Vote Education - Education and Workforce Sector - Estimates 2021/22

Vote Education#

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Overview of the Vote#

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The Minister of Education is responsible for appropriations in Vote Education for the 2021/22 financial year covering the following:

• a total of over $2,775 million for services from the Ministry of Education (depreciation and capital charge on school accommodation and Learning Support services being the most significant costs)
• a total of nearly $1,870 million for capital expenditure by the Ministry of Education, mainly related to school sector property
• a total of just over $10,525 million for educational services from schools (including teacher salaries), early learning, educational services from the New Zealand Qualifications Authority, Network for Learning, Teaching Council of Aotearoa New Zealand and other non-departmental providers. Aside from teacher salaries, schools' operations grants and early learning subsidies, other significant costs include curriculum support and professional development in schools and early learning sectors and school transport services
• a total of nearly $54 million for allowances, scholarships and awards for students, teachers and trainees
• a total of just over $102 million for other educational services, and
• a total of just over $55 million for capital expenditure for schools.

The Minister of Education is also responsible for a capital injection to the Ministry of Education of nearly $1,176 million.

Details of these appropriations are set out in Parts 2-4.

Details of Appropriations and Capital Injections#

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Annual Appropriations and Forecast Permanent Appropriations#

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Multi-Year Appropriations#

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Total Annual Appropriations and Forecast Permanent Appropriations and Multi-Year Appropriations#

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Capital Injection Authorisations#

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Supporting Information#

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Part 1 - Vote as a Whole#

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1.1 - New Policy Initiatives#

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1.2 - Trends in the Vote#

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Summary of Financial Activity

Note - where restructuring of the vote has occurred then, to the extent practicable, prior years information has been restated as if the restructuring had occurred before the beginning of the period covered. In this instance Total Appropriations for the Budgeted and Estimated Actual year may not equal Total Annual Appropriations and Forecast Permanent Appropriations and Multi-Year Appropriations in the Details of Appropriations and Capital Injections.

Adjustments to the Summary of Financial Activity Table Due to Vote Restructuring

The prior year information in the Summary of Financial Activity table has been restated to reflect the current Vote structure.

1.3 - Analysis of Significant Trends#

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Significant changes in departmental and non-departmental appropriations related to early childhood education and schooling between 2016/17 and 2024/25 are discussed briefly below.

Departmental Expenditure

The largest component of departmental output expenditure relates to the provision of school land and buildings, including capital charge, depreciation and Public Private Partnership contractual payments. The major changes here relate to movements in the value of the property portfolio after additional government investment in schools, the annual revaluation of the portfolio and property disposals. There are also increased costs related to delivering a more extensive works programme and managing a growing property portfolio. In 2020/21, the capital charge rate was reduced from 6% to 5% from 1 July 2020.

Other significant changes to departmental funding include:

• increased provision for services for students with learning support needs, including provision for teacher aides, and additional in-class support, Intensive Wraparound Services, adjustments to funding levels for the Ongoing Resourcing Scheme (ORS), School High Health Needs Fund, teacher aides and other supports (both for price and volume changes) and settlements for related collective agreements
• the development of various systems, such as an education-wide funding system, and initiatives to support the implementation of a managed network for all schools and support for the design and delivery of curriculum resources for students and teachers in Maori language in education provision, in particular Maori-medium education
• provision for improving and accelerating education outcomes for Pacific learners to ensure they and their families have their identities, languages and cultures valued and respected and have the skills, knowledge, and equitable opportunities to pursue any education pathway
• support for the implementation of Communities of Learning | Kahui Ako that peaked in 2017/18 and 2018/19
• provision for improving data quality, availability and timeliness which will enable the education system to know about the people in its care and how best to position services in a timely and efficient manner, and that will address the needs of each learner and their community and whanau
• expanding and extending the Ka Ora, Ka Ako | Healthy School Lunches programme
• initiatives for raising the profile of and strengthening the pipeline into vocational education
• supporting the maintenance of services through capital operating swaps, procurement efficiency savings and occasional transfers from non-departmental programmes
• delivery of the extensive education work programme
• provision for the cost of establishing, designing and implementing the required changes to ensure that the schools payroll service is compliant with Holidays Act 2003 legislation (and assessing and remediating any resulting liability), as well as assessing and negotiating a range of pay equity claims and implementing resulting settlements
• provision for current and former Ministry staff who have not been paid in accordance with the requirements of the Holidays Act 2003
• support for the implementation of changes in the Education and Training Act 2020 to deliver increased student achievement
• implementation and delivery of the Targeted Support for Pacific Learners and Families package which covers brokerage support, Pacific Education innovation fund, support for Pacific Early Learning Centres, Tautai o le Moana and translation of materials into 10 Pacific languages
• funding for access to sanitary products in schools and kura
• funding to redevelop the National Certificate of Educational Achievement (NCEA) qualifications, ensuring 150,000 students who study NCEA every year have the appropriate skills and knowledge to seek further education or employment, either in New Zealand or overseas
• initial funding towards fulfilling the Government's manifesto commitment to replace the current decile system with the Equity Index from the 2023 school year
• funding for the first year of a multi-year investment to reform the Tomorrow's Schools model
• increasing the funding to maintain the Ministry's current level of service in managing the school property portfolio
• provision to maintain Learning Support services for the most vulnerable akonga/learners in the face of rising costs of wages and inflation, and
• funding from the COVID-19 Response and Recovery Fund 
  • to support Maori learners and whanau to reconnect with education services following COVID-19 to ensure they access the full range of education and wellbeing services and achieve successful outcomes
  • to increase wellbeing and mental health supports, including guidance counselling and the Urgent Response Fund, in alignment with the government priority focus on mental health.

Departmental output expense appropriations Interventions for Target Student Groups and Support and Resources for Teachers were moved to multi-category appropriations from 2016/17, and Stewardship of the Education System and Policy Advice were moved to another multi-category appropriation from 2017/18. Support and Resources for Education Providers was moved to the Primary and Secondary Education MCA from 2020/21.

Departmental Capital Expenditure

Most capital expenditure by the Ministry of Education relates to the State school property portfolio, either through school projects or projects managed by the Ministry. Movements between years mainly relate to factors such as site purchases and the timing of new schools' roll-growth classrooms and redevelopment projects. There is also an ongoing focus on expenditure in Christchurch to remediate damage from the 2010 and 2011 earthquakes and reflect demographic change. Also included is expenditure on school Information and Communications Technology (ICT) network upgrades (including broadband), as well as the development of information systems.

Capital Injections

Additional capital provided to the Ministry over the period mainly relates to the expansion and upgrading of the school property portfolio (including the School Investment Package and National Education Growth Plan), the Christchurch Schools' Rebuild Programme, and repayment of service concession liabilities to the private sector partners for schools built under Public Private Partnerships. Also reflected is provision for energy efficiency initiatives in schools, the development and upgrade of information systems such as the Education Resourcing System, and to address learners' needs by improving data quality, availability, timeliness and capability, the establishment of the Learning Support Coordinator roles in State and State-integrated schools, the introduction of the decarbonisation programme replacing coal boilers in schools, growth in existing and new schools, delivery of Maori-medium education, and reform of the Tomorrow's Schools system.

Non-Departmental Outputs

From 2018/19, most non-departmental other expense appropriations and categories under multi-category appropriations were reclassified as non-departmental output expenses, including Early Childhood Education, Primary Education, Secondary Education and Learning Support (under the Outcomes for Target Student Groups MCA).

From 2020/21, the largest appropriations in the Vote (Primary Education and Secondary Education) have been combined under Primary and Secondary Education MCA, together with secondary-tertiary interface and school risk management scheme funding.

From 2021/22, Contribution to the Teaching Council of Aotearoa New Zealand, UNESCO and Education Research Initiatives under Oversight of the Education System MCA are combined under a new non-departmental output appropriation Contributions to Other Education-related Organisations. Learning Support and Service Academies categories under Outcomes for Target Student Groups MCA are merged into a new category Learning Support and Alternative Education.

Changes in non-departmental output expenses are principally owing to a combination of:

• roll-related increases in early childhood education sessional payments, as well as revised funding rates and increased provision for equity funding
• roll-related increases in funding for schooling, including teacher salaries, as well as provision for improved operations funding rates for schools
• the impact of wage settlements for teachers and principals (including the flow-on of these costs to the early childhood education sector), as well as changes to Accident Compensation Commission (ACC) rates and the take up of superannuation subsidies
• provision for current and former school staff who have not been paid in accordance with the requirements of the Holidays Act 2003
• the impact of pay equity settlements for school staff such as teacher aides, as well as a contribution toward the settlement of non-teaching staff collective agreements setting the current living wage as a minimum rate
• funding for schools to replace parental donations to alleviate financial pressure on families who struggle to pay school donations, as well as benefiting eligible schools by providing greater certainty of revenue or increased revenue
• provision to increase funding to employ ORS teacher aides for more hours to help with the transition back to school
• initiatives addressing the consequences of the COVID-19 lockdown, initially in 2019/20 and 2020/21, including ensuring the availability of childcare for the children of essential workers and providing some students with access to online teaching and learning
• continuing the supply of digital devices and applications to principals and teachers to provide online learning opportunities to akonga/learners as the sector manages through COVID-19
• other initiatives in the schooling sector, including provision for English for Speakers of Other Languages, and Youth Guarantee services, with reallocations from Youth Guarantee funding (in Vote Tertiary Education) for additional Trades Academy places
• funding from 2019/20 to address staffing cost pressures for Kohanga Reo, in the context of helping to respond to and resolve the Wai 2336 Kohanga Reo claim findings
• restarting Te Kotahitanga to supporting equitable outcomes for Maori learners by addressing cultural bias and racism in the education system (Te Hurihanganui) and supporting whanau to engage in the education of Maori learners (Mana Whanau)
• support for the implementation of Communities of Learning | Kahui Ako from 2015 through to 2019/20 when the numbers of these communities stabilise
• implementing a Free and Healthy School Lunch prototype for Year 1 to 8 students
• steady growth in the demand for (and costs of) school transport services, partly offset by efficiency savings identified in 2015/16 and 2016/17
• introduction of new Learning Support Coordinator roles from 2019/20, as well as bolstering the support for other interventions for children and young people with learning support needs, including maintaining the level of funding in light of growing student numbers
• support for the Teaching Council (previously Education Council) of Aotearoa New Zealand through to 2021/22 to deliver its new functions under the Education Amendment Act 2015 and transition to an annual practising certificate fee
• various initiatives to continue to increase the levels of teacher supply for the future, complemented by initiatives in Vote Tertiary Education
• support for New Zealand Qualifications Authority development of National Certificate of Educational Achievement Online (NCEA Online) for the delivery and roll out of digital assessments and learning, as well as the removal of the NCEA assessment fee for all students
• the impact of reprioritisation decisions and other efficiencies, including improving the cost-effectiveness of professional learning and development from 2016/17
• provision for the Home Interaction Programme for Parents and Youngsters moved from Vote Social Development from 2016/17
• the transfer of career services functions to Vote Tertiary Education (Tertiary Education Commission) from 2017/18
• provision for a Teacher-Led Innovation Fund from 2015/16 to 2019/20, and
• funding from the COVID-19 Response and Recovery Fund
  • to reinstate a higher funding band for teacher-led, centre-based services (kindergartens and education and care centres) that employ a 100% qualified and certificated teaching workforce to improve the quality and frequency of teacher-child interactions, and lead to better learning and developmental outcomes for children in services employing a 100% certificated workforce
  • for State and State-integrated schools to manage the immediate financial pressures of COVID-19 in 2020/21 such as cleaning and sanitation costs, additional staff to support small schools, and relief teachers
  • to increase wellbeing and mental health supports, including guidance counselling and the Urgent Response Fund, in alignment with the government priority focus on mental health
  • to expand the Free and Healthy School Lunch Programme to relieve food insecurity and improve educational outcomes for students, which will help cushion the blow of COVID-19's impact on students in already socio-economically disadvantaged households
  • to improve the sustainability, capacity and capability of Kohanga Reo, to revitalise Te Reo Maori and help integrate it into the daily learning of every child and young person across early childhood, primary and intermediate levels by 2025 ensuring progress to date is not lost during the impacts of COVID-19
  • to address cost pressures in 2020/21 arising from the urgent need for an increase in teacher aide hours for more than 10,000 high and very high needs student in the ORS ensuring learners with additional needs are supported through any disruption caused by COVID-19.

Non-departmental output expense appropriations Professional Development and Support, Curriculum Support, Students Attendance and Engagement, and Service Academies were moved to multi-category appropriations from 2016/17. The Education Research Initiatives and the Independent Advice on Government Priority Area component of the Provision of Information and Advisory Services appropriation (subsequently disestablished) also moved to a multi-category appropriation from 2017/18. A new multi-category appropriation called Oversight and Administration of the Qualifications System MCA was created from 2018/19 comprising the functions and activities of the New Zealand Qualifications Authority across several output appropriations.

Benefits or Related Expenses

From 2018/19, most Benefits or Related Expenses appropriations were consolidated under two separate appropriations, Scholarships and Awards for Students and Scholarships and Awards for Teachers and Trainees. The major differences from then relate to the settlements of teachers' collective agreements, teacher supply initiatives and the establishment of the Prime Minister's Vocational Excellence Awards.

Non-Departmental Other Expenses

Non-departmental other expenses comprised the majority of funding in Vote Education until 2018/19 when most of these appropriations or categories under multi-category appropriations were reclassified as non-departmental output expenses, including Early Childhood Education, Primary Education, Secondary Education and Learning Support. Discussion of changes to baselines under these appropriations over the forecast period is therefore reflected under non-departmental output expenses above.

Of the remaining other expense appropriations, the major changes relate to:

• provision for increased property grants due to changes in State-integrated school rolls and movement in the value of the State school property portfolio
• contributions to the cost of new State-integrated schools or additional classrooms, including from the removal of the charter schools model
• provision to upgrade learning environments at eligible State-integrated schools across New Zealand
• recognition of the impact of past education policy changes on property-related costs at State-integrated schools, as well as provision for the seismic strengthening of buildings in greater Christchurch, and
• provision for occasional impairment and balance sheet adjustments.

A new non-departmental other expense appropriation Education Providers with COVID-19 Related Losses of Income was established in 2019/20 to provide the wage subsidy for school hostel employees, to support early learning services in lieu of the childcare subsidy and to meet the cost pressures arising from a sudden decrease in international student revenue resulting from the impact of COVID-19.

Non-Departmental Capital Expenditure

The major changes in non-departmental capital expenditure over the period relate to provision for furniture and equipment for new school buildings, including funding for broadband initiatives and school network upgrades. Other significant changes include:

• a loan for the sustainability of the payroll over 2018/19 to 2020/21, and
• provision for the New Zealand Qualifications Authority to implement and roll out NCEA Online.

1.4 - Reconciliation of Changes in Appropriation Structure#

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From 2021/22 non-departmental output expenses Contribution to the Teaching Council of Aotearoa New Zealand, UNESCO and Education Research Initiatives under Oversight of the Education System MCA are combined under a new appropriation Contributions to Other Education-related Organisations. Also, under Outcomes for Target Student Groups MCA the non-departmental output expense categories Learning Support and Service Academies are merged into a single category Learning Support and Alternative Education.

Explanations of the reasons for changing the appropriation structure are noted in the details of each appropriation in Parts 2-4.

Part 2 - Details of Departmental Appropriations#

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2.1 - Departmental Output Expenses#

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School Property Portfolio Management (M26) (A19)

Scope of Appropriation

Expenses and Revenue

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve a well-managed, sustainable (socially, environmentally and economically) and equitable school sector property portfolio that delivers quality learning environments.

How Performance will be Assessed and End of Year Reporting Requirements

The following information is an indication of expected numbers and is provided for context only.

Note 1 - The Asset Management maturity index scale is 0-20% Aware, 20-40% Minimum, 40-60% Core, 60-80% Intermediate and 80-100% Advanced on the index criteria established by the Treasury.

Note 2 - Running the large school property portfolio is expensive and good utilisation performance helps to minimise this cost and maximise the effectiveness of education delivery. The Ministry's school property-related utilisation standards aim to get schools operating at between 50% and 105% of their roll capacity. This measure considers the relationship between schools' annual July student roll returns and their respective roll capacity, which is determined from the total net area available in schools for teaching and non-teaching use. The standard recognises that below 50% there is likely to be excess capacity, which may be inefficient to operate or may be expensive to remove, and above 105% there may be a need for additional capacity to be built or the demand managed. When a school is identified as being above 105% the Ministry would have clear plans in place for the best way to help address the capacity needs of the school through various demand and supply management responses - for example, there may be new capacity already in development, or rolls may be expected to decline. This measure is forecast to cover approximately 95% to 100% of all State schools by June 2021.

Note 3 - Maintaining appropriate condition performance helps to minimise expensive asset failures and supports the effectiveness of education delivery. The Ministry's school property-related condition standards aim to get schools operating at a moderate ("5") or better condition rating for their school buildings. Each school building is condition-assessed using an industry-standard condition framework during each school's annual property visit, and performance is separately assessed for components of each building (eg, roof, building fabric, and fitout). A school-wide aggregated rating is then determined based on weightings that reflect the relative importance of components of building condition and the built-area of those buildings. The aggregated rating needs to be at least "5" on the 10-point rating scale, which runs from "1" (very poor) to "10" (very good), and where "5" means "moderate". This measure is forecast to cover approximately 90% of all State schools by June 2021.

Note 4 - Maintaining appropriate functionality (fitness for purpose) performance helps to support the effectiveness of education delivery. The Ministry's school property-related functionality standards aim to get schools operating at a moderate ("5") or better functionality rating. Performance against this standard is based on assessments conducted as part of schools' five-yearly property planning process. Schools use the School Evaluation of the Physical Environment (SEPE) tool to self-assess and rate aspects of their school site and school buildings. In some cases, data from internal environment sensors will supplement these self-assessments. A school-wide aggregated rating is then determined based on weightings that reflect site functionality, and the usability and comfort of school buildings. The aggregated rating needs to be at least "5" on the 10-point functionality rating scale, which runs from "1" (very poor) to "10" (very good) and where "5" means "moderate". This measure is forecast to cover about 20% of all State schools by June 2021 while the SEPE tool is being implemented, but coverage will increase to 100% by June 2025.

Note 5 - This includes all teaching spaces which have expanded/ been added to the Ministry's school property portfolio, regardless of funding source, project type or delivery method, and permanent or temporary nature, for State schools.

Note 6 - The Ministry's planning and response to roll growth involves several Ministry teams. It is a multi-year process, from initial identification of the need for more teaching spaces to the actual construction of teaching spaces (buildings). Hence the total number of teaching spaces required to be delivered changes from year to year.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $48.036 million increase in this appropriation for 2021/22 is mainly due to:

• increased provision for capital charge and depreciation associated with the school property growth package and changes to forecast capital expenditure ($19.213 million)
• increased provision to cover the capital charge and depreciation costs required to implement the School Investment Package ($14.150 million), and
• increased funding for the next phase of the National Education Growth Plan for school property ($12.479 million).

Services to Other Agencies RDA (M26) (A19)

Scope of Appropriation

Expenses and Revenue

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide support services to government departments and other government or education agencies, on a cost-recovery basis, including office accommodation and related services, and information technology management and development services.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(1) of the Public Finance Act 1989, as the appropriation relates exclusively to outputs supplied by a department to one or more other departments.

Support and Resources for Parents and the Community (M26) (A19)

Scope of Appropriation

Expenses and Revenue

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide targeted information and support focused on creating informed demand and engagement by whanau, hapu, iwi, Maori, families and communities in education, and enabling them to support their children's learning.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - This measure covers parents and families participating in the Talanoa Ako programme. This is a 10-week Pacific parent education programme that aims to equip and empower parents, families and communities with the skills, knowledge and confidence they need to champion their children's education.

Note 2 - Target groups for these toolkits and guided resources include Pacific parents and families (including those not part of Talanoa Ako) and all schools, parents and whanau.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

2.3 - Departmental Capital Expenditure and Capital Injections#

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Ministry of Education - Capital Expenditure PLA (M26) (A19)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide assets that support the delivery of the Ministry of Education's services, and for schools to deliver their educational responsibilities, including new assets, and renewal and replacement of life-expired assets for the school sector property portfolio.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Running the large school property portfolio is expensive and good utilisation performance helps to minimise this cost and maximise the effectiveness of education delivery. The Ministry's school property-related utilisation standards aim to get schools operating at between 50% and 105% of their roll capacity. This measure considers the relationship between schools' annual July student roll returns and their respective roll capacity, which is determined from the total net area available in schools for teaching and non-teaching use. The standard recognises that below 50% there is likely to be excess capacity, which may be inefficient to operate or may be expensive to remove, and above 105% there may be a need for additional capacity to be built or the demand managed. When a school is identified as being above 105% the Ministry would have clear plans in place for the best way to help address the capacity needs of the school through various demand and supply management responses - for example, there may be new capacity already in development, or rolls may be expected to decline. This measure is forecast to cover approximately 95% to 100% of all State schools by June 2021.

Note 2 - Maintaining appropriate condition performance helps to minimise expensive asset failures and supports the effectiveness of education delivery. The Ministry's school property-related condition standards aim to get schools operating at a moderate ("5") or better condition rating for their school buildings. Each school building is condition-assessed using an industry-standard condition framework during each school's annual property visit, and performance is separately assessed for components of each building (eg, roof, building fabric, and fitout). A school-wide aggregated rating is then determined based on weightings that reflect the relative importance of components of building condition and the built-area of those buildings. The aggregated rating needs to be at least "5" on the 10-point industry-standard rating scale, which runs from "1" (very poor) to "10" (very good), and where "5" means "moderate". This measure is forecast to cover approximately 90% of all State schools by June 2021.

Note 3 - Maintaining appropriate functionality (fitness for purpose) performance helps to support the effectiveness of education delivery. The Ministry's school property-related functionality standards aim to get schools operating at a moderate ("5") or better functionality rating. Performance against this standard is based on assessments conducted as part of schools' five-yearly property planning process. Schools use the School Evaluation of the Physical Environment (SEPE) tool to self-assess and rate aspects of their school site and school buildings. In some cases, data from internal environment sensors will supplement these self-assessments. A school-wide aggregated rating is then determined based on weightings that reflect site functionality, and the usability and comfort of school buildings. The aggregated rating needs to be at least "5" on the 10-point functionality rating scale, which runs from "1" (very poor) to "10" (very good) and where "5" means "moderate". This measure is forecast to cover about 20% of all State schools by June 2021 while the SEPE tool is being implemented, but coverage will increase to 100% by June 2025.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Reasons for Change in Appropriation

The $475.552 million increase in this appropriation for 2021/22 is mainly due to:

• year-to-year variations in capital expenditure for ongoing school property works programmes for the replacement, redevelopment and expansion of the school property portfolio in the National Education Growth Plan supported by capital injections
• continuation of the Christchurch Schools Rebuild Programme, State sector decarbonisation programme replacing boilers in schools, and school property energy efficiency improvements programme
• implementation of school property works programmes initiatives to improve assets to accommodate students with learning support needs and improve classrooms in up to 600 small and remote State schools, and
• introduction of an annual cap on land acquisition for schools of $80 million from 2021/22.

Capital Injections and Movements in Departmental Net Assets

Ministry of Education

Part 3 - Details of Non-Departmental Appropriations#

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3.1 - Non-Departmental Output Expenses#

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Contributions to Other Education-related Organisations (M26) (A19)

Scope of Appropriation

Expenses

Components of the Appropriation

Comparators for Restructured Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide services to teachers, administrators and institutions that benefit the New Zealand education system, as well as support UNESCO-related activities.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - This is measured on a five point scale: 1 = Very Hard to Use; 2 = Hard to Use; 3 = Neither Easy or Hard to Use, 4 = Easy to Use; and 5 = Very Easy to Use.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

This is new appropriation in 2021/22 of $11.748 million created by combining non-departmental output expenses Contribution to the Teaching Council of Aotearoa New Zealand, UNESCO and Oversight of the Education System MCA: Education Research Initiatives. The reorganisation of appropriations for 2021/22 is also set out in Part 1.4 - Reconciliation of Changes in Appropriation Structure.

The $5.500 million decrease in this appropriation for 2021/22 compared to equivalent appropriations in 2020/21 is due to the Teaching Council no longer receiving funding that supported the transition to an annual practising certificate fee.

Conditions on Use of Appropriation

Early Learning (M26) (A19)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve access to early childhood education for all young children.

How Performance will be Assessed and End of Year Reporting Requirements

The following information is an indication of expected numbers and is provided for context only.

Note 1 - Services not meeting standards are put on a provisional or suspended licence and an improvement plan is implemented. Licences are cancelled if expected improvements are not complied with within a maximum of 12 months.

Note 2 - These measures are based on Statistics New Zealand estimates of the total population of children aged 4 and 5 each year, and their participation intensity from Ministry records in the preceding year. It is assumed that 33% of children have addresses in low socio-economic areas. These measures do not include attendance from services that do not report their data through the Early Learning Information system, such as nga kohanga reo or playgroups.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $104.157 million increase in this appropriation for 2021/22 is mainly due to:

• a new initiative to reinstate a higher funding band for teacher-led, centre-based services (kindergartens and education and care centres) to employ a 100% qualified and certified teaching workforce ($54.391 million)
• a new initiative towards moving qualified and certified teachers in education and care services closer towards pay parity with kindergarten teacher pay ($25.374 million), and
• increased cost adjustments for early learning subsidies ($19.395 million).

School Managed Network Funding (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve equitable access to a secure managed network for schools.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by Network for Learning in its annual report.

Current and Past Policy Initiative

School Transport (M26) (A19)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to reduce barriers to learning by providing safe transportation for eligible students.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $7.097 million decrease in this appropriation for 2021/22 is due to:

• lower forecast demand for special education transport services ($6 million), and
• reduced funding for school transport contract ($1.097 million).

Schooling Improvement (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve improved education outcomes through supporting schools in their responsiveness to the needs of their communities, including iwi-strengthening projects.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - The measure relates to the six communities participating in Te Hurihanganui, which is designed to strengthen equity and lift achievement for Maori students.

Note 2 - Critical consciousness is understanding the role of power, privilege and prejudice in creating, sustaining and disrupting racism and inequity in New Zealand.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $6.832 million decrease in this appropriation for 2021/22 is mainly due to transfers from 2019/20 to 2020/21 and from 2021/22 to 2022/23 and outyears for Te Hurihanganui to support whanau and communities to engage in the education of Maori learners ($5.875 million).

Support for Early Learning Providers (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve increased and equitable participation in early learning by creating more licensed child places through grants in the sector.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $5.700 million decrease in this appropriation for 2021/22 is due to:

• a one-off funding in 2020/21 to support playcentres ($3.700 million), and
• savings in 2021/22 for intensive interventions to support young learners with significant wellbeing and behavioural needs ($2 million).

Conditions on Use of Appropriation

Supporting Parenting (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve improved support by parents, families and whanau for their children's education.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

3.2 - Non-Departmental Benefits or Related Expenses#

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Home Schooling Allowances (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve support for students engaged in education outside of the school system.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989, as additional performance information is unlikely to be informative because this appropriation is solely for payments of a supervision allowance for children who are home schooled under the Education and Training Act 2020.

Conditions on Use of Appropriation

Scholarships and Awards for Students (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve greater educational opportunities and increased achievement for children and young people with high potential or from low income backgrounds.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989 because additional performance information is unlikely to be informative.

Current and Past Policy Initiatives

Conditions on Use of Appropriation

Scholarships and Awards for Teachers and Trainees (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve a high-quality workforce by increasing the capability of teachers through targeted study assistance and supporting prospective teachers through their training.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989 because additional performance information is unlikely to be informative.

Current and Past Policy Initiatives

3.4 - Non-Departmental Other Expenses#

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Impairment of Debts and Assets and Debt Write-Offs (M26) (A19)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve the write-off of Crown debt and recognise an impairment loss to reflect the recoverable value of Crown debt and assets at the end of the financial year.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15(D)(b)(ii) of the Public Finance Act 1989, as additional performance information is unlikely to be informative because the appropriation is solely for impairment of Crown debt and other assets as required for the write-off of irrecoverable debts.

Reasons for Change in Appropriation

The $11 million decrease in this appropriation for 2021/22 is mainly due to provision in 2020/21 for impairment of uncollectable historic TeachNZ Scholarships ($11 million).

Integrated Schools Property (M26) (A19)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide funding to the proprietors of integrated schools so they can ensure their learners have equitable (comparable to State schools) access to quality learning environments.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Proprietors of integrated schools are responsible, as owners, for the upkeep of their schools including capital works. Although the Ministry has no ownership interest, we do financially assist proprietors to meet their ownership obligations through Policy 1 funding. The attestation process is a high level means to ensure proprietors are legally certifying that they are using the funding for its intended purpose.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $15.848 million increase in this appropriation for 2021/22 is mainly due to a combination of:

• a new initiative for improving the property at State-integrated schools ($26.400 million increase)
• drawdown of a contingency in 2020/21 only for accommodating new Learning Support Coordinators ($8.625 million decrease), and
• one-off expense transfer from 2019/20 to 2020/21 on migration of charter schools to the State system ($4.707 million decrease).

3.5 - Non-Departmental Capital Expenditure#

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School Support Project (M26) (A19)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve the provision of support for schools that are at financial risk.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Immediately means restoration of a school or kura's "working capital" (being current assets less current liabilities) to a positive position, based on both the annual financial statement, or most recent quarterly management reports (whichever is more recent).

Note 2 - This means a school has managed to remain in a positive financial position (defined as a minimum of positive working capital maintained), based on the annual audited financial statements. Where the most recent or current year annual financial statements are not available the most recent quarterly management reports will act as a substitute source of information.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Schools Furniture and Equipment (M26) (A19)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is paid to schools with the intention that they use the funds to pay for furniture and equipment that is fit for purpose and supports educational achievement.

How Performance will be Assessed and End of Year Reporting Requirements

The following information is an indication of expected numbers and is provided for context only.

Note 1 - Te Mana Tuhono is a long-term programme of support that removes the burden on schools to monitor, maintain and manage their networks. Initiated in 2020/21, this four-year programme is an 'opt in' service to replace school ICT hardware, including network switches and wireless connections in schools, which is being rolled out across New Zealand State and State-integrated schools. It also provides new cybersecurity upgrades and support includes robust internet filtering, threat protection and firewall, plus a dedicated Service Desk/ Helpdesk team to operate inside the school(s).

Note 2 - As Te Mana Tuhono is a four-year programme, approximately 20-30% of schools will receive upgrades each year from 2020/21 through to 2023/24.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Current and Past Policy Initiatives