Through interactions with the Manaiakalani Education Trust and Network leaders, Outreach partners will learn the art of becoming vigilant to, and capitalising on potential investment opportunities. Opportunities come and go and it is a matter of acting while the opportunity is live, negotiating partnerships rather than deals with brains, courage and empathy and then weaving the new investment into the bigger picture. Some investors will come on board as partners and others will not. It is not a matter of crying over spilt milk, but appreciating the investors that do come on board and utilising available resources in the best way possible. MET and communities of learning leaders are adept in this art and will represent the Outreach at the strategic end of partnership building for the collective.
At the local and regional levels, Outreach cluster leaders will discover quickly that they also need to learn the art of partnering with investors. In the first instance, they will need to learn to create local investment partnerships with their own parents. Mindsets shift from school ‘donations’ to regular investment into their children’s digital tools for learning. Outreach leaders changing the mindsets of their parents as well as participating with the MET in national and international partnerships will bring to the development programme new lateral learning relationships, expertise, time and money.
The Manaiakalani Education Trust frames its Outreach programme as a Public Good Partnership investment whereby funding responsibilities are shared between:
Local partners; parents and whānau, board of trustees, philanthropists, commercial supporters, academic partners and volunteers
Vote education via the Ministry of Education and Government
Partners associated with MET investment into the Outreach programme
MET does not support CoLs with direct cash payments. Rather the Trust facilitates a mixed-funding delivery model for a set of services and support to Outreach CoLs. The clear intent is to maximise the use of available Vote Education funding available to approved Communities of Learning and encourage direct financial support from local partnerships as far as possible. There may even be opportunities for MET to act as fundholder pending CoLs’ achievement of certain agreed activities.
MET’s primary role will be to contract with the primary partners necessary to deliver support within the Seven Development streams and fund the residual balance of this necessary service delivery agreed with the cluster to maximize a successful implementation programme.