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successful business and
school partnerships:
making a difference for a sustainable New Zealand
contents
Visions for Successful Business and School Partnerships 2
Letter from the Prime Minister, Helen Clark 4
dedicated to Letter from the Minister of Education, Trevor Mallard
Purpose of this Guide
5
6
making a difference How to use this Guide
Section One – Implementing the Vision
7
8
Guidelines for Forming a Partnership 8
Implementation steps 10
Section Two – Partnerships: 13
What is the NZBCSD? Our aims Governance Partnerships 13
The New Zealand Business Council for Sustainable Our objectives and strategic directions, based on this Mentoring Partnerships 14
Development (NZBCSD), established in May 1999, is a coalition dedication, include: Education Enhancement Partnerships 16
of leading businesses united by a shared commitment to Business leadership – to be the leading business advocate Kiwi Can 17
sustainable development via the three pillars of economic on issues connected with sustainable development. Project K 18
growth, environmental protection and social progress. Policy development – to participate in policy development Books in Homes 20
Membership of the Council is listed on page 40 of this guide. in order to create a framework that allows business to Young Enterprise Scheme 21
contribute effectively to sustainable development. Enterprise Studies 22
The NZBCSD is a partner organisation to the World Business Best practice – to demonstrate business progress in Primary Enterprise Programme 24
Council for Sustainable Development, a coalition of 150 environmental and resource management and corporate Vocational Partnerships 26
international companies with members drawn from more than social responsibility and to share leading-edge practices Scholarship Partnerships 28
30 countries and 20 major industrial sectors. We also benefit among our members. First Foundation Project 28
from the WBCSD’s global network of 30 national and regional Global outreach – to contribute to a sustainable future for Sponsorship Partnerships 30
business councils and partner organisations, involving some developing nations and nations in transition.
Section Three – Facilitators 32
700 business leaders globally.
Partners New Zealand Trust 32
What is a Successful Business Regional Partnership Facilitator Organisations 34
Our mission and School Partnership? Youth Mentoring Associations 36
To provide business leadership as a catalyst for change toward
A Successful Business and School Partnership is a strategic
sustainable development, and to promote eco-efficiency, Further Resources 38
commitment by a business to a school for mutual benefit.
innovation and responsible entrepreneurship. Examples of NZBCSD Members’ Involvement 39
Partnerships are about empowering our young people to
contribute to a sustainable New Zealand. NZBCSD members NZBCSD Member Companies and Council members 40
and other businesses are encouraged to participate in fostering
business and school partnerships through initiatives that match
their resources with the needs of individual schools.
1
A vision for successful business and school partnerships NZBCSD – successful business and school partnerships
We were one of the early companies New Zealand working with schools
to commit to the New Zealand Business and communities in various ways.
Council of Sustainable Development
This guide is designed to make it
and have already published our first
easier for businesses throughout
triple bottom line sustainable
New Zealand to find ways in which
development report.
visions for The company operates ten processing
plants mostly at smaller centres around
they can work within their own
communities on particular programmes
that may suit their location and ability
the North and South Islands. In four to resource some of the options outlined.
successful business Eric Barratt, NZBCSD
Vice-Chairman and Managing Director, Sanford Limited
locations (Kaeo, Coromandel, Havelock
and Bluff) we are the major employer.
We therefore employ many family
members, friends and colleagues that
By working with schools we believe
business can play a vital role in assisting
the education system to make the most
meaningful contribution possible to the
and school partnerships
have a vital interest in the future of their future of society in New Zealand.
community. The future of these towns
is closely linked to the success of the
children and their ability to learn in a
successful and positive environment.
We became a sponsor of the Successful
Business and School Partnerships project
when we were lucky enough to hear Eric Barratt, NZBCSD
are more able to contribute towards would enable them to contribute to about the successes of a number of Vice-Chairman and Managing Director
sustainable development in their various Successful Business and School companies in different regions of Sanford Limited
stakeholder capacities, whether as Partnerships. By also reporting on
employees or business owners, NZBCSD business involvement in this
consumers, or citizens. area we are able to facilitate ‘learning
by sharing’ amongst NZBCSD
The NZBCSD Leadership Forum of
businesses. The result is this Successful
50 stakeholders from business,
Business and School Partnerships guide
Government and society held in February
and the Successful Business and School
2000 produced a vision for a Sustainable
Partnerships project area on the
New Zealand. This vision identifies an
NZBCSD website.
educated society as a critical success
factor. (Refer to diagram shown below). I believe that businesses have a Perhaps no other business and education making education accessible to those
Stephen Tindall, NZBCSD Chairman and Founding tremendous opportunity and a social
Director of The Warehouse Limited At the Forum we heard the story of partnership will have a greater impact on among us who may currently believe it is
responsibility to work with schools to the young citizens of New Zealand than beyond their reach. This programme
the partnership between Fletcher
enhance education in New Zealand. the NZBCSD Successful Business and will go a very long way to motivate and
The NZBCSD is dedicated to making Challenge and Tangaroa College.
At The Warehouse we have committed School Partnership. It is by the hands of encourage our potentially vulnerable
a difference in creating a Sustainable Inspired by this example the NZBCSD
significant resources to such our young people that the vision of a young people to engage in that exciting
New Zealand. The education of our decided to document and report,
partnerships. In addition to benefiting Sustainable New Zealand will become challenging and difficult educational
young people is a critical step towards both initially and on an ongoing basis,
those we have worked with we have a reality. journey that will benefit their lives, their
fulfiling the NZBCSD’s vision. A better- on initiatives available to NZBCSD
also gained a great deal ourselves. future and our New Zealand community.
educated population means citizens members and other businesses that This initiative will significantly
I commend this guide to all business I encourage your participation and
contribute to a constructive vision for
leaders and encourage you to use commitment to Successful Business and
ECONOMY New Zealand’s future by giving an
School Partnerships. New Zealand and
it in selecting and forming partnerships educational boost to those in need of
Knowledge-intensive its young citizens deserve nothing less.
Responsive with schools in order to make a assistance, thus, AUT wholeheartedly
Niche-focused difference for a Sustainable endorses the NZBCSD’s Successful
Clustered New Zealand. Business and School Partnerships and
Dr John Hinchcliff, Vice-Chancellor,
commends the NZBCSD for their vision Auckland University of Technology –
Wealth is created Kiwis are confident
sustainably & entrepreneurial and commitment. We look forward to
Zeala
wFor
ENVIRONMENT SOCIETY being an active participant in the
Ever
Ne
nd
Stretch goals for: Proactive successful development of the initiative.
Waste reduction Educated
Everyone walks Networked For me personally, this initiative Dr John Hinchcliff, Vice-Chancellor,
Air and water quality the talk Stephen Tindall, NZBCSD Chairman
Energy efficiency Diverse and Founding Director of resonates significantly with my vision for Auckland University of Technology
Biodiversity Caring
The Warehouse Limited
Restoration
2 3
Letter from the Prime Minister, Helen Clark Letter from the Minister of Education, Trevor Mallard 4 5
the purpose of this guide how to use this guide
the purpose of this guide how to use this guide
with schools. In meeting this need, a guide through their respective liaison The guide is divided into three sections: implementing the vision;
project team was set up to undertake a delegates Shane Walsh, who chaired the
partnerships; and facilitators.
literature review, research the details of a project team, and Richard Morley-Hall.
wide-range of partnerships, and obtain
input from educationalists and The NZBCSD has enjoyed the support of Section One – Implementing the Vision
businesses. The result is this first business the Auckland University of Technology
This section provides an overall picture of the Successful Business and
and school partnerships guide written by (AUT) in the creation of this guide. AUT,
business leaders for New Zealand under the leadership of Dr John School Partnerships initiative, defines the objectives of Successful
business decision-makers. This guide will Hinchcliff, has been a pioneer in this
help businesses choose the best option field. For example, it initiated The New Business and School Partnerships, explains the various partnership types,
for their partnerships with schools. These Zealand Centre for Business Ethics and
identifies the steps involved in creating a partnership and summarises
partnerships can then be recorded and Sustainable Development. The Auckland
shared through the Successful Business University of Technology has contributed the initiatives that NZBCSD businesses are already involved in.
Dr Rodger Spiller, NZBCSD Executive Director and and School Partnerships project database substantial resources to this guide
Managing Director, Money Matters
on the NZBCSD website, which was including Faye Langdon’s and Alison
Section Two – Partnerships
Investing in education provides created as part of this project to provide Strother’s time.
substantial returns. The NZBCSD for ongoing sharing and learning. Whilst developing this guide we classified the diverse range of
Successful Business and School This initiative benefited greatly from the
Partnerships initiative seeks to promote We encourage you to use this guide expertise of educationalist Ann Dunphy
partnership opportunities available into six generic categories –
this investment by New Zealand and our website as a basis for furthering who worked as Project Officer and the governance, mentoring, education enhancement, vocational,
businesses to create a win-win for your contribution to realising the editorial services of Catherine Gunn.
business and society. As a country we vision of Successful Business and A special thank-you to all those who scholarship, and sponsorship. This section of the guide has been divided
want to earn more and to do this we all School Partnerships and a Sustainable work so hard in the business and school
into six subsections which explain and describe each partnership type.
need to learn more. To help this dream New Zealand. partnership field and have cooperated
become reality, NZBCSD members and so generously in the preparation of
other businesses are encouraged to Acknowledgements this guide. Section Three – Facilitators
become involved in school partnerships. On behalf of the NZBCSD I wish to
Skilled personnel are available from a number of organisations who can
acknowledge the tremendous As the NZBCSD Executive representative
This guide responds to a need identified contributions of the Successful Business on this project I greatly appreciated be utilised to help facilitate partnerships between businesses and schools.
by NZBCSD members for a and School Partnerships project team. the contributions of the other team
comprehensive document for businesses NZBCSD member businesses Sanford members and my colleagues at the This section profiles these organisations and the services they provide.
interested in developing partnerships and The Warehouse championed this NZBCSD Executive.
6 7
section one – implementing the vision NZBCSD – successful business and school partnerships
section one – and the school learns from the
business. There is unique value in
contribution to New Zealand is
essential for their sense of purpose.
4. New skills for existing employees
from interaction with educators
personal relationships between the and students.
5. Care for the environment and
implementing the vision business and the school. Ideally,
partnerships are about real
involvement from both partners.
the community they live in. The
NZBCSD emphasises the importance
of protecting our environment. It is
5. Enhanced ability to attract and retain
the best employees because of
demonstrated social responsibility.
8. Provide outcomes that are essential that the next generation has
6. Better relationships with Government
measurable and auditable. As with this ethic.
because Ministers will appreciate
any business undertaking objectives
6. Possess an enhanced business supporting their policy
should be defined, results measured
understanding of the world directions.
and improvements made as a result of
beyond school. Exposure to other
the audit. This assists with ongoing 7. Skills directly offered by students
sectors such as business will mean
continuous improvement and the through projects, activities and
young people will be given the
achievement of better outcomes. creative problem solving.
opportunity to witness wider
relationships and dynamics. 8. Assisting with the education of future
Outcomes for Students
This will help them to develop employees, to build higher skills in a
The initiative may lead to fulfiling the
increased motivation to grasp future workforce which will be better
following outcomes for students:
life’s opportunities. able to contribute to a sustainable
Guidelines for however, the primary, intermediate 5. Assist with strengthening the 1. Possess a positive attitude towards
7. Recognise opportunities for future
New Zealand community.
and secondary schools are the focus governance and management of life and learning. There is a strong
Forming a of this guide, because it is compulsory the school. NZBCSD members and correlation between positive mental
education and employment. Many 9. Developing a competitive business
of the initiatives in this guide provide advantage through being based in a
Partnership for all New Zealanders to be schooled other businesses have many strengths attitudes and success in school, work
specific opportunities for young better-educated, socially-healthier,
To assist businesses considering during the years from six to 16. in governance and management. and life in general.
people to experience the working clean and green New Zealand.
initiatives that contribute to Successful These skills are of great use to schools,
3. Focus on lower decile schools. The 2. Set goals and possess the skills world. This makes learning relevant
Business and School Partnerships the particularly in lower socio-economic
decile system was established by the needed to achieve them. These are and gives young people a sense of
following guidelines, outcomes for areas, where the local community
Ministry of Education and categorises vital life skills for all young people direction beyond school.
students and benefits for business have
schools into deciles from one to ten.
may not be able to supply adequate
to learn.
Implementation
developed. The NZBCSD Successful and specialist business expertise to the
School Partnership team developed this
Deciles are based on the socio-
Board of Trustees. Furthermore, 3. Succeed and excel, regardless of
Benefits for Business Steps
economic status of the community Businesses may receive the following
framework in consideration with this is an excellent method for the odds. It is essential for young
as measured in the census – the benefits from their involvement in school Businesses have different resources and
educationalists. empowering the school to become people to learn that they must work
lower the decile the lower the socio- partnerships: circumstances. It is important to make
more self-sufficient. hard and be determined to succeed.
economic ranking. Parents and the sure these fit with the type of partnership
Guidelines for Selecting If they have this ethic, they are more 1. Goodwill towards businesses that
community in lower decile areas are 6. Strengthening links between being undertaken. In this section
an Initiative likely to be happy and to move on make a positive contribution to
likely to have fewer specialist business the business sector and schools. decision-makers can learn about the
Initiatives may meet the following and up in the world. the community.
skills and resources to contribute to Businesses and schools need to work first steps towards setting up a new
guidelines:
schools, so the NZBCSD encourages in tandem. By doing so, young 4. Have pride in their country and the 2. Increased support from customers, partnership.
initiatives that focus on these areas people will become increasingly contribution they can make. Having suppliers, shareholders and other
1. Provide a ‘hand up’ not just a ‘hand 1. Determine resource
where there is the greatest need. aware of and interested in career a sense of identity and purpose is vital stakeholders.
out’. Successful partnerships are not commitment – Decide what
pathways. Both the education and for people to live a happy life. The
only about donating money but are 4. Show on-going commitment in 3. Existing employees learning more resources, such as time and money,
business sectors are vital participants vision of a sustainable New Zealand
concerned with empowering schools contrast to a one-off programme. about their community and thereby you are able to commit to a
and partners in a sustainable involves everyone in society making
and students to become stronger, An on-going commitment will help learning about their current and partnership. Identify the champions
New Zealand. a difference. Showing young people
more self-sufficient and successful. business and young people build a future customers.
that they can make a positive
relationship. In turn, students are 7. Involve representatives from the
2. Focus on primary, intermediate and
more likely to learn from a business. By involving business
secondary schools. Businesses are
partnership where there is a personnel there is the opportunity
also encouraged to support early
relationship of trust and familiarity. for a two-way process of learning.
childhood and tertiary education,
Company staff learn from the school
8 9
section one – implementing the vision NZBCSD – successful business and school partnerships
from within your business since i. Governance – These partnerships iii. Education Enhancement – ground where they can work 4. Making contact – This is the most the needs of both parties. It is
these people will be the ones whose assist the work of school The school benefits from such a together on areas of mutual important implementation step. important to keep these achievable,
energy and commitment are crucial management and Boards of partnership through an additional benefit. Often this involves a At this stage you must decide who to even if this means modest
for success. There is the opportunity Trustees (BOT), particularly in teaching programme which project where students gain contact to develop the partnership. goals initially.
to use specialist facilitator areas where schools cannot easily enhances the existing curriculum. measurable outcomes in a There are three choices.
6. Recording your involvement –
organisations to assist with any access the services, advice and This programme may be delivered curriculum area, while working in i. If you already know which
The NZBCSD believes in learning
partnership. Refer to section three, support that tend to be more by teachers through business an authentic business environment school you would like to work
by sharing. Therefore we would like
page 32, for further details. readily available in other support, or businesses may fund with hands-on support from the with make contact with the
you to record your involvement on
communities. Partners from delivery by specialist instructors partner business. principal to arrange a meeting.
2. Determine type of partnership – our website. Refer to the NZBCSD
the company are likely to join working in partnership with the At this meeting you can negotiate
Having considered your resource v. Scholarship – Businesses can website www.nzbcsd.org.nz which
a school’s BOT or serve on a school. Businesses can form a a match between your interests
commitment consult the Partnership award scholarships to individual provides information on how to
foundation that empowers generic education enhancement and the needs of the school.
Summary Table to identify the type students. Their future is supported do so.
local people. programme with a partner school,
of partnership that best fits your by an investment in their tertiary ii. If there is a programme you
or they can become involved with 7. Reviewing success – As with all
resource commitment. The types ii. Mentoring – Partnerships of education as well as holiday work, would like to become involved in
one of the six existing specific business initiatives it is important that
of partnerships are defined below. this type have developed to help plus career and study guidance you can meet with the
programmes: the outcomes of your partnership are
students reach their full potential from the partnering business. representatives of the programme,
Summary of types of partnership • Kiwi Can measured. The goals of the
if they happen to come from who are listed in section two of
There are many different examples • Project K vi. Sponsorship – This type of partnership, which were agreed upon
backgrounds that might not have this guide. There is detailed
of initiatives where businesses and • Books in Homes partnership looks at how firms can at the outset, should be periodically
provided them with the insight information about each type of
schools have formed partnerships. • Young Enterprise Scheme offer financial support to a school, reviewed. The NZBCSD encourages
into their potential for further partnership in section two.
For the purpose of this guide these • Enterprise Studies particularly those in remote or businesses to include these successes
study and career opportunities Opportunities exist to develop
have been classified into six • Primary Enterprise Programme low-decile areas, via the goods and as part of their published sustainable
that mentoring can offer. partnerships that fit within the
categories. Each partnership is services that a business can offer in development reporting.
Mentor relationships are often iv. Vocational – In this type of structure of these programmes.
analysed in full in section two of order to improve a school’s
associated with some other partnership the business and a
this guide. resource base. iii.If you are unsure which school or
form of partnership. local school seek to find common
partnership suits your business
3. What are other businesses
you can contact an independent
doing? Consult the table on
Partnership Summary Table facilitator organisation who can
the last page of this guide and
Resource Requirements give you advice. If you wish, the
refer to the NZBCSD website
Annual Financial Staff Time Types of Partnerships Programme Operation Area Facilitation facilitator can also guide you in
Contribution† Requirements* (www.nzbcsd.org.nz) to ascertain
implementing any partnership.
Nil Medium Governance Generic Nationwide Not required what partnerships and initiatives
Nil Medium Vocational Generic Nationwide Optional other NZBCSD businesses are 5. Setting Objectives – At this stage
Nil High Mentoring Generic Nationwide Optional
involved in. This table will help it is essential that mutual objectives
Programme dependent Medium Education Enhancement Generic Nationwide Optional
you to ensure that your methods for the partnership are agreed
$50,000 pa Low Kiwi Can Nationwide Included
normally shared complement what other businesses between the parties. These objectives
$2,500 per student Not required Project K Auckland Included are doing and will avoid any will be the measures to identify the
unless mentoring
duplication of partnerships. success of the activity. The success
Average $3,000 Optional Books in Homes Nationwide Included
per school Furthermore, the table provides of any partnership depends on the
Nil Medium Young Enterprise Scheme Nationwide Optional contacts who can give you guidance development of activities that meet
Nil Low Enterprise Studies Nationwide Included on programmes.
Nil Low Primary Enterprise Nationwide Included
Programme
Programme dependent Low Scholarship Generic Nationwide Optional
$4,000 per student Medium First Foundation Auckland Included
for 3 years Project
Programme Dependent Low Sponsorship Generic Nationwide Not required
*NB (these are estimates only): Low=less than 20 hours per annum; Medium=20-40 hours per annum; High=more than 40 hours per year
†NB this relates to the direct cost of the programme and excludes business incidental expenses, such as travel and hospitality
10 11
section one – implementing the vision section two – partnerships
Implementation Steps Flowchart
This flowchart summaries the Determine
implementation steps outlined resource
previously. commitment
(people and time)
Determine type
section two –
of partnership
(see summary of
types of partnership,
page 10) partnerships
Check what
other businesses
are doing
(refer to page 39
and website
www.nzbcsd.org.nz)
Do you have a
Governance Partnerships
Do you have Do you have a
a type of school in mind partnership to
partnership
No that you would Yes develop with
Brief Description
in mind? like to form a this school? Governance Partnerships involves Board of Trustees is the visible symbol Programme Benefits
partnership members of businesses providing their of this type of partnership. It entails Governance advice feeds directly into
with?
skills, expertise and advice to their long-term commitment with an the Board of Trustees at low-decile
partner school. Membership on the annual review. schools, bringing expertise and specialist
Fletcher Building and Governance CASE STUDY
No Yes Yes No
Following a 1995 TV Programme about the Under Tomorrow’s Schools the education The Board of Trustees have co-opted an
plight of some South Auckland schools under bureaucracy was disintegrated and the executive from Fletcher Building to be a
Tomorrow’s Schools, Fletcher Building community, through a Board of Trustees, member of the Board and two of Fletcher’s
approached Tangaroa College to see what was expected to supply the required senior executives (Bill Roest and Bob
Contact a Contact Contact the Contact the they could do. A partnership was then expertise to assist the school. Fletcher Linton) share the responsibility. They take
facilitator for programme principal and/or principal and/or developed which has expanded greatly while Building soon discovered that this was an turns attending meetings to assist in
further guidance co-ordinator facilitator to discuss facilitator to discuss remaining true to its founding principles. impossible task for the Principal and Board advising on financial matters, building and
(see page 32) the partnership partnership options of Tangaroa College. property contracts, search for materials and
and set objectives From the beginning, Jim Peters, the staff concerns.
Principal at the time, said that whilst more The partnership statement, which was
money for facilities, books and buildings drawn up in those early discussions with the These senior executives, in turn, have
Once your initiative
would be appreciated, more important Principal and management staff, identified appropriate expertise within
is underway,
record your from the school’s point of view would be underpinned all of the activities which have Fletcher Building or associated suppliers
involvement: advice and expertise on a whole range been undertaken over the last six years. who have been able to assist the school.
www.nzbcsd.org.nz of issues. This commitment, the relationship and
activities over the previous year, are
As a newly appointed Principal trained as an reviewed annually, and a plan of action for
educator, Jim was expected to run an the coming year agreed.
enterprise with land and buildings worth
Review the
success of your $5m, an annual budget of more than $1m, The Fletcher Building/Tangaroa governance
partnership a team of 45 professionals and support staff, relationship is an example of how business
plus 450 students and a whole community thinking and resources transfer readily to
demanding better education for their kids. the school situation.
12 13
section two – partnerships NZBCSD – successful business and school partnerships
business experience. Such advice is NZBCSD business Fletcher Building phone 09 255 0404 or email Other locations: development/resiliency-building as their Evaluation Methods
particularly important for low decile initiated this type of partnership with southernxcampus@xtra.co.nz. Refer to Youth Mentoring Associations in aim, through focused sessions and Particular to each programme.
schools, as they may not otherwise have Tangaroa College in 1996. While the Section Three (Facilitators) of this guide. shared activities at least once per Computer measurement tools, which
access to these resources. The entire associated mentoring is highly visible, Target Groups fortnight. Currently, schools with measure the self-esteem of young people
school benefits from this long-term the behind the scenes work of senior Schools in low-decile (lowest income) Target Groups programmes tend to have at least a and are easy to use and cost-effective,
commitment, both directly executives serving on the Board of communities. Students in low-decile secondary dozen students participating and some are available from the New Zealand
and indirectly. Trustees (BOT) is even more significant. schools, particularly at senior level have more than thirty. However, Centre for Notational Analysis,
For further information contact Student Numbers, Programme where subject choice and motivation mentoring is not dependent on a phone 09 815 5900.
Business Personnel Merv Taiaroa at Fletcher Building phone Duration and Frequency depend upon having a realistic minimum number of students.
Involvement 025 273 4775 or email mervt@fcl.co.nz. Long-term, throughout the year. understanding of opportunities. Comparison Against Guidelines
This involves the ongoing role of senior Contacts for Partnerships and Outcomes
management on the Board of Trustees, At Southern Cross Campus (formerly Evaluation Methods Student Numbers, Programme Contact an individual school or one of for Students
and other staff for specific tasks as needs known as Nga Tapuwae College) the All parties in the examples above are very Duration and Frequency the facilitators listed in section three of This programme meets all partnership
are identified. same needs were evident as existed satisfied with the partnership and formal Most mentoring programmes run on this guide. guidelines except ‘governance and
at Tangaroa, however, support offers evaluation by the Ministry of Education an annual cycle, with personal management’ which is not applicable to
Cost to Participate came from a range of individuals rather has yielded very positive results. most Mentoring Partnerships. Can meet
No financial cost. Time and skills. than a single large corporate, so these all the outcomes for students.
have been drawn together into a Comparison Against Guidelines Mentoring – What’s in it for Fletcher Building? CASE STUDY
Current Situation collective working partnership – for Partnerships and Outcomes Further Comments
This was not a question which occurred requests are made from time to time to
Auckland, decile one schools known at Southern Cross Campus for Students Businesses have a choice of
to the two executives who saw the TV put the company name on prizes and
Tangaroa College, Otara. as the Foundation model. For further Governance Partnerships meet all becoming involved in existing
programme on the plight of South newsletters where it helps to show
Southern Cross Campus, Mangere. information contact John Clark the guidelines under schools. However, Auckland schools back in 1995. They parents as employees and customers mentoring programmes or creating
at Southern Cross Campus the outcomes for students are simply thought: “We should be able to that this large business is supporting a a new programme.
largely indirect. do something to help them!” local school.
The Fletcher/Tangaroa mentoring
The initial request from the Principal The school has assisted the company in
Mentoring Partnerships of Tangaroa College for Fletchers to
encourage sixth and seventh formers to
a number of ways: their cultural groups
have performed at business social
partnership is widely seen as ‘state-of-
the-art’ and information is willingly
shared – including the school’s brochure
keep studying, led to the mentoring occasions, their very accomplished band
Brief Description are mentoring. The communities of Cost to Participate programme being established. Fletchers has played at an executive’s farewell and powerpoint presentation.
Through the support of people who take both organisations are enriched by Time, skills, and money (mostly for say they have never had any problem function, their artworks have been
a special interest in them, students are this partnership. hospitality and travel costs). Other finding young graduates who are keen treasured by those employees lucky
to participate. enough to receive them as gifts.
assisted to develop their potential by business executives will be called on to
identifying and overcoming barriers. Business Personnel provide advice as required.
Mentoring gives the students “In helping Tangaroa College graduates,
Mentors from business offer advice and Involvement opportunities to meet and learn from managers and other staff including
guidance for the world beyond school. The number of executives generally Current Situation graduates about how they got to many Pacific Island and Maori employees
This exposes senior students to role needs to match the number of students Auckland: university, how they studied, where they of Fletchers feel privileged to be in a
models and networks they would who take part in the mentoring Fletcher Building and Bell Gully with worked. In the early days they also helped position to assist. It reminds many of
the students with their studies. Fletchers their own humble beginnings; it keeps
otherwise be unlikely to access. programme, as well as a senior Tangaroa College in Otara (see case
soon learned however, to leave the them in touch with the real New Zealand;
co-ordinator. There is not a pre-specified study). For more information contact
teaching to the teachers. The mentor it opens new cultural horizons for some
Programme Benefits number of students. Within an overall Merv Taiaroa at Fletchers phone groups spend time simply showing an and it is fun for all those involved.”
The students benefit from learning more programme each group organises 025 273 4775 or email mervt@fcl.co.nz, interest in students as individuals and
about the world of work and potential activities to meet the mentoring needs of or Andrea Tapu at Tangaroa College providing opportunities to explore further
career opportunities. They also learn participants. On occasions when the phone 09 274 5764, fax 09 274 6371. study or career options. The students have
also learned that simply being in the
how their mentors have taken advantage groups have not arranged to get
mentor group won’t, by itself, help them
of tertiary study opportunities and are together contact is on a weekly basis by Rotorua:
pass exams.
encouraged to do similarly. The benefits fax or email from the Careers Centre. Fletcher Challenge Forests with
are reciprocal as company personnel Mentors also join with students for major Rotorua Boys’ High School as part of The Fletcher name has not been
learn from their experience and school events. a vocational partnership, contact associated with the school except where it
interaction with the students they Judy Holden 07 350 899. is beneficial to the school. For example,
14 15
section two – partnerships NZBCSD – successful business and school partnerships
Education Enhancement Partnerships URS: Sustainability Education
URS New Zealand is an engineering and parents and community-minded
CASE STUDY Each programme is organised into ten
week modules to fit school terms,
following a pattern of four weeks
environmental consultancy that is organisations such as URS New Zealand,”
Brief Description of business can provide a richness of Cost to Participate committed to the adoption of sustainable she says. classroom-based, four weeks outdoor
These programmes are a practical and understanding and context for learning Programme-specific. business practices in New Zealand. One of intensive then two weeks community-
positive response to the reality that the that greatly assist the work of teachers. the Company’s specific objectives is to use Gael says her sessions consist of a 30 based. The fun of music and song are
knowledge base of educators needs to Current Situation its own scientific and engineering staff to minute interactive presentation, featuring vital teaching tools.
actively promote environmental simple props to illustrate key messages
be expanded and supported in a fast- These programmes, that intersect with There is a wide range of locations,
awareness in the community. and lots of input from the children,
changing, highly-specialised world. the business world and give students the for both types of partnerships. Programme Benefits
followed by questions and discussion.
Enhancement Partnerships enrich the opportunity to meet occupational role Partnerships are divided into two types: Senior consultants are encouraged to Development of positive attitudes and
traditional curriculum because material models, can broaden student horizons deliver relevant seminars, workshops and “There is a wealth of environmental enhanced self-concept for the student,
and input are aligned with existing from the early years of schooling. Generic partnership presentations to a range of community information available on the internet for through activities designed to build a
school programmes. Generally operating at the initiative of groups, primary and secondary schools education purposes but what really strong sense of their identity in the
and universities. inspires these young children is listening
Business Personnel businesses on a local or regional basis. community and New Zealand society.
to real people who work in the
Programme Benefits Involvement This personal resiliency is a proven basis
Gael Ogilvie, Senior Principal, based in environmental/science/engineering fields.
The specialist knowledge and experience Programme-specific. Proprietary partnership Auckland has compiled a series of It is so important, particularly for the
for achievement. Particular strengths of
Where a trust has been formed to interactive sessions for Epsom Normal young people, to see and hear from actual Kiwi Can are its permanency and
Watercare’s Adopt a Stream with promote a branded concept, seeking Primary School students, on “hot” topics scientists making a living working on consistent delivery.
Otahuhu Intermediate School CASE STUDY business and community support both such as climate change, ozone layer environmental issues,” she says.
protection, waste management and
for local operations, and often to expand This programme is needs-based with the
Watercare, Auckland’s bulk provider of students and teachers throughout biodiversity. Gael says teachers are thrilled Gael says young children are natural
the curriculum opportunity as widely school setting priorities such as
water and wastewater services, has the year, providing them with a to have the opportunity for specialists to “greenies” and seem to have a strong
developed the Adopt a Stream program. comprehensive, user-friendly teacher’s
as possible. spend time educating the children. empathy for environmental protection. combating truancy, promoting respect,
manual, water testing kits and eight These young environmentalists are thirsty anti-bullying, improving motivation and
This educational resource kit provides prepared “laboratories” for the students Target Groups “Many schools now have active for knowledge about how they can make co-operation. The continuous nature of
students in years five to eight with a to complete. Both primary and secondary schools. programmes tapping into the expertise of a difference. the programme throughout an entire
practical insight into the fundamental
year, ensures it is a sustained force in the
relationship between water and all living The program is flexible and can be
Student Numbers, Programme school, becoming part of the culture.
things, and creates an interest in science as adapted for the local environment.
a subject. Adopt a Stream is also designed Last year, Otahuhu Intermediate School
Duration and Frequency Leaders are from varied backgrounds,
to fit into and enhance the current science in South Auckland focused on the estuary All Education Enhancement Partnerships aged 18-25, with a commitment to help
curriculum at levels three and four. bordering the school grounds. Marilyn operate on an annual cycle to fit with the children realise their potential.
Roberts, Deputy Principal says that the school year. Because the field is diverse,
Students study local streams and rivers, program was extremely beneficial.
there is wide variation in numbers of Business Personnel
assessing the quality of the water.
students and duration of programmes. Involvement
Watercare’s Project Co-ordinator, Cathy “Watercare spent a lot of time with the
Prentice, visits the school and works with students, and they appreciated the input
Participating businesses are encouraged
of an outside professional. This was real for Contacts to become actively engaged in the
the kids, they loved being introduced to Contact the school you are interested in school to develop deeper mutual
what they called ‘real science’. I think this developing a partnership with. You can understanding. Teachers and
was the first time they truly looked at the
estuary, which is beautiful but smelly, and
also contact a programme co-ordinator Comparison Against Guidelines Kiwi Can principals provide collegial support
for one of the specific Education for Partnerships and Outcomes to facilitators and evaluate each stage
realised what pollutants were in there.”
Enhancement Partnerships. Refer to Kiwi for Students Brief Description of the programme.
Watercare provided quality-testing kits for Can, Project K, Books in Homes, Young Meeting the guidelines for partnerships Kiwi Can, first piloted in 1997, is a
assessing the water’s Ph and nitrate levels. Enterprise Scheme, Enterprise Studies and objectives for students programme that focuses on physical, Cost to Participate
and Primary Enterprise Programme are dependant on the education mental, creative and social development, $50,000 per annum for the salaries of
“Being a lower decile school, we could
pages for further information. programme chosen. Typically, aligned with the national Health and two full-time leaders, which usually
never have run a program like this without
Education Enhancement partnerships Physical Education curriculum. It involves covers two smaller primary schools
the use of outside resources, especially the
kits. Help in the pre-planning stages was
Evaluation Methods fit all of the school guidelines except whole-class groups in an active teaching or one large school. This can be shared
invaluable for the teachers and helped us Mutual satisfaction, various methods of ‘strengthening governance and programme, delivered by two trained with the school itself and with
get better results,” she says. measuring this. management’ which is not applicable facilitators, male and female, with the community organisations.
to curriculum programmes. class teacher present at all times.
16 17section two – partnerships NZBCSD – successful business and school partnerships
Sanford Believes a Kiwi Can CASE STUDY Current Situation Project K
Northland: Kaeo Primary School
Sanford is forming an education Desley Simpson the Chief Executive of
Auckland: Koru School in Mangere and Brief Description
enhancement partnership with Kiwi Can says: “Where the programme has
Kaeo Primary School based on the been running for a while we have seen
Hillsborough Primary School Project K is mainly focused on year ten
Kiwi Can programme. some amazing changes. Apart from Central North Island: Ngaruawahia, (fourth form) students. An introduction
children developing the “I Can” attitude Hamilton, Te Kuiti, Marton, to the programme is followed by the
The Sanford oyster-processing factory is many other benefits emerge. The school Hunterville, Bulls residential Wilderness Adventure, with a
the main employer in the small Northland atmosphere becomes more harmonious
Wellington: Porirua, Stokes Valley, focus on teamwork, self-reliance and
community of Kaeo. Northland has a high with bullying and violence being
Naenae goal-setting. After the students return
level of unemployment with children eliminated. Children develop a sound
coming from homes where the main range of communication skills, teachers
South Island: Timaru they build on their goal-setting skills in
source of income is often from are able to relate to all pupils more the Community Challenge. Adult
government benefits. positively and vice versa.” Target Groups mentors are then allocated to work with
Primary and intermediate schools the students in a Mentoring Partnership,
Sanford management together with A six-year-old’ child recently commented:
for an intensive programme of with individual mentor follow-up, once
Chrissi Wood the Principal of the Kaeo “We try to be more gooder and more
social education. per fortnight. This includes informal Business Personnel Other locations which are being planned
Primary School agreed the Kiwi Can honest. We weren’t like that before Kiwi
program would make a positive Can came.” meeting/communication and quarterly Involvement include Northland, Palmerston North,
contribution to their school and to the Student Numbers, Programme review, leading to graduation at the The project recruits and trains Porirua and Dunedin. Contact Project K
community as a whole. Shane Walsh, North Island Manger of Duration and Frequency school prize-giving. community mentors. Their structure to participate or if your business would
Sanford says he believes the Kiwi Can This programme involves all students of therefore offers an opportunity for like to be involved in a different location.
“Two years ago, while looking at programme will benefit the children,
the participating schools at least once A year nine (third-form) programme has businesses to encourage their staff to
programmes for behaviour and learning teachers, parents and the community and,
per week for an entire year. also been piloted in a small school in undertake this development Target Groups
support, we investigated the Kiwi Can over the long-term, Sanford.
Programme but found the cost to be Mangere in 2001. The students and their opportunity, without needing facilitation Junior secondary school students in year
prohibitive. Last year’s approach from Contact teachers were involved in a one week support from the business, since this is nine (third-form) and selected year tens.
Sanford with regard to sponsorship of the Desley Simpson CEO Wilderness Adventure, 20 days provided by the project.
programme was wonderful,” Chrissi says. Phone: 09 528 2403 Community Challenge (run by teachers) Student Numbers, Programme
Email: KiwiCanTrust@xtra.co.nz and a Mentoring Partnership that will last Cost to Participate Duration and Frequency
Whilst developing higher self-esteem
throughout the school year. Senior Businesses can pay for students to The fourth-form programme generally
in themselves, the children are also
encouraged to develop a respect for
Evaluation Methods students were trained as peer mentors and participate in Project K. The year ten involves groups of up to 12 boys and
their peers, parents, community and Regular feedback is received from adult mentors were used for the students programme costs $2,500 per student girls (ages 14 to 15) who are selected by
the environment. the school community. Two research who needed most support. Project K is and the year nine programme costs a scientific survey and confirmed by a
projects, undertaken by Massey continuing to develop the year nine model $560 per student. school liaison team as most likely to
and Victoria Universities, provided and will extend to the far north in 2002. benefit from this type of education
positive results. Current Situation enhancement.The programme is
Programme Benefits Seven operating in Auckland structured, and year long.
Comparison Against Guidelines The project assists young people of South Auckland: Adventist High,
for Partnerships and Outcomes potential, but at risk of under-achieving, Mangere College, Otahuhu College. Contact
for Students at a time when their secondary school North Shore: Birkenhead College, Jenny Hylton
This programme is sufficiently wide in timetable still has enough flexibility to Glenfield College, Takapuna Grammar, Phone: 09 379 2778
scope to have the potential to meet allow for significant breaks in the normal Northcote College. Email: jenny@projectk.org.nz
all guidelines for partnerships and teaching routine to undertake this
outcomes for students. intensive personal development Four planned in Central North Island Evaluation Methods
programme. The programme is not Putaruru High School, Tokoroa High A series of evaluations are administered
Further Comments available for the critical ‘at risk’ group of School, Forest View High School annually for each site. An American
Sponsorship, either from the school those involved in violence and drugs. (Tokoroa) Mangakino Area School self-esteem survey is also used for
or business, is also needed for initial screening.
administration costs, office space
and teaching materials.
18 19section two – partnerships NZBCSD – successful business and school partnerships
Business Personnel Contact The Fletcher Challenge Trust Young Enterprise
Involvement Mervyn Bennett Scheme benefits students nationwide CASE STUDY
The organisation is a charitable trust Phone: 09 579 0616
Introducing the Young Enterprise Scheme the middle school with two more teachers
run by a Board of Trustees. There is a Email: duffy@booksinhomes.org.nz into van Asch Deaf Education Centre was being involved,” Joce said.
national office based in Auckland with seen as a way for students to develop their
regional branches and well-established Evaluation Methods enterprising skills. The teams developed The students of van Asch (known as ASHM
promotional programmes. Sponsors A recent University of Canterbury study an idea (sign language stickers) and Business) won the National Award for
worked to produce and market the final Commitment at the Young Enterprise
have many opportunities to become showed very positive results.
product. A mentor for each of the National Awards in 2000. They shared this
involved with the schools they are
students ensured they could compete award with Hamilton Boys’ High School.
sponsoring – such as attending Comparison Against Guidelines with mainstream hearing students
presentation assemblies and other for Partnerships and Outcomes throughout New Zealand. Garry Moore, Mayor of Christchurch,
fun events which are an essential part for Students further endorsed the work of the Young
of the programme. However, the main This programme meets all partnership Their teacher Joce White says this Enterprise scheme.
was one of her best years in her long
role is as funders. guidelines except ‘governance and
teaching career. “Young people need to get a sense of
management’ which is not applicable to
enterprise and business as young as
Cost most Educational Enhancement “We have been fully involved and were possible which is why I am a fan of the
Cost is dependent on school size. Several programmes. It can meet most of the able to participate in the Fletcher Young Enterprise Scheme. YES gives
thousand dollars is required for a full outcomes for students. Challenge Young Enterprise Examination. students the opportunity to learn from
Comparison Against Guidelines points for good behaviour have their annual sponsorship, although this can be This group of students began the year the bottom up how a business operates,”
with an ‘I can’t’ attitude and the he said.
for Partnerships and Outcomes names entered into a draw for the shared between sponsors. Further Comments
programme has helped to turn this
for Students chance to earn an additional book. Refer to the website
around. They have been extended in the
This programme meets all partnership Current Situation www.booksinhomes.org.nz for further most positive way and they now all have
guidelines except ‘governance and Resources such as colourful posters, Nationwide in 398 schools. information. There is also a variety of goals for the future.”
management’ which is not applicable sing along CDs and the promotion hard-copy material available through
to most Educational Enhancement of children’s art, are used to enable Mainfreight Transport is a lead sponsor Books in Homes offices. “I just wanted to let you know how
valuable this programme has been. We are
Programmes. It can meet all the students and families to see the together with the Government, but
now going to start Enterprise Studies in
outcomes for students. programme as ongoing and, in a wider many private individuals, charities, plus
Further Comments
social context, relevant to their lives. 35 Rotary Clubs and other community
organisations are also involved. There is
Young Enterprise YES is a partnership between one or Programme Benefits
Refer to www.projectk.org.nz for more Schools pay part of the cost of the an ongoing need to fund programme Scheme more teaching department(s) of a school This is the “flagship” programme of the
information. A range of brochures are annual book supply and sponsors meet development. and mentor(s) from local business. Enterprise NZ Trust, formed in 1980 as
also available from the Auckland office. the balance. Sponsors are encouraged to Brief Description Generally there is a group of four to the first organisation to address the
come to the school for the ‘hero Target Groups The Young Enterprise Scheme (YES) twelve senior students with a teacher, major lack of linkage between NZ
assemblies’ when books are presented Low-decile one and two (lowest socio- involves student groups, supported by usually from Commerce or Technology, schools and business. With the Fletcher
Books in by the celebrities who donate their time
to the cause.
economic areas) primary and
intermediate schools. Year nine (third-
mentors and teachers, forming
companies to manufacture and market a
and a business mentor. Some schools
have more mentors per group or more
Challenge Trust as lead sponsor,
supported by nine companies including
Homes form) students at some low-decile product or service, then producing a than one group. NZBCSD member 3M, this international
Programme Benefits secondary schools. business report and balance sheet on scheme is widely known to be of proven
Brief Description Books in Homes addresses the problem their success. An effective team There is a national organisation. Each worth and continues to increase in size
Books in Homes aims to strengthen basic of ‘bookless homes’ where previously Student Numbers, Programme operation, commercial, entrepreneurial region has an office with a co-ordinator and scope.
literacy and expose children to celebrity no reading was taking place outside Duration and Frequency and marketing skills are essential for who sources the mentors, organises
role models who portray a positive view the classroom. Children from this Books In Homes was originated by success. There are New Zealand regional communications for the structured In recent years action has been taken to
of reading. Sets of books are made background can become adults with novelist Alan Duff and began in 1992 in finals, then an annual national award programme in each area, trouble-shoots improve the uptake by Maori through the
available to the schools for children to low communication skills which often Hawkes’ Bay. Nearly 80,000 children ceremony in Wellington, featuring a and runs the various fun and sharing involvement of the Poutama Trust and to
select and take home to share with their results in reduced future income, social now receive a minimum of five books of trip to Singapore for representatives combined activities with active support support regions where enterprise
families. Each week, in the ‘Caught Being exclusion and severe reduction in their their choice a year. of the top three YES companies for of the lead sponsor.
Good’ programme, children who earn ability to reach their potential. New Zealand.
20 21You can also read
