ࡱ> jlk`  7bjbjss 8T.PPPPPPPd(((8`D,d=j0=======$>heA8=P)^))8=PP0b M= , , ,)PP0`< ,)= , ,r6TPP7T (*|67D<c=0=D7WB +WB77"WBP8@~ ,R#&8=8=+d=))))ddd (ddd(dddPPPPPP Committee for Auckland Submission to Royal Commission on Auckland Governance 2008 SUMMARY OF VIEWS AROUND SOCIAL AND ECONOMIC IMPACTS FROM THE TERTIARY EDUCATION SYSTEM 1. Introduction The Committee for Auckland has developed its submission noting the terms of reference emphasis on governance. It is in this context that thought has been given to how a new governance model can better serve the tertiary education system in the Auckland region. It is the Committees view that role of higher education in NZ and Aucklands economy is underplayed and yet city leaders in the UK USA and Australia put education and higher education at the core of city-region success and competitiveness. The Auckland region produces 42% of the countrys graduates but currently we do not have strategies to ensure that we produce the graduates needed, strategies to attract top postgraduate students, and strategies to retain our graduates skills once they have finished their qualifications. Auckland is also a major destination for international students. The attractions of the Auckland city region and the qualities of its universities and polytechnics can be profiled to greater advantage to enhance the regions appeal as a destination. This in turn, through word-of-mouth referrals, raises the profile of Auckland as an education, tourist and business destination globally. While the general view of the regional tertiary education institutions is that a new governance framework for the Auckland region should not have a direct strategic or management role in tertiary education, the Auckland governance system could play an effective role in taking an objective overview of regional supply an demand, imbalances in provision in relation to different socio-economic groups, the retention of skills in the region, and the targeting of developments in delivery of professional and vocational skills by sub-region and institution to better assist economic and social development. The governance body could then interact as another voice to central government on behalf of the whole sector, to drive more effective allocation of funding. This paper summarises background issues and areas in which a regional governance body could contribute to the tertiary education sector and the regional economic development. 2. Background Issues Tertiary Education and the Technology Innovation System 2.1 Tertiary Education Worldwide, the higher education sector is now recognised as a key contributor to regional sustainable economic and social development. This has been demonstrated in OECD studies and specific studies commissioned by major city regions worldwide. One of the government's six current initiatives for economic transformation is to make Auckland a world-class hub of innovation and internationalisation. Central to lifting Auckland's economic performance is an improvement in skill levels, given that Auckland's productivity is currently only 80% of the OECD average. Auckland's tertiary sector has much to be proud of. It dominates the country's tertiary education sector and supports an innovative research community. Despite that, there are serious gaps in performance, in provision and in equity of access as demonstrated by the most recent tertiary education regional statements. The issue is not just to lift the level and supply of skills within the Auckland region but also to respond to the needs of a diverse population with rapidly changing demographics. Counties Manukau is characterised by relatively low skill levels, significant problems with literacy and numeracy and relative lack of access to appropriate tertiary education. Forecast skill requirements for Counties Manukau show a significant mismatch between high-level skill needs, and current tertiary educational provision and achievement. Central, North and West Auckland have problems of skill shortages, relevant qualifications, socially equitable access and geographic accessibility. Currently, the Auckland region faces professional skills shortages in areas such as IT and branches of Professional Engineering, and diverse trades and vocational skills shortages. The region is served by only two polytechnics, whose reach is currently not sufficient to meet regional needs. These issues make the success of Auckland as a world city vulnerable. Across the region there are particular challenges in meeting the needs of Maori, Pasifika, and ethnic minorities, many of whom are represented in the new migrant communities. While a tertiary education need analysis is currently being facilitated by Unitec, this is an area that will need ongoing oversight and action in the future, as demographic and industrial change occurs. 2.2 Research and Technology Innovation The research capability and activity contained within the three universities Auckland University, AUT University and Massey University Auckland represents a very significant proportion of the countrys total research capability. Much of the research done in New Zealand universities is set in an international context and in principle blue skies research should be a significant part of any healthy national research framework and not tied in its funding to short term national economic objectives. Likewise the system must support research in the humanities and social sciences where benefits may be less immediately tangible but inevitably nurture the health and social wellbeing of our society. Notwithstanding the foregoing statement, there is a case for a more strategic approach to be taken to the development of a more powerful engine for economic development in the Auckland region by strategically matching the research and development capability in our universities and Crown Research Institutes more effectively to areas of strength in the industrial sector, and to identified new horizon areas of technological development, for example responding to opportunities around smart devices, the marine industry and advanced materials. In both tertiary teaching and in research and development, there is a case for more strategic allocation of funding to drive more effort into areas that will directly support economic development. This is already clearly reflected in government policy, but there is an opportunity to accelerate progress through a closer focus on delivery of results within the Auckland region. There is current discussion at Ministry of Economic Development level around the possibility of selective funding of innovation centres in Auckland, for example support for the Auckland Innovation Centre at Tamaki (Auckland University). Such a single focus approach losses sight of the wider developing network of innovation hubs in Auckland: Auckland University: Auckland Uniservices Ltd, the Ice House Incubator and the Auckland Innovation Centre at Tamaki Massey University on Aucklands North Shore : the e-centre Incubator and CMC Technology Export Centre and Smales Farm Technology Business Park AUT Technology Park in Penrose. The greater Auckland region contains a number of clusters of industries developing in association with these innovation hubs and there is a need for one or two further innovation hubs, e.g. in South and West Auckland, possibly linked to Manukau Institute of Technology and Unitec respectively. A regionally coordinated approach to development of this network will enhance the development of different industry clusters in the region. This can include sharing of best practice and possible movement of start-up businesses from one innovation centre to another where there are better potential synergies with other resident companies or R &D activities. A networked approach will also enable the Auckland innovation system to present an integrated and more effective profile for technology innovation activity in this region both nationally and internationally. 2.3 New Migrant Communities While universities such as Massey have a strong research focus on integration of migrant families into New Zealand society and the workforce, there is an opportunity for wider participation in activities by Auckland tertiary education institutions to support the social and economic settlement of new migrants. Engagement with New Migrant issues offer future opportunities around Migrant community engagement and management of learning and cultural adaptation for new migrant students. Creation of professional education short programmes aimed at cultural adaptation and transition to work in New Zealand. 3. The Potential Contribution of a Regional Governance Body The issues raised in Section 2 above highlight the need for a strong regionally driven collaborative approach, but also major challenges which need to be addressed regionally rather than institution by institution. At present, the crucial missing element is a mechanism which enables a truly regional approach for the development of tertiary education across the Auckland region as a whole. Addressing that missing element is clearly within the Royal Commission's terms of reference with their emphasis on the Auckland region as a growth engine in the New Zealand economy, the ability of the region to compete internationally, and to respond to economic and environmental cultural and social challenges. Successful metropolitan regions are regions which are able to create strong, effective and enduring collaborative mechanisms to address the challenges of sustainable economic development. The Committee for Auckland expects the Royal Commission to draw a distinction between functions which are inherently regional, needing to be managed at a regional scale, and functions better managed at a district or local level. International evidence, such as presented by the OECD, is conclusive that key strategic issues for economic development, including skills development and tertiary education, need a regional focus through effective regional development mechanisms. This requires a mandate for a strong regional economic development body. In the Committee's view this requires an arms-length entity attached to the regional level local government body, governed by a board appointed on "fit for purpose" principles, and with a mandate which includes acting as the region's representative in working with central government, local government, business, the not-for-profit sector, Maori and Pasifika, and other key community stakeholders in the development and implementation of strategies deemed crucial for the region's economic development. One of those strategies should be a regional tertiary strategy for the Auckland region with coverage including needs assessment (both social and cultural needs as well as needs of current and future employers) and the optimal arrangements for developing and delivering the tertiary education services required to meet those needs. We envisage a future where Auckland governance has sufficient direct engagement with national education planning to ensure Auckland has (i) education and (ii) research and development capability of the requisite standard. A new approach to Auckland which values and promotes tertiary learning would have education as a core while respecting the apparatus of the current governance systems and funding relationships. The new system of leadership for Auckland can also build on the strengths in our tertiary education system and examine ways to raise the level of town and gown unity at the city region level. This is an action that contributes to making a city region competitive. Finally, the governance body will have a key role in planning the infrastructures of the Auckland city region, such as connectivity transport, broadband vital to the tertiary education institutions. These infrastructures move around 100,000 people around Auckland and transfer information between them daily. Collaboration over travel plans and transport systems has the potential for major beneficial impact. 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