1982
Act 
Information 
Official 
the 
Te Puna Hanganga
Matihiko Infrastructure
& Digital Group
under 
Briefing for Incoming
Deputy Secretary
Released 

---

2 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
Contents
1982
1.0  Document purpose and content 
4
2.0 Background 
5
Act 
2.1 
The education sector ................................................................................................................................................................. 6
2.2 
Ministry of Education | Te Tāhuhu o te Mātauranga .......................................................................................... 10
2.3 
The redesign of Te Tāhuhu o te Mātauranga | Ministry of Education .....................................................12
2.4 
Creation of Te Puna Hanganga, Matihiko | Infrastructure & Digital Group ........................................15
3.0  Your key responsibilities 
17
3.1 
Summary of your responsibilities as Deputy Secretary  
Te Puna Hanganga, Matihiko | Infrastructure & Digital....................................................................................18
Information 
3.2 
The Legislative framework you will operate under ............................................................................................22
3.3 
Your financial delegations ...................................................................................................................................................24
3.4 
Your services: School property ..........................................................................................................................................25
3.5 
Your services: School transport .........................................................................................................................................29
3.6 
Your services: Digital ................................................................................................................................................................33
Official 
3.7 
Your major customers and partners .............................................................................................................................37
3.8 
Your priorities for 2021/22 ......................................................................................................................................................39
the 
3.9 
Your funding ..................................................................................................................................................................................42
4.0  Current work programme 
49
4.1 
Property services ........................................................................................................................................................................50
under 
4.2 
Transport services ......................................................................................................................................................................53
4.3 
Digital services .............................................................................................................................................................................54
5.0  Issues and risks faced 
57
5.1 
Property services ........................................................................................................................................................................58
5.2 
Transport services ......................................................................................................................................................................59
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
3
1982
5.3 
Digital services ............................................................................................................................................................................ 60
5.4 
Operating model ........................................................................................................................................................................62
5.5 
Capability and capacity ..........................................................................................................................................................62
Act 
6.0  Opportunities for improvement 
63
6.1 
Change the relationship with schools to achieve better  
integration of school infrastructure (physical, transport, digital) ............................................................ 64
6.2 
Use property more effectively through different education approaches ...........................................65
6.3 
Implement Ministry-led management maintenance of schools .............................................................66
6.4 
Establish formal service design methods to develop the new digital  
services needed for Te Mahau and the sector........................................................................................................67
Information 
6.5 
Establish a more fit-for-purpose funding approach with Treasury ........................................................ 68
6.6 
Move leadership for the Investor Confidence Rating (ICR) into IDG ......................................................69
6.7 
9(2)(g)(i)
 
 ..................................................................................................................................................................71
6.8 
Reset governance structures and processes, taking a portfolio approach ........................................72
Official 
6.9 
Realign the internal IDG structure .................................................................................................................................76
7.0 Appendices 
77
the 
7.1 
Appendix A: Delegations of Powers and Functions in Education Legislation .................................78
7.2 
Appendix B: ICT work programme and timeline .................................................................................................83
under 
Released 
October 2021 
Final version
Published by the  Ministry of Education | Te Tāhuhu o te Mātauranga 
Mātauranga House, 33 Bowen Street, Wellington 6011, New Zealand 
www.education.govt.nz

---

4 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1.0   
Document purpose 
and content
1982
Act 
This document presents a baseline 
The purpose of this document is:
picture of Te Puna Hanganga, 
 
»
To brief you as incoming Deputy Secretary for 
Matihiko | Infrastructure & Digital 
Te Puna Hanganga, Matihiko | Infrastructure 
as well as the issues, risks, and 
& Digital on your accountabilities, issues and 
risks, and the work programme underway
opportunities for the incoming 
 
»
To inform other Deputy Secretaries of Ministry 
Deputy Secretary and other 
of Education | Te Tāhuhu o te Mātauranga 
interested stakeholders 
on the specific roles and responsibilities of 
Infrastructure & Digital
Information 
 
»
To identify key opportunities for improvement 
centred around Infrastructure and Digital and 
to note the other parts of the Ministry that 
will need to be involved.
This document sets out:
 
»
Key background about the Ministry, the 
Official Education Sector, and the creation of Te Puna 
Hanganga, Matihiko | Infrastructure & Digital 
(Section 2)
the 
 
»
Your key responsibilities as Deputy Secretary 
of the new Group (Section 3)
 
»
A summary of the work programme 
underway you will need to direct (Section 4)
 
»
The issues and risks that you will need to be 
under 
familiar with (Section 5)
 
»
Opportunities for improvement, both 
immediate and in the longer term (Section 6).
Appendices set out:
 
»
A summary of the delegations of powers and 
functions in Education legislation (Appendix 
A)
Released 
 
»
A full list of the IT Group workplan underway 
with high-level timelines (Appendix B).

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
1982
2  
.0  
Act 
Background
The key background for this briefing document is the New Zealand 
education sector, the Ministry of Education | Te Tāhuhu o te Mātauranga, 
Information 
the redesign of the Ministry, and the creation of Te Puna Hanganga, 
Matihiko | Infrastructure & Digital Group.
Official 
the 
under 
Released 

---

6 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
2.1  The education sector
1982
The New Zealand education system is a major contributor to social and 
cultural participation and wellbeing, economic prosperity, and growthAct 
The Ministry’s vision for education is  
Ko ngā tāngata katoa o Aotearoa:
that every New Zealander:
 
»
he pakari i roto i ō rātou ake tuakiritanga, 
 
»
is strong in their national and  
ā-motu, ā-iwi anō
cultural identity
 
»
e whai wawata ana mō rātou ake mē ā 
 
»
aspires for themselves and their children  
rātou tamariki kia nui ake ai te whai
to achieve more
 
»
e taea ai te whiri, te whai huarahi hoki e tino 
 
»
has the choice and opportunity to be  
taumata ai te puta
the best they can be
 
»
he tangata takatū, e kirirarau ana ki te 
Information 
 
»
is an active participant and citizen in 
whakapakari i te hapori
creating a strong civil society
 
»
he tangata whai hua, whai mana, 
 
»
is productive, valued, and competitive  
tauwhāinga anō i te ao.
in the world.
Official 
the 
New Zealand and 
Ko runga kē a 
New Zealanders  
Aotearoa me ōna  
lead globally.
under 
uri i te ao.
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
7
1982
We have a diverse and highly devolved education system
Responsibility for the delivery of formal 
other individual providers. Each provider makes 
Act 
education in New Zealand is highly devolved. The 
its own decisions within a regulatory framework 
management, governance, and leadership of the 
about how to meet the learning and wellbeing 
early learning, schooling, and tertiary sectors is 
needs of its young or adult learners.
the responsibility of largely autonomous boards 
The diverse nature of the sector is summarised in 
of trustees, councils of tertiary institutions, and  
the following table.
 
TABLE 1 SUMMARY OF EDUCATION SECTOR
Early Learning
Primary and Secondary
Tertiary 
Around 200,000 children
Around 800,000 ākonga | 
Over 540,000 ākonga | learners
Information 
Around 30,000 kaiako | teachers
learners
Over 300 providers
Around 4,500 licensed  
Around 60,000 kaiako| teachers
Early Childhood Education 
Over 2,500 schools
(ECE) services
Early Learning options include:
Primary and Secondary options  Tertiary options include:
Official 
 
including teaching in Māori 
»
Kindergartens (licensed)
 
»
Universities (Crown entities)
and English-medium, as well as 
 
»
Kōhanga reo (licensed)
bi-lingual, dual-medium, and 
 
»
Wānanga (Crown entities)
 
»
Puna reo (licensed)
the 
Pacific language settings:
 
»
Te Pūkenga (NZIST) (Crown 
 
»
Playcentres (licensed)
entity)
 
»
State schools  
 
»
Education and Care 
(Crown entities)
 
»
Private Training 
Services (licensed)
Establishments (PTEs)
 
»
Designated character 
 
»
Home-based Care (licensed)
schools (State schools with 
 
»
Transitional Industry 
under 
 
Training Organisations 
»
Playgroups (certificated)
special character)
(ITOs)
 
»
Kura Kaupapa Māori Aho 
Matua, Kura-a-Iwi, and other 
 
»
Community providers
schools where learning 
occurs through te reo Māori
 
»
Integrated schools (Crown 
entities with private 
proprietors)
Released 
 
»
Independent schools 
(private entities given some 
government funding)
 
»
Home education (parent-
delivered schooling with 
Ministry approval)

---

8 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
New Zealand makes significant investment in education
The education portfolios account for $17.1 billion 
The Ministry receives departmental funding 
Act 
in budgeted expenditure (Pre-election Economic 
(almost $2.8 billion for 2021/22) which it uses 
and Fiscal Update 2020/21, GST excluded).
to support and provide services directly to the 
The Ministry of Education administers this 
education sector. Most of this departmental 
expenditure in two Votes:
funding relates to management of the schooling 
property portfolio, nearly $2 billion per annum 
»  Vote Education
(including $1.751 billion of capital charge and 
»  Vote Tertiary Education.
depreciation). As well as this, the funding 
Each Vote consists of several Appropriations 
supports the Ministry’s functions and services.
that are a mixture of Departmental and Non-
The 2021/22 departmental funding is summarised 
Information 
Departmental expenditure.
in the following diagram. A table also lists the key 
financial terms used here and in the remainder of 
this document.
Official School property portfolio management $1,967.859
the 
Outcomes for target student groups:  
Interventions for target student groups
$393.757
Primary and Secondary Education:  
Support and resources for education providers
$162.940
Improved quality teaching & learning:  
Support and resources for teachers
$161.693
under 
2021/22 DEPARTMENTAL 
Stewardship and oversight of  
VOTE EDUCATION AND 
the education system
$73.548
VOTE TERTIARY ($m)
$2,791.946m
Stewardship & oversight of TertEd system
$16.321
Support & resources for parents and  
the community
$14.028
Services to other agencies
$1.800
Released 
FIGURE 1 SUMMARY OF DEPARTMENTAL EXPENDITURE

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
9
1982
The Ministry of Education faces 
significant sustainability challenges 
to its departmental baseline
Act 
The Ministry is facing significant reductions in 
its core departmental baseline from the 2021/22 
financial year onwards in the range of $56 to $75m. 
There is also pressure on the budgets for Te Puna 
Hanganga, Matihiko | Infrastructure & Digital.
Information 
Official 
TABLE 2 KEY FINANCIAL TERMS
Vote – a grouping of one or more appropriations that are the responsibility 
the 
of a Minister and administered by a Ministry. Education has two Votes: Vote 
Education and Vote Tertiary Education.
Appropriation – a Parliamentary authorisation for Ministers to incur 
expenditure for a particular purpose (or Scope and Intention as set out in the 
Estimates). The total of all appropriations equals the total Vote. The Scope 
under 
statement establishes the limits of what an appropriation can be used for, or 
the services that can be carried out with the appropriation.
Baseline – the level of funding approved for any spending area.
Departmental Expenditure – expenditure that is managed under the direct 
delegation of the Secretary for Education for the delivery of Ministry services.
Non-Departmental Expenditure – expenditure that is managed by the 
Ministry on behalf of the Crown – largely school operations. Examples include 
Released 
school operations grants, teacher salaries, schools’ furniture, and equipment 
(which becomes a school asset), and school transport services.

---

10 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
2.2  Ministry of Education | 
Te Tāhuhu o te Mātauranga
1982
The Ministry supports an education system that touches every person, 
whānau, and community in New Zealand
Act 
The Ministry of Education is the New Zealand Government’s lead advisor on the education system.
We shape an 
He mea tārai e mātou 
education system 
te mātauranga kia 
that delivers 
rangatira ai, kia 
equitable and 
mana taurite ai ōn
Information  a 
excellent outcomes
huanga
Official 
The Ministry’s lead advisor role includes the following.
The education system
Advice
the 
 
»
Administering Vote Education and Vote 
 
»
Providing advice on education, from  
Tertiary Education.
early learning through schooling to  
 
»
Administering a range of legislative and 
tertiary education.
regulatory controls, delivering funding and 
» 
Providing advice on and support for the 
other resources, and providing services that 
international education sector and the 
support the governance, management, and 
Ministry’s international engagements.  
under 
operation of early learning and schooling 
We also contribute to the education-related 
education providers. We also monitor 
aspects of New Zealand’s international 
providers and schools and intervene where 
reporting obligations.
there is operational or educational risk.
 
»
Providing advice on and support for workforce 
 
»
Managing appointments to education 
negotiations, bargaining, and pay equity.
entity boards, supporting the setting of 
 
»
Undertaking research and analysis and 
Crown entity performance expectations, and 
monitoring the overall performance of the 
monitoring the operational performance of 
education system.
Released 
Crown entities.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
11
1982
Support
Property
 
»
Providing support and resources for 
 
»
Overseeing all education property owned 
educators to deliver equitable outcomes 
by the Crown, and managing the continued 
Act 
for ākonga | learners. This includes the 
performance of school property, school 
development of curriculum and curriculum 
transport, and the school ICT network 
resources to support teaching, learning and 
infrastructure.
assessment, professional development, and 
scholarships and awards for teachers.
Digital
 
»
Providing support and resources to the 
 
»
Providing technology and network services 
community. This includes empowering 
to schools and kura through a contract 
parents and whānau to engage with their 
with Network for Learning (N4L) and Te 
learner’s education, and working with 
Mana Tūhono, our long-term programme 
whānau, iwi, employers, and community 
to upgrade school network equipment and 
Information 
groups to strengthen engagement and 
support schools to monitor, maintain and 
achievement in education and to involve 
manage their networks.
them in the education system.
 
»
Supporting the effective delivery of 
 
»
Administering the learning support system to 
communications, information, and services to 
provide a wide range of services to learners, 
the Ministry and education sector.
including targeted interventions, specialist 
 
»
Delivering and operating the digital services 
Official 
support services, funding, and services for 
provided to the education system.
learners with additional needs.
 
»
Setting school payroll strategy and 
the 
monitoring the operational performance of 
Education Payroll Limited which administers 
the largest payroll system in New Zealand, 
making payments to over 94,000 school staff 
each fortnight. under 
Released 

---

12 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
2.3  The redesign of Te Tāhuhu o te 
Mātauranga | Ministry of Education
1982
The Ministry of Education has been redesigned to establish 
Te Mahau to directly support schools, teachers, and learners
Act 
The document “Establishing Te Mahau within 
This new design for Te Tāhuhu o te Mātauranga 
Te Tāhuhu o te Mātauranga | The Ministry of 
| Ministry of Education is summarised in the 
Education” (May 2021) sets out the confirmed 
following diagram.
design for the changes to the Ministry. This 
As can be seen, your group – Te Puna Hanganga, 
creates Te Mahau as a separately branded 
Matihiko | Infrastructure & Digital – will play a 
organisation within the Ministry for Education.
crucial support role in supporting Te Mahu with 
property, transport, and digital services.
Information 
Official 
the 
Ākonga 
& Whānau
under 
Released 
FIGURE 2 DESIGN OF TE TĀHUHU O TE 
MĀTAURANGA | MINISTRY OF EDUCATION

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
13
1982
Ka tū Te Mahau me Te Tāhuhu hei whakahaere kotahi | 
Te Mahau and Te Tāhuhu are one organisation
Act 
The new design for the Ministry is intended to support us to change the way we work across four 
substantive areas:
 
»
Taking practical action to give effect to te Tiriti o Waitangi – the Secretary for Education has clear 
expectations on Te Tāhuhu honouring te Tiriti o Waitangi, consistent with the statutory obligations 
we have under the Education and Training Act (2020) and the Public Service Act (2020). To do 
this we need to grow our capability to understand the complexity of te Tiriti o Waitangi and give 
expression and practical effect to all articles of te Tiriti o Waitangi with Māori both as tangata 
whenua and citizens.
 
»
Giving priority to regional and local voice – we require significantly strengthened sector voice and 
Information 
decision making across our organisation. To give more priority to regional and local voices, we have 
created a better balance in the leadership team that includes more Deputy Secretaries who will 
work directly with the sector.
 
»
Delivering greater responsiveness, accessibility, and integrated services and support – over time 
we will need to shift resources and develop new services in support of the sector. To deliver services 
and supports today, and to design the services and supports for tomorrow, Te Mahau will need to be 
Official 
connected and sector-facing with the right capabilities to drive change.
 
»
Improving feedback loops and information flows – we need to use the intelligence we gather from 
the sector to drive how we shape the education system.
the 
under 
Released 

---

14 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
Te Mahau will be a demanding customer  
of the services of Te Puna Hanganga,  
Matihiko | Infrastructure & Digital
Act 
Te Mahau is intended to be a demanding customer of the enabling 
functions of our organisation, including the services provided 
by Te Puna Hanganga, Matihiko | Infrastructure & Digital. As 
such, supporting Te Mahau is a key driver of your Group’s work 
programmes. This positive tension is deliberate, as is the overarching 
priority to work with and across the organisation and sector.
For this design to be successful, it will need more than a structural 
shift. It will need us to have clear and strong communication, to work 
Information 
collaboratively across the organisation, and to be deeply connected 
to the work we do. More importantly, it requires us to be open to the 
potential that this design gives us to live up to our purpose.
Application of the service design and management framework 
and leveraging the service management platform in collaboration 
with the business will begin to transform how we operate in the 
Official 
education system. It will support greater integration between 
services, improve information flows (including using information we 
already hold), and increase the efficiency of the services we deliver, 
the 
enabling resources to focus on delivery of services to the front line.
The new Te Mahau service portal is the first project in a wider 
initiative to establish a service platform for Te Mahau. It will give 
digital, personalised, role-based access to services. It will be easy 
for our customers to learn how to apply for or request something; 
under 
plan something; update their information; and give feedback. Te 
Puna Hanganga, Matihiko will be actively involved in designing, 
implementing, and supporting these new services.
The organisation will require a significant cultural shift beginning 
with thinking about how our customers will consume our services. 
It will involve organising accordingly to provide an integrated 
service, leveraging common patterns, and having a higher degree of 
transparency and accountability.
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
15
2.4  Creation of Te Puna Hanganga,  
Matihiko | Infrastructure &  
Digital Group
1982
Te Puna Hanganga, Matihiko | Infrastructure & Digital Group (IDG) will 
lead inclusive, accessible, and integrated national physical infrastructure, 
transport, and digital services to the education system
Act 
Te Puna Hanganga, Matihiko | Infrastructure 
It will honour te Tiriti o Waitangi through the 
& Digital will be a centre of excellence on 
management of land banking and leasing of 
national asset management, procurement, and 
land for educational purposes from tangata 
capital cost efficiencies, and on delivery that is 
whenua. This includes meeting government 
responsive to Te Mahau requirements for the 
targets for investment spend with Māori-owned 
network of schools and other provisions.
infrastructure service providers.
It will think broadly about technology solutions 
Te Puna Hanganga, Matihiko | Infrastructure & 
to deliver a more networked system, in which 
Digital will hold key relationships with Te Mahau, 
Information 
digital and technology solutions are considered 
particularly the three Te Mahau frontline groups 
alongside school network infrastructure solution 
and Te Pae Aronui (Operations & Integration). 
design and the local and regional needs.
It will work alongside these groups so that the 
It will identify and address barriers to 
schooling network plan and delivery of related 
comprehensive and equitable education services 
property infrastructure and digital is closely 
including Māori medium education property and 
coordinated with sector need as evidenced 
Official 
regional education pathways.
through data and insights.
the 
under 
Released 

---

16 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
The integration within Te Puna Hanganga, Matihiko | Infrastructure & 
Digital Group of property, transport, and digital will change our approach to 
managing the school network
Act 
The learning environments and digital platforms 
Subject to the Minister’s agreement this will see 
developed by Infrastructure & Digital are critical 
a shift to core digital services being centrally 
to quality teaching and learning. These have the 
procured and managed on behalf of schools  
potential to provide accessible, inclusive places, 
and kura and change in the way the Ministry’s  
spaces, and platforms where ākonga and whānau 
IT Group operates.
feel that they belong and where their identity, 
IDG will work closely with Te Poutāhū  
language and culture can be supported.
(Curriculum Centre) supporting and enabling 
Digital technologies will play an increasingly 
more integrated support to teachers and leaders, 
Information 
important role in education delivery in the future 
including distance learning and the development 
as the pressure mounts on the property portfolio. 
of the replacement for an online curriculum hub.
Digital will therefore need to be closely integrated 
IDG will be responsible for services to our internal 
with property and transport to help us solve our 
customers within the Ministry to enable them to 
increasing school network issues. IDG will work 
operate effectively and work seamlessly with the 
across the wider organisation so that this potential 
sector. This will be mostly through the provision 
Official 
is realised, with particularly strong links to quality 
of ICT infrastructure, solutions, and end user 
teaching and support for local curriculum delivery.
customer support. Service Level Agreements will 
IDG will provide advice to the Minister’s office 
be developed with our internal customers and 
the 
at the end of September on a comprehensive 
implemented to support the maintenance of 
framework of support for IT in schools and kura. 
internal IT systems.
There will be future organisational design work across the  
under 
Ministry that will impact Te Puna Hanganga, Matihiko |  
Infrastructure & Digital
Government signalled that local property advice and transport functions should be integrated within 
key frontline services of Te Mahau. This will be covered in future organisational design work and will 
impact how IDG manages property, transport, transport, and digital.
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
1982
3.  
0  
Act 
Your key 
responsibilities
Information 
The key responsibilities of the Deputy Secretary Te Puna Hanganga,  
Matihiko | Infrastructure & Digital Group are shaped by the overall legislative 
framework, financial delegations, the key services provided, customers and 
Official 
partners, immediate priorities, and funding.
the 
under 
Released 

---

18 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
3.1  Summary of your responsibilities  
as Deputy Secretary Te Puna Hanganga, 
Matihiko | Infrastructure & Digital
1982
You inherit two existing organisations – the IT Group (ITG) and the  
Education Infrastructure Service (EIS) – with schools’ payroll being  
transferred to Education Workforce
Act 
The redesigned IDG structure has been created as follows:
 
»
The core of the redesigned tier-one organisational structure is that inherited from EIS
 
»
The IT Group functions have been added under the Chief Digital Officer
 
»
Schools’ payroll has been removed and transferred to Workforce
 
»
A secondary reporting line from the new Pou Ārahi position has been established.
To give effect to your accountabilities you are responsible for almost 800 staff, with ten positions directly 
reporting to you. The organisational structure and functions delivered proposed in the organisation 
Information 
redesign is summarised in the following diagram.
The Pou Arāhi – Māori positions have been established with a direct reporting line to the Hautū – 
Te Tuarongo | Deputy Secretary – Te Tuarongo to connect Māori capability across Te Mahau and Te 
Tāhuhu. These are leadership positions, as opposed to cultural advisor positions, that recognise the value 
of the full range of capabilities, skills, and relational networks that senior Māori public servants bring.
Official 
The Pou Ārahi – Māori will be a key mechanism for building our Māori and kāwanatanga capability.  
It will translate advice from Te Tuarongo into action for specific group operations and connect Māori 
capability across Te Tāhuhu.
the 
Please note that:
 
»
The Director Risk and Assurance is on secondment to MBIE
 
»
Since the redesigned structure was published, School Transport has moved from Business Services 
to a direct report to the Deputy Secretary.
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
19
FIGURE 3 TE PUNA HANGANGA, MATIHIKO | INFRASTRUCTURE &  
DIGITAL ORGANISATIONAL STRUCTURE AND KEY FUNCTIONS (AS DESIGNED)
Deputy Secretary
Te Puna Hanganga,  
1982
Matihiko |  
Infrastructure &  
Digital Group
Act 
Associate Deputy Secretary 
Chief Digital Officer 
Director 
Group Manager 
Strategy & Policy
Strategic Asset Management
Infrastructure Procurement
TBA 
Stuart Wakefield 
Andrew Hutchinson 
Alison Murray 
43 staff
276 staff
8 staff
40 staff
•  Strategy and policy for school 
•  Strategy, planning, architecture
•  Informs the policies, 
•  Infrastructure procurement
infrastructure and transport
•  Operations, infrastructure, apps
frameworks, tools and plans  
•  Corporate services procurement
•  School design and engineering 
that support the achievement  
•  Customer services
•  Education and technology 
requirement and guidance
of the strategiesInformation 
•  Contract management
procurement
•  Prepares budgets and manages 
•  Lifts our asset management 
•  Schools buying
business cases 
•  ICT Project services
maturity and asset performance •  Procurement performance
•  Strategic and performance 
•  ICT assurance
•  Data analysis support to  
reporting
other teams
Group Manager 
Group Manager 
Associate Deputy Secretary 
Executive 
Finance and Investment
Business Services
Property Delivery
Manager
Official 
James Shilling 
Rob Campbell 
TBA 
Simone Thompson 
39 staff
105 staff
304 staff
[5 staff]
the 
•  Property valuations
•  Technology in schools (N4L)
•  Capital projects
•  Scheduling, workflow, 
•  Project accounting
•  Schools transport
•  Asset management –  
correspondence, QA, advice,  
and document drafting for  
•  Dept/non-Dept accounting
•  Infrastructure legal
regional advisors
Head of EIS
•  Financial advice
•  Business improvement  
•  Portfolio management  
(focus on improving ICR)
•  Coordination with offices of 
•  Asset registers
and engagement
Ministers and Secretary for 
•  Business systems
•  Strategic support
Education
under 
•  Media inquiries and other 
information requests
Pou Ārahi 
Director 
Māori
Risk and Assurance
New position 
On Secondment 
Released  •  Building Māori and   •  Assurance
kāwanatanga capability
•  Health and Safety
•  Translating advice from  
Te Tuarongo into action
•  Connecting Māori capability 
across Te Tāhuhu.

---

20 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
You will be responsible for the 
There are both centralising and 
management of the contract with a 
devolving forces at work in the sector 
Crown owned company, Network for 
that need to be considered – IDG will 
Act 
Learning (N4L)
be expected to take a more leading 
role in ICT, and in the immediate 
Network for Learning (N4L) is a Crown owned 
term, especially in cybersecurity
company that was incorporated in 2012. The 
Company’s Constitution states that the purpose of 
Within the redesigned Ministry structure, there 
the Company is to establish and operate a student-
is a desire to devolve more control and functions 
focused network that offers schools and kura 
closer to schools through Te Mahau. This will 
access to affordable, safe, fast broadband services 
require increased support for Te Mahau through 
and internet-based content and services over a 
the ICT functions provided by IDG. This will 
Information 
dedicated network. Ownership is held equally 
require the collaborative design of new services in 
between two shareholding Ministers, the Ministers 
short timeframes.
of Finance and Education, with governance by a 
Crown-appointed Board of Directors.
Government is also seeking to take a more 
centralised approach to digital services and 
The Ministry of Education has recently completed 
architecture for schools, including cybersecurity. 
a 15-year project to upgrade schools’ ICT  Official 
network equipment and infrastructure, the 
9(2)(g)(i)
School Network Upgrade Project (SNUP) and 
its descendant, the Wireless School Network 
the 
Upgrade Project (WSNUP). Te Mana Tūhono is 
9(2)(g)(i)
 
our long-term programme to upgrade school 
 
network equipment and support schools to 
 
monitor, maintain, and manage their networks. 
Te Mana Tūhono will also provide a long-term 
 
under 
programme of support that removes the burden 
 
on schools to monitor, maintain, and manage 
 
their ICT networks. This programme is being 
delivered by N4L on behalf of the Ministry.
Government signalled that local property advice 
and transport functions should be integrated 
within key frontline services of Te Mahau. This will 
be covered in future organisational design work.
Released 
We have also identified several major 
opportunities for the new IDG (See Section 6). 
9(2)(g)(i)
 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
21
1982
EIS and IT Group have had contrasting functions,  
customers, and ways of working
Act 
The following table compares the key parameters of EIS and the IT Group.
TABLE 3 EIS AND IT GROUP FUNCTIONS AND WAYS OF WORKING
 CHARACTERISTICS
EIS
IT GROUP
Functions
 » School property
 » Digital solution delivery
 » School transport
 » Digital project services
 » School technology infrastructure / 
 » Digital consulting
management of N4L
 » Digital operations
 » Support services (policy, finance, legal, 
 » Sector digital services
Information 
Health & Safety, assurance, business 
services)
Customers
 » Schools
 » Ministry
 » Parents and Caregivers
 » Wider education sector
 » Third Parties (e.g. local councils, Iwi)
 » Schools
Staffing
550
300
Official 
Departmental Opex 
$232m pa 
$50m pa
(non-asset-related)
(including PPP costs of $62m)
the 
Departmental Opex 
$1,751m pa
$11m pa
(asset related)
Capex
$1.6b pa
$30m pa
Non-departmental
$406m pa
$29.63m pa
under 
$6.02m COVID response learning 
from home in 2021/22
Delivery model
EIS undertakes no direct delivery –  
IT Group uses a mixed model –  
all its delivered services are contracted
some direct delivery, some outsourcing
Released 

---

22 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
3.2  The Legislative framework 
you will operate under
1982
You operate under the Education and Training Act 2020, must give effect to our 
Te Tiriti o Waitangi expectations, and have legislative powers and duties under 
the Resource Management Act 1991 and the (Iwi) Claims Settlement Acts
Act 
Every senior leader in the public service operates 
Te Tiriti o Waitangi | the Treaty of  
under a wide legislative framework that includes 
Waitangi expectations
the Public Sector Act, Public Finance Act, and the 
With recent legislative change in the Public 
Health and Safety Act.
Service Act 2020, and more specifically in the 
There are specific pieces of legislation 
Education and Training Act 2020, Parliamentary 
or obligations where you have delegated 
expectations around Te Tiriti o Waitangi | Treaty 
responsibilities from the Secretary for Education 
of Waitangi are much greater. The Education 
or the Minister of Education. These are:
and Training Act’s purpose includes establishing 
and regulating an education system that 
Information 
 
»
The Education and Training Act 2020
honours Te Tiriti o Waitangi and supports Māori-
 
»
Te Tiriti o Waitangi | the Treaty of  
Crown relationships.
Waitangi expectations
The Ministry is working to give practical effect 
 
»
Resource Management Act 1991
to Te Tiriti o Waitangi | Treaty of Waitangi and all 
 
»
(Iwi) Claims Settlement Acts.
articles of the Treaty in relation to both how the 
Official 
Ministry and the education system form authentic 
The Education and Training Act 2020
and sustainable partnerships with Māori. The 
The Education and Training Act 2020 (the Act) 
Education and Training Act 2020 provides 
provides the legal framework for our education 
the 
that any statement of national education and 
system from early childhood education and 
learning priorities issued by the Minister must be 
compulsory schooling through to tertiary and 
consistent with instilling in each child and young 
international education. Its purpose statement 
person an appreciation of the importance of Te 
includes stablishing and regulating an education 
Tiriti o Waitangi and te reo Māori.
system that honours Te Tiriti o Waitangi | Treaty of 
under 
The Minister and the Minister for Māori Crown 
Waitangi and supports Māori-Crown relationships.
Relations: Te Arawhiti may jointly issue and 
The Act specifies education rights and 
publish a statement that specifies what the 
obligations; statutory education entities’ roles 
agencies serving the education system must do to 
– including the Teaching Council of Aotearoa 
give effect to public service objectives (set out in 
New Zealand, Education New Zealand (ENZ), 
any enactment) that relate to Te Tiriti o Waitangi.
the Tertiary Education Commission (TEC), and 
the New Zealand Qualifications Authority 
(NZQA) among others, and their governance, 
Released 
the licensing and funding of early childhood 
education (ECE) services, school management 
and governance, international education, and the 
tertiary and vocational education sector entities’ 
roles and responsibilities.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
23
1982
Act 
One of a school board’s primary objectives in 
governing a school is to ensure that the school 
gives effect to Te Tiriti o Waitangi, including by:
 
»
Working to ensure that its plans, policies, and 
local curriculum reflect local tikanga Māori, 
mātauranga Māori, and te ao Māori
 
»
Taking all reasonable steps to make 
instruction available in tikanga Māori  
Information 
and te reo Māori
 
»
Achieving equitable outcomes for  
Māori students.
During the last year, we also released a new 
Te Tiriti o Waitangi | Treaty of Waitangi policy Official 
statement and support documents to staff, 
including education about Te Tiriti. We have 
also made cultural capability and local curricula 
priorities for teacher professional development. 
the 
The establishment of Te Taumata Aronui is a 
landmark opportunity in the education sector to 
partner differently with Māori and to safeguard 
outcomes for Māori.under 
Resource Management Act 1991 and (Iwi) 
Claims Settlement Acts
You hold legislative powers and duties delegated 
from Ministers or the Secretary of Education 
under the Education and Training Act 2020 as 
well as under:
 
»
Resource Management Act 1991
 
»
(Iwi) Claims Settlement Acts.
Released 
Further details on your legislative powers and 
duties can be found in Appendix A.

---

24 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
3.3  Your financial delegations
1982
You have financial delegations appropriate to a Deputy Secretary 
with your responsibilities, of up to $5m operating and $25m capital
Act 
The following table summarises the financial delegations for the Deputy Secretary Te Puna Hanganga, 
Matihiko | Infrastructure & Digital. We assume that these will be the starting point for your delegations 
until they are updated to reflect the change in responsibilities. The formal delegations document – see 
Financial-Delegations-Table-approved-10 Nov20.pdf (moe.govt.nz) – should be consulted for detail on 
the conditions and definitions.
TABLE 4 SUMMARY OF FINANCIAL DELEGATIONS FOR DEPUTY SECRETARY  
TE PUNA HANGANGA, MATIHIKO | INFRASTRUCTURE & DIGITAL
Category
Type
Amount
Information 
Operating
Departmental expenditure Whole of Life Cost (WOLC)
$5.000m
Operating
Non-Departmental expenditure WOLC
$7.000m
Operating
Formula or contract driven funding: schools, transport,  
Within approved appropriation 
early learning, crown entities
and budget
Operating
Overseas travel and accommodation (pre-approved by Leadership Team) $0.150m
Operating
Koha
Over $200
Official 
Operating
Publicity expenses
$0.150m
Operating
Compensation or damages to settle claims
$0.150m
the 
Operating
Ex gratia payments
$0.030m
Operating
Bad debt write-off Departmental
$0.150m
Operating
Bad debt write-off Non-Departmental
Nil
Operating
Operating leases WOLC
$15.000m
under 
Capital – Non-schools
Capital expenditure, acquisition, construction of assets WOLC
$5.000m
Capital – Non-schools
Sale, write-off, disposal of assets
Nil
Capital – Schools
Capital expenditure, acquisition, construction of assets for schools 
$25.000m
WOLC
Capital – Schools
Sale, write-off, disposal of assets
$5.000m
 
Note that capital must not be incurred until approved by:
Released 
a.  Cabinet if greater than $35m whole of life cost
b.  The Vote Minister if $25-35m whole of life cost.
If the amount is less than $25m whole of life cost, it must also be approved by the appropriate 
governance authority within the Ministry.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
25
3.4 Your services: School property
1982
You are accountable for delivering property infrastructure 
services to schools, their staff, and learners
Act 
Te Puna Hanganga, Matihiko | Infrastructure & 
The portfolio generated around $677m 
Digital brings together key elements needed to:
depreciation (baseline) funding in 2020/21. 
 
This is used to fund capital maintenance and 
»
Give students access to safe, healthy, and 
inspiring learning spaces that support better 
to modernise and improve existing schools. 
educational outcomes
Around $370m of the depreciation funding is 
allocated directly to state schools to maintain 
 
»
Help school leaders keep their focus on 
their school property assets. The remainder of 
teaching and learning
the depreciation funding is used to redevelop 
 
»
Improve capital efficiency and effectiveness 
existing schools and on a variety of national 
Information 
across the school estate
property improvement programmes.
 
»
Deliver better value for money.
New capital is sought through the Budget bid 
You oversee and support the property 
process to expand the size of the portfolio to 
management at over 2,100 schools, 36,500 
meet the demands of demographic change. This 
teaching spaces, more than 7,500 hectares of 
money is invested in expanding the capacity 
land, and over 16,000 buildings. You run the 
of existing schools (roll growth classrooms) 
Official 
second largest property portfolio in New Zealand.
and constructing new schools. The new capital 
Property capital funding comes from two sources 
expenditure for 2020/21 was over $600 million.
– depreciation funding (baseline) provided 
the 
annually as part of the Ministry’s baseline and 
new capital which is awarded through the annual 
budget bid process. IDG is responsible for and 
administers this funding according to the Public 
Finance Act 1989 and Cabinet Office operating 
under 
procedures.
Released 

---

26 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
There is an overarching strategy in place for property –  
Te Rautaki Rawa Kura | School Property Strategy 2030 that 
informs its direction
Act 
The School Property Strategy continues our progress towards a more strategic,  
portfolio-wide approach to managing school property.
Our vision for school property
All schools will have 
Ka whai horopaki ako kounga 
Information 
quality learning 
tiketike ngā kura katoa, ā, hei 
environments as part 
wāhanga nui tēnei o tētahi 
of a well-managed and 
rārangi puritanga toitū e tino 
sustainable portfolio 
tika ana ōna whakahaere, hei 
that helps deliver 
āwhina i te horanga o ngā 
Official 
equitable and excellent  putanga ōrite, hira hoki mō 
outcomes for every child. ngā tamariki katoa.
the 
Achieving this vision means that by 2030:
 
»
All schools will have quality learning environments that reflect agreed standards of condition, 
under 
fitness for purpose, and operational efficiency. These will better support teaching and learning and 
help to maintain the portfolio for the long term.
 
»
We will be making better use of school property by reducing our environmental impact and 
supporting access to local communities.
 
»
The portfolio will be better utilised, and we will be working well across government to meet 
demographic and social challenges.
 
»
We will be working better with the construction industry to help it sustain jobs and develop skills.
 
»
The management of school property will be more consistently carried out, with more timely and 
Released 
effective maintenance, and with less of a burden falling on schools.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
27
1982
Act 
School Property in 2030
Equity
Quality Learning  
People
Data, systems  
Environments
and processes
Property services, 
Roles and 
funding and 
Agreed standards are applied  
responsibilities 
We have good  
investment helps 
to ensure that all school property  
are clear and we 
data, information,  
learners/akonga and  
is fit for purpose to support  
support schools 
systems and  
schools with the 
excellent outcomes, and of  
where needed
processes that  
Information 
greatest need
appropriate condition to  
enable success
maintain and extend  
asset lives
 
Community
Procurement
Long-term 
supply
benefits
Local communities 
Procurement approaches  
Official 
The supply of school 
enjoy better access  
consider whole-of-life  
Investments  
property is sufficient
to schools
outcomes and help  
consider  
to meet the level of 
sustain a healthy  
long-term social, 
demand. Over and 
construction industry
environmental and 
the 
under-supply  
economic benefits
is minimised
FIGURE 4 SCHOOL PROPERTY IN 2030
under 
Released 

---

28 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
These strategic objectives underpin all that we wish to 
achieve through school property
Act 
FIGURE 5 THE STRATEGIC OBJECTIVES FOR PROPERTY
Quality learning environments 
Sustainable portfolio
School property meets agreed  
Policies, planning and investment  
Information 
standards to support learners/ākonga  
optimise long-term social, environmental 
and teachers to succeed.
and economic benefits.
Ngā horopaki ako kounga tiketike
He rārangi puritanga toitū
Official 
Ka tutuki i ngā rawa kura ngā paerewa i āta 
Ka whakaranea ngā kaupapa here, ngā mahi 
whakaaetia e tika ana kia tino eke ai ngā 
whakamahere, me te haumitanga i ngā 
ākonga me ngā kaiako ki te taumata.
huanga ā-pāpori, ā-taiao, ā-ōhanga wā roa.
the 
under 
Well-managed property
Equitable outcomes
Everyone knows their role  
Diversity is recognised, and schools  
in managing school property  
and learners/ākonga with the greatest  
and is supported to deliver. 
needs are prioritised.
He rawa e tino tika ana 
He putanga ōrite
Released ōna whakahaere
E whakamihia ana te kanorau, ā, ka meatia 
Kei te mārama ngā tāngata katoa ki tō 
 
ngā kura me ngā ākonga e tika ana kia 
rātou tūnga i te whakahaere rawa kura, 
 
āwhinatia nuitia hei aroākapa.
a, he pai te tautoko i a rātou.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
29
3.5  Your services: School transport
1982
You are accountable for delivering transport services to get learners to school 
every day where distance or mobility is a barrier to education
Act 
Te Puna Hanganga, Matihiko | Infrastructure 
 
»
Conveyance Allowance – making a payment 
& Digital provides school transport assistance 
to caregivers to assist with transport costs 
through the following mechanisms:
for eligible students where other School 
 
Transport services are impractical.
»
Daily Bus services – contracting suppliers 
to convey students between schools and 
 
»
Ferries – the Ministry has contracts with two 
designated bus stops within an established 
ferry companies for the transportation of 
proximity of students’ homes.
students and/or buses.
 
»
Technology Bus services – contracting 
 
»
Direct Resourcing – directly funding schools 
suppliers to convey Year 7 and Year 8 students 
and kura to make their own transport 
Information 
between schools to allow access to technical 
arrangements for students. Normally this 
education facilities.
involves schools and kura contracting 
 
transport suppliers or supplying and operating 
»
Specialised School Transport Assistance 
(SESTA) – contracting suppliers to convey 
their own Passenger Service Vehicle.
students with complex mobility needs 
between schools and students’ homes. Official 
the 
under 
Released 

---

30 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
Through these delivery channels the  
The Ministry’s School Transport offerings traverse 
Ministry’s School Transport function is  
the entire country. Although comparable in scale 
currently responsible for:
to large regional Public Transport operations, 
Act 
School Transport is different in terms of the range 
» 
Spending over $200m each year on  
transport services
and diversity of its operations, serving some of 
the country’s most isolated rural communities.
 
»
Overseeing delivery of around 7,000 daily 
vehicle movements with around 40m 
Key responsibilities of the School Transport  
passenger journeys each year
unit include:
»  Assisting over 100,000 students to school  
 
»
Managing commercial relationships and 
and home again safely every school day
contracts with Transport Service Providers
» 
Managing contracts with around 80 transport 
 
»
Making payments to Transport Service 
suppliers (including bus, total mobility, and 
Providers, schools, and caregivers
Information 
ferry services)
 
»
Route design, validation, or amendment
» 
Providing funding to around 400 schools  
 
»
Processing applications for service and/ 
and kura that organise transport assistance 
or assistance
for their students
 
»
Incident reporting.
 
»
Offering Specialised School Transport 
Assistance to over 7,000 students with 
School Transport is funded through a specific 
Official 
complex mobility needs
non-departmental appropriation that is demand 
driven and based on eligibility criteria. There 
» 
Paying conveyance allowances for around 
are specific eligibility rules for the different 
5,000 students who cannot access School 
types of funding (daily bus, special assistance 
the 
Transport services
conveyance allowances, etc) and updates are 
 
»
Transporting 25,000 Year 7 and Year 8 students 
made year on year.
to offsite technical education facilities.
For 2020/21 the spend was $216m and the budget 
for 2021/22 is $218m.
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
31
1982
There is an overarching School Transport strategy in place –  
Te Rautaki Waka Kura | School Transport Strategy 2025
Act 
Our Vision for School Transport
School Transport supports  Ka tautoko te Waka Kura i 
equitable and excellent 
ngā putanga mātauranga 
educational outcomes 
tōkeke, rawe anō hoki mā 
by enabling access to 
te whakangāwari urunga 
appropriate learning 
ki ngā taiao akoranga 
Information 
environments through safe, tōtika mā ngā kōwhiringa 
effective, and efficient 
ikiiki haumaru, tōtika me 
transport options.
te pai.
Official 
SCHOOL TRANSPORT STRATEGIC OBJECTIVES
PLANNING
 » Equitable outcomes
 » Alignment with Ministry strategy
the 
 » Equity is promoted and advanced in operational 
 » School Transport supports and aligns with 
decision-making
Ministry educational and investment strategies
 » School Transport has the capability and capacity  
to proactively engage in policy discussions
under 
DELIVERY
 » Capable and enabled teams
 » Enhancing public value
 » The School Transport team has the right tools, 
 » Commercial relationships are actively managed 
training, and leadership to plan and deliver safe and 
to promote public value through improved 
efficient services
service performance and efficiency
 » Improved business intelligence and access to 
 » Public value outcomes are actively monitored 
reliable, accurate information enable robust, 
and encouraged as part of contract delivery
evidence-based decision making
FOCUS AREAS
Enhancing Commercial 
Developing 
Supporting 
Delivering 
Management
Policy and Strategy
People and Culture
Systems and Data
Released 
FIGURE 6 SCHOOL TRANSPORT STRATEGIC OBJECTIVES

---

32 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
There are major opportunities for improvement in school transport
Taking a strategic approach – there is an 
Act 
opportunity for School Transport to take a more 
strategic approach, clarifying the relationship 
9(2)(g)(i)
between objectives, policy settings and 
operational outcomes, and proactively guiding 
discussions to ensure that School Transport policy 
Operating models and processes – many 
and strategy adapt to, and align with, Ministry 
processes and supporting systems are 
objectives and wider social objectives of the 
not optimised for efficiency. This results in 
government of the day.
unnecessary duplication of effort to complete 
Supplier Relationship Management – the 
tasks and can be detrimental to the level of 
Information 
transition to new contracts and new ways of 
service provided.
working represents a significant opportunity 
System improvements – there are major 
to develop and embed supplier relationship 
opportunities for systems improvements including 
management competencies within the business 
developing a customer relationship management 
in tandem with the development of a more 
system, improving business intelligence, using 
mature commercial management function.
telematics data for performance management 
Official 
of providers, and rationalising and refining route 
mapping solutions.
9(2)(g)(i)the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
33
3.6  Your services: Digital
1982
You are accountable for the strategic direction of digital in the Ministry and the 
school sector as well as having an education system leadership function Act 
Te Puna Hanganga, Matihiko | Infrastructure & 
An assurance function provides Ministry 
Digital manages strategy and policy for digital 
leadership with confidence that controls 
services in the education system, ICT investment 
necessary to manage Ministry’s key ICT risks are 
planning and budget bids, provides policy and 
appropriate & effective. It also oversees ICT system 
other ICT related advice, and supports enterprise 
accreditation and certification.
architecture management and solution design.
You are accountable for delivering managed network  
and internet services to schools
Information 
We operate a managed network to schools 
We provide other systems and services to schools 
which connects students to a secure and safe 
that enable them to operate. This includes 
internet connection while at school by managing 
the education sector login (ESL) including the 
a contract with Network for Learning (N4L) to 
sector security system (ESAA) and managing the 
deliver high speed internet and services. 2,500 
changes to user security, e-learning (e-asTTle), 
Official 
schools have been connected to the managed 
and manging the National Student Index (NSI).
network, with more than 35,000 classrooms 
We own school agreements covering leasing 
directly networked. More than 850,000 students 
the  of teacher laptops (53,000 devices with a 3-year 
and teachers access the management network 
rolling replacement), centrally funded software 
each month, with schools consuming more than 
agreements (Microsoft, Google, Symantec), 
4 million gigabytes of data.
centrally negotiated software agreements (Adobe, 
The Technology in Schools initiative that funds 
Turnitin ), and an ICT Helpdesk service.
the managed network is a centrally funded 
under 
initiative focused on providing a consistent 
standard of Information and Communication 
Technology (ICT) infrastructure to schools across 
New Zealand. It has a budget of $28.75m.
Te Mana Tūhono programme purchases and 
installs schools ICT network equipment (e.g. 
network switches and digital access points) and 
cybersecurity processes/software. This enables 
Released 
school network equipment to be upgraded, 
maintained, and managed. This programme is a 
joint vision between N4L and the Ministry.

---

34 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
You are accountable for providing ICT services to Te Tāhuhu o te  
Mātauranga | Ministry of Education and Te Mahau
Act 
Te Puna Hanganga, Matihiko | Infrastructure 
Te Puna Hanganga, Matihiko | Infrastructure 
& Digital ensures the availability and security 
& Digital provides advice and services to 
of ICT infrastructure and Ministry applications. 
implement the Ministry’s delivery plan and 
It involves maintaining the infrastructure for 
provides centralised project delivery, and 
4,200 PCs, 900 servers, two data centres, office 
secretariat capability to support ICT enabled 
networks, voice systems, and 140 Ministry 
business change. It manages ICT projects and 
applications. It provides remote access, desktop 
the associated governance and investment 
infrastructure, email, internet, people directory, 
support. It provides a project office with monthly 
and supports IT projects. It supports ongoing 
governance reporting as well as support for time 
cybersecurity through security firewalls and 
sheeting and cost recoveries.
Information 
desktop virus protection. It maintains selected 
As part of the redesign, IDG will be expected 
Ministry applications.
to work closely with Te Poutāhū (Curriculum 
It manages development, maintenance, and 
Centre) supporting and enabling more integrated 
support of core IT web and applications for the 
support to teachers, including distance learning 
Ministry and the sector. It provides business 
and the development of the replacement for an 
analysis, development, and testing for over 60 
online curriculum hub.
Official 
priority business applications including ESL 
Service Level Agreements will need to be 
(incorporating ESAA), ENROL FFRS/EduMis, 
developed with internal customers and put in 
FileNet, STRAS, Helios Funding and Planning 
place to provide support and maintenance of 
the 
(HFPS), and Ministry websites. It also ensures 
internal IT systems.
interoperability between applications used by 
schools in their Managed Learning Environment.
We will need to take more responsibility for ICT within schools
under 
The impacts of Covid-19 and the growing 
In advice on cybersecurity in schools and kura to 
threats of cyberattack and privacy breaches 
the Ministry provided in June 2021 we proposed 
have highlighted the critical role of digital 
developing a framework for supporting schools 
technologies in education, including supporting 
IT, including centrally managing core digital 
education continuity where events such as Covid, 
infrastructure and services. This will have 
earthquakes, and extreme weather events lead to 
significant implications for the strategy.
school closures. These issues have also highlighted 
Released 
the inherent vulnerabilities in the system with 
many schools lacking the capability and capacity 
to procure and manage their own IT systems.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
35
1982
Work is underway on an education sector digital strategy refresh in 2021/22
Education agencies are taking a coordinated 
We must ensure that educational software and 
Act 
whole-of-system approach to realise a vision for a 
platforms promote and protect indigenous 
learner-centred system that delivers a seamless 
languages, knowledge, and culture, and that 
education experience from early childhood 
Māori in Aotearoa can use digital technology to 
throughout the life of a learner.
aid in revitalisation and development projects. 
In 2015 eleven education sector bodies  
Creating spaces that affirm indigenous identity, 
endorsed an Education System Digital  
promote activism, and present resistance 
Strategy (Digital Strategy), committing to  
to dominant theory and discourses is the 
work together to align actions and investments 
responsibility of the education system.
to achieve the desired outcomes.
We will work with Māori to build approaches that 
Information 
We advised the Minister in December 2020 that a 
work for all ākonga | leaners, pouako | teachers, 
refresh of the strategy would take place in 2021.
and whānau. We will ensure that Te Ao Māori 
worldviews and approaches to ako | learning can 
Our desired future state is that:
inform the whole education system, embedding 
“All students have access to high quality online 
the four principles of Te Tiriti o Waitangi: 
learning opportunities, including a device and 
Kāwanatanga – governance, Rangatiratanga – 
connectivity at home and educators with the 
self-determination, Ōritetanga – equity, Kupu 
Official 
skills to teach effectively online.”
Māori – freedoms and beliefs of Te Ao and 
Tikanga Māori.
We are currently ensuring we have the right broad 
strategic themes and are consulting on these with 
Our approach to Te Tiriti and equity is 
the 
other sector and central government agencies.
summarised as follows.
DIGITAL: TE TIRITI AND EQUITY
under 
Capability and 
Systems and 
Innovating with 
Barrier-free access
Data and agency
capacity
standards
partners
Cybersecurity and safety
FIGURE 7 DIGITAL SERVICES – TE TIRITI AND EQUITY
Released 

---

36 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
Key strategic themes include:
Barrier-free access – achieving equity 
Systems and standards – our digital architecture 
Act 
must underpin our approach. No learners, 
must be interconnected across the education 
whānau, providers or communities should be 
system. We must design, build, and implement 
disadvantaged by lack of access to platforms, 
an approach that is seamless for all to access and 
devices, networks, and practices. The Digital and 
use, whatever the entry point. Common and clear 
Data Strategy must be applicable for all.
architectural frameworks, interoperability, and 
Capability and capacity – along with literacy 
data standards can enable this, reduce friction, 
and numeracy, digital capability is critical for 
encourage reuse, and promote innovation.
all learners, educators, and whānau. It is a key 
Innovating with partners – our approach must 
requirement of our educational future. Without 
enable and encourage innovation, flexibility, and 
Information 
addressing capability, we would perpetuate 
fresh approaches across all parts of the system 
a second digital divide. We must ensure our 
to ensure continual improvement in the way 
education workforce is equipped to support 
we learn and work. This includes the teaching 
learners and digital ecosystems.
workforce, the education technology industry, 
Data and agency – collect data once and share 
and other parts of Government.
with care. The smart and appropriate use of 
Official 
learner data can unlock the best pathways 
for individuals, whānau, and whole cohorts, 
and ensure the best use of system design 
the 
and resources. We must ensure learners have 
appropriate agency over their data and know 
how to use it to improve their learning.
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
37
3.7  Your major customers 
and partners
1982
We provide services to a variety of customers
Act 
We have a variety of customers we must support with property, transport, and digital services. 
These are summarised in the following table.
TABLE 5 CUSTOMERS AND SERVICES DELIVERED
Customer
Property
Transport
Digital
Ministry
 » Provision of property 
 » Advice on school  
 » ICT Strategy and  
expertise
transport policy
Investment Planning
 » School network advice
 » ICT operations
 
Information 
» Advice on school  
 » Core systems
property policy
 » Desktop hardware and 
software
 » Solution delivery and  
project services
Te Mahau
 » Advice on school transport
Official 
Schools
 » 5 Year Agreement (5YA) 
 » School transport services
 » Technology infrastructure
funding
 » Laptops for teachers
 » Major capital works
 » Centrally funded software 
the 
 » Property services support 
agreements
(in conjunction with Te 
 » Security management
Mahau)
Education sector  
 » ICT strategy leadership for 
(including ECE, Tertiary)
education sector
 
under 
» NSI management
 » Education Sector  
Logon Service
All of Government
 » ICT strategy leadership  
for education sector
Released 

---

38 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
To deliver these services we rely on many other organisations 
How we rely on other organisations is summarised below.
Act 
TABLE 6 ROLES AND RESPONSIBILITIES OF PARTNERS WE RELY UPON
Stakeholder
Property
Transport
Digital
Schools
Managing agreed capital 
Advising caregivers and 
Providing ICT systems 
funding per Five Year 
students about school 
and services required to 
Agreement (5YA) funding 
transport arrangements and 
support teaching, learning, 
and 10 Year Property Plans 
liaising with school transport 
administration
(10YPP)
and school transport providers Identity and access 
Managing ma intenance 
management, and cyber 
funded through operating 
security (note that changes are 
Information 
grants
in preparation for Minister’s 
consideration)
Virtual learning environments 
for teaching and learning in 
their schools
Transport service providers
Service delivery and operations
Official 
Safe siting of bus stops
Emergency and incident 
management
the  Health and safety
Construction industry
Delivering major capital works 
for schools
Provision of maintenance 
services
under 
Other parts of Te Tāhuhu o 
Calculating and paying 
Bulk funding provided 
Leadership of business 
te Mātauranga | Ministry of 
operating grants to schools
directly to schools, Kura, 
programmes that incorporate 
Education
Schooling network student 
Kura Kaupapa Māori, and 
ICT into their solutions
forecasting
designated character 
wharekura to provide transport 
assistance for their students 
within defined parameters
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
39
3.8 Your priorities for 2021/22
1982
You will need to build relationships 
You will need to build capability 
across the Ministry and within the 
to support the objectives of the 
sector to ensure that you can serve 
organisation redesign
Act 
your customers and work well with 
your partners
The capability you will need to build will require 
the following characteristics:
Effective operation of IDG will rely on strong 
 
»
Te Tiriti – give practical effect to the articles of 
relationships inside and outside the Ministry.
Te Tiriti o Waitangi by making them relevant 
and present in all we do
You will need:
 
»
Learner and whānau centric – grow and 
 
»
Effective relationships with your fellow 
develop capability to reflect the strengths and 
Deputy secretaries as the Secretary 
diversity of all learners and their whānau
Information 
for Education seeks to build a cohesive 
 
leadership team.
»
Partnerships – establish authentic and 
transparent relationships with our partners to 
 
»
Effective relationships with the other  
enable local decision making and ownership
parts of the Ministry, especially Te Tuarongo  
 
(Māori Education) and Policy for inputs  
»
Evidence-based – proactively develop 
inclusive and sustainable solutions and 
into your work.
services that are driven by evidence to 
Official 
» 
Strong oversight of your major customer 
anticipate and influence change
relationships across the Ministry where you 
 
are responsible for providing ICT services and 
»
Service-oriented – organise capacity and 
capability for collaboration and integration, 
the 
working collaboratively to implement ICT-
with service delivery designed from the 
related change.
perspective of end users.
» 
Effective relationships with Te Mahau as  
its operating model develops and as it seeks 
This will require you to have:
to implement change that will impact your 
 
»
Strong leadership across your group
under 
services to schools – property, transport,  
 
»
A clear strategic direction for property, 
and digital.
transport, and digital
 
»
Effective relationships with schools as you 
 
»
Capable and engaged staff
implement more centrally managed property 
and digital administration services to enable 
 
»
Excellent financial and resource management
them to focus on teaching and learning.
 
»
Excellent information management systems 
 
and processes.
»
Effective relationships with the wider  
sector as part of your group’s ICT leadership  
You will need to develop an organisational 
Released 
of the sector.
operational competency framework to support 
the development of the capability needed across 
your group.

---

40 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
9(2)(g)(i)
Act 
Information 
There are major pieces of advice for 
Ministers that need to be developed
Official 
In the immediate term you will need to:
»  Advise Ministers of the cost and feasibility 
the 
of how the Ministry can reduce the ICT and 
property management burden for schools.
» 
Subject to agreement from the Minister 
to recommendations made in September 
2021, prepare a strategic business case for 
under 
a comprehensive framework of support for 
schools and kura, and a full business case to 
implement first steps from July 2022.
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
41
1982
Fulfilling your accountabilities will involve driving significant  
service priorities for 2021/22
Act 
School property
Digital
 
»
Deliver the schools redevelopments as forecast.
 
»
Implement a whole of education cyber 
 
»
Deliver additional student places to forecast 
security response.
through additional space at existing schools 
 
»
Implement a service design approach 
and new schools and new school sites.
and service management framework for 
 
»
Improve classrooms in small or remote 
developing and delivering digital services 
schools (ICSoRS).
inside the Ministry, especially when we 
 
consider how to support Te Mahau in its 
»
Deliver School Investment Package (SIP), 
Information 
and the one-off funding package for State-
changes and future state delivering nationally 
Integrated schools.
consistent and customer centric services.
 
 
»
Undertake a Ministry ICT financial 
»
Progress key actions to improve the 
environmental sustainability of school property.
sustainability review to support funding 
bids to bring the aging Ministry systems 
 
»
Implement Te Haratau Condition Assessment 
and infrastructure up to date so that service 
into the 10YPP planning Cycles, replacing the 
failure risk is mitigated, and the Ministry has 
Official 
WebFM system.
the functionality and information it needs to 
 
»
Deliver Learning Support Modifications (LSM).
achieve its desired outcomes.
 
»
Deliver the Christchurch Schools Rebuild (CSR).
 
»
Refresh the Education System Digital 
the 
Strategy (2015-20) as advised to the Minister in 
School transport
December 2020.
 
»
Implement the new school transport 
contracts for the 2022 school year to ensure 
continuity of service.
under 
 
»
Continue to deliver safe School Transport 
services to eligible ākonga | students for 
whom distance, mobility, or specific learning 
needs create barrier to education.
 
»
Implement the School Transport Strategy 
so that School Transport has the capability, 
capacity, and systems to deliver on its 
outcomes.
Released 

---

42 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
3.9 Your funding
1982
PROPERTY
You are responsible for the oversight of a $24 billion property portfolio – a 21% 
increase from last year – and capital expenditure continues to increase. You 
Act 
are responsible for property related Departmental CAPEX expenditure of $1.6 
billion pa, Departmental OPEX of $2.0 billion pa, and  
non-Departmental expenditure of $400m pa
Our external auditors – Ernst & Young – have now completed their audit of the School Property Portfolio 
valuation and we can advise that the Net Book Value has increased from $19.6 billion as of 30 June 2020 
to $23.7 billion as of 30 June 2021 (21% increase). This is mainly due to an increase in the underlying cost 
of construction and over $1 billion of work in progress being capitalised in the year.
Information 
TABLE 7 SCHOOL ASSETS THAT IDG IS RESPONSIBLE FOR
Quantity 
Quantity 
Net Book Value 
Net Book Value 
as of 30 June 2020
as of 30 June 2021
as of 30 June 2020 
as of 30 June 2021 
($000)
($000)
8,000 hectares of land
Over 7,500 hectares of land
Land: 
$5.925b Land: 
$6.968b
Around 2,100 state schools
Around 2,100 state schools
Buildings: 
$13.677b Building: 
$16.739b
Official 
Over 15,000 buildings and over  Over 16,000 buildings and 
Total owned: 
$19.602b Total owned: 
$23.707b
35,500 learning spaces
36,500 teaching spaces
This change will result in a significant increase in the annual depreciation, currently estimated at 
the 
$163m per annum – mostly driven by the cost of construction – that we are incorporating into our wider 
property programme funding Cabinet paper ahead of discussions with Treasury.
The increase in capital expenditure on property is summarised in the following diagram.
 1,600
under 
 1,400
 1,200
 1,000
 800
 600
 400
Released 
 200
$m
2012/13
2013/14
2014/15
2015/16
2016/17
2017/18
2018/19
2019/20
2020/21 Draft
NEGP - Buildings
NEGP - Land
NSRP
CSR
5YA (incl AMS)
LSPM
PPP
SIP
Energy Efficiency
Other school programmes
FIGURE 8 SCHOOL PROPERTY EXPENDITURE

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
43
1982
TRANSPORT
DIGITAL (SCHOOLS)
You are responsible  
You are responsible for school 
for school transport funding of  
technology funding of $41m non-
Act 
$7m departmental and $220m  
departmental
non-departmental
The existing budgets, for property, transport, and technology for schools are summarised in the 
Information 
following table. Note that as these are the previous EIS budgets, they do not include schools ICT funded 
through the IT Group. These budgets are covered later in this section.
TABLE 8 SUMMARY OF EIS BUDGETS – CAPITAL
Capital Expenditure ($000)
2021/22
2020/21
 
Budget
Actual
Budget
Official 
Maintaining the Portfolio
5 Year Agreement
263,241
263,699
193,589
the 
Other Existing Property
62,413
56,006
50,678
Total Maintaining the Portfolio
325,654
319,705
244,267
Targeted Improvements to the Portfolio
Redevelopments, PMC and Weathertightness
334,877
290,440
279,838
Other Modernisation & Efficiency
160,686
110,690
113,833
under 
School Investment Package (SIP)
190,000
182,633
191,121
Christchurch School Rebuild (CSR)
144,028
137,652
139,639
Total Improving the Portfolio
829,591
721,415
724,431
Expanding the Portfolio
Roll Growth & Non-Teaching Spaces
246,509
251,938
216,755
New Schools/Sites (includes PPP, Land)
239,092
155,125
169,519
Total Expanding the Portfolio
485,601
407,062
386,275
Released 
Total Departmental Capital Expenditure
1,640,846
1,448,182
1,354,973

---

44 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
TABLE 9 SUMMARY OF EIS BUDGETS – OPERATING
Departmental Operating by Group ($000)
2021/22
2020/21
Act 
 
Budget
Actual
Budget
Deputy Secretary
992
833
813
Finance & Investment
6,398
4,798
2,087
Strategic Asset Management
1,012
1,112
1,508
Portfolio & Business insurance
1,938
1,749
1,756
Strategy, Investment & Policy
6,682
8,336
8,369
Business Services
20,017
18,865
23,970
Property Delivery (excluding Capital Works & PPP)
95,378
87,168
88,117
Information 
Capital Works
14,320
14,368
13,972
Procurement
1,017
1,891
2,326
Payroll
44,837
41,688
42,325
Transport
7,102
5,637
7,310
Total of Group Budgets
199,694
186,444
192,551
Stretch Target and Baseline update funding to be sought
(29,489)
-
-
Official 
Operating expenditure excluding Asset related costs
170,204
186,444
192,551
PPP
62,257
54,957
59,888
the 
Asset related costs (including Depreciation and Capital Charge)
1,751,214
1,688,593
1,688,190
Total Departmental Operating Expenditure
1,983,675
1,929,993
1,940,629
School Property Portfolio Management
1,931,737
1,882,668
1,890,994
Support and Resources for Education Providers
51,939
47,325
49,635
Appropriations
1,983,675
1,929,993
1,940,629
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
45
1982
TABLE 9 SUMMARY OF EIS BUDGETS – OPERATING
Non-Departmental Expenditure ($000)
2021/22
2020/21
Act 
 
Budget
Actual
Budget
Operating Expenditure by Appropriation
School Managed Network for Learning
28,750
28,750
28,750
Curriculum Support – Satellite Broadband Support
692
1,005
1,042
School Transport
Daily Services
106,113
107,521
109,072
Technology Services 
3,100
5,220
5,047
Conveyance Allowance – Non-Special
2,265
2,089
2,831
Information 
Specialised Transport Assistance/CA SE
55,832
51,235
56,907
Kura Kaupapa Māori
10,806
10,485
10,809
Direct Resourced Transport
40,126
39,716
40,672
TOTAL School Transport Operations
218,242
216,266
225,339
Integrated School Property
Integrated Property Grant (Policy 1)
73,283
69,892
69,983
Official 
Integrated Property (Policy 2)
27,840
2,894
15,292
TOTAL Integrated School Property
101,123
72,786
85,275
the 
Vandalism Top-up Grants
1,211
498
1,211
EIS Operation (Payroll)
3,164
2,683
3,164
Total Operating Expenditure (A)
353,182
321,989
344,781
Capital Expenditure by Appropriation
Schools Furniture & Equipment (incl. school technology)
53,283
38,317
38,221
under 
Total Capital Expenditure (B)
53,283
38,317
38,221
Total Non-Departmental Expenditure (A + B)
406,465
360,307
383,002
Released 

---

46 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
PROPERTY
1982
Our property related operating funding has not  
kept pace with the growth in our capital programme
Act 
Our operating funding has not kept pace with the growth in our capital programme. This has arisen 
to meet the demands of the National Education Growth Plan combined with the additional funding 
for schools from our Accelerated Modernisation Scheme funding and the Government injection for 
the School Investment Package.
The property portfolio operating expenditure has reduced from 18.6% of capital expenditure in 
2018/19 to 12.2% in 2020/21 and is forecast to reduce to below 10% in 2021/22. 
 
9(2)(g)(i)
Information 
TABLE 10 PROPERTY OPERATING TO CAPITAL COMPARISON
9(2)(g)(i)
Official 
the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
47
DIGITAL
1982
You are responsible for further digital related funding  
of $30m of Departmental CAPEX and $70m of OPEX per annum 
Act 
TABLE 11 ITG OPERATING EXPENDITURE
2018/19
2019/20
2020/21
Operating expenditure
Information Technology Staffing (May 2021)
 
Permanent
225.9 
231.1 
272.1 
Contractors
38.0 
14.9 
38.5 
Total FTE
263.9 
246.0 
310.6 
Departmental Funding $m
 
Information 
Information Technology
$52.653m
$54.997m
$60.712m 
By Account Group
 
Staff, Overhead and Consultancy
$40.117m
$42,899m
$49,932m
Depreciation and Amortisation
$12.512m
$12.092m
$10.776m
Loss on Disposal of Assets
$0.023m
$0.006m
$0.004m
Official 
Total Information Technology
$52.653m
$54.997m
$60.712m
TABLE 12 CURRENT POSITION OF ITG INVESTMENT PLAN ENVELOPE
the  FY21/22
FY22/23***
FY23/24***
Investment Plan Envelope ($000)
Capex
Opex
Capex
Opex
Capex
Opex
Starting budget
$23.000m
$10.000m
$23.000m
$10.000m
$23.000m
$10.000m
Envelope carry forward capex*
$4.669m
-
-
-
-
-
under 
Capital overhead from Budget**
$1.800m
-
-
-
-
-
Total Funding envelope
$29.469m
$10.000m
$23.000m $10.000m $23.000m
$10.000m
Less: Provisioned funding*****
($25.621m)
($11.920m)
($17.515m)
($3.065m)
($6.363m)
($1.076m)
Current balance
$3.848m
($1.920m)
$5.485m
$6.935m $16.637m
$8.924m
Payroll
($0.410m)
-
($0.089m)
-
-
-
Education Shared Service Platform 
($2.568m)
($0.037m)
($1.133m)
($0.068m)
(Salesforce)
Released 
Enterprise Voice
$.010m
Balance if all recommendations  
$0.880m
($1,957m)
$4.263m
$6.867m $16.637m
$8.924m
are accepted
* 
Carry forward capex from unprovisioned capex in FY20/21; does not include individual project capex carry forward.
** 
Budget21 bids included allowance for capital overhead.
***  Estimated funding envelopes. Figures are based on best estimates at a point in time. Outyears only reflect investments on the FY21/22 plan; it 
does not include new investments in outyears.
****  Provisioned funding from the FY21/22 envelope only; does not include funding from individual project carry forward capex from FY20/21.

---

48 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
DIGITAL
DIGITAL
The current Ministry has a high 
 A new funding and governance 
reliance on aging, legacy digital 
model is needed for ICT
Act 
systems whose replacement 
is underfunded
Where digital investment can be funded from 
baseline or budget bids, the investment decisions 
are made directly by Business Groups within the 
A programme of replacement of core ICT 
Ministry rather than as part of an overarching 
platforms is urgently needed as these systems 
approach to digital investment. This means 
reach end-of-life. A like-for-like replacement of 
investments tend to be discrete and focused on 
these systems will not support the Ministry’s 
the needs of an individual Group, as opposed 
new ways of working, nor take advantage of the 
to developing functionality that can be shared 
additional advantages of modern technologies. 
Information 
across the Ministry.
We can also take this opportunity to consolidate 
to a smaller set of target platforms and systems.
Centralised funding of licencing for core 
platforms (e.g. Salesforce) is also necessary to 
We have worked with the Business Groups across 
ensure these common platforms as business 
the Ministry to develop a Digital Transformation 
services are redeveloped to enable the Te Mahau 
Plan (DTP) to address critical gaps in business 
operational objectives and close critical capability 
capability and modernise systems. We expect the 
Official 
gaps. If this does not occur, the technologies used 
DTP to cost up to $600m over several years to 
across the Ministry will continue to fragment.
implement fully.
Achieving the Digital Transformation Plan  
We currently receive around $30m per year 
the 
will require a new funding and delivery model 
for investment in Ministry ICT – $20m capital 
that is based on agreed strategic priorities and 
and $10m operating – most of which is used 
a digital pipeline phased to ensure appropriate 
for business as usual (this is clearly a fraction 
planning and design is competed ahead of the 
of that needed to address the projected DTP 
development of business cases and budget  
costs). Funding has historically been provided 
under 
bids. The Digital Transformation Plan will  
year by year although these is a move towards 
also need support from effective portfolio 
multi-year planning and funding. There is 
governance arrangements.
insufficient funding in the envelope to support 
all that needs to be done and funding typically 
goes to new functionality rather than upgrading 
increasingly aging platforms and infrastructure. 
This has greatly contributed to the sustainability 
issues identified by the DTP. Advice earlier 
Released 
in the budget cycle, and contribution to the 
development of budget bids to ensure the 
Ministry takes advantage of enabling platforms 
and services is required.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
4  
.0 
1982
 
Act 
Current work 
programme
Information 
There are major work programmes underway for property,  
transport, and digital services.
Official 
the 
under 
Released 

---

50 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
4.1  Property services
1982
The programme of work for 2021/22 for the school property programmes is summarised below. Note 
that the target metrics are still to be confirmed.
TABLE 13 PROPERTY PROGRAMME OF WORK
Act 
EIS Focus Area
Work priority (Lead) 
Deliverables by 30 June 2022  
(Key EIS priorities marked as PRY)
(Key deliverables marked as KEY)
Property 
Maintain the Property Portfolio (PD)
 » [KEY] Deliver redevelopments forecast (1a)
Investment 
Delivery
a)  [PRY] Redevelopment programme (such as 
 » Establish and agree wave two work programme with 
NSRP) (wave 1 & legacy)
Investment Office and PMO including design work for 
b)  Investment pipeline – redevelopment (NSRP 
wave 3 (1b)
wave 2+) (feeds into construction pipeline)
 » Establish programme plan for management 
of transportables based on current state work 
undertaken (1)
Information 
Property 
Grow the Property Portfolio (PD)
 » [KEY] Deliver additional Student Places (formerly 
Investment 
Teaching Spaces) to forecast of Student Places – 2a 
Delivery
a)  [PRY] Roll Growth (NEGP)
(define student places once finalised in Estimates of 
b)  [PRY] New Schools and school sites (NEGP)
Appropriation supplementary changes)
c)  Investment pipeline – growth (feeds into 
 » 5-10 planned new school sites will have been 
construction pipeline) 
acquired (2b)
 » [KEY] Deliver new schools forecast (2b)
Official 
Property 
Improve the Property Portfolio (PD)
 » ICSoRS programme has 200 (TBC) site audits 
Investment 
completed, and 145 (TBC) school upgrades finished (3a)
Delivery
a)  [PRY] Improving Classrooms in Small or Remote 
Schools (ICSoRS, previously Improving Internal 
 » 50 (TBC) coal boiler replacements have been 
the 
Environments programme)
installed and all projects (83 projects for 93 boilers) 
b)  Coal Boiler Replacement (previously 
have been initiated (3b)
decarbonisation programme)
 » [KEY] All schools have completed School Investment 
c)  [PRY] School Investment Package (SIP), and the 
Package projects (except for any exempted schools) 
one-off funding package for State-Integrated 
and spend against programme budget is at target % (3c)
schools, reporting
 » Weathertightness programme will have embedded 
under 
d)  Weathertightness
new structure and process with 30% of the 
programme in design phase (3d)
e)  Earthquake resilience
 » Develop a programme plan for earthquake resilience 
f)  [PRY] Learning Support Modifications (LSM)
aligned with the design team project plan (3e)
g)  [PRY] Christchurch Schools Rebuild (CSR)
 » Streamlined process in place for Learning Support 
Modifications delivery and pilot underway for 
h)  Portable Modular Classroom (PMC)
accessible modifications programme (3f)
 » Number amount of Learning Support Modifications 
projects delivered
Released 
 » [KEY] 15 Christchurch Schools Rebuild projects 
completed this year and 21 additional Christchurch 
Schools Rebuild projects have entered construction 
phase (3g)
 » Portable Modular Classroom programme has signed 
all contracts and target amount of Portable Modular 
Classrooms delivered (3h)

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
51
1982
Act 
EIS Focus Area
Work priority (Lead) 
Deliverables by 30 June 2022  
(Key EIS priorities marked as PRY)
(Key deliverables marked as KEY)
Property Plan 
[PRY] Progressing actions to improve 
 » Property delivery has incorporated key climate 
and Invest
environmental sustainability
resilience actions into property planning
Property 
Implementing Environmental Action Plan (EAP), 
 » Property delivery prepares a plan to remove all coal 
Investment 
Reducing construction waste and setting carbon caps 
boilers by 2025
Delivery
for new school construction projects. (SI&P and PD)
 » Property Delivery, with support from Strategic Policy, 
Includes:
undertakes a feasibility study (including cost) of a 
Coal boilers (already covered in ‘Improve the 
long-term programme to proactively replace all fossil 
Portfolio’) School Energy Efficiency 
fuel boilers
Information 
 » Understand our risk around coastal flood risk and 
decision made on ongoing monitoring or mitigation 
requirements
 » Prepare and understand portfolio risk and 
requirements for drinking water legislation changes
Property Plan 
Transformation – Key Property Strategy initiatives 
 » Develop the next stage of Strategy Implementation to 
and Invest
Official 
Te Haratau
align to the future state (7)
Property 
»  Develop and embed the new EIS Benefits 
Investment 
Asset Data Improvement Project (ADIP)
Framework (7d)
Delivery
Property Plans (Portfolio, Regional, School)
the 
 » [KEY] The implementation of Te Haratau Condition 
Systems & Data
PMO – embedding an integrated high performing 
Assessment into 10YPP planning Cycles (replacing 
Property Portfolio Management office and 
WebFM) (7a)
associated systems, data, and processes
 » National Asset Management Plan developed and 
Funding: Investment plan; “securing a long-term 
piloted (7c)
funding arrangement with Treasury/Cabinet,” Future 
funding & delivery model; Depreciation Impacts of 
 » Regional Plans v0.1 implemented into Asset 
under 
Revaluing the School Property Portfolio
Management (7c)
 » Asset Data Improvement Project completes analysis of 
Asset Management and Te Haratau to input into Asset 
Management Framework (Business Systems) (7b)
 » School Property Plan – Christchurch Schools Rebuild 
(CSR) Pilot complete
 » [KEY] Portfolio Management Office function is 
established and moving from core functions to  
value-add functions
Released 
 » Lift the Portfolio, Programme, and Project 
Management Maturity (P3M3) level by 1 rating 
scale in the areas of benefits, risk, and resource 
management – average rating of 1 currently

---

52 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
EIS Focus Area
Work priority (Lead) 
Deliverables by 30 June 2022  
(Key EIS priorities marked as PRY)
(Key deliverables marked as KEY)
Delivery Service  Transformation – internal process  
 » Assess and reduce manual reporting requirements as 
Act 
Support
consolidation work
per associated milestones
Embed Ministry Re-design changes – Te Mahau, 
 » Review school-led projects oversight and visibility to 
digital merging, and Pou Ārahi – Māori, etc.
identify improvement areas and possible increased 
Improve reporting across the business groups
touchpoints for reporting
Increase communication & engagement across  
the groups. 
People & Culture [PRY] Building Capability: (BS)
Work with groups to determine the deliverables for the 
a)  [PRY] Organisational Operational  
competency deliverables of roles
Competency Framework:
•  Asset Management
Information 
•  Programme Management
•  Contract Management
•  Stakeholder Engagement
•  Financial Acumen
•  Evidence-based Planning and Critical 
Official 
Decision-making (growing ICT systems to 
ensure accessible, fit for purpose, accurate 
data is key enabler)
the 
b)  [PRY] Cultural Training:
•  Te Tiriti o Waitangi and Beyond  
Diversity training
•  Embedding Ka Hikitia &  
Tau Mai Te Reo into EIS
Property Plan  
[PRY] Advising Ministers of the cost and feasibility  [KEY] Feasibility study initiated to inform a business 
under 
& Invest
of how the Ministry can reduce the ICT and 
case for budget bid to begin scoping options so that 
property management burden for schools
advice can be provided to the Minister
Scoping out what the options are, including 
maintenance options
Property Plan  
National Property Services –  
 » Ngāti Toa Rangātira settlement has progressed in 
& Invest
progressing major projects 
accordance with the timeframes specified in the 
Deed of Settlement
 » Initiatives included in the Ministry’s Resource 
Management Act Strategy developed and 
Released 
implemented in accordance with the strategy’s 
planned milestones
 » Land title validation process implemented in 
accordance with planned milestones

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
53
4.2 Transport services
1982
The programme of work for 2021/22 for the school transport projects is summarised below.
TABLE 14 TRANSPORT PROGRAMME OF WORK
Act 
EIS focus area
Deliverables by 30 June 2022 (Key EIS marked as KEY)
Ensuring continuity of School 
 » Transitioning to the new school transport contracts in 2022
Transport Services
 » Deliver phase one of Pokapū Waka Kura – the School Transport contract management hub –  
to support contract commencement 2022
 » Implement the new School Transport structure, including recruitment and establishment of  
11 new positions
 » Deliver safe School Transport services to eligible ākonga | students for whom distance,  
mobility or specific learning needs create barrier to education
Information 
Official 
the 
under 
Released 

---

54 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
4.3  Digital services
1982
The key items in the programme of work for 2021/22 for digital is shown below. A full list with high level 
timelines and governance arrangements can be found in Appendix B.
TABLE 15 DIGITAL WORK PROGRAMME – KEY ITEMS
Act 
Project
Description
Delivery partners
Baseline Funded Digital Initiatives
Education System Sector 
Development of the strategy for the wider education sector in 2021/22. IDG
Digital Strategy
Budget Funded Digital Initiatives
Te Rito
Implementing a platform to ensure that data about learners is accurate,  Te Pae Aronui EDK
timely, and available to support the learner as they transition through 
early childhood, schools and into tertiary education.
Te Poutāhū ELSA
Information 
Education Resourcing System  Implementing a platform to replace our aging funding and planning 
Te Pae Aronui SE&S
(ERS)
applications.
Online Curriculum Hub (OCH)
Design and implementation of a solution to support the management 
Te Poutāhū ELSA
of the iterative, collaborative development and dissemination of 
curriculum and supporting learning resources.
Digital Identity for Online 
Implementing changes to the provisioning of digital identity required to  Te Pae Aronui EDK
Learning (DI4OL)
support the delivery of NCEA Online.
Official 
Equity Index Implementation
Implementing systems changes required to transition from decile to 
Te Pae Aronui EDK
equity-based funding approaches.
Te Pae Aronui SE&S
the 
Pokapū Waka Kura 
Implementing applications and services to support changes to the 
IDG
(Transport)
management of school transport contracts.
Investment Plan Funded Digital Initiatives
Core Insights
Building capability and maturity in the management and delivery of 
Te Pae Aronui EDK
data and insights to support the education system.
under 
Cyber Security Uplift Phase 2
Uplifting the Ministry’s cyber security capability in response to 
IDG
advanced and persistent threats.
Digital Transformation 
Completing foundation planning required to enable implementation 
IDG
Planning (DTP)
of the Digital Transformation Plan (DTP) to address the historic 
underspending to maintain core systems.
Digital Workplace M365
Implementing modern tools to support office productivity and 
IDG
collaboration.
EIS Project Management 
Implementing new project management system for property.
IDG
System
Released 
Email Network and Security 
Optimising and upgrading network and security for email across  
IDG
Optimisation (INFRA)
the Ministry.
Meeting Room Technology
Upgrading our meeting rooms to support improved collaboration and 
IDG
digital ways of working.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
55
1982
Act 
Project
Description
Delivery partners
Ministry Learning 
Implementing a Ministry learning management system for staff.
IDG
Management System (LMS)
Network Uplift (INFRA)
Upgrading the Ministry ICT network.
IDG
NSI Data Quality
Addressing critical improvements in data quality to support the 
Te Pae Aronui EDK
National Student Index (NSI).
Offline Backup Solution 
Improving Ministry resilience in the event of a significant cyber event.
IDG
(INFRA)
Information 
Te Mahau Service Portal
Implementing the foundation components and services required to 
Future Education 
demonstrate new ways of working in Te Mahau.
Programme
Payroll Replacement
Addressing risk of business continuity and efficiency of payroll 
Corporate BE&S
processing through replacement of core payroll platform.
Regional Sites Network 
Review and maintenance of regional office networks to improve 
IDG
Improvements (INFRA)
security and operations. Official 
Server Operating System 
Upgrading operating systems of core infrastructure to address 
IDG
Upgrades (INFRA)
obsolescence.
TWA Enhancements
Maintenance and enhancements to Te Waharoa Ararau – collection of 
Te Poutāhū ELSA
student achievement information in alignment with Te Marautanga o 
the 
Aotearoa.
Note that aside from the Te Mahau Service Portal, Core Insights and Digital Transformation Planning 
these investments reflect investment required to address base case “keep the lights on” priorities.
under 
Released 

---

56 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
1982
Act 
Information 
Official 
the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
5.  
0 
1982
 
Act 
Issues and 
risks facedInformation 
There are significant issues and risks that need to be addressed across 
property, transport, digital, capability and capacity, and the operating model
• 
Official 
the 
under 
Released 

---

58 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
5.1  Property services
1982
TABLE 16 PROPERTY RISKS AND ISSUES
Risk or issue
Description and comments
Who needs to 
addressAct 
High historic internal 
Since 2013/14 EIS grew:
IDG
school property growth 
and further growth 
 » Staff: 248 to 534 (215%)
forecast
 » Operating budget: $133m to $249m (187%)
 » Total capital programme: $486m to $1.06b (218%)
 » EIS delivered projects: $280m to $678m (242%)
 » Capital programme for 2021/22 expected to grow to $1.8b (raw forecast) – 
Budget is $1.64b
Moving to evidence-
 » Need to grow asset management capability – moving from funding and 
IDG
based asset 
coordination to more proactive asset management
Information 
management and 
investment approach
 » Requires more information and analytic capability
 » IDG needs to balance between funding limitations, property delivery, and 
meeting needs of schools in the property portfolio
IDG to work closely 
with schools
9(2)(g)(i)
Official 
the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
59
5.2  Transport services
1982
TABLE 17 TRANSPORT RISKS AND ISSUES
Risk or issue
Description and comments
Who needs to 
address Act 
IDG to work closely 
with Te Mahau
9(2)(g)(i)
Matching school 
 » Network strategy is managed outside of EIS
IDG to work closely 
capacity and transport 
with Te Mahau
to population need
 » Close liaison is required to ensure that property and transport supports school 
Information 
network growth and change in a timely manner
 » EIS is the second largest purchaser of passenger transport services in New 
Zealand (after Auckland Transport) and its contracts for supply of transport 
services can be central to the viability of small providers at a local and regional 
level, although the demand is confined to 3 hours a day, 191 days a year
 » Increasing demands of health and safety regulations and competition for 
qualified drivers means smaller providers are exiting the industry and there 
Official 
is increasing consolidation of capacity in a small number of nationally based 
providers
the 
under 
Released 

---

60 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
5.3  Digital services
1982
TABLE 18 DIGITAL RISKS AND ISSUES
Risk or issue
Description and comments
Who needs to address
Digital support for the 
 » The high level of change required to form Te Mahau will require digital support IDG to work closely with 
Act 
establishment of Te 
Te Mahau
Mahau
 » IDG will need to provide this support
 » IDG will need to get early clarity on what will be needed so that it can 
support the first iteration of change and deployment
Potential major cyber 
 » There is an increasingly hostile global cyber environment with malicious 
IDG to work with 
security breach in 
players seeking to disrupt society through cyber-attacks or monetise their 
schools
schools
attacks through ransom
 » Schools have variable levels of protection in place
 » They all need to have the layers of security needed to provide fit-for-purpose 
defence
Information 
Potential major cyber 
 » There is an increasingly hostile global cyber environment with malicious 
IDG to work closely 
security breach in Te 
players seeking to disrupt society through cyber-attacks or monetise their 
with remainder of Te 
Tāhuhu o te Mātauranga 
attacks through ransom
Tāhuhu o te Mātauranga 
| Ministry of Education
 
| Ministry of Education
» The Ministry needs to have the layers of security needed to provide fit-for-
purpose defence
The Ministry is 
 » Ongoing replacement of core ICT platforms is not funded
IDG to work closely 
underinvesting in 
with remainder of Te 
Official 
upgrading core digital 
 » Funding is typically only provided year by year – outyear funding is only just  Tāhuhu o te Mātauranga 
platforms
being agreed
| Ministry of Education
 » There is insufficient funding in the envelope to support all that needs to be done
the 
 » Funding typically goes to functionality additions rather than upgrading the 
increasingly aging infrastructure
 » Learning support alone will need potentially $150m to replace
No overarching 
 » Digital investments are only made at a Ministry level if baseline capital is 
IDG to work closely 
investment or delivery 
required (i.e. funding from the Digital Investment Plan envelope)
with remainder of Te 
strategy for digital 
Tāhuhu o te Mātauranga 
under 
investment
 » Where digital investment can be funded from baseline Opex or Budget, 
these decisions are made directly by Groups rather than as part of an 
| Ministry of Education
overarching approach to digital investment
 » This also means investments also tend to be discrete and group-focused 
e.g. a project management tool for an individual group rather than for the 
Ministry
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
61
1982
Risk or issue
Description and comments
Who needs to address
No full visibility and 
»  We do not know the full portfolio impact from our digital investments (e.g. 
IDG to work closely 
Act 
control of the ICT 
overall demand for resource, change impact, etc) and cannot take action to  with remainder of Te 
portfolio
resolve
Tāhuhu o te Mātauranga 
| Ministry of Education
»  Resource may be spent on investments that do not necessarily have the 
authority or funding to progress – e.g. resource spent on writing business 
cases for investments that are outside the plan
Increasing difficulty 
»  It is increasingly difficult to source the required talent
IDG to work closely 
in supporting the 
with remainder of Te 
education work 
»  The sector is experiencing “consultation fatigue”
Tāhuhu o te Mātauranga 
programme for digital
| Ministry of Education
Difficult to provide 
»  Business units often commence decision-making about ICT adoption, 
IDG to work closely 
timely support given 
investment, and sourcing without engaging with the IT Group
with remainder of Te 
Information 
business investment 
Tāhuhu o te Mātauranga 
structures
»  Decisions can therefore be made, and actions taken which lead to 
subsequent commitments that lower the potential ROI from the investment  | Ministry of Education
and might also lead to the use of products that carry security and privacy 
risks
Official 
the 
under 
Released 

---

62 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
5.4  Operating model
1982
TABLE 19 OPERATING MODEL RISKS AND ISSUES
Risk or issue
Description and comments
Who needs to address
Effective relationship 
 » Defining optimal roles for schools and IDG in relation to school property
IDG to work closely with 
Act 
with Te Mahau and 
Te Mahau and schools
schools
 » Capability and capacity required of schools in relation to each role
 » Terms and conditions relevant to role assumed by schools
 » Decision making within Ministry – alignment of all decisions relevant to life 
cycle of asset
 » Clarity of accountability for planning for future needs
 » Policy settings regarding use of school property
 » Engaging with communities to identify aspirations for use of school 
property – e.g. opportunities for schools to become community hubs
Information 
5.5  Capability and capacity
Official 
TABLE 20 CAPABILITY AND CAPACITY RISKS AND ISSUES
Risk or issue
Description and comments
Who needs to address
the 
IDG to work closely with 
Te Mahau
9(2)(g)(i)
under 
IDG
Corporate
IDG
Released 
Corporate

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
6  
.0 
1982
 
Act 
Opportunities 
for improvement
Information 
There are major opportunities for improvement – strategic opportunities for 
improvement in services, ensuring sustainability in its funding, changes in how 
functions and support services are performed within the Ministry, and changes 
to governance and structure.
Official 
the 
under 
Released 

---

64 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
STRATEGIC: There are major strategic opportunities for improvement  
in services to schools as well as the services that will need to be provided  
to Te Mahau
1982
6.1  Change the relationship with  
Act 
schools to achieve better integration 
of school infrastructure (physical, 
transport, digital)
One of the objectives of the establishment of Te Puna Hanganga, Matihiko was to “… think 
broadly about technology solutions to deliver a more networked system, in which digital and 
Information 
technology solutions are considered alongside network infrastructure solution design and the 
local and regional needs.”1
This raises several opportunities, including:
 
»
Consider how providers can progress with establishing and testing other models including 
Education-as-a-service, Communities of Online Learning (CoOLs), distributed delivery 
(consistent education across multiple small hubs) and campus approaches (multiple 
Official 
schools including micro/niche schools on one site).
 
»
Consider key aspects from the home-schooling network, online learning, and the 
emergent Education-as-a-service models on how the impacts of quality teachers can 
the 
be leveraged beyond just the class physically in front of them to reach and influence a 
wider range of learners (e.g. consider building on Te Kura i Huna” – the proposed digital 
wharekura that is being co-designed with the iwi Ngaa Rauru Kiitahi).
 
»
Work with Te Pae Aronui | Operations & Integration and Te Poutāhū | Curriculum Centre to 
develop a curriculum that enables online learning, home-based learning, hub/lab-based 
under 
learning, crowd-sourced learning, and blended (contact and online) learning models to 
reduce commuting, physical space, and expand teacher to student ratios.
Stakeholders to engage:
 
»
Schools
 
»
Policy
 
»
Te Mahau
 
»
Te Tuarongo
Released 
1 
 See Establishing Te Mahau within Te Tāhuhu o te Mātauranga | The Ministry of Education (May 2021), 50

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
65
6.2  Use property more effectively through 
different education approaches
1982
Act 
Comprehensive work has already been 
Capacity
completed on identifying opportunities to 
Consider how better use can be achieved 
better use school property by using new 
from the current investment in education 
education approaches. These are outside the 
infrastructure including filling available 
ability of IDG to influence by itself and will 
capacity, moving to multi-storey buildings, 
require close dialogue with Te Mahau and 
the development of campuses and 
other parts of the Ministry. The opportunities 
consideration of boarding facilities outside 
identified to date are summarised below.
of Auckland.
Cost of delivery
Consider reviewing how we guide and 
Information 
Consider rental/lease options to secure inner-
respond to parent perceptions to maximise 
city education space and give the flexibility to 
capacity though the use of zoning (including 
respond locally to an (emerging/temporary) 
zoning on where people work, and zoning 
appetite for special character provision.
guided by transport routes).
Consider the ability to balance the 
Consider what volumes of students could 
Official 
responsibility for educating 5-year-olds and 
be met by independent (private) schools, 
15 to 16-year-olds between both public and 
integrated schools, and partnerships with 
private (ECE/tertiary) provision.
ECE, tertiary, council, and business interests.
the 
Time of provision
Quality
Consider the ability for schools (or 
Consider how a more predictable network of 
providers) to negotiate teaching hours with 
provision could be achieved by investing in 
their communities including morning-/
transforming unpopular schools, exploring 
afternoon-school options, 4, 3 or 2 day-a-
the franchising of popular school-brands, 
under 
week schools, 24/7 schools, night schools, 
and better communicating education 
and block-course (compressed) or summer-
options within communities.
school (extended) possibilities.
Consider whether an acknowledgement 
that students may participate in differential 
durations of formal education per year may 
free up capacity as students achieve and 
enable longer investment in the  
Released 
most vulnerable.

---

66 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
Information provision
Staffing
Consider building better links with key 
Consider mechanisms for attracting, 
stakeholders including the ECE sector (as 
retaining, and developing education 
an indicator of volumes and perspective on 
staff in Auckland (without impoverishing 
the values and aspirations of parents), faith-
other regions) including concepts like 
1982
based, and ethnic groups.
Communities of Learning based recruitment 
Consider seeking social licence from the 
and retention practices, and investing in 
public to explore settings (like compulsory 
understanding the decision making of 
Act 
ages, hours, double/triple usage, zoning, 
prospective teachers.
blended-home/hub delivery) and to accept 
Consider the way evolving pedagogies 
“part-solutions” that require local-level co-
have roles for non-teachers as curators, 
construction.
information coaches, network leaders, and 
Consider investing in regular and open 
how education can best take advantage of 
dialogue with communities on their 
the wider community capacity in student 
education priorities, current local provision, 
experiences and learning.
new models of education, and the 
implications of Auckland growth.
Stakeholders to engage:
Information 
Consider education representation in the  
 
»
Schools
State Service Commission / Ministry of  
 
»
Te Mahau
Business, Innovation and Employment  
 
»
Policy
Auckland Policy Office.
 
»
Te Tuarongo
Official 
6.3  Implement Ministry-led management 
the 
maintenance of schools
The capital value of buildings is increasing, 
School boards of trustees and principals 
the regulatory environment in relation 
regularly advise that they spend too much 
under 
to health and safety is more rigorous, 
of their time focusing on infrastructure 
seismic strengthening and water tightness 
issues, distracting them from their 
requirements are technically complex and 
education responsibilities. In recent years, 
specialist services are needed to ensure 
schools have been seeking more and more 
remedial work is effective and enduring.
support from the Ministry of Education to 
Schools do not always have the specialist 
maintain school property and the Ministry 
skills necessary to define the services 
currently actively manages around 30% of 
required, the scale and complexity of required 
school projects by value.
Released 
remedial action is beyond the capacity and 
capability of some schools to manage, and 
for others the local market may not be able 
to provide the services required in a timely 
manner to the required standard.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
67
The shift in demands made of the 
There is an opportunity for IDG to take a far 
Ministry in relation to the maintenance of 
greater lead in managing the maintenance 
school property has had two significant 
of schools.
consequences:
Stakeholders to engage:
 
»
There is increasing fragmentation of 
 
»
Schools
1982
arrangements to manage the assets 
 
»
Te Mahau
created by the Crown’s investment in 
 
»
Policy
education infrastructure. This constrains 
 
»
Te Tuarongo
Act 
the ability of the Ministry to make 
decisions that enhance the overall value 
of the asset portfolio.
 
»
There is not always a shared 
understanding between the Ministry and 
schools as to the respective roles and 
responsibilities that each have in relation 
to infrastructure assets.
Information 
6.4  Establish formal service design methods 
to develop the new digital services 
needed for Te Mahau and the sector
Official 
The Ministry will need to develop new 
and ideas are typically presented visually 
the 
services to support the sector. Te Mahau will 
to align with the culture, skill, and level of 
need to be connected and sector-facing with 
understanding of the stakeholders.
the right capabilities to drive change.
Effective digital support for Te Mahu and 
Service design involves planning 
the sector will need a strong formal service 
and arranging people, infrastructure, 
design approach to ensure that the services 
under 
communication, and material components 
are fit-for-purpose.
of a service to improve its quality. It uses 
methods and tools derived from different 
Stakeholders to engage:
disciplines, including ethnography, 
 
»
Te Mahau
information and management science, and 
interaction design. Service design concepts 
Released 

---

68 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
FUNDING: IDG must ensure sustainability in its funding, especially across 
school property and digital
1982
6.5  Establish a more fit-for-purpose  Act 
funding approach with Treasury
EIS and ITG have historically not had sustainable outyear funding. There is an opportunity to 
work with Treasury to establish sustainable funding arrangements.
Stakeholders to engage:
 
»
Corporate
 
»
Policy
Information 
 
»
Treasury
Official 
the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
69
FUNCTIONS WITHIN THE MINISTRY: There are opportunities to change how 
functions and support services are performed within the Ministry
1982
6.6  Move leadership for the Investor 
Act 
Confidence Rating (ICR) into IDG
Investor Confidence Rating (ICR)
The ICR assesses our asset and investment management capability and performance, and the 
redesign will lead to greater focus and scrutiny in this space from both the centre and from 
Ministers. Although it is not the primary driver for our work, it gives us a mechanism to assess 
our current capability and performance, and the steps we can take to improve.
The ICR assessment impacts the Ministry in several ways:
Information 
 
»
It affects investment and funding decisions. The rating influences how successful our Budget 
bids are and will be considered when Ministers / Cabinet need to approve for baseline spend 
above our general approval thresholds.
 
»
It determines potential assurance requirements and interventions. The rating impacts 
official advice to Ministers. It could also attract greater scrutiny / intervention from central 
agencies if the assessment reveals low confidence in our ability to deliver our investments 
Official 
without external support or additional assurance.
 
»
It affects our general approval thresholds. Following the last ICR assessment, the Ministry 
saw an increase in general approval thresholds. This will be removed if we cannot retain 
the 
our current rating.
» 
It affects our reputation with Ministers, the sector, and the public. The ICR assessment 
is primarily focused on capital investments, is a point in time assessment, and only 
assesses a small component of capability and performance. However, it is still seen as a 
definitive and absolute measure of our overall ability to deliver our work and improved 
under 
outcomes successfully.
9(2)(g)(i)
Released 

---

70 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
9(2)(g)(i)1982
Act 
The current roles for ICR within the Ministry are summarised in the following table.
TABLE 21 ICR ROLES
Investment discipline area 
Description
Leads and Portfolios
Overall coordination
Overall coordination for the Ministry’s response to the  Strategic Finance
ICR.
Asset management
Delivering capability improvements in the way we 
IDG
manage our assets to meet current and future needs 
of the Ministry.
Information 
Project, programme, and 
Delivering capability improvements in the way we 
Project and Investment  
portfolio management 
deliver and manage investments, including achieving 
Advice, IDG
(including benefits 
benefits.
management)
Strategic Planning
Strategic planning document describing our 
Strategic Finance, CSP 
investments journey and investments required to 
Planning & Performance
achieve our long-term outcomes.
Official 
Procurement capability
Enhancing our ability to procure service-critical goods  Procurement
and services, manage suppliers and providers and 
work with markets and sectors.
the 
Organisational change 
Delivering improvements in our change management 
People Capability 
management
capability to ensure changes are embedded and set 
(Organisational change),  
up to support delivery of the benefits. 
Project and Investment  
Advice (Project change), IDG
Asset performance
Improvements to ensure our assets are meeting 
IDG
Ministry needs and agreed levels of service.
under 
Project delivery performance
Improvements to ensure an investment is delivered 
Project and Investment 
successfully – on time, on budget and within scope
Advice, IDG
Benefits delivery performance Improvements to ensure we realise the benefits from 
Project and Investment 
an investment and can evidence this. 
Advice, IDG
With the changes in structure, almost 100% of the scope covered by the Investor Confidence 
Rating (ICR) is now managed within IDS. There is therefore an opportunity to move the 
management of the ICR to IDG.
Released Stakeholders to engage:
Corporate (including Project and Investment Advice, Strategic Finance,  
CSP Planning & Performance, Procurement, People Capability)

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
71
1982
6.7 9(2)(g)(i)Act 
Information 
Official 
the 
under 
Released 

---

72 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
GOVERNANCE: The creation of IDG provides opportunities for changes to 
governance to resolve current issues and increase effectiveness
1982
6.8  Reset governance structures and  Act 
processes, taking a portfolio approach
Governance bodies
IDG inherits a variety of governance structures from EIS and the IT Group. The key governance 
bodies are summarised in the following table. As there can be seen there is many governance 
groups with diverse roles.
TABLE 22 GOVERNANCE STRUCTURES
Information 
PROPERTY
EIS leadership team
The EIS leadership team oversees the strategic direction and organisational performance of 
Education Infrastructure Services.
Education Services 
The Education Services Infrastructure Board provides independent external advice and oversight to 
Infrastructure Board
the work of the Education Infrastructure Service Group.
EIS Commercial Board
EIS manages a large portfolio that spans across the property, ICT, payroll management (which 
Official 
is being transferred to Workforce Group), and transport spheres. Portfolio delivery is core to the 
success of the Ministry. The purpose of the EIS Commercial Board is to ensure that the key EIS 
suppliers are performing and appropriately managed and that EIS is pro-actively managing its 
the 
supply markets to be a client of choice.
EIS Investment Board
The Investment Board (IB) approves EIS investment decisions and ensures the property portfolio is 
managed according to Te Rautaki Rawa Kura 2030 – the School Property Strategy 2030.
TRANSPORT
Transport Board [previously 
The objectives of the Transport Board would be to oversee transport strategy, policy updates 
under 
proposed]
(including route groupings), bus tender programme, and the inflight contracts. It would also 
address escalated risks/issues across the suppliers including customer complaints, health and 
safety and communications.
DIGITAL
ITG Leadership Team
Some major programmes have direct reporting lines to the ITG Leadership Team (with indirect 
reporting to the ITG PMO). These programmes include:
• 
Ka Ora, Ka Ako Healthy School Lunches
• 
Border exemptions
Released 
• 
ERS (school resourcing system)
• 
Te Rito
ICT Governance Board (ICTGB) The ICT Governance Board partially oversees the Ministry’s investment in ICT to make sure we are 
investing in the right things and delivering and achieving the benefits. Our investment in digital is 
reflected in the Ministry’s Digital Investment Plan i.e. the ICT portfolio.

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
73
1982
Act 
ICT Portfolio Boards
There are two portfolio boards in place to provide governance for the key ICT platforms. These 
portfolio boards provide monthly reports for inclusion in the overall delivery report to ICTGB, a 
monthly delivery report to ICT PMO, and a monthly Chair report and dashboard detailed report to 
ICT PMO for ICTGB.
ICT Project Boards
There are some individual projects boards to govern individual projects. These include Regional 
Device Rollout, Meeting Room Technology, and Who’s on Location. Projects provide monthly 
Information 
reports to ICT Programme Management Office and Project Boards on status, financials, etc. They 
may also report to Senior Responsible Officers on a more frequent basis.
DIGITAL EDUCATION STEWARDSHIP FORUMS
Education System Stewardship  ESSF is the Executive CE board on sector data and digital issues; approves the strategy and 
Forum (ESSF)
investment profile.
Education Digital and Data 
EDDB governs the digital and data strategy.
Official 
Board (EDDB)
Education Digital Design 
EDigitalGC oversees and advises on system wide architecture and technical direction for sector 
Governance Committee 
from ICT perspective.
the 
(EDigitalGC)
Education Data Governance 
EDataGC oversees and advises on system wide information and data use and collection.
Committee (EDataGC)
DIGITAL TECHNOLOGY
under 
Ministry Design Authority 
MDA approves high level IT systems designs and ensures that they are compatible with our IT 
(MDA)
Strategy and Architecture Principles.
Data Information Design Group  DIDG provides advice designs and endorses detailed design documentation for EDK.
(DIDG)
Technical Working Group 
TWG provides advice designs and endorses detailed design documentation for ICT.
(TWG)
The digital governance is summarised on the following page. As can be seen, it is complex, 
inconsistent, and confusing.
Released 

---

74 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
FIGURE 9 ICT GOVERNANCE STRUCTURES
LT ICTGB
L
P
board P
Manag
e
Group
r
o
:
Governance
Governance,
‐  ICT ‐  Closure PIDs ‐  Plan ‐ 
‐  a
‐  ‐  o
‐  projec ‐  proj ‐ 
r
Mo
Formally
A
Recommends
A d
Can M je
Mo
A
Obtains
t
e
f
c
p
o
 
p
Investme
 
p
an
 
t
 Ma
 
 
p
be
B
nitor
ects
of l
nitor
, p
has
r
p s
i
 
r
o
Change r
r h
ag
ement
ov
ov
o
ts ov
 
i
ICTGB:  B
 
 
p
Repo
formal
e
e  
na
 a e a
    r
e  from
o
s
Team
bo i d
s
 
s
f
a
 
 
s
s
ge
n
 
s
delivery
 
un
delivery
releases
 
r
Business
 the
re
d
d
nt
:
rts  
me
ard iv
le   ds
s
Reques
 L
I
 
 
id
ase C
h
Layer
 
 
 
Plan
ICT
delegati
 ICT  (LT)
a
 
nt
 
T for
a
y
or u
G
v
e
a
e
 
 
 
 
funds
Investment
Investment :
r
 t
 only l
of B  fo
 
 
 
formal
ts, Cases,
e
pro
 
a
funds
un
 
on
m
  jects
da
Healthy Ka
 
  1982
t
from
 
Management
h
 
f
 
r
e
ti
 
 
sub
Lunches
Ora,
o
 
to
on
m
SRO
 
 
 
 
 
Plan
 
 
 
   
Sch Ka  Maj
A
o k
o
ol
r
o
 
Act 
Pro
   
grammes
Other
Portf
‐ 
‐ 
‐ 
‐ 
‐ 
‐ 
‐ 
Hub
‐ 
Wh
M
Regio
E
Rec
PA
NCEA
O
ELSA
‐
Exemptions
 
eetin
As
n
with
CT
l
os
o
i
stle
n
(EOPB) o
Border
 
n
rd
e
 
Governance
d
on
 
g
a
 
lio  O
 
 
l
Projects
 
 
i
Location
Ro
 
of
C
re
a
Device
u
c
 Learning
r
 B n
t 
om
r
repo
n
ic
l
u
o in
d
 Technology  
l
a e
 
rt
R
u
r
ing
o
m
Holiday
d  
 
llout
 
 
R
to
 
Pa
 
Board
Payroll
LT
e
yroll
 an
p
(ERS,
d indi
 
o
Repl
 Act
K
rect
u
r
ace
Pokap
S
r
ERT)  
ch
a
EDMUS, ERS
 re
t
port
i
ment
o
 
o
Board Governance
n
ing
l 
g
Tr
ū
 to
Leadership
an
 Waka
sp
 
 ICT
Te
 
ort
PMO
Information 
‐ 
‐ 
 
DI4OL
Technol
Mana
 
 
Te
 Team
o
 
gy
Tuhono
 Rito
 in Schools
 (LT)
Portf
Planni
Transformation
‐ 
Rel
‐ 
‐ 
Ma
‐ 
‐ 
‐ 
‐ 
F
I
Digital
Infras
L
EIS
M365
Cyber
Digital
M
o
C
a
na
t
S
 
u
T
Official 
e
A
(FPB) o
ng
d
geme
n
G
s
tr
lio
 
 
s
 
Pr
uc
e
Sec
 
d
B
I
t
d
oj
 
e
  a
tur
nt
u
B t
n
ec
rity
t
o io
t
e
it
 
s
 
y
a n
rd  
 
R
the 
on ‐  fina Boards P ‐  Proj
ICT dashb ‐ 
ICT ‐  IC t P ‐  P
to ‐  ‐  Programmes
Office Report ‐  ‐  I
M
r
Mo
Mo
h
C ‐  ICTGB
Mo
r
T
Mo o
Mo Mo
Mo Mo
 
o
e o
 
T Mo
IC ‐  LT
e
mor
 P
 P
G  
r
ICT
T Mo
ay ncia
j
 
p
Overa je
t
G
e
 
c nth ects
G
r
r
nth
r nth B
o o
o
c nth f
e
o
o
nth nth
nth nth B nth
al
e
  t
t
 
je ard
j
l
e
 
l
P
 
B nth c
r
  so l on  
c
y
l
Office
i
 
C
 provid
 
Office
C
e
t
f
s,
ly  
c y
l o
r
f
provid
y
o l
 
y ly
r l
o y l h
i
i
y
l
re    
r etc.  
 
status,
reports
t
 
    C
t  
Office detailed
  Delivery
ll
  B
j
h l v
report
e  Delivery  report
m  Delivery   a y
n
report i  
a y e
g
h
Office
 Delivery
o
r report
q e
c
i  
r report s
u p
a
a
t
 
 
:
e o
 
i
 
r
for
r
 
 
ICT
to
and
d
Offi
provid
es:
 
n r
e:
L
t t
 report
s
 
   
ba to
 
 
   
for
inclusion to  provid
 
P
   
P to
ce
to
  T
r
to
 f
 
 
 
 
Report
re
 
 
Report
o  
r
 
sis S
r
 
f
o  
 
Repo
ICT
L e:
j
 
o
r
R
ICT
I
T
e
L
m
T
o
j
O
e
C por
 
c
m
 
T
and
 
t
 
c
 
 
e:
 
 
under 
t 
GB t 
 
rt
 
to  
to
   
to in
 
 
 
 
de ‐ 
de ‐
Ar that ‐ 
information ‐  p ar ‐  ‐ issues; ‐ 
EDat er chitecture EDigital  
Committee
TWG
 
T
D
M
EDDB
ESSF
E
sign
sign I
chitecture
e
s
Design
d
DG
  D
c
t
p
Education
u
he A
Data
h
aGC ec
     
t
governs appro i
c
 do  provid
 do  
 
n
provid
appr
Design
s
a
y
o
i
 
v
GC
the
t
cumen
cumen
 
l
a
i
 o e
 
o
re oves
(DIDG)
 
o
Information
g
 and v
   
e
and o
 
Governance
n
 
v Executive
es
es
Principles  
y
c
r
v
 
es
(EDigitalGC)
 
s
e
Education
St
S
o
 
 
 
L
 
 data e
  r the
e
technical s
 
 
t
t a
t  a
m
Group
 
Ministry
a
t
Digital
ewar
e
ation d
ation
high
d
p
y
e
h
w
v
v
s
i
a
e
 
e   e
and
s d
Education
c
i
 
a
c
t
r
e
e
i
 use
  i strategy
and g
 
Board
r
b  level
 
i
CE
dship
d
f  designs
 f  
o
o designs
l
 
e
 
t
advi
a
 
s
r
r
 
 an
    l
 
d advi  
board
 
h
 
an
 
ICT
 
with
 
 
E
 
Digital
i
IT
Design
p
D
(M
d
i
ses
r
 
e
d  
 
collection
and
(EDDB)
 Fo
 
K
 
  sys
Forums
 
Released 
and
 
our
D
c ses  
and
data
 
t
 
 
on
i
on
rum Sys
t
A
o
  ems
 
 
 
n on
investment
Committee
system
 
 
 
 
 
IT
)  
f
strategy
sector
and
endorses
 
Authority
endorses
t
 Strategy
or  
em
 
system
 
design
Education
(
W
 sector
Governance
 data
ES  
o
 
 
data
S
r Techn
wide
F
 
 
)
detailed
 detailed
  s
(TWG) k
wide
 
 
an  and
in
 
 
profile
from
 an
 
d
g
 
(EDataGC)
   
 
 
d
 
ensures
Group ical
 
 
Data
ICT
digita
 
 
 
 
 
 
 
 
l
 
 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
75
Issues with the overall ICT Governance Board – ICTGB
In theory, the ICT Governance Board (ITGB) has overall governance of the Ministry’s ICT 
portfolio of work. However, in practice, it does not have the power or support needed to help it 
govern the portfolio.
While governance should be for all digital work in the Ministry (unless directed by the 
1982
Leadership Team), in practice ICTGB only has control over the investment plan envelope 
funded portion of the ICT portfolio. Transformational investments are typically not funded 
from the investment plan envelope (e.g. ERS). In these cases ICTGB does not have governance 
Act 
oversight but these investments often have a significant impact on the overall portfolio.
ICTGB also has limited visibility of large-scale transformational initiatives that are typically 
Budget funded and have major ICT components. For example, ERS and the NCEA Change 
Programme. These have the biggest impact on the overall ICT portfolio for the Ministry but 
have the least oversight from the Board.
Although ICTGB is expected to ensure the portfolio is on course for delivery, it has limited 
power to reprioritise, slow, scale, or stop projects (i.e. say no). Similarly, it does not have the 
dedicated support or information needed to make these decisions. This undermines its 
ability to govern. ITGB also does not necessarily have control over capability and process 
Information 
improvements despite being responsible for the successful delivery of the portfolio.
As ICTGB only has control over a small portion of the portfolio this inevitably reduces ICTGB’s 
ability to influence the ICR rating. From Treasury’s perspective, all digital investment is 
assessed under the ICR, whether governed by ICTGB or not.
The opportunity – move to a portfolio approach
Official 
The governance structures have evolved over time. The current digital governance structures 
are especially complex with the overall ICT Governance Board, its portfolio boards, and 
individual project boards. These governance boards require key staff to attend many meetings 
the 
where they often have limited influence. When ICTGB was first established, ICT was not as 
ubiquitous as it has now become. Almost all projects or programmes will now have digital 
components.
The major governance opportunity is to move the current approach to a portfolio approach. 
This would reduce the number governance bodies and help the portfolio governance groups 
under 
to focus on the strategic aspects of the portfolio. Because ITG is only one player in many of the 
major projects, changes to governance will require Ministry wide agreement.
Stakeholders to engage:
Te Mahau, Te Puna Kaupapahere | Policy, Te Tuarongo, Te Puna Rangatōpū | Corporate
Released 

---

76 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
STRUCTURE: The creation of IDG provides opportunities for changes to 
internal structure to improve effectiveness
1982
6.9 9(2)(g)(i)
Act 
Information 
Official 
the 
under 
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
5
7.  
0  
1982
 
Act 
Appendices
Appendix A: Delegations of Powers and Functions in Education Legislation
Appendix B: ICT work programme and timeline Information 
Official 
the 
under 
Released 

---

78 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
7.1  Appendix A: Delegations of Powers and 
Functions in Education Legislation
As of November 2020
Education and Training Act 2020
1982
Section 
Power /duty Description of power or duty 
Delegation
160
Minister
Real property
 » Secretary
Act 
The power to consent to a board acquiring an interest in land or  »  Head of EIS
a licence to occupy land or premises.
»  Associate Deputy 
Secretary
»  Group Manager
»  General Manager
161(1)
Secretary
Occupancy of property and buildings
»  Head of EIS
The power, by notice in the Gazette, to specify terms and 
»  Associate Deputy 
conditions applying generally to land and buildings occupied 
Secretary
by boards and to specify terms and conditions for a particular 
»  Group Manager
board by written notice to that board and in accordance with 
»  General Manager
Information 
this clause.
162(1)
Secretary
Leases and licences granted by boards
»  Head of EIS
The power to consent to a board granting a lease or a licence to  »  Associate Deputy 
occupy land, buildings, or facilities of the board in accordance 
Secretary
with this clause.
»  Group Manager
»  General Manager
Official 
162(3)
Secretary
The duty to determine the terms and conditions of any lease or  »  Head of EIS
licence granted by a board by either notice in the Gazette or by  »  Associate Deputy 
written notice to the Board. 
Secretary
»  Group Manager
the 
»  General Manager
163(4)
Secretary
Other agreements to occupy school land or buildings
»  Head of EIS
The power, by notice in the Gazette, to identify the kinds of 
»  Associate Deputy 
agreements that board may enter and to specify the conditions 
Secretary
to which agreements or specified types of agreements are 
»  Group Manager
under subject. 
»  General Manager
559(1)
Secretary
School transport
»  Head of EIS
The power to assist in the provision of school transport by 
»  Group Manager
doing either of the following:
a)  paying schools to provide school transport to their students
b)  arranging transport providers to provide school transport.
559(1)(c)
Secretary
The power to assist in the provision of school transport by 
»  Head of EIS
contributing to the cost of parents providing school transport.
Released 
»  Group Manager
»  National Manager, 
Service Delivery
»  Business Manager, 
School Transport
»  Transport Officer

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
79
1982
Section 
Power /duty Description of power or duty 
Delegation
559(2)
Secretary
The duty, in providing school transport assistance for students 
 » Head of EISAct 
enrolled at an integrated school, to have reasonable regard 
 » Group Manager
to the preference of parents to enrol their children at a State 
integrated school or at a State school.
559(3)(d)
Secretary
The power to approve an educational activity for the purposes 
 » Head of EIS
of this section.
 » Group Manager
560(1)(d)
Secretary
Centres situated on land owned by, or leased to, the Crown
 » Head of EIS
The power to give notice of any occupancy document to a 
 » Associate Deputy 
service provider who operates an early childhood education 
Secretary
and care centre on land owned by, or leased to, the Crown, 
 » Group Manager
governing the operation of the centre and the occupation of any   » General Manager
Information 
building on the land. 
560(2)(a)
Secretary
The power, where subsection (1)(d) applies, to direct the 
 » Head of EIS
building of any capital works on that land that are intended for 
 » Associate Deputy 
the centre’s use.
Secretary
 » General Manager
560(2)(b)(i) Secretary
The power to charge rent to a service provider where subsection   » Head of EIS
(1)(d) applies. Official 
 » Associate Deputy 
Secretary
 » Group Manager
 » General Manager
the 
560(2)(b)(ii) Secretary
The power to determine standards of maintenance and capital 
 » Head of EIS
works where subsection (1)(d) applies.
 » Associate Deputy 
Secretary
 » General Manager
560(2)(c)(i) Secretary
The power to approve a service provider to carry out any capital 
 » Head of EIS
under works on the land where an early childhood education and care   »Associate Deputy 
centre is situated on land owned by the Crown.
Secretary
 » General Manager
560(2)(c)(ii) Secretary
The power to approve a service provider to grant any lease 
 » Head of EIS
or sublease of, or grant any licence or permit in respect of, or 
 » Associate Deputy 
assign any rights in respect of, or part with possession and 
Secretary
control of, or allow any other person to share possession, 
control, or use of, the land or any other property of the Crown 
 » Group Manager
on the land where subsection (1)(d) applies. 
 » General Manager 
Released 
560(3)
Secretary
The power to amend an occupancy document by written 
 » Head of EIS
notice to the service provider who operates the early childhood 
 » Associate Deputy 
education and care centre.
Secretary
 » Group Manager
 » General Manager 

---

80 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
Section 
Power /duty Description of power or duty 
Delegation
561(1)
Minister
Minister may declare land no longer needed for educational 
»  Head of EIS
purposes
»  Associate Deputy 
The power to declare by notice in the Gazette any land of the 
Secretary
Crown to be no longer needed for educational purposes.
»  Group Manager
»  General Manager
562
Minister
Rent for teachers’ residences
 » Secretary
1982
The power by notice in the Gazette to prescribe a scheme for 
»  Head of EIS
the payment of rent for teachers’ residences. 
»  Associate Deputy 
Secretary
»  Group Manager
Act 
»  General Manager
578(2)
Secretary
Payroll service
»  Head of EIS
The power to authorise a Board not to use the payroll service 
»  Associate Deputy 
set up under subsection (1) of this section.
Secretary
578(3)
Secretary
The power to request records to be provided from a board using  »  No delegation from 
the payroll service.
Secretary
SCHEDULE 6: STATE INTEGRATED SCHOOLS
Schedule 6,  Minister
The power, if the delegate and the proprietors so agree, to vary 
 » Secretary
clause 7(3)
the terms of an integration agreement by a supplementary 
»  Head of EIS 
agreement in relation to the following matters only:
Information 
Associate Deputy 
 » Changes to site plans
Secretary
 » Changes in relation to one or more integrated schools that 
»  Group Manager
have been approved by the Minister or by Cabinet, where 
»  General Manager
these changes relate primarily to property funding
Schedule 6,  Secretary
The power, where money appropriated by Parliament has been 
»  Head of EIS
clause 
used for furniture or equipment buildings or fixtures of an 
»  Associate Deputy 
Official 
18(2)
integrated school and the school’s integration agreement is 
Secretary
cancelled or the school is closed, to dispose of such furniture, 
equipment, or chattels as if the owner.
»  Group Manager
»  General Manager
the 
Resource Management Act 1991
Section
Power /duty Description of power or duty 
Delegation 
168(1)
Minister
The power to give notice in the prescribed form to a territorial 
 » Secretary
under authority with respect to a designation for a public work.  »Head of EIS
 » Deputy Head
 » Director Capital 
Works
 » Group Manager
 » Regional 
Infrastructure 
Manager
 » Programme Manager
Released 168(4)  Minister The power by notice in writing to withdraw a requirement made   »Secretary
under section 168.
 » Head of EIS
 » Deputy Head
 » Group Manager
 » Regional 
Infrastructure 
Manager

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
81
Section
Power /duty Description of power or duty 
Delegation 
172(1) 
Minister
The power to accept or reject a territorial authority’s 
 » Secretary
recommendation under section 171.
 » Head of EIS
 » Deputy Head
 » Group Manager
 » Regional 
Infrastructure 
Manager
1982
172(2) 
Minister
The power to modify a requirement in accordance with this 
 » Secretary
subsection.
 » Head of EIS
 » Deputy HeadAct 
 » Group Manager 
176
Minister
The power to give consent to the use of land subject to a 
 » Secretary
designation, that would prevent or hinder a public work or 
 » Head of EIS
project or work to which the designation relates.
 » Deputy Head
 » Director Capital 
Works
 » Group Manager
 » Regional 
Infrastructure 
Manager
Information 
176A(1)
Minister
The function of submitting, to the territorial authority, an outline 
 » Secretary
plan of the public work, project, or work to be constructed on 
 » Head of EIS
designated land.
 » Deputy Head
 » Director Capital 
Works
 » Group Manager
 » Regional 
Official 
Infrastructure 
Manager
180(2)
Minister
The function of advising the Minister for the Environment 
 » Secretary
the 
and the relevant territorial authority of a transfer of financial 
 » Head of EIS
responsibility for a project or work. 
 » Deputy Head
 » Director Capital 
Works
 » Group Manager
 » Regional 
under 
Infrastructure 
Manager
181(1)
Minister
The power to give notice to the territorial authority of its 
 » Secretary
requirement to alter the designation.
 » Head of EIS
 » Deputy Head
 » Group Manager
182(1)
Minister
The function of giving notice in the prescribed form to the 
 » Secretary
relevant territorial authority if the designation or part of a 
 » Head of EIS
Released 
designation is no longer wanted.
 » Deputy Head
 » Group Manager
 » Regional 
Infrastructure 
Manager

---

82 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
Section
Power /duty Description of power or duty 
Delegation 
182(2)
Minister
The power to object to any decision to decline removal of part 
 » Secretary
of a designation under section 182(5).
 » Head of EIS
 » Deputy Head
 » Group Manager 
184(1)(b)
Minister
The power to apply for a longer period before a designation 
 » Secretary
lapses.
 » Head of EIS
1982
 » Deputy Head
 » Group Manager
 » Regional 
Infrastructure 
Act 
Manager
Schedule 1  Minister
The power to notify the territorial authority that a requiring 
 » Secretary
Clause 4(1)
authority’s prior designation (which has not yet lapsed), be 
 » Head of EIS
included in a proposed district plan with or without modification.  » Deputy Head
 » Group Manager
 » Regional 
Infrastructure 
Manager
Claims Settlement Acts
Information 
Section
Power /duty Description of power or duty 
Delegation 
82
Secretary
The power, as described generally in clause 82 of the Clauses 
»  Head of EIS
for Standard Elements of Treaty Settlement Bills and as 
»  Deputy Head
described more particularly in a Claims Settlement Act, to 
authorise people who may apply to the Registrar-General to 
»  Group Manager 
register ownership in a cultural redress property.
105
Secretary
The power, as described generally in clause 105 of the Clauses  »  Head of EIS
Official 
for Standard Elements of Treaty Settlement Bills and as 
»  Deputy Head
described more particularly in a Claims Settlement Act, to 
transfer the fee simple estate in a commercial redress property  »  Group Manager 
or a deferred selection property to the trustees.
the 
105
Secretary
The power, as described generally in clause 105 of Clauses for  »  Head of EIS
Standard Elements of Treaty Settlement Bills and as described  »  Deputy Head
more particularly in a Claims Settlement Act, to sign a 
transfer instrument or other document, or do anything else, as  »  Group Manager 
necessary to effect the transfer.
under 
108 – 111
Secretary
The power, as described generally in clauses 108-111 of the 
»  Head of EIS
Clauses for Standard Elements of Treaty Settlement Bills 
»  Deputy Head
and as described more particularly in a Claims Settlement 
Act, to authorise people who may apply to the Registrar-
»  Group Manager
General to create computer freehold registers and who may 
grant covenants for the later creation of a computer freehold 
register for any commercial redress property [or deferred 
selection property].
Released 

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
83
7.2  APPENDIX B: ICT work programme  
and timeline
As of September 2020
1982
2021
2022
Act 
Project/Initiative
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Governance Body
In flight/Investment Plan/Business Funded
 
 
 
 
 
 
 
 
 
Accommodation 
 
 
 
 
 
 
 
 
Property Board
Automation
 
 
 
 
 
 
 
 
ICTGB
Border Exemptions
 
 
 
 
 
 
 
 
Border
Cloud Economics – Migration
 
 
ICTGB
Cyber Security Phase 2 (Uplift)
 
 
 
 
 
 
 
 
ICTGB
Cyber Security Tactical Schools
 
 
 
 
 
 
 
 
Te Mana Tuhono
Data and Insights – Core Insights
 
 
 
 
 
 
 
 
ICTGB
Data Obfuscation and Classification Tool
 
 
 
 
 
 
ICTGB
Information 
Device Replacements Wellington Campus
 
 
 
ICTGB – CDO/CFO
Digital for Online learning (DI4OL)
 
 
 
 
 
 
 
 
ICTGB & Te Mana Te Honu
Digital Identity (DI) Value Stream
 
 
 
 
 
 
 
 
ICTGB
Digital Transformation and Planning – finish Digi and Cloud B/C
 
 
 
 
 
 
ICTGB
Digital Workplace – Enterprise Voice
 
 
 
 
ICTGB
Digital Workplace – External Collaboration
 
 
 
 
 
ICTGB
Digital Workplace – M365
 
 
 
 
 
ICTGB
Official 
Digital Workplace – Record Management
 
 
 
 
 
ICTGB
Education Web Platform
 
 
 
 
 
 
 
 
ICTGB
EIS SEPE
 
 
 
 
 
N/A
the 
Email Network and Security Optimisation
 
 
 
 
 
ICTGB
Electric Vehicles
 
 
 
 
 
 
Property Board
ERS
 
 
 
 
 
 
 
 
LT
Equity Index system changes
 
 
 
 
 
 
 
 
Future Education – IT changes
 
 
 
 
under 
Future Education Organisation Design Tool
 
 
 
 
ICTGB
Healthy School Lunches and Period Products (Ko Ora, Ka Ako)
 
 
 
 
 
 
 
Ko Ora, Ka Aro Board
Learning Management System (LMS)
 
 
 
 
 
 
ICTGB
M365 initial rollout
 
 
 
 
 
ICTGB
MH Security PC
 
 
 
 
 
Property Board
Meeting Room Technology (MRT)
 
 
 
 
ICTGB
National Student Index – Data Quality Stage 1
 
 
 
 
 
ICTGB
NCEA Change programme
 
 
 
 
 
 
 
ELSA Online Board
Network – Insourcing Wi-Fi and Switching
 
 
 
 
ICTGB
Released 
Network Uplift
 
 
 
 
 
ICTGB
Offline Backup Solution
 
 
 
 
 
 
ICTGB
Online Curriculum Hub (OCH)
 
 
 
 
 
 
 
 
ELSA/ICTGB
PACT
 
 
 
 
ICTGB

---

84 
TE PUNA HANGANGA MATIHIKO  |  INFRASTRUCTURE & DIGITAL GROUP
2021
2022
Project/Initiative
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Governance Body
Payroll replacement
 
 
 
 
 
 
ICTGB
Regional Sites Network Improvements
 
 
 
 
 
ICTGB
Salesforce Commissioning – Service Management Foundations
 
 
 
 
 
ICTGB
1982
School Property Construction Project Management System
 
 
 
 
 
ICTGB
School Transport 
 
 
 
 
 
 
ICTGB
Security Remediation (SSR)
 
 
 
 
 
ICTGB
Server OS Upgrade 2008 and 2012
 
 
 
ICTGB
Act 
Te Rito 
 
 
 
 
 
 
 
 
Data for Wellbeing
Te Rito SMS Privacy and Security Vulnerability Assessment
 
 
 
 
 
 
 
 
Data for Wellbeing
TKI Remediation 
 
 
 
 
 
ELSA
Te MT
 
 
 
 
 
 
 
 
Te Mana Tuhono
TMT establishment of N4L SOC for schools
 
 
 
 
 
 
 
 
 
TWA Enhancements/TTM
 
 
 
 
 
 
 
ICTGB 
Who’s On Location
 
 
 
 
 
Property Board
Workforce Register – EWIS
 
 
 
 
 
 
 
 
ICTGB 
Business Cased /Investment Plan Initiatives
 
 
 
 
 
 
 
 
 
Accessibility Toolset
 
 
 
ICTGB
Information 
Cyber Security Uplift – Patch Management
 
 
 
 
Data Discovery and Mapping Tool
 
 
 
 
Data and Insights – Platform Roadmap and BC
 
 
 
ICTGB
Device Replacement – Laptops and Computers
 
 
 
 
 
Device Replacement – Mobiles
 
 
 
 
 
Device Replacement – Monitors
 
 
 
Official 
E-asTTle
 
 
 
 
 
Equity index Implementation
 
 
ICTGB
End of Life Infrastructure Replacement (Cloud EC)
 
 
ICTGB
the 
End of Life Infrastructure Replacement (non-Cloud EC)
 
 
 
 
 
ICTGB/CFO & CDO
ESA Service Framework
 
 
 
 
Integration APIs
 
 
 
 
 
 
 
 
National Student Data Index – Data Quality Stage 2
 
 
 
 
ICTGB
Broader Pipeline/BAU /Other Work Initiatives
 
 
 
 
 
 
 
 
 
DocuSign Rollout
 
 
 
under 
Education.GOVT replacement
 
 
 
 
ICT
Education Gazette replacement
 
 
 
ICT
ESL Decoupling
 
 
 
ICT
Google Pilot extend to whole MoE
 
 
ICT
Future Education Digital Presence
 
 
ICT
ICR Workplan
 
 
 
 
 
ICT
M365 External Sharing – decommission JIRA, Confluence, Dropbox
 
 
 
ICT
SDR Data 202x for Tec
 
 
 
 
 
 
Released 
Strategy Refresh
 
 
 
ICT
Te Haratau
 
 
EIS
SMS Panel
 
 
 
 
 
 
 
 
ICT

---

BRIEFING FOR INCOMING DEPUTY SECRETARY 
85
1982
Act 
Information 
Official 
the 
under 
Released 

---

1982
Act 
Information 
Official 
the 
under 
Released 

---

1982
Act 
Information 
Official 
the 
under 
Released 

---

1982
Act 
Information 
Official 
the 
under 
Released 

---