To make available affordable, quality courses for adult members of the community which are responsive to local needs and has open access to all.
assist students in acquiring the knowledge and skills necessary for effective participation in society.
provide social and employment opportunities.
2. Special Character
We are one of three schools in the Tauranga area providing adult and community education courses. The school community covers a geographical area referred to as Tauranga South.
According to the most recent census figures 91.7 percent of people in Tauranga South said they belong to the European ethnic group compared with 87.7 percent for Tauranga District. 5.2 percent are identified as Maori. 2 percent are identified as Asian with Pacific Peoples at 1 percent.
Historically, we are the smallest of the three school providers but we still offer a wide range of courses which appeal to a broad spectrum of our community. The courses include straightforward return to learn confidence builders up to, and including, dedicated specialist programmes for those who on a progression ladder. Our ESOL courses are becoming increasingly popular as are those which are delivered in neighbouring community centres.
3. Contribution to New Zealand ’s identity and economic, social and cultural development.
4. Contribution to the tertiary system as a whole
5. Approach to collaboration and co-operation with other tertiary education organizations.
Some of our courses lead to a formal qualification eg ESOL volunteer training.
Other courses (eg cooking and sewing) improve self reliance skills.
Our computer courses start from the basic to the advanced and are helping people join into the workforce or improving the skills of those in employment.
Our school is also responsive to community learning needs identified by local community groups and passes on funding to them to run folk art, ESOL training and post natal support and education. In so doing we hope strengthen social cohesion and provide an outlet for lifelong learning.
Links have been made with our local community groups and the opportunities are available to target the learning needs of adults where there is a perceived need and where the tutors are available to meet these needs. We have links with other tertiary providers in our region and in particular the nearby Boys’ College where we are creating closer links in regards to the complementary programmes that we may offer and how this might broaden opportunities for students.
6. Approach to fulfilling Treaty of Waitangi obligation
Please see school Charter
7. Approach to meeting the needs of Pacific peoples.
Pacific students are an important group in our school and we recognise the diversity of Pacific peoples and their cultures as mentioned in our school Charter. Pacific people may be under represented in our adult and community education courses but with only 2 percent identified as Pacific Peoples in our geographical area it may be that further research may be necessary.
8. Approach to meeting the educational needs of learners.
Tauranga Girls’ College is committed to providing a range of learning activities in a safe and supportive environment that meet our identified communities needs. Our learning environment is welcoming and staff aim to be responsive to meeting the different learning needs of our students.
With low tutor to learner ratios students can learn at their own pace and tutors can be flexible to meet the specific learner or groups needs.
Our programme is very responsive to student demand and needs and a new programme is presented four times a year to coincide with school terms. A separate brochure is produced four times a year and distributed to a number of community outlets including the local libraries and shops etc.
We also run courses on a Saturday for those who may have problems of access during the week.
9.Approach to ensuring that the organization develops a staff profile that reflects its mission and special character.
10. Governance and management structure and principles
Tauranga Girls’ College has an ACE administrator who is also the programme coordinator, English teacher and Library Info rmation Services manager. The coordinator therefore has a very close link with the School and its management. ACE is an integral part of the School and its staff and management share support and are committed to its values and objectives.
11. Consultation undertaken in preparation of the Charter.
There has been close cooperation between the School management and the ACE coordinator in preparation of the Charter but no other specific consultation for the Charter has been undertaken because of the tight time constraints.
An advertisement will be put in the local paper asking for submissions from all stakeholders and others.
We engage, however, in ongoing consultation with our community, our students and through advertising notices to ensure that our tertiary activity meets their needs.
Our ACE programme coordinator participates in the Bay of Plenty (East) ACE Network and we are aiming to work towards the provision of courses designed to meet gaps identified through the Network consultation.
The Charter will be placed on our College website and comments will be invited.
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