Unitec Graduate Diploma in Not for Profit Management
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ASB Community Trust’s Māori and Pasifika Education Initiative. The story of an ambitious and unchartered philanthropic journey in search of innovative proposals to address educational underachievement among Māori and Pacific community youth. Unitec Graduate Diploma in Not for Profit Management Growing Pacific leaders and managers for the early childhood sector Unitec Contributors and Frances Hancock
Growing leaders
Introduction
About the Graduate Diploma in Not for Profit Management
For over 15 years, Unitec
Institute of Technology The Graduate Diploma in Not for Profit Management is a level seven
(Unitec) has been an active qualification for managers, coordinators and board members working in
partner in capacity-building community, voluntary and tangata whenua organisations.
in the not for profit (NFP)
Designed with busy managers in mind, the diploma is a part-time
sector in New Zealand and
programme consisting of eight courses exploring the fundamentals of
the Pacific, delivering its managing not for profit organisations, projects or other developments in a
highly regarded Graduate complex community setting.
Diploma in Not for Profit
Management through the Courses are six days long and offered in two blocks of three days. Diploma
courses are constantly reviewed and adapted to ensure ongoing relevance
Department of Community
to the sector and in 2011 the following will be offered:
and Health Studies. The
diploma offers an interactive E Values-based management and leadership in the not for
and practice-based learning profit sector
experience and a relevant, E Leading and facilitating teams
E People motivation, management and volunteerism
values-based curriculum
E Financial management in the not-for-profit sector
taught by skilled tutors who E Community funding and entrepreneurship
work in the NFP sector, mak- E Influencing public policy and social change
ing it an ideal programme E Governance, strategy and stewardship
catering to Pacific Island E Leading change
students.
To gain entry, prospective students must demonstrate competence in the
English language, have three years work experience within the not-for
profit sector, be currently in paid or voluntary employment within the
sector in a leadership or management position; and have some previous
tertiary qualifications (although experienced NFP workers can be ex-
In 2009, the diploma received a
sizeable grant in the form of multi-
empted from this). The diploma also requires a commitment to manage
year funding from the ASB Community study alongside other family, community and work responsibilities.
Trust (the Trust) through its Māori and
Pasifika Education Initiative (MPEI). The prerequisite paper on the course is targeted at those returning or
Grounded in a partnership approach, new to the learning environment and emphasis is placed on developing a
the main purpose of MPEI is to lift the learning community where participants feel safe to engage in the class-
educational achievement of Māori and
Pacific communities through strategic
room environment. To support the transition into tertiary learning, study
investment in innovative initiatives. To skills are discussed and students are led through a series of exercises in the
date, the Trust has committed in excess class which develop their assignment preparation skills.
of $10 million to MPEI and will invest
substantial funds through additional All programme assignments and assessments are based on the student’s
grant-making over the next three years. organisation and provide a rich opportunity for their organisations to
Unitec’s Graduate Diploma of Not for
benefit from this dynamic learning community.
Profit Management is one of seven
projects receiving multi-year funding
through MPEI across the Auckland
and Northland region. MPEI funding
provides scholarships and pastoral
care support for Pacific managers
and board members working in the
early childhood sector to enable their
participation in the diploma. The Cover: Students attend classes for one of Unitec’s diploma programme courses.
2
funding also allows for networking
across Pacific organisations and
communities to encourage support for
the students.
This story tracks the journey of Unitec’s
engagement with MPEI. It provides
background on the development and
focus of the diploma and outlines
the twists and turns for Unitec in the
MPEI grant-making process. The
story names some early challenges and
discusses how the diploma is making
a difference. Two students tell their
stories of participating in the diploma
and its impact on their professional
development and on the early
childhood centres in which they work.
In concluding, the story signals what’s
on the horizon and offers reflections
on a partnership approach to grant-
making from an applicant’s point of
view.
Island community representatives to out’, engaging the interest of and
Background seek information to build an effective maintaining Pacific students on the
Pacific NFP provider capacity-building programme became a priority. It was
The Graduate Diploma in Not for training programme with appropriate identified that these students required
Profit Management is situated in access, relevance and adult learning a high level of individualised support
Unitec’s Department of Community processes. The survey identified and targeted marketing, which are time
and Health Studies. The department’s barriers to participation in training, intensive. Participating Pacific students
vision is of a distinct NFP sector including the cost of course fees; the tended to be from small, poorly
identity built on strong relationships, need for Saturday courses; and the resourced organisations unable to
shared values and vision; excellence in need to customise the course content afford course fees. The students often
NFP organisations that invest in good to ensure delivery and content was did considerable voluntary work as part
governance and management capacity applicable to Pacific Island learners. of their roles and responded better in
to support mission-related activities; Key training interests also emerged, smaller classes. A specialist pastoral
and professionally skilled and effective including the challenges of fundraising care role was also needed to build and
NFP managers and leaders. and the financial sustainability maintain a relationship with students
of community organisations; to support academic achievement,
The diploma programme aims governance concerns and the role of facilitate their coursework and provide
to strengthen the management, trustees; money management and safety for the students.
leadership and organisational capacity administration tasks; retaining and
and capability of the NFP sector. motivating staff and volunteers; and the Engagement with ASB
For some years, the programme impact of information technology.
has also undertaken a number of Community Trust
initiatives that fall outside the scope The Graduate Diploma in Not for Profit grant-making process
of Tertiary Education Commission Management secured funding support
(TEC) funding, including a capacity- from JR McKenzie Trust and Child In 2008, ASB Community Trust
building project with the Ministry Youth and Family to deliver a range announced its strategic intention
of Social Development; delivery of short courses around New Zealand to make a difference in the area
of the programme in the Pacific in targeting Pacific organisations and to of Māori and Pacific educational
partnership with the Pacific Island provide financial support for students achievement through MPEI. We saw
Association of Non-Government to participate on the programme. The MPEI advertised on a mailing list
Organisations; delivery of a Pacific programme was highly successful, and immediately recognised strong
leadership training programme leading to the active engagement of a synergies between the strategic
for Pacific Scholarship students; high number of Pacific NFP students. intentions of the Trust and our
participation in national networking diploma programme. We contacted
and not for profit peak body projects; Our programme experience and Moi Becroft, MPEI Project Manager,
and delivery of a marae-based evaluation confirmed that additional to check if our educational institution
programme in partnership with Te Rau funding was needed to provide would fit the criteria and were
Matatini. particular support, outside of the advised to submit an expression of
TEC funding allowance afforded interest. Our initial expression sought
In 2005, we (Unitec) conducted a our programme. As Pacific students scholarships for Māori and Pacific
survey of sixty-six New Zealand Pacific tended to ‘drop-in’ rather than ‘drop-
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Island practitioners working in the valued its confidence in our ability to members of the selection committees
wider not for profit sector. deliver. to work in pairs to list the issues facing
Pacific Island NFP organisations, and
Rather than decline our application, Our department is based in a large then we delivered a slide show that
the Trust came back to us with these institution and, due to the field in demonstrated how our programme
questions: ‘We want to support the which we work, we are very familiar could address each of the issues listed
early childhood education sector, with funding requirements. Unlike by the groups. There wasn’t time to
how can you help? Are you able to some other MPEI applicants, we knew engage in lengthy dialogue but we
customise your programme so that how to negotiate our way through the were asked challenging questions and
early childhood education participants grant-making process and manage the in particular needed to explain why a
can benefit, and if so, how?’ Our stress of fulfilling funder requests for large Pakeha educational institution,
current Co-Head of Department, Sandy information. As MPEI was an organic albeit offering a programme that
Thompson, is a former Executive process, there were many hoops to engages a high number of Pacific
Directive of OSCAR,2 and was keenly jump through, including the delivery students, deserved MPEI funding.
aware of the issues facing the childcare of a customised in-depth business
sector. Sandy believed there was plan, which we were able to take in our We didn’t know the organisational
a way to address these issues and stride. capacity review was coming until
provide a stimulating and collaborative it arrived. In the midst of our own
learning environment through the Still, when it came time to give a accreditation and audits, we were called
diploma programme. The Trust invited presentation to MPEI selection to a meeting with an MPEI consultant
us (Sandy Thompson and Fraser committees we experienced that to engage in a comprehensive
McDonald) to a meeting to discuss the daunting feeling felt by others. We are capacity review exercise, which for
vision of MPEI and how Unitec could experienced presenters but were only us was largely about ticking boxes.
contribute. given a very short amount of time to A number of the questions did not
deliver a convincing and interactive fit our organisational reality and
At the meeting, Trust representatives presentation. To do this, we invited were, understandably given other
told us that members of the MPEI
Pasifika Reference Group recognised
early childhood education as
a foundation for Pacific Island
achievement. The Reference Group How will the diploma programme and, in particular Pacific
saw value in fostering the professional students, benefit from MPEI funding?
development of Pacific early childhood
education centre managers and board
members as a means of strengthening
MPEI funding provides scholarships to enable 24 Pacific students
their capability and capacity to respond currently working in the early childhood sector (either in a manage-
to the needs of their children, families ment or governance role) to complete the Graduate Diploma in Not
and communities. for Profit Management over a five year period.
The Trust also recognised the absence
of management and leadership
MPEI also provides individualised pastoral care to support student re-
training tailored to the Pacific early tention and educational achievement. The pastoral care role provides
childhood sector and was familiar tailored academic advice, tutorial support and supervision to guide
with the reputation and credibility students, build and maintain their confidence, and negotiate
of our diploma programme. Trust extensions or raise issues with tutors.
representatives knew that our diploma
programme had a track record of
successfully engaging a high number MPEI funding provides for a Saturday stream of classes to accommo-
of Pacific students. Looking back, the date those who find it difficult to attend classes during the week.
meeting gave us an opportunity to
reframe our application so it was more MPEI funding also allows for networking with Pacific communities
closely aligned to the outcomes sought
by the Trust. We felt honoured by the
to encourage community support for students entering academic
Trust’s direct engagement with us and training.
2
OSCAR (Out of School Care and
Recreation) programmes are before
school, after school and school holiday
programmes, including camps, for children
aged 5 to 14, predominantly operated by
community organisations and funded by
government and parent contributions.
4
MPEI applications, more relevant to
smaller not for profit organisations.
Rather than a community-based
governance board, for example, we
have a Council, and our organisational
policies, procedures and finances are
enmeshed in the larger infrastructure
of the polytechnic. While the timing
and short notice were not ideal, we
understood the Trust needed to
exercise due diligence as part of the
grant-making process.
Once our application was approved
in principle in 2009, we worked on
budgets that went back and forth to
the Trust a number of times. The
Trust gave us an amount of money to
work with and we were able to quickly
establish how many students would
be able to receive support through
MPEI. The Trust’s willingness to be
upfront about available funding saved
us a lot of time and work, and again
indicated its genuine commitment to a Parents, teachers and students gather at Mangere’s Le Malelega a le To’elau early
partnership approach. childhood education centre.
With funding secured, we used our
existing database and tapped into the
connections of other Pacific Island
staff and students at Unitec to advertise Graduate Diploma in Not For Profit Management
the scholarships and support available
through MPEI. We were also able to
Programme Pillars
access the Trust’s Pacific database as
well as Ministry of Education Pacific E Values-based
contacts. There are nearly 200 Pacific-
E Relevance to the sector
based early childhood centres across
Auckland, and these combined contacts E Staff are passionate, principled and skilled practitioners working
allowed us to post information to in the NFP sector and offer current knowledge, experience and
over 300 people working in the sector, relationships
although we found afterwards that a E Applied, practical and interactive learning
fair number of these addresses were no E A supportive environment that recognises and values the
longer current.
knowledge and experience of students, builds their confidence
In the early stages of implementation, and accommodates different learning styles and needs
the Trust invited our engagement with E A style of delivery that shows respect for and actively engages with
an evaluation component of MPEI, Pacific Island and Māori cultural frameworks and protocols
rather than imposing it upon us. E Pastoral care support tailored to individual needs and student
‘What can we evaluate that would also achievement
be useful for you to know,’ the Trust
E Networking with NFP colleagues
asked. The invitation to engage in a
process that would provide us with E Academic integrity
useful information was appealing and
promised a value-added approach.
We have been delivering programmes
to Pacific Island students for over a
decade and are constantly seeking
to find ways to further build on
our experience so as to ensure the
relevance, quality and accessibility of
our courses.
5
Challenges
A student’s story: Leading the way
Now that implementation is underway,
we face a number of challenges. To
date, Unitec has not been flooded
I came to New Zealand from Tonga in 1979 and settled with my family in
with applications from the early
Mangere. I worked for 21 years for our Tongan Methodist Church, first as
childhood sector, which leads us to
a steward and then as a lay pastor. Over the past 10 years I have acted as
question the original needs assessment
the contact person, licensee and administrator for the Akoteu Lotofaleía
and challenges us to reconsider our
Preschool. In my current role, I am responsible to a management committee
marketing strategy.
which oversees the day to day operations of the preschool, including finances,
compliance with Ministry regulations, staffing, and management planning.
Our diploma programme is designed
My educational background includes a level two certificate in computer stud-
for students at a certain academic
ies through Te Wananga o Aotearoa and I am currently enrolled in the Ton-
level and requires management and
gan Lay Preachers Certificate programme offered through Trinity Methodist
leadership experience for the content
Theological College in Auckland.
to be contexturalised. Some of
those targeted by the funding have
Akoteu Lotofaleía Preschool is a not for profit early childhood education
struggled to meet the programme
centre based in Mangere. Run under the umbrella of the Auckland and Ma-
selection criteria. Some who have been
nukau Tongan Methodist Church, our centre operates two different licenses in
accepted into the programme require
accordance with the new (2008) regulations. We offer preschool education to
considerable learning support. Many
65 children: 50 students over two years and 15 students under two years. Our
are new to the tertiary environment
preschool has a principal, 14 teachers (five of whom are fully qualified and
and have to yet to learn the skills
registered), two cooks and six relievers. We also rely on volunteer assistance
required for tertiary study, including
for our gardens, which support our healthy eating programme.
reading to understand and apply new
knowledge, summarizing information,
Our Tongan community is very committed to targeting and tackling the edu-
assignment writing and academic
cation of our children, especially those aged between one and five years. Early
referencing. Some of our students are
childhood education provides very important grounding for our children; it
highly competent early childhood
offers the opportunity to establish a strong foundation of learning that will
managers and licensees but are hesitant
enable them to achieve a good future for their families, our Tongan commu-
English speakers and struggle with
nity, and the whole country of New Zealand.
written academic language.
We established our preschool in 1998, using our church hall as a base. In
Students who also act in head teacher
1999, we applied for and received a Ministry of Education grant to fund a
or centre management roles face
purpose-built centre in Mangere on land brought from the former Prime
considerable workload pressures. To
Minister, David Lange. We opened the doors of our new building in 2000 and
succeed in our diploma programme,
became fully licensed in 2002. Today, our preschool continues to be guided by
students need to commit the time
a strong vision and a management plan, which includes an intention to have
to build their academic skills while
fully qualified teaching staff and to increase our numbers to 75 children by
also making sense of the programme
2013.
content. A number of the students are
overworked to the point of burnout
Our preschool’s mission is to encourage our students to grow up as competent
and, for them, part-time study requires
and confident learners and communicators, healthy in mind, body and spirit;
a huge commitment after their work
secure in their sense of belonging and in the knowledge that makes them val-
day is over. This workload pressure
ued contributors to society. Children are grounded in their Tongan language,
has become particularly evident since
culture and identity as well as in the early childhood education curriculum.
changes in the government’s early
Most students are from our Tongan church community, which is the largest
childhood education policy in 2010,
in New Zealand and has over 1500 members. Our families live in Mangere
with cuts in government subsidies.
or in surrounding South Auckland suburbs and value our Tongan immersion
Our programme participants are now
approach.
under increased pressure to deal with
resourcing issues and the impact on
From the start, we wanted our centre to have a strong foundation, with quali-
their workloads.
fied staff and good management practices. I knew of a number of Pacific
early childhood education centres struggling to meet Ministry regulations and
Early on, we formed a partnership with
over the years some had closed down due to poor management. When I be-
the Pacific Island teaching and learning
gan to look for relevant educational opportunities, the only management and
department at Unitec and shared an
leadership training I could find was based in Christchurch and available only
academic advisor. Looking back, we
to qualified early childhood teachers. So I kept looking.
underestimated the relationship-
building required to support their
After waiting so long, I read about Unitec’s Graduate Diploma in Not For
engagement. We have since recognised
Profit Management. I was amazed to find that the programme offered
that our own department may be better
scholarship funding to Pacific managers in early childhood sector through an
positioned to provide academic advice
and pastoral support for students, as
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initiative of the ASB Community Trust. When I rang the
Unitec contact, Fraser McDonald, he welcomed my inter-
est and encouraged me to apply. I was accepted into the
diploma in 2009 and also awarded a scholarship.
Tertiary study is challenging and I greatly appreciated
being grouped together with Pacific students working in a
preschool environment. The pace of the larger student group
can be a bit fast at times; I’m an older student and English
is my second language. In our group, we not only share our
Pacific Island cultures but also talk about the challenges
we face in our educational settings. Networking with the
students offers different perspectives and new ideas as well
as practical suggestions for improving how we do things at
our centre.
Preschool administrator Moimoi Ahau Kaufononga
Unitec tutors are kind, helpful and very supportive. Tutors
work in the not for profit sector and know the issues we are investment in Māori and Pacific Education, including
facing in our work. For Pacific Island students, the tertiary the scholarship that allowed me to study at Unitec. The
environment can be a bit hard to enter and tutors give us a scholarship pays 80% of my fees and without this financial
push to get started. They create a friendly learning environ- help I couldn’t attend the programme. Our preschool has a
ment for Pacific people and encourage us to work together very tight budget; most of our families are on low incomes
and ask for support when needed. They introduce us to and rely on the government’s provision of 20 free hours for
studying and give clear directions so we don’t lose our way. early childhood education to enable their participation. I
In addition to the advice and assistance offered by tutors on encourage every Tongan early childhood centre administra-
the programme, I have also received very helpful support tor or manager to enrol in the diploma because it is very
from Unitec’s Centre for Pacific Development and Support, helpful in managing a preschool, not only the financial side
including assignment planning, templates and formatting. but the whole school community. By using the learning sup-
ports offered through Unitec, my study skills have increased,
The course content is very practical and relevant; I’ve my confidence has grown, and my grades have improved.
learnt so much. The real beauty of the programme is that Unitec staff will work with you to reduce any barriers to
you’re always talking and thinking about what you’re doing participation so that you and your centre can benefit from
in your work environment. Tutors build on our existing the programme.
knowledge and skills, and introduce us to other ideas and
academic readings, both New Zealand and international. – Moimoi Ahau Kaufononga
Tutors challenge students to walk their talk and talk their Administrator and Licensee,
walk. It’s so important for a pre-school to manage the Akoteu Lotofaleía Preschool, Mangere
financial side of day to day operations and ensure a healthy
working and learning environment. The programme teaches
you how to do this; it provides an opportunity for students
to learn how to improve their management and leadership
and keep things on track and headed in the right direction
according to Ministry of Education directives and regula-
tions.
Diploma assignments benefit our preschool; in one course
we had to develop a plan to recruit and train teachers, in
another we developed a management plan and budget.
When costs went up, tutors in the financial management
course asked: ‘What are you going to do to manage the
funding shortfall in your preschool? What is your funding
plan?’ I am aware that I need to start succession planning
for my role and I will think about how to do this when I
return to Unitec this year.
So far, I’ve completed four courses and I plan to finish
the diploma in 2011. After I graduate, I want to create a
book of all my assignments and give it to the preschool so
our management committee and staff can learn from the
courses I have taken.
Finally, I wish to thank ASB Community Trust for its
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our staff are constantly seeking to build
trust and nurture relationships with our A student’s story: Learning that supports early childhood
MPEI students. centre innovation and excellence
We also didn’t factor in student
withdrawals when drafting our Growing up, my mother was a great inspiration to me. She trained and practiced
grant application, which we now as a nurse and later retrained as a teacher. I was brought up expecting to have
realise affects the performance of the schooling and education as well as to retain my language and culture. When I had
agreed milestones. We are currently children of my own I began to develop an interest in early childhood education and
addressing this challenge through our began studying at Manukau Institute of Technology, graduating in 2010 with a
recruitment strategy. Bachelor of Education – Early Childhood Teaching. While studying, I took up
employment at Puna O le Atamai Aoga Amata and soon the vision of a new bilin-
We struggled with the early stages of gual centre for our Samoan children began to take shape. Our Trust worked hard
the MPEI evaluation. Evaluation is a to make this vision a reality and four years later, on 13 October 2010, we opened
familiar concept and, as a department, the doors of our new purpose-built early childhood centre, with government, philan-
we’re used to working with and thropic and community support. It was licensed to operate two months later, with
feeding through data and information a roll of 50 children including ten under 2s. We now have four teachers, an admin-
to external evaluators. Initially, the istrator, a new part-time community support worker, and I am the manager. The
evaluation seemed to us to lack clarity centre is open from 7.30am to 5.30pm to make it sustainable for working parents.
and favour an outside expert-driven
approach. Timetabling clashes also Our centre is based in Mangere, South Auckland, which has a high Pacific Island
prevented our attendance at all the population and a predominance of lower income families. We recognise the Pasifi-
evaluation meetings. We understand ka context in which we operate and seek to provide Pasifika content so that families
things are clearer now the evaluation who come to our centre feel at home and are familiar with the Pacific concepts we
is underway and we expect benefits to use. We offer children a Pacific learning environment and a bilingual educational
accrue as we continue to engage in the programme in the Samoan and English languages. We strive to create a working
process. environment that supports the commitment, initiative and creativity of our teachers
and community as well providing quality care for our children and a curriculum
As grant recipients, we face the that will enable them to make a positive transition to school.
challenge of finding time to attend
collaborative training and evaluation I first heard about Unitec’s Graduate Diploma in Not For Profit Management
hui with other MPEI groups. We don’t through an email notification from the Ministry of Pacific Island Affairs. At the
have the same capacity-building and time, I didn’t know such a diploma existed and the email immediately caught my
training needs as other MPEI groups attention. I was working on a project and the course content excited my interest.
and our programmes deliver the kind
of training offered through MPEI I was aware of other Pacific early childhood centres in South Auckland that had
collaborative hui. We also have to closed down due to operational issues and, along with our Trustees, I wanted to
juggle our teaching commitments and ensure that our centre had really good systems in place. When someone asks,
are not resourced to participate in this ‘Where does the funding go?’ we reply: ‘Take a look at our books; the financial
collaborative learning opportunity, records are all there.’ We’re proud of our resources and want to build on our achieve-
although we appreciate the value it ments. Our vision is to be a leading Samoan early childhood centre; we want to be
adds to other MPEI groups. We feel known for our innovation, our transparent and efficient systems, and our authentic
we could play a more active role in Pasifika content. As the manager, I was on a mission to push things through and
the MPEI interactive website but are make things happen to achieve our vision but I also realised I had a lot to learn
not resourced to do so and so this about managing an organisation.
opportunity does not get prioritised.
I contacted Fraser McDonald, at Unitec, and had a very informal conversation with
Making a difference him, during which I felt an instant connection. Fraser’s approach was welcom-
ing and inviting; he was interested in me and my project. Fraser knew the kinds
Over a decade of experience has of questions to ask and the information required to make an assessment about
proven that an interactive learning whether or not the diploma programme would work for me. That first conversa-
environment values and builds upon tion reinforced my sense of the relevance of the programme. I felt the readiness and
the existing knowledge and experience timeliness to move on to something, and this was it!
of students. The diploma programme
collects quantitative data, including The MPEI scholarship funds 80% of my course fees and our Trust agreed to cover
pass rates and graduation rates of the the rest. Our Trust could see that the course work was directly connected to our
programme and also gathers qualitative centre’s future and could help shape our growing vision to expand further.
data from students through scholarship
reports. These reports specifically The three day courses were intense! I came ready to make the most of the situation
ask students to provide feedback on and had my feelers up all the time. I was constantly looking for the benefits for our
the outcomes for them (in terms of organisation and thinking about how to use the information in our setting. The
knowledge, skills and confidence), course content is relevant and meaningful; assignments and projects are related
for their organisations, and for their
community through their participation
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to our work environment. The beauty of the diploma is that
it outlines the basis for a sound organisational framework
and structure; it provides an understanding of good govern-
ance structures and models, and it focuses on how to go about
capacity-building.
The first paper was called Culture and Values. It validated my
experience as a manager. ‘This is what I do already,’ I thought.
What was different and empowering, however, was that I could
finally put words and theory to what I was doing. I was intro-
duced to evidence that supported my management practice.
The next paper, Community Funding and Entrepreneurship,
propelled me to believe that our centre could pursue our ideas
and projects. Suddenly I was looking at our centre through new
eyes. We existed; we were visible in our community; everything
was funded. Our four years of project development and hard
work had resulted in physical and tangible outcomes. Our
people were drawn to the centre. Reflecting on our achieve-
ments, I realised we could begin to pursue our new ideas with
the knowledge and skills passed on to me through the diploma
programme and that taking action could inspire others to
pursue their visions. I was challenged to think about sustain-
able funding streams for our two centres and develop our
funding strategy. I now have my sights on social enterprise; our Manager Tiana Lolesio, left, at the Mangere ECE centre.
vision is to build on and create cultural resources for use in
early childhood centres and possibly primary schools.
supervised and their expertise was offered to us free of charge.
I’ve since passed on their details to two other not for profit or-
The learning environment is very Pacific friendly; it’s safe for
ganisations, so others can benefit from this great opportunity.
us. Diploma tutors acknowledge the experience, knowledge,
ideas and interests of students and treat us like professional
So far, I have completed three papers and will do three more
colleagues. You feel valued as a student and like you belong.
this year. I had one course cross-credited from my degree
Fraser has worked hard to create ‘a community of learners’
studies and my plan is to finish the diploma in 2012. The tutors
among the Pacific students, ensuring that our needs are met
encourage students to take our time and pace ourselves rather
and that the programme is tailored to early childhood educa-
than take on too much and become overloaded. Many students
tion. For me, the transition to study was smooth; I had recently
are juggling multiple responsibilities; they work full-time,
completed my bachelor’s degree and was still in a study frame of
have families and community commitments. The diploma has
mind. I didn’t need to access the academic support on offer, but
reinforced I don’t have to say ‘yes’ to everything; there’s a bigger
that help is available if needed.
picture to things.
I have developed confidence in the people delivering the pro-
I lost my father at a young age, and now that I have young
gramme. The tutors have worked in the not for profit sector and
children I often wonder, ‘what legacy will I leave my children?’
taught for many years. They offer a wealth of experience and
I want my children and our Pacific communities to have
have access to large networks. Talking with Sandy and Fraser,
access to the best opportunities for learning that are available.
for example, is like talking to your auntie or uncle or one of
Establishing a strong foundation of early childhood education
your own people; they convey a shared humanity that crosses
is vital for our children, families and communities. In growing
over the Pakeha and Pacific cultural divide and highlights com-
our organisation, it’s crucial that we get it right. Our centre is
mon interests. They create an instant connection with students;
here for Pacific children; we want to ensure that our learning
they’re down to earth, approachable and come with a proven
environment and curriculum fosters and preserves their culture
track record. They know and talk meaningfully about the
and language. We have skilled staff and I trust them to exercise
challenges facing NFP organisations.
sound judgment. We all love coming here. I now want to
inspire two other groups we’re working with to come under our
The tutors and students come from diverse backgrounds,
umbrella. I’ve already gained so much from studying at Unitec.
personally and professionally, and work in a range of roles and
The Graduate Diploma in Not for Profit Management is well
settings. Some have made a lifestyle change, such as transition-
suited to big picture people who want to build and grow their
ing from corporate life or commercial law to working in the not
organisation. I’d strongly recommend it as a study option for
for profit sector. In talking with other students and tutors, I’ve
other Pacific people.
received crucial feedback and valuable suggestions that have
helped to inform the development of our centre. For example
– Tiana Lolesio,
through another student, I was able to access a media design
Centre Manager,
school willing to assist us with brochures and signage. The
Le Malelega a le To’elau (‘Wind of Wisdom’) ECE Centre,
school provides placements for design students whose work is
Mangere
9
in the programme. This information
tells us how the programme is making
is difference.
Students grow considerably in
personal confidence and professional
competence, and are better equipped
to meet the challenges they face in
their management and governance
roles, organisational contexts and
communities. In particular, the
programme enables students to
become more effective leaders, in a
management or governance capacity.
They learn to appreciate the nature,
interrelationships and practical
applications of various forms of
governance and management. They
become self-reliant managers and
skilled board members able to exercise
the analytical abilities and judgement
required for informed decision-
making. Students also increase their
cultural knowledge and competence, Pupils, parents and teachers gather to watch construction of their purpose-built
displaying sensitivity towards the early childhood education centre, Le Malelega a le To’elau.
needs of different ethnic groups within
their communities. Importantly,
they gain skills to facilitate their
own and others lifelong professional of a body of information, knowledge, approach will allow for extra group
development. experience and wisdom related to tutorials and a learning support team
NFP management in Aotearoa New for students.
Through critical enquiry, knowledge- Zealand, the Pacific and further afield.
sharing, and skills development, We will seek to ensure that early
students contribute to building the What’s on the horizon? childhood centre boards, and the
capacity of their organisations to Pacific communities they serve,
better respond to current challenges Thirteen MPEI scholarships were support students to pursue study
and take up relevant opportunities, awarded in the first fifteen months through the programme.
including how to source funds and of the project. All of our scholarship
other resources needed for their students showed considerable We will seek to build upon our
organisations and projects. abilities in our interactive classroom relationships with Ministry of
environment. Of these, nine students Education advisors so as to harness
Students acquire knowledge of the continue to be actively engaged in the their knowledge of the early childhood
history, culture and ethics of the programme. Some are struggling with sector and target potential students.
NFP sector in Aotearoa New Zealand the coursework and, going forward, We also need to build upon our
and how their organisation fits into we will offer ongoing support to foster relationships with Pacific communities
this context. A NFP sector identity their retention in the programme to engage them in discussions about
is strengthened through classroom and educational achievement. Four which of their early childhood leaders
engagement and networking. This students ‘stepped out’ in the first year, and managers would benefit from our
engagement provides a unique either for health reasons or the high programme.
forum across the sector’s own silos, demands of their day to day workload.
enabling students working in the early We will follow up with these students Unitec is in for the long haul and we
childhood sector to learn alongside to better understand the reasons for need to find ways to educate boards,
and from those working in NFP social their withdrawal and to determine if communities and students about the
services, community law, community we can provide the necessary support value of the programme, so as to gain
development, community-based health to encourage their re-entry. maximum value of the Trust’s financial
services and so on. Students develop investment over time. Our scholarship
wide networks across the sector and In 2011, we will continue to update our students often act as community
region, including but not only within database and undertake a recruitment leaders and are constantly in demand.
their own area of interest. drive for new students based on a To succeed however, they need the
fresh marketing strategy targeting time and freedom to participate, and
The programme supports leadership Pacific early childhood managers and others to understand what is required
development in the NFP sector, board members. It is our goal to focus in fulfilling the commitment to
including early childhood education, on creating a cohort student group ongoing training.
and contributes actively to the growth from each recruitment round. This
10Concluding reflections
Unitec’s Graduate Diploma in Not
for Profit Management programme
provides a unique learning
environment where current or
emerging Pacific community leaders
have the opportunity to learn
alongside their peers and to forge
cross-sector networks that benefit
their communities. Through training,
mentoring and networking, diploma
students journey together over a
number of years while simultaneously
engaging in their own local community
developments and service work.
Course work relates to the particular
contexts in which students are
working and provides ongoing
opportunities for personal, conceptual
and skills development, including the
development of frameworks that enable
them to apply learning, reflect on and Students attend classes for one of Unitec’s diploma programme courses.
in practice, and act with insight, agility,
and creativity.
into account our joint interests. Our excited about growing Pacific leaders
We accept that, as a large Pakeha ongoing meetings with Moi Becroft, for the early childhood education
educational institution, some may take the MPEI Project Manager, are not sector.
the view that Unitec slipped in the side treated as audits in which the funder
door of MPEI. We believe that our is ‘checking up’ on the grant recipient
core purposes as a department and but rather as a meeting of colleagues to
our track record through the Graduate reflect on recent work and to consider
Diploma of Not For Profit Management what lies ahead.
positions Unitec to make a vital
contribution to lifting educational Through MPEI, Unitec and the
achievement of Pacific communities Trust are working together to evolve
by growing Pacific leaders for the early strategies to overcome challenges. The
childhood education sector. We are Trust comes to the table with a realistic
aware that many other Pacific projects view; it recognizes that programmes
missed out on MPEI funding and we and projects will inevitably meet
value the opportunity to contribute challenges along the way. It views
further to an area of our interest and challenges as opportunities to adapt,
expertise. learn and develop new pathways, rather
than as programme failures. As grant Unitec Contributors to this story
From our perspective, ASB Community recipients, we don’t have to pretend were: Sandy Thompson and Hilary Star
Trust displayed an openness and everything is rosy. Instead, we can Foged (Co-Heads of the Department of
transparency throughout the grant- acknowledge our achievements and be Community and Health Studies) and
making process, which we believe honest about the hurdles. Fraser McDonald (Tutor)
provides a model for other funders.
Some funders are too criteria driven The Trust’s partnership approach Copyright: Unitec Department of
and it’s easy for applicants (especially tells us that it is interested not only in Community and Health Studies and
those who are inexperienced in grant- performance but also in its relationship ASB Community Trust, 2011.
writing) to miss out on funding with MPEI grant recipients. From
opportunities. Our experience with our perspective, when the funding For more information contact:
MPEI shows that direct engagement relationship is based upon mutual E Maori and Pasifika Education
can open the way to a partnership respect, openness and rigor, it Initiative Project Manager, Moi Becroft:
approach built on mutual respect, encourages recipients to work harder 09 360 0291,
openness, transparency and rigour. and go the extra mile. In the case of info@asbcommunitytrust.org.nz
MPEI, the Trust’s approach encourages ESandy Thompson, Head of
Through direct engagement, we were us to be fearless; to stock-take when Department, Department of
able to respond to the Trust’s enquiries necessary and change direction in light Community and Health Services
and concerns related to our expression of fresh evidence. Our students are Unitec, Sandy Thompson: 09 649 815
of interest and pull together a more thirsty to learn and make a difference 4321 ext 5091sthompson@unitec.ac.nz
convincing application that took for their Pacific communities. We’re
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