PADDLE

Ministry of Education

2003/04

Annual Report

1 July 2003– 30 June 2004

TABLE OF CONTENTS

Part
1
Ministry
Operations
Page

2

Executive
Summary
Page

2

Part 2
Detailed Report on Outputs

Page 3

Output 1
Curriculum Development and Support

Page 3
Output 2
Teacher Recruitment and Pre-service Training

Page 6
Output 3
Quality Learning Programmes

Page 8
Output 4
School Support and Partnerships

Page
10
Output 5
Standards Establishment and Monitoring

Page 12

Financial
Performance
Report Page
14

Part
3

Personal
Performance Page
15

Part
4
General
Management Page
16

1.

Leadership
Page
16
2.

Staff
Development
Page
17
3.

Stewardship Page
18
4.

Statutory
Independence
Page
18
5.

Industrial
Relations Page
19
6.

Occupational
Health
and
Safety
Page
19
7. Customer Service and Public Scrutiny

Page 19
8. Research, Development and Product Evaluation

Page 20
9.

Internal
Reporting
and
Quality
Control
Page
20
10.
Equal
Employment
Opportunity
Practice
Page
21
11. Management Information System and Processes

Page 21
12.
Collective
Interest
Page
22

Part
5

Other
Activities
Page
22

Appendices
Financial Reports

Balance Sheet
Profit and Loss

1

PART 1 MINISTRY OPERATIONS
EXECUTIVE SUMMARY

The goal of equitable access for all Cook Islands students to a relevant, high quality education has become
significantly closer due to the results achieved in 2003/04.

Major progress has been made towards a more relevant curriculum with the completion of curriculum statements
for English, Cook Islands Maori, Health and Physical Well-being and Visual Arts. Work also began on curriculum
statements for Mathematics, Science and Performing Arts with completion expected in 2005.

The quality of primary school teaching has been improved through in-service training and advice in Reading,
English, Cook Islands Maori, Health and Physical Well-being, Visual Arts and Science. The pilot of the Numeracy
Project and beginning of the Cook Islands Maori Dialect Readers Project are initiatives that will have significant
long term benefits for student achievement. The quality of secondary school teaching has been improved through
in-service training and advice in Cook Islands Maori, Health and Physical Well-being, Visual Arts, Science and
Mathematics. In 2004 the final phase of standards based qualifications was implemented with NCEA Level 3
replacing Form 7 University Entrance / Bursary with substantial training for teachers across all subject areas.
Throughout the year, 42 Principals and teachers received professional development opportunities through overseas
conferences or attachments to NZ institutions or schools. Significant developments in Special Education included
increased employment of teacher aides, diagnosis of students by a team of specialists from NZ, $55,000 worth of
special needs resources, inservice training for teachers and attachments to NZ schools organised for 4 teachers.

The total school roll has been fairly stable since 2000. In 2004 it stood at 4647. However during this time the
primary school roll and the outer island roll have both been decreasing but have been offset by a significant
increase in students at the senior secondary school level. However with continued emigration and falling birth
rates, it is projected that overall rolls will begin to decrease again with significant reductions occurring in the outer
islands. Consequences will include multi-level classes, distance leaning and reduced demand for teachers.

The current demand for quality primary / preschool teachers is being met through the Cook Islands Teachers
Training College with 11 trainees on target to graduate in 2004 and 16 in 2005. The quality of training has been
improved through expansion to a 3 year programme and through extensive writing of new, relevant courses at
Stages 1, 2 and 3 in all learning areas. As well as graduating with Cook Islands qualification the trainees will also
graduate with a NZQA recognised National Certificate in Early Childhood Education and Care and will also have
passed several USP degree level papers. In a joint partnership between the Ministry, USP and NHRD a B.Ed
course will be available for teachers in the Cook Islands with tutors mainly being Teachers College lecturers, and
school Principals and teachers. The lack of Cook Islanders teaching at secondary level is a major concern and
strategies need to be developed and implemented to solve the problem. In the short term the shortage is being
addressed through recruitment of overseas teachers especially under the NZAID Education Support Project.

Increased investments in school resources and facilities were made in 2003/04 through the European Funded Outer
Island Development Project ($314,600), procurements under the NZAID School Resources Project ($180,000), the
NZAID Special Education Project ($55,000), the Schools’ Capital Budget ($50,000), a variety of private donors,
and the school refurbishment programme implemented by CIIC including major improvements for Tereora
College and the removal of asbestos roofs in some schools.

Access to quality education for outer island students was improved in 2003/04 through the introduction of
government grants for outer island students studying at Tereora, expansion of NZ Correspondence School courses
and NCEA Level 1 courses being delivered on Pukapuka with all students gaining credits. The potential for further
distance learning opportunities has been improved by many outer island schools registering for email/internet
access as a result of Telecom CI subsidies and through the development of a Ministry of Education Website.

Indicators that the overall quality of education is gradually improving include Grade 4 and Grade 6 national
monitoring trends, increased senior secondary retention rates and audit reports of improved school management
and curriculum delivery. The introduction in 2004 of national monitoring of all six year old students will enable at
risk students to be identified at an early stage and for remedial programmes to be implemented.

2

PART 2
DETAILED REPORT ON OUTPUTS

OUTPUT 1

Curriculum development and support.

Results, Workplans and Measures
Status
Comments / Issues
Result 1 : Curriculum statements for Curriculum Statements for English, Maori, All results achieved and exceeded in
Languages, Health, Mathematics, Arts Visual Arts, and Health and Physical Well- regard to the Visual Arts statement
and Sciences produced.
being were developed from research and being completed ahead of schedule
Workplan
: Research, consult
stake-holder consultation and all 4 and Information Communication
stakeholders and develop relevant statements tabled with the Minister.
Technology curriculum programmes
curriculum statements for Languages,
also being reviewed with reports
Health, Mathematics, Arts and Sciences. A Mathematics Curriculum Developer was
tabled with the Secretary.
Measure : The Policy Register verifies appointed in Jan 2004. Research and

acceptance by the Minister of consultations have proceeded to plan with
The Mathematics, Science and
curriculum statements for Languages the Mathematics Curriculum Development
Performing Arts Curriculum
and Health and curriculum development Report being completed and tabled with the
Statements will be completed in
reports for Arts, Mathematics and Minister. Draft learning outcomes for each
2004/05.
Sciences by June 2004.
achievement objective have been finalised

for Measurement, Algebra and Geometry
An Early Childhood Education

Adviser was appointed in May 2004
A Performing Arts Curriculum Development with development of the ECE
Team from NZ conducted research and
curriculum to begin in July.
consultations with Cook Islands stake-

holders and the resulting Performing Arts
In 2005, development will start on a
Curriculum Development Report was
Marine Studies Curriculum
completed and tabled with the Minister
programme and the Social Studies

Curriculum Statement.
A Science Curriculum Developer was

appointed in Jan 2004 and research and
The final phase of the curriculum
consultations have proceeded to plan with
plan will begin in 2006 with the
the Science Curriculum Development
development of the Technology and
Report being completed and tabled with the
Enterprise Statements.
Minister. Consultations are in progress on
draft structure and strands.
Result 2 : Primary teachers are more Reading : professional advice available to
Training opportunities for primary
competent in teaching Reading, Maori, primary teachers on all islands ; workshops
teachers exceeded expectations
English, Mathematics, Health/PE, and held for teachers on Rarotonga, Manihiki,
especially in numeracy and science.
Arts.
Rakahanga, Penrhyn, Pukapuka and

Workplan : Plan and deliver workshops Mangaia. Inventory of Reading Resource
Reading workshops for Aitutaki,
and support for Primary teachers in Materials completed. The Balanced Reading Atiu, Mauke and Mitiaro had been
Reading, Maori, English, Mathematics, and Writing Programme was evaluated and
held in February – June 2003 and
Health/PE, and Arts.
an action plan to meet the professional
further workshops planned for
Measure : The Curriculum Register development needs of teachers developed
2004/05. Professional development in
verifies the delivery of workshops for and implementation initiated in 2004.
Maori and English was linked to the
Primary teachers in training Reading,
reading development programme.
Maori, English, Mathematics,
Maori : professional advice available to

Health/PE, and Arts.
primary teachers on all islands ; workshops
Extra outputs :

held for teachers on Rarotonga, Mauke,
The Numeracy Programme is a

Mangaia, Manihiki and Penrhyn.
significant initiative to improve

student achievement in mathematics.

English : professional advice available to
The programme is being piloted at

primary teachers on all islands ; workshops
Avatea School with holiday

held for teachers on Rarotonga, Mauke,
workshops, after-school inservice

Mitiaro and Penrhyn.
training and regular advisory

support. High interest from other

Mathematics : professional advice available
schools resulted in extra workshops

to primary teachers on all islands ;
being conducted.

workshops held for Rarotonga teachers on

numeracy, unit planning, assessment and use Ongoing consultation with panel and

of resource materials and practical activities. community groups resulting in

Numeracy workshops were held for teachers development of smokefree/tobacco

from Avatea, Nikao, Te Uki Ou, St Joseph’s, strategic plan.

Rutaki and Aitutaki schools.

3

Results, Workplans and Measures
Status
Comments / Issues
Result 2 continued :
Health/PE : professional advice available to
Extra : NZASE Certificate (Science)

primary teachers on all islands ; workshops
programme facilitated with 15
Primary teachers are more competent in held for teachers on Rarotonga, Penrhyn,
Rarotonga teachers graduating in
teaching Reading, Maori, English,
Aitutaki, Mauke, Atiu and Mangaia.
December 2003. NZASE Certificate
Mathematics, Health/PE, and Arts.
Workshops and advice provided in a range
programme introduced to teachers

of Health/PE areas including mental health,
in Mangaia and Aitutaki with 17
social skills, sexuality and PE.
Aitutaki teachers on track to

graduate this year.
Arts : professional advice available to
primary teachers on all islands ; workshops Extra : Science workshops held for
held for teachers on Rarotonga, Mangaia Manihiki primary teachers on
and Manihiki ; art programmes in Northern science goals, planning, skills, and
Group schools initiated in partnership with assessment and for Te Uki Ou
the Northern Group Facilitator ; coordinated teachers on whole school
printing workshops delivered at Arorangi programmes.
School by Sylvia Marsters

Extra : overseas workshops attended
by primary teachers include :
Science Education for Pacific
Schools workshop in Fiji;
Australian and NZ Principals
Conference in Australia, Human
Rights, Good Governance and
Trade Unionism workshop in Fiji;
Exploring Language Teaching
Through Literature workshop in
Malaysia.

Result 3 : Secondary teachers are more Arts : professional advice available to
Training opportunities for secondary
competent in teaching Arts, Science, secondary teachers on all islands; advice
teachers exceeded original plans
Health/PE, Maori and NCEA Level 3 provided to Art teachers at Nukutere,
especially in Health/PE, Science,
(Form 7) subjects.
Titikaveka and Tereora including NCEA
Mathematics and NCEA training.
Workplan : Plan and deliver workshops moderation support. Facilitated Art Student

and support for secondary teachers in Workshop (with Sylvia Marsters) for students Extra outputs :
Arts, Science, Health/PE and Maori and and facilitated the CINVAS Constitution Arts MOU between Ministry of Education
NCEA training in all Level 3 (Form 7) Exhibition including works by young artists. and Ministry of Health developed and
subjects.

signed. Aid proposals for Health/PE
Measure : The Curriculum Register Health/PE : professional advice available to
drafted and planning for the SPC
verifies the delivery of workshops for secondary teachers on all islands ; workshops Obesity Project initiated.
secondary teachers in Arts, Science, held or advice provided for 20 Rarotonga and
Health/PE, Maori and NCEA Level 3 Southern Group secondary teachers and
A science unit standards course and
(Form 7) subjects.
parent representatives on Sexuality, for
teachers guide developed for
Penrhyn teachers on safe learning
Pukapuka students and teachers. 2003
environments, for all principals (Leadership
Science and Technology Challenge
Workshop) on communication skills and
held in October involving 100
conflict management, for Tereora staff on
students from 8 schools.
drug education, for all accredited colleges on
health/PE delivery, sexuality and/or NCEA
Coordinated a Climate Change
moderation and assessment. Inservice training workshop for teachers in Mangaia
plan developed.
and Aitutaki and resources supplied

to accredited schools. Class set kept
Science : professional advice available to
at the MOE to lend to schools.
secondary teachers on all islands ; workshops Sandwatch workshop conducted for
held for secondary teachers at Enuamanu,
28 Rarotonga teachers
Mangaia (x2), Mauke, Tereora, Titikaveka,

Nukutere and Araura Colleges on a wide
Reading Recovery Programme
range of science topics including Biology,
Publications of ‘Suggestions for
Chemistry, Unit and Achievement Standards,
helping middle/upper level children
NCEA Levels 1-3 assessment and
who are struggling in reading’
moderation, mock exams, alternative courses,
climate change, forensics and the

4

Results, Workplans and Measures
Status
Comments / Issues
Result 3continued :
environment. Advice provided through Taieni Overseas Workshops: secondary

newsletter circulated to schools.
teachers attended the Bio-live
Secondary teachers are more competent
conference in NZ ; the Sandwatch
in teaching Arts, Science, Health/PE, Maori : professional advice available to
workshop in Dominica ; the Pacific
Maori and NCEA Level 3 (Form 7) secondary teachers on all islands ; workshops Senior School Certificate in
subjects.
held for secondary teachers on Manihiki,
Agriculture Review in Fiji;

Pukpuka, Atiu and Mauke on the draft
Exploring Language Teaching
curriculum, unit plans and unit standards and Through Literature workshop in
administration guidelines. Accredited
Malaysia ; Australian and NZ
colleges assisted with moderation of Maori
Principals Conference in Australia ;
unit and achievement standards. NCEA 1-3

workshop held for all accredited colleges.

Maths : professional advice available

NCEA Level 3 : 15 teachers and advisers to secondary teachers on all islands.
attended Phase 1 training in NZ ; 13 Workshops held on Mangaia, Atiu
attended Phase 2 training in NZ ; 13 and Aitutaki. Up to date resources
attended NCEA Level 1-3 English workshop made available to all teachers via CD.
on Rarotonga : 11 attended NCEA Level 1-3 Moderation of NCEA carried out for
CI Maori workshop on Rarotonga; 4 F7 accredited schools. NCEA workshop
teachers (Arts/ Graphics/ Horticulture/ held for all teachers on Rarotonga
Health/PE) were attached to NZ schools.
and the Southern Group. Workshop
held for F 1-4 teachers on Numeracy
Result 4 : Teachers are more competent Professional advice available to teachers on Significant support for teachers and
in teaching special needs students.
all islands. Workshops held for teachers on students provided especially through
Workplan : Plan and deliver Special Rarotonga, Aitutaki, Atiu, Mangaia,

the NZAID Special Needs Project.
Education workshops and support for Pukapuka and Penrhyn. Regular support and Project Details :
primary and secondary teachers.
advice provided to the Avarua Special Unit $55,000 spent on high age – low
Measure : The Curriculum Register and the Tereora Learning Support
reading age books for all secondary
verifies the delivery of workshops for Programme. Teacher aides employed for schools and special needs resources
special needs education.
very dependent special needs students on for Avarua, Tereora and Te Uki Ou.
Mauke, Mangaia, Atiu and Rarotonga.
Attachments to NZ were organised

for teachers from Rarotonga, Aitutaki
The NZAID Special Education Project was and Manihiki (2 for July). A team of
developed and implemented. Considering 3 NZ specialists assessed 22 students
that the project was not approved by the NZ on Aitutaki, Atiu and Rarotonga and
High Commission until February 2004 it developed individual learning
was a notable performance by Ministry staff programmes and provided supporting
to implement all 4 components of the resources. Funding was provided for
$100,000 project within a 5 month time teacher aides at Te Uki Ou (3) and
frame.
Imanuela Akatemia (1).

OUTPUT 1 Financial Report
Budget
Actual Expenditure
Variance
Personnel 338,432
353,088
-14,656
Operating 78,457
80,403
-1,946
Depreciation 18,364
14,020
4,344
Gross expenditure
435,253
447,512
-12,259
Trading
Revenue
0 0 0
Net expenditure
435,253
447,512
-12,259

The personnel overspending of $14,656 is partly due to an extra fortnight’s pay period that was not budgeted for
on instruction from MFEM. Of this payroll, 2 day’s pay was attributed to the 2003/04 account totalling $ 2,940 for
Output 1. Excluding this extra payment net expenditure would be $ 11, 716 over budget.

Essentially the same staff are involved in delivering Output 1 and Output 2. These are the Curriculum Advisers /
CITTC Lecturers and support services staff. When Outputs 1 and 2 personnel and net expenditures are combined
the result is an under-spending of $ 14,562 in personnel and an under-spending of $ 13, 836 in net expenditure.
This tends to indicate that the over-spending in Output 1 may not be real but due to an error in the Ministry’s
system for allocating personnel expenditure across outputs resulting in a medium over-spend in Output 1 and a
large under-spend in Output 2 instead of a low under-spend in both outputs.

5

OUTPUT 2
Teacher recruitment and pre-service training.

Results, Workplans and Measures
Status
Comments / Issues
Result 1: 23 - 27 primary trainees gain 27 trainees started and completed Semester The target of 23 - 27 trainees gaining
credits towards their Teachers College 2, 2003 and Semester 1, 2004.
credits has been achieved. Retention
Diplomas with 9-11 on track for
rate is 100%.
graduation in Dec 2004 and 14 -16 on 6 of the 11 Year 3 trainees have achieved
track for graduation in Dec 2005.
100% of all CITTC credits available in 11 Year 3 trainees can graduate in
Workplan: Deliver ECE-Primary pre- 2003/04. The grades of the 5 other trainees December 2004. However 5 will
service training programmes for 23 – 27 have mainly been reduced by late
need to improve on timeliness of
trainees.
submission of assignments.
assignments.
Measure: The Teachers College

Register verifies 23 – 27 trainees 12 of the 16 Year 2 trainees have achieved 16 Year 2 trainees can graduate in
enrolled and gaining credits.
100% of all CITTC credits available in December 2005 although 4 will have
2003/04. 4 students did not achieve the to repeat some courses.
standards in the teaching practicum and 2
courses.

All 27 trainees are enrolled in the National
Certificate of Early Childhood Education and
Care (Parenting) Level 3. 20 are on track to
complete all 20 unit standards by November
2004 and 7 will complete 15 – 19 unit
standards. 23 trainees passed ED 151, 20
passed LLF 114 and all have passed either
LLF 11 or LLF 11.
Result 2 : Policies and plans for Plans for the delivery of the Bachelor of This is a significant development
relevant, cost-effective teacher training Education (Primary) by Distance and Flexible that will allow teachers to study
programmes.
Learning mode have been developed in towards a degree while living and
Workplan: Research, consult
partnership with the USP and NHRD.
working in the Cook Islands.
stakeholders and develop policies and

plans for relevant, cost-effective teacher An options paper for cost-effective teacher The option for CITTC training by
training programmes.
training programmes was researched, written, distance and flexible learning mode
Measure : The Policy Register verifies costed and tabled with the Secretary.
has been endorsed and
endorsement of new policies and plans
implementation has been included in
for teacher training programmes.
An electronic programme to calculate future the 2004/05 aid proposals.
teacher demand and supply has been
developed based on census, birth rate and
education system data. The programme and a
report written from a comprehensive analysis
of the data and projections will guide policy
decisions for future training programmes.
Result 3 : More relevant training ECE : Unit Standard Courses for the National Significant improvement in training
college courses in ECE, Languages, Certificate of Early Childhood Education and college courses mainly written by
Mathematics, Arts, Health/PE and Care (Parenting) Level 3 have been the lecturers specifically to meet the
Social/Physical Sciences.
introduced through the Open Polytech of NZ; needs of teaching in the Cook
Workplan: Research, write and
new course written is PIPTP ECE 102
Islands but also incorporating
implement new training college courses
relevant unit standard courses
and incorporate relevant courses from Languages : new courses written are KMAO recognised by NZQA and USP
NZ and USP tertiary institutions into the 101, KMAO 202 (Maori); CULL 101 courses that gain trainees credits
training college programme.
(English), CULR 101, CULR 201 (Reading); towards university certificates,
Measure : The CITTC Quality PPKKM 101, PPKKM 201 (Kai Korero diplomas and degrees.
Management System verifies the
Maori); integrated USP Courses are LLF11
completion of new courses.
Communication & Study Skills & LL114
English for Academic Purposes

Mathematics : new courses written are Essential components of the
CUMX 101 and CUMX 201;
numeracy programme have been
Arts : new courses written are CUPO 101, incorporated in the Mathematics
CUPO 201 (Performing); CUMPO 201 courses.
(Visual)

6

Results, Workplans and Measures
Status
Comments / Issues
Result 3 continued:
Health/PE : new courses written are CUHE A video is being developed for a

101 and CUPE 201
new Year 2 course on Parent’s
More relevant training college courses
Expectations of Teachers.
in ECE, Languages, Mathematics, Arts, Social / Physical Sciences : new courses
Health/PE and Social/Physical Sciences. written are CUSS 101 and CUSS 201 (Soc

Sci); and CUSC 201 (Sci)

Education : new courses written are PITP 101
and PITP 102 (Intro to Teaching Profession),
PITP 201 and PITP 202 (Learning through
Planned Teaching, Assessment and
Evaluation); PPTM 101 (Theoretical Model
for Teaching and Learning), PPLP 201
(Learning Praxis); integrated USP Course is
EDU 151 Understanding Human
Development
Result 4 : Secondary and tertiary Proposals for a Secondary CI Maori Training Recruitment for primary teaching is
students and the community receive Programme have been drafted and meeting demand. However
relevant information about teaching as a consultation initiated.
recruitment for secondary teaching
career.
The CITTC Principal and Director of Policy is not meeting current and future
Workplan: Implement a teacher
and Planning delivered a primary and needs and dependency on
recruitment campaign through the secondary teaching recruitment campaign to expatriates is increasing. Strategies
media, brochures and meetings.
senior students at Tereora College.
to recruit more Cook Islanders into
Measure : The Media Register verifies The CITTC Principal conducted a primary the secondary teaching profession
regular media coverage and meetings to teaching campaign on Manihiki.
need to be developed and
promote teaching.
Planning has been initiated for promoting implemented by the Ministry in
teaching at the August 2004 Careers Expo.
partnership with NHRD and aid

agencies.

OUTPUT 2 FINANCIAL REPORT
Budget
Actual Expenditure
Variance
Personnel 329,826
300,608
29,218
Operating 31,424
31,909
-485
Depreciation 10,014
12,652
-2,638
Gross expenditure
371,264
345,169
26,095
Trading Revenue
0
0
0
Net expenditure
371,264
345,169
26,095

Output 2 results were achieved within the budget appropriation. However as stated in the Financial Report for
Output 1 the significant under-spending in Output 2 may be due to the Ministry’s financial reporting system
allocating too high a percentage of the personnel expenses for curriculum advisers / CITTC lecturers and support
staff to Output 1 and too low a percentage to Output 2.

7

OUTPUT 3
Quality Learning Programmes.

Results, Workplans and Measures
Status
Comments / Issues
Result 1 : Government schools staffed All islands staffed at or above official policy All schools staffed and resourced
and resourced according to policy and levels during 2003/04.
at or above policy levels.
relevant learning programmes

effectively delivered on Rarotonga, a) Jul-Dec 2003
After declining rapidly from 1996
Mangaia, Aitutaki, Atiu, Mauke,

to 2000 the overall school roll
Mitiaro, Pukapuka, Nassau, Manihiki Teachers : Entitlement Actual Diff
from 2001 to 2004 has stabilised
and Penrhyn.
Rarotonga : 122 125 3
at about 4,650. However during
Workplan : Staff, resource and deliver Mangaia : 16 18 2
this time the primary school roll
learning programs in government Aitutaki : 33 36 3
and the outer island roll have both
schools on Rarotonga, Mangaia, Atiu : 11 13 2
continued to decline. The
Aitutaki, Atiu, Mauke, Mitiaro, Mauke : 9 10 1
secondary roll has increased
Pukapuka, Nassau, Manihiki and Mitiaro : 6 6 0
especially at the F5-7 level but in
Penrhyn.
Pukapuka : 11 12 1
the medium-long term rolls at all
Measure : The payroll and financial Nassau : 2 2 0
levels are expected to decline.
reports verify government schools on Manihiki : 9 10 1

Rarotonga, Mangaia, Aitutaki, Atiu, Penrhyn : 9 9 0
Ten fewer teachers were
Mauke, Mitiaro, Pukapuka, Nassau, TOTAL 228 241 13
employed in 2004 mainly due to
Manihiki and Penrhyn are appropriately
the declining primary school roll
staffed and resourced and Audit Reports b) Jan - June 2004
and due to budget constraints
verify effectiveness of learning
created by a $100,000 cut to the
programs delivered.
Teachers : Entitlement Actual Diff
Ministry’s budget for 2003/04.
Rarotonga : 119 123 4

Mangaia : 17 18 1
In addition to the operating
Aitutaki : 30 32 2
budgets from the MOE, outer
Atiu : 11 12 1
island schools also received
Mauke : 8 9 1
goods and services worth over
Mitiaro : 6 6 0
$305, 000 from the EU OI
Pukapuka : 12 12 0
Development Project and
Nassau : 2 2 0
resources totalling $180, 000
Manihiki : 9 9 0
were ordered for all schools under
Penrhyn : 7 8 1
the NZAID School Resources
TOTAL 221 231 10
Project.

Operating Budgets for 2003/04 available to School resources were also
all schools as per policy :
donated by various agencies

including Bermuda Trust (96
Rarotonga $161,668 Aitutaki $39,730;
cartons of photocopy paper for
Mangaia $20,718 Mitiaro $5,828
Nth Gp schools), the Australian
Atiu $14,471 Mauke $9,903
Friend of CI Education (books to
Pukapuka $13,441 Nassau $2,785
all schools valued at $42,600) ,
Manihiki $11,060 Penrhyn $9,362
Frank Sabatano (musical
instruments)
Result 2 : Private Schools funded All private schools provided with monthly MOUs signed with all private
according to government policy.
grants in line with government policy.
schools and monthly grants
Workplan : Administer grants for all
provided as per the MOU.
Private Schools.
School Staff Roll Annual Grant $ %

Measure : Financial reports verify
Funding issues regarding annual
Private Schools are funded according to Nukutere : 10 156 $226407 90%
increments and staff changes
government policy.
St Joseph : 9 185 $179887 90%
during the financial year need

St Mary’s : 4 59 $ 81958 90%
analysis and policy decisions.
Papaaroa : 5 75 $86875 75%

Ait SDA : 4 65 $71712 75%

Te Uki Ou : 7 148 $ 115832 75%
Immanuela: 4 60 $11153 20%

8

Results, Workplans and Measures
Status
Comments / Issues
Result 3 : Relevant students have access In 2003 there were 191 students enrolled in
Liaison between the Ministry and
to distance education programs, 487 NZ Correspondence School courses :
NZ Correspondence School
including NCEA courses.
Aitutaki (18,24); Atiu (20, 34) ; Mangaia
resulted in the previous quota of
Workplan : Plan, develop and manage (24, 38); Mauke (10,13) ; Mitiaro (13,44) ;
250 student courses being lifted
distance education programs including Penrhyn (24,94) ; Manihiki (37,179);
allowing 586 course enrolments
access to NCEA courses.
Rakahanga (2,4); Pukapuka (2,2);
in 2004.
Measure : EduNet Centre files verify at Palmerston (7,16) and Rarotonga (34,39)

least 200 distance education course
The first ever credits towards an
deliveries.
In 2004 there were 272 students enrolled in
NZQA qualification by students

586 courses : Aitutaki (3,3); Atiu (26,35);
on Pukapuka is a major break

Mangaia (31, 58); Mauke (18,24); Mitiaro
through for Northern Group
(18,70); Penrhyn (21,83); Manihiki
education.
(38,173); Rakahanga (1,2); Pukapuka (0,0);

Palmerston (0,0) and Rarotonga (116,138)
Mangaia School incorporated

distance mode USP Foundation
Pukapuka : 17 students on Pukapuka
courses into their Form 7
enrolled in NCEA Level 1 courses in
programme with all 9 students
English, Mathematics, Social Science, CI
passing English LLF11 and 2 of 5
Maori and Science through Tereora
students passing Mathematics
accreditation with all students gaining 2 – 52 MAF21.
credits with most gaining 20 – 45 credits.
Result 4 : Eligible outer island students July – Dec 2003 : 28 students assisted to Financial and pastoral support
are supported while studying away from attend Tereora College with travel and was provided to all eligible outer
their home island.
weekly allowances : Pukapuka (6), Mauke island students studying away
Workplan: Administer the outer islands (10), Aitutaki (4), Mitiaro (3), Atiu (1), from their home island.
allowance scheme.
Mangaia (1), Penrhyn (3)

Measure : Outer Island Allowance January – June 2004 : 34 students assisted : Total cost of assistance was
Register records all eligible students Pukapuka (7), Mauke (7), Atiu (3), Aitutaki $33,000
receive support in compliance with (7), Mitiaro (6), Mangaia (2), Manihiki (2)

government policy.
Result 5 : More equitable and cost- A new “Government Schools’ Staffing The new policy provides for more
effective staffing and resourcing
Formula Policy” and a new “Government effective and efficient staffing of
policies developed.
Schools Operating Budget Policy” were preschool classes. The relatively
Workplan: Review policies for staffing researched and written and tabled with the low pupil : teacher ratios allow
and resourcing schools.
Minister Both policies are also mainly for more effective teaching
Measure : The Policy Register verifies applicable to private schools.
especially at junior primary level.
acceptance by the Minister of staffing

and resourcing policies.
The Capital Budget Policy was written and Other policies reviewed or
tabled with the Secretary.
developed in 2003/04 include

Pre-school Policy, Outer Islands
The Teachers Salary Policy - Phase 5 was Incentive Policy Outer Islands
reviewed with the amended policy being Principal-Teacher Off-island
endorsed for implementation by the Policy, Overseas Direct
Secretary.
Recruitment Policy.

OUTPUT 3 FINANCIAL REPORT
Budget
Actual Expenditure
Variance
Personnel 5,625,944
5,662,395
-36,451
Operating 399,974
420,674
-20,700
Depreciation 41,606
16,053
25,553
Gross expenditure
6,067,524
6,099,122
-31,598
Trading Revenue
0
0
0
Net expenditure
6,067,524
6,099,122
-31,598

Output 3 results were achieved but with a net expenditure deficit of $31, 598. However $44,006 was due to the
extra 2 days of unbudgeted salaries especially for teachers. When this amount is disregarded the results were
achieved with a surplus of $12,408.

9

OUTPUT 4
School Support and Partnerships.

Results, Workplans and Measures
Status
Comments / Issues
Result 1 : Secretarial and/or teacher 28 ancillary staff employed in schools ;
Rarotonga Government schools
support services provided to government 8 groundsmen in each Rarotonga Govt school regularly maintained and supported
schools, Rarotonga government schools’ regularly maintain grounds and minor by ancillary staff.
grounds are regularly maintained and maintenance

agreed CIIC budgeted building
20 secretary/typists attend to administration Extras :
maintenance completed by June 2004.
tasks in Rarotonga and Outer island The MOE co-operated with CIIC to
Workplan : Provide ancillary staff, government schools
develop a comprehensive, multi-
resources and liaison with CIIC to assist
million dollar school maintenance
school management including
No specific CIIC jobs have been assigned to project proposal for consideration
maintenance of Rarotonga government the MOE to implement CIIC’s major jobs by NZAID.
school grounds and buildings.
included the gradual replacement of asbestos
Measure : The MOE payroll verifies roofing in Rarotonga schools and
Data analysis costings, and contract
ancillary staff at all government schools refurbishment of Tereora College especially preparations for assuming
and the Building Maintenance Register painting.
responsibility for Mangaia schools
verifies completion of the CIIC
grounds maintenance and school
maintenance program.
Work carried out by MOE maintenance staff bus service as of 1 July 2004 as
include Avatea (Computer lab, toilet tiling), instructed by Cabinet.
Arorangi (louvers), Titikaveka (roofing
repairs), Avarua (Library renovation), Rutaki
(wall repairs), Tereora (painting, hall
ventilation, repairing tables and chairs) and
Nikao (toilet block repair).
Result 2 : Government schools’
Computers ($20,000) : 14 computers were Rarotonga government schools
computers and photocopiers regularly purchased and installed at Tereora (9), supplied with computers,
maintained and purchased as per the Titikaveka (1), Arorangi (2), Avarua (1), photocopiers and student furniture.
Capital Budget plan and student furniture Rutaki (1) ; an air conditioner for the Note : OI schools resourced through
renovated or purchased.
Computer Services Office was also purchased the EU OI Development Project.
Workplan : Provide government schools with the approval of the Financial Secretary.
Furniture: Avarua 19 desks, 17
with resources to maintain and replace
chairs; Takitumu 30 desks, 9 chairs;
school furniture and equipment including Photocopiers ($10,000) : 3 photocopiers were Titikaveka 13 desks, 25 chairs;
photocopiers and computers.
purchased and installed at Tereora College, Rutaki 7 desks, 8 chairs; Arorangi
Measure : The Capital Budget accounts Rutaki School and Arorangi School.
10 desks, 9 chairs; Nikao 7 desks,
record purchases of approved new
13 chairs; Avatea 11 desks, 13
equipment and furniture.
Furniture ($20,000) : 90 desks, 116 chairs and chairs ; Tereora 1 Desk, 21 chairs,
10 stools purchased
10 stools
Result 3 : Outer Island schools receive Goods and services worth $314,600 were 2003/04 EU OIDP funds fully
$300,000 worth of new furniture, procured for outer island schools in 2003/04 expended on outer island school
equipment, resources and building under the European Union Outer Island furniture, equipment, resources and
improvements from the European
Development Programme.
buildings.
Union.

Workplan : Manage the education Procurements were $135,616 for classroom Furniture purchases : 472 Student
component of the European Union facilities (student furniture and A-V
Desks, 498 Student Chairs, 38
Outer Island Development Programme. equipment), $57,406 for curriculum
Stools, 38 Teachers Tables, 32
Measure : Project monitoring reports resources, $17,370 for school office
Teachers Chairs, 24 Office Chairs.
verify provision of $3-500,000 worth of equipment and furniture, $28,233 for
new furniture, equipment, resources and refurbishing school houses and $75,972 for Computer purchases: 23 Computers
building improvements.
school building repairs.
8 UPS, 4 Printers
Result 4 : Parents receive relevant The Parents As First Teachers Project Significant media advertising to
information and training to better enable resulted in :
promote parental involvement in
them to assist with the education of their 3 x television advertisements being
their children’s education.
children.
developed and screened 40 times;

Workplan : Develop and implement 2 x newspaper advertisements in Maori and
programmes to promote teaching and English languages – 30 prints;

learning skills within the home and 84 x radio slots in both Maori and English;

community.
Brochure developed and translated into 8
Measure : The Media register records dialects and the English language.

promotions and training for parents to

assist their children’s learning.
Community meetings held with parents on Excerpts of the Home Education
Aitutaki and Mitiaro by Primary Review Programme were translated into the
Officer and Home Education personnel.
Mitiaro and Mauke dialects.

10

Results, Workplans and Measures
Status
Comments / Issues
Result 5 : Aid funding received from NZAID Education Support Project (ESP) : NZAID projects worth $1,907,500
NZAID, UNESCO and other donors to $1.4 million project implemented including 3 planned and implemented during
support schools.
School Management Facilitators, 5
2003/04 with significant benefit to
Workplan : Plan and manage aid Curriculum Advisers, Distance Learning CI schools and education
projects especially NZAID and
Facilitator, 15 secondary school teachers, CI- development.
UNESCO programmes.
NZ school twinning, training workshops, NZ
Measure : Aid Management Division attachments.
UNESCO projects worth $US
reports verify receipt of authorised aid NZAID School Resources Project ($180,000) 39,000 planned and implemented
funds.
all funds committed for procurement of during 2003/04.
resources especially for NCEA Levels 1-3
classes. Majority of resources landed July 04. UNESCO funded 12th Consultation
NZAID Dialect Readers Project ($52,500) : of Pacific Heads of Education ($US
panel established, framework for grading CI 30,000) was successfully organised,
Maori readers drafted, reprinting of current hosted and chaired by the MOE,
dialect readers initiated, reformatting of Rarotonga, Nov 2003.
current dialect readers layout and pictures
initiated
UNESCO Parents As First Teachers
NZAID Strategic Planning Project : ($75,000) Project ($US 9,000) project was
terms of reference completed, overseas successfully completed. (refer OP4
consultants appointed, equipment procured, Result 4)
data collection initiated.
NZAID CITTC Project : ($100,000) 95-99 %
completed resulting in improved resources,
facilities, administration, database and
linkages with other tertiary providers.
NZAID Special Education Project ($100,000)
95-99 % completed (OP 1 Result 4)

OUTPUT 4 FINANCIAL REPORT
Budget
Actual Expenditure
Variance
Personnel 303,076
249,891
53,185
Operating 39,541
46,331
-6,790
Depreciation 13,774
36,711
-22,937
Gross expenditure
356,391
332,933
23,458
Trading Revenue
0
0
0
Net expenditure
356,391
332,933
23,458

Output 4 results were achieved with a surplus of $23, 458. The underspending is due to delays in replacing some
school ancillary staff and some teacher aides being recorded along with teachers in Output 3 instead of being
correctly recorded in Output 4 where they had been budgeted.

11

OUTPUT 5
Standards Establishment and Monitoring

Results, Workplans and Measures
Status
Comments / Issues
Result 1 : Stakeholders of 25 – 33 21 Primary/High Schools audited, reported
Target achieved with 28 schools
schools receive information and advice and communicated to stakeholders.
audited.
on their school’s management and

delivery standards.
7 Colleges audited, reported and
School management and delivery
Workplan : Audit school quality communicated to stakeholders.
standards have generally improved
management systems, curriculum

due to clear directions (CI
delivery and policy development for The 5 schools not audited were Nassau and
Education Goals and CI
compliance with MOE standards and Palmerston due to travel constraints and the
Administration Guides) and
administration guidelines plans.
3 Aitutaki primary schools which were
support from School Management
Measure : The Audit Register verifies 25 audited in 2002/03 and will be audited again
Facilitators, Review Officers and
– 33 school audit reports have been in 2004/05.
Advisers. Of note is the high
endorsed by the Secretary of Education
standard now being achieved by
and communicated to stakeholders.
some Northern Group schools.
Result 2 : 27 – 29 schools receive The Rarotonga, Southern Group and
Target achieved with 29 schools
training and advice in quality Northern Group Facilitators provided
(25 primary level + 4 secondary
management systems and planning and training and advice to 9 of the 10 Rarotonga
level only) receiving training and
delivery strategies and 6 schools primary level schools (except Akatemia
advice. Twinning programme
establish twinning programmes with NZ Imanuela), all 10 Southern Group primary
expanded to include basic teachers.
schools.
level schools and 6 of the 8 Northern Group
Support & guidance to schools has
Workplan 2 : Provide training and primary level schools (except Nassau and
focused on development of school
advice on school management, planning Palmerston).
systems to implement the education
and delivery strategies through The Secondary Qualifciations Officer
goals especially strategic and
facilitators and twinning with NZ provided assessment quality management
operational plans, curriculum plans,
schools.
advice to all 7 accredited colleges of which
improved resource management,
Measure : The Audit Register verifies 4 are secondary level only.
and focus on improved
27 – 29 schools have received training
achievement in literacy/numeracy
and advice on school management, 6 new CI-NZ twin school relationships
The twinning programme is strongly
planning and delivery strategies and established through Principal or DP
supported by schools who have
twinning programmes with 6 NZ attachments to NZ ; Nikao, Arorangi, Te Uki requested an expansion of the
schools.
Ou, Mauke, St Mary’s and Aitutaki SDA. 6 programme to allow more teachers
teachers from Takitumu, Avarua and
to experience best practice in NZ.
Enuamanu schools visited NZ for
Polices and guidelines developed
professional development and to maintain
on Enrolment, Attendance and
twinning relationships.
Withdrawals, Drugs and Smoking.
Result 3 : Teacher performance Verification of performance reports for 2003 Results achieved.
management procedures administered, were completed and an annual report on
verified and reported for all schools and teacher performance tabled with the
The performance management
discipline & counseling procedures Secretary.
system encourages and rewards
conducted in compliance with policy.

excellent teaching and also identifies
Workplan : Administer teacher
Of reports submitted 37 teachers were unsatisfactory teachers who are
performance management and
classified as excellent, 172 as satisfactory and placed on discipline and counselling
counselling & discipline procedures.
8 as unsatisfactory including 2 Principals. 1 procedures to improve performance.
Measure : The Audit Register verifies Principal was demoted, 4 teachers dismissed However those who still fail to meet
that 100% of received teacher
and 2 probationary teachers required to repeat the required standards are dismissed
performance management and discipline their probationary year.
in the interest of the students.
reports have been administered in
compliance with policy.
Result 4 : Grade 2 diagnostic tests Development and translation into island
Target achieved to implement tests
developed and implemented nationally dialects of the mathematics and first
nationally from Term 1, 2004.
from Term 1, 2004.
language tests for 6 year old pupils were

Workplan : Develop, trial, provide completed and training provided for all
Tests are administered each term so
training and implement the new Grade 2 schools except Nassau, Tetautua, Palmerston the first annual report for each
diagnostic tests.
& Rakahanga.
school and the MoE cannot be
Measure : Directorate of Audit and
written until after Term 4, 2004.
Quality Assurance files verify Grade 2 Test programme commenced in Terms 1 & 2
diagnostic test papers and results from 2004. Student achievement profiles
The introduction of these tests is a
Term 1, 2004.
completed and dispatched to schools
significant step forward to identify
and rectifying learning difficulties at
an early age.

12

Results, Workplans and Measures
Status
Comments / Issues
Result 5 : All 2003 G6 and 2004 G4 2003 G6 Tests: 349 Grade 6 students were Overall primary school achievement
national monitoring reports are available tested in Maori, English and Mathematics. has improved since 2000 and the
to schools, school committees and island Comprehensive reports have been produced number of at risk students has
secretaries by June 2004.
for each school and the Secretary. 22% of the decreased.
Workplan: Administer Grade 4 and students are at risk in language, higher than in
Grade 6 diagnostic tests.
2002 (19%) but less than in 2001 (32%) and 2003 G6 Tests: The overall trend is
Measure : Directorate of Audit and 2000 (32%). 36% of the students are at risk in an improvement in English and
Quality Assurance files verify the mathematics, higher than in 2002 (29%) but Maths since 2000 but an overall
acceptance by the Secretary of
less than in 2001 (38%) and 2000 (45%).
decline in Maori. Although all

Education of the G4 and G6 National
grades are down on 2003 only Maori
Monitoring Reports and their
2004 G4 Tests : 331 Grade 4 students were is lower than in all previous years.
distribution.
tested in Maori, English and Mathematics.
Comprehensive reports have been produced 2004 G4 Tests : The overall trend is
for each school and the Secretary. Students at an improvement in Maori, English
risk in language have decreased from 24% in and Maths since 2000. Although
2000 to 14% in 2004 while at risk students in Maori and English grades are down
Mathematics have decreased from 36% to on 2003 they are higher than in
25%.
previous years.
Result 6: All CI Level 1-2 and CICES Certificates issued in 2003/04 were :
Falling rolls, with reduced staff in
students and schools receive reliable CICES L1 Titikaveka 5 students, Mangaia
some outer island colleges is
information and appropriate certificates. 12 students.
starting to restrict options that
Workplan : Administer CI Level 1&2 CICES L2 Mangaia 7 students
schools can make available and this
qualifications including CICES
CI L1 Tourism – Mangaia 8 students
may impact on the longer term
(Employment Skills).
CI L1 Tourism – Titikaveka – 3 students
viability of local qualifications.
Measure : Directorate of Audit and CI L1 Business Studies – Titikaveka – 4

Quality Assurance files verify the timely students
completion and communication of CI CI L1 Text & Information Management –
Level 1-2 and CICES results and Titikaveka – 4 students
qualifications to students and schools.
CI L1 Agriculture – Titikaveka – 3 students.
Result 7 : All NCEA Level 1-2 and F7 Both internal and external assessment cycles NCEA L1-2 and F7 qualifications
UE/UB/US have access to required were completed in early December and all
administered.
external examinations and receive students notified of results in January 2004.
Year F5N F6 F7
reliable information and appropriate Schools have been assisted by the Ministry
2000 178 74 35
NZQA certificates.
to improve their internal assessment
2001 179 110 22
Workplan : Administer NCEA Level 1-2 procedures.
and Form 7 UE/UB/US exams and
2002 285 126 58
facilitate award of NZQA qualifications.
The 22 F7 UE passes in 2003 is the highest
2003 325 181 73
Measure : Directorate of Audit and since 1996. The 6 UB passes is higher than
The huge increases in the F5-7 rolls
Quality Assurance files verify the timely 2002 but lower than in previous years.
reflects significantly improved
completion and communication of NCEA 406 students were enrolled in NCEA Level 1 retention and more students
Level 1-2 and F7 UE/UB/US results and and/or Level 2 courses. 313 students
achieving credits at senior secondary
qualifications to students and schools.
achieved NCEA literacy requirements; 274
school level.
achieved NCEA numeracy requirements;
Extra : research and information
101 achieved NCEA Level 1; 38 achieved
papers on government fee subsidy
NCEA Level 2 ; the average credits achieved options were tabled with the
per student was 49. Multi-level learning is a Minister. Cabinet has approved a
new feature of the new system.
$50 fee subsidy in 2004/05.

OUTPUT 5 FINANCIAL REPORT
Budget
Actual Expenditure
Variance
Personnel 238,938
249,652
-10,714
Operating 147,233
114,436
23,647
Depreciation 10,494
14,025
-3,531
Gross expenditure
387,515
378,113
9,402
Trading Revenue
90,850
70,537
20,313
Net expenditure
296,665
307,576
-10,911

The net expenditure deficit of $10, 911 is mainly due to $1, 868 for 2 extra pay days during 2003/04
and the balance due to the remuneration for the Distance Learning Facilitator being incorrectly allocated
entirely to Output 5 instead of being spread across outputs as per the original budget. When these 2
factors are considered the results were achieved within budget.

13

FINANCIAL PERFORMANCE REPORT

a) Payment On Behalf Of the Crown (POBOC)

The MOE was appropriated $771,890 for the payment of grants to private schools. Actual payments made totalled
$ 779,445 which is an over-spending of 0.01%. The marginal overspend is due to budget costings being too
conservative with no allowance for contingencies. Details of school grants are listed in Part 2, Detailed Report On
Outputs, Output 3, Result 2.

Budget
Actual

Variance
%
POBOC 771,890
779,445
-7,555
-0.01%

b) Capital Budget

CAPITAL Budget
Actual
Variance
%
School Furniture
20000 18919
1081
5%
School Computers
20000 19825
175
1%
School Photocopiers
10000 10473
-473
-5%
Operations Printer
35000 35067
-67
0%
Total Capital
85000 84285
715
1%

Transparent tendering procedures in compliance with MFEM guidelines were employed with the MFEM Tender
Board approving all capital procurements. Details of school purchases are listed in Part 2, Detailed Report On
Outputs, Output 4, Result 2.

c) Financial Report (Recurrent Budget by Outputs)

The complete provisional financial report for the Ministry of Education ending 30 June 2004 is attached as an
appendix. The report is provisional in that the Audit Office is yet to complete its audit of the Ministry’s 2001/02
Financial Report and changes to that report may require corresponding changes to the 2002/03 and 2003/04
financial reports.

Budget
Actual
Variance
%
Gross Expenditure
7,617,947.00 7,602,849.00
15,098.00
0.2%
Trading Revenue
90,850.00 70,537.00 20,313.00
22.4%
Net Expenditure
7,527,097.00 7,532,312.00
-5,215.00
-0.1%

Overall the Ministry spent 99.8% of its gross budget leaving only $15,098 unspent. However the $20,313
shortfall in trading revenue (exam fees) resulted in a net over-spending of $5,215 (0.1 %). Normally there are 26
pay periods in a financial year but in 2003/04 there were 27 but on the instruction of MFEM no extra
appropriation was budgeted for the extra pay. The final decision from MFEM was for 2 days of the extra pay
period to be included in the 2003/04 accounts. The cost to the Ministry for these 2 days totalled $53,325. When
this unbudgeted expense is taken into account the net expenditure for the Ministry would be a $48,110 surplus
instead of a $5,215 deficit.

Details of expenditure by each output has been previously reported after each output results description on Pages
3 - 13. Allowing for the extra 2 unbudgeted pay days and anomalies in spreading personnel expenses across
outputs, each output was achieved within the budget appropriation.

Budget Jul-Dec 2003
Output 1
Output 2
Output 3
Output 4
Output 5
TOTAL
Budgeted Net Expenditure
435,253
371,264
6,067,524
356,391
296,665
7,527,097
Actual Net Expenditure
447,512
345,169
6,099,122
332,933
307,576
7,532,312
Variance ($)
-12,259
26,095
-31,598
23,458
-10,911
-5,215
Variance (%)
-2.8%
7.0%
-0.5%
6.6%
-3.7%
-0.1%

14

PART 3
PERSONAL PERFORMANCE

AGREED PRIORITIES
Improved Accessibility to Policies, Procedures and Information

Strategic Objective : Better governance through increased transparency as a result of improved accessibility to
stakeholders of Ministry of Education policies, procedures and information.

Specific Tasks : Develop hard copy manuals and electronic folders for Ministry policies, procedures and
information and provide efficient and effective access to such information for relevant stakeholders.

TASKS
STATUS / SITUATION
COMMENTS
Develop a
The first ever Ministry of Education Staff Manual was developed in
The Staff Manual
Staff Manual
consultation with Directors and staff. The Staff Manual is a comprehensive
will be reviewed
collation of Ministry personnel and general operating policies and
and amended
procedures and relevant legislation especially from the Public Service Act.
annually to meet
Hard copies were printed and distributed to every employee and also tabled
changing needs
with the Minister and Public Service Commissioner. It has also been
and conditions.
provided to other Heads of Ministry on request. Electronic copies were also
emailed to every Ministry employee, the Minister and the PSC and the
electronic version is also posted on the Ministry’s new website. The Staff
Manual immediately improved employees’ awareness of their conditions of
service, rights and obligations. It also revealed areas where the Ministry
needs to develop or review its policies and procedures and therefore is
already contributing to a process of continual improvement.
Develop a
The first ever Ministry of Education Website was developed as an outcome
The employment
Website
of a joint project involving Telecom Cook Islands, Carnegie-Mellon
of a new staff
University (Pittsburg, USA) and the Ministry of Education. Lindsey
member with
Bleimes, a Carnegie-Mellon University graduate in Information
webpage,
Communication Technology was attached to the Ministry of Education for
spreadsheet and
10 weeks with her main task to design and develop an appropriate website
database
for the Ministry. The Website is powered by Moodle software in regard to
programming
organisation and security. The Webpage has sections for each Directorate
skills is required
and each school and certain sub-sections will be accessible to the public.
to maintain and
Files will continue to be loaded into the website on all aspects of education
expand the
including curriculum statements, teacher guides, resources, assessments,
Ministry’s ICT
audit reports, policies, plans, budgets, statistics, vacancies, issues etc. Other system.
features include chat rooms and discussion boards. The Website is currently
accessible to all MOE staff through the Ministry’s intranet and access from
Tereora through an optic fibre link has been successfully trialled.
Improve
Negotiations between the Ministry and Telecom Cook Islands resulted in 2
The Ministry is
access to
Memoranda of Agreement providing Rarotonga and Outer Island schools
one of the
information
with reduced email/internet rates. The result was a significant increase in
leading agencies
schools with email / internet access with all Rarotonga schools except
in ICT but cost,
Imanuela Akatemia now having access, 6 outer island schools having access bandwidth and
and 7 other outer island schools having registered accounts but awaiting
staff capacity are
connection setup. Through the email / internet access schools will be able to constraints on
access electronic files in the Ministry’s file server and on the Ministry’s
developments.
Website and will be able to take advantage of electronic distance mode
However the
learning opportunities. In 2004/05 the Ministry will be trialling electronic
inconsistent
scanning and transmission of NZ Correspondence School courses between
availability of
Northern Group schools, the Ministry and the NZ Correspondence School
freight and
in Wellington. In another MOE – Telecom CI joint project, a fibre optic
passenger access
cable was laid between the Ministry and Tereora College providing
to the Northern
potential access for Tereora staff and students to the Ministry’s network
Group
including access to electronic files on the MOE File Server and access to
necessitates
the MOE’s new Website.
further ICT
initiatives.

15

PART 4
GENERAL MANAGEMENT

LEADERSHIP AND MANAGEMENT

INDICATOR
STATUS / SITUATION
1. Leadership

Directors are delegated responsibility for the management of their own staff and daily
1.1 Delegation
operations. The parameters for Directors exercising their authority are established through

policies and procedures agreed to by the Senior Management Team (SMT) for substantive

areas and by Secretary-Director agreements for directorate specific areas.

1.2 Good Employer
A comprehensive MOE Staff Manual provided to all Ministry staff clearly records all
Skills – Staff
employees’ conditions of employment, rights and obligations. Employment policies and
relationships
issues are communicated in the monthly Education Gazette, school circulars, staff memos

and emails, staff meetings and monthly meetings with Rarotonga Principals. A Teacher

Discipline and Counselling Policy and a Code of Ethics for Teachers are in effect. An

autonomous Staff Social Committee contributes to positive staff relationships.

1.3 Strategic
Strategic planning documents that provide direction for education in the Cook Islands
Planning / Risk
include the Education Sector Review, the Review of the Teacher Education and Support
Management
Project, the draft Five Year Plan for Education, the Education For All draft National

Action Plan, the 2000-06 NZAID ESP Plan, the CI Special Education Project Review and
the draft Northern Group Education Action Plan. Each year the MOE produces a
Corporate Plan which incorporates the Appropriation Bill, support services and
organisation structure. The Ministry’s annual business plan for the Budget Review
Committee coherently links strategic directions, specific results, work plans, outputs,
organisation structure and funds. In 2003/04 the Ministry embarked on an NZAID funded
Strategic Planning Project with outcomes for 2004/05 being a 15-20 year Education
Policy Framework and a 3-5 year costed implementation plan. Ministry staff are also
working closely with OPM to develop the National Development Plan.

The 2003/04 CI Government – NZAid Agreed Record (Page 4) states “The Ministry of
Education’s strategic planning provides a good outline of the direction for Cook Islands
education. Acknowledgement was given to the value of the plans for both the Cook
Islands Government and NZAID programmes.”

16

INDICATOR
STATUS / SITUATION
2. Staff

Development

The Ministry’s motto is “Learning for Life”. The philosophy of life-long learning and
2.1 Learning
continual improvement is promoted to students, teachers and MOE staff through : the
environment -
MOE Assistance for Authorised Study Policy which provides subsidies for study; the
continual
Teachers Salary Scale that rewards qualification improvements; extensive inservice
improvement
training for teachers; and training attachments/exchanges for teachers and MOE staff.

2.2 Training Needs
The Directorate of Operations conducts annual surveys of the training needs of teachers
Analysis
and annual audits by the Directorate of Audit and Quality Assurance also identifies

teaching and management training needs. Training needs surveys of MOE staff are

conducted by the Directors

2.3 Staff Training
Cook Islands Based Training
Program
- Teacher Inservice Training : courses provided to teachers as stated in Output 1 section

of this report

- MFEM Training for Accounts Officers : attended by the Finance Manager and Senior

Accounts Officer

- Inter-College Cooperation : professional development sessions for Teachers College

staff and trainees with visiting lecturers from Monash University, Western Sydney

University and Wellington College of Education.

- Teacher Aide Certificate course delivered by distance by Open Polytechnic for 18

Outer Island students

- Adult Education course delivered to MOE and other private and government staff

(planned by MOE, funded by NZAID/NHRD)

Overseas Training (all funded by overseas agencies)

- MOE and School Management Attachments/Twinning (NZ) – Principals and MOE

staff scheduled for 2004

- NCEA Training Attachments (NZ) – 25 attachments to NZ for Level 3 training

- Teacher Training Workshops – 9 teachers to overseas workshops : BioLive (1-NZ),

Agriculture (1-Fiji), Language Teaching (2-Malaysia), Good Governance and Trade

Unionism (2-Fiji), Science Education (1-Fiji), Principals Conference (2-Australia),

- Education Conferences – 4 MOE staff including advisers : UNESCO Commissions

(1-Fiji), Associated Schools Project (1-NZ), Educational Aid (1-Fiji), EFA (1-Samoa)

2.4 Internal Peer
On the job training is provided through informal supervisor-staff and peer
Support Groups
working/learning interactions. Through peer support, individual staff have

improved their skills in personnel management, directorate reporting, financial

analysis, ICT skills and curriculum development. The Senior Management Team

facilitates support amongst directors for dealing with staff management issues.

Directors hold regular directorate meetings to facilitate collective analysis, solving

work issues and programme evaluation and planning. Professional development

also results from ESP and local curriculum advisers counterparting and delivering as a

team and through teacher peer appraisal systems established in all schools.

2.5 Succession Plan
It is planned that some local counterparts will succeed to the positions held by their

respective TESP teachers. The potential of individual MOE staff to be promoted into

higher positions is analysed by Directors and opportunities provided through extra tasks
being added to their job descriptions with supervisor support also being provided.

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INDICATOR
STATUS / SITUATION
3. Stewardship
The General Operating section of the Ministry’s Staff Manual documents the policies and

procedures for the proper use, care and security of the Ministries assets including
3.1 maintenance of
vehicles, equipment, furniture and buildings. Inventories and assets are efficiently
assets/equipment
managed through MYOB and an Access Inventory Database. An inventory and asset

management system for schools is being developed through the NZAID School

Resources Project. Three Computer Services staff maintain computer systems in the

Ministry and schools. Two Maintenance Division staff and nine grounds-persons

maintain Rarotonga school buildings, furniture, fittings and grounds. Repairs to outer

island school buildings and school houses are funded through the EU Outer Island

Development Project. Schools are provided with an operating budget that contains an
3.2 impartial
allocation for asset maintenance
tendering,

contracting, hiring,
Impartial tendering and/or multiple quotes were used for all major procurements/sales
staff release
including the schools’ bulk stationery, furniture, computer and photocopier orders.

Written policies and procedures ensure impartial contracting of local and overseas

consultants. New employees are appointed by selection panels made up of key

stakeholders who use predetermined grading systems and criteria to impartially assess

applicants and reach consensus decisions. The HOMs Leave Policy is impartially applied

in regard to the release of all staff.

INDICATOR
STATUS / SITUATION
4. Statutory
Accurate, impartial and timely advice has been regularly provided to the Minister. All
Independence
requests for verbal or documented information or advice have been responded to

promptly and completely.

The Minister has been requested to set times for regular briefings but prefers the current

situation where the Minister and Secretary arrange meetings and communicate

information as each decides such is warranted.

All policies are developed and implemented in accordance with legislation, particularly
the Education Act, MFEM Act and PSC Act. Policies are also developed in compliance
with Government policy.

The Ministry of Education recognises its obligations under the Education Act 1986-87
and does everything possible to comply with these obligations. The Ministry is however
constrained particularly in regard to meeting those sections of the Act which no longer
reflect the current situation in the Cook Islands. The Ministry has legal obligations for all
education from Pre-school to Tertiary level but Government policy dictated that some
outer island schools (Rakahanga and Palmerston) and post-secondary education (NHRD)
be outside the Ministry’s direct control.

The Ministry of Education recognises and complies with its obligations under the
Ministry of Finance and Economic Management Act 1995-96, the Public Service Act
1995-96 and the Public Expenditure Review Committee and Audit Act 1995-96.

18

INDICATOR
STATUS / SITUATION
5. Industrial
Employees’ rights, appeal procedures, and information on worker associations are
Relations
specified in the Ministry’s Staff Manual. Directors are delegated responsibility for dealing

with first-line personal grievances. Employees can appeal to the Secretary of Education if

the grievance is not resolved to their satisfaction. The MOE has a good relationship with

the Cook Islands Teachers Institute (CITI) including meeting with CITI whenever

requested and keeping CITI informed of developments through the Education Gazette and

by direct communication to the President. Each year the Ministry permits 2 CITI
members to attend overseas meetings of COPE (the Regional Teachers Organisation).
The Ministry has been proactive in lobbying for increases in teachers’ remuneration
having implemented Phase 5 in 2002/03 with Phase 6 planned for 2004/05. In 2004 the
Ministry supported the attendance of a CIWA executive member at an overseas Human
Rights conference.

INDICATOR
STATUS / SITUATION
6. Occupational
The Ministry’s Staff Manual lists Health and Safety policies and procedures including
Health and Safety
Employers Liability Insurance, Smoking Policy, Work Furniture and Routines and Office

and Grounds Hygiene and Safety. The Ministry has reached agreement with CIIC on a

comprehensive building warrant of fitness that ensures student, teacher and MOE staff

health and safety. Accredited colleges have safety quality management systems for

emergencies such as fires and safety guidelines for science laboratories, technology work

shops and home science rooms.

INDICATOR
STATUS / SITUATION
7. Customer

Service and Public
The MOE is fully committed to transparency in all its policies and operations, has
Scrutiny
an open door policy, accepts requests for meetings on any issue, promptly responds to

media requests for information and interviews and is proactive in providing media
7.1 conducting
releases and requesting media interviews to bring educational issues to the general public
public business

The Secretary of Education does not have any other occupation, business interest, or
7.2 personal conduct organisation membership that would create a conflict of interest. Staff on tender or staff
– no conflict of
appointment panels are required to declare any conflict of interest and are to step down if
interest
any such conflict does exist.

7.3 correct
A policy for media releases and interviews has been drafted and endorsed in principal by
procedures for
the Senior Management Team. All official communications (circulars and media releases)
release of
are to be authorised by the Secretary of Education. The Information Officer is delegated
information
responsibility to convey authorised information to the public through the media and to

teachers and staff through the Education Gazette. The Statistics Officer is delegated

authority to release educational statistics to the public with the exception of data specific
to any individual employee. All Senior Management Team minutes are emailed to all
MOE staff, schools (with email) and the Minister. The MOE has a good reputation for
transparency and responsiveness to information requests from stakeholders.

19

INDICATOR
STATUS / SITUATION
8. Research,
Industry survey and international best practices are identified by :
Development and
Curriculum resources and programs are developed after research has been conducted on
Product Evaluation
those available in NZ and other Pacific Island Countries and after consultation with key

Cook Islands stakeholders.
8.1 Market/industry

survey to evaluate
NZQA authorised moderators sample college students’ work ensuring consistency with
quality of products/
NZ assessment standards and NZQA accreditation of Cook Islands colleges assures
services and/or
that management systems and learning programs comply with NZ standards.
identification of
Ministry personnel and teachers attending international conferences and workshops
international best
including those for Directors of Education, ASP, EFA, PATE, Trade Unionism,
practice
Australian and NZ Principals, Educational Aid

The Ministry receiving regular publications from international education agencies

including NZ MOE, NZQA, UNESCO, UNICEF, and UNDP.

The Ministry conducting workshops using international consultants e.g. ESP

workshops and NCEA level teachers attending workshops in NZ

Ministry personnel having Internet access to overseas agencies and documents

Principals and teachers attached to NZ schools through the ESP Twinning Programme

Attachments of MOE staff to NZ institutions including NZ MOE, ERO, NZQA,

Colleges of Education and NZ schools

8.2 Allocating
Each Director is responsible for ensuring research is conducted in regard to products
responsibility for
and services produced by their Directorate. Directors may, with the approval of the
product research and
Secretary of Education, receive assistance from Secretariat staff to conduct
monitoring product
product/service research.
improvement
The Director of Audit and Quality Assurance has been delegated the responsibility for

auditing schools and reporting on improvements or declines in school management,
teacher performance and student achievement

INDICATOR
STATUS / SITUATION
9. Internal
Reporting lines and responsibilities are recorded in each staff member’s Job Description
Reporting and
and the Ministry’s Organisation Structure diagram. Each staff member is required to
Quality Control
record key tasks and outputs in a work plan, the format and the reporting frequency for

which is specified by the relevant Director depending on the nature of the position. Each
9.1 identifying and
director is required to table quarterly and annual directorate reports with the Secretary of
recording of
Education
reporting lines and

responsibilities
All staff have job descriptions specifying the required outputs. Work plans, results and

measures for the financial year are clearly recorded in each of the Ministry’s Budget,
9.2 output based job
Ministry’s Corporate Plan and each Directorate’s Business Plan, the latter clearly
descriptions for staff identifying each staff member’s output responsibilities.

9.3 performance
Performance Management systems are in place for all Ministry staff including Principals,
management system
teachers and school ancillary staff. High performance is rewarded by salary increments.

For teachers, unsatisfactory performance results in discipline and counselling procedures.

9.4 ensuring
Accountabilities are specified in the job descriptions of Finance Division staff and the
compliance with the
quality management systems developed for financial processes. Reporting systems
MFEM Act
efficiency ensured by MYOB and Excel spreadsheets linked through an internal network

and an Access Inventory Database. All fortnightly and monthly reports required by
MFEM have been tabled including Statements of Appropriations, Statements of Financial
Performance, Statements of Financial Position, Schedules of Fixed Assets, fortnightly
TY126 payroll data and Reconciliations of VAT Income and Expenditure and
Reconciliations of Crown Revenue.

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INDICATOR
STATUS / SITUATION
10. Equal
The development, communication and implementation of the Job Size Bands,
Employment
Performance Management Systems, Teachers Salaries Policy, Principals Salary Policy
Opportunity
and Management Units Policy reflects the Ministry’s commitment to transparency, the
Practices
impartial treatment of all staff in regard to remuneration and promotion based on merit.

10.1 impartial
Gender equity issues in education centre on under-representation of men in classrooms
treatment of all staff
and poorer achievement by boys. Women dominate the teaching force (74%) and are well
and promotion on
represented in positions of responsibility including MOE Directors/Managers (57%),
merit
Curriculum Advisors/Lecturers (54%) and Principals/ Teachers In Charge (47%).

10.2 actively seeking All MOE staff members are placed in their correct Job Size bands to improve
to redress
relativity with other Ministries. A new teachers salary scale was developed in alignment
imbalances
with Job Size bands and active lobbying conducted enabling implementation of Phase 5

in 2002/03 with full implementation planned for 2004/05 with Phase 6.

INDICATOR
STATUS / SITUATION
11. Management

Information
Finance - MYOB accounting package, programmed and linked Excel spreadsheets
Systems and
and an Access Database
Processes

Personnel – programmed and linked Excel spreadsheets are used to automatically
11.1 systems and
calculate fortnightly salaries and increments and process fortnightly accumulated
procedures to
leave and tax deductions, and monthly personnel expenditure.
support outputs
Statistics – the Education Management Information System (EMIS) database

effectively processes teacher, student and school data; the EFA Excel Spreadsheets

process internationally accepted education quality indicators

School Management - the MUSAC database in colleges enhance school management

procedures

Student Achievement – spreadsheets programmed with macros effectively process

Grade 4 and 6 test results; Excel spreadsheets and MUSAC database process

secondary school indicators and student achievement data
11.2 effective and

efficient flow of
Information is communicated at regular Directors, Principals, Directorate/School, and
information
Staff meetings.
throughout the
Information is communicated by Internal Staff Memos/Emails, Circulars/Emails to
organisation and
schools, monthly Education Gazettes and annual Statistic Digests.
planning for

improvements
All staff have, or are close to a telephone, allowing efficient internal, voice

communication
All relevant staff have computers which are internally networked enabling all staff to
e-mail one another and external clients; the new Ministry Website will allow access
to schools and the public; the majority of schools have email/internet access

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INDICATOR
STATUS / SITUATION
10. Collective
The Secretary of Education and MOE staff including teachers cooperated with :
Interest
the Ministry of Internal Affairs on policies and programs in relation to people with

disabilities, Gender Workshop participation, and liaison on truancy issues

environmental agencies through staff membership on the Traditional Management
Project Committee, attendance at the Climate Change Workshop and participation in
World Environment Week activities.
the Ministry of Health through action plans to address student weight problems,
various surveys of student health, dental hygiene, membership on the National Aids
Committee, attendance at the Health Advance and the joint development of a
Memorandum of Understanding between the Ministries of Education and Health
the Ministry of Culture through membership on the Language Bill Committee and
Language Committee and delivery of the Performing Arts courses at CITTC
OPM through participation at the ICT Strategy workshop, National Development Plan
meetings, Cyclone Heta clean-ups and appeal, NZ Governor General’s events,
Titikaveka Health Issue meetings
the Department of NHRD to implement the Teacher Aide and Adult Education
programmes and develop scholarship policies
cooperated with the Police through attendance at the Combined Law Agency Group
workshop and road safety programmes
the PSC and other HOMs through regular attendance of HOMs meetings and
contributing to submissions made collectively by the HOMs
MFEM through attendance at the Population Geographic Information Systems
Seminar
National Disaster Management Office through attendance at the CHARM
(Comprehensive Hazard and Risk Management) workshop
Island Administrations to implement the OI Development Project (European Union)
the Environment Service and Ministry of Health to facilitate environment and health
awareness programs in schools
CIIC on school maintenance programmes and the development of a School
Rehabilitation Project for NZAID consideration
Telecom CI to develop and improve school and MOE computer systems and
email/internet access
the Ministry of Foreign Affairs and Immigration to provide educational data for
overseas agencies including UNESCO and to administer UNESCO participation
programmes and the European Union Outer Island Development Project
the Aid Management Division of MFEM to administer NZAID and UNESCO projects

PART 5
OTHER ACTIVITIES

INDICATOR
STATUS / SITUATION
Extra activities by
The Secretary of Education is a member of the :
HOM not part of
Scholarship Board
outputs
Cabinet-appointed Scholarship Policy Committee of Officials

National Strategic Plan Task Force

Natural Heritage Project Board of Directors
Job Sizing Project Steering Committee
ADB Planning Action Reporting Cycle TA Project Steering Committee
HOMs Sub-Committee on rental payments for government buildings
Titikaveka Health Issue Committee

The Secretary attended the Good Governance Workshop, the Audit Office Workshop and
the HOM / IAS Report Writing Workshop.

Ken Matheson, Secretary of Education
Date : 30 July 2004

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last updated Sat Sep 01, 2012