Glenfield College

Tertiary Charter

(2005 – 2007)

Name of school and number: GLENFIELD COLLEGE 30

School Principal: TED BENTON

Contact person and phone number: NADINE HOSKINS

09 – 4441353

There are eleven parts to this Tertiary Charter:

1. Mission

2. Special character

3. Contribution to New Zealand’s identity and economic, social and cultural development

4. Contribution to the tertiary education system as a whole

5. Approach to collaboration and cooperation with other tertiary education organisations

6. Approach to fulfilling Treaty of Waitangi obligations

7. Approach to meeting the needs of Pacific people

8. Approach to meeting the educational needs of learners

9. Approach to ensuring that the organisation develops and supports a staff profile that reflects its mission and special character

10. Governance and management structure and principles

11. Consultation undertaken in preparation of the Charter

1. Mission

Glenfield College, through its Community Education programme, offers its adult community an open entry, accessible, affordable, and responsive lifelong learning opportunity to study in a non-intimidating and friendly environment.

2. Special character

Glenfield College resides in the suburb of Glenfield, which is centrally located on Auckland’s North Shore. It encompasses a diverse socioeconomic cross-section of people and has, according to the 2001 Census, a population of 29,823. The Glenfield community is made up of: European (over 70%), Asians (18.%), Maori (7.7%) and Pacific Islanders (3.9%). While Glenfield residents make up the majority of our learners (approx. 60%), that still leaves a significant number of people who attend our programme from other parts of the North Shore. As a result of this analysis it would be true to say that our community is in fact the North Shore.

To satisfy the diverse educational needs of our community we offer a wide range of learning experiences. In order to make these learning experiences more accessible to all (the employed, the unemployed and those who have retired), we offer courses of short duration during the daytime, evenings and weekends.

Over recent years our community has requested (and we have provided) specific categories of courses which include:

* Computer ‘literacy’ courses: Computer Basics, Intro to Windows, Intro to the Internet, etc.

* Computer ‘work place’ courses: Word, Excel, Access, Photoshop, MYOB, etc.

* Engineering ‘workshop technology’ courses: Welding (Arc, Gas, MIG and TIG), Panel Beating, etc.

* English language courses for our mainly Asian immigrants, which assists in their integration into society and enhances employment prospects.

* Business and finance courses for the self employed.

* Health and fitness courses, mainly for our elderly population.

Many of our courses take advantage of the schools excellent facilities.

3. Contribution to New Zealand’s identity and economic, social and cultural development

Glenfield Colleges Community Education programme is mainly contributing to New Zealand’s social and economic development. Our courses foster interaction amongst the learners, strengthens social cohesion, introduces new learning skills and creates positive attitudes towards education. Some of courses enable learners to up-skill or re-skill for better employment opportunities. We take the opportunity to encourage and promote to students the notion of engaging in more formal learning beyond our courses.

We are also responsive to community learning needs identified by local community groups and make funding available to them for a range of volunteer training courses and various programmes that also strengthen social cohesion such as Anger Management, Parent education, Women’s health education etc.

4. Contribution to the tertiary education system as a whole

Generally, our Community Education courses contribute to:

TES 3 - Raise foundation skills so that all people can participate in our knowledge society

(Objective 14) - ‘Significantly improved adult foundation skill levels, achieved through increased access to foundation education in a range of learning context’

Examples: English language courses for our new immigrants and refugees.

Computer literacy through our computer courses.

Communication for the deaf through our Sign Language courses.

Self confidence building that is an integrated part of many courses.

TES 4 - Develop the Skills New Zealanders need for our Knowledge Society

(Objective 20) -‘Equity of access and opportunity for all learners’

While our courses do not provide a formal qualification, they are very informative, often do not have any prerequisites to entry, are affordable and stimulate the interest of the learner. Concurrently, these courses provide the skills and confidence that enable the learner to study further, possibly at a more academic institution.

5. Approach to collaboration and cooperation with other tertiary education organisations

Glenfield College works closely with other schools on the North Shore who also provider ACE programmes. We have formed our own network (North Shore Schools Community Education network) which holds regular meetings to share ideas, discuss learners needs North Shore wide, produce a term by term common advertising publication and course database.

At a local level we communicate, cooperate and collaborate with our local community groups and other providers in the area.

Glenfield College is an active member of the newly formed North Shore ACE network and participates with others groups who operate within the wider North Shore.

At a regional level, we are a member of the Auckland Schools Community Education Association (ASCEA) and meet regularly to discuss ACE issues and arrange professional development for tutors and coordinators.

At a national level, we are a member of the Community Learning Association through Schools (CLASS) and via this organisation keep abreast of political activity and ACE personnel award negotiations.

6. Approach to fulfilling Treaty of Waitangi obligations

The board of trustees accept their obligation to develop policies and practices which reflect New Zealand’s dual cultural heritage.

It is deemed more appropriate to address Maori needs and aspirations collectively, as a North Shore wide exercise, possibly through the North Shore ACE network or the North Shore Schools Com. Ed. network.

Training courses offered to our tutors include a Maori component.

7. Approach to meeting the needs of Pacific people

As we have very few Pacific Island people in Glenfield it will be more practical to explore their needs, collectively, through the North Shore ACE network, which includes six other secondary schools offering ACE programmes.

Collectively we would:

Identify and engage with key members of the Pacific Island community on the North Shore.

Explore any specific educational barriers we need to be aware of.

Explore what specific courses are require, if any.

Rationalize where and when such courses could be offered on the North Shore.

8. Approach to meeting the educational needs of learners

Our Community Education tutors are enthusiasts in their particular fields. They provide learning experiences that are responsive to the learners needs, are student centered and conducted in an informal, friendly atmosphere. The learner centered teaching approach builds on the learners knowledge and abilities and encourages creativity. Course information is readily available through an ACE publication that is delivered to all North Shore letter boxes each term and at the same time posted on our website.

We ask our learners, at the conclusion of each course, to complete an evaluation form which provides feedback for both the tutor and the administration. We also invite, through our advertising media, suggestions and comments from the community on any aspect of our programme.

9. Approach to ensuring that the organisation develops and supports a staff profile that reflects its mission and special character

We are committed to ensuring that our tutors have the skills, knowledge and attitude needed to achieve our mission and our special character.

Tutors are appraised annually by the director and at the conclusion of each course by the learners who are asked to complete a course evaluation form.

The school buildings and facilities are available to the Community Education programme during the evenings and at weekends, while during the daytime six classrooms are available for our sole use. Other daytime courses are held at local Council halls.

10. Governance and management structure and principles

The Board of Trustees are the school’s governing body. It has its own Community Education subcommittee that reports back to the full board. Management of the ACE resource is undertaken by the Community Education director in consultation with the schools principal. The ACE advisory group (as per the TEC instructions) meets and advises the boards Community Education subcommittee.

There is an annual meeting (in November) of the ACE advisory group to discuss and allocate the 15% tutor hours resource to community groups.

An annual Community Education financial budget is prepared and approved by the board. A separate set of ACE accounts is kept within the schools overall accounting system in accordance with TEC instructions.

11. Consultation undertaken in preparation of the Charter

A combined (6 schools) advertisement (pursuant to section 1590 of the Education Act 1989) was placed in the North Shore Times newspaper on 1 July, 2004 that lists our stakeholders as:

Adults on the North Shore including parents and caregivers of the school students, school staff, ACE tutors, ACE students, North Shore Community Groups, local Iwi & Pasifika communities, WINZ (Work & Income), NZIS (Income Support), NSCC (City Council), local businesses, other TEO’s.

Consultation for the Charter has not been fully completed due to the tight time constraints.

We will engage in ongoing consultation with our stakeholders to ensure that our tertiary activity meets their needs. Our ACE programme director participates in the North Shore ACE Network and some of our courses may be designed and offered to meet gaps that are identified through this network.

This Tertiary Charter was presented, ratified and minuted at the Glenfield College Board of Trustees meeting on Monday, 26 July 2004.

TERTIARY PROFILE 2006-08

School Name:	Glenfield College
Trading Name: (if different from above)
Address:	P O Box 40176, Glenfield, Auckland.
Edumis number:	30
Profile contact person:	Nadine Hoskins
Position:	Director – Adult Community Education
Contact phone number:	09 – 4441353
Principal:	Ted Benton

1. Strategic direction for 2006-08

Provide a brief narrative outlining your strategic direction over the 2006-08 period relating to your tertiary activities. When developing your strategic direction you should be considering the government strategies and providing evidence to show consistency with your tertiary charter by cross-referencing.

Strategic direction for 2006-08

Relevance to government strategy

Direction 1

Consolidate the provision of our ACE programme in line with the ACE priorities and the Tertiary Education Strategies.

Strategy:

Strengthen system capability and quality. (TES 1)

Objective:

Improved strategic capability and leadership at both governance and management level. (obj 1)

STEP (2005-07):

Theme 1, priorities 1, 2 and 3.

Direction 2

Provide an effective ACE programme that is responsive to the learning needs of our adult community including the allocation of resources to community groups as part of this direction.

Strategy: Contribute to the achievement of Maori development aspirations. (TES 2)

Objective: A tertiary education system that makes an active contribution to regional and national Maori/whanau/hapu/iwi development. (Obj 13)

Strategy: Raise foundation skills so that all people can participate in our knowledge society. (TES 3)

Objective: Significantly improve adult foundation skill levels achieved through increased access to foundation education in a range of learning contexts. (Obj 14)

Strategy: Develop the skills New Zealand needs for our knowledge society. (TES 4)

Objective: Equity of access and opportunity for all learners. (Obj 20).

STEP (2005-07):

Theme 1, priorities 1, 2 and 3.

Theme 2, priorities 1, 4, 6 and 7.

Note: Maori & Pacifik people represent only a small percentage (8% & 3% respectively) of our community as compared with Asians (18%).

ACE Priorities:

Encouraging lifelong learning.

Targeting learners whose initial learning was unsuccessful.

Raising foundation skils.

Direction 3

Develop the schools capacity and leadership to deliver our ACE programme (inclusive of any community groups that are allocated resources), by means of Quality Assurance.

Strategy: Strengthen system capability and quality. (TES 1)

Objective: Improved strategic capacity and leadership at both governance and management levels. (Obj 1)

STEP (2005-07):

Theme 1, priorities 1, 2 and 3.

Theme 4, priorities 1 and 2.

2. Significant planned changes for 2006-08

Describe any significant planned changes, if any, and the rationale for these. Show how these contribute to the government strategies and provide evidence to show consistency with your tertiary charter by cross-referencing. If you have included this in the previous section, you do not need to repeat it here.

Significant planned changes for 2006-08

Relevance to government strategy

There are no significant planned changes envisaged at this point in time.

3. Objectives, performance indicators and targets

Complete a table for each key strategic goal.

Strategic Direction: Key strategic goal to fulfil over the 2006-08 period.

Direction One

Consolidate our ACE programme in line with the 5 ACE priorities and the 6 TES’s.

Objectives

What will you do to achieve the strategic goal above (specific actions)

Reference to relevant government strategies

Performance Indicator

Set SMART and appropriate indicators to show how you will measure your progress in achieving the objective

Target 2005

Schools with an approved
2005-07 profile to include target set for 2005

2005 Performance

Schools with an approved 2005-07 profile to indicate progress against target and planned action where target not met (if applicable)

Target 2006

Target 2007

Target 2008

Objective One

Progressively review our ACE programme to improve alignment with the ACE priorities and TES’s

Strategy:

Strengthen system capability and quality. (TES 1)

Objective:

Improved strategic capability and leadership at both governance and management level.

(obj 1)

Process for review established.

Active engagement with local ACE network

Assess our ACE programme alignment. Decide on priorities for improved alignment of programme.

At the end of term 3 an analysis will be undertaken to identify which courses offered during the year were patronised by our community and how they align with the priorities (ACE & TES) as a basis for a review.

Instigate a series of meeting with local community groups (ACE networking) to discuss our analysed results and the review process established.

Implement changes in ACE programme as identified.

Continue to implement changes and review changes made.

Strategic Direction: Key strategic goal to fulfil over the 2006-08 period.

Direction Two

ACE that is responsive to community learning needs.

Objectives

What will you do to achieve the strategic goal above (specific actions)

Reference to relevant government strategies

Performance Indicator

Set SMART and appropriate indicators to show how you will measure your progress in achieving the objective

Target 2005

Schools with an approved
2005-07 profile to include target set for 2005

2005 Performance

Schools with an approved 2005-07 profile to indicate progress against target and planned action where target not met (if applicable)

Target 2006

Target 2007

Target 2008

Objective Two

Provide an ACE programme that meets community learning needs at local level.

Strategy: Contribute to the achievement of Maori development aspirations. (TES 2)

Objective: A tertiary education system that makes an active contribution to regional and national Maori/whanau/hapu/iwi development. (Obj 13)

Strategy: Raise foundation skills so that all people can participate in our knowledge society. (TES 3)

Objective: Significantly improve adult foundation skill levels achieved through increased access to foundation education in a range of learning contexts. (Obj 14)

Strategy: Develop the skills New Zealand needs for our knowledge society. (TES 4)

Objective: Equity of access and opportunity for all learners. (Obj 20)

Programmes funded (ours & Com Groups) are relevant to the ACE priorities and meet the access requirements of learners.

Community groups are resourced in line with policy on distribution, resourcing and QA requirements.

Identify local community learning needs in relation to the ACE priorities.

15% of resource made available to community groups.

A collective North Shore ‘needs analysis’ will be conducted in the latter half of this year.

Community groups using the 15% of our resource have identified their community needs and were funded accordingly.

Identify shifts in ACE programme responsiveness to local learning needs.

Review the resource needs of community groups and make available no less than 15%.

Identify shifts in ACE programme responsiveness to local learning needs.

Review the resource needs of community groups and make available no less than 15%.

Identify shifts in ACE programme responsiveness to local learning needs.

Review the resource needs of community groups and make available no less than 15%.

Strategic Direction: Key strategic goal to fulfil over the 2006-08 period.

Direction Three

Develop our organisational capacity and capability for delivering ACE provision.

Objectives

What will you do to achieve the strategic goal above (specific actions)

Reference to relevant government strategies

Performance Indicator

Set SMART and appropriate indicators to show how you will measure your progress in achieving the objective

Target 2005

Schools with an approved
2005-07 profile to include target set for 2005

2005 Performance

Schools with an approved 2005-07 profile to indicate progress against target and planned action where target not met (if applicable)

Target 2006

Target 2007

Target 2008

Objective Three

Emerging focus on quality assurance of our provision.

Strategy: Strengthen system capability and quality. (TES 1)

Objective: Improved strategic capacity and leadership at both governance and management levels. (Obj 1)

Progress towards achieving ACE quality assurance arrangements.

Decision made on which of the six ACE Quality Assurance areas will be focused on for development

Attendance at national QA development seminars made available this year by NZQA.

Plan for achieving ACE Quality Assurance developed.

Commence implimentation.

Progress against plan reviewed.

Identify further areas for achievement.

Progress against plan reviewed.

Identify further areas for achievement.

4. Financial performance

Provide a statement confirming that your school has provided the Ministry of Education with annual accounts that separate out your tertiary activities.

Glenfield College provides the Ministry of Education with annual accounts that separate out tertiary (ACE) activities.

5. Summary of funding sought from the TEC

Complete the table below.

*2008 Funding for:*	*Enter* P to indicate fund	*Number of Applications Completed*
Gateway: Indicate new or continuing:
Training Opportunities
Youth Training
Adult & Community Education	ü	N/A
Other (please specify):

Applications are attached with this profile.

6. Policies

Provide a statement explaining where your schools’ learner grievance policies and procedures are kept and how tertiary stakeholders can get a copy.

The schools’ policies are held in the main school office. Adult and Community Education specific ‘Policies and Procedures’ are to be found on our web site at www.gcc.co.nz under ‘General Info’ in the menu.

7. Consultation

Provide a brief narrative that describes your school’s consultation processes including who you consulted with, how you consulted, how feedback was addressed and the effect it had on your profile.

We place an advert, each term, in our local Community Education newspaper that ‘invites and encourages written suggestions or comments from the community on any aspect of Glenfield College’s Adult and Community Education programme’. This paper is letter box dropped to the whole of the North Shore. To-date there has only been enquires of work from potential tutors.

Consultation has taken place with the Glenfield College ACE advisory group, the BOT (Commissioner), the Principal and other local schools through their ACE coordinators. No changes to the profile were deemed necessary.

8. Areas for Development

Complete the table below. If you have no areas for development, please state this.

Areas for Development (as noted in approval letter) *Include tertiary charter and profile items as applicable.*		How this has been addressed or rationale for not addressing yet.
Charter: v Clarify how the school is acting on, or intends to act on its responsibilities to Maori. v Clearly describe the educational pathways that the school’s tertiary activities provide, to demonstrate a contribution to the tertiary system.		Conduct an annual survey of all parents of Maori students to ascertain their specific Adult & Community Education needs or aspirations. Add the following sentence to item 4 under TES 3. ‘These examples of foundation courses will contribute to the learners ability to read, write and speak English, use ICT, improve their communication skills and develop self confidence which will enable them to undertake further studies for employment or more formal academic achievements’.
Profile: v Policies and Processes: item does not meet the criteria because no appropriate information on learner grievance procedures could be accessed on the school website link provided.		The ‘Learner Grievance’ procedures can be found on our website at (www.gcc.co.nz) under ‘General Info’ in the menu.
v Consultation: item partially meets the criteria because a brief report of the consultation report is provided in the Charter, and this is an ongoing process carried through into the Profile. There is no comment on how the school has made changes to the Charter based on the feedback received.	The North Shore schools who offer an ACE programme placed a collective advert in the NSTA on 1 July, 2004 inviting stakeholders to make submissions on our Charter. This advert did not produce a single response. During 2005 we intend to approach our consultation differently, that is, by surveying parents of the school via a newsletter. Further, we intend to use mechanisms, yet to be defined, through a collaborative approach using the North Shore ACE network.

This Tertiary Profile was ratified on Tuesday, 28 June 2005 and approved for electronic transmission to TEC by Gail Thomson (Commissioner) – temporarily acting in her capacity as the Glenfield College Board of Trustees.