Category: Tertiary Education Commission

Source: Tertiary Education Commission

Last updated 24 July 2023
Last updated 24 July 2023

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These Australian webinars and training videos will help your tertiary education organisation (TEO) to build and enhance the quality of your online teaching resources and practices.
These Australian webinars and training videos will help your tertiary education organisation (TEO) to build and enhance the quality of your online teaching resources and practices.

All resources listed on this page are free to view or download.
Please note: We have gathered the resources on this page to make it quicker and easier for you to find information to support your transition to teaching online. While we have made every effort to ensure sources are reputable, inclusion of content does not indicate endorsement from the Tertiary Education Commission.
Teaching online – training videos for teachers and lecturers (Griffith University, Australia, updated June 2020)
Practical tips and strategies for best practice online teaching 
Watch eight practical advice videos.
Quick tips for emergency remote teaching (March 2020)
This set of videos has been developed for trainers and lecturers working with adult students of all ages. They are intended to help educators transition to the online space and become comfortable trying new things.

Platform features and how to maximise them
How to teach ‘live’ online
How to host and manage discussion forums
Using Microsoft Teams
New ideas for teaching online
How to facilitate social engagement in your learners
How to humanise yourself for better learner engagement
Six-step approach to designing a learning topic for online
The role of the online teacher.

Australian Disability Clearinghouse on Education and Training (ADCET) resources
ADCET resources
ADCET offers multiple resources on the move to online delivery. While their focus is students with disability, advice is relevant to all learners, and particularly relevant for disabled and other marginalised learner groups.
Webinars are recorded and can usually be viewed in 30–50 minutes.
Designing Online Education that Works for All Students – A 7-Step UDL Approach (50 mins)
An online webinar which describes a seven-step Universal Design for Learning (UDL) approach for designing inclusive and accessible online instruction that meets the needs of diverse learners, including students with disability. Presenters share new, illustrative examples from their own practice. 
Tips for providing on-line mentoring support to students with disability (April 2020, 45 mins)
A short advice page which links to further resources around advice to learners and tools to support new habits for them in the transition to online learning.
Supporting students’ wellbeing during online delivery (April 2020, 45 mins)
The webinar looks at how online learning can be delivered in ways that enhance student engagement and student wellbeing. Tips are focused at staff delivering on-line instruction.
Key learnings:

Know your learners (their needs, challenges, circumstances and strengths) so you know what they need from you.
Work to facilitate connection and communication between yourself and your learners and learners with each other.
Actively promote your TEO’s student support services (don’t assume they will go looking for them on your website).

TEQSA Online learning good practice kit (Australia, March 2020)
Higher education good practice hub
This resource has been collated by the Tertiary Education Quality and Standards Agency (TEQSA) Australia to assist the sector’s rapid transition to online learning during COVID-19. All material is free to download or access.
The content is arranged into six broad subject areas: 

Source: Tertiary Education Commission

The Government wants to encourage more citizens and New Zealand permanent residents to study overseas and develop new international connections and capabilities through exposure to countries with which they are not familiar.    
For study starting on or after 1 January 2017, tuition subsidy funding and student support will be available to domestic students (as defined by section 10(1) of the Education and Training Act 2020) who study at an overseas campus or delivery site of a New Zealand TEO, and meet the funding conditions for the relevant year.
Funding conditions by year 
The following eligibility criteria apply:
1. The study must be at an approved country. These countries are located in Asia, Latin America, or the Middle East which are regions the New Zealand Government wishes New Zealand to expand its commercial and social linkages with.
Approved country list (PDF 239 KB)  
And
2. The study must be at level 7 or above on the New Zealand Qualifications Framework (NZQF). This level of study is targeted to focus on establishing international research and business connections.
And
3. The study is undertaken full-time and face-to-face as part of a New Zealand qualification. Students still need to complete part of their qualification in New Zealand. 
Additional criteria for permanent residents
For New Zealand Permanent Residents (NZPRs) the following criteria apply in addition to the criteria outlined above:
4. The student must be studying in a country they are not familiar with. “Not familiar with” means the student has not previously been to that country or has been to that country but has spent less than six months in total in the five years before the date on which their overseas study begins.
And
5. The student is ordinarily resident in New Zealand and meets an ordinarily resident test for tuition subsidy funding (as they must for student support) to demonstrate their commitment to New Zealand. A person who is ordinarily resident is someone who is lawfully able to reside in New Zealand, normally resides here and intends to remain here (ie, they consider New Zealand to be their home).
Guidelines for deciding ordinarily resident – Work and Income
The responsibility for ensuring that a student is eligible to access tuition subsidy funding and study support rests with the TEO. The TEO may require NZPRs intending to study part of a New Zealand qualification overseas to complete a declaration to confirm their unfamiliarity with the overseas country they intend to study in and provide evidence that they are ordinarily resident in New Zealand.

Source: Tertiary Education Commission

Reporting
Gateway requires three reports throughout the year of delivery, at the time and in the format we specify below.
Please note:

Schools must report on Gateway programmes through Workspace 2 using the template provided. The first Gateway enrolments report is due before 5.00pm on the first Friday of term 3 and the second is due before 5.00pm on 20 December each year.
The first report covers terms 1 and 2 and should not include workplace placements with a start date later than the last day of term 2.
The second report should include all the school’s workplace placements for the year, including those from the first report.
Unit standard results are reported separately on the template provided in Workspace 2. This report is due before 5.00pm on the last Friday in February of the following year.

For more information see the Gateway Handbook (PDF 404 KB).
The sample templates below give you an idea of the data you need to provide.

Monitoring
We monitor school performance and practices to understand their performance in the sector, and to inform our decisions about future funding.
We monitor whether a school has:

an average level of achievement per learner of at least 20 credits on the New Zealand Qualifications and Credentials Framework (NZQCF), or
at least 20 National Certificate of Educational Achievement (NCEA) credits, drawn from Vocational Pathways.

Performance expectations
We expect schools to achieve an average of 20 credits per learner. We will continue to monitor credit achievement and engage if we have concerns. We may also withhold or adjust funding if we are not satisfied with explanations regarding performance.
We base the 20-credit minimum achievement level on the average credits achieved by learners across a school’s Gateway group. Not all learners need to achieve 20 credits – some may achieve less while others achieve more.
We consider performance against this minimum credit achievement level when we make future funding decisions, although meeting the minimum credit achievement level is not a guarantee of future funding.
For more information see the Gateway Handbook (PDF 404 KB).
In addition, we use the following measures to assess Gateway programme performance:

number of learners enrolled,
individual learning plans for each learner,
average credit achievement by learners,
achievement of employment and further training outcomes by learners,
Māori and Pasifika learner participation, and
any other matter or aspect of Gateway provision we consider relevant.

Delivery volumes – 75 percent requirement 
We expect schools to enrol learners in at least 75 percent of their funded places (work placements) by the end of term 2. Following the mid-year enrolment report, we use this enrolment volume data as a basis for talking to schools about how their Gateway programme is tracking.
We consider performance against the 75 percent benchmark when we make future funding decisions, although meeting the benchmark is not a guarantee of future funding.
We expect schools to fill 100 percent of their agreed Gateway places by the end of the calendar year. We calculate this as the total number of learners on the programme as a percentage of the funded Gateway places.
If enrolments at your school are likely to be significantly below the number of places we agreed on, please discuss options with our Customer Contact Group, phone 0800 601 301 or email customerservice@tec.govt.nz.
Decreasing your funded Gateway places 
You can ask to reduce your funded Gateway places if you are likely to enrol fewer students in the programme than you agreed to. Please let us know as soon as possible.
To apply for a reduction in Gateway places, complete the Gateway proposal for decreased places application form and email it to customerservice@tec.govt.nz.
Funding wash-ups
At the end of each calendar year, if you have not delivered all of your Gateway placements, we will calculate a recovery of funding (funding wash-up).
For the calculation of funding wash-ups see the methodology and technical specifications from the relevant year. The most recent information is at the top.

Source: Tertiary Education Commission

We provide Gateway funding so schools can meet the costs of arranging and managing workplace learning for their students, including workplace assessment.
A school can either manage the Gateway programme itself or use a broker to provide all or part of the programme on its behalf.
While a school may use the funding to meet the costs of a broker, they may not use Gateway funding to pay for students to attend courses provided by tertiary education organisations. The programme is designed to support learners’ transition into the workplace.
Funding mechanism
The Minister responsible for tertiary education issues the Gateway funding mechanism. It sets out the purpose of the fund and gives authority to the Tertiary Education Commission (TEC) to administer the funding.
Funding is agreed off-Plan via a funding confirmation letter. A school that receives Gateway funding is required to:

The overall amount of Gateway funding available is set through the Government’s annual Budget process. We determine the appropriate amount of Gateway funding for a school through the annual investment process and in-year additional funding requests (if available).
Funding allocation and payments
Funding allocations, including any amendments, are available through the My Allocations and Payments app on Ngā Kete.
Gateway funding is paid in equal monthly instalments.
For the calculation of indicative allocations see the methodology from the relevant year. The most recent information is at the top.
For more details regarding your specific allocation, please contact customerservice@tec.govt.nz.
Need help to access Ngā Kete?
To have access to Ngā Kete, your school must have an Education Sector Logon (ESL). If you do not have an ESL, you can follow the steps listed on the Ministry of Education’s website.
How to get an Education Sector Logon
We recommend you register with a generic email address such as admin@emailaddress.school.nz. This is so you can continue to access Ngā Kete if a designated Gateway Coordinator leaves your school.
Funding rates
Gateway funding is allocated per place on a sliding scale. As the number of places at a school increases, the amount of funding per place decreases.
For more information about your specific allocation, please contact customerservice@tec.govt.nz.
For more details see the Gateway Handbook (PDF 404 KB).
Accessing new or additional Gateway funding
If you would like to apply for Gateway funding for the first time, or are an existing provider and want to increase your allocation for the following year, please apply before 31 August using the Gateway Funding Application Form (DOCX 35 KB).
In September, we consider applications for funding for the following calendar year. As we have a limited amount of funding to allocate, we consider applications from new schools only if enough funding is available.
For more details about how to apply, please contact customerservice@tec.govt.nz.
For more information, please see the Gateway Handbook (PDF 404 KB).

Source: Tertiary Education Commission

Gateway is designed to support school learners’ transition into the workforce by offering them workplace learning while at secondary school. This must include a formal agreement (like an individualised learning plan) between the school, the learner and the workplace.
Learners are assessed in the workplace, and they can achieve credits on the New Zealand Qualifications and Credentials Framework (NZQCF) towards their National Certificate of Educational Achievement (NCEA).
The workplace learning should include:

set unit standards for the learner to work towards and achieve, and
specific assessment methods.

School responsibilities
Schools must comply with all administrative requirements we specify, including reporting requirements in the Gateway Handbook (PDF 404 KB).
For the full list of responsibilities, see the Gateway funding conditions for the relevant year.
Vocational Pathways
Vocational Pathways provide ways for learners to achieve under the National Certificate of Educational Achievement (NCEA) Level 2. 
Vocational Pathways
Including Vocational Pathways credits in NCEA allows learners to see how their Level 2 study leads to higher qualifications and career opportunities, and how their achievement will be valued in the workplace. The Vocational Pathways are a useful tool for planning programmes in line with what relevant industries recommend.
Schools should closely align their Gateway programme with one or more of the Vocational Pathways:

Construction and Infrastructure
Creative Industries
Manufacturing and Technology
Primary Industries
Services Industries
Social and Community Services.

For more information about Vocational Pathways, and tools to design programmes and help learners to plan their future careers, see Vocational Pathways – Ministry of Education.
Resources
Key resources for Gateway-funded programmes include:

Funding conditions
To receive Gateway Fund funding, schools must comply with the funding conditions.
For the full Fund requirements, see the Gateway funding conditions for the relevant year.
Eligibility
For the full eligibility requirements for organisations, programmes and learners, see the Gateway funding conditions for the relevant year.

Source: Tertiary Education Commission

Last updated 8 July 2024
Last updated 8 July 2024

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The second consultation phase for the University Advisory Group (UAG) is now open and will close on Friday 30 August at 5pm.
The second consultation phase for the University Advisory Group (UAG) is now open and will close on Friday 30 August at 5pm.

Phase Two consultation covers the core activities of teaching, research and knowledge transfer in New Zealand’s universities, and universities’ governance and management. Submissions will inform the UAG’s advice to the government on New Zealand’s university system.
For more information, including consultation questions and how to make a submission, visit University Advisory Group.

Source: Tertiary Education Commission

Last updated 8 July 2024
Last updated 8 July 2024

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The Ministry of Education (MoE) invites sector feedback on the 2025 funding determinations and fee regulation settings. Consultation on the funding determinations closes on 5 August 2024 and consultation on the fee regulation settings closes on 29 July 2024.
The Ministry of Education (MoE) invites sector feedback on the 2025 funding determinations and fee regulation settings. Consultation on the funding determinations closes on 5 August 2024 and consultation on the fee regulation settings closes on 29 July 2024.

Providers have been sent an invitation to participate through DXP Ngā Kete or Workspace 2.
Why is the Ministry of Education consulting?
MoE is required under the Education and Training Act 2020 to consult on changes to fee regulation settings and variations to existing funding determinations.
The Minister for Tertiary Education and Skills has agreed to consult on proposed updates for 2025.
Please note that this is not a consultation on proposed changes to the vocational education and training system, this will be consulted on through a separate process.
Variations to funding determinations
MoE is consulting on variations to the following 11 funding determinations:

Adult and Community Education (ACE)
Delivery at Levels 1 and 2 on the NZQCF (DQ1-2)
Delivery at Levels 3-7 (non-degree) on the NZQCF and all industry training (DQ3-7)
Delivery at Levels 7 (degree) and above on the NZQCF (DQ7+)
English Language Teaching, including Refugee English (ELT)
Equity Funding
Gateway
Literacy and Numeracy Provision, including the Intensive Literacy and Numeracy Fund and the Workplace Literacy and Numeracy Fund (L&N)
Māori and Pasifika Trades Training (MPTT)
Performance-Based Research Fund (PBRF)
Youth Guarantee (YG)

For more information, please refer to the MoE website.
Funding determinations – Ministry of Education
Consultation on fee regulation settings
MoE has invited submissions on proposed changes to fee regulation settings from 2025:

2025 Annual Maximum Fee Movement (AMFM) rate
Minor and technical changes to fee regulation settings, including fee settings for micro-credentials
Student services fees settings

The proposed fee regulation settings for 2025 have been published in the New Zealand Gazette.
The Tertiary Education (2025 Fee Regulation Settings) Notice 2024 – New Zealand Gazette
Further information on the fee regulation settings can be found on the MoE website.
The Minister for Tertiary Education and Skills is consulting on tertiary fee regulation settings for 2025 – Ministry of Education 

Source: Tertiary Education Commission

You’ll also find information on how we calculate performance, including the current methodologies we have developed for some of the educational performance indicators (EPIs).
See Educational performance reports on individual tertiary education organisations (TEOs) for details on EPI methodology, EPI interactive charts and EPI reports.
How enrolments influence performance
The nature of enrolments at each organisation influences its performance. For example, part-time and extra-mural students often have work or family commitments, which may mean they devote less time and energy to their studies. They might also have different study goals.
Note that external factors such as the Canterbury earthquakes or COVID-19 may have negative impacts on an organisations ability to deliver courses and enrolment numbers, which may in turn affect educational performance.
The full impact on EPIs will not be evident for several years when cohort-based EPIs, particularly qualification completion, are confirmed.
Tertiary Education Strategy (TES) priority groups
Through the TES and our other sector guidance, we set expectations for the performance of tertiary education organisations (TEOs). We prioritise an outcomes focus, especially for traditionally underserved groups including Māori and Pacific Peoples. Our information shows how those groups performed compared to all students. 

Source: Tertiary Education Commission

Educational performance indicator reports
Our educational performance indicator (EPI) reports are designed to help TEOs manage and monitor their own performance and to deliver on their agreed tertiary education services.
EPI interactive charts
For Te Pūkenga, universities, wānanga and private training establishments the interactive charts provide information about the educational performance of individual TEOs. They include performance information for:

first year retention rate
cohort-based qualification completion rate
course completion rate
progression rate.

You can view these EPIs through interactive charts, which allow you to select and display data across various filters (eg, gender, ethnicity, TEO, part-time/full-time). Note that EPIs for providers arranging industry training are currently unavailable to view as interactive charts, these are available as EPI reports.
EPI reports using current methodology
For providers arranging industry training the EPI reports provide information about the educational performance of individual TEOs. They include performance information for:

first year retention rate for apprentices
cohort-based programme completion rate
credit achievement rate.

View the EPI reports for individual TEOs using our current methodology.
EPI reports using previous methodology
For providers arranging industry training the EPI reports using our previous methodology provide information about the educational performance of individual TEOs. They include performance information for:

programme completion rate
credit achievement rate

For Te Pūkenga, universities, wānanga and private training establishments, the EPI reports using our previous methodology provide information about the educational performance of individual TEOs across four EPIs:

retention rate
EFTS – weighted qualification completion rate
course completion rate
progression rate.

The EPI reports also show information about learners at the TEO.
View the EPI reports for individual TEOs using our previous methodology.
Methodologies
Current methodologies
The documents below describe the methodology for calculating EPIs that were introduced in 2015 and 2016.
TEOs reporting through the SDR:

TEOs reporting through the ITR:

Previous methodologies
The documents below describe the previous methodologies for calculating the EPIs we used from 2009 until 2016.

EPIs for SAC-funded organisations (October 2014): Educational Performance Indicators: definitions and methodology – Student Achievement Component and Youth Guarantee funds reported through the SDR – version 8 (PDF 491 KB) 
EPIs for Youth Guarantee-funded organisations (Oct 2014): Educational Performance Indicators: Definitions and methodology – Student Achievement Component and Youth Guarantee funds reported through the SDR – version 8 (PDF 491 KB) 

Source: Tertiary Education Commission

Last updated 5 July 2024
Last updated 5 July 2024

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We publish information on the performance of tertiary education organisations (TEOs) based on agreed educational performance indicators (EPIs). Our EPI reports are designed to help TEOs manage and monitor their own performance and to deliver on their agreed tertiary education services.
We publish information on the performance of tertiary education organisations (TEOs) based on agreed educational performance indicators (EPIs). Our EPI reports are designed to help TEOs manage and monitor their own performance and to deliver on their agreed tertiary education services.

This page relates to EPI reports using the current methodology. You can also view the EPI reports for individual TEOs using our previous methodology.
The information in these EPI reports includes learners reported through the Single Data Return (SDR) (including international full-fee paying students) and learners reported through the Industry Training Register (ITR).
Note that external factors, such as the Canterbury earthquakes or COVID-19, may have negative impacts on an organisations ability to deliver courses and enrolment numbers, which may in turn affect educational performance. The full impact on EPIs will not be evident for several years when cohort-based EPIs, particularly qualification completion, are confirmed.
More detail about what each of the indicators show is also available on our Educational performance indicators for TEOs page.
Viewing the reports
Use the dropdown boxes below to look up the EPI report for each TEO. 
Reports are available for TEOs arranging industry training from 2016 to 2023.
For other TEOs reporting through the SDR, reports are for previous years’ performance (2015 to 2017) only. See the interactive charts section below for more on 2023 EPIs reported through the SDR.
Select an organisation and year
Something went wrong. Please try again.
Organisation type
Organisation
Year

Interactive charts
For universities, Te Pūkenga, wānanga and private training establishments, EPIs using the current methodology can be viewed through interactive charts. You can decide what data to view and how to display it.
Note: The EPI report data for TEOs arranging industry training is currently unavailable to view as interactive charts.
Where to go for additional information
The New Zealand Qualifications Authority (NZQA) and the Academic Quality Agency for New Zealand Universities (AQA) undertake external reviews of the quality of tertiary providers and publish review reports on their websites.