EIT Tutors teach invaluable skills to remote islands of Tokelau | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 minutes ago

Two EIT tutors have spent six weeks in Tokelau, teaching essential plumbing and automotive maintenance skills to support the remote island community. 

The program, delivered by Stu Hannam and Chris Olsen last year, focused on equipping locals with the practical knowledge needed to maintain vital infrastructure and improve their quality of life.

Over the course of their stay, the tutors taught 45 students, repaired 60 outboard motors, 15 cars, 5 motorbikes, 5 chainsaws, generators, and a jackhammer. They also worked on plumbing repairs for community buildings, the local hospital, houses, schools, and a hotel. 

EIT Automotive Tutor Stu Hannam with students in Tokelau.

The journey to Tokelau was an adventure in itself. After flying from New Zealand to Samoa on August 31, the pair boarded Mataliki, Tokelau’s ferry, for a 46-hour voyage across rough seas.

They arrived at the atoll of Atafu on September 6, where they spent 16 days teaching, before moving to Nukunonu, the largest atoll, for another 18 days. 

For Hannam, an automotive tutor, the trip was about addressing a critical need. “The people didn’t really know how to fix things themselves,” he said.

“They fixed things only when they broke. I showed them how to service their outboards to make them safe at sea. It’s crucial because they rely on fishing for food and survival.” 

Olsen, a plumbing tutor, emphasised the importance of water management in the islands.

“Water is their lifeline. They don’t have natural groundwater, so everything is collected in tanks,” he explained. “We taught them how to fix leaks and install proper spouting to catch rainwater. A lot of the work involved tweaking their existing knowledge and showing them how to do things properly.” 

The impact of their training extended beyond individual skills. On Nukunonu, the Taupulea (Council of Elders) decided to establish a dedicated plumbing team from Olsen’s graduates.

“It was awesome to see the community so happy about the knowledge their people gained.” 

The tutors fully immersed themselves in Tokelauan culture, participating in activities such as church services, a dance competition, and cricket matches.

“The singing in church was amazing,” Olsen recalled. “And, yes, we got roped into dancing, which was a lot of fun.” 

For both tutors, the experience was profoundly rewarding.

“It really reinforced how we, as educators, can make a huge difference in remote communities,” Olsen said.

Hannam agreed, noting how appreciative the Tokelauan people were. “They’ve told me their motors are running better than ever, and they feel safer going out to fish.” 

Their time on Nukunonu concluded with a ceremony attended by the Ulu-o-Tokelau (Head of Government), Alapati Tavite, who praised the success of the program. 

While no official plans to return have been confirmed, both tutors hope this is just the beginning.

“There’s still a third atoll we didn’t get to because of time constraints,” Olsen said. “If given the chance, we’d love to continue this work.” 

Andrew McCrory, Assistant Head School of Trades and Technology, said teaching these valuable Plumbing and Automotive Skills was a huge success for EIT and the Tokelauan Communities. 

“Student engagement and embracing the community is important in these situations, and full credit must go to Chris and Stu for taking time away from their families to make this happen. They have both laid the groundwork for more tertiary education in Tokelau.”

New implementation date for Significant Plan Amendment and Replacement Plan criteria

Source: Tertiary Education Commission

Last updated 4 February 2025
Last updated 4 February 2025

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The Tertiary Education Commission is extending the implementation date for Significant Plan Amendments (SPA) and Replacement Plans (RP) criteria – to 1 January 2026.
The Tertiary Education Commission is extending the implementation date for Significant Plan Amendments (SPA) and Replacement Plans (RP) criteria – to 1 January 2026.

We appreciate the feedback on the proposed criteria for SPAs and RPs that providers and peak bodies gave us at the end of last year. 
We initially intended to publish the criteria (via a Gazette notice) by the first quarter of this year. We are making progress on revising the criteria, but we want to make sure we get the settings right. So, we have extended the implementation date. We will engage with peak bodies on the revised SPA and RP criteria in May. 
At this stage, there are no set criteria. If you are a provider, you still need to follow the guidance for SPAs and RPs: Changing your Plan. 
If you are considering changes, then, as a first step, you will need to contact your Relationship Manager (RMI) or our Customer Contact Group.
If you have any questions, please contact 0800 601 301 or customerservice@tec.govt.nz using the subject line: [Edumis #] Significant Plan Amendment / Replacement Plan.

Single Data Return (SDR)

Source: Tertiary Education Commission

What is the SDR?
The SDR is an electronic database of learner enrolment and completion information required by the Ministry of Education (MoE) and the Tertiary Education Commission (TEC).
The data is used for:

monitoring performance against your Investment Plan 
funding and fund recovery 
publishing performance information
statistical reporting.

Note: Services for Tertiary Education Organisations (STEO) will be replaced by DXP Ngā Kete in early 2025. For more information go to Data System Refresh (DSR) programme.
Who needs to complete an SDR?
All tertiary education organisations (TEOs) need to complete an SDR three times a year if they:

receive Delivery at Levels 1–10 on the New Zealand Qualifications and Credentials Framework, including Youth Guarantee (YG), and/or
have students with student loans or allowances.

Completing an SDR is a condition of funding, and it’s important that you do so accurately and on time. Late or incomplete submissions can result in delays to your scheduled payments. (See Single Data Return submission dates.)
Accessing the SDR
You can access the SDR through the TEC Data Exchange Platform (DXP).
You are able to log in through MoE’s Education Sector Logon (ESL) service.
To find out how to set up access, please contact MoE on 0800 422 599 or service.desk@education.govt.nz. 
Information to submit
You’ll find comprehensive guidance in the:

Here is some important information to include:
Details about each of your enrolled students
If you receive Delivery at Levels 1–10 on the New Zealand Qualifications and Credentials Framework or YG funding, you need to provide information about each of your enrolled students, regardless of the level of study or the type of funding. For more details, see the introduction to the 2023 SDR Manual
Workforce questionnaire (WFQ) – before you submit your December SDR
Before you submit your December SDR, upload your WFQ to the TEC DXP. We won’t accept your December SDR without a processed WFQ.
Up-to-date delivery site information
Please check that your delivery site information in the STEO application is up to date. (For information on how to complete your SDR, including delivery sites, see the STEO user guide.) We rely on this information to analyse regional funding and provision. If you need to submit a delivery site update request, please do so early so we can process it in time for your final SDR submission.
Forecasts
If you are delivering qualifications eligible for TEC funding at Level 3 and above, with a source of funding code of 01, 29, 11 or 37, you need to provide an equivalent full-time student (EFTS) forecast with each round. The forecast should not include TEC-funded provision for Levels 1 and 2 or Youth Guarantee.
Correct funding codes
Before submitting your SDR, please check that you have used the correct funding codes. (These are in the 2023 SDR Manual). If you use the wrong codes, you may need to resubmit your SDR. If you have any questions about the codes, please refer to the SDR Manual or contact us at 0800 601 301 or customerservice@tec.govt.nz.
New course/qualification requests
You can change the credits, fees, levels or classifications of your courses and qualifications at any time. You don’t need to wait until just before your SDR is due. But it’s important to submit the change request through the STEO application before you submit a trial SDR.
If you want to make multiple changes to courses (as a result of changing the disaggregation approach for a qualification), you need to do this before the courses start each year. We don’t approve in-year change requests resulting from substantial disaggregation for the current year.
Completing a trial SDR
So you have time to correct any errors in your data, it’s important to complete a trial SDR before submitting your final SDR. For help completing a SDR, please refer to the STEO user guide.
Importance of data accuracy and timeliness
We use data from every SDR to plan our ongoing investment in tertiary education. If you submit your data late or with errors, or resubmit it with changes, this can have flow-on effects for us and for other TEOs.
To manage this, we don’t accept resubmissions of August or December SDRs unless we have approved the resubmission (which we will do only in exceptional circumstances).
We will accept resubmissions of the April SDR during a set period (which we will let you know about each year) to allow you to review your educational performance indicator (EPI) data. Outside this set period, we will only accept resubmissions of the April SDR in exceptional circumstances. We may ask you to consider making any corrections in later SDR submissions in the next SDR round.
We will treat all resubmissions outside published timeframes as late.
What are “exceptional circumstances”?
“Exceptional circumstances” are those that are genuinely unforeseeable and that you could not have proactively managed.
We are unlikely to consider the following circumstances to be exceptional:

Data issues identified during or after the sale and purchase of a TEO. If you are purchasing a TEO, you need to be confident that its historical SDR data is accurate.
Student Management System (SMS) software errors. Submit trial SDRs early to identify and address any issues well in advance of the final submission deadline.
A change of SMS, resulting in errors. If you are changing your SMS, you need to be confident you can do this without risking errors.
Errors made by a staff member that were only identified at a later stage. You are responsible for ensuring that your staff submit accurate data. 
Not checking your organisation’s EPI data from the April SDR in time. You are responsible for reading and responding to our announcements about when data is available for you to review.

Late or inaccurate data
If you don’t provide a timely and accurate SDR, your current or future funding may be affected.
If you continue to submit inaccurate, incomplete or late data, we may introduce an extra monitoring process. For example, you could be asked to use an external auditor to confirm that your data is valid and accurate before you submit each SDR.
Our Stop Gate process
Our Stop Gate helps us manage late submissions and resubmissions of a full set of files. This means you need to submit a full set of SDR files by the due date for each round.
We will decide whether or not to approve a submission outside of the SDR round on a case-by-case basis. You can also resubmit your data if we find an error after submission, with our permission.
The process is as follows:

Contact us on 0800 601 301 or customerservice@tec.govt.nz as soon as possible.
We will then send you an SDR late/resubmission request (Stop Gate request) form to complete and submit.
Once your SDR submission has the status of “Processed” (with zero errors) please send the completed form to customerservice@tec.govt.nz with the subject line [EDUMIS #] – SDR Stop Gate Request.
Your request will be forwarded to the Customer Contact Group Manager to consider for approval.
If we approve your request, we will advise you of the due date and lift the Stop Gate, allowing you to submit your processed (with zero errors) SDR.
If we decline your request, we will advise you of the reason for that decision.

This does not affect the SDR validation, processing and submission process. You can still submit course register, course and qualification completion files at any time, and we encourage you to do so, particularly after the December round so we can confirm your EPIs as early as possible. 
Notes:
This does not affect the SDR validation, processing and submission process. You can still submit course register, course and qualification completion files at any time, and we encourage you to do so, particularly after the December round so we can confirm your EPIs as early as possible. 
Any amendment to a previously submitted SDR may have an impact on future funding and performance monitoring.
If the data from an SDR has been published in a report (such as statistical reporting), the published data can no longer be altered.
Resources to help you submit your SDR

For help with the submissions process, see the STEO user guide.
For a helpful guide to SDR, see the 2023 SDR Manual.
For general assistance, guidance with validation errors and help with course, qualification and delivery site approvals, contact us on 0800 601 301 or customerservice@tec.govt.nz with the subject [EDUMIS #] Dec SDR enquiry.
For help with your Education Sector Login (ESL), contact the Education Service Desk on 0800 422 599 or desk@education.govt.nz.

Living on orchard and enjoying outdoors fostered love for environment in EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

37 seconds ago

Growing up on a Twyford orchard and living an outdoor life fostered a love for the environment which led Jordyn Campbell to study Environmental Management at EIT.

This has proved to be a good move with Jordyn, who finished the NZ Diploma in Environmental Management (Level 6) last year, currently doing conservation surveying and monitoring work. She is working for SPS Biota| Biosecurity & Environmental Services, collecting data about the Brown Marmorated Stink Bug and Spongy Moth – both serious pests and risks to NZ fruit and vegetable industries. This project started in October and runs until April 2025.

Jordyn, 20, attended Iona College in Havelock North and won a Year 13 scholarship in 2022 to study at EIT. A Year 13 Scholarship, which is offered annually by EIT, covers one year of tuition fees. The Scholarship supports school leavers across the Hawke’s Bay and Tairāwhiti regions to study any one of EIT’s degrees or selected level 5 diploma programmes that lead into a degree by providing one year FREE study.

Jordyn Campbell completed the NZ Diploma in Environmental Management (Level 6) at EIT last year and is looking forward to completing her Bachelor of Applied Science (Biodiversity Management).

Jordyn entered the Environmental Management programme in 2023, completing her level 5 NZ Diploma in Environmental Management, and has loved every moment.

“I live on an orchard, too, so I decided to study more about the environment around me, because I’ve been growing up in a rural area.”
She says choosing EIT to study at was an easy decision, especially when she won the Year 13 scholarship.

“It was close to home and easier to study there, especially since I liked the sound of the programme. The scholarship also helped me make the decision.”

Jordyn says that her new job is working on behalf of the Ministry for Primary Industries and involves searching for evasive species of Spongy Moths and Brown Marmorated Stink Bugs in Napier, Hastings and Havelock North.

“We have an app called Field Maps and it has all the locations on it, which are indicated by dots on the map. You complete forms depending on if you get a sample or you’re just doing a trap clearance, and then it will change the colour of the dots on the map. There are 63 traps for the Spongy Moth and six traps for the Brown Marmorated Stink Bugs across Hawke’s Bay.”

This year Jordyn will be completing her final year of study to achieve the Bachelor of Applied Science (Biodiversity Management). As for the future, Jordyn is leaning towards working in biosecurity, but she does not rule out studying further.

She says that wherever she winds up, she will not forget what she has learned from EIT. She has no hesitation in recommending the institute to others.

“I like EIT because you get to know everyone on a very personal level, including the lecturers. You are not just a number to them, you’re an actual person and you get one-on-one help from them.”

Environmental Management Lecturer Dr Glen Robertshaw says: “I think this is a fantastic opportunity for Jordyn, who I know really enjoyed our level 6 Biosecurity course”.

“It is also a real validation of the value of our programme and demonstrates that what we are teaching can lead to employment locally. It’s great to think that one of our students is helping to protect the local horticulture industry from invasive species that could potentially devastate it.”

Investigations

Source: Tertiary Education Commission

Last updated 24 January 2025
Last updated 24 January 2025

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Investigations are a key part of monitoring the performance and compliance of the tertiary education sector.
Investigations are a key part of monitoring the performance and compliance of the tertiary education sector.

The Tertiary Education Commission (the TEC) has a range of powers, under the Education and Training Act 2020 and funding conditions, to conduct investigations ensuring the Government’s investment in tertiary education is used properly.
We begin an investigation of a tertiary education organisation (TEO) if we are concerned about practices or behaviours which may put student interests or government funding at risk.
TEO investigation guidelines
Our monitoring system is designed to ensure both the burden on TEOs and the level of TEC effort is proportionate to the level of risk. This means investigations vary in size and complexity depending on our concerns, the size of the TEO, and a range of other factors.
All monitoring activities (including investigations) are undertaken in accordance with our monitoring principles, which are included in the investigation guidelines below. These also include guidance on how we undertake investigations, the processes we follow, and how we deal with information supplied by TEOs under investigation.
The Tertiary Education Commission investigation guidelines – 2020 (PDF 788 KB) 
Outcomes of investigations
We generally publish investigation outcomes as part of a transparent, consistent approach to monitoring. This helps provide assurance that public funds are being well managed. Publication of investigation findings is also a key way we share learnings from monitoring activities with the sector, and helps other TEOs improve their performance and compliance.
The TEC has the discretion to not publish an investigation report or outcomes. Any such decision is made with reference to the provisions of the Official Information Act. For example, where there are no material findings, or issues identified are only minor, publishing the fact of an investigation may reduce public confidence in a TEO at a level disproportionate to the issues investigated. In such cases, the TEC would seek to share any valuable learnings from the investigation with the sector in another way, including through regular monitoring updates.
When investigation reports or outcomes are finalised and able to be made public, they are published below.

There were no investigations published in 2024.

Active Institute

Competenz

Tai Poutini Polytechnic 

BEST Pacific Institute of Education

Reviews
From 2014-2017, the TEC also conducted ‘reviews’ of smaller or less complex issues at TEOs. The TEC has updated its approach, and only conducts audits and investigations of TEOs. Historic reviews are now considered investigations.

Quantum Education Group

EnterpriseMIT

College of Natural Health and Homeopathy 

Reviews
From 2014-2017, the TEC also conducted ‘reviews’ of smaller or less complex issues at TEOs. The TEC has updated its approach, and only conducts audits and investigations of TEOs. Historic reviews are now considered investigations.

Lincoln University’s Telford Division

New Zealand School of Outdoor Studies

Reviews
From 2014-2017, the TEC also conducted ‘reviews’ of smaller or less complex issues at TEOs. The TEC has updated its approach, and only conducts audits and investigations of TEOs. Historic reviews are now considered investigations.

Manaakitanga Aotearoa Charitable Trust

Agribusiness Training Ltd 

Tectra Limited

Taratahi Agricultural Training Centre

Te Whare Wanānga o Awanuiārangi

Western Institute of Technology at Taranaki (WITT)

From 2014-2017, the TEC also conducted ‘reviews’ of smaller or less complex issues at TEOs. The TEC has updated its approach, and only conducts audits and investigations of TEOs. Historic reviews are now considered investigations.
The six reviews below focused on TEOs that offered programmes with similar features to those found in two previous investigations at Te Whare Wānanga o Awanuiārangi and WITT. We undertook the reviews to determine whether the issues found in the two investigations were prevalent across the sector. This was found not to be the case.

*Note: The TEC accepted the findings from an independent report commissioned by Service IQ.

Related Content

Monitoring performance and reporting

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Qualification and programme eligibility – final-year Fees Free

Source: Tertiary Education Commission

Only qualifications and programmes at Levels 3 and above on the New Zealand Qualifications and Credentials Framework (NZQCF) are eligible. Eligible qualifications and programmes must be recognised by the New Zealand Qualifications Authority (NZQA) or Universities New Zealand and funded by the Tertiary Education Commission (TEC) from:

the Delivery at Levels 3–7 (non-degree) on the NZQCF and all industry training Fund (DQ3-7), or
the Delivery at Levels 7 (degree) to 10 on the NZQCF Fund (DQ7-10), or
grants under section 556 of the Education and Training Act 2020 for tertiary provision towards a qualification on the NZQCF at Levels 3 or above.

Provider-based qualifications
Eligible provider-based qualifications are TEC-funded and are equal to or greater than 0.5 equivalent full-time students (EFTS).
Work-based programmes
Eligible work-based programmes are TEC-funded programmes comprising at least 120 credits.
Qualifications and programmes that are not eligible for final-year Fees Free
The following are not eligible for final-year Fees Free:

School learning programmes and secondary tertiary programmes
Certificates of proficiency
Pathway qualifications
Zero fee programmes
Programmes where fees are met under another funding arrangement, such as the Youth Guarantee (YG) Fund, Māori and Pasifika Trades Training (MPTT), or the Refugee English Fund
Qualifications and programmes at Levels 1 or 2 on the NZQCF
Provider-based qualifications that are less than 0.5 EFTS, or work-based programmes that are less than 120 credits.

Pathway qualifications
Pathway qualifications are qualifications that prepare learners to progress into further study and training by supporting them to meet minimum entry requirements and/or develop the required skills for higher study. For the purposes of final-year Fees Free:

This includes bridging qualifications, Certificates of University Preparation, Certificates in Study and Employment Pathways, and Level 3 Study and Career Preparation (except when primarily intended for career preparation).
This does not include qualifications that are used for staircasing, or programmes that comprise part of, or are cross-credited towards a higher qualification.

Any qualification confirmed as a pathway qualification will be excluded for all learners. The exclusion is not able to take into account individual learner intentions.
You can view the list of pathway qualifications that are excluded from Fees Free:
Pathway qualifications (XLSX 15 KB)
To request to add or remove a qualification from the list of pathway qualifications excluded from Fees Free, contact customerservice@tec.govt.nz with the subject: (EDUMIS number) Final-year Fees Free – pathway qualifications. Please briefly outline how the qualification you wish to add/remove from the list does/doesn’t meet the definition of a pathway qualification.
Qualification completion date
The date the learner completes their eligible provider-based qualification or work-based programme is defined as the date the requirements have been met by the learner to be awarded the qualification. This should align with what is recorded on the learner’s New Zealand Record of Achievement.
For provider-based study, TEOs will be required to submit the qualification completion date as part of their SDR submission from August 2025.
TEOs already report work-based programme completion dates to NZQA, which NZQA provide to TEC.
Qualification and programme eligibility FAQs
Why must provider-based qualifications comprise at least 0.5 EFTS and work-based programmes at least 120 credits to be eligible?
Setting a minimum threshold mitigates the risk of learners using their Fees Free entitlement on small pieces of study or training. For example, a learner will not be able to inadvertently consume their entitlement on a very short programme of 0.2 EFTS.
Setting the eligibility criteria for provider-based qualifications at 0.5 EFTS or greater means that the large number of learners who complete qualifications at this level, and don’t go on to do further study or training, can access final-year Fees Free.
A work-based programme minimum of 120 credits gives assurance that the training programme has career benefit to the learner. It reduces the risk that learners will use up their Fees Free entitlement on short training programmes directed by (and often entirely paid for by) their employers, or that employers will shift training costs onto learners.
Why aren’t Level 1 and 2 qualifications covered by Fees Free?
The Fees Free policy aligns eligibility with student support and government tuition subsidies.
Foundation programmes and qualifications (at NZQCF Levels 1 and 2) are excluded because provider-based Level 1 and 2 study is already fees-free, and learners shouldn’t have to use their Fees Free entitlement on courses and programmes intended to prepare them for tertiary education at Levels 3 and above.
Why do programmes and courses have to be recognised and funded to be available for Fees Free?
Fees Free was designed to help New Zealanders access high-quality tertiary education that provides skills for life and work. When a course or programme is both recognised by the NZQA or Universities New Zealand, and funded by the TEC, it means the course is of a high educational standard.
Are private training establishment (PTE) courses covered by Fees Free?
Yes, as long as the provider-based qualification or work-based programme meets the eligibility criteria.
What happens if a learner is enrolled in two qualifications at the same time?
For provider-based study, a learner enrolled in two qualifications at the same time will only receive Fees Free on completion of their first qualification. This applies, for example, when a learner is enrolled in a concurrent degree, or is studying towards two qualifications simultaneously. We’ll use the qualification completion date reported by TEOs to determine the first completed qualification.
For work-based learning, eligibility is based on the learner’s first programme completion (apprenticeship or training programme) rather than the qualifications that make up that programme, many of which will be under the 120-credit minimum.

Study options on display at EIT Tairāwhiti Info and Enrolment Day | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

5 minutes ago

EIT Tairāwhiti is gearing up to welcome prospective students to its Info and Enrolment Day this week, offering an opportunity to explore the diverse range of study options available.

The event will be held on Thursday, January 23, from 9am to 6pm, at the EIT Tairāwhiti Campus in Gisborne, giving attendees the chance to connect with tutors, student advisors, and support staff.

EIT provides a variety of qualifications, from certificates and diplomas to degrees and postgraduate programmes, with flexible study options including full-time and part-time learning.

EIT Tairāwhiti will be holding an information and enrolment day on Thursday, 23 January 2025.

Campus Manager Waata Shepherd says the event is a great opportunity for the community to explore their options and take a step toward their future.

“This day is all about helping people of all ages find the right study path—whether they’re looking to upskill, switch careers, or take on a new challenge,” he says.

Waata says that EIT is proud to offer programmes that cater to a wide range of interests and career pathways.

“We are unique in offering a full range of qualifications, from certificates to postgraduate level, with flexible study options to suit different lifestyles. Studying with us allows students to stay close to their whānau and community while gaining high-quality qualifications, such as the Bachelor of Māori Visual Arts through Toihoukura.”

Attendees will have the opportunity to take a campus tour, meet tutors, and speak with student advisors to learn how EIT can support their educational goals.

For more information, visit EIT Tairāwhiti’s Facebook and Instagram pages, or call 0800 CALL EIT.

EIT Hawke’s Bay Info and Enrolment Day to showcase study opportunities | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

1 minute ago

With a new year comes new opportunities, and EIT Hawke’s Bay is inviting prospective students to explore their study options at the upcoming Info and Enrolment Day this week.

The event will take place on January 23, from 9am to 6pm at the EIT Hawke’s Bay Campus in Taradale, with additional sessions at the Maraenui, Hastings, and Central Hawke’s Bay (CHB) Learning Centres from 10am to 2pm.

EIT Hawke’s Bay will be holding an information and enrolment day on January 23, 2025.

EIT Executive Director of Operations, Glen Harkness, says the event is a great opportunity for those interested in further education to discover the diverse range of qualifications on offer.

“With the rebuild of our Taradale campus nearly complete, we’re excited to invite prospective students to visit and see first-hand the opportunities EIT has to offer,” Glen says.

“EIT allows people to gain qualifications locally while staying connected to whānau and community. Whether you’re looking to upskill, change careers, or explore new study options, our friendly team will be ready to help you find the right path.”

EIT offers a variety of study options, from certificates and diplomas to postgraduate qualifications, with flexible learning options including full-time, part-time, and online study to suit all lifestyles.

“Staff will also be available to assist with the enrolment process,” Glen adds.

For more information, visit the EIT | Te Pūkenga website at eit.ac.nz or call 0800 CALL EIT.

EIT Bachelor of Teaching (Primary) graduates secure roles at partner school | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 minutes ago

EIT Bachelor of Teaching (Primary) graduates Isaac Winterson (second left) and Becca Williams with Havelock North Primary School Principal Nick Reed (right) and Deputy Principal Greg Bain (left).

EIT’s partnership with local schools continues to thrive, with two Bachelor of Teaching (Primary) graduates the latest to secure jobs at Havelock North Primary School.

Becca Williams and Isaac Winterson finished the programme, renowned for its practical, community-focused approach, at the end of the semester, having completed placements at Havelock North Primary during their three years.

Isaac is excited to begin his career teaching Year 4 students. Reflecting on his time at EIT, he credited the programme’s practical focus for preparing him for the realities of teaching. 

“The practical experience was invaluable. Being in classrooms, working alongside incredible teachers, and applying what I learnt built my confidence over the three years,” Isaac said. “I’m stoked to start this new chapter.” 

Isaac also expressed gratitude for the supportive environment at EIT, where lecturers provided personalised guidance. 

For Becca, joining the staff at Havelock North Primary is a homecoming. A former student at the school, she completed her final practicum in a Year 3 classroom, spending two days a week on-site throughout her final year.

“It feels so special to return to the school I attended as a child,” Becca shared. “The connections I’ve made with staff and students during my practicum gave me insight into the school’s culture and prepared me for this opportunity. It’s like a year-long job interview.” 

Becca credits EIT’s focus on real-world experience and the close relationships with lecturers for her success.

“The support was incredible. Unlike larger universities, where you might not even know your lecturer’s name, at EIT, you can contact them anytime,” she said. 

Principal Nick Reed and Deputy Principal Greg Bain have long been advocates of EIT’s Bachelor of Teaching (Primary), commending its hands-on approach and the positive impact it has on teacher preparedness.

The partnership, which dates back to the programme’s inception more than a decade ago, sees candidate teachers spend 40 per cent of their training in classrooms around the region, giving schools a unique opportunity to mentor and assess future educators.

They congratulated Becca and Isaac, and said they ticked a lot of boxes.

“We’re lucky to have them because there were a number of other schools who were keen to sign them up as well. So, we were fortunate to get in nice and early with the interview process and secure their services,” Nick said.

EIT Bachelor of Teaching (Primary) graduates Isaac Winterson (second left) and Becca Williams with Havelock North Primary School Principal Nick Reed (right) and Deputy Principal Greg Bain (left).

Greg said both Becca and Isaac were “really successful in being able to build relationships with the staff and kids”.

“We want people who are going to go the extra mile for the kids,” Nick added.

Greg described the partnership with EIT as mutually beneficial, allowing the school to evaluate top talent throughout the year.

“We get a really good look at the candidates coming through, which is really positive. I tell every candidate teacher that this is basically your interview for the whole year you’re here, so make the most of it,” he said.

Nick added: “They’re well prepared and providing that they’ve had positive postings, which in most cases they have, they’re ready to make a difference from the get-go.”

Kirsty Jones, EIT Bachelor of Teaching (Primary) Programme Co-ordinator, says: “It is always so rewarding to see graduates winning jobs in the partner schools where they practiced the craft of teaching, it is a fabulous endorsement of the quality of EIT’s BTP programme.”

“This year the graduates were snapped up by local schools with most securing positions before they had even finished their final course work. They will all start teaching in 2025.”

“Many of our past graduates have been appointed as senior leaders and mentor teachers for these beginning teachers too. I feel so proud of them and seeing them grow over the years and become leaders in the profession is heart-warming.”

Financial performance

Source: Tertiary Education Commission

Last updated 29 September 2023
Last updated 29 September 2023

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We collate the annual audited data on the financial performance of all public tertiary education institutions (TEIs) for comparative purposes.
We collate the annual audited data on the financial performance of all public tertiary education institutions (TEIs) for comparative purposes.

The collated data brings together the information contained in TEIs’ published annual reports which are based on financial results the institutions have provided to us in a standard reporting template.
Unless indicated otherwise, the figures are presented at a TEIs’ consolidated group level and reflect the most recent submission of information.
This information will allow TEIs to compare their performance to other tertiary institutions. This can also be done via our tertiary education performance reports or by examining individual financial performance in greater detail.
The spreadsheet below outlines the individual financial performance of each TEI for each year since 2004.
Tertiary education institution financial performance by year (XLSX 3.9 MB) 

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