If you have any questions please email CAPEs@tec.govt.nz or the TEC Customer Contact Group, customerservice@tec.govt.nz.

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EIT journey starts as student and continues through to senior staff role | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

5 mins ago

Tash Hau was recently appointed as Assistant Head of Te Ūranga Waka.

Tash Hau’s journey at EIT began when she enrolled in the NZ Certificate in Te Reo Māori (Level 2) and 16 years later it is still going strong, with her recent appointment to Assistant Head of Te Ūranga Waka.

Since 2007, Tash (Ngātiwai) has gained much experience in the education sector, having recently returned to EIT after three years as Professional Learning and Development Facilitator with the University of Waikato. There she was responsible for supporting Kāhui Ako clusters, principals and teachers to deliver educational opportunities that accelerate success and support equitable outcomes for Māori students.

Prior to this, Tash worked at EIT as a Programme Coordinator/Tutor for more than 10 years. She is also a graduate of all the qualifications from all levels of the te reo certificate, Bachelor of Arts (Māori) and Bachelor of Arts Māori  (Honours)  as well as the Master of Professional Practice (shared with the School of Education and Social Sciences).

Tash, 44, who grew up in Wairoa, says that her interest in learning te reo was sparked when she was about 12 years old and attended a Kapa Haka wānanga at Rangiahua marae.

“Everyone had an opportunity to share with the group and as one of our elders spoke in te reo Māori, laughter filled the wharenui. I remember vividly wishing I was able to understand and it was at that moment I knew learning my native language was something I needed to do. I realise now, that was my tīpuna (ancestors) guiding me”.

“And although it took probably 25 years from where the journey actually started, during which time I had my children, that I realised what pathway I needed to take”

After finishing school at Wairoa College, Tash spent some time in Gisborne before she travelled to Australia for five years where she has family. Coming from a small town, she felt it was important to see “what else was out there”. It was there that Tash started her family.

Tash moved back to New Zealand with her two eldest children, Alayh and Ibanez which has been a rewarding decision.

“My two youngest daughters Kheyz and Jhrsey have both been part of the Te Ūranga Waka whānau, with Jhrsey accompanying me to classes during the certificate level from eight days old. I was really grateful that within te ao Māori our babies are able to be included and cherished. I believe that as māmā, we shouldn’t have to choose between parenting and education, we are most definitely capable of both”.

She says she felt a number of emotions when she started learning te reo.

“The journey of reclamation was a combination of feeling overwhelmed in the initial stages and a calm sense of being exactly where I needed to be, a healing journey I was unaware I needed.”

“I just fell in love with the place, the people and the kaupapa.”

She is also grateful for the support she had right through the levels of study.

“I have to acknowledge my peers and the tutors across the years who supported me to actually achieve all of this.”

The transition from student to part-time tutor of the certificate programme is something to this day she is grateful for as it presented a pathway to give back to the place that has given her so much.

“I am indebted to the belief that our special kui, Nan Materoa Haenga had in me to pursue this pathway”.

 “When we’re students, sometimes we can lack the belief in ourselves and our own abilities, but what I really appreciated was that as a kaiako, Nanny Materoa could see the potential in us and offered opportunities to nurture that.”

Being a Nan herself now to two beautiful mokopuna, Tash plans to continue sharing those teachings with them.

Since then it has been journey forward for Tash, with her efforts recently being rewarded with her appointment as Poutuara, Assistant Head of Te Ūranga Waka.

“EIT is home for me. I’m really invested in the people and the place. I’d like to thank my colleagues, friends, family and my partner Matenga for their ongoing support. It really does make all the difference.”

Pareputiputi Nuku, Pouarataki, Te Ūranga Waka and Te Whatukura, welcomed Tash back to her “whare”.

“We are so happy that Tash is returning to us not only with the amazing skills she left us with, but also the new knowledge and expertise she has gained over the past three years.”