Category: Education

Source: Tertiary Education Commission

Last updated 20 November 2024
Last updated 20 November 2024

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In early March 2025, the Tertiary Education Commission (TEC) will release guidance to tertiary providers on what to include in their Investment Plans from 2026.
In early March 2025, the Tertiary Education Commission (TEC) will release guidance to tertiary providers on what to include in their Investment Plans from 2026.

The New Zealand Gazette notice, Plan Guidance, and templates to support Investment Plans will all be available in early March 2025. These documents contain important information about our expectations and funding priorities for tertiary education provision from 2026 and how your Plans need to reflect this. Plans will be due in early July 2025.
2026 investment round indicative timeline 
To help you prepare for the next funding round, here is an indicative timeline of the major milestones.

Activity
Timing

TEC publishes notice in the New Zealand Gazette setting out requirements for Plan content, timetable, assessment and Plan summaries
Early March 2025

TEC releases Plan Guidance and Plan engagement begins
Early March 2025

Government announces Budget 2025
May 2025

TEC provides indicative allocations
From 3 June 2025

TEC releases Plan-related templates
From 9 June 2025

TEC publishes Supplementary Plan Guidance to reflect any policy or Budget changes
June 2025

Providers submit proposed Plans
By 4 July 2025

TEC reviews proposed Plans and has further discussion with providers as needed
July–October 2025

Providers are notified of decisions in writing
From November 2025

First payments made against Plans; Plan delivery begins
January 2026

If you have any questions, please contact your Relationship Manager or call our Customer Contact Group on 0800 601 301 or email customerservice@tec.govt.nz.

Source: Tertiary Education Commission

We make bulk payments to tertiary education organisations (TEOs) to cover the cost of Fees Free enrolments for each calendar year.
How allocations and payments work
For provider-based enrolments, at the start of each year, we use your TEO’s information from prior years to determine your indicative allocation for this calendar year. We create a payment schedule based on that allocation, which usually includes monthly payments. Throughout the year, we monitor your reported delivery. We make adjustment payments in-year as required, if your delivery is trending significantly higher or lower than your allocation for the calendar year.For work-based enrolments, we pay you each month based on the fees reported and validated for your work-based learners that calendar month.
At the end of each year, after we’ve received your final provider-based and work-based Fees Free returns, we complete a wash-up of all Fees Free allocations and make a final payment or recovery, so that your final allocation matches your delivery for the year.
Find out more about your allocations and payments
All information on your organisation’s allocations can be found in the My Allocations and Payments application in Ngā Kete:
My Allocations and Payments
2024 Fees Free allocations will be available from the end of November. To see how we calculated your 2024 allocation, read the 2024 methodology:
2024 Fees Free Methodology (PDF 212 KB)
To see how we calculated your 2022 funding wash-ups, read the 2022 methodology and technical specifications:
2022 Global Wash-up Methodology (PDF 1.1 MB)
How to check learners’ eligibility for Fees Free
Eligibility statuses can change daily based on statutory declarations, eligibility appeals, and other information submitted to the Tertiary Education Commission (TEC). It’s important to check the eligibility status of your learners regularly, so that you can report eligible enrolments to us.
You can check learners’ eligibility status through the Fees Free website, Workspace 2, or by emailing us.
Checking learner eligibility on the Fees Free website
The Fees Free website, while mostly used by learners, can be used by TEOs to check a learner’s eligibility. The website is updated daily.
FeesFree.govt.nz
Checking learner eligibility on Workspace 2
On the home page of Workspace 2, there is a Shared Documents section. Here, you’ll find several Fees Free Eligibility CSV files that list all eligible learners (those with a “Yes” or “Starter” status) that have remaining Fees Free entitlement, for each calendar year. These are the learners you will need to report for Fees Free.
If a learner is not on this list, then:

they are ineligible for Fees Free, or
their status is ‘Unknown’, or
they are eligible but have already used their full entitlement in a previous year.

There is a different file for each calendar year. Please check a learner’s eligibility status for the year they started their study or training.
All files are updated daily.
Workspace 2
Checking learner eligibility by email
For large numbers of learners, you may wish to send a CSV file containing a list of National Student Numbers (NSNs) enrolled with your organisation in the current calendar year to customerservice@tec.govt.nz.
We’ll return this file to you with the learners’ eligibility statuses within two business days.
This file will allow us to give you the status of every learner enrolled with your TEO, whether the learner is eligible or not.
Reporting
As with other funds, you must report your Fees Free eligible enrolments to us so that we can monitor Fees Free entitlement use, and calculate the allocation due to you for each enrolled learner.
Reporting provider-based study
Each month, we provide you with a blank Fees Free All Enrolments and Costs template on Workspace 2, which you should use to report all your eligible Fees Free enrolments, to date, for the calendar year.We email the lead contact and the data return contacts for each TEO at the start of each reporting round. You can also find the dates of the reporting rounds in the TEC business calendar.When you submit your returns to us, we validate the information and send you two reports in return. One lets you know any errors we have found in your return (the Fees Free All Enrolments and Costs Data Validation report). The other tells you how much we intend to allocate to you for each learner you have reported to us (the Fees Free Multiple Providers and Cap Limit report).For guides to help you fill in and understand your reports, see Guidance – Fees Free.
If you have any questions, please contact your Relationship Manager or Advisor, or the Customer Contact Group on 0800 601 301 or customerservice@tec.govt.nz.
Reporting work-based training
Each month, we give you a blank Fees Free Programmes and Fees template on Workspace 2, which you use to report the fees you are charging for eligible learners in that month.
You also receive a Fees Free Schedule of Fees, which you need to fill in the first time you report to us. After that, you should only fill it in when you make changes. The Schedule of Fees is a complete list of fees that you charge to learners enrolled in eligible programmes. We used it to help us validate the information you submit in your Programmes and Fees return.
We email the lead contact and the data return contacts for each organisation at the beginning of each reporting round. You can also find the dates of the reporting rounds in the TEC business calendar.When you submit your returns to us, we validate the information and send you a Remittance. This lets you know any errors we have found in your return, and tells you how much we intend to allocate to you for each learner you have reported to us.For guides to help you fill in and understand your reports, see Guidance – Fees Free.
If you have any questions, please contact your Relationship Manager or Advisor, or the Customer Contact Group on 0800 601 301 or customerservice@tec.govt.nz.

Source: Tertiary Education Commission

This page provides information on the results of the four previous Quality Evaluation rounds held in 2003, 2006, 2012, and 2018. It also includes background information and reports on previous reviews of the Performance-Based Research Fund (PBRF).
This page provides information on the results of the four previous Quality Evaluation rounds held in 2003, 2006, 2012, and 2018. It also includes background information and reports on previous reviews of the Performance-Based Research Fund (PBRF).

Results of the Quality Evaluation rounds
The Tertiary Education Commission (TEC) reports on the results of PBRF Quality Evaluations as part of its commitment to encouraging and rewarding excellent research in the tertiary education sector.
Interactive charts for all Quality Evaluation rounds
The final results of all four previous Quality Evaluation rounds (2003, 2006, 2012, and 2018) are available via the following two interactive charts. The charts allow tertiary education organisations (TEOs) and other stakeholders to see changes over time.

Things to note about the charts:

The data is based on PBRF-eligible staff whose Evidence Portfolios were awarded a funded Quality Category (A, B, C, C(NE)). Figures are shown as full-time equivalent (FTE) weighted numbers and represented to two decimal places.
The Pacific Research Panel was introduced for the 2018 Quality Evaluation, so there is no comparative data from previous rounds.
The new and emerging researcher status was introduced in 2006, so there is no comparative data from the 2003 round.

Results for all four Quality Evaluation rounds by funded Quality Category, panel, subject area and nominated academic unit, as well as sector-wide demographics by subject area, are available via Ngā Kete. These are only available to TEOs and require an ESL-enabled log-in.
Infographics
The infographic below shows TEO participation across the four Quality Evaluation rounds (2003, 2006, 2012, and 2018).

Quality Evaluation 2018
The final 2018 Quality Evaluation results were published in October 2019 and provided in the following online formats:

Improving Research Quality: The results of the PBRF 2018 Quality Evaluation (PDF 1.1 MB)The report presents the results of the PBRF 2018 Quality Evaluation and provides analysis and comparisons with previous Quality Evaluation rounds. It provides an overview of the results, the average quality scores, the funding allocations and the outcomes of the complaints process
background reports and infographics
interactive charts for all Quality Evaluation rounds
data visualisations (discontinued).

Background reports
Alongside Improving Research Quality: The results of the PBRF 2018 Quality Evaluation, there are two background reports:

Infographics
The infographics below summarise each subsector’s participation in the PBRF 2018 Quality Evaluation.

Infographic showing TEO participation across the four Quality Evaluation rounds (2003, 2006, 2012 and 2018):

Audit Reports
The PBRF Quality Evaluation 2018 was supported by a comprehensive compliance audit programme. The objective of the audit programme was to provide assurance to the TEC that the guidelines for the 2018 Quality Evaluation were consistently and correctly applied by all participating tertiary education organisations. The audit process had two phases: process assurance and data evaluation.
KPMG was appointed as the auditor for the 2018 Quality Evaluation following a competitive procurement process. 

FAQs
Frequently asked questions (FAQs) about the 2018 Quality Evaluation are available here:

Quality Evaluation 2003, 2006 and 2012
The Quality Evaluation 2012 final report was published in October 2013. The final report incorporates changes made based on the results of the complaints process, administrative corrections, and the presentation of information as requested by the sector. An overview of the results of the complaints process was included (Appendix 1). Indicative funding for 2013 PBRF allocations was also updated (Table 9.1).

Peer-review panel and expert advisory group reports
Reports were developed by each of the 12 peer review panels and two expert advisory groups following the completion of the Quality Evaluation 2012. The reports provide information on their assessments and recommendations for the TEC.

Quality Evaluation 2006
Most of the historical resources and publications relating to earlier PBRF cycles have been archived and are available on request. You can download the following documents.

Quality Evaluation 2003

Reviews of the PBRF – previous reports
When the PBRF was introduced in 2002, a three-phase evaluation strategy was also put in place. 

Phase one started in August 2003 and focused on early indicators of the impacts of the design and implementation of the PBRF and the results of the 2003 Quality Evaluation.
Phase two started in February 2008 and was an independent strategic review of the positive effects and unintended consequences of the PBRF on the sector. Its main focus was on how well the PBRF was accomplishing its primary goal, to encourage and reward research excellence in the tertiary education sector, and included information from the results of the Quality Evaluation 2006.

Phase three was a review by the Ministry of Education. It sought to build on the existing performance of the PBRF to identify ways in which it could be improved and included information from the implementation and results of the 2012 Quality Evaluation.
Here are the evaluation reports:

The Quality Evaluation 2018 was reviewed by an independent panel in 2019–2020. For more information on the review, including the panel’s final report and Cabinet’s decisions on changes to the PBRF, see the Ministry of Education website.

Source: Tertiary Education Commission

Last updated 9 May 2024
Last updated 9 May 2024

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This page explains what Workspace 2 is, what it is used for, and how to access it. You’ll also find links to user guides, instructional videos and other helpful resources.
This page explains what Workspace 2 is, what it is used for, and how to access it. You’ll also find links to user guides, instructional videos and other helpful resources.

What is Workspace 2?
Workspace 2 is a secure online system that allows tertiary education organisations (TEOs) to share information with us.
Workspace 2 is being replaced by DXP Ngā Kete incrementally over the 2024 year. For more information go to Data System Refresh (DSR) programme.
Continue to use Workspace 2 to:

submit delivery data (including for Gateway and other templates including for Intensive Literacy and Numeracy [ILN], English for Speakers of Other Languages [ESOL], and Adult and Community Education [ACE])
submit or upload all Fees Free delivery data and reports.

Use DXP Ngā Kete to:

submit forecasting data, Investment Plans, strategic intent documents and reports for us to review
access notices and documents we have published
upload or add documents for us to review.

Please note that you still need to make submissions through the Single Data Return or the Industry Training Register.
How can I access Workspace 2?
Login to Workspace 2.
To access Workspace 2, use the Ministry of Education’s Education Sector Logon (ESL)service and access to “TEC Shared Workspaces”.
If you don’t already have an ESL user account, or you need to update your existing account, please visit How to get an Education Sector Logon – Ministry of Education.
Helpful resources
Download Workspace 2 user guides or watch instructional videos.
If you need any help or have a question about Workspace 2, please contact our Customer Contact Group on customerservice@tec.govt.nz or phone 0800 601 301.

Related Content

Source: Tertiary Education Commission

Last updated 31 October 2024
Last updated 31 October 2024

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The Government has introduced the final-year Fees Free policy starting from 1 January 2025. The policy aims to motivate learners to complete their studies and reward hard work and success.
The Government has introduced the final-year Fees Free policy starting from 1 January 2025. The policy aims to motivate learners to complete their studies and reward hard work and success.

Eligible learners undertaking their final year of study from 2025 can claim the fees for their final year of their provider-based qualification or work-based programme, with the following parameters:

Learners entering their final year of study or training from 1 January 2025, who have not received first-year Fees Free may be eligible for the new final-year Fees Free scheme.
Eligible programmes include provider- and work-based study or training at Levels 3 and above on the New Zealand Qualifications and Credentials Framework.
Learners will receive their entitlement after they complete their qualification or programme, with payments starting from 2026.

Learners will be able to apply from 2026 through the myIR Portal on the Inland Revenue website. Payments will be offset against student loans or paid directly to learners.
For information on first-year Fees Free policy, see first-year Fees Free.
Keep up to date
We will update tertiary education organisations on policy changes and decisions via the Tertiary Education Commission (TEC) website and Fees Free Focus.
Sign up to the Fees Free Focus newsletter for policy, process and reporting updates.
Information about final-year Fees Free

Who to contact
If you have any questions, please contact your Relationship Manager or Advisor, or the Customer Contact Group on 0800 601 301 or customerservice@tec.govt.nz.
Find information for learners on Fees Free at FeesFree.govt.nz. Learners can also call 0800 601 301 or email customerservice@tec.govt.nz.

Related Content

Source: Tertiary Education Commission

Last updated 7 November 2024
Last updated 7 November 2024

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The third consultation phase for the University Advisory Group (UAG) is now open and closes on Wednesday 18 December at 5pm.
The third consultation phase for the University Advisory Group (UAG) is now open and closes on Wednesday 18 December at 5pm.

Phase three of the consultation focuses on efficiencies and prioritisation, as well as funding for teaching, learning and research, and capital expenditure.
Submissions will inform the UAG’s advice to government on New Zealand’s university system. For more information, including consultation questions and how to make a submission, visit the University Advisory Group website.

Source: Tertiary Education Commission

What are performance element incentive payments? When will they be implemented?
The learner component has an incentive payment element which will be paid to each TEO on achieving the performance expectations set by TEC. This will be part of TEOs’ annual investment plan process within TEOs’ learner success plan, where appropriate.
TEC is taking a phased approach to implementing these incentive payments. In 2023, this payment will be required of a small number of TEOs (but those with significant levels of learner component funding), then rolling out to cover all TEOs in 2024.  
For more information, please see the Learner Component section of our website.
How do TEOs apply for learner component funding?
TEOs will not need to apply for learner component funding. It will be allocated as part of TEOs’ overall funding for VET.
Can PTEs apply for more transitions funding?  How do they do this?
No. TEC will allocate transition funding to eligible TEOs based on the published criteria and allocation methodology.
There are no additional reporting requirements.
What is the definition of ‘low prior achievement’ (LPA)?
In 2022, this is a learner under the age of 25 as at the date of enrolment who has not previously achieved a qualification on the NZQF at level 3 or above.
From 2023, it will apply to all learners as at the date of enrolment who has not previously achieved a qualification on the NZQF at level 3 or above, not just those under 25.
How are learners with LPA identified by the TEC?
SDR, ITR and NZQA data are used to determine LPA.  If prior education records are not available for a learner, they are deemed to be LPA.
Does the LPA include equivalent qualifications achieved overseas?
Where overseas qualifications are recorded in the data, they are taken into account in the LPA analysis.
Will a student out of high school into tertiary education be considered someone with LPA?
Students that have not achieved NCEA level 3 are considered having LPA.
Will a PTE lose their learner component funding if an LPA learner achieves at level 3 and transitions to a level 4 course, unless the student qualifies under a different component?
The learner attributes are proxies for distributing funding. The learner component is not intended to be targeted at specific learners with these characteristics – the funding is a contribution for the support of all learners.  It is expected that each TEO will determine the actual support each learner requires, whether or not the learner has any of the characteristics used for the funding proxy.
Can learner component funding be recovered through the wash-up process?
No, there are no recoveries of the learner component.
Can a TEO update the Disability Status and Disability Support Needs fields after enrolment?
Yes, if a learner’s disability status has changed since their enrolment, and the TEO has also obtained the learner’s answers to the Disability Support Needs questions, TEOs can amend the record in the next learner file submission.
How were the four learner groups that are linked to the learner component chosen?
We undertook extensive analysis of data on the performance of the Vocational Education and Training (VET)  system to understand more about those learners who, on average, have been not well served by the education system in the past. This analysis showed that there were four groups of learners most at risk of not completing VET qualifications and/or face a range of disadvantages in the VET system: learners with low prior achievement, disabled learners, Māori learners and Pacific learners.
Why are only four learner groups linked to funding?
Accurately identifying each individual learner’s needs is challenging. We needed a way to approximate the level of need among each TEO’s learner population. We did this by using relatively large learner groups that are more likely to face disadvantages in the VET system. Our analysis shows that these four groups of learners are good proxies of need among each TEO’s learner population, that is, they approximate the level of need in a straightforward way.
What about learners who don’t fall into the four groups linked to funding? How will they get support?
TEOs should use learner component funding for all learners who need additional support, not just for learners in the four identified groups. The four groups serve as a proxy for learners who need additional support to be successful in VET. Providers are expected to identify the unique needs of all their learners (including through engagement with learners and their communities), decide how best to support them, and allocate funding accordingly. All learners should therefore receive the support they need to be successful in VET.
Why is there a difference in rates for Māori and Pacific learners compared to learners with low prior achievement and disabled learners?
Data is mixed on how the system performs for Māori and Pacific learners. For example, while Māori learners are more likely than New Zealand European learners to participate in VET, they experience poorer employment outcomes from their study. This means that tying funding to a participation measure alone is unlikely to have the results we want to see. We have therefore developed a performance incentive payment that can more directly incentivise the outcomes we want. Māori will be involved in developing the indicators for this.
Importantly, for Māori and Pacific learners who also have low prior achievement and/or are disabled, providers will receive both funding rates. Māori and Pacific learners who have low prior achievement and/or are disabled will attract the highest level of funding. It recognises that these learners have compounding levels of disadvantage.
Will the incentive payments be the same as the previous performance-linked funding?
No. We are still developing the details of how they will work but they are not intended to be the same as performance-linked funding. Further information will be available in 2022.
How will performance expectations for each TEO be set?
We are still developing the details of how these will be set along with related incentive payments. We will work with stakeholders to finalise the details of the performance part of the learner component. Further information will be available in 2022.
What happens to existing equity funding for VET?
The learner component replaces equity funding for VET. From 2023, equity funding will not apply to VET but will continue for non-UFS provision.
Why doesn’t the learner component apply to the assessment and verification mode?
The assessment and verification mode will support learners who are employed and receive support for their learning and wellbeing directly from their employer. Providers will have a limited role focused on quality assurance of the assessment that underpins learners’ qualifications. This means providers will have little direct contact with learners and limited scope to engage with and support learners.
How will the funding be calculated with learners with more than one eligible characteristic?
We will calculate funding by allocating:

the relevant rate where a learner is identified in the data as disabled and/or having low prior achievement
the relevant rate where a learner is identified in the data as Māori and/or Pacific
both relevant rates where a learner is identified in the data as disabled and/or having low prior achievement and as Māori and/or Pacific (both rates apply).

How are learners with low prior achievement identified?
Learners with low prior achievement are those who have not achieved a prior qualification at level 3 or above on the New Zealand Qualifications Framework (NZQF) as at the learner’s enrolment start date.
How will support for learners change?
Over time, all VET learners can expect learning and wellbeing support that is tailored to their specific needs. This will take time but we expect providers to more proactively identify learners who may need support and for providers to be more focused on meeting learners’ needs.
Who receives the funding? And who decides how it is spent?
Learner component funding will be allocated to TEOs. They will decide how to spend this funding in a way that supports all of their learners’ needs.
How will this improve the way the VET system performs for Māori learners?
Māori learners can expect to have increased opportunities to enrol in and complete VET qualifications that have strong employment outcomes including apprenticeships. Providers and employers will be encouraged to work together to increase hiring, training and support for Māori learners. Labour market underutilisation rates could drop, and median salaries could rise. Māori learners will be able to consistently expect culturally affirming learning environments.
How will this improve the way the VET system performs for Pacific learners?
As for Māori, Pacific learners can expect to have increased opportunities to enrol in and complete VET qualifications that have strong employment outcomes, including apprenticeships. Providers and employers will be encouraged to work together to increase hiring, training and support for Pacific learners. Labour market underutilisation rates could drop, and median salaries could rise. Pacific learners will be able to consistently expect culturally affirming learning environments
How will this improve the way the VET system performs for disabled learners?
Providers will have increased capability and capacity to understand, identify and support disabled learners’ needs. Providers and employers will be encouraged to work together to improve hiring and training rates and support for disabled employees. Disabled learners could increasingly enrol in, and complete, VET qualifications that have strong employment outcomes, including work-based training. The very high labour market underutilisation rates for disabled people could drop.
How will this improve the way the VET system performs for learners with low prior achievement?
Learners with low prior educational achievement can expect more support to complete their qualifications. We are seeking a significant improvement in qualification completion rates for these learners compared to other learner groups.
How are disabled learners identified?
Disabled learners are learners who identify as disabled on enrolment forms and learners who access disability support from providers. TEC is working with providers and the wider sector to improve data collection on disabled learners.