A Napier engineering apprentice is on a mission to get more people into trades.
Paul Taurima is an engineering apprentice at Foot Engineering in Napier through Competenz (an industry training organisation). He is a speaker at a series of events organised by Competenz to encourage Maori and Pasifika school levers into trades apprenticeships, especially engineering.
Mr Taurima says his job involves a range of roles and responsibilities to ensure the workplace runs smoothly including being a courier driver, rubbish man, a builder, forklift driver and cleaner as well as engineering tasks. "Every day is a challenge and that's why I love it.
"I love that at my job you might be welding a bicycle then one phone call later, you're packing the bush truck to repair a digger, then maybe at the port doing maintenance.
"Every day is different and the variety of work my company covers is so vast, I'm going to have a good set of skills when I qualify."
More than $1 million has been gifted to the University of Auckland Campaign For All Our Futures by Canadian philanthropist John McCall MacBain to create a one of the country’s most prestigious scholarship programmes.
The new Kia Tūhura Scholarship Programme will be offered to exceptional postgraduate students with a view to developing the next generation of New Zealand leaders. Initially focusing on the sciences, up to 20 scholarships will be available from 2019, accompanied by a leadership programme.
“These scholarships are an incredible opportunity for New Zealand’s top students to prepare for challenging careers and to speak out and lead in their communities,” Vice-Chancellor Professor Stuart McCutcheon says. “The programme will also help New Zealand to retain home-grown talent by fostering a cohesive community of exceptional scholars.”
McCall MacBain is one of the world’s most generous philanthropists to education. He gave an unprecedented $150 million gift to Oxford University’s Rhodes Scholarships in 2013, and is himself a former Rhodes Scholar. He has worked with the University of Auckland to develop the new scholarships and announced his support of the initiative in person at the University’s Chancellor’s Dinner on September 28, one year after the public launch of the University’s fundraising campaign.
“These scholarships aim to create the next generation of explorers in innovation and discovery for a new future,” he says. “The McCall MacBain Foundation is proud to be a funder of the Kia Tūhura Scholarships.”
McCall MacBain has committed to funding the development costs for the leadership course that will accompany the Kia Tūhura programme and to personally supporting five scholarships for the first five years. These will be known as the McCall MacBain Kia Tūhura Scholarships. The University is in the process of raising philanthropic funding for the additional scholarships prior to the 2019 launch.
Like the Rhodes, the Kia Tūhura Scholarships will support and nurture talented students with the potential to make real change in the world. Each scholar will be matched with a high calibre mentor to advise, challenge and guide. Mentors will be drawn from a variety fields and roles, from business leaders to senior policy makers.
For the first five years, the scholarship will be focused on developing exceptional science leaders, before expanding to other disciplines.
“We believe the sciences, medicine and engineering are areas of great significance for the future of New Zealand in a global economy,” Professor McCutcheon says.
“While New Zealand’s long term success will take much more than just scientific leadership, John’s inspirational support will create a more agile and responsive science and innovation community that makes a major impact on our health, economy, environment and society.”
Successful scholars will receive full tuition fees, accommodation, and significant development in leadership. The selection process will look for academic brilliance as well as leadership capacity, with special consideration given to including diversity in the cohort.
About John McCall MacBain
Following the successful sale of Trader Classified Media, the world’s leading classified advertising company (1987 – 2006), John McCall MacBain, the Founder, majority shareholder and CEO, set up the McCall MacBain Foundation in 2007 which has committed over NZ$275 million in donations to scholarships and education, health and climate change.
Mr. McCall MacBain is a Rhodes Scholar (Oxford, M.A. Law), a Harvard M.B.A. and an Honours BA graduate in Economics from McGill University. He is also Chair of the Trudeau Foundation and the McGill Principal’s International Advisory Board, Founding Chair of the European Climate Foundation, Second Century Founder and Trustee of the Rhodes Trust, director of the Mandela Rhodes Foundation in Cape Town and an Officer of the Order of Canada.
About Kia Tūhura
Tūhura means to discover, unearth, explore, investigate. The name acknowledges the scholarship’s aim to create the next generation of explorers – pioneers at the forefront of innovation and discovery committed to forging a new future in a new world.
About The University of Auckland Campaign For All Our Futures
Through the University of Auckland Campaign For all our Futures, the University aims to address, with philanthropic help, some of the key issues facing New Zealand and the world. Publicly launched in September 2016, the campaign has so far raised $220 million for multiple projects, including in the areas of cancer research, innovation and entrepreneurship, online STEM subject education, and scholarships for students.
If New Zealand raises its education outcomes over a period of 20 years to a level comparable with Finland, it can generate a 204 percent increase in GDP worth an additional $US258 billion, NZTech chief executive Graeme Muller says. Technology is driving changes in the way Kiwis work and the skills required for work, he says. He was commenting today on the open letter 100 leading New Zealand companies and organisations have just published, saying that not all students wanting to work in tech have to go to university. Muller says while education is critical for developing specific skills, the value of experiences, developed on the job or through life, can be equally important. “This initiative by the 100 big companies and organisations is really about raising awareness for the public that technology is opening up all sorts of opportunities for our kids and just because they don't have a degree doesn't mean there aren't huge opportunities out there. “Tech firms have had to face skills shortages for a number of years and have found many critical skills can be successfully learnt on the job, university degrees are obviously still important for the development of certain skills. “But with the way technology is changing jobs means there are many ways to develop needed skills, and as soon as you remove the preconception that everyone needs a degree you can tap into lots of new talent.” Muller says the global Network Readiness Index, an important measure of digital readiness, has New Zealand ranked 17th in the world, but well behind digital leaders such as Singapore, the United States, the United Kingdom and Scandinavian countries. “Measuring a range of economic, social and technology factors, the index is serving as a good proxy for what is important for a digital nation and I hope New Zealand is moving in the right direction on the list. Tech is crucial to New Zealand’s future.” The tech sector is now New Zealand’s third largest exporter and is growing fast. The tech sector contributes over $16 billion to GDP and employs 100,000 people. But it’s not just about the tech sector as new digital technologies are driving economic and social change. Muller says the introduction of digital technologies to the New Zealand education curricula from 2018 for all ages from year one to 13 is a great step toward helping prepare the future workforce for the future jobs that will be highly digital. “As technology becomes more pervasive we are already seeing the demand for tech skills accelerate across all sectors. This demand, plus the rapid growth of the tech sector means the number of job opportunities in tech continues to grow. For further information contact NZTech chief executive Graeme Muller on 021 02520767 or Make Lemonade media specialist Kip Brook on 0275 030188
| A Makelemonade realease || September 27, 2017 |||
Massey University has lodged building consent applications for two major construction projects as part of a $120 million development of its Auckland campus.
The University will construct a 9800 square metre “innovation hub” including research laboratories, clinics, teaching spaces, and staff and postgraduate student workspace on the main part of the campus, the East Precint off the Albany Expressway.
The second consent application is to extend the Sir Neil Waters building, named after the former Vice-Chancellor who established the campus in 1993, to provide additional space.
The sale of the campus’ Ōtehā Rohe site, located on Albany Highway, became final last week and will help fund the planned developments.
University Vice-Chancellor Professor Jan Thomas says the development is designed to ensure the campus serves the needs of the predicted growth in student numbers.
“Massey has bold plans for its Auckland campus and sees the campus as the heart of a smart innovation district in Auckland North, which is an extremely fast-growing region with huge potential,” Professor Thomas says.
“Our aim is to create a world-leading hub for 21st century education and, to achieve this, we have a structured development plan, with the construction of the innovation complex and Sir Neil Waters building extension representing the next stage of development.
“These construction projects represent the biggest development since the campus was established.”
Work on the Sir Neil Waters extension is scheduled to begin late next year and be complted at the end of 2019; the innovation hub will commence in 2019 and take about three years.
Professor Thomas says the innovation hub will offer flexible lab space, accommodating the variety of health and sciences disciplines taught on the campus. With around one-third of the campus’ students studying at a postgraduate level, the building also features a space dedicated to their learning needs.
She says the University is working to ensure enviromentally sustainable practices are incorporated into the buildings’ design.
The 175 staff members currently located at Ōtehā Rohe will gradually relocate to the campus’ East Precinct from late 2019.
| A Massey University release || September 19, 2017 |||
Something that seems strange and perhaps frightening, because it is not part of your normal experience.
A woman in STEM.
Ever walked into a lecture room and have sets of eyes follow you as if you’ve just landed from a distant galaxy? Or maybe on your first day at work you were tiptoed around as if you were going to kidnap someone and fly away in your flying saucer? Now let’s not get too carried away (pun intended) but as a woman in STEM, at some point in time, you’ve likely been treated like you’re a little out of this world (pun definitely intended).
This month, we would like to honour a successful woman in STEM. We had a chat with Jenna (Tut) Baldock, an Additive Manufacturing Engineer at Rocket Lab (seemingly fitting for us aliens). She shares her experiences of being a woman in a male-dominated field.
Tut studied Design Engineering at Massey, first in Wellington, and then moved up to Albany to finish her degree. She went on to study a Master’s in Applied Physics at RMIT, Melbourne. At RMIT, she worked a project with 3D printing and lasers. She then returned to New Zealand and has been working at Rocket Lab for 2 years now. Tut is part of the Propulsion team that is responsible for designing and manufacturing rocket engines. Specifically, she uses 3D printers to manufacture components for the rocket engines, as well as aiding in the design process and post machining.
Tut is an Additive Manufacturing Engineer. This new, sustainable type of manufacturing technique involves adding layer after layer of material (powder in this case) to parts rather than traditional machining (subtractive machining) which involves cutting away from bigger pieces of material.
1.What inspired you to get involved in engineering and STEM?My dad is an engineer, so it was the logical choice! I grew up in his workshop, helping out with woodwork, welding, and assembling things. At school, I was good at maths and enjoyed science. So engineering it was.
2. What do you like about being a woman in STEM?I like that it always seems to surprise people. You’re usually always the underdog, but if you work hard you can always prove your worth.
3. Have you ever felt that as a woman in STEM, you have been put at a disadvantage?Yes of course! I mean do I even have to elaborate? *laughs*. But I’ve learnt, it’s nice when some people expect a lot from you because of your skills, not because of your gender.
4. Do you regret your chosen field of study?Nope! Not at all! I love what I do, and I love what I studied!
5. Did you ever fail? Be it at uni, a project, at work? How did you overcome that failure?Well, I was a bit of a nerd, I worked hard, and so I never failed as such. At work, I sort of introduced 3D printing for components, and although we did have minor fails along the way, but I guess you have to learn how to use failure to your advantage. Learn from your mistakes and become better at what you do.
6. Do you think people have certain misconceptions about STEM? How do you shut down the haters?I think the older generation, not to stereotype, have an outdated perspective about engineering. An engineer, to them, is an engine mechanic with greasy hands. Today, we have come so far from that idea – engineering is such a broad and diverse field. As for shutting down the haters, the most important thing is to explain. Sometimes, the best way to help others expand their perspective is to logically explain the maths and science behind it.
7. Why do you think women are still so underrepresented in the industry?I would say they might be put off by the idea of being a minority, and that can be really overwhelming.! Many girls just aren’t given the resources to change the notions of it being a man’s job. It is also considered a hard industry to get into, and that can put a lot of women off.
8. How would you encourage girls to get involved in STEM?It’s definitely important to prove your self-worth. Be confident about your skills, but don’t boast about it. Show the world that there is a strong female presence, be it in science, manufacturing, IT, engineering, or anything. Strive hard to be a role model for other girls, and show the future generations that diversity in the workplace is essential for success.
9. What is your recipe for success in a still very male-dominated industry?As the underdog, which no doubt, you will be, you will often find that people don’t really appreciate your skills. You have to work hard to prove yourself. Show that you’re not only good at what you do, you are the best. Work hard, and you will earn the respect you deserve.
10.What are your personal goals for the future?I’m happy where I am at, right now, with my career. I do want to focus on improving personally though/ I am good at what I do, but I don’t let it get to me. I always work to improve and try to succeed in other areas.
We would like to thank Tut for sharing her incredible insights with us. We hope that Tut’s experiences have inspired you to jump on a rocket and embrace the alien you are. As women in STEM, we are definitely treated as invaders in foreign territory. So to all the haters, we say: yes we are aliens, and yes we are ready to take over!
P.S. sorry for all the puns, I did not planet!
By: Zainab Manasawala
Interviewed by: Zainab Manasawala and Sreenidhi Roshin.
| An AUT STEM Woman release || September 21, 2017 |||
MITO is delighted to announce that it has launched a new training programme that leads to the New Zealand Certificate in Port Operations (Level 3) qualification. This programme, designed for entry level positions in the port operations environment, provides specialist knowledge and skills in the heavy machine operation aspect of port operations.
MITO Chief Executive Janet Lane says “This new training programme offers a significant career pathway for port workers, helping to fulfil the training capacity requirements of the industry. We are pleased to launch this programme that supports improved job performance, enhances employment opportunities and reiterates MITO’s commitment to workforce development within the Ports and Stevedoring industry.”
The training programme takes 13 months to complete with MITO offering ongoing guidance and support throughout the entire programme. Programme delivery is implemented in-house, where approved company trainers deliver the training and conduct assessment internally. Training resources incorporate a blended approach to learning with both practical and theory elements, and ensure training outcomes are nationally consistent and quality assured.
“This programme could not have been accomplished without the dedicated commitment of the Port Industry Association and members of the Education and Training Sub-Committee,” says Ms Lane. “MITO wholeheartedly thanks them for their input and subject expertise. Together, we help ensure that workers within the port industry are provided with the educational opportunities and career pathways they need to stay safe and succeed in their jobs, now and in the future.”
An article preparred by Dan Hermandez and published earlier this month in The Fabricator.
Following specified pipe welding procedures and ensuring proper weld preparation can save significant time and money and ultimately improve productivity of the entire operation.
No matter the welding process being used, proper preparation before you get started is key to ensuring quality in the finished weld. Taking the necessary steps to prepare the weld also can reduce the risk of weld failure as well as wasting time and money on rework and consumables.
Proper weld preparation in pipe welding helps prevent problems such as weld inclusions, slag entrapments, hydrogen cracking, lack of fusion, and lack of penetration. Consider the following key points for cleaning and preparing the weld joint and avoiding some common mistakes to achieve success in pipe welding.
Cleaning and Prep
Joint preparation and cleaning go hand-in-hand. Which happens first depends on the state in which the pipe is received. Some welding operators, especially on outdoor job sites, may be responsible for cutting the pipe and beveling edges. But in some applications, often performed in pipe shops, the cutting and beveling are handled by someone else before the welder receives the pipe.
Proper joint preparation—and whether it’s beveled, grooved, or notched—is often dictated by the qualified weld procedure, which should ensure access to the joint and proper penetration and weld strength for the application. Once the pipe is cut using an oxyfuel torch, plasma cutter, cutting machine, or other tool, and the bevel is established with a grinder or by machining, be sure to clean the inside and outside of the pipe joint and the bevel.
If the pipe was cut with a machine, it’s likely a lubricant was used, so be sure to remove it during cleaning to reduce the risk of hydrogen inclusions. Cutting with an oxyfuel torch or plasma cutter typically leaves a slag or oxide layer on the cut edge. Be sure to clean this to prevent inclusions and porosity.
Remove any paint, oils, and dirt on the base material before welding; otherwise, these materials could make their way into the weld and cause inclusions or porosity that could harm weld integrity and cause it to fail. Clean the area 1 to 2 inches from the weld joint and the tie-in points, where the lacquer coating on the pipe’s outside surface meets the bevel.
While some welding processes or filler metals are more forgiving to dirt or mill scale on the material, don’t rely on the belief that dirt and oil can be burned off during welding. Any foreign material in the weld can cause problems later.
Part Fit-up and Tacking
Proper part fit-up ensures that the joint is set uniformly from start to end, resulting in weld consistency throughout the part. It helps prevent problems with lack of penetration or too much penetration, issues that can decrease the service life of the finished weld.
As the world of robotic automation continues to grow, so too will the number of automation jobs. This article written by Carlos Gonzalez and published in The New Development Digest NED is from a North American perspective but is relevant beyound those shores.
In 2015, a poll of 200 senior corporate executives conducted by the National Robotics Education Foundation identified robotics as a major source of jobs for the United States. Indeed, some 81% of respondents agreed that robotics was the top area of job growth for the nation. Not that this should come as a surprise: as the demand for smart factories and automation increases, so does the need for robots.
According to Nearshore Americas, smart factories are expected to add $500 billion to the global economy in 2017. In a survey conducted by technology consulting firm Capgemini, more than half of the respondents claimed to have invested $100 million or more into smart factory initiatives over the last five years. The study concludes that at least 21% of manufacturing plants will become smart factories by 2022. This is especially true in areas of labor shortage like the U.S. and Western Europe.
The Kuka Official Robotics Education (KORE) certificate program offers professionals and students the opportunity not only to become certified in operating Kuka robots, but also to learn robotic engineering principles.
All of this will result in the addition of more robots to manufacturing sites. Over the past seven years, the U.S. Bureau of Labor Statistics (BLS) reports that companies added 136,748 robots to factory floors. But while the conclusion of many is to assume that jobs are disappearing due to automation, the opposite is proving true. The BLS also determined that while robots were being added to factories, 894,000 new manufacturing jobs were also created as a result of automation. According to the book What to Do When Machines Do Everything by Malcom Frank, Paul Roehrig, and Ben Pring, 19 million jobs will be lost due to automation over the next 10 to 15 years—but 19 million new jobs will be created due to automation.
In other words, the job market for robotic engineers is at a prime. For the engineer either in school or already working, there are numerous resources available for educating yourself in the world of robotics. Take advantage of them, and crest the next wave of jobs in automation.
The lack of robot education in high schools and universities is creating a large gap of skilled laborers for the future of automation. FANUC CERT program brings robot certification to all levels of education, including high schools, colleges, and vocational schools.
The Robotic Job Potential
In April of this year, the Association for Advancing Automation (A3) published a white paper concluding that 80% of manufacturers report a labor shortage of skilled applications for production positions. This may result in the U.S. losing a staggering 11% of annual earnings. However, the addition of new automation technologies allows companies to increase productivity and create higher quality products. This allows them to grow their business and add jobs.
The distinction that has to be made is that while robots will automate tasks, they will not automate complete jobs. In the white paper from A3, it was noted that robots have been increasing labor productivity at the same rate as the steam engine: 0.35% annually. Amazon is a key example of how robots add jobs. In 2012, the online shopping giant acquired Kiva Systems, which became Amazon Robotics. By 2014, Amazon Robotics employed 45,000 full-time employees. Three years later, that number had doubled to 90,000, and the company is striving to break the 100,000 mark.
Machine Design recent reported that Amazon has launched 30,000 robots into service in conjunction with 230,000 employees across its fulfillment centers. The Kiva robots have led to higher efficiencies that have resulted in increased growth. Another example of growth due to automation and robotics is in the automotive industry. General Motors grew U.S. jobs from 80,000 to 105,000 from 2012 to 2016. This increase in jobs coincided with the addition of approximately 10,000 robot applications in GM plants.
The robotic engineer job market will grow between now and 2024. The BLS reports that robotics engineers, as part of the mechanical engineering field, will increase by 5% by 2024. The median annual wage for robotic engineers was $83,590 in 2015. If the rate of machines being added to factories remains consistent, then the number of skilled technicians needed to program, operate, and maintain those robots will also increase.
The Universal Robots Academy teaches you how to set up and program its collaborative robots online in six module training courses.
For Engineering Robotic Students
For the young engineering student looking to enter robotics, there are key areas of study that one should focus on to obtain the appropriate education. Robotics is truly an interdisciplinary career which combines several fields of engineering, including mechanical engineering, computer programming, and electrical engineering. According to Robotiq, a manufacturer of end effectors for collaborative robots (cobots), the core subjects for those at the high school level are mathematics and physics. These core areas of study make up the foundation of many robotic courses. If the student has the opportunity at the high school level, they should also take courses computing, programming, design, and extracurricular engineering electives like machine shop and manufacturing classes.
At the university level, many educational institutions offer a robotics major as its own independent field of study. However, since the field of robotics is one under constant change, many professionals reach the robotic industry through different avenues. In the Robotiq guidelines, it is possible to break down the robotic field into three key areas:
The body (mechanical engineering). The mechanical engineer is in charge of the physical system that makes up the robot. This includes the pieces of the robots (like motors and actuators) and how the robotic arm will function in a production setting. The safety measures and physical operating protocols fall under this branch of engineering, as well.
The nervous system (electrical engineering). This branch gives the electronic foundation of the robot, including the embedded systems, low-level circuit programming, electrical resistance, and control theory. The education of electrical engineers will focus more on the control of the robots rather than their mechanical design.
The brain (computer science engineering). Many engineers in robotics enter through the computer science world. As younger engineers enter universities, having grown up with computer all their lives, this will be an increasing trend. This group focuses on the software and programming language rather than the hardware, encompassing such topics as artificial intelligence (AI) and machine learning.
According to GradSchoolHub.com, the top 10 universities with grad school programs in robotics are as follows:
University of Michigan-Ann Arbor
Georgia Institute of Technology
Oregon State University
John Hopkins UniversityMassachusetts Institute of Technology
University of Southern California
University of Pennsylvania
University of Maryland
University of Texas-Austin
NASA has a list of robotics programs at universities across the U.S.
Robotic education in STEM is growing. In 2015, the government offered in $100 million in federal grants to support the growing workforce. The plan was to offer schools with the resources to introduce robotic education into the classroom, as well as to provide training and certification for those looking to enter the field.
| Originally published on NED || August 11, 2017 |||
Young trainees and apprentices will be sharing their success stories with keen young kiwis during next week’s ‘Got a Trade? Got it Made!’ week.
“We want young people to know about the massive range of job opportunities that offer the chance to ‘earn and learn’,” says Industry Training Federation Chief Executive Josh Williams. “You can get paid and get qualified, and launch successful careers without racking up a student loan.”
Got a Trade! week begins on Monday 21 August, and celebrates 148,000 apprentices and industry trainees who work every day in over 140 trades and services.
“While three out of ten school leavers go to university, ten out of ten will need jobs,” says Mr Williams. “The number of apprentices and industry trainees now exceeds the number of university students, and this growth is set to continue.”
“New Zealand is crying out for more apprentices: There are major skills shortages in industries such as building and construction, manufacturing, infrastructure, automotive, retail, aged care, community support, electro-technology, the list goes on.”
‘More apprenticeships’ will be a catch cry this election campaign, with Government targets and opposition policies looking to grow the numbers of traineeships and apprenticeships.
“Employing young people in growing industries is a win-win. Training on-the-job develops the right skills at the right time, and individual growth translates into the regional and economic growth the country needs,” says Mr Williams.
“Trades are the way of the future and trades are what keep this country moving,” says Auckland print apprentice and Got a Trade! hero, Frank Uati. “What a good way to see the world. You earn while you learn, you’ve got a qualification that’s internationally recognised, and there’s no fees, no loan.”
Plasterer Ricky Dewes left school at 16 to find a trade, and went on to become apprentice of the year in both New Zealand and Australia, and Got a Trade! hero. His advice to young people is, if you want to own your own home, car and “toys”, as he now does, become an apprentice. Because skills become careers that can take you where you want to be.
When it comes to getting a trade, employers are also heroes. “Employers are now the largest provider of post-school education in New Zealand. We all benefit from their grateful time, talent and commitment to growing the next generation of skills,” says Mr Williams.
“We never forget the name of the person who first gave us a chance in our careers,” says Mr Williams. “Thousands of employers are out there taking on apprentices and trainees, training them up and giving them a chance. This week, we salute them too.”
Prime Minister, Rt Hon Bill English, will officially open the Kahukura Engineering and Architectural Studies facility at Ara Institute of Canterbury City Campus Christchurch on 10 August.
The new $34m, 6500m building on Moorhouse Avenue is the jewel in the crown of a 10 year master plan of rebuilding and refurbishment across the institute’s five campuses.
Kahukura was designed by Jasmax to offer students both purpose-built workshops and studios, and flexible learning spaces, that mirror industry workplace conditions.
Engineering, architectural studies, quantity surveying and interior design programmes will be taught in the Kahukura building and students have started semester two in the spacious new building, which doubles as a teaching tool.
“For students who will be designing and engineering the buildings of the future, Kahukura is an inspiring place to develop skills and awareness,” Acting Chief Executive Darren Mitchell says. “The structural elements of the building are exposed so that students can see how the elements work together on both practical and aesthetic levels. It is also a forward thinking building in terms of the materials used and the sustainable components.”
Timber dominates throughout as a structural element with other highlights the wide feature staircase, original artwork by Niki Hastings-McFall, a building facade inspired by Maori cloaks (known as kahukura) and a public exhibition space.
Powell Fenwick were the engineers and Inovo provided project management on the building.
Former Prime Minister John Key opened the Whareora, Sports and Wellbeing facility, also at the City Campus Christchurch in early 2015.
Ara has also refurbished the Woolston Campus and added new buildings and resources for trades training, is nearing completion of a North Green at the Christchurch campus, is evaluating requirements for the three southern campuses and will begin work on a Student Hub in Christchurch soon.