TFP FS Summary LR Final PDF
TFP FS Summary LR Final PDF
TFP FS Summary LR Final PDF
Summary
Summary Report prepared for the Fairfield Project Committee
Summary Report prepared by: Ruth Hungerford, Momentum Research and Evaluation Limited. November 2014.
OV E RV I E W
This document is a summary of the Fairfield Project Feasibility Study Report1.
It includes a description of the Fairfield Project (the Project) and summarises
the key points from the feasibility study and the financial evaluation.
THE VISION
The vision of the Project is to develop, at Fairfield College, an Ecological
and Environmental Educational Centre (the Centre) with a focus on, and
commitment to, sustainable practice and living.
The proposed guiding principles for the Centre are:
1. Education for All Ages;
2. Mtauranga Mori;
3. Sustainable Communities;
4. Urban Ecological Restoration;
5. Clean Energy and Green Star Technology; and
6. Diversity, Integrity and Respect.
The location for the Centre is on approximately 12 hectares of land at
Fairfield College, which is bordered on three sides by the Kukutaruhe Gully.
This gully has been identified by the Hamilton City Council as a gully of
special interest and significant biodiversity. It has one of only two stable
Tui breeding populations in the city. The stream that runs through the gully
is recognised as an important habitat for native fish and invertebrates and
has been continuously monitored by the National Institute for Water and
Atmosphere (NIWA) for the past 12 years. NIWA recently discovered the
first spawning site for the Giant Kkopu in New Zealand in the Kukutaruhe
stream. The gully is also historically and culturally significant for mana
whenua; the recent discovery of carved wooden artifacts for example,
suggests that this was once a place where woodcarvers worked.
Hungerford, R. with Armitage, R., (2014).,The Fairfield Project: Feasibility study report.
Report prepared for The Fairfield Project Committee, Hamilton, New Zealand.
The Centre would provide a unique opportunity for the College to:
n increase student engagement, achievement and retention;
n
provide students with access to a range of exciting and cutting edge career
pathways in science, social science, and technology;
work together with tertiary institutions to undertake joint projects and
provide links for students to available tertiary opportunities;
have a unique point of difference and broaden its appeal as a destination
secondary school;
inspire students, other school pupils, and people of all ages from the
local and wider community to take responsibility for the whenua and learn
environmental, energy efficiency, and sustainable living skills;
Concept drawing
F E A S I B I L I T Y S T U DY
The feasibility study was commissioned by the Project committee, and was
carried out by Ruth Hungerford of Momentum Research and Evaluation
Limited. It collected information in relation to the following key areas:
Precedents; Curriculum and Learning Opportunities; Community and College;
Governance and Management; and Funding. The methodology included
collation and analysis of research reports and other information from online
and hard copy sources and interviews with 24 people from a range of different
organisations including local government, primary, secondary and tertiary
educational institutions, iwi and hap, and local community agencies working
with families, the environment, schools and the wider community in Fairfield.
KEY FINDINGS
PRECEDENTS
Curriculum
C U R R IC U LU M A N D L E A R N I NG OPP ORT U N I T I E S
n ensure that mana whenua are included in the Project at all levels and stages.
Community
All interviewees were unanimous in their view that the Project would
benefit both the College and the whole community.
Specifically, the Centre would benefit the College because it would:
n encourage student engagement, achievement and retention;
n
n
n
G OV E R N A N C E A N D M A N AG E M E N T
There are different options for how the Centre could be set-up, and each has
their various advantages and disadvantages. Overall, the research findings
supported the governing trust option as the one that would be most
appropriate for this Project. This was primarily due to the need to mitigate
risk for the College, to spread the workload, and enable a focused approach
to setting up and running the Centre.
Regardless of which model is chosen it is important that mana whenua are
included, that there is support from the Principal and the Board, that there is
community (parents and residents) and student input and inclusion, and that
whoever provides the education component needs to be the right person
who can inspire and encourage learners.
F I N A N C I A L E VA L UAT I O N
As part of the feasibility study an economic analysis was completed by
Russell Armitage, B.Com; B.A.(Econ). The analysis involved estimating
financial implications, including capital and ongoing operating costs.
Under the governing trust option, all costs will be met by the independent
governing body of the Project, however many benefits will flow onto the
school. The economic analysis also covered estimated increases in student
numbers due to the potential of the Centre to attract new students and
achieve a higher retention level in subsequent years and the related
Government grants to cover such increases. The potential use by other
schools and potential income was also scoped.
KEY FINDINGS
The overall findings of the economic evaluation were that the Project would
provide significant benefit to Fairfield College as a result of increased student
numbers, and have the potential to generate income to offset a proportion of
operating and maintenance costs. Key points from the analysis are as follows:
n
n The use by
Expected increasing use by other schools will take the total classroom
hours used to almost 2,950 in year 10.
Due to the increasing school roll at Fairfield College, projected by this
evaluation, the Government grant to the College will steadily increase from
an additional $66,000 in the second year of the operation of the Centre to
$603,000 by year 10.
A figure of fifty cents per student per hour has been allowed for course
consumables (printed material and equipment) directly related to student
hours at the Centre. This amounts to $10,500 in the first year and increasing
to $18,740 in year 5 in line with projected use of the Centre. Of this sum,
between $5,000 to $7,000 will be recovered from users other than
Fairfield College.
n The nett
It should be stressed that the capital costs of the Project are not included
in this economic evaluation as it is assumed they will be funded by
philanthropic sources (grants and donations).
10
Contact
e thefairfieldproject@gmail.com
f facebook.com/thefairfieldproject