Category: Tertiary Education

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Monitoring update: November 2024

Source: Tertiary Education Commission

This update includes information about:

Fees Free from 2025
Final-year Fees Free online content updated
The final-year Fees Free eligibility criteria and settings are now available on the TEC and Fees Free websites.  

Fees Free website – the home page of the Fees Free website directs learners to either the final-year or first-year information depending on when they are starting their study or training.
TEC website –information on first-year Fees Free and final-year Fees Free is now available on the following pages:

Updating your website
Please review and update the Fees Free copy on your website, using the following information. This clarifies to learners starting study or training for the first time in 2025 that Fees Free will cover final-year fees, for eligible learners.
Content for TEO websites – final-year Fees Free
We will keep you informed as this important mahi progresses. In the meantime, if you have any questions, please email customerservice@tec.govt.nz with the subject line [EDUMIS #] – final-year Fees Free policy or call 0800 601 301.
Student services fees: 2024 reports due
Since 1 January 2023, student services fees (SSFs) are regulated through funding conditions determined by the Minister for Tertiary Education and Skills and administered by the TEC. Funding conditions outline the rules that TEOs must follow when receiving TEC funding, including that TEOs that charge an SSF must report on it annually.

Tertiary education institutions (TEIs) must report on their SSF in their annual reports.
Registered private training establishments (PTEs) must provide a written report to their learners. They must then forward this report to the TEC.

Thank you to those who have already submitted their 2024 report. For TEOs that charge an SSF but have not yet submitted their report, please send your current SSF report to ssf@tec.govt.nz. 
For more information about how to report on SSFs, including what to include in your report, see the guidance:
Student services fees: Guidance for tertiary education providers (PDF 1.1 MB).
If you have any questions, please contact ssf@tec.govt.nz.
Annual Maximum Fee Movement (AMFM)
The Government regulates how much tertiary providers can increase their fees for domestic students each year through the AMFM. This caps the percentage increase on fees for existing courses at level 3 and above on the New Zealand Qualifications and Credentials Framework (NZQCF).
Following consultation, the Minister has confirmed that the AMFM rate will be set at 6.0% for the 2025 calendar year. This permits an increase of up to a 6.0% on the fees (GST exclusive) charged to domestic students in 2024. The increase aims to strike a balance between supporting providers to manage cost pressures and supporting affordable tertiary education for students and their whānau.
The micro-credential fee cap
The micro-credential fee cap sets a per-credit cap on the fees that providers can charge domestic students enrolled in micro-credentials. Following consultation, the Minister has confirmed a $64 (GST inclusive) per credit fee cap will be maintained for the 2025 calendar year.
2025 AMFM exceptions
TEOs may apply for an AMFM exception to increase your fee by up to an additional 6% above the permitted AMFM.
We may only grant an exception to the AMFM policy under exceptional circumstances. The exception criteria are published in the funding mechanisms.
How to apply for an exception to the AMFM
The application process for 2025 is now open. TEOs must submit applications for any courses that start between 1 January 2025 and 31 December 2025 by 5.00pm on 29 November 2024.
Please read the exceptions information:
AMFM exceptions – Application guidelines and assessment information (PDF 501 KB).
Submit applications and all supporting information with the subject line [EDUMIS] – Exception to the AMFM to our Customer Contact Group at customerservice@tec.govt.nz.
For more information, see Annual Maximum Fee Movement (AMFM).
Monitoring the AMFM
During TEC audits we monitor compliance with the AMFM and associated conditions. Recent audits have identified some issues, including:

TEOs increasing fees for some courses above the AMFM rate. Audits will look at increases in fees in each course to ensure they stay within the cap.
Discrepancies between the fees being charged to learners and the fees that are recorded in Services for Tertiary Education Organisations (STEO). It is a condition of your funding that you must report in STEO accurate information regarding the fee you are charging learners.

If you have any questions about fees, including how to update fees in STEO or how to calculate your fee increases, please contact your relationship manager or customerservice@tec.govt.nz.  
Correctly reporting course results and end dates
We have recently identified a number of inconsistencies in some TEOs’ reporting of courses where a result has not yet been determined. Please continue reporting courses in the Single Data Return (SDR) until a result is available, after the course end date has elapsed. This may mean manually adding a course enrolment record to the SDR if the course end date was in a previous calendar year.
Note that you should not change the end date of extended or un-resulted courses. Although this may be a workaround to keep the record active in your student management system (SMS), it will result in funding anomalies (including over-funding) when you change end dates from one December SDR to subsequent SDR.

For courses at Levels 1–8, you must report a result within 11 months of the course end date. A result means a completion code that is not code 0, 6 or 7.
Courses at Levels 9 or 10 can continue to be reported in the SDR with a non-completion code of 6 or 7 indefinitely. You can do this until a completion result is available (code 1, 2, 3, 4 or 5).

Please do not change course start or end dates once returned in a previous December SDR. The preferred approach is to continue reporting extended Level 9 and 10 courses with a completion code of 6 or 7. You can do this each year without changing the course end date, until a result of code 1,2,3,4 or 5 is available and reported in the SDR.
More information can be found on page 135 of the SDR Manual:
SDR Manual (PDF 1.73 MB).
If you have any questions, please contact your relationship manager or customerservice@tec.govt.nz.

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Kāhui Ākonga Hui at Ōtatāra Outdoor Learning Centre | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

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20 mins ago

The Ōtātara Outdoor Learning Centre (ŌOLC) on EIT’s Hawke’s Bay Campus is an important part of EIT’s sustainability strategy.

We were delighted to host ākonga from seven Ōtatāra Kāhui kura at the Ōtatāra Outdoor Learning Centre recently.  It was an honour to connect with our local school community in such a meaningful way.

The focus of the visit was to connect and reflect on wellbeing through the lens of Te Whare Tapa Whā. Bailey, a student from Taradale High School, organised and lead team-building activities, including a nature treasure hunt that brought everyone closer to the environment and each other. The group reflected on the importance of being in nature for wellbeing—how it helps us feel good and function well.

Gerard shared the rich history of the whenua, as well as the vision for the future of the ŌOLC. Our visitors generously donated and (assisted by Gerard and Tania) were able to plant native species; Koromiko, Kowhai, Harakeke, and Rengarenga – plants grown by our friends and neighbours Te Wai Mauri, the nursery at Waiohiki Marae. 

Key messages from the day included:

  • Being in nature reduces blood pressure, heart rate, muscle tension, and stress hormones.
  • Conservation activities provide a sense of awe, wonder, and appreciation for beauty, enhancing our connection to ecosystems.
  • Engaging in activities like planting trees, cleaning up beaches, or protecting endangered species gives us a sense of purpose and accomplishment, boosting self-esteem and life satisfaction.
  • Participating in group efforts such as beach cleanups or habitat restoration fosters community spirit, strengthening social bonds and overall wellbeing.

The teachers said the ākonga returned from the experience feeling energised and inspired, with their hauora truly uplifted. 

We look forward to welcoming the ākonga back to the Ōtatāra Outdoor Learning Centre sometime soon!

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EIT student decides to become teacher to help raise literacy and mathematics standards among Māori | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

7 seconds ago

Johnson Hauraki is in his second year of the Bachelor of Teaching (Primary) at EIT Tairāwhiti.

Johnson Hauraki (Ngāti Porou, Tuhoe) has always wanted to be a teacher, but it was only when he started at EIT Tairāwhiti that he realised that he could play a role in raising literacy and mathematics standards among Māori.

Johnson is finishing his second year of the Bachelor of Teaching (Primary), having first done the NZ Certificate in Study and Career Preparation (Level 4) in 2022. Born and bred in Tairāwhiti, Johnson went straight from Gisborne Boys High to EIT.

Johnson, 20, says that he has wanted to be a teacher since primary school.

“I thought it would be quite rewarding to have an impact on a student’s life and then also see them come back when they get older and remember what you did for them.”

“With teaching I want to be able to raise the literacy and the mathematics among Māori students.”

He says that while he would not mind teaching in mainstream schools, he also likes the idea of going to a kura kaupapa.

The Bachelor of Teaching (Primary) requires students to undertake placements at local schools.

He says that he would have no hesitation in recommending EIT as a place to study because of the environment.

“It was so different to high school, where it is very structured. At EIT, while you have things that you are required to do, you also have more freedom to make decisions.”

Johnson says that his association with EIT will not come to an end when he finishes his teaching degree, as he plans to enrol in a te reo Māori programme when he is finished.

As for where he wants to teach, Johnson says that he will be prepared to leave Gisborne to pursue his career.

Emma McFadyen, EIT Tairāwhiti Site Coordinator and Lecturer, Primary Education, said: “Developing teachers for Te Tairāwhiti is central to the EIT/Te Pūkenga Bachelor of Teaching (Primary) programme, as well as being a degree recognised internationally.”

“Being raised in the region provides Johnson with unique opportunities to give back to his community, along with the potential to spread his wings and explore his horizons. I’m excited to see where Johnson chooses to go in the future.”

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Hospital visit by service dog sparked EIT student’s love for animals | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 hours ago

Riva-Lee Habib is currently studying the Bachelor of Veterinary Nursing at EIT.

A visit by a service dog while Riva-Lee Habib was in hospital as a child, sparked a love for animals that has seen her study veterinary nursing at EIT.

Riva-Lee (Te Aitanga-a-Hauiti iwi) was born and raised in Tolaga Bay and attended Tolaga Bay Area School & Kahukuranui.

The 18-year-old says that she was fairly ill with a life-long condition as a child and spent some time in hospital. It was there that she received a visit from a service dog that changed her outlook on life.

“It made me realise how happy they made me and how they helped me get through it.”

Riva-Lee, who is currently studying  Year 1 of the Bachelor of Veterinary Nursing, says that growing up around animals also helped foster her love for them.

An incentive for entering the programme was that she received a Year-13 Scholarship from EIT. The 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.

She also won a Walter William McLean Educational Trust Scholarship, which is funded by Gisborne’s Gowerville Station, the farm once owned by McLean. Another honour was the Prime Minister’s Vocational Excellence Award.

One of the things that Riva-Lee loves about the programme is how hands-on it is.

“They have us doing a lot of practicals and working with animals. I also enjoy the friendships we make and the lecturers are there to support us.”

Next year will see Riva-Lee proceed to the second year of the Bachelor of Veterinary Nursing , and she is looking forward to going on a placement in Gisborne as part of the programme. She will then continue on to the final year of the Bachelor of Veterinary Nursing (Level 7).

But that is just the start of her plans as she plans to then enrol in the Bachelor of Business Studies through EIT with the aim of opening her own vet clinic on the East Coast.

“I want to open up a clinic because there is not much access for people on the East Coast to get their animals checked out.”

Asked why she loves animals so much, Riva-Lee says: “It’s just how pure they are. People may see animals as vicious, but it’s just the upbringing that they have. Once you actually get to connect with them, they can be sweet and comfortable.”

Emma Martin, EIT’s Veterinary Nursing Programme Co-ordinator said: “It has been a pleasure having Riva-Lee join our programme. Her long-term goal of making animal healthcare more accessible across the East Coast highlights her strong commitment to improving animal health and welfare while supporting her local community. Riva-Lee has built meaningful connections with her classmates and is an excellent team player. Her dedication to her studies is evident, as she frequently participates in study groups after class, and this effort is reflected in her work and academic success”

“Riva-Lee has also made a strong impression during her work placements in Gisborne, where she has effectively applied her learning in a practical setting. She has seamlessly integrated into the team, contributing with enthusiasm while enjoying the experience. “

“We look forward to seeing Riva-Lee continue to grow in the degree programme and become a strong advocate for her patients, clients, and the Veterinary Nursing profession.”

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Juggling international rugby career and Bachelor of Teaching degree the focus for EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

18 hours ago

Tori Iosefo is in the final year of the Bachelor of Teaching (Primary) at EIT.

Juggling an international rugby career and a Bachelor Teaching (Primary) degree, along with being a mother, is the focus of an EIT student.

Tori Iosefo, 29, has just returned from Dubai where she helped Samoa’s Women’s rugby team, Manusina, qualify for next year’s World Cup.

Of Samona and Cook Island heritage, Tori was born and bred in Flaxmere, finishing her schooling at Hastings Girls’ High School. She is now in the final year of the Bachelor of Teaching (Primary) at EIT, but it has been a journey to get there.

“I’m in the final stretch now and I can’t wait to finish up this year and graduate next year.”

Having done some orchard, factory and retail work after leaving school, Tori soon found herself working as a teacher’s aide, while also raising her daughter Cataleya.

She says having her baby was the push she needed to become a teacher’s aide, but she soon realised that she should take a step up to balance out her life with rugby.

“I also got the push from my family and my colleagues as they saw the potential in me to become a teacher. It was then that I decided I wanted to be a teacher.”

As a tighthead prop in an international team since 2020, Tori says she is focused on balancing her studying with her rugby.

“Those are my tough missions at the moment, but they are the two things that I really want to hold on to. I’m excited about next year’s World Cup in England, so I just have to keep working on my fitness and hopefully get selected again.”

She says that it will be good to have a degree behind her by the time she goes to the World Cup.

Tori is loving the EIT programme, especially her placement with schools. Since beginning the degree, she has spent time at Mahora School, Ebbett Park Primary and Heretaunga Intermediate. She will finish things off at Flaxmere Primary School.

“I have loved studying. I had to have a big discussion with my husband Hajo if it would be okay for me to study. But it’s actually turned out pretty good. The programme is amazing. The lecturers and everyone, they all want us to do really well.”

She says that working as a teacher’s aide has certainly helped make her placements easier.

“For students that come in and haven’t really had the experience I had, it’s really good to have hands-on experience in a classroom.”

“I would definitely recommend this programme to others. The lecturers really do help, but the best way to get experience is being in the classroom. And the partner schools that we have are really helpful. I’ve already recommended this course to a lot of people that I know.”

Kirsty Jones, EIT’s Bachelor of Teaching (Primary) Programme Co-ordinator, says: “Tori is an excellent model for how to complete study alongside a busy personal life. She has shown resilience and determination and has always embraced challenges. The boutique nature of the BTP programme is its’ real strength, it enables school staff and EIT staff to get know the Candidate Teachers beyond course learning, on a deeper more personal level and to tailor the learning so it supports the teacher in training holistically. That approach has really suited Tori.”

“In just a few weeks the BTP team will acknowledge Tori’s and the rest of the third-year graduate’s efforts, and then another wonderful cohort of great teachers grown at EIT in the Bay will be ready to start their careers. Most have already secured jobs locally. Tori is looking to utilise her new teaching skills in her own community, making a difference and giving back in the area where she was schooled. The EIT and school partners couldn’t be prouder.”  

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Becoming a rural animal technician the aim for EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

42 seconds ago

Ella Cooke, 19, is currently studying Year One of the Bachelor of Veterinary Nursing.

A love for animals and a desire to work as a rural animal technician is what is driving an EIT student to succeed.

Ella Cooke, 19, is currently studying year one of the Bachelor of Veterinary Nursing. She has grown up with animals and currently lives on an orchard outside Hastings with her parents.

She attended Iona College last year and came into EIT with a number of scholarships. One was a Year-13 Scholarship from EIT, which is offered annually, and 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.

She also won a scholarship from Vet Services Hawke’s Bay, as well as a Prime Minister’s Vocational Excellence Award.

“I just love animals and love to care for animals and I’ve had four dogs and a cat in my life.”

Ella says that she is loving the programme, especially the hands-on work with animals.

“It is not just about attending lectures, but we also actually get to work with animals. We get to learn how to handle the animals properly.”

“I want to get my qualification, and then I eventually want to work with large animals – livestock – and visit farms.”

One of the things that Ella loves about EIT, is that it is close to home and she did not have to move out of Hawke’s Bay to achieve her tertiary education dreams.

Work experience is an important part of the programme, and Ella is due to return to Vet Services in Hastings, where she has been before.

Emma Martin, EIT’s Veterinary Nursing Programme Co-ordinator said: “Ella has been a pleasure to have in the programme this year. She has come out of her shell, taking full advantage of every learning opportunity and making the most of her experiences. “

“Ella has received excellent feedback from her clinical placement at Vet Services in Hastings, where she has impressed with her skills and professionalism. She works exceptionally well in a team and has built a strong network of classmates, combining fun with learning experiences. We are excited to see what the future holds for Ella as we continue to support her in reaching her final goals.”

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Learner component – Unified Funding System

Source: Tertiary Education Commission

Last updated 22 October 2024
Last updated 22 October 2024

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The learner component is one of two funding components in DQ3-7.
The learner component is one of two funding components in DQ3-7.

For information on the other component, see: Delivery component – Unified Funding System.
About the learner component
The learner component substantially increases funding for providers to support all learners, particularly those who traditionally have not been well served by the education system. It recognises that there are higher costs involved in adapting education delivery and support to meet learners’ unique needs. The learner component supports providers to put learners at the centre of their organisations and to improve outcomes for learners.
Providers decide how to spend the funding in a way that supports their learners’ needs while making progress towards the Minister’s priorities.
Minister’s priorities for the learner component
The Minister of Tertiary Education and Skills’ priorities for learner component funding are for TEOs to build capability and demonstrate how they will deliver results for all learners (including, where relevant, in supporting employers who deliver work-based learning) by committing to the priorities of the Tertiary Education Strategy.
Over time, the Minister expects TEOs will develop capability and capacity so that learners:

are well supported by TEOs and employers to enrol in VET qualifications, and
have increased completion rates across all VET qualifications.

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Life-long love of nature leads EIT student to important local environmental research | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

16 mins ago

Ryan Bauckham is in his final year of the Bachelor of Applied Science (Biodiversity Management), which EIT offers in partnership with Unitec.

A life-long love of exploring the outdoors has been the incentive for an EIT student to pursue a career in environmental research in Hawke’s Bay.

Ryan Bauckham, 35, is in his final year of the Bachelor of Applied Science (Biodiversity Management), which EIT offers in partnership with Unitec.

He has currently been  researching Lepidoptera (moths and butterflies)  in a significant forest stand called Puahanui found near Gwavas , Tikokino.

“It’s actually the largest stand of remnant podocarp forest in Hawke’s Bay and I’ve recorded just over 200 species of Lepidoptera there.”

“ Most people aren’t aware there are so many moths. They are generally thought of  as nondescript brown insects, that you don’t really pay that much attention to, unless they are coming to the outdoor lights at night. But when you look at moths closer, there’s a stunning diversity, all sorts of shapes, colours and sizes.  I just find them really quite endearing and beautiful.”

Ryan’s study means he spends a lot of time out in nature and for him it is more than just a job, but a passion.

After leaving Karamu High School , Ryan became a postie with New Zealand Post, which he did for ten years. However, he always felt he wanted more.

“It’s been a lifelong interest of mine, and I’ve been heading out regularly to the mountains since I was a teenager. And birds have been my main interest in life for as long as I can remember.”

After leaving NZ Post, Ryan ended up living for five years in a camper van.

“While I was at NZ Post, I was able to travel around the country thanks to the flexibility of work. And after that, I was able to travel more. I spent the winters overseas, mostly in Southeast Asia, as well as the Pacific Islands.”

The turning point for Ryan was on the Kinabatangan River in Borneo in 2019 when he realised that he wanted more than “groundhog day”.

He returned to New Zealand, but life changed even more with COVID-19 and his young son Yahya coming into his fulltime care in 2021.

It was an advertisement for the Diploma in Environment Management (Level 5) that attracted Ryan’s attention and he decided to go for it.

“It was really scary, actually, to give up work. But I thought that I’m not getting any younger, so I decided to make a change.”

He says that he found going back to studying fulfilling, but soon found his interest moving from birds to insects.

“I spent a lot of time that summer recording moths and learning their taxonomy. I was already reading a lot of research papers, but then going back to study and having to do that as a task, it felt really fulfilling.”

Ryan faced a few challenges in his studies, the first being learning to use computers as he had not grown up with one, as well as dealing with COVID-19 lockdowns and Cyclone Gabrielle.

However, that is all in the past and Ryan is focused on his research, which recently received a funding boost from Biodiversity Hawke’s Bay. Ryan and his supervisor, Dr Amelia McQueen, were one of thirteen groups that received support from the Environmental Enhancement Contestable Fund, which is funded by the Hawke’s Bay Regional Council.

It will play a role in enabling Ryan to continue his research.

“Lepidoptera also play real crucial roles in the ecosystem. They’re pollinators, decomposers and they are prey for larger organisms.”

Ryan says that even though there are about 2,000 species in New Zealand, the life histories of many of them are “poorly understood”.

“We don’t know their host plants or even what the larvae look like. They’re often just being described from the adult specimens. What I’m trying to do is make a comprehensive species list for the region, just simply because historically moths  have been understudied.”

The site on private land drew Ryan because it had been deer-fenced in 2020 which allowed the understorey of the forest to regenerate.

“When I visited there, it just felt the right place, simply because it is the largest forest remnant in Hawke’s Bay. And at one time, the whole region would have been covered in forests like that.”

“And there’s a lot of species there that are relics, really, really relics of another age, and you wouldn’t find them outside of that environment, in the pastoral land or like an exotic forest or a newly planted one. Fortunately the landowners are really conservation focused people.”

EIT Environmental Management Lecturer Dr Amelia McQueen agrees: “Puahanui bush is a really special place to study flora and fauna and we are lucky there are places like this still around in Hawke’s Bay.”

“ Ryan’s study is amazing, over 200 moths and some of the observations are new for the North Island or one of a very few observations of these moths actually recorded for New Zealand. Ryan’s Lepidoptera identification skills and determination, especially doing observations on very cold nights in winter, has made his work particularly important. . . and there is more to come!”

As for the future, Ryan does not discount continuing his studies, but there is no doubt that he has found his calling.

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Caring for sick animals and helping them get better prompted student to study vet nursing at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

6 hours ago

Bayle Smith, 18, is currently studying the NZ Certificate in Animal Technology (Level 5).

Caring for sick animals and helping them get better prompted Bayle Smith to study vet nursing at EIT.

A life-long animal lover, Bayle, who was born in South Carolina, USA, moved back to New Zealand as a youngster and has grown up in Hawke’s Bay.

Bayle, 18, is currently studying the NZ Certificate in Animal Technology (Level 5), with the aim of completing the Diploma in Veterinary Nursing (Level 6), with the option of going on to finish the Bachelor of Veterinary Nursing.

Bayle was in Year 12 at Napier Girls’ High last year when she decided to leave school and go straight into the Veterinary Nursing programme, because she knew that’s what she wanted to do.

While she was at school she had to do some extra assessments and credits to qualify to enrol at EIT.

“I did a  few extracurricular assessments in my English class to have the right amount of credits. I had a couple of meetings with the coordinator before that and she gave me some help with working it out.”

“I love animals and I have an interest in the anaesthetic side of things and looking after the patients. I grew up watching the Irwins so my dream job is to work  at a zoo with exotic animals, but the first step is doing small animals before you get to the large animals.”

“I’m on my second work experience placement at the moment where I get put in a clinic and it’s making me realise that I definitely want this career. I love to look after and monitor the sick animals and make sure that they get better.”

Bayle’s first placement was at a Vet Clinic in Hastings, while she is now experiencing things on the frontline at a clinic in Hamilton.

Her love of animals stems from her time growing up on a farm in Eskdale.

“When I was a little kid, I was always out in the paddock playing with the animals. We would bring in the orphaned lambs and baby goats to look after them. So, I’ve grown up my whole life around animals and loved looking after them.”

“I’ve also volunteered at Riding for the Disabled and SPCA, so when I decided to go into veterinary nursing, it certainly did not feel like a job. I could happily do it free and go volunteer, because that is what it is all about.”

Bayle says she is loving the programme and particularly enjoys the interaction with lecturers, who she says are keen to pass on their knowledge to students.

“I do want to go all the way to my Bachelor’s degree. Obviously, I’m just at the start of it, but I definitely know that I’m going to continue with it for sure.”

“I came into this programme knowing some things, but not a lot. But, I have learnt so much in my lectures and on my placement. This programme really sets you up well for a good career.”

Emma Martin, EIT’s Veterinary Nursing Programme Co-ordinator & Lecturer said: “As Programme Coordinator for the veterinary nursing programmes at EIT, I first met Bayle in 2023 at our temporary offices on Vautier Street. At the time, she was still in school, working through her NCEA journey. “

“We had a great conversation about her potential career options, and it was clear that Bayle was passionate about animals, providing care, and showing compassion to both pets and their owners. After discussing the academic entry criteria, Bayle returned to school with a clear goal, and we were delighted to welcome her into the veterinary nursing programme this year.”

“Since joining, Bayle has demonstrated herself to be a keen and eager learner, always striving to deepen her understanding of the many concepts we teach. She has been making the most of her learning opportunities, both in the classroom and during her work placements. We are thrilled to see her continued focus and enthusiasm as she pursues her studies and works towards entering the veterinary nursing profession.”

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Following in father’s footsteps at EIT sets student up for career in mechanical engineering | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

35 seconds ago

Braydon Gregory is enrolled in the NZ Certificate in Mechanical Engineering (Level 3).

Following in his father’s footsteps by studying at EIT, is setting a student up for a career in mechanical engineering.

Braydon Gregory, 17, is currently doing his apprenticeship and is enrolled in the NZ Certificate in Mechanical Engineering (Level 3) at EIT – the same programme his father Aaron completed in the early 2000s.

Braydon left Napier Boys’ High halfway through Year 13 this year with a very clear plan of enrolling in Mechanical Engineering (Level 3) and doing his apprenticeship at his father’s company, Gregory Innovations Limited.

He says that he is a third generation product of Napier Boys’, but that mechanical engineering has also been a part of his life since he was young.

“I’ve pretty much been doing it since I was ten, and then I got top of engineering two years in a row at school.”

“It was then that I decided that I would get a head start by leaving school early and starting the EIT programme. Dad then offered me an apprenticeship opportunity.”

As part of this apprenticeship, Braydon is working with his father on contract work for Dennis Glenn Logging.

“The work we are doing is working on big diggers, big loaders and trucks. It is a wide variety of work.”

It is a busy time for Braydon, whose family has a farm in Puketapu. Not only does he work as a part-time shepherd (he has his own dog) for a neighbour, but he also works at Pan Pac Forest Products outside Napier on a Sunday.

Braydon says that his career path has been planned from the beginning, including studying at EIT.

“My father said that it’s a really good place to learn all the basic skills that you’ll carry on for the rest of your life, like sharpening a drill bit.”

“He said that if you went into industry straight away, they would just overlook it and not teach you. At EIT, you weld for as long as you want to get it right before going out into the industry.”

The aim after he has studied is to eventually take over the family business. However, before then, he plans to go on an OE.

“With my engineering qualifications I will probably travel with engineering, so either go to Australia for the big shutdowns or over to America where they do big pipelines. But the aim is definitely to take over the family business and carry that on.”

Asked what he enjoyed about EIT, Braydon said that the tutors made all the difference.

“It is more than a job for them, they really enjoy engineering and passing that knowledge on to us.”

He has no hesitation in recommending EIT as a place to study.

EIT’s Head of the School of Trades and Technology said: “The engineering industry are a big supporter of EIT’s Mechanical Engineering programme and provide excellent graduate pathways, it is fantastic to see one of our graduates pathway into the industry.”