s 69(1)
s 222C(1)
The New Zealand Institute of Skills and Technology (NZIST) exists to perform the functions set out in section 222B.
NZIST will be responsive to the needs of all regions of New Zealand, their learners, industries, employers, and communities.
To meet the needs of regions throughout New Zealand, NZIST must—
offer in each region a mix of education and training, including on-the-job, face-to-face, and distance delivery that is accessible to the learners of that region and meets the needs of its learners, industries, and communities; and
operate in a manner that ensures its regional representatives are empowered to make decisions about delivery and operations that are informed by local relationships and to make decisions that meet the needs of their communities; and
ensure that international learners are attracted to train and study in regions throughout New Zealand; and
ensure that there is collaboration across its national network; and
maintain a high-quality coherent network of infrastructure that meets regional skills needs.
NZIST must operate in a way that allows it to—
empower students and staff on academic, non-academic, and well-being matters and matters relating to the organisation’s practices and services; and
develop meaningful partnerships with—
industry across the country, including Māori and Pacific employers, smaller employers, and those operating in niche sectors; and
communities at a local level, including hapū and iwi, and Pacific communities; and
use the insights gained through partnerships to—
develop and provide vocational education and training that meets short-term and long-term skills needs; and
expand industry training into smaller employers and niche sectors; and
align education and training delivery to support the unique social and economic goals of local communities; and
work towards equity for learners and staff of different genders, ethnicities, cultures, and abilities; and
reflect Māori-Crown partnerships in order to—
ensure that its governance, management, and operations give effect to Te Tiriti o Waitangi; and
recognise that Māori are key actors in regional social, environmental, and economic development; and
respond to the needs of and improve outcomes for Māori learners, whanau, hapū and iwi, and employers; and
hold inclusivity and equity as core principles, recognising and valuing the diversity of all of its learners, and providing the unique types of support different learners need to succeed; and
meet the needs of all of its learners, in particular those who are under-served by the education system, including, but not limited to, Māori, Pacific, and disabled learners; and
promote equitable access to learning opportunities for learners across all regions; and
have culturally responsive delivery approaches, whether on campus, in the workplace, online, or otherwise; and
work collaboratively with schools, wananga, and other tertiary education organisations (including workforce development councils) to improve the outcomes of the education system as a whole, including the transition of learners into employment.
In giving effect to clause 4, NZIST must ensure that—
students and employers can transition seamlessly between delivery sites and educational modes, including between workplaces and other forms and places of learning; and
programmes of study and qualifications are portable and consistent, yet flexible enough to meet local needs; and
the academic integrity of the education and training programmes it delivers is protected; and
New Zealand’s reputation as a quality study destination for international learners is sustained; and
the range of education and training options available to learners and employers is appropriately broad and current; and
future skill needs are anticipated and quickly responded to; and
teaching and learning is supported by research, evidence, and best practice; and
learning pathways provide learners with a range of opportunities to progress to higher levels of education and training, and also into employment; and
the needs of adult and second-chance learners are afforded high priority.