2216

NEW ZEALAND GAZETTE

No. 85

Part B – Objectives, plans and performance targets

Objectives must be specified that outline how the PTE will contribute to the TES, the STEP and give effect to its charter.

• The PTE must specify a list of objectives that adequately cover the activities of the PTE over the next three years (2004-2006) for which it seeks funding from the TEC, including its:

  • education to be offered to learners (e.g. EFTS, industry training, training opportunities, youth training and skill enhancement);
  • research (for those who offer degrees);
  • equal education opportunities;
  • equal employment opportunities; and
  • national and international relationships and alliances.

• The objectives must be suitable for the implementation of the PTE’s charter and should clearly relate to its mission and goals.

• The PTE’s objectives should demonstrate how it will contribute to the TES and the STEP over the next three years (2004-2006).

Treaty of Waitangi

• The PTE should have specific objectives relating to its charter goals on the Treaty of Waitangi.

Funding sought or received from the Tertiary Education Commission

• The PTE must identify all activities for which it seeks or receives funding from the Tertiary Education Commission. This should be done through the PTE’s SDR forecasts and in any agreements, or applications, for targeted funds e.g. Training Opportunities, Youth Training, Skill Enhancement and the Innovation Development Fund.

Subcontracting of teaching activity to other tertiary providers

• The PTE must provide a list of its existing and future intended subcontracting arrangements with other providers where it will be the principal contractor (this applies to teaching and learning activity only).

• The PTE’s objectives will give effect over the next three years (2004-2006) to:

  • its charter;
  • the goals, change messages, strategies and objectives in the TES; and
  • the TES’s objectives prioritised in the STEP.

• To fulfil the above criteria, the Tertiary Education Commission will be looking for the PTE to demonstrate how it is planning to contribute to the TES and STEP across the dimensions of:

  • excellence, in terms of raising the quality of its teaching, learning and research;
  • relevance, in terms of achieving a better match between its programmes of learning and:
    • local, regional skill and economic needs;
    • where appropriate, national skill and economic needs; and
    • the needs of New Zealand communities;
      • responding to the developmental aspirations of Māori communities; and
      • responding to the developmental aspirations of New Zealand’s Pacific peoples’ communities.
  • access, in terms of ensuring equity of access and opportunity for all learners, including:
    • providing learning environments and delivery methods that meet the needs of learners that the PTE seeks to serve; and
    • raising levels of participation, retention and achievement of:
      • Māori especially at degree and post graduate level;
      • Pacific learners;
      • women in non-traditional areas such as science and technology areas;
      • learners with disabilities; and
      • people from low income situations.
  • capability, in terms of:
    • improving its strategic leadership at management levels; and
    • ensuring that it has the capability or development plans in place to give effect to its charter and profile.

• The PTE demonstrates that its plans will give effect to its approach to the Treaty of Waitangi as outlined in its charter.

• The PTE has performance indicators and targets to enable measurement of its progress in achieving its Treaty of Waitangi goals.

Funding sought or received from the Tertiary Education Commission

• The PTE has submitted the information required via the SDR and in any agreements, or applications, for targeted funding.

Subcontracting with other tertiary providers

• The PTE has provided a list of its existing and future intended subcontracting arrangements with other providers.

• The written declaration signed by the PTE’s chief executive officer (or equivalent) is attached.