You can also find news and updates in the  Education Infrastructure Service newsletters .

February 2017

Health and Safety Charter

Find out about the commitment the Education Infrastructure Service and their partners have to the health, safety and well-being of our workers and workplaces.

• Health and Safety Charter

Property Portal

The Property portal is now live. On this site schools can access the Property Maintenance Grant and School Property Guide previously accessed via PMIS.

• Property Portal

January 2017

Project management forms

New project management forms have been added - Design Fees Release Form, Invoice Templates, and Ministry-led Project Forms.

• Project management forms

PMIS update

Updated information about the Ministry's Property Information System (PMIS), and how to access up-to-date school property data.

• Property data

December 2016

Project management forms

Project management forms have been replaced, including an Interim Asset Update Form.

• Project management forms

Construction contracts

Following feedback after their release in October, we've made some changes to the Construction Works Templates.

Read about the changes, and download the updated templates and guidance:

• Construction contracts for professional services and works

Health and safety

The Health and safety management page has been reorganised so related topics are grouped together. There is also new information about health and safety for contractors working on property projects.

• Health and safety management

November 2016

Construction rates

Construction rates have been updated, and the new rates are to be used for projects approved after 1 December 2016

• Construction rates

October 2016

New asbestos risk management checklist

A checklist has been added to the asbestos management page to help contractors be sure they are following all the steps for safe asbestos risk management.

• Asbestos management

Construction contracts

Updated templates and guidelines for construction contracts.

New templates must be used from 17 October 2016.

• Construction contracts for professional services and works

Designing Quality Learning Spaces - Acoustics

A substantial update on the 2007 guide. It will become mandatory for all projects starting from 1 January 2017.

Read about key changes and download the PDF:

• Designing quality learning spaces in schools

Reference Design - ugrading Nelson two storey blocks to flexible learning spaces

Each reference design package contains a general briefing document for Boards of Trustees, supported with three appendices of technical information, including:

• an architectural scope and design plans with layout options and enhancements
• a structural scope including structural calculations, design features report, accessibility report, and fire report; and
• an estimated cost analysis.

Read more and download all the reference design packages:

• Reference Designs for Standard Classroom Block Upgrade (Nelson info is at the bottom of the page)

Reference Design - Toilets

New information includes:

• written guidelines
• example drawing layouts for design teams to use when planning to build new (or upgrade existing) toilet facilities

Read more and download the guide:

• Toilet reference design

Ministry of Education Head of Education Infrastructure Service Kim Shannon says the final contractual negotiations are currently underway with ShapEd.

“Four of the schools are new primary schools, and the other 2 are Shirley Boys’ and Avonside Girls’ high schools which will be rebuilt on a co-located site in Christchurch,” Ms Shannon says.

“Kumeu / Huapai Primary School and Flat Bush South East Primary School will open in Auckland in 2019, Sylvester Primary will open in Hamilton in 2019, the relocated Shirley Boys’ and Avonside Girls’ Schools will open in Christchurch in 2019 and Scott Point Primary will open in Auckland in 2020.”

The consortium will design, finance and construct the schools, as well as maintain them for 25 years.

Ms Shannon says PPPs take the burden of managing property off school leaders and Boards, allowing them to do what they do best - raise student achievement.

“PPPs are an innovative way of building new schools and maintaining them for a period of time,” she says.

The schools constructed and maintained under the Ministry of Education’s first 2 PPPs demonstrate how successful the PPP model can be, Ms Shannon says.

“The schools that have opened across the country using the public private partnership model showcase an innovative way of building learning spaces.”

Schools that have already opened under PPPs include Hobsonville Point Primary and Secondary schools, Omiston Junior College, Rolleston College and Haeata Community Campus. Wakatipu High School is on track to open in 2018.

The ShapEd consortium is Morrison & Co PPP GP II Ltd and Pacific Partnerships Pty Ltd as equity providers, CPB Contractors Pty Ltd and Southbase Construction Ltd as lead construction contractors, Spotless Facility Services (NZ) Limited as lead facilities management contractors with ASC Architects and Oculus as lead design consultants.

Individual (undergraduate) scholarships 

Each year PIPEF awards individual scholarships to undergraduate Pasifika applicants. Scholarships are valued at up to a maximum of $950 each.

Postgraduate scholarship

This is a $2,000 scholarship to a postgraduate student studying to benefit Polynesian peoples.

Norman Kirk Memorial Trust Scholarships for mature students

There are 20 scholarships of $1,000$1000 each. These are awarded to mature students (students who are 25 years old and over) studying at either undergraduate or postgraduate level.

About PIPEF

PIPEF was established by an Act of Parliament in 1972 to promote and encourage pasifikathe better education of Pasifika students into further education. Its jointlyand to give financial assistance for that purpose. It’s funded by the Norman Kirk Memorial Trust and Ministry of Education.

Ko 'etau ngaue fakatahataha te tau ikuna ai, "working together we will succeed”.

The Mangere primary school is being completely rebuilt, and all the previous buildings are being replaced. But that is just part of a wider transformation.

Before the 2 stage project began, the school had significant property issues including old and leaky buildings, structural weaknesses and ageing temporary classrooms.

Stage 1 of the $20 million project is complete and the new two-storey2 storey classroom block will be in operation fromopened on March 21 after the one-year1 year build.

The dawn blessing on March 6 markedmarks that milestone.

The school has a brand new 2 storey building with 31 new teaching spaces and modern, quality learning environments that are open-plan,open plan, flexible and will encourage student achievement.

At the end of stage 2, next year, there will also be a new library, hall, administration building and two2 new netball courts, and all the temporary classrooms and other buildings will be gone.

The school’s roll is growing and expected to continue expanding. The new facilities will allow it to provide for a roll of 670, and up to 726 students in future.

The traditional self-containedself contained classrooms of the past will be gone, and teachers won’t have individual classrooms or classes for which they alone are responsible. These are innovative learning environments.

There will be no rows of individual desks, furniture is movable, and students of different age groups will be studying together in shared spaces.

Rows of coats hung on fixed coat racks will be a thing of the past too, as the innovations include movable options for storing coats and bags.

The flexible design approach also includes using some play areas on both floors of the building as breakout learning areas.

Principal Stan Whata says the new teaching block and facilities will have a huge impact, and moving out of the old buildings is a big step forward: “The difference is chalk and cheese.”forward.

“We aim for accelerated learning and these new learning spaces are going to help us achieve that.”

MaoriMāori or Pasifika make up 84 per cent of the roll, and Mr Whata says the new approach reflects their cultural perspective and supports their preferred learning style.

“Maori“Māori and Pasifika students like to learn communally and help each other to achieve, rather than to learn individually, and the new design allows for that through collaborative teaching and shared responsibility.”

He says the changes are a move away from hierarchy and from cell classrooms, which is an improvement. “Each cell was like its own kingdom - blocked off.”

He says the change in approach means a new mindset for teachers and parents, and requires a huge shift in thinking, but promises big gains.

“It will open up new opportunities for students in a way that will bring better results.”

We've developed a guide to help you navigate the VCA. The guide brings together a range of information and resources already published, and complements the advice and guidelines produced by the Children’s Action Plan. We recommend you use the guide in conjunction with the other resources and the licensing criteria and guidance, outlined below.

Download Vulnerable Children Act 2014 - a practical guide

Child Protection Policy

All early learning services must have a child protection policy in place now. The policy must:

• contain provisions on the identification and reporting of child neglect and abuse, and
• be written, and
• be reviewed every 3 years.

The child protection policy licensing criteria and guidance provide detailed information on how to meet this requirement:

• HS31 for centre-based services
• HS28 for home-based services
• HS13 for hospital-based services
• HS11 for playgroups

The guidelines Safer organisations, Safer children [PDF; 1.06MB] also provide information about child protection policies.

Safety checking

All children’s workers must be safety checked according to the standards set out in the VCA and safety checking regulations. This includes a workforce restriction – anyone convicted of a specified offence cannot be employed or engaged as a core children’s worker, unless they have an exemption.

The safety checking requirements are being phased in:

• From 1 July 2015, all new core children’s workers must be safety checked.
• From 1 July 2016, all new non-core children’s workers must be safety checked.
• By 1 July 2018, all existing core children’s workers must be safety checked.
• By 1 July 2019, all existing non-core children’s workers must be safety checked.

The safety checking licensing criteria and guidance provide detailed information on how to meet these requirements:

• GMA7A for centre-based services
• GMA6A for home-based services
• GMA7A for hospital-based services
• MA6 for playgroups

The guidelines Safer recruitment, Safer children [PDF; 3.13MB] provide information about choosing safe people to work with children.

The publication Children’s worker safety checking under the Vulnerable Children Act 2014 [PDF; 1.18MB] provides advice for interpreting and applying the safety checking regulations.

The following resources will help you meet your safety checking requirements:

• New and existing employees
• Students on practicum
• Relievers
• Adult checks.

• General information
• Student loan information 
• Universities
• Māori
• Pasifika
• Teaching and Special education
• Overseas study and for international students

General information

• Givme is a searchable database of over 2,200 awards, scholarships and grants for individuals in New Zealand. 
• Careers New Zealand provides information and advice to help you make good decisions about work, study and training. It also provides a  list of scholarships, grants and awards .

Student loan information

• Find out about student loans and apply for one on the Studylink website
• IRD has information about repaying your student loan

Universities

• Universities New Zealand has information on scholarships for study in New Zealand's universities or overseas.
• The Reserve Bank of New Zealand offers scholarships to students who are majoring in Economics, Finance or Banking at Honours, Masters or PhD level. There are also separate scholarships for second year Māori and Pasifika students to encourage study in these fields.

Māori

• The Māori Education Trust provides financial assistance for Māori students undertaking tertiary study.
• The Sir Apirana Ngata Memorial Scholarship is for Māori students studying in any field in any tertiary education institution. Preference is given to descendents of Māori World War One veterans.
• Ngārimu VC and 28th (Māori) Battalion Memorial Scholarships These are offered to enterprising, innovative and influential Māori, who meet the criteria and possess characteristics that are identified as being consistent with those of the 28th Māori Battalion.

Pasifika

• Pacific Islands Polynesian Education Foundation scholarships open now closing 7 April 2017

Teaching and special education

• E ach year, TeachNZ offers a limited number of scholarships to encourage people to train as teachers in the areas where there is greatest need.   Details of these scholarships are available on the TeachNZ website .
• Special Education Scholarships and Awards opened 1 August and close between September 2016 and January 2017. 
• Study Awards in Māori and Pasifika Education Research are to help emerging education researchers contribute to the body of knowledge in Māori or Pasifika education research in their Masters or PhD.

Overseas study and international students

• New Zealand Educated provides scholarship information for both international and New Zealand students.
• Chevening Scholarships , funded by the Foreign and Commonwealth Office and administered by the British Council, are prestigious awards which enable overseas students to study in the United Kingdom. It offers young New Zealanders annual scholarships in three categories: journalism, politics and postgraduate study.
• Fulbright Graduate Student Awards are provided to New Zealanders and Americans who demonstrate academic excellence and leadership potential to undertake postgraduate study in the other country.
• The New Zealand Aid Programme provides support for citizens of some developing countries to undertake vocational training or tertiary level study in their home country, in New Zealand or in the Pacific region.

Goals of the Intensive Wraparound Service

The Intensive Wraparound Service (IWS) aims to help the student:

• learn new, positive ways of behaving and new skills
• stay at their local school, or return there after time at a residential special school
• behave in a positive and social way
• enjoy a successful life at school and home.

To get access to the Intensive Wraparound Service (IWS), seek a referral from one of these:

• a member of the Ministry’s Special Education staff 
• a Resource Teacher Learning and Behaviour (RTLB)
• the student’s Ongoing Resourcing Scheme (ORS) fund-holding school (including Day Special Schools).school.

The referrerreferee discusses the referral with the school and parents or caregivers before going ahead.

Application process

The person making the referral completes the application form. They gather information about the student, their history, background and needs. The student themselves and the people involved with them all have the opportunity to contribute.

Application form to refer a student to the Intensive Wraparound Service

The referral goes before your Regional Prioritisation Panel made up of:

• a school principal
• a Special Education manager
• an RTLB Cluster Manager
• a practice advisor
• an IWS service manager
• a Positive Behaviour for Learning (PB4L) coordinator or manager.

The regional panels usually meet once a term. Your referee can discuss the resources available to provide help in the meantime such as the Interim Resource Fund.

The pathway of an application to the IWS Regional Prioritisation Panel

Terms of Reference for the IWS Regional Prioritisation Panel

What the plan could look like

How the service is funded, and for how long

What the plan could look like

The plan could involve a diverse range of agencies and organisations – from wider whānau, talk therapy, and Child, Youth and Family, to community sports and arts clubs.

Case studies of some examples

The plan could also include enrolment at a residential school for a period. However the priority is keeping the student in their family, local school, and community, or returning them to it as soon as possible.

The role of residential schools in IWS

The psychologist implements the plan, monitors and reviews it, and changes it if necessary. The plan focuses on practical actions. It ensures that any additional services and support are funded – like help and equipment in the classroom, or membership of community organisations.

How the service is funded, and for how long

Students receive support for up to 3 years. The Ministry funds IWS staff and initiatives for up to 2 years. Then the local services continue to provide support as discussed by a psychologist when developing the plan.

Construction contracts

To download templates for construction contracts, see:

• Contracts for construction works and professional services

• Attendance dues accounts – state-integrated schools
• Bank accounts and securities
• Capital works – state schools
• Capital works – state-integrated schools
• Conflicts of interest – school boards
• Annual report (annual financial statement) 
• Financial management for boards
• Model liquidation statement – Kiwi Park School
• Model financial policies – Kiwi Park School
• Related parties – state-integrated schools
• School Annual Accrual Report (SAAR) Guidelines, Checklist and Certification
• School tax issues
• School transport funding
• Accounting for shared funds
• Accounting for donations, fundraising and other income
• Learn more - circular and FISH handbook
• Contacts

Attendance dues accounts – state-integrated schools

Proprietors of state-integrated schools need to prepare annual attendance dues accounts. There is a template and example for you to follow, with notes to explain the entries in the example.

Bank accounts and securities

The Crown Entities Act 2004 sets limits on the types of financial institutions that schools can bank with or invest funds in. Find out which banks and financial institutions are approved for schools.

Capital works – state schools

You need to manage funds for capital works in accordance with your school's 5-year agreement for capital funding (5YA). Find out how to do this.

Capital works – state-integrated schools

Proprietors of state-integrated schools own or lease their school property and are responsible for capital works. Boards can undertake capital works with the proprietor's and Ministry of Education's approval. Read about the correct process when boards undertake and fund capital works on land owned by the proprietor .

Conflicts of interest – school boards

If a board member has a financial interest in any contract with the board worth more than $25,000 a year, including sub-contracts, they must get approval from the Secretary for Education for that contract. Find out why, and what you need to do to get approval.

Annual report (annual financial statement)

This was previously called the Kiwi Park School model annual financial statement . It shows to prepare their annual report due to us by 31 May each year. 

Model liquidation statement – Kiwi Park School

The Kiwi Park School model liquidation statement illustrates the suggested format and content for a school’s statement of movements in equity, statement of financial position and notes to the statements.

Model financial policies – Kiwi Park School

Download these templates to help you develop financial policies for your school.

Related parties – state-integrated schools

All integrated schools have a proprietor. Under current financial reporting standards, the proprietor is a related party for all state-integrated schools because it has representatives on the board.

The example related-party disclosure notes will cover the most common disclosures that your school may need to make in the financial statements.

School Annual Accrual Report (SAAR) Guidelines, Checklist and Certification

The SAAR guideline and checklist shows how schools should update their financial records for Novopay payroll information. The SAAR certification form is to be used by schools as evidence that the personnel cost contained in their financial system has been reviewed and is correct.

Schools need to keep the certificate with their personnel records and show it to their school auditor.

• SAAR Reconciliation 2016 Instructions
• School Annual Accrual Report Certification form

If you have difficulty accessing these documents, please email info@novopay.govt.nzinfo@education.govt.nz .

School tax issues

School boards, school trusts and parent teacher associations (PTAs) need to know about how the Charities Act 2005 affects them and whether they need to register with the Charities Commission.

School transport funding

Funding for school transport services is provided directly to schools. Your school can deal directly with the bus company or engage an administrator to organise the transport for you. Find out how to manage school transport funding .

Accounting for shared funds

Your school may share resources and funding with other schools for various reasons, such as for projects to improve teaching and learning, for teacher professional development, to improve efficiencies or to reduce administration costs. Learn how to account for these correctly.

Accounting for donations, fundraising and other income

Your school may receive income from a variety of sources , as well as government funding, such as donations, fundraising, activities, trading, international students, hostels and use of land and buildings. Find out how to account for these.

• Employment agreements
• Employment problem resolution
• Government expectations - pay and employment conditions
• Performance management
• Non-teaching time for teachers
• Requiring teachers to work when the school is closed
• Resignation, dismissal and retirement
• Surplus staffing and redundancy
• Medical retirement for teachers and principals
• Disregarded sick leave
• Concurrence
• Industrial action
• School staff standing for election to parliament

Employment agreements

• Collective agreements– a list of all the current collective agreements for staff at state and state-integrated schools and kindergartens.schools.
• Collective agreement dates– when bargaining can start and the collective agreements expire.
• Individual employment agreements– all the current individual employment agreements for staff at state and state-integrated schools and kindergartens.schools.
• Fixed term agreements– the criteria for allowing an employment agreement to end on a specific date.
• Variations to employment conditions for caretakers, cleaners, canteen workers and ground staff– the different terms and conditions of employment for staff covered by the School Caretakers’ and Cleaners’ Collective Agreement or the Secondary and Area School Groundstaff Collective Agreement.

You can read  expired collective agreements in our archive.

Employment problem resolution

An employment problem could be a personal grievance or a dispute about the meaning or application of any part of an individual employment agreement. There is a set process to follow to resolve employment problems , including help and mediation through the Ministry of Business, Innovation and Employment.

Government expectations – pay and employment conditions

The State Services Commission sets out the Government’s expectations for pay and employment conditions for all state sector agencies (except state owned enterprises). These expectations apply to conditions of employment negotiated in the Education Service by the Secretary for Education under delegation from the State Services Commissioner. You can read these expectations on the State Services Commission website, under Government’s Expectations for Pay and Employment ConditionsGovernment’s Expectations for Pay and Employment Conditions in the State Sector.

Performance management

Boards of trustees must ensure that all school staff participate in the performance management process. You are directly involved in performance management for the school’s principal, but you can delegate this to the principal for the teachers and other staff.

Non-teaching time for teachers

All teachers are entitled to time away from the classroom in their working week. This is set out in the collective agreements and is called classroom release time for primary teachers, non-contact time for secondary teachers and maximum teaching hours for area school teachers. Boards are responsible for setting the policy for what time away from the classroom can be used for.

Requiring teachers to work when the school is closed

A board may require teachers to work at times when the school is closed to students, for professional development or duties such as administration, preparation, planning, and parent, whānau and community liaison.

Resignation, dismissal and retirement

Employment can end through resignation, dismissal, retirement or redundancy. You need to make sure you comply with the provisions of the employment agreement and the  Employment Relations Act 2000 in these situations.

Surplus staffing and redundancy

Surplus staffing situations can happen when a school closes, when two or more schools merge, or if the school’s staffing entitlement has reduced because it has a declining roll. Other changes within the school, such as no longer offering a particular subject, or a review or reorganisation at the school, can also lead to surplus staffing. You must make sure you understand and follow the surplus staffing provisions in the collective agreements.

Medical retirement for teachers and principals

If a secondary or area school teacher, or a principal in a secondary, primary or area school has a terminal or serious illness that means they can no longer work as a teacher or a principal, they may be eligible for medical retirement. They may apply for this, or you can initiate the medical retirement process .

Disregarded sick leave

If a teacher or principal has a certain type of illness or injury, the sick leave they take is not deducted from their sick leave balance. You need to apply to the Ministry of Education for disregarded sick leave on behalf of the teacher or principal.

Concurrence

The Secretary for Education is able to approve different terms or conditions than those in the employment agreements, such as extra pay, allowances or benefits. This is often called concurrence. You must apply for concurrence before offering different terms or conditions to principals or teachers.

Industrial action

Principals, teachers and support staff can only take industrial action over issues related to bargaining for collective agreements that will be binding on them, or on the grounds of health and safety. Find out what you need to know about the requirements for industrial action for both parties on the NZ School Trustees Association website.

School staff standing for election to Parliament

The legal requirements for school employees standing for election to Parliament are set out in the Electoral Act 1993.

These requirements are explained in the Education circular 2014/35 – School Staff Standing for Election to Parliament .

Note that this applies only to school staff employed by the school's board of trustees. If someone working at your school is employed by, for example, the Ministry of Education, the Ministry’s requirements will apply to them.

As at 2:00pm, Thursday 9 March the following schools and  early childhood services have advised they are closed today.

On this page:

• School-led Project Form
• Ministry-led Project Form
• Asset Update Form
• Design Fees Release Form
• Invoice Templates
• Procurement Forms

School-led Project Form

Who completes it?

The project manager completes the form with input and agreement from the school's board of trustees.

When to complete it

Complete the form at the beginning of any capital building project.

What is in the form?

The form records the project scope, timing and financial information. Your completed application will include copies of the design certificate, occupancy use certificate and construction observation form.

Download the form

You can use the editable PDF or the Excel version of the form (you will have to use Excel if you don't have Internet Explorer and a Windows PC).

Please save the form before beginning.

• Project FormsProject Form
• Project FormProject Form

Submit the form

Send the completed form to your property adviser so that we:

• can release funding for projects
• can track the project’s progress
• meet legal and accounting requirements for a capital building project
• can make sure funding goes to the correct project 
• have the documentation needed for audit purposes
• can upload the data into our asset management system (Helios).

Ministry-led Project Form

Who completes it?

The Ministry project manager/delivery lead.

When to complete it

Complete the form at the beginning of any capital building project run as a Ministry-led project.

What is in the form?

The form records: the project scope, financial information, procurement, components and allocations and also contains relevant certificates (design, occupancy and construction observation).

Download the form

• Ministry-led Project Form

Asset Update Form

What's it for?

Complete a form for each new, altered or demolished asset as the final record of work completed.

Who completes it?

Project managers.

When to complete it

Complete the Asset Update Form at the beginning of the project and at the end of the project if further changes were made.

Download the form and guide

• Interim Asset Update Form
• Guide: Interim Asset Update Form

Submit the form

Save the form and fill it electronically, or print, fill and send to your local Ministry office .

Note: The asset update forms on the PMIS site are no longer available. The Interim Asset Update Form should be used until we release an online version in 2017.

Release dates and training informaton for the online process will be provided early in 2017.

Design Fees Release Form

What’s it for?

Use this form if you need to pay for consultancy services and/or consent fees before completing the construction tender (for projects over $100,000).

Note: Only Type 3: School (Prof PM) projects that are already authorised may have the design fees released.

Who completes it?

Project managers.

When to complete it

Before completing the construction tender, and if the school has not sent a procurement plan (including design and consent costs) to the Ministry, before going to market.

Download the form

Save the form and fill it electronically, or print to fill it in.

• Design Fees Release Form

Submit the form

Send to your local Ministry office .

Invoice Templates

What’s it for?

Use this template to submit project invoices to the Ministry if the school has not supplied their own project invoices.

Who completes it?

Project managers.

Download the form

• Invoice Template
• Invoice Template (with retention option)

Submit the form

Send to your  local Ministry office .

Procurement forms

Download procurement guides and templates from:

• Procurement templates and guides

Complete the forms during the procurement process to ensure a fair and transparent tendering process.

When the funding forms are submitted they must be accompanied by the signed/approved Procurement Plan and Procurement Recommendation Report.

On this page:

• Overview
• How to join
• Signatories

Overview

The Ministry of Education has invited our major partners in infrastucture delivery to sign a charter outlining a shared commitment to:

• Reporting incidents
• Working together
• Identifying and managing critical risks
• Training and worker participation

The Health and Safety Charter will demonstrate to our stakeholders, schools and the public our ability to work together to provide safe education sector infrastructure.

How to join

If your organisation would like to sign the charter with the Ministry, please contact Manager, Risk and Assurance Neil Beattie.

• Neil.Beattie@education.govt.nz
• (04) 463 0949

Signatories

The following organisations have signed the Health and Safety Charter:

To be eligible for these scholarships, you must be enrolled in a tertiary institution in New Zealand and be a New Zealand citizen or resident of Pacific Island decent. For more details see the guidelines and regulations for each scholarship.

• Individual (undergraduate) scholarships
• Postgraduate scholarship
• Norman Kirk Memorial Trust scholarships
• About PIPEF
• Further information

Individual scholarships Individual (undergraduate) scholarships 

Each year PIPEF awards individual scholarships to undergraduate Pasifika applicants. TheseScholarships are valued at up to $950 each.

• Scholarship guidelines
• Scholarship regulations
• Scholarship application formScholarship application form

email your application to pipef.board@gmail.com by 7 April 2017

Postgraduate scholarship

This is a $2,000 scholarship to a postgraduate student studying to benefit Polynesian peoples.

• Postgraduate Scholarship guidelines
• Postgraduate Scholarship regulations
• Postgraduate Scholarship application formPostgraduate Scholarship application form

email your application to  pipef.board@gmail.com by 7 April 2017

Norman Kirk Memorial Trust Scholarships for mature students

There are 20 scholarships of $1,000 each. These are awarded to mature students (students who are 25 years old and over) studying at either undergraduate or postgraduate level.

• Noman Kirk Memorial Trust Scholarship guidelines
• Noman Kirk Memorial Trust Scholarship regulations
• Noman Kirk Memorial Trust Scholarship application formNoman Kirk Memorial Trust Scholarship application form

email your application to  pipef.board@gmail.com by 7 April 2017

About PIPEF

PIPEF was established in 1972 to encourage pasifika students into further education. Its jointly funded by the Norman Kirk Memorial Trust and Ministry of Education.

Ko 'etau ngaue fakatahataha te tau ikuna ai, "working together we will succeed”.

You can also find news and updates in the  Education Infrastructure Service newsletters .

March 2017

Toilet reference designs

Version 2.0 of the Toilet Reference Design Guide has been released. The updated version incorporates feedback on the earlier version, and considers the recent coroner's report.

• Reference designs: Toilets

February 2017

Health and Safety Charter

Find out about the commitment the Education Infrastructure Service and their partners have to the health, safety and well-being of our workers and workplaces.

• Health and Safety Charter

Property Portal

The Property portal is now live. On this site schools can access the Property Maintenance Grant and School Property Guide previously accessed via PMIS.

• Property Portal

January 2017

Project management forms

New project management forms have been added - Design Fees Release Form, Invoice Templates, and Ministry-led Project Forms.

• Project management forms

PMIS update

Updated information about the Ministry's Property Information System (PMIS), and how to access up-to-date school property data.

• Property data

December 2016

Project management forms

Project management forms have been replaced, including an Interim Asset Update Form.

• Project management forms

Construction contracts

Following feedback after their release in October, we've made some changes to the Construction Works Templates.

Read about the changes, and download the updated templates and guidance:

• Construction contracts for professional services and works

Health and safety

The Health and safety management page has been reorganised so related topics are grouped together. There is also new information about health and safety for contractors working on property projects.

• Health and safety management

November 2016

Construction rates

Construction rates have been updated, and the new rates are to be used for projects approved after 1 December 2016

• Construction rates

October 2016

New asbestos risk management checklist

A checklist has been added to the asbestos management page to help contractors be sure they are following all the steps for safe asbestos risk management.

• Asbestos management

Construction contracts

Updated templates and guidelines for construction contracts.

New templates must be used from 17 October 2016.

• Construction contracts for professional services and works

Designing Quality Learning Spaces - Acoustics

A substantial update on the 2007 guide. It will become mandatory for all projects starting from 1 January 2017.

Read about key changes and download the PDF:

• Designing quality learning spaces in schools

Reference Design - ugrading Nelson two storey blocks to flexible learning spaces

Each reference design package contains a general briefing document for Boards of Trustees, supported with three appendices of technical information, including:

• an architectural scope and design plans with layout options and enhancements
• a structural scope including structural calculations, design features report, accessibility report, and fire report; and
• an estimated cost analysis.

Read more and download all the reference design packages:

• Reference Designs for Standard Classroom Block Upgrade (Nelson info is at the bottom of the page)

Reference Design - Toilets

New information includes:

• written guidelines
• example drawing layouts for design teams to use when planning to build new (or upgrade existing) toilet facilities

Read more and download the guide:

• Toilet reference design

Secretary for Education: Iona Holsted

Secretary for Education: Iona Holsted

Iona Holsted was appointed as Secretary for Education on 5 December 2016.

Prior to this, Iona was the Chief Review Officer and Chief Executive of the Education Review Office. She was appointed to this role in July 2014.

Between 2007 and 2014 Iona held 4 senior management roles at the Ministry of Social Development, most recently as Deputy Chief Executive, Students, Seniors and Integrity Services. In this role she was responsible for services to seniors (superannuation payments), Studylink, and the integrity of the benefit system.

Iona also spent 6 years as a Deputy Commissioner at the State Services Commission.

She started her career as a primary school teacher in Auckland, later becoming an advocate and researcher for the Public Service Association and then as General Manager of a community controlled primary health care organisation.

Iona has completed an executive leadership programme at the INSEAD Business School, and studied strategic leadership at Oxford University.

She has been a mentor with the New Zealand Institute of Management since 2007, a Member of the Executive Leadership Learning Network and has served on Barnardos and YMCA Greater Wellington Boards.

Iona has a Higher Diploma of Teaching from Victoria University of Wellington and trained as a teacher at Waikato College of Teacher Education.

Deputy Secretary, Sector Enablement and Support: Katrina Casey

Deputy Secretary, Sector Enablement and Support: Katrina Casey

Katrina is Deputy Secretary for Sector Enablement and Support at the Ministry, responsible for ensuring all support to the sector and operations and programmes provided directly to learners are focused on maximising learner achievement.

Katrina has extensive experience across a range of public sector settings. She was General Manager of Community Probation Services at the Department of Corrections, leading 2,500 staff across 220 locations to manage offenders serving community sentences and orders. Katrina joined Corrections as General Manager Strategic Development when it was formed as a new Department in 1995. She had previously worked in the Inland Revenue Department and the Ministry of Works and Development.

Katrina holds a Bachelor of Science from Canterbury University and a Masters in Regional and Resource Planning (with Distinction) from Otago University.

Deputy Secretary, Parent Information and Community Intelligence: Apryll Parata

Deputy Secretary, Parent Information and Community Intelligence: Apryll Parata

In July 2013, Apryll was appointed to the role of Deputy Secretary Priority Education Assignments. This group has been established to respond to urgent projects identified by the Secretary for Education.

Apryll has previously held two other Deputy Secretary roles within the Ministry. Deputy Secretary Māori Education in late February 2007, bringing a wealth of experience in education to this position. Deputy Secretary Performance and Change in April 2012. This group was charged with organisation-wide performance measurement, monitoring and improvement.

She has taught and held management positions in a number of secondary schools on the East Coast and in the Wairarapa.

Apryll has a BA in Māori Studies from Waikato University and a Diploma of Secondary Teaching. As well as being a teacher she has been Principal of Ngata Memorial College in Ruatoria, a Private Secretary to a Minister of the Crown and has also been the Director Education Practice at Gardiner Parata Ltd since 1997.

Some of her work as a consultant has included working in the area of Māori medium education, and facilitating reviews of planning processes at Te Puni Kōkiri.

Apryll has tribal affiliations with Ngāti Porou and Ngāi Tahu.

Head of Education Infrastructure Service (EIS): Kim Shannon

Kim is a highly experienced operational and policy leader, who has been with the Ministry since 2000. She has led significant change in the Ministry, specialising in building value, driving good business practice and high standards of public service.

She has led programmes to unwind bulk funding, bring together multiple policy teams into one group, and managed major staffing reviews. As Programme Director for the Schools Plus initiative, she led a cross-government approach to lift achievement in education by developing pathways between secondary and tertiary education.

Kim was involved in the early part of Christchurch’s recovery, driving the business case for the capital works programme through to Cabinet’s approval. As Head of EIS, Kim introduced the first new schools PPP (public-private partnership) in education.

In Kim’s role of Head of Education Infrastructure Service (EIS), she is responsible for ensuring New Zealand’s schools are safe and inspiring learning environments, and oversees management of a $23.5 billion property portfolio, with a $600 million annual property spend.

EIS also delivers school transport assistance to more than 100,000 students in rural areas and students with special needs, drives better use of technology in schools through improved ICT infrastructure and the upgrades of all school IT networks, and ensures accurate, on-time payment for state education school employees.

Kim holds a Bachelor’s Degree in Education and English and a Diploma in Secondary Teaching from Canterbury University. Prior to joining the Ministry, Kim worked at the Department of Internal Affairs and the State Services Commission.

Deputy Secretary, Graduate Achievement, Vocations and Careers: Claire Douglas

Deputy Secretary, Graduate Achievement, Vocations and Careers: Claire Douglas

Claire joined the Ministry on 1 May as Deputy Secretary Graduate Achievement, Vocations and Careers. Claire is from Wellington and has held a number of policy leadership roles in central government on education policy matters. Her most recent role was at the Department of Prime Minister and Cabinet. Prior to that Claire worked in the Treasury from 2004 to 2010 and as a senior manager in the Ministry of Education from 1990 to 2004. An earlier role held by Claire was in the Ministry of Agriculture and Fisheries as an Agricultural economist.

Claire has a Master's Degree in Public Policy from Victoria University and an undergraduate degree in Agricultural Science.

The Graduate Achievement, Vocations and Careers Group is responsible for tertiary education strategy, policy, sector performance analysis, youth guarantee and vocational pathways, and international education. We work in a variety of ways to ensure young people transition successfully into work or further study. We also help New Zealand compete internationally as a place to study.

Acting Deputy Secretary Early Learning and Student Achievement: Karl Le Quesne

Acting Deputy Secretary Early Learning and Student Achievement: Karl Le Quesne

Karl was seconded to the acting Deputy Secretary Early Learning and Student Achievement in October 2016.

His previous role was Associate Deputy Secretary Early Learning and Student Achievement. He has led a number of functions in the Ministry including policy, funding, regulatory, Better Public Services, and ICT programmes, covering special education, early childhood education and other areas.

Karl has been with the Ministry since 2000 and has held a number of significant roles within the organisation such as Group Manager, Education Work Programme, Group Manager, Early Childhood Education, Director, Christchurch Earthquake Recovery Programme, Senior Manager, Education Management Policy, among others.

Karl has an Honours Degree in Geography from Victoria University of Wellington, and was a Leadership Development Centre Fellow in 2014.

Deputy Secretary, Education System Policy: Dr Andrea Schöllmann

Deputy Secretary, Education System Policy: Dr Andrea Schöllmann

Andrea took on the role of Deputy Secretary, Education System Policy, in November 2013.  She joined the Ministry of Education in 2007, and since then has held a number of senior management roles, in the tertiary, international and system policy areas.  Prior to this, Andrea worked at the then Ministry of Economic Development, in regional and sector development roles, for 7 years.

The Education System Policy Group is responsible for strategic policy advice on education system settings, including advice on the system’s ability to deliver material improvements for learners at all levels.  The group provides policy advice on early childhood education and schooling, and on the performance of the education system for Māori and Pasifika learners.  It also has a focus on strengthening the medium to longer term strategic focus of the education system, and manages the Vote Education Budget.  The group is also leading the development of a social investment framework for education.

Andrea holds a PhD and a Masters degree from Lincoln University, where she lectured for some years in tourism geography.  She emigrated to New Zealand from Germany in 1990, so she also holds a number of German qualifications in the area of business management and administration, and she worked in the private sector in Germany.

Deputy Secretary Business Enablement and Support: Zoe Griffiths

Deputy Secretary Business Enablement and Support: Zoe Griffiths

Zoe was appointed Deputy Secretary of the Business Enablement and Support group on 16 February 2015.

The role is responsible for the Ministry’s organisational capability ensuring the critical people, processes, systems and infrastructure is in place to achieve the business strategies of the Ministry. The functions within this group include: IT, Finance, People Capability, Business Services and Procurement.

Prior to working for the Ministry, Zoe was seconded from the Ministry of Social Development to work as Director of the Ministerial Inquiry into Novopay. She was appointed to the Ministry’s Leadership Team as the Director of the Secretary’s Office on 1 June 2014.

Prior to this Zoe has held a range of senior roles in the Ministry of Social Development, including General Manager – Care and Protection Support in the Child, Youth and Family Service and General Manager Strategy and Service Development in Work and Income.

Zoe has a Bachelor of Laws from Auckland University.

Deputy Secretary Strategy, Planning and Governance: Ellen MacGregor-Reid

Deputy Secretary Strategy, Planning and Governance: Ellen MacGregor-Reid

Ellen started with the Ministry of Education as Deputy Secretary Strategy, Planning and Governance on 28 May 2015. In this role Ellen is responsible for business strategy, education system stewardship, planning and governance, risk and assurance, legal services, communications, ministerial services and support for the Chief Executive.

Ellen joined the Ministry from the Department of Prime Minister and Cabinet (DPMC), where she was Deputy Director for the Policy Advisory Group and policy advisor to the Prime Minister on social sector issues. Prior to her 3 years with DPMC, Ellen had spent almost 5 years at the Ministry of Social Development (MSD).

At MSD Ellen held a variety of roles including General Manager Social Sector Strategy, General Manager Planning, Performance and Governance, and Deputy Director of the Chief Executive's Office.

Ellen began her public service career at the Treasury over 13 years ago. She holds a Master of Arts in Geography from the University of Auckland.

Raukura/Chief Advisor Te Ao Māori: Kingi Matutaera Ihaka (Matu)

Matu has been appointed to a senior leadership role which works across the Ministry to ensure all our work helps us to lift Māori achievement. Matu supports the Secretary for Education and the Leadership Team by providing advice on policy issues and the Ministry’s capability and performance in cultural contexts.

Matu has been part of the Te Ao Māori team supporting the previous Chief Advisor, Te Rau Kupenga, working across the Ministry to support Māori achievement. He was contracting at the Ministry for Culture and Heritage, where he supported the refresh of their Māori Strategy, Te Arataki, and engagement with iwi/Māori. He has also contracted to the Ministry of Health supporting Māori Health Providers from Te Hāpua to Awarua (Bluff) and was recently a member of the National Health Information Technology Health Board Consumer Panel and Patients First Steering Group. Currently a member of the Royal NZ College of General Practitioners Quality Advisory Committee, Matu was a member of the Steering Group for Aiming for Excellence, a quality improvement framework for GPs throughout New Zealand, released in August 2016.

Deputy Secretary Evidence, Data and Knowledge: Dr Craig Jones

Deputy Secretary Evidence, Data and Knowledge: Dr Craig Jones

Craig was appointed to the role of Deputy Secretary, Evidence, Data and Knowledge in May 2016.

Originally from Invercargill and a graduate of Otago University, Craig has been involved in the New South Wales public service for most of his career. All of his roles have had a strong focus on research and evaluation to inform policy decisions with evidence about ‘what works’, for whom and under what conditions. He has held leadership roles in Justice and in the NSW Treasury and, most recently, at the Centre for Education Statistics and Evaluation within the New South Wales Department of Education. In his most recent role, Craig was overseeing the evaluation of major reform initiatives across the NSW education system and other strategic research projects to inform education policy decision-making. Craig holds a PhD in forensic psychology from the University of New South Wales.

Current board appointments

Apply for a position on the Tertiary Education Commission (TEC) board - applications closedopen 20 February and close 13 March 2017.2013.

Board appointments process

We assist responsible Ministers in identifying candidates who have the required skills and experience for a board role. In general, board members must have an appreciation of the Crown’s role as the key stakeholder as well as meeting key competencies that apply to the position.

Boards also need to represent the diversity and demographic makeup of New Zealand.  To ensure this we encourage individuals as well as government agencies, community organisations and industry bodies to submit nominations.

We assist with appointments to the following boards:

• Careers New Zealand
• Education New Zealand
• Education Council of Aotearoa NZ
• New Zealand National Commission for UNESCO
• New Zealand Council for Educational Research
• New Zealand Qualifications Authority
• Te Aho o Te Kura Pounamu - The Correspondence School
• Tertiary Education Commission

Statutory appointments are made by the responsible Minister, or the Governor-General on the recommendation of the responsible Minister.  The Minister must present candidates to the Cabinet Appointment and Honours Committee .

If you have been nominated for a position, the outcome of the process cannot be confirmed until after appointments have been considered by the Cabinet Appointment and Honours Committee and Cabinet.  This is likely to be several months after your nomination was submitted.

Public servants are not usually appointed to statutory boards. The Cabinet Office circular  CO (02) 5 Appointment of Public Servants to Statutory Boards [PDF; 55kb] has further information.

Fees

Board members are paid fees, according to the board’s roles and responsibilities.  Education Crown board fees are set by Ministers using the Cabinet Fees Framework .  This document is reviewed periodically.

• General information
• Student loan information 
• Universities
• Māori
• Pasifika
• Teaching and Special education
• Overseas study and for international students

General information

• Givme is a searchable database of over 2,200 awards, scholarships and grants for individuals in New Zealand. 
• Careers New Zealand provides information and advice to help you make good decisions about work, study and training. It also provides a  list of scholarships, grants and awards .

Universities

• Universities New Zealand has information on scholarships for study in New Zealand's universities or overseas.
• The Reserve Bank of New Zealand offers scholarships to students who are majoring in Economics, Finance or Banking at Honours, Masters or PhD level. There are also separate scholarships for second year Māori and Pasifika students to encourage study in these fields.

Māori

• The Māori Education Trust provides financial assistance for Māori students undertaking tertiary study.
• The Sir Apirana Ngata Memorial Scholarship is for Māori students studying in any field in any tertiary education institution. Preference is given to descendents of Māori World War One veterans.
• Ngārimu VC and 28th (Māori) Battalion Memorial Scholarships These are offered to enterprising, innovative and influential Māori, who meet the criteria and possess characteristics that are identified as being consistent with those of the 28th Māori Battalion.

Pasifika

• Pacific Islands Polynesian Education Foundation scholarships open now closing 7 April 2017

Teaching and special education

• E ach year, TeachNZ offers a limited number of scholarships to encourage people to train as teachers in the areas where there is greatest need.   Details of these scholarships are available on the TeachNZ website .
• Special Education Scholarships and Awards opened 1 August and close between September 2016 and January 2017. 
• Study Awards in Māori and Pasifika Education Research are to help emerging education researchers contribute to the body of knowledge in Māori or Pasifika education research in their Masters or PhD.

Overseas study and international students

• New Zealand Educated provides scholarship information for both international and New Zealand students.
• Chevening Scholarships , funded by the Foreign and Commonwealth Office and administered by the British Council, are prestigious awards which enable overseas students to study in the United Kingdom. It offers young New Zealanders annual scholarships in three categories: journalism, politics and postgraduate study.
• Fulbright Graduate Student Awards are provided to New Zealanders and Americans who demonstrate academic excellence and leadership potential to undertake postgraduate study in the other country.
• The New Zealand Aid Programme provides support for citizens of some developing countries to undertake vocational training or tertiary level study in their home country, in New Zealand or in the Pacific region.