Category: Tertiary Education Commission

Source: Tertiary Education Commission

Last updated 4 March 2024
Last updated 4 March 2024

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This page has information on how Immigration Levy provision is reported on and how we monitor performance.
This page has information on how Immigration Levy provision is reported on and how we monitor performance.

Reporting
Tertiary education organisations (TEOs) report on the use of funding, and the outcomes they achieve, each year.
Monitoring
We monitor the use of Immigration Levy funding, and the outcomes achieved, through the TEOs’ yearly reports.  

Source: Tertiary Education Commission

Last updated 26 February 2024
Last updated 26 February 2024

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The Tertiary Education Commission (TEC) has released its Plan Guidance for tertiary education organisations (TEOs) submitting Investment Plans for funding from 1 January 2025.
The Tertiary Education Commission (TEC) has released its Plan Guidance for tertiary education organisations (TEOs) submitting Investment Plans for funding from 1 January 2025.

Plan Guidance gives TEOs information about what we look for in an Investment Plan and how we will assess it. This is key guidance on how Investment Plans should align with our investment priorities, including those set out in the Tertiary Education Strategy.
You need to be aware the Government is currently considering funding and policy changes to tertiary education. Any changes will be published on our website when the information becomes available. We may provide additional information in an earlier Supplementary Plan Guidance as well as after Budget 2024. This information will be relevant when developing your Investment Plans and we recommend reading it alongside Plan Guidance.
Priorities for investment in 2025 are informed by the Tertiary Education Strategy, wider government goals and advice from industry and regional partners. We will strategically prioritise our funding to deliver for learners, employers, industry and communities.
The TEC and the sector need to work together to create a learner-success-driven tertiary education system. For information and templates to help TEOs tell us how they are progressing towards equity of educational outcomes, see Guidance to develop your Investment Plan.
You will also find information on our Investment Framework for Learner (Delivery) Funds and an Introduction to the Investment Process.
TEOs with any questions on the Plan Guidance should contact their Relationship Managers or call our Customer Contact Group on 0800 601 301.

Source: Tertiary Education Commission

Last updated 23 February 2024
Last updated 23 February 2024

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The Tertiary Education Commission (TEC) monitors each tertiary education organisation’s (TEO’s) performance and practices, to inform our decisions about future funding.
The Tertiary Education Commission (TEC) monitors each tertiary education organisation’s (TEO’s) performance and practices, to inform our decisions about future funding.

Reporting
TEOs should outline their support for the Equity funding learner groups as part of their normal Investment Plan documentation. This includes a Learner Success Plan and Disability Action Plan where applicable.
Equity funding for learners with disabilities
We collect information from tertiary education institutions (TEIs) on their use of Equity funding for learners with disabilities.
Collecting this data is very important, as it supports work being undertaken by the TEC and the Ministry of Education to improve outcomes for disabled learners in the tertiary sector. The detailed information provided by TEIs on the challenges, highlights and successes of supporting disabled learners helps inform work on funding needs. It will also continue to be reviewed to gauge additional content needs for the Kia Ōrite Toolkit.
The Kia Ōrite Toolkit – A New Zealand code of practice to achieve an inclusive and equitable tertiary education environment for disabled learners.
The data is collected through the ‘Equity funding: Tertiary students with disabilities’ reporting template, which captures various types of learners and resourcing information, such as costs, staff numbers, services provided, learners accessing the services, challenges faced by TEIs, etc.
You can access the latest reports below:

Source: Tertiary Education Commission

Last updated 23 February 2024
Last updated 23 February 2024

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This page contains information for tertiary education organisations (TEOs) about using Equity funding. Equity funding is available for Māori, Pacific, and disabled learners.
This page contains information for tertiary education organisations (TEOs) about using Equity funding. Equity funding is available for Māori, Pacific, and disabled learners.

Making education easier to access and improving the achievement of all learners is a core part of the priorities outlined in the Tertiary Education Strategy. 
TEOs contribute to this by accommodating the diverse needs and aspirations of learners of all ethnicities, genders, ages, abilities and socio-economic backgrounds.
Equity funding is a “top-up” to:
Delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (DQ1-2) Fund (available only for disabled learners), and
Delivery at Levels 7 (degree) and above on the New Zealand Qualifications and Credentials Framework (DQ7+) Fund (available for Māori, Pacific, and disabled learners).
For learners with disabilities, Equity funding seeks to improve their participation in tertiary education and achievement of qualifications at any level. For Māori and Pacific learners, it is to improve participation in and achievement at higher levels of tertiary education (Level 7 (degree) and above).
Equity funding helps cover the costs of any additional support some learners may need and is not intended to be the sole or primary source of funding. Equity funding should supplement DQ1-2 and DQ7+ funding and contribute to ensuring the success of all learners.
Equity funding does not apply to the Delivery at Levels 3–7 (non-degree) on the New Zealand Qualifications and Credentials Framework and all industry training (DQ3-7) Fund.
Resources
We expect all providers to offer the support required for learner success. These resources contain helpful information:

Source: Tertiary Education Commission

Both organisations presented on their learner-centric systems at a Learner Success Capability Session in late 2023. Learner-centric systems are a key capability that a tertiary education provider needs to get right to enable learners to succeed, whatever that looks like for each learner.
Download a PDF of the Ōritetanga Learner Success approaches: 7 key areas of capability diagram (PDF 335 KB)
We are pleased to share recordings of their presentations.
An informative session on Te Ata Hāpara, and its approach to student support and pastoral care with a focus on higher needs students. The presentation covers the data behind how Te Ata Hāpara identifies risk of not completing courses and how they support these students.
Discusses their new student success support programme, Tītoko, which helps students across the university, including study advice, student administration, support services and student life in general. This presentation takes a deep dive into why the programme was set up, the data supporting change to happen, the approach required for real change and the mechanisms behind how the programme works.
Capability session attendees ask Te Wānanga o Aotearoa and Te Herenga Waka – Victoria University of Wellington questions about their approaches.
To view recordings of previous sessions, visit YouTube | Tertiary Education Commission | 7 learner success capabilities.
Learner Success Capability Session series
The Tertiary Education Commission will continue to host Learner Success Capability Sessions in 2024 alongside the sector. These sessions aim to bring together tertiary providers in the spirit of learning, knowledge sharing and collaboration, and to enhance individual, group and organisational development.

Source: Tertiary Education Commission

LearningWorks, a subsidiary of Wintec Limited, design, develop and deliver quality teaching and learning. He whakairo, he whakatū, he whakaputa akoranga. They support TEOs to embed what’s worked well and improve what hasn’t during the COVID-19 Alert Levels when getting your training online.
Engaging your learners. It’s not just a band-aid fix.
To support you LearningWorks have made freely available this interactive learning resource. Complete the form to sign up.

Source: Tertiary Education Commission

We welcome applications or nominations from people who, having read the Framework for Selection, consider they meet the criteria.
If you would like to register your interest in being a TEI council member, or wish to nominate someone please send a curriculum vitae to:
Minister of EducationParliament BuildingsWellington 6011
or
The Tertiary Education CommissionPO Box 27-048Wellington 6141
or email governance@tec.govt.nz 
As we seek nominations from a range of sources, an application or nomination may not result in an appointment.
Note: It is a general Cabinet policy that public servants are not appointed to statutory boards and other public bodies in which the Crown has an interest, however appointments of public servants may be made under special circumstances.
Further details can be found in the Cabinet Office circular CO (02) 5 – Appointment of Public Servants to Statutory Boards.
Cabinet Office Circular CO (02) 5 – Appointment of Public Servants to Statutory Boards

Source: Tertiary Education Commission

Funding allocations and final funding
While we determine most funding allocations before the start of the calendar year, funding changes are made during the year. These include:
new allocations
changes to existing allocations
performance adjustments
recoveries for under-delivery. 
The information provided in each update of the All Grants Provider Funding Spreadsheet reflects these changes until the allocation of funds and the recoveries for a particular year are complete.
Funding across the tertiary sector varies across years. In most instances these variations are due to funding adjustments, mergers or where funds end or are amalgamated.

Source: Tertiary Education Commission

New Zealand Apprenticeships NZAs) provide a premier vocational pathway and quality support for all apprentices.
Criteria for NZAs:
An apprentice must be employed in the occupation for which they are training
Throughout their apprenticeship, an apprentice must be supported by a training plan agreed by them, their employer, and the tertiary education provider that is arranging the training
The apprenticeship must include a strong theoretical component and result in either:
a level 4 New Zealand qualification, comprising a minimum of 120 credits, or
two or more qualifications totalling at least 120 credits, provided this includes only level 3 and 4 qualifications and at least 60 out of the total credits are at level 4.

If less than half the programme’s credits are at level 4, we need more information from the tertiary education provider to confirm that the programme focuses on level 4 outcomes.
It’s expected that on completing an NZA, an apprentice will be ‘work competent’ for the occupation they’ve been training in. Their industry determines the standard of competency to be met.
New Zealand Apprenticeships are only for training delivered in the work-based learning modes of delivery.
Code of Good Practice for New Zealand Apprenticeships
The Code of Good Practice for New Zealand Apprenticeships was developed in conjunction with apprentices, employers and tertiary education organisations. It sets out the responsibilities and expectations of all parties: the apprentice, employer and tertiary education provider.
In 2023, the Code was revised to reflect changes arising from the Reform of Vocational Education. These changes are minimal and technical in nature.
The new Code comes into force on 30th June 2023.
Read the Code of Good Practice for New Zealand Apprenticeships
Download the Code of Good Practice for New Zealand Apprenticeships (PDF 1.3 MB)
How to apply for approval of New Zealand Apprenticeship programmes
Tertiary education providers must have an NZQA-approved programme for each apprenticeship before we fund any enrolments.
Please use the New Zealand Apprenticeship application form to apply for TEC approval of New Zealand Apprenticeship programmes.
Guidelines on the criteria, the approval process and how to complete the form are all covered within the form itself.
New Zealand Apprenticeship TEC Approval Application Form (DOCX 225 KB) 
Updates to the application form
The 2022 NZA Application form has recently been updated. Please note that tertiary education providers must now submit Schedule of Fee information at the pre-approval stage.
That means we need you to also submit:
If you have any questions please contact us on customerservice@tec.govt.nz.
How many apprentices are in training?
There are two ways to count the number of apprentices – and both are correct.
The first method includes those that are funded as apprentices by the TEC.
The second method includes all learners in apprenticeships and apprenticeship-like training.
This fact sheet explains why there are two different counts, how we count apprentices and the impact any operational changes have on the counts.
Fact sheet – How many apprentices do we have? (PDF 685 KB).

TEC approves all New Zealand Apprenticeships and maintain a register. To find out what apprenticeships are available, and which education providers to contact, see the New Zealand Apprenticeships Register.
New Zealand Apprenticeships Register (XLSX 390 KB) 

If you completed your apprenticeship after 1993, your completion record is likely to be held by the relevant transitional industry training organisation provider and/or receiving education provider. You should contact them directly for a copy.
If you completed your apprenticeship before 1993, TEC might be able to provide your record of completion from the Register of Apprentices.
To request your completion record, fill in the Request for Apprenticeship Record form (PDF 169 KB) 
Email it, with a photo or scan of your identification, to customerservice@tec.govt.nz or send it to:
Tertiary Education Commission
PO Box 27-048
Wellington 6141

We have created guidelines for using the New Zealand Apprenticeships logo. The logo must only be used for New Zealand Apprenticeships that are funded through the Industry Training Fund. 
Please see our guidelines for how and when to use the logos correctly:
New Zealand Apprenticeships logo use and certificate creation (DOC 56 KB) 
New Zealand Apprenticeships logo guidelines (PDF 1.3 MB) 
The logo files are zipped into folders below. Each logo type is available in a range of file formats (eps, pdf, jpg, tif, ai) and sizes (small, medium, large) to make them compatible for printing or online use.Note: Don’t use the reference images. Please only use the images in the zipped files. 

Source: Tertiary Education Commission

They are required to comply with statutory processes relating to the disposal of assets (including demolitions), or interests in assets (including granting of easements), and the leasing of land or buildings. Assets include land and buildings, plant and equipment and financial assets.
Capital Asset Management
The Government sets out its expectations for Capital Asset Management (CAM) in Cabinet Office Circulars.  We monitor the performance of TEIs against those expectations.  
Further information: Capital Asset Management for TEIs
Disposal of assets
Section 282(4) of the Education and Training Act 2020 (the Act) requires that TEIs obtain a written consent from the Secretary for Education to sell or otherwise dispose of assets or interests in assets, and to grant leases of land and buildings they own.
Under Section 282(5) of the Act the Minister may determine a value threshold below which a TEI may dispose of, mortgage, or otherwise charge an asset without the consent of the Secretary for Education. The Minister has issued separate determinations for the disposal of plant and equipment and financial assets, and disposal of land and building assets.
Section 282(5) of the Act also states that the granting of a lease for a total term of 15 years or less doesn’t need the consent of the Secretary for Education. The total term includes all rights-of-renewal.
The determination made by the Minister for disposal of land and buildings do not apply to Crown-owned land and buildings. TEIs cannot sell Crown-owned land and buildings under Section 282(5) of the Act. For information on options available to TEIs for the Crown-owned land and building assets they manage see Crown asset transfer and disposal. 
Capital project and expenditure thresholds for Te Pūkenga—New Zealand Institute of Skills and Technology
Section 327 of the Education and Training Act 2020 imposes a specific requirement on Te Pūkenga—New Zealand Institute of Skills and Technology to obtain the written consent of the Secretary for Education (the Secretary) for capital projects of Te Pūkenga.
Under section 327(1), a capital project may be undertaken by Te Pūkenga only if:
a. the cost of, or level of risk of, the project to Te Pūkenga is below thresholds set by the Secretary under 327(2); or
b. the project is within a capital plan of Te Pūkenga approved in writing by the Secretary; or
c. Te Pūkenga has obtained the written consent of the Secretary for the project.
Under section 327(2), the Secretary must consult with Te Pūkenga before setting thresholds for the purposes of subsection (1)(a).
The Secretary has consulted with the Te Pūkenga council on interim thresholds for the period through to 31 December 2026.
The interim thresholds set by the Secretary for the purposes of section 327(1)(a) will be published on behalf of the Ministry of Education here.
Interim Thresholds for Approval of Capital Expenditure by the Secretary of Education (PDF 117 KB) 
These interim thresholds will remain in place until further notice.
Consents for disposals of assets
For information on how to apply for consent to sell, or grant a long-term lease for, land or buildings owned by a TEI, see Disposal or long-term lease of land and buildings.
For information on how to apply for consent to demolish a TEI or Crown-owned building see Disposal or long-term lease of land and buildings.
For information on consents, including thresholds determined by the Minister, for the sale of plant and equipment and other assets (such as financial assets, computers and art or library collections) see Sale of plant and equipment and financial assets.